{"response":{"docs":[{"id":"bcas_bcmss0837_510","title":"Incentive Schools: Parent community involvement","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Parents' and teachers' associations","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Parent community involvement"],"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/510"],"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\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 August 2, 1991 PARENT'S CONTRACT My child (Complete Name) grade at is presently enrolled in the Incentive School. As a parent I agree to support the provisions of my child's educational philosophy, program, and goals of Incentive School. I will\nattend regularly-scheduled and specially-called teacher/parent conferences\n*1 cooperate with the school when disciplinary actions are . necessary\nsupport school rules and policies\nensure the student's compliance with the dress code policy\nprovide a proper study environment and require completion of homework as assigned\nensure prompt and regular school attendance\nand *be an active member of the parent/teacher organization and attend all meetings and other school function. * * * *, I agree with the fundamental principles as stated above and will assist the staff with my support. at . ____________ honoring this contract. I am aware that my child's success Incentive School is contingent upon my Date Parent/Guardian's Name Parent/Guardian's Signature Address (Home) Telephone // (Work)INCENTIVE SCHOOL PARENT SURVEY SCHOOL TEACHER .TUDENT INFORMATION: Name\nLast First M.I. Date of Birth Grade Address: Phone: Parent/Guardian: Last First M.I. PARENT INFORMATION\nEducation Completed: (please check) Grade School Post Grad. High School Vocational School ___College____ If you did not complete high school, would you be interested in help with meeting G.E.D. requirements? YES NO Would you be interested in attending a workshop or seminar on any of the fol lowing? may have.) (Please check one or more and write in any suggestions that you ___Using your Parent Skills ___^Drug Awareness ___^Successful Parent/Teacher Communication ___Disciplining my Child ___Single Parenting ___Communicating with Teens ___Personal Finances (Making ends meet) ___Dealing with Stress/Learning to Relax ___Making Family Outings Fun, Cheap, Educational ___Motivating Your Children ___^Listen!ng Ski 11 s ___Career Planning ___How to use a Computer ___^Safety in the Home I'ncouraging your Child's Creativity ___Understanding Tests my Child Takes ___Sharpening Your Math/Reading Skills ___How to Help My Child in Reading/Math ___Helping your Child with Homework ___How to be an Advocate for my Children ___Storytel 1 ing ___Healthy Body, Healthy Mind ___Diet and Eating Right! ___^How to Talk to Young People about Sex ___^Other Suggestions Circle One: Do you work outside the home? YES NO (Spouse) YES NODate and Time 10-26-91 10-11:00 \\/ Saturday Morning a.m. 11-4-91 6-7:00 p.m. vffonday Night (At Rightsell) 11-11-91 6-7:00 p.m. /Monday Night (At Stephens) 11-18-91 6-7:00 p.m. ^/Monday Night (At Rockefeller) /11-20-91 6-7:00 p.m. Wednesday Night 11-25-91 6-7:00 p.m. 'Vfonday Night (At Mitchell) ,12-2-91 ^Monday Night 6-7:00 p.m. (At Garland) 12-9-91 (At Rockefeller) 6-7:00 p.m. Incentive School Parent Workshops Fall 1991 Title How to Help my Child in Reading Mrs. Alice Stovall How to Help my Child in Reading How to Help my Child in Reading How to Help my Child in Reading How to Use the Computer How to Use the Computer How to Use the Computer How to Use the Computer 1 Location Franklin (Parents only) Mitchell \u0026amp; Rightsell Garland \u0026amp; Stephens Rockefeller \u0026amp; Ish Parents Franklin Parents only Mitchell \u0026amp; Rightsell Garland \u0026amp; 1 Stephens Rockefeller \u0026amp; Ish VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT November 8, 1991 11 i vV Ms. Lonnie Dean, Principal Stephens Elementary School 3700 W. 18th Street Little Rock, AR 72204 I A' Dear Ms. Dean: A group of young Black community people known as the Ambassadors of Life recently formed a speakers bureau. The members volunteered to speak to students in the Little Rock Public Schools about their careers, hobbies or interests at the request of a teacher. Tracy Steele is the Chairperson of the organization, however, they have charged me with the responsibility of coordinating activities for the speakers. Please share the AOL list with your school staff. If any of your teachers would like to request a speaker for their classroom or would like more information please have them call me at 324-2292. Sincerely, ZcLfed: Valerie R. Hudson Incentive School Coordinator Enclosure 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 AMBASSADORS OF LIFE. INC. Speakers Bureau Resources For information regarding the following resources, please contact Valerie Hudson at 324-2292. 1. Tracy Steele - Special Assistant for Economic Development, State Department for Economic Development. (AOL Chairperson) 2. Janice Kearney - Owner/Publisher, Arkansas State Press, 3. Fred Allen - Senatorial Legislative Aide, Senator Pryor's office. 4. Ethel D. Armstrong - Supervisor for Medicare Secondary Pay, Blue Cross and Blue Shield. 5. Troy Baker - Manager, Professional Conmunications, Entrepreneur. 6. Jerry Bradley - Family Advocacy Network Coordinator, NLR Boys Club. 7. Richard Brown - Enforcement Officer, Arkansas Beverage Control. 8. Lauren Chambers - Engineer, Entergy Operations. 9. Valerie Hudson - Incentive School Coordinator, Volunteers in Public Schools. 10. elevon Young - Planner, Arkansas Human Development Corporation. 11. Connie Cogshell - Administrative Assistant, Blue Cross and Blue Shield. 12. Greg Clay - Graphic Designer 13. Ed Coleman - Chief, Monitoring \u0026amp; Support, Employment Security Division. 14. Cassandra Curry - Speech Language Pathologist, Stephens Elementary. 15. Byron Dillard - Community/Consumer Relations, Arkla Gas Co. 16. Brenda Donald - Assistant to the City Manager, City Manager's Office. 17. Roosevelt Dobbins - Program Analyst, Harvest Foods. 18. William Deloney - PSA Director, COOL 95. 19. Allie Freeman - Special Assistant Governor's Aid, Appointments, Boards and Commissions. 20. Sandra Lilly - Employee Relations Coordinator, Blue Cross and Blue Shield. 21. Lisa Mathis - Lawyer, Justice Bob Brown, Supreme Court.Ambassadors of Life Speakers Bureau Page 2 22. Christopher Bell - Assistant Director, COPE 23. Crystal Hogan - Case Manager, New Futures. 24. Deborah Robinson - Program Director, Channel 14 BET. 25. Carla Stokes - Just Say No/Project LEAD Coordinator, Arkansas for Drug Free Youth. 26. Carla Faye Edwards - Hearing Officer, Blue Cross and Blue Shield. 27. Lott Rolfe, III - Extention Specialist for Community Development, University of Arkansas Cooperative Extension Services. 28. Pat Vincent - Claims Representative, Allstate Insurance. 29. Marty Burton - Assistant Coordinator of Mediation Programs, Arkansas Development Finance Authority. (Farmers) 30. Dionne Mitchell - Group Life Therapist, Centers for Youth and Families, Elizabeth Mitchell Division.4 111 * I X i. f. \u0026lt; X i f X X X + X' XIX X * X X X X i K X X i. t X X X X * IX .1X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X P.Ol I n! SENDER TRANSACTION REPORT DEC- 3-31 TUE 8:47 RX TINE PAGES TYPE NOTE X   i I i ii.1 I. : 8:45 501 374 7609 1'37\" 2 RECEIVE OK X X X X X X X  ' . * IH'. .1X X * X X X X X X XIX X X X X. X X Y I, X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X BSB H19:54 5111 ri 7609  L R School Dist U01 Itf aJ  L'TTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 Decenib^r 3,].,19.91. Connie Hickman Arma Hart 324-2037 Speakers Bureau Attendance (11-26-91) ,. i/MtS Tease advise whether or not this is adequate. ILL-niQU _ Out! HR 3r r.\\ PROCESSING GEE!C USE ONLY -Oaie __ _ Tirnt_____  : 17 301 374 7609 L R School 1)1 st 01)51  001 c. Dept LITTLE ROCK Fax X . Post-It brsiid fax transmittal memo 7671 i* pasas  012? yy\\ rj icbiTcin Ft^m c. Phone ir 32/\" 2-OeX) 3 -^.\u0026lt;4 - 2*05 2. Rightsell Elemen i ahy  ocmool 911 West 19\" street Phone 324-2430 Little Rock, Arkansas 72206 Novem'ber 20, 1991 LiS. Area Hart, Desegregation facilitator,^ received MOV 2 0 ^391 : Mrs. Bobbie H. Goodwin, Principal desegregation Spucikci's Bureau Robert Cook Street! -\n.e Rock, Arkansas 224 28 (BM) 8? Ms. Ann Sanders Rightsell Elementary Phone: 32A-2430 auelyn Dayidson '\nienal Parkway Rock, Arkansas 888-7042 (WF) . Frenzella Dodson  Oitseji hl\u0026amp;aientary (BP) 324 2430 ene Goetz  '1 EleTaentary 324-2430 (WP) 1 (BP) 430 rary 4 - M. Johnson me )er, Arkansas  '8-0283 72202 (V)P) md Jones . -.\nLib 12/02 91 17\nIS L R School Dlst --* ODM  002 S3 301 374 7609 '.9 I K'S .y!JSaK-?V LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 Sout*' Harrison Phone 671-6380 Little Rock, Arkansas 72204 TO: BKOM: Larry Robertson, Assistant SuperintendratJ^QjyPC h'n'/ ? 7 1SS1 Franklin A. Davis, Principal. SUBJECT: Speaker's Bureau T'.TE\nNovemtsy:- 22, 1991 The foUoxvung persons have agreeded to serve as the committee for the .rankiin School Speaker's Bureau: liJ^ENTS TCAtlHKRS i'lJda Roddy 414 Fair Pack Boulevard ittle Rock, AR 72204 J0NE_\n_ 664-6529 ACE: White\n1ENDER: Female Pam Person 5716 Randolph North lattla Rock, AR 72116 PHONE: 0887 RACE\nBlack GENDER: Female rl 'oung  \u0026lt; .t 24th ock, AR 72204 666-2472 Black -OR: Female Jade Montgomery- 2603 Lehigh Drive Little Sock, AR 72204 PHONE: 224-1836 RACE\nGENDER\nBlack- Female fc rsra Jenkins 1608 South Grant little Rock, AR PHONE: RACE\nBlack Brenda Hansnons 35 North Meadowcliff Little Rock, AR 72209 PHONE: 562-5244 CHOES: RACE: White ter GENDER\nFemale I 12 02 -91 17\n19 501 34 7609 01)51  003 I** Garland 3ei5W.25ih. Little Rock, AR 72204 L R School DlsT 'a* 'a* Incentive Mr. Robert L. Brown, Jr., Principal ' ' Rione\n(501)671-6275 lb Simply TmniifarrTUitianal' I'* t- 1^? R ED  ilK. -\nrp Av Deseg. Facilitator !.. BroliTi, Jr., Principal November 21, 1991 Speakeis Bureau t40V 2 5 B9  ?ted below are the names, addresses and gender which-you requested the Speakers Bureau: . -tta Cavis 'Charles Parents rens Address Race/Gender ee Turner Teachers Coney d_i\u0026gt;!rs. Loretta Barris Jennifer Parley I ) ie Weidow'er Crsnne Woodruff 3118 Ware St, 4101 W, 21st St. 6520 Kelley Rd. Address 6824 Honeysuckle Lane 10IB Audubon Govs 1500 S. I'yler W/M E/F W/F (unconfrrmed) itace/Gender W/F B/F 12.02 91 17:19 EPSOl 374 7609 ISH TNCES'IlVE SCHOOL 3001 \u0026gt;. Pulaski Street lii-t..e Rock, AR 72206 Nov,',. ..r 21, 1991 TO: :\u0026lt;CS. ..ia Hart ?BOM\nStar Strauss RE: Speaker.^ Buraau Participants NV- ADDRESS a L R Sclinol DI sr 0D?I  004 i--rs, Angela, Parent '--Ergrtvick, Kim, Parent 'ons.\n-ric, Parent ^..Mrch^ield, Vicki, Teacher \u0026gt; -Rilis Cl evel.ano, Teacher (,XFf, Jayrae, Teache- 1224 W. 33Td 3204 Katherine 15 Greenway Dr. 21443 Crabapple 1603 K. 23rd P. 0. Bos 25012 aca received NOV 2 5 1991 DESEGREGATION R/S B/F W/M S/M PHONE # '.-5 568-9419 B\u0026amp;Q-IQ7J 375-5431 666- 463 dil I s I I I I ! i J $ ! :\u0026gt; s i\n* I 1\na i\n117:20 501 374 7609 L R School Dl\u0026amp;t OPM @no5 \u0026lt; \u0026lt;\u0026gt; M-. .i*r s % fe h '5 J h'fir S S I ri J*\u0026gt;  Ai LITTLE ROCK SCHOOl, DISTRICT Stephens Elementary School 3700 West 18 Phone 671-6350 Little Rock, Arkansas 72204 NoveiEoer 21, 1991 geceNeo ro: Araa Hart, Desegregatiori Facilitator ^0^ \"2 5 FROM: Locnie S. Deaa, PriDcipal StBJECi: SPEAKERS' BUREAb COMMITTEE List ..cio-B-are\nthe\nSpeakers Bureau Committee for Stephens Incentive School: ms PARENTS ^5-j8 E f , 0 . r'. ColXct -eu - B/M 37th , Station - 72053 L,JlafiiiEa Wright?- B/p 1503 S. Maple LR - 'jO J' \u0026lt;::elle2Eilington - W/F 12 Green Mta.-i409S 72212 2-2178 \u0026amp;-r''5-M.r's.i-\nPh'iiiip? Whiteaker _ H'/y pt/p 1405 Jr. Deputy Road LR - 72205 224-5542 .............. . . '7 Lftj.kerson - W/F ' orge #1104 - TL07 1 3319 i^^-hilsatEarhes's  ?- w/F 13701 Denn Dr, 54 Helenwood Dr:.. i NLR - 72118 851-872512 02'91 17:20 3U1 374 7609 L R School Dlst -- ODM  006 SPEAKER'S raiRRAn Tracy Noel 2412 Marshall. St. Little Rock, AR 72204 2 5 (501)372-2032 562-6295 WORK Cheryl Kell-y 8710 Winston Dr. Iiittle Rock, AR 72209 (501)562-1627 5-^ ''Rita Dade 1523 W. 23rd Little Rock, AR (501)376-2467 T22j-. Ami Hansen 2810 State. St. little Rock, AR fSiii 'maii Soilth 2015 Center- St. Little Rock, AR (501).3\n2-4323 ranet Louise Lynch 8706 'Ainston Lane Little Rock, AR 72209 (562 .'27) ii i 1 17\n21 111 074 7609 L R School Dlst 01)51  007 LITTLE ROCK SCHOOL DISTRICT Rockefeller Eleivjentary School 700 Easi i7th Phone 374-1226 Little Rock, Arkansas 72206 ROC:-. I\"R SPEAKERS : \u0026lt;j Maginn Street - 1 \\'\n\u0026gt;\nk, AR c\n'.'.  L960(work\nHdie: Wt. i ce 72207 Mr'i. Mary Hross 310 $. Vernon l.ittle .Rork AR '2205 '7^ 33930iome) White ' -iieth Pa'ctsrscn \u0026lt;egard Dr-vc ! i'  . Rock, AR /ZEiVi i^rfortj  : Black F.i , \u0026amp; Mrs. Roy Albert !\u0026lt; .7 College Street  ttle Rock, AR 72202 '-..'2 6672lwo\u0026gt; Race\nBlack . . ' Mrs. Roxannn 'defley 58 Belmont Drive Little Rock, AR 72204 371-7459\u0026lt;v.-.^rk) Rdce\nTerry Stevenson Benui t-gar. i t -' Rnck, 3? U06(wor.k\n.1 ve  72236 R- Black SCHOOL Si'AFF: Jindergarten - Lynr iii-stitute - Eiizal' '111' th :.ry - Patric't\n ..r-'iate - -  11 09.5 4 _____ I 501 374 7609 6 L R School Dlsr. 7 .1 ^:6r ,ij r\\ I' T) r y 7\\: 4\u0026lt;\u0026lt; --7 a /, @002 i- L 6' U C./C.. ^i[fc7-k 2..^ \u0026gt;\u0026gt; -? f Zms._CJ/v^ \u0026lt;36M^Yb^^ .. ^5^!^ lCs.Q-iL...i^.'3'C-'^.33.3y. -tf il^T,1f U\\, ii dlC'b W : /'^ ^'.j- \u0026lt;(.yi3x^''-''^'^ I ' '\u0026gt;-\u0026lt;3 ! ..'\u0026gt;W 9 9 ! 1 1 i i *1.. 7z^ '! fi ''-iii^ .5'-  ---------, A 4b-h( t / f' 1 , X' /- -Z 3'^ I' \u0026gt; \u0026gt;.. AV 17^0 '. y/ty. L Z r-, - \"S. I '.'''3'c t . ) 1, W-il 374 ~l',il9 L H School Dlst.  002 I ' . .'5\u0026gt;' .v\\. 4. !  I J -r --r z U- ' J\n- O' J .. .h-j' j'., S:kx.\u0026lt;jLt-G^. 1 ) '-.s- 141 X  (/. I f f ' a I G /C? \u0026lt;2 li,. ./I U/C '\u0026lt;A^. 'f [jL^ L4.' ..^ f f' ' * - 1 ''} . r  .// 10 A4^ ll(i\u0026gt; z^- - I. t- ,\u0026lt;  f - i*?'\\ 77^ ''J i-.\n\"- V  A^.i'- ,..,x , *1 760 Ik J jtiivjtirr-' '\"k, /__I_ ^4771^01 'I-, i.. -  ' .  f 45- 17 'C/. .- ' 1 !J r / . t -------- !\u0026amp;. f. a:- L .-  r O C f.. Franklin School LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 1991-92 Parent Council List Rightsei I Denise Northcutt 4101 Holt St., Little Rock, AR Richmond Oones 1915 S. Izard St., LR, AR Phone: 445-7430 (Home) 671-7430 (Work) Phone: 372-7240 Pearl Young 4303 W. 24th St., Little Rock, AR Phone: 666-2472 (Home) Robert Cook 917 West 22nd, LR, AR Phone: 224-5128 Mitchell School Stephens Sharon Armstrong (B) 1618 West 22nd St., Little Rock, AR Phone: 375-6612 (Home) 686-9612 (Work) Doretha Grimes (B) 4111 W. 22nd St., LR, AR Phone: 663-0520 Cheryl Kelly (WF) 8710 Winston Lane, Little Rock, AR Sandra Oackson (W) 1508 Marshall St., LR, AR Phone: 375-5830 Phone: 567-1627 Rockefel1 er Ish School Rolanne Hefley (W) 58 Belmont Dr., Little Rock, AR Frankie Jeffries (BF) 1218 West 28th, Little Rock, AR Phone: 664-3116 Phone: 376-6209 Eric Simmons (WM) 15 Greenway Dr., Little Rock, AR Roy Albert (B) 1217 College St., LR, AR Phone: 375-5105 Phone: 568-9419 (Home) 377-0993 (Pager) Gari and Johnetta Davis (BF) 4101 West 21st, Little Rock, AR Phone: 664-5588 Helen Surratt (BF) 2000 Valentine, Little'Rock, AR Phone: 663-5823OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 heritage WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: James Jennings, Assistant Superintendent for Desegregation Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Incentive School Documentation Needed Thank you for agreeing to meet with our staff on November 4, 1991. During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed to complete our reports. As we indicated during our conversation on October 28, 1991, obtaining this information will require the expertise of several of the district's central administrative staff. We will need the following information: - Incentive School Program Committee- membership list and minutes #2 Incentive School Parent Council- membership list and minntps #3 - LRSD Definition of Criterion-Reference Testing - Copy of District homework policy #21 - Homework Hotline- staff list, example of materials #32 - Update on year-round school #37, #92 - Staff recruitment procedures #40, #68 - Staff development records of training in the Incentive Schools #41 - Camp Pfeifer referral guidelines and procedures #55 - Procedure for monitoring SEP's - team list #56-59  - Copy of Incentive School Staffing Needs Assessment/Recommendations #66 - Guidelines for Incentive School staff evaluation #70 - Staff Development Planning Committee - procedures/membership list #71 - Copy of Staff Development Needs Assessment - resrdts/recommendations #72 - Status of the Incentive Schools Instructional Specialist #79 - Teacher Demonstration Committee - membership and current status #77 - Master Teacher Program Committee - membership and current status #78 - Copy of the Teacher Assistance Program Plan #80 - Copy and status of the reserved kindergarten seat policy #82 - Status of Adult/Parent/Community Education #64,83,92 Status of Parent Intern Program #84 Parent Workshops - list of dates/locations, topics, participants #87 - Copy of Parent Recruitment Plan, materials, current status #96 If you have any questions and/or concerns, please do not hesitate to call on us. cc: Dr. Ruth SteeleW- I INCENTIVE SCHOOL PARENT INVOLVEMENT II Surveys of teachers, principals, parents and students identified five main types of parental involvement... have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, assistance, workshops... parent usually in connection with parent volunteer audiences. and parent attendance at A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. suggested activities are listed below: Some II (JDR 2308-2309) 83. Adult community education opportunities are offered. 2309, 2310) (JDR STATUS: 84. A Parent Internship Program recruits parents as teacher aides and other positions. (JDR 2309, 2310) STATUS:85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: 86. A Parent Center in the school is staffed and supplied with materials recommended by a staff/parent committee. Materials are loaned to parents. parents. (JDR 2309, 2311) There is a monthly communication packet to STATUS: 87. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as study skills. discipline, time management, financial management, etc. 2312) (JDR STATUS:V 3 88. Community resources are used in the instructional program. (JDR 2313) STATUS: 89. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS:11 90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar, and attend school activities and counselor/teacher and PTA meetings. Each school has identified three key communicators and utilizes community role models and mentors. (JDR 2309, 2312, 2315-17) STATUS:91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) STATUS: 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS : 93. School and community trust is raised through inservice courses for teachers and school, speakers bureau for community groups events. in school zones, and posted calendar of neighborhood Neighborhood pride is promoted through events that are coordinated by school staff. (JDR 2319-20) STATUS:t H / 94. School policies and procedures are established by a governing body of administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement. (JDR 2321-22) STATUS:t r f INCENTIVE SCHOOL PARENT RECRUITMENT n Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation reguirements. (JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS:A t r t 96. Recruitment includes use of brochures, PSA's, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speaker's encouraged activities. bureau and two for each parent school. recruiters M-to-M transfers conduct are recruitment STATUS\n(JDR 2325, 2329-32)V 97. Recruitment monitoring and evaluation procedures are in place, involving the district Bi-racial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly, committee reviews bi-monthly reports from the desegregation office on the progress of recruitment strategies and is advised by marketing/advertising experts. The receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) committee The STATUS: TUESDAY, AUGUST 30, 1994  3B Parental ties to schools vital, candidates agree 3 incumbents, rivals appear at forum I BY ADAM BIEGEL Democrat-Gazette Staff Writer Little Rock schools need more parental involvement and less court supervision, six school board candidates agreed at a forum Monday night. The group  three incumbents running for re-election and their challengers in the Sept. 20 school board election  also expressed support for decreased busing, student uniforms and efforts to combat truancy and violence. Our schools will get better only when parents are involved in every aspect of students education, said Judy Magness, who is challenging Little Rock School Board president Dorsey Jackson to represent the citys north central area. Jackson defended Superintendent Henry Williams, who has been criticized for not adequately involving parents in policy development, but said more can be done to improve communication. He explained that parents might not be able to participate in every decision to transfer a principal because some involved confidential personnel issues. But it can t be just a whim, said incumbent Pat Gee, who represents south central Little Rock. Jackson and Gee said the school districts court-approved desegregation plan needs to be amended if the schools hope to be autonomous. It is too burdensome and cumbersome to work, Jackson said. Incumbent O.G. Jacovelli added that the Little Rock School District should focus on the basics and not the race of the child. Two challengers  Ronald Doc Roland and Shelia Parker  said they were unfamiliar with the plans details but pledged to study it if they were elected. Roland, who is challenging Jacovelli in Southwest Little Rock, said a more active school board can help unite often-fractious groups of parents, teachers and administrators. I feel the tone is set from the top down, Roland said. There is no problem with the Little Rock School District but leadership. Parker called for automatic suspensions of students found carrying drugs, guns or other weapons on school property,  This is no place for Batman and Robin, said Parker, who is challenging Gee. This is a place for education. Magness said a hot line should be established for the public to report school-age children they believe to be truant Magness, who lost to Jackson in 1991, criticized him for his misdemeanor conviction on six federal duck-hunting charges in May. I think school board members should lead by example, Magness said, promising to restore personal and public integrity to the Zone 3 seat. The candidates appeared at a public forum at McClellan Community High School sponsored by the Coalition of Little Rock Neighborhoods and Southwest Little Rock United for Progress.RECEIVES MAY 1 6 1994 Office of Desegregaho?! INCENTIVE SCHOOL PARENT/TEACHER MENTORSHIP 1994  The district strives to satisfy the requirements of the Desegregation Plan through existing programs. Although no formal parent/teacher mentorship program exists, the intent of the program is being implemented through the development of parents as teachers of their children via the Academic Support Program parent component, and the development of the aides as effective supporters of student learning. (Information on actual participants is not available.)/- RECEIVED S? f- y MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL PARENT INVOLVEMENT PROGRAM 1994  See Little Rock School District Desegregation Plan, pages 205-214, which includes program description, program goals, objectives, timelines, and persons responsible for this program. Additional person responsible includes the Supervisor of Social Studies.  In addition, parent involvement is guided by the parent component of the Academic Support Program.LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM CHARTER 1, ESEA PARENT INVOLVEMENT PROGRAM CHAPTER 1 PARENT INVOLVEMENT PROGRAM CORE PARENT EACILITATORS-32 PRIVATE SCHOOLS-(4) 320 MEMBERS CHAPTER 1 DISTRICT WIDE GROUP 40 MEMBERS CHAPTER 1 PRIVATE SCHOOLS 10 REPS, FROM EACH CHAPTER 1 SCHOOLLITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM CHAPTER 1, ESEA CORE PARENT INVOLVEMENT PROGRAM (ADVOCACY PROGRAM) PURPOSE The core parent involvement program is designed to accelerate of students by encouraging parents to take the learning rate _ active role in their child's learning process. an effective parent involvement can: Help parents appreciate the school's efforts and their child's education Increase student's motivation to succeed in school 1. 2 . 3 . Improve student achievement I Help children, through home activities, concepts they're learning in school reinforce THE FOCUS  Social behavioral expectations of students  Academic learning environment -enhancing the environment environment at home and supporting the school learning Parent inservice - family literacy CORE FACILITATORS Conduct group meetings  Facilitator training the Chapter 1 Application - conducting meetings and reviewing 4 . THE CORE GROUP  Articulate the Chapter 1 program Primary contacts with Chapter 1 parents and general information meeting reminders,  Assist the local school in meeting Chapter 1 district goalsMEETING OF CORE PARENT GROUP Discuss Organizational Structure Plan Core Parent activities for the school year Schedule facilitator and Core Parent meetings for the year PARENTAL INVOLVEMENT First Semester Identifying, mobilizing, organizing, informing, and involving parents. A. B. District wide meeting of Parents of all eligible children School Base - Scheduled meetings C. Activities PARENTAL INVOLVEMENT Second Semester I. PREPARATION FOR PARENTAL INVOLVEMENT Academic learning and behavior modification experiences A. Improving family and school relations B. Helping teachers and administrators understand the positive effects of family and school relations II. MEMBERSHIP K Parents or guardians of children eligible for Chapter 1 services Recommendations by classroom teacher(s). Chapter 1 teacher(s), principal(s) III. TRAINING A. B. Discussing basic requirements of Chapter I (Federal, State and Local) Examining how the district plans its Chapter I application and who is responsible for specific programs C. Planning the Chapter I Parental Involvement Program D. Making reportsIV. ACTIVITIES A. Selecting Chapter I participants B. Services to Chapter I students C. Chapter I classroom-facilities and supplies D. Meeting place and school support V. EVLAUATION Questions parents and school officials will want to answer in evaluating the effectiveness of the core parent program. A. How were core members selected? of all Chapter I parents in the district? Are they representative B. Does the core group have regularly scheduled meetings? C. How are core group members and other parents involved in participating several activities? D. Is there a training program for core parent members? What does it involve? E. How effective is the training to parents involved in school activities? F. What is the school response to the Chapter I parent involvement program? LEADERSHIP DEVELOPMENT CORE PARENT GROUP SHOULD: 1. Decide a meeting time, date, place, and the number of meetings to be held 2 . Select a facilitator 3 . Set goals 4 . Develop activities 5. Develop a calendarTHE FACILITATOR SHOULD: 1. Preside over all meetings 2. Use basic parliamentary procedures 3 . Develop meetings based on needs 4. Participate on all committees 5. Selected by core members THE RECORDER SHOULD: 1. Notify core members of meetings 2. Keep accurate minutes of all meetings 3. Submit copies of minutes to Federal Programs Office and to the school principal ' 4. Distribute materials to core members 5. Selected by core members CHAPTER 1 TEACHER(S) SHOULD: 1. Serve as liaison to local school core parent members 2. Assist core parent facilitator/parent Coordinator in fostering parent inservice and school base meetings 3 . Attend core parent meetings 4 . Attend districtwide core parent meeting(s)(A' INCENTIVE SCHOOLS J Focus on Parental Involvement  All families are interested in their children's futures.  There are various ways in which parents can become involved in their children's education.  Reaching out to parents is important if some parents are not going into school, the school may need to go where parents are and provide them with support and opportunities to become involved.  Effective outreach requires a partnership between schools and other community organizations.  Schools must be willing to try new approaches and to restructure in order to meet the needs of families for flexible timeframes, childcare, and transportation.  Schools need to collaborate with other community and social service providers in providing educational services to parents who, due to their own life circumstances, cannot assist in their children's schoolins.PARENT ADVISORY COUNCIL (PAC) GOALS FOR 1993-94 1. To increase student attendance and academic achievement. 2. To create and implement a design for optimal parent invo1vement. 3. To mobilize parents and the community at large to become involved with their schools and to participate in setting future directions for the Little Rock Public Schoo 1s. 4. To establish and effective planning, management, monitoring, evaluation, and accountability system so that public and private funding sources will be encouraged to increase their level of financial support for public education in Little Rock. 5. To ensure a safe, we 11-organized school environment which is conducive to teaching and learning for Chapter I students, teachers, and parents. 6. To help prepare each Chapter I student to assume a productive role in a technological society. 7 , To improve staff competencies through effective staff development programs as enablier for PAC parents. 8. To improve communication and linkages between schools and their communities on the school, district and community 1 eve 1. 9. To develop interagency programs which provide a holistic approach and maximize the use of existing resources. RECEIVFO MAY 1 6 1994 Office of Desegregation Moniioring INCENTIVE SCHOOL COMMUNITY NEEDS ASSESSMENT 1994  Community needs are assessed in a variety of ways. The responsible person for Incentive School parent involvement is delivering services from the survey attached. The attached information is from the 1992-93 school year.  In addition, needs will be identified through the School Climate/Human Relations survey which was administered May 10, 1994. Results will be provided when scanning and analysis are completed.Sdhool - Rockefeller Incentive School Parent Survey Results m _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication_____________ Disciplining my Child Single Parenting__________________________________________ Communicating with Teens Personal Finances (Making Ends Meet) Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children Listening Skills - -- -  Career Planning How to use a Computer Safety in the Home Encouraging your Childes Creativity Understanding Tests my Child Takes Sharpening Your Math/Reading Skills_________________ How to Help My Child in Reading/Math________________ Helping your Child with Homework I 20 25 r \u0026gt;5 24 20 17 18 *32 21  eMi 14 6 6 35 24 20 \"S' 32 ' -29 i How to be an Advocate for my Children 9 Storytelling Healthy Body, Health Mind Diet and Eating Right! How to Talk to Young People about Sex 2 12 14 23 Other Suggestions: Teaching Children to Resolve Conflicts Among Themselves 1 Education of Parents: Grade School Post Grad. _9 16 High School__63 Vocational School 26 Need GED 9 College__51__ Working Mothers 95 Non-Working Mothers ___33 Working Fathers ___59 Non-Working Fathers ___12School 'o Ish Incentive School Parent Survey Results _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication____________ Disciplining my Child___________________________________ Single Parenting__________________________________________ Communicating with Teens________________________________ Personal Finances (Making Ends Meet)_________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children________________________________ Listening Skills Career Planning___________________________________________ How to use a Computer_________________________'_________ Safety in the Home_______________________________________ Encouraging your Child's Creativity__________________ Understanding Tests my Child Takes__________________ Sharpening Your Math/Reading Skills__________________ How to Help My Child in Reading/Math Helping your Child with Homework 8 \" It  P 5 10 8 5 7 7 6 5 . -19? 8 1 10 8 9 T I How to be an Advocate for my Children 5 Storytelling________________________________ Healthy Body, Health Mind_______________ Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions 2 3 8 -- 15 Education of Parents: Grade School Post Grad. 3 4 High School__23 Vocational School 14 Need GED 2 College__23__ Working Mothers ___ Non-Working Mothers ___ 8 40 Working Fathers Non-Working Fathers 16 7ISchool - Mitchell incentive^ School Parent Survey Results i _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication_____________ Disciplining my Child___________________________________ Single Parenting__________________________________________ Communicating with Teens________________________________ Personal Finances (Making Ends Meet)_________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children___________________________- Listening Skills__________________________________________ Career Planning___________________________________________ How to use a Computer Safety in the Home V 12 14 \u0026gt;7 t 18 8 7 12 15 r  ilRiyiI'Hli 6 6 Encouraging your Childes Creativity V n I Understanding Tests my Child Takes Sharpening Your Math/Reading Skills How to Help My Child in Reading/Math Helping your Child with Homework How to be an Advocate for my Children Storytelling______________________________ Healthy Body, Health Mind_____________ Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions Education of Parents: 9 13 32* 21 8 10 7 8 18 J Grade School Post Grad. 4 5' High School__51 Vocational School 26 Need GED 3 Co1lege__3 5__ Working Mothers _________ Non-Working Mothers ___18____ 64 Working Fathers ___39 Non-Working Fathers ___23School - Garland I Incentive School Parent Survey Results Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness Successful Parent/Teacher Communication Disciplining my Child Single Parenting Communicating with Teens Personal Finances (Making Ends Meet)_____________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children Listening Skills Career Planning How to use a Computer Safety in the Home Encouraging your Childes Creativity Understanding Tests my Child Takes Sharpening Your Math/Reading Skills How to Help My Child in Reading/Math Helping your Child with Homework How to be an Advocate for my Children Storytelling Healthy Body, Health Mind Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions - Parent Heritage Classes (African) 5 2 5 3 5 4 9 12 7 12 . 4 6 14 2 10 7 4 9 10 7 5 5 4 3 1 Education of Parents\nGrade School Post Grad. 1 i High School__18 Vocational School 7 Need GED 4 College__11__ Working Mothers ___ Non-Working Mothers 9 20 Working Fathers ___14 Non-Working Fathers 4WORKSHOP REQUEST ROCKEFELLER SURVEY RETURNS 118 1. -2. 3. 4. 5. How to Use a Computer Motivating Your Children Helping Your Child With Homework How to Talk to Young People About Sex Understanding Tests My Child Takes ^4^ V WORKSHOP REQUEST STEPHENS SURVEY RETURNS 82 ^1. ^2. 3. 4. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Successful Parent/Teacher CommunicationPARENT SURVEY RETURNS FRANKLIN INCENTIVE SCHOOL 111 RETURNS WORKSHOP REQUEST X 1 . \\2. 3. 4. 5. 6. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Helping Your Child With Homework Single Parenting Disciplining My ChildWORKSHOP REQUEST GARQAND INCENTIVE SCHOOL SURVEY RETURNS 75 \u0026gt;^1. ^2. 3. 4. 5. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Helping Your Child With Homework Understanding Test My Child TakesWORKSHOP REQUEST ISH SURVEY RETURNS 49 1. 2. 3. 4. 5. Motivating Your Children How to Use a Computer Single Parenting How to Help My Child in Reading/Math How to Talk to Young Children About SexWORKSHOP REQUEST RIGHTSELL SURVEY RETURNS 24 1. Motivating Your Children 3. 4. 5. How to Help My Child in Reading/Math Helping Your Child With Homework How to be an Advocate for My Children How to Talk to Young Children About SexRECEIW^ MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL ADULT EDUCATION OPPORTUNITIES 1994 Brochures from the Adult Education Center were distributed in the Incentive Schools. Attached are copies of:  L. R. Adult Education Center 1993-94 Schedule for Adult Education, Computer Literacy and Business Education  Brochure - \"Open the Door to Opportunity\"  Brochure - \"Adult Education (ABE/GED) - A Better Life!\"  Brochure - \"Dont Wait - Brighten Your Future\"  Flier - Community and Adult Education Courses - Schedule  Flier - FREE Adult Education Classes, Metropolitan, McClellan and Adult Education Center (Information on actual participants is not available.)DO YOURSELF A FAVOR - ENROLL IN ADULT AN EDUCATION CLASS! Would you like to: A. Get your high school diploma? B. Review and refresh your high school skills? C. Learn to read, write or do math better? D. Study computers or take some Business Education Courses? LITTLE ROCK ADULT EDUCATION CENTER If you answered yes to any of the above questions you should call 324-2260 or come by 1401 Scott Street and enroll in one of the adult education classes. You will be glad you did. 1993-94 SCHEDULE HOW CAN ADULT EDUCATION CLASSES HELP YOU? You will need good basic skills to be considered for many jobs. Good basic educational skills, such as reading, writing, and, math can be the key to advancement in your current job. a GED or high school diploma is required if you wish to enroll in a college or technical school. a diploma can help you find a better job. a better life By enrolling you may encourage your children or grandchildren to stay in school Adult Education classes can prepare you to help your children with their homework. it will help you to improve your reading, writing, and math skills. Computer or Business Education classes can help prepare you for a job. ADUL T EDUCA TION COMPUTER LITERACY oi Sd H Z u u z s u 9 a Ed H 2 H 2  S U u J -J H  F- H  H J 3 J a (S B6 BUSINESS EDUCA TION 1401 SCOTT STREET LITTLE ROCK, AR 72202 S324-2260 OFFICE HOURS Monday through Friday 8:15 A.M. - 3:15 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M.ADULT EDUCATION CLASSES COMPUTER LITERACY LOTUS 1-2-3 FEE: S60, INCLUDES TEXTBOOK The adult education classes are offered at no cost and you may enroll at any time that school is in session. INTRODUCTION TO PERSONAL COMPUTERS FEE: S50, INCLUDES TEXTBOOK You are eligible to enroll if you are 18 or older. Persons between the ages of 16 and 18 may enroll under certain conditions Nine three-hour sessions includes lots of hands-on training. Lessons include the basics of computer hardware, MSDOS operating system, software. A complete course. Starts with Lotus basics such as spreadsheet formatting and setup, saving and other bask commands, and progresses to more advanced applications. Each class is set up for one semester\nhowever, you can finish the classes at your own speed. Each class is individualized. work processing, graphics. database, spreadsheets and LOTUS, PART n FEE: S45 (SAME BOOK AS PART I) Your will get plenty of personalized attention from teachers that want to help you. You will also learn some general skills such as how to study. ADULT BASIC EDUCATION (ABE) This class covers basic reading, spelling, english, and math. GED PREPARATION This class covers all the subjects necessary to prepare a person to pass the GED test Subjects are: Writing skills, social studies, science, literature and the arts, and math. COMPUTER CLASS SCHEDULE DAYS: 8:30 AM. -11:30 AM. Session 1: Aug. 23 - Nov. 1 Session 2: Nov. 8. - Jan. 24 Session 3: Jan. 31 - Apr. 4 Session 4: Apr. 11 - June 6 EVENINGS: 6:00 P.M. - 8:30 P.M. Session 1: Aug. 31 - Oct 26 Session 2: Nov. 2 - Jan. 11 Session 3: Jan. 18 - Mar. 15 Session 4: Apr. 5 - May 31 BUSINESS EDUCATION WORD PERFECT 5.0, PART 1 Advanced Spreadsheet features such as macros. Database and graphics using Lotus. One student per computer. Hands-on experience. KEYBOARDING/TYPING FEE: S60, INCLUDES TEXTBOOK Basic keyboarding, technique building, and speed and accuracy drills. SPEEDWRITING/SHORTHAND (UPON REQUEST, MINIMUM 10 STUDENTS) FEE: S60, INCLUDES TEXTBOOK Teaches alphabetic speed writing in 20-30 lessons. Build speed and accuracy. This course can be taught at your business site. BASIC SKILLS REFRESHER Allows the student to review and refresh bask skills that they may have forgotten since leaving schooL The student may study the subject of their choice. FEE: S60, INCLUDES TEXTBOOK COMPUTERIZED ACCOUNTING Subjects are: Reading, writing, social studies. science, lierature and the arts, and math. ADULT EDUCATION CLASS SCHEDULE Monday through Friday 8:15 AM. - 12:00 P.M. 12:30 P.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. -8:45 P.M. GED TESTING SCHEDULE Monday thrmigh Thursday 8:15 AM.-3:15 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. A complete course using WordPerfect 5.0. Part I of the course starts with the basic features of WordPerfect: Setup, exit, saving, indent, bold underline, center, etc. One student per computer. Hands-on experience with business documents. Basic typing/keyboarding skills are required. WORD PERFECT 5.0, PART n FEE: $45, (SAME BOOK AS PART I) Part n covers the advanced/fun features of the WordPerfect program. It starts where Part I ends and covers such areas as newspaper columns, merge, move/copy, document assembly, sort, etc. One student per computer. Hands-on experience with business documents. Part I required. FEE: $60, INCLUDES TEXTBOOK Basic accounting principles are taught first manually and then on the computer. BUSINESS EDUCATION SCHEDULE DAYS: Monday through Thursday 8:30 AM. - 12:00 P.M. Monday and Wednesday 12:30 P.M. - 2:30 P.M. EVENINGS: Tuesday and Thursday 6:00 P.M.-8:30 P.M. Session 1: Aug. 23 - Sept 23 Session 2: Oct 4 - Nov. 4 Session 3: Nov. IS - Dec. 16 Session 4: Jan. 3 - Feb 4 Session 5: Feb. 14 - Mar. 17 Session 6: Apr. 4 - May 5These classes are provided as a service to the community by the Little Rock Adult Education Center. Textbooks are included in the fee. Each class normally meets for one-3 hour session each week. OPEN THE DOOR TO OPPORTUNITY Call 324-2261 or 324-2262 to get the schedule for each class. COMPUTER LITERACY (introduction to Computers)  O ADULT EDUCATION O 9 sessions $50.00 LOTUS 1-2-3, Part I 10 sessions $60.00 LOTUS 1-2-3, Part II 10 sessions $60.00 TYPING BEGINNING AND REFRESHER 10 sessions $60.00 WORD PROCESSING I (Word Perfect 5.0) 10 sessions $60.00 WORD PROCESSING II (Word Perfect 5.0) 10 sessions $60.00 DESKTOP PUBLISHING i 10 sessions $60.00 COMPUTERIZED ACCOUNTING 10 sessions $60.00 QC UJ H Z UJ CM O \" CM SPEEDWRITING 10 sessions $60.00 oo oz w-t 5 S ! NOTE\nA CLASS MAY BE CANCELLED IF THE MINIMUM ENROLLMENT OF 10 IS NOT MET. UJ \u0026lt; 2  I O- CO oO'* T- tr  -* LU  O ADULT EDUCATION CENTER 1401 Scott Street Little Rock, AR 72202 324-2261 8 I II SI 3 Q \u0026lt; 324-2261 Little Rock Adult Education Center Adult Education Education Programs: (ABE/GED) The Adult Basic Education (ABE) Program includes courses in: Reading Spelling Math English English as a Second Language!ESL) The General Education Development (GED) Program includes courses in: Engli sh Reading Math Science Social Studies Computer Assisted Instruction GED-ON-TV The Adult Vocational Program includes courses in: Home/Personal Computer I Home/Personal ComputeriI Typing I i II Word Processing Lotus 1-2-3 Shorthand/Speedwri t i ng Office Machines and Procedures si 0 U HD cu 0 H . I* JJ,  *\u0026gt;\u0026lt; r C (0 0 01 0 01 V* D[ The Little Rock Adult Education Center is open from 8:15 A.M. to 4:00 P.M. Monday through Friday and 6:00 P.M. to 9:00 P.M. Monday through Thursday. UI Q 2 0 ~ u  0 h J  r II 3  \u0026lt;  0 Hi J LITTLE ROCK ADULT EDUCATION CENTER 1401 Scott Street Little Rock, AR 72202 324-2260 Do Yourself A Favor Get Your GED Diploma! Are you one of the many who do not have a high school diploma? Would you like to have your diploma? If you already have your diploma, would you like to take some refresher courses? If you would like to get your high school equivalency diploma or take some refresher courses, ask us about our General Adult Education program. Through day or night classes, you will be able to study for the GED examination. When you pass the GED exam, you will be awarded an Adult Education High School Diploma. Am I Eligible? If you are 18 or older you may enroll. Under certain conditions. persons between 16 and 18 years old may enrol 1. When Can I Enroll? You can enroll any time that school is in session. How Long Will It Take? The adult education class is set up for one semester. However, you can finish the course at your own speed. You may be ready for the GEO exam in less than a semester, or you can study longer if you need to. What Are the Classes Like? Here Are Answers To Some of Your Questions You will be more employable with a GED. It wont cost you to enroll. You can work at your own speed. You will get plenty of help and you will know your are ready for the GED exam. A GED diploma is equal to a high school diploma. It is not too late for you. How Will It Help Me? * You will need a high school or GED diploma to be considered for many jobs. * Your GED can be the key to advancement in your current ix\u0026gt;b. * A diploma is required if you wish to enroll in college or technical t raining. * A diploma can help you find a better job, a better life!  May encourage your children or grandchildren to stay in school. Prepare you to help your children with their homework.  Improve your reading, writing and math skills. You will study the writing, reading, social studies, science, and mathematics you will need to pass the GED exam. You will get plenty of personal attention from people who want to help you succeed. You will also learn some general skills such as how to study. What Will It Cost? There is no cost for enrolling. The State of Arkansas pays for your study because it is so important that you get your GED Diploma. Books for the course cost about $10.00. J, I K. (I A? Inian Ml * 'III'  i i/jr.ti to/- .Ji? -liS ' 'J XJ O id hU o K) o tn n O 5Z\u0026gt; a re o70 n c DON'T WAIT BRIGHTEN YOUR FUTURE m Q. C n o' 3 n o R3* o at the Little Rock Adult Education Center 1401 Scott Street Little Rock, AR 72202 324-2260 SUCCESS AWAITS YOU The Adult Basic Education (ABE) Program includes courses in: ONLY IF YOU PREPARE FOR IT. ADULT EDUCATION HELPS YOU  improve your reading.  prepare for a GED.  prepare for a vocational or college education.  prepare for the Armed Services.  prepare for a job.  increase your opportunities for a more productive life.  help your children with their homework. The Little Rock Adult Education Center and its satellite programs are sponsored by the Little Rock School District to enable adults 16 years of age or older to improve or finish their education. Reading Spelling Math English English as a Second Language (ESL) The General Education Development (GED) Program includes courses in: English Reading Math Science Social Studies Computer Assisted Instruction GED-ON-TV Classes are held MONDAY through FRIDAY 8:30 a.m. to 2:45 p.m. Monday through Thursday 6:00 p.m. to 9:00 p.m. For further information call 324-2260 or 324-2261 or come by the Adult Education Center at 14th and Scott Streets. The Adult Vocational Program includes courses in: Home/Personal Computer I Home/Personal Computer II Lotus 1 -2-3 Typing I \u0026amp; II Word Processing I \u0026amp; II Shorthand/SpeedwritingCOMMUNITY AND ADULT EDUCATION COURSES SCHEDULE 1993-94 ADULT BASIC EDUCATION (ABE) Reading, Spelling, English, Math Monday through Friday 8:15 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.jVL - 8:45 P.M. NO FEE INTRO. TO COMPUTERS Monday (April 11,1994) 8:15 A.M. - 12:00 p.m. Tuesday (April 5,1994) 5:45 P.M. - 8:45 P.M. 9 Weeks FEE: S50.00 BASIC SKILLS REFRESHER English, Math, Spelling Monday through Friday 8:15 A.M. - 3:00 P.NL Tuesday and Thursday 5:45 P.M. - 8:45 P.M. NO FEE TYPING, BEG. \u0026amp; REFRESHER Tuesday and Thursday 8:15 A.M. - 12:00 P.M. April 5,1994 Monday and Wednesday 12:30 P.M. - 2:30 P.M. April 4,1994 FEE: $60.00 5 Weeks GED PREPARATION Monday through Friday 8:15 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. NO FEE WORD PROCESSING 1 (Word Perfect 5.0/5.1) Monday and Wednesday 8:15 A.M. - 12:00 P.M. April 4,1994 GED TESTING Monday through Thursday 8:15 AJM. - 3:00 PJM. Tuesday and Thursday 6:00 P.M. - 8:30 P.M. NO FEE Tuesday and Thursday 12:30 P.M. - 2:30 P.M. April 5, 1994 Tuesday and Thursday 5:45 P.M. - 8:45 P.M. April 5,1994 5 Weeks FEE: $60.00 FOR MORE INFORMATION, CONTACT THE LITTLE ROCK ADULT EDUCATION CENTER 1401 SCOTT STREET LITTLE ROCK, AR 72202 324-2260 OR 324-2261FREE ADULT EDUCATION CLASSES AUGUST 23,1993 THROUGH JUNE 3,1994 OPEN ENTRY/OPEN EXIT ADULT BASIC EDUCATION(ABE) GED PREPARATION BASIC SKILLS REFRESHER GED TESTS SCHEDULE MONDAY THROUGH FRIDAY 8:15 A.M.- 12:00 P.M. 12:30 P.M. - 3:00 P.M. TUESDAY AND THURSDAY 5:45 P.M. - 8:45 P.M. OFFICE HOURS: MONDAY THROUGH FRIDAY 8:15 A.M.-3:15 P.M. TUESDAY AND THURSDAY 5:45 P.M. - 8:45 P.M. COMMUNITY EDUCATION CLASSES HCOMPUTER LITERACY (Introduction to computers) HTYPING /KEYBOARDING (Beginning and refresher) awORD PROCESSING (WordPerfect 5.0) BLOTUS 1-2-3 aCOMPUTERIZED ACCOUNTING ^HORTHAND/SPEEDWRITING CALL 324-2260 FOR A SCHEDULE OF CLASSES METROPOLITAN VO-TECH Monday through Friday 8:30 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. LITTLE ROCK ADULT EDUCATION CENTER 1401 SCOTT STREET LITTLE ROCK, AR 72202 324-2260 McClellan high school Feb. 1 - May 12, 1994 Tuesday \u0026amp; Thursday 6:00 P.M. - 8:30 P.M.RECEIVED MAY I 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL PARENT INTERNSHIP PROGRAM 1994  Attached is a list of parents of Incentive School students who have been hired as aides at the Incentive Schools.PARENT INTERNSHIP PROGRAM PARTICIPANTS SCHOOL NAME POSITION FRANKLIN Tammy Fleming Martha Hood Instructional Aide Instructional Aide Sadie Henry Gloria Jackson Instructional Aide (4- yr. old program) Instructional Aide RIGHTSELL Pamela Timms Annette Merrill Writing to Read Aide Computer Lab Attendant ROCKEFELLER Charlotte Lee instructional Aide Cynthia Antoun Rhonda York Instructional Aide Instructional Aide Carol Brown Instructional Aide Connie Bledsoe Instructional Aide Roselyn Harshaw Sandra Amos instructional Aide Instructional Aide Harriett Redmon Instructional Aide Ester Lee Instructional Aide STEPHENS Gloria Carroll Instructional AideRECEIVED MAY I 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL MENTOR TRAINING RECORDS 1994/ Volunteers in Public Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year ^3 Date Name Address Phone Sex*Race* Please print Street or PO Box aty ZIP M/F B/W/0 Age* A*' under IS B-l^24 C-2M0 Dover 60 Activity or Volunteer job Time In Out I Total I Hours /15 /h Ejumftif Lnmqr' 39OS \\A4 /z^it S|-r^ek Lttfe. Kxx^k^ 7227\u0026gt;4 3ZI - 11'15 I.Z5 'il.1 73/ /^L/ G\u0026lt;7Ar\\rji5.ei^ ^0cit- fA.ac'zKu.ii /iS Xr/r 37-5 \" 5^6- 7^70 7.00 3(77/^ 7770 \u0026lt;3 \u0026gt;iZ /U. 3^^\" I n A4 Co i f u.,n^ /Vm ^t\u0026gt;bA -j- 17// fjO\u0026lt; 377 - y(xU^ 70 f / IaJ e\u0026gt; /y\\cr\\7\u0026gt; M'lenk'i' ^'30 w . V J I /1 yC^acti'K ) T H ^T777 m a Q 6 6 c c L C e c 5 ii3^ A ^V\u0026lt; 3 n ' \u0026gt; 7 cf'I \"t Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. Were glad you're here!Volunteers: sign in please! Volunteers in Public Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year Date Name Address Phone Sex*Race* Q 5 ' '^iL. 171 221 / 7x, . a ^1 'iiL ' ^1/ h t Please print Larn cir~ U- tr-i Street or PO Bax Oty 23P 3^s \\A4 t zeh Litffe. Kock, Ait 722i^ M/F B/W/0 Age* A\u0026gt; under 18 B18\u0026gt;24 C-2S-60 Glover 0 Activity or Volunteer job Time In Out Total Hours Uhl o rn J enni ftr JjKnsoyx CefQ\\d:fs\u0026amp; ,\\n\\Avx5pr\\ k.ttig 3u3s k- Jjr. '........... ... I uiiiiifci..|.i.*iiifc............*JsiflTuurife eiver?r\u0026lt;xiV 7ZZDZ. no* 5. Clei/tlitcvA 13.XP4 _________ /on' f^hlaUercfAj CrIZ, Wl'e 'Il s I 7n^a'c '}Z'L0^ 3ZI- ^77^ 3^'4- I'ttn ?/\u0026lt;a- M h F r 6 B (xy (3 V e c- c i3 . J C J Infonnation on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. AV fl lor rfl-njt\u0026gt;r n'i5 Ui' S\u0026lt;J b,', be 'pcoi^A/t, r^CnA-ov^ P''Oia\u0026lt;^i,rrt f^erto J________ IZ'.^ IZ5 L'.3O th , xVs' M \u0026amp; uV 3 7. jyr.l 'N lb'30 I e Thank you. We're glad you're here!Little Rock School District VIPS Mentoring Program Orientation September 28, 1993 6:00 - 7:30 p.m. 1. Welcome \u0026amp; Introductions II. The VIPS Mentoring Program III. What is Mentoring? (Brainstorming session) IV. Sensitivity to Cultural Diversity V. Where do we go from here? VI. ClosureJi- ^iS Volunteers tn Public Schods Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are nearest 1/4 hour. recorded. Please round off service time to the Please complete shaded area if this is the first time you have volunteered at this school during the current school year 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 School HWr/^ i f itLAbxkc\\ L Month and Year .IF 1^73 Date Name Address Phone SexRace* Age* IS pg -II Please print Example Larry ar- Street or pohox CHy w M/F /w/o Attnder 18 C2S^ Activity or Volunteer job Time In Out Total Hours /ZHt Crim t s:Sddl l.-h.k UtHe\u0026gt; Kock, Afea 53 ^'em'eAi CT\"' '\" ' LiltM Y?(V. e 7221^ SiT\" 6 e iTaezilcir i:i5 IZ'.^ 1-2,5 1 -3 r P tL. JZiXZjfe. 9^ 'Sf^i ct-tf'i l^'^ t (%S - 3*^0 bi^3- flL- T?5'i F p (e /oa 7 \u0026amp; \u0026amp; Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. nLC.nP^\u0026lt; If Thank you. We're glad you're here!na Volunteers in Public Schools 501 Sherman Ultle Rcx?k, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year Date Name Address Phone Sex*Race* IS Please print Ltanaar- Of r a I street  PO Box 3905 aty M/F B/W/O Age* A-under 18 C\"2S^ D\u0026gt;veT60 Activity or Volunteer job Time In Out Total Hours titfb Kock, Ait 72204 tl, -7? 2 04 321- 3-314 53^*^ 11'15 /2,-5c IZ5 ^dey /2^ SlriwH' 6 e F P 6 lOcrWi^ V^f\u0026gt; d Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. We're glad you're here!msffl Volunteers m Riblic Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schixil during the current schixil year School Month and Year Date Name Address ftenc Scx*Racc* Age !* Activity or Time /A 'll M h 'In Please print Lnrvi a\u0026gt;^ Sat ley t?vtt^5-0A^ I /ilk J Q:,CQ?-Q\u0026gt;e. S^b fumAS' Ia).'Ic/- tt  Street or PO Box m M/F /w/o A- under IS C2S^ D-ovvrtO Volunteer job __ In Out Total I lours 5^\u0026lt; vz /0i Liifk Kock, Afc AUkyotH\u0026lt;jt\"A- AL TXOOi t-ZK^ \u0026gt;4.zf 870/ J-i-yU ds, 4f. -ZZ2pf rrJe C'i-Me. fix. C70(e Aif-TU aJUcU. ! /\u0026lt;) iZ.. isr- ^rrtf O*^lo7. 3 ^-5572. ri M yvt 6 D B Q G e C. 8 Informahon on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. I 11-15 1-2.5 1 V-O-IIO f*v\u0026lt;^ r^5 M r-\\^ Vru, 1 M  G?OC'^ II I'j 7.'/O ^'.OD n'5o i I'OC r I I I i I Thank you. Were glad you're here!Mentor Training 93-94 Margaret Williams, counselor at Rightsell Elementary School, recruited 6 mentors and conducted orientations at her school on the following dates: November 16, 1993 - 3 mentors January 25, 1994 - 1 mentor January 27, 1994 -2 mentorsLittle Rock School District VIPS Mentoring Program Orientation February 15, 1994 6:00 - 7:30 p.m. 1. Welcome St Introductions - V cu IL What is Mentoring? \" (Brainstorming session) VcJ, III. The VIPS Mentoring Program  IV. Sensitivity to Cultural Diversity Where Do We Go From Here? '  y-. VI. ClosureVolunteers m Public Schools 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Date Name Please print 9/15 Lamar Bailey j! L'--5 ' A f IS. /\\ 6^ 6. C' i!- V ' /^ f 1^ V, il','' f-.,: ' r :i 2) I L 0 s i Ix't' Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please comfrfete shaded area If dtis is the first time you have volunteered at this school during the current school year. School AddreM Month and Year VA r' \u0026gt; ':14V- Street or POBok liHtiW lii* RKUie Ceroier^ Race* M/f tfW/O Age* Ao iMwUrlS ^18-ai C-Ml DxwwCO Activity or Volunteer job Time In Out Total Hours 3805 W. 12m Stre^ Uttte RodCyAR M B C mentor 11:15 12:30 1.25 M 0 !#\u0026gt; ........... F kJ 14/ // l^- / \u0026gt; * ......................................... S' . c I'C/ iW\u0026lt;^faVi i F B iS 'I 1\u0026gt; *t $ ^^FtfrXSj-\ni %  UShi 6 c |V\\ J? tA B iz r.i Information on gender, race and age is needed for evaluation of volunteer programs. TfUink yOlt. ^^6 ^TC gld^ hCTC! 1-^ 1'/^ ]^c4Volunteers: sign in please! Volunteers m Public Schools Arkansas law requires tt\\at all volunteers sign in and drat all hours are recorded. Please round off service time to the nearest 1 /4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year. 501 Sierman Little Rock^ Arkansas 72202 Phone 324-2290 School Month and Year Date Name Address Ptione Gender* Race* Example 9/15 ,5- Please print Lamar Bailey z-kr-^./v./c Street or PO Box ZJP M/F B/W/O Age* A- under 18 B.18*24 C-J5^ Dm3Vct60 Activity or Voiunteer job Time In Out Total Hours 3805 W. 12th Street Little Rod\u0026lt;, AR 7^ 32}- 9776 mentor 11:15 12:30 1.25 J! 'it/,, u) 3o lii t M B C w i F^iiiM^^i^'**^*******^ n '3c^ s Information on gender, race and age is needed for evaluation of volunteer programs. Thank yOU, Wc glad yOU'rC hcfe!sign in please! \\bkinteers in Arka Kiblic Schools Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schixtl during the current school year. SCI Sherman l ittle Rixk. .Arkansas 72202 Phone .^24 22t\u0026gt;0 School (\u0026gt;/\u0026lt; Month and Year Date Name Address Phone Gender* Race* 9/15 7, \u0026gt;'/ n i\\ I Please print Lamar Bailey r A, ~Z^ r? Ku) A-\ni I //S i- Street or PO Box aty ZIP M/F B/W/0 Age* A under 18 B 18-24 C2S4\u0026gt;0 D-over 60 Activity or Volunteer job Time In Out Total I lours , ! ' I Z l-L 3805 W. 12th Street Little Rock, AR 72204 32}- 2i77Q M b B C mentor 11:15 12:30 1.25 1 \nF F F W C ' I \u0026lt; I / ' f I Information on gender, race and age is needed for evaluation of volunteer programs. T7l\u0026lt;lfc yOU. Wc 'fC glud yOU 're here! 11 ! I l/^ I/. /Z 1Volunteers: sign in please! \\bkinteers in Hiblic Schools Arkansas law requires that all volunteers sign in and that all hours are recorded. Please mind off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schcxtl during the current schixil year. 50i iherir.an Li 1 tlf Kock, Arkansas 72202 Phene .124-22OJ School Month and Year a iAALCi. Q3, iWt. Date Name Address Phone Gender* Race* [xjmpie 9/15 Please print Street or PO Box ZIP M/F B/W/O Age* A\u0026gt; under 18 B-18-24 Cx25^ D'-^over 60 Activity or Volunteer job Time In Out Total Hours Lamar Bailey 3805 W. 12th Street Little Rock, AR 72204 321- 9776 M B C mentor 11:15 12:30 1.25 a 17: C 7 )/ ('0 1 c. \u0026lt; C'i /I. I'i-r Information on gender, race and age is needed for evaluation of volunteer programs. Thunk. yOU. WcVc yOU tC hctc!Little Rock School District VIPS Mentoring Program Orientation March 15, 1994 6:00 - 7:30 p.m. I. Welcome \u0026amp; Introductions. n. Why Mentoring? in. What is Mentoring? The VIPS Mentoring Program. IV. Communicating with Youth. How to listen to kids. Dealing with diversity. V. Where Do We Go From Here? The first meeting between the mentor \u0026amp; mentee. VI. ClosureVolunteers: sign in please! Volunteers m l\\iblic Schods 50! Sherman Little Rock, Arkansas 72202 Phone 324-2290 Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year. School Month and Year IS. Date Name Address Phone Scx*K.ace* Please print Street or PO Box Qtx w M/F B/W/O Age* A under IS a-lS-24 C-2M0 Drover SG Activity or Time Volunteer job____ In Out Total Hours q/ 715 Example Laryyar- seog /Ze*! #wF\" LiifU Kock, Alt ' 3 I e I  iI t ! I I /. fh, A 31/ sW i-- 6 \u0026amp; e C vncrflor A b /v '}d- 11-15 iz-.sc 1.2.5 ' A\"' 7:^0 ( 7- 5 7 7 :C Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. I 'j \u0026gt; - Thank you. Were glad you're here!lyjawi Volunteers m Public Schools Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first lime you have volunteered at this school during the current school year. 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 -I'-io- 7 7 ^School Month and Year / zl Date Name Address '' y- Phone Sex*Race* 15 '7. Please print Example L\u0026lt;^nrieir' BaJey fTnt j CaSors Street or PO Box ZIP M/F B/W/O A* under 18 C-25^ D\u0026gt;vertiO Activity or Volunteer job Time In Out Total Hours 3ss'\\AZ'72rs^ LitHc Kock, Ait 321- 9 776 \u0026lt;L lll5 iz-^ I.Z5 f/ noo W Cap'/a I L.-Hie 1?ocR, AR (L i. tA Sl / ! 9. i / lOO l^. di 6 [j / //i r i l/\u0026lt;^t'/ice. CVfl Acs 'J^U (f  (hcei, iv\\ bJ. A 6 -700 ^\u0026gt;9^ jEi'-'u- J, /k. 71 h/ 311L c Q Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. We're glad you're here!Mentor Orientation Introduction: Self \u0026amp; Participants Warm-up - ...Think of someone who you admired or wanted to be like who today would have been called your mentor... History - \"It has been said that kids drop out of school physically by the 9th grade and mentally before the 7th. tl 1991 How the VIPS Mentoring Program got started. Goals of the program - a) Improvement in attitude toward school b) Improvement in attitude toward learning c) Increase in self-esteem Who can be a mentor? - No one is exclude, we are inclusive. Should be at least 21 years of age. Responsible/respect alternative lifestyles. Listen well. Willingness to commit 1 hour a week Willingness to work w/kids. Choice of school and grade Screening Process - 2 References (Not related to you) * Driving Record * Police record - (criminal record) * Reported child abuse Selection of Students - Teachers, counselors or parents. Criteria: School reasons - poor attendance/lack participation Personal - unmotivated/seeking attention Social - unhappy/poor eye contact/poor communication Training - Orientation 1.5 hours (formal orientations are given) Support sessions - feedback, address concerns, issues, etc. Matching - Parent/Guardian permission * Volunteer interest sheet * Student interest sheet * Going to the school * 1st meeting - share forms * Tour of school bldg, policies and procedures. * Set goals w/student * Set next visitation date w/teacher Activities - Reading in library * Lunching $1.25 or $1.50 W/Milk * Playground - (Tennis shoes) * Job shadowing - get parents permission \u0026amp; let VIPS know. * Out of school activities * Gift Giving - (books, pencils or crayons. Educational toys) Recognition - EFTS and mentor/mentee appreciation picnic - May 17. Evaluation - Feedback Formal orientation - dealing w/Cultural Diversity Video - \"Mentoring Works Q\u0026amp;ARECEIVED MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL COMMUNITY MEETINGS 1994  Attached is a list and documentation of community meetings conducted during the 1993-94 school year. Some community meetings are reported through the parent involvement program (parent workshops).SCHOOL FRANKLIN GARLAND/ STEPHENS RIGHTSELL ROCKEFELLER COMMUNITY MEETINGS MEETING LOCATION DATE Parent Workshop Parent Workshop Community Forum Employment Seminar Stress Reduction Seminar Laptop Computer Inservice Community Health Clinic Home Study Guide Community Meeting Community Involvement Meeting Disability Services Outreach Meeting Franklin Franklin Garland Philander Smith College Canaan Baptist Church Rightsell Rightsell Rightsell Eastside Church of Christ Philander Smith College Holiday Inn Airport 10/16/93 12/04/93 12/06/93 03/19/94 04/09/94 11/20/93 Each Wednesday, 2:45 - 4:30 10/09/93 and 10/14/93 11/21/93 11/16/93 02/22/94SCHOOL ROCKEFELLER (continued) MEETING Career Development Day Central Ark. Black Data Processing Associates Community Forum LOCATION Philander Smith College Rockefeller DATE 02/16/94 02/15/94 11/30/93 STEPHENS Law Students for Literacy Picnic Parent Community Service Workshop McArthur Park Stephens 10/21/93 11/20/93 01/22/94 02/19/94 03/19/94 04/30/94 Chapter I Parent Meeting (CORE) Community Meeting Grandparents Recognition Stephens First Baptist Church Highland Park Stephens 02/03/94 and 02/17/94 02/15/94 First and third Friday of each monthc.lKBB0 LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 October 5, 1993 Dear Parents, Franklin School is planning something special just for you. We are having our first parent workshop for 1993-94. It includes parents/guardians of students in grades Kindergarten, One, Two, and Three. 11:35 A.M. The date is Saturday, October 16, from 9:00 A.M. until Let's meet in the Library. Some of the topics are \"Laptop Computers Techniques.\" II and \"Teaching and Learning Please complete the form at the bottom of this letter. Return it to your child's teacher tomorrow morning. We need to know how many parents are planning to attend. We look forward to your response. Erma Bayley, VIPS Chairperson Carol Brown, Media Specialist Pamela Person, Curriculum Specialist Franklin Davis, Principal YES. I WILL ATTEND THE PARENTING WORKSHOP ON SATURDAY, OCTOBER 16 AT FRANKLIN SCHOOL FROM 9:00 A.M. UNTIL 11:35 A.M. IN THE LIBRARY. MY CHILD (CHILDREN) IS TEACHER (TEACHERS)_____ GRADE (GRADES)__________ MY NAME______ ,____________ ADDRESS PHONE# NO. I WII NOT BE ABLE TO ATTEND THE PARENTING WORKSHOP ON SATURDAY, OCTOBER 16 AT,FRANKLIN SCHOOL. M^JAM^f^Sohr^^ PLEASE MY CHILD INFORM ME ABOUT,FUTURE WORKSHOP? tCHILDREN^^^^4^^^^^^f^2^ (IFrankiin School WarKnt Workshop Parent 'arent^ Child\u0026lt;ren\u0026gt; Teacher y*v^s \"T^dzA/v) 5 5. 6. s\u0026gt;QXt,o42\u0026gt; 8.\n9. ft  10. IO V 12. i  /^l Cl. , tL- 'a^a I 1 o n o S'v, i-'ly  ^hi2j^ i 13. 14. 15. 16. 17. 19. 20. 21. 22. 25.LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School h I '3 1 J I $4 ? I 5 J J ? fl I 1701 South Harrison November 18, 1993 Dear Parents\nPhone 671-6380 Little Rock, Arkansas 72204 Franklin School is planning the second parent workshop. The parent evaluation forms all agreed that the first parent workshop was great, but we need more parents! Please make every effort to be with us this time. All parents are invited. SATURDAY, DECEMBER 4y 1993 9:00 A.M. 11:35 A.M. FRANKLIN LIBRARY The date is: We will allow more time for the \"Make-n-Take\". A question and answer period regarding \"Parenting\" will be an.important part of this workshop. \"Communications Technology and Franklin Students\" will be presented by Mrs. Pam Person, Theme Specialist. We will need to know how many parents are planning to attend. Please complete the form at the bottom of this letter and return it tomorrow to your child's teacher. sincerely, *5 Erma Bayley, VIPS Chairperson Carol Brown, Media Specialist Pamela Person, Theme Specialist Tab Phillips, Vice-Principal Franklin Davis, Principal Yes, I will attend the Franklin Parent Workshop on Saturday, December 4, 1993 from 9:00 a.m. until 11:35 a.m.. No, I will not be able to attend the workshop on Saturday, December 4, 1993 from 9:00 a.m. until 11:35 a.m.. !) fi I I S mi JI fi MONDAY 7:45 A.M. 3:05 P.M a a TUESDAY 7:45 A.M.-3:05 P.Ma WEDNESDAY 7:45 A.M.- 3:05 P.Ma Ks HURSDAY 7:45 A.M.-6:00 P.M. FRIDAY 7:45 A.M.-3:05 P.M. Hours may be extended for parents. baaa Please Join Us Little Rock School District Garland \u0026amp; Stephens COMMUNITY FORUM Monday Dec. 6 7 p.m. Location: Garland Incentive School Cafeteria 3615 West 25th Street Little Rock. AR 72204 :NTS and community members\nYour ideas are im\"p o--r-t-a-n\\t-.------- I'v |,RSD Superintendent Dr. Henry Williams in a discussion of issues and . .4. Mnnc fn.- nhinnirid fnr thp piirrpnt vear and bevond for the Litt Aa' w Alt your ideas for planning for the current year beyond Little School District. Date: / \u0026lt;^2-  4 z NAME SIGN IN SHEET XT ADDRESS PHONE # SCHOOL T I L?\u0026lt;S\\} /I J \u0026lt;\u0026lt;Hit.O.''P 'P' (K v'l/c. X L^'^lr Vv. \u0026lt; ~7 c\\ V' ^ooo Ti\n^CJ Go y 'j 'r Pps ^1M' 21iJd^ Pa-i/- C '\u0026gt; ^1 U/ ff \u0026lt;7 f Wv. t 373 } P 6 6f PtIP' '^'T' I M(iq^ laold^A Pu^A^P \\aA^j3L^ ) r IHI cP ?2J^3 2,7i,-'^'\n i \u0026lt; Pirrh ^Pp ! rev o.p^S-y, zA^r/v (PAOJ SIGN IN SHEET X. NAME ADDRESS Date: !-'Cy-,l t'V' PHONE # SCHOOL 6q\u0026lt;^ f^oU?-.C-S V)x\u0026lt;aA^VV C?^VvA^cW ) isfZ ' V c/^'\" [fj' c O\u0026gt;\\v-* 29 H vC^ c^. /J 7^h 14 /C} fj' /^A ^709 ClLl\u0026lt;^ 212 I Cvi2^(A,l, 'yi i)j I '( !/, T T e [V J I T~ 1 Co / /O^ffx.'.-y T CC,^- AijoA\nk\\\\ s P (I o.Pc4^\u0026lt; ,J-^ UC^ Ce 1') I I A.. c 'i\u0026gt; L cZo^ 0 Clai-k CC'C'-CZ /^tcirZ-c-L Z^i^ k^../\\ / V ' Qycsj\\99^i'^\u0026lt;0___ Qoov^llcu-'A- ^rDate: NAME i^Lbi \\ SIGN IN SHEET ADDRESS / ! PHONE # 'r.\u0026gt;^ A-l SCHOOL Xii/j. i.Parent Employment Assistance Seminar 1 I Saturday March 19, 1994 Philander Smith College Student Union 9:30- 11:00 a.m. Free Free Free Free Sponsored by Arkansas Employment Register Newspaper The Rightsell Incentive School Parent Center Pick up you free copy today! (Available in the office.)? pl l\u0026gt; s ia? IE R ? FREETTWONE! FREE! NW ARKANSAS PROFILE OVERVIEW Register Welcomes Fayetteville Readers The Arkansas Employment Register is now available to workers and companies in the Fayetteville area. The paper has received numerous requests from businesses and readers for northwest Arkansas distribution. Thanks to some wonderful individuals and businesses in Fayetteville the Register will begin circulation with this May 9 issue. Many residents in central Arkansas are also interested in finding out more about the employment opportunities available in the northwestern part of the state. Central Arkansas businesses want to recruit from the students at the University of Arkansas. The Register will help employers and candidates in these two parts of the state find each other through these pages. Readers may pick up the Register at the Red Continued on Pase 7 SNELLING Temporary Services One Financial Center, Suite 312 Does Your Current Employer Offer Benefits? BENEFIT PACKAGE Prescription Cord  Long Term  Medical Insurance 80/20  Dental Insurance  Retirement 125 Cafeteria Plan  Vision ADVERTISING RECEPTIONIST Little Rock company likes to promote from within. Great opportunity for a \"Foot in the Door\". Medical, Dental, Vision and Vacation are only a few of the great benefits offered. Temp to Hire means NO COST TO YOU! Call Nicki @ 223- lOBS or 223-3753. WORD PROCESSOR Computer training available for a temp to hire position. NO COST TO YOU! Starting as high os $15,000.00 p/yr. Benefits include Life, Medical, Dental, 2 weeks vacation after 1 yr., paid holidays, profit sharing, savings plan and even sick days. Call SHELLY 223-JOBS or 223-3753. PERSONNEL ASSISTANT Corp, office in LR area seeks parttime and fulltime individuals to operate payroll and assist in other administrative duties. Starting to $7.50. Temp or Temp to Hire. NO COST TO YOU. Call Nicki 223-fOBS or 223-3753. Call Nicki Rix or Shelly Martin 223-JOBS or 223-3753 Snelling Temporary Services #7 Financial Center, Suite 312 1-630 at Shackleford NEVER A COST TO YOU! CALL NOW FOR AN APPOINTMENT! Williamsons Roles On and Off the Court Corliss Williamson is pursuing a Communications major with a minor in Drama. Williamson based his choice for his second career on the experience he will have accumulated in the NBA and his love for the game. \"Basketball is not always going to be there,\" Williamson says. \"Jlopefully 1 will get a chance to go into the broadcasting field doing play-by-play for games. 1 have been around basketball all of my life. 1 have got a lot of knowledge that I can give to people. Whatever 1 do, 1 hope that 1 can always stay around the sport.\" Williamson also hopes to break into the film industry somewhere along the way. He enjoys the diversity and spontaneity of acting out scenes in class. \"Those types of things can catch you off guard sometimes,\" he says. \"You have to be on your toes and be able to react. You have to be able to do what is asked of you at that given moment.\" Drama also provides a light-hearted balance to the intensity of the basketball court. \"Basketball is very physical. You have to work hard and sacrifice your body. When you get in the classroom it's more fun, because it's not really putting in pressure on you to perform in a certain way. You just go up there and do the best you can do. You can do whatever comes freely.\" Williamson thoughtfully notes the similarities between his approach to his game and to the dramatic field. \"It's kind of like basketball in the sense that whenever I'm inside those four lines on a basketball court 1 block everything else out. The whole world is those ten guys that are on the floor. It's the same way with drama class.\" Williamson is known for his generosity to everyone he meets. He notes that his participation in skits and scenes in class has given him a greater understanding of the diversity of challenges faced by those around him. In acting, you can be a kid, you can be an older person, you can be another race, a woman, whatever they ask you to do. You get to put yourself in another person's shoes and act out their life and see the differences between your life and someone else's.\" Williamson found that Nolan Richardson's concept of the importance of each player on the team came naturally to him. \"You have to look at the team concept,\" Williamson explains. \"If 1 was to play 40 minutes and all of our starters played 35 or 40 minutes, that Continued on Page 8 Arkansas NCAA Basketball Champions Razorbacks Discuss Their Future Plans and the Mental Dynamics of a Championship Team An impressive majority of the Razorback basketball team will play basketball professionally following their college career at the University of Arkansas. Their commitment to their current \"career training\" led to the 1994 NCAA Basketball Championship. These links are self-evident to the fans who have watched and listened to their games, consequently the Register chose to explore those aspects of this team that are less apparent, though more accessible to Register readers. Most Arkansans will hold multiple careers in their lifetimes. This radically alters the way that most of the workforce to date has viewed their occupation and career planning. Those Razorbacks who pursue professional athletics look forward to brilliant and profitable careers, that if highly successful, may last 15 or 20 years. These men will then be in their late thirties or early forties with yet another one or two careers ahead of them. Today, when not on the court, they are studying and preparing themselves for their next vocation. The Register asked them to explain their choices and methods of conditioning themselves for their lives after basketball. The team's athletic superiority has been the subject of many articles and television stories throughout the country. Yet, Razorback fans in Arkansas choose to laud the team's selflessness and willingness to sacrifice as the key to their national success. These characteristics are rare in a team filled with superstar college athletes. In an era where Total Quality Management and team building merit the investment of thousands of corporate dollars, the Register asked these youthful heroes to explain in layman's terms how their team developed their unity. Their answers are moving\ntheir methods available to any Arkansas worker who opts to try them. Continued on Page 4 AER ISSUE Volume 2, NumberlO ir Publication Date May 23,1994  Advertising Deadline  May 18,1994 IH THIS ISSUE Fayetteville Readers.............. Corliss Williamson............... NCAA Basketball Champs... Employment Empowerment Davor Rimae......................... Roger Crawford.................... Lee Wilson............................. Page 1 Page 1 Page 1 Page 2 Page 2 Page 3 Page 6 VOL 2, NO. 9 FREE! TAKE ONE! FREE! MAY 9,1994 [ Pages ARKANSANS WORKING TO KEEP ARKANSANS WORKING\" Arkansas Employnient Register j GIVE US GUEST WRITER PROFILE A CALL! If you are interested in taking the first step towards a successful career with a growing and dynamic financial institution please call our REAL JOBLINE for the latest career opportunities. The jobline will inform you of available positions 24 hours, 7 days a week. For the most up'to-date job information call\n688-1111 Your #1 Career Opportunity is with TCB! AA/EEO If WEST LITTLE ROCK We are expanding our food service opportunities and seeking 2 persons to manage new areas of responsibility. Restaurant Manager - need 3-5 years of high-volume restaurant management experience. Great customer relations and st^ training skills are a must. Catering Director - at least 2 years experience as Director in a very fast-paced environment. Coordinating back and front of house communications is essential in this busy job. We offer an excellent benefits package including medical, life, disability, credit union and travel discounts. Salary of both positions is commensurate with experience. We are a leader in the hospitality industry!! Please apply in person to Human Resources at 201 S. Shackleford, Little Rock. AR. Employment Empowerment Part 14 by David Flake The job interview is a personal conversation between you and a potential employer. The interview is the time for you to talk about your qualifications for the job opening in detail. It is also a time for you to ask questions about the job and find out what will be expected of you should you be hired for the position. Preparing for the interview takes a lot of time and energy, but the better prepared you are, the better your chances of interviewing well. If you are prepared, you will present yourself confidently and make a favorable impression. During the interview, the interviewer will form opinions about your maturity, stability, tactfulness, adaptability, discipline, honesty, assertiveness, and sincerity as well as your eagerness and ability to work. Keep in mind that interviewers often reject applicants who make poor first impressions. Interviewers will try to determine how well you will fit in with the company and existing workers. The typical interview lasts less than thirty minutes. Often times, you will be required to make a series of interviews. This is a process by which companies screen out seemingly equally skilled applicants. The further along you are in the series of interviews, the stronger your chances of being offered a job. Keep in mind that interviewers are looking for the \"right\" person, and hope that the next person seen will be who they are looking for. More on interviewing in part 15. David Flake is an Employment Specialist at Mainstream Living, a non-residential independent living center serving persons with disabilities. Mainstream living operates a Projects with Industry program offering free placement services for consumers and welcomes any job listings from area businesses. Call 371-0012 voice or 372-3575 TDD. On-Line with Davor Rimae u u 'TiiyirSSl 7 1/1 3 n TO PLACE YOUR AD IN THE REGISTER CALL 228-0436 route delivery \u0026amp;FRIENDLY SALES We are a National Food Service Co. specializing in route delivery and friendly sales. No Experience Required. Finally! Enjoy your own business with no investment. You'll never have a boss again! Can you handle controlling your future? We Provide:  Company Vehicle  Advancement  Bonus Program  4 vacations per year  Insurance  Great Reputation  Over 52 Protected Routes  Complete Gourmet Product Line WeNesd:  People for 18 New Routes  Good driving record  Sales experience not necessary  Outgoing personality  A will to listen and learn  Someone who wants a future with excellent pay and stability CaU 753-0512 Local 1-800-354-8262 Outside AR Ask for Mr. Reale io set up an appointment. Relocation Also Available Tulsa, Springfield, Dallas, Jackson, Memphis, New Orleans, Shreveport, Austin \u0026amp; Houston. Davor Rimae has chosen an academic schedule that is as challenging as his athletic endeavors. Fans have seen his game improve dramatically year after year at Arkansas - the result of his hard work and commitment to personal improvement. His familiarity with the process of patiently working day by day towards his goals will no doubt serve him well once his professional basketball career is over. Majoring in Computer Science requires a great deal of additional study outside the classroom. Rimae admits that the work is demanding. \"There can be a lot of research involved and papers to write,\" he says. \"But I have always been interested in computers. I've always wanted to own one. I am most interested in programming applications.\" That is not the typical picture fans might hold of this athlete off of the court. He agrees that in many ways the inner workings of an athletic team resemble the inner workings of corporate America. \"There is a lot of competition for position within the team,\" he says. \"Coach Richardson says that if two guys have the same ability, but one works harder in practice, there is a good chance that the one who works harder will be more successful. Its the same way in the job market. You compete every day to be one of the ones that plays the most.\" \"Professionalism\" is evident on his team. \"Guys might get in a fight or get angry with one another on the court, but it's completely forgotten once we are in the locker room.\", he says. \"If you look at basketball as a job, and you are professional about your job, then work is completely forgotten once you get home.\" Rimae believes that each member's ability to set aside their differences and remain committed to their common goal as a team helped them achieve the national championship. Focusing on a single purpose athletically came naturally for a team that had a tendency to travel as a single unit socially. \"It's not unusual to see seven or eight of us together at night at a movie,\" he says. There may be other teams like this, but I have never seen them.\" Rimae values his relationships with his teammates almost as much as the national champi- Continued on Page 7 EMPLOYMENT REGISTER Post Office Box 25622 Little Rock, Arkansas 72221-5622 Phone (501) 228-0436  Fax (501)227-7502 Publisher Jana Greenbaum Advertising Sales Beth Welshans Graphic Design Plan B Consulting Distribution Manager David Wood The Arkansas Employment Register is published and distributed bi-weekly to locations throughout the state of Arkansas, as well as mailed to areas outside Arkansas. Advertising rates, space reservations, and distributorships may be obtained by contacting Jana Greenbaum at the number listed above. Unsolicited editorial submissions may be mailed to the address above. These manuscripts become property of the Arkansas Employment Register and will not be returned. Articles may be edited for content and/or length. I r I Arkansas Employment Resister 'ARKANSANS WORKING TO KEEP ARKANSANS WORKING\" Page 3 I FROM THE PUBLISHER EMPLOYMENT PREPARATION Crawford Wants to Teach Senior to Seek both Classroom and Courtside Assijnments Roger Crawford will graduate from the University of Arkansas in about a year with a degree in kinesiology. He intends to use his degree to seek both coaching and teaching opportunities. His choice is based on his strong love of kids and the respect he has had for both his teachers and his coaches. Crawford's dreams have always included a professional career as a player and then as a coach. He hopes to start at the junior college level, and then move up through the assistants' ranks of a major college program. Crawford points out that many junior college coaching positions allow the coach to also teach classes. \"I like kids, so if 1 can coach, 1 wouldn't mind teaching,\" Crawford says. Crawford investigated the field of kinesiology at the suggestion of his academic advisor. The two discussed it extensively\nthe more he heard about the field, the more interested he became in the degree. He has approached his career in coaching with the same determination that he has approached his career as a player. He frequently agrees to visit schools in the Fayetteville area to work with students. \"1 go to the schools around here and talk and play with the kids,\" he says. While the effort is mandatory for one who wants to have a strong body of experience when seeking employment, Crawford also does it because he enjoys it. \"It's fun,\" he says. \"1 like to play with kids. I like to watch them play and have a good time.\" He also learns by watching other coaches during games. \"I don't just watch the players, 1 also watch the coach,\" he advises. \"You can learn a lot about the way he controls his team.\" Crawford is also preparing for his \"second\" career by utilizing the mentors available to him through the university. \"I find people I can look up to. I look up to Coach Richardson and the way he teaches. I also look up to some of my teachers and the way that they teach,\" he says. Coach Richardson has taught him many things, but most importantly, an effective way to motivate his players. \"When he's talking to you, he stretches his point out and it gets to you,\" Crawford explains. \"Some coaches tell you, come on you can do it. Coach Richardson tells you that the other guy isn't better than you, that you play better than he does every day. Il gets in your head and motivates you.\" Richardson has also been Crawford's role model for his relationship with his team. He provides his players with direction and support that have nothing to do with basketball. \"His off the court teaching skills and his love and respect for his players are two of the things that I admire about him the most,\" Crawford says. \"He talks to me off the court. He really helps me focus on the things I have to do while I am here at Arkansas.\" Injury sidelined Crawford at the end of the 1994 season. He watched his teammates battle for the crown from the sidelines. Crawford's number, 31, was on their jerseys. Though he did not take the floor of the championship game, he was as much a part of the victory as any player that suited up that night. Today his cast has been removed, and Crawford is on the mend. He credits his teammates with helping him recover from the disappointment of his injury. \"My teammates really helped me a lot,\" Crawford says. \"1 really wanted to play. But my teammates let me know that I was still a big part of the team.\" \"Respect\" became a watchword for this team in the Continued on Page ? Contractor's License Center, Inc. Are you preparing for a state contractor's examination or do you find the application process too time consuming? We can help. We offer licensure assistance up to and including examination preparation in (he following states: Arkansas, Mississippi, Louisiana as well as many others. For additional information call (501) 375-8219, HELP WANTED Bakery N.L.R. Bakery has several openings for energetic individuals. Must be able to work M - F first shift. Individuals will be required to wear white slacks and white shirt each day. Call Carol at 664-8903. Olsten Staffing Services. Banquet Servers Part Time. Requires black slacks, white collared shirt. Bowtie and experience helpful. Great as a second job!! 664-9585 Interim Personnel. Car Washers/Drivers Flexible hours, easy job!! Must havovalld driver's license. Some openings ate only after five and weekends. This won't interfere with your full time job!! 664-9585 Interim Personnel College Grads Got your degree and ready for the chance to put your education to earning you money and a career? Come see the experienced personnel consultants al SNELLING PERSONNEL SERVICES in Uttle Rock located at One Financial Centre. Phone 223-2069. Customer Service Rep Locally owned national franchise seeking Customer Service Representative. Sales or telemarketing experience a plus, but not necessary. Apply in person at Fast Signs, 240 S. Shackleford, Little Rock. Forklift Operator Laid back NLR co. needs experienced operator for gas and electric forklifts. Great pay when permanent. Good working conditions. Call Mitchell at 224-9424. Snelling Personnel ASAP in Breckenridge Village. Never a Feel General Laborers $5.00 Per hour. Positions available  jogger - Grounds Keeper  Forklift Driver - Warehouse. BEST TEMPORARIES 221-BEST (2378). Heavy Lifting We have temporary positions available for warehouse/production jobs. Ist shift. Little Rock area. Call Tempus at 223-5100. Kitchen Help Dishwashers, clean up and cooks helpers. Little or no experience required. 2nd shifts only. Call today!! 664-9585 interim Personnel. If you have THE SKILLS, WE HAVE THE JOBS S Olsten has high paying and exciting short or long-term positions waiting for you at some of the most prestigious companies. Whether you're a secretary, receptionist, clerk or switchboard operator, well keep you busy with challenging assignments. Well evaluate your skills and find a position thats perfectly matched to you. And our same week pay policy means you get paid the week you work. Call Olsten at 664-8903 415 N. Mcklnley, Suite 650 Little Rock. AR 72205 Olsten staffing Services The Working Solution American Red Cross CLERICAL OPENINGS Two clerical positions available to perform general ofiice and clerical duties, including t^ing correspondence, sorting and processing mail, and maintaining accurate records and files. Will act as receptionist for department, including answering phone and greeting visitors in a pleasant and courteous manner. High school graduate with at least one year of previous general office experience. Competency in general office procedures. Ability to type 45 wpm. (Competent in Word Perfect and other word processing equipment. Excellent organizational skills required, as well as good written and verbal communication skills. Send resume' by Friday, May 13 1994 to: Department of Human Resources 401 S. Monroe Little Rock, AR 72205 (501) 666-0351 ext. 250 EOE M/F/D/V MZ^rteyour own ^et! XEROX Xerox Safes Agent seeks exceptional sales representatives. Ourexcli : us a primary source for Xerox copiers and fax machines io North Pulaski County. Now, were seeking sales representatives to attract new customers and expand our existing customer base. Complete sake training, selling tools and demo equipment are provided. Successful candidates will enjoy substantial commissions! To begin seiling - either full or part-time - and profiling from the first name in ofTice products, call today for an interview: XEROX [ Authorized Safoz A*ont Metro Imaging Systems 5401 JFK Blvd. Suite C-2 No. Little Rock, AR 72116 (501)791-2284 XEROX* is alrdHrnark ol XEROX CORPORATION ACCOUNTING CLERK Immediate opening! Temp to perm! Must have at least 1 year bookkeeping experience. Accounting knowledge necessary. Lotus 1-2-3 skills and 10-key by touch required. Type 45 wpm. Excellent company and benefits. Position starts temporary at $8.00/hour. Call Sherry at 664-8903 today! Olsten Staffing Services. SECRETARY Immediate opening in Marketing Department with an great company. Temp to perm! Must possess 4-6 years secretary experience, type 55 wpm, excellent communication skills. If you have experience with Powerpoint, Pagemaker or Desktop please call Sherry at 664-8903 today! Olsten Staffing Services. SET-UP CREW Be a part of a winning team! Excellent driving record needed to do delivery and set-up. Applicant needs to be available to work 4 days during the week and on Saturdays. Applicant will be working inside and outside. Call Carol at 664-8903 for details. Olsten Staffing Services. \"o .Si o O o X IZ! (l\u0026gt; u PLAZA WEST Suite 650 Park Plaza Mall CST sCT North McKinley I Page 4 \"ARKANSANS WORKING TO KEEP ARKANSANS WORKING' Arkansas Employment Register | SALES *** HELP WANTED HELP WANTED BE THE JUDGE Decide if this isn't a saies person's dream We think is! EARN $50,000 to $150,000 As a Rep $100,000 to $400,000 As a Manager  Immediate weekly cash  Call on business owners who have requested to see you  Prestigious product  Qualified Leads weekly  No prospecting  No wasted time on non-sales activities  No charge backs  Management opportunities  International vacations  Outstanding wealth accumulation  Stock ownership  Lifetime vesting  Retire in 10 years with close to $1 million in continuous earnings If you are well groomed, hard working and have a desire for a true opportunity you are the person we are looking for. For interview cail 501 -370-9800 Laborers Outdoor, indoor, some in SWLR, WLR and downtown. Excellent pay and benefits, with temp to full time on some. Requires heavy lifting on most. Call today. 664-9585 Interim Personnel. Landscapers, experienced or not! Apply today, start tomorrow, several different work locations with excellent pay. Reliable transportation a must. Call todayl! 664-9585 Interim Personnel. Light Industrial Jobs Kelly has long and short term assignments available. Great pay! Stop by today. 10800 Financial Center Parkway, Suite 315. Never a fee. EOE. M/F/H. 224-0090. Light Industrial Positions Available West LR Company, 1st shift, $5.00 hour. Can't beat this opportunity. Call Tempus at 223-5100 ASAP. Maids/Housekeepers Hotel and private homes available. Clienl requires reliable transportation, temp to full time opportunity for those with good experience. Call today! 664-9S85 Interim Personnel. Maintenance Personnel HOLIDAY INN WEST is seeking full-time AM and PM Maintenance personnel. Must have verifiable general building maintenance experience, HVAC preferred. Also seeking Painters. Good pay and benefits including medical, life and disability. Please apply in person to 201 S. Shackleford, Little Rock, AR. Maintenance Supervisor \u0026amp; Maintenance Asst. WLR Apt. complex needs two maintenance people. Must have HVAC experience and working knowledge of refrigerators, heated pools, pool pumps, etc. Will lay vinyl and work with sheet rock. Great opportunity and discount on a beautiful apartment. Call Mitchell at 224-9424. Snelling ASAP in Breckenridge Village. Never a Fee! Mechanic  Second Shift Ryder Truck Rental is seeking a 2nd shift mechanic. $11-$13 per hour with experience. Full benefits. Apply 32001-30, Little Rock. 374-0351. EOE. M/F/H/V. Production Work 5 Assembly and 11 factory, 1st, 2nd and 3rd available. No experience required!! Must be able to lift 35 lbs. Call today. 664-9585 Interim Personnel. Rental Business If you are mechanically inclined with excellent customer service skills. Available to work Saturdays. Looking for a permanent job. This SWLR company is for you. Call (\u0026gt;rol at 664-8903. Olsten Staffing Services. Resident Manager Strong personality needed to manage beautiful WLR apartment complex. Experience preferred. Will supervise staff, do light boo^eeping, use AMS! computer system, etc. Great salary plus bonuses and perks. Call Snelling ASAP. 224-9424. 1301 N. Rodney Parham, Breckenridge Village. Second Shift - Data Entry Second shift, data entry 2:30 to 10:30, 10,000 keystrokes or higher only need apply. Temp to full time, with great pay. Call today!! 664-9585 Interim Personnel. Security Officer Full-time or part-time. Burns International Security Services has full/part-time positions available. Must have a phone, reliable transportation, no felonies with a good work record. Apply in person: Suite 400, Plaza West Building, 415 N. McKinley, Little Rock, AR 72205. Shipping/Receiving Clerk Knowledge of machine tools. Energetic individual needed for this temp to permanent job. Starting salary $6.00 hour. Room for advancement. Cali Carol at 664-8903. Olsten Staffing Services. Soldering Extremely good soldering skills needed for delicate assembly. Military spec. \u0026amp; ability to read schematics. Call Carol at 664- 8903. Olsten Staffing Services. Students You and Kelly equal an unbeatable combination! Let your free time earn you money this summer. Call today and work tomorrow! Never a fee. 224-0090. Kelly Temporary Services. EOE. M/F/H/V. Summer Jobs! We are seeking people in our Food \u0026amp; Beverage operations. If you like working with the public in a pleasant atmosphere, come see sll We need Waiters, Bartenders and Banquet Slaff. Part-time or full time available. Apply in person to HOLIDAY INN WEST, 201 S. Shackleford, Little Rock, AR Warehouse/Office Trainee SWLR Company has long term possible perm position available. Customer service, pulling orders loading and unloading. 30 hoursaweek+. Call Tempus at 223-5100. Warehouse Workers Our great clients are always looking for dependable people to work long term assignments. Must have reliable transportation and good work ethics. Good working conditions and good people to work with. (Lail Mitchell at 224-9424. Snelling Personnel ASAP in Breckenridge Village. Never a Fee! Warehouse Workers Forklift and Pallet Jack operators who don't mind doing all aspects of warehouse work  weve got a great temp to \u0026amp;11 time opportunity for someone who's reliable and ready to work!! Excellent pay. 664-9585 Interim Personnel. Welders 1st and 2nd shift, MIG welding will also perform fab shop duties, brake press, drill press, etc. Great starting pay, temp to full time for the right experience and work production. Call todayl! 664- 9585 Interim Personnel I  X Division of Perfonnance Personnel Agency, Inc. Performance  ' TEMPORARY SERVICES \u0026lt;1^ V Students, 'l OFFICE SUPPORT OFFICE SUPPORT DIVISION Receptionist Doctor's Office front desk. Some experience necessary. Great phone and people skills. God organizational skills. $6-%6.50 per hour. Temp to Perm Receptionist/Switchboord Lorge WLR corp looking for professionalism. Excellent benefits and great location. $7-$7.50 per hour. Temp to Perm Sales Secretary Great opportunity for person with communication and clencal skills. Dota entry experience, WP \u0026amp; 10 key. Entry-level, will train. $6.00 per hour. Temp to Perm. ASAP! Administrative Secretary Excellent LR organization. Excellent growth potential and great benefits. Need MS Windows. Lotus 123 and MS Word. 2-3 years Secretary experience. $17-18K. Temp to Perm. Data Entry Clerk II Experienced Data Processor for Law Firm. $7-$8 per hour. Monday - Friday 8 to 5. Will be training other Data Entry Clerks, Pertormonce Temporary Service FEE PAID. Word Processor Temp Io Perm. Great WLR location. S7-$8 per hour+ benefits. 60+ wpm and prolicienl WordPerfect 5.2 or 6.0. Needed ASAPI Temp to Perm. For these and other fee paid opportunities call 374-7144 for confidential appointment. TCBY Tower, 425 W. Capitol Suite 3813, 38th Floor Little Rock, AR 72201 Phone (501) 374-7144 Fax (501) 374-7136 Retirees \u0026gt; \u0026gt; Homemakers! How Soon Can You Start? Kelly has many assignments with local businesses. Plus with Kelly you get:: He He He Great Pay Flexible Schedules Holiday Pay Vacation Pay Free Training 24 Hour Voice Mail Earn Great Pay and enhance your skills. You and Kelly equal an unbeatable combination! Call or stop by today! 224-0090 or 1-800-734-1311 10800 Financial Centre Pkwy Suite 315 Little Rock, AR 72211 KELiy\u0026amp; The Kelly Girl* People- The First and The Best /! \\ 'I An Equal Opportunity Employer \\ \\ Administrative Assistant WordPerfect for Windows and Lotus 123 will land you this great position in WLR. Must be sharp, professional and dependable. We're looking for someone with Personality +. Up to $15,000 to start. Call Llie at 224-9424. Snelling'ASAP in Breckenridge Village. Never a Feel Administrative Assistant $15K! Fee Paid! Top Company in town needs your nice appearance to handle computer duties. Best Benefits! Turnage Employment Service - 224-6870. Accounting Assistant A well known co. needs a person for accounts receivable, heavy filing, data entry, invoicing and working with sales. If you can do all of this, call today for an appointment! TEMP-TO-PERM! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Accounting Clerk Accounting experience will put you on an assignment with excellent future potential!!! Knowledge of Lotus 123, A/R and A/P required. QUALITY EMPLOYMENT SERVICES. 663-8200. Accounting Wizard WLR distributor needs a sharp motivated employee for their accounting department. Duties mil include collections, posting, data entry, general office and mote. 10 Key by touch is required. QUALITY EMPLOYMENT SERVICES. 663-8200. Arkansas NCAA Basketball Champions Razorbacks Discuss Their Future Plans and the Mental Dynamics of a Championship Team There can be no doubt, however, that as remarkable as each of these players may be, their attitude towards the team and each other originates with their leader. Coach Nolan Richardson. His belief that each member of the team is equally important to the overall success of the program is shared by every player on the team. Coach Richardson allowed the Register to interview the players because of his belief that this story was worthwhile and might help workers and students here in Arkansas. Coach Richardson teaches his team that their commitment to these principles prepares them not only for a championship in basketball, but also a championship in life. The results of the implementation of the philosophy within this team are self-evident. The Register hopes that these stories help Arkansas workers and companies implement the same philosophy in the Arkansas workplace.msa\n XRiR^w6RkiFmm\u0026lt;EiF\u0026gt;i^ OFFICE SUPPORT Activity and productivity never stop in the ofOces of this industry leader!! Requires the ability to handle customers, generate spreadsheets, word processing, and back-up the switchboard... all at the same time!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Administrative Assistant Administrative Assistant to owner, great pay, needs exceptional clerical skills including WP 5.HI Call for details, we have several openings like this. 664-9585 Interim Personnel. Benefits Specialist $20,000 per year, temp to perm assignment with large financial institution. Must have experience in 401K, Medical Insurance, life insurance, customer service. Must have 2 years experience in human resources environment. Call for more information 221- BEST (2378) 8500 W. Markham, Suite 216, Little Rock, AR 72205 Clinic Receptionist Great NLR clinic needs a dependable, energetic person to man front desk and phones. Will do light data entry. Prefers medical office experience. Starting salary to $12,500. Call Snelling ASAP. 224-9424. 1301 N. Rodney Parham, Breckenridge Village. Credit Analyst Temp to perm. Must have experience with processing credit cards. Great location $7.50 hour. Call Tempus today for an appointment at 223-5100. Customer Service Representatives Heavy phones with light computer experience. We need your outgoing, willing-to-work attitude. Hours are 3-9 pm M-F, 10-6 Saturday or Sunday. Great company with excellent full-time opportunity for the right people!! Call today for your interview. 664-9585 Interim Personnel. Data Entry Clerk Long term position available for fast \u0026amp; accurate data entry clerk. Great company, downtown location, parking provided. Call Tempus at 223-5100. Data Entry Operators Excellent data entry skills will earn you an excellent pay rate! 10-key by touch requited. All data entry positions start $6 to $7 per hour. Get paid the same week you work! Temporary and temp/perm jobs available. Call Sherry at 664-8903. Olsten Staffing Services. Engineering Secretary Temp to perm positions. Excel experience needed. 65wpm. $14,500 year. Call Tempus al 223-5100 for an appointment. Engineer's Secretary Off 4:30 each day. Fast paced company with lots of job security. This company offers medical insurance for employee \u0026amp; family plus pension plan. $16,000. Call Julie 223-2069. 1 Financial Center. SNELLING PERSONNEL AGENCY. OFFICE SUPPORT Executive Secretary Here is your chance to show them how it's done!!! Put your executive skills to work now in this long term assignment. We are offering Free Parking, $7.70 per hour with overtime paid at lime and a half. Receive your paycheck the same week you work. We never hold back a week because we know you need your money NOW!!! Call for more information 221.BEST (2378) 8500 W. Markham, Suite 216, Little Rock, AR 72205. File Clerks Kelly has many clerical jobs with leading local companies. Call today and work tomorrow. Let your skills earn you money. Never a fee. 224-0090. EOE. M/F/H/V. Front Desk Busy office needs your organizational skills to take care of hectic phones and greet customers. Must have strong WordPerfect skills! NO FEE!! QUALITY EMPLOYMENT SERVICES. 663-8200. Fun Office - Receptionist Be office manager type individual for this very successful business. Very elite clientele. Lots of personal contact. Fun, laid backgtoup. $14,000. Call Julie 223-2069. 1 Financial Center. SNELLING PERSONNEL AGENCY. General Office We have a variety of \"immediate openings\" for experienced office workers! Short... and long term assignments available in all areas of Little Rock!!! QUALITY EMPLOYMENT SERVICES. 663-8200. General Office Positions SHORT TERM, LONG TERM, TEMP-TO-PERM. Enjoy the variety of general office work and the flexibility of temporary assignments! Many positions available for experienced applicants. Duties include answer phones, typing, light accounting, filing and much much more!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Homemakers Turn your extra time into money with Kelly. Our service offers you the chance to choose when and where you work. Free training. Call or stop by today. 224-0090. Never a fee. EOE. M/F/H/V. Marketing Jobs If you like selling. Kelly has a job for you! Call today and work tomorrow. With Kelly there is never a fee! 224-0090. EOE. M/ F/H/V. Medical Medical environment needs professional person with A/R, A/P, managerial and clerical skills. Will be front desk and office manager. Make appointments, type, file, light transcription. Will be trained on new computer system. Great pay, temp to full time - call today!! 664-9585 Interim Personnel. * Managers  Pto  Assistant Managers  'Hut For Dine In and Delivery \u0026gt; If youre not earning what youre worth then take a dose look at Pizza Hut career opportunities. National Pizza Company, the largest franchise erf Pizza Hut, is expanding its franchisee in Little Rode If you are an energetic and enthusiastic individual looking for Tire Career\" opportunity, dien we want you on our team.  Major Medical and Dental Insurance  Stock Purchase Stock Options  Pension Program  Disability Insurance  Vacation after 1 year Send Resume to: Nation\u0026lt;d Pizza Co. 11324 Arcade Drive, Little Rock, AR 72212 Attn: Debbie Kaeser or Fax Resume to: (501) 228-0419 EOE M/F/H $ looking $ FOR A PART TIME JOB RlQS -Hut. Turn your EXTRA TIME into EXTRA CASH! Take a closer look at WE NEED Drivers, Cooks. Servers, Bus/dish, Hosts/ Hostesses. We offer: Flexible full or part lime hours  work one day or several.  Competitive pay  Medical insurance plan  Paid vacation for full lime  50% employee meal program  Stock ownership plan. Drivers Can Make $10  $15 Per Hour (Includes drivers commission \u0026amp; tips) Drivers need your own vehicle, auto insurance, clean driving record and must be 18 years or older. Apply in person at all locations: Pizza Hut 2912 S. University (Broadmoor Shopping Center) 7600 South University 9th Street off 1-30 301 Millwood (Maumelle) 5804 Baseline 3024 Cantrell 5921 West 12th Street 3900 Camp Robinson 4704 Camp Robinson 3701 Warden Road (McCain Mall Shopping Center) SUCCESSFUL Students: Build your Resume Gain real life work experience that will put you ahead PEOPLE of the competition after graduation. Work for Manpower this summer aUop local companies. Offering: Flexible hours, free training, comprehensive benefits and more. Call today. 25 Data Entry Operators Needed Will 25 data entry operators please call! We have jobs in Northwest Arkansas at choice companies. Great pay \u0026amp; benefits. Call manpower 756-6830 or 636-0732. BUILD SUCCESSFUL Secretary I, II, III Levels Manpower is an exclusive supplier to a large WLR data processing company!!! Several positions are available for secretaries w/MICROSOFT WORD W/WINDOWS \u0026amp; EXCEL W,'WINDOWS. Must be PROFESSIONAL \u0026amp; a hard woiRer. Both long \u0026amp; short term positions. NOW TAKING APPLICATIONS. Front Desk Must be able to handle busy phones. Looking for excellent personality, WP 5.1. Long Term assignment. 225-0044. Customer Service Rep Answer Service Calls. Field questions \u0026amp; information from customers. Clear speech required. Computer literate. Professional environment. Nights and weekends. Cail 225-0044. Tape Operator/Tape Librarian WLR co. needs several persons to mount tapes on mainframe computer. Must respond to the console and load tapes. Must be energetic \u0026amp; professional. Call 225-0044 for an interview. 20 Production Workers Needed We need 20 production workers to start at $6.00 per hour. 1st \u0026amp; 2nd Shifts. Bonuses \u0026amp; benefits. Call 756- 6830. Our hands on training gets your foot in the door. The training is quick, free, hands-on and available to Manpower temporaries who want to learn word processing and other computerized office skills. SWIIs that will help open lots of doors career-wise. We have immediate assignments available at top local businesses. Call Manpower 756-6830 or 636-0732. Attention college students \u0026amp; teachers. Lots of summer jobs to chcxjse from at choice companies in Northwest Arkansas. Great pay. Call Manpower at 75\u0026amp;6830 or 636-0732. Bookkftftning Approximately 1 year of COMPANIES general bookkeeping, clerical skills. Filing, photocopying, phones, typing \u0026amp; data entry. Free parking. Long term assignment. Call 225-0044. (501) 756-6830 408 West Emma Avenue Springdale, AR 72764 (501) 225-0044 10809 Executive Center Dr. Little Rock, AR 72211 o (501) 225-0044 10809 Executive Ctr. Dr. Little Rock, AR 72211 MANPOWER Temporary Services NEVER A FEE! (501) 756-6830 408 West Emma Ave. Springdale, AR 72764 Member AR Association Temporary Services  EOEI Page 6 ARKANSANS WORKING TO KEEP ARKANSANS WORKING' Arkansas Employment Register | OFFICE SUPPORT OFFICE SUPPORT PROHLE Medical Jobs Many Openings! Office Manager $17K-Fee paid. Medical Transcriptionists... to S20K. Medical Insurance (Need 3).. To $16K. Medical Secretary... SISK - Fee Paid. Receptionist... S14K. Optician... To $20K DOE! Turnage Employment Service  224- 6870. Medical Transcriptionist - Full Time Heights clinic needs an excellent typist to do tape transcribing. Must have medical terminology and good spelling skills. Professional appearance necessary. G.I. experience a plus! Call Snelling ASAP. 224-9424. 1301N. Rodney Parham, Breckenridge Village. Medical Transcriptionist - Part Time NLR Doctors office needs a great typist with strong medical terminology and WordPerfect 6.0 to work daily from 1:00 PM to 5:00 PM. Must be flexible with hours. This fun office needs a person who can do a variety of duties. Call Snelling ASAP. 224- 9424. 1301 N. Rodney Parham, Breckenridge Village. Microsoft Word Miaosoft Word knowledge and experience! If you type 40+ wpm and have Microsoft Word skills you qualify for assignments (temporary and/or temp to perm) at some of the most prestigious companies in Little Rock. Earn at least $6.25 to $8.00 per hour. Call Sherry at 664-8903 for details. Office Manager/Bookkeeper - SISK Beautiful offices! Brush shoulders with celebrities! Nice position for someone ready to move up! Turnage Employment Service  224-6870. Office Support Office workers all over LR ate taking a break. We need YOU to help with the workload! Receptionist/Front Desk, Legal Secretaries, Data Entry operators. Accounting Clerks, Mailroom and many, many mote!!! QUALlTi' EMPLOYMENT SERVICES. 663-8200. Office Support We are needing to fill all types of positions\nword processors, receptionists, bookkeepers, general office, etc. Please give us a call! Short term, long term and temp to hire! Call Leslie at 224- 9424. Snelling Personnel ASAP in Breckenridge Village. Never a Fee! Part-Time Receptionist (Need 2) 8 am  12:30 pm or 12:30 pm - 5 pm. Receive full benefits. $6.50 per hour. No cost to you. Temp to Perm. Call 221-BEST (2378) Best Temporaries 8500 W. Markham, Suite 216, Little Rock. People Person Work with LR's most respected Cos!!! Duties include heavy typing, Wordperfect and lots of people contact. Detailed and well-organized people call for an interview!! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Best Temporaries lists with most of the top companies in the greater Little Rock area. Our companies are seeking individuals with the following skills listed below:  Wordperfect  Proficient in Typing  Secretaries (Executive and General)  10 Key by Touch  Switchboard Operators The list is endless! Give us a cal! today for your future tomorrow. 221-BEST (2378) 8500 W. Markham, Suite 216 Little Rock, AR 72205 Never a fee! Executive Secretary Here is your chance to show them how its done!! Put your executive skills to work now in this long term assignment. We are offering Free Parking, $7.70 per hour with overtime paid at time and a half. Receive your pay check the same week you work. We never hold back a week because we know you need your money NOW!! Call for more information 221-BEST (2378) Benefits Specialist $20,000 per year, temp to perm assignment with large financial institution. Must have experience in 40IK, Medical Insurance, life insurance, customer service. Must have 2 years experience in human resources environment. Harvest Wki Markham Worthen Bank BEST TEMPOAARIES I PR Secretary Not really PR but working with celebrities who ate visiting Little Rock. Work Closely with Ad agencies also. Ready to hire now! Start to $14,500. Call Karen 223-2069. 1 Financial Centre. SNELLING PERSONNEL AGENCY. Receptionist Requites a highly motivated self-starter with excellent communication skills. Answer busy phones, input info... lots of people contact!!! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663- 8200. Receptionist Petonnel department of large company needs your outgoing personality, accurate typing, good work history and strong work ethic. Great opportunity for growth and could go perm. Start $6.00 per hour. Call 221-BEST (2378). Best Temporaries, 8500 W. Markham, Suite 216, Little Rock, AR. Receptionist Long and short term positions available. Must be able to handle busy phones and type 45 wpm. WLR \u0026amp; Downtown. Call Tempus at 223-5100 for an appointment. Receptionists If you have receptionist skills and i professional image we have positions for you! Typing skills a plus. Excellent skills earn an excellent pay rale. Paid the same week you work! Temporary and temp/perra jobs available. Call Sherry at 664-8903. Olsten Staffing Services. Sales Secretary Temp to Perm at no cost to you. This company is looking for someone to take care of their valuable clients. Your ability to handle pressure and possess skills in word-processing, 10 key by touch are really going to be appreciated. Knowledge of spread sheets is an added plus, but not a must. Call 221-BEST (2378) 8500 W. Markham, Suite 216 Little Rock, AR. Secretary Let your office skills pul you to work for Kelly! We have several positions available. Stop by today. 10800 Financial Center Parkway, Suite 315. Never a Fee. EOE. M/F/H. 224-0090. Secretary To $18K! Need 3! Polished person with secretarial experience on PC + Lotus. Turnage Employment Service  224-6870. Secretary/Bookkeeper To $18K! Fee Negotiable! One Girl Office. Answer phone/ Dispatch Techs/Ap - AR on computet! Casual Dress. Maumelle area! NEED ASAP! Turnage Employment Service - 224-6870. Secretary Positions Typing skills 50+ wpm, WordPerfect or Microsoft Word experience, excellent phone skills, legal or medical background. If you possess these skills, we have jobs for you. Temporary and temp/perm jobs available. Call Sherry al 664-8903. Olsten Staffing Services. Telephone Sales Reps. ----Sears leleraarketiug--- _____ center-is- seeking-____  professTonal? enthusiastic __ Lele43bone sales reps*___ l\u0026lt;(eniiu|4in4JSeebfl(L -sh'rfh^vaHaWe? We^e - Intervi fnamiCr --SCCe5S4\u0026gt;W lli:p3rsQfiat_ Sears Product Services '----- -EOE-M/* Wilson Wants to Contribute Through Coaching A. tf nn I n*. Lee Wilson's high school basketball coach had such a profound impact on him that Wilson intends to coach high school students himself once retiring from professional basketball. He is certainly the type of person that students will look up to, and it will not just be because of his 6'11\" height. The high school rankswill be lucky to land a seasoned, professional basketball player who wants to influence athletes both on and off the basketball court. \"1 want to be a coach because 1 believe that 1 can do a great job at it,\" he says. \"1 want to help kids out. I want to be a father figure to them and show them how to be a better person and make it to college.\" Interest in this level of basketball is due to the influence of his high school coach in Waco, Texas. Although there were opportunities for him to move up to the NBA, he preferred to remain at the high school level. \"My high school coach really influenced me through the things he did and the way he lived. He still thinks coaching is fun. 1 don't want to just work.\" Wilson also points out that professional athletes frequently retire physically exhausted from years of sacrificing their bodies for their profession. Mentally, however, the NBA will provide him with valuable knowledge and experience he can share with younger athletes. \"I'm pretty sure that when 1 get out of the NBA I'll be kind of banged up. But being in the NBA will give me the knowledge from actually doing,\" he says. Wilson is already taking advantage of opportunities to work with kids. He helped coach a group of Special Olympic athletes that came through the Arkansas Razorback bask\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_516","title":"Incentive Schools: ''Rites of Passage: A Program for Incentive Schools''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Lesson plans","School improvement programs"],"dcterms_title":["Incentive Schools: ''Rites of Passage: A Program for Incentive Schools''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/516"],"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\nClass activities to discover historical and cultural knowledge of Africa or student's ancestral\nRITES OF PASSAGE K PROGRAM FOR INCENTIVE SCHOOLS LITTLE ROCK SCHOOL DISTRICT 1991-921 RITES OF PASSAGE PROGRAM Introduction The Rites of Passage Program has been designed for all students in the Little Rock School District's Incentive Schools. This program, coupled with the skills in the Family Life Education Program and the District's i social studies curricululm, clearly addresses the emotional, physical, and social developmental changes in young students. The preparation of these young students for their role as active and participating citizens in our global society, with emphasis on the whole child, is the primary goal of this program. 11 The 21st century is quickly approaching. Students must have the appropriate knowledge and skills in order to adequately function as contri- II buting citizens. This knowledge extends to information about their cultural and historical backgrounds to acquiring skills of displaying behavior that articulates a positive concept of self and their responsibilM ity to self and society. It is through programs such as a Rites of Passage that educators can HI assist parents and guardians in educating and developing the whole child. n n I I I I I 2I RITES OF PASSAGE PROGRAM GOAL To develop active and participating citizens through a Rites of Passage Program OBOECTIVES  Display historical and cultural knowledge of ancestoral homeland/heritage of students  Articulate a positive concept of self fl  Recognize duty of responsibility to self, family, school, and community  Implement a Rites of Passage Awards Program fl TIME FRAME fl Infusion through curriculum and one day per week, November through June fl fl fl fl fl fl 3fl RITES OF PASSAGE PROGRAM fl OBJECTIVE 1: Display historical and cultural knowledge of ancestoral homeland/heritage of students fl GRADE ACTIVITIES - All activities apply to Africa or students' ancestoral homeland. fl Students will: fl K-6 K-6 fl  use a map to identify and locate ancestoral homeland.  listen to stories from teachers and family about ancestoral homeland (Attachment //I) K-6 fl  illustrate family cultural events (K-3)\ndiscuss family cultural events (4-5) describe and K-6 K-1  listen to African Folktales audiotape and discuss (Childrens' Press)  use an outline map to illustrate examples of life in ancestoral homeland (Attachment Z^2) fl K-1  make an African drum (Attachment //3) 1-3 1-3  discuss family roles in African society  compare and contrast the role of African families with the role of African-American families today 2-3  decorate an ancestoral coat of arms (Attachment //4) 2-3  create African masks and discuss their use in African culture (Attachment 5) 4-6  construct a family tree 4  use a map of Africa to identify various countries in ancestoral homeland (Attachment #2) __ 4 5  journey on an imaginative African safari (Attachment //6)  discuss historical figures of Early Africa and recognize their contributions (Attachment //I) 5  compare contributions of Early African figures with historical contributions of African Americans past and present 4RITES OF PASSAGE PROGRAM OBOECTIVE 1 (cont.): GRADE ACTIVITIES 6 6 6 Students will:  write reviews about one book about Africa and one book about African American history  select African American periodicals (magazines or newspapers) to be read each month and give oral reports of them  present a pictorial one-act play entitled \"Places and Sounds of Africa\" at end of year (Attachment //7) 5RITES OF PASSAGE PROGRAM  OBJECTIVE 2: Articulate a positive concept of self I GRADE ACTIVITIES  Students will: K-6  create a collage to illustrate their characteristics and personality that would make them a good friend to cl assmates K-1 K-1 K-1  draw a picture of themselves and their families and share with the class why they are an important member of their family  share with the class a fun activity or event that they have experienced  draw a picture of themselves being happy at school and at home 2-3  write five (5) things that make them feel good about themselves 2-3 4  create a Pride Booklet or Poster to illustrate background and anything they feel proud about  make a list of adjectives to describe themselves 4 keep a  make a list of things they would like to do better\ndiary of their progress with strategies used for improvement 5  choose from a list of African or African American role models one person and a career that they would like to pursue and discuss with teacher, mentor, and class 5  create a poster or flyer to describe themselves now and in the future  6  keep a journal of achievements, activities, personal goals, thoughts, and feelings throughout the year (mentor assigned to the student should review the journal weekly and discuss with student) 6 I  read and discuss books about African values and philosophies 6  prepare a project to symbolize the completion of their Rites of Passage experience c 6 JRITES OF PASSAGE PROGRAM  OBJECTIVE 3: Recognize duty of responsibility to self, family, school, and community GRADE ACTIVITIES Students will: K-6  prepare a list of behaviors which show respect for self and others K-6  brainstorm a list of student responsibilities to self, their family, school, and community K-2  choose a chore(s) that they can regularly perform at home K-2  keep a calendar of the chores they complete at home 4-6  make a list of things to do to improve school grades invite speakers representing different service agencies to class  talk with parents, teachers, spiritual leaders about some service they can perform  pledge to perform volunteer service in the school or community  keep records in their journals of their volunteer service experiences 6 6 6 6 e 7 zRITES OF PASSAGE CEREMONY OBJECTIVE 4\nGRADE Implement a Rites of Passage Awards Program ACTIVITIES K-5 6 The student will:  participate in an awards program and receive recognition for successfully completing activities for identified grade 1evels  participate in Rites of Passage Awards Program, which consists of the following: (1) (2) (3) send invitations to parents, relatives, friends, district officials fifth grade students will serve as ushers and hosts design and print a program (4) decorate room with African-African American theme (5) display students' work relating to theme (6) students will dress in attire representing how they feel about themselves\nattire should be acceptable to local school and LRSD dress codes (7) mentor, teacher, or counselor should escort student into room where guests are assembled (8) soft music should be played when students enter the room (9) students present one-act play, \"Places and Sounds of Africa\" (Attachment //7) (10) principal gives a motivational speech offering praise to students  (11) principal awards certificates to students acknowledging their completion of the LRSD's Rites of Passage program (12) a reception follows 8ATTACHMENT 1A  Early Africa General Gebal-Tarik  Conqueror of southern Spam  lO.OOOBX. ElKMPtO TimbwCtoo Oldwvsi I GorQ* \u0026lt; ij\u0026amp;o.oooee D \u0026lt;0 Z imMbw* Historical Figures of the African Past Pupils should know the role played by the foUowing historical personages: Osiris Isis Horus Kushites divinated by Egyptians Nefertiti  Egyptian queen Imhotep First father of medicine  Egyptian Pharaoh Khafre  Sphinx built in his image Pharaoh Cheops  Pyramid at Giza buUt under his orders Thothmes III  Kushite pharaoh of Egypt, military conqueror Amenhotep III  Pharaoh, patron of arts Pharaoh Akhenaton (or Ikhnaton) psalms and mentor of monotheism Cleopatra  Egyptian queen author of Sheba  Also known as who visited Solomon Mekada, a biblical queen Menelik I  King of ancient Ethiopia, son of Sheba and Solomon Piankhi, The Great  Kushite conqueror of Egypt Hannibal of Carthage  Military genius (247-183 B.C.) Pope Melchiades  Roman Pope (A.D. 311-314) (711) after whom named Prince Tin-Yeroutan  the Rock of Gibraltar is Ghana ruler (961-971) Tenkamenin  King of Ghana (1062 67) Yusuf Upper Senegal King, military leader, defeated King of Spain in 1086, saved Moorish civilization in Spain Sundiata Keita  Ruler of Mali (1230-55) Mansa Musa  Ruler of Mali (1307 or 1312-37) Sunni Ali Ber Ruler of Songhay (1464-92) Askia Muhammed, or Askia The Great Ruler of Songhay (1493-1528) Afionso I  King of Congo Empire (1506-45) Shaka-Zulu King (1773-1828) - military leader, developer of strategy still in use early AFRICAN HISTORY When assessing the cultures of early Africa, many historians have sought convenient means to discredit by various techniques the black people Chained to the confinement of slave-trade justifications and colonial ideologies and fostering such words as  primitive,  savage,  heathen,  ~in human, th. ese writ_e_r_s _w_ere 6 child like, and limited from the begin-and tolcd, too often, to give the black African just ning Pp raise for hisd aectrcaocmt pfrloismhm reanthtse.r than add to what was - , As a result, where Africa exhibited were taken immediately to On the contrary, the trend was to already known.  j  - siens of greatness, steps stress that the responsible people were not Ne^oes, rarely Negroid, but Semites, Hindus, Muslims, or some instead Hamites, Arabs, dark whites, other name which avoided the apparent qualities of black skin and woolly On other occasiow positive facts from the - purposely overlooked, and ancient menu -  J--1 \"s  tall tales  hair. raanu-can past were p  . scripts which told of such were dismissed or simple glorifications. In short, the few observers break from the acceptable approach and report the facts without colorations were forced to overprove their convictions or to mention them vagu y who attempted to Suc^h^ been the fate of reports African expeditions to the Americas. While this infor-mation has escaped the attention and interest of many, 9 ATTACHMENT 1B Africans may view it with more concern. They are not so prone to overlook facts that have been treated as  nonsense  by others, and in this respect, it is their point of view which really matters.- Consequently, the possibility of early African excursions to the Americas must be approached from this perspective. TRANSATLANTIC VOYAGES That Africans voyaged across the Atlantic before the era of Christopher Columbus is no recent belief. Scholars have long speculated that a great seafaring nation which sent its ships to the Americas once existed on Africas West Coast.\" Details still remain scant, but those available leave little doubt that such a venture took place. This can be attributed to the fact that more information about African history has been published and that modem archeologists and anthropologists have deepened our awareness of the variQUS peoples and cultures of pre-Columbian America. We can now positively state that the Mandingoes of the Mali and Songhay Empires, and possibly other Africans, crossed the Atlantic to carry on trade with the Western Hemisphere Indians and further succeeded in establishing colonies throughout the Americas. During the 13th century, Mali, the earliest of these two great empires, building on the ruins of Ancient Ghana, arose to become one of the leading nations in the world.* Its importance to the Middle Ages should not be underestimated. Under its authority. West African civilization flourished with learning and trade. Timbuktu, a commercial center, became the most popular university city on the face of the globe, entertaining noted scholars close to 200,000 well-equipped men to do battle. His royal court, literally, overflowed with pupils, readers, and poets,\" Ibn Battuta, a Moorish traveler who visited Mali during the 14th century, commented on the complete security of the country and the surpassing beauty of its women. Though he had spent most of his life visiting the most advanced civilizations of that time, he added that he knew of no other nation more civilized 12 except, perhaps, his own Morocco.' MALI EMPIRE Mali started on its road to world importance during the reign of Sakura (1285-1300), the usurper, who vastly extended his domain to include much of Mauritania and established diplomatic relations with Moroc- co. From this new contact, advanced maritime tech- niques and the concept of the earths rotundity filtered into the fast-growing empire. This was made possible through the geographies and astronomical theories of such Arab writers as Abu Zaid, Masudi, Idrisi, Istakhri. Abulfeda, and those from the court of Harun-al-Rashid with whom the Moroccans were thoroughly familiar. Both Idrisi and Abulfeda stressed the rotundity of the earth, and the latter even spoke of  voyages around the world.  It was not until several years later, however, that a little known and seldom mentioned ruler elected to make use of this empire-stirring information. monarch, Abubakari II (1305-07),' This daring did not believe that it was impossible to conquer the limits of the neighboring ocean. Employing Arab navigators who had a from all parts who went there to compare ther manuscripts, Books on all subjects were written in both Mandingo and Arabic, Djenne, Malis second most important metropolis, could boast of having 4,200 0 knowledge of longitudes and latitudes, the compass, quadrant, and sextant,' he equipped 400 ships with men, food, water, and gold, in sufficient quantity for an 10 extended duration, and sent them sailing across the teachers at the close of the 12th century.' This was an empire of black people and was remarkable in that it demonstrated the Negros large capacity for government and commerce. Reaching into the Atlantic Ocean from the Senegal and Gambia tributaries, it covered an area about the size of Western Europe, from Portugal to Germany, and dwarfed its contemporary, the Holy Roman Empire.* There were well kept roads, resthouses, and a postal system.\" Superb agricultural techniques, such as crop rotation, irrigation, and soil conservation, were employed, and numerous Atlantic. His captains were informed not to return vegetable varieties were produced.' in The people wore fine original clothing as well as imported Egyptian fabrics, and soldiers adorned themselves with golden armor and weapons. The emperor was capable of mobilizing until they had discovered land, or had exhausted their supplies. After a long absence, a sole ship returned, and its captain informed Mansa Abubakari that the other ships had been caught in a violent current, like a river in the middle of the ocean, and had been carried away by it. Irritated by his captains failure to follow the others, the king equipped a fleet of 2,000 more ships in the same manner of the first expedition and decided to lead them personally across the perilous sea. He was so certain of his return that he temporarily conferred power in the hands of his brother, Musa, until he might come back to reclaim it.\" Thus, the people of Mali opened the way for West African trade relations with the American Indians. 10 iiMII ATTACHMENT 1C   aa Mansa Kankan (Gonga) Musa, who reported these exploits of his adventurous brother, eventually became absolute master of the Empire (130737). Nothing is known of his interest in conquering the Atlantic, but during his reign, Mali reached the apogee of its power. Aside from making new territorial conquests, Musa did much to develop commerce and education. The wealth of Mali soon became known as far away as Egypt, and Sankore University at Timbuktu attracted the most learned professors in the world of that time. Long after Kankan Musas death, maps of Europe carried his name SONGHAY EMPIRE In the 15th century, another powerful people emerged to challenge Mali supremacy. These were the Songhay who had for over 200 years been Mandingo vassals. They eventually overthrew their Mali masters and, .under the leadership of Sonni Ali (146492), started an empire which was to claim authority over the entire West African 'bulge. The borders of the empire stretched to a size approximately that of continental United States.'10 This was not a new empire, for a great and attributed the whole of West Africa to his domain.le GHANA 300-I050 deal of the old Mali structure remained intact. At the onset, only the ruling lineage was changed. Askia Mohammed Toure (1493-1529) gained control of Songhay after the death of Sonni Ali and devoted his energies to strengthening the empire. He recruited a professional army of prisoners and slaves which allowed the rest of his population to develop commerce, fanning, and other industries. Learning was encouraged through contacts made with doctors, scientists, mathematicians, and scholars throughout the Muslim world. Schools were established everywhere, and the intellectual level of the empire was raised enormously. The practice of medicine advanced to the point where doctors were performing some operations, such as the removal of cataracts, which were not known in Europe for another i Wolata Senegal River Air A SWi' ^Lake Chad Wausa Forest Line Bure Gold Mines WALI 1357 Tegoro Rio de Oro nghazi Lake Chad Bongo Forest Line SONGHAY 1529 ___ Timbuktu and Djenne retained the academic vigor which they had inherited from Mali, but 250 years.-'!0 their supremacy in education and commerce was contested by such other fast-growing metropolises as Gao, Walata, Mopti, Bourem, Goundam, Sansanding, and Bandiagara. Despite this intellectual challenge, Timbuktu still remained the academic hub of all Africa, and perhaps that of the entire world. Under Askia the Great, Songhay developed a very complex system of government and administration. In fact, in some respects, its structure gave the appearance of a constitutional monarchy with democratic tendencies. Elected governors, called FARI, were assigned to rule over subdivisions of the empire, and chiefs, or NOI, were appointed to administer provinces and large cities. Economically speaking, banking and credit were well managed and controlled. A uniform system of weights and measures was establi^d, sales were inspected, and laws for the entire empire were codified.'21 ATLANTIC VOYAGES RESUMED It is more important to note here that voyages across the Atlantic were resumed, or continued, during the reign of Askia. Proof of this is evidenced by the fact that Columbus was informed by some men, when he stopped at one of the Cape Verde Islands off the coast 11 an 4 ATTACHMENT 1D  had been known to set out into to  of Africa, that Negroes------------ the Atlantic from the Guinea coast in canoes loa^d with merchandise and steering towards the west. The same Christopher Columbus was further informed by the Indians of Hispaniola when he arrived in the West Indies that they had been able to obuin gold from black men who had come from across the sea from the south and southeast.\" The dates of these accounts coincide Christopher Columbus was The them at war with neighboring Indians. This report was made before the first importation of African slaves to t e Antilles, or before any Spanish colonics were ffoouunnddeedd.. Other Negro colonies of that time were discovered in Northern Brazil among the Charuas, at_St Vincent in the sided, Gulf of Mexico where the Black Caribees re-around the mouth of the Orinoco River in Venc- I. 25 These zueta. and among the Yamasees of Florida.-  precisely with the time that Askia the Great held sway over Songhay. It must also be added that Amerigo the Americas witnessed these  Vespucci on his voyage to------- *,  .3 same black men out in the Atlantic returning to Africa.- sixteenth century Spanish explorers zueia. diiu auivMu M.w A - ----------- colonies, it must be stressed, were aU reported by the first Europeans who reached the Americas. Even as late as 1775, Francisco Garces was able to come upon distinct race of black men living side by side with the He related that a Fifteenth and Si/v***--- ------ .u and early American art, legends, and burials provide the principal sources of information on what happened to these African seamen after their arrival in the Americas. Zunis of the New Mexico pueblos, the first inhabitants of the area, and that the description he gave of them This ob-the blacks were incse Ainvdu avuiuv.. ---------- In effect, the Spanish conquistadores found dispersed all over the New World small tril?es who were from the very first considered Negroes.= ' The largest Negro colony appears to have been a permanent settlement at where Balboa, who saw them in 1513, reported the New World small trifles who were suffice it to say doubt that they were Negroes. made about the same time the French similar phe-leaves no servation was explorer, La Perouse, was witnessing a nomenon in California. He also found there a race of blacks whom he immediately denoted as Ethiopians. Darien  .C.U,  ** T\u0026lt; t /rocAk. A 12 ATTACHMENT 2 '11 3 V\u0026gt;M 13 1 I I 1 [ ATTACHMENT 3 Music Materials: Reference books on African music Pictures of African instruments (optional) (oatmeal box or juice can) per student 1 round cylinder 1 piece of muslin per child (12 x 12\") Masking tape Diluted white glue or Mod Podge sealer Construction paper Crayons or markers Procedure: 1. music Introduce the letsor by discussing the importance of Music has been used to accompany within African culture. legends, tales, and morals. festivities. and communicate traditionally been celebrations. messages, It has 2 . used with ceremonies. and Present pictures of African instruments and explain of instruments that Africans have created many different types using materials from their immediate surroundings. One instrument, the drum, was often made of wood and covered with skins. 3 . authentic surround!ngs. the drum. that although they cannot make an Explain to students dJ. Lull, they will be able to make found in their own classroom environment. African drum a drum that utilizes materials 4 . mu s1 in. Provide each student with a of After taping the muslin firmly over one end of the the cloth surface with diluted white glue each student cylinder and iiiece cylinder, paint Podge to stiffen the surface. or Mod 5. While waiting for the glue or Mod Podge to dry, provide each student with a cover sheet of construction paper with which to Have students decorate the paper t)ie cylinder of the drum. colored construction paper designs. with crayon or cut paper around the cylinder. 6. Glue the Use completed drums to accompany songs, storytelling. creative dramatics activities. 14 ori! ATTACHMENT 4 Personal Coat of Arms I i T L I I I ATTACHMENT 5A Masks Materials: Reference books on African art African artifacts (optional) Student copies of mask patterns (on heavy paper) Procedure: Review information about the type of geographical features found in Africa. Emphasize climate and that climate and physical features affect the lifestyle and culture of people. 1 . 2. Display pictures of African art and artifacts that provide students examples of primitive as well as modern African art and craftmanship. 3. Explain to students that African masks are one type of African artistry that utilizes natural materials. objects found within the immediate environment. plant fibers, horns, and animal hides patterns, and Wood, ivory. are a few materials available to the African artisan. 4. Discuss the uses of masks in our own culture and those of African cultures. 5. Ask students to identify materials within the classroom that are available for them to use to create a mask. Emphasize that they will not make an African mask, but will use some of the classroom materials they identified. 6. Direct students to independently create individual masks using materials in their classroom environment. or distribute  copies of mask patterns' included decorate and assemble. 7. in this unit for them to Display classroom masks on a bulletin board. 16 ATTACHMENT 5B AFRICAN MASK I A A I B M I II M B nMn I I I % I I I I t 1 7 1 ATTACHMENT 5C AFRICAN MASK 6 18 ATTACHMENT 5D AFRICAN MASK o ATTACHMENT 6A AFRICA'S COUNTRIES 1. Students will understand that Africa is composed of many different countries. 2. Students will identify various countries in Africa. Materials: Classroom map of the world Ci assroom map of Africa Encyclopedias Reference books on African countries Student copies of passport booklets Multiple copies of Country Summary sheets Procedure\n1. Ievi ewing Introduce world map and the lesson by looking at a continent made up of many different countries, and a country. the fact that Africa is a . . Review the distinctions between a continent 2. Explain to s to go on an African \"safari.\" at a port on one of the bodies tudents that they will have the opportunity They will \"travel\" to Africa, dock of water suriounding Africa, travel through several countries. and depart Africa from a different port. 3 . students Distribute copies of the Passport Booklet. fill out the personal information page. Review the following students begin their \"journeys\n\" a. Have travel guidelines before having They will enter Africa from a port on one of the major bodies of water surrounding Africa. the name of b. Each student will write _ _ the country and date of his/her \"varS-it\" on the Visa sheet and complete a Country Summary Sheet using encyclopedias and other reference materials. When the Country Summary Sheet has been completed, the student will this country by having the teacher sign When depart and date the passport in the Departures column. 20 4 . cr 4 ATTACHMENT 6B 4 1 d. The student may then travel to a bordering country and repeat the above steps. e. The goal is to reach a port of exit on I a different body of water than the entry port. 5. A large classroom map of Africa should be available to assist students in planning their travel. 6. Conclude the lesson by displaying the passport books on a bulletin board. A large map of Africa could illustrate the travels of each student by using yarn pieces to connect passport books to various locations on the map. I I I i AFRICAN SAFARI 21 ATTACHMENT 6C PASSPORT UNITED STATES OF AMERICA NAME 22 NAME SEX BIRTHDATE (PHOTOGRAPH) ATTACHMENT 6D BIRTHPLACE ISSUE DATE SIGNATURE OF BEARER VISAS Entries Deoartures II fl 23ATTACHMENT 6E q Name COUNTRY SUMMARY COUNTRY CAPITAL FLAG i 1 I I I POPULATION MONEY ! 1 1 I I I J LANGUAGE CHIEF PRODUCTS: AGRICULTURE MINING MANUFACTURING 24 JATTACHMENT 7A 4 PLACES AND SOUNDS OF AFRICA (A pictorial play in one act for middle or upper elementary grades) Edwina Chavers Johnson Characters: There can be as few as sixteen and as many Inquisitive: (interrupting hastily) Just a moment. I as thirty, depending upon the size of the class. PROLOGUE  a map of Africa Reader Inquisitive Pyramid of Giza Pyramids of Kush Zimbabwe Palace Timbuctoo Musicians Dancers dont understand a thing youve said. Reader: Oh, Im so sorry. Ill show you some pictures, if you like. (Putting book down, uking Inquisitive by the hand now.) Here, just look this way. 4 Judges, clerics, doctors of Timbuctoo Musical dolls Costumes: Characters of African sites and roles dressed accordingly. Inquisitive and Reader dressed in school attire. (Curtain drawn, speaker at center of stage.) FLUTE MUSIC HERE (Curtain opens partially to reveal desert scene in a picture enclosure, with actor dressed as famous pyramid, centered in the scene.) Prologue: There are in Africa monuments of great cities and empires which stand today and serve as testimonials to the advanced civilization which flourished on that continent before the 16th century. The family of man was born in Africa  and from that binhplace, traveled to all other parts of the earth. DRUM BEAT Western civilization is actually based upon one of these ancient African civilizations  Egyptian civ- STOP FLUTE MUSIC HERE Inquisitive: My, oh my (great wonder in his voice), I know what you are, you are a triangle. Pyramid: (angrily, without any body movement, however) I am not a triangle. I am a pyramid. A triangle has three sides. I have four sides. See? (turning slowly to show four sides) Inquisitive: I beg your pardon. Where do you belong? Pyramid: I belong in Egypt. I was built 5,000 years ago for the great Pharoah, Cheops. Two and a half million blocks of stone were used in building me. I am one of the most amazing engineering feats in the world. ilization. This history of black peoples reveals the beginnings of the arts and sciences as well as of aesthetic expression. Those were borrowed and developed by others, mainly in the Western World. DRUM BEAT For what is the present, but the past? FLUTE MUSIC HERE (Curtain opens fuUy now, several additional, but smaller pyramids are now seen scattered about the stage.) Pyramid: There are hundreds of other pyramids in east Africa, but none so famous as I! (Inquisitive and Reader withdrew, to stage left now.) DRUM BEAT Reader: I am reading African history  about places in Africa that were built by men long, long ago. Some of these places are thousands of years old! Its really quite exciting material. Inquisitive: Read to me, please. Reader: AU right. The pyramid of Giza was ordered to be buUt during the fourth Memphite dynasty by the Pharoah Cheops. No doubt, the sphinx w^ buUt by another Memphite Pharoah, Khafre, in his own image. - - - The ruins of Zimbabwe, covering an area of approximately 70 acres represents still FLUTE-MUSIC HERE Pyramid of Kush: (Choral Speaking) MUSIC STOPS NOW We are the pyramids of Kush, the ancient name for Ethiopia. Kings and queens were buried within our walls. We stand, a tribute to the remarkable past of the African people. We stand, 5,000 years now, amid palaces and temples, one of the worlds largest collections of royal buildings and tombs. Our royalty went northward, down the Nile, and taught the, once backward people in Egypt the ans of life. 25 ATTACHMENT 7B q (Curtain closes to reveal the single pyramid again. Small pyramids leave stage.) RETAINED VISUAL IMAGERY OF THE AUDI-ENCE. FOR APPROPRIATE SCENERY, FIND FLUTE MUSIC HERE MUSIC STOPS Pyramid: People have come to visit me throughout the ages. There is something inspiring about seeing me, so they say. Would you also like to visit me? Inquisitive: Oh, yes. Pyramid: Ill be seeing you. (Chirtain closes) PICTURES OF THESE HISTORIC SIGHTS IN BOOKS OR REFERENCE MATERIAL. Reader: Here is another picture. (Bells may be rung as cunain opens here.) (Curtain reopens, two actors stand, facing one another and speak simultaneously in this picture.) Inquisitive: Zimbabwe: circles. BELLS STOP NOW I know what you are. You are a circle. (turning as bells ring) No, we are not We are half circles. (Backstage, Sphinx steps onto picture frame as Pyramid steps out.) Reader: Here is another picture for you to see. Look! (Curtain reopens, as before, revealing picture frame. Inquisitive: Zimbabwe: Oh, dear, what is your name? We are the walls of Zimbabwe. 300 feet This time, Sphinx is centered in frame. There can be an adaptation here. The frame may be removed entirely, the curtain opened fully to reveal the Sphinx upon a raised platform, or a covered ladder. A dancer may move gracefully as the Sphinx speaks and hollow instruments such as wooden blocks are struck intermittently during the speech.) Inquisitive: Ooooooooh! Who are you? Sphinx: I am the Sphinx. I was built in the image of another great Pharoah  Khafre. I have the head of a man and the body of a lion. The sands of the Sahara Desert submerged my body  as they did the paintings and rock carvings of the TassiUi cul-long, 200 feet wide, 20 feet high  and 20 feet thick. Although we are still considered a mystery, we are the remains of the marvelous Monometapa empire of 1,500 years ago in South Central Africa. We are considered so amazing because no mortar was used to construct us. We are truly a work of art. Inquisitive: Where would I find you? Zimbabwe: You could find us in what is now called ture to my west. I have seen nearly all of mans Southern Rhodesia. Perhaps you will come and solve our mystery. Inquisitive: Thank you. Thats a challenging idea. I just might do that. (Curtain closes as before.) history unfold, due to my great height and position in the East. There is not time to tell you all. Yet, linger and listen. The craftsmen, the farmers, the astrologers, the soldiers, the rulers, the philosophers  all I have met in the past. Shall I meet you, too, one day? Inquisitive: I should like that very much. Sphinx: Good, I will look for you to come. I am quite near to the great pyramid in Egypt. (Curtain closes again. Flute music, or East African music here until curtain is entirely closed.) FOR THE REMAINING  PICTURES, THE CURTAIN OPENS AND CLOSES AS IN THE PRE-CEDING ACTION. IF DANCERS OR ACTORS ARE AVAILABLE FOR APPROPRIATE ?lND RELATED INTERPRETATION OF THE PICTURES AND THE CULTURES THEY REPRESENT, SUCH DANCERS OR ACTORS, DRESSED APPROPRIATELY MIGHT ADD GREATLY TO THE 26 (Bells ring as curtain closes.) Reader : I have two more pictures for you to see. Here is the first of the two. (Curtain reopens. Palace stands centered in frame of tree-lined streets.) Inquisitive: Dear, dear, what a beautiful building you are! What is you name and where is your location? Palace: I am the palace of King Tenkamenin of ancient Ghana. As you can see, I am made of stone and wood. If you could step inside the portals, you would see the sculptures and excellent pictures of the king. My stained glass windows are extraordinarily lovely, too. Before the Sahara Desert encroached upon me from-the north, I was able to be a pan of a marvelous people. Our music and dance are well known in the U.S.A., but the desen and the wars we suffered destroyed an enormous amount of our buildings and towns. During the 11th century, our empire was at its peak of glory. New Ghana is located to the south of old Ghana. You could reach me by jet quite easily. ATTACHMENT 7C Bl Inquisitive: Wow! Id never thought the past was so near to the present. (IF THERE ARE DANCERS FOR THIS PICTURE, MUSIC BEGINS NOW. DANCERS APPEAR SI-MULTANEOUSLY. INQUISITIVE APPLAUDS THEM AT THE END OF THE DANCE.) (Curtain closes) Reader\nAnd here is the last picture 111 show you now. Look! (Curtain opens, revealing Timbuctoo, the ancient university.) Inquisitive\nI am simply overwhelmed at this point. Timbuctoo: Thank you. I am rather overwhelming when you think about it. Inquisitive: Who are you? Timbuctoo\nI am Timbuctoo. I was a part of the ancient empire of Ghana. I notice you are a student. I was the home of students of law, science and medicine about a thousand years ago, youd be interested to know. Judges, clerics and doctors walked my corridors. Men of learning were drawn to me. There was a greater profit in the book trade than in any other commercial venture in my days of fame. By the way, not too long ago, some United States Congressmen came to see me. Inquisitive: Where are you to be found? Timbuctoo\nIn the present day Mali Republic. Will you come to visit me, too? Inquisitive\nI want to. Timbuctoo: Ill be looking for you. (Curtain closes) (Curtain opens, revealing two sets of actors  on stage left are male music dolls  on stage right are the female dancing dolls.) (Reader takes Inquisitive by the hand again, walks over to the music dolls.) Reader: These are the music dolls. The music they play is as ancient as the culture they represent. They are Nigerian dolls and play instruments from Nigeria. Inquisitive: Id like to hear some of their music now. Reader\nCertainly. Ill just press the music button over here. (Crosses stage to right, presses button.) (Music begins promptly. OLANTUNHS  Drums of Passion includes an excellent band entitled  Oye  which can be played for about 60 seconds and then stopped.) MUSIC DOLLS PANTOMIME PLAYING INSTRUMENTS THEY HOLD IN THEIR ARMS AS RECORD IS PLAYED. WHEN MUSIC STOPS, DOLLS RESUME IMMOBILE POSTURE. Reader: These are the dancing dolls. Inquisitive: They are beautiful. Id like to see the Reader: How did you like the pictures? Inquisitive: Oh, great! Reader: I have some dolls to show you now. Inquisitive: Good. Where are they? Reader: Right here, just be a bit patient. dancing, too. Reader\nOK. Ill just press the dance button for you. DANCING DOLLS DANCE AS MUSIC DOLLS PLAY TO THE SAME RECORDING AS ABOVE. WHEN SAME PORTION OF RECORDING HAS BEEN COMPLETED, RECORD IS STOPPED. ALL DOLLS RESUME THEIR IMMOBILE POSITION. (Both move to left of stage  walking towards right as they talk.) Inquisitive\nThat was terrific. Reader\nNow you know why I like to read so much. Inquisitive: Youve got company now! I would never dream that all I saw could be gained through reading a book. Do you know of a book I could begin with? Reader: Youre challenged! Finish this one with me. (05 on right) n wM THE END H I I 27 4 4 RITES OF PASSAGE PROGRAM 4 MATERIALS AND RESOURCES Beyer, Barry et al. The Eastern Hemisphere. York, 1991. Macmi11an/McGraw-Hi11, New This book is the social studies basal textbook for grade 6 and is currently located at all incentive schools. Beyer, Barry et al. Neighborhoods and Communities. Hill, New York, 1991. Macmi11an/McGraw- This book is the social studies basal textbook for grade 2 and is currently located at all incentive schools. Ellis, Veronica F. Readers. First Book About Africa: An Introduction for Young OUST US Books, New Oersey, 1989. This book was ordered for use with the African/African American program. Hare, Nathan and Julia Hare. Bringing the Black Boy to Manhood: The Passage. African American Images, Chicago, Illinois, 1985. ISBN: not listed Cost: $6.00 Lewis, Mary C. Herstory: Bl ack Female Rites of Passage. African American Images, Chicago, Illinois, 1988. ISBN: 0-913543-08-X Cost: $7.95 Murry, Jocelyn. Africa: File, New York, 1990. Cultural Atlas for Young People. Facts on This book was ordered for use with the African/African American program.  Musgrove, Margaret. Ashanti to Zulu. Il 1 i no i s. African American Images, Chicago, ISBN: not available Cost: $4.95 This book is suitable for students in grades 2-5. 28RITES OF PASSAGE PROGRAM MATERIALS AND RESOURCES (cont.) Our Multiethnic Heritage: African and African-American Folktales audiotape. Children's Press, Chicago, 1990. ISBN: 0-516-06920-9 Cost: No confirmation Our Multiethnic Heritage: Guide, Levels 1 and 2. African and African-American Studies Teacher's Children's Press, Chicago, 1990. II ISBN: 0-516-06918-7 (Level 1) Cost: 0-516-06919-0 (Level 2) No confirmation A Salute to Historic African Kings and Queens, II Publications. 520 N. Michigan, Chicago, IL 60611. EMPAK's Black Hi story ISBN: 0-9616156-5-6 Cost: Depends on number ordered Little Rock School Di strict Family Life Education Curriculum Guide, K-6. School Counselor. Wellness Clinic - School Nurse. 29\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_572","title":"Little Rock Schools: Watson Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991","1992","1993","1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Watson Elementary School (Little Rock, Ark.)","Education--Evaluation","Educational statistics","School improvement programs"],"dcterms_title":["Little Rock Schools: Watson Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/572"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":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\nRECE/VE^D ' 5 1991 LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL\nWATSON ELEMENTARY GRADES: 6 K PRINCIPAL: DIANA GLAZE Race/Gender W/F ASSISTANT PRINCIPAL(S): Race/Gender ANNA J. TATUM B/FTABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) 2 . Enrollment: - School - Special Services - Class/Course 3 . Attendance Data: - Certified Staff - Support Staff - Students 4 . Extended Educational Programs 5. Honors/Awards (Schoolwide) 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 12 . Staff Development Activities - Certified Staff - Support Staff 13 . Quarterly Discipline Management Report 14. Map of School PlantCERTIFIED PERSONNEL POSITION WHITE I BLACK MALE FEMALE MALE FEMALE OTHER MALE FEMALE TOTAL Administrator(s) / / classroom Teachers U S 0 Counselor f s) Librarian(s) / Reading (Compensatory/ Remedial) / I Mathematics (Compensatory/ Remedial) I Gifted (Elementary only) I Soeech Theraoist I I L Other I I L I TOTAL  A 6% W. 7  Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English, History, etc) WHITE BLACK MALE FEMALE MALE FEMALE OTHER MALE FEMALE T O T A L TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.SUPPORT PERSONNEL WHIT E POSITION BLACK MALE FEMALE MALE OTHER FEMALE MALE TOTAL FEMALE Attendance Clerk Cafeteria Workers L / Custodians L 2 Instructional Aides Media Clerk 1 / Nurse L I Registrar Secretary Security Officerfs) Social Worker(s) Supervision Aides 3 f Other TOTAL 4 The official date for staffing information is October 1, Tb+Cl 1 1991. 2 to '3^ 161^ 1  S'STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year BLACK WHITE OTHER POSITION Added Deleted Total M F M F M F TOTAL I Added/Deleted Support Staff Positions During Current School Year BLACK WHITE OTHER M POSITION Added Deleted F M F M F Total TOTAL Duplicate if needed.p SCHOOL ENROLLMENT GRADE LEVEL WHITE MALE FEMALE BLACK MALE Al FEMALE ll 21. OTHER MALE e\u0026gt; FEMALE TOTAL Ih- 3o i. u. u. TOTAL PERCENT :u. J:^ 3i.l1 i.A/ ENROLLMENT SPECIAL SERVICES WHITE OTHER MALE FEMALE MALE FEMALE MALE FEMALE SPECIAL ED. Self Contained TOTAL  Resoxirce Room ui % I L 6 d d 5^ B L A C K\u0026gt; w Speech/Vision or Hearing Impaired, etc. I Indirect Services GIFTED/TALENTED I. 33 11 REMEDIAL/ COMPENSATORY TOTAL PERCENT A Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Comnletp and rptnrn tn Plannino. Pncnp-rrb And Fxrnlimt--?CLASS ENROLLMENT (Elementary Schools Only) 1991-92 t i I i SCHOOL /cr\\ VnitlClPAl, I. eAQCi I i I I I I GRADE ! I 1 ROOM ISA Ilk. lib M- jik TEACHER'S GENDER/RACE WHITE CLASS ENROLLMENT BLACK 72S^ L 1 125 IKL kl. ! bl? IC\u0026gt;S 7 F 2 2^ I'sy jik p F 2k W kL 37 V/ 3k 3k 8 \u0026gt; IV ~7 ~7 W MALE / F k. 3- L 2, 6 3 FEMALE 3 hL 6 7L 2 TOTAL MALE -r 7 2 k 3- k  9 !2\u0026gt; -2 /\u0026gt; LL Lk /\u0026amp; O! FEMALE _22_ JL- kL_ U L2 i -2 2 9 k 7 I \u0026lt;3 OTHER /-/\n5 MALE FEMALE AC J! i TOTAL 17 27 Ai 3.5 'i iL  / t (i) 7 -2. I 2 \u0026lt;! 2? 7 /Zfl 2. I Do not include teachers of pull-out classes (art, music, physical List each class separately. education, etc.). The official date for enrollment data is October 1, 1991. Duplicate if needed. W A i iCLASS/COURSE ENROLLMENT (Secondary Only) Pinsert or have available master schedule or current print-out entitled,\"Summary Master/Teacher Schedule Report - Race and Sex.\" A Do not send to Planning, Research, and Evaluation office.ATTENDANCE DATA Please insert or have available current attendance data for: Staff - Certified - Support Student Provide most current student data, including withdrawals by gender, race, and grade level. I On n n t Qpnd tn Planninn. Ppanarrh. and Fvaliintion nffir.p.11 n I J un LLLIIbNiAKX Ueek of S 1 qn-i n-sheet MOM TUE . 1OO~ Kai-on Worshetfr In/Out iln/Outi J^ED... TIIURS In/Out I In/Out [ ... I T I 5th 101 Phyllis Johnson 3 6 th \" 102 Rebecca Chambers I I 5 th \" 103 Luverda Clay I I 6th \" lOA Jeanette Robinson -- _ ________ I 5 th \" 105 Elaine Anderson i L. I i I 4th \" 106 Jana Wells 4th \" 107 Linda Corrigan ---------1------ zlL-. ----------i..._ i Music sth \" 108 Jimmy Purifoy 109 Nancy David I ... I 110 Carolyn Picke11 I Comp 111 Susan Burris -.-j-------- I I F R . _ 1 n/o\" Media Mathlab Math- ' lab 112 113 Sandra Hinson Janet Adams ------------ I 4 1st Cr. 114 Mary Biisii JL\n3 116 Pam Jones 5_I___ 1st  117 Alisa Gray 3 K 118 Ruby Jackson 1st \" 119 Joyce Watson L c\u0026gt; ---------1 . (I 120 Sara Brown Sp Ed 121 2nd Gr Ruth Berry Karen Ditto J 2nd \" 123 Marl'ene Bratton 2nd \" 124 Jeanette Nail 3 3rd \" 125 Brenda Harper O 3rd \" 126 Carole Austin 6 Counselor Margaret Dawson. Dale Ann McClellan --------- T S.paegh / Susie Wheeler I G/T. Mary Ann Forrest I --------- Reading John Burgin Aides Cynthia Wilkins Pam Essary Erma Tate Elizabeth Brooks -07^ - /______ \u0026lt;7_____ c\u0026gt; P . ' E .  Robin Hinson- I i i i---- I I 1. I  I____ I I I I I I- t  I -^J___ I I I I I I I I I ____L I IRESIDENT STUDENTS NINE WEEK'S ATTENDANCE REPORT WAtson Elem. SCHOOL Yearly EnrolIment Grade B G UNGR 1 11 5 2 9 13 3 5 7. 4 6 6 5 6 8 6 Kinder- 8 7 garten 5 1 RESIDENT STUDENTS .....Wats.on----- SCHOOL Yearly EnrolIment Grade B G UNGR 1 31 22 1 3 4 5 6 Kindergarten 22____ 26. 11 34 22 37 26 18 35 21 33 33 LITTLE ROCK PUBLIC SCHOOLS TRANSPORTED PUPILS Dr. Diana GlazeA?^ PRINCIPAL 9-Weeks EnrolIment (2) B G 11 9 5 6 6 8 5 5 13 7. 6 7 1 No. of Days: 45 10/31/91 DATE Days Absent (3) 18 44 4 J8 22. 22 30 Days not on Roll (4) 0 35 0 5] 12 22 LiniE ROCK PUBLIC SCHOOLS Current Wi thdrawals (5) B G 1 0 0 n. 2 2 NON-TRANSPORTED PUPILS Dr PRINCIPAL 9-Weeks EnrolIment (2) B G 0 0 0 I jQ. 2 2 Diana Glaze 2L ____71___ 27 34 22 37 26 ._32 ...___Ik.___ 18 35 22 33 33 Previous Wi thdrawals (6) 0 0 0 n H 2 2 No. ol Days: _41 10/31/91 DATE Days Absent (3) 1A2 ___ 22 67 92 2A 113 111 Days not on Roll (4) 112 16.3 147 212 261 115 298 Current Wi thdrawals (5) B G A 2 1 1 2 2 1 2 5 1 3 2 0 5 Previous Wi thdrawals (6) .2 .0. 2 0 2 0 EXTENDED EDUCATIONAL PROGRAMS PROGRAM GRADE BM BF WM WF OM OF TOTAL Governor's School AEGIS Bovs' State Girls' State Summer Laureate Odyssey of the Mind Math Olympiad A ~1 .1 2 -t L o others (Please Specify) I /ci TOTAL 3\" Jfi. ~7 lL 1 I U 3.9 II o /3% ^I'/e \u0026amp; o ^7 U List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office.t'a\u0026amp;brooni BeerW . Tp-Vpr_____________ br\\A4-o.-fsi3^ Rii^ce- ::'nTwxn limos Pm . TJ. 'BtooKs \"Vi-BPctny \\'J(x:A5 lA/crUcTA VJoteon VBtHo DidVo ll'AO-aiao r.40- aiao I'.40- 0:00 I'.SLO - UM-o Davs Mi-F M'F A^-F A4-F ^obinssrn . -Hamberg , \\Q\u0026gt;j Com Rqn/ Kcimpbe^l Kci'^ioa VJkiVcx l.'VfH i^'i- ne- XC HcMriF\" Vi cKi Sor'^ Mary SxH /A I/)!'' Cheryl Rxhe\\ 6o\u0026gt;14F ' I/Ji Nobles RebetenK VVilscnn iaji'' Co.Lxirmef' Hcxl\\ BP BrctrHun A^sVin VAorpsf 1'40- a 1'^0 1030- IV-OO lono-Bioo \u0026lt;4146- 1014-0 S.30-4\n5-0 S'.So-qi-ao a\n'4o-3.io 1:4o-A'.ao .r\\ Brandcm Homphm/3/''- \\/\\)odscn Ti-FCney Greer ded^ Keizer VvierssvA . CoixHnc^^ vBreoVs 'Tneh Rjucbcxnsm /\\rhY\\ BlovM B\u0026gt;sx-r''icK HetCard d/''\" Brandli Greer i-ferelle RoIoahsob Srtston \u0026amp;rc5v-3Oi )chiO5on EW'obV HCLII DtHo hxuoson NoLi\\ Afmrdcc L44Upagc\u0026lt;'Hxi,l I'.qo- i\n4S- a.'Sio ([Uo- a:c\u0026gt;o i\n4o-^\noo 2\n3C\u0026gt;-\u0026lt;3\\:c\u0026gt;c\u0026gt;_ (.\"Ao- ii:oo \\o:4o- u\n\\o 10:40-n HO -3'30-^1'40 id\nAo- B 3 0 8:io-S'.4o i\nao- 11'40 1 lao- 1140 IVmrHceCS l^b/'iri Ccoley /?/.\" i\u0026gt;undjn 6odcF/3 CoSsSj Clcxrk M Ncu\\ fero^rVoTH 10'35\" ^.ac- ^0100 I i wru i5 8 f= A4-F M-F M-F AITu MWTFF W Nervday A1-F A-1 Tu~VbF TTHTr TuTh Pr MWF AIWF -TTH Tla Jla - pri Tu - Fri F Th Wf VVF WF 1a/F Monday ^fSCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. First Nine Weeks WHITE Honor/Award Grade BLACK MALE FEMALE OTHER MALE FEMALE MALE FEMALE TOTAL / Scholarship Citizenship -t- Attendance  4^ -It- tL TOTAL 7^ 2^ most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office. /z\u0026gt;COMMITTEE WHITE MALE EMPLOYEES FEMALE BLACK xMALE FEMALE iracial Committee arent Teacher Assoc SCHOOL C0MMITTEE8/PARENTAL INVOLVEMENT OTHER WHITE PRRENTS / PATRONS BLACK OTHER WHITE OFFICERS BLACK MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE LA MALE / a. FEMALE OTHER HALE !FEMALE a a \u0026amp; IPS. arent Workshops lease Specify others) Mota: List membership of all school committees, including committees composed of parents/patrons, staff members, or a combination of parents and staff. Have available upon request documentation concerning physical involvement. Examples of such documentation are the VIPS' Sign-in Roster, notices of various school functions, items of publicity about parent participation, etc. necessary to provide monitors with a sign-in sheet of attendance at PTA meetings. It is not Duplicate as needed. omplete and return to Planning, Research, and Evaluation office.September 4, 1991 To: James Jennings, Asst. Superintendent for and Program Development Desegregation Monitoring From: Through: Dr. Diana Glaz^^: Asst. Princpal - Watson Elementary School Principal - Watson Elementary School Subject: School Biracial Committee The biracial committee for the 1991-92 school year is as follow: Mary Lawson - Janet Adams Ruth Berry Dale Hendrix Teacher Teacher Teacher Parent William Morrison - Parent William Hunter Patricia Nunn Parent Parent Paula Thompson Parent S e C-. Tentative meeting dates: * September October November December January February March April 24 25 19 M. 21 24 24 If ZfUd 4-: *Time 4:45LITTLE ROCK SQIOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 School Principal 1. PTA Officers Name Race Gender J P/d Iz l-f-x) TT^  nn'iz(rt~ /^ori/i.1^01^ \u0026gt; 'ic c o ot^EL'i AJuiOkJ \u0026amp; 1. PTA Committee Itembers Name Cor.mittea Race Gender - 1//I/OS-S5/9 El hjLJlQLILl:.Q^ Fu/0hliPilSIAJ6- jpyee__ E. A. h! E- E 3. PTA total membership (approximate) to date by race futirre meetings. Keep records on Black hhite Oty-,- (Please specify) (over)4. PTA meeting dates for 1991-92. September / December /y - /i - ! March October January April Nov^ber February I MayCOMMITTEES Sunshine/Hospitality PTA Board Joyce Watson 2. Jimmy Purifoy 3. Phillis Johnson 4, Ruby Jackson 5, Carole Austin 1. 2. 3. 4. Anna Tatum Diana Glaze Laverda Clay Carole Austin BCC Student Council 1, Janet Adams 2. Linda Corrigan 3. Nancy David 4. Elaine Anderson 1. 2. 3. 4. 5. Science Fair 1. Martha Couch 2. Jana Wells 3. 4. Key Communicator 1. Pam Jones Math Olympiads 1. Mary Ann Forrest Readers Theater Newspaper Club 1. 2. 3. John Burgin' Brenda Harper Beckie Chambers 1. 2. 3. John Burgin Grade Level Chairs Biracial Committee 1. Mary Lawson 2. Ruth BErry 3. Janet Adams 4. 5. 6. 7. 8. 9. K. 1. 2. 3. 4. 5. 6. 7. 8. Sara Brown Alisa Gray Karen Ditto Margaret Dawson Linda Corrigan Phillis Johnson Rebecca Chambers Robin Hinson Cynthia Wilkins Storytelling G/T Building Committee 1. 2. 3. 4. John Burgin Sandra Hinson Diana Glaze' Pam Jones Future Teachers 1. 2. 3. 4. 5. 6. 7. Mary Ann Forrest Dale Ann McClellan Anna Tatum Diana Glaze Alisa Gray Jeanette Nail Susie Wheeler 1. 2. 3. 4. John Burgin Dale Ann McClellan Diana Glaze Leverda Clay Rewards Committee 1. 2. 3. 4. 5. Marlene Bratton Sara Brown Karen Ditto Jeanette Robinson Margaret Dawsont C T I V I T Y 0 R g CLUB extracurricular activities W H MALE 112- tl'ON L I T E FEMALE 3 MB M B E R 8 H BLACK MALE O 3 f o E\u0026gt;. FEMALE _2Z_ 7X- 3 (22 II. a IL- OTHER MALE 2L C2 7^ o W H FEMALE MALE o a : T E FEMALE SPONSORS BLACK MALE lx FEMALE X2. OTHER MALE c) FEMALE o H ItALS OFFICERS/LEADERSHIP POSITIONS : T E FEMALE BLACK OTHER T MALE FEMALE MALE FEMALE TOTAL i // L2^ TOTAL / X2 I X ^1% k I 1% i / I Xuhfi\" 3S% I3H\u0026lt; o?% 7- is report should include nembership information. garding sponsors and officer positions. .Tubers of committees. Include information In addition, include student plicate as needed. jmplete and return to Planning, Research, and Evaluation office.C-ass Seating Chart c Form 22 Pfss . D\u0026amp;bbi'c l^yn-\u0026gt; ' U/ilsoG 5. Lana Can+re11 'iL [re^. Vic-k-'t Sory I iisioron ~Ta.r\\^(i, i^a.r'ri'S i (^rishpher Sa^ 'T(riHer~' (Lhris-l-en hr^sar^ Pl-  Sho- Dq.\\/i-S \\a/, yd [fL H i J i I ! ! I I i Oofrfcti Wat-bn Uctne S-f-ravZ_____ Toya Kobinson kIi^ssioo, f{a\\^ \"Tiffln-ecj Greer- \u0026amp;cn e i s I e r\" ^ontjg. fX^en K^Cnrt'^-k: Jctc-kson Jgnglle- T?ob\u0026lt;nson dosh Nevj-ell LQ-k.\nshQ- ~n-Ff'an^ WobS-S e// kfrf5 Purphy Ka.4in4 WniT-e, ~s E 3\u0026gt; olEi I j\nI- E I I I /Vp ff\\ t. p I Mu I I rdP I T I i I 1 ^Lishm eer'S r!/)?! r lEI a T ! T H U j I i ! I 1 1 I I I I i I 4 i I T I I  I - i ISAFETY PARTOL / Roshawn Green BM Steve Milam WM Allen Pace WM y Raymond Brock BM Mary Holmes BF Caleb Clark WM / Matt Pace WM Eric Vaughn BM Bridgette Piggee } Cheryl Hughes WF Anthony Sperry WM ) Issac Perry BM BF /J Lana Cantrell WF Chris Murphy BM Paul Littlepage WM j Cora Ray WF n Rachel Smith WF / i Genita Johnson BF *' ( Laquisha Aaron BF c 4 .WF I Krystal Thompson BF / Sean Cohns BM ? Mohammad Cushmeer BM ** Courtney Rodgers WF 7 Andre Lewis BM O Latrecia Rice BF /a io STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department. cr-:/KasaatKfiKmti MAI'b METROPOLITAN ACH!EVEMENT TESTS SURVEY 1  BUILDING SUMMARY (ii Sf lOL WATSON ELEN SYSTEM LITTLE ROCK SCHOOL D NUMBER GRADE 1 FOR LEVEL PRIMARY I TEST DATE A/RI form M mAT6 norms PROCESS NO 133-00-900070-032 1.7 WATSON ELEM VOCABULARY WORD RECOGNITION SKILLS READING COMPREHENSION mathematics: CONCEPTS TESTEDy IE AN MATHEMATICS: PROBLEM SOLVING MATHEMATICS: COMPUTATION SPELLING LANGUAGE SCIENCE SOCIAL STUDIES TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE TOTAL BASIC BATTERY TOTAL COMPLETE BATTERY 64 65 65 65 65 65 65 65 65 64 64 65 65 64 65 J IRL SUMMARY N PREPRIMER 1 PREPRIMER 2 PRIMER GRADE 1 GRADE 2 GRADE 5 0 IS 0 25 10 5 0 IS 8 0 J .4 VOCABULARY ' B ' B4 : B5 I 86 iC , C2 ' C5 I C4 iC4-01\nC4-02 IC4-05 Io I DI  02 I E\nEl-01 El-02 El-04 462 506 500 509 505 465 468 514 527 522 495 491 495 491 499 NATL PR-S .54-4' 51-4 59-4 ftl-5 51-5 48-5 41-5 50-4 29-4 32-4 52-4 4'6-5 55-4 36,-4 55-4 NATL NCE ^1.0 39.5 0^.3 \u0026lt;^5.2 50.6 \u0026lt;i9.0 45.3 39.2 38.5 40.1 40.2 47.7 40.7 42.7 40.9 MDN GE 1.4' 1.4 1.5 1.5 1.5 1.7 ... K.e K.9 1.1 K.9 1.5 1.7 ~ 1.0 1.5 1.5 J \u0026lt; 1 I NATIONAL 2 I J i A I S T A N I N E 5 3 I 6 i BANDS 7 I 8 I 3 NO. TtSTEDy Y. IN EACfL 64 SO 59 \u0026lt; MICH ORDER THPriNC SKIlTs^ LOH N 15\nZ 23 SUMMARY AVERAGE N 41 64 HIGH N\n8 15 J IML SUE1ARY GRADE K GRADE 1 GRADE 2 GRADE 5 IRREGULAR PATTERN N IS 20 55-51 18 1 0 28 2 0 WORD RECOGNITION SKILLS PJx\u0026gt;ncme/Grapheme: Consonants Phoncmc/Grapheme: Vowels Word Part Clues READING COMPREHENSION Rebus Sentences Stories Literal Comprehension Inferential Comprehension Critical Analysis (Draw. Conclus.) MATHEMATICS: CONCEPTS Numeration Geometry \u0026amp; Measurement mathematics: PROBLEM SOLVING Add Basic Facts Subtract Basic Facts Add/Si-rfatract No Regrouping Listen Read Choose Solve 65 65 65 65 opvfiijht 19ft4 by Harcourt Brace lovanovich. Inc AU RIGHTS RESTRVU) 4iiili\u0026gt;d ii (hi. tJ S A 51 49 57 17 65 45 57 77 ri, J 8 6 6 F Fl-01 Fl-02 Fl-04 Fl-os MATHEMATICS: COMPUTATION Add Basic Facts GiAjtr.ict Basic Facts Add/S:Astract No Regrovping Add/StAtract with Rogroeping NO. TtSTEo: Y IN EACH 65 22 26 25 15 65 62 54 52 54 22 as- 17 40 25 51 14 25 29 25 20 20 26 20 68 71 75 66 66 57 65 9 0 0 14 14 17 IS G 61-01 Gl-02 Gl-05 SPELLING Grado 1 Grade 2 Grado 5 65 55 54 26 25 45 48 48 54 22 18 26 25 28 58 52 18 25 18 29 55 51 29 51 22 so 58 52 57 42 42 42 45 49 51 14 9 25 25 25 29 25 28 28 20 28 H Hl H2 H5 K4 J JI J2 J5 K KI K2 K5 K4 KS LANGUAGE Listening Comprehension Punctuation t Capitalization Usage . Written Expression SCIENCE Physical Earth A Space Life SOCIAL STUDIES Geography Economics History Political Science Human Behavior 65 65 64 57 54 40 17 45 42 57 25 55 44 28 5 42 28 58 54 57 52 75 29 9 29 8 8 28 48 51 65 55 47 64 78 28 72 58 11 12 12 9 9 8 17 50 0 25 BBHaaiBR /ThTEIE rSYCnOl.OGICAL CORPORATION W I I .\\ II) '( M 'PT PI? -r I. \" ..........MATh) METROPOLITAN .ACHIEVEMENT TESTS SURVEY on 1 BUILDING SUMMARY M Sf 'OL WATSON ELEM SYSTEM LITTLE ROCK SCHOOL D GRADE LEVEL 2 PRIMARY 2 TEST DATE A/91 FOR FORM L MAT6 NORMS fiOCTSS NQ J3irl)!lr3OO87TrJ)3i 2.7 WATSON ELEM r NUMBER VOCABULARY WORD RECOGNITION SKILLS READING COMPREHENSION mathematics: CONCEPTS mathematics: PROBLEM SOLVING mathematics: COMPUTATION SPELLING LANGUAGE SCIENCE SOCIAL STUDIES TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE TOTAL BASIC BATTERY TOTAL COMPLETE BATTERY 6 64 6 6 6 6 64 65 64 64 64 6 64 63 63 MEAN aSS 540 656 550 565 556 557 547 580 556 556 548 552 566 551 551 NATL NATL -gRrS NCE 40- 44.6 51-4 39.8 39-4 44.0 bb-h 58- 54.0 59- 55.0 48- 52- 40- (.49.-E b'i-t 50-5 46'i 45- 49.1 51.0 44.8 46.9 42.2 57.0 50.1 48.1 47.1 MDF 2.2 2.0 2.2 3.0  Z.l 2.8 2.6 2.6 2.0 2.1 2.1 2.9 2.6 2. 2. 1_E -N-Jt-T I Q N A L 2___i 3  4 3_1 i S T A N I N E i J BANDS 7 i .fl__L 3. r IRL SUMMARY PREPRIMER 2 PRIMER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GF 5 N 0 6 16 0 9 25 I A VOCABULARY \u0026lt; HIGH ORDER THINKING SKILLS^ LOH N : 16\nZ 25  3 SUMMARY AVERAGE N 40 65 HIGH N 8 Z 13 IML SUMMARY N 16 4 3 25 6 5 (J\nIN EAch NOs TESTEPy 6 29 SE 1 B B4 B5 B6 WORD RECOGNITION SKILLS Phoneme/Grapheme: Consonants Phoneme/Grapheme: Vowels Word Part Clues 64 4 54 SO 53 44 41 38 48 11 2 13 19 r Fl-05 Fl-0^ Fl-os Fl-06 C j C4-01 I C4-02 . C4-03 i READING COMPREHENSION Literal Comprehension Inferential Comprehension Critical Analysis 65 29 5 2 29 57 51 62 57 14 14 14 14 G Gl-02 Gl-03 Gl-04 D  01 : D2 mathematics: CONCEPTS Numeration Geometry \u0026amp; Measurement 6 6 9  66 6 74 26 26 22 H Hl H2 H3 H4 { E \nEl-03 El-04 El-05 MATHEMATICS: PROBLEM SOLVING Add/Subtract Bas^ Facts Add/Subtract No Regrouping Add/Subtract with Regrouping 6 8 11 6 17 66 62 74 45 26 26 2C 40 J JI J2 J3 I i i Listen Read Choose Solve 9 6 6 12 72 68 74 62 IB 26 20 26 K KI K2 K5 K4 K5 1 hnHsaan n GHB   fpsriiihl ' by H.ircourt Krtite lovanovif h Irx' All KKiH IS Kf SJRVl D Pn-.-.l ,n ih.. USA GRADE 1 GRADE 2 GRADE 3 GRADE 4 IRREGULAR PATTERN mathematics: COMPUTATIOtl Add/Subtract Basic Facts Add/Subtract No Regrouping Add/SubEract with Regrouping Multiply/Divido Basic Facts SPELLING Grade 2 Grade 5 Grade 4 LANGUAGE Listening Comprehension Punctuation \u0026amp; Capitalization Usage Written Expression SCIENCE Physical Earth K Space Life SOCIAL STUDIES Geography Economics History Political Science Human Behavior Jgl^JESlO^ 65 64 65 64 64 7 6 21 32 6 0 9 32 49 9 0 IN EACI^ 15 8 9 34 12 55 92 42 40 65 29 0 49 26 23 22 20 22 17 58 42 66 70 20 38 15 13 20 20 12 25 23 60 45 54 51 68 20 35 34 25 9 31 22 36 20 22 22 23 27 25 25 58 70 55 61 61 55 67 53 47 55 11 8 9 19 17 23 9 20 28 20 /(hTIIE PSYCHOLOGICAL CORPORATION \u0026gt;11 I IPCT'll -RT ni? Afi\nIl AVI V| AA'II- I I lA'i 'I A\\'ll- I I IX'IADMINISTRATIVE SUH. Hetropolitrn Achievement 3-6 The test norms used to prepare this report are part of the Metropolitan Achievement Test: 6th edition. Copyright 31985 by The Psychological Corporation. TESTPAK* Little Rock School District TEACHER SCHOOL : 52 - WATSON FORM : L LEVEL: ELEH GRADE: 3 SPR PAGE 1 DISTRICT : LITTLE ROCK SCHOOL DISTRICT FILENAME : 03LRSO91 TEST DATE 04/15/91 RUN DATE 05/17/91 VOCB WORD READ TOIL HATH HATH HATH TOTL SPEL LANG TOTL TOTL SCIE SOCL COMP RESR RECG COHP READ CONC PROB COMP HATH LANG BATT STUD BATT SKLS NUMBER OF STUDENTS 62 62 62 62 62 62 62 62 62 62 62 62 62 62 62 62 SCALED SCORES MEAN MEDIAN STD DEV 582 587 52 572 567 39 582 570 43 579 571 38 580 581 34 578 568 44 567 568 37 575 570 35 596 602 48 593 596 35 592 594 33 579 574 32 563 560 34 570 569 30 576 571 30 569 563 32 HEAN SCORES / SCORES DERIVED FROM MEANS PR S9 NCE 37 24 34  4 30 4 50 ' 5 47 39 45 56 45 5\"4....- 5 - 5 5 49 5 38 4 32 4 40 5 36 4 40 5 42.8 35.1 41.4 39.0 50.0 48.4 44.1 47.3 53.4 47.2 49.2 43.4 40.1 44.8 42.6 44.5 4 4 QUARTILE 3 75X OF STUDENTS IN THIS GROUP SCORED AT OR BELOW THESE SCORES SS PR S9 NCE 616 61 6 603 48 5 616 62 6 608 55 5 609 79 7 610 74 6 589 61 6 601 74 6 631 81 7 614 67 6 613 71 6 603 65 6 578 51 5 591 64 6 596 61 6 594 67 6 55.9 48.9 56.4 52.6 67.0 63.5 55.9 63.5 68.5 59.3 61.7 58.1 50.5 57.5 55.9 59.3 MEDIAN SCORES QUARTILE 2 50% OF STUDENTS IN THIS GROUP SCORED AT OR BELOW THESE SCORES SS PR S9 NCE 587 567 570 571 581 568 568 570 602 ,596 594 574 560 569 39 4 21 3 26 4 24 4 51 5 38 4 40 5 39 4 61 6 48 5 51 5 32 4 29 4 38 4 571 31 4 563 33 4 44.1 33.0 36.5 35.1 50.5 43.6 44.7 44.1 55.9 48.9 50.5 40.1 38.3 43.6 39.6 40.7 QUARTILE 1 25?! OF STUDENTS IN THIS GROUP SCORED AT OR BELOW THESE SCORES SS PR S9 NCE 559 20 3 543 9 2 549 14 3 548 11 3 555 24 4 548 22 3 542 18 3 551 20 3 567 32 4 569 21 3 570 26 4 558 17 3 538 11 3 550 20 3 554 15 3 547 19 3 32.3 21.8 27.2 24.2 35.1 33.7 30.7 32.3 40.1 33.0 36.5 29.9 24.2 32.3 28.2 31.5 NATIONAL GRADE PERCENTILE RANGES NUMBER OF STUDENTS 76-99 51-75 . 26-50 1-25 11 7 20 24 3 9 14 36 PERCENT OF STUDENTS 10 9 12 31 7 11 12 32 16 17 12 17 15 9 21 17 7 17 16 22 15 12 16 19 16 19 16 11 13 15 17 17 14 18 15 15 12 9 16 25 9 10 15 28 13 7 21 21 11 9 16 26 10 8 22 22 76-99 51-75 26-50 1-25 18 11 32 39 5 15 23 58 16 15 19 11 18 19 50 52 26 27 19 27 24 15 34 27 11 27 26 35 24 19 26 31 26 31 26 18 21 24 27 27 23 29 24 24 19 15 26 40 15 16 24 45 21 11 34 34 18 15 26 42 16 13 35 35 SS = SCALED SCORE S9 = STAN I NE STD DEV = STANDARD DEVIATION PR = PERCENTILE RANK NCE = NORMAL CURVE EQUIVALENTMAr' l'l) achievement TESTS g^^IRVgy 'I  ' vzssc^^x^z^ns BUILDING SUNMARY C \u0026lt; I I SC 'DOL SYS I EM WATSON ELEM LITTLE ROCK SCHOOL D NUMBER VOCABULARY WORD RECOGNITION SKILLS READING COMPREHENSION MATHEMATICS: CONCEPTS MATHEMATICS: PROBLEM SOLVING MATHEMATICS: COMPUTATION SPELLING LANGUAGE SCIENCE SOCIAL STUDIES RESEARCH SKILLS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE TOTAL BASIC BATTERY TOTAL COMPLETE BATTERY IRL SUMMARY GH.4DE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 A 8 84 85 86 C C4-01 C4-02 C4-03 0 01 02 E ' El El-04 El-05 : El-06 iE2 DDB OB N 0 1 12 40 6 6 VOCABULARY .TaiEQ\u0026gt; 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 GRADE \u0026lt;t LEVEL ELEMENTARY TEST DATE 4/91 FOR FORM M IE AN ^SS_ 626 613 617 611 626 632 623 615 601 608 609 616 618 615 614 611 MAT6 NORMS TB0.C 5S-NQ 133-OQ-9OO171-OS2 NATL TRzS 50-5 NATL MCE 54.3 MON 1. 4.7 i 4.7 WATSON ELEM national 2__L J__L I S T A N I N E 5 L A i BANDS 7 18 1 \u0026lt; 45-5(47'. 2 i 3.7 \u0026gt; SO-S ff2-6 69'6 69-6 62-6 S6-5 61-6 65-6 65-6 1 56.3 60.3 60.5 56.4 53.0 55.6 57.9 S.1 5.5 5.5 5.1 4.7 5.0 5.2 .50.3 5.1 49-5..49.5 68-6 50-5 58-5 60-6 69.8 54.3 54.1 55. Z .4.2 5.4 5.0 4.9 4.9 HIGH ORDER THINKING SKILLS^ 0 2 18 62 9 9 LOH N : 1 Z 2 SUMMARY AVERAGE N 50 77 HIGH N\n14 i Z 22 IML SUMMARY GRADE 2 GRADE 3 GRADE 4 GRADE 5-6 GRADE 7-8 IRREGULAR PATTERN N 1 3 11 30 17 3 If 2e HP. TESTED^ 65 IN EACft 9 60 51 WORD RECOGNITION SKILLS Phoneme/Graphemo: Consonants Phoneno/Grapheme: Vowels Word Part Clues READING COMPREHENSION Literal Comprehension Inferential Comprehension Critical Analysis mathematics: CONCEPTS Numeration Geometry S Measurement MATHEMATICS: PROBLEM SOLVING Problem Solving , Add/Subract No Regrouping Add/Subtract with Regrouping Multiply/Divide Basic Facts Listen Road Choose Solve Graphs S Statistics 65 65 65 65 (opvni\nhl 1(1 I'llM by H.inourl Urdu- Inv.inovith. liH All KK.K IS KI SI RVI U fVmtiM I in llw IIS A 26 12 37 15 57 88 54 17 62 0 9 23 14 14 15 11 9 8 10 8 8 5 3 9 14 6 11 9 0 72 68 75 71 14 16 9 10 F Fl Fl-04 Fl-05 Fl-06 Fl-07 F2 G Gl-03 Gl-04 Gl-05 NO. TESTEDz IN E7 55 55 62 57 54 18 77 63 50 51 57 51 55 35 37 20 35 38 77 20 28 20 43 32 40 37 II H2 113 H4 H5 J JI J2 J3 K KI K2 K3 K4 K5 L mathematics: COMPUTATION Computation: Nhola Numbers Add/Subtract No Regrouping Add/Subtract with Regrouping Multiply/Divide Basic Facts Multiply/Divide Beyond Basic Facts Computation: Decimals \u0026amp; Fractions SPELLING Grade 3 Grado 4 Grade 5 LANGUAGE Punctuation \u0026amp; Capitalization Usage Written Expression Study Skills SCIENCE Physical Earth A Spaco Lifo SOCIAL STUDIES Geography Economics History Political Science Human Behavior RESEARCH SKILLS on 65 65 65 65 65 65 J 5 11 14 11 14 14 0 9 11 15 12 6 5 15 31 8 9 8 9 17 8 9 12 17 8 3 5 57 55 86 62 18 66 63 63 14 60 63 78 68 63 63 60 58 62 71 55 65 54 58 69 57 72 60 ^Hli\nISYClIOIiXilCAl. CORrORATRADMINISTRATIVE SUMMARY Metropol ili.n Achievement Tests-6 , . test norms used to prepare this report are part of the Metropolitan Achievement Test: 6th editi '------- ' ---------- prepare this report on. Copyright 31985 by The Psychological Corporation. *TESTPAK* Little Rock School District TEACHER SCHOOL . ******* : 52 - WATSON FORM : L LEVEL: INT PAGE 1 DISTRICT : LITTLE ROCK SCHOOL DISTRICT FILENAME : 05LRS091 GRADE: 5 SPR TEST DATE 04/15/91 RUH DATE 05/16/91 VOCB READ TOTL MATH HATH HATH TOTL SPEL COMP READ CONC PROB COHP MATH LANG TCTL TOTL SCIE SOCL COMP RESR LANG BATT STUD BATT SkLS NUMBER OF STUDENTS 68 68 68 68 68 68 68 68 63 68 68 68 68 68 68 SCALED SCORES HEAN MEDIAN STD DEV 640 635 642 629 38 38 636 631 37 636 632 634 31 630 37 648 644 44 637 637 32 636 635 42 627 621 31 629 633 626 628 29 29 610 606 26 617 617 31 627 622 27 614 610 28 HEAN SCORES / SCORES DERIVED FROM MEANS PR  -- ~ - S9 NCE _ 53 SO 51 67 5 5 56 64 64 S\" 6 \" 5 '6  6'\" 51.4 50.2 50.6 59.2 53.1 57.7 57.6 55. QUARTILE 3 75X OF STUDENTS IN THIS SS PR S9 NCE 672 76 654 67 654 67 663 658 675 89 75 .1 57 58 / 49 sr 5 \" 59_ 5 5......S--5/-5 - 0 52.8 54.1 54.4j49.7,53.3 53.7 50.8 55 5 58 56 52 GROUP SCORED AT OR BELOW THESE SCORES 659 655 645 84 04 74 76 639 650 610 70 77 639 633 - - - O* cv. ro \u0026lt;0 60 78 75 73 ***867766676766 64.9 59.3 59.3 75.8 64.2 70.9 70.9 63.5 64.9 61.0 65.6 55.3 66.3 64.2 62.9 75 MEDIAN SCORES QUARTILE 2 50% OF STUDENTS IN THIS GROUP SCORED AT OR SS PR S9 NCE 642 54 5 629 45 5 631 47 5 634 65 6 630 54 5 644 60 6 637 64 6 635 58 5 621 43 5 BELOW THESE SCORES 626 54 5 628 52 606 45 617 56 622 50 5 5 5 5 610 47 52.1 47.4 48.4 58.1 52.1 55.3 57.5 54.2 48.9 52.1 51.1 47.4 53.2 50.0 48.4 QUARTILE 1 25% OF STUDENTS IN THIS GROUP SCORED SS PR S9 NCE 613 33 4 611 30 4 611 607 602 30 4 34 4 32 4 621 40 5 612 37 4 610 36 4 AT OR 607 I 31 4 BELOW THESE SCORES 610 34 4 612 33 594 31 591 29 609 35 595 30 4 4 4 4 40.7 39.0 39.0 41.3 40.1 44.7 43.0 42.5 39.6 41.3 40.7 39.6 38.3 41.9 39.0 NATIONAL GRADE PERCENTILE RANGES NUMBER OF STUDENTS 76-99 51-75 \u0026gt; 26-50 1-25 18 18 22 10 13 15 27 13 PERCENT OF STUDENTS 14 17 25 12 28 18 15 7 13 23 23 9 24 21 12 11 24 18 17 9 16 26 12 14 18 13 24 13 17 20 21 10 19 16 24 9 11 19 26 12 19 18 17 14 17 16 26 9 16 16 25 11 76-99 51-75 26-50 1-25 26 26 32 15 19 22 40 19 21 25 37 18 41 26 22 10 19 34 34 13 35 31 18 16 35 26 25 13 24 38 18 21 26 19 35 19 25 29 31 15 28 24 35 13 16 28 38 18 28 26 25 21 25 24 38 13 24 24 37 16 SS = SCALED SCORE S9 = STANINE STD DEV = STANDARD DEVIATION PR = PERCENTILE RANK NCE  NORMAL CURVE EQUIVALENTADMINISTRATIVE SUMMARY Metropolitan Achievement Tests-6 The test norms used to prepare this report ore part of ti? .-etropoliten Achievement Test: 6th edition. Copyright 31985 by The Psychological Corporation. TESTPAK* Little Rock School District TEACHER SCHOOL . ******* : 52  WATSON FORM : H LEVEL: INT PAGE 1 DISTRICT : LITTLE ROCK SCHXL DISTRICT FILENAME : 06LRS091 GRADE: 6 SPR TEST DATE 04/15/91 RUN DATE 05/20/91 VXD READ TOIL HATH KATH HATH TOTL SPEL LANG TOTL TOTL SCIE 5XL COMP RESR COMP ,READ CONG PROB COMP MATH LANG BATT STUD BATT SKLS NUMBER OF STUDENTS 74 74 74 74 74 74 74 73 73 73 73 74 74 73 73 SCALED SCORES MEAN MED IAN STD DEV 660 656 41 647 642 40 649 64S 37 661 662 28 646 640 38 665 664 39 656 656 29 661 660 46 636 636 26 641 637 27 647 647 25 625 620 29 632 630 27 641 640 24 630 626 26 HEAM SCORES, / SCORES DERIVED FROM HEANS PR S9 NCE _,56 p9 ..50._.75_,_55___63 67 66 57 60 59 57 61 60 59 5 I 5 ! 5 6 5 6 6 6 5 6 's ~ 5~\"'6 6 T 53.4 4^^50.1 64,2 52.4 57.2 59.4 58.8 53.8 55.4 54.5 53.7 56.0 55.1 54.8 QUARTILE 3 75X OF STUDENTS IN THIS GROUP SCORED AT OR BELOU THESE SCORES SS PR S9 NCE 701 84 7 678 73 6 670 67 6 683 90 8 670 73 6 691 82 7 671 81 7 691 86 7 651 73 6 657 77 7 661 73 6 650 83 7 649 77 7 657 76 6 645 75 6 70.9 62.9 59.3 77.0 62.9 69.3 68.5 72.8 62.9 65.6 62.9 70.1 65.6 64.9 64.2 MEDIAN SCORES QUARTILE 2 SOX OF STUDENTS IN THIS GROUP SCORED AT OR BELOW THESE SCORES SS PR S9 NCE 656 53 5 642 45 5 645 47 5 662 76 6 640 50 5 664 62 6 656 68 6 660 64 6 636 56 5 637 55 5 647 59 5 620 50 5 630 59 5 640 58 5 626 55 5 51.6 47.4 48.4 64.9 50.0 56.4 59.9 57.5 53.2 52.6 54.8 50.0 54.8 54.2 52.6 QUARTILE 1 25X OF STUDENTS IN THIS CROUP SCORED AT OR BELOU THESE SCORES SS PR S9 NCE 631 34 4 622 29 4 627 32 4 637 52 5 617 31 4 656 39 4 633 44 5 631 39 4 619 37 4 622 37 4 629 39 4 607 34 4 617 45 5 625 40 5 614 41 5 41.3 38.3 40.1 51.1 39.6 44.1 46.8 44.1 43.0 43.0 44.1 41.3 47.4 44.7 45.2 NATIONAL GRADE PERCENTILE RANCES NUMBER OF STUDENTS 76-99 51-75 26-50 1-25 22 23 18 11 13 17 27 17 14 20 26 14 39 22 10 3 14 18 33 9 22 25 18 9 24 26 19 5 23 21 20 9 17 23 24 9 20 21 23 9 16 27 23 7 PERCENT OF STUDENTS 23 13 23 15 19 28 21 6 19 27 20 7 18 27 18 10 76-99 51-75 26-50 1-25 30 31 24 15 18 23 36 23 19 27 35 19 53 30 14 4 19 24 45 12 30 54 24 12 32 35 26 7 32 29 27 12 23 32 33 12 27 29 32 12 22 37 32 10 31 18 31 20 26 38 28 8 26 37 27 10 25 37 25 14 SS = SCALED SCORE S9 = STAN I NE STD DEV = STANDARD DEVIATION PR = PERCENTILE RANK NCE = NORMAL CURVE EQUIVALENTARKANSAS Minimum Performance Testing Program 1990-91 SCHOOL SUMMARY REPORT READING GRADE 3 Code: 60-01-052 District: LITTLE ROCK S/D School: Watson Elementary School Objective GOAL AREAS AND OBJECTIVES STUDENTS DISPLAYING MASTERY TOTAL STUDENTS NUM to NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % NUM LOW % MEDIUM NUM NUM HIGH % READING 1.1 1.3A 1.3B 1.4 1.5A 1.5B 1.6 1.7 1.6 1.9 2.1 2v2-  '2.3' 2.5 2.6 2.7 - 2.8 ,2.9- 2.10 3.1 3.2A 3.2B 3.3 3,6 WORD RECOGNITION Recognize Dolch Basic Vocabulary List Identify prefixes Identify suffixes Identify abbreviations Identify synonyms Identify antonyms Recognize irregular plurals Use context clues Decode words Know words changed by prefixes/suffixes COMPREHENSION Identify main idea Identify facts Identify cause/effect Read to prove point Identify sequence of events Predict outcome Distinguish fiction/nonfiction Attach meanings to pronouns Identify emotions/moods STUDY SKILLS Identify dictionary sections Use Table of Contents Use glossary Classify words Alphabetize words Interpret graphs Interpret maps Use guide words NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L, 94-142/LEP) NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-NO./PERCENT PASSING SEX: Males-Number/Percent Passing Fernales-Number/Percent Passing RACE: Whites-Number/Percent Passing Blacks-Number/Percent Passing Others-Nurrber/Percent Passing RACE BY SEX: Black Ma)es-No./Percent Passing Black Females-No./Pere. Passing White Males-No./Percent Passing White Females-No./Perc. Passing 62 53 47 50 50 25 47 53 33 55 '49 61 57 50 40 46 55 57 52 53 53 47 54 48 56 44 34 G9 65 4 0 343 354 53 23 30 17 36 O 1 1 25 12 5 95 82 72 77 77 38 72 62 51 85 75 94 88 77 62 71 85 88 80 82 82 72 83 74 86 68 52 82 77 86 94 77 65 83 92 100ARKANSAS Minimum Performance Testing Program 1990-91 SCHOOL SUMMARY REPORT MATHEMATICS GRADE 3 Code: 60-01-052 District: LITTLE ROCK S/D School: Watson Elementary School Objective Tode STUDENTS DISPLAYING MASTERY GOAL AREAS AND OBJECTIVES TOTAL STUDENTS NUM % NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % NUM LOW MEDIUM NUM % NUM HIGH % MATHEMATICS 1.1 1.2 .1.3- 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.7 2.B 3.1  4.1 4.2 4.3 4.4 4.5 5.2 6.1 WHOLE NUMBER NUMERATION Identify odd/even numbers Identify place values Compare two numbers Hatch standard number/word name Identify position of object WHOLE NUMBER OPERATIONS Add three numbers Add numbers/regrouping Add to check subtraction Subtract numbers/regrouping Use symbol/terms for multiplication Define factor, product, quotient Use symboIs/terms for division RATIONAL NUMBERS Match fractions with shaded regions MEASUREMENT Tell time to nearest five minutes Read calendar Count change to $1.00 Read ruler to nearest Inch/half-inch Read scale to nearest pound GEOMETRY Hatch congruent shapes PROBABILITY AND STATISTICS Interpret tables/charts NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEP) NUMBER OF STUDENTS NOT INCLUDED IH THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-HO./PERCENT PASSING SEX: Males-Number/Percent Passing Females-Number/Percent Passing RACE: Hhi tes-Number/Percent Passing BlackSNumber/Percent Passing Others-Number/Percent Passing RACE BY SEX: Black Males-No./Percent Passing Black Females-No./Perc. Passing White Males-No./Percent Passing White Females-No./Perc. Passing 49 54 57 51 58 65 55 49 49 52 24 59 60 55 61 56 60 52 60 52 69 65 4 0 34 1 354 50 26 24 16 34 0 15 19 1 1 5 75 83 88 78 89 100 85 75 75 80 37 91 92 85 94 86 92 80 32 80 77 87 69 89 72 86 63 85 100I ARKANSAS Minimum Performance Testing Program 1990 91 SCHOOL SUMMARY REPORT READING GRADE 6 Code: CO-01-052 District: LITTLE ROCK S/D School: Watson Elementary School w iective lode GOAL AREAS AND OBJECTIVES READING STUDENTS DISPLAYING MASTERY TOTAL STUDENTS NUM /o NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % NUM LOW % MEDIUM NUM NUM HIGH /^ 1.1 1.3 1.4 1.5 1.7 1.9 1.13 2.1 2.2 2.3 2.4 2.5 2.6 2.9 2.10 3.1 3.2A 3.2B 3.3 3.4 3.5 3.6 3.7 HORD RECOGNITION Use context clues Select synonym Select antonym Select homonym Hords with prefix/suffix Define multimeaning word Prefix/suffix meaning COMPREHENSION Identify main idea Recall details Recall sequence of events Predict logical outcome Identify setting Distinguish fact/opinion Identify cause/effecl Infer/cone Iude/generaIize STUDY SKILLS Follow written directions Use Table of Contents Use glossary Use resource materials Alphabetize words Use guide words Use encycl./tel. directory Inter, charts/tab les/graphs NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94~142/LEP) NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-NO./PERCENT PASSING SEX: Ma 1es-Nufnbep/Percenl Passing Females-Numbep/Percent Passing RACE: Hhiles-Humbep/Percent Passing Blacks-Number/Percent Passing Olhers^Number/Percent Passing RACE BY SEX: Black Ha 1es-No./Percent Passing Black Fema les-No./Pere. Passing While Males-No./Percent Passing White Feaales-Ho./Pere. Passing 60 58 48 42 47 55 44 64 70 50 69 67 55 59 49 62 67 7 1 66 55 4 1 61 66 78 74 4 0 645 661 70 33 37 24 45 1 18 27 14 10 8 1 78 65 57 64 74 59 86 95 68 93 91 74 80 66 84 91 96 89 74 55 82 69 95 94 95 100 92 IOC 90 93 100 100 2 1 1 2 2 1 1 3 3 1 3 3 3 2 3 3 3 2 2 3 1 2 3 3 3 0 0 645 657 3 1 2 0 3 O 1 2 O O 67 33 33 67 67 33 33 100 100 33 100 100 100 67 100 100 100 67 67 100 33 67 100 100 100 100 100 100 100 9 7 7 6 7 7 10 10 10 6 9 9 7 6 6 9 7 10 9 6 6 7 9 14 1 1 3 0 645 658 10 4 6 2 8 0 4 4 o 2 82 64 64 55 64 64 91 91 91 55 62 82 64 55 55 62 64 91 82 73 55 64 82 91 100 66 100 69 100 80 100 22 24 22 17 18 22 18 2 1 28 20 30 27 18 25 18 25 27 29 26 22 18 25 24 31 30 1 O 645 661 27 13 14 7 19 1 9 10 3 4 73 80 73 57 60 73 60 70 93 67 100 90 60 83 60 83 90 97 87 73 60 83 80 90 87 93 100 86 100 82 91 100 100 27 26 16 17 20 25 15 30 29 23 27 26 27 26 22 25 30 30 29 22 16 27 30 30 30 0 0 645 662 30 15 15 15 15 0 4 1 1 1 1 4 90 87 60 57 67 83 50 100 97 77 90 93 90 87 73 83 100 100 97 73 53 90 100 100 100 100 100 100 100 100 100 100ARKANSAS Minimum Performance Testing Program 1990-91 SCHOOL SUMMARY REPORT MATHEMATICS GRADE 6 Code\n60-01-052 District: LITTLE ROCK S/D School: Watson Elementary School Objective GOAL AREAS AND OBJECTIVES STUDENTS DISPLAYING MASTERY total students NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM % NUM OTHER % NUM LOW % MEDIUM NUM % NUM HIGH % MATHEMATICS 1.1 1.3 1.4 2.1 2.2 2.3 2.4 3.2 3.3 3.4 3.5 3.a 3.9 3.10 4.1 4.3 4.4 5.1 5.2 .3 A .6 WHOLE NUMBER NUMERATION Identify place value Round to nearest 1,000 Recog. word name/numeral s 71 61 70 96 82 95 3 2 3 100 6 7 100 1 1 9 10 100 82 91 28 23 29 93 77 97 29 2 7 Add with WHOLE NUMBER OPERATIONS regrouping Subtract with regrouping Multiply numbers Divide numbers RATIONAL NUMBERS Find least common denom. Add fractions Subtract fractions Change mixed num./imp.frac. Add decimaIs Subtract decimals Mult. dec. by whole num. MEASUREMENT Measure line segment Tell time to nearest min. Determine money to $10.00 GEOMETRY Identify shapes Identify point/lines Identify congruent figure Identify circle parts Find perimeter NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED HUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEPI HUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-NO./PERCENT PASSING SEX: Hales-Humber/Percent Passing Fernales-Number/Percent Passing RACE: Hhiles-Number/Percent Passing BI acks-Number/Percent Passing 0thers-Number/Percent Passing RACE BY SEX: Black Ma les-No./Percent Passing Black Fernales-No./Pere. Passing White Males-No./Percent Passing White Fernales-No./Pere. Passing 28 97 90 93 68 67 63 59 64 73 71 64 65 62 62 36 66 71 69 73 52 59 68 78 74 4 0 644 662 70 33 37 23 4 6 *9 2*? 13 10 92 91 85 80 86 99 96 86 88 84 84 49 89 96 93 99 70 80 92 95 94 95 96 94 95 93 93 2 2 3 3 2 3 3 2 3 2 3 2 3 3 3 3 1 2 2 3 3 O 0 644 654 3 1 2 0 0 67 67 100 100 67 100 100 67 100 67 100 67 100 100 100 100 33 67 67 100 100 1OO ICO 10-0 1 1 10 9 8 9 1 1 1 1 7 8 8 9 4 1 1 1 1 10 1 1 9 1 1 10 14 1 1 3 0 644 660 1 1 4 7 2 9 0 4 5 0 2 100 91 82 73 82 100 100 64 73 73 82 36 100 100 91 100 82 100 91 100 100 100 100 100 100 100 100 26 27 26 22 28 29 28 27 26 25 25 16 27 29 29 30 22 24 26 31 30 1 O 644 66 1 27 14 13 7 19 1 10 9 3 4 87 90 6 7 73 29 28 25 26 97 93 83 87 93 97 93 90 87 83 83 25 30 29 28 28 27 25 83 100 97 93 93 90 83 53 90 97 14 25 28 47 83 93 97 100 73 80 87 90 93 87 1OO 86 100 9 1 82 100 100 27 29 20 22 30 30 30 O 0 644 663 29 14 15 14 15 O 4 1 1 10 4 90 97 67 73 100 97 93 100 93 100 100 100 91 100ARKANSAS Minimum Pertormance Testing Program 1990-91 Obj. bjective ode 1.1 2.1 2.5 2.7 3. 1 3.2 3.3 3.5 3.7 3.11 3.12 3.13 3.16 5.1  SCHOOL SUMMARY REPORT LANGUAGE ARTS GRADE 6 GOAL AREAS AND OBJECTIVES LANGUAGE ARTS CAPITALIZATION Capita1ize PUNCTUATION Use commas Pune. bus./friendly letter Use end punctuation USAGE Identify nouns as subject I dent i fy pIura Is Identi fy verbs Identify main/helping verbs Identify adjectives Identify sent. frag./run-on Identify double negatives Identify pronouns/anlec. Idem, subj./verb agreement COMPOSITION Combine sentences HUMBER OF ANSWER SHEETS HUMBER OF STUDENTS TESTED NUMBER OF STUDENTS HOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEP) NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-NO./PERCENT PASSING SEX: Males-Nunber/Percent Passing Fernales-Nunber/Percent Pass1ng RACE: Hhlles-Number/Percent Passing Blacks-Number/Percenl Passing Others-Number/Percent Passing RACE BY SEX: Black Males-No./Percent Passing Black Fema les-Ho./Pere. Passing White Males-No./Percent Passing White Females-Ho./Pere. Passing Code: 60-01-052 District\nLITTLE ROCK S/D School: Watson Elementary School STUDENTS DISPLAYING MASTERY TOTAL STUDENTS NUM 64 50 63 51 56 34 64 39 46 49 58 61 56 46 78 74 4 O 637 648 70 33 37 23 4 6 1 19 27 13 10 % 66 68 85 69 78 46 86 53 62 66 78 82 76 62 95 94 95 9c 94 9 3 93 NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % NUM LOW % MEDIUM NUM % NUM HIGH % 2 2 3 2 1 1 3 2 0 1 3 3 3 3 3 3 C 0 637 644 3 2 2 0 0 67 10 9 1 25 83 27 90 67 100 67 33 33 100 67 O 33 100 100 100 100 100 100 ICO 7 8 8 9 5 9 4 6 7 6 1 1 8 6 1 4 1 1 3 0 637 646 9 3 6 2 7 0 3 O 2 64 73 73 82 45 82 36 55 64 55 100 73 55 82 75 66 100 78 75 80 100 17 25 24 24 14 28 19 18 22 24 23 22 19 31 30 1 0 637 649 29 15 14 7 2 1 1 1 1 10 3 4 57 83 80 80 47 93 63 60 73 80 77 73 63 97 100 93 100 95 100 100 91 1OO IOC 24 27 17 24 14 24 14 22 19 25 24 23 18 30 30 0 0 637 648 29 14 15 14 15 0 4 1 1 10 4 80 90 57 80 47 80 47 73 63 83 80 77 60 97 93 100 93 100 100 100 91 100ARKANSAS Minimum Performance Testing Program 1990-91 SCHOOL SUMMARY REPORT SCIENCE GRADE 6 Code: 60-01-052 District\nLITTLE ROCK S/D School: Watson Elementary School IB bjective Code GOAL AREAS AND OBJECTIVES STUDENTS DISPLAYING MASTERY TOTAL STUDENTS NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM % NUM OTHER % NUM LOW % MEDIUM NUM % NUM HIGH % SCIENCE 2.1 2,2 2.3 2.8 2.9 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.6 4.6 4.7 4.10 Identify 1iving/nonIiving Define heredity terms Identify ten body systems Classify vertebrate/invert. Identify food chain Identify rock types Define earth crust terms Identify weather terms Ident./use weather instr. Define universe terms Identify natural resources Recog. pollution sources Define water cycle terms Trace electron f low Ident. insula tor/conductor Ident. reflection/refract. NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEP) NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUQENTS-NO./PERCENT PASSING SEX: Hales-Number/Percent Passing Fernales-Number/Percent Passing RACE: Hhi tes-Number/Percent Passing Blacks-Number/Percent Passing Others-Humber/Percent Passing RACE BY SEX: Black Males-Ho./Percent Passing Black Fernales-Ho./Pere. Passing White Kales-Ho./Percent Passing White Feaa les-No./Pere- Passing 65 54 54 59 33 23 48 44 43 43 47 57 46 30 33 56 88 73 73 80 45 3 1 65 59 58 58 64 77 62 4 1 45 76 3 3 2 3 1 1 2 1 1 1 1 3 2 1 2 2 100 100 67 100 33 33 67 33 33 33 33 100 67 33 67 67 9 6 6 8 4 5 5 6 8 6 6 8 8 6 6 8 82 55 55 73 36 45 45 55 73 55 55 73 73 55 55 73 26 2 1 23 25 13 9 23 2 1 19 19 20 24 20 9 13 23 87 70 77 83 43 30 77 70 63 63 67 80 67 30 43 77 27 24 23 23 15 8 18 16 15 17 20 22 16 14 12 23 90 80 77 77 50 27 60 53 50 57 67 73 53 47 40 77 78 74 4 0 647 656 58 28 30 2 1 36 1 16 20 1 1 10 3 3 0 0 647 653 14 1 1 3 0 647 655 31 30 1 0 647 657 78 80 77 89 73 6C 65 79 IOC 2 0 2 0 2 0 0 2 O C 67 9 82 24 80 30 30 0 0 647 656 23 77 O 100 ** 3 6 2 7 0 4 0 2 75 86 100 78 75 80 IOC 13 1 1 7 16 1 9 7 3 4 87 73 10C 73 100 82 64 100 12 1 1 12 1 1 O 4 7 8 4 80 73 80 73 100 64 73 100ARKANSAS Minimum Perlormance Testing Program SCHOOL SUMMARY REPORT SOCIAL STUDIES GRADE 6 1990-91 Code: 60-01-052 District: LITTLE ROCK S/D School: Watson Elementary School ONective me I STUDENTS DISPLAYING MASTERY de GOAL AREAS AND OBJECTIVES TOTAL STUDENTS NUM % NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % LOW NUM % MEDIUM NUM % HIGH NUM SOCIAL STUDIES 1.4 1.6 1.7 2.1 2.2 2.3 2.6 3.1 3.4 4.1 4.3 4.5 4.6 4.7 4.9 4.10 CULTURES Ident. similar/diff. group Idem. prejudice/discrim. Define culture terms GOVERNMENT Define righls/liberties Give reasons for laws Leadership Ident. government forms ECONOMICS/RELATED SUBJ. Understand econ. choices Effect of social changes REFERENCE SKILLS Use resource materials Use horizontal time line Use map scale Use compass directions Locate continents/oceans Compare time zones Define reference terms NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED HUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEP) HUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUOENfS-NO./PERCENT PASSING SEX: Males-Number/Percent Passing Females-Number/Percent Passing RACE: Whi tes-Humber/Percent Passing 6lacks-Number/Percent Passing Others-Number/Percent Passing RACE BY SEX: Black Males-No./Percent Passing Black Females-No./Perc. Passing White Males-No./Percent Passing White Feaales-No./Perc. Passing 60 67 54 62 57 59 45 49 48 55 57 36 39 65 47 4 1 78 74 4 0 642 651 55 25 30 2 1 33 1 13 20 1 1 10 81 91 73 84 77 80 61 66 65 74 77 49 53 88 64 55 74 7 1 77 68 67 100 65 69 79 ICO 2 3 2 2 2 2 0 2 0 2 2 1 0 3 0 1 3 3 0 0 642 642 1 0 1 0 1 0 0 1 0 0 67 100 67 67 67 67 0 67 0 67 67 33 0 100 0 33 33 O 50 33 0 50 7 8 7 9 10 8 6 8 6 7 8 7 8 9 6 4 14 1 1 3 0 642 650 6 2 6 2 6 0 4 0 2 64 73 64 82 91 73 55 73 55 64 73 64 73 82 55 36 73 50 86 100 67 50 80 100 25 27 21 27 21 22 19 19 20 22 24 12 17 26 20 18 31 30 1 0 642 651 22 1 1 1 1 6 15 1 8 7 2 4 83 90 70 90 70 73 63 63 67 73 80 40 57 87 67 60 73 73 73 86 68 100 73 64 67 100 26 29 24 24 24 27 20 20 22 24 23 16 14 27 21 18 30 30 0 0 642 652 24 12 12 13 1 1 0 3 8 9 4 87 97 80 80 80 90 67 67 73 80 77 53 47 90 70 60 80 80 80 87 73 75 73 82 100n T y ly\nh t iL-I? M a .i.t i e p At tlic .eccondarv level, include only thof.e studentn level  Do not include roilure __i n d_i y id ya l^c OKU' retained at yraclc H H I T E 5.HAA\u0026gt;E_bt\ny E.L __1!ALE__ I o FFJiAbE U L 7 HAb_E_ n E T A I H E D. __TOTAIi PERCEHT 'll L2- -Ci- 5 C K FCHAbE c\u0026gt; / O T _J1 c n 1 11 K r t  V ri.l X f - P HAIJ\n_- T O T A L ~1 fehaleI Provide the most current information GUDJECT AREA Grade English 7/10 _.nglj.s.h 0/11 Eng 1ish 31X2 Ha til Ilistory/Social _StjJdis__________ Ocicnc o a o K \u0026lt;2 11. JL 3 / c\nxy SECOHDAHY GUDJEGT AREA COURSES FAILED WHITE Hjtl-^ Fcnale 1) L A C_K Ilil-Et Female 'fi' 0 T HER Hale Female Hale TOTAL Female Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL OHLY) TOTAL HUMBER OF STUDEHTS GRADUATIHG: BM BF WH WF OH OF TOTAL TOTAL TOTAL Duplicate as needed, Complete and return to Pliinning, Hese.'irch, and Evalu.ilion office.31/91 STAFF DEVELOPMENT SYSTEM Course Enrollments By School Page 97 Location Name: WATSON ELEMENTARY Course Title Employee ID Employee Name Program for Effective Teaching 429-11-7449 429-35-3416 PURIFOY, JOHNSON, JIMMY PHYLLIS A Classroom Management 429-15-4433 429-90-8270 429-98-6552 430-39-6462 431-06-5359 WORSHAM, FORREST, KAREN G MARY A CHAMBERS, REBECCA P DAWSON, MARGARET M MCCLELLAN, DALE A Cooperative/Team Learning 222-36-3699 431-98-5890 496-40-5501 HARPER, BRENDA HICKS, BARBARA A ROBINSON, JEANNETTE Learning Styles 429-21-8426 LAWSON, MARY A ft f-esteem/Elementary Stdts. 429-11-7449 429-21-8426 PURIFOY, JIMMY LAWSON, MARY A 429-90-8270*r FORREST, MARY A * ' 430-39-6462 431-06-5359 432-68-0053 432-78-0987 432-94-4308 432-98-0609 453-19-1414 496-40-5501 DAWSON, MARGARET M MCCLELLAN, DALE A BRATTON, DORIS M ADAMS, JANET L DITTO, KAREN S AUSTIN, CAROLE A CORRIGAN, LINDA K ROBINSON, JEANNETTE At-risk Students 429-11-7449 429-21-8426 429-35-3416 430-39-6462 431-06-5359 431-84-6420 432-13-0611 432-35-5923 432-68-0053 432-78-0987 432-94-4308 432-98-0609 PURIFOY, JIMMY LAWSON, MARY A JOHNSON, PHYLLIS A DAWSON, MARGARET M MCCLELLAN, DALE A NAIL, JEANETTE S WELLS, JANA E DAVID, NANCY A BRATTON, DORIS M ADAMS, JANET L DITTO, KAREN S AUSTIN, CAROLE ASTAFF DEVELOPMENT SYSTEM Course Enrollments By School Page 98 Location Name: WATSON ELEMENTARY Course Title Employee ID Employee Name At-risk Students 448-52-4838 453-19-1414 496-40-5501 ANDERSON, CORRIGAN, ROBINSON, JANICE E LINDA K JEANNETTE Elem. Classroom Discipline 429-11-7449 430-39-6462 431-84-6420 432-68-0053 432-94-4308 432-98-0609 448-52-4838 PURIFOY, JIMMY DAWSON, MARGARET M NAIL, JEANETTE S BRATTON, DORIS M DITTO, KAREN S AUSTIN, CAROLE A ANDERSON, JTkNICE E Stress Management 429-11-7449 429-21-8426 429-35-3416 429-90-8270 430-39-6462 431-84-6420 432-68-0053 432-78-0987 432-98-0609 496-40-5501 PURIFOY, JIMMY LAWSON, MARY A JOHNSON, PHYLLIS A FORREST, MARY A DAWSON, MARGARET M NAIL, JEANETTE S BRATTON, DORIS M ADAMS, JANET L 'AUSTIN, CAROLE A ROBINSON, JEANNETTE Thinking Skills 429-11-7449 429-21-8426 429-35-3416 432-94-4308 PURIFOY, JIMMY LAWSON, MARY A JOHNSON, PHYLLIS A DITTO, KAREN S Calculator Math for Gr. K-3 222-36-3699 432-68-0053 HARPER, BRENDA BRATTON, DORIS M Calculator Math for Gr. 4-7 429-90-8270 FORREST, MARY A Using Base Ten Blocks I,Gr.K-7 222-36-3699 HARPER, BRENDA Math Superstars, Grades 1-6 222-36-3699 HARPER, BRENDA Learning Lots with Lola, Gr. 31^1^1/91 Location Name: STAFF DEVELOPMENT SYSTEM Course Completions By School Page 51 WATSON ELEMENTARY Course Title Employee ID Employee Name Classroom Management 429-15-4433 429-98-6552 430-39-6462 WORSHAM, KAREN G CHAMBERS, REBECCA P DAWSON, MARGARET M Self-esteem/Elementary Stdts. 429-21-8426 430-39-6462 432-68-0053 432-78-0987 432-94-4308 432-98-0609 453-19-1414 LAWSON, DAWSON, MARY A MARGARET M BRATTON, DORIS M ADAMS, JANET L DITTO, KAREN S AUSTIN, CAROLE A CORRIGAN, LINDA K At-risk Students 429-11-7449 430-39-6462 432-94-4308 PURIFOY, JIMMY DAWSON, MARGARET M DITTO, KAREN S E Classroom Discipline 429-11-7449 PURIFOY, JIMMY Stress Management 429-11-7449 430-39-6462 431-84-6420 432-68-0053 432-98-0609 A PURIFOY, JIMMY DAWSON, MARGARET M NAIL, JEANETTE S BRATTON, DORIS M AUSTIN, CAROLE A Calculator Math for Gr. K-3 222-36-3'699 432-68-0053 HARPER, BRENDA BRATTON, DORIS M Calculator Math for Gr. 4-7 429-90-8270 FORREST, MARY A Using Base Ten B^locks I,Gr.K-7 222-36-3699 HARPER, BRENDA Math Superstars, Grades 1-6 222-36-3699 HARPER, BRENDA Arkansas History, Grade 5 \u0026amp; 8 448-52-4838 ANDERSON, JANICE EIf iUrji/si STAFF DEVELOPMENT SYSTEM Course Enrollments By School Page 99 Location Name: WATSON ELEMENTARY Course Title Employee ID Employee Name Learning Lots with Lola, Gr. 3 222-36-3699 432-98-0609 HARPER, AUSTIN, BRENDA CAROLE A ICE Grades 3-6 222-36-3699 HARPER, BRENDA Arkansas History, Grade 5 \u0026amp; 8 448-52-4838 ANDERSON, JANICE E Teaching Social Studies, K-3 222-36-3699 431-84-6420 HARPER, BRENDA NAIL, JEANETTE S Higher Level Thkng. Skills-SS 429-68-5584 431-84-6420 TATUM-JOINER, ANNA NAIL, JEANETTE S qH^a Bases w/Microsoft Works 429-68-6033 429-82-2077 PICKETT, CAROLYN A DAVIDSON, ANNIE W Terrific Software Tools, K-9 429-11-7449 ''PURIFOY, JIMMY It's Catching w/Print ShopK-12 429-11-7449 PURIFOY, JIMMY \\STAFF DEVELOPMENT - SUPPORT STAFF TOTAL NUMBER OF SUPPORT PERSONNEL Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY DISCIPLINE MANAGEMENT PARENT/COMMUNITY RELATIONS ! OTHER STAFF DEVELOPMENT (SPECIFY) * To be completed at the end of the third, nine weeks. be for completed staff development activities. These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office. (7QUARTERLY DISCIPLINE MANAGEMENT REPORT Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. Do not send to Planning, Research, and Evaluation office.PART !. SCHOOL Watson Elementa: PRI^CI?AL Dr, Diana Glazej NOTE: DISCIPLINE MANAGEMENT QUARTERLY REPORT  Quarterly Reports are due in the Student' Hearing Office one (1) week following each nine-week Grading Period. REPORT PERIOD 5: REPORT PERIOD EXDINC August 26, 199.1 October 31, 199-1 DISCIPLINARY SAIICTIONS ISSUED - Please indicate the total ntcnber of Suspensions 'issued by your school. Grade K 1 2 3 4 5 ft______ ^Totals Ojt~of School (Code 02) XCotla-m). Expulsions (Cndo 04) SN 717 BF 72) Tot Blk IKM (3) !(4) WF (5) Tot Wht (^ Total OS Susp (7) BN (8) EF 7^ lot BLS (10) (H) WF Tot kht 03)7 Total L/T Susp (14) BM BF- (15)'h6) Tot Blk (W Wh 08) WF (I^ Tot -Wht  w Total Expulsiccs Grand Total* I 1 2 1 ! 1 2 1 4 0 in 0 0 0 0 0 0 0 0 0 * 0 0 0 0 0 0 0 0 4 NOTE: Grand Total eqi^ils the Sum of 7, 14 arad 21.fART JI. COMPLETE r PART in. Sent Homes Issued Sanctions on ICode 05') Handicapped Students Ploccd on Honebound Instruction NOTE\nBM 11 DF 2 Ttotal black 13 0 0 ^liese figures NOTE\nStudents Pi\n'SONNi:i, DATA - Ilc\nr Honcliing \u0026gt;1-10 are T 4 NF 1 TOTAL mute 5 GR/\\ND TOTAL 18 1 0 0 to be included in Part tn Sent Home I - Disciplinary Sanctions are not included in Part I wL I\" In'll' riTimmuiillnr, the vnrj oini mi\ni|'ii\nilnn\ni. fUx nixl Iriirr III,Il I Issued. II lynching Experience iLace/Sex UP 2 11-15 16-20 21-Ovcr c Total PMT IV. ENnoi.LMENT DATA - Please indicote race - SEX ENR0LI2tENr 9 1 CrcTb K 1 2 3 4 5 6 Totals (1) 23 BF (2) 22 25' 25 22 22 26 30 29 177 30 10 30 22 27 66 Total Black Rncc/Sox Total WjIio 2 3 1 1 3 1 1 9 3 3 your schools total liirollmcnt by Grade Level, Sex and Race. CratMl Total 5 3 1 1 12 22 Total Block (3) V/M WF (5) Total Nljitc . (6)\\ ,0H OF (0) TOTAL E?.?C' 45 50 52 32 56 52 57 344 5 8 14 0 1 12 5 8 13 7 13 63 9 6 8 7 8 12 58 21 11 16 20 15 25 . 121 0 0 0 0 0 1 1 0 0 1 0 1 0 3 Total Other (9) 1 0 0 1 0 1 1 4 buol I.-z'n: Sum of Colums 3^ 6 59 71 63 49 76 68 83 469e I 2.1 1 07 lot J\u0026gt;l /o/ I-' 1^^ Ji. I JA-no PA*'Sc\u0026gt;(^ /\u0026gt;6 F/i'^=r' ixa 1D\u0026lt;O 105 K.i'Vdnen 5+\u0026lt;*\u0026gt;ie-J ct.f ! . m 105 loq I . 13.3 VC Hl A /5F .t.l' ^1 tOork //3 fl Ji 5 ^oM- b Cofe.forlv^ 117 H? I3.M I 2.1 IXo n\u0026lt;l 'Ke*Vires\\ ^'T GriA-s Resl-reofv^ IIS f ll , x'\u0026lt;  K4 I*'/ /0(o 103 Z/2 Wo** 7\u0026lt;xn R R. 113 J lllo i:i3 eP-iZ- lo Ay H^ I*: 2 NKeHio. Center flOt^Pice % ll^ 'fstoAoeX/C 1 UM US %\n-i-fo I 2 7 I 17 T Ji' )2.y n8 1 Z5 MAP OF SCHOOL PLANT Insert a copy of the map of the school plant.8B  MONDAY. JANUARY 25,1993   Deputys magic lights way for pupils BY JERRY DEAN Oemocral'Gazette Staff Writer Lt. Jerry Agnew, a Pulaski (ounty deputy sheriff, worked magic during a recent visit to Southwest Lillie Rocks Walson Elementary School. Some magic happened on stage with sleight of hand that Agnew  an amateur magician since he was 8  had taught himself. And some of the magic occurred a.s 200 first- through third-graders watched Agnews winking Stanley the Stoplight robot go through gyrations worthy of a mechanized Michael Jackson. Stanley, who wa.s designed by Agnew, 'gels down lo The Police Are on the Sti eels. a rock .song Agnew wrote for (he shows. Agnew performed his magic, though, only if pupils echoed (he magic word.s he taught them: / believe in viy^elf and in my dreams. I am a positive I-can person. It was Stanleys  and Agnews  second visit to Watson, a school east of Chicot Road on Valley Drive. Valley Drive, just south of a area once known as Sin City, wa.s among 14 streets listed in 1991 by the DIGNITY anti-drug group as sites where drug.s were dealt freely. ARer a half hour show, it was evident to Or. Diana Glaze. Watsons principal since 196, that Agnews show worked another lype of magic in the minds and hearts of hi.s audience. Pupils, sealed on the floor, eagerly craned their necks for a belter view. Thanks lo Stanley, few in that crowd will see a traffic light without remembering Stanleys true colors:  Red, which, as Agnew said, means not only that cars must stop  but that children must slop lo consider the consequences before joining gangs or taking drugs.  Amber caution lights, Agnew said, not only slow cars but should warn children of the hazards of medications. Medicine is good for you, Agnew said, only if taken as prescribed.  Green lights, the deputy said, mean traffic may proceed. But they also can remind children of the health, nappiness and good luck that await children who heed Stanleys other warning lights. Agnew also emphasized the importance of graduation. Nearly 99 percent of Arkansas inmates, the deputy said, never See ROBOTS, Page 8B bJI.V * utf Arkansas Democral-O8zel(9fl.8rry TrussaN uses this robot and his six others (some of which he designed) to give motivational speeches to schools around the county.  C..,' ROBO-COP  Lt. Jerry Agnew, a Pulaski County deputy sheriff, shows one of his robots to the children al Little Rocks Watson Elementary School recently. Agnew Robots  Continued from Page 2B completed high school. He recounted how his own youthful self-esteem had suffered until the Rev. George Tri-bou, rector of Little Rock Catholic High School, told him he was good-looking and smart and should believe in himself. After that, Agnew said, I did just fine. And he showed pupils enlarged photos of the housing project where he was reared, contrasted to that of the attractive brick home hes since bought for his family. Agnew also told pupils his mo.st prized possession, bul for his family, was a library card that had opened for him a world of subjects like magic and electronics. Agnew, who said he reads five books a week, urged pupils.to do the same. Glaze welcomed the lessons Agnew and Stanley brought the pupils, with help from Deputies Bob Scranton and Wells Autrey. Glaze, a veteran educator at R-i\\ JI several schools, said shed known third-graders who already were gang members. Shes learned gang signs that help her stay aware of any gang activity that arises. Stanley told the predominantly black audience that traffic lights were invented in 1923 by Garrett Augustus Morgan (1875-1963), a black American. Morgan was 48 when he sold the patent rights to General Electric for what then was a tidy fortune of $40,000. At age 37, Agnew added, Morgan had patented a gas mask which, after 1912, saved lives during World War I chlorine gas attacks. Such lessons, Glaze said, help bolster self-esteem among many of Watsons 462 pupils. Agnew was named by then- Sheriff Tommy Robinson in 1981 to direct the Junior Deputies youth program. He took to the job so well that, in 1986, Agnew was named National Deputy Sheriff of the Year. He since has developed several motivational programs urging youths to avoid pitfalls of crime, dropping out of school and substance abuse. At least 25 robots, spinoffs of his, work statewide in education programs of other law enforcement agencies. And the robot idea has been used by police in Kentucky and California. All Agnews robots were donated or bought with grants, not county tax money. Agnews programs reaches 40,000 children a year. His reward? Agnew, who once aspired to be a millionaire, earns a modest salary. He concedes hes no threat to the Trumps or Waltons. But I have fun at it, Agnew said. And it gives me satisfaction. 1 A i Aikansas Democrat gazette TUESDAY, MARCH 22, 1994 Weekend vandals hit SWLR school - Vandals broke into LittleL Rocks Watson Elementaj'y.. School at 7000 Village Drive over the weekend and caused an un-' determined amount of waters damage. The vandals entered by breaking a classroom window on the buildings north side. They squirted a bottle of cleaning flu-, id on the rooms chalkboard,.\nstuffed paper towels down a sink drain and turned on the water! 1 The water overflowed the sink and damaged half of the rooms carpet It also ruined posters and teaching aids stored in a closet.  The water was still running when school personnel opened the room for classes Monday morning. The school is a few blocks' south of Base Line Road and east. of Chicot Road.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n\n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_990","title":"Report: ''Annual School Improvement Plan,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","School improvement programs"],"dcterms_title":["Report: ''Annual School Improvement Plan,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/990"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_957","title":"Report: ''Arkansas Compensatory Education Annual Evaluation Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["Report: ''Arkansas Compensatory Education Annual Evaluation Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/957"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_690","title":"Safety and security","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School management and organization","School discipline","School improvement programs"],"dcterms_title":["Safety and security"],"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/690"],"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\nIncludes ''Task Force on Safety and Security in the Secondary Schools of Little Rock'' report, ca. 1989\nLRSD - SAFETY \u0026amp; SECURITY (ANNS FILE) (DO NOT SEPERATE)SLIP SHEET FOR REGULAR BOARD MEETING ON FEBRUARY 28, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS TO\nFebruary 25, 1991 Board of Directors FROM: Ruth c SUBJECT: FEB 2 8 1! Office of Desegregation Monitormg . Steele, Superintendent of Schools SAFETY AND SECURITY PLAN FOR LRSD AND THE CITY OF LITTLE ROCK Based on comments and opinions from, school board members, employees, and patrons, I am recommending that the Little Rock School District form a partnership with the City of Little Rock to develop a master plan for addressing increasing problems of crime, violence, drugs, and gang activity in our community. Elements of the partnership will include the following: 1) A pilot School Resource Officer Program will be implemented in three secondary schools in March, 1991, and will be evaluated no later than the end of the 1991-92 school year. It will be developed in accordance with the proposed agreement between the City and the School District which you have already received. The duties of the resource officer will be as outlined in the job description which you have also received. 2) Assistance will be provided by LRPD in training security personnel employed by the Little Rock School District. In addition, LRSD will provide sensitivity training to LRPD. (Note: Increased security will be provided in all secondary schools not participating in the School Resource Officer Program thereby increasing the need for training assistance,) 3) The Little Rock School District's Biracial Advisory Committee will be asked to evaluate the District's Safety and Security Program no later than at the end of the 1991-92 school year and to file a report for review by the City Board of Directors and the School Board. The Biracial Advisory Committee's report will be used to assist in determining which, if any, changes need to be made prior to the 1992-93 school year. 4) LRPD will provide to the District up to 30 hours of drug dog services with handling by an off-duty policeman (to be paid by the District) following payment by the District of an initial fee not to exceed $5,500. 5) Representatives from LRPD and LRSD will review recommendations from the Safety and Security Task Report which require cooperation between the City, a orce especially the Police Department, and the School District. A report will be given to the Board in April, 1991, concerning which of these recommendations have or have not been implemented and what plans exist, if any, to implement them. This report will include plans and actions by LRPD to address problems that exist outside the school environment and contribute to disciplinary and security problems in the schools .I LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 February 28, 1991 TO: Board of Directors FROM: THROUGH: :hip Jones, Manager of Support Services Ruth S. Steele, Superintendent SUBJECT: Safety and Security Program On January 12, 1989, the Board established a Safety Task Force \"to report to the Board through the Administration to and security at Little Rock School among other things. \"Resource Police Officer Program address safety District secondary schools The Task Force recommended establishing . er Program\" in each secondary school. n a 'X' During the development of the Tri-District Desegregation Plan District proposed a safety .... ' officers. As this plan was refined after Bill Barnhouse, who served on the Task Force, was named director, it became apparent , .  --------- Its safety and security The District could either add safety employees, or it could try a school resource officer program. When the budget was 1990, a sufficient reserve was programmed into the budget to allow for either approach. office with thirty (30) As this plan was refined after Bill that the District was at a crossroads plan. resource Throughout the fall cis' the security When the budget fall. District officials met with representatives City to develop the School Resource Officer Program. Principals were included in three meetings, and their suggestions' comments, and concerns have been used in developing a proposed The principals' sentiment about the contract and job descriptions. program was mixed. Some felt the program had a lot of potential  , . concerned whether a need actually existed for police officer in the buildings. while others The advantages follows: 1. a of the School Resource Officer Program are as I I. The growing problem of violence in the schools is symptomatic The community must begin to develop and strengthen relationships with other agencies in order to solve a social problem that is threatening our students and schools. of a community problem. Board of Directors February 28, 1991 Page 2 2. More of the same may not effect a significant change in the schools. While the additional training for the school security officers has helped this year, we uaimuL quuni-iiy that adding additional security officers will improve total school security. schools. we cannot quantify 3. Having trained, professional police officers in the building will add a higher level of security awareness at the school. 4. The prospect that students will acquire respect for authority is appealing. In programs in other districts that have been In programs in other districts that have been successful, the students have learned to regard the resource officer as a friend. The program jointly developed by the City and the District is intended to instill in students an appreciation of the role of police responsibility in society. The advantages of adding additional security staff are as follows: 1. The District will have absolute control of the security employees. 2. The District will have more flexibility for assigning staff to problem areas and to add and delete resources as needed. 3. ?\u0026gt; There will be no question about the principals' authority and their responsibility to provide a safe learning environment for our students. !-'Vw f We are now at the point of implementing Board policy, presenting this policy issue to you for consideration. and we are ------------------- The issue before us is how the School Board wishes to discharge its duty to\nprovide safe, secure schools for our students and the extent to f which it wishes to enter into a partnership with the City to i address a social problem that threatens the community as well as  the schools. This is clearly a policy question, and we are presenting it to you in that light. I would appreciate your W '^roents to assist me in making a recommendation that supports the collective will of the Board regarding this issue. 3?^ A recommendation will be made during the regular meeting on February 28, 1991. *LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS May 23, 1991 SS! '^' TO: Board of Directors OS* o\\ gessJ'- FROM: I^Bill Barnhouse, Director of Safety \u0026amp; Security THROUGH: t-^hip Jones, Manager of Support Services J^Dr. Ruth Steele, Superintendent of Schools SUBJECT: UPDATE ON SAFETY AND SECURITY TASK FORCE RECOMMENDATIONS On January 12, 1989, the Board of Directors established a special Task Force to address safety and security concerns in the Little Rock School District. to the Board at the completion of its work. The Task Force presented 20 recommendations A checklist has been prepared in an effort to identify which recommendations have been implemented at this point. I will discuss the entire report at the Board meeting, including an explanation of recommendations 12 and 20 where no \"X's\" are shown. M-***ar,-* [ ] Implemented 1 . RECOMMENDATIONS [B] Partial Implementation [ C ] Not- Implemented Overhaul of the Discipline Code: A B C A. X X X X B. Adopt tough, clear and progressive discipline statements. Update the Student Rights and Responsibilities Handbook to make it appear more like. 1 . 2 . 3 , serious and business- X X X X X X X X X Comments: B. C. D. E. F. G. Set Recommend no expensive jewelry to be worn to school. Recommend no large sums of money be brought to school. Develop a clear definition of weapons. a tone of progressive discipline. Establish a committee to re-write the discipline code. Add anti-gang statements. Ban Beepers. Re-evaluate due process hearing procedures. 1 . 2 . Remove any appeals from the pupil/counseling division and place in the school division. Appeals for short term suspensions granted only on grounds of due process violation. {Ban Book bags.) 1. and 2. - Principals make on-going reminders through intercom announcements and school bulletins to ask students not to wear expensive and/or carry large amounts of money, recommendations have been suggested to in new handbook for 1991-92. jewelry These be included G. 2. - Administration will support a recommendation unless due process procedures have been violated. (Ban Book bags,) Some schools do not allow students to carry book bags. 2. Take a strong, possession of tough and uncompromising position on the use or weapons. A. X X B. Possession of a gun warrants permanent expulsion. Use of any weapon will expulsion. warrant permanent3 . 4 . X c. _x_ X X Take a strong, D. E. F. Possession of any weapon other than a gun will warrant expulsion for a minimum o f one (1 ) yen r. Possession of a weapon facsimile warrants a long term suspension. Prior to returning to the regular school environment from a suspension or expulsion for an offense involving weapon or facsimile, a student a must successfully complete one (1), semester in a Little Rock alternative school. The LRSD will not accept from another school district a student who is on expulsion or suspension as a result of possession or use of a weapon. drugs on school grounds: X X X Comments: tough and uncompromising stand against illegal A. B. C. Establish stronger penalties for drug off enses. Discussions should be held with the federal district attorney to determine the scope of the federal safe school laws, particularly those dealing with a protected zone of 1000 feet around school campuses. The school districts desire for the federal district attorney to prosecute should be emphasized. Purchase a drug dog for district use . 3.A. - At times, students are held out of school when they have been arrested or charged with drug violations. Under the emergency removal clause a student may be removed from school if that students presence poses an immediate danger or may disrupt the schools orderly operation. 3.C. - Two attempts have been made during the school year. The administration worked with county government in an attempt to secure services this attempt failed. A drug dog was one of the features of the Police Resource Officer Program. did not adopt this program. The Board Mr. Neal is now working on a RFP to lease services of a drug dog. Establish an Alternative School: A. X X B. To keep students in the educational system and off the streets. To act as environmeiit. a way back into the regularX X 5 . 6 . 7 . c. D. Establish a review committee of building level administrators/teachers to supervise placement the Alternative School. in and removal from Establish Saturday School in lieu of short term suspension (to offer an alternative learning environment for those who have had discipline problems in the regular setting). (Establish a properly staffed alternative classroom. ) Improve the effectiveness of campus supervisors: X X X X X A. B. C. D. E. Make improvements A. X X X B. X X X C. D. E. Develop a Establish job description. a training program. Have a uniform dress (wind breaker) and I .D. tag to make them easily ident i f i able. Better communications (walkie-talkie). Increase pay. in the Bus system: Better screening and hiring practices for bus drivers. Bus driver training on dealing with student problems. Drivers check bus picture I.D. cards. Bus supervision modeled after the L.A. safe corridors 1. It program. Pay stipends to campus supervisors and teachers to ride back seat of problem buses. (Reduce the number of bus stops. ) Strongly recommend bus runs to reduce Move from 3 to 2 the It window of vulnerability\" for supervisions. (Earliest runs for secondary schools.) Establish a Resource Police Officer Program in each Secondary School: X X X X X X A. B. C. D. E. F. Police presence. Drug abuse programs. Child Abuse. Extra-curricular programs. Probation counseling. G. Officer to be advisor. Inservice for getting legal seen as a friend and staff for procedures in as s i stance.X I (Safe driving programs.) 8 . Develop School Strategy Plans to prevent and deal with crisis si tuations: X A . B. Earthquake (gunman) drill. Reverse fire drill (for getting students back into the safety of the X school building when a crisis arises 9 . X X X X X X Comments: C. D. on the campus or in the neighborhood). Crisis Plans: 1 . 2 . 3 . 4 . Emergency signals. Hostage Crisis. Bomb threat/reality. Grief counseling (training for staff). Frequent Locker checks. 8.B. - This type of drill will be a priority for the 1991-92 school year. Improve school maintenance for security and better climate. A. X X X B. C. D. X X E. X X X X X X F. G. H. X X I . J . Maintain clean building and grounds to make schools an obviously different place than some neighborhoods. Prune shrubbery to allow maximum visibility. Remove all coverings (decorations) on door windows from classrooms and offices to allow better visibility to halls. Make graffiti removal a high priority for local buildings as well as central maintenance office. Install convex mirrors in and It blind corners\". It blind halls II Secure doors so that you may enter only througli the front, yet may exit at any door in case of fire. Post Signs: 1 . 2. 3 . 4 . Directing visitors to register in the office and receive I.D. Announcing the penalty for pass . trespassing(non-trespassing sign, legal distance apart). Giving the Hot Line Number. Weapon violation signs made larger. Make sure all rooms have working intercom. Upgrade exterior ligliting. Purchase a hand Field metal detector for eacli school (to be used in lieu ofX K. X personal searches). Purctiase a camera for each school for photographing and cataloguing graffiti. 10 . Develop n Crime Prevention Strategy: A, X X B. C. X X X X D, E. F. G. X 11. 12 . Crime prevention clubs: Youth Crime Watch (Miami). Crime/Violence/Weapon Prevention Hot Line (New Orleans). Work out a method with the prosecuting attorney where by a school administrator may get a warrant without leaving the school building for a long period of time . All students \u0026amp; staff should have I.D. cards. All cars have numbered parking Small reward for accurate tips weapons ($5-$10) from activity (modeled on New Orleans). Use all available resources to stickers. on funds improve communications between students and school personnel which will cause students to feel comfortable and protected in knowing that their identity will not be revealed or compromised when they provide school authorities with information regarding crimes to be committed on campus. Initiate neighborhood child protection strategy: A. At hours wlien children are X X X X Employ Social f rom 1 . 2 . 3 . Workers A. B. C. 1 school and bus stops: Develop a neighborhood walking to/ tt watch It watch\". Identify on the order of \"safe houses a child \"crime child may run for help. Have police cruising the where a areas. (Identify fewer and safer bus pick up points.) at each school: Worker to begin outreach program by making home and community visits. Work hours to be flexible so that after hours visitations may be made. Social workers are to help prevent neighborhood fights from spilling into the schools.Comments: D. E. F. 13 . 14 . 15 . 16. 17 . Social workers are to help prevent the spread of gangs in Little Rock. Workers are to identify child and neglect. Deal with residual There are no in the district. abuse effects of a crisis. social workers currently employed Case managers in New Futures schools do a number of these tasks in their day-to- day work with students and families. Inservice for employees: X X X Comments: The A. B. C. On improved security techniques. On identifying and combating gang behavior. On self defense and intervention tactics ( f ights, assaults, weapons). (Strategies for women teachers to use in physical confrontations.) Safety and Security Department has worked in a number of schools on crime prevention surveys. Additionally this department has visited churches, counselors, and McClellan Community School to talk about gang problems and identification. Begin a Gang-Violence Prevention Curriculum Program in all schools (K-12). X X A. B. Establish regular, Violence Prevention-model after Boston. Gang Intervention and Prevention-model Portland. planned meetings with a reservoir of community resource agencies to coordinate activities combating child abuse. Little Rock: crime, violence, and the \"gangification 11 of X Comments: X I A. Regular meetings of agencies, church groups (CJOHN), police, and Health department. Meetings have been held with PTA o roups, churches. Little Rock Police Department, COPE, and other groups to coordinate activities. Establish close ties with the media. Establish a Leadership Roundtable for city officials and school officials:X X A. Government leaders (mayor, 18 . I I X X 19 . 20. X B. C. D. E. legislators, judges ) . Chamber of Commerce Pol ice Teacher groups Community groups governor, !_x_L I I The LRSD will establish an office of safety and security. Establish an on-going review committee to monitor the of the implementation of recommendations report: X A. B. results contained in the Small committee (6-8 people) Monitor: 1 . 2 . 3. Security Gang activity Programs and Curricula suggested in the report. The governor and the legislature need to take action: A. Make assault on a school employee serious crime. a more B. C. Possession of a weapon on campus or bus should have a stronger penalty. Upgrade the penalty for possession of drugs/alcohol on a school D. campus. E. Establish strict zoning laws around school campuses. Toughen penalties on adults who cause disruptions on school campuses. Comments: After working with the LRSD Task Force, Mr. Butterfield (National School Safety Center) George was invited to address the Lt. Governors Task Force on Discipline. Mr. Butterfield shared items of concern that were reported in the LRSD report. Additionally, Sam Stueart was invited to address the Lt. Governors committee. testified on the Mr. Stueart Task Force report. same concerns expressed in the Both the Lt. Governor and Governor Clinton asked for and received copies of the report.TO: FROM: SUBJECT: SLIP SHEET FOR REGULAR BOARD MEETING ON AUGUST 22, 1991 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 recejved AUG 2 6 J99I August 21j 1991 Office of Desegregaiicn fenitoring LRSD Board of Directors Dr. Ruth S. Steele, Superintendent of Schools \"Safe Schools\" Plan Attached is a 53-point action plan that references activities in the District that contribute directly or indirectly to the well-being, safety and security of our students. Also, attached are sample copies of letters to parents referred to in Point 26, page 8. \"Safe Schoolsrr 53-Point Action Plan 1991-92 A Report to the Board of Directors Little Rock School District August 22,1991 Following is a fact sheet detailing steps either underway, recently completed or soon to be implemented which contribute toward the improved environment for student well-being and safety in the schools in the Little Rock School District. Actions and decisions are predicated on these premises: -The well-being of the students in this District is a priority given serious attention by every staff member and a responsibility of every staff member. -A strategy of prevention, intervention and remediation will minimize the need for crisis reaction. -No one action will solve the problem, but each action, program or step is supportive of the entire process, leading to comprehensive, long-term results. -Securing the publics confidence in the degree of safety and security provided by the District requires decisive actions and frequent communication about these actions. (Where appropriate, actions listed below include in italics a start or completion date, cost, responsible department and reference number to the relevant recommendation contained in the 1989 Safety \u0026amp; Security Task Force Report.) 1 1. Safety \u0026amp; Security Task Force Review Committee At its next meeting the committee will review and identify needed additions, clarifications or amendments to the 1989 report recommendations. The committee, which meets monthly, held its first meeting in June. Three of its members, plus the LRSD safety and security director, were members of the 1989 task force. Members are teachers, principals, patrons and community representatives. August 1991, Safety and Security, 19. 2. Heightened security awareness associated with opening of school year Summer maintenance, building improvements, new security measures, letters to parents, inservice training and planning and other focuses on safety will elevate the importance of all aspects of the school operation in connection with safety improvements. August 26,1991. 3. Closed door practice Every principal has been mandated to assure that any door that is necessary to secure or control access to every 3 building in the District will remain locked this year except one front door available to the public. Every building in the District was audited this summer and comprehensive repair or replacement of every door or door frame necessary for controlled access will be completed by the end of September. Cost to date for labor and materials is $100,000. Another $70,000 of expense is anticipated. In some buildings this repair or replacement was for outside doors to the buildings and on some buildings, due to building design where classrooms open to the outside, the work involved repair to classroom doors. The $100,000 figure includes $16,000 in parts and 300 to 400 hours of labor already expended and $84,499 for contracts awarded August 20 for repairs at Parkview, Jefferson, Forest Park, Pulaski Heights Junior, Pulaski Heights Elementary and Dunbar. Remaining schools where contracts will be awarded are McClellan, Hall and Wilson. It is estimated that remaining work will account for another 400-500 work hours. Completion by the date set is contingent on hardware availability, because the scope of the project has placed a tremendous demand on suppliers in the Little Rock area. August-September 1991, $170,000, Plant Services, 9. 24. Housing Authority assistance to monitor attendance Officials of the Little Rock Housing Authority and the District will work cooperatively to monitor attendance of students in the District who live in the Highland Park and Hollinsworth Grove projects. The Authority also has agreed to assist with transportation for parents to attend parent-teacher conferences and other school functions, as well as to provide space for after-school study centers. A letter co-signed by a Housing Authority official and the superintendent was sent to parents August 10. Additionally, police have agreed to pick and take to school other truants. August 1991, deputy superintendent. 5. Hotline 9V Students and patrons can notify the District of security concerns. A separate number, 688-3033, has been established. The voice mail box arrangement, which will be monitored every 90 minutes, lets persons telephone and leave their message in response to recorded instructions. It also instructs persons to call another number in case of emergency. A plan to communicate the availability of the service is being developed. Kickoff is set for August 26. August 1991, Safety and Security, Communications Department, 9. 6. Fight Back Insure the Children The District, in cooperation with the City of Little Rock and Blue Cross and Blue Shield of Arkansas is sponsoring a comprehensive drug abuse and alcohol program which will provide insurance for an extensive treatment plan for every child in the District. The contract will be signed August 23. August 1991, Pupil Services. 7. Crisis management plans Each principal, using criteria developed in 1989, will appoint a school-based committee to update individual school emergency plans which prepare for various categories of occurrences including earthquakes, tornadoes, fires, bomb threats or violent incidents. Plans, depending on building design, may include, for example, pre-determined codes and instructions for student and staff movement during an emergency. All school personnel will be familiar with the plan for their school. Copies of the plans are filed with the Security Office. The security director and the assistant superintendent for that school who will review the plans and monitor buildings and personnel for awareness and compliance. October 1,1991, Safety and Security, building principals, 8. 38. Dialogue with law enforcement officials In order to determine and monitor potential problem situations with certain students and with an aim toward either removal of hard-core cases or assistance where warranted, the District has stepped up its interface with local law enforcement agencies. Two units, one dealing with gangs and one that deals with youth investigations (primarily crimes against persons) have been formed by the Little Rock Police Department. Representatives from the units met with principals during the Principals Institute in mid-August. Safety and security staff will monitor and serve as a go-between as needed. August 1991, Safety and Security, 17. 9. Student Rights and Responsibilities Handbook revision The handbooks for the elementary and secondary levels were revised during the summer. Each version clearly defines acceptable standards of student conduct. Each student will receive the book. Elementary teachers are working on classroom strategies or steps for intervention in disciplinary situations that will be used in support of the handbooks during the year. To underscore the need .4 for uniformity in use and to raise the importance of the handbooks in the students eyes, during the first week of school, every elementary teacher in a school will teach the handbook simultaneously for a number of minutes each day. Students will be pre- and post-tested on their understanding. Parents must sign off to acknowledge awareness of rules. Teachers will keep accurate documentation in the grade books to assure due process is followed in disciplinary actions. August 1991, Pupil Services, assistant superintendents, 1. 10. Safety, security component for school improvement plans Principals at Principals Institute in mid-August conducted group (elementary, junior high and senior high) planning for security needs and solutions to use in development of the safety/security component of school improvement plans each school will develop and file by midSeptember. Mid-September 1991, assistant superintendents. 411. Violence prevention, personal safety training for school staff A 45-minute workshop for building staff on violence prevention and personal safety, will be provided on request. Four sessions have been scheduled to date. The session includes suggestions for conduct before and after school and techniques to prevent potentially violent situations from escalating. Reminder bulletin about availability will be mailed. August 20,1991, Safety and Security, 13. 12. New hand-held radios Fifty two-way, hand-held radios to replace old models were purchased during the summer and have been allocated to staff at seven schools. Currently all secondary schools and approximately 12 elementary schools have hand-held radios. August 1991, $10,000, Safety and Security, 5. 13. Secured parking for Quigley Stadium Central High School principal and security staff will provide for parking inside the fence on the practice field and the tennis courts for all football games at Quigley * Stadium during 1991-92. Security officers will patrol the lots. Cost will be $2. Parkers may purchase tickets at the east gate for seating on either side of the field. August 1991, Central High School, Safety and Security. 14. Drug testing program All Transportation Department drivers, aides and mechanics have been tested for the presence of drugs and alcohol pursuant to the policy adopted by the Board of Directors in June (only drivers and aides are mandated for testing\nother transportation employees were tested voluntarily). They were tested for alcohol, cocaine, morphine, barbiturates, marijuana, amphetamines, metham- pheumines and PCP. Testing was conducted by District staff and confirmed by tests administered by the University of Arkansas Medical Center. Three tested positive and are no longer employed by the District Testing is planned again in January. Additionally, each transportation employee is subject to two random drug tests at unannounced times during the year. Probable cause drug screening, begun several years ago, will continue as needed. August 1991, January 1992, ongoing, $20,000, Transportation and Safety and Security, 3. 515. Removal of window coverings Every teacher will remove all coverings from classroom door windows to afford easy view of the classroom. August 26,1991, teachers, building principals. Safety and Security, 9 16. Clean buildings and grounds Ground crews have worked this summer to prune shrubbery to allow maximum visibility, repair broken or cracked glass, repair loose hinges, repair steps and install emergency lighting. Also, $37,000 has been spent to add monitoring security for expansions at six schools. More sites will be added to the monitoring network when construction is completed. Personnel from safety and security, plant services, as well as assistant superintendents, will visit each building during the first semester to recommend further site improvements. July-August 1991, $50,000, Building Services, Safety and Security, assistant superintendents, 9. 17. Reading teacher assigned to Cornerstone Project The District will pay the salary this year for a reading . teacher to tutor participants in the program that serves junior and senior high school students throughout the year from 3:30 until 10 p.m. daily. Students take part in classes offered by the staff and volunteers that focus on drug prevention, career awareness, computer literacy, self- esteem and personal achievement skills. Funding will be from the Districts Compensatory Education Grant. August 1991, associate superintendent for educational programs. 18. Improvements for compensatory education Each of the four restructured junior high schools will have additional math and reading teachers assigned. All other secondary schools will have an additional reading teacher assigned. Proper attention to compensatory needs will contribute toward acquisition of skills. August 1991, associate superintendent for educational programs. 619. Academic Progress Grants Thirty-two areas schools may apply for $25,000 grants which can be used to assist with their improvement plans and which must be targeted at improving student achievement. Parts of approximately 12 applications have been approved. The grant money may be used for extended-day tutorial services, parent involvement activities, more hands-on activities, additional field trips that relate to daily instruction or activities that promote self-esteem. August-October 1991, assistant superintendents, associate superintendent for educational programs. 20. Expanded drug education program An enhanced drug education program will be added this year into health, science and social studies curriculum at the junior high level. August 1991, associate superintendent for educational programs. 21. Relevant staff development activities The District staff development program will offer over 71 mini courses and training courses during the school year that focus on prejudice reduction, classroom management, the Program for Effective Teaching, sensitivity to student needs and the delivery of instruction that provides for more direct and engaged learning experiences that actively involve students in the process. August 1991 - June 1992, associate superintendent for educational programs. 22. Active pursuit of federal grants The District federal programs office will aggressively pursue acquisition of federal monies which the District can use in various programs and approaches to student safety, security, well-being and compensatory education. August 1991-June 1992, Federal Programs. 23. Purchase of drug dog services Each secondary school will be searched at least one time each month by a specially trained dog and its trainer. The dog will search lockers and parking lots. The dog can detect marijuana, cocaine and amphetamines, as well as firearms. All searches will be during school time. Students will not be searched. This is the first time the District will have used a drug dog. September 1991, $14,000, Safety and Security, Safety and Security, 3. 724. School safety drills Each schools must, in addition to the fire drills routinely practiced by schools for years and the more recently added drills for bomb scares, earthquakes and tornadoes, educate students on proper actions to take in the event of a shooting. This includes a reverse fire drill and gunman (bullet) drills. Each principal has been instructed on a drill procedure to follow and will keep written records of these drills. Teachers must carry class rolls with them during drills.Drills will be conducted by the fifth day of each month. Assistant superintendents and Safety and Security will monitor. September 1991, Safety and Security, assistant superintendents, 8. 25. Resource police officer program A meeting at 1:30 p.m. September 3, the superintendent, Little Rock police chief and Little Rock city manager will discuss with secondary principals options related to a police officer resource program. September 3,1991, ongoing, superintendent, 7. 26. Letters to parents of all secondary students Each secondary principal has drafted a letter for parents that will be mailed during the first week to 10 days of school telling them what safety/security improvements have been made over the summer and about additional plans. The letter will be co-signed by the superintendent. September 3, 1991, assistant superintendent for secondary schools. 'll. Student and staff photo identification badges Each high school has requested that badges be provided for all students. Students will be required to carry the badges with them but not to wear them. No junior high school has requested badging this year. Additionally, all LRSD staff NOT based at a school will be badged and required to carry the badge when on school premises. September through November 1991, $25,000, Safety and Security, 10. 828. Crime prevention clubs Each elementary school will implement a club to further students understanding, awareness and cooperation with law enforcement officials and the legal process. Assistant superintendents will monitor progress. September-December 1991, building principals, 10. 29. Survey of public opinion to develop baseline data To assess safety issues and to measure progress in meeting public expectations, a telephone survey of the public, including students, will be conducted. September 1991 and annually, $1,500, Communications Department. 30. Media/crisis communications training Representatives from each school and Central Office administrators who work with news media routinely during the year or during an emergency situation will receive this training. September-October, 1991, Communications Department. 31. School safety profiles A checklist of District criteria reflecting all the areas a school should address annually relative to safety and security will be developed and the status of each school in addressing these will be assessed. The instrument will be useful to target and direct resources and to report to the public status and improvements. January 1992, Safety and Security. 32. Police officers eating lunch in schools LRPD has agreed that police officers on patrol may be invited to have lunch in school cafeterias. To support this partnership, the District will provde the lunches free of charge. A letter will be sent to the chief of police formalizing the proposal. September 1991, School Food Service, 7. 33. Alternative schools at elementary level Three elementary schools will be identified to have an . alternative classroom for the 1991-92 school year. Planning for operational criteria and staffing is underway. Implementation is scheduled for the second nine weeks. November 1991 -January 1992, assistant superintendents for elementary schools, 4. 934. Community gang activity awareness and prevention training Upon request, this four-session training, begun in September 1990, will be presented to church and community groups and at McClellan Community School. Ongoing, Safety and Security, 14. 35. Gang/violence prevention curriculum Current curriculum based on a Boston program in use in the District by teachers and counselors since 1989 will be reviewed and compared with a model used in Portland, Oregon. A recommendation will be made to associate superintendent for educational programs. Curriculum should provide preventive, rather than punitive, alternatives to some of the acting-out behavior that teenagers are prone to display. August 1992, Pupil Services, associate superintendent for educational programs. 36. Liaison with fire and police departments A Safety and Security Department supervisor serves as liaison between the District and these two departments, usually daily contact. Crime prevention surveys and routine calls for help on bus stops are monitored. Fire department inspections and visits are scheduled, also. Ongoing, Safezy and Security 37. Playground safety inspections Each playground will be checked for dangerous situations or needed repair on equipment. Police incident reports are scanned for notices of playground problems. The building principal is notified. Ongoing, Safety and Security, Risk Management, assistant superintendents for elementary schools. 38. Off-duty police protection Protection is provided at all athletic events and other school meetings and functions, based on the type of event, location, size and other factors. Assignment is done cooperatively among the District, LRPD and the Pulaski County Sheriffs Office. Ongoing, Safety and Security. 1039. Building security Each structure in the District (approximately 81) is covered by perimeter, fence, door, glass, motion detection and/or sound detection devices to protect against fire, theft, burglary or break-in. Ongoing, $100,000 annually. Safety and Security, 11. 40. Crime prevention surveys LRPD and/or Little Rock Fire Department personnel, accompanied by District staff, assess safety and security needs of school sites periodically. Ongoing, Safety and Security. 41. Home-school visits District security personnel visit student homes on request from school staff or transport parents to schools for meetings when problems arise. Ongoing, Safety and Security. 42. Use of National School Safety Center consultant The National School Safety Center cooperates fully 4 with the LRSD to furnish requested assistance. Written materials, research results and recommendations are shared with District staff. Ongoing, $1,000 annually. Safety and Security. 43. Police assistance on bus stops and in neighborhoods 11 The District Transportation Department compiles a list of problem stops which is forwarded to the LRPD. Police officers pay particular attention to these areas, as does District Safety and Security staff. Ongoing, Salctyand Security, Transportation, 11.44. Office of Safety and Security and campus security officers The office has a director, two supervisors and 33 school-based campus security officers. The Safety and Security Office serves all schools, while the security officers are assigned in the secondary schools only. Each campus security officer is paid $7 an hour and works 40 hours weekly. Officers are assigned to work extra curricular events in the afternoons and night. Each junior high has two officers. Each high school has from one to five officers, depending on individual situations. They are not armed. Ongoing, $300,000 annually. Safety \u0026amp; Security, Support Ser\\ices, 18,5. 45. School bus total safety planning Every activity of the Transportation Department is designed to enhance the safety of LRSD students from the time they leave their homes in the morning until their return in tlie afternoon or evening. LRSD buses travel over five million miles annually. School bus transportation is statistically the safest form of transportation in service today. This is assured by a program that routinely and methodically includes supervisory training, maintenance training, drivers training, careful route and bus stop se- - lection and student and driver supervision. Ongoing, Transportation Department. 46. School bus vehicle inspection Route buses in daily operation range from 1983 to 1991 model vehicles. Vehicles are replaced when they reach 100,000 miles or sooner, if necessary. Each receives a complete safety inspection a minimum of every 30 days and a state inspection twice each year. Ongoing, Transportation Department. 47. Driver training courses for transportation staff 12 The285 drivers and drivers aides, as well as the safety supervisors, dispatchers and mechanics, receive three drivers training courses. The courses are the state school bus drivers training program, the commercial drivers license training program and a defensive driving program. Ongoing, Transportation Department.4 48. Bus route safety planning 49. Bus stop location factors 50. On-bus communication, behavior management Route selection is managed via a computerized routing system that determines the safest and most efficient and economical routes to follow. Copies of routes and all route changes are furnished to students in advance by the school to ensure uninterrupted service. Emergency bus routes, used primarily during inclement weather conditions, also are prepared and distributed to students. There is a practice run of these routes in early November each year to ensure against confusion during actual emergency weather conditions. Ongoing, Transportation Department. Buses stop within four blocks of each elementary students home and within six blocks of each secondary students home, by school board policy. These stops are regularly monitored by transportation staff, safety and security and the police. Ongoing, Transportation Department. Each bus driver is in constant contact with the  Transportation Department via two-way radio. The Department can immediately contact all area hospitals, police and fire departments and area ambulance services, if needed. The bus is considered an extension of the classroom. Each student is assigned a specific seat and the driver is responsible for overseeing compliance. Any student activity which endangers the vehicle or its passengers or is distracting to the driver or other motorists is recorded on the Bus Incident Report form and submitted by the driver to the school for appropriate disciplinary action. In severe cases of student misbehavior which prevent the further safe operation of the bus or present other imminent danger to fellow passengers safety, the driver will stop the bus and notify the transportation office by two-way radio. A supervisor, the police or both will be sent to deal with the problem. Dispatchers and supervisors have extensive training and detailed instructions on dealing with all emergency situations. Ongoing, Transportation Department. 1351. Driver selection, supervision of driving habits, effective student relations Constant and effective supervision of bus drivers includes monitoring on a daily basis of driving habits, ability to drive the route in a safe and timely manner and ability to deal effectively with students, patrons, school personnel and other employees. Driver safety meetings are held each month. Ongoing, Transportation Department, 6. 52. Character education curriculum As part of the overall curriculum revision process, a model citizenship program will be planned into the social studies curriculum that will consider socio-political decision making, justice, ethics, morality and practical application of civics. August 1992, associate superintendent for educational programs. 53. Deputy prosecutors make presentations to students Prosecuting Attorney Mark Stodola has offered to schedule deputy prosecutors one hour a week at secondary schools this year to talk about law, protections and rights, and penalties for dlegal actions. 1991-92, assistant su- * perintendent for secondaiy schools. 14LITTLE ROCK SCHOOL DISTR ICT Forest Heights Junior High School 5901 Evergreen Street  Phone 671-6390  Little Rock, Arkansas 72205 Dear Parents\nBelieving in the motto, \"RHAT'S BEST FOR KIDS\", the Forest Heights staff certainlv knows that student safety is and always lias been of grea t import ance. Forest Heights will maintain a safe and secure environment by following the measures listed below. 'File administrative staff will do on goin, evaluations of these procedures and monitor and adjust as needed, are in effect for the 1991-92 school vear. The following measures 1) Teachers will stand outside their classrooms before and after class 2) 3) time so as to monitor student safety\nClassroom doors will be locked from the inside\nTis'o full-time campus supervisors will monitor the campus. vi.sitors and A) students\nBefore and after school, the campus will be monitored by si.x certified teachers and three administrators, in addition to the two campus 5) supervisors\nDuring lujich time. three certified teachers, administrators and camtxis 6) 7) supervisors will monitor the campus\n.Administrators will be present for all extracurricul activities\n8) Off duty policeman will assist administrators in monitoring student safety during athletic events\nThe Forest Heights School Emergency/Safety Plan will be reviewed, revised 9) and taught to all staff\nFinally, it should be mentioned that al the campus at all times. three administrators will monitor If at any time during the school year, you have any questions concerning measures please feel free to call my office at 671-6390. these Sincerely, Ax Richard Maple, Principal Dr. Ruth Steele, Superintendent LITTLE ROCK SCHOOL DISTRICT Cloverdale Junior High School 6300 Hinkson Road Phone 570-4085 Little Rock, Aiknnsoj 72209 tear Parents, Sumner reports regarding disruptive teen Lxtiiavior in oiir city have heightened our resolve regardiiig school safety. Clearly, our goal is to ensure that Cloverdale continues to offer .a disciplined environiicnt conducive to learning. During the sunnier, our staff conducted an annuaJ. school safety audit of facilities, policies and proccclures. The following recaimendations on school, safety wiJ.J be .implemented, continued or revised during the 1991-92 schoo.L year: 1. 2. 3. Revise and update the annual security plan. Repair all doors, locks and security equipnent. Continue the need for clear, fair and consistent nile enforcement that pronotes a belief in the validity of school rules. 4. Continue to conduct safety drills: fire, oartliquake. 5. tornado, evacuation, etc. Control and monitor the access points to school grounds 6. Increase security and surveillance. Additional staff 7. 8. 9. persons will assist the two security guards and ndininistrritors with buildings and grounds supfervision. Update the crisis management plan. Continue to solicit parental participation in the supervision of students and the screening of visitors. Provide additional inservice training regarding safety for students and staff. Since campus safety is everyone's business, including students, parents, teachers, staff and administrators, you are encouraged to take responsibility for the safety of our children by doing the following\n1. 2. Review carefully the district, school and team rules' regarding discipline and safety. Clearly explain to your child your expectation for appropriate student behavior. 3. Report suspicious individuals or unusual activity ininediately. Teach your child ways to resolve conflicts. Your support is critical. A safe and productive school year is our goal. We are confident that when heme and school work cooperatively together, our students develop a sense of belonging that premotes an increased sense of security and academic success. feel free to call us at 570-4085. to serve you. If you have questions, please Thank you for giving us the opportunity 4 . Gayle B? Bradford, Princi] A. Ruth Steele, Superintendent ^hall high school 6700 \"H\" Slreel Lillie Rock, Arkonsos 72205 661-9000 August 7, 1991 Dear Parents/Guardians of Hall High School Students, Recently there has been a heightened concern in our community about the safety and security of school environments. At Hall High School we share your concerns that your young people are safe and secure while in our care during the school day or at after school activities. We are committed to providing a well supervised and meaningful educational experience for all of our students. For the 1991 - 92 school year several measures will be undertaken to secure our All the exterior doors to the building have been surveyed to determ.ne campus. Where repairs are necessarj', if the locking mechanisms are in working order. they have been requested. During the school day all exterior entrances to the building will be secured, al lowing-entrance only through the front entrance of the building. As we have operated lest school year, students will not be permitted to leave the campus without permission, nor congregate in unsupervised areas of the campus during the school day. Your coope.ration is requested in directing your students to enter the building upon arrival and remain in the appropriate areas of the campus at all times. Two security officers will beon duty each day and at after school extra curricular activities. All four administrators, as well as available instructional personnel, will supervise students before and after school and during the periods between classes. Faculty members will monitor the corridors at their classroom doors as students pass to class each hour. As we have in the past, we will continue to rely on the prompt assistance of the Little Rock Police Department in the event of an emergency which requires the presence of law enforcement officers. We will restate our expectations that students treat each other with kindness and respect. We will continue to closely monitor student behavior and remove from the campus individuals whose actions threaten the safety and well being of others. We are optimistic about the opening of school. climate of quiet excellence. Hall High School has enjoyed a Our students are mostly well behaved and cooperative. With your support and the cooperation of our young people we will have an outstanding school year. We need not forget that. Sincerely, Victor Anderson Principal Ruth S. Steele Superi ntendentSkip Rutherford LITTLE ROCK August 23, 1991 Ms. Ann Brown Metropolitan Supervisor Heritage West Building, Suite 510 201 East Markham Little Rock, Arkansas 72201 Dear Ann: I thought you would find the attached secondary school analysis of interest. Included are some of the more serious discipline categories. Reports are available from the School District which list all the categories for all the schools. It is my belief  and concern - that safety and security issues are having a detrimental impact on the Little Rock School Districts desegregation plan. As I have stated before, parents who are enrolling their children in any Little Rock public school need to know the 1990-91 individual building crime statistics. Si !rely, mhei ip Rpiherford 1 SR:sw Attachment1990-91 SECONDARY SCHOOL CRIME STATISTICS Data based on Little Rock School District Fourth Quarter Attendance Report and Little Rock School District Suspension Data Report Quarter 1 to Quarter 4. 176 student class days SENIOR HIGH Category (District Code #) Enrollment: Fights (1030) Assaults on Students (2010) Thefts (2030) Indecent Exposure (2100) Paging Device (2123) Physical Assaults on Staff (3071) Possession of Firearm (3080) Central 1460 25 5 2 2 3 1 0 Fair 801 37 4 1 0 1 0 0 Hall 1145 41 6 3 1 2 0 3 McClellan 945 42 4 8 0 3 0 1 Parkview 766 16 0 0 1 0 0 0 TOTAL 5,117 161 19 14 4 9 1 4 District TOTAL 25,134 1,056 87 71 32 31 26 13 Possession of Weapon (3090) Use of Weapon (3121) Gang Membership (3123) 6 59 1 3 1 0 1 0 0 0 2 8 1 1 4 15 0 0 2 0 6TUNTOR HIGH Category (District Code #) Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest TOTAL District TOTAL Enrollment 719 606 748 863 609 855 692 655 5,747 25,134 Fights (1030) 108 83 94 102 48 64 72 112 683 1,056 Assaults on Students (2010) 9 6 4 11 0 1 0 6 37 87 Thefts (2030) 4 4 7 5 0 9 0 6 35 71 Indecent Exposure (2100) 5 1 2 0 0 3 5 1 17 32 Paging Device (2123) 1 3 2 0 7 4 0 3 20 31 Physical Assaults on Staff (3071) 2 1 2 1 1 0 1 2 10 26 Possession of Firearm (3080) 1 2 0 2 1 0 0 0 6 13 Possession of Weapon (3090) 4 1 0 3 8 1 5 6 28 59 Use of Weapon (3121) 0 4 0 0 0 0 0 0 4 8 Gang Membership (3123) 1 5 0 0 1 1 0 0 8 15 These totals represent only those offenses which resulted in: 1. 2. 3. out-of-school suspensions long-term suspensions expulsion They do not include incidents which did not result in 1.2 or 3. (In-school suspensions are not included)SLIP SHEET FOR REGULAR BOARD MEETING ON NOVEMBER 21, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED NOV 2 7 1991 TO\nNovember 21, 1991 Board of Directors Office of Desegregation ftonitoiing FROM: SUBJECT: Ruth S. Steele, Superintendent of Schools ADDENDUM TO REPORT ON SECURITY I am attaching information on the Resource Officer Program and a report on the activity of the drug dog which should be attached to the report on security.LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 November 19, 1991 TO: FROM: Dr. Ruth S. Steele, Superintendent of Schools './Dr, Angela Maynard Sewall, Assistant Superintendent for Secondary Schools SUBJECT: Resource Officers Job description is acceptable to both principals committee and the four officers from LRPD. Prior to any program the budgets of both entities, LRSD and City of LR must be examined in light of programmatic costs. Proposal is for officers to be selected and new recruits to be hired and trained by LRPD to replace the officers on the force who became Resource Officers. The program, if approved by the School Board and City Board, could not begin until fall as new officers have 15 weeks of basic training and then 12 weeks of training with a senior officer i.e. 27 weeks of training which means at least 6 months of lead time is necessary. Comparative costs: Campus Security Guards - (approximately 10,600 plus benefits for 9 months) School Resource Officers - approximately 28,000 each (this is entry level i.e. experienced officers, which are preferable, would cost more.) The District would have to commit to providin\nig some staff development to the officers in addition to normal training provided by LRPD. Officers would work a teachers contract, 192 days. AMS/sh Attachment:LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 Police Resource Officer JOB GOAL: To implement the Police Resource Officer program which has as its goal the provision of information in regard to the ways in which enforcement relates matters to students, faculty and administration, program are: The objectives of the 1. To prevent students from becoming involved in behaviors that violate state statutes and city codes and District policy\n2. To establish an improved rapport between law enforcement officers and youth\n3. To assist the building staff and administration in providing security for students\n4. To act as a resource to staff and students in legal matters and violence prevention intervention\n5. To help to provide an educational environment that offers prevention programs in determining youth involvement in gang activities, crime, alcohol, and drug abuse\n6. To assist in the coordination of community resources in promoting interagency approaches to the solution of community youth problems. PRINCIPAL DUTIES: 1. Counsels with students regarding law enforcement matters, primarily upon self-referral. 2. Serves as resource speaker for assembles and in classrooms as requested by the principal and/or teachers. 3. Monitors locations at the school considered \"trouble spots\" for students and teachers recommendations to the principal for correction.Police Resource Officer Cont'd. Page -2- A. Confers with students, staff, parents and others upon the request of the principal or his designee. 5. Assists principal with problems stemming from neighborhood conflicts that arise at school. required to consult with parents.) (Visits to homes may be 6. Exercises legal police authority. 7. Attends and participates in extra-curricular activities as assigned by the principal. 8. Attends staff meetings and assists with faculty inservice upon request of the principal. 9. Supervise students as other staff members do. 10. Adheres to the policies, rules and regulations of the School Board, the school and the LRPD. 11. Maintains a daily log of activities and provides a summary to the principal upon request. 12. Other duties as assigned. GUIDELINES: 1. The school resource officer will work approximately forty hours per week. The school resource officer will be compensated for any time worked over forty hours according to LRPD policy. The school resource officer's overtime or compensatory time will be monitored by the resource supervisor. Time off will be authorized by the resource supervisor along with school personnel. 2. The School Resource Officer may review students' records only with the consent of parents and upon request/approval of the principal. 3. The School Resource Officer may attend due process hearings in cases that involve violations of statutes or city codes for the purpose of providing information.Police Resource Officer Cont'd. Page -3- 4. The School Resource Officer may conduct investigations in a manner that complies with School Board policies, state statutes and city codes. May exercise arrest powers as needed. Resource officers will wear their uniforms at extra-curricular activities and at other times as designated by the principal. 6. Concealed firearms will be carried while wearing plain clothes. If the officer is in uniform, the weapon shall be worn. 7. A weekly activity summary will be submitted to the principal. Also, a monthly activity summary will be submitted to the resource officer supervisor and principal. 8. Resource officers will notify the principal upon each departure from the campus and will notify the principal's secretary prior to departure. Such notification is to include destination and time of return. 9. Requests from teachers for the resource officer as a classroom speaker will be made in writing to the principal and will include time, date and topic, officer. The principal will notify the QUALIFICATIONS: 1. The candidate must have a minimumn of three years as a police officer with the Little Rock Police Department. 2. Officer must have effective oral communication skills. 3. Officer must have effective written communication skills. 4. Officer must have strong desire to work with young adults. 5. B.A. degree or equivalent combination of training and experience is preferred, but not mandatory. 6. Requirements may be waived by the Chief of Police, based on the needs of the program.Police Resource Officer Cont'd. Page -4- EVALUATIONS: The evaluation of the program will include the following components: 1. Written evaluation by principals, including suggested improvements. 2. Written evaluation by school resource officer, including suggested improvements. 3. Survey of all staff members of schools. 4. Survey 10% of students, including high and middle school students. 5. Survey 10% of parents of high and middle school students. 6. Compare pre and post data for suspensions, attendance, dropout incidents involving unauthorized non-students on campus and juveniles processed into the juvenile justice system.OFFICE OF SAFETY AND SECURITY done at this point Approximately 20 drug searches . in the secondary schoo addition, he has used dogs at his aisp + 4-  moC _ has three dogs belonging to other police agencies at times. IS licensed by Durham-Haus Working Dogs - Agency with a Schedule 1 and 11 permit. the Drug Enforcement with a All dogs are Association. certified by the National Narcotic Dog Detector Student lockers searched in the schools. search is lots. Dogs are trained to detect cocaine, methamphetmine, marijuana, and gunpowder/^A c^/ Little Rock School District 810 West Markham Street Little Rock, AR 72201 1. PRINCIPALS' MEETING September 24, 1994 Opening remarks by the Superintendent RECEPS SEP 2 W\u0026lt;)4 Oflico 0^ Cvesegrej lea' T\u0026gt; '8 2. Principal evaluation instrument 3. Mobile Security Force 4. Security guard contract 5. Crisis communications plan 6. Discussion of security needs 7. Crisis prevention planATTACHMENT 9 Revised September 1994 Little Rock School District Crisis Communications Management Plan This \"Crisis Communications Management Plan\" is a supplement to the LRSD 1994-95 Procedures for School Closings and Operations During Emergency Conditions which provides an outline for response by various individuals to a crisis situation in the Little Rock School District. It will also serve as a supplement to each school's individual emergency response plan as it relates to communications and media concerns LRSD Administrative Directive 92-1 IS, dated October 6, 1992, is a reminder that District policy requires that all press inquiries for information are to be directed to the Communications Office to ensure coordination, clarity and consistency in messages to the public It also states that the superintendent will act as District spokesman and in his absence, the Communications Director will act as District spokesman. Whether durin .. a crisis situation or a more routine media inquiry, when you receive any media request, direct the news representative to the Communications Office. At the same tune, telephone the Communications Office to alert it about the news media request and the nature of the information being sought. This wiU allow the Communications Office prepare tor the forthcoming media call and either prepare an information response 7 . --O------------- \u0026gt;**** wxvu^^i an iiuviuidui oegin to determine from whom the necessary information will be obtained. to or 5 m ^ O unusual event which involve District personnel students wiH determine the level of involvement by the District Office of Communications. Many situations will be handled by the school staff, but certain situations, such as a shooting, hostage, bodily harm of any kind or a natural disaster or would require the Director of Communications to be at the site. The person at each school listed as that site's media representative in the school's emergency plan will assist the Director of Communications at the site durin the emergency situation. Those duties are set out below. There will be numerous groups that must be reached during and after a crisis. A checklist XLlvX uUvOi  Staff, students, and school crisis team - District administrators and school board members - Police, fire, disaster - Media - Parents/guardians - Community experts (clergy, government, counselors) - General public In order to get a better idea about the variety of activities that will be simultaneously linnftrWziV nlinno a nncic fk\u0026lt; \u0026lt;.1__________ . ... undenvay during a crisis, this plan lists steps that the Communications Director will take^ ainno ixzitn com** Uz* -ix-__________ i  some of the steps that site personnel and au?tiliary groups may be taking that Will ________________________j_ -/or j vxxcx*. will relate to media and information needs. O a DAYl Site (In accordance with Building Security Plan) Assess situation, DO NOT move or disturb evidence at site RSCEiVEB SEP 2 4 Ollies ol DesegraaaVon MoniSornQ Pat- liarsGather needed information for emergency calls Call 911: - Give assessment of situation (name, address, phone number of school, etc.) Do not release names to anyone other than necessary school and emergency officials at this time until family/guardian can be notified. Notify District administrators who will begin implementation of 1991-92 Operations During Emergency Situations (Attachment 4, \"Notification of Personnel of Emergency Conditions\"\nAttachment 5, \"Operations During Emeroencv Conditions\"\nand Attachment SA, \"District Crisis Response Team\").' Call School Crisis Team together to begin their pre-assigned duties. J Set up crisis meeting room\nmay be area of command post. If for some reason the school building cannot be used for a command post, contact a neighbor to see if their ho me, business or church could be used. (The initial contact should be made before the cnsis occurs.) Secure area until Director of Facilities Services arrives (Attachment 5). Be sure students and staff are safe and are not in an unsecured area or in the hallways. Notify staff of the situation in order to squelch rumors and panic. Use one door for entrance and exit Secure all other doors. Contact parents or guardians of students and immediate relatives of staff involved. Plan for orderly exit of students from site. Work with Director of Transportati (Attachment 5) for transportation services. on Be sure feeder schools have facts. If necessary and time of day will allow, write parent memo to be sent home. (Communications Office may assist in this if school equipment is unavailable), ^old faculty meeting after student dismissal, give update, discuss Day 2 agenda. Director of Communications can outline expected media coverage and how to respond to the media. Allow for a question and answer period. School media representative assists Director of Communications at site. - Should you receive media inquiries during the hours or days immediately following the accident/emergency, and in the absence of the Director of ^mmumcations, direct the news representative to the Communications Office. At the same time, telephone the Communications Office to alert it about the news media request and the nature of the information bein- sought. This will allow the Communications Office to prepare for the forthcoming media call and either prepare an information response or beoin to determine from whom the necessary information will be obtained.  - Set up media room. Make sure that media room has telephone(s) and electrical outlets. 'O'* - If the pre-assigned media room is not available due to the crisis situation locate another room. Be sure to notify the Director of Communications of the change. o Escort media to media room through designated entrance. - Assist Director of Communications with media and further briefing. Q Pat* 19*r22Auxiljary Groups (police, fire, medical) Provide one person from whom information and details can be obtained. Secure area. Do not destroy, move or remove evidence (shell casings, footprints, gun, etc.) Set up security area around area and next to evidence. Use one path to/from area. Set up Command Post. Anyone in the area during the crisis must report to this post. Obtain following information: - Where is the disturbance? -\u0026lt; Has someone been injured? - Are victims being held? - Where are the victims?  Are power sources operational?  Are phone lines operational? - Access to roof? - Trap doors?  Post person at secured entrance to observe who comes in and out. - If rooms have been evacuated, post a sign on the door.  In the case of a drive-by shooting, I.D. car license, car make, color, identifying marks, dents, etc. Communications Director: Get facts from principal and police. Check with school media representative to see what media contact has occurred. Set up media room (phones, electrical, etc.) if not already completed by buildin: media representative. g Escort media to media room from designated entrance (site media representative will cover this responsibility). Assure that staff and students are not interviewed inside the school. The media will be allowed to interview staff and students outside the building. Notify staff of situation before media briefing. This will ensure that rumors will not get started and be perpetuated. Provide media with names, bios, dates, places and other background information. If confidentiality is an issue, explain. DO respond clearly and accurately to questions about the following: 1. What happened 2. Where it happened (as specifically as you can ascertain) 3. When it happened (date and time only) 4. What facilities and equipment were involved 5. Factual assessment of current situation 6. Number known injured, taken to hospital or dead (No names) DO NOT speculate and DO NOT attempt to answer questions about the following: 1. Possible causes 2. Blame or responsibility 3. Anything that might imply district liability, fault or negligence. 4. Monetary estimates of damage Pm* Morn5. Insurance coverage and FINALLY 1. If in doubt, leave it out. If you don't know the answer to a question, when appropriate, say you or someone else will try to find out and call back as soon as possible. 2. Nothing is ever \"Off the Record.\" Assume everything you say will be quoted. 3. Keep a record of whom you've spoken to (including phone numbers) and what facts you've released to the media. Set up general news briefing with primary players as soon as possible. Coordinate additional interviews for media\nset time and place for Day 2 briefing. news Review next day agenda and concerns with site administrators. Be sure superintendent, board members and other administrators involved are briefed/updated. Monitor all news coverage for accuracy. DAY 2 Site Secure campus. Hold faculty meeting if necessary, provide a written update for staff. School Crisis team will continue to visit classrooms and continue counseling. Counselors will continue follow-up counseling. Update feeder schools Decide if parent memo or meeting is needed. Send memo if needed. If parent meeting is required, organize a panel discussion - (possible participants include Principal, police, Director of Communications, crisis team, community experts. - Give facts - Explanation of what preventative measures are in place - Speak to issue of safety. Parents will ask, \"How do I know my child will be safe?\" - Questions and answers. Continue to monitor situation and keep close contact with the Communications Office, notifying it of any changes. Commanications Director Be sure superintendent, board members and other administrators involved are updated. Anticipate inquiries from reporters and conduct news conference. Set up \"reaction\" interviews for media. Monitor news coverage for accuracy. Pa II UBDAY 3 Site Return to normalcy. Reduce crisis team. Prepare any additional updates to faculty, parents, etc. Communications Director Provide updates and set up interviews for media from district office. Monitor news coverage for accuracy. Pm* ata5 X% C-z/ SECURITY GUARD CONTRACT 2 4 1994 O'/'ce of Desegregation Mofwcfing ARTICLE 12 HOURS OF WORK AMD OVERTIME SECTION 1. The work year for 9 1/4 month security guards is to be equal to the number of student contact days, plus four (4) additional days. The normal work year for twelve (12) month security guards shall be 235 days, July 1st through June 30. The normal work week for full-time employees shall be 40 hours beginning Saturday through Friday. The normal workday for full-time employees shall be eight (8) hours including two (2) fifteen (15)- minute breaks. Employees will take an unpaid, duty free, uninterrupted luncb period of thirty (30) minutes. If a lunch period or break is interrupted by an emergency, the employee shall be allowed to take the remaining time before the end of the shift. SECTION 2. Each employee shall be assigned to a definite shift, for student and non-student attendance days. with designated starting and ending times. split shifts shall not be used without the consent of the employee. Such assignments shall be totally voluntary. I All full-time non-exempt employees will be paid one and one half times their hourly rate for any work beyond forty (40) hours per week. Overtime work shall be avoided insofar as possible but may be required in the interest of efficient operation. For work in excess of the regular work week, the employee shall be paid the current overtime rate. The authorization of overtime work and personnel selected is the responsibility of the Building Administrator\nhowever, no overtime will be paid by the Security Department unless approved in advance by the designated representative of that Department. When it becomes necessary to require Security Guards to work outside the normal work week, the following procedure will be followed: 1. Guards regularly assigned to the site of the event will be offered the overtime first by seniority and will thereafter be rotated. 2. If sufficient guards from the site are not available or initially ask not to work the overtime, the District will attempt to cover the event with other qualified District security guards. 3. If the District is unable to adequately cover the security needs after steps 1 and 2 above. mandatory overtime will be required of theguard(s) regularly assigned to the site using the rotation established in step 1. When offering or requiring overtime, a seniority list by site will be maintained, and overtime will be assigned on a rotating basis. Whenever possible, the administration shall notify the employee of required overtime 24 hours in advance. SECTION 3. All employees shall be provided a break if their regular daily schedule calls for more than 4 (four) continuous hours of work. Breaks and lunch periods shall be scheduled as near as practicable to the middle of the shift for lunch or the half-shift for breaks. An employee who works a five (5)-hour or longer shift is entitled to a lunch break.R T E N I MEMO OFFICE To: From: Subject: Date: Ann Polly Safety and security wording in desegregation plans August 3, 1995 Attached you will find the pages of LRSDs desegregation plan that contain the wording safe and safety. The LRSD Desegregation Plan does not contain the word security. The Interdistrict Plan does not contain the words safe, safety, or security.7 SUPPORT SERVICES The Office of Support Services shall provide materials, supplies, equipment, and services to support a positive environment for learning in all schools. Facilities The District will provide clean and safe facilities and make all repairs fundamental to maintain incentive schools, magnet schools, and area schools in good condition. To this end, roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Concrete walks and macadam drives will be in good repair. New public address systems and bell systems will be placed in buildings where such items are not repairable. Any school which has portable buildings will have these portables replaced with new units or repaired so that they will be in a condition suitable for use. The capacities of junior high schools will be reviewed in light of needed programs. Such capacities will then be revised as necessary. If, upon review, it is determined that inadequate junior high capacity exists in the District to meet programmatic needs of the District and/or intradistrict and M-to-M needs as they develop, then an adequate site will be located and planning will begin for the construction of a new junior high school. The District will involve the parties in identifying and planning for additional junior high capacity. Curriculum supervisors, and associate/assistant superintendents, and others as needed will be involved in the planning process. Construction of this junior high school will be completed on a timeline comparable to that followed for other newly constructed District/magnet schools and in a manner commensurate with building needs. The Purchasing Department will work with staff and principals in all schools to provide necessary materials and equipment. Data Processing Data Processing will provide the necessary support for all school and central office-based functions. Programs will be developed and implemented relative to the following areas: Dropout Statistics (to include the ability to generate data by race, gender, and grade on a school by school as well as district-wide basis). Test Scores (to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide.) Student Achievement Data (to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide). Page 131COMPUTERIZED TRANSPORTATION SYSTEM The District will continue to use its automated routed system to make efficient use of district resources in providing transportation to those students eligible for transportation. The Transportation Department will also request additional resources to help provide transportation support for evening and extended day programs. In 1990-91, the District reduced its number of runs from three to two. The two run system has been well received by the community, and the district plans to keep this method of routing buses. The^Little Rock School District has made progress in the utilization of the Ecotran MapNet System It appears that the vastly improved 1988-89 opening of school justifies all the long hours both the District and Ecotran System spent in initializing the automated routing system. As a result of the proposed change in the student assignment plan (from city-wide open enrollment to home area schools) there is extensive work to be performed in updating the geographic files/table within the LRSD database. School attendance areas and updated walk zones need to be encoded into the map files. Transportation/safety policies need to be reviewed and updated properly and assignment promotion population region tables need to be created to ensure proper student assignment. The above massive database update teamed with the inherent problems such as grandfather assignment, magnet schools, etc. would tax the existing transportation personnel resources. Currently, these resources are busy attempting to keep ahead of day to day student assignments due to the district wide open enrollment. Therefore Ecotran Systems has proposed the following plan for service, for the 1989-90 school year. Proposed Services Transportation Ecotran Systems will update all geographic files to coincide with the new student assignment plan. All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, alt transportation/safety policies will be reviewed and updated. Tables will be created to reflect new assignment/promotion procedures. In addition, Ecotran Systems will update all student data files relating to the student assignment changes. Students may then have the transportation eligibility determined utilizing then new established attendance areas and walk zones. An entire new stop network will be generated to improve efficiency and most economically utilize District resources. Assignment of students to the correct stop location by Ecotran Systems is the next procedure. Page 230LITTLE ROCK SCHOOL DISTRICT TENTATIVE TIMELINE 1989 Date Action February 15, 1989 Contract signature. March 1, 1989 Control table development and verification for 1989-90 Desegregation Plan. March 1,1989 Geographic Files updated. Building new streets, subdivisions, review of transportation/safety policies, encoding of \"Home\" school attendance areas, walk zone generation. April 1, 1989 Initial student census download. The editing of student addresses and assignment of unaddressed students will occur. May 1, 1989 Student census download #2. Further correction of student addresses and updating procedures. May 22, 1989 Final student census download. Utilized to promote students to 1989-90 grade and assign to 1989-90 school of attendance. Address updating should be under 10% of total student census. June 1,1989 School assignment/transportation eligibility checked. Exceptions list provided to the District. June 8,1989 Stop generation. June 20, 1989 Stop review. July 1,1989 Route generation. July 15, 1989 Route review. July 22, 1989 Vehicle coordination generated. July 26, 1989 Vehicle coordination review. August 7, 1989 Final reports delivered to the LRSD. August 10, 1989 Pre-implementation meetings. August 22, 1989 School begins. Page 232DEC 2 1996 Little Rock School District Office of Desegregation Monitoring November 25, 1996 TO: FROM: Safety \u0026amp; Secuji^ Task Force Committee Members //\u0026gt; Jo Evelyn Elstoh, Director of Pupil Services RE: December Meeting A Safety \u0026amp; Security Task Force meeting has been scheduled for Thursday, December 12, 1996 in the LRSD Administration Boardroom from 5:30 p.m. - 6:30 p.m. Please make every effort to attend this meeting. If you have any questions please feel free to call me @ 324-2162.07/30/2004 15:19 501-447-1161 LRSD COMMUNICATIONS PAGE 02/02 810 West Markham T.irrlc Rock, AR 72201 For Immediate Release July 30. 2004 For more information: Robert Jones, 447-2077 Emergency Preparedness Drills to Take Place August 2 \u0026amp; 3 The safety of our students is our top priority. That is why the Little Rock School District has partnered with the Little Rock Police Department and MEMS to conduct mock emergency drills at two Little Rock schools on August 2 and 3. These drills will help prepare city law enforcement, rescue and school personnel to act in the unlikely event of an actual emergency at one of our schools- The first drill will take place on Monday, August 2, on the campus of Hall High School, located at 6700 H Street. This exercise will concern a sniper in the wooded area behind the school. The second drill will be Tuesday, August 3, at Forest Heights Middle School, 5901 Evergreen Street. This drill concerns a hostage situation inside the school building. Both exercises will consist of a briefing beginning at 9 a.m. and the actual drill, which is expected to commence at approximately 9:30 a.m. ###07/30/2004 15:19 501-447-1161 LRSD COMMUNICATIONS PAGE 01/02 DATE\n810 West Markham UttleRock, AR 72201 Communications Office\nFax: (501)447-1025 (501)447-1161 - jpkU__ TO: FROM: SUBJECT: MESSAGE: # Pages {including cover) a To Fax# An Individual Approach to a World of Knowledge i_r.oLi I luno Hage 02/02 810 West Markham Urrle Rock, AR 72201 For Immediate Release A.ugust 16, 2004 For more iniormation: Juiie Davis, 4474027 LRSD Safety \u0026amp; Security Department Holding Frofcssional Development Seminars The Dctle Rock School Districts Safety and Security Department is preparing for the start of the 200405 school year with a series of professional development seminars continuing through Wednesday, August 18. This valuable training will help the security officers perform their jobs better throughout the year. One of the most important seminars for district security officers is the fire suppression class, which will take place this afternoon (Tuesday) from 1:00 to 3:00 p.m. Security officers will have the opportunity to extinguish an actual fire. The professional development seminars will take place at the LRSDs Garland building, 3615 West 25'*' Street. ###t-r.ov I iuno PAGE 01/02 lf\u0026gt; !\u0026amp;l \\ \\ ' -Rq^ i Bl ! I^'l 810 West Markham Little Rock, AR 72201 Communications Office\nFax: (301} 447-1023 (501)447-1161 DATE\nFROM\nSUBJECT\nMESSAGE: * Pages (including cover) To Fax # An Individual Approach to a World of KnowledgeEstablish a Resource Police Officer Program in each Secondary SchooiWe made police power a positive force in our schools BY ANTHONY R. MORIARTY AND PATRICK J. FITZGERALD nCoIPS ON CAMPUS? This school must be in serious trouble.\" That's what some teachers and students at our suburban high school thought when they first heard about our plan to set up a police liaison program. But those initial suspi-aons have dissolved. And now, after almost four years of having police officers on campus every day, we can say the program has produced overwhelmingly positive resultsnot only for the school, but for the police department as well. The program started out simply to provide protection and security for the school. Over time, though, the police officers involved have contributed to the school in many waysoffering their expert advice on school security, teaching classes as guest lecturers, and establishing sound and healthy relationships with kids. A program like ours can work in your schools, too, and it costs little to set one up. Suggestions for starting a police liaison program appear in the article on page 14. Now, here are the details: Park Forest, Ill., is a diverse, middleclass suburb of Chicago. Students at Rich East High School (9-12\nenr.: 1,278) come from various backgrounds\nSome come from low-income families, some from families who are quite well off. Thirty-nine percent of our students are minorities (mostly black). Like most schools, we have kids who take advanced placement courses and others who need help with basic skills. When we began contemplating the need for police on campus. Rich East had not been troubled by any major incidents. But we were concerned: Drug problems were on the rise in the Chicago suburbs, and gang recruitment was increasing. At Rich East, people who weren't students Anthony R. A/lohorty is ossis/ont principal at /itch East /iigh School in Park Forest, III., and Patrick J. Pitrgerald is a defective holding the rank of corporal with the Pork Forest Police Deportment. Together, they coordinate the school/police liaison program. often wandered in and out of the building, and teachers were reluctant to confront these intruders. A major problem, we feared, was bound to develop sooner or later. We wanted to head off trouble. The two of usan assistant principal and a detective with the Park Forest Police Departmentbegan talking about ways to bring police officers or. campus. At first, we discussed using the police only for protection and security. Police officers, we agreed, would help the school handle trespassers, drug dealing, crowd control, and parking problems. In addition, they would serve as liaisons between the school and the police department. The questions we needed to work out were primarily logistical: Who would be in charge? How would police power be used on campus? Could officers make an arrest on school grounds? The answers to these questions came largely from school administrators, who laid out some firm expectations for the program. The officers involved had to want to work with teenagers. They had to act differently at school than on the streets: No hands on kids, no arrests on school grounds, no authority to suspend students, no guns, no uniforms. Ultimately, responsibility for discipline problems rested with the school's deansnot with the police officers. Both sides agreed this would be primarily a liaison program. That is, the 12 police officers involved would be cm-ployed full-time by the police department, working at the school only one day a week when they were off duty. The school system would pay the officers an hourly amount for their servicesbeginning at $9.50 an hour and increasing over time to $10.50. Typically, each officer would put in one six-hour day each week at the school. Officers would supervise football games and evening events and would be present in the building during the day for security purposes. Once wed agreed on these ground rules, we recruited police officers for the program. In interviews with candidates, we soon found that some couldn't live with the guidelines we had set up. Some didn't want to lock their guns in the schcral safe, as required. Others didn't like the idea that they couldn't make an arrest on the spot. Still others, when it came right down to it, had to admit they just don't get along with kids very well. Our best prospects, we found, were juvenile officers. They are accustomed to working with teenagers, and most of them genuinely like kids. They're used to exercising more latitude on the joband Heres how you can use campus cops constructively FOLLOW THESE EIGHT tips tO Set Up a police liaison program similar to the one at Rich East High School: 1. Select your liaison people carefully. The police department and your school should appoint one key person each to work with the programand these two individuals must be an effective match. They must understand each other's role, and they must be able to communicate well with each other and with other people. 2. Develop thoughtful employment criteria. Not every police officer wants toor shouldwork in a school. Screen out anyone who doesn't like working with kids and who rigidly follows police procedures regardless of the situation. The right person for the job should be comfortable and relaxed with kids, trained in how to handle young troublemakers, and able to turn student problems over to school people for resolution. We found juvenile officers best fit the bill. (One note\nOf the dozen officers working in the Rich East program, two are women and two are black. We want and need more of each. And so do other agencies and corporationswell- trained women and minorities are hot commodities in the justice field.) 3. Encourage officers to take on nonpolice roles. When officers tell kids about their hobbies and interests or give guest lectures, they have a chance to develop a rapport with kids that pays off in many ways. The officerswho too often see only the troublemakers get to know the responsible teenagers, too. And the kids get to know that cops are people they can trust. 4. Work with local officers. We debated whether to use local police or state troopers. State troopers, some people argued, would be more objective than local police officers, who might have dealt with some of our kids in the streets. Also, some people thought the state troopers would be more qualified and better trained. The argument in favor of local officers: They know our kids and work in our community, and many have kids enrolled in our school. As it's turned out, the local officers are a great choice. The kids know and recognize them on the street, and they refer to the officers as \"our cops.\" 5. Write specific operating procedures. Police officers are used to dealing with sound, clear policies and proceduresand they'll expect the same from your schools. Write clear and detailed guidelines for handling discipline problems, turning problem kids over to school executives, and consulting school officials if an officer needs to make an arrest. At Rich East, we developed a manual that we hand out to officers. 6. Sell your community on the program. The idea of police on campus can evoke images of serious problems. Parents, teachers, and even students might think the school is on the verge of chaos. When you present the concept to the community, be sure to emphasize that you are preventing future problems not trying to solve existing ones. 7. Set up accountability procedures. Make sure a detailed, workable recordkeeping system is in place when you start the program. At Rich East, we use a computerized data-base system to file entries that officers make in a daily logbook. This information is useful in several ways. From it, we compile an annual report, which we distribute to school board members, administrators, and the police chief. Also, by artalyzing the data from the log, we're better able to plan our security needs for regular events, such as those that occur during homecoming weekend. And we can evaluate trouble spots and determine where and when we need less security. 8. Base your program in the schools. Don't associate the program with the police department. Everyone should see and accept the officers as school staff members. This approach places primary responsibility with your school and avoids the notion that the police department is in charge of your campus. At Rich East, a police officer who sees the need to make an arrest must consult with the assistant principal and the dean of students.a.r.m. and p.j.r. to consulting probation officers, social workers, and others. Theyve had training in preventing much of the delinquent behavior likely to occur in a school. They know how to deal with problem kids and can help keep them out of the courts. Once we'd selected 12 officers, the next step was to introduce them into the school as smoothly as possible. To make everyone more at ease, we urged the officers to greet at least 25 students each time they came into the building. The officers also got involved in evening basketball leagues and even took part in the spring talent show. Before long, they knew dozens of students by name, and the kids grew to know the officers and looked forward to seeing them. What happened next took us by surprise. Frankly, school executives and teachers had not expected the police officers to be as well trained and well edu- YOUR VERDICT, PLEASE You might find this article controversial. Let us and your colleagues from across North America know your reactions. Turn to the reader reply card next to page 8, and give us your verdict. Well publish a roundup of the results in a later issue of The Executive Educator. cated as they are. Our officersmost of whom have college degreesare competent people with a variety of skills and a great depth of expertise. We took advantage of our officers' abilities by urging them to take on \"noncop\" roles. One officer gave a lecture to a business law class, and another spoke about sexual abuse to a psychology class. One officer found he enjoyed the classroom so much that he got his certification as a substitute teacher and now does substitute teaching on his day off (we lost him from the program, but we're glad we kept him in the classroom). Right from the start, the officers were at ease in handling the kids. Students gradually started coming to them with a variety of problems\nWhen a kid can't get into his locker or when he locks his keys in his car, he'll turn to our cops. Students also ask the officers what to expect when they have to go to court to answer speeding charges. The officers can be comfortable and open with students, yet they know how to set appropriate limits on familiarity. Meanwhile, the officers continually (Please turn to page it5 I THE executive educatorPolice power offer their expert advice on security matters to the school. For example, they have trained school deans and discipline officers in how to interview troublemakers, investigate a problem, identify drugs, and recognize gang activities. Because of their training in how to respond to emergenciesespecially medical emergenciesthe officers were able to offer valu- j able advice on setting up a crisis in- i tervention plan. And that's not all: When we were having a problem with thefts from the locker rooms, the officers analyzed the situation and suggested several ways to tighten security. When we wanted to make the school more secure overall, they assessed the entire building and grounds, making suggestions on steps we should take to improve security and recommending the kind of alarm system that would best meet our needs. The school budgeted for 12 hours a day  from the officerswhich costs us ap- j proximately $22,000 a year. For the school, that's a bargain\nHow else could 1 we hire the breadth of coverage and depth  of expertise our officers provide for only $22,0007 The officers, we know, aren't doing this for the money. They tell us they enjoy the kids and love being in the school. At the same time, they've reaped some important benefits. By developing , good relations with the kids, the officers i have an advantage on the streets that they  didn't enjoy before the program was ' established. Now, when a crime is com- i mitted in the community, students are ! more willing to tell the cops what they j know about it. In fact, the officers say the i kids were key in getting a gun off the streets and solving an arson and a shoot- I ing that occurred outside of school. , Despite a cautious beginning and ten- j uous initial acceptance by the school com-  munity, the school/police liaison pro- gram at Rich East High School has evolved into a multidimensional program. It helps the school prevent crime and delinquency, educates students and staff members, provides expert advice to the school, and satisfies everyonestudents, parents, teachers, administrators, and police officers. An ounce of prevention has turned out to be worth much more than we anticipated,  How do you rate this arliclt? Please tum to now ao 1|I5 1 , t the reply card lacittg page 26 and circle 181 it\n.s . a _ 90^ ll'c 1 you think it's excellent, 182 U you think it good, and 183 U you think it's poor. Thanks. 'sSecurity Provisions at Dallas Independent School District 2538 South Envoy. Dallas. TX 75215 Director - Eldrige Fisher Court Liasion - Bill Haggart Phone - 214-421-1453 A School Security Department provides assistance and monitors DISD's 200 schools (K-12). 21 Youth Action Centers are present which provide services to respective cluster/feeder schools. Each center is staffed with a specialist, teacher, clerical person and advisor. Students are referred to the Center by principals, parents, counselors or teachers. Students are counseled, home visits are made and parents counseled regarding disruptive behavior, school truancy and other behavior disorders. A contracted behavior agreement is made. If emergency situations occur they are called to lend support to schools in need of assistance. 18 Dallas Police Officers work through these centers. They are specifically assigned by the department to DISD. School Safety Resources 1. 2. School Crime and Violence Victims Rights Published by the National Safety Center \"Chaos to Calm\" - a film from the California Crime Prevention Council presents a variety of potential solutions to problems to school safety. 3. \"Safe Schools - Better Schools 4. Institute of Justice. \"What's Wrong With This Picture? is a film produced by the National II Award Winning - First place Gold Medallion for Documentary-Social Issues at the Houston International Film Festival. First place Gold Screen for Films by the National Association of Government Communicators. Recognized for Creative Excellence at the United States Industrial Film Festival. H This film, \"What's Wrong With This Picture?\", is designed to encourage It dialogue between school principals and their community resources, presents the critical issue of school safety in a frank and straightforward way, dramatizing real life incidents of crime and violence on school campuses. Five scenarios taken from interviews with actual school crime victims and witnesses, covering drug traffic and abuse, intimidation teacher \"burnout\", violence, theft and suicide are depicted. The film leaves little room for doubt that the problem does exist and that it is serious.PROFILE OF THE SPECIAL INVESTIGATIVE UNIT DADE COUNTY PUBLIC SCHOOLS The Special Investigative Unit is a school system operation responsible for the provision of law enforcement services to  -  The 1988-89 budget for this the Dade County School Board. unit is approximately $4.2 million with a staff as follows: 1 Director 2 Assistant Directors 5 Supervisors 1 Data Specialist 9 Secretaries/Clerks 19 Investigators 33 Uniformed Patrol Officers 26 Uniformed Guards 20 School Resource Specialists The unit has a central office and four area offices. Each area office is staffed with a supervisor, one secretary and several investigators. the central office with one supervisor. The uniformed patrol is housed at FUNCTIONS\nINVESTIGATIONS Nineteen (19) investigators are assigned to feeder-pattern configurations centered around senior high school to provide follow up investigations to those incidents that are reported in accordance with the School Board Rules. They are also responsible for providing in-depth investigations into complaints against any School Board employee if a approved Additional by the Department responsibilities of include Personnel conducting Management. security surveys, liaison with local police and emergency response to school locations. PATROL UNIT Thirty-three (33) patrol officers in uniform and in marked vehicles provide patrol services to some 80 schools in the  ~  They are deployed in three inner city of Dade County. shifts that are on duty 24 hours a day, 7 days a week. Their main function is to provide emergency response to ensure the safety of students and staff during school hours and during non-school hours to protect property and respond Occasionally, the uniformed patrol is to intrusion alarms. used as a strike-team to prevent a disturbance from taking place on a school campus. Within the uniformed division. twelve of the officers are assigned as School Resource Officers in a preventive-type program.NEW ORLEANS PUBLIC SCHOOLS SECURITY UNIT I Supervisor: 8-4 Lindsey Payne A. Director C. Boyd, Jr. Supervisor: 4-12 Ronald Luki novi ch I Maintenance b Confidential Secretary Yvonne Reed I Detail Supervisor: l?-fl Vacant I Trainitigl hool-Based \u0026gt;unse1or Alexander Baptiste Bi enemy Brown Curtis Edgerson Harri s Marts Stewart Johnson Brpssette 1 School-Based Counselor R. DeLoach N. Hawkins D. Hollins R. Janes R. Jones L. LaBranch R. Thomas R. Smith D. Stukes T. Chamberlain W. Jones R. Malone V. Sorina J. Hensley (Vacant) Patrol S. Adams H. Baptiste C. Condo!\" R. Foster W. Jones E. King C. Mims J. Smith 0. Lawson G. Deruise J. Lalnez Technicians D. Blunt H. Ebanks Y. Edwards Y. Embry G. Harrell J. McFarland D. Cooper Patrol Y. Adams R. George I. Gilbert J. Hills T. Hutton Y. Irving M. King A. Henry Patrol M. Harris D. Hawkins H. Irving L, Richards C. Young J. Chissell K. Green G. Wilson Rovers K. Hayes P. LeBlanc 6. White 26 School-Based 3 Floats 27 Patrol 7 Technicians 2 Supervisors 1 Secretary 1 Director 67 TotalFebruary 8, 1989 PHONE CONVERSATION: Sam Stueart with Sgt. Dan Leedom, Portland, Ore. Security Officer DATA: 1. Portland Oregon School District has its own certified police department. 2. The chief of the school district's police department is Mack Locket: (Phone: 503-249-3307). 3. The school district's police wear uniforms and carry guns. 4. The security police work schools by geographic districts. 5. Along with the district police, two campus supervisors are assigned to each high school. 6. The district has a strong Anti-Gang curriculum written by Ms. Alcena Boozer (phone: 503-280-5783).Portland Public Schools 501 N. Dixon Portland, Oregon 97227 March 13, 14, 1989 Visited by Junious Babbs Marion Lacy Sam Stuart 10 High Schools (9-12) 17 Middle Schools (6-8) 67 Elementary Schools (1-5) Racial Composition 25% Minority 75% Majority Staff Offices Visited 1) Mrs. A. Hoosier - Administrator for Alternative Education 2) Mr. Mac Lockett - Chief of Portland Public School Police 3) Dr. Donald D. McElroy - Executive Deputy Superintendent 4) Dr. Matthew Prophet - Superintendent Support Mechanisms/Proqrams in Place 1. 2. 3. 4. A hard stand by the board and superintendent regarding gangs and student violence Leadership Roundtable - A monthly meeting of city leaders to review programs and/or strategies regarding the welfare of young people and attempting to streamline efforts. 3-4 Alternative Schools - Each with a coordinator Student Awareness Video \"Tips on Removal/Non-Involvement with Gangs\". Roy Pittman Ex-Olympic Wrestler Narrator 5. 6. 7. 8. 9. 10. Gun/Weapon Hotline 6-8 Outreach Workers (utilized in schools) Youth/Gang Task Force Teams - Community based by geographic locations Two alternative teachers and 1 aide in each secondary school (core classes Drop-Out Prevention Grant in some schools Portland Public School Police Force 1 4 5-6 18-20 Chief of Police Sergeants Office Staff Persons Officers 11. 12. 13. 14. 15. 16. 17. Home visits for each alternative student at least once a month Safety curriculum within the handbook taught at the beginning of each school year Bus aides for some schools and troubled areas Staff inservice on security and gang behavior Campus Security Persons Use of Walkie Tai kies (recognizible jackets) 18. Child Development Specialists in elementary and middle schools (similiar to social workers) Inservice for Campus Security (CPR, First Aid, Fire Arm Safety Class, investigative skills, control hold training)Portland Public Schools Page 2 March 13, 14, 1989 19. Close conmunication between the Portland Public School Police Force and the Portland City Police _ 20. NCIC (National Crime Information Centers) computer reading housed in the office of the Portland School Police - central office) 21. 22. 23. Community Programs against violence Teen Health Centers in some schools Removal of building graphetti receives top priority Schools Visited 1. 2. 3. 4. 5. 6. Cleveland High School Harriet Tubman Middle School Jefferson Performing Arts Magnet High School Portsmouth Middle School Roosevelt High School Wilson High School Literature/Policies Retained 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Portland School Police Child Abuse Program Campus Security - Job Description Loitering Notice Exclusion Notice Gang Prevention Habitual Offender Program Gangs in Schools Guide to Policies, Rules and Procedures on Student Responsibilities, Rights and Discipline (secondary and primary) Teen Health CentersOrganized in 1943. the Portland School Police Depl. is the only school law-enforcement agency In Oregon, Known Originally as Ihe School Investigators Office, the force has grown from two officers assigned to vandalism and burglary investigations to a sophisticated department involving 19 uniformed officers and six office personnel. School Police Chief Mac Lockett has been with the force since 1965. If] '.\u0026lt; , The school police department operates 24 hours daily, seven days weekly on a year-round basis. Officers handle a variety of criminal violations including childabuse. narcotics, assault, traffic and burglary. A computerized communication center links the school police department with all Oregon criminal, court and prosecutors' computer networks, criminal investigation bureaus in other slates and to the Federal Bureau of Investigation. Slate of the-art fire alarm and burglary-response systems constantly track and report disturbances, enabling Portland school police to achieve Ihe highest burglaryin progress arrest record in the state. Portland Public Schools officers are granted full police authority by the Oregon Legislature. Portland school police protect the students, employees and property of the school district. The school district employs nearly 6.CXX)full and part-time staff members and has a student enrollment exceeding 50,000 School police respond to crimes in and around some 100 school buildings, enforcing criminal laws and ordinances of the State of Oregon and City of Portland  s. *3 I, -4 ,f^\" In addition to normal law- enforcement duties, school officers perform crime-prevention activities, participate in community-service events and make presentations to students, school staffs and parent groups. Those presentations deal primarily with juvenile law. drug and alcohol abuse, child abuse, legal updates and career development. Other police responsibilities include crowd control al athletic events and other school functions and maintaining close working relationships with nine other police agencies in the 152- square-mile jurisdictional area. Portland school police o' ficers receive certificalic' from the Oregon Slate Boa^c of Police Standards anc Training and must complete training at the Oregon Police Academy. Officers also rp ceive on-gomg specialize, training. Effective communicalio' with youths is essential in . school police officer s qua' fications. Officers also mus have abilities to relate well t persons from many differei ethnic backgrounds. J I !  I \"J S' i( ir ko School police are commt' ted to providing a safe, sr cure learnir\u0026gt;g environmer\u0026gt; for Portland s students Pre fessionalism and person? dedication make Portian School Police Dept, officei among the most oulstand'f in Oregon's lav/-enforci ment agencies. :  Portland Public Schools 501 N. Dixon Street Portland. Oregon 97227PORTLAND PUBLIC SCHOOLS 501 N. Dixon St. I Portland. Oregon 97227 Phone: (503) 249-3307 Mailing Address\nP.O. Dox 3107 / 9720S-3107 PORTLAND PLDl.IC SCHOOLS POLICE OTicc of (he Chie CAMPUS SECURITY MONITOR TRAINING AGENDA DATE/TIME COURSE INSTRUCTOR Monday, Feb. 1. 1988 8:00 A.M. Orientation (staff introductions, agenda, expectations, ccnmunication, I.D. tags, jackets) School Police 10:00 A.M. District Policies Lashley 10:30 A.M. School Police Procedures (Department overview, tape, working relationship) School Police 12:00 P.M. Lunch 1:00 P.M. Reporting Child Abuse (Video, questions and answers) Linne' and C.P 3:00 P.M. Narcotics PPB Tuesday, Feb. 2, 1988 8:00 A.M. Report Writing (Use of Trespass forms. Stolen Property forms. Incident Reports) Taylor 12:00 P.M. Lunch 1:00 P.M. Criminal Law (Theft, Trespass, Assault, scope of authority, victims rights, court procedures) W. Pearson (D.A.'s Office 5:00 P.M. Ajoum Page DATE/TIME COURSE  INSTRUCTOR Wednesday, Feb. 3, 1988 8:00 A.M. First Aid Risk Management 12:00 P.M. Lunch 1:00 P.M. C.P.R. Risk Management 5:00 P.M. Ajoum Thursday, Feb. 4, 1988 12:30 P.M. Basic Firearms Safety Taylor 1:30 P.M. Investigative Skill.q (Interviewing, gathering facts and information) Taylor 2:30 P.M. Basic Hostage Situations Taylor 3:30 P.M. Lunch 4:30 P.M. - 8:30 P.M. Self Defense/Control Holds Christensen/PPB Friday, Feb. 5, 1988 8:00 A.M. Juvenile.Gang Activity (Black, Asian, White) Hollingsworth/ Leedcm 12:00 P.M. Lunch 1:00 P.M. Discussion and Review * NOTE: Classes February 1 only, will be'held in the B.E.S.C. Boardroan. Training for the remainder of the week will be at Whitaker Middle School, Roon E-206.SCHOOL PORTLAND PUBLIC SCHOOLS TRESPASS OR LOITERING REPORT DATE OF VIOLATION: TIME OF VIOLATION: NAME OF VIOLATOR SEX . RACE DATE OF BIRTH ADDRESS. PARENT OR GUARDIAN: SCHOOL STATUS. ACTIVITY OBSERVED AND OTHER DETAILS: PREVIOUSLY WARNED: yesD NO  ACTION REQUESTED: TRESPASS LETTER  INFORMATION ONLY  OBSERVED BY. DATE OF THIS REPORT: School Police Department Portland Public Schools 501 N. Dixon Street Portland. Oregon 97227 249-3307 REPORTED BY. DATE OF THIS REPORT: (Administrator in Charge) ir'PI - White (SCHOOL COPY) - Yellow 67-7180 Reviscdl? PORTLAND PUBLIC SCHOOLS POLICE DEPARTMENT 501 N. DIXON ST. PORTLAND, OREGON 97227 NOTICE OF EXCLUSION FROM SCHOOL DISTRICT NUMBER 1 PROPERTY TRESPASS NOTICE PERSON RECEIVING NOTICE DATE 1. 2. 3. 4. ADDRESS LOCATION SIGNATURE OF DISTRICT REPRESENTIVE OR OFFICER D.O.B. TIME You are prohibited from coming on the property indicated at the above location for the period of,(3 months),(6 months),(12 months), from the above dote without the express permission of the School Principal or building Administrator. If you return to the above location during the period of exclusion you may be ARRESTED for CRIMINAL TRESPASS IN Tie SECOND DEGREE. According to Oregon law (ORS 164.245), a person commits the crime of criminal trespass In the second degree If ho or she enters or remains unlawfully in or upon premises. I, the excluded person, understand the above information and also understand the notice is effective immediately. Signature of Excluded Person 4/88 \\ PORTLAND PUBLIC SCHOOLS Al, sill N. PixunSl./loilluintJkcgiHi '\u0026gt;1221 Ilionc\n(503)249-33(17 Mailing Aiklicss: P.O. Hnx 3107 / 97208-3107 POK 11 AND POBI.K S\u0026lt; IIOOI.S POI-K ! lVO 1 VViBl/f o All Olliivi'l ilicCliK'l March 10, 1989 ___ N.E. 30th Ave. Portland, Oregon 97211 This office has been notified by the staff of Beauncxit Middle School thatWMBU school property, on 3-7-89, at 2:55 P.M., without permission. This is to inform you that there are state statutes prohibiting the unauthorized presence of persons in public schools and on school property. unauthorized presence at Beavmont is ag_ ain repoirted to usrweilfl reefrer LLoovveellllee ttoo the Juvenile Court for further action. Sincerely yours. /) L. Mac Lockett, Chief I Donald J. Eilert, Captain LML/nm cc: School CERTIFIED CONSTITUTIONAL RIGHTS WARNING: INTERROGATION before you are asked any questions, you must understand your RIGHTS. ID You have the right to remain silent. (D (D (4) Anything you say can be used against you in court. You have the right to talk to a lawyer before we ask you any questions and have him present while you are being questioned. If you cannot afford a lawyer, the court will appoint one before any questioning. I have READ THIS STATEMENT OF MY RIGHTS AND AM FULLY AWARE OF THESE RIGHTS. I AM WILLING TO ANSWER ANY QUESTIONS ASKED OF ME. 1 DO NOT DESIRE THE PRESENCE OF A LAWYER AT THIS TIME. THIS STATEMENT IS SIGNED OF MY OWN FREE WILL WITHOUT ANY THREATS OR PROMISES HAVING BEEN MADE TO ME. Signature Date Time Rev 873 Place BFtCIAL It-:VZ PORTLAND ^31 M. E. CL.\\  ID t n e s s\nW i T n e s s ^4PORTLAND PUBLIC SCHOOLS POLICE BOMB THREAT REPORT SCHOOL OR LOCATION: \"date EXACT WORDS OF PERSON PLACING CALL Caller's Identity: Voice: Loud TIME TRY TO DETERMINE THE FOLLOWING (CIRCLE AS APPROPRIATE) Male Soft Accent: Local Female Adult Juvenile Age years Speech: Fast Language: Manner: High Pitch Not Local Slow Excellent Calm Angry Emotional Background Noises: Deep Raspy Pleasant Intoxicated Other Foreign Distinct Good Region Distorted Stutter Nasal Slurred Lisp Fair Poor Foul Other Rational Irrational Coherent Incoherent Deliberate Righteous Laughing Intoxicated Office Machines Factory Machines Bedlam Trains Animals Music Quiet Voices Mixed Airplanes Street Traffic Party Atmosphere ADDITIONAL INFORMATION Time Building searched by district employee  School Police dispatched to scene  PPB Bomb Disposal Unit to scene  Other Copy to School  PPB Bomb Disposal Unit  DECEIVING telephone number PERSON WHO RECEIVED CALL  information taken by RECOMMENDATIONS [A] Implemented [B] Partial Implementation [C] Not Implemented 1. Overhaul of the Discipline Code: A B C A. X X X X X X X X X X X X X -L -U Comments: B. B. C. D. E. F. G. Adopt tough, clear and progressive discipline statements. Update the Student Rights and Responsibilities Handbook to make it appear more serious and businesslike. 1. 2 . 3 . Recommend no expensive jewelry to be worn to school. Recommend no large sums of money be brought to school. Develop a clear definition of weapons. Set a tone of progressive discipline. Establish a committee to re-write the discipline code. Add anti-gang statements. Ban Beepers. Re-evaluate due process hearing procedures. 1. 2 . Remove any appeals from the pupil/counseling division and place in the school division. Appeals for short term suspensions granted only on grounds of due process violation. (Ban Book bags.) 1. and 2. - Principals make on-going reminders through intercom announcements and school bulletins to ask students not to wear expensive jewelry and/or carry large amounts of money. These recommendations have been suggested to be included in new handbook for 1991-92. G. 2. - Administration will support a recommendation unless due process procedures have been violated. (Ban Book bags.) students to carry book bags. Some schools do not allow 2. Take a strong, tough and uncompromising position on the use or possession of weapons. A. X X B. Possession of a gun warrants permanent expulsion. Use of any weapon will warrant permanent expulsion.t J I JO c. X X X D. E. F. 3 . 4 . 5. Possession of any weapon other than a gun will warrant expulsion for a minimum of one (1) year. Possession of a weapon facsimile warrants a long term suspension. Prior to returning to the regular school environment from a suspension or expulsion for an offense involving a weapon or facsimile, a student must successfully complete one (1), semester in a Little Rock alternative school. The LRSD will not accept from another school district a student who is on expulsion or suspension as a result of possession or use of a weapon. Take a strong, tough and uncompromising stand against illegal drugs on school grounds: A. X B. Establish stronger penalties for drug offenses. Discussions should be held with the federal district attorney to determine the scope of the federal safe school laws, particularly those dealing with a protected zone of 1000 feet around school campuses. The school district's X X C. desire for the federal district attorney to prosecute should be emphasized. Purchase a drug dog for district use. Establish an Alternative School: A. X X X 1 X B. C. D. To keep students in the educational system and off the streets. To act as a way back into the regular environment. Establish a review committee of building level administrators/teachers to supervise placement in and removal from the Alternative School. Establish Saturday School in lieu of short term suspension (to offer an alternative learning environment for those who have had discipline problems in the regular setting). (Establish a properly staffed alternative classroom.) Improve the effectiveness of campus supervisors:X X A. B. C. D. E. X X X Develop a job description. Establish a training program. Have a uniform dress (wind breaker) and I.D. tag to make them easily identifiable. Better communications (walkie-talkie). Increase pay. 6. Make improvements in the Bus system: 1 A. JU. B. C. D. Better screening and hiring practices for bus drivers. Bus driver training on dealing with student problems. Drivers check bus picture I.D. cards. Bus supervision modeled after the L.A. \"safe corridors II program. 1. Pay stipends to campus supervisors and teachers to ride back seat of problem buses. (Reduce the number of bus stops.) E. Strongly recommend - Move from 3 to 2 bus runs to reduce the \"window of X X X X vulnerability\" for supervisions. X t (Earliest runs for secondary schools.) 7 . Establish a Resource Police Officer Program in each Secondary School: X X X X X A. B. C. D. E. F. G. Police presence. Drug abuse programs. Child Abuse. Extra-curricular programs. Probation counseling. Officer to be seen as a friend and advisor. Inservice for staff for procedures in getting legal assistance. (Safe driving programs.) X X 8 . Develop School Strategy Plans to prevent and deal with crisis situations: X X X X X X A. B. C. Earthguake (gunman) drill. Reverse fire drill (for getting students back into the safety of the school building when a crisis arises on the campus or in the neighborhood). Crisis Plans: 1. 2. 3. Emergency signals. Hostage Crisis. Bomb threat/reality.4 . 9 . 10. X X D. Grief counseling (training for staff). Frequent Locker checks. Improve school maintenance for security and better climate. A. X X X X X X B. c. D. E. F. G. 4 d X X X X X X X H. I. J. K. Maintain clean building and grounds to make schools an obviously different place than some neighborhoods. Prune shrubbery to allow maximum visibility. Remove all coverings (decorations) on door windows from classrooms and offices to allow better visibility to halls. Make graffiti removal a high priority for local buildings as well as central maintenance office. Install convex mirrors in \"blind halts\" and \"blind corners\". Secure doors so that you may enter only through the front, yet may exit at any door in case of fire. Post Signs: 1. 2 . 3 . 4 . Directing visitors to register in the office and receive I.D. pass. Announcing the penalty for trespassing(non-trespassing sign, legal distance apart). Giving the Hot Line Number. Weapon violation signs made larger. Make sure all rooms have working intercom. Upgrade exterior lighting. Purchase a hand held metal detector for each school (to be used in lieu of personal searches). Purchase a camera for each school for photographing and cataloguing graffiti. Develop a Crime Prevention Strategy: A. X X X B. I C. D. X X E. Crime prevention clubs: Youth Crime Watch (Miami). Crime/Violence/Weapon Prevention Hot Line (New Orleans). Work out a method with the prosecuting attorney where by a school administrator may get a warrant without leaving the school building for a long period of time. All students \u0026amp; staff should have I.D. cards. All cars have numbered parking stickers.X X F. G. Small reward for accurate tips on weapons ($5-$10) from activity funds (modeled on New Orleans). Use all available resources to improve communications between students and school personnel which will cause students to feel comfortable and protected in knowing that their identity will not be revealed or compromised when they provide school authorities with information regarding crimes to be committed on campus. 11. Initiate neighborhood child protection strategy: A. X X X X At hours when children are walking to/ from school and bus stops: 1. 2 . 3 . Develop a neighborhood II watch\" on the order of a watch\". Identify It safe houses\" child \"crime where a child may run for help. Have police cruising the areas, (Identify fewer and safer bus pick up points.) and 3 Safety-Security vehicles. 12 . Employ Social Workers at each school: I A. X X X X X X B. C. D. E. F. Worker to begin outreach program by making home and community visits. Work hours to be flexible so that after hours visitations may be made. Social workers are to help prevent neighborhood fights from spilling into the schools. Social workers are to help prevent the spread of gangs in Little Rock. Workers are to identify child abuse and neglect. Deal with residual effects of a crisis. Comments: There are no social workers currently employed in the district. Case managers in New Futures schools do a number of these tasks in their day-to- day work with students and families. 13 . Inservice for employees: X X I 4. I 1 I 4. I I I I I 4- I I I 4. I I I I A. B. C. On improved security techniques. On identifying and combating gang behavior. On self defense and intervention tactics (fights, assaults, weapons).14 . 15. 16. 17 . 18 . I I I I X I I I 4- I I I X I I I I (Strategies for women teachers to use in physical confrontations.) Comments: The Safety and Security Department has worked in a number of schools on crime prevention surveys. Additionally this department has visited churches, counselors, and McClellan Community School to talk about gang problems and identification. Begin a Gang-Violence Prevention Curriculum Program in all schools (K-12). X X A. B. Violence Prevention-model after Boston. Gang Intervention and Prevention-model Portland. Establish regular, planned meetings with a reservoir of community resource agencies to coordinate activities combating child abuse, crime, violence, and the \"gangification\" Little Rock: of X Comments: A. Regular meetings of agencies, church groups (CJOHN), police, and Health department. Meetings have been held with PTA groups, churches. Little Rock Police Department, COPE, and other groups to coordinate activities. I I X I 4- I i I I Establish close ties with the media. Establish a Leadership Roundtable for city officials and school officials: A. X X X X X B. C. D. E. Government leaders (mayor, governor, legislators, judges). Chamber of Commerce Police Teacher groups Community groups I J I I X I I I 4- I I I 4- I 1 I I The LRSD will establish an office of safety and security. 19 . Establish an on-going review committee to monitor the results of the implementation of recommendations contained in the report: I I I I X X I X I X I X I X I I I ) A. B. Small committee (6-8 people) Monitor:20. X X X X 1. 2 . 3 . Security Gang activity Programs and Curricula suggested in the report. The governor and the legislature need to take action: A. X B. C. X X X Comments: D. E. Make assault on a school employ\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_947","title":"''Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":null,"dc_date":["1991-01/1992-03"],"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","Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School discipline","School facilities","Student assistance programs","Gifted persons","School improvement programs"],"dcterms_title":["''Status Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/947"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1506","title":"\"Students Placed in the Gifted Program,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1991/1992"],"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":["documents (object genre)"],"dcterms_extent":["73 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1019","title":"\"A Curriculum Audit of the Little Rock School District,'' Little Rock, National Curriculum Audit Center, Arlington, Virginia","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, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock (Ark.)--History--21st Century","Education--Arkansas","Education--Evaluation","Education--Finance","Educational statistics","School improvement programs","Little Rock School District"],"dcterms_title":["\"A Curriculum Audit of the Little Rock School District,'' Little Rock, National Curriculum Audit Center, Arlington, Virginia"],"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/1019"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nA CURRICULUM AUDIT OFTHE LITTLE ROCK SCHOOL DISTRICT Little Rock, Arkansas Little Rock School D1str1ct Board of Educauon Center Conducted Lnder the Auspices of the NATIONAL Ct:RRICULUM AUDIT CE TER Na110nal Academy for School E.tccu11vcs 180 l orth Moore Street Arlington, Virginia 22:0Q R. Gerald Melton Executive Director c C.-1.C/NASE December, 199\\l AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS NATIONAL ACADEMY FOR SCHOOL EXECUTIVES NATIONAL CURRICULUM AUDIT CENTER Members of the Audit Team: William K. Poston Jr. Lead Auditor Department of Professional Studies Iowa State University Larry E. Frase Professor, Educational Ad.ministration San Diego State University San Diego, California 92116 Charlsie A. Hina Director, Principal Assessment Kentucky Department of Education Frankfurt, Kentucky 41014 Michael K. Maryanski Deputy Superintendent Ravensdale School District Ravensdale. Washington 98051 Mada Kay Morehead Director, Research and Evaluation Kyrene School District Tempe.Arizona 85284, Ames, Iowa 50011 Jayne Hartman Director Research and Evaluation St. Lucie County Schools Ft. Pierce, Florida 34947 Glenn Holzman Research Associate School Improvement Model Projects Ames, Iowa 50011 Clifford E. Mohn Assistant Superintendent Independence Public Schools Independence, Missouri 64055 Constance M. Pace Principal Niagara Falls High School Niagara Falls,NY,14301 TABLE OF CONTENTS SECTION I. Background, Purpose and Scope of W orlc Background Purpose Scope of Work II. Methodoloc\ny PAGE 1 2 3 4 The Model for the Curriculum Audit 5 Standards for the Auditor 5 Data Sources 6 Standards for the Curriculum Audit 7 III. Findings of the Auditors 8 Standard 1: The School District Demonstrates Control 8 Finding 1.1: Administrative Stability Has Been Sparse 10 Finding 1.2: Line of Authority is Fragmented and Disordered 12 Finding 1.3: Long Range Planning is Inadequate 17 Finding 1 .4: Board Policies are Outdated 19 Finding 1.5: Board Member Relationships Disrupt Operations 23 Finding 1.6: Board Members Intrude Into Administration 25 Finding 1.7: Professional Negotiations Agreement Limits Control 29 Standard 2: The School District's Objectives for Students 32 Finding 2.1: Melange of Curriculum Guides Exists 33 Finding 2.2: Curriculum Documents Inadequate for Instruction 35 Finding 2.3: Curriculum Development and Revision is Faulty 44 Finding 2.4: Written Curriculum Procedures are Deficient 44 Finding 2.5: Articulation and Coordination is Ineffective 45 Standard 3: The School District's Program Consistency 48 Finding 3.1: Allocation of Resources Inconsistent and Inequitable 49 Finding 3.2: Monitoring Practices are Inconsistent 54 Finding 3.3: Placement of Students is Inconsistent 55 Finding 3.4: Promotion-Retention Practices are Faulty 64 Finding 3.5: Staff Development is Inadequate 65 Finding 3.6: Collection and Use of Data is Erratic 67 Section Standard 4: The School District Use of Results finding 4.1: Testing Program is Inadequate Finding 4.2: Test Scores Show Mixed Trends Finding 4.3: Assessment Program Delimits Decision-Making Standard 5: The School District's Productivity Finding 5.1: Revenues Exceed Expenditures Finding 5.2: Budgeting Limits Participation Finding 5.3: Management Shows Inadequate Control Finding 5.4: Budgeting Follows Traditional Format finding 5.5: Disparities Exist Among Schools Finding 5.6: Productivity is Jeopardized TV. Recommendations of the Auditors Page 68 70 72 86 90 91 92 93 94 94 97 100 Recommendation 1: Create a Sound Board Policy Framework 100 Recommendation 2: Reorganize the Administrative Structure 101 Recommendation 3: Establish Management Stability and Integrity 105 Recommendation 4: Adopt Policy For Improved Governance 107 Recommendation 5: Purge Parts of Professional Negotiations Agreement 108 Recommendation 6: Improve Educational Facilities 109 Recommendation 7: Develop and Implement Functional Curriculum Documents 110 Recommendation 8: Develop Process for Participative Curriculum Management 112 Recommendation 9: Consolidate Curriculum Functions 114 Recommendation 10: Establish Functional Assessment and Expand Testing 115 Recommendation 11: Establish Consistency and Equity in Programs 117 Recommendation 12: Modify Budgeting Practices 119 Recommendation 13: Develop and Use Long Range Planning 121 V. Summary Appendix A: Curriculum Management Policy Model Appendix B Background of the Auditors 123 124 126 Table of Contents: Lanie Rock Cumrulum Audit Pagdi O December 21. 1990 Exhibit Number: Il.1.1.1 Ill.1.1.1 lll.1.2.1 III.1.3.1 ill.1.3.2 III.1.4.1 Ill.2.1.1 III.2.2.1 III.2.3.1 III.3.1.1 III.3.1.2 ill.3 .1.3 IIl.3.1.3 III.3.3.1 Ill.3.3.2 Ill.3.3.3 Ill.3.3.4 III3.3.5 ill.3.3.6 IIl.3.3.7 III.3 .3.8 III.3.4.1 IIl.3.4.2 III.4.1.1 III.4.2.1 III.4.2.2 III.4.2.3 III.4.2.4 III.4.2.5 III.4.2.6 III.4.2.7 III.4.2.8 III.4.2.9 III.4.2.l 0 IIl.4.2.11 Ill.4 .2.12 III.4 .2.13 ill.4.2.14 III.4.2.15 III.4.3.1 Ill.5.1.1 III.5.1.2 TABLE OF EXHIBITS Title o[ Exhibit Page A Schematic View of Quality Control 5 Little Rock Superintendents 11 Current Table of Organization 16 Employee Percentage of Black Children 18 Employee Percentage of White Children 18 Individual Board Requests 28 Rating of Curriculum Guides 37-40 Summary of Curriculum Guide Ratings 42 Distribution of Curriculum Guides 43 Comparisons of Library Books 50 Comparisons of JHS Faculty Racial Composition 52 Comparisons of Teacher Experience in Selected Schools 53 Comparisons of JHS Student Racial Composition 54 Placement Criteria Comparisons: HS Gifted and Talented 56 Placement Criteria Comparisons: Elementary Gifted and Talented 57 Regular and Enriched JHS English Racial Distributions 59 Regular and Enriched HS English Racial Distributions 60 Comparisons of Blacks in Special Education and Total School 62 Comparisons of Special Education and Total School Percentages 62 Annual Long Tenn Suspension Rates 63 Annual Drop Out Rate Comparisons 63 Percentage of Grade 1 Students Retained 64 Comparisons Between Schools in Retention of Grade 1 Sr..:dents 65 Matrix of Tests Administered in the Little Rock School District 71 Comparisons of Little Rock Schools and Arkansas: Grade 4 Reading 72 Comparison of Little Rock Schools and Arkansas: Grade 7 Reading 74 Comparison of Little Rock Schools and Arkansas: Grade 10 Reading 74 MAT-6 Reading Achievement Scores 75 Comparison of Little Rock Schools and Arkansas: Grade 4 Math 76 MAT-6 Math Achievement Scores 77 MA T-6 Language Achievement Scores 78 Comparisons of Black and White Students: MA T-6 79 Change in Percentile: Cohort Groups 80 Comparison of Little Rock Schools and Arkansas: AMPT Math 81 Comparison of Little Rock Schools and Arkansas: AMPT Reading 82 High School Ranks on American College Test 83 Comparison of Little Rock Schools on American College Test 84 Comparison of Little Rock Schools on Scholastic Aptitude Test 84 Comparison of Little Rock Schools on SAT: Math 85 Schools with Less Than 85% Passing: AMPT 87 Revenues and Expenditures 91 Revenues and Expenditures Trend 92 Table of Contents: Little Rock Curriculum Audit Page iii  December 21. 1990 Exhibit Number: lII.5.3. l III.5.6.1 Ill.5.6.2 IV .2.1.1 Table of Exhibits, Continued: Title of Exhibit Sample of Teacher Changes Student Enrollment Trends Private School Enrollments Recommended Table of Organization PHOTOGRAPHS VIEW Little Rock School District Board of Education Center Central High School Elementary Art Student in Action Underutilized Library During School Hours Kindergarten Children at Work Elementary School Colleagues Another Underutilized Library During School Hours Children Sorting and Classifying Objects Caution: Children on Task Small Group Reading Lesson Boy and a Book Regular English: Pulaski Heights Junior High School Enriched English: Pulaski Heights Junior High School Elementary School Classroom Instruction High School Students on Computers Elementary Pupils Completing Worksheets PAGE Title 1 10 14 20 25 31 34 36 46 51 58 58 69 95 109 Page 93 98 98 104 Table of Contents: Little Rock Cumculu.m Audit Pia\u0026lt; iv o Dca:mbcr 21, 1990 I. BACKGROUND, PURPOSE, AND SCOPE OF WORK. Little Rock School District Curriculum Audit CCl N.A.S.E. December 21. 1990 Page I This document constitutes the final report of a curriculum audit of the Little Rock School District, Little Rock, Arkansas. The audit was requested by the Little Rock Superintendent of Schools and was commissioned by the Little Rock Board of Directors in July of 1990. The audit was conducted on site in Little Rock, Arkansas, during the time periods of September 16-21, 1990, and October 3-4, 1990. BACKGROUND Little Rock is the capital city of Arkansas. Located in the central part of the state, it comprises an important commercial center for the surrounding region, and is home for several major national corporations. The Arkansas River, the moderate climate, and an energetic, resourceful population have helped this city grow and thrive in industrial, service, and economic enterprises over its history. The principal industries in the region are agriculture and commercial distribution of goods and services. The Little Rock School District has served the Little Rock community for nearly 125 years. It is the largest school district in the state, and has 51 schools serving over 25,000 students. The annual budget of the school district exceeds $100 million, and the district employs nearly 3500 people, including about 2000 teachers. Central High School  Little Rock, Arkansas Little Rock School District Curriculum Audit C N.A.S.E. December 21. 1990 Page 2 The Little Rock School District has been in the process of providing equal educational opportunity for all of its students, and the superintendent states that academic growth and progress is a major focus throughout all district programs. The school district has elementary schools (grades preschool - sixth grade), junior high schools (grades seven through nine), and high schools (grades ten through twelve). A seven-member Board of Directors, elected by voters from seven geographic zones, govern the Little Rock School District. Directors serve for three years on a staggered schedule. Current members of the Board include the following individuals: Dr. Katherine Mitchell, Board President Ms. Oma Jacovelli, Board Vice President Ms. Robin Armstrong, Member Ms. Patricia Gee, Member Mr. William D. Hamilton, Member Mr. John E. Moore, Member Mr. James L. Rutherford, Member PURPOSE The newly-structured Board and brand-new administrative team of the Little Rock School District have expressed a desire to provide the highest quality of educational service to its community by requesting this assessment of services and programs of the district. Although most of the factors examined were preexistent to the new Superintendent, the audit was requested to help the administration implement changes necessary to be productive in instruction and fiscal management. The Little Rock School District conveyed this desire to the National Curriculum Audit Center, Arlington, Virginia to undergo a curriculum audit to objectively analyze and assess their efforts toward productivity. The Little Rock School District would be then able to determine if their efforts have been appropriate and effective, and if there are any areas for growth or improvement. Hopefully, this would tie the district's purposes to the responsibilities of the leadership team. A curriculum audit reveals the degree to which the officials of the Little Rock School District and professional staff have developed and implemented a sound, valid, and operational system of curriculum management. Such a system would enable the Little Rock School District to make maximum utilization of its human and financial resources in the education of its students. If such a system were implemented and fully operational, it would also ensure that the Little Rock School District taxpayers, and the State of Little Rock School District Curriculum Audit 0 N.A.S.E. December 21. 1990 Page 3 Arkansas, that their financial support had been well used under the conditions in which the school district functioned. SCOPE OF WORK The curriculum audit is a process which was first used in the Columbus, Ohio, Public Schools in 1979. The audit was provided through the auspices of the auditing firm of Peat, Marwick, and Mitchell. The audit is based upon generally accepted ideas pertaining to what it takes to provide effective instruction and curricular delivery, some of which have been popularly referred to as \"effective schools research.\" Curriculum audits have been performed in many states including Kentucky, Missouri, Michigan, Ohio, Pennsylvania, New Jersey, Vrrginia, California, North Carolina, South Carolina, Texas, Arizona, Illinois, Connecticut, and Arkansas. The methods used in the curriculum audit have been reported in educational professional literature in the past decade, and also described at many national seminars and conventions. Curriculum audits are now conducted by professionally trained auditors, who are officially certified by the National Curriculum Audit Center. The National Curriculum Audit Center is housed within the National Academy for School Executives, a division of the American Association of School Administrators, in Arlington, Virginia, in the Washington, D.C. area. This audit for the Little Rock School District was conducted under a contract between the Little Rock School District and the AASA-NASE National Curriculum Audit Center. II. METHODOLOGY THE MODEL FOR THE AUDIT Little Rock School District Curriculum Audit C N.A.S.E. Dccember21, 1990 Page4 The model for a curriculum audit is shown in Exhibit Il.l. The model has been published in Curriculum Management, by Fenwick W. English, and published by Charles C. Thomas, Publishers (1987). Quality control in a school district assumes that at least three elements must be present in the district's operational and planning functions for it to be successful: (1) First, a work standard must be defined (policy, goal, objective), (2) Secondly, activities and operations of personnel and work must be directed toward carrying out or accomplishing the work standard (or policy, goal, objective), and (3) Third, and most importantly, measurement (feedback) must be obtained for determining how well the district is reaching or attaining its established standards. Over time, a school district must be able to track progress toward attaining more and more of its established standards within its financial constraints. Basically then, the school district (and in this case, the Little Rock School District) becomes more and more proficient at its essential tasks, and it can demonstrate the \"spiral\" of upward attainment publicly. Within the Little Rock School District, and its governance and operational structure, curricular quality control should reveal the presence of: (1) a written (planned) curriculum which can be effectuated into the work of teachers in classrooms, (2) a taught (implemented) curriculum which is shaped by the written curriculum, and (3) a measured (tested) curriculum which consists of testing or assessment tools of pupil learning which are linked to both the written (planned) and taught (implemented) curricula. In this way, the Little Rock School District, and any other school district can get better at delivering teaching and learning as time goes by. Exhibit Il.1 A SCHEMA TIC VIEW OF Little Rock School District Curriculum Audit \u0026lt;:l N.A.S.E. December 21. 1990 Page 5 CURRICULAR QUALITY CONTROL STANDARDS FOR THE AUDITOR IHE WIITTII CIJIIICULUW [WDll PU.ii CIJIIJCUL.U QUALIIY CDHTlDL THI TISTID ClJIRIClJLUW (WUSUIEMEJl'T) Principles which govern a curriculum audit, which are not unlike those of a financial audit, include the following: 1. Technical Expertise. Auditors must have had experience in conducting school district affairs at all the levels audited, and they must have demonstrable understanding of the tacit and contextual clues of sound curriculum management. 2. Independence. Auditors must have no vested interest in the findings or outcomes of the audit. 3. Objectivity. The auditors must be able to verify observable events in the audit with documents, interviews, and site visitation. Essential facts of the audit must be triangulated by the auditors. 4. Consistency. The auditors must use essentially the same methcxls used from one audit to the next. Little Rock School District Curriculum Audit (C) N.A.S.E. December 21. 1990 Page 6 5. Materialicy. The auditors must exercise broad authority in exploring, investigating, examining, and selecting for analysis all aspects of the operation being audited which are more important than others. 6. Full Disclosure. The auditors must reveal all information that is important to the users of the audit, such as the Board of Education (Governing Board or Board of Directors), the administration, the teaching staff, students, parents and taxpayers. DATA SOURCES A variety of data sources are ordinarily used during a curriculum audit to determine if the elements of effective teaching and learning are being delivered, and if the elements are appropriately interrelated. The audit process also establishes whether or not pupil learning has improved as the result of effective utilization of curricular quality control. The major sources for the audit of the Little Rock School District included the followin2: 1. Documents. These consisted of Board policies, curriculum guides, reports, memoranda, budgets, state reports, accreditation documents, budgets, or any other written source of information which would reveal connections between elements of the planned, implemented, and tested curricula. 2. Interviews, Interviews were conducted to obtain further information on the same elements and their interconnections. Interviews were held with most of the members of the Board of Education, top level administrative staff, building principals, other administrators, teachers, parents, and other relevant persons. 3. Site Visitations. Site visitations were made to reveal the context in which curriculum is being implemented and to obtain important contextual reference information for contrast with documents or unusual working conditions. The auditors visited all schools in the Little Rock School District. STANDARDS FOR THE CURRICULUM AUDIT Little Rock School District Curriculum Audit C NA.S.E. December 21. 1990 Page 7 The auditors utilized five standards against which to compare. verify, and comment upon the Little Rock School District's existing curricular management practices. These standards have been extrapolated from an extensive review of management principles and practices, as well as utilized in the previous audits in many other school districts around the country. While any set of such standards does not reflect perfection or an ideal management system, the standards do represent working characteristics that any complex organization should possess in being responsive and responsible to its clientele. A school district that is using its human and financial resources for the greatest benefit of its students is a district that is able to establish clear objectives, examine alternatives, select and implement alternatives, measure results as they develop against established objectives, and adjust its efforts so that it achieves a greater share of those objectives over time. The five standards employed in the Little Rock School District curriculum audit included the following: 1. The school system is able to demonstrate its control of resources, programs and personnel. 2. The school system has established clear and valid objectives for students. 3. The school system has documentation explaining how its programs have been developed, implemented, and conducted. 4. The school system uses the results from district designed or adopted assessments to adjust, improve, or terminate ineffective practices or programs. 5. The school system has been able to improve its productivity. III. FINDINGS Little Rock School District Curriculum Audit :, N.A.S.E. December 21. 1990 Page 8 Standard 1: The School District is Able lo Demonstrate Its Control of Resources, Programs, and Personnel Although educational program control (direction) and accountability are often shared among different components of a school system, fundamental control rests with the school board and top-level central administrative staff. Quality control is a fundamental element and is one of the major premises of local educational control in a well managed school system. The critical premise involved is that the will of the electorate is carried out by the local governing board by establishment of local priorities within state law and regulations. The local governing board is the responsible body for accountability to the general public. Through the development and construction of policy, a local school board provides the focus to direct the operations of a school system through delegation to administrative staff. In this way the expression of popular will is assured, and the district is enabled to be responsive to its patrons and clients. It also enables the system to meaningfully assess and utilize student learning as a critical factor in determining its success. Although educational program control and accountability are often shared among different components of a school system, fundamental control of, and responsibility for, the operations of a school system rest with the governing board and its top level management staff. What the Auditors Expected To Find In The Little Rock School District A school district meeting Standard 1 would be able to demonstrate the existence of:  A clear set of policies that reflect state requirements and local program goals and the necessity to use achievement data to improve school system operations *Documentation of sound planning by the Board and top- level management staff for the attainment of goals over time  An administrative structure that was functional and facilitated the design and delivery of the district's curriculum *Sound curriculum coordination and articulation within all school buildings and across all levels within the school system Little Rock School District Curriculum Audit 10 NA.S.E. December 21 . 1990 Page 9 * A direct, uninterrupted line of authority from the school board/superintendent to principals. teacher leadership roles, and teachers * A clear mechanism to control change and innovation within the school system * Administrative and staff responsiveness to school board policies, currently and over time. What the Auditors Found in the Little Rock School District The auditors found a fairly secure school system that has weathered some very difficult times and that has come through many complexities and challenges of desegregation. The Superintendent is relatively new to this position, but has considerable experience in administration within the state. The Board has recently gone through an election with resultant restructuring of its leadership, and individually the members of the Board all indicate commitment and allegiance to the improvement of educational opportunity in Little Rock. As testimony to the district's efforts toward improvement, the district recently received voter approval of additional financial support for its educational program. Community support seems to have turned in favor of the school district with few exceptions. Overall, the Little Rock School District is a rather well-run school district in terms of practices and general operations. The Little Rock School District has enjoyed a reputation among parents and the public that finances are generally managed prudently and usually in the best interests of student . The Little Rock School District appears to have benefited from the lengthy service of some key persons, including faculty and other employees. Yet, there are many areas where improvements can be made, and that is the purpose of this audit. The Board and Superintendent agreed to have the curriculum audit conducted in the Little Rock School District, precisely to find the areas where the district falls short of its intentions for quality control in educational operations. The audit is not intended to itemize or list the virtues of the Little Rock Schools. There are many aspects of the district which deserve commendation, reinforcement, and continued support. However, the audit aims to focus only on some of the problems incurred in quality control, and there are a number of those. For example, the auditors found inadequate direction and precepts for management of the district's curriculum\ninsufficient long range planning for change\nand uneven monitoring of educational program delivery in schools. The findings follow in detail: Fledgling Art Student in Action Little Rock School District Curriculum Audit ~ N.A.S.E. December 21. 1990 Page 10 Finding 1.1 Top-level and building-level administrator stability has been sparse in the Little Rock School District. A measure of stability in school districts is found in the average length of tenure among the districts' chief executive officers over time. Surprisingly, the Little Rock School District has had (QJ.rr_ different superintendents in the four year period from 1986-1990, resulting in a remarkable dearth of stability in top level leadership. In the last twelve years, the governing board has appointed five individuals to the position of superintendent or interim superintendent. One person was appointed to the chief executive officer's position twice, but not during consecutive years. The turnover rate has been highest during the last 39 months with three individuals occupying the position of superintendent (see Exhibit Ill.1.1). Exhibit III.1.1 Little Rock School District Curriculum Audit C N.A.S.E. December 21. 1990 Page 11 SUPERINTENDENTS IN THE LITTLE ROCK SCHOOL DISTRICT: 1978-90 NAME SCHQQL YEAR Mr. Paul Masem 1978-82 Dr. Ruth Steele 1982 Dr. Ed Kelly 1982-87 Mr. Vance Jones 1987 Dr. George Cannon 1987-89 Dr. Ruth Steele 1989-Present As if to exacerbate the situation, there has been a 52% turnover in administrative positions between the principal and superintendent levels since school year 1986-87 and 41 % since school year 1988-89. The rapid turnover in upper level management positions, particularly the superintendency, is viewed by teachers, administrators, and community members as a major weakness for the district and has resulted in cynicism and a lack of confidence. The following quotations reflect these attitudes:  \"The district has suffered from changes (turnover in superintendency) and it gives the public a strong sense of instability.\"  \"This superintendent is too good to last very long.\"  \"Don't know from day to day if they are going to be there.\"  \"This is a rudderless ship''  \"We'll just play 'around' with (this) directive because it will change next year.\"  \"They (superintendents) all disappear sooner or later.\"  \"It's hard to work in all the turmoil -- removal of superintendents.\"  \"Becomes confusing with new initiatives from each new superintendent.\"  \"They all have their own program and there is no follow-up.\" Exceedingly high turnover in the superintendent's position precludes leadership continuity in the Little Rock Public Schools. The turnover led to excessive turnover in other central office administrative positions, and along with court decisions regarding desegregation, may be chiefly responsible for the following organizational dysfunctions: tack of an effectively used strategic long range plan\n*lack of teacher trust in the board, administration, or school curriculum programs\nsense that change is based on politics, not what's best for the youth\nconfusion and cynicism among community members\n*disorientation and conflict among board members about curricula and operations\nconfusion among school district staff, and patrons upon roles and responsibilities\nand *inadequate board policies, regulations, and adherence to board policies in the following areas: evaluation of operations, programs, instruction, and services, policy AF\nevaluation of school board operational procedure, policy AF A\nLittle Rock School District Curriculum Audit c, N.A.S.E. December 21. 1990 Page 12 evaluation of superintendent. policy AFB. item 3: evaluation of instructional programs, policy AFE \u0026amp; IM\nschool board member ethics, policy BBF, paragraphs 6 \u0026amp; 11\nevaluation of the superintendent, item 3, policy CBG\nreview of new initiatives and curriculum offerings, policy IFB\nand approval of curricula prior to addition of new courses, policy, IFD. Employees and community members search intensely for definitive direction from a superintendent backed by the Board of Directors. This can only come with a long-term superintendent working in harmony with the board of directors. Without that support, the staff will \"do their own thing\" and essentially ignore administrative directives. The result is confusion and a weak. disjointed curriculum throughout the district. Finding 1.2. Linc of authority and direction of the district's curriculum management function is disordered and fragmented.  Administration of curriculum activities, including design and delivery of instruction, is a critical function in an effectively operating school system. In Little Rock, the administrative functions were examined by the auditors, and several criteria were utilized to determine the level of appropriate organizational procedures and the level of effectiveness in managing the curriculum affairs of the school district. Primarily, the auditors found that the top managerial personnel were well prepared for their assignments\nhowever, incongruence and disorderliness of direction was evident among individuals assigned responsibility for supervision of the educational activities of the district. For example, the following points were noted: Parents, teachers, principals, and board members complained of the \"bureaucratic\" difficulti in communicating within the district regarding educational issues. Some felt that the administration couldn't make any contribution to the improvement of instructional quality because of the disheveled lines of communication. Board members and key instructional personnel unaware of some course modifications at the junior high and high school levels prior to implementation, and principals often reported a dearth of supervision and direction for day-to-day operations of the instructional program. Many principals did not identify supervisory activities germane to improvement of instruction, and accepted little or no direct responsibility for key instructional tasks and duties (staff development, selection of teacher materials, disaggregation of assessment data, supervision of teachers, etc.). Little Rock School District Curriculum Audit 0 N.A.S.E. December 21. 1990 Page 13 Key administrative personnel indicated little or no involvement in setting budget and programmatic priorities of the district. Infrequent administrative collaboration was evident in long range planning, staff development program design and implementation, and assessment utilization and planning. Teachers and parents lamented the inadequate support given to improvement of the quality of instruction, lack of articulation between grade levels, comparability with other schools and school districts, and the impotence of teacher and parent participation in instructional program development. Some principals took uneven notice of ineffective and inadequate classroom patterns and teaching activities. Observed teaching activities which reflected very low power teaching techniques and feeble and ineffectual instructional activities included the following: a. Elementary classrooms with inordinately large amounts of student \"seat work\" and exceptionally few direct instructional activities. b. Grouping practices which demonstrated linle flexibility, insubstantial rationale, inequity and ineffectuality. c. Teaching with inadequate reference to recently adopted curriculum guides and excessive use of the text book for direction. d. Librarians presiding over severely underused library facilities. Few examples were found where librarians actively teach the student body under their direction on a regularly scheduled basis. Little Rock School District Curriculum Audit 10 N.A.S.E. December 21. 1990 Page 14 High School Library During School Hours e. A vast majority of classrooms with no interactive, cooperative, or direct instructional activity. (in most classrooms visited, students were doing \"seat work\" which was busy work with worksheets or workbooks or textbooks and too few teachers were observed actually teaching a lesson). These observations point out the overall ineffectiveness of the administrative organization to respond to educational needs and to implement growth producing instructional supervision. Learning is not likely to get any better, and it could continue to get worse, unless administrative direction, expertise, and intervention is provided in the educational programs of the Little Rock School District. Moreover, the administrative organization is dysfunctional. As shown in the attached organization chart, organizational precepts of quality are lacking. The auditors examined the organization of the Little Rock School District with the following criteria and principles: 1. 2. 3. Little Rock School District Curriculum Audit ~ N.A.S.E. December 21 . 1990 Page 15 Principles of Sound Organizational Management Span of Control Effective supervision on a day to day basis requires direct responsibiliry for not more than 7-12 employees Chain of Command No employee should have more than one supervisor Logical Grouping of Tasks of similar nature should be grouped together Functions 4. Separation of Line and Line positions (principals, teachers) should be separate from Staff curriculum design, and program assessment functions 5. Scalar Relationships All positions shown at the same level must have similar responsibiliry, authority and compensation 6. Full Inclusion All central functions, particularly functions facilitative of qualiry control need to be included in the organizational structure In summation, the auditors reviewed the Little Rock School District Organization Chart (on following page), and made the following determinations: 1. Instructional supervision of teaching and learning is inadequate and ineffective. Principals are not appropriately supervised, and support for school operations is inadequate. 2. The superintendent's span of control is too great for qualiry control. 3. Responsibility for curriculum design and assessment use functions are woefully absent. 4. Scalar relationships and the chain of command are inappropriate and inaccurate. Job roles are confused and lines of communication are obscured. 5. Instructional functions for quality control are not appropriately included. Overall, the organizational relationships in Little Rock Schools are insufficiently defined and inadequately configured to offer sound and appropriate leadership for improved teaching and learning in the district. I Planning, Research, I \u0026amp; Evaluation Manager for Support Services Budge! Development Purchasing Data Processing Transportation Food Services Plant Services I Board of Directors I 1 Superintendent I Communications I j Deputy Superintendent I I I I Contract/Labor jl I Human Resources 11 Contr I Relations I New Futures I oiler I I Associate Superintendent Associate Superl -- ----------- for Educational Programs ~--------- for Desegregation ntendent Monitor\u0026amp; Stall Development . elopment I I I I I Assistant I Principals I I Superintendents Educational Programs: English PE/Athletics Social Studies Exceptional Children Malh Vocational Ed. Reading Adult Ed. Science Instructional Technology Foreign Language Library Media Programs Art/Music Stall Development Ing \u0026amp; Program Dev I ____ _J Student Assign ments ms/ nlstration Federal Progra Grants Admi Pupil Personne I Services Magnet Revie w Committee Community Pr ograms (JTPA. VIPS ) Early Childho od Programs t'\"\" n ~ E\ntrl .... ::,\n) ,_. 0 IC t:) 0 ~, 0.... n IC '\"1 ~ --'CJQ en CGl-l r.i n E!. = 0 N 0- r....i. 0 0 t ... 0= I:'\"\"' ... no ::r - ~~ 6 C - z ::: 0 ~  :,:0\n:t\u0026gt; $l (./),... P1 w ::,- 0 ~ \"~ 0 8\n .~. 5. ~ ~ n C :\n3. _., n C 0 2:\" .\",C 3 \"c1 \u0026gt; C .\"..\".. ~ II II Little Rock School District Curriculum Audit !tl N.A.S.E. December 21. 1990 Page 17 FINDING 1.3 Implementation of long-range planning or strategic vision is inadequate to direct efforts to improve quality of the Little Rock School District. The auditors found that \"everything is a crisis\" in the Little Rock Schools, and \"nothing is routine.\" Wellthought out plans ahead of time are incomplete, despite hundreds of pages of \"plans.\" The following plans were examined by the auditors: Tri-District Desegregation Plan for the Little Rock School District, North Little Rock School District, and Pulaski County Special School District (January, 1990) Long Range Plan for School Facilities - Little Rock, Arkansas (September 1988) Proposed Planning Report, 1986-87 - 1991-92 (August 1985) The auditors found that the plans were not instrumental in guiding the day-to-day operations of the Little Rock School District. Most Board members and administrators did not indicate any acquaintance with the provisions of the planning, nor any involvement with delivery of the planned activities. Dese~e~ation Plan. An exception to ineffective planning is the planning pursuant to desegregatio activities, where the district desegregation staff gathers a number of activities under its umbrella. However, the desegregation plan confounds many school operations, not so much from its intentions or purposes as from its implementation. Teachers and principals reported too many surprises in educational changes attributable to the desegregation plan. Board members and parents complained about the abolishment of homogeneous classes (tracking) at the secondary level, indicating little acquaintance with the sound and extensive rationale for such practice. Communication and involvement of district stakeholders (parents, teachers, others) is insufficient to foster appropriate \"ownership\" of the plan throughout the school community. Control in implementing the plan was inadequate as reflected in these findings: Staff development is prescribed to \"focus ... (the staff) to address the racism reality.' A noble goal, but in operation, the auditors found no teacher or principal who was aware of a comprehensive needs assessment of staff employees designed to match training with individual differences among teachers or administrators. Student assignment was planned to provide impartial and nonpolitical procedures to \"desegregate schools .. :, but many complaints were heard by the auditors of unfairness and partiality in implementing the student assignment process. As an example, magnet schools were alleged to have a disproportionate Little Rock School District Cumculum Audit \u0026lt;0 N.A.S.E. December 21. 1990 Page 18 number of children of employees. To evaluate the allegation, a sample of the population was tested by the auditors with the following results: Employee Percentage of Black Children - Gibbs Magnet 1990 p6.95% 93.05% Employee Percentage of White Children - Gibbs Magnet1990 92.47% D Employees  Other D Employees  Other The distribution of a disproportionate number district employee's children among magnet schools would be an indicator of inequitable or political practices. The results are inconclusive with just one school, but the perception (or misperception) among community members remains in place and the problem demands resolution. Little Rock School Distnct Curriculum Audit C N.A.S.E. December 21. 1990 Page 19 Of course. the plan is in response to orders from the U.S. District Court, and its evaluation of effectiveness rests with those charged with such responsibility. Nevertheless, the auditors found that the desegregation plan affects many areas of operation, but it does not serve as a rationale instrument of guidance for actions among school personnel as it should. The purpose of strategic plans is to organize and focus district resources to meet future student needs. A strategic vision is the organization's vision of its desired future, and thereby provides guidance for curriculum decisions. Such a plan provides a district with criteria and processes for confronting problems and managing the district. At this time, the district has no strategic or formal comprehensive plan for education in the Little Rock School District. Without a well developed plan, the Little Rock Schools will be directed by crisis and bullied by politi activists. Finding 1.4. Board policies are outdated and generally ineffective in establishing curricular quality contro1. The auditor examined the following policies of the Little Rock School District: Policy Code Content Date AD Philosophy June 26, 1980 ADA Mission Statement January 26, 1984 AFA Evaluation of Board June 26, 1980 AFE Evaluation of Instructional Program June 26, 1980 CH Policy Implementation March 24, 1983 GCL Staff Development June 26, 1986 IF Curriculum Development October 29, 1981 IFD Curriculum Adoption Nov. 19, 1981 L\"M: Program Evaluation Dec. 17, 1981 The policies fail to establish a framework for sound curriculum planning, configuration of courses, specific curricular outcome statements, relationship of testing or test data to such outcomes, or lead to the creation of any plan reviewed by the auditor that could be called comprehensive, despite the fact that the Little Rock board policy (AD-#1) required one. The policies did not indicate or mention any sense of curricular priorities which could be measurable or related to content.  l ,ttlc Rock \u0026lt;\nchool D1stnC1 Curriculum Audit ~ '.'-i .. .\n.S.E. Decemt\u0026gt;er 21. 1990 Pag:c 20 No clear operational guideline cxi,1- for tht: dcv, it1pmcnt , ir evaluation :if curriculum in the district. Board Policies (AD, AD:\\), The Phii,1~oph) \u0026lt;10J \\! i~~ion \\tatcmenl arc \\!,t:neral and somewhat vague statements. For instance, no ch.:a1 direCLion i5 offered [or measuring the requirement that \"the instructional program should provide each student with lhc: opportunity for maximum intellectual and inter-personal development, whcn:in each student compdes with his own potential. These statements were not cited once by anyone a~ valuable references in curriculum decision making. Board Policy (* AF A), Evaluation of School Board Operational Procedure. indicates that an appropriate plan should be in operation for many areas including policy. However. operational procedures as they relate to curriculum policy are not available. Specific criteria for the development of curriculum objectives and an appraisal system of such has not been established. Kindergarten Children At Work Board policy (AFE), Evaluauon of Instructional Programs. is concerned with the purpose of evaluating instruction. This is to be done by determining the educational needs and providing information for planning. Checks of strengths ,rnd v. eaknesses of the programs must he undertaken. However, there is no mention of what the definition of needs. ,trengths or weaknesses are. \\!or is there any direction as to the method which should be used 1r\nproviding, information for planning. The policy also requires that evaluation of instructional program be programs in terms of community requirements\". What does Little Rock School District Curriculum Audit \u0026lt;0 NA.S.E. December 21. 1990 Page 21 \"suitability ... in terms of community requirement\" mean. Does it refer to the desegregation plan? Or does it refer to changing needs of occupational pursuits and directions in the community? There is no clear method as to how planned instructional programs are uniformly evaluated. Board policy (CH), Policy Implementation, requires that administrators and supervisors are responsible for informing staff members of existing policies and are to see that such are implemented. However, many sources indicated that policies and regulations are not effectively communicated. Thus a direct, unintem1pted line of authority does not exist. Often times when directives and procedures are communicated, with the intent to achieve an \"effective and efficient\" running school system, there has been evidence that opposition has occurred which leads to confusion. For example board members were aware of the implementation of a new program, \"Learning Foundations.\" Even though the program is in place, continuous attempts by some board members to increase opposition to this program were apparent. Even though the policy indicates that \"all board members, district employee, and students are expected to abide by (them).\" Board policy (GCL), Staff Development, deals with technical assistance to employees in the implementation of curriculum. However, during many interviews with administrators, teachers and noninstructional employees it was apparent that limited training is actually offered. Need surveys, long range planning, training of staff prior to implementation of new initiatives are not adequately undertaken. Staff described the district's efforts as \"knee jerk and window dressing\". Assistant principals, for instance felt that they were not given ample preparation or training in how the multi-cultural curriculum guides were to be used. However, they were expected to evaluate instructional staff on the use of such documents. Board policy (IF), Curriculum Development, requires that the superintendent establish \"curriculum committees for the study of curriculum improvements.\" However, minimum building level staff are actually involved in the development of curriculum. Presently, a ratio has been established with the union, as to the number of teachers and central office administrators who will make up these committees. Building level administrators are omitted even though they have involvement in evaluating the actual implementation of said curriculum. There were also instances when central office administrators solely developed changes in curricular pursuits because of time constraints. An example of this was when the Board forced an immediate implementation of a gifted and talented program, over the recommendation for a three-year phase-in by a community advisory committee, which caused severe financial and educational difficulties. With the occurrence of minimum or no building level staff involvement the final results produce what has been Little Rock School District Curriculum Audit (rJ N.A.S.E. December 21. 1990 Page 22 referred to as an average to below standard curriculum which is not used in an effective manner. Teachers and other staff members are apprehensive and somewhat resistive to implementation. In some schools, teachers continue to use former guides even though programs have changed. The expectation that \"all teachers will make a contribution to curriculum committee work\" is not being followed. Board policy (IFD), Curriculum Adoption, sets forth the requirement that the superintendent shall \"suggest and implement administratively, changes and improvements in curriculum offerings\" but such \"shall be reported to the Board prior to implementation\". Several board members indicated that changes in program/course offerings were never reported to them, for example PAL, or the gifted and talented program. Board members were not aware that there was a course adoption policy. This policy has been in effect since November, 1981. Additionally, during interviews held with the Biracial Committee, parents and board members, evidence was gathered that curricular sequences have been changed abruptly, with little planning taking place. Student courses of study have been effected without broad participation in the decisions, and this has created problems for students attempting to complete their requirements for graduation. Board policy (IM), Program Evaluation, requires that the district must \"establish an evaluation process\" in order to obtain objective information regarding instructional program and the performance of personnel\". However, no standardized framework has been established for this to occur. No uniform method exists of how instructional programs and personnel performance are to be evaluated. During interviews the auditors found only one central office administrator who developed and consistently used documents to evaluate principals assigned to her department. The auditors found no evidence of coordination or articulation among other central office administrators to evaluate in the same manner. In fact, several principals complained that they had been evaluated by a top administrator from the central office, despite the fact that the evaluator had not visited their school during the period of their evaluation. This policy further indicates that an established evaluation process must be conducted by \"professionals, but little direction is provided. o evidence existed to indicate that there was use of evaluation data by the board or district to determine educational needs. Evaluation and resultant changes often seem to be tied to the desegregation plan. The policy also indicates there should be a relationship between stated goals and actual accomplishments. Goals and long range outcomes change often thus limiting the possibility of such correlation. Little Rock School District Curriculum Audit ti) N.A.S.E. December 21, 1990 Page 23 The policy further required the district to use evaluation to \"improve the performance of personnel\". However, personnel are not involved or informed of appropriate training. Personnel reported this hampers the development of their skills. No teachers reported direction from supervisors as to training tied to perceived or measured effectiveness in the classroom. Throughout the district many schools and staff members were found \"doing their own thing\" without coordinated direction from the school administration, thus established control was lacking, and consi~tency and guidance were absent.. The district is unable to tell whether or not a program, a teacher, or a set of learning materials is effective or productive. No standardized methods have been established by which district staff can use assessment data to evaluate student progress, and the district lacks a way to assess the adequacy of the curriculum or its comparability. The board has not established any policy which requires curriculum to be developed in the district that was internally consistent or demonstrated coherency around a core. The district has not established a definition of a core curriculum. FINDlNG 1.5 Board member relationships with the superintendent and administrative staff disrupt management operations of the Little Rock School District. Despite board policies and precepts which call for support and cooperation with top level administration, board member actions and activities provide frequent and disruptive interventions into the managerial operations of the school district. Policies, presumably established to provide appropriate board roles, reflect the following: Board Policy AFB. \"Evaluation of the Superintendent\" states: \"The Board of Directors shall: Determine the duties of the Superintendent ... and~ him. or. bs\u0026lt;r ill th.e dischar~e Q.( ~or.~~ (emphasis added). Board Re~ulation BBA-R, Duties and Responsibilities. states: \"Board members and the Superintendent should tt!al eaci! other~ courtesy and~ bQth ill pyhlic and ill priya_te\" (emphasis added). As an example of dysfunction in regard to these policies, the auditors observed one board member, at a parent meeting at Pulaski Junior High School, who publicly ridiculed the district administration before parents. When a parent questioned the principal on why the school district doesn't extend the school day (in order to improve learning), the principal said, \"That is a Board matter.\" Immediately, the board member interrupted the meeting and loudly stated to the entire group, 'Well, the administration tells us Little Rock School District Curriculum Audit :\u0026gt; N.A.S.E. December 21 . 1990 Page 24 that the attention span of kids is only 20-45 minutes, and we can't do anything like that (extend the school day) until we (board members) get a straight answer from the administration.\" Why this board member chose to make such a self-effacing comment is anybody's guess, but the premise was faulty. Extending the school day IS a Board matter, and it has nothing to do with the attention span of children. Such caviling statements only serve to denigrate the integrity of the Board, administrators, and the Little Rock School District as a whole. Further, community leaders interviewed by the auditors indicated serious concern over troublesome board member behaviors. Their concern centered on the long term good of the Little Rock community. The feeling is that the combative nature of the governing board and the contentious disputes that board members seem to cultivate are harmful and jeopardize the future of the entire community. The logic was, as the schools go, so goes the major social institutional foundation, so goes the community, so goes the economy. One leader's statement was that \"unless the Board quits the negative and destructive battling, and begins to heal the hurts of the school district, the whole community could go down the river.\" Auditors carefully reviewed policies, procedures, district records, and communiques. Interviews were conducted with teachers, administrators, board members, and parents. The auditors found board members to be in flagrant violation of Board Policy AFB and Regulation BBA-R. Board members frequently publicly rebuke and embarrass managerial employees including the superintendent, other central office administrators, and building level staff. Elementary School Colleagues Little Rock School District Curriculum Audit (!:) N.A.S.E. December 21, 1990 Page 25 Teachers, administrators, and parents perceive the divisiveness caused by board members as one of the district's greatest weaknesses. Examples of improper public statements by board members include the following: \"I'm going to get that sorry son-of-a-bitch\" (reference made to an associate superintendent)\n\"She is a PR disaster. Don't let her out in the schools, on TV, or in the newspapers\" (reference to the superintendent)\n\"She is incompetent\" (reference to an top level administrator)\n\"She has skinny little lips and shouldn't be on (sic) the media\"\n(reference to superintendent) \"The administration has not really studied this, they do no planning.\" These comments not only violate board policy and regulations, but they are signs of disrespect, mistrust, lack of confidence, and cynicism which creates open divisiveness within the school district. This divisiveness renders the Little Rock School District ineffective in carrying out its mission. Teachers and administrators stated that the divisiveness caused by the lack of trust and respect shown by board members has contributed greatly to the excessive turnover in superintendents. They further believe that it has a debilitating effect on the effectiveness of the central office team, teachers, and principals. The effect of divisiveness is illustrated by the following comments by employees: \"sad to see the way they treat each other\"\n\"it contributes to the instability of our school district\"\n\"this divisiveness spills over into the community\"\n\"as an employee I get very discouraged\"\n\"this perpetuates the bad light we have been viewed in\"\n\"it perpetuates lack of confidence in administrators\"\n\"it upsets the teachers\"\n\"this causes poor public relations\"\nLittle Rock School District Curriculum Audit IC) N.A.S.E. December 21. 1990 Page 26 \"it shows lack of confidence in administration and leads to the demise of public confidence\"\n\"too many embarrassing and belittling remarks made\"\n\"to the public it looks like the kids are not our focal point and the public loses confidence. Board members' public humiliation and belittlement of the staff members and district greatly weakens the power and ability of the administrative team to influence and lead the organization productively. Finding 1.6 Board members intrude into administrative roles and disrupt the operations of the Little Rock School District. Board Regulation BBA-R states, \" ... when board members receive complaints or criticism ... they should encourage the person making (the complaint) to take (it) through the channels of procedure set under Board policy.\" The auditors learned that this aspect of Board Regulation BBA-R is frequently not followed. Instead, it is common practice for board members to receive complaints and criticism and take them directly to an administrator. Moreover, the auditors found that board members do not adhere to the section of Board Regulation BBA-R, \"Processing Requests for Information\" which states, \" ... when a board member wants information about a particular program or area, he or she should direct the request to the superintendent or one of the two associate superintendents.\" Board members frequently bypass the superintendent and the associate superintendents to make inquiries and to request information from middle management and teachers. Several administrators, including principals, alluded to the confusion board members create with such practice. Lines of communication within the organization are confused. When asked whether she felt she should comply with Regulation BBA-R, one board member stated,  ... no!, I'll investigate it myself.\" In addition, the \"Processing Requests for Information\" section of BBA-R lacks a process for ranking requests and determining which, if any, requests will be pursued by the administration. This causes the administration to be chasing individual board member demands without Board action. Such individual Little Rock School District Curriculum Audit I!:\u0026gt; N.A.S.E. December 21. 1990 Pa~e 27 board member action is violative of sound principles of educational management and state law which limits board member authority to only such times as the Board sits, deliberates, and acts as a body. The following quotations by teachers, CT A Officers, and administrators, other than the superintendent and two associate Superintendents, confirmed that one or more board members frequently do not adhere to Regulation BBA-R. Such statements further illustrate staff members' perceptions of board members' behaviors. \"The board calls me to check on things and sometimes other people.\" \"Board members bring questions (directly) to principals and it causes problems.\" \"They call my staff directly and make requests for information and they call me at home.\" \"A board member called me to have a drink tonight and \"discuss\" business.\" The auditors also found that board members act in violation of Board Policy BBA, \"Duties and Responsibilities,\" which states, \" the Board of Directors \u0026amp;hall: .... 10. ~ authority a.s ~ members o!lb'. fillell ~ a.s a ~ ~ in session, or as legally directed by the board. . ... 12. Exercise !lQ administrative responsibility ~ individuals with re.speg to the~- 13. Re1ram individuals 1roni commandin~ the ser:vke.s of .any S:C.l!ool employee  ( emphasis added). Teachers, administrators, and community members perceive that individual board members are playing administrative roles. Some believe that this has increased greatly with the turnover in superintendents. Others believe that \"all the meddling causes confusion.\" The auditors found that individual board members command services of administrators by giving selfinitiated directives to administrators. Board members also exercise administrative responsibilities without board approval. Examples of these behaviors range from ordering the public relations staff to keep the superintendent off TV and out of the newspapers, to directing other administrators in their conduct of committees. The latter includes giving orders as to \"which decisions\" the committees \u0026amp;hould make. Board members also direct administrators to complete numerous and time consuming reports, which is another example of individual board members commanding services of school employees, exercising administrative responsibility, and exerting authority without support of a board vote. Information and report requests by individual board members in the Little Rock School District are out of control. The auditors found that board members make excessive numbers of requests for information and that these requests demand large amounts of administrators' time. As stated Little Rock School District Curriculum Audit C\u0026gt; N.A.S.E. December 21. 1990 Page 28 by one administrator, \" the board does not fully appreciate the time required to respond to their problems.\" Demands for reports are communicated to administrators other than those designated in board Regulation BBA-R via the telephone and at board meetings. Some board members make such demands to the administration with a FAX machine from their employer's office! All of these requests are in violation of Board Policy BBA and Board Regulation BBA-R. Board member individual requests and demands upon the organization for \"reports\" are mind-boggling in quantity. After attending one board meeting and reviewing lists of requests for reports made at board meetings during the past year, the auditors found that these requests severely limit administrators' time to perform their formally assigned duties. Sixty-five nxrnests for information or directives from individual board members were made in seven board meetings reviewed by the Auditors as shown in Exhibit IIl.1.4.1: Exhibit IIl.1.4.1 Individual Board Member Directives and Requests for Reports .lwru:li Meetin,~ Q.ate August 28, 1990 July 9, 1990 June 6, 1990 March 16, 1990 May 18, 1990 September 21, 1990 September 28, 1990 Number Qi Reg_uests Total 15 4 5 13 7 11 10 65 Auditors reviewed examples of the types of requests and directives from individual board members which are provided below: 1. VIPS hours for McDermott and Fulbright schools\n2. annual operating cost of the IRC, administration annex building\n3. information on the checks written to the various office supply companies\n4. report on buildings where academic disparities do not exist or are minimal\n5. report on teachers who had been placed on the wrong salary scale\n6. report summary of the District's excess property and short and long-term plans for it\n7. report on all existing policies of the music department\n8. report on all the students who had been through \"Changing Directions\" to see how they are doing\nLittle Rock School Oistnct Curriculum Audit q:, N.A.S.E. December 21. 1990 Page 29 9. report on how Metropolitan can be better utilized and report on how Metro grads fare in the job market - are they employable\n10. study by the Biracial Advisory Committee on all secondary schools similar to the one conducted at Central High last fall\n11. report on number of volunteer hours at each school\n12. report on number of schools that have active PTA'S or PTSA's--survey schools to see how many rooms do not have a home room parent\n13. report on breakdown of volunteer hours worked in incentive schools, area schools, and magnet schools\n14. report on why Bobby Chapple could not participate in choir performances\n15. report on break down of staffing at the restructured schools\n16. report on the following aspects in incentive schools: enrollment, classes with 1-20 ratios, and vacancies\n17. estimate on costs of refurbishing Quigley Stadium\n18. report on adequacy of maintenance staff\n19. report on athletic eligibility requirements in neighboring six states\nand 20. report on how the Pulaski County Special School District and the North Little Rock School District gate receipts are distributed. On the face of it, some of this requested information appears to be appropriate for Board utilization, and it is. However, such demands for information are not appropriate from individual board members unless the board member makes a motion to receive such information, and after debate and passing the motion, the Board as a whole takes action requesting the information. The auditors found that many of the requests were frivolous, and that board members were trying to respond to some small segment of their constituency, or to \"second-guess\" the administration, as several staff members put it. Responding to these idiosyncratic requests consumes large amounts of administrative anc! secretarial time and severely infringes upon administrators' time to carry out their duties. Many requests serve only the political interests and self-serving needs of individual board members and do not represent the interest of the total board. The result is a rudderless organization, drifting and darting sporadically as board and community politics warm-up and cool-off, and as board members pursue short-term individual gains and sacrifice long-term district gains. Effective school districts base decisions on \"what is best for students,\" not individuals' political interests. FINDING 1.7 The Board's professional negotiations agreement with the Little Rock Classroom Teachers Association inhibits Board control of educational programs. Board Policy ADA, \"Mission Statement of the Little Rock School District, states: Little Rock School District Curriculum Audit ~ N.A.S.E. December 21. 1990 Page 30 \"The mission of the Little Rock School District is to ~ a!! educational pro~am tl!fil ~ ~ chi!..d 1.Q achieve ~ ~t potential.\" The auditors found provisions in the \"Professional Negotiations Agreement Between the Board of Directors and the Little Rock Classroom Teachers Association\" which inhibit board control of educational programs and achievement of its mission for every child within its care. These provisions include the following:  length of the work day Article III.A. \u0026amp; XXII.C.1 \u0026amp; 2)\n duties (Article XXII.B. \u0026amp; F.)\n class-siz.e limits (Article XXI.A.)\n employment of teachers (Article V.A.)\n meetings (Article XXX.A., B., \u0026amp; C.), and  teacher rights regarding instructional methodology (Article XXXI.D.). Each of these constraining and unreasonably delimiting provisions is detrimental to community control of its educational programs and institution. The length of the work day is set at 5 hours and 15 minutes per day in Article ID. A \u0026amp; XXII. C. 1, 2, \u0026amp; 3).A with an additional fifty-four (54) minutes for planning, for a total work day of six (6) hours and nine (9) minutes. This is an extraordinarily short teachers' work day. When combined with provisions which restrict the length and number of meetings teachers may be required to attend and the duties to which teachers may be assigned, it severely limits board flexibility in use of instructional time for improving the quality of educational programs. Low class siz.es are generally accepted as beneficial to the educational program. However, sophisticated research studies establish a broad range of acceptable class sizes. Lowering class sizes to a point still within the range does not result in increased learning. The class-siz.e provisions provided in the Agreement place undue educational and financial restrictions on the board. The board needs flexibility in determining and implementing educational improvements through differential configurations of numbers of students. Further, the board must have authority to require the use of certain teaching techniques and behaviors. Researchers have made significant findings regarding teaching techniques for delivering Board-adopted curricula. Restricting the authority of the board and administration to prescribe appropriate instructional techniques significantly restrains the board's ability to improve educational programs for students in the Little Rock School District. Little Rock School District Curriculum Audit IC N.A.S.E. December 21. 1990 Page 31 Another Underutilized Library During School Hours Finally, Article V establishes seven years as the maximum allowance granted to new hires for previous teaching experience. This provision severely and unnecessarily restricts the district's ability to recruit the highest quality teachers. The research literature in industry and education is replete with evidence that selection of an employer is frequently based on salary. The educational literature also states that teachers' mobility is severely limited by salary caps based on years of teaching experience. The Little Rock Public Schools may be inadvertently failing to hire high quality teachers due to limits on the number of years of experience granted on the salary schedule. The Little Rock School District Board has been too generous in giving up its authority in the management of teaching practices in its schools, creating a restrictive and detrimental artificial environment for quality control in teaching and learning. The negotiations process has provided undue constraints on the elected Board to represent the public and to act in accordance with appropriate educational outcomes and guidelines. Little Rock School District Curriculum Audit I!) N A.S.E. December 21. 1990 Page 32 Standard 2: The School District Has Established Clear and Valid Objectives for Student A school system meeting this audit standard has established a clear, valid and measurable set of pupil standards for learning and has set them into a workable framework for their attainment. Unless objectives are clear and measurable, there cannot be any cohesive effort to improve pupil achievement in any one dimension. The lack of clarity denies to a school district the capability of concentrating its resources through a focused approach to management. Instead, resources may be spread too thin and be ineffective in any direction. Objectives are essential to attaining local quality control under the governance of the Board of Education. What the auditors erpected to find in the Little Rock School District: The auditors expected to find a clearly established, district-wide, set of goals and objectives in all subject matter areas and for all grade levels adopted by the Board of Education. Such objectives would set the framework for the operation of the district, its sense of priorities, and explicit direction for the superintendent and the professional staff. Moreover, the auditors expected to find evidence of resources (people, time, materiel) directed toward accomplishment of established goals and objectives. Inherent in such direction would be found evidence of long range planning in instructional decision making, and precision in district efforts to define its mission through policies, regulations, reports, curriculum guides, and other documents. Basically, without defined outcomes (targets), organizational activities (arrows) can be misdirected, fragmented, and inadequately focused. Good school systems have defined what they stand for, and what must be evidenced to show accomplishment of the things for which they stand. What the auditors found in the Little Rock School District: The auditors found curriculum documents that listed objectives for many subjects on a K-12 basis, but these were not linked to Board-adopted central goals or standards for learning. In some cases, the auditors found that changes in the curriculum were unknown by the Board, or had created a surprise for board members when they learned about the changes. District curriculum documents are not very Little Rock School Distnct Curriculum t\\ud1t 10 N.A.S.E. December 21. 1990 Page 33 effective in providing teachers the information necessary for guiding instruction or for giving supervisors any clear direction to help them monitor and manage the instructional process. The auditors found large gaps between the written curriculum and what is actually taught. The auditors found inadequate planning for systematic curriculum development in the Little Rock School District. The district has developed a number of multicultural guides in recent years\nhowever, this was done as a result of the desegregation plan rather than as a part of a comprehensive curriculum dt::clopment process. As in several other areas of district operations, the desegregation efforts drive district curriculum planning, leaving control of pivotal curriculum quality to random action. No written procedures exist regarding curriculum changes at the secondary level. As a result, confusion exists regarding what steps should be followed, who is involved in the decision, and what criteria is used in making the decision. In addition, a lack of curriculum articulation and coordination exists in the district. Curriculum guides in the Little Rock School District exists in many different forms within and between curriculum areas. Formats were perplexing and non uniform, which contributed to the limited use of guides by teachers and principals. Guides found range from the locally developed guides to those produced by the state department. Generally, the guides are not effective management documents. Finding 2.1 A voluminous melange of curriculum guide documents exists in the Little Rock School District. The auditors were given and reviewed over 200 curriculum guide documents which are currently being \"used\" in the Little Rock School District. These varied in format within and between curriculum areas. Multicultural curriculum guides for grades K-6 were implemented during the 1989-90 school year. The auditors were told by district supervisors and central office staff that these guides would replace previous curriculum documents and were to be used to direct instruction in the classroom. In addition to the multicultural guides at the elementary level, the auditors reviewed district secondary guides (7-12) which were written prior to 1989. However, district guides have not been written for all course offerings at the secondary level. The auditors were told by teachers and supervisors that state guides were to be used in the courses for which district guides had not been developed. Little Rock School District Cumculum Audit ~ N.A.S.E. December 21. 1990 Page 34 The district recently developed multicultural guides [or several curriculum areas at the secondary level. Teachers are expected to begin using these guides during the current school year. !\\1ulticultural guides were not developed at all grade levels for each core curriculum area. In addition, some of the multicultural guides were designed to be stand alone documents, while others were designed to supplement district guides which are currently in use. The variety of guides plus the [act that they are being used for different functions is confusing to both staff and administration. This was evident when the auditors asked staff members and administrators what was used to direct instruction. The answers varied greatly. Children Sorting and Classifying Objects As an example of the diversity 1)f wswers. when one teacher was asked how he determines what content to teach in his class. he tapp\u0026lt;!d the ~ide of his head a couple of times without verbal comment. Some department supervisors indicated that the stale guides were being used lo direct instruction in grades 9-12. Other supervisors stated that l11e teachers were probably using the teacher resource book that goes along with the text. When the question was posed 10 huilding administrators, one response was as follows. \"The basal textbooks direct instruction.\" The auditors round that teachers follow any of a number of things in selecting content to teach. tncluding course content guides, state guides, the new multicultural Little Rock School District Curriculum Audit (!) N.A.S.E. December 21. 1990 Page 35 guide, the district guide or the text to direct instruction. Little congruity was found in content determination at the school level. To add to the confusion, the auditors found that there was not a comprehensive list of curriculum guide documents. School officials provided the auditors what was stated to be a comprehensive set of curriculum guides, prior to their visit to the district. However, on several occasions, the auditors found teachers using curriculum documents which the auditors had not seen. Upon request, district officials did provide the additional guides, but it was clear that there was confusion regarding what guides were actually being used. Finding 2.2 Curriculum guides in most curriculum areas are inadequate to direct instruction. The auditors reviewed and rated the curriculum documents provided by the school district personnel. The guides varied in quality within and between curriculum areas. A summary of the curriculum guide rankings appear in Exhibit III.2.1. The guides were analyzed using five criteria which support sound curriculum management. The evaluation of the guides pertained to the following criteria: (1) clarity and validity of a guide's objectives, (2) congruence of the curriculum guide to the testing/evaluation program, (3) delineation by grade level of the prerequisite essential skills upon which to initiate instruction, (4) delineation of the major instructional tools in the forms of textbooks and supplementary materials, (5) clear examples for classroom application. For a curriculum guide to be an effective management tool, it must focus the efforts of the teacher in the classroom. Furthermore, in order to result in sound curriculum management the guides should connect classes vertically and horizontally across grade levels and schools. Curriculum guides should be \"user friendly.\" A teacher should be able to understand and use them without any additional information or training. A curriculum guide is considered excellent if it receives a composite score of 13-15 points. There were no district guides that scored in this range. There were, however, several curriculum guides which scored a 12 rating. These guides appear to be effective curriculum documents which could be used as models for the other curriculum areas to emulate. The remainder of the guides were rated less than adequate to very poor. Lmle Rock School District Curriculum Audit ~ :--1.A.S.E. December 21. 1990 Page 36 Generally speaking, the district curriculum documents were strong in stating the objective, providing the text and supplementary material to be used and giving practical suggestions to classroom teachers in teaching the content. The guides were generally weak in specifying the necessary prerequisite skills, knowledge and attitudes upon which to initiate teaching and weak in identifying methods of assessing student learning related to the objectives. Caution - Children on Task EXHIBIT III.2.1 Little Rock School District Curriculum Audit c N.A.S.E. December 21. 1990 Page 37 RA TING OF CURRICULUM GUIDES DEVELOPED IN THE LITI'LE ROCK SCHOOL DISTRICT (Guides Listed in Rank Order of Quality) CURRICULUM GUIDE TITLE DATE GRADE RA TING BY CRITERIA TOTAL Published LEVELS 1 2 3 4 5 POINTS Language Arts 1989 K-6 2 3 3 3 12 Language Arts 1989 7-9 2 3 3 3 12 Language Arts 1989 10-12 2 1 3 3 3 12 Reading 1989 K-6 2 3 3 3 12 Rdg/Eng Asst 1990 7 2 3 3 3 12 Rdg/Eng Asst 1990 8 2 3 3 3 12 Rdg/ Eng Asst 1990 9 2 3 3 3 12 Rdg/ Eng Asst 1990 10-12 2 l 3 3 3 12 Art Survey 7 2 2 3 3 2 12 Crafts/ Fibers 11-12 2 3 3 3 12 Intermediate Alg 1989 10-12 2 3 2 3 2 12 Social Studies 1989 K-6 2 2 3 3 11 Pottery 11-12 2 3 2 3 11 Drawing II 11-12 2 3 1 3 2 11 Drawing III 11-12 2 3 1 3 2 11 Biolab 10-12 2 3 3 2 11 Chemtech 11-12 2 3 3 2 11 Regular Math 1989 7 2 l 3 2 2 11 Study \u0026amp; Learning Foundations 1990 7-9 2 0 3 3 3 11 Exploratory Music 2 3 0 3 2 10 Dance II 2 3 0 3 2 10 Dance III 2 3 l 2 2 10 Ort'hestra Level D-E-F 2 3 0 3 2 10 Pottery-Ceramics 10-12 2 3 2 2 10 Jewelry Techniques 11-12 2 3 2 2 10 Print ma.king 10-12 2 3 2 2 10 AP Studio Art 11-12 2 3 2 2 10 Art History 10-12 2 3 2 2 10 Drama 11-12 2 2 2 3 10 History of Theatre 2 3 0 2 3 10 Life Science 7 2 3 0 3 2 10 Geography 1990 7 2 1 0 3 3 9 American History 1990 8 2 1 0 3 3 9 Dance I 2 3 0 2 2 9 Music Theory I 2 0 3 3 9 ~lusic Appreciation 2 3 0 3 1 9 Photography 10-12 2 3 2 l 9 Mime 2 2 0 2 3 9 Classic Scene Study 2 2 0 2 3 9 Science Target Concepts/ Slcills 1989 K-6 2 0 3 3 9 Mathematics Multietbnic Guide 1989 K-6 2 2 3 2 9 Regular/ Honors - Geometry 1989 10-12 2 2 2 2 9 CURRICULUM GUIDE TITLE DATE GRADE Published LEVELS Advanced Algebra - Regular 1989 11-12 AP Calculus AB/BC 1989 Family Life Ed.New Futures 1990 K-o Honors Algebra II 1989 9 Psychology Jewelry Techniques 11-12 Dance Techniques Earth Science 8 Physical Science 9 Enriched Math 1989 7 Regular Math 1989 8 Regular Algebra-J.H. 1989 9 Algebra 1-H.S. 1989 10 Enriched Algebra I 1989 8 Pre-Algebra 1989 11-12 Concepts of Geometry 1989 11-12 Regular Algebra II 1989 10-12 Trigonometry Regular/ Honors 1989 11-12 Greek I-III 1989 Latin I-II 1989 AP Latin 1989 French I-IV 1989 AP American History Sociology Concert Band Stage Band Acting Children s Theatre Science Technology Earth Science - Multicultural 1990 8 Physical Science - Multicultural 1990 9 :,,,tarketing Mgmt 12 Marketing 11-12 Intro to Marketing 10-12 Music 1989 K-o Music History 10 Music History 11-12 Dance History 10 Spanish I-IV 1989 Life Science - Multicultural 1990 7 Statistics Unified Physics I-IV German I-IV 1989 Computer Applications - Spread Sheet 11-12 Computer AppLications - Data Base 11-12 Computer Programming - RPG 11-12 Computer Programming - Cobol 11-12 Computer Programming - Adv. Basic 11-12 Computer Technology - Inf. Systems 10-12 Little Rock School District Curriculum Audit C N.A.S.E. December 21. 1990 Page 38 RATING BY CRITERIA TOTAL 1 2 3 4 5 POINTS 2 1 2 2 2 9 2 1 2 2 2 9 2 0 3 3 9 2 2 2 2 9 2 1 0 2 3 8 2 3 0 2 8 2 2 0 2 2 8 2 1 0 3 2 8 2 1 0 3 2 8 2 0 2 2 2 8 2 0 2 2 2 8 2 0 2 2 2 8 2 0 2 2 2 8 2 0 2 2 2 8 2 0 2 2 2 8 2 1 2 2 8 2 2 2 8 2 2 2 8 2 2 2 8 2 2 2 8 2 1 2 2 8 2 1 2 2 I 8 2 1 0 2 2 7 2 0 0 2 3 7 2 2 0 2 1 7 2 2 0 2 1 7 2 2 0 0 3 7 2 .2 0 0 3 7 2 1 0 3 I 7 0 2 3 7 0 1 2 3 7 2 0 3 7 2 0 3 7 2 0 1 1 3 7 2 0 0 3 6 2 0 2 6 2 0 2 1 6 2 2 0 0 2 6 2 0 2 2 0 6 0 0 3 5 2 0 2 0 5 2 0 0 4 0 2 I 0 4 2 0 0 0 3 2 0 1 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 1 0 0 3 2 0 0 0 3 CURRICULUM GUIDE TITLE Computer Technology - Introduction Word Processing I \u0026amp; II Typewriting I Typewriting II Office Tech. Lab Office Procedures Cooperative Office Ed Record Keeping Computerized Acct I Computerized Acct lI Accounting I Accounting II Intro to Drafting Exploratory Business Carpentry Basic Welding Intro to Computers - Data Processing Automotive - Technology II Auto Body Basic Electronics American Government - Civics American History Contemporary American History Economics Global Studies World Cultures World Geography World History Family Life Ed - New Futures Food Production Mgmt Child Care Guidance-Management Parenting Human Development Housing. Home Furnishings Foods \u0026amp; Nutrition Consumer Education Oothing \u0026amp; Textiles Child Development Independent Living Family Living Home Economics I Personal Living Skills Exploratory - Home Economics Home Economics - Practical Arts DATE GRADE Published LEVELS 9-12 l0-12 7-12 9-12 11-12 11-12 11-12 10-12 10-12 11-12 10-12 11-12 10-12 9-12 10-12 10-12 10-12 10-12 10-12 9-12 9-11 11-12 11-12 11-12 9-lO 9-lO 10-12 1990 7 Little Rock School District Curriculum Audit C N.A.S.E. December 21. 1990 Page 39 RATING BY CRITERIA TOTAL 1 2 3 4 5 POINTS 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 l 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 1 0 0 3 2 I 0 0 0 3 2 0 0 0 3 2 0 0 0 3 2 0 1 0 0 3 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 :? 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 CURRICULUM GUIDE TITLE DATE GRADE Published LEVELS Industrial Arts-Technology Ed 7-S Exploratory - Career Ed Career Orientation Radio Broadcasting Health Occupations Computer Repair - Technology Printing 89-90 Suspension-Steering Specialist 1987 Brake Specialist 1987 Electronic - System Specialist 1987 Automotive Technology -Technician 1987 Cobol Commercial Art I-II 1987 10-12 Printing Press - Operations Industrial Equipment - Maintenance 1987 10-12 Basic Drafting II 11-12 Cosmetology T.V. Production Computer Technology II Commercial Foods 1-11 Structured RPG Little Rock School District Curriculum Audit ' N.A.S.E. DeccmbC'r 21. 1990 Page 40 RATING BY CRITERIA TOTAL 1 2 3 4 5 POINTS 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 1 0 0 0 2 1 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 1 1 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 2 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 When the district curriculum guides were separated by subject areas, the results were even more revealing regarding strengths and weaknesses. Exhibit III2.2 gives the average scores of the district curriculum guides in each subject area. The curriculum areas are listed from highest average to lowest average. Also listed are the total number of guides rated in each content 3Tea along with the highest and lowest rated guide. The strongest curriculum guides were in language arts, while the weakest documents were in vocational education. Since there are different types of curriculum documents being utilized, it appears appropriate to discuss the strengths and weaknesses of each type of document. These are as follows: A) Multicultural Guides Strengths - Generally speaking, these guides were strong in stating the objectives, delineating the text and supplementary material, and providing examples of how to approach key concepts/skills in the classroom. Weaknesses - These guides were weak in the respect that they did not identify methods of assessing student learning and the majority of guides did not specify the necessary prerequisite skills expected of students (language arts and reading were the exception). B) State Guides Strengths - These guides did state the objectives to be taught. Little Rock School District Curriculum Audit ~ NA.S.E. December 21.1990 Page 41 Weaknesses - Since these guides were designed more as a resource than a stand alone document, there are several weaknesses when used as the curriculum guide. These guides lack the following components: An assessment or evaluation piece, a listing of required prerequisite skills, delineation of major instructional resources and a linkage to classroom utilization. C) District Guides (Non multicultural) The district guides vary more in format and content than the other two categories. As a result, it's more difficult to generalize their strengths and weaknesses. The reader should take this into consideration when reading the following summary. Strengths - The guides stated the objectives to be taught, listed the text and supplementary materials, and provided examples of how to approach key concepts and skills (although this was limited in several guides.) Weaknesses - Although some guides provided an assessment component, the majority of the district guides were lacking this criteria. The majority of the guides also did not articulate the necessary prerequisite skills. As mentioned above, several guides lacked examples of how to approach key concepts or skills. EXIDBIT IIl.2.2 Little Rock School District Curriculum Audit C NA.S.E. December 21, 1990 Page 42 SUMMARY OF CURRICULUM GUIDE RATINGS BY CONTENT AREA LITILE ROCK SCHOOL DISTRICT CONTENT AREA I TOTAL I HIGHEST I LOWEST CONTENT I GUIDES I RATED I RATED AREA I REVIEWED I GUIDE I GUIDE AVERAGE I I I RATING LANGt:AGE ARTS I 9 I 12 I 12 12 READING I 11 I 12 I 12 12 STUDY \u0026amp; LEARNING I 3 I 11 I 11 11 FOUNDATIONS I I I ART I 11 I 12 I 8 10.2 DRAMALTHEA TRE I 6 I 10 I 7 8.7 I I I MATHEMATICS I 24 I 12 I 5 8.7 SCIDICE I 17 I 11 I 4 8.3 MUSIC/DANCE I 21 I u I 6 7.6 SOCIAL STUDIES I 20 I 11 I 2 7.2 FOREIGN LANGUAGE I 6 I 8 I 4 7 FAMILY LIFE ED-NEW I 8 I 9 I 2 8 FUTURES I I I VOCATIONAL I 66 I 7 I 2.6 ED\\XATION I I I Moreover, significant gaps exist in the coverage of curriculum with appropriate guides. In Exhibit ill.2.3, one can see the auditors analysis of the scope of curriculum. With such disproportionate distribution of guides, it is impossible for the Little Rock School District to connect student learnings from one level or school to the next. Art Business Career Education Computer Science Consumer Sciences Drivers Education English. Lang. Arts family Life foreign Language Guidance Health Industrial Arts Learning foundations Math. General 'vlatn Algebra Math. Advanced 'vlusic Photography Phys. Educ .. Dance Psychology Reading Science. BiolO!!ical Science. Physical Science, General Social Studies Speech and Drama Little Rock School District Curriculum Audit c N.A.S.E. December 21. 1990 Page 43 Exhibit IIl.2.3 Distribution of Curriculum Guides by Subject Matter and Grade Level Little Rock School District K\\ 1 2 3 4 5 6 7 I s I 9 I i I l l l 1 i I 1 1 1 1 1 l I l I l 1 1 1 1 1 I I 1 I l I 1 1 1 1 l 1 l 1 1 l 1 l I 1 l 1 l 1 l I 1 1 l l I l I I I I I 2 I t I l 1 2 T 2 l I I 1 I 3 I I I I 1 I I I I 1 I I I I I I I I l I I l I 1 I I 1 I I I 2 2 1 4 10 I 11 I 12 I n I 4\\111111 I 1 I 14 I 14 I I I I I 4 I I I I I I I I I I I I I I I I 6 I I I I I I I I I I I I I I I I I 1 3 3 2 1 l 1 6 l 1 1 1 4 I 1 1 1 1 1 I 2 5 8 7 2 1 1 5 Note: Numbers in the cells indicate the oumber of curriculum guides provided to the auditors at a given grade level or subject matter field. Cells which are empty have no curriculum guide at that grade level for that subject matter field. Gaps and overlap are evident in the distribution of curriculum guides, indicating little or no coherence, or 'flow\" of teaching and learning throughout the system. Connections, if any, among grade levels, subject areas, schools, etc. would be random and determined by caprice or whim rather than soundly developed reason or rational planning. Little Rock School District Curriculum Audit C N .A.S.E. December 21. 1990 Page 44 Finding 2.3 There is no systematic plan for development and revision of curriculum in the Little Rock Public Schools The auditors found no systematic plan for curriculum development in the Little Rock Public Schools. Although a majority of staff members interviewed indicated there was no such plan in existence, a couple of administrators thought the district did have a written plan. When the auditors asked to obtain a copy of the plan, they were given a copy of the Arkansas schedule for textbook adoptions. When interviewing supervisors it was evident that such a process was not currently in place. One department supervisor indicated that her department reviewed the curriculum for revision after textbook adoptions. A second supel'Visor said his department does not follow this procedure. It is obvious that clear expectations regarding a comprehensive plan for curriculum development have not been establishe A systematic plan for curriculum development would identify what areas of curriculum would be revised how goals and objectives would be re-validated\nhow curriculum materials (including textbooks) would re-evaluated\nhow test and assessment data would be utilized to strengthen the curriculum\nand how curriculum monitoring would be incorporated in the curriculum development activities entailed in the plan. The auditors found no documentation that addressed these very important areas in the Little Rock School District. The auditors did obtain a copy of a memo to the Superintendent dated 24 May 1990 from the planning, research and evaluation department which provided a sample plan for curriculum review. This would appear to indicate that the administration is aware of the need for such a plan and is considering steps for implementing a comprehensive district curriculum review process Finding 2.4 Written procedures are deficient to direct additions or deletions of courses or program changes at the secondary level. When the auditors asked for written procedures for adding, deleting, or changing course offerings at the secondary level. they were given a page of the board policy related to curriculum development (IFD) which states, Little Rock School District Curriculum Audit 10 N .A.S.E. December 21. 1990 Page 45 \"Changes and improvements in the curriculum offerings may be suggested and implemented administratively, as deemed necessary and educationally sound by the Superintendent of Schools but shall be reported to the Board prior to implementation ... \" This policy does not state what procedures should be followed, rather it gives the administration authority to implement changes when necessary. The auditors asked several staff members what procedures would be followed if a teacher wanted to replace an existing course with a new offering. Responses were varied and included reactions as follows: Building Principal - \"Course changes go to the Associate Superintendent and then to the Deputy Superintendent.\" Curriculum Supervisor - \" .... first go to the supervisor, then to the Assistant Superintendent and then to the senior management team ..... not sure if it then goes to the Board.\" Assistant Principals indicated that it would first be presented to the principal, then to the supervisor, then to the Assistant Superintendent, and finally to the Superintendent. Assistant Superintendent - \" ........ a committee would be formed as stipulated in the professional negotiations agreement. The department supervisor would review the recommendation with the Associate Superintendent. The Associate Superintendent would meet with the Superintendent and the Deputy Superintendent. The final step would be to present it to the Board for approval.\" It is evident from the explanations above that there is not a clear understanding among the administrative staff regarding procedures to be followed when requesting a change in the existing curriculum. To further complicate the issue, the auditors were made aware of the fact that an AP Chemistry course was approved for this year at one of the high schools as a result of parents coming directly to a Board meeting. It appears this particular course adoption circumvented any formal procedure. In summary, confusion exists regarding what procedures to follow and criteria needed to recommend a course change at the secondary level. Fmding 2.5 Curriculum articulation and coordination is ineffective in the Little Rock School District. The auditors found little evidence of a coordinated and articulated curriculum. Such a curriculum would have continuity from grade level to grade level and consistency across grade levels and between school buildings. The district has not established a central curriculum body to ensure that coordination and articulation exist in the educational program. Furthermore, no key administrative officer has assumed this responsibility in the Little Rock School District. Small Group Reading Lesson Little Rock School District Curriculum Audit C N.A.S.E. December 21. 1990 Page 46 The elementary and secondary programs appear to function separately with very little communication from one level to the other. When supervisors explained the curriculum development and textbook adoption process, they described elementary committees and secondary committees working separately without knowledge of what was being done al the other level. For example, the language arts multicultural guides were developed by a K-6 committee and a 7-12 committee which worked separate from each other. The committees were not brought together to discuss issues or coordinate the use of instructional material. An example of lack of articulation can be found in the textbook adoption process for science textbooks implemented in the 1989-90 school year. District documents identified three committees, K-6, 7-9, and 10- 12. The committees functioned as separate decision making groups. There was no evidence that they met as one group to discuss content, assessment or instructional issues which cross the identified grade level groupings. When supervisors were asked about curriculum articulation and coordination, they were aware of the problems, One supervisor stated, \"There is no communication between elementary and secondary teachers.\" A second supervisor indicated, \"Articulation K-12 is a problem. There is no sequencing or little Rock Scnool District Curriculum Audit C NA.S.E. December 21. 1990 Page 47 coordination. The fifth grade teachers have no idea what the eighth grade teachers are teaching or visa versa.\" A third supervisor shared that teachers have expressed concerns about the lack of a K-12 scope and sequence. The Board of Directors appear to be concerned about this problem as well. When the auditors reviewed minutes of the March 23, 1989 meeting, they found the following statement: \"Board members expressed continuing concern that there is not a unified curriculum ...... .\" Little Rock School District Curriculum Audit l N.A.S.E. December 21. 1990 Page 48 Standard 3: The School District Has Documentation Explaining How Its Programs Have Been Implemented, Developed, Conducted A school district meeting this curriculum audit standard is able to show how its programs have been created as the result of a systematic identification of deficiencies in the achievement and growth of its students compared to measurable standards of learning. In addition, a school system meeting this standard is able to demonstrate that it possesses a focused and coherent approach toward defining curriculum and that as a whole, it is more effective than a simple sum of its parts, i.e., any arbitrary combination of programs or schools does not equate to the larger school district entity. The purpose of having a school district meet this standard is to obtain the educational and economic benefits of a coordinated and consistent program for students, both to enhance learning by maximizing pupil interest, and by utilizing economies of scale where applicable. What the Auditors Expected to Find in the Little Rock School District The auditors expected to find a highly developed, articulated and coordinated curriculum in the district that was effectively monitored by the administrative and supervisory staffs. Such a curriculum would be: 1. Centrally defined and adopted by the Board of Education\n2. Demonstrably consistent with a coherent rationale for at least content delineation within curriculum\n3. Clearly explained to members of the teaching staff and building level administrators\nand 4. Monitored by central office personnel and building principals. What the Auditors Found in the Little Rock School District The auditors found historical evidence of many individual programs which were designed to address specific curriculum needs and inequities. While these programs, as designed, reflect current best practices, they are plagued by inconsistent implementation at the school, principal, teacher, and student level. Multiple and separate program efforts compete for staff attention and for district resources. There is Little Rock School District Curriculum Audit ~ N.A.S.E. December 21. 1990 Page 49 inconsistent implementation across schools, programs and grades of the designed curriculum and the programs which support curriculum delivery. Moreover, the auditors found a distinct pattern of \"tracking\" which was implemented along racial lines for certain course and educational offerings, which had the appearance of \"resegregation\" and inequity in some cases, particularly in English and mathematics \"enriched\" and \"regular\" classes. Such practices demonstrate inconsistency of curriculum management and direction within the school district. For example, the district has a policy, imposed by the Federal courts, that \"no school shall be racially identifiable.\" Several factors within the schools are not consistent with this policy, and the policy is impotent as a predictor of school curriculum practices as shown in this audit section. Finding 3.1: The allocation of resources to support curriculum implementation is inconsistent and inequitable The auditors found inconsistent and inequitable implementation of the curriculum linked to the following variables:  inequity of facilities  inequity of curriculum materials  inequity of staff expertise and assignment Inevi,ity Q[ Facilities. There is tremendous variance in the quality of facilities and the status of repair and disrepair across area schools, magnet schools and incentive schools. Staff reported that magne schools receive first priority and that requests for repair for area schools are not treated equa . Staff also indicated that a visit by a member of the Governing Board often triggered installation or repair of a long requested improvement in basic facilities. This discrepancy will be discussed in more detail in a later section of this document under Standard 5. Inequity Qf Curriculum Materials. An example of inequity in distribution of curriculum materials is the allocation of library books to schools. While each school meets minimum North Central standards for the number of books per student, there is a marked inequity in library holdings. Exhibit III.3.1.1 illustrates these differences across schools. Library book distribution at the elementary schools, organized into categories of area schools, magnet schools and incentive schools, shows that an average allocation for an elementary school is 24 library books per pupil, with a range in allocation is from 15 books per pupil to about 54 books per pupil. Little Rock School District Curriculum Audit Cl N.A.S.E. December 21. 1990 Page 50 Library book allocation per student across junior high schools averages about 16 library books per student. The range is about 10 books per student to about twenty-three books per student. Library book allocation per student across the high schools averages about 13 books per student. The range is about 11 books per student to about 19 books per student. Library book allocation for all schools is about 25 books per student on average, with a range of 10 books per ~tudent to 54 books per student. These are unusually wide variances for a school district striving to gain equity and consistency across educational sites. N u m Exhibit Ill.3.1.1 Comparisons of Number of Library Books Per Pupil - Little Rock Schools b 100 e r 0 r B 0 0 k s ..\n!4 s 10 Elementary 1!1?3 -16 e Junior High Level of Buildings 9 -3 1 High School :~ Mean I I  High j I These differences in library allocation parallel many other observed differences in distribution and allocation of resources. The difference in the allocation of library books per student across elementary, junior high school and high schools was mirrored across supplies, furniture, equipment and buildings. Another example of inequity in curriculum materials is the distribution of maps and globes to support the social studies curriculum and the new multicultural curriculum. Auditors observed marked differences in the availability of these basic tools across the schools. Many staff reported that they did not have the materials called for in their curriculum guides and did not know when basic classroom tools such as maps and globes would be a priority in school budgets. Lntle Rock School D,stnct Curriculum Audit C N .A.S.E. December 21. 1990 Page 51 There is evidence. however. that there is equity in some textbook allocations. All classrooms at all elementary sites which were visited appeared to have complete sets of the basal reading series and the supporting materials. Both regular classrooms and special education resource programs had adopted reading materials. Most sites have the new social studies textbook and supporting materials\nhowever, there was evidence that some sites were not using these materials. Young Scholar With a Book Inequity cl Silll Eiq2ertise llilll Assiiwment. The auditors found evidence of inequity of stall expertise across school sJtes. Experienced staH are more likely to transfer to magnet schools and new inexperienct:d staff arc mor::: li\\.:dy tone assigneii to area scnoob. In addition, some school's faculties are not reflective o[ the district's faculty composition and characteristics, which indicates inconsistency or disagreement betwern district policy and school-level practices. As an example nf the inconsi~tcncy in staff a~signrnenl. the auditors looked at schools and the composition of their faculty compart:d to their student body. Junior High School faculty compositions reflect imbalance in '. cacher assig:nment by race as shown in the following Exhibit lll.3 .1.2: Exhibit III.3.1.2 Little Rock School District Curriculum Audit IC N.A.S.E. December 21. 1990 Page 52 Comparisons of Racial Composition of Junior High School Faculties - Little Rock Schools 1990 District Southwt PulskiH MannM Mablvl Hndrsn ForstHt Dunbar ClovrDI 0% 20% 40% 60% 80% 100% 0 White Tchrs = Black Tclirs From the above exhibit, it is easy to determine that their is a big difference in the racial percentages of faculty at the various schools. For example, Pulaski Heights Junior High has the smallest percentage of black teachers of all the schools and is a full 13 percentage points less than the district average. The question of whether this is intentional or not on the part of the administration is less important than the question of why such discrepancies aren't predicted by official school district policy. If the district policy were applied consistently in the case of the junior high schools, faculty assignment would be no less \"racially identifiable\" than the policy specifies. There is also a difference in the level of expertise assigned to various schools. In the following exhibit, Exhibit III.3.1.3, the average number of years of experience of the teaching faculty at junior high schools was examined, and the differences were noticeable. One school, Cloverdale Junior High School has a ..___ very inexperienced faculty, and the average faculty member is nontenured. Such discrepancy in assignment of teaching expertise represents inconsistency given no policy requirement for the distribution of experienced teachers faun . District Southwt PulslriH Exhibit 111.3.1.3 Little Rock School District Curriculum Audit IC NA.S.E. December 21, 1990 Page 53 Comparisons of Teacher Experience  Little Rock Junior High Schools 1990 i=================================.-----~ -!::===============================================::.--~ MannM I i:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:,-------~ Mablvl ~---------------~ Hndrsn ,\n:==========================================-.-----~ ForstHt Dunbar t====:.:.:.-:.-:.-:.-_-_-_-_-....,----------~ OovrDI -=======\n===--~-----,-----+----------, 0 2 4 6 8 10 Average Years of Experience Distribution of students is shown in the Junior High Schools in Exhibit Ill3.l.4. There are also discrepancies between schools in the racial composition of schools, but in this case, such discrepancies were documented in accordance with plans and policy of the district. However, the auditors found that in actual practice, the magnet concept provides an incentive at the junior high level for a composition of white/black students which favors an inordinate percentage of white students. The auditors heard from many sources that the magnet junior high school is highly sought after by white families, and that more white students than black students are admitted into the magnet junior high because of greater 'political\" influence on district assignment processes among white parents. The pupil assignment office procedures were not a part of the audit. nor was a clear finding determinable. However, the racial composition of the various junior high schools might appear to support the complaints heard from parents and teachers, as shown in the following exhibit: Exhibit UI.3.1.4 Little Rock School District Curriculum Audit \u0026lt;l) N.A.S.E. December 21. 1990 Page 54 Comparisons of Racial Composition of Junior High School Students Little Rock Schools 1990 District Southwt Pulsk.iH MannM Mablvl Hndrsn ForstHt Dunbar OoVTDI 0% - ------------ - - --- --- ----. - . -- -- - 20% 40% 60% 80% 100% Finding 3.2: Curriculum monitoring practices arc inconsistent 0 White Students = Black Students Some principals monitored teachers' lesson plans for incorporation of curricula objectives\nhowever, man principals had no strategy for determining the degree of classroom implementation of the prescribed curriculum. Teachers also reported wide discretion in selection of teaching content, and reported little direction from some principals in curriculum or determinations of what to teach. A specific example of inequitable curriculum monitoring is the multicultural curriculum. Only about onethird of the principals routinely checked each teacher's lesson plans for incorporation of multicultural objectives. Teachers' lesson plans, in the schools where principals monitored, consistently reflected integration of multicultural objectives into instructional plans. However, in many schools, there is no systematic observation of the implementation of this relatively new curriculum. At schools where principals do not monitor implementation of the multicultural curriculum, teachers often did not report a plan to teach the new curriculum. There is also no evidence of a systematic plan to link observed teacher training needs in this new curriculum to current staff development efforts. urthermore, there is no evidence of any effort to disaggregate and analyze student achievement data for acquisition of multicultural objectives. Specific level tests have not been developed and the Arkansas Minimum Performance Test samples multicultural objectives prior to the scheduled sequence for instruction in the Little Rock curriculum guide. Little Rock School District Curriculum Audit 10 N.A.S.E. December 21. 1990 Page 55 Finding 3.3: Placement of students in programs and classes is inconsistent Gifted and Talented Classes. The Little Rock School District has provided instruction for gifted and talented students at each of its schools, but placement of students does not appear to follow any clear cut guidelines or procedures. Teachers complained that procedures to group students for \"GT\" instruction, as it is called, were inconsistent and undependable. The auditors found that the pattern of criteria used for placement of selected students to be erratic and without common patterns. According to the Pulaski County School Desegregation Case Settlement Agreement of March, 1989, classes in gifted and talented, as well as in special education, were grohibited from bein~ racially identifiable, but the auditors found this mandate was not being followed. In a move toward equity, the district has provided a chance for nearly every student in the district to get into the talent pool for consideration. Criteria for placement include the following: Gifted and Talented Nomination Criteria Total Battery on the MAT-6 (50%ile or above) Recommendation for inclusion (any source) Gifted and Talented Selection Criteria Academic Ability (MAT-6) Creativity (Torrance Test) Motivation (Teacher Referral) Additional Data (Biographical data, etc.) Placement by the School and District Placement Committees Placement records examined by the auditors did not confirm a consistent pattern of compliance with any objective criteria. For example, below is a comparison of the selection profiles used in placement of selected gifted and talented students in high schools and in elementary schools. Students were scored according to three criteria: Metropolitan Achievement Test, Version 6\nTorrance Test of Creative Ability\nand teacher rating of potential for success in the program. As shown in the following exhibit (Exhibit IIl.3.3.1) , the profile of these four randomly selected students is inconsistent. No similarity of test/rating information appears among the group. Exhibit III.3.3.1 Little Rock School District Curriculum Audit 10 N.A.S.E. December 21. 1990 Page 56 Placement Criteria Comparisons Among Gifted and Talented Students 100 T ..... ~ 90 - T * T t I ~ I i  MAT-6 80 t I   Test/Rating I I I 70   I  TTCA Score 0-100 60 1 .\u0026amp; I AT. Profile 50 40 WMale BMale WFcma BFcma Little Rock High School Students II these four randomly selected students were representative of the high school student population enrolled in the gifted and talented program, the criteria for placement stated by the Little Rock School District would be violated. Looking at the chart, the white male has a lower teacher recommendation profile than the black male, yet the MAT-6 six scores are similar. No such similarity exists between the white female and the black female. According to the Little Rock School District's published criteria for placement in the Gifted and Talented program, the students selected above apparently qualify for eligibility for screening. Any student with a 50th percentile (50%) or above on the MAT-6 or any student who is recommended for inclusion is eligible for consideration. As lo placement in the program, the decision is made centrally by a review and placement committee, which is empowered to place students in the Gifted and Talented program at any school in the district. More information is available as the efficacy of this placement process. The following exhibit (Exhibit IIl.3.32) demonstrates the range of abilities placed in the elementary gifted program: Exhibit IIl.3.3.2 Little Rock School District Curriculum Audit :, N.A.S.E. December 21, 1990 Page 57 Placement Criteria Comparisons Among Gifted and Talented Students 100 - ' 90 -   !  80 !!! I  MAT-6 Rdg Test/Rating 70 ! I A.TICA Score (0-100) T i 60 l  T  T. Profile I l I 50 A A' 40 WMale BMale WFema BFema Little Rock Elementary School Students In the elementary examples given above the range of achievement on the MAT-6 is spread out considerably from the 65th percentile or so for the females, and at the 95th percentile for the males. Discontinuity in placement is obvious from the data given. Inconsistency of placement procedures can be a threat to equity in the Little Rock School District unless the rules and procedures governing student placement are clearly defined. As the auditors found, little or no consistent rationale was found to be established in the placement of gifted and talented students. If the inconsistency were observed with a corresponding balance in racial distribution among classes, such an inconsistency could be construed to help the school district avoid racially identifiable classes. However, the auditors observed that the racial distribution of students in gifted and talented classes and in \"regular\" classes followed no such pattern. Note the racial composition of the classes in the pictures below: Little Rock School District Curriculum Audit ' N.A.S.E. December 21. 1990 Page 58 SluJenls c1l Pulc1ski Heights Junior High School: Gifted and Talented (Enriched) English Students al Pulaski Heights Junior High School - \"Regular\" English Little Rock School District Curriculum Audit 10 NA.S.E. December 21. 1990 Page 59 Staff also reported that black high school students were frequently counseled to enroll in Gifted and Talented courses rather than Advanced Placement courses. This counseling practice and/or placement decision creates inequity in future opportunity for post-secondary schooling. Physically Handicapped Pro~ams. Placement practices for integration of physically handicapped students are dictated by the physical inaccessibility of many schools and programs. While the physically handicapped are a low incidence population, their educational needs have greater legal protection than those of the non-handicapped. Many schools in the Little Rock School District are not accessible to the physically handicapped. The opportunity of this population is restricted by the absence of physical access at many sites. Decisions regarding their programming are influenced by the condition of school sites. The inequity in facilities produces greater inequity for this population than for others. Reeular and Enriched Classes, Student placement in classes in various basic skill areas (math, English, social studies, etc.) appear to have deleterious characteristics of tracking by ability which results in resegregation of races. For example, in the junior high schools, the percentage of black students in regular classes is dramatically higher than the percentage of black students in enriched classes. Both types of classes have a racial distribution of students different that the distribution of the entire student body. Exhibit III.3.3.3 shows the difference among these classes across junior high schools. 85 P 75 + C r 65 - C C 55 - n 45 - I a 35 1 g C 25 - 15 Exhibit IIl.3.3.3 Junior High School Racial Distribution in Regular and Enriched Classes: Little Rock Schools, 1990 All Classes Regular Classes Enriched Classes  Black 0 White High school English classes also renected inconsistency in student placement. The percentage of black students in regular English classes far exceeds the equivalent percentage of the total student body. High Little Rock School District Curriculum Audit C N.A.S.E. December 21. 1990 Page 60 Schools are also dissimilar in this regard. A black student has a greater likelihood, on a percentage basis, to get into a gifted English class at McClellan and Parkview High Schools, and much less of a chance to receive the same opportunity at Hall, Central, and Fair High Schools. These discrepancies in English classes amount to \"resegregation\" or \"tracking\" of races on a homogeneous basis, which shows gross inconsistency and wrongful inequities in educational opportunities for minority students. The distribution of students and comparisons between high schools are shown in Exhibit III.3.3.4 as follows: CHS-Gift CHS-Reg Exhibit III.3.3.4 Comparisons of Pupils by Race in 11th Grade Gifted and Regular English Clasacs. Little Rock. High Schools 1990 FHS-Gift _!!! ___ , FHS-Rcg HHS-Gift HHS-Reg MHS-Gift MHS-Reg PHS-Gift PHS-Reg --- - -----.- --- --- --- 50 100 150 200 250 300 Number of Students 350 i O White I I  Black The auditors found that junior high school principals were not cognizant of these discrepancies. No principal complained about the imbalance of racial groups within the regular and enriched classes. The obvious conclusion is that there is great inconsistency and inequity in the assignment of students to classes on the basis of ability resulting in greater racial disparities. Special Education Proiuams. Placement in special education programs is inconsistent. The percentage of black students in special education is discrepant from the percentage of black students in the school district, and the discrepancy is very noticeable at some schools. The district percentage of black students is about 64%, but the percentage of black students placed in special education is about 70%, indicating inconsistency in placement practices at the school level. Not all principals indicated that they participate Little Rock School District Curriculum Audit IC N.A.S.E. December 21. 1990 Page 61 in the placement process, since some principals reported that they delegate the responsibility for school placement process teams. Principals perform unevenly in the capacity of controlling consistency in placement of special education students. As an example, two junior high schools, Pulaski Heights and Forest Heights, demonstrate major discrepancies in the special education placement practices between blacks and whites. In these two schools, a larger percentage of blacks is placed in special education than the total school percentage of blacks would indicate should be the case. For example, Pulaski Heights Junior High School has a total school population of 721 students, of which 454 students are black comprising a black percentage of 63%. However, the special education student placements number 65, of which 53 are black, comprising a black special education percentage of 82%. Forest Heights has a total school population of 808 students, of which 538 students are black comprising a total school black percentage of 67%. However, the special education student placements number 73, of which 59 are black, comprising a black special education percentage of 81 %. Other schools do not show such dramatic differences in total student body and special education percentages of black students. These discrepancies were not explained by the principals. Central office administrators indicated that such distributions were inconsistent with district policies and desegregation mandates from the federal courts. The abdication of principal's control results in inconsistency and inequity. The racial distribution disparities between the total school populations and the special education populations are illustrated in the descriptive exhibit (Exhibit III.3.3.5) which follows: p E R C E N T Exhibit IIl.3.3.5 Little Rock School District Curriculum Audit 10 N.A.S.E. December 21, 1990 Page 62 COMPAIUSONS OP BLACK ENROLLMENT PERCENTAGES SPECIAL EDUCATION STUDENTS AND TOT AL SCHOOL STUDENT BODY: UITU! ROCK SCHOOLS 85 I so l\na i) ! 0 75 T C I I ..,., 70 t I I I I   I  SPED 6.5 l iJ Ci I I  60 t  ID SCHOOL ss T so I I 4s l I 40 a ... \u0026lt;n1 Dm,t,u Pcwadl - MAbd - Pawltl SoaWea JUNIOR HIGH SCHOOLS The discrepancy between junior high school special education black student percentages and total student body black student percentages is mirrored in high schools as well. Central High School has 58% black students in the total student body, but has 84% black students in special education programs, with a 26 percentage point discrepancy. Parkview High School has 54% black students in the total student body, but has 64% black students in special education programs, with a 10 percentage point discrepancy. Differences in the high schools are shown in the following exhibit: Exhibit lll.3.3.6 Comparisons of Special Education and Total School Black Student Percentages: Little Rock Hi~ Schools, 1990 Special Ed Total School High School Black Black Students Students JA Fair 58% 56% McClellan 69% 59% Parkview 64% 54% Hall 64% 53% Central 84% 58% Such discrepancies as shown in the exhibit above establish that the placement pra, School District are inconsistent, and inequitable for students across the school sys Discrepancy: Total% - Spec Ed% -2% -10% -10% -~ C NA.S.E. December 21, 1990 Page 63 Suspensions and Drop Outs. The rate and nature of suspended students and the number and nature of students who drop out varies across schools as well. For example, students are twice as likely to drop out of McClellan High School as they are from Parkview High School. In addition, students are far more likely to be suspended for misconduct from McOellan High School as from Fair High School. These data are illustrated in the following exhibits: Exhibit Ill.3.3.7 Annual Long Term Suspension Rates 1989-90 p e 1.50% +---------------------.-------------- ,, C 1.25% -----------------/-. ___\"_ ' __________ e 1.00% ...._ ______________\" \"/_ ____' -_,,,,_ _________ n / '\"' t 0.75% --------------,-,,---------------- a 0.50% +-I-----..,.-.,-\"--.-------,------------------ e 0.25% ,----------s,-------,,,\"~-------------------- g 0.00% _\n__ ____________ __,_ ________ -+----- 30.00% 1 p e 25.00% 1 C 20.00% - e n 15.00% - a 10.00% 1 g e 5.00% - 0.00% Central Fair Hall McClellan Little Rock High Schools Exhibit III.3.3.8 Annual Drop Out Rate Comparisons: 1988-89 Central Fair Hall McCtelln Little Rock High Schools Parkview Parkview  Total U White  Black Little Rock School District Curriculum Audit 10 N.A.S.E. December 21. 1990 Page 64 Consistent school district practices would be predicted if there were an established policy, framework for decisions on suspension, and uniform drop-out processing. No diversification of services among high schools was found to attend to measured differences in the student body clientele, nor were consistencies noted among schools in methods for handling such problems. Such absence of predicted configurations in school district practices reflect the inconsistency of policy and practice in the Little Rock School District. Finding 3.4: Promotion-retention practices are inconsistent Staff in schools report applying the same criteria when making retention and promotion decisions. In a random sample of retention reports from six elementary schools, there is a marked difference across schools in the results of the application of the reported criteria. Exhibit Ill.3.4.1 shows the differences. Grade one was selected for analysis. The percent of students retained ranges from a low of 52% to a high of 52%, with an average retention rate in the six sample schools of 22%. p 60.00% T e 50.00% 1 r C 40.00% - e 30.00% n T 20.00% ! a 10.00% .!. g e 0.00% Exhibit III.3.4.1 Percentage of Grade One Students Retained - Six Sample Schools: Little Rock, 1990 52.00% n 22.00% 5.20% Low Mean High Retentions vary significantly from school, particularly in grade 1. In several selected elementary schools, the number of first grade students retained in 1989-90 was particularly disparate, indicating inconsistency. This discrepancy in retention prac\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 "},{"id":"bcas_bcmss0837_489","title":"Incentive Schools: ''Little Rock School District, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department, First quarter 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":null,"dc_date":["1990-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department, First quarter report"],"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/489"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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-r .u Little Rock School District February 25, 1991 TO: LRSD Board of Directors FROM: THROUGH: SUBJECT: 1 5001 James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Monitoring Report on Incentive Schools Please find attached the Educational Equity Monitoring Report for the Incentive Schools. The report summarizes the findings from the first monitoring visits to the incentive schools. Each incentive school principal was asked to respond to the concerns listed in the monitoring report. review. Ho concerns were listed for Rightsell. The responses are attached for your 810 West Markham Street *  Little Rock, Arkansas 72201  (501)374.3361 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990 INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 The Little Rock School District Desegregation Plan requires monitoring of the Incentive Schools by the Little Rock School  *   The committee is required to District Biracial Committee. monitor each incentive school once each quarter. Using a monitoring form developed by the Planning, Research, and Evaluation Department, the Biracial Committee conducted Each team school visits during October 1990 and November 1990. reviewed a school profile which contained basic information related to current conditions in the schools. This report is a summary of the school visits conducted by the LRSD Biracial Committee. 1.0 Separation by Race/Gender in School Programs At each school the monitors expected to see: * Racially balanced staff which reflects appropriate percentages * Racial/gender balance in staff assignments, programs, content areas, and grade level * School enrollment to be within the appropriate racial/ethnic range prescribed by the court order * Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Findings: All chools were within appropriate percentages for ertified staff, although the Rockefeller team noted the low number of black teachers assigned to Rockefeller. Noncertified staff percentages extend from 71% black at Stephens to 100% black at Ish and Rightsell. A scarcity of INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 2 black and white male teacher role models for students at the elementary level was evident. TABLE 1 INCENTIVE SCHOOL STAFF BY RACE 1990-91 Teachers Black White #/% Other #/% Total Non Certified Black #/% White #/% Total Garland 14/50% 14/50% 0/0% 28 9/53% 8/47% 17 Ish 12/57 o 9/43% 0/0% 21 13/93% 1/7% 14 Mitchell I \nhtsell Rockefeller Stephens 15/60 Q. 10/40% 0/0% 25 14/100 0/0 14 11/52% 9/30% 14/52% 10/48 20/67% 13/48% 0/0 o, *6 21 15/100% 0/0 15 1/3% 0/0% 30 33/83% 7/17% 40 27 12/71 6 5/29 17 Black Teachers may constitute 25-50% of the certified staff TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K -6 Garland Ish Mitchell Rightsell P I ack n/% 11/ 58% 13/ 93% White /% 7/ 37% 1/ 7% No Program No Program 41/ 41% Iv-.y T!/ o8 % 6/ 32% Other /% 1/ 5% 0/ 0% 1/ 1% 0/ 0% Total 19 14 100 19 Black /% 16/ 84% 16/ 100% 31/ 86% 32/ 97% 11/ 56% 28/ 90% White H/i 3/ 16% 0/ 0% 5/ 14% 1/ 3% 26/ 44% 2/ 7% other S/% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 1/ 3% Total 19 16 36 33 59 31 Black 192/ 90% 124./ 98% 153/ 88% 158/ 99% 159/ 76% 163/ 95% White /% 13/ 6% 1/ 2% 21/ 12% 0/ 0% 4 5/ 22% 8/ 5% Other 9/ 4% 0/ 0% 0/ 0% 1/ 1% 5/ 2% 6/ 4% Total 214 127 174 159 209 171 Grand Total 252 157 210 192 368 221 The acceptable range for black student enrollment (K-6) in arfia schools is 51 percent - 76.5 percent. All schools exceeded the acceptable range for area school student enrollment except Rockefeller. The student enrollment at Rockefeller is 68% black, 30%'white, and 2% other.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 3 Responses from Principal(s): 2.0 The principal at Ish School understood that one of her roles was to recruit white students. she has tried to do so with little success. She said that The school biracial committee was devising a plan to sell the school to white families. Curriculum At each school the monitors expected to see: * A culturally diverse curriculum that mirrors the student population * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum * Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress * Teachers demonstrating an understanding of a multiculturally infused curriculum * Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population r'xndings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. Displays of student work, bulletin boards and teachers plan books verified the implementation of the multicultural curriculum. Monitors observed students actively engaged in classroom instruction. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possible. Total realization of this goal was hampered by the low enrollment of white students.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 4 student records at Garland, Rightsell and Stephens were current and complete. However, it was reported that Academic Skills Development Plans (ASDPs) at Ish and Mitchell were not available in all observed classrooms. At Mitchell, an ASDP located in the student's permanent record folder did not show documentation of mastered skills. Reports from Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) were The Rockefeller team reported developed for each student. that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were However, a need for participating in classroom activities. more black publications on natural sciences was noted. At Mitchell the team reported that multicultural guides were visibly in use and that teachers and students expressed pride in the content. The team believed the bulletin boards and displays in the school and classrooms were excellent reflections of the implementation of the multicultural curriculum and various teaching strategies to accommodate different learning styles. The Rockefeller staff members reported having adequate materials to deliver the curriculum. During the team's classroom visits, students were very actively involved in classroom instruction with a great deal of student interaction occurring. The team reported a variety of materials reflecting the racial/gender difference of the student population. Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Multicultural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural These displays art was displayed throughout the school. were representative of the racial/ethnic and gender  ' ' The classroom seating differences of the student body. and while patterns provided for racial/ethnic interaction, students were involved in classroom instruction, monitors noted that \"some II were more actively involved than others. The majority of teachers visited maintained current and However, some student magazine . ...mplete student records, tests were unavailable. Short term goals were listed on the Student Educational Plans (SEPs) in all monitored classrooms .INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s): The principal at Ish reported that fifty students attended the LRSD summer school for either enrichment or to maintain skills. The tuition for these students was paid by the LRSD and was included in the school Saturday school serves only a few children budget. because the District does not provide transportation. Therefore, practically all of the children who attend are ones who can walk to school. On Saturday, November 3, thirty-one children attended\nfewer than thirty-one attended on previous Saturdays. 3.0 School/District Initiated Honors and Awards At each school the monitors expected to see:  A variety of awards and honors * Written procedures and requirements governing honors and awards  Methods for communicating requirement to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities - Visible evidence that non-athletic awards and honors are .* valued as much as athletic awards and honors (secondary schools) Findings: were All teams reported that a variety of awards and honors provided for academic achievement and citizenship. The Stephens team reported that a variety of simple incentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that more awards could be encouraged. It was reported by all teams that procedures were evident to ensure that students were apprised of The Rockefeller requirements governing honors and awards. principal made personal announcements and conducted meetings inform students about award opportunities.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 6 The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. According to the Stephens team, procedures were evident to assure that students were apprised of information regarding the various opportunities in educational programs\nthe school initiates its own academic competitions based upon the philosophy of the principal. Responses from Principal(s)\nThe principal at Ish commented that in order for more students to be eligible for an award, the principal awarded certificates to those students who had been present ninety-five (95%) percent of the time. 4.0 Committees At each school the monitors expected to see: * Racial/gender composition of committees generally reflects the school community Findings: As evidenced by information listed in the school ,\u0026lt; t\u0026gt;j.ofiles, committees appointments reflected that members had knowledge of educational programs for a varied student population. Committee members were selected on a voluntary basis and by request, according to interviewed staff at some schools. Responses from Principal(s): (None given) 5.0 Extracurricular Activities At each school the monitors expected to see: * Extracurricular activities generally balanced by race and gender leadership positions generally balanced by race and gender when appropriate ' Recruitment practices to promote participation of all races in extracurricular activitiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 7 Findings: Five of the six monitored schools (Ish, Garland, Rightsell, Rockefeller and Stephens) reported that participation in extracurricular activities included activity in a Host and Hostess Club and a Just Say No Club. These activities generally reflected the schools' population. The Mitchell staff reported to the monitoring team that an adequate job was being done in the area of student participation in extracurricular activities, and that by the next monitoring visit, additional activities would be developed. Responses from Principal(s)\nIt was also reported by the principal at Ish that the Incentive schools were in the process of developing an athletic program where skills could be learned in sports such as tennis, and schools would compete against each other, this area. There were no other team comments regarding 6.0 Student Achievement/Assessment At each school the monitors expected to see: * All students' strengths and weaknesses assessed and their educational programs planned accordingly X . * Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement. * Strategies to close the disparity in test scores among identifiable groups Findings: When test results were examined for the visited schools, evidence was not available in the monitoring reports that the achievement of white students remained stable or increased as black student achievement improved. Monitors reported that data to compare students, year to year, was not readily available at 'me schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores were available.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 8 Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas Achievement were Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. When retention rates were examined and compared, no differences were evident between identifiable groups of students at some of the schools visited. Very few students were retained at some schools as evidenced in the school profiles. In schools where differences were evident, the identifiable groups were most often black males and/or first grade students. Responses from Principal(s): The principal of Ish reported that an intense effort was being made to work individually with at-risk students to remediate necessary skills and to get them on level, both relative to test scores and grade level work. Students who need additional assistance are identified\nthe teachers provide appropriate teaching strategies\naides work with the students, and if indications are observed that this is not providing necessary instruction, the Pupil Services Team considers the _Ludent's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to see: * Clear, well-defined referral, assessment and placement procedures * Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences * Strategies to decrease any overrepresentation of minoritiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 9 Findings: Monitoring reports from Ish and Mitchell schools reflected all positive responses in this area. In these schools monitors noted that the special education facilities were comparable to other classrooms, were appropriately located in regard to the total school environment and were adequately furnished with materials and equipment. Teachers at these schools reported that the referral system involved the Pupil Services Team (PST) and other teachers who monitored and assessed student needs. At Ish, teachers interviewed believed that there were no students with special needs that were not being served. There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and a nearby elementary school on half-time basis. At Garland, the self-contained classrooms were well integrated into the total school (located on different levels). The special resource teacher was not interviewed because the half-time schedule provided for these services in the afternoon only, responses were positive. All other The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. The committee report for Stephens contained only one comment. This was in regard to strategies to eliminate disproportionate student assignment to special education. They reported that, according to the principal, students were carefully screened before being placed in special resource classes. Responses from Principal(s): The principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collating and stapling materials and newsletters for distribution, awards for most improvement, the KGAR radio station and other school functions. The principal at Ish said that students in the self-contained class participated in many programs including art, music, and assemblies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 10 8.0 Gifted and Talented Education At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Findings: The team monitoring Rightsell neither visited the classroom for gifted and talented students, nor the teacher\ntherefore, no responses are available concerning the Gifted and Talented (G/T) Program at that school. In all of the incentive schools, except Stephens and Rightsell, monitors reported that strategies to eliminate disproportionate student assignment to G/T programs are evident. However, teams from Mitchell, Stephens, and Garland were the only ones that reported the enrollment of white students in the G/T program. Three of the eleven students in the G/T class at Ish are male. The monitors at Stephens indicated that although all students are screened on the same basis for entrance into the G/T Program, the low white population makes it difficult to draw a conclusion relative to eliminating disproportionate student assignment to that program. All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, ording to observations reported by the monitoring - jMS . The facilities for G/T students are comparable to those of the campuses in general and are designed to meet the needs of the students served.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 11 With the exception of the G/T classroom at Mitchell, monitors considered the classrooms as integrated into the total school environment. ' The facility at Mitchell is housed in an extension to the building and is separated from the other classrooms in the main building and from the ones located in a separate building on the campus. Responses from Principal(s): (None given) 9.0 Staff Development At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times * Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings: The monitoring reports revealed that staff development related to educational equity had been provided. However, the monitoring reports did not indicate how many staff members were involved in the training, nor the kinds of staff development that had been made available. At Rockefeller the teachers expressed a need for more training in the use of the multicultural curriculum guides. Responses were limited regarding staff, development activities related to equitable staffing practices. At Mitchell it was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. Responses from Principal(s): me principal of Ish reported that in addition to the twenty days of staff development and the District-wide Desegregation Inservice days, staff development inservices i-re presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 12 It was shared that the topics selected were the management. results of a survey conducted by the Director of Staff Development in the spring of 1990. The principal of Rockefeller expressed concern that time was not available for staff development activities related to equitable staffing practices, and that there were no plans to include these activities into the schedules. Garland the principal stated that she had no control over hiring. At 10.0 Parental Involvement At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population * The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups * Opportunities to develop leadership skills among all parent groups s  * Transportation provided for parents who need the service when financially possible it Documented evidence showing how all identifiable groups of parents have been actively solicited * School functions scheduled in community facilities near identifiable groups of parents Findings: Overall parental involvement of all identifiable groups of parents at the incentive schools was limited. The major concerns were more involvement from black and non-black parents, lack of transportation for working r^arents, and an inactive or unorganized PTA. The turns' team indicated that many strategies were being uoed to solicit parent participation, but the process bad produced very little success.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 13 Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools, schools reported that some contact was made with All parents to communicate positive as well as negative information related to student achievement and/or behavior. At Garland the teachers stated that they were making an attempt to make positive as well as negative contacts related to student behavior. At Mitchell a procedure had been established that required each teacher to make two positive calls before any negative calls could be made. According to the reports of Ish, Garland, Mitchell, and Rockefeller, patrons and/or parents of the incentive schools did actively participate in the writing of the local school plans. Responses from Principal(s): The principal of Ish indicated that each teacher was to make one positive phone call to a parent each week regarding student achievement/behavior. It was also shared that every letter or bulletin that was sent home was numbered with a tear-off section at the bottom for students to return. this section was returned, documentation. it was kept on file as When The principal further reported that Ish had established a parent center that is utilized by all identifiable groups of parents.  These same parents chaperone field trips, tutor, serve as room parents, and participate in PTA. She also shared that there was 100% participation on student conference day. The School profile from Stephens suggested that very little parental involvement was apparent. The principal expressed in the report that he did not believe in the hands of parents\" to encourage involvement. holding that parents should be responsible on their own. He feels He stated also that the opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 Student Discipline At each school the monitors expected to see: * No disproportionality among identifiable groups of students when discipline sanctions are analyzedINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 14 * Teachers receiving staff development and training to become more effective in discipline management and classroom management * The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender Findings: Monitors of all incentive schools indicated that information related to student disciplinary policies has been distributed to parents and students. Garland School sent a handbook to each parent. Ish School has on file forms signed by parents and students indicating receipt of handbooks. posted in most rooms. At each incentive school classroom rules are Suspension and expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell. The team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. expulsions. Ish and Garland reported no suspensions or Monitors indicated that classroom instruction in all incentive schools proceeded in an orderly manner. However, the team at Stephens considered the observation time too short to allow the monitors to fully observe the ' progress of instruction. In all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling students. The team that visited Stephens stated that it needed to return to the school for further observation. With the exception of Garland and Ish, where the principals intentionally stayed out of the halls to allow the monitors free access to classrooms, all teams indicated that the principals were also very active and visible in directing/controlling students. Strategies to eliminate disproportionate sanctions among identifiable student groups are evident at f.tsell. Garland, Rockefeller, and Ish, according to monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 15 Responses from Principal(s): The principal at Ish reported that all referred discipline problems are handled via a conference with the parent, oftentimes with the parent, student, and principal participating together. 12.0 Building Leadership/Management At each school the monitors expect to see: * Clear, concise and well-written improvement goals * Evidence that a handbook/policy clearly states expectations and norms for student conduct and that these policies are distributed and explained * Documentation of school-home communication and contact * Parents from all identifiable groups active in the decision making process * Evidence that an on-going review of procedures regarding expectations for student conduct occurs * A physical environment that supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti X * Strategies established to prevent one-race classes and review of the strategies to determine effectiveness a * Evidence that the principal monitors the curriculum * Strategies to increase the number of minority students in upper level courses/class groups * Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program Findings: All six teams responded positively that the schools had clear, concise, well-written statements of specific improvement goals. One monitoring team said that mere specifics regarding inservice for new staff could be added to the school improvement goals.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 16 All monitoring teams reported that the schools had appropriate strategies for attaining improvement goals. Although the Ish team members said that this was difficult to measure at this time. Five positive responses were made regarding the schools having an effective home/school communication program. At Ish school a memorandum was sent home with children each week\nand at this school, a parent survey was conducted at the end of the first nine weeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sent home about open house\nnumerous letters went home from individual teachers, and special announcements were sent home telling parents about the awards assembly and criteria for awards. At Stephens there was no apparent two-way feedback between staff and parents. There also was no effort to assess the effectiveness of the communication process prior to this monitoring visit. All monitored schools had available student handbooks which published clear statements of expectations for student conduct. At one school there was evidence that students and parents had signed a form stating that they had read and understood the student handbook. Evidence was seen at two schools that expectations for student conduct were posted in the classrooms. Comments about the campus and buildings were very positive. \"beautiful II If Very pleasant, and II It \"cheerful,\" excellently maintained fl II colorful, It were used to describe the campuses and buildings. orderly and the students were well behaved. The hallways were All positive responses were recorded related to the friendliness and helpfulness of the office staff. In schools where one-race classes existed, strategies to prevent or eliminate one-race classes were evident. Some reports mentioned impetus from the Little Rock School District central office staff was needed to eliminate one-race classes. All six monitoring teams reported that there was vidence curriculum monitoring occurred. Three school reports indicated that the principals had made specific efforts to monitor in the classrooms.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 17 The Garland team members said that strategies to increase the number of minority students enrolled in upper level courses were evident if you consider the extended day and Saturday activities as enrichment. Regarding this issue, the Ish Principal reported that the staff tries to inspire students to prepare so that they will be able to take upper level courses as they progress in school from grade level to grade level. The Ish staff also encourages students to participate in the Mathematics Olympiad and gifted programs. The team consensus for Mitchell School said that this item was not applicable to the school. The Rightsell monitoring team reacted positively to this issue\nbut they made no comment on this item. The Stephens team members gave no positive nor negative response to the item\ninstead they wrote not applicable. The Rockefeller team members reacted positively to the item, but they also wrote not applicable unless you include gifted in which case there was good evidence. At Mitchell school the counselor was not available on the day of the visit. Other teachers mentioned that the counselor visited all classrooms and worked with students help. out of the classrooms when they needed individual One team mentioned that one counselor to three hundred student ratio was a problem. At Rockefeller school the counselor was unable to take students from class for one-on-one help. The Incentive School Plan calls for no pullouts. According to the monitoring team, it was difficult for the counselor to do one-on-one and group work with the children. ------*  ' --------- School three days per week. The counselor is assigned to Rockefeller' Most staff monitored were unaware of the availability of information from former students to improve the program. At Ish school the parent surveys helped with a little data for this area. Responses from Principal(s): Principals identified the following monitoring activities: review of plan book review of grade distribution at the end of each grading period conferences with students and teachers The Ish principal reported that the Ish teachers had a major role in setting the goals of the school.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 18 She also said that when a student had a discipline problem and was sent to the school office, she reviewed the appropriate part of the discipline policy allegedly violated. The parent surveys at the end of the first nine weeks at Ish School included some items relative to curriculum monitoring. She did not say specifically what data was collected relative to this issue. All Ish staff, according to the principal, try to inspire students to prepare for upper level courses. Ish staff also encouraged students to participate in the Mathematics Olympiad and gifted and talented program. The Ish principal also has plans to generate a survey that will obtain information from former students. She has quite a few former students who come by the school to discuss their education at Ish School.\ndid not report specific data collected from former students. She Other Concerns/Comments: The school teams identified other concerns that were not related to specific items on the monitoring form, concerns are as follows: Those There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, there are safety concerns for students and staff because of the dismissal time for the extended day during the central standard time period because it is dark when the students leave. There was concern for teachers and principals in all incentive schools \"holding up\" and Saturday activities. under demands of extended day The team for Mitchell stated: \"The environment at Mitchell is very positive and effective. We cannot help but say if other schools were like Mitchell, it would have a positive effect on teaching and learning and narrow the racial imbalance. 11INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES 1!To\nFrom: Subject: Mr. James Jennings, Associate Superintendent for Desegregation Cheryl A. Simmons, Principal Date: /U4- Response to Concern Identified During November Sth Monitoring Visit November 30, 1990 Please find the identified concern listed below with the response following. 10.1 Parent involvement is on a limited basis. Will utilize PTA Council to get PTA organized. Garland's parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. Garland's parents also serve on its Bi-racial Advisory Committee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained as APPLE facilitators and will be leading APPLE workshops this year, parents have attended Parent Center workshops. Several Garland Mrs. Essie Middleton, of the Little Rock PTA Council, is holding a workshop/planning session for Garland parents from 6:00-7:00 P.M. on Tuesday, December 4th to organize and plan for Garland's PTA for the 1990-91 school year. With the assistance of Mrs. Middleton and Mrs. Delores Egeston, Garland's parents will devleop a plan to organize a strong PTA which will provide continuity from year to year and serve as a valuable tool in recruiting parental involvement and improving communication.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR December 3, 1990 TO: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Lonnie S. Dean, Principal RE: Monitoring Team Visit - Response(s) 1.0 Non-certified staff has been all black since Ish School opened. They were allowed to remain when all other positions were vacated, try to fill vacant positions as needed with non-blacks. I will 1.2 The Bi-Racial Team is working on strategies to recruit more white students. We have enrolled two (2) white students since the team's visit. (We now have a total of five white students and one-hundred thirty five black students in Grades K-6). 1.4 The enrollment for Extended Day classes is one-hundred ten (110) out of a total of one-hundred twenty three (123) students enrolled in grades 1-6. Only thirteen (13) students do not participate in the Extended Day classes Monday through Friday. Our Saturday enrollment represents 83% of our walking students. District does not provide transportation for Saturday classes. Our 2.2 All ASDP's are available in each classroom now. Grades 4, 5, and 6. 2.5 Staff have displayed additional pictures in the areas of the sciences: i.e., medical field, lawyers, engineers, scientist, politicians, educators and businesses. 8.1 We are in the process of adding two (2) black males to the Gifted and Talented program. All paper work is completed.LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24 \u0026amp; Battery Streets Phone 375-6931 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: MEMORANDUM December 3, 1990 James Jennings. Associate Superintendent for Desegregation Monitoring and Program Development hita Hudspeth, Principal fchell Elementary Response to Monitoring Concerns of November 8 First, I would like to express my appreciation for the comments registered in this report. While there is always room for improvement, I am proud of the program we have in place. The written student education plans in the format requested are new for most teachers. I am continuing to work with staff members individually and in groups to ensure that the plans are relevant and helpful. could vary depending on the student and teachers. Initiation dates All teachers, however, should be documenting when students have completed identified skills. with teachers individually. Again, I am working Part of the December faculty meeting will address these concerns. The need for increased parental Involvement is ongoing. We have increased attendance at meetings this year as well as a dramatic increase in volunteer hours thus far. While we have made improvement, we will continue to work in this area. jB LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 17th Phone 374-1226 Lillie Rock, Arkansas 72206 To: .1 m III B a .1 e n n i n g a , Navembtr 27, 1990 Aaaocialt Sup er i n tun dent far Descgregat i an Koni tor i ng and F-'ragrain DkvkI opnient From: Anne Mangan', Principal, Packafel 1 er School Sub j ec t\nResponse to concern of f i rat mon i tor i nej visit f r oni the Little Roel-: School District Biracial Advisory Commi ttet? On November 9, visit from the 1990, Pocb:efeller Bchoal had the LRSD Bi racial Advi sor y Commi tt?t?. first, monitoring On the conf tir ent.B, there was on!y one area of cancern Nineteen classes were visited and I was told that e:i pressed ' ei: i t to me. four teachers did not have records current or Educat i onal understandi ng. Equity Monitoring they report. were i ncomp1et e. further ver i f i es T fl e t fi a t on all answers which As I read the report I see that we received II would iiave indicated a yes H except the one mentioned (2.2). There were comments positive response on several i terns and a concern only at the end of the request to comment on the concern regarding report. I here is no safety or on the fact that the materials needed to be prepared for the monitoring team was sent, to the school only four days before the scheduled visit. This was not. enough time to adequately compile all documentation. You have been selective would like for me to for me to determine in choosing the criteria respond to in this report. i terns It is that you d i f f i c u 11 comments were selected flow they were chosen and others not. since-? some I wi 1 1 areas wi til i terns requested. respond to those 1.0 The i nterviewi ng i ntervi ewi ng staf f team. at Rockef el 1 er Bchool was seiec ted Each staff member by an process. Two of the went through an extensive original staff decided that they could not commit to tlie incentive were bl ack. Seven new black teachers or speci ali sts members v4io school plan were selected to be a part, of the Rockefeller staff. Of the seven new bl ack cer t i f i ed change to another fl a 1 a n c e t fi e s t a f f. staf f, four were allowed school file result by Numan Resources to with no regard for the need to racially a staff which is 297. black. It. is my understanding that this percentage, is in a n a c c eptable many black applicants range. vacancy. I have kept, in I plan to continue although not desirable. are available whenever close contact to interview as I have a teaching w i t f I Robert R o b i n son and interviewed every applicant me in the past. that he or Numan Resources has sent 2. 1 The? comment made about the need for nci ghb or hood and community l3 y k i n d e r g a r t e n younger children and to first grarie teachers awareness be-i'nre be taught more about being expected ntudy about the world was the general -feeling of those teacher to Thf'?y arf? r e q u i red t o folio w 11) e however and do so as directed. about using the required materi als. multi cultural They have had agreement of they teach. They just curri culum gu ides adequate inservice are not in total before school plus its appropriateness for the very young children that Twenty days of inservice have already been provided one other additional day. I am, at the determi ne if present any are not t i me, checking all teacher Mastery dates will be checked current, up-dated, and on a regular basis. records to complete. 2. S.vf I have suggested that a to better plan lessons would be desirable. usi ng staff development inservice on how t he mu 11 i cu 11.ur a 1 curriculum guides very helpful i f the .1 have also stated that I think it would be curr i culum supervisors could cross ref erence the material in different, subject areas. It. is my understanding that the January staff development day for incentive schools will be devoted to the indivi dual needs for teachers to feel to tie the school, 3, 1 More offered to year, turn in I suggestions which their greatest need. awards, than we have ever will gi ven students at Rockefeller School for i nd i cate before, have what have the 1990-91 asked they been school Students with straight A's and honor roll students for the first, nine weeks grading period have their names boldly displayed on the front hall wal 1 , week A reception students following the end of the first were invited to attend Thc-3 students were presented school Student II P. T.A,) , a and sti cker/badge. ch i1dren their parents. were in their honor was held the nine weeks. Parents of these and a large number Principal 's honored. were present, achievement ribbons (purchased by the Award penci 1 and a Refreshments followed for This activity PIans to was very have a Super all students well received. 87 recept i on students will be repeated at ttie end of each nine weeks. for honor each A I good Monday citizen of the week is announced over the intercom receiving morni ng, a students are gol d star The to be students chosen are honored with a further recognized Super Citizen II worn during by having the day/week, at lunch on that day. sign and helium balloons a special table by The set a centerpiece the Classes that playground all display good behavior in the week are awarded an extra period at the end of the contest time. cafeteria and on 15 minutes recess Students, i n behavior chart for some classes. who have no the week:, checks are allowed to bring their on their 1 unch trays to the classroom and have lunch with their teacher. Plans have been made with our partner. the Arkansa Gazette, to take the 6th grade honor students to the Gazette at the end of the yoar for a tour and lunch.Tbi? Arkansas Bazettt? wi 11 mine tc5 the make picture badge tor the honored students. awc^rds reception and help by providing some of the refreshments, to get special T-shirts for the Straight A They will al so They are also trying students. Bf.udnnts check V'jIio have proven to end oT the on citizenship on the report he good cards Oi tt aeppi hy having no will be honored at the year. Grades wi11 not be considered in this area. Perfect attendance awards will also be given. The monitors from businesses. suggested long term incentives uch as scholarships proposals that, have not I believe that this is one of the controversial date. I personally have no been approved by the courts as of this would certainly welcome any way of offering such an i ncenti ve. one of the monitoring team scholarships that could be offered members or obtai n such an offered to all i ncenti ve students on but feel an very cost. 1 y. suggestions about how that, it would have to equitable basis and it might I by to be be 7. P 1 e f t I am not aware Rockefeller or of any student. white nr black: who has plans to leave for reasons of special education needs met. team have members mentioned this not been able to identify I as not having think that, one of the monitoring being a student any s u c f i s t. u d e n t. in speech but I 10. 1 c1 assroom f unct i ons Teachers simply and was parents 1i mi ted. stated bei ng t. h a t a fl 1 e parent partici pation to Th i s i B participate 1 n in the school families have both away to volunteer p arent s work i ng i n t fl e partly di.ie to the fact that classroom. and they are Some tr ansportati on problems but. whenever this problem unable to parents do many get. have transportation has been o f fered pl armed. Act. i vi t i es to the parent. or is identified, a home visit is such ct 55 P. T.A. and after regular working hours open houses are held 10.2 the Whenever vi si t for anyone are to our total unable to the parent. ti me there 12. 1 a home visit, is made immediately stated, qi.iestion the purpose. c o n c e r n a n d i n t. e r e s t come to the it might We never try school, be no phone. members. Inservice on General are 1 the purpose and reason for There is A home i n 11 r e absolutely no reason vi si t student the school to make a c a n reinforce If a parent is can certainly come to surprise visit and the unannounced is j f there 1 55 an individual basis is held for information is assisted on their given as a only great, need and all new Staffneeds as determined by their assigned grade level and group but. teachers i n51.r (..icted on the assi gnment.12,3 Every effort is made to provide communication program at Rockefeller- an effective home/school School . will have to -further a goal. dates to ex p 1 cAi n i'low our- The monitoring team ef-forts are failing, to meet We are constantly notifying parents of up-coming events, aval 1atale, acti vi ti es .1 nf ormat i ve remember, acti vi ties t o P. T.A. meetings of i nterest.. articles are and In attend, entertai nment, sent to addi tion, parent, and news seminar5 any bul1et i ns other wi th from teachers, every Thursday. Parents parents and numerous letters I fail to see are sent a behavior report on their child anything but promote good home to school how any of these things could do communicati on.i-z ROCK SCHOOL D ISTRICT Stephens Elementary School 3700 West 18  Phone 663-8374  Little Rock, Arkansas 72204 December 3, 1990 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Stanton L. Strauss, Principal, Stephens Incentive School SUBJECT: RESPONSE TO CONCERNS FOR FIRST MONITORING VISIT 1.1. There are five black males on the staff: one P.E. teacher, one music substitute, one instructional aide, and two custodians. I followed the interview process as established by LRSD as well as reviewing personnel files in the department of Human Resources. The District has hired a full time employee to rectify the recruitment problem of lack of black males as well as black females in the District. 2.3. All students are involved through direct questioning, guided practice. and independent practice. More explanation is needed for ..more 'actively' involved... than others.\" Communication between student and teacher is to be done according to individual learning styles. Consideration also needs to be given to the amount of time the observers were actively\" observing whole classroom instruction and what teaching strategies were being used. X . 3.2. 3.4. report Stephens is in compliance with article 2.3. According to the According to the appraisal form Stephens's students do know the requirements for academic and behavior honors, yet this still is a concern. I don't understand these conflicting statements. to promote academic success. The entire focus is I see this as a very positive goal. Steps toward achievement must be taken one at a time. Teachers must start where the students are and not where we want them to be. can get all students working at grade level, that will be quite an accomplishment. Then we can go up from there. Here again I am reading conflicting statements. difficult. with article 3.4. If we Responding to this is According to the monitoring report Stephens is in compliance A statement reads that recognition of as many students as possible.\" attention is given to as possible how can more effort be given. If we are doing as much Stephens recognizies students through academic success, behavior success, good deed success, is done both publicly and privately. This LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS 1.0 Separation by Race/Gender in School Programs 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extended Day Educational Opportunities 6.0 Student Achievement/Assessment 7.0 Resource Education Programs 8.0 Gifted and Talented Education 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline PAGE 1 1 3 4 4 5 5 6 6 7 8 12.0 Building Leadership/Management 9 Key: SP = School Profile O I D Observation Interview DocumentationLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are recruired to complete the comment section for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Separation by Race/Gender in School Programs SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. COMMENTS: YES NO 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed. course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum. COMMENTS: YES NO \\Educational Equity Monitoring for Incentive Schools Page 2 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards, student educational plans and Academic Skills Development Plans) COMMENTS: YES NO O 2.3 All students are actively involved in classroom instruction. COMMENTS: ____________________ _________ YES NO 2.4 There is evidence that the multicultural curriculum is being implemented. 0 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS: YES NO O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: YES NO O 2.4.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: YES NOEducational Equity Monitoring \" for Incentive Schools Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. COMMENTS: _____________ ___________________ YES NO 2.6 I Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. COMMENTS: YES NO O/I 2.7 Achieving students who work well with other students, as well as students with outstanding academic averages, are used as peer tutors. COMMENTS: YES NO 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. COMMENTS: ' ' . - YES NO 0/D 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO 3.1Educational Equity Monitoring for Incentive Schools Page 4 I/D 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. COMMENTS: _____________________________________ YES NO I 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. COMMENTS: ________________________________ YES NO 4.0 Committees SP/I The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _________________________________________________ YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extracurricular/co-curricular activities. D/I 5.1 Extended day activities are directly related to the objectives of each SEP and adjusted to meet the  needs of the students.  COMMENTS: YES NO SP/I 5.2 The majority of the student population participates in extended day activities. COMMENTS: ________________________ YES NOEducational Equity Monitoring for Incentive Schools Page 5 D 5.3 Parents are adequately informed about extended'day activities. COMMENTS: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, tests. and use of standardized SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. COMMENTS: YES NO SP 6.2 Goals and strategies are developed and implemented to improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution ... Classroom Monitoring Report COMMENTS: YES NO 7.0 Resource Education Programs 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. COMMENTS: YES NO 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 6 8.0 Gifted and Talented Education SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. COMMENTS: _______________ YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: __________________ YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. I 9.1 Staff development activities related to educational equity have been provided and are ongoing. COMMENTS: ____________________ YES NO SP/I 9.2 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. COMMENTS:  _____ ____ ______________ YES NO I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 7 SP/I 9.4 All teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools COMMENTS: YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. COMMENTS: YES NO D 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. COMMENTS: YES NO D/I 10.3 Contact is made regularly with the home to communicate positive as well as negative information related to student behavior. COMMENTS: . '  YES NO D/I 10.4 Contact is made regularly with the home to communicate positive as well as negative information related to student achievement. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 8 SP 10.5 School patrons and parents are given an opportunity to actively participate in developing the local school plans. COMMENTS: ______ ______ _______ YES NO D/I 10.6 Parental involvement strategies are modified as needed to ensure communication with parents who ' are difficult to reach. COMMENTS: YES NO D/I 10.7 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, homes, etc. COMMENTS: YES NO 11.0 Stud-en Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. D 11.1 Information in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. COMMENTS: YES NO SP/I 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving black males. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 9 0 11.3 Classroom instruction proceeds in an orderly manner. COMMENTS: YES NO SP/I 11.4 A mentoring program is_^ used to meet the needs of at-risk students. COMMENTS: I 11.5 Students have access to community based support programs. COMMENTS: YES NO 12.0 Building Leadership/Management SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school plan. COMMENTS: YES NO SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: YES NO D/I 12.3 Counselors are actively involved in addressing the needs of at-risk students and assisting parents, as needed, in obtaining services from outside agencies. COMMENTS: YES NOEducational Equity Monitoring for Incentive Schools Page 10 D/I 12.4 There is evidence that the guidance program provides equitable services to all groups of students. COMMENTS: __________________________________ YES NO D/0 12.5 The school has published clear statements of expectations for student conduct. COMMENTS: __________ __________ YES NO 0 12.6 The campus and building are clean and free of debris and graffiti. COMMENTS: YES NO O 12.7 Hallways are orderly. COMMENTS: YES NO O 12.8 The school office has friendly and helpful personnel. COMMENTS: ______________________________ YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation 810 West Markham Street Little Rock, AR  72201  TO: FROM: THROUGH: SUBJECT: T LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 September 10, 1991 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Update on Desegregation - August Please find enclosed the update on desegregation for the month of August, of June and July. I did not prepare updates for the monthsLITTLE ROCK SCHOOL DISTRICT I EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1991 I TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs , 2 2.0 Curriculum 3 3.0 School/District Initiated Honors and Awards 7 4.0 Committees 8 5.0 Extended Day Program 9 6.0 Student Achievement/Assessment 11 7.0 Special Education 13 8.0 Gifted and Talented Education 14 9.0 Staff Development 15 10.0 Parental Involvement 17 11.0 Student Discipline 18 12.0 Building Leadership/Management 19LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by the LRSD Districtwide Biracial Committee and Planning, Research and Evaluation staff. Each team conducts one school visit each quarter using a monitoring instrument developed by the Biracial Committee, the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. Visits by the Planning, Research and Evaluation staff are scheduled cooperatively with each principal. Visits by the Biracial Committee are scheduled by the Office of Desegregation. The teams report quarterly to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extended Day Educational Opportunities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report is a summary of the first quarter visits conducted between October 7 and November 20, 1991. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this 'report is to identify the degree to which each school is progressing towards the goals of desegregation. At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation requires a written response from each principal detailing a plan to eliminate any identified problems. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: * Racially balanced staff which reflects appropriate percentages as established by the Court A Racial/gender balance in staff assignments, programs, content areas, and grade levelEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 3 FINDINGS: Monitored by Little Rock School District/Biracial Team Members Three of the LRSD biracial teams monitoring reported a negative reaction to the item dealing with acceptable staffing range. The Mitchell biracial team indicated that there were only three male certified teachers. The Mitchell team also said that the support staff was black, except for one person (perpetrating stereotypical black roles). The Rockefeller biracial monitoring team identified a lack of males in the teaching staff at the school. The Stephens biracial monitoring team saw no black certified males, no white instructional aides, and stereotypical black non-certified staff. Response from Principal(s): None. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists LRSD/PRE Specialists reported that all of the incentive schools were within the acceptable staffing range. 2.0 CURRICULUM At each school the monitors expected to find:  A culturally diverse curriculum * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum  Varied teaching strategies that match the learning styles of the studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 4  Current and accurate documentation of student progress  Teachers demonstrating an understanding of a multiculturally infused curriculum * Students participating in heterogeneous groups that utilize peer tutoring * Displays of bulletin boards, materials, and publications that reflect the multicultural curriculum * Use of hands-on discovery and exploration teaching strategies  Academic program enhanced by extracurricular activities FINDINGS\nMonitored by Little Rock School District/Biracial Teaun Members Deficiencies in record keeping were noted by the LRSD Biracial Committee (BRC) monitors at five of the seven incentive schools. Student records were reported as not current and complete in some classrooms visited at Franklin, Garland, Rightsell, Rockefeller, and Stephens. Other deficits noted follow. Franklin (10-8-91) Some SEPs did not have dates initiated or evaluation procedures. Some ASDPs did not have strategies to address deficit skills. Garland (10-9-91) Most SEPs reviewed lacked parent signatures, instructional strategies and evaluation procedures. No instructional strategies were listed on any of the ASDPs that were reviewed. Ish (10-10-91) Some signatures were missing on some student records. Mitchell (10-24-91) Some SEPs did not include evaluation procedures and/or initiation dates. One ASDP did not have instructional strategies.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 5 Rightsell (10-6-91) In two classrooms, all of the SEPs were the same with one minor exception. Some SEPs lacked evaluation procedures and some ASDPs lacked instructional strategies. Rockefeller (11-14-91) SEPs were not found in some files. Stephens (10-28-91) Dates initiated needed to be added to SEPs at the first and third grades. Two of the six ASDPs reviewed did not have instructional strategies. The Biracial Committee monitors indicated that at Rockefeller there was no evidence that teachers had adequate materials and equipment to deliver and use the multicultural curriculum. The report stated that the multicultural guides seemed too complicated and that there was no tool to show how to use the multicultural guides. All students were not actively involved in classroom instruction at Rockefeller. Monitors observed some students'who were \"listless\" and/or inattentive. At Rightsell, the Biracial Committee monitors noted that while exhibits in the halls were very good, most classrooms did not have displays that reflected the multicultural curriculum. Monitors found that the displays of student work did not reflect varying teaching strategies. Displays were of workbooks, basals, paperwork with no hands-on or innovative strategies evident. Some classrooms did not have science resources in evidence. No classes were observed working on science. Most teachers visited had not taken their studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 6 on field trips to reinforce the academic program and some had not yet planned field trips. The sixth grade teachers at Stephens did not have the district's multicultural curriculum guides. Monitors found that grades 4 through 6 had very little, if any, student work displayed. Also, teachers visited indicated a need for more science equipment, some of which had been ordered. Response from Principal(s): The Stephens principal stated that she was monitoring records and she would take care of all students' records. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists The Planning, Research, and Evaluation monitoring team found the following deficiencies at the incentive schools related to curriculum. In every incentive school, in some classrooms visited, student records were reported to be not current and complete. Additional findings related to teacher/student records follow. Franklin (11-4-91) Reading magazine tests had not been given in two classrooms. Mathematics tests, ASDPs, and parent/student discipline contracts were not available in some classrooms. There were no displays of student work in some classrooms visited. Garland (11-5-91) Some SEPs and ASDPs lacked parent signatures. A grade book was not available in one visited classroom. Grades were available for only one subject area in another classroom. Ish (11-6-91) Parent notifications were not available in PAL folders. Some SEPs lacked parentEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 7 signatures. Interim reports and parent/student discipline contracts were not sent home in one classroom visited. 3.0 Mitchell (11-11-91) Rightsell (11-12-91) Rockefeller (11-13-91) Stephens ((11-14-91) Reading folders were not available in one monitored classroom. signatures in one classroom. ASDPs lacked parent Some parent notifications were not signed or available in a PAL classroom. Some ASDPs and SEPs lacked parent signature. In PAL classes, some parent notifications were not signed and available. Reading magazine tests and mathematics tests had not been administered for the first nine weeks in one monitored classroom. Student/Parent discipline contracts were not available in one monitored classroom. Reading magazine tests had not been administered and recorded on reading folders in some monitored classrooms. Some ASDPs did not have parent signatures. In some classrooms visited at Franklin, there were no displays of student work reflecting varying teaching strategies. Although instruction proceeded in an orderly manner in the monitored classrooms at Garland, some students displayed disruptive behavior, therefore, they were not involved in the instruction. SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find:  A variety of awards and honors * Written procedures and requirements governing honors and awardsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 8  Methods for communicating requirements for receiving honors/awards to all students * A process to evaluate the honors and awards program * Plans to eliminate any gender/grade level inequities relative to distribution of honors and awards FINDINGS: Monitored by Little Rock School District/Biracial Teeun Members The Biracial Committee team reported that four of the seven incentive schools had no available evidence for distribution of honors or awards. Procedures for apprising students of the requirements and of information regarding various opportunities in educational programs was in place as observed by Biracial Committee team and PRE monitors. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists The PRE monitors indicated that all information for this area would be available after the first nine weeks for all seven schools. However, procedures for apprising students of the requirements governing honors and awards and of information regarding opportunities in educational programs were in place at each school. 4.0 COMMITTEES At each school the monitors expected to find: * Racial/gender composition of committees generally reflects the school populationEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 9 FINDINGS: Monitored by Little Rock School District/Biracial Team Members Members of the LRSD Biracial Team reported that the composition of each school based committee generally reflected the staff/parent population in six of the incentive schools. Although the school based committees at Garland generally reflected the staff/parent population, there was limited parent involvement and participation. At Rockefeller, school based committees did not reflect the staff/parent population. Monitors said there were no parents on the Biracial Committee and only two parents on the Parent Advisory Committee for this school. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The composition of each school-based committee generally reflected the staff/parent population in each of the monitored incentive schools. 5.0 EXTENDED DAY PROGRAM At each school the monitors expected to find:  Provides parents with adequate information regarding extended day activities * Recruitment practices to promote participation of all students in extended day activities  Meets the individual needs of the students (SEPs)EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 10 FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The Biracial Committee teams reported that all seven schools informed parents of the extended day activities by sending surveys, fliers, and parent-teacher conferences. Six of seven schools informed the Biracial Committee teams that the majority (3/4 - 80 percent and over) participated in extended day activities. These six schools also indicated to the Biracial Committee teams that the extended day activities were adjusted to meet the needs of all students. Only one school (Rockefeller) reported that less than one-third of the students participated in the extended day activities. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The PRE monitors reported that all seven schools informed parents during registration and at PTA meetings. Fliers and survey forms were also sent to parents to be signed and returned to each school. The PRE monitors reports indicated that the majority of the seven schools student population participated in extended day activities ranging from 52-71 percent (according to each schools' student population). The PRE monitors also reported that all seven schools extended day activities were related to the objectives of each SEP and adjusted to meet the needs of the students.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 11 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find:  All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that promotion/retention rates are monitored and analyzed to reduce disparities in achievement  Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents * Strategies to close the disparity in test scores among identifiable groups FINDINGS: Monitored by Little Rock School District/Biracial Teeun Members When test results were examined, overall achievement of students did not remain stable or improve at most of the incentive schools. Two of the incentive schools, Ish and Mitchell, demonstrated improved test results for overall student achievement. Goals and strategies were developed and are being implemented at most of the incentive schools to improve student achievement. Monitors at Rightsell reported that no evidence was provided on goals and strategies to improve student achievement. Promotion/retention rates reflected the school population at five of the incentive schools. At Rockefeller, the promotion/retention rates did not reflect the school population, according to monitors. The monitoring team forEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 12 Rightsell said that data was not provided on the promotion/ retention rates. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists Most of the incentive schools did not demonstrate stable or improved test results overall for student achievement. At Franklin, there was improvement on the Minimum Performance Test (MPT), but three grade levels had decreased scores on the Metropolitan Achievement Test-Sixth Edition (MAT-6). There was an overall decrease in student achievement on the MPT and MAT-6 at Garland and Ish. Although there was an increase in student achievement scores on the MPT at Rightsell, there was an overall decrease on MAT-6 scores. Monitors at Rockefeller reported that third grade students demonstrated improved scores on the MPT, while sixth graders had decreased scores. On the MAT-6, there was an overall decrease in test scores at Rockefeller. Two of the incentive schools, Mitchell and Stephens, demonstrated improved scores overall on the MPT and MAT-6. All of the incentive schools had developed goals and were implementing strategies to improve student achievement. The retention rate reflected the school population at each of the incentive schools, except Franklin. The monitors reported that the retention rateat Franklin, 16 males and 1 female, did not reflect the school population according to gender.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 13 7.0 SPECIAL EDUCATION At each school the monitors expected to find:  Clear, well-defined referral, assessment and placement procedures  Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to ensure equitable services by gender and grade level  Adequate facilities to meet the needs of the students served FINDINGS: Monitored by Little Rock School District/Biracial Team Members There were no areas of concern regarding special education reported by the Biracial Committee monitors at Franklin, Garland, Ish, or Stephens. No observations were made at Mitchell, Rightsell or. Rockefeller. The special education teacher was not available at Rightsell and the teacher at Mitchell was absent on the day of the visit. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists The PRE monitors found no areas of concern regarding special education at Garland, Ish, Rightsell, or Stephens. The Franklin report noted that materials and equipment were not adequate to deliver the curriculum in the special education classroom. The monitors observed that the number of male students enrolled in special education at Mitchell was disproportionateEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 14 to the school enrollment. Strategies to eliminate such disproportionality were not available in the School Profile. Monitors obseirved special education facilities at Rockefeller to be adequate\nhowever, the staff reported that the facilities were not adequate for the needs of the students served. Response from Principal(s) : The Franklin principal stated that there was a new teacher in special education. There had been some concern about how pull-outs for special education would be handled since Franklin was an incentive school. He said he was working on this situation along with the Special Education Department. 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find:  Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs  Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment  Adequate facilities to meet the needs of the students sei-vedEDUCATIONAL EQUITY MONITORING FIRST QUARTER 1991-92 INCENTIVE SCHOOLS SUMMARY REPORT Page 15 FINDINGS: Monitored by Little Rock School District/Biracial Tezun Members There is not a teacher for gifted and talented (G/T) students assigned to Ish, according to the report submitted by the LRSD Biracial Committee. The report also indicated that the principal is attempting to locate a teacher for this position. No observation of the G/T programs at either Mitchell or Rockefeller was conducted by the monitors. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists Students in the G/T program at Ish were not serviced during the first nine weeks.because there was no teacher for G/T education. At Rockefeller, the student enrollment in G/T was disproportionate to the school population\nfemales comprised 73 percent of the students assigned to the program. Response from Principal(s): The principal at Ish reported that there was a teacher for G/T students during the first three weeks of school, and G/T services were provided to students. At Rockefeller, the principal stated that additional students have been recommended, but approval for assignment to the program must come from the G/T central office. 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: * Staff development programs designed to enable staff members to fulfill the district/school mission and purposeEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 16 Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The data from the Ish report revealed that strategies for multicultural curriculum delivery and training related to educational equity had not been provided during the first nine weeks. The report from Stephens reported that less than half of the certified teachers had taken advantage of staff development activities to enhance teaching strategies for multicultural curriculum delivery, and only three teachers had received training in educational equity. Some monitored staff members at Rockefeller indicated that their staff development plan did not provide for development to increase the achievement of a diverse student population. There were no areas of concern at the remaining schools. Monitored by Little Rock School District/Biracial Team Members According to monitored teachers, the staff development plans demonstrated a commitment to equity by providing the appropriate and/or selected inservices. There were no areas of concern. * * *EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 17 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: * Documentation of school-home communication and contact * Documented evidence showing how all identifiable groups of parents have been actively solicited tt When financially possible, transportation provided for parents who need the service  School functions conducted in community facilities near identifiable groups of parents  School functions scheduled to accommodate all parent groups  Provision for regularly infoirming parents regarding all aspects of their child's school performance * Opportunities to develop leadership skills among all parent groups FINDINGS: Monitored by Little Rock School District/Biracial Teeua Members The reports from Ish and Rockefeller showed that there was no evidence to support that parents had participated in the development of the School Improvement Plan. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The team from Mitchell indicated that monitored teachers expressed that actual parent involvement was extremely limited, but emphasized that all parent groups had been adequately informed.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 18 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: * No disproportionality among identifiable groups of students when discipline sanctions are analyzed * Teachers receiving staff development and training to become more effective in discipline management and classroom management * Discipline program monitored, evaluated, and updated * Community based support programs  Mentoring program * Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained FINDINGS: Monitored by Little Rock School District/Biracial Team Members At Ish, the LRSD Biracial Committee was not able to determine from a review of the School Profile if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. These same strategies were not included in the School Profiles of Rightsell or Rockefeller, according to the reports submitted. At Rockefeller, the Biracial Committee determined that there was no evidence that all students and parents had been given information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student*disciplinary policies. The committee that monitored Rockefeller reported that there wasEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 19 no mentoring program established to meet the needs of at-risk students, nor was there evidence that students have access to community based support programs. The report did not specify if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. Response from Principal(s): The principal at Ish stated that the plan was in place. but he has not had a need to suspend or expel any students. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The parent/student contracts in the discipline handbooks were either unsigned or unavailable in some of the monitored classrooms at Rightsell, according to the monitoring report. 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: * Clear, concise and well-written improvement goals * Physical environment supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Evidence that the principal monitors the curriculum * Strategies to increase participation in upper level class groups * Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program * A safe and secure campus for all students, LRSD employees, and visitorsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 20 FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The LRSD biracial monitoring teams from Garland and Rockefeller reported no written, clear, concise statements of specific improvement goals. The LRSD biracial team reported that the Garland Counselor was on an extended leave with no replacement. The biracial team from Stephens School said that the office media center needed new carpeting. There were loose wires hanging inside and outside the Stephens building. Stephens also had a broken fence along the playground area. The biracial monitoring team from Rightsell found that the office staff rather than being friendly and helpful. seemed \"on edge.\" The biracial team from Rockefeller found no form for use in monitoring the curriculum or any other evidence that curriculum monitoring occurred. The Ish, Rightsell, and Rockefeller biracial monitoring committees could find no evidence that strategies were developed to increase the number of minority students in upper level classes. The Rightsell and Rockefeller biracial teams found some problems with security at the schools. At Rockefeller, the visitors were able to walk around without name tags. At Rightsell, a student opened the outside door to let the monitor (stranger) into the school.EDUCATIONAL EQUITY MONI'^ORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 21 Response from Principal(s): The Ish principal stated that the item dealing with strategies to increase the number of minority students enrolled in upper level courses/class groups did not apply to the elementary level. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists A few security problems were found at some of these schools by the LRSD/PRE program monitoring team. At Mitchell School, all the visited classroom doors were unlocked. At Rightsell, one outside double door was found unlocked. This was a rear entrance double door between the library and the annex classroom for four year olds. At Rockefeller, three outside doors were unlocked. At Stephens School, two outside entrance doors were unlocked. Also the back door to the girls' restroom was open. Some graffiti was observed on the wall of a portable building at Stephens. Response from Principal(s): The Rockefeller principal said that the outside doors near the cafeteria, were unlocked for a short time during lunch when students go outdoors and back inside with adult supervision. The Stephens principal said that she would have the graffiti removed. She also said that she monitors the building throughout the school day to keep the doors locked. Some students and staff continued to leave doors open. The school staff was working to correct the problem.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Little Rock, AR 72202 October 22 1991 Franklin Davis, Principal, Franklin School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services \"^fony Wood, Deputy Superintendent, LRSD First Monitoring Visits - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 8, 1991. P--- respond to the concernCs) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) Your response(s) should be Please listed below will be addressed, forwarded to my office. 2.2 Some of the SEP's did not have dates initiated, evaluation procedures, and/or parent signatures. Some of the ASDP's did not have instructional strategies to address deficit areas. cc: Larry Robertson Arma Hart l-'FRANKLIN INCENTIVE SCHOOL 1701 South Harrison TO: FROM: SUBJECT: Little Rock, AR 72204 December 13, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin Davis, Principal, Franklin School First Monitoring Visit - Concerns A copy of the attached memo was sent to all teachers whose SEPs were found to have areas of deficit. I personally reviewed each teachers SEPs and I have a copy of what was given to each teacher in his/her file.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72201 Robert Brown, Principal, Garland Incentive School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 9, 1991. Please respond to the concern(s) listed below by November 1, Please be specific as to how and when the concern(s) listed below Your responsefs) should be forwarded to my 1991. will be addressed, office. 2.1 Some teachers would like to have an additional Black History course. 2.2 Most SEP'S did Interim reports appeared to be in order, not have parent signatures or dates of initiation^ most SEP'S did not have evaluation_procedures. Th were no instructional strategies listed on any of the Also, There 12.1 cc: ASDPs that were reviewed. 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 Media center needs more bulletin board space. Library needs remodeling. Did not see evidence of requirements in profile. Limited parent involvement and participation. Students must remain during the full extended day. Limited parent involvement. Not reflected in profile. Not at this time. However, in discussion with Not in profile. . _ principal, he has very definite goals for this school. Larry Robertson Arma HartGarland 3615 W. 25th Little Rock. AR 72204 Incentive Mr. Robert L. Brown. Jr.. Principal ' Phone: {501)671-6275 'Simply Tran^ormational'' 4% J TO: December 5, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM:(A^^obert L. Brown, Jr., Principal, Garland Incentive School SUB J: Response to First Monitoring Visit Concerns The following responses reflect an update of what has occurred since the Biracial Advisory Committee's monitoring visit. 2.1 An attempt was made to assess staff support for the purchase of an African American Video Encyclopedia Program. The staff vote produced only three (3) responses in favor of purchasing the program. The staff feels that the Little Rock School District does not approve of, or support those The programs recommended by this administrator\ntherefore they express discomfort in supporting that which they feel that the District does not support. A few books have been ordered that will provide teachers with access to some information that has been suppressed concerning the African/African American struggles. 2.2 SEP'S were not completed or properly initiated and still reflect serious deficits to this date. Teachers have been informed of their requirements to meet the obligations stated in the Desegregation Plan. Providing an adequate assessment of SEP'S by this administrator is hampered by a lack of inservice time needed to fully understand the essential components of a proper SEP. Some ASDP's contained instructional strategies from the previous year, but strategies developed by the current teachers had not been done, The teachers have been made aware of the concerns.  Garland 3613 W. 38th LttOeRock, AR 73304 Bobcats Incentive Mr. Robert L. Brown, Jr. Principal Phone\n(SOI) 671-6373 3.2 4.1 5.1 10.1 10.4 10.5 School The needs of the Library are correct. The facility is too small to conduct a full size staff meeting with an appropriate setting. The individual in charge of awards had not communicated the requirements to the students. and the situation is being corrected. The concern has been shared There is limited parent involvement and participation. Parent involvement has been significant at three events. PTA Meetings are held each month, but the attendance has been low. Students were required to remain during the full extended day program. This requirement has been eased since it doesn't meet the approval of the team. Equitable opportunities exist for parents to be involved in school activities, but few parents choose to become involved. Some of the school patrons reflected on the profile are also employed in various capacities within the school. Two meetings with community church. p a. J. till L o have been held at a local Documentation and dates are available. 12.1 Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several However, aspects of educational equity has been made by this administration. those recommendations have not been approved by Central Office Administration. cc: Larry Robertson Arma Hart Tony Wood LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas 72202 November 11, 1991 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 10, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response!s) should be 3.2 No evidence of the procedures found in the school profile. 3.4 3.5 9.1 9.2 No evidence is offered in the school profile showing that honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. Cannot be determined from the school profile. The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. A very few of total certified staff have completed multicultural curriculum which is designed to help staff implement the districtwide desegregation plan.Ish School First Monitoring Visit-Concerns Page -2- 10.4 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. 10.6 Records at school did not reflect that parents participated in school meetings at local churches, community or recreation centers, etc.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Comnunity Services FROM:^Stan Strauss, Principal DATE: December 2, 199 1 RE\nFirst Monitoring Visit - Concerns 3.2 The Parent/Student Handbook is being revised to include honor requirements. At the first honors program, requirements for academic honor roll, academic achievement award, behavior honor roll, and perfect attendance award were explained verbally to all students. 3.4 Honor awards are checked each nine weeks by the principal and are recorded in the School Profile. the first nine weeks was October 31. The monitoring team came October 10. The end of All students, those working at or above grade level and those working below grade level have the opportunity to achieve at least one of the awards mentioned in 3.2. In addition to the school awards, individual classroom teachers have been instructed to present classroom awards in order to provide a greater opportunity for a student to be presented with an award. 3.5 Honor awards are recorded in the School Profile each nine weeks. The monitoring team visited October 10. was October 31. The end of the first nine weeks 9.1 All certified staff participate in two building level staff development meetings. One meeting is addressed to the entire staff and focuses on an area of instruction based on teachers' individual improvement plans. The second meeting focuses on instruction and methodology, but is directed at primary teachers one time and Intermediate teachers another time, second meetings also discuss current concerns and issues dealing with curriculum and instruction. These 9.2 All certified staff members have participated in District meetings concerning content and delivery of the multi-cultural curriculum guides. 10.4 The School Improvement Plan for Ish was written by the staff and the previous administration. When the new administration took office, the plan was reviewed and revised by the principal and the staff. It was important for the staff and administration to understand each other and the plan before parents were brought in to help write. Parents will be included on any future revisions and the writing of the plan for next year. 10.6 At this time no meetings have been held at community locations outside the school.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 October 31, 1991 Donita Hudspeth, Principal, Mitchell School James Jennings, Associate Superintendent for Hzy Desegregation Monitoring and Community Services si Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit -Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 24, 1991. respond to the concern(s) listed.below by Friday, November 15, 1991. \" Please Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 1.1 Support staff is black except for one person (perpetuating stereotypical .black roles). 2.2 Most of the SEP'S were in excellent shape. There were a few cases, however, where SEP's did not include evaluation procedures and/or initiation dates. the ASDP' did not have instructional strategies. One of cc: Arma Hart Larry RobertsonLITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 2410 \u0026amp; Battery Street Phone (501) 375-6931 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: 1.1 2.2 November 18, 1991 James Jennings, Associate Superintendent for Desegration MUoj,pixbring and Community Services a Hudspeth, Principal, Mitchell School First Monitoring Visit - Concerns The number of black support staff, to be sure represents an imbalance. Since I was already cognizant of this situation, I attempted to recruit white applicants for the additional instructional aides position. I did recruit two (2) white appliants, but was only able to recommend one for employment. Other positions/personnel have been in place for some time. Many staff members assume initiation dates for strategies written are the beginning of school. ~ ' and/or initiation dates will be added. Evaluation procedures Two students' records who now have ASDP's did not arrive until early October. Their plans were completed in their entirety by Mitchell School. Those plans now have Instructional strategies. LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72201 October 29, 1991 TO: FROM: Bobbie Goodwin, Principal, Rightsell School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services \"THROUGH: Ti, ?ony Wood, Deputy Superintendent, LRSD SUBJECT: First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 15, 1991. Please respond to the concern(s) listed below by November 11, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, office. Your response(s) should be forwarded to my 2.2 Most of the SEP'S were in excellent shape. In two of the classrooms reviewed, however, all of the SEP's were the same (one minor exception), tain evaluation procedures. have instructional strategies. Some SEP'S did not con- A couple of ASDP's did not 2.4.1 Several classrooms had excellent evidence. Most 2.4.2 2.4.3 2.5 3.3 6.2 6.3 did not. Hall exhibits were very All classrooms did not reflect. good. All workbooks, basal, paperwork (all books). No hands-on or innovative strategies evident. Some classrooms didn't even have science resources in evidence, science. No classes observed working on Not in school profile. No evidence provided. Not provided.Incentive Schools Monitoring page 2 10.5 The principal did not provide evidence of outreach to parents in this area. 10.6 Principal said no. 11.2 Not available in school profile. 12.3 Not available. 12.6 Seemed on edge. Didnt bend over to help. I 12.Q *Not in school profile. 12.10 Student opened outside door to let stranger in. classrooms unlocked. Several ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Appalling lack of emohasxa. evidenced in test ?cores^ plaved showed lack of studentfdtv Not enough writing practices. on science and'social studies. Examples of writing skills dxsjt with the language. Look temporary. not ^Trailers lack adequate bulletin boarcjs^ ,------- conducive to learning... Ghildten bflng away from ina\nq school not good.. cc: Larry Robertson Arma HartLI KBBBBI ROCK SCHOOL DISTRICT Rightsell Elementary School TO: 911 West 19\" Street Phone 324-2430 November 11, 1991 FROM: RE: 2.2 Little Rock, Arkansas 72206 Mr. James Jennings - Associate Superintendent Mrs. Bobbie H. Goodwin, Principal First Monitoring Visit Concerns Concerns are being shared with staff. students, with a few exceptions, are the same. Usually, the needs of Primary I Teachers have been instruct-ed to list instructional strategies, if needed on ASDPs. 2.4.1 All teachers have been requested to show evidence that the multi-cultural curand 2.4.2 riculum is being implemented by bulletin boards or other displays in the classroom. 2.4.3 Concern is being shared with staff. display hands-on-materials used, and/or Language Arts. Staff has been encouraged to use and The observation occurred during Reading 2.5 One classroom at each level (3-6) is receiving materials and supplies for a science lab. Science classes are scheduled after lunch. 3.3 Extended Educational Programs are listed in the school profile. Students and parents are apprised of this information through oral and written communication from the staff. 6.2 Our school improvement plan is in the folder with the School Profile. Goals and strategies are listed to improve -student achievement using the measures listed. 6.3 Students retained are listed by grade, race, and sex in the School Profile. 10.5 I shared with the team that every effort is made to ensure communication with all parents. Our staff utilizes written correspondence, telephone calls, home visits, early arrivals and late departures to accomodate parents. 10.6 The team was made aware of meetings coordinated last year by the Incentive Schools Parent Coordinator. We also shared with them that surveys were being made by our Incentive School Services Coordinator and meetings/workshops would be planned and implemented this school year. I LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas October 31, 1991 TO: FROM: THROUGH: SUBJECT: 72202 Ann Mangan, Principal, Rockefeller James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSp First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 14, 1991. Please respond to the concern(s) listed below by Tuesday, November 12, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, warded to my office. Your response!s) should be for- 1.1 The student profile reflects that there is a lack of African males. Only staff Also, European American males. American male. custodian (1) European male (1) African 2.1 There is no tool to show how multicultural guide is used. 2.2 No SEP' found in some files. Some students seemed ft 1istless ff and/or inattentive. All students should participate in class or be made to participate. 2.4.1 But doesn't reflect student population. Should be more reflective of African American community. 2.4.2 Yes, hut. sliould be more reflective of the student population. 2.3Rockefeller Page -2- Concerns 3.1 No, program needs to be started. 3.3 No evidence. 3.4 No evidence. 3.5 No evidence. 4.1 No parents on biracial committee. parental participation. There is a lack of No evidence of involvement. 5.1 No evidence, one flier. 5.2 No, less than one-third. 9.3 Plan doesn't address diversity issue. 10.1 No evidence of staff and parent interaction. 10.5 No evidence. 10.6 No evidence. 11.1 No evidence. 11.4 Working on it, right now only African American woman. 11.5 No evidence. 12.1 No evidence. ( 12.7 No form or evidence that curriculum monitoring occurs. 12.8 No evidence. I cc: Arma Hart Larry RobertsonTO: FROM: JAMES JENNINGS, ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND COMMUNITY SERVICES ANNE MANGAN P^RINCIPAL, ROCKEFELLER INCENTIVE SCHOOL RE: RESPONSE TO FIRST MONITORING CONCERNS AS REPORTED BY THE DISTRICT BIRACIAL ADVISORY COMMITTEE/ OCTOBER 14,1991 VISIT DATE: NOVEMBER 18, 1991 The first visit of the Bi-Racial Monitoring Team was held on October 14, 1991. A copy of the responses made by the team was delivered to my off ice on Friday, November 15, 1991. An exit conference was held with me at the end of the visit and only a few serious concerns were reported to me at that time. The only two things that I felt would be addressed was the lack of male staff members and the fact that a mentoring program had not been fully implemented at that time. To have twenty-three concerns and twelve of those responses listed with n no evidence tl was a shock and If the team assigned to monitor Rockefeller totally beyond reason. School saw no evidence, I would have certainly expected them to ask for it from a staff member or the administration. During the exit conference, the team appeared to be rushed and in a hurry to leave. I feel that if there had been that many serious concerns - and only a few were mentioned to me - they should have been made known to me at that time. documentation was I keep accurate and up-to-date records and all available for inspection. I have notebooks. files, and documentation in my office or with the teachers in every area being monitored. clarify anything questionable. If any part was unclear, I was available to In response to the concerns: 1.1 There are three African American males - custodians (3) There is one African American male instructional aide (1) There is one European American male - certified teacher (1) I will continue to search for additional males to add to the staff and interview any who have applied for positions with LRSD. 2.1 The tool used to determine if the multicultural guide is being used by the teachers is to monitor the lesson plan book. The teacher plans instruction with the textbook and the multicultural materials as a guide. Plans are monitored by the administration. The comment on the report that the multicultural guide appearing to be too complicated should not be a negative response about the program at Rockefeller but rather a comment made to those that have supplied the guide to all teachers in the district and directed all teachers to use it on a regular basis. We also should not be held responsible for the fact that the textbooks do not reflect enough about African Americans. 2.2 ' their This is an absolutely false statement. All teachers have in possession the SEPS prepared for each student and I personally have copies of those SEPs in my office.2.3 If some students seemed. \"listless  or inattenti ve, have been being referred an underlying reason. Not knowing which children there may to in this report, i t is very di f f icult to we re say. There are some children who are allowed to stay up until all hours of the night and we sometimes have to do everything possible to keep them awake. There are teachers do everything keep students on tasks. other extenuating circumstances but in their power to stimulate interest and 2.4.1 and 2.4.2 The bulletin boards and the school and classroom I change as the focus of study changes. They do reflect the multicultural curriculum as well as all aspects of the curriculum being studied -art work from all cultures, handwriting, language arts, 3.1 science, social studies, math, etc. All children who were good citizens during the month of September were honored with a special sticker and a popcycle. same reward was given at the end of October. There is an (( The Honors Reception (t at the end of each nine week period. The first of these receptions was held on Friday, November 15, 1991. Parents of students making either all As or the A/B honor roll were invited to the reception and approximately 50 parents attended. making straight As were awarded a School fl If Students I am a STAR at Rockefeller tee shirt, a bumper sticker and a coupon for a kids meal at a local restaurant. The A/B Honor students were given a bumper sticker and a coupon for the Jr. Frosty at Wendys. A large sheet cake, cookies, and punch was served to those attending. The students with perfect attendance for the first nine weeks received a coupon from McDonalds. Parents and students had been made aware of the awards that would be provided at the beginning of the year during meetings with the students and also explained fully at Parents Night and P.T.A. 3.3 I believe. if one were to check. Rockefeller was the only incentive school to provide an information sheet for parents during registration for the past two years. It fully outlined the educational opportunities that would be provided during extended day. Then, a survey was developed, listing possible selections, to determine interest in the various offerings. After this survey was completed, the programs most frequently chosen were offered during the extended day. 3.4 and 3.5 At the time of the monitoring visit. the list of recipients for honors and awards had not even been turned in. As soon as they were submitted to the office, an evaluation for equity most definitely was conducted. No new awards are necessary since the numbers of those awarded were reflective of the student population. 4.1 There is no school bi-racial committee set Rather, there are two parents on the Incentive up this year. Committee as directed by the district. It is School Advisory beyond me how anyone could report that there is a lack of parental participation when we have a very active P.T.A. and the executive board meetsregulnrly once a month. There is n listing of volunteers on in the office. There was a approximately 275 parents in attendance. highly successful Parent Night file with We had an Early Childhood 50 parents attended the Parent Night that was very well attended. I certainly do not think that this merits awards reception. a comment of \"No evidence of involvement. tf 5.1 If a member of the monitoring team had asked for evidence of information sent home to parents about the extended day activities, they would have seen that we began giving them information during registration and continued to keep them informed up until time of implementation. The information included offerings, hours, registration for the number of days they wanted their children to attend, bus schedules, procedure for registration for CARE if they needed to stay beyond the ending time for extended day, etc. There IS more than enough evidence to substantiate this statement. 5.2 There are approximately 280 students attending Rockefeller in the f irst through sixth grades. These are the only grades attending extended day activities. 227 students are registered for extended day. This is 81% of the school population-not one-third. 9.3 I think that a few of the following staff development inservices might be considered activities that would address effective strategies that would enhance the achievement of a diverse : Students, student population: Self-Esteem, Manipulatives, Behavior Classroom Management. 10.1 Whole Learning group instruction, and Discipline, Styles At Risk Inventory, Stress Reduction, Math and Parents of all identifiable groups are involved in any and all school activities invited to  P.T.A., resource speakers in the classrooms. parent volunteers. become scouts, attend meetings, go on field trips, etc. There is no discrimination when providing equitable opportunities for parent involvement. 10.5 At last count, over 35 home visits had been made by various staff members. basis about student conduct, academic achievement notices. Teachers send home notices to parents on a weekly Several teachers send home weekly Teachers arrange their schedules to be able to meet parents at a time that is convenient for them even if it is well beyond the teachers regular working hours. 10.6 No meetings have been held up to the present date at a local church or recreation center. However, I have made contact with Rev. Banks at the Metropolitan Church which is in close proximity to Rockefeller School and asked about the possibility of meeting in his church in the near future. He was very receptive and helpful. It is my understanding that Mrs. Catherine Gill will be arranging to have some of our future incentive parent meetings at community locations, also.11.1 The Rockefeller School Handbook was sent to every family and provided pertinent information relative to our school. Also, the new Students Rights and Responsibility Handbook was taught and Al so , Students distributed to every student attending Rockefeller. Every family was provided a copy and they had to sign a page stating that they Those forms had read the policies and had received the booklet. are available and on record at the school. 11.4 We do have several mentors presently working in our building. Also, a list of eleven African American males were submitted to Mrs. Catherine Gill, Incentive School Coordinator, who is working with VIPS to establish a mentoring program in each incentive school. There will be a group of Central High students coming to Rockefeller once a week to be mentors to some of our students. Mrs. Mary Mross comes once a week to work with several students. A grandparent, Mrs. Ora Bunch, is a retired teacher who volunteers in our school. 11.5 Students have had the opportunity to go to the Arkansas Arts Center, Museum of Science and History, paten, the airport, the UALR planetarium, the community programs. A program sponsored by Georgia Pacific, \"Tree Wishes\", will be provided for the 5th and 6th grade students on Monday, The 5th and 6th grade students from Ish have the pumpkin patch. the planetarium. zoo, and other program Pacific, November 18, 1991. been invited to join us for this presentation. Scout troops were taken to the State Capitol for an investiture ceremony one Saturday. The Mobile Classroom Dairy was brought to the school and all children were given the opportunity to participate in a planned program/presentation. These are just a community that have been made available for Rockefeller few of the support programs students. 12.1 for Please refer to the Rockefeller Incentive School Annual Plan the clear and concise goals, strategies, evaluation procedures for the 1991-92 school year, very clearly coincide with the desegregation plan. time lines. and The plans made 12.7 The principal and vice principal monitor teachers' lesson plans on a regular basis and make classroom visits daily to monitor the curriculum being presented. Inservice meetings with supervisors teachers. conducted. in the different curriculum areas are provided to the So far, an inservice for science teachers has been meeting. teachers The Reading Supervisors has come for an inservice The teachers in Kindergarten, 1st, 2nd and Social Studies in 3rd, 4th, 5 th, afternoon, November 18, 1991. and 6th grades will meet on Monday 12.8 minority at We have no upper level Rockefeller courses. Incentive White students are School. There are in the parent recruiters hired by the district who bring parents and students to visit the school and when impossible because of a prior they come, unless it 1 s commitment, the principal. totally vice principal or another staff member takes time to accompany the visitors and encourage the parents to enroll their students.In conclusion, I would like to voice my concern about several other comments made on this monitoring report,: 2.5 More science equipment than could ever be hoped for has been regular purchased for Rockefeller School and is being used on a Each Science teacher on the 3rd, 4th, 5th, and Sth grade basis. levels have their own supplies and materials that allow students hands-on opportunities. kinds of hands-on materials for math: In addition, we have in bur building all base ten blocks, geoboards. Cuisinaire rods. etc. method of extending/enhancing the concepts. The computer definitely is not the only learning of science and math 2.6 All children experience field trip opportunities. children are involved in a club if they attend extended day All on Wednesdays since that is the day designated in the desegregation plan as the day for clubs. 11.2 Suspensions are based on the rules set out specifically in the Rights and Responsibility Handbook. In reference to the two students who had been in a fight one white and one black the black student had been in other fights as documented in the office disciplinary book and it was the for the white As stated in the Rights and Responsibility Handbook, first offense student. on the first offense, the student has a conference with the principal. On the second offense, the student is suspended for 3-5 days. In this case. as in all other cases, I conferenced with the student and warned that further offenses would result in suspension. I was in total compliance with the directives of the LRSD guidelines. I follow the rules established by the district when administering all consequences for offenses. Other comments written on the monitoring report: \"?Gangs, why do teachers need staff development for gangs. (Elementary School). Why? students Teachers need inservice on gangs because we have in our school who are in gangs. because our school IS located within a few blocks of the home-based 11 21st Street Posse\", and because our neighborhood children are influenced daily by gang members and being tempted by them often. We, as a staff, must be alert to the signs and behavior to look for so we can identify existing or potential problems. 11 All positions of leadership at Rockefeller are basically white f emales. At last count, there were two administrators at Rockefeller. The principal, Anne Mangan, is white and the vice principal, Lillie Carter, is black. That is a 50/50 ratio. We have a very good working relationship and share administrative duties quite well.LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas 72202 November 11, 1991 Lonnie Dean, Principal, Stephens School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 28, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 1.1 2.1 No black certified males, no white instructional aides, support staff-typical black roles. Sixth grade teachers do not have the districts multicultural curriculum guides. 2.2 Most of the SEP'S and ASD\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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