{"response":{"docs":[{"id":"bcas_bcmss0837_951","title":"Desegregation: ''Preliminary Draft of North Little Rock School District, Revised Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-11-01"],"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 law and legislation","Educational planning","School employees","School enrollment","School facilities","School improvement programs","School integration","Student assistance programs"],"dcterms_title":["Desegregation: ''Preliminary Draft of North Little Rock School District, Revised Desegregation Plan''"],"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/951"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District v. Pulaski County Special School District\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n          North Little Rock Public Schools PRELIMINADRRYA FT OF NORTLHI TTLER OCKSC HOODLI STRICT REVISED DESEGREGATPILOANN           IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKT COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION PLAN i PLAINTIFF DEFENDANTS IN'l'ERVCNORS INTERVENORS           Introduction Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: TABLE OF CONTENTS Student Assignment Plan. Staff Recruitment Plan. Special Education Plan Introduction Compensatory Education .. Compensatory Programs Aimed at. Dropout Prevention Extracurricular A~tivities. Discipline, Expulsions and. and Suspensions Gifted and Talented Education. School Construction and Inaaequate. Facilities Section 10: Desegregation Monitoring Section 11: Parental/Community Involvements Referral Evaluation Placement and Programming. Procedures for Handicapped Students Page i 1 15 21 32 49 57 60 62 85 88 89 91            INTRODUCTION In its decision of April 13, 1984, the Court found the North Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification of North Little Rock neighborhoods. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F.Supp . 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were unuerrepresented on the administrative staff and teaching faculties of the NLRSD schools. Id. at 348, Paragraph 91. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD had failed to have blacks coaching at the senior high level. Id., at 348-49, Paragraph 93 . 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id. at 349, Paragraph 94 and 99 . Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) and ( 1) ( g). ii            6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 and Paragraph 103(l)(a). 7. A disproportionate number of blacks drop out of school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from school. Id., Paragraph 102 . 9. The NLRSD did not provide adequate compensatory education programs for black students. Id. at 350, Paragraph 103(l)(c) . 10. A disproportionate number of black students were bussed in the NLRSD with \"less than satisfactory desegregation results.\" Id. at 351, Paragraph 103(5)(a) . However, only four of these violations were found to have had a continuing interdistrict effect. Specifically, the NLRSD \"(a) failed to assign blacks to its central administration or to high school principalships and coaching positions\n(b) concentrated whites in schools north of Interstate 40 and blacks in schools south of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (d) failed to apportion the burdens of transportation equally on black and white students.\" Id. at 353, Paragraph 10 . n-012 iii            The Court of Appeals for the Eighth Circuit affirmed these findings and also noted that, in addition to correcting the violations found by the District Court, the NLRSD would be required \"to comply fully with the prior orders of the district court and this Court.\" LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985) . The NLRSD's remedial plan, originally submitted as NLRX R-1, was directed toward remediating those segregative acts determined to have interdistrict segregative effects and did not address those violations which were intractistrict in their effect. The Court, however, directed that the NLRSD address these intradistrict violations as well and on October 14, 1986, the NLRSD filed its Supplement to Plan. Cumulatively the Plan and Supplement addressed all violations found by Lhe DisLrict Court and the mandate of the Eighth Circuit Court of Appeals regarding Lhis and all prior orders. On February 27, 1987, the Court approved the Plan, as supplemented, in all respects and no party appealed. LRSD v. PCSSD, 659 F.Supp. 363, 367-68 (E.D . Ark. 1987). Since that time, the NLRSD has on several occasions requested the Court to amend the Plan. These include: 1. Addendum to Student Assignment Provisions of Section 1 of the Plan, filed on July 21, 1987 and approved by Order of July 27, 1987 . n-012 iv            2. Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School, filed July 20, 1988 and approved by Order of September 1, 1988 . 3. Petition to Modify NLRSD's Desegregation Plan submitted to the Special Master on February 15, 1989 and approved by Interim Order of July 27, 1989 . PURPOSE OF REVISED PLAN One purpose of this revised plan is to incorporate the District's approved plan an\u0026lt;..! all amendments thereto into a single document. Second, t.he District committed in its origiBal Plan to implement certain compensatory education programs if adequa~e funding was provided by the State. The Settlement Agreement does provide additional funding tot.he District for compensatory education and also requires the District to provide a description to the Court of the compensatory education programs which will be implemented with the settlement monies. On October 25, 1989, the Stipulat.ed Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies was filed which details the programs that will be implemented and when. This revised plan incorporates the provisions of the Stipulation, contingent, of course, on the Court's approval of the Settlement Agreement. Third, in addition to the original plan as formally amended and the stipulated compensatory education programs, the District n-012 V            proposes some additional program commitments relevant to desegregation which have been incorporated in this revised plan . n-012 vi            SECTION 1: STUDENT ASSIGNMENT PLAN HISTORY OF STORM PLAN Elementary students within the District are assigned according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial composition represents the racial composition of the District . This plan is based on two primary premises: first that it accomplishes total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically . ELEMENTARY SCHOOLS The North Little Rock School District desegregation plan, approved by the court of appeals, see Davis v. Board of ~' 449 F.2d 500, 501 (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed.,    Order (E.D. Ark., May 12, 1978), LRSD v. PCSSD, 659 F. Supp. 363 (E.D. Ark. 1987) incorporates the following features: 1. Since the total student population of the elementary schools in the North Little Rock School District in 1989-90 is approximately 48 percent black and 52 percent nonblack students, each elementary school in the District must have a student population excluding kindergarten, which approximates as nearly as feasible the proportion  of black and nonblack students in District as a whole.   2. To assure that each elementary school will have a balanced student population. Schools are placed in groups so that students within each group can be assigned to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA, p. 8. 3. Children entering the first grade after May 1, 1978, e enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is     entering from another school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F.Supp. 730 (E.D. Ark. 1973) . 2            5. Black students living in predominately white areas and white students living in predominately black areas are not bused or transferred . The questions and answers concerning the District's student assignment plan (Addendum lB, p. 9) are published in August of each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student population in the District have a racial composition within 25% of the racial composition of the District as a whole. LRSD v. PCSSD, 778 F.2d 404, 435, (8th Cir. 1985). In 1989-90 the N~RSD has 4,444 nonkindergarten elementary students of whom 2,335 (52.5%) are nonblack and 2,109 (47.5%) are black. Thus, in order to meet the 25% standard, each school must have a black population between 35.6% and 59.4%, i.e., 47.5% + 11.9%. All the elementary schools in the District are presently in compliance with this standard . JUNIOR HIGH SCHOOLS: 1989-90 Junior high schools, grades eight and nine, are also assigned by zones. The only exception to this is an area bounded on the east by Interstate 30, on the South and southwest by the Arkansas River, and on the north by Twenty-second Street. See Addendum lC, p. 13. Black students in this area are assigned to Ridgeroad Junior High School\nall other students are assigned to Rose City Junior 3            High School. Each junior high school reflects the racial composition of the District in grades 8 - 9. These zones will be changed if and when necessary to maintain the racial balance within the District. One school, Central Junior High, serves all seventh graders in the District . In 1989-90, the junior high schools in the District have a student population that is 57.0% nonblack and 43.0% black. See Addendum lD. The black population in each school must be between 32.2% and 53.8% black, i.e., 43.0% + 10.8%. All junior high schools in the North Little Rock School District satisfy this standard. See Addendum 10, p. 14 . LAKEWOOD JUNIOR HIGH SCHOOL COMPLIANCE FOR 1989-90 Lakewood Junior High School has been brought into compliance with the court order. We used a volunteer method to bring them into compliance. A letter was sent out to all black students living in the Ridgeroad attendance zones. The letter asked for forty black students to volunteer and transfer to Lakewood Junior High School. It was indicated that this would be done on a first come first served basis. There were about 35 students to transfer . Another letter was mailed to all white students living in the Lakewood attendance zone. The letter asked for twenty white students to volunteer and transfer to Ridgeroad Junior High. It was indicated that this would be done on a first 4           come first serve basis. There were about ten students to transfer. SENIOR HIGH SCHOOLS: 1989-90 The senior high school boundaries were drawn in 1970 so that each high school's racial composition reflected the racial composition of the District. These boundaries have not been changed. They will be changed if and when necessary in order to keep each school racially balanced . The racial composition of the District's senior high schools is 62.0% nonblack and 38.0% black. Thus, each school must have a black population between 28.5% and 47.5%, i.e., 38.0% + 9.5%. The senior high schools in the North Little Rock School District satisfy this requirement . SECONDARY RESTRUCTURING: 1990-91 AND AFTER The North Little Rock School District will implement the new Restructuring Plan at the beginning of the 1990-1991 school year. The plan will affect the secondary schools only. The elementary structure will remain as is . The changes that will occur due to restructuring will be major changes. However, our desegregation plan is made stronger and even more stable as a result of the changes. At present we have two schools housing grades 10, 11, and 12\nthree schools housing grades 8 and 9\nand one school housing grade seven. When the restructuring occurs there will be only one high school housing grades 11 and 12\none school 5            housing grades 9 and 10\nand three schools housing grade 7 and 8. The seventh grade school, Central Junior High School, will be closed and will no longer be in operation. The attendance zones will be revised and reestablished as necessary to assure proper racial balance in each 7th and 8th grade school . In the 1990-91 school year when the restructuring is implemented, transportation will also be provided for the first time to all students living two miles from school . STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 40: 40: The following schools are located south of Interstate ELEHENTARY Argenta Boone Park Glenview Lynch Drive Meadow Park Pine Redwood Rose City Seventh Street SECONDARY Ole Main High Rose City Junior High Central Junior High The following schools are located north of Interstate ELEMENTARY Amboy Belwood Crestwood Indian Hills Lakewood North Heights Park Hill Pike View 6 SECONDARY Northeast High Lakewood Junior High Ridgeroad Junior High            A map showing the approximate location of all North Little Rock Schools is attached as Addendum lC . The racial composition of elementary students in the District as a whole, excluding kindergarten, is 52.5% nonblack and 47.5% black. Thus each area must be between 35.6% and 59.4% black, i.e., 47.5% ~ 11.9%. A review of the data in Addenda lA and 1D discloses that the racial composition of all elementary schools north of I-40 is 54.9% nonblack and 45.1% black and of those schools south of I-40 the composition is 50.3% nonblack and 49.7% black . The composition of secondary schools north of I-40 is 59.3% nonblack and 40.7% black and south of I-40 it is 54.8% nonblack and 45.2% black. These are all well within the+ 25% standard set by the Court of Appeals . 7           NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF SEPTEMBER 20, 1989 EXCLUDING KINDERGARTEN STUDENTS SCHOOL GROUP A LAKEWOOD ELEMENTARY CRESTWOOD ELEMENTARY BELWOOD ELEMENTARY PINE ELEMENTARY TOTAL: GROUP B PIKE VIEW ELEMENTARY ARGENTA ELEMENTARY TOTAL: GROUP C GLENVIEW ELEMENTARY LYNCH DRIVE ELEMENTARY TOTAL: GROUP D AMBOY ELEMENTARY INDIAN HILLS ELEMENTARY SEVENTH STREET ELEMENTARY BOONE PARK ELEMENTARY TOTAL: GROUP E PARK HILL ELEMENTARY NORTH HEIGHTS ELEMENTARY REDWOOD ELEMENTARY TOTAL: GROUP F MEADOW PARK ELEMENTARY ROSE CITY ELEMENTARY TOTAL: BARING CROSS* ELEMENTARY TOTALS: NON-BLACK 138 (57 .5) 117 (56.5) 79 (53.4) 103 (53.1) 437 (55.4) 226 (53.3) 109 (49.5) 335 (52.0) 133 (58.8) 157 (51.0) 290 (57.9) 224 (54.1) 285 (63.6) 183 (58.1) 197 (42.5) 889 (54.2) 135 (61.1) 190 (49.4) 117 (46.6) 442 (51.6) 129 (48. 7) 112 (56.6) 241 (52.1) 10 (47.6) 2,644 (53.8) BLACK 102 (42.5) 90 (43.5) 69 (46.6) 91 (46 .9) 352 (44.6) 198 (46.7) 111 (50.5) 309 (48.0) 100 (41.2) 111 (49.0) 211 (42.1) 190 (45.9) 163 (36.4) 132 (41.9) 266 (57.5) 751 (45.8) 86 (38.9) 195 (SO .6) 134 (53.4) 415 (48.4) 136 (51.3) 86 (43.4) 222 (47.9) 11 (52.4) 2,271 (46.2) TOTAL 240 207 148 194 789 424 220 644 233 268 501 414 448 315 463 1,640 221 385 251 857 265 198 463 21 4,915 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan . .pa 8          QUESTIONS AND ANSWERS CONCERNING THE REVISED ELEMENTARY SCHOOL DESEGREGATION PLAN FOR THE NORTH LITTLE ROCK SCHOOL DISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the District on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate . Special consideration cannot be given to families whose members have different last names . 2. Q. After the number of assignments have been made in the spring to achieve the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will be selected as a standby list . 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to prevent students from having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered time schedule causes only slight differences in school schedules . 9  4. Q. Can a student avoid being transported if he/she attends a private school during the year(s) he was e assigned to a school outside his neighborhood?     A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attendance zone where he will be residing. If a student attends a private school during the year(s) he is to be bused he is automatically bused when he returns to the North Little Rock Public Schools . 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to  transport children supervised?     A. Yes, principals and teachers supervise the loading and unloading of each bus . 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. No stops will be made to receive or discharge pupils at any other point. It is the parent's responsibility 10            to deliver children to the neighborhood school\nit is the District's responsibility to return the children to the neighborhood school in the afternoon . In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend Indian Hills, some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will now attend Redwood . 9. Q. How were the groupings of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrollment of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? 11  A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such  -that their race is in the minority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of          the District to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much individual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis . 12        HORTH LITTLE R1.,vi{ PliDLIC SCHOOLS I lr11..-NIOI) !\u0026gt;\u0026lt;lo\"' 1, \\m~~ .\\tf\\'UI-' J. ......... J ~ llo\" l'.o1l ' , .\" .,\".. \". .-.J. ... 1 .... , ..... 11.a-  1 .. h\"\"\"\"'  . I 111,h 11111\u0026lt; Ill .. k.HI.!\" ~L II N,uth ll,1ih1\u0026gt; I? l'Jtl 11,H II l'il~ \\'-.~ ,.~, .... ..... ..11 ,-.J. , .... 11.,. .. , ...) 11 S.,,e,11h S111 '.\"\". '. . .....,... .. ),o,~ ..... 1 I Jl,\"'\"\"' :!II llkl1'\u0026lt;1tuJ ?I II,\"\"-\"\u0026gt; lllall )o\u0026amp; \"'\"\"' !!. Nu11I\"-.,\" ?J Ok ~lttt !~ lh, IIJ1i111t u\"' ( c111n U. II\"' Slilh tn11tt --- --- \\ \\ '  Ridgeroad Junior High-black students' Rose City Junior High-white students  ..... ii: 0 e 4 . ~ ~ w. 0 e - - - -                SCHOOL CENTRAL LAKEWOOD RIDGEROAD ROSE CITY TOTALS SCHOOL NORTHEAST OLE MAIN TOTALS SCHOOL NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 2, 1989 JUNIOR HIGH SCHOOLS NON-BLACK No. (%) 396 (56.5) 322 (66.0) 333 (53.2) 218 (52.5) 1,269 (57.0) SENIOR HIGH SCHOOLS NON-BLACK No. ( %) 686 ( 69. 3) 528 ( 54. 5) 1,:::14 ( 62. 0) BARING CROSS* BLACK No. ( % ) 305 (43.5) 166 (34.0) 293 (46.8) 197 (47.5) 961 (43.0) BLACK No. ( % ) 304 (30.7) 440 (45.5) 744 (38. 0) (School for multiple handicapped) NON-BLACK No. (%) B!.,ACK No. (%) BARING CROSS (Secondary) 9 ( 34. 6) 17 (65.4) SECONDARY TOTALS: 2,492 (59.1) 1,722 (40.9) TOTAL 701 488 626 415 2,230 TOTAL 990 968 1,958 TOTAL 26 4,214 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan . 14            SECTION 2: STAFF RECRUITMENT PLAN The primary goal of the North Little Rock School District Personnel Office is to staff all positions in the District with the most qualified employees available. To meet this goal the recruitment, selection, assignment and promotion procedures will be routinely monitored . All personnel office programs and activities will be developed to comply with the District's Equal Employment Policy. The District is also committed to the principles of equal employment. In furtherance of the commitment, it will regularly analyze its hiring and employment practices to identify areas of under-utilization of minority employees as compared to the pool of qualified persons in the relevant labor market. The District will develop numerical goals and timetables to address any identified areas of under-utilization. District personnel involved in the employment process will be knowledgeable of all policies relevant to recruitment, selection, assignment and promotion. The Assistant Superintendent for Personnel will seek information on programs and activities related to minority recruitment and employment. When possible, she will participate in seminars designed to enhance recruitment skills. 15            ANALYSIS OF STAFF Computer software specifically designed to provide a profile of personnel by race will be used to analyze the District's staff by July 1 each year. This staff analysis will enable the Personnel Department to identify instructional areas and schools where under-representation of minority staff exists. Future decisions relating to employment and assignment of staff will be made in response to identified needs . ASSIGNMENT OF STAFF All personnel will be assigned to jobs that allow for maximum use of individual potential in an atmosphere most conducive to learning for all students. During the spring of 1990 all secondary teachers and administrators will be reassigned to facilitate the reorganization of the North Little Rock secondary schools. Assignments will be made in a manner which will allow for equal minority staff representation in all five secondary schools. PROMOTION District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. Announcements of vacancies or job openings will include information relevant to the position title, job description, minimum qualifications, salary information and method used to apply. Notices of vacancies will be posted in 16            the Central Administrative Office Building and in each of the District's schools. In addition, this information will be provided to the President of the North Little Rock Classroom Teachers' Association. Each spring the District will conduct an interest survey among its teachers and administrators with the purpose of identifying individuals who are interested in advancement to upper-level administrative or principal positions. In addition, all minority personnel will be surveyed to determine those currently pursuing or interested in pursuing certification in areas identified as having an under-representation of minority educators. A Minority Mentor Program will be developed to allow minority personnel currently employed in administration or areas with under-representation to provide support and guidance for those with similar aspirations . The District will strive to fill vacancies in assistant administrator positions with black employees who have indicated an interest in advancement to administrative positions and are currently working toward certification. Those assistants will form an applicant pool from which vacancies and newly created positions can be filled at both the District and school level. RECRUITMENT The most important aspect of employment continues to be the ability to attract qualified applicants. The North Little 17            Rock School District is committed to attracting a greater number of black applicants for certified positions thus increasing the pool from which selection can be made. To that end the District proposes the following components of a comprehensive recruitment plan. 1. The District will maintain a budget that anticipates activities related to all components of the plan and provide the necessary funding for these activities. 2. It will be the policy of the District to notify in writing all recruitment sources and to state in all recruitment materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer.\" 3. All individuals participating in the recruitment process will be made aware of the District's Equal Employment Policy. 4. All administrators will be kept apprised of the District's need for recruitment, selection and assignment of minority educators . 5. All interviews for administrative positions will be conducted by a bi-racial interview team. 6. The District will regularly analyze its staff in comparison to the pool of qualified persons in the relevant labor market to identify areas where under-representation by minorities exist. Future recruitment will be directed toward areas where under-representation exists. 7. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 8. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 9. The District will contact identified teacher training institutions, as well as others, using a letter of introduction and will provide them with a brochure containing brief information about the District, occupational opportunities and 18            employee benefits, an Equal Opportunity Employer's statement, and a packet containing other pertinent information. 10. The following items will be included in recruitment packets prepared for colleges and universities: - an introductory letter - a description of employee benefits - a District brochure (with minorities prominently shown throughout) - an application for employment - specific informational items on teaching, coaching and administrative positions - notices on current job vacancies - schedule of visitations and seminars - brochure described in paragraph 10 11. A recruitment team will be formed to assist the District Personnel Office staff with recruitment efforts. The team will be composed of black and white teachers, administrators. All members of the team will be knowledgeable of the District's equal employment policies and kept abreast of recruitment needs. 12. Members of the District Recruitment Team will periodically visit teacher training institutions with special emphasis on established career days or special events sponsored by the institutions . Special attention will be given to institutions that have historically produced greater numbers of black educators. 13. During special college events the Assistant Superintendent for Personnel will conduct on-campus interviews with all interested individuals. When vacancies exist, \"letters of intent to employ\" will be offered to applicants who present verifiable credentials and recommendations . 14. The District will request identified teacher training institutions to provide the names and directory information of minority students enrolled in upper level courses. Periodic communication will then be mailed to these students . 15. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts . 16. A 10-minute slide show describing the District 19            and occupational opportunities in the District will be used at recruitment sites. 17. The District's Personnel Office staff will work cooperatively with the personnel office staffs of Little Rock and Pulaski County School Districts to facilitate recruitment and placement of minority educators. 18. The District will request assistance from the Arkansas Department of Education in identifying potential minority applicants . COMMUNITY INVOLVEMENT The Assistant Superintendent for Personnel will host meetings with black community leaders to report results of the District's analysis of staff. Those leaders will be encouraged to assist the District in its efforts to recruit and employ minority educators. They will also be asked to identify community groups and professional organizations that could provide assistance with minority recruitment. The District will contact organizations identified by black community leaders and will provide them with relevant materials regarding employment with the North Little Rock School District . When appropriate, District personnel will attend state, regional or National conferences sponsored by professional associations for the purpose of recruiting minority educators . 20            Section 3: SPECIAL EDUCATION PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mero. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 and Arkansas Act 102 of 1973. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with the classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional practices related to its mental 21            retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant changes have been implemented in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement \u0026amp; Appeal Procedures: For Special Education and Related Services, (Arkansas Department of Education 1985) (Hereinafter referred to as\"Referral Procedures\") and Program Standards and Eligibility Criteria for Special Education (Arkansas Department of Education 1985). (Hereinafter referred to as \"Program Standards\") . STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS PEQUIRED BY STATE GUIDELINES The Arkansas Department of Education, as the regulatory agency responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 U.S.C. sec.1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" (1981) (provided to the Court in NLRX R-1 and NLRX 28) . 22            These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement . ---DUE PROCESS PROTECTIONS In \"Referral Procedures\" (1981 \u0026amp; 1985), the Department of Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District has complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3A. For a complete understanding of all the details of these procedures, one is referred to the procedures themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child may be done . 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federal regulations, the NLRSD provides the parents of children being evaluated with a list of independent agencies who provide assistance to parents in this process . See Addendum 3B. 4. No child can be placed in a special education program without either parental consent or court order . 23            5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies (Addendum 3C). While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits . 6. Finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See \"Referral Procedures\" at 24-33 ( 1985) . 7. In any appeal, the burden of proof as to any placement is upon the school district. See \"Referral Procedures\" at Pl .B p. 24 (1985) . 8. The NLRSD advises parents of these rights in writing at the beginning of the referral and evaluation process. ---SAFEGUARDS AGAINST IMPROPER USE OF TEST INSTRUMENTS In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer .. 24          c. Include materials tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educational program for a child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certified educationai examiner, licensed psychologist or licensed psychological examiner. See \"Referral Procedures\" at 3-4 (1985) . STATE REGULATIONS SPECIFY WHICH TESTS MAY BE USED IN MENTAL RETARDATION ASSESSMENT in furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its \"Program Standards\" specifies by name which tests may be validly used for what purpose. This is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards\" (1985). The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved 25            in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice . 26            ADOPTION OF ALTERNATIVE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTATION OF MINORITY STUDENTS IN EMR PROGRAMS In addition to maintaining its compliance with all State and Federal regulations governing special education, particularly those provisions designed as safeguards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to address the problem of overrepresentation of minority children in EMR programs . CANTALIC~AN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD cornrnittecl to implement the six alternative instructional practices recommended by the Cantalician Foundation in its repor~ in 1984. Three of these practices have been implemented -DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if 27            implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the Districts actions have been consistent with the intent of the Cantalician Report. Therefore, the parties agreed that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit 3D attached) . The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching ~-handicapped students. The North Little Rock School District made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The parties have agreed that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. 28           The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) The alternative referral and assessment practices listed above will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices . ---INCREASED REVIEW BY INDEPENDENT PARTIES State regulations provide that the Department of Education will conduct a review of each school district's special education program annually to determine compliance with all State and Federal regulations. The North Little Rock School District's last compliance review was completed on May 26, 1989. See \"Compliance Letter\" attached as Addendum 3E. All suggested improvements were implemented by October 1, 1989 . See \"Followup Letter\" attached as Addendum 3F. In addition to this regularly scheduled compliance review, the District has invited the following organizations to 29    conduct in-service training and/or periodic review of the District's policies, practices and procedures related to special education . 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of  Education        As a further effort to open the District's assessment process to outside review and constructive criticism, chilc advocates will be invited to attend conferences where children's need are being discussed, subject to parental approval where necessary . The Superintendent of the North Little Rock School District will also appoint a committee whose members will include, but will not be limited to, parents, patrons, students, teachers, licensed examiners, counselors, principals, speech therapists and special education administrators which committee will be charged with reviewing student records and special education procedures and whose members will be asked to attend student conferences. Additionally, this committee will be asked to monitor all phases of the District's special education program and its compliance with State and federal regulations at least every 18 months . 30           RECORD KEEPING The District will maintain records sufficient to identify and tabulate separately the total number of students by race in each school and grade level and by type of placement who are (a) referred for consideration for placement in a special education program\n(b) evaluated for such placement\nand (c) actually placed in a special education program. This data will be maintained in the central administrative offices although separately from each student's individual file. This data is to be reviewed by the central administrative staff and reported to the Court annually . 31            SECTION 4: COMPENSATORY EDUCATION The North Little Rock School District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science, and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects . The middle school program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular and social. At the middle school level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, middle school students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music and band . Introduction to competitive athletics, student government, 32            spirit clubs and special interest organizations encourage self-development and prepara~ion for high school . The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocational-technical skills offer a multitude of options to high school students. The District recognizes that the regular curriculum is often insufficient in aiding disadvantaged students to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculum, which meets and exceeds State Standards and which is structured to meet the varying individual needs of all students, the North Little Rock School District must address identified remedial needs of disadvantaged minority students. The District also recognizes that achievement disparity does exist between the black and nonblack student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. The summary data of the standardized achievement test are analyzed by race and content area. The content areas that indicate a significant difference in achievement and disparity plans are developed. The following compensatory programs and compensatory 33            * components of programs will be provided to help students overcome identified deficiencies. EARLY CHILDHOOD PROGRAM Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Gleview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students in a component of the program . One school will be added each year beginning in 1989-90 and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. Kindergarten Program Kindergarten programs have been implemented at each elementary school with a District goal of 100 percent attendance by all eligible students . Note: * Program descriptions preceded by\"*\" are dependent on the monies to be paid to the NLRSD as part of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989). If this agreement is not 34            approved by the Court, the District will not be able to implement these programs . The Boehm Test of Basic Concepts is administered to all kindergarten children at the first of each school year. The Boehm Test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. The Early Prevention of School Failure program will be implemented in all kindergarten classes. The goal of the program is to prevent school failure through early identification and remediation of developmental deficiencies in young children. The goal is achieved through the implementation of the following six components: team screening, team conferencing, educational planning, modality instruction, evaluation, and parent involvement. Students are screened in the following modality areas: language, auditory, visual, fine motor skills, and gross motor skills. Speech, vision, and hearing are also assessed. By the end of the fourth year of the Plan, the Early Prevention of School Failure program will be implemented in all kindergarten classes. Intensified Instruction At levels kindergarten through second grade, Chapter I teacher aides are assigned to assist teachers in providing learning experiences for selected students who exhibit 35            deficiencies in reading, language, and basic concepts. Third grade students in selected schools also receive special instruction from paraprofessionals in computer labs. The paraprofessional provides supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis, or with computer assisted instruction. The instructional lessons provided by the paraprofessionals are correlated with the instructional lessons provided by the teachers . BASIC SKILLS INSTRUCTION The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis is placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. Chapter 1 Computer Labs Chapter 1 computer labs are in operation in the following elementary schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. An instructional aide is assigned to each lab. Students in grades one through six who are most in need of supplemental instruction in reading and mathematics are served in the labs daily . 36            * Basic Skills Computer Laboratories The first priority of the Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories . The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. Basic Skills Computer Laboratories have also been established at Central Junior High School, Lakewood Junior High School, Ridgeroad Junior High School, Rose City Junior High School, Northeast Senior High School and Ole Main Senior High School . The basic skills computer laboratories provide supplementary 37            * computer assisted and computer managed instruction in reading, language and mathematics for all students on a regularly scheduled basis. Utilizing IMPACT software and other course software materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly form this individualized program. Diagnosis and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive tests and the use of the Curriculum Management software that IBM has under development. The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and released the Curriculum Management software in early 1990 . A comprehensive assessment program permits the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program also includes standardized tests in grades 38    2-10\nMinimum Performance Tests in grades 3, 6 and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand health screening. Test data is used in planning appropriate compensatory programs and services for students. Again, particular emphasis is placed on the needs of minority and disadvantaged students. * Standardized achievement testing will be extended to grade 1 8 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery .        * * Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. Beginning in year one of the Settlement Plan, the District will provide up to $5,000 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. * REMEDIAL READING AND MATHEMATICS SUPPLEMENTARY INSTRUCTION AT THE ELEMENTARY LEVEL Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative. instrument for grades 2 and 3 . 39         *    An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available . The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs . The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. Remedial Reading at the Junior High School Level Remedial reading classes are provided at each junior high school for students with deficiencies in reading. The classes are staffed by reading specialists. Special emphasis is placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed instruction by a reading 40           specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills . These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. PACIR An ongoing curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) has been developed and is being implemented for grades K-12 to ensure that classroom learning meets the expectations of parents and students. In this program objectives are developed\nstudents' progress is measured\nstudents' needs are identified\nand programs, practices, and resources are adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District continues to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. Additional Reading Instruction Generally, District elementary students are involved in only one small group classroom instructional reading lesson per day. Selected elementary students are involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing 41          difficulty in reading are prime candidates for this additional instruction. Academic Skills Development Plans State Minimum Performance Tests are administered to students at the third, sixth, and eighth grade levels. Teachers work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests . Each individual student plan includes a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers are required to indicate the date when mastery of each skill has been reached. PUPIL SERVICES AND PROGRAM MONITORING In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their incividual physical, social, intellectual and emotional growth. The special needs of identified disadvantaged and minority students are met in a variety of ways. All basic classes will be eliminated for the 1990-91 school year. Students will be taught in regular or honors classes. Teachers and counselors will make a concerted effort to identify minority students who can be successful in honors classes. 42            Guidance Services. A guidance program will be provided in each school to aid students in educational, personal, social and vocational development. All students will have access to a guidance counselor. The ratio for secondary and elementary schools will be one counselor for every 450 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students . Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home and community and will assist students in overcoming academic, social and behavior problems . Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES Library/Media Program The library/media program is a key component of the instructional program. The District Instructional Materials Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand and 43            enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance levels, learning styles, and interests, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantage students as their specific learning needs are matched to appropriate learning materials. Multicultural Education A committee of elementary and secondary administrators is charged with the responsibility of reviewing the literature on multicultural education and studying the needs of the district. This committee has written a develcpmental guide for multicultural educa~ion in the North Little Rock School District, and that guide is in the implementation process . The curriculum guide is based on the belief that multicultural education incorporates the idea that male and female students, exceptional students, and students who are members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. Computer Assisted Instruction For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language and mathematics, computer assisted instruction is provided. Computer activities are integrated into the instructional program so that classroom instruction is reinforced by concentrated on-task learning on 44            the computer. All schools will use computers and computer assisted instruction and computer managed instruction software . A corrrrnittee of secondary teachers in the content areas of English, social studies, and science is developing a list of software for each area. A catalog of software will be developed at the district level. Items will be purchased from this list as funds permit . SUMMER LEARNING EXPERIENCES Summer School for Elementary and Junior High School Students Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data from the Hinimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings through both computer assisted and teacher directed instruction. Summer school activities are currently on-going for grades 1, 3, 6 and 8. An evaluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion for the second year of the implementation plan. 45  *          Summer School for Secondary Students To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be made available the second year of the implementation plan. VOCAT~ONAL SERVICES Compensatory services in the area of vocational education are provided through a Carl Perkins Project which is specifically targeted for students identified for inclusion in this program. Services include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students in the most appropriate vocational courses . STAFF DEVELOPMENT The North Little Rock School District Staff Development Program is designed to assist each staff member in performing to optimum level in every area of the total teaching act . 46            The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) Classroom Management Training and Teacher Expectation and Student Achievement (TESA). 1. 2. Program for Effective Training. The Program for Effective Teaching (PET) teaches the teacher the key elements which must be present in any instructional lesson if student mastery is to occur. A training cycle consists of: seven full days of instruction for the teacher\nfive practice lessons taught by the teacher while being observed by a trained observer\nand follow-up conferences by the observer and teacher. Since all present staff members have completed PET training, new teachers will receive the training each spring. Students with learning deficiencies will profit as the instructional proficiency of teachers is increased. Classroom Management Training. In the training sessions, Classroom Management is approached as a matter of preparation, organization, and instruction. The program stresses that effective classroom managers are successful, not so much because they are more effective in responding to problems of inattention or disruption, but because they are more effective in preventing such problems. Each training cycle consists of two days of training for each teacher and three classroom observations. Following each observation, the trained observer confers with the teacher to commend areas of strength and to provide assistance in overcoming deficiencies in classroom management. All elementary teachers have completed this training. New elementary teachers will receive Classroom Management Training. Since many students who are encountering learning problems are often inattentive or disruptive, this program impacts positively on these students as teachers learn to manage classrooms more efficiently and effectively. 47            3. Teacher Expectations Student and Achievement (TESA) . Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteer interactions are presented in the program. The ining program consists of five workshop sessions and five classroom observations per teacher . The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan . Inservice training programs are provided to staff based upon identified need. Staff needs assessments for inservice training activities are conducted each year. Standardized test data are analyzed to determine areas of greatest need. These data are analyzed and inservice programs are provided to support those identified needs . 48            SECTION 5: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION In North Little Rock, as in any urban school district today, at least 25 percent of the students could be categorized as potential dropouts. Characteristics of these \"at risk\" students may include: poor self-concept, a high degree of frustration with school work, possession of values that are in direct conflict with those of the school, and difficulties in verbal and nonverbal communication . All compensatory programs address those symptoms, even at the early elementary level\nhowever, if the problems have not been corrected as the student enters the secondary schools, the risk of dropout intensifies. A number of intervention programs which address the \"at risk\" student will be implemented. ---WIN PROGRAM The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being implemented in our secondary schools. The intent of the program is to provide an intervention process that involves the student, parent, and school personnel. This intervention process will be especially beneficial for disadvantaged students. ---IMPACT TRAINING In addition to the WIN program, school-based teams (IMPACT) were formed to deal with substance abuse issues and concerns. 49            IMPACT teams are currently operational in each secondary school. VOCATIONAL SERVICES Compensatory services in the area of vocational education will also be provided through the Carl Perkins Project, which is specifically targeted for students who are potential dropouts. An individualized written vocational plan will be completed for each student identified for inclusion in this program. Services will include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students in the most appropriate vocational courses. STUDENT ATTENDANCE When possible, parents of senior high school students will be notified each day that a student is absent from one or more classes. To aid in this effort, an automatic phone calling system will be installed in each of the senior high schools. A computer will call the home of each absentee at night and ask for a response from a parent. Follow-up calls will be made the next day by school personnel. STUDENT ASSIGNMENT CLASSES Student Assignment Classes (SAC) will be established for on-campus suspension of secondary school students. Students involved in this program will continue academic work under 50            the supervision of the SAC teacher during the time of suspension. ALTERNATIVE EDUCATION In an attempt to meet the diverse educational needs of students in a metropolitan desegregated environment, numerous methods of alternative educational approaches are used to serve those children with special needs. Programs such as Alternative Classroom Elementary, Alternative Classroom Secondary, Joseph Pfeifer Alternative Program, and the Tri District Learning Center are some examples of this approach to service . ALTERNATIVE CLASSROOM (ELEMENTARY) The alternative classroom which is housed at the North Little Rock Boys' Club, is stilffed with a full-time teacher and aide. The alternative classroom, conducted in a self-contained setting, is designed to provide structure and maximum supervision for the student whose behavior directly and significantly interferes with classroom performance. A student who might be considered for placement in the alternative classroom would exhibit persistent behaviors that can cause serious injury to self and others or behaviors of such magnitude and duration that the student is unmanageable in the regular classroom setting. After appropriate behavior has been demonstrated and maintained in the alternative classroom, a student will be mainstreamed into a regular classroom setting at Argenta. 51            After the student is mainstreamed successfully for the full school day for a minimum of two weeks, consideration would be given to returning the student to the homebase school . ALTERNATIVE SCHOOL (SECONDARY) Suspension to the North Little Rock Boys Club is an alternative to our-of-school suspension that will be provided for selected secondary school students. This program will be available for students whose behavior is unmanageable both at school and at home and who cannot function in the on-campus suspension program. Students involved in this program will continue their academic work, and receive counseling services at the Boys' Club Alternative School JOSEPH PFEIFER KIWANIS CAMP ALTERNATIVE CLASSROOM EXPERIENCE A pilot Alternative Classroom Experience has been designed for students between the ages of 9 and 13 or who are in the fourth, fifth, or sixth grades in North Little Rock or Pulaski County School Districts. The four main goals of the program are: 1. To improve student behavior in an institutional classroom setting. 2. To improve academics in an institutional classroom setting. 3. To improve community and home relationships. 4. To improve classroom attendance . In addition, the program works to build self-esteem and motivation within the student and to improve basic academic skills . 52            ---PARENTING COMPONENT During the course of the program, parents will be required to attend at least three (3) parenting workshops . ---PROGRAM DESIGN Each student who participates in the program will live at Pfeifer Camp for six (6) weeks, excluding weekends and holidays. During the first four (4) weeks, Phase I, the student will attend the alternative classroom at the camp. Phase II consists of the last two (2) weeks, when the students will attend his/her regular school and return to the camp in the afternoon. In all, each student is required to live at the camp for thirty (30) days. No child will stay ut the camp during the weekends, unless a special event, such as a campout or retreat has been scheduled . This program is operated by Mr. Sanford Tollette, under the supervision of the Little Rock Kiwanis Club with sponsorship from the Arkansas Department of Education and the Metropolitan Education Service Center. TRI DISTRICT ALTERNATIVE LEARNING CENTER The Metropolitan Education Services Center in cooperation with the Little Rock, North Little Rock, and Pulaski County Special School Districts has developed and is implementing a program for educating students at-risk of dropping out of school. This school is an alternative program with new choices for the potential dropout candidate . 53            The target population will be 7th, 8th, and 9th graders who are experiencing difficulty or have been unsuccessful in the traditional school setting. These students will receive alternative instruction at the old Carver Elementary School at 800 Apperson, Little Rock. The courses will include the State-adopted curriculum standards along with supplemental instruction in self-esteem and drug education. ---GOALS 1. Help students attend school regularly . 2. Help students accept responsibility for their own education and conduct in order that they can be successful. 3. Set goals that include graduation . 4. Instill a sense of self-worth and a belief in themselves and to give them an opportunity to learn in a non-threatening adult environment where they can experience a feeling of belonging and a taste of success . 5. Achieve academic success. ---CRITERIA FOR REFERRAL The teachers, counselors, school administrators, or parents may refer students to the Tri-District Alternative Learning Center (TDALC). The following criteria have been established as appropriate reasons for referrals: 1. Students with repetitive discipline problems in the classroom or with peers. 2. Students will excessive absences . 3. Students with children. 4. Students who are 2 or more years over age for their current grade placement . 54            5. Students whose academic difficulties may be attributed to problems with parents or the lack of basic needs. Students who have been diagnosed as needing support from a special education service will not be considered. ---ADMISSIONS Students eligible to attend the Tri-District Alternative Learning Center (TDALC) meet in a traditional school. Referrals to TDALC will be made to a designated person in each district or the TDALC supervisor. These referrals will be screened and final selection of candidates will be the decision of the selection committee. Each district will be allotted the following number of students: 7th 8th 9th Black White Total Little Rock 14 14 14 26 16 42 Pulaski County 1::. 11 11 9 24 33 North Little Rock 5 5 5 6 9 15 30 30 30 41 49 90 The admissions committee will evaluate student eligibility based on these indicators: Poor Attendance Poor Academic Performance Negative School Behavior Need for Social Services Documented Recommendation from the School Students guilty of illegal or violent behavior may be selected to attend classes in other setting. If expelled from school because of illegal or violent behavior, students may enter other components of the alternative program after 55            being out of school one semester. Target date for accepting students in TDALC is set for October 2, pending preparation of the facility . EXITING Students may be withdrawn from Project TDALC and put on a regular campus at any time, but this usually takes place at the end of the school year. An Exit Committee composed of a representative from the receiving school, two TDALC teachers, the TDALC supervisor and the student's parents will determine if a student is to be exited. The students' placement will depend upon attendance, academic_, and social progress, as well as the students' age and achievement test scores . 56            SECTION 6: EXTRACURRICULAR ACTIVITIES The North Little Rock School District recognizes that clubs and student organizations are an important part of the total educational experience for students. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal . Membership in student organizations and clubs shall not be restricted on the basis of race, sex, national origin, or other arbitrary criteria. Further, entry shall not be by decision of the current membership of the organization. Eligibility requirements for participation in cheerleading, drill teams, and athletic activities are determined by the Arkansas Activities Association. Other extracurricular activities and/or organizations related to ~pecial interest or subject areas do not have a minimum grade requirement, except those clubs and organizations that are governed by charters from parent organizations . In order to assure greater participation by minority students the following actions will be taken: 1. Principals, counselors, sponsors, and teacher will inform and encourage minority stuqents to become more active in all extracurricular activities . 57           2. 3. 4. Schools will publicize and inform minority students and their parents well in advance of the selection process so that they will know what to expect and when to apply . All selection committees will be biracial in make-up. Principals and sponsors will monitor participation in all extracurricular activities and, where such participation is racially identifiable, special efforts will be made to promote minority participation in any such racially identifiable clubs and/or organizations . 5. The District will annually review try-out procedures and eligibility requirements to identify and eliminate and practices that discourage or adversely affect minority participation. 6. Each school will prepare a summary report for all clubs, organizations and other extracurricular activities reflecting the racial composition of tb.e officers in each activity, the total membership, and all those who tried out or sought mernbe=ship, and all those who tried out or sought membership. This report will be prepared in April of each year which provides sufficient lead-time to permit planning, publication and recruitment of minority participation for the following year. See Addendum 6A. These reports will be compiled in a District summary for all extracurricular activities which will be completed and presented to the Board of Education at its May meeting each year . 58            Mr. Horace R. Smith, Program Advisor from the Division of Planning and Development from the State Department of Education came into the secondary schools in Spring Semester, 1989, and did an assessment of the North Little Rock extracurricular activities. Mr. Smith provided technical assistance in the form of an inservice program for secondary school administrator and activity advisors on strategies to increase minority participation in extracurricular activities. Student feedback was compiled and on-hour inservice sessions designed and scheduled for each of the secondary schools . The primary participants were the school administrators and the activity advisors. The objective of the inservice sessions was to raise staff awareness and focus attention on the broader issues such as academic expectations and social alien\u0026amp;tion which directly impact the degree of minority extracurricular participation. These inservice sessions were held between March 15, 1989, and May 22, 1989. Since the ,inservice sessions were held, we have been working closely with the Equity Center from the State Department of Education to finalize plans for on going inservice. Meetings were held with the Equity Center in September of 1989 and also October of 1989 . 59        SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE Disciplinary policies are periodically reviewed to ensure fundamental fairness and absence of bias. In this effort all District policies relating to student conduct and discipline were revised in the 1985-86 school year. See Addendum 7A. To ensure that parents and students are advised of expected student conduct, bases for discipline and all disciplinary procedures including any right of appeal, District wide handbooks were developed in the 1985-86 school year and given to each student. Students are annually required to have their parents read the handbooks and sign a statement acknowledgirg that both the parents and the student have read the handbook. Additionally, the handbook is reviewed with the students in all schools during class time. SUSPENSIONS To ensure fairness and the absence of bias in suspension decisions, the District has revised its disciplinary policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. Second, each suspension is reviewed by the Assistant Superintendent for Student Affairs and the Superintendent to ensure that District policies are followed. Third, a summary of suspensions showing the number and race of students 60            suspended in each school is compiled by the Assistant Superintendent for Student Affairs annually and provided to the Board of Education at its July meeting each year . A review of all suspensions will be conducted for any school that has a disproportionate number of suspensions of minority students to ensure that race has not been a factor in the suspension. In the 1989-90 school year the North Little Rock School District developed a plan to monitor the discipline referrals from each school. At anytime the District Desegregation Team believes there may be disparity, a conference is held with the building principal. The bases for disciplinary action will be studied and an effort will be made to check the consistency from one student to another, and the problem will be corrected. EXPULSIONS The North Little Rock School District has expelled only twenty students during the last three years. Of this number, ten have been black. Seventeen of these expulsions have been because of serious offenses relating to drugs or the possession and/or use of weapons. Given the very small number of expulsions and the extreme seriousness of the offenses involved, the District believes that any violation relating to expulsions has been corrected. Further, all expulsions are made by the Board of Education and then only after a hearing. 61            SECTION 8: GIFTED AND TALENTED EDUCATION The Court based its determination that the NLRSD denied black students access to its program for gifted and talented students on data from 1980. LRSD \u0026amp; PCSSD, 584 F. Supp. 328,349 (E.D. Ark. 1984). Since that time significant changes have been made in the District's identification procedures designed specifically to improve the identification of gifted minority students. These efforts, which are detailed below, have been described by Dr. Emily Stewart, an expert in gifted and talented education, as comparing favorably with the state of the art for identifying minority gifted students. T. 2692. She also testified that the program for the 1983-84 school year, NLRX 22 and 23, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. T. 2689. CALLAHAN/TREFFINGER STUDY During the 1982-83 school year, the District's concern was the identification of all gifted students, but an overriding concern was the identification of the culturally disadvantaged. Through a Title IV-C Grant the District was afforded the opportunity to hire two consultants in the field of gifted education, Dr. Ronald Treffinger from State University College at Buffalo, New York, and Dr. Carolyn Callahan, University of Virginia. The plan was to develop a methodological case-study/placement procedure. The 62            case-study method provides information from a variety of sources and also summarizes strengths and weaknesses for instructional programming . Dr. Callahan evaluated the District's case-study placement procedures. She found that although the identification of minority students was uneven across the District, the selection of minority students had increased by 43% districtwide. Recommendations in Dr. Callahan's study were used by the District to implement other strategies to increase identification and selection of culturally different students as well as to even out the process across the District. CREATIVE POSITIVES FOR IDENTIFYING DISADVANTAGED YOUTH During the same year, the District adopted the use of the \"Creative Positives of Disadvantaged Youth and Children.'' by E. Paul Torrance. See Add. 8A . The District has also adopted the Torrance Test of Creative Thinking. This test has been even more useful in discovering giftedness among the culturally different. The District continues to use the test, and special scoring of strengths are used in the creativity test for purposes of screening and identification of culturally disadvantaged students . 63            MULTIPLE REFERRAL SOURCES As a safeguard against bias, nominations for placement in the gifted program are sought from a wide variety of sources including parents, other students, and the individual student himself or herself as well as from teachers and principals . This assures that everyone who might see a different facet of the nominated student perhaps not seen by others is encouraged to nominate that student if he or she feels the student might be gifted. Where there is unevenness of referrals for culturally disadvantaged students, the supervisor for gifted and talented, resource teacher for gifted and talented and the school principal carefully examine the permanent folders for additional nominations. MULTIPLE PLACEMENT CRITERIA Student placement decisions are based on multiple criteria. See Add. 8B. No single criterion or cut-off score is used to exclude a student from placement. Teacher ratings may override poor test scores\nhowever, good normative information may outweigh negative teacher ratings. Creative Positives Among the Culturally Different by E. Paul Torrance is used to assist in identification of the culturally different. GROUP DECISION-MAKING Another safeguard against bias and a further assurance that no student is overlooked lies in the fact that no single individual makes a placement decision. Each school has a 64           case-study/placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two classroom teachers. On the elementary level, one teacher is primary\nthe other is intermediate. On the secondary level, one classroom teacher is a current teacher of the student being referred. The principal is responsible for the total process and serves as chairman of the case study/placement committee. The resource teacher of gifted and talented will be actively involved in the committee work. The supervisor of gifted and talented assists as needed. No single person can decide to place or not to place a student. PARENTAL INVOLVEMENT AND APPEAL Parents are involved throughout the referral and placement process. They are invited to refer their hildren for placement. They are required to complete ~he Parent Questionnaire, Add. SC, which is an important source of information not obtainable by other means. They meet with the case study/placement committee concerning placement recommendations . Finally, parents have the right to appeal the decision of the case study/placement committee to the Director of Elementary or Secondary Education. The Director and the Supervisor of Gifted and Talented Program then review all identification instruments, Add. SB, and meet with the parents to review all 65           placement criteria. If an error has occurred an appropriate correction will be made. MONITORING AND INTERVENTION Reports are submitted to the Central Administration showing the race and grade of all students referred and placed in the gifted programs in each school. Where there is an unevenness of nominations, referrals, and placements of the culturally disadvantaged students, the permanent folders are carefully examined by the Supervisor for Gifted and Talented Education. As a result of such additional reviews, minority students who might be gifted are identified and follow-up procedures are initiated to observe and document the student's actions which would justify referral, evaluation and possible placement. Also, additional in-service training regarding the use of the creative positives in identifying minority gifted students is conducted for teachers in those schools . 66            NORTH LITTLE ROCK PUBLIC SCHOOLS GIFTED/TALENTED PROGRAM Creative Positive Among The Culturally Different 1. Ability to Express Feelings and Emotions. Discovery: I suggest that giftedness in expressing feelings and emotions may be discovered by: ----Observations of facial expression and body gestures. ----Analysis of samples of creative writing, especially poetry. ----Observations of behavior in discussions, classroom meetings, role playing, sociodrama, creative dramatics, dance, creative movement, music, and rhythm. ----Study of visual art products and the processes used in their production. ----Observations of response in creative reading . 2. Ability to Improve with Commonplace Materials Discovery: The following observation checklist is suggested for identifying giftedness for improvisation with common materials: ----Makes toys from commonplace materials. ----Uses common naterials to modify toys. ----Makes games from common materials. ----Uses common materials for unintended uses at home. ----Uses common materials for unintended uses in school. ----Uses common materials in inventions. ----Uses common materials in creative dramatics, art, and so forth. 3. Articulateness in Role Playing and Story Telling Discovery: Giftedness in role playing and story telling may be observed among culturally different students in learning activities involving role playing, sociodrama, and related techniques. Such talent becomes evident when the role playing becomes very absorbing and lifelike. Fresh ideas arise in the sociodramatic processes, and students respond to one another at a deeply empathic level. In story telling, the interest of the group is aroused and sustained. The students become quite absorbed as one event 67            inspires another and the problem solving processes become complex. Role playing and improvisation tests have been devised by Moreno (1946, 1969) and others, but a sensitive and alert teacher, school psychologist, or sociodramatic director can discover this kind of talent in the regular course of instruction when this methodology is used. It requires a bit more alertness to become aware of the real life role playing used by many culturally different students as a survival or adaptation technique . However, this may be the \"real test.\" Importance: Since role playing (especially as used in sociodrama) and story telling fundamentally are creative problem solving processes, this kind of talent is important in achievement, just as creative problem solving skills are important. There are numerous careers that specifically require this kind of talent for success. 4. Enjoyment of and Ability in Visual Arts 5. Discovery: Although there are tests to discover giftedness in the visual arts, research literature does not reveal much of great value. Visual art products are so easy to obtain that most searchers for talent in the visual arts have been willing to rely upon judgements of products such as dra.,ings, painting, and sculptures. As an observational screening device for surveying and talent in the visual arts, the following checklist is suggested: ----Experiences real joy in drawing. ----Experiences real joy in painting. ----Experiences real joy in sculpture. ----Becomes deeply absorbed in drawing, painting, sculpture, or other visual art activity. ----Understands subject matter by \"drawing it\" (e.g. illustrates stories, illustrates history, draws biological objects, makes maps.) ----Communicates skillfully through drawings, paintings, sculptures, and other visual arts. ----Captures the essence of whatever is photographed. ----Makes photographs tell a story. Enjoyment of and Ability in Creative Movement and Dance . 68    Discovery: Although some excellent work has been done on the development of tests to assess creativity in movement (Alston, 1971\nClover, 1974\nWyrick, 1966), these tests have not yet been fully standardized and made widely available. While these tests would doubtless be useful in becoming aware of talent in creative movement and dance that might otherwise be missed, most workers will probably depend on observations and judgements of performance. For this purpose, the following checklist is suggested: ----Experiences deep enjoyment in creative movement/dance. ----Becomes intensely absorbed in creative movement/dance. ----Can interpret songs, poems, stories, and so  forth through creative movement/dance. ----Can elaborate ideas through creative movement/dance. ----Movement facilitates learning and understanding of events, ideas, concepts, and reading/literary materials.  ----Spends unusual amount of time in perfecting creative movement/dance. 6. Enjoyment of and Ability in Music and Rhythm Discovery: Although there are a number of useful  tests of musical ability such as the Seashore Measures of Musical Talents (Seashore, 1980), Aliferis Music Achievement Tests (Aliferis, 1954), Drake Musical Aptitude Tests (Drake, 1957), and the Musical Aptitude Profile (Gordon, 1965), and although there are measures such as  Sounds and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974) and Vaughn's (1971) Test of Musical Creativity that seem to predict certain kinds of creative behavior in the realm of music, actual performance in musical activities will probably continue to be the best route for e discovering giftedness in music and rhythm. For this purpose, the following checklist, which can be used by teachers and other observers, is suggested:   69      7.       ----Writes, draws, works, walks, moves with rhythm. ----Rhythm facilitates learning of skills . ----Rhythm facilitates learning and understanding of ideas, events, concepts and so forth. ----Creates songs. ----Creates music. ----Interprets ideas, events, concepts, feelings, and so forth through rhythm . ----Interprets ideas, ev~nts, feelings, and so forth through music. ----Becomes highly absorbed in music and rhythmic activities. ----Works perseveringly at music and rhythmic activities . ----Is exceptionally responsive to sound stimuli. Use of Expressive Speech Discovery: Since the social situation is a powerful determiner of speech (Labov, 1972, 1973), the discovery of giftedness in expressive speech among the culturally different requires that the would-be discoverer enter into the right social relationship with the young person. Many teachers, school psychologists, and counselors are unable to do this. Whether one is searching for giftedness in expressive speech through standardized test situations or in nontest situations, it is important that the culturally different student feel free to use the expressive system that is most comfortable. The importance of this is illustrated by Foster's (1974) study of the influence of non-Standard English dialect and lexicon upon Black 10th grade students' ability to comprehend, recall, and be fluent and flexible in providing titles for verbal materials. These students scored higher in response to non-Standard English stories than they did to Standard English stories. It was apparent that these students thought better in their language when they were cued in some semblance of their language, were not limited to preset written responses, and were allowed to respond verbally and freely and to interpret as they proceeded. Foster's test also indicated that in an uninhibiting situation Black students can be more verbal and intellectually creative in their own language than they can in Standard English . 70  The following checklist is suggested for use in screening students who might be gifted in the expressiveness of their speech: ----Speech is colorful. ----Speech is picturesque (e.g., suggests a  picture). ----Speech includes powerful analogies, metaphors, and so forth. ----Speech is vivid (e.g., lively, intense, penetrating, exciting). ----Invents words to express concepts and e feelings for which existing words are inadequate. ----Combines speech with movement and sound. 8. Figural Fluency and Flexibility  Discovery: Both the Guilford (1967) and Torrance (1966/74) batteries of creativity tests contain measures of figural fluency and flexibility that seem capable of identifying giftedness in this area among culturally different groups. Little or no language ability is required by this type  of test, and language handicaps seem not to interfere with performance. One need not be dependent upon tests for discovering this kind of giftedness, however. The following checklist is suggested in screening for this kind of talent:  ----Produces many different ideas through drawings. ----Produces many ideas with cor.Jnon objects. ----Arranges blocks and other play materials in many combinations. ----Assembles and reassembles complex machines  with ease.     ----Produces images in response to music, sounds, or movement. ----Sketches maps from memory with ease. ----Organizes objects and materials in space . 9. Enjoyment of and Skill in Group Problem Solving Discovery: While there has been considerable work by social psychologists and educators (Lake, Miles, \u0026amp; Earle, 1973) in the development of tests of group performance, such tests have not been widely used either to discover talent or to evaluate the effectiveness of educational programs. Few such tests have been standardized and made available commercially. Perhaps the most carefully developed and standardized of these tests for use in school settings is the Russel Sage Social Relations Test (Damarin, 1959, 71      10.       available from Educational Testing Service, Princeton, New Jersey 08540). Perhaps the best methods for discovering such talent are those that provide students with opportunities for solving problems in groups and for getting important tasks done. The following checklist is suggested as a guide for discovering this kind of talent: ----Influences other students to engage in projects he or she initiates. ----Organizes and structures the group and the group task with skill. ----Work in small groups facilitates learning and problem solving. ----Tries harder in small groups than otherwise. ----Produces original and useful ideas in small groups . ----Becomes more alive in small groups. ----Is highly aware of feelings and skills of others in small groups. ----Supports other members of group, displays high group loyalty and involvement. ----Initiates activities in small groups . ----Is effective in teaching others in small groups. Responsiveness to the Concrete Discovery: Frequent~y, educators derogate concrete thinking as being inferior to abstract thinking. ilowever, responsiveness to the concrete as a creative positive goes beyond what is implied by concrete thinking or concrete operations. The person gifted in responsiveness to the concrete is stimulated by the concrete\nthinking and problem solving are facilitated if the problem can be conceptualized in physical terms. This person obtains enjoyment from doing things with his or her hands, from manipulating objects physically, and from using hand tools. Perhaps the best way of discovering this kind of giftedness is through involving culturally different students in meaningful tasks and problems permitting physical manipulation. There are also a number of tests, games, and puzzles that involve this kind of physical manipulation of objects. The following checklist is suggested for discovering this type of giftedness. ----Produces a flow of ideas and alternative solutions when concrete objects and materials are involved. ----Tries to conceptualize problems in terms of concrete objects and systems. 72            ----Uses concrete objects and systems to generate ideas and solutions. ----Works in an absorbed manner for lengthy periods of time on concrete puzzles, mechanical problems, and so forth . 11. Responsiveness to the Kinesthetic Discovery: There is a danger that responsiveness to the kinesthetic among the culturally different may be equated with a physical or motoric learning style. Responsiveness to the kinesthetic, as I have conceptualized this creative positive, goes far beyond the old concept of a physical style of learning, which is usually thought of as a deficit among the culturally different. Giftedness in responsiveness to the taxonomies of the psychomotor domain (Harrow, 1972). It includes not only manipulative movements but also kinesthetic discrimination, psychomotor coordination, endurance, strength, flexibility, adaptive motor skills, expressive movement and interpretive movement . Out of the growing field of movement education and work on assessing skills in the psychomotor domain, assessment procedures will doubtless be developed for discovering giftedness in this creative positive. Those interested in developing psychometric procedures for assessing this kind of giftedness can build on the earlier work of the Gesell Institute (Ames, 1966) and the California group (Hayley, 1969) and will find many clues in Harrow's (1972) work on a taxonomy of the psychomotor domain and in Birdwhistell's (1970) work on Kinesics. The following checklist is suggested to guide teachers in screening for responsiveness to the kinesthetic: ----Skillfully communicates ideas through movement . ----Skillfully interprets meaning of movement. ----Movement is effective as warm-up for creative thinking. ----Displays skillful manipulative movement in crayon work, typing, piano playing, and so forth . ----Makes quick, precise movements in mime, creative dramatics, role playing, and so forth. ----Shows movement in drawings and other visual art products. ----Makes fine discriminations of kinesthetic information. 73 e ----Has excellent memory for kinesthetic information. ----Works at movement activities for extended periods of time. ----Displays total bodily involvement in interpreting a poem, story, or song, and in e creative reading, dramatics, and so forth. 12. Expressiveness of Gestures and Body Language Discovery: Expressiveness of gestures and body language as a creative positive of the culturally e different overlaps somewhat with the creative positives dealing with creative movement and responsiveness to the kinesthetic. However, in view of the present state of knowledge concerning these types of giftedness, it seems desirable to treat expressiveness of gestures and body e language as a separate set of abilities. Its focus is on communicating through gestures and body language and intPrpreting this kind of communication. Certain aspects of this type of giftedness may be  tapped by some of O'Sullivan and Guilford's (1966) tests of social intelligence, especially their measure labeled Expression Grouping, which involves the interpretation of pictured facial expressions. It is my feeling, however, that tests of this kind miss the essence of the kind e of giftedness I have in mind. Thus, I am suggesting the following checklist of behaviors that may help in the discovery of this kind of giftedness: ----Expresses ideas powerfully and accurately e through gestures and body language. ----Combines speech with gestures and body language to communicate nuances that cannot be expressed by word. ----Is skilled in recognizing the needs of other children from their gestures and body e language.    ----Is skilled in recognizing faces. ----Is skilled in mimicry, imitations and impressions. ----Is accurate in \"reading\" the body language of the teacher. ----Uses gestures and body language to tell a story. ----Is skilled in charades that rely on the use of gestures and body language . 74  13.           Humor Discovery: There have been many attempts to develop tests of humor, but at the present time I am unable to identify any well developed, standardized tests of humor that could be used in discovering giftedness in humor. There are a great variety of theories of humor (Goldstein \u0026amp; McGhee, 1972), and in each, one may find clues for identifying humor in everyday life and in various creative products such as writing, drawing, and acting. Superiority theories of humor maintain that the roots of humor are in triumph over other people. Humor and enjoyment, according to these theories, occur when people compare themselves favorably to others as being less stupid, less ugly, less unfortunate, or less weak. However, this type of humor may be combined with sympathy, congeniality, empathy, and geniality. The incongruity theories of humor insist that hurnor arises from disjointed, ill suited pairings of ideas or situations or from presentations of ideas or situations that are divergent from usual customs. According to surprise theories of humor, the elements of surprise, shock, suddenness, or unexpectedness are necessary conditions of humor. Ambivalent theories of humor content that the basis of humor is the simultaneous occurrence of incompatible emotions or feelings. Release or relief theories of humor maintain that the basis of humor is relief from strain or constraint, or release of excess tension. According to configurational theories, humor is experienced when elements initially perceived as unrelated suddenly fall into place. Psychoanalytic theories of humor hold that in humor there is an economy in the expenditure of feeling\nhumor turns an event that would ordinarily cause suffering into less significance . One can draw from all of these theories of humor to obtain clues for discovering giftedness in humor in the culturally different. I have tried to find such clues in the creative writings and drawings of children. Some workers might find the following checklist helpful: ----Portrays the comical, funny, amusing in role playing. ----Portrays the comical, funny, amusing in drawings . ----Makes humorous, original comic strips. 75       14.      ----Portrays the comical, funny, amusing in dramatics. ----Makes people laugh a lot in games. ----Makes up humorous jokes or stories. ----Makes people laugh (not \"makes fun of\"} in discussion . ----Describes personal experiences with humor. ----Plays jokes on others. The problem in using these observations is finding appropriate criteria of what makes something humorous, funny, comical, or amusing . Other than \"It makes me laugh,\" the best criteria I have found are those inherent in the above theories of humor, such as: ----Superior or clever adaptation in triumph or victory . ----Joining together of incongruous disjointed elements. ----Element of surprise, breaking up of a routine course of thought or action. ----Simultaneous experiencing of two or more incompatible emotions or feelings . ----Experience of release from tension or relief from strain. ----Joining together of incongruous elements that fall into place. ----Making something important unimportant and something unimportant important . Richness of Imagery Discovery: Richness of imagery has generally been viewed as a characteristic of creative products (such as poems, essays, stories, etc.} rather than as an aspect of giftedness. Although my associates and I (Torrance, 1965c, 1976) have obtained crude measures of richness of imagery in the writings and drawings of children, I know of no really satisfactory measure of this type of giftedness. Since images may be visual, auditory or kinesthetic, indications of the ability to procure rich imagery may be sought in all three of these modalities and in the processes through which images are produced. The following checklist is suggested as one approach to discovering this type of giftedness among the culturally different using criteria of clarity, intensity, vividness, and liveliness for various types of imagery: ----Imagery in writings. ----Imagery in da~ce, movement, and other kinetic activity. 76   15.      16 .    ----Imagery in singing or instrumental music performance. ----Imagery used in relating personal experiences. ----Imagery that emerges from oral reading. ----Imagery in role playing and dramatics . ----Imagery in drawings and other art work. Originality and Inventiveness Discovery: There are a variety of tests that can be used in discovering giftedness in originality and inventiveness among the culturally different. One of the oldest such tests is the Rorschach Ink Blot Test (Klopfer \u0026amp; Davidson, 1962), which uses uncommon responses of good form and humor movement as the primary indicators. Current tests which provide measure of originality include the Barron-Welsh Art Scale (Barron, 1969), the Structure of Intellect tests (Guilford, 1967), the Torrance Tests of Creative Thinking (Torrance, 1966/1974), Sounds and Images and Onomatopo and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974), and Welsh's Origence measure based on the Welsh Figure Preference Test (Welsh, 1959, 1975). The following checklist is suggested for purposes of crude screening: ----Produces solutions that others do not think of . ----Produces solutions when no one else can. ----Solutions are unusual, unconventional. ----Stories have unusual, surprising endings. ----Stories have unusual, surprising plots. ----Cornes up with inventions to solve problems. ----Innovates with common materials to produce new solutions. ----Comes up with solutions to problems that others say cannot be solved. Problem Centeredness Discovery: Problem centeredness is such a behaviorally oriented phenomenon that it would be difficult to devise a well balanced test to assess this type of giftedness. However, psychometric procedures have been devised to assess certain aspects of it. Most such attempts have involved the length of time a person is willing or able to continue working on a puzzle or difficult problem~ Frequently, teachers and parents are annoyed by the problem centeredness of children and tend not to recognize this type of behavior as a potential strength to be used in facilitating learning and in developing careers. 77     17 .     18.   The following checklist of problem centered behaviors is suggested as a guide in discovering this kind of giftedness: ----Does not give up easily\nkeeps trying to solve a problem . ----Persists in asking questions about a problem or topic. ----Shows concern and tries to solve or help solve problems of others. ----Is stimulated by difficult problems. ----Is hard to distract when concerned about a problem. ----Keeps seeing relevance of new information to problems of the group. ----Comes back to a problem or unfinished task time after time. ----Follows up outside of class with problems generated in reading or class discussion by reading, interviewing, experimenting, and so forth. Emotional Responsiveness Discovery: Since emotional responsiveness is not associated with level of intelligence, this characteristic is not usually thought of as an aspect of giftedness. While there are tests of empathy and emotionality (Lake, Miles, \u0026amp; Earle, 1973), little or no work has been done to apply such measures to problems of discovering giftedness among the culturally different. While such work needs to be done, the following checklist may be useful in discovering this type of giftedness and culturally different: ----Listens intently and understandingly. ----Feels strong empathy with others and is highly aware of the feelings, distresses, and the needs of others. ----Actively responds to meet the needs of others . ----Responds emotionally to stories, events, needs of group members, and so forth. ----Is responsive to sincere interest and concern of others. ----Seems almost psychic in ability to interpret and anticipate the actions of others. Quickness of Warm-Up Discovery: There are vast individual differences in the quickness with which people warm up or \"get ready to go\" in coping with problems for which they have no learned or habitual responses. 78            Some warm up very slowly, and in responding to tests of creative thinking they may go ahead and produce a large number of obvious and commonplace alternatives before they are able to do the \"mind stretching\" that results in new or original responses. Or, they may sit or stand apparently inert and inactive for a considerable length of time and then seem suddenly to spring into action and produce brilliant solutions. In track competition, there are brilliant dash runners who perform poorly in the distance events, while others perform poorly in the short distance races and excel in the distance races. In open ended tests of creative thinking such as the Torrance Tests of Creative Thinking, certain aspects of quickness of warm-up may be discovered. Currently, we are obtaining one such measure by determining how many of the early responses to tasks (first three responses in the verbal tests and in the repeated figures task of the figural test) are original (uncommon) responses. The following checklist may be helpful in discovering youngsters gifted in quick warm-up: ----Begins productive work immediately when given a new assignment. ----Becomes tired of waiting and loses interest when there are delays in getting a class or activity started. ----Goes \"all out\" on a task immediately. ----Responds immediately to emergencies, quick changes, and so forth. ----Adapts immediately to changes in the situation or assignment . ----Produces original ideas early in a brainstorming session . 79            NORTH LITTLE ROCK SCHOOL DISTRICT INSTRUMENTS OF IDENTIFICATION Ideally, identification should include all of the information which can be gathered about each student. By using multiple criteria, the pitfall thus avoided is that of exclusive attention to an insufficient number or variety of criteria . The case study/placement committee will be less likely to exclude students who could benefit and are in need of special services . 1. Individual Intelligence Test - Wechsler ~ntelligence Scale for Children-Revised (WISC-R), Wechsler Intelligence Scale for Adults, Stanford-Binet Intelligence Scale. These tests are administered by the District's licensed examiners. The WISC-R will be the primary test used. The StaLford-Binet will be an alternative. The Otis Lennon School Abilities Test will be used for prescreening. These tests give an estimate of potential, but must not be used to exclude students from the gifted and talented program. 2. Creativiey Test - Thinking Creatively with Pictures Figural Booklet A by E. Paul Torrance. This test will be administered and graded by the resource teacher/facilitator for gifted and talented. 3. Achievement Tests and Grades - Metropolitan Achievement Test - (MAT-6). Scores and grades should be used to indicate students' performance. Either low test scores or grades should not be used to exclude students from the gifted and talented program. 4. Scales for Rating the Behavioral Characteristics of Superior Students. Renzulli Scales for Learning Motivational, Creativity, and Leadership Characteristics will be used for grades K-6. Grades 7-12 will use Renzulli's Scales for Learning, Motivation, Creativity, and Leadership Characteristics. The Purdue Secondary Checklist for English, math, social studies and science. The Scales will be completed by the classroom teacher(s). 80            5. Parent Questionnaire - The parent questionnaire will be completed by the parent. Parents can provide information on advanced abilities which are often not observable in the school setting . 6. Product Evaluation - Products such as poetry, slide/tapes, photo essays, and/or science projects may be used to document ability, creativity, and motivation. 7. Interviews - An interview will be conducted by the resource teacher/facilitator for gifted and talented. 8. Interest Inventory - An interest inventory will be administered by the resource teacher/facilitator. The inventory will help determine areas of interest. 9. Creative Positive Among the Culturally Different (A list of indicators of potential.) The resource teacher/facilitator will assist the classroom teachers in applying these criteria to the students' characteristics. 10. Characteristics of Giftedness - A list of indicators of gifted responses for possible referrals at the elementary levels . 81           Student's Full Name Parent/Guardian NORTH LITTLE ROCK PUBLIC SCHOOLS PARENT QUESTIONNAIRE GIFTED/TALENTED PROGRAM (Date) All information on this form will be strictly confidential and will be used only by the referral and placement committee. 1. Child resides with: (Check) Father ( Mother Other If other, please specify Occupation of: Father: Mother: Other adults in the home: .., Brothers and sisters: Names Ages 3. Hobbies of: Father Mother 4. Child has own room ( )\nShares with others (number) . S. Private lessons taken by child: Kind How long taken Frequency 82  6. Trips child has taken: Place Age  7. Things the family does together  8. Child's recreational choices 9. Choice of friends (ages, sex, numbers, etc.)  10. How does he/she get along with his/her friends?  11. What does the child like to do when he/she is alone?  12. Child's membership in out-of-school clubs or groups  13. Child's reading interests (favorite books -types, titles, authors)  14. Amount of child's reading per week (estimate)  83   15. Child's hobbies and collections          16. Child's special talents or skills 17. Child's special problems or needs at home 18. How does the child get along with others in ths home? 19. Child's home responsibility 20. Does the child have an allowance? Yes ( )No( )Amount per week( 21. Discuss the attitude cf the child toward school 22. Child's school needs as you see them 23. Describe the child as you see him/her (personality, attitudes toward home, work, friends) 24. Please feel free to attach any additional information that you feel is pertinent . Prior to the referral conference, the resource teacher for the Gifted and Talented will administer an appropriate interest inventory and creativity test to your child . 84            SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES The North Little Rock School District was established in 1901 with all students housed in a single building. As the population increased during the next several years, schools were added to accommodate student growth. The District made an early commitment to neighborhood schools as evidenced by the relatively small size and geographic location of school\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1504","title":"Student handbooks, secondary school, 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":["1989-11/1997-07"],"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":["handbooks"],"dcterms_extent":["50 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_965","title":"Framework for Excellence: Plans for implementing Educational Priorities in the North Little Rock School District, 1989-90","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-07"],"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","Educational law and legislation","School improvement programs","Student assistance programs"],"dcterms_title":["Framework for Excellence: Plans for implementing Educational Priorities in the North Little Rock School District, 1989-90"],"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/965"],"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\nfifth year of six year plan (1985-1991),\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n~ramewori or 'E~e{{ence PLANS FOR IMPLEMENTING EDUCATIONAL PRIORITIES INTHE NORTH LITTLE ROCK SCHOOL DISTRICT 1989-90 Fifth Year of Six-Year Plan (1985-1991) July, 1989 J' ramework._, for 'E~e[fence Plans for Implementing Educational Priorities in the North Little Rock School District Mr. James Smith Superintendento f Schools July, 1989 Introduction ..... Task Force Membership. TABLE OF CONTENTS Task Force Steering Committee. Act 7 of 1983 ... Goals for Arkansas Educdtion. Philosophy .... Student Learning Goals Prioritization of Needs .. District Improvement Plans .. PRIORITY #1: To better meet the needs of . minority children. Priority #2: The implementation of ...... . compensatory education programs. Priority #3: The development of a written, sequential curriculum for language arts and mathematics. Priority i4: The planning for implementatiun of 7-8, 9-10 and 11-12 secondary programs at the beginning of the 1990-91 school year. Page i ii iii iv V 2 3 4 6 7 23 36 42 School Improvement Plans . Northeast Senior High School. Ole Main Senior High School Central Junior High School .. Lakewood Junior High School Ridgeroad Junior High School .. Rose City Junior High School .. Skills Center ..... Amboy Elementary School . Argenta Elementary School Belwood Elementary School . Boone Park Elementary School .. Crestwood Elementary School Glenview Elementary School. Indian Hills Elementdry School. Lakewood Elementary School .. Lynch Drive Elementary School . Meadow Park Elementary School . North Heights Elementary School Park Hill Elementary School . Pike View Elementary School Pine Elementary School .. Redwood Elementary School Rose City Elementary School Seventh Street Elementary School. Baring Cross Center ......  . . 46 47 50 53 57 60 71 76 79 s4 . . . 88 91 97 101 106 111 122 126 129 136 141 147 153 159 163 166 INTRODUCTION The Six-Year Educational Plan for the North Little Rock School District for 1985-1990 was developed in response to Act 7 of 1983, an act to provide for planning for educational improvement by local school districts, The planning process was directed by a Planning Task Force which was made up of citizens, students, school board members, teachers, and administrators. The process, following state guidelines for the implementation of Act 7, included: gathering information concerning District needs and learner goals from parents, students, and educators\nanalyzing this information in conjunction with other appropriate data\nestablishing Student Learning Goals\nidentifying District Priorities\nand formulating District Improvement Plans, This document covers the fifth year of the District's Six-Year Plan, It contains District Improvement Plans for 1989-90 and School Improvement Plans for 1989-90, The School Improvement Plans have been developed by each school. Parents, educators, and students (if appropriate) were involved in the process of gathering data concerning the school's programs, analyzing the data, identifying needs, setting priorities, and formulating school improvement plans. Systematic planning for educational improvement has made a positive impact during the four years of the implementation of the Six-Year Plan, Students, parents, and educators have carefully studied the results of the work done this year and have used this information in planning for improved learning opportunities for the students of North Little Rock during 1989-90. i Lajuana Lovelace Leigh Anna Gosser Leon Barnes Shirley Cleek TommGy aither Wanda Taylor Vicki Stephens Joe Austin Doyle Crownover Pat Siegel Russell Hawkins Saundra Harris Thelma Banks Kathy Turner Ozy Murphey Earnest Ford Virginia Wallace Leon Wilson Marilyn Whee1 e r Cynthia Mel ton Debbie Austin Jo Stewart Esther Crawford Fran Jackson Margaret Pope Anita Smith NORTLHI TTLER OCKPU BLICS CHOOLS Framework for Excellence TASKF ORCEM EMBERSHIP STUDENTS Jon Jones Roderick Thomas CITIZENS Carol Wilson Terrance Renaud Bob Russell Jane Davidson Jack Ruggles EDUCATORS Jess Walker Andrew Power Bert Watson Bill Garvin Winnie Talley James Smith Gale Bossier Al ice Stovall Kathy Morledge Kay Johns Portia Power George Condray Jane Ford Doyne Ward Jeff Huddleston Mary Worley Judy Binz Mable Bynum ii Suzanne Stephens Christy Godwin A 11 an Tegethoff Shirley Stancil Phoebe Adams Lillian Ross Jim Wetherington Bill Ballard Margaret Glover Jim Morris Mary Carolyn East James Zeigler Diane Zook Ken Brooks W. A. Tucker Jerry Massey Johnny Kellar Holly Ha 11 Bettye Balmaz Betty Murray Diane Crites Susie Jackson Linda Wi1 s on Jim Dyer Linda Elliott NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence TASK FORCE STEERING COMMITTEE Dr. Joe Austin, Chairman Mr. Leon Barnes, Board Member Dr. Jess Walker, Elementary Principal Mr. Bill Ballard, Secondary Principal Mrs. Carol Wilson, Parent Mr. Jon Jones, Student iii ACT 7 of 1983 1ST EXTRAORDINARSYE SSION \"AN ACT TO PROVIDE FOR PLANNINGF OR EDUCATIONAILM PROVEMENBTY THE LOCAL SCHOOLD ISTRICTS OF THE STATE OF ARKANSASA\nNDF OR OTHER PURPOSES.\" BE IT ENACTEDB Y THE GENERALA SSEMBLYO F THE STATE OF ARKANSAS: Act ofS E1C9T8I3O.\"N 1. The Title of this Act shall be \"The Educational Planning SECTION 2. (a) Each school district in this State shall, by July 1, 1985, develop and file with the Department of Education a six-year plan for improving its educational programs. This plan shall be developed with both staff and community input, be compatible with statewide educational goals and reflect the specific needs of the local community, and be reviewed and updated every two years. The updated plan shall be filed with the Department upon adoption. (b) By October l of each school year, each school district shall repo~t to its patrons on the district's progress toward realizing the goals and noobtjeedc tivepsr oblemse t aroeuats . in its long range plan and on proposals for correcting (c) In addition to the districtwide educational plan, each school ~ithin the district shall annually develop, with staff and community input, a plan for improving its educational programs. (d) The State Department of Education shall adopt guidelines for the implementation of the Act and shall provide school districts with such oasf sistthains ce Act. as may be needed to enable each district to meet the requirements iv NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence GOALSF OR ARKANSAESD UCATION GOALI : HELP EACHL EARNERM ASTERB ASIC SKILLS IN: a. Reading--providing students with the necessary basic reading skills in order for them to function at their maximum potential. b. Basic math skills--providing students with the necessary basic skills in mathematics in order for them to function at their maximum potential. c. Communication (speaking, listening, writing, and body language)-developing skills to enable students to effectively use all models of expression including listening. d. Problem solving--developing skills to enable students to function effectively in dealing with problem solving situations of the present, as well as the future. GOALI I: HELP LEARNERSA CHIEVEF UNCTIONAULN DERSTANDINOGF ECONOMIAC ND OCCUPATIONASLK ILLS ANDO PTIONS, TO INCLUDE: a. Providing career information with emphasis on the respect for the dignity of work. b. Providing opportunity to develop job entry skills. c. Understanding of economic concepts with special emphasis on how they relate to management of time, money, and personal resources. GOALI II: HELP EACHL EARNERD EVELOPT O THE FULL RANGEO F HIS/HER POTENTIALB Y: I a. Fostering and encouraging creativity through the Arts (Music, Art, ~rama, etc.). b. Developing specific learning skills including critical thinking, decision-making and the use of scientific methods to facilitate independent lifelong learning. GOALIV : HELP LEARNERPSR OGRESST OWARBDE COMINHGE ALTHYR, ESPONSIBLE,A ND HUMANCEIT IZENS THROUGH: a. Understanding levels of government and the need for individuQl participation. b. Developing a sense of personal and civic responsibility. c. Understanding, stewardship, appreciation, and awareness of our natural, social, economic, and political heritage. d. Understanding world cultures. e. Developing self-discipline, moral values, and a respect for the rights and property of others, including those who think and act differently. V (Goals for Arkansas Education continued) GOALV : HELPL EARNERMS AINTAINH EALTHFULLI VING THROUGH: a. Maintaining good physical and mental health. b. Developing the capacity for creative use of leisure time. c. Developing positive and realistic self-concept and family living skills. vi PHILOSOPHY The North Little Rock School District assumes the responsibility of providing its students with an opportunity to develop into fullyfunctioning, contributing, productive members of a democratic society. We believe that when individuals take advantage of this opportunity, they will grow to have an acceptance of self and others, will be equipped to make decisions, think critically, solve problems, and respond appropriately to experiences and life-situations. It is the intent of the North Little Rock School District to provide the human resources, programs, facilities, equipment, and materials that, in concert with the home and community, will enable this growth. The students who depend on the North Little Rock School District for providing their opportunity for formal education and training are the central focus of all efforts and decisions of the District. -2- NORTH LITTLE ROCK PUBLIC SCHOOLS STUDENTL EARNINGG OALS 1. Each student develops communication skills necessary to function successfully in society. 2. Each student develops high ethical and moral standards for dealing with others. 2. Each student develops skills and practices of responsible citizenship. 2. Each student develops proper respect for the rights, feelings, and opinions of others. 5. Each student develops a sense of responsibility for his/her own personal actions and behaviors. 6. Each student develops the desire for lifelong learning. 7. Each student develops sound techniques for decision-making and problem-solving. 8. Each student develops the practices of good consumerism. 9. Each student develops a feeling of self-worth and dignity. 10. Each student develops skills and attitudes necessary to enter an occupation or continued education. 11. Each student develops understanding of the concepts and principles of science and mathematics. 12. Each student develops an appreciation for the American heritage. 13. Esyascthe msst.u dent develops an understanding of governmental and political 14. Each student develops knowledge of our economic system. 15. Each student develops proper attitudes toward resource, conservation, and the natural environment. 16. Each student develops sound practices of mental and physical health. 17. Each student develops the ability to adjust to a changing world. 18. Each student develops abilities and attitudes for the proper use of leisure time. 19. Each student develops an appreciation for art, music, drama, and other cultural arts. -3- NORTH LITTLE ROCK PUBLIC SCHOOLS PRIORITIZATION OF NEEDS 1. The improvement of programs that teach basic communications skills. 2. The development of a written sequential curriculum for all subjects in grades K-12. 3. The development of programs for the improvement of study skills. 4. The development/improvement of programs that teach decisionmaking/ problem-solving. 5. The improvement of programs that teach basic computation and other math skills. 6. The development/improvement of remedial programs for slow learners. 7. The improvement of programs/operations that lead to better student behavior. 8. The addition of professional support staff such as counselors, nurses, attendance officers. 9. The development of preschool learning experiences for youngsters who are educationally/economically/socially deprived. 10. The development/improvement of programs that foster responsible citizenship. 11. The development of programs that foster improved student a~tendance. 11. The provision of instructional specialists to provide support to the teaching staff. 13. The development/improvement of programs that prepare students for employment upon graduation. 14. The development/improvement of programs that motivate students to be lifelong learners. 15. Development/improvement of programs that teach students to get along with each other. 16. Development/implementation of a comprehensive staff evaluation system. 17. Improvement of attitudes and morale of North Little Rock staff members. -4- 18. Improvement of communications between schools and community. 19. Improvement of school environment in order that students enjoy school more. 20. Improvement in quality of the school food services. 21. Development/improvement of programs that teach students to be good consumers. 22. Development of a comprehensive study for utilization of school buildings. -5- DISTRICITM PROVEMPELNATN S FOR 1989-1990 ,, ___ N_o_r-th--L~i_t_t_l_e_R_o_c--:k-S,--c D_l,__1i-0s_~oti--rcl -t----,DcciccSccTR ICT Fil'E- YEAR UPDATE TO SIX-YEAR PLAN--~--- Advisory Committee:------Sha ron Williams _I _, I Pu la ski County 1989-1990 July, 1989 Educ at ionn I Priority 1/_1 __ Goal: To better meet the needs of minority children Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Staltt or lncl CoI No. I. Pre-referral activities A. Gather data on special education membership by race/sex/handicap/school to determine the extent of over-representation of minority children. B. Report findings to District's staff. C. Conduct mini-in-service sessions on pre-referral activities with faculty of schools where data reflects overrepresentation oroblems. llupon1lblllty (!Jho will coorJlnul:!7) Dr. Stephen Phaup Dr. Stephen Phaup Dr. Stephen Phaup D. Develop plans for imple- Principals menting pre-referral activities in schools special education exists. E. Implement pre-referral Principals activities and monitor for effectiveness. where overrcpresentatiol of minority children in --~----------------_,___ ---------- lnservlce Activity None Preschool inservice with staff Mini-in service programs on pre-referrol activities Eva)u  tJon of Activity (Evahution ln1tn.1.,1tnt, teat Ing d,ua, flnhhrd product, appropriate othrr) Statistical report Inservice feedback compilation Inservice feedback compilation Completed plans Written reports on activities and effectiveness Conclu1lon1, flndll\\Jr.l or Statu o( Activity I 00 I North Little Rock School District Pulaski County DISTRICT FIVE-Yl:AR UPDATE TO SIX-YEAR PLAN l'J89-l 9'J0 Advisory Committee: Sharon Williams Steve Phaup July, l989 Educiltion~l Priority II l Go.il: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Object Ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. StI or Loe.al CuI No, - --- --- -------T-\"------,--- -----------------------------, v1luatlon o( Activity ([v1lu  tlon l,urruaet\\t, A,ct lvhy or TIM Line 91upon  lblllly testing dt, flnhh.:d (llho 1.1111 coorJlnatcJ) tnser-v1ce Activity ------ ------------~-------- F. Dc,velop Teacher Assistance Teams (TAT). I. Consult with Directot of the Arkansas Special Education Resource Center (ASERC) and arrange TAT training. 2. 3. Select and train TAT coordinator and key administrative personnel. Pilot TAT program in one elementary school a. Select school for pilot program b. Train staff of pilot school Dr. John Moore Dr. Stephen Phaup Esther Crawford Jane Brown . one Dr. John Moore TAT training Dr. Stephen Phaup Esther Crawford Jane Brown Dr. John Moore Dr. Jone Moore Dr. Stephen Phaup Esther Crawford Jane Brown District trainer TAT training product,  rprorrlte other) Record of meeting Inservice feedback compilation Inservice feedback compilation ConcluatoC'I  , rlndln or St.alu  of Act tvlty 1 ' I v:, I NortlJ Lictle Rock School Di.strict ?ulaski County DISTRICT P IVE-YEAR UPDATE TO SIX-YEAR PLAN 198')-1')90 Advisorv Committee Sharon Williams July, 1989 Steve Phaup Educntinnnl Priority~-- Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Object ivc: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stal or loc,l CoI Ho. Act,vlty or Tl- Lin Ae  pon  lblllty (IJho will coorJln.atc1) lnservlce Actlvlty c. Monitor and assist, District None with implementa- trainer tion of TAT program d. Evaluate pilot effort Dr. John Moore None II. Multicultural Education A. Phase I AWARENESS I. Identify eight people Dr. John Moore to attend training sessions on multi-cultural education conducted by Dr. Jame, Banks. 2. Attend the Multicultural Training Program conducted by James Banks. Dr. John Moor\u0026lt; Same as activity John Moore committee. 3. Appoint a dist~ict Dr. multicultural -------~ [v  lu  tton of Act lvlty (Evaluation ln  tn.i.,ent, teat Ing dt, I lnl  hed product, rprorrhu other) Anecdatol records Evaluation report People identified Record of attendance Committee members identified Conclu  lon  , Flndln,.1 or Statu  of Act lvlty -------- - i !. 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989- I Y'JO Advisory Committee: Sharon Williams Steve Phaup Esther Crawford Jane Brown July, l 989 bluc.ll ional Priori Ly II l c\n0 ,1 I: To better meet tl,eneeds of minority children John Moore Objective: By May l990, the District will have implemented strategies/programs to better meet the needs of minority children. State Of local Coal filo. Act lvh)' or TJ- Line Kupon,lbtl lty (Uho wlll coorJlnateJ) lnservlcr Act1vltJ [valu,tton of Activity {[Y1lu1tton lnatru  ent, tntlng d,1t1, flnl,hed p1oduct, rprorrl.ate other) ------------f---------1------------L---------- 4. Schedule mi,etings with Esther the multicultural Crawford committee, to view a Jane Brown video tape by Dr. Banks, discuss multiculticultural education, and dev.,lop a district plan. 5. Meet with representatives from Little Rock and Pulaski County to discuss their plans for multicultural education. Dr. John Moore Est her Crawford Jane Brown 6. Meet with Director of Dr. John Moore the Pulaski County Educational Cooper-ative Service Center to discuss ways the Coop will assist and coordinate training of leaders from the three districts. Record of meetings Record of meetings Record of meetings Conclu  lon,, Flndlni,\n, or Statu1 of Act lvlty Norch Little Rock School District PulJ~ki Countv DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN I 989- I 9'JU Advisory Committee: July, 1989 Educ,1tion,li Priority /I l Coal: To better meet the---\n-eeds of minority children Sharon Williams Steve Phaup Esther Crawford Jane Brown John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. [Ylu1tlon of Activity Sttt, or Jluponlbll lty (Ev1lu1tlon JnatruMent, Loc,l Act f111ty or TJ9tC Line In.service Acttvlty Cone I ua ton,, Find In~ te,tlng dua, rlnhheJ or Statu  o( Activity CoI Ho. (Uho will coorJlnatc:1) product, rprorrl,te otl1er) --- \u0026gt;-- 7. Identify two people to Dr. John Moore Record of meetings meet in Seattle, Washington with James and Cherry Banks. 8. Meet with deans of the Dr. John Moore Record of meetings various colleges in central Arkansas to determine what is available now or will be available in the near future in multi-cultural education college courses. 9. Identify existing Jo Stewart Books and materials multicultural profes- identified sional books and materials in each school's media center. lO. Conduct a multicultur- Dr. John Moore Record of meetings al information meeting with Dr. James Banks. ------ - ---- - - ,..-.'..,. I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-19')0 Advisory Committee Sharon Williams Steve Phaup July, 1989 Educ.iLional PrinriLy /i_l __ Coul: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Obj eel ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. - --- -- Cvluuton of Activity St  tir or upon,Jblllty (Ev  lu  tlon ln1lru.,ent, Loc1I Acttvlty or n- Line Inser-vlce Activity Conclu  lon, flndlnJ. te1tlng dt, flnl1h~d or Statu of Act hlty Co.al Ho, (llho \"'111 coorJlnue?) product, rprorrhte other) --- ---- - 11. Conduct a district- Esthrr Same as activity Record of meetings level multicultural Crawford orientation for Jane Brown administrators. The session wil 1 include viewing and discuss in! video tape by Dr. Banks, \"An Intro-duction to Multi-cultural Education. \" 12. Conduct building-level Building Same as activity Record of meetings multicultural orienta principals tion in service sessions for staff. The sessions, which will be conducted by principals, will include viewing and discussing Dr. Bank's video tape, \"An Intor-duction to Multi-cultural Education. \" -I w I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAP PLAN 1989-1990 Advisory Committee: Sharon Williams Steve Phaup S1ale Loc.11 Co.11 July, 1989 Educ.1tion,1I Priority II I Coal: To better meetui\"eneeds of minority children Jane Brown Esther Crawford John Moore Objective: By May I 990, the District will have implemented strategies/programs to better meet the needs of minority children. Evaluation of Acttvlty ., Reponalbtllty (Ev,luat Ion lnt ruMent, Act lvt ty or TIMt: Line- lnservlce A.cttvlty Conclu  lona, flndln~ teat Ing data, rtnhhtd or Statua o( Act lvlty Ho, (11110 wf11 coorJlnucl) product, rprorrhtt other) 13. Conduct a multi cul- Jo Stewart Same as activity Materials fair held tural materials fair for principals, teachers, and media specialists. 14. Inform textbook Esther Committees informed adoption committees Crawford of the need to care- Jane Brown fully evaluate the quality of multicul-tural and ethnic view points presented in textbooks. 15. Attend workshops on Jane Brown multicultural Record of meetings 16. Disseminate in forma- Jo Stewart Information dissemi- . tion related to nated current research on multicultural educa- ~j tion, learning styles, and teaching strategies. - - -- ------ --- North Little Rock School District Pulaski County DISTRICT PIVE-YMK UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Sharon Williams July, 1989 Steve Phaup Ec.luc.1t ional Priority II I Go.11: To better meet tne needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. ----------,-------------- ------~------------,------------, State or Local Co,1 Ho. ,kttvlt)' or TJ- line leron, lbl 11 ty (llho wlll coorJln.ate1) lnae.rvlce. ActJvlty - -- ---- ---------------+--------t----------- B. Phase I I IJEVEJ.OPMENT I. Define multicultural education as it will be used districtwide. Jo Stewart 2. Develop district goal, Jo Stewart for multicultural education. 3. Begin to identify Jo Stewart the major multicul tur-al concepts that will be taught. 4. Identify stories in Jo Stewart the newly-adopted basal readers that lend themselves to the teaching of multicultural concepts and code these in the books. tv,lu1tlon of Activity (11,luat Ion Jn1tru.-e.nt, te.1tfng d,ua, rtnhh1,d p,oduct, rprorrhte otl,er) Definition written Coals developed Concepts identified Stories identified Conclualon, rlndlnJt or Sttu of Acthlty l -I '-\" I TO SI -YEAR PLAN======::.::.::\nAdvisory Committee: ___ ~-- Pulaski County 1989-1990 July, 1989 /:\u0026lt;Juc,H ion.,J Priority 1/_L_ Goal: To better meet the needs of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stal\" or Evaluuion of Activity Loc.11 Activity or TIM LJnt, Rupon,Jblllty Inservlc.e Activity (Ev.1l uat Ion ln,t Tu.,ent  Conclu,lon,, flndln1t, Co.al No. (Uho \"Ill coocJln.1tc7) te,tlng d.ata, flnl,hed or Statua of Act lvlty product, rprorrl.a1e other) s. Communicate to Jo Stewart Books coded principals and teach-ers findings regard-ing multicultural stories. Teachers will code these in the books. 6. Identify library books Jo Stewart List distributed listed in the basal readers which lend themselves to the teaching of multi-cultural concepts. Distribute lists to each teacher. 7. Purchase a copy of Dr. John Moore Books purchased Dr. Banks' mul ticul-tural training manual for each building. 8. Purchase selected ! Jo Stewart Books purchased multicultural pro- 1.Principals fessional books and encourage principals to purchas additional books. -- - ----- -- North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: July, 1989 f::\u0026lt;luca t iona I Priority fl l Goal: To better meettrieneeds of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Evalu.atlon of Actlvlcy Stale or Activity or Tl111e Line Rupon,jbtl lty ([valuation Jn.cruin~nt, Locl ln,ervtce A\u0026lt;:t!vlty Conclualons, FlndlnR tettlng d_.ta, (lnhhed or Slatu  of Activity Co.11 No. (Uho will coocJln-'tc1} product, rprorrl.ite other) 9. Develop a plan for Jo Stewart Plan developed using literature to Nova Staggs teach multicultural Esther concepts. Specific Crawford books will be identi- Jane Brown fied for each grade level and content area. Strategies for using the books as teaching tools will be developed. 10. Provide grade level Esther Sessions conducted and departmental Crawford discussion sessions or Jane Brown multicultural educa-tion. Demonstration less ions may be included in the sessions. 11. Provide district and lJo Stewart Same as activity Sessions conducted building level ins er- Esther vice sessions on any Crawford aspect of multi- Jane Brown cultural education. -I \"I North Little Rock School District PJlaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 AJvisory Committee: Sharon Williams Steve Phaup Stte loc.11 Co.1I July, 1989 Educntlon~J Priority I Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Obj cc t Ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. ., Activity or Tle Ltne No. 12. Identify existing student multicultural books and materials in each school's media center and develop a bibliog-raphy of multicultural books and materials appropriate for students. 13. lnco rpora te mul ci-cultural education into Teacher Expecta-tion and Student Achievement, Program for Effective Teach-ing, and Classroom Management staff development models. 14. Develop sample ele-mentary and secondary multicultural lessons. Mupon1lbll lty (llho \"Ill coorJlnatc7) Jo Stewart Esther Crawford Jane Brown Jo Stewart Esther Crawford Jane Brown lnservlce Activity Ev,luatlon of Activity (Ev1lu1t Ion ln,t ru.,ent  te,t Ing d,t,, finished product, rprorrhte other) Bibliography completed Content incorporated Lessons completed Conclu,lon,, flndlni-. or Statue of Act lvlty ---------------------\u0026lt;-------~ -------------\"------------'----------~ -I 00 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee Sharon Williams Steve Phaup July, 1989 Educationnl Priority ll_ _ l _ Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. vlu.1t1on of Act lvHy SI It: or Ruponlblllty (Evlu  tlon tn1truinent 0 Conclu,ton, flndl111t1J locI Aeltvlty or Thie LJne lnservlce A.cc1vlty te~I Ing dat 11, f lnlehcd or Statu1 of Act lvlty Co.al No. (Uho will coorJlr,atc1) product, rpror,d.ue other) C. Phase III IMPLEMENTATION 1. Include examples Building Examples included which reflect cultural principals diversity in all instructional lessons. 2. Identify appropriate Jo Stewart Literature multicultural litera- Nova Staggs identified ture for teaching selected PAC IR obj ec-tives in language arts and reading. 3. Cooperate with the Esther Sessions completed. Pulaski County and Crawford Little Rock School Jane Brown Districts to provide Dr. Jess training in using Walker math manipulatives. 4: Provide staff train- Dr. Jess Same as activity Sessions conducted ing on teaching Walker strategies which appeal to all learning styles when teaching math PACIR objectives. I -I \"I ' North Little Rock School District 0 ulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEJIR PLAN 1989-1990 Advisory Committee: July, 1989 Educational Priority f_l __ Goa 1: To better meet the needs of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Evluat!on o( Act Iv tty State or LocJil ActJvlly or 11.,, Ll\"r lupo\"1Jbllhy lnsrrvtce Activity (Ev1lutlon l\"ltruMrnt, Conclu1lon1, fl\"dln1t1 lr:11 In\u0026amp; dt, flnllhrd or S1atu1 o( Activity CoJil No, (llho will coorJlnatc7) product, Jirprorrhtr othrr) 5. Conduct building-level Building Same as activity Sessions completed in service sessions on principals student participation Jo Stewart with sponsors of all extracurricular activity groups in the secondary schools. 6. Study multicultural curriculum units Jo Stewart Programs assessed developed in other school districts for possible district use. 7. Obtain multicultural Jo Stewart Unit collected units of study in language arts and math which can be infused into the regular curriculum. 8. Utilize resource Jo Stewart Record of resource people who represent Ann Kincl people on file diverse cultures. Building principals -- .___ --- I N 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPUATE TU SIX-YEAR PLAN 1989-1990 Advisory Committee Sharon Williams Steve Phaup F.dur,nional Priority 11_ 1_ _ Coal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. StI or loc,l Coal No. --- 9. Incorporate multicultural literature into appropriate content areas. JO. Keep a record of all multicultural education activities at each building level. II. Inform parents and other conmunity members of the District's involvement in multicultural education. luponelblllty (Uho wit I coorJ1natel) Jo Stewart Nova Staggs Building principals Jo Stewart Scha rmel Bolling III. At-risk programs A. To review the District's Dr. John Moore None strategies for dealing with at-risk youth through committee meetings by September 30, 1989. lnservtce Activity [valuation o( Activity (t'.,,1elu11lon ln  rrucnt, tutlng data, flnhhcd product, rprorrhte other) Multicultural literature utilized Record of activities on file Con tac ts made Committee Reports Conclualon, rtndln~ or Statu or Activity I N. ,. North Little Rock School District Pul,iski County DISTRICT ~rvE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 \\dvisory Committee: July, 1989 Educational Priority // l Goal: To better meettneneeds of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. [Yh,.tlon of Acthlty Stte or leponlbll lty (Evlut Ion lnt ruent  Cone lu Ion,, Find lo,_, local Acthlty or Tl- Line lnservlce A.c:tlvlty test1n1 dat, flnhhed or Statu or Act IYlty Coal Ho. (Uho will coonJlnatef) product, rprorrhte other) B. To continue the role of Sharon None Trained staff person the at-risk youth Williams person in place coordinator in each secondary school. C. To continue and refine Sharon None Team reports the role of the early Williams identification/inter-vent ion teams (IMPACT) in the six secondary schools and to expand the work of the school-based prevention teams in the six secondary schools and the six elementary schools with teams. D. To expand the School- Sharon School-based Pre- In service feedback based prevention Team Williams vention Team Train- compilation P,ogram into five addi- Cycle tional elementary I schools ,,,~::] __ - ------- -~ I N N I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Sharon Williams Steve Phaup July, 1989 Educational Priority il Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stale: or Local Co.al Ho. E. To provide on-going training to at-risk youth coordinators and personnel trained in IMPACT, School-based Teams, and Refusal Skill! Training. F. To supervise the activities of Student Assistance Counselor Rupon1Jblllty (llho wll l coorJlnatcl) Sharon Williams Sharon Williams lnservlce A.ctivt1y On-going inservice determined through needs assessment None EvalunJon of Activity (Evaluation lntrusient, re,tlng data, rtnhhed product, rprorrlare other) lnservice feedback compilation Student Assistance Counselor/District Staff feed back Conclu  lona, flndln,t  or St.atu1 of A.ct tvlty I N w I North Little Rock School District Pulaski Countv Educational Priority U 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YTAR PLAN 1989-1990 July, 1989 Advisory Committee: Esther Crawford. Bill Ballard Letitia Martin Barbara Gilkey Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or [valuation ot Activity Local Activity or Thie Llne .. ponJblllt)' Inservlce A.ct1vlty (v,luatton lnuru .. ent, Conclulon,, flndlnR Co.al No. (Who will coorJlna1c?) te,tlng dao, flnhhed or Statu o( Activity product, rprorrh111 oth11r) Local 1. Chapter I Program A. Determine the schools Director of Names of schools that will receive Elementary presented to the Chapter I services. Education, Assistant Superin- Coordinator- tendent for Instruc- Instructional tion. Services B. Determine the Chapter I Director of Plan submitted to services in selected Elementary Assistant Superin-schools. Education, tendent for [nstruc- Coordinator- tion. Instructional Services C. Determine locations for Director of Information presence, three additional Elementary to the Assistant computer labs. Education, Superintendent for Coordinator- Instruction. Instructional Services I I N \"I ' North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee : Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey July, 1989 Educational Priority ll_2 __ Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State oir Local Coal No. D. E. F. C. Acthlt)' or 11- ltnt Decide on a tutorial program to use in grades one and two. Confer with Chapter I Advisory Board regarding proposed program. Write Chapter I applica-tion for District ap-proval. Present application to the Arkansas Department of Education. lluporulblllty (llho vlll coorJlnue?) Di,\n,.:Ctor of Elementary Education, CoordinatorInstructional Services Coordinator- Instructional Services, Parent Coordinator Coordinator- Instructional Services Coordinator- Instructional Services lnstrvice Activity C...aluat1on o( Activity (Evaluation lnatruent, teat ln1 data, ffnhhed product, rprorrlue other) Tutorial program in place. Meetings conducted. Application submitted to the Assistant Superintendent for Instruction. ~pplication submitted Concl,,nlon  , Flndln111,  or SUllH of Activity I North Little Rock School District \"ulaski County Educational Priority D 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Goal: The implementation of compensatory education programs. 1 Advisory Commiccee: Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Seate or Louil Cu,1I No. Acthlty or Thie Linc Kuponalblllty (llho wlll c:oorJlnatc1) Inservtce Ac.ttvlty h.tuuJon of Activity (f:valuuton lnatrucnt. teu Ing dua, finished product, rprorrtuc otl,cr) Conch1alona, FlndlnR or Statu of Activity r----ir-----------------t-------+----------1---- I N Ln I ,.- l H. Order equipment and materials. I. Determine staff needs and make any staff changes. J. Expand the computer labs at Boone Park. CoordinatorInstructional Services, CoordinatorInstructional Computers Assistant SuperintendenlePersonnal, Director of Elementary Education, CoordinatorInstructional Services Director of Elementary Education, CoordinatorInstructional Services, CoordinatorInstructional Computers Purcha~~ orders on file. Staff assignments on file. Expansion completed. I N a, I North Little Rock School District P11l11ski Countv DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Commitlee: Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Educational Priority ll __ 2 __ July, 1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt\" or Loe.al Co.ti Mo. ActhJty or TJ..c Lin lupon1JblJlcy (Ul,o wJIJ coorJJnatel) lnurvlce Activity K. Install computer labs in Coordinatorthree additional schools. Instructional Computers L. Share program information Director of with elementary princi-pals. M. Share program information with Chapter I Staff. N. Confer with staff about any changes in assignments. Elementary Education, Coordinator- Instructional Services Coordinator- Instructional Services Assistant Superintendent Personnel, Director of Elementary Education, CoordinatorInstructional Services 111formation session will be conducted in July, 1989. Information session wi 11 he conducted in August, 1989. hluulon of ActJvlt)' (Ev1lu1tton ln  cru ent, tot ln1 d.tt.t, ftnhhtd product, rprorrl.1u other) Labs installed. Meeting conducted. Meeting conducted. Conferences held. Conclu1lon, Flndlntt or Stuu, or Acl lvlty I -\".J ' I School District Educational Priority U_ _ 2_ _ DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 ~dvisory Committee: Esther Crawford. Bill Ballard Letitia Martin Barbara Gilkey Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or [uluatton of Actlvtty local Acth1t)' or Tl- Linc llupon  lb111ty ln.tervice Activity (Evaluation ln1tru111cnt 0 Conclualona, rtndlnA Coa I No. (llho wtll coorJlnateT) t1ut Ing data, ftnhhcd or Statua of Acthlty product, rprorrl,tc other) o. Conduct training sessions Director of Sessions will be Sessions conducted. for principals and com- Elementary conducted in August puter lab aides. Education, and September, 1989. Coordinator- Instructional Services, Coordinator- Instructional Computers P. Conduct training sessions Director of Sessions will be Sessions conducted. for principals and staff Elementary conducted in August involved in tutoring. Education,\n1ncl September, 1989. Coordinator- Instructional Services, Coordinator- Language Arts Q. Inform District Staff Building Building level meet- Meetings conducted. about Chapter l programs. Principals ings will be con-ducted. R. Implement the program. Building Program implemented. Principals I I N 0, I Nurtli Little Rock School District Pulaski County Educational Priority O 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Advisory Committee: Goal: The implementation of compensatory education programs. Esther Crawford. Bil 1 Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stitt or loc,t co.,I No. Acthlty or TIM Line S. Monitor the program. T. Evaluate the program. luponalbfl lty (lllto vii I coorJln1tel) Building Principals, Director of Elementary Education, CoordinatorInstructional Services, CoordinatorInstructional Computers Assistant Superintendent Instruction, Director of Elementary Education, CoordinatorInstructional Services lnurvtce Acttvlly [uluuton of Activity (v1lu1t Ion 11,.t ruent, tt:1tln1 d1t1, flnhht-d product, rprorrlue other) Monitoring reports on file. Utilize annual Chapter l evaluations Conclu1lon1, flndln1111 or Sutu1 of Activity I I I I I N \"I ' \\ \\ I I :vu, t.l1 Llttlt:' Rock Sc/1001 Dl:aitrlct Pulaski Count_v DISTRICTP'IV '-YEAR UPDATE TO SIX-YE.OR PLAN 1989-1990 Advisory Couunitt.~~: Esther CratN'ford Bil 1 Balla rd Letitia Martin Barbara Gilkey Educational Priority U __ 2 __ July, 1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Sttc or loc.111 CoI Ho. ActlYlty or TJ111c Linc lcpon1lbl I tty (llho 111) I coorJlnuel) U. Determine Chapter I needs Assistant for 1990-91. Superintendent Instruction, Director of Elementary Education, CoordinatorInstructional Services In.service Activity I EvluacJon of Activity (Evalut Ion lnu ru .. cnt, testln1 du1, (lnlshcd product, rprorrluc otl,cr) Conduct a needs assessment. Conclu1lon1, flndln~ or St.1tu1 of Acthlty I I w 0 I North Little Rock School District Pulaski County Educational Priority U 2 DISTRICT FIVE-Yl:J\\K UPUATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Advisory Cor.unittee: Goal: The implementation of compensatory education programs. Esther Crawford Bi 11 Bal la rd Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensalory education programs. Stc .. or Loc,l Co41 No. Acttvtcy or Tlc Linc II. Summer School A. Dvelop criLcria for student selection. B. Develop program guidelines. C. Hire staff. luponelbll lty (Uho vJII coorJlnatd) Director of Elementary Education, CoordinatorInstruclional Services Director of Elementary Education, CoordinatorInstructional Services Assistant Superintendent Personnel, Director of Elementary Education, CoordinatorInstructional Services lnservtce A.cttvtty [valu,tton of Acttvlty {Evaluat Ion lnat ruacnt  teltlng d.-r,, flnhhcd product, rprorrluc other) Submit criteria Lo Assistant Superintendent for fnstruction. Submit program guidelines to Assistant Superintendent for Instruction. Staff hired. Conclualoru, flndln~ or Statu, of Activity ---,,L--T .-.: ..-:..-:..-::...-~-----_-_~-r ' I I w i . Aav..1.sory ...o. mm:a:~tec: Pula:-:,J...i County 1989-1990 Esther Crawford Bill Bal lard Letitia Martin Barbara Gilkey Educational Priority U 2 July, 1989 Goal: The implementat~ compensatory education programs. Objective: To improve student achievement through compensatory education programs. Co.11 No. Ruron,lbll lty (11110 will coorJlnlt(!f) lnservlce Act lvlty Ev1lu1tJon ol Activity (Ev1luat Ion lnttru\"'ent, te1tl111 du1, (lnhhrd D. Communicate with patents Director of E. F. G. about the program. Elementary Compile a list of students to be served. Order materials and supplies. Train summer school staff. Education, Coo..-dinatorInstructional Services, Supervisory Staff Coordinator- Instructional Services Coordinator-lnstructio, w l Services, Summer School Principal Director of Elementary Education, CoordinatorInstructional Services, Summer School Principal, Supervisory product, rprorrhtt other) Communication data on file. List of students on file. Purchase orders on file. Conduct sessions Record of inservice prior to the heginninJschedule on file. of summer school and l throughout the summer as needed. Conch,nlon,, r1ndln1t oc Su,tu, of Activity I I w N I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YMR PLAN 1989-1990 July, 1989 Advisory Committee: Educational Priority #_2 __ Coal: The implementation of compensatory education programs. Esther Crawford. Bil 1 Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stet, or Loe el Au lttlty or 11 .. , Line Coel Ho. H. Imp) ement th\" program. I. Monitor the program. J. Conduct program evalu-ation activities. Re1pon1lbl I lty (llho .,Ill c:oorJln,1ef) Summer School Principal Director of Elementary Education, Coordinator- Instructional Services, Summer School Principal Coordinator- Inst ructiona I Services, Summer School Principal In.service Act1vlty [v1llutton of Activity (veJvuJon lnuru1r1rnt, te1tln1 du, flnhhed product, rprorrluc otl1er) ll'rogram implemented. ~onitoring visits conducted. Evaluation reports on file. Concl, ... ton,, rlndlri1111 or sruv, of Activity I w w I Pulaski County Educational Priority U 2 July, 1989 Coal: The implementat~ compensatory education programs. Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stal t or hluatJo\" of Activity (Ev1lu1tlon ln1tru.,,nt. loc,l ActJvlty or Th1t Lint Ruron,tblltty In.service Activity testll'I\u0026amp; du. fJ,.hh,d Co~ I No. Conclr,ulon,, rt\"dln,ta (llho wilt coorJJna1el} product, rprorrl.ut other) or Stltua of Activity III. Early Prevention of School Failure A. Develop a program Director of Submit program pro- proposal for the 1989- Elementary posal to Assistant 90 school year. Education Superintendent for I. Continue program in five schools. Instruction. 2. Expand program to five additional schools. B. Determine costs and Assistant Information on file. identify funding Superintenden~ sources. Instruction, Director of Elementary Education, Coordinator- Instructional Services C. Confer with principals Director of Conferences conducted. and staff regarding Elementary program and training. Education t I w ~ I North little Rock School District Pulaski C\"inty DISTRICT FIVE-YEAR UPDATt,\n'f U SIX-HAR PLAN 1989-1990 July, 1989 Advisory Committee: Educational Priority U __ 2 __ Goal: The implementation of compensatory education programs. Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stal, or Loe, I co .. 1 Ho. Activity or Tlc Linc D. Order training and program materials. E. Conduct training sessions. F. G. Implement the program ten schools. Monitor the program. Jtupon,lbl I Icy (llho will coorJln,1el) Director of Elementary Education, CoordinatorInstructional Services lnnrvlce Activity haluttlon ot Activity (valuation lnurucnt, te1t1n1 dua, flnhhcd product, rprorrl,1c ocher) Pl1rcl1ase orders 011 file. Director of Elementary Education Two days of inservice Sessions conducted. will be conducted in Director of Elementary Education, Building Principals Director of Elementary Education, Building Principals prior to the begin-ning of school, and a one day session will be conducted during 1 ht vear. Program implemented. Monitoring reports on file. Conc:lualon,, rlnJlo,:, or Statue of Actlvl1y I I w V, I Educational Priority fl 2 July, 1989 Coal: The implementation--\nr compensatory education programs. Letitia Martin Barbara Gilkey Objective: To improve student achievement through compens ory education programs. Slle or [v1lu\u0026amp;tlon of Activity Activity or Tl.,e Line Rur,on,Jblllty (E-.,,lu1tlon ln,tru .. ent, Conct..ulon,, Flndln11,1 Loc,I lnservtce A.ctlvlty te.11tlng d,lta, flnhhed Co.ii Ho. (llho wJII coorJfntc7) product, rprorr hte otl1er) or Sc1Cu1 of Activity H. Evaluate the program. Director of Evaluation reports Elementary submitted to Assis- Education, Lant Superintendent Building for rnstruction. Principals, Coordinator- Instructional Computers I w al - North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Educational Priority# 3 July 1989 Goal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. ltue or Loul CHI No. SECONDARAYC TIVITIES Ac:thll)' or r, .. LJH Complete final draft of curriculum guides for grades 7 and 8. Fall, 1989. Provide inservice for 7-8 grade teachers on implementation of curriculum guides. Fall, 1989. Finalize work on curriculum guides for grades 9-12 (begun in summer of 1989). Spring, 1990. Code textbooks to objectives for grades 9-12. Spring, 1990. Develop a plan to use literature to teach multicultural concepts. Spring, 1990. luponlliltl lty (Who vtll coor.tlneld) Language Arts Coordinator, members of Language Ar ts Commit tee Language Arts Coordinator Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, Directors, Coordinator of Instructional Materials -~ lnurvtcc Activity Inservice on implementation of the guides. haluutol'I of Acrtvll1 {[1i1luuJon lnI ru-..nt  Ult ln1 du. tint.hid product, rprorrhu ocher) Distribute guides. Inservice conducted. Final drafts prepared. Plan developed. Advisory Co1111ittee: John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Concht  ln. rtft41n or lcat1H of Au hltJ a------...~---- ...........=..=...=. ==--..--:-=-=-===:=-=-=-:\\1'.:'.\"':\"::-::-:--_:- : - :- :-- -= - -_ =---_-= ---~-=- -- =, --===-==-=:. :.:.:.:..:..-:-.----,- 0 ohn Moor--:_-:_~_~ ___ _ I w -..J I North Ltttfo Rock School Distr1ct PL.1 1::\nki County July 1989 Educatlonal Priority I_\n__ Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. SECONDARYA CTIVITIES St or Loul Coal No. Acttvtty or ti .. Un IHponalbllll)' {Uho viii coordlnate1) lnaervtcc Act1v1ty Develop reading pretests for Language Arts grades 7 and 8\nlanguage arts Coordinator, pretest for grade 7. Summer, members of 1990. Language Arts Committee Develop pretest bank items for Language Arts grades 9-12. Summer, 1990. Coordinator, members of Language Ar ts Committee Distribute curriculum guides for Language Arts grades 9-12. Fall, 1990. Coordinator, members of Language Ar ts Committee Continue to work on Middle Language Arts School and Secondary Coordinator Restructuring Committees. 1989- 1990. Provide inservice and any other Language Arts I nserv ice on assistance to principals and Coordinator improving language teachers on improving arts instruction. instruction in the language arts program. On-going. Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker haluuton of Actlv1t1 ([valuation Jntru-nt. Concluln fh1dlna Uttn1 d ttnhhd or Stuua of ActhJty product. rpco(lrh1c other) Pretests developed. Pretests developed. Guides distributed. Inservice provided. ' I w co I .. \\ North Little Rock School District DISTRICT FIVE-YEAK Ul'IJA'fl,\nlO SIX-YEAR PLAN 1989-1990 Pulaski County Educational Priority l____i_ July 1989 Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. State or Local Coal No. 2 K-6 ACTIVITIES\n.utwlty or Tl .. Line Distribute remaining objectives in language, literature, listening, speaking, and learning strategies, K-6. Fall, 1989. Distribute D.C. lleaLh textbook coding sheets for all objectives for grades 1-6. Fall, 1989. Develop group and individual checklists for basic objectives. Fall, 1989. Finalize work of reading pretests for grades K-2 and 4. Fall, 1989. Finalize work on language arts pretests for grades 4 and 5. Fall, 1989. luponelblllty (Uho will coordlnuo?) Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts CommiLt:.ee lnuf'Vlcc Activlcy DistribuLe and review language arts objectives, K-6. Study D.C. Heath codings for language arts objectives. h1luatlon of Actlvtty ([oh1UJon ln1tru .. nt. 01tln1 duo, flnhhtd product, rprorrhc ocli,c) Objectives for remaining areas included in guides along with objectives from the fall of 1987 and 1988. Inservice conducted. Checklists developed, distributed, and implemented. Final draft of reading pretests. Final drafts of language arts pretests for grades 4 and 5. Advisory Committee: John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Conclu  Jon  , fh1dl11a or ltatua of Actlvlq, I w \"I ' North LJttl Rock School D1str1ct Pula ,kl County July 1989 Educational Priority 1 __ 3 __ Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts, Stat or Local CoI No. K-6 ACTIVITIES Ac:tl\"lt)' or Tl .. Una ... ,onalblllt)' (Uho viii coordinate?) Identify D.C. Heath selections Language Arts for use in teaching multicultural Coordinator, concepts. Fall, 1989. committee of Monitor use of curriculum guides, pretests, other test results, and school improvement plans. Ongoing. teachers and Media Specialists Language Arts Coordinator, Principals Provide intensive staff Language Arts development training and Coordinator, assistance to individual teachers Principals and principals in selected buildings to assist in improving instruction in areas of concern. On-going. Develop a plan to use literature to teach multicultural concepts. Spring, 1990 and On-going. Language Arts Coordinator, Di rec tors, Coordinator of Instructional Materials Inservice and assistance for improving instruction in language arts. l\"luuton of A\u0026lt;thlt)' ([\"aluatlon lnatru  ant. tut1111 data. ftnhhed produc:t  rprorrlata other) Selections identified. Inservice conducted and assistance provided. Plan developed. J hn Moor Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Conclualon fl11dln11 or IUtu of Ac:t hhy , 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Educational Priority ll 3 Goal: The development ofawritten, sequential curriculum for language arts and mathematics. Object fve: St r lo\u0026lt;al CoI .... To design and implement a curriculum for mathematics luponelltl Illy (Uho viii coorJfnl1) July 1989 lnurvtce Actlvtt1 John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs. Co-Chairman Jess Walker, Co-Chairman [uluatlo111 or Acthlt)' ([welual Ion fnll n,eftt, te  t ln1 d  t  , flnhhrd ,,oduct, rprorrhtr other) Conch,elon  , rlndll'IK  or sutu  of A\u0026lt;thlty --------1---------+--------------i Publish and distribute the revised Math curriculum guides for grades K-6 Coordinator during Fall of 1989-90 Continue training for the use of math curriculum components Continue to place special emphasis ,n teaching an objective based ~urriculum by working directly ~ith principals and teachers ~uring 1989-90 school year \\ Math Coordinator/ Elementary Principals Math !coordinator \\ Inservice elementary principals and K-6 teachers on how to interpret the coding in he revised guides ~uring 1989-90 school vear ~rovide inservice to eachers K-8 on the se of manipulatives o teach math concepts ~uring 1989-90 school r,,ear \\ Completed guides K-6 Evaluation instrument Dates of visits to schools J I .I. ,_ ..... I North little Rock School District Pulaski County /JISTRLCT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Educational Priority H 3 Goal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics Stt or local Coal No. Activity or Tl...e LI,,., hpontlbl I tty (llho will coonJlnue1) Assist principals and teachers Math with school improvement plans and Coordinator with the implementation of the plans during 1989-90 school year. Purchase computer software for Computer curriculum management during 1989- Services 90 school year. Department Continue to test to determine Math mastery of objectives and to Coordinator determine learner needs and District needs during the 1989-90 school year. Continue to revise and update the math curriculum guides for secondary schools during the 1989-90 ~chool year. Begin compiling math objectives and test items on computer for curriculum management during the summer of 1990 Begin developing PACIR tests for secondary math courses during 1989-90 school year. Math Coordinator and Math Committees Math Coordinator/ Computer Services Dept. M-ath Committees M-ath l'\"\"'oordinator July 1989 lnservice A.ctfvlty John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs, Co-Chairman Jess Walker, Co-Chairman valuation or Activity {Evaluation lnUruent, te  tlng data, flnhhrd Conclu .. on FlndlnJI: or Statua of Acttvltr product, rprorrhte othl'r) Dates of visits Purchased products Testing dates Revised Guides Data entered on computer Draft copies of test ' I .tN I \\ North Little Roe~ School Oistrict Pulaski County Educational Priority U 4 DISTRICT FIVE-YEAR UPDATE TO SIY-YEAR PLAN 1989-199D July 1989 A~visory Committee: John Moore Jane Brown Coal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. James Morris Ginny Wiseman Billie Jo White Anita Cameron Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. Stt or local Coal No, \\ Acthlt)' or ri- Lin I. Preliminary Report~ A. Each High School Committee will submit a preliminary report to the High School General Committee- June 9, 1989 B. Each Middle School committee will submit a preliminary report to the Middle School General CommitteeJune 9, 1989 C. High School General Committee will review all preliminary reports and respond to the coonnittee with approval and/or concernsJune- August, 1989 D. Middle School General Coonnittee will review all preliminary reports and respond to appropriate committees with a~~TovaL and/or concerns-lupo\" 9lblllty (Uho will coorJlnau:1) High School General Committee Chairmen Middle School Committee Chairmen High School General Committee Middle School General Committee lnscrvice Activity haluuton ot ActJvtty ([valuatlon Jn  tn,nt, tut ln1 data, f!nhhird product, rprorrlat other) Preliminary Plan submitted to High School General Committee Preliminary Plan submitted to Middle School General Committee Responses to each High School and General Committee on file Responses to each Middle School Committee on file Conclwatona, rlndlna  or Sutua of Activity ' ' ,I, . w I Norch Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July 1989 Advisory Committee: John Moore Jane Brown Educational Priority U __ 4 __ Coal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the James Morris Ginny Wiseman Billie Jo White Anita Cameron beginning of the 1990-91 school year. Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. State or haluatlon of Acthtty local Act hit)' or TiM Line lupon1Jblllly In.,ervice Act1v1t)' (Ev1lu1tlon ln1truent 0 Coal No. (Yho vtll coorJlnate1) tut ln1 dat1 0 (tnhhed product, rprorrlate other) II. Report to Secondary Staff Content area Reports completed A. High school content chairmen areas will report to the appropriate department- August, 1989 B. Middle school content Content area Reports completed areas will report to the chairmen appropriate departments- August, 1989 c. High school general High School Reports completed committees will report general to high school staff committee members- chairmen August, 1989 D. Middle School general Middle School Reports completed committees will report general to Middle School staff committee members- chairmen August\u0026gt; 1989 ' Conch11ton1, findln,i.1 or St1tu1 of Activity ' ,,I,, .. I l ~orth Little Rock School 01Rtrict Pulaski County Educational Priority 0 __ 4_ DISTRICT FIVE-YEAR UPDATE TO sr:\n-YEAR PLAN 1989-1990 July 1989 Advisory Committee: John Moore Jane Brown Coal: fhe planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. James Morris Ginny Wiseman Billie Jo White Anita Cameron Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. St or Loe.al Activity or TtN Linc CoI No. III. Finalizing Recommendations A. Each committee will meet to finalize recommendations- September, 1989 B. Final reports will be submitted to the High School and Middle School General Committees- October 9, 1989 IV. Recommendations will be made to the Restructuring Task Force- November 15, 1989 V. Recommendations will be submitted to the Superin-tendent- December 15, 1989 VI. Board of Education will receive all recommendations A. Recommendations to Board of Education B. Board will act on _\\ ,:e.commendati.ons 1-  po,ulbtllt)' (Uho will coorJlna1ci1) Convnittee Chairmen Convnittee Chairmen High School and Middle School Gen-eral Connnitte Restructuring Task Force Chairman Superinten-dent of Schools Board of Education tnurv1ce A.ccivlty CvaluatJon of Actlvtty ([val uat ton lnat ruaent  tutln1 d.-ta, flnhhed product, rprorrhtc other) Minutes of meetings on file Final reports on file Recommendations on file Recommendations on file Recommendations on file Minutes of Board Meeting Concluaton  , flndln~ or Sutua of Act lvJty .I. ,. u, I .Vorch Little Rock School District Pulaski County Educational Priority II 4 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July 1989 Goal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. Advisory Coflll\"nittee: John Moore Jane Brown James Morris Ginny Wiseman Billie Jo White Anita Cameron Stat or [vduation or Activity locI Act lvity or Ti- Line lltuponlblllty In  ervlce Activity (Evalu  C Ion int rurnt  Conch,alon  , flndlna Co,11 No. (l4ho wtll coorJJnatc1) testln1 data, flnhhrd or StUu of Acclvll)' product, rprorrlU other) VII. District personnel will District Plans completed plan for the implement a- Administra-tion of recommendations- tors February-August, 1990 VIII. Implementation of plans District Plans implemented for reorganization- personnel August, 1990 SCHOOIML PROVEMPELNATN S FOR 1989-1990 ..I.. .,,. I l'I N l1w.it io11.d 1'1 iorit.v II_!_ _ The improvement of programs that teach basic lani\nuage arts skills. 1m!! Ill, Sue Beach, Chairperson Jerry Copeland Debbie Cornwell Mary Beth Cox Jim Gray Cricket Hicks Pl,jlct ivl': To i\u0026lt;lcntif) arp\nis of weakness. To implement teaching strategies that will improve skills and test scores m\"Jsured by MAT6 in the spring of 1990. Ann McCollum :,1 .. 1 r or I or,1 c,.J I N..i. ALt lvll)' or Tl- Lina State There will be an evaluation of l the findings of the sophomore teachers. (January, 1990) nronetblllty (111.o viii coorJlnteP) Sophomore Teachers ParcntH of studenls who score Sophomore below tlte 25th percentile in 2 or T~~chcr~ more areas will be notified. (March, 1990) Jn1er-vtc:e Activity heluetlon of Activity ((veluetlon lnlrucnt, tr1tlng dt, flnhhrd product, rJ1rl'lr1 IJte other) Teachers will compare MAT6 results and share successes. Lnvite pare11ts to a inscrvice activity. MAT6 Con\u0026lt;lu1lon1, flnJln111 or Sttu of Ac! 1\"11)' I ,I, _ 00 I I Norlin: 1.,l lligh School /\\~HJll,\\I. ~\\l'll1llll. Pl.AN c's,.j,1\n111)- -- l 1JH1J-l'lfl() rl11.1_l1 I ii I I,_ l~~-~~~~12 lli.tri~ t J'd1w:1t inn\n1l Prinrily 0_ _ 2_ _ Cn.11: To address discrepancies between scores of black and white students on basic computation and other math skills. Dinah K~nn~\u0026lt;ly, Cl1Jirp~rs011 Ron Brown Jon Robbins John Narkinsky Kay Ewart Clhjl'CL iv\u0026lt;': To decrease the disparity between the scores of black .1nd white students on the Mathematics MAT6 by increasing the black students' scores 3%. Brenda Sullivan Sue Bledsoe ~I I II' Of lut.11 t .... , , ... An Iv Icy or 11- I.J11e luron,lblllty (Uho .. ,11 c.-.o,.Jlnlcl) [Yaluulon o( AcflYICy ([..,aluac Ion lnat rurnt, 1r1111 ln1 d.ua, flnlht'J prnJ11r1. rJH1\u0026gt;rrl.011 011,rr) Cun.lu1l1\u0026gt;n1. rtt1.Jl\"a or s, .. , .. , of Actl.,lly -- ------------..---------+------------ ---------- -- --- -------- Local 5 A computer listing will be done to show 10th gr~de students who ~corPd in the lower quartile on tit, 1989 MAT6, the areas of wcal,ncss, and the current te:1chcr A practice test will be given early first semester Computer assisted instruction will be used in the classroom and computer lab Students will use skill maintenance worksheets in the multiple-choice format Teat taking techniques will be taught prior to the MAlb Math teachers of 10th grade students Principal, Math Dept. Chairperson, and Committee Chairperson Principal, Math Dept. Chairperson, and Committee Chairperson Principal Math Dept. Chairperson, land Commit tee Chairperson Principal, Math Dept. Chairperson, ~n~\\ (\".On\"\\,..'\\ t I.:._,,.. Math department meetings - one per month will be used to share information with teachers of sophomores Practice test Computer assisted instruction Worksheets - an activity in class Worksheets on test taking techniques MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in Apri.l 1990 I ~ \"I ' Northeast lll8h_Scl10(,}l _ _ _ (.'i1 /1.,11 I) tJ.,, 1 I, 1 ii I I U,~,_I _f\n, l~1~n1 __ 1Ji.:_t ri_,,_r Fd11r,1tin11:d Priority II 3 ANNIIAI. SCllfllll r1 ,\\N l'JR'J-1 'J')O Gocil: The continued development of programs, policies, and practices that lead to better student behavior in school. Ohj\u0026lt;'cLivc: To improve programs that promote better student behavior. SI I I 01\" I oc .a I c .... 1 t1,J. Local 7 August 1989 - June 1990 ltron1Jbl I hr (lllio wlll coocdlnuar) Glen Amis Terry Laughinghouse ln.tervlce Activity To facilitate cooperation between the two high schools, joint meetings will be held at least once each semester between similar groups at Ole Main and Northeast. (This is for a smooth transition with the merger of the two schools in 1990.) Patsy Pearson, Chairperson Glen Amis Peggy Clemons Marilyn Grymes Patrina Greenway Terry Laughinghouse Gretchen Watson [v1luulon of Activity ([v1lutlon ln1t1\"uaent. tetlna d.-11, flnhhtJ Conclulon1, rlnJln or St .atu1 ol ACI lvll )' pl\"oduct, rprorrt..11 otl,er) By Committee , ,I. ,, 0 I _Ole Maio HJ\u0026amp;h School (School) NnrLh l,i ll le Rock School Jlislricl F.ducational l'riorlty P __ 1 __ i\\Nf'UAL SCIJOOI, PLAN 1989-1990 Goal: The improvement of programs that teach basic Language Arts skills. Objective: To idenlify those tenth grade students scoring below average and help them to improve in this area. Sll or Loc.1l Co.al Ho. RuponJbll ltJ (Ul.o wlll cooirdJ\"cof) I. Designate a committee to 1. Principal coordinale thls learning goal. 2. By the end of September the 2. CommitteP committee will have received chair and a list of students that computer scored below average on the services last MAT-6 test. 3. By the end of the first .1. Committee grading period a suggested chairperson remediation plan will be presented to the staff. 4. The outlined activities 4. Department will be presented to the chairperson targeted students. 5. The MAT-6 test scores will be 5, Commit tee individually compared with previous test scores. lnoervlcc Acthll7 1. None 2. Committee planning time 3. Staff meeting 4. None 5. None School Advisory Committee: Jim Morris Sue Perry Jackie Ryan Linda Fuller Nova Staggs Kathy Gault - PTA President [valuation o( Acthlt7 (Cvaluotlon ln1tn1-nt. tot Ina dato 0 flnhh.,4 product rprorrhto other) Conclualono, rlfldlnK or Stotu ol Acthlt7 I. Committee list 2. Computer list of designated students 3. Written plan of suggested activi-ties 4. Documentation of class activities 5. The results of the test scores com-parision will be presented to the staff\nI V\u0026gt; ' \\ \\ \\ ~ ---~---------.,~-----1\\NNUI\\L SCIIOOL l 0 t.l\\l'I (ScJ,oul) 1989-1990 North LI l c Jc Rock Sc:honl Dlst,lct: Educational l'rlority 1 __ 2_ Coal: The improvement of programs that teach Basic Computation and other Math skills Objective: To identify those tenth grade students scoring below average and help them improve their math skills. S1 t or Local CoI No, 5 Ac:t lwlt)' or Tt- Lin, 1. Designate a committee to coordinate this learning lupon lld 1 It r (Uho vlll uorJlnatof) ln  rvlce ActJvlty IJ.. Principal 1. None I '~ Sc.:hoo.1 J\\dvlHory Com,nLLLc.c.: Jim Morris, Principa1 Roy Spradlin Quilla Lanes Jo Lynda Hoggard Jess Walker Rita Murchinson [Yalu.clon of Activity ([v  lu  t Jo\" ln1C f'u nt  tntlna dat. 0 flf,t.h,J Con,du  lon  , rlflJlna,  or Stuu, of Act tvlty produc:1,  rp1orrh1  other) 1. Committee list 2. By the end of September the ~committee will have received Committee chair and computer services 2. Committee planning 2. Computer list of 3. 4. 5. a list of students that scorec below average on the last MAT-6 test. By the end of the first grading period a suggested remediation plan will be presented to the staff. The outlined activities will be presented to the targeted students. The MAT-6 test scores will be individually compared with previous test scores. 13. 4. 5. time designated student~ Committee 3. Staff meeting 3. Written plan of Chairperson suggested activit-ies Department 4. None 4. Documentation of chairperson class activities Committee s. None s. The results of the test scores com-parison will be presented to the staff , I V, \"I ' Ole Main High School (School) North Little Rock School District Educational l'riorlty D ___ 3_. Coal: To help identified at-risk students and problem-solving skills. /\\NNU/\\L SCIIOOJ. PLAN 1989-1990 increase decision-making School Advisory Cmnmlttee: Jim Morris, Chainnan Linda Fuller Marjorie Kirby Quilla Lanes Nonnan Denney, Phyllis Doer Parent Ben Harper Monica Davis Objective: Through Core-Team process, identify at-risk students and direct to proper support facilitators co increase decision-making, problem and Mildred Standley Natalie Porter Darlene Little s, .,  , local Co.11I No. 4 solving skills. Act hltJ or TJ .. LI\" 1. Use Student Referral to Core Team and Teacher Response forms to identify at-risk students. 2. Use Peer-Referral Box for student referrals by peers. lupouUdlllJ ln  ervlcc A.ctJvltJ (llho wlll uorJlneteJ) b.. Principal 1. Staff meeting 2. Staff 2. Staff meeting 3. Complete Core Team Process to 3. Administra- 3. Training sessions refer student to proper ion facilitator for help 4. At-risk students participate 4. Family Ser- 4. None in counseling vices and District Staff Carl Moore [.,.hutlon of ActlvltJ (Cv  h1atlo111 llru-ftl 0 teatl1  fh1hheJ proJ1.c:t, r,,orrhu other) 1. Identified students 2. Referral box 3. Maintain log of contacts and group membership 4. Improvement in grades, or attentl ance, or behavior of participants over prior grading periods Coftch1aloft FJ,.J111~ or Sltu of ActhllJ I V, w I r H1gh_,._.h (Sch,H\u0026gt;l) Nore.It l.ilth. R,,ck School Vl_~tricL Educational Priority II _l_ School Advisory Commlttce: Debbie Hardison, Chairman Ellen Brown Rose Christian Coal: Olivette Dettor The improvement of programs/operations that lead to improved student behavior. Jean Crumby Pat Havlin Objective:To develop strategies to decrease inappropriate student behavior. Shedrick Warren State or Loe.al Coal No. Local 117 - Activity or Tlae Un 1. Continue to assign lockers next to first period teachers' room at the beginning of the school year. 2.Conduct locker checks at least once during each grading period. ~- Teach hallway behavior at beginning of school year and as needed throughout the year, with strict and consistent enforcement. 4. Strict, consistent enforcement of all handbook rules and procedures. 5. Teachers assign detention hall for infraction of classroom rulei 6. Inform the faculty, student body, and parents about IMPACT team at the beginning of the year. ponlbl 1 lty (Uho wtll coordlnete7) Administration Admin/Staff Admin/Staff Staff/ Admin. Committee to .meet with Mrs. Morledge IMPACTT eam Inservlce Actlvlty None Ev.aluatton of Activity (valuat ton Inst ru-nt  test Ing d.ata, f lnhhed product, rprorrlau, other) Locker list on file ~ritten locker check Calendar of locker guidelines/procedures lists on file. Conc:luton, flndlnR or Stuu of Activity I.Review lesson strategy at preschool inservice. 2.Consistent visibilit~ of staff/Admin. in 1allways \u0026amp; outside. Thorough observa ton of hallway behav or. Lesson strategy en file. Teach handbook at the beginning of each semester. Preschool workshop None Maintain discipline referrals and follow up Maintain D----Hall records and followup Maintain records on students referred to IMPACTan d follow-up activities. , I ,V,, .. I Central Junior High School __ _ (School) NorLh Litt le Rock Sehool Dist_ri_1:_ Educational Priority #___1._ ANNUALSC llOOLP LAN 1989-1990 School Advisory Committee: Debbie Hardison, Chairman Ellen Brown Rose Christian Goal: The improvement of programs/operations thakt lead to improved student behavior. Olivette Dettor Jean Crumby Pat Havlin Objective: To develop strategies to decrease inappropriate student behavior. Shedrick Warren Stace or Local CoI No. 117 Activity or TIM Line Local 7. SAC class to begin at 8: 15 and end at 3:20 8. Alternative plan to be developed after 2 SAC assignments lupon  lblllty (Uho wfll coordlnue1) Conrnittee to meet with Mrs. Morledge and District Admin CO!TITiittee to meet with Mrs. Morledge. lnerv1ce Activity None None [uluuton of Activity (Ev  luatton lnatruaent, te  t Ing data, Unl  hed product, rprorrt.ua other) Maintain SAC record Maintain discipline SAC records. Conclualona, Ftndln1. or Statua of Act lvl t)' I\n-:::==================-.--,-n-,-):-:_-:_-:_-:_-:_-:_-:_-:_-:_-:_-:_-::_-=_.-_=_.-=_-_=_-_=_-=:._-= -=-=-=-=_- =-=-=-=-=-=-=-=-=---:':.:.-:-':':\"\"-:-:-::() uI , u, I Snr th l,il_l ':._c:__Rc1_c_k_.:,c\nc\n,.!,.!li!s_t\u0026lt;ri.yl\u0026lt;L) I Educational Priority P_ .2 Coal: Margaret Moore, Chair Joyce Lymna Nancy Sheehan John Tate To address discrepancies between scores of black and white students on Science MAT-6, Carolyn Millican Phil Lee Objective: To decrease the disparity between the scores of black and white students on the Science MAT-6 by increasing the black students' scores 3%. Esther Beavers Sttc or Loot Co,.1 No. State l Local 5 Act Jvlty or Tl- Llrie 1. By September of 1989 a vocabulary list of important scientific terms will be developed in the areas of disparity. 2. Beginning in Septembec of 1989 there will be a \"science word of the week\" listed and read on the daily student announcements. 3. Beginning in Sept. 1989, all subject aceas will emphasize the use of gcaphs and charts in gathering data where appropciate 4. Continue to emphasize co-operative learning in the classroom. h,pon  lbl I lty (Uho \"'11 coorJlnue1) Corrmittee Principal will choose a word from the list to be typed on announcements. All staff members. Science staff. lnservlce Activity EveluatJon of Act lvlty (valu1tlon lnuru.,ent, test Ing d.1t1, finished product, rprorrluc other) List developed during List distributed to preschool inservice all teachers. in August 1989. None MAT-6 test scores of 1990. None MAT-6 Test scores of 1990. Inservice by Pat MAT-6 Test Scores of Havlin (or other 1990. staff) on coopecative learning. Conclu1lon1, flndln11,1 or Statu o( Activity ___ L_ _____________ --1------~-----------'----------'--------~ I I V, a, I ____ Centr:al Junio_r:_f! i_g_h (Schoo 1) .S c-h-o--ol North Little Rock ~-_h..co_o_l_:L::..lt::.:s::.:LrJ:E_L_ Educational Priority ll 3 /INNU/IL SCHOOL PL/1:-1 [989-[990 School Advisory Committee: Laura McGhee, Chair Marti Thompson Drew Mashburn Coal: Address discr:epancies between Social Studies MAT-6. the scores of black and white students on Cindy Schilb Cindy London Reva Battles Leon Davis Objective: To r:educe dispar:ity between social studies test scor:es of black and white sLudents by raising black student grade equivalency 3% S1 1 e or ,, C.0 .. 1 t,10. ILocal 5 -- - - ------r---- AcllVlly or Tl- Line 1. In August, 1989, develop specific sLrategies to alleviate disparaties of scores between white students and black studenti in strands in which the disparit: is 15 percent or greater. 2. In September 1989 begin implementation of the strategies 3. Evaluate the strategies per:iodically throughout the school year. 4. Conduct an inservice activity in cooperative learning by October 31, 1989. - - Repon  lbl I lty (Uho vii I coorJln,11tt'l) Social Studies department Social Studiei Dept. Staff Staff l ----- --- lnservlce Acttvlty None None None Staff Workshop - - - [v  luetton of Activity (Ev,hutlon ln1tru.,ent, te,tln1 d_.t,, flnhhed product, rprorrl,.u other) April 1990 MAT-6 Objectives on file. Teacher made assessment tools. Evaluation Survey -- CcH1clu1lon1, rlndtn~ or Statu  o( Act lvlty ' I I V_, _, I t A~Fwnnn _VI f',I I 01? HI nH ~ Hnnt (.\"frho1d) Nc,rth Little Rock 8clic\u0026gt;ol District Educational Priority II J Coal: To improve programs/operations that lead to better student behavior. Objective: To decrease the number of referrals to the office b\u0026gt; 15\"/.. State or Local Coal t'o. Local 7 Act tvt ty or TIM Line Di sc i p 1 i n e comm i t tee w i 1 1 me e t throughout school year to maintain focus on improving disc ipl 1ne. Rules and procedures to be presented to students in class level assemblies and English classes. Students will be given handbook test. b. Increase recognition of responsible student behavior. Rupon  lbtllty (Who will coordinate?) Assistant Principal Principal Assistant Principal ~- P.A.W.S. School-based team Principal to work on positive self-esteem Donna Hall of students. ,. Recognize students with 'Outstanding Citizenship each nine weeks. Newl et ters to parents and posted 1n halls. ~- Work w1 th students that are assigned to the SAC class on expected behavior. Donna Hal 1 Assistant Pr1nc1pal Cindy Quarry Insuvlce Activity irst meetino will be l!ur i ng pre-s~hool ~ctivities and then bn monthly basis. !'ldministrators. to meet with English eachers during prel\nchool week. P.A.W.S. will develop brograms for student ecognition. Present inservice on how to promote selfesteem. ~r1ter1a for giving itizensh1p grades to presented during preschool activities. SAC supervisor w i 11 be given tra1n1ng in t,ow to deal with !students 1n SAC. ~-~~--------------------'-------- chool Adv lRor Jim Oyer, Pr1nc1pal Jeff Huddleston, English Faith Burke, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Billie Jo White, Media Specialist Roy Bishop, Social Studies Lucy Stephens, Parent/PtA President Ev.tuation of Actlvlty (Evaluation lnatruent. testing data, (lnhhed product, approrrhte other) Minutes of meetings  i 11 be on f i 1 e . Student test results ~ill be placed in their folders. Newsletters will t,e sent to parents with 1 ist of students. District personnel to be invited. Newsletters and announcements ,oi 11 be on f i 1 e. Statistics will be Ion f i 1 e. Conclualona, finding or Status of Activity _J ' I u, 00 I U\u0026gt;KEWOOJDl-\" IIOR HIGH SCHOOL (Scho\n-ff -- -- - ~ Little Rock School District J\\NNll/\\LS CIIOOLP LAN 1989-1990 2 Edu cat ii9,ia be\\:.'e~'Hr,Wn{ ,..pP-\u0026lt;Wemetn of remed 1 a I programs for Goal: slow learners. Objective: To decrease the number of students scoring below average on the ~T-6 test by 101/., Stt or locI CoI No. Acth1ty or Tl\" Line Jlupon1Jbllhy (Uho viii coordinate?) b\ni :~\nA.tr.S:---scnoo1 oasea team uonna Hal 1 will sponsor peer-tutoring for slow learners. Inservlce. Activity None Jim Oyer, Pr,ncip~,hool Advisory Committee: Jeff Huddleston, English Faith BurKe, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Bi 1 1 i e Jo Wh i t e , Hedi a Spec i a I i st Roy Bishop, Social Studies Lucy Stephens, Parent/PIA President EvaluatJon of Activity ([valuuton ln1truent. test Ing dta, (lnhhed product. rprorrhte other)\n:,cneau, e or peer-tu tor Ing techniques w I I I be on f i I e . Conclu1lon1, Flndtn~ or Statu of Acllvlty 2. Present inservice on webbing techniques for teachers of all classes. Susan Fendley Susan Fendley will D1str1ct personnel 3. Use computer software to encourage slow learners and improve basic sK1lls. Pr Inc I pa 1 4. Invite minority race speakers Kay Ramey from business coownunity to speaK to basic classes. 5. Inservice by special education Faith Burke teachers on techniques to use Pam Turpin with slow learners. 6. Establ 1sh parent group to Principal provide tutoring for students. 7. Success of objective will be Principal evaluated on ~T-6 test to be given April 1990. present 1 nserv Ice wi 11 be Inv I ted to on webbing techniques attend inservice. None None lnserv1ce by Sp Ed teachers. None None Schedule of classes using computer lab will be av\u0026amp;ilable. Records of Volunteer! will be available. District personnel will be invited to attend inservice. Records of tutoring sessions will be on f i 1 e. HAT-6 scores will be avai !able for statistics. I I I , I V, 'I LAKEJn~o fNIO\" HI H (Sclu\u0026gt;ol) H'D=-.o-i----------\"'ANNOAL=..C,i:UofJT PI..I\\H----- . hnol l\\dvl 1989- /\u0026lt;)\u0026lt;JO Jim Dyer, Pr1nc1paf Nnrch Litt le Rc\u0026gt;ck 8C\"h\u0026lt;\u0026gt;c\u0026gt;l District Educational Priority // 3 Goal: The development of programs for the improvement of stud)' ski I ls. Objective: To increase the number of black students passing all areas of of the MPT by 101/.. Jeff Huddleston, English Faith Burke, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Billie Jo White, Media Special Roy Bishop, Social Studies Lucy Stephens, Parent/PIA Pres Evaluation of Acthlt)' Comm lt tC\u0026lt;\": ReeponJbtltty lnservlce Activity (Evluuion lnitruent, Conclualon  , rlndlnR {llho will coorJJnatC!l) teSllng dt  , finh hed or Statu  of Activity State or Local Act lvlty or Tt- Line \"-\"-t------------------f,--------jf-------------1-__:_'_'o__\"'_'.:__.:_r:_.:_o:_r'_:':_:'_:'__:o:_:\u0026lt;.:_l:_:\":_\u0026gt;~-----------...J Coal No. Jeff None Minutes c,f the meetings ,., i 11 be on f i 1 e 3 1. Committee will meet through-out school year to focus on improving study ski I Is of sfoo, 1 earners. 2. Provide unit in each class on techniques of learning strategies and study skills of SQ3R. 3. Inservice on attitudes of teachers towards working with minority students and slow 1 earners. 4. Computer software on study skills will be used with sloo, learners. 5. Develop study sheets to correlate obJectives. 6. Success of objective will be evaluated on MPT to be given in March 1990. Huddleston Pam Turpin Faith Burke Shannon Hami 1 ton Principal Inservice by SP Educ de par tmen t. Cooperative Learning Inserv1ce Director of Secondar Education will be invited to in-servic,. District personnel will be invited to inservice. In-s.ervice on how to District pers.onnel use the computer lab. will be invited to attend inservice and observe operation of the lab. Cindy Quarry None Copies of study shee s will be available. Pr1nc1pal None MPT results wi 11 be available. i I , I ?\"' RIDGEROADJ UNIOR HIGH (School) North Little Rock School District Educational Priority O_i__ ANNUAL SCHOOL PLAN 1989-1990 School Advisory Coonnittee: Kathy Burris Jennifer Bishop Vicki Dokes Mrs. Linda Huey Bonnie Moody Linda Chancellor Roy Watts Gregg Thompson I Goal: To attain improved basic skills for the 1989-90 school year test scores in the area of science Debra Butler I Nannette Howell Louis Odom Objective: To increase the number of students achieving basic skills competency in the area of science by three (J) percent, as measured by the Minimum Performanc~ Tests to be administered in March, 1990 Dorothy Williams Ruth Clinton Jane Jackson Marilyn Scott ltau r Local c\n.0.1 ... I Ar:UwUp er T.t UN \u0026amp;.a,oHIIIIJlty (Wllo wlll coori0Mte1) Sample questions, similar to Science Depart those on the MPT will be included ment Faculty, in class work, homework, and on Administration chapter and unit tests. Higher and District order thinking skills will be Personnel promoted by questioning technique,. luervtc ktblty Pre-school in-service in higher order think ing skill questioning techniques will be conducted. Faculty conferences will be !held as needed. 1 .. 1.,,.ttoa ef Ac:Uvttr (lwla,aU .. tnae  t. ttta 4t ftahh.. pr .. uct. rprorrlt etlNr) Copies of sample questions will be on file. Test taking skills will be addressed across the curriculum. School Faculty ~est taking skills in ~eacher lesson plans and Administra-~ervice early in the will reflect test Keyword identification will be addressed in each area of the school curriculum. tion ~chool year will be taking skill lessons. \"'aculty onducted. ~uilding level coprdination meetings petween core departments OCeacher lesson plans ~ill reflect keyword ~dentification being ~ddressed. ~ common method for teaching transSchool Faculty rore department ex- eacher lesson plans ~er of learning will be incorpor- and Administra- hange of ideas to .111 reflect teaching ated into the curriculum. ion ~each definition part 9of transfer skills. ~ocabulary and spell-ng rules across the urriculum will be ~ngoing C:O..Ch1alou. flNla er ltah1a el kl htty \\. \\ Rl.DGE..ROAD JUNlOX lllCfl (School.) ANNUAL SCHOOL PLAN 1989-1990 North Little Rock School District Educational Priority 6 l Goal: To attain improved basic skills test scores in the area of science for the 1989-90 school year Schoo1 Advisory Comm~ttee: Ka thy Burris Vicki Dokes Bonnie Moody Roy Watts Marilyn Scott Tennifer Bishop Linda Huey Linda Chancellor Gregg Thompson Objective: To increase the number of students achieving basic skills competency in the area of science by three (3) percent, as measured by the Minimum Performance Tests to be administered in March, 1990 Debra Butler Nannette Howell Louise Odom Dorothy Williams Ruth Clinton Jane Jackson State oC\" Local Coal No. Acthtt, or TJM Lh leaponaJbU tty (Yho viii coordtnaut) Special materials will be utilizedScience Departin presenting the specific objec- ~enc and Facultives not mastered O'll the 1988-89 y MPT. Those objectives are: 7-2.l 8-5.2 8-6.2 8-2.l 8-5 .1 8-7.l Define cell terms Identify weather instrumenti Identify water cycle Define earth history terms Define meterology terms Define universe/astronomy terms ~-8.l Define energy/natural resource terms 8-4.2 Recognize agents of erosion omputer assisted instruction in specific science objectives will ~e made available to students to ~einforce the material presented n class. Teachers will be able o provide individualized assisance in the above listed objecives. School Administration and Science Depart ment Faculty lnaarvice Act1v1ty Worksheets, diagrams, transparancies, tape recordings, review games, and vocabulary flash cards will be developed by the science department and shared in departmental meetings. Teachers will receive proper instruction in the use of computers and software by district/ building computer service personnel. !lvation. of \u0026amp;ctlvttr ([valu.uto h1atruaen1:, taat1n1 data, ftahtM:d product, rprorrlata other) Copies of materials will be kept on file Records will be kept by teachers of the progress made by students receiving computer assisted instruction. Condualona, flndlna or Stah1  of Acthtty l--- __ _,__ _______________ __._ ______ .., __________ __.___ ________ ~--------~ , l I a- \"I ' North RIDGEROADJU NIOR HIGH (School) Little Rock School District Educational Priority 1_1__ ANNUAL SCHOOL PLAN 1989-1990 Goal: To attain improved basic skills test scores in the area of science for the 1989-90 school year School Advisory Cononittee: Kathy Burris Jennifer Bishop Vicki Dokes Linda Huey Bonnie Moody Linda Chancellor Roy Watts Gregg Thompson Debra Butler Nannette Howell Louise Odom Objective: To increase the number of students achieving basic skills competency in the area of science by three (3) percent, as measured by the Minimum Performance Tests to be administered in March, 1990 Dorothy Williams Ruth Clinton l.tet. .e.r . Goel ... I ActhltJ er Ti LIM Department head meetings will be lteld as needed to ~oordinate materials and skill development instruction between Ridgeroad and Central Junior High. I ... ,_.u.utt, ( ... wtll CNdJ .. teT) School Administration and Department Heads laaenlc lcth'ltJ None Jane Jackson Marilyn Scott lwalvatlH ef kllU:J (hel..aU lt,,_ ,. Utl I .. ,., ll  t.a.. ... O.YCl 0 .., .......... tMr) Records kept in Department Head files C..C:lualon  Fladla er Ital  el kthltJ I \"w' I (School) ANNUAL SCHOOL PLAN 1989-1990 School Adv1sory Comm1ccee\nMary Taylor John Jeu North Little Rock School District Wilene Rigsby Linda Chancellor Susan Miller Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Pat Morris Sharon Kimbrell ,,.,. ., Loc:al Coal llo. a.po-  t~U ltJ (.,._ wlll CNr4lutet) lwal.,..t1ott er AcUvUJ ftvalwaUN taat....,.  t, 1-  t11 ,.,  Uaht.. pr .. uct  rp.-oprlau titer) c:a.c:, , .... ,. ...... er ltH el kt hltJ I The language arts department will L.A. Classroom utilize the following recommend- Teachers ation in \"Tips.for Teaching\" from the MAT-6 Teacher's Manual to increase reading comprehension: l) Provide reading experiences at both the instructional and independent reading levels of students 2) Establish purposes for reading 3) Build on the reading interests nf students and use those in-tere8CS to improve reading comprehension 4) Increase the background for reading 5) Enhance the motivation to read School Admin-istration and L.A. Classroom Teachers L.A. Classroom Teachers The language arts department will L.A. Classroom utilize the following recommenda- Teachers tion in \"Tips for Teaching\" from the MAT-6 Teacher's Manual to im-prove vocabulary development: l) Students will select the word .A. Classroom in a sentence that agrees with Teachers the meaning of the sentence. Review of previous inservice and subsequent departmental meetings Guest Speakers Review of previous inservice and subsequent departmental meetings Teacher lesson plans will reflect teaching comprehension skills Teacher lesson plans will reflect teaching vocabulary skills ' I f\" ' RIDGEROADJ UNIOR HIGH (School) ANNUALS CHOOLP LAN 1989-1990 School Advisory Committee: North Little Rock School District Mary Taylor Wilene Rigsby Susan Miller Sharon Kimbrell John Jeu \\ Educational Priority f 2 Goal: To attain improvedachievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Way.,e Thompson Pat Morris Linda Chan-cellor AcctdtJ w 'II. u .. a..,-.n11tt, ,.._ will eeer1u1t) tuentce Acthlty ...... , .... , Actlwl1, Ctwaluatt- leat,...t , .. u .. .. , .......... . .., ... ,  .,..,.,.,hH et111,n) C:O.CI- fl .. laa er ltat I \u0026amp;c:tlllf 2) Students will determine if meaningful sentence words agree with the meaning of the story. 3) Students will read stories that relate a number of words to a particular topic 4) Students will locate and classify selected words from stories being read 5) Students will identify and provide synonyms for words or expressions that take on a special mea~ing in a particular story content. L.A. Classroon Teachers The language arts department will L.A. Classroom utilize the following recommenda- Teachers tion in \"Tips for Teaching\" from the MAT-6 Teacher's Manual to im-prove spelling skills. 1) Students will be taught the study method: \"Look at the word. Say the word, close your eyes and try to see the word. Write the word. Check the wot:d 11  Review of previous inservice and subsequent departmental meetings Teacher lesson plan, will reflect teaching spelling skills i I ANHIJAL SCHOOL PLAN 1989-1990 -----Schooi Adv1sory Mary Tay1or Wilene Rigsby Susan Miller CoUDD::1.t::tee: Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Pat Morris Sharon Kimbrell llatl- f Actt.hr John Jeu Linda Chan-cellor ltt  Local Goal ... .......,,. .... (.._viii uotutet) INnlce ActhltJ (r.-.1 .... ,,_ 1  , ....... 1  , .. u .. ... , ......... . ~, ........ ...... 2) Students will be challenged to locate and correct mispelled words in passage,\nthat have been deliberately copied incorrectly. 3) Students will be grouped for a cooperative effort to write a paragraph or short essay using their spelling words. L.A. Classroom Teachers The language arts department will L.A. Classroom Review of previous specifically address reducing the Teachers study disparity in MAT-6 Test ~~or~s in the following areas, as outlined in the Ridgeroad School Improve~ e)lt Plan: H-3 Usage (8th and 9th) ~0-01 Subjects and Predicates (8th and 9th) ~0-02 Adjectives and Adverbs (8th and 9th) ~0-03 Direct Objects (8th and 9th) 4-012 Sequencing (8th and 9th) ~4-02 I~ferential Comprehension (8th and 9th) 4-021 Inferred Meaning (8th and 9th) ~4-023 Main Idea (8th and 9th) Progress meetings as needed throughout the year fl'N11c:t  -,,ropl\"lete t\"'-r) Teacher lesson plans !will reflect specific 1idstruction to the strands addressed in the School Improvehnent Plan t-lAT-6 test scores ... t- f ac., .. u, , I a, a, I RIDGEROADJ UNIOR HIGH (School) North Little Rock School District ANNUAL SCHOOL PLAN 1989-1990 School Advisory Committee: Mary Taylor John Jeu Wilene Rigsby Linda Chancellor Susan Miller Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Steve Duke Yvonne Whalen Renee Nelson Clancy Mdlwell Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Richard Alexander ltt er Local C.OI ... AtU..ttr ..- l'J UN C4-03 Critical Analysis (8th and 9th) C4-031 Drawing-Con~lusions (8th and 9th) C4-0l Literal Comprehension (8th) C4-0ll Detail (8th) The language arts department will utilize MAT-6 test format in vocabulary, reading comprehension and spelling, as illustrated in the administrator's manual, whenever appropriate throughout the year. Students in the reading program will be remediated specifically in reading passages at the 5-6 and 7-8 levels, as outlined in the School Improvement Plan. Co~puter assisted instruction at the appropriate level will be given a~l students enrolled in the reading program. ... ,.. .... 1.,, (.,._ wUl c..dlMt  I) tuant.c. Actblt7 L.A. class- Review of previous room teachers inservice Reading None teacher Reading Review of previous teacher and inservice Computer lab assistant Way,ne Thompson Pat Morris Sharon Kimbrell lal...aUoa f ActtllJ (twali.att .. tlr-- t IHUa .. ,  flhM. ,.. ... ,  .,.-.,r-lau  t.,.r) Teacher lesson plans will reflect teacher use of MAT-6 format Teacher made tests and worksheets Student records kept by reading department MAT-6 test scores Student records kept ~y lab assistant C...Cl  I.-, ,. .. , ... er ltat .. el kthltJ I I .e.r_, , I HIVCEROAJJ JUNIOR HICill (School) North Little Rock School District Educational Priority 6 __ 2_ ANNUAL SCHOOL PLAN 1989-1990 School Adv~sory Comm~ttee: Mary Taylor Wilene Rigsby Susan Miller Steve Duke Sharon Kimbrell Jnhn Jeu Linda Chancel-lor Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Waype Thompson Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 tes~ to be administe.-ed in April, 1990 Pat Morris Suu r Local Coal No. ... po .. 1ti,t1tt, (Ullo Ill coor41lftAtd) Activities in other areas of the Classroom curriculum, as follow, will be teachers implemented to reinforce reading skills: 1. 2. Test taking skills, including pretest orientation, time management, problem-solving and anxiety reduction will be taught in core subjects. Students in math will be given word problems to practice transfer of reading comprehension skills. Core subject teachers Math teachers luervice ktbtty Test taking skills inservice early in 1989-90 school year Department meetings 3. Students in history will read Social Studies Department meetings and select important facts in teachers a paragraph to practice trans fer of reading for purpose skills. 4. Students in science will Science Department meetings practice vocabulary words using definition parts to reinforce definition instruction in language arts. As the middle school reading ~rogram is restructured, building ~evel meetings will be held to ~oordinate materials and skill eachers Reading teacher None laluaitto ef ActbltJ (t,,.luaitloa t Hnae  t. teatla 41ata, fl  lat..4 ro41uct, pprotrlate tMr) Test taking skills handouts and overhead transparancies on file Classroom observations Classroom observations Classroom observations Minutes of meetings C:O.dualNa, fla4la~ r Statue f Act hltJ , I a, co I RIDGEROADJU NIOR HIGH (School) North Little Rock School District Educational Priority 1 __ 2 __ ANNUALS CHOOLP LAN 1989-1990 School Advisory Coounittee: Mary Taylor Wilene Rigsby Susan Miller Steve Duke Sharon Kimbrell John Jeu Linda Chancellor Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Obj~ctive: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 test to be administered in April, 1990 State or Local Co.I No. I At:UltJ or t1M Lh development plans for the 1990-91 program. Reading department meetings will be held between Ridgeroad and Central Junior High as needed throughout the year to coordinate materials and skill development instruction. leponiblllty (Who ttlll coordl-tel) lnaervice Activity School admini- None stration and reading teachers Pat Morris ,--~uo  , AcU.1tU:y ([valuattoa laatruaent  Uat h\u0026amp; data Unhhed product. rprorrlata otl .. r) Record kept in reading department files Cone ha- FI..S In~ or ltatua of Acthlty i I \\_ ~lf~ROA t fl r1R /lLJ'll r.-~~ ~chooi~)~==---- AN'NUAL H L PLAH----------- School Advisory Penny Beasl.ey Shirley Bowers Brian Breeding Comm.1.t:t:ee: 1989-1990 North L1ttle Rock School D1str1ct Educational Priority I __ J_ _ Goal: To improve programs and operations that lead to better student behavior Objective: To reduce the total number of students displaying inappropriate behavior by three (3) percent Sue Brummett Curt Derden Mark Hays Linda Hazelwood Carol Hicks Sally Huey-student Co,\n_nie McCann Suzie Ritchie Richard Woods Gregg Thompsbn .,.,. ... Local Coal ... Acthf.lJ  II u .. ... ,..  ~uo, (Ilia will caortutO luen1ce Ac.ti.tty lalYoatlM ., Ac:UUr (llwat ... u- ltruaet , .. u  ,u . ,. ... ._.. fro4uct. appropriate ether) C..Clud ... , rt .. l\u0026amp; H ltat..a al Ac.tlttr I. IV I \"\"I '' Develop a test covering expected ntudent behavior and administer it to all students during the first week of 1989-90 school year School Administration and Staff To have staff members select in- IMPACT Team dividual students of their choic, for implementation of a positive reinforcement program for target ed students To further develop classroom and School Adminbuilding- wide student recognitior istration and and reward programs Staff Improve consistency from room to room on targeted student behaviors (class rules) Cooperatively develop individual behavior plans for students who chronically display inappropriat, behavior (involving staff and peers) Building Discipline Committee School Administration and staff Discussed in preschool in-service Copy on file, record, on file Selections to be Records on file conducted during pre-school in-servic and throughout the year. To be discussed throughout the year as needed August of 1989 Selections of team members to be made in September of 1989 Records on file Records on file Behavior records on 'ile '-------'-------------------'-------...J------------'----- -------~---------~ I RIDGEROADJU NIOR HIGH (School) North Little Rock School District Educational Priority 1 __ 3 __ ANNUAL SCHOOL PLAN 1989-1990 School Advisory Committee: Penny Beasley Suzie Ritchie Shirley Bowers Richard Woods Brian Breeding Gregg Thompson Sue Brummett Goal: To improve programs and operations that lead to better student behavior Curt Derden Mark Hays Objective: To reduce the total number of students displaying imappropriate behavior by three (3) percent Linda Hazelwood Carol Hicks State r Local Coel ... kthltJ or IJM UM Evaluate the overall success at the conclusion of the 1989-90 school year le,oen111,, (.._ vUl coorlutet) luenic ictbltJ School Advisor August of 1989 Committee for Priority 113 Sally Huey-student Connie McCann tnh,ntoa of \u0026amp;cl lwltr (hlu.aUo l.rn-. t u., .... ... , . ,. ....... product appropriate otller) Behavior records on on file c .. dwalona. flodln11, or ltalY  of kt htcr 1 ' : I --.J I Educational Priority U_1 __ r..: SCHOOi~ 1989-1990 Goal: The continued development of programs, policies, and practices that lead to better student behavior at school and related activities. ~ Schoo1 Advisory Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: The number of referrals to the office by teachers for disruptive behavior (excluding referrals for tardies) will be decreased by five percent. State or Local Coal No. Lo~al :~::~t~~~eac::~~~~eb~~a:!:~/ throughout the school year to maintain focus on improved behavior/discipline. Explain handbook, building policy, classroom rules, and evaluate content by the testing of each student at the beginning of the school year. Conferences will be called for the teachers, counselors, administrators, and parents of the students who are demonstrating chronic behavior problems and/or assigned to SAC. Establish a committee and a system to reward students for good citizenship. leepone1bll lty (llho vJll coordlnte?) Administration and Staff Administration and Staff Administration and Counselor Student Behavior/ Discipline Committee lnaervice Activity Inservice will be presented at the beginning of the school year and throughout the year. Report to faculty on reward system. [valuation of Actlvlty (Evaluation lnatruNnt teatln1 data. flnlahed product, rprorrhu other) Report on file. Test on file. Documentation of conference record. Records of students receiving rewards. Conclusions, Flndlnll or Sotua or Act lv1tJ .I. ... N I Rose City Junior High School (School) North Little Rock School District ANNUALS CHOOLP LAN 1989-1990 Educational Priority O_j__ Goal: The continued development of programs, policies, and practices that lead to better student behavior at school and related activities. School Advisory Committee: Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: The number of referrals to the office by teachers for disruptive behavior (excluding referrals for tardies) will be decreased by five percent. Stat or Local Coal No. Actlwilf or T1 .. LlM ... po.-Jlttlity (W'ho will coordt-ul) Periodically schedule small Administration student group meetings to and Counselor emphasize expected behavior and/or to explain school policies as well as to motivate students. Develop packet of materials to assist students assigned to SAC in understanding expected school behavior. Administration Counselor, and SAC Supervisor lnervice Activity twaluaU.o of Actlvt.ty ([valuatioa laauuaent. uatl\u0026amp; data, fl\"tahed product, rprorrlata other) Schedule of meetings on file. Packet of materials on file. C.O.c::lualoaa, Ftndlna  or Statua of Act tvtty I -..J w I Educational Priority U 2 ANNUAL. SCUOOI~ PLAN 1989-1990 School Advisory Committee: Goal: The development and implementation of programs and activities designed to enhance minority students' learning skills in orrler to raise scores on standardized tests. Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: By April 1990, in MAT-6 test strands with a disparity rate of 15 percent or greater in 1989, the number of black students scoring below average will be decreased by ten percent. Stal or Local Co.-1 No. 5 Activity or TJM Lln Send results of the MAT 6 and Local MPT (showing the disparties between test scores of black students and white students) to parents/cover letter. Develop better methods of communication between the school and the parents {possible by adding an additional phone). Form a committee of minority teachers to discuss areas of concern with parents. Develop study materials and sample tests in each department (which would address disparties). a.pondbJl tty (\"ho will coordtnato7) Committee Counselor All Teachers Minority Teachers Develop small groups (minority) Teachers to work on attitudes, morale, Counselor test taking skills and study skills with parent participation. lnrvice Activity ..,aluuioit of Acthlty (Evaluattoa lntruMnl, testtna data, rtnhhed pl\"oduct, rpl\"orrt.t other) Test results on file in the counselor's office A list of parent conferences/contact placed in the Guidance Office. Participant evaluation strategie Department meetings Check list of mastered skills Concludon. Flndlna or Sutu of Acthlty , l \\ Rose City Junior High School (School) North Little Rock School District Educational Priori ll_2 __ ANNUALS CHOOLP LAN 1989-1990 School Advisory Committee: Goal: The development and implementation of programs and activities designed to enhance minority students' learning skills in order to raise scores on standardized test. Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: By April 1990, the MAT-6 test strands with a disparity rate of 15% or greater in 1989 will be increased by ten percent. State or Local Coal Ho. \\ ActhHy or TJM Line luponeJ.bU Uy (Uho vtll coordinate?) Develop and set up programs with Counselor community organizations (churches  Teacher/ civic organizations, ect ... ) Coordinator to create study groups and tutoring programs. lnserv1ce Act1vity Evaluation of Acthlty (Evaluation lnatruMnt, tuttna data, ftnhhitd product, arprorrbte other) Number of students using the study group and tutoring other students. Concludona, rtndlnA or Statu of Acthtcy I I I -.J V, I (School) North Little Rock School District Educational Priority #_J __ ANNUAL SCIIOOL PLAN 1989-1990 School Adv~sory Committee: Goal: The development and implementation students improve MPT scores. of school-wide strategies to help Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Objective: By the end of the 1989-90 school year, students will exhibit an Ken Kirspel improvement of MPT scores in comparison with 1988-89 MPT test results. Slat or Local eo.1 No. I A \u0026amp; B State Activity or TiM Line lupon  Jbtl ity (l,lho wUl coordtnta1) Generate a letter expressing Committee/ concern about improving test Secretary scores, to be mailed to parents prior to the 1989-90 school year. Expand use of sample tests and the All teachers use of practice questions in test format in each department. Incorporate test-taking skills All teachers into lessons throughout the year. Require all 8th grade students to complete computer diskette \"Test Taking Skills Made Easy.\" Teachers and Chapter 1 aide Develop and use educational games All teachers and exercises in each department to help review knowledge in each content area. Require all 8th grade students to All MPT core see video \"Making the Grade.\" teachers Recognize student achievement of Counselor and improvement goals with awards and PTA activities. In  ervice Activity hluUon of Acth,ity (Evalutton lnatruNnt, uatlna dat flniahed product, rprorrlau other) Letter on file in Counselor's office Departmental meetings Completed checklist of skills taught Printout of results List submitted by departments to be kept on file in the library. List of all students who have viewed the film. MPT scores on file. Condusiona. find lnA or Statue of Actlvlty _I _, I Skills Center IINNU/\\LS CIIOOLP L/IN 1989-1990 School Advisory Committee: (School) North Little Rock School District Educational Priority U__1_ Goal: DEVELOPMENT/IMPROVEMOEFN T STUDENTST O GET ALONGW ITH PROGRAMTSH ATT EIICH EACH OTHER, Objective: TO PROVIDEP OSITIVE REINFORCEMENATC TIVITIES WHICHW ILL INCREASE APPROPRIATES OCIAL ANDA CADEMICB EHAVIORS. Sllt or (valuttJon of Actlvlcy ((.,aluatJon ln,tru.,tnt, lncI Activity or Tl.,, Lint Rtaponalbl I lty Inser-vlce Ac:tlvlty testing dt, !lnhhtd Co.111 No. (Uho \"'111 coorJln.itcl) product, rprorrl.u, other) 15 1) Positive reward system for Skills Social \u0026amp; Prevoca-exemplary behavior. Center Staff tional Information Battery. Sub-Test 2) Send letter by mail Skills Job Related Behavior to parents. Center Staff 3) Separate statement at Skills Count to see mid-term about conduct. Center Staff decrease in di sci-pline slips 4) Citizen nf the week on Skills Friday from each class. Center Staff Posted with picture in hall. 5) Tangible reward at the end Skills of each month. Center Staff Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Conclu1lon1, flndln,., or St.uu, of Act !,,,tty ..I_ , .._, I ----_::_::_::_::_::.::.::.::.::.::.::.::.::.::.::--=--1,1 ..s,r.,NrnNnrU~ A PL/\\~N\n::=============--s:'c::':hoo 1 Adv f..s o r y Comm 1 t: t: e e : --~\"'fktT _T___ . __gj-i-:~c'~-'e~~,r-,,- 0 - 1 ,,-),---------- 1989-1 990 Nor:th Litcle Rock Sclluol District Educational Priority 1 __ 2 __ Coal: THE DEVELOPMENT/IMPROVEMEONFT P ROGRAMTS HAT PREPARE STUDENTS UPON GRADUATION Objective: TO DEVELOPA VOCATIONALP LACEMENTPR OGRAMF OR 11TH ANO 12TH GRADES( IMPLEMENTED1 988-89). State or loc,11 Activity or TJme Lint Rt1pon111bll lty Inservtce Activity Co,11 ~o. (11110 ulll coor\u0026lt;.llnatc7) 13 l) Train students in Skills maintenance, clerical and Center food service. Staff 2) Place students in Job Skills Training Partnership Act Center contracted jobs when Staff work-ready . I Evaluulon of ActtYlty ((valuat Ion ln  tru,.,tnt, test Ing data, ! lnlshtd product, arprorrl.ue other) (Pre \u0026amp; Post) Pre-employment Test \u0026amp; job search (CAPDD monitored) (Pre c, Post) Pre-employment Test \u0026amp; job search (CAPDD monitored) Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Conclualon , r Ind In~ or St,1tua or Act lvlty , .I. ., CX) I L. skn 1 s Center (School) ANNUALS CIIOOLP LAN 1989-1990 North Little Rock ,chool District Educational Priority O 3 Goal: DEVELOPMENT/IMPROVEMOEFN PTR OGRAMS STUDENTST O BE GOODC ONSlJMERS THAT TEACH Objective: TO SEE THAT STUDENTSG ET THE MOSTF OR THEIR MONEYW HENS PENDING. Sl1 or Local Activity or TJ,-lt Lin Jlupon  lblllty (Uho ,.,111 coorJlnatc:1) Coal Ho. 21 I) Coupons Skills Center Staff 2) Checks (fake) Skills Center Staff 3) Comparison shopping Skills Center Staff 4) Group shoppin!\\ for Skills identical items with Center Staff same amount of money. 5) In-House Bakery Skills to be purchased with Center Staff coupons for Behavior. \\ \\ \\ I lnser-vlce Activity School Advisory Committee: [nlunlon of Ace lvlty ([v1luulon ln1tru111ent. c  atln1 datl, flnhhed product, appl\"orrl.ate other) Social \u0026amp; Prevocational Information Battery. Sub-Test 1. Purchasing Habits 2. Budgeting 3. Banking Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Coflclu  lon  , rtndlnJ. or Statu1 ol Act lvlty .I. ... \"' I '\"'''' ,t ry School ,.\\NNl1Al Sl'l/001. 11 ... \\N (Sc:lu,ol) 1989 I 990 Nnrt II J,i t l le Roe k 8c:ltool DJt.\nr_r_~:_!_ Educational Priority # __ 1 __ Coal: The improvement of programs/operations that lead to better student behavior. Objective: By April, 19QO, students will improve behavior through oositive reinforcement. local Coal No. Local H7 State q4 Activity or- T1M Un 1. Praise cal ls wi 11 be made to parents from classrooms with the use of cordless phones. 2, A \"Behavior Drill\" will be periorlically announced by the Principal. Awards wi 11 be presented to students for exemplary and/or improved behavior. 11:epontbt I tty (Uho wtll coordinate!?) Staff Principal 1. Hall passes will he issued Staff to control movement between classrooms. lnservlce Activity Schnul /\\\u0026lt;lvl.!--tnry CnmmfLtc~: Tammy Collier Tami Eggensperger Jeni fer Faught Terrie Gipson Kay Hogan Mandy Hyatt Kathryne Jordan Darlene Kelley C i ndy Me J ton Nancy Porter Michel le \\.lard Janet \\.la rren Jane Ford Evaluulon of Activity (valuation lnHruent. tf!stlng data, (tnhhed product, rprorrlate other-) Conclulona, rtndlnR or Statu of Activity Student behavior wil be man i to red for improvement. Improve ments will be recorded during a staff meeting each nine weeks. Positive responses from students will be recorded during a staff meeting each nine weeks. Improvement in ti me on task and unnecessary disruptions wi 11 be noted during a staff meeting each nine weeks. 4. Ideas will be shared on posi- Staff tive reinforcement and student Two staff members per Ideas will be record month will share at ed and given to each responsibi 1 i ty. least two ideas on staff member. positive reinforce-ment and/or minimizinq unnecessary movement in the ha 11 s . ~ -----------------'----------'---------------''-------------'----------~ , l I 00 0 I Amboy Elementary Schoel ANNUALS CIIOOLP LAN 1989-1990 School Advisory CommiLtee: -- (Seho-~) ------- NnrLh LiLtle Rork School DisLrict F.ducational Priority II 2 Coal: The improvement of programs that increase reading comprehension, ObjecL ive: Faye Ashberry Susan Branch Lee Annette Buck Kim Gore Ashley Ingalls Norma Morrow Rebecca Richman Suzie Shaunfield Sandra Thompson Jane Ford By the end of the 19q9-90 school year, activities will be developed and implemented to improve targeted skills of sequence, main idea, drawing conclusions and using synonyms, antonyms, homoPyms and _ ~ ___ c:,:o~.!.!n:.t-=e~x_.,_tc__ !cc:~..~'1--.!-u--~-e-,:-.-.\n-s-!-.-c-.-,-_--. ---------------,-------------, Stte or Loc:.111 CoI No. Act lvlt)' or Thoe Lin Local 1. Lessons on specific skills QJ will be identified and highlightec State in the basal teacher's edition for #l each grade level at the beginning of the school year. 2. A Hake and Take \\forks hop wi 11 be conducted by the end of the second nine weeks to develop activities for specific skills at each grade level. 3, A resource file of additional ~ctivities will be compiled and stored in the media center by the end of the t~ird nine weeks. 4. HECC software programs wi 11 be used to provide student applicatioh of reading skills. Appropriate ltupon  lbl l lty (Who vii I coordlntcl) Reading Cammi ttee Reading Cammi ttee Reading Cammi ttee Media Spec i a 1 is t and Gifted/ ~oftware wi 11 be reviewed and l Talented ~opied for a 11 grade levels. Resource Teacher p. Addi ti ona 1 materials wi 11 be Principal Durchased to reinforce specific and Media ,ki11s. Spec i a 1 i st \\ Inu,rv1ce Activity Sta ff Media Specialist and Gifted/Talented Resource Teacher I uluatlon or Activity (vlut Ion lnu ruaent, teUlna dat, flnlahed product, rprorrl.lte other) 19~8-89 HAT6 test scores will be compared with scores for 19~9-90 to deter mine overall effectiveness of these activities. Same Same Same Purchase orders wi 11 be on file. Concluatona, flndln11, or Statu of Act lvlt)' i I (X) ' Aml..!.!.?r_/~_~fr y ~~!.!_po I (Sc/Jool) ANNt.lAli sc11on1. l'l.AN 1989-1990 School Advisory Commiccee: North Little Rock School District Faye Ashberry Susan Branch Lee Buck Educational Priority U 2 Goal: The improvement of programs that increase reading comprehension Objective: By the end of the 1989-90 school year, activities will be developed and implemented to improve targeted skills of sequence, main idea, drawing conclusions and using synonyms, antonyms, homonyms and context clues. Kim Gore Ashley Ingalls Norma Morrow Rebecca Richman Suzie Shaunfield Sandra Thompson Jane Ford State or [v.tuation of Acth1t)' (Evluatlon lntruent, Louil Act ivlty or Tl- Linc \"-eponalbl 1 lty Inservice Activity Conclulon, Flndlnit Co.11 No. (1'ho wlll coordinate?) teiitlng d.at  , flnhhed or Statu  of Activity product, rprorrhte other) 6. Book Swaps. On the first Hrs. Inga 11 s A sign-in sheet for Tuesday of each month starting in and P.T.A. each class wi 11 be October, students wi 11 bring volunteers kept during book books from home to swap for a swaps. book of their choice. Books wi 11 be provided for students 1-iho do not have books at home. , I 00 N I ___ Amboy Elemen1:__?ry School (School) /\\NNU/\\L SCIIOOL PL/IN 1989-1990 School Adv Lsory Committee: North Little Rock School District Nancy Mars~all, Chairperson Carolyn Allen Educational Priority #_ _ 3 Goal: The improvement of programs that teach language and writing. Objective: Ry April, 1990, students will improve MAT6/MPT scores in the area of language. Activities will be developed and implemented to help students uti 1 ize language ski 1 ls in their writing. Ruponlbllity lnaervlce Activity Christie Hunter Lois Latting Jill Lawhon Kathy Ridgeway Judy Wa 11 ace Evaluation of Acthlty (Evaluation lnatruent. reulng dal  , ftnt  hed Stce or local CoI No. (Uho will coordinate?) prCJduct, rprorrhu other) Conclulions, Flndh1~ or Stat1..1 of Activity  Local 1. Al 1 language teachers wi 11 Teachers 19q8-g9 MAT6 and MPT test scores will be compared with scores for l9R9-90 to deter mine the overall effectiveness of these activities. \\ QI teach a unit of writinq after ead State skill unit. This will be evalu- #I ated by notations in lesson plans which indicate \"Writing Unit.\" 2. Each teacher will select two papers per month to honor students who use capita 1 i za ti on ski 11 s in the content areas. These papers ~ill be displayed in the media on the \"Capita 1 i ze It Roa rd.\" 3. Each language teacher will select two students each nine :weeks to receive 11Gramrnar-Grams: 11 one student whose written work demonstrates mastery of language objectives, and one student whose written work shows greatest im- l provement in language objectives. \\ Teachers Same Teachers Same I 00 w I \\ L -'lmboy fcmc-ntc1ry School (.5c:lmal) Norl11 Little Rock 8c:hool Distri t Educational Pciority # __ 3 __ /\\NNUAI, SCl/001,,, PI./\\N 1989-1990 Coal: The improvement of programs that teach language and writing. School AdvLsory Comm.i.t:tee: Nancy Marshall, Chairperson Carolyn Allen Christie Hunter Lois Latting Jill Lawhon Kathy Ridgeway Objective: By Apri 1, l'l\u0026lt;JO, students wi 11 improve MAT6/MPT scores in the area of language. Activities will be developed and implemented to help students utilize language skills in their writing. Judy Wallace State or Locl Coa I No. Act hlty or TfM Line 4. A school-wide essay contest will be held once each semester ~irst week of December and Hf March.) The essays will be judged by a selected school committee. (This committee will be randomly chosen and will represent upper and lower grades.) Skills to be judged are: capitalization, ending punctuation, commas, pronoun usage, verb usage, usage of contractions and usage of a and an. One winner from eachgrade\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_976","title":"Framework for Excellence Progress Report: Implementation of Priorities in the North Little Rock School District, 1988-1989","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-07"],"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","School improvement programs","Educational planning","Student assistance programs"],"dcterms_title":["Framework for Excellence Progress Report: Implementation of Priorities in the North Little Rock School District, 1988-1989"],"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/976"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nFramework for Excellence PROGRESS REPORT Implementation of Priorities in the North Little Rock School District 1988-89 July, 1989 ' I Framework for Excellence Progress Report 1988-89 J arnes Smith Superintendent of Schools July,1989 I I I I ' TABLE OF CONTENTS Introduction ..... . Task Force Membership. Task Force Steering Committee. Act 7 o! 1983 ... Goals for Arkansas Education Philosophy. Student Ledrning Goals Prioritizdtion of Needs .. District Improvement Plans Priority #1: The implementation of . cumpensatory educcttion programs. Priority #2: The d~velopment of a written, sequential curriculum for language artb and mathematics. Priority #3: Planning strategies to deal .... with at-risk students. Page i ii iii iv V 2 3 4 6 7 25 30 School Improvement Plans . Northeast Senior High School. Ole Main Seniur High School c~ntrdl Junior High School. Ldkewood Junior High School Ridgeroad Junior High School. Rose City Junior High School .. Skills c~nter .... Amboy Elementary School Argenta Elementdry School Belwood Elementary School Boone Park Elementary School. Cr2stwood Elementary School Glenview Elementdry School. Indian Hills Elementary School .. Lakewood Elementary School ... Lynch Drive Elementdry School Meadow Park Elementary School Nurth Heights Elementdry School . Pdrk Hill Elementary School Pike View Elementary School .. Pine Elementary School .. Redwood El~mentary School Rose City Elementdry School . Sev~nth Street Elementary School. Baring Cross Center ... 32 33 36 40 44 47 51 55 58 62 66 70 73 77 80 84 91 94 97 103 108 114 119 122 127 130 I I I I II I! II II II INTRODUCTION The Six-Year Educational Plan, \"Framework for Excellence,\" for the North Little Rock School District for 1985-1990 was developed in response to Act 7 of 1983, an act to provide for planning for educational improvement by local school districts. The planning process was directed by a Planning Task Force which was made up of citizens, students, school board members, teachers, and administrators. The process, following state guidelines for the implementation of Act 7, included: gathering information concerning District needs and learner goals from parents, students, and educators\nanalyzing this information in conjunction with other appropriate data\nestablishing Student Learning Goals\nidentifying District Priorities\nand formulating District Improvement Plans. The School Improvement Plans were developed by each school. Parents, educators, and students (if appropriate) were involved in the process of gathering data concerning the school's programs, analyzing the data, identifying needs, setting priorities, and formulating school improvement plans. This Progress Report for 1988-1989 covers the fourth year of the implementation of the District Six-Year Plan. The process of identifying District needs, planning carefully to meet those needs, and assessing programs and activities in terms of meeting identified needs is making a positive impact on improving learning activities for North Little Rock students. The information contained in this report has been utilized in formulating specific improvement plans for 1989-1990. i NORTLHI TTLER OCSKC HOOLS MODEFLO RI DENTIFYIPNRGI ORITIES TABLIE DEVELOP GOALS FOR STUDENT LEARNING DISTRICT PRIORITIES SURVEY PARENT, EDUCATOR, STUDENT OPINION ii I-' I-' \u0026gt;-' NORTHL ITTLER OCKS CHOOLS PRIORITYID ENTIFICATION TABLEII STEERING COMMITTEE COMMITTOEFET HEW HOLE .) Lajuana Lovelace Leigh Anna Gosser Leon Barnes Shirley Cleek TommyG aither Wanda Taylor Vicki Stephens Joe Austin Doyle Crownover Pat Siegel Russell Hawkins Saundra Harris Thelma Banks Kathy Turner Ozy Murphey Earnest Ford Virginia Wallace Leon Wilson Marilyn Whe1ee r Cynthia Melton Debbie Austin Jo Stewart Esther Crawford Fran Jackson Margaret Pope Anita Smith NORTLHI TTLER OCKP UBLICS CHOOLS Framework for Excellence TASKF ORCME EMBERSHIP STUDENTS Jon Jones Roderick Thomas CITIZENS Carol Wilson Terrance Renaud Bob Russell Jane Davidson Jack Ruggles EDUCATORS Jess Walker Andrew Power Bert Watson Bi Garvin Winnie Talley James Smith Gale Bossier Alice Stovall Kathy Morledge Kay Johns Portia Power George Condray Jane Ford Doyne Ward Jeff Huddleston Mary Worley Judy Binz Mable Bynum iv Suzanne Stephens Christy Godwin Allan Tegethoff Shirley Stancil Phoebe Adams Lillian Ross Jim Wetherington Bill Ballard Margaret Glover Jim Morris Mary Carolyn East James Zeigler Diane Zook Ken Brooks W. A. Tucker Jerry Massey Johnny Kellar Holly Hall Bettye Balmaz Betty Murray Diane Crites Susie Jackson Linda Wilson Jim Dyer Linda Elliott ! NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence TASK FORCE STEERING COMMITTEE Dr. Joe Austin, Chairman Mr. Leon Barnes, Board Member Dr. Jess Walker, Elementary Principal Mr. Bill Ballard, Secondary Principal Mrs. Carol Wilson, Parent Mr. Jon Jones, Student V ACT 7 of 1983 1ST EXTRAORDINARSYE SSION \"AN ACT TO PROVIDE FOR PLANNINGF OR EDUCATIONALIM PROVEMENBTY THE LOCAL SCHOOL DISTRICTS OF THE STATE OF ARKANSAS\nAND FOR OTHER PURPOSES.\" BE IT ENACTEDB Y THE GENERALA SSEMBLYO F THE STATE OF ARKANSAS: SECTION 1. The Title of this Act shall be ''The Educational Planning Act of 1983.\" SECTION 2. (a) Each school district in this State shall, by July 1, 1985, develop and file with the Department of Education a six-year plan for improving its educational programs. This plan shall be developed with both staff and community input, be compatible with statewide educational goals and reflect the specific needs of the local community, and be reviewed and updated every two years. The updated plan shall be filed with the Department upon adoption. (b) By October 1 of each school year, each school district shall report to its patrons on the district's progress toward realizing the goals and objectives set out in its long range plan and on proposals for correcting noted problem areas. (c) In addition to the districtwide educational plan, each school within the district shall annually develop, with staff and community input, a plan for improving its educational programs. (d) The State Department of Education shall adopt guidelines for the implementation of the Act and shall provide school districts with such assistance as may be needed to enable each district to meet the requirements of this Act. vi NORTHL ITTLE ROCKP UBLIC SCHOOLS Framework for Excellence GOALSF OR ARKANSAESD UCATION GOALI : HELP EACHL EARNERM ASTERB ASIC SKILLS IN: a. Reading--providing students with the necessary basic reading skills in order for them to function at their maximum potential. b. Basic math skills--providing students with the necessary basic skills in mathematics in order for them to function at their maximum potential. c. d. GOALII : a. b. c. GOALII I: a. b. .Q9AL IV: a. b. c. d. e. Communication (speaking, listening, writing, and body language)-developing skills to enable students to effectively use all models of expression including listening. Problem solving--developing skills to enable students to function effectively in dealing with problem solving situations of the present, as well as the future. HELPL EARNERAS CHIEVEF UNCTIONAULN DERSTANDINOGF ECONOMIACN D OCCUPATIONASLK ILLS ANDO PTIONS, TO INCLUDE: Providing career information with emphasis on the respect for the dignity of work. Providing opportunity to develop job entry skills. Understanding of economic concepts with special emphasis on how they relate to management of time, money, and personal resources. HELP EACHL EAFJIERD EVELOPT O THE FU1..LR ANGEO F HIS/HER POTENTIALB Y: Fostering and encouraging creativity through the Arts (Music, Art, Drama, etc.). Developing specific learning skills including critical thinking, decision making and the use of scientific methods to facilitate independent life-long learning . HELP LEARNERPSR OGRESST OWARBDE COMINGH EALTHYR, ESPONSIBLE,A ND HUMANCEI TIZENS THROUGH: Understanding levels of government and the need for individual participation. Developing a sense of personal and civic responsibility. Understanding, stewardship, appreciation, and awareness of our natural, social, economic, and political heritage. Understanding world cultures. Developing self-discipline, moral values, and a respect for the rights and property of others, including those who think and act differently. vii (Goals for Arkansas Education continued) GOALV : HELP LEARNERMS AINI'AINH EALTHFULLI VING THROUGH: a. Maintaining good physical and mental health. b. Developing the capacity for creative use of leisure time. c. Developing positive and realistic self-concept and family living skills. Viii PHILOSOPHY The North Little Rock School District assumes the responsibility of providing its students with an opportunity to develop into fullyfunctioning, contributing, productive members of a democratic society. We believe that when individuals take advantage of this opportunity, they will grow to have an acceptance of self and others, will be equipped to make decisions, think critically, solve problems, and respond appropriately to experiences and life-situations. It is the intent of the North Little Rock School District to provide the human resources, programs, facilities, equipment, and materials that, in concert with the home and community, will enable this growth. The students who depend on the North Little Rock School District for providing their opportunity for formal education and training are the central focus of all efforts and decisions of the District. NOPTH LITTLE ROCK PUBLIC SCHOOLS STUDENTL EARNINGG OALS 1. Each student develops communication skills necessary to function successfully in society. 2. Each student develops high ethical and moral standards for dealing with others. 2. Each student develops skills and practices of responsible citizenship. 2. Each student develops proper respect for the rights, feelings, and opinions of others. 5. Each student develops a sense of responsibility for his/her own personal actions and behaviors. 6. Each student develops the desire for lifelong learning. 7. Each student develops sound techniques for decision-making and problem-solving. 8. Each student develops the practices of good consumerism. 9. Each student develops a feeling of self-worth and dignity. 10. Each student develops skills and attitudes necessary to enter an occupation or continued education. 11. Each student develops understanding of the concepts and principles of science and mathematics. 12. Each student develops an appreciation for the American heritage. 13. ach student develops an understanding of governmental and political systems. 14. Each student develops knowledge of our economic system. 15. Each student develops proper attitudes toward resource, conservation, and the natural environment. 16. Each student develops sound practices of mental and physical health. 17. Each student develops the ability to adjust to a changing world. 18. Each student develops abilities and attitudes for the proper use of leisure time. 19. Each student develops an appreciation for art, music, drama, and other cultural arts. -3- NORTH LITTLE ROCK PUBLIC SCHOOLS PRIORITIZATION OF NEEDS 1. The improvement of programs that teach basic commu~:cations skills. 2. The development of a written sequential curriculum for all subjects in grades K-12. 3. The development of programs for the improvement of study skills. 4. The development/improvement of programs that teach decisionmaking/ problem-solving. 5. The improvement of programs that teach basic computation and other math skills. 6. The development/improvement of remedial programs for slow learners. 7. The improvement of programs/operations that lead to better student behavior. 8. The addition of professional support staff such as counselors, nurses, attendance officers. 9. The development of preschool learning experiences for youngsters who are educationally/economically/socially deprived. 10. The development/improvement of programs that foster responsible citizenship. 11. The development of programs that foster improved student attendance. 11. The provision of instructional specialists to provide support to the teaching staff. l3. The development/improvement of programs that prepare students for employment upon graduation. l4. The development/improvement of programs that motivate students to be life long learners. l5. Development/improvement of programs that teach students to get along with each other. l6. Development/implementation of a comprehensive staff evaluation system. 17  Improvement of attitudes and morale of North Little Rock staff members. -4- 18. Improvement of communications between schools and community. 19. Improvement of school environment in order that students enjoy school more. 20. Improvement in quality of the school food services. 21. Development/improvement of programs that teach students to be good consumers. 22. Development of a comprehensive study for utilization of school buildings. -5- DISTRICSTI X-YEAPRL AN , ~ I North Little Rock Scbool District l'ulaski County Educational Priority U __ l __ SCHOOL llIS'l'RICT PLAN 1988-19!l9 Goal: The implementation of compensatory education programs. Advisory Committee: Ballard, Bill Crawford, Esther, Chairman Kincl, Ann Martin, Letitia Moore, John Phaup, Steve Smith, James Objective: To improve student achievement through compensatory education programs. Staggs, Nova Stat or Local Co.a) No. 6 I. Acth1lJ' or TJ- LJU Chapter 1 Program A. Develop a plan for continuation of the Chapter 1 program in all District kindergarten classes and in first and second grade classes in fourteen schools. B. Develop an alternate Chapter 1 program for three pilot schools. 1. Eight station computer labs 2. Aide for each lab 3. Serve students in grades 1-6 C. Present proposal for District approval. Jupontbll lty (Uho vJll coordlnatol) Director of Elementary Education Coordinator of Instructional Services Director of Elementary Education Coordinator of Instructional Services Assistant Superintendent for Instruction ln.senke Activity Stewart, Jo Walker, Jess Williams, Sharon [uluatton of Activity (Evaluat Ion ln1t runt  te1t1n1 date, ftnhhcd product, rprorrLlu other) Conclu1ton1, Flndlna or Stu11o1 of Activity Plan submitted to The plan was develAssistant Superinten oped and submitted. dent for Instruction Plan submitted to The plan was develAssistant Superinten oped and submitted. dent for Instruction Plan submitted to Superintendent The plan was submitted to the Superintendent. -------- -- ------ ----- --- ~-- ----- --- --- ___________ __,____ ______ _ ' : l North Little Rock School District Pulaski County Educational Priority# l SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local Coal No. l Acttvlty 01' TJ Un h1pon1Jblltty (lilho wll I .:oord lnuol) Inurvic Activity D. Confer with Chapter l Coordinator of Advisory Council regardin: Instructional proposed program. Services E. Present proposal to Arkansas Department of Education for approval. F. Communicate with elementary principals and current Chapter I staff about program proposal. G. Order equipment and materials. Coordinator of Instructional Services Director of Elementary Education Coordinator of Instructional Services Coordinator of Instructional Computers H. Determine staff needs and Directors of develop a plan for utilizing surplus staff in other District programs. Elementary and Secondary Education f',ssistant Superintendent ~for Pc.rsonnQ.1 l Conduct a session with principals. Conduct a session with aides. Cvaluuton of Acchtty ([.,,aluac ion lnat ru-nt  le.it Ina data. flnhhed product, rprorrlua oth1r) Meeting conducted Proposal submitted Sessions conducted Purchase orders on file Staff utilization plan on file Conclu1lon1, Flndln10 or St.tu, of ActlvJcy The proposed plan was shared. The proposal was submitted to the ADE. Information was shared with principals and staff. Equipment and materials were ordered. Surplus staff members were assigned jobs in the District. I , J \"J ' Norch Little Rock School District Pulaski County 'SCllvv,.-ur,,..,-1\u0026lt;TCT 1'1.:MI 1988-1989 Educational Priority U __ l __ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs, State or Local CoI No. -- I. Train lab aides. J. Inform District staff about the Chapter 1 programs. K. Implement program . L. Monitor program. aupo111lbll lty (Uho vtll coordlnatol) lnaervicc Activity haluuton of Act1Ylty ([valuat ton 1natn,1aant  te1lln1 data, flnhhcd product, rprorrt.u other) Conclualol'la, Ftndln\" or Sttua of Act lvJty Coordinator of Conduct initial train ~raining sessions Instructional ing sessions before conducted Computers implementing program. Training sessions were conducted at the beginning of the year and during the year Director of Elementary Education Building 'Principals Building Principals, Director of Elementary Education, Coordinator of Instructional Services, ,ordinator of Instructional Computers Conduct additional sessions throughout year, Conduct pre-school informational sessions. Informational sessions conducted as needed. Staff was informed. Program implemented ~he program was implemented. Monit ng reports on fil,: [l'he program was fOnitored throughout he year, --~- -------- -----------~----- I 0 I North Little Rock School District Pulaski County Educational Priority ll_ _ l_ SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stat or Local Coal No. Act hit)' or TJ .. Lin M. Evaluate program. N. Determine Chapter 1 program needs for 1989- 1990. luponaiblllty (Uho wlll coordlnacol) Assistant Superintendent for Instruction Director of Elementary Education, Coordinator of Instructional Services Assistant Superintendent for Instruction Directors of Elementary and Secondary Education, Coordinator of Instructional Services 1nserv1c A.cttvlt)' baluu Ion of Act lvlty (yaluatton lnatru-nt. testln1 dt  , flnhh1d product, ar,pro(lrlHa other) Conclualona, flndlnaa or Stat\\,, of Aulvlty Program stunmary Program summary re-reports and evalua- ports and evaluation tion results on file results will be com-pleted during the summer. Record of meeting to Plans for 1989-90 discuss needs on fil, are being developed. I ,,i!~~~~~~========~~=========~=====~s~c~11~o\no~L:\nD~!=,S~'[~'R~l~C\n,,~l'~P~[~,A~N:=--==-=-==~...'.:Nor th Uttle Rock School District 1988-1939 .-. I -I Pulaski Count Y Educational Priority H___L_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or Local eo.1 No. Activity or n- Ltu II. Elementary and Secondary Summer School A. Develop criteria for student selection. B. Develop program guidelines. C. Hire Staff. - - - ponJblJ Jt)' (Uho vlll coordlnuo1) !Directors of Elementary and Secondary Education, Coordinator of Instructional Services Directors of Elementary and Secondary Education, Coordinator of Instructional Services Personnel Department, Directors of Elementary and Secondary Pducation, K.\noordinator of J[nstructional l,ervices Insel\"Vice ActJvlly EvaluatJon or Acthlty (fvalutlon intrunt. teat Ina dua, flnhhed product, rprorrhte other) Conclu1iona, rtndlnR  or Statue of Au lvt t)' Submit criteria to Criteria for selecAssistant Superinten- tion was submitted. dent for Instruction Submit program guide- Program guidelines lines to Assistant were submitted. Superintendent for Instruction Staff hired Staff was hired. I !... N I North Little Rock School District Pulaski County Educational Priority O_ _ l_ _ SCHOOLD ISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Slat or Local CoI No. I lupon1tbll lty (Who wlll coorJlnaul) D. Communicate with parents Directors of about the programs. Elementary and Secondary Education, Coordinator of Instructional Services E. Compile a list of students to be served. Di rectors of Elementary and Secondary Education, Coordinator of Instructional Services F. Train summer school staff. G. Order materials. District Instructional Staff, Summer School Principals District Instructional Staff ln1ar-vlce .U:tivlty Conduct inservice sessions prior to the beginning of summer school and throughout the summer as needed. Evaluuion of Activity ([..,aluatfon Jn1tru1nt. tutln1 data. (lnhhcd product, rprorrJue other) Communication data on file List of students on file Record of inservice schedule on file Purchase orders on file Conclu1Jon1, Flndln11\n1 or Statua or Act hhy Written and oral communication occurred. Parent meetings were held in each elementary school. Lists of students served is on file. Inservice sessions were conducted. Purchase orders are on file. I , .!..... , I North Little Rock School District Pula~ki County ffi/Oul. ,,y5,,, .T Pl~ l 988-1989 Educational Priority U __ I_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs State or Loul Coal No. Acthlt)' or Tl .. Lln luponatbll tty (Who will coordlnato7) H. Implement the programs. Summer School Principals and Staff I. Monitor the programs. J. Conduct program evalution activities. Summer School Principal, Di rectors of Elementary and Secondary Education, Coordinator of Instructional Services Summer School Staff, District Instructional Staff Insa(\"\\l'iC:e Activity [valuuJoft ot Acttvtty (fvaluatlon lnatruMnt, tutlna chta. flnllhcd product, rproJ'lrlu othar) Program implemented Conclu.ton   flndln or Statua of Act hit)' The programs were implemented. Monitoring reports or The programs were file monitored regularly. Evaluation reports on Program evaluation file reports are on file. l \\ North Little Rock School District Pulaski County Educational Priority O __ l_ SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or locI eo.1 No. \\ ActJvtty or n- Una luponJblllty (Uho will coordln.to1) III. Early Prevention of School Failure A. Collect specific infor- Director of mation about the pro- Elementary gram. Education J. Reading material 2. Michelle French 3. Educators who have used the program B. Develop a cost figure Director of per classroom and iden- Elementary c. n. tify funding sources. Education, Coordinator of Instructional Services Present program for District approval. Determine pilot schools and classrooms. Assistant Superintendent for Ins tructio, !Director of lementary Education, !Coordinator of \\Instructional -~_e1:vice.s \\ [nservlce: Activity haluatlon of Acctvtty (Evaluation Jn  trunt, te  t Ina data, ftnt  htd product. rprorrll other) Conclu1ton1, Flndlna  or Sta tu  ol Au lvlty Information on file Early Prevention of School Failure information is on file. Information on file ~rogram plans sub\" 1itted Schools selected I Cost figures were developed. Chapter 2 was the funding source. Program was submit- , ted for approval. Schools were selected. I I ..,. I North T.lccle Rock School District Pula::.ki Count Educational Priority P __ J __ SC//CJOI l\u0026gt;ISTIHC/' PLANS 1988-1989 Coal\nThe implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local CoI No. - -- -- luponJblllty (Mho vlll coordlnuo?) Inurvlc:e Activicy E. Develop program plans. Director of Elementary Education, Coordinator of Instructional Services F. Confer with principals and staff regarding program and training. G. Order training and program materials. Director of Elementary Education, Coordinator of Instructional Services Coordinator of Instructional Services ~eet with staff to share program information. Evaluation of Aci:1v1ty (EvluuJon Jn,tn,-nt, teltlna data, flnt,hcd produce, rprorrhu other) Plans on file ~eetings conducted Wurchase orders on file H. Conduct training sessions. Director of Elementary !Education ~wo day inservice ~essions conducted for all staff in- I. Implement program Director of c.lementary Ed., l::oordinaLor of ~olved in the program f'lll be held. . ns L. Services 'l .lementary I\u0026gt;, J.ncipal.s - -- Program implemented Conclu.tona, flndlna or Statue of Act lvlty Program plans are on file. Information about the program was shared with principals and staff. Purchase orders are on file. Training sessions were conducted in August, 1988. Program was implemented in September, 1988 . I \"I ' North Little Rock School District Pulaski County Educational Priority 0 __ 1_ SCHOOL DISTRICT PLAN 1988-1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stet or Locel Caal No. \\ la  p0n1lb1l lty (Who vf 11 coo rd lnato1) J. Monitor program. Director of Elementary Education, Elementary Principals K. Evaluate program. Director of Elementary Education, Coordinator of Instructional Services, Elementary Principals L. Determine whether to Assistant M. continue program in Superintendent pilot schools for 1989- forinstruction 90 school year. Develop plans for program expansion for 1989-90 school year, if feasible. Assistant Superintendent for Instruction I In1ervic~ ActJvlty [w.tuuJon ol Actlvlty CEv  luat ton ln1t ru  ant, o,t ln1 data, flnhhcd product, rprorrhca other) Monitoring reports on file Evaluation reports on file Conclualon  , Flndln or Stu,u ol Activity Program was monitored Reports are on file. Program plan on file The decision was made to continue the program in the pilot schools for the 1989 90 school year. Program plans on fil, Program plans to expand the program to five additional schools are on file. I , I ' I ...., I North Little Pock School Distrlcc Pulaski Coun SCI/OOI. DISTRICT PLANS 1988-1989 Educational Priority U __ l _ Goal: The implementation of compensatory education programs. Objective\nTo improve student achievement through compensatory education programs. Stat or 1.oul Coal No. Acth1lJ' or Tl- Lina lupon1lb1l I l)' (Ullo wlll coordln  tal) IV. Computer Labs A. Develop proposal for l\u0026gt;irectors of B. expanding computer labs lementary and in two elementary school,Secondary and in three junior high ducation, schools (30 station labs).\"'oordinator of Present the proposal for District approval. Instructional ~omputers l\u0026gt;irectors of !Elementary and !Secondary ducation C. Determine funding sources. Assistant f,uperintendent 1or Instructior D. Communicate with District)irectors of staff regarding program, :lementary and Secondary ~ducat ion, Principals lnrvlce Act1v1t1 Conduct building inservice sessions. ------------- -- -- --- -- . ---------- [vduation of Acthdc,( Ev1Juatloa tn1tru-11t 0 t11tln1 d1ta, flnhhed product, rprorrl,u1 other) Proposal on file Conclu1ton1, flndln1u or Statu  of Acthdt)' Proposal was developed for three junior high schools and two elementary schools. ~roposal presented to The following were ~ssistant Superinten- approved: two 30 dent for Instruction station labs, a 15 Funding secured station lab, and a 13 station lab. Funding was secured through Chapter 1, Chapter 2, CCVE, and District. Record of sessions on Building inservice file sessions were conducted. .!... (X) I \\ North Little Rock School District Pulaski County SCHOOL DISTRICT PLANS 1988-1989 Educational Priority 0 __ 1_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Loul Coal No. \\ Acthhy or Tl .. Un E. Order equipment and materials. lupon,Jbtl I ty (Uho wtll coordlnuo?) Coordinator of Instructional Computers Inun1lcc ActivltJ F. Install computer equip- Coordinator of ment. C. Assign aides to junior high computer labs. H. Train lab aides. I. Implement program J. Monitor program Instructional Computers Director of Secondary Education Coordinator of Conduct training Instructional sessions throughout Computers the year as needed Building Principals Building Principals , Directors of Elem. \u0026amp; Sec. Education, Coordinator of \\ \\nslructionn1. _\\~ ...::.i,.\n_'\"~~....!!' fvluatfOft of Acthlry (haluac Ion lnurunt, taat Ina dat., f lnhhtd product, rprorrlue other) Purchase orders on file Labs installed Assignments made Sessions conducted Conclu1lona, rtndlna or Seu 11, of Act hrlty Purchase orders are on file. Labs were installed. Aide assignments were made. Training sessions for lab aides were conducted. Lab schedules on fil, Programs were implemented. Monitoring reports on file Programs were monitored on a regular basis. ..'.. \"I ' North Ltc.c.le !fock School District Pulaski Count\\' SCHOOL DIS l'R !CT Pl.AN 1988-1989 Educational Priority # __ I __ Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. [valuat1011 ol Activity State or ([valutJon inuru-nt. local ActhJty or TJ- Ltn luponaJblllly lnur-vtcc A.ctJ.vity t11tln1 d1t, flnhhed eo.1 Ho. (Who will coordln\u0026amp;to1) product, rprorrlt other) K. Evaluate program. uirectors of Evaluation data on Elementary and file Secondary Education L. Determine whether to Directors of 'Proposed plans on pursue the implementa- Elementary and file tion of 30 station com- Secondary puter labs in additional Education schools for the 1989-90 school year. I 1 I -- --- . - ---~ Condualona, rJndln\"' or Statu of Activity Informal program evaluations were conducted. Plans include the expansion of two elementary labs.  I N 0 I North Little Rock School District Pulaski County Educational Priority U l SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stat  or L.4ul Coal No. v. After School Four Week Tutorial Program for Eighth Grade Students A. Study Minumum Performance Test scores to determine students in need of remediation. B. C. D. Develop program guidelines. Develop a bussing plan. Communicate with parents regarding the program. lupontblltty (Uho wtll coordtnau1) Director of Secondary mducation, [Coordinator of Inst. Services ~uilding 'Principals , freachers !Director of Secondary !Education !Director of !Secondary !Education llirector of lSecondary Ed. , ~uilding Principals \\)i 'Cecto-r of econ.dary\\ 1\n..,.d ~~ \\~-------- E.valuatioft of Ac:lhtry (Evaluation lnatru-nt. uattn1 dat., flnhh~d product, rprorrhta other) Test data on file uidelines on file ~ussing plan on file ~ommunication data pn file 1,taff hired Conch1ato11a 0 flndlnA oc Statua of Acllvlq MPT score~ were\n-1na 1 yzcd. Guidelines were developed. Russin~ p 1 an w,1s developed. l\nnrcnts were informed regdrcl lng tutorial program. TutoriRl staff was hi..red. - I N ', Norch J.lttlP Rock School D1titr1ct P11l.1skl County ducat1onal Pr1or1ty 1 __ 1_ SCIIOOI DI ST1'' ILT PLAN 1988-1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or locl Coel No. Ac:ltvHy or TJM LIH F. Train staff. G. Develop tutorial schedule. H. Implement the program. I. Monitor the program. J. Evaluate the program. 14ipoHlliilJh)' (Who wJll coorcllnau?) Building Principals Building Principals, Teachers Building Principals , Teachers Director of Secondary Education, Building Principals Director of Secondary Education , Assistant Superintendent for Instruc- :oo ___ _ / lnn,ic Acttvhp Conduct training sessions for all teachers as needed [veluetlo of Acthtt)' ([valuatJo l.cr-t. Utln1 clta, flnhhecl ,rocl .. c1, flprorrh1e other) Training sessions conducted Schedules on file Program implemented Monitoring reports on file Evaluation data on file Coaclt,et ... , ft41n or ltatuo or Acch11, TuLoria) stdff was trained. Schedule was developed. Tutorial prop\nram was implemented. The program was monitored. The program was evalunted on the basis of Lhe second MPT nd11:i11isLrnLio11. r I N N I North Little Rock School District Pulaski County Educational Priority 0 __ 1 __ SCHOOL DTSTRICT PLANS 191lb-l989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or local eo.1 \" VI. Actlvlt)' or ti .. Un Staff DevelopmenL Programs A. Classroom Management for new elementary and secondary teachers. I. Develop training schedule. 2. Communicate with teachers about the program- 3. Develop observation schedule. 4. Implement training program. aeapon  lbll lty (Who will coocdlnatol) Directors of Elementary and Secondary Education Directors of Elementary and Secondary Education Principals, District Instructional Staff !Directors of \"'onc'. u. ct training condary ducation and ~essions (two days) Eva.1.uat.C!. \\.he ~ lementary QTO\u0026amp;Tam irectors of \\ , tm,n\\. .~..-..., nn,\\ [vduatlon ol Acthltr ([valuation ln  tru 11t, t  H Ina data, rtnhhad prod .. ct, rprorrht other) Copy of schedule on file Communication data on file Copy of schedule on file Wrogram implemented \\Evaluation data on ~l\\( Conclu  lon  , flndln,:  or Stuu, of Ace hlty ,\\ tr 1i.1inf prdgr,un fur 1ww P 1 lmentar~ t\u0026lt;:achers an\u0026lt;l J modified program for 1ie\\Y sccon\u0026lt;l:iry LLnchers ~ere co nd uc t ed .. WrlttE:'.'n communication is on file. Observntion sch0dL1leb werC' developed. l'rni11in!1 progra1ns were cun\u0026lt;lucLed. 11\\l-~)1-m,1\\ ind fur1n.1\\ -.,  \\o, ot D ...... 'o I I N w I North Little Ro k Scltool D1str1 t l'ulcJskl Count SC'IUX)T. D 1 .SH{ I (\nT Pl.i\\NS l 988-1989 Educational Priority l __ l_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local Coal Ho. luponelblllty (Uho will coordlnatol) lnurvlc kt1vit7 Evaluation or Acthhy (Eveluetton tnetruent, teetlna dta, Unhhtd B. Program for Effective Teaching Training for new Elementary and Secondary Staff. 1. Develop training schedule. 2. J. 4. 5. Communicate with teachers about the program. Develop observation schedules. Implement the pro-gram. Evaluate the Directors of Elementary and Secondary Education Directors of Elementary and Secondary Education Principals, District Instructional Staff !Directors of econdary taff ~ lementary and product, rpror,.i..,e othtr) Copy of schedule on file Communication data on file Copy of schedules on file r.onduct training ~rogram implemented sessions (seven days) Evaluation data on file program irectors of lementary and !Secondary ----------------- (!-l-duc-at-io-n- -~--- ---- ------------ C.Oncluetona, flndln or Statue of Activity A training schedule was developed. Written communication data is on file. Observation schedule, were developed. The program was implemented. Evaluation data is I on file. _ ' I .\",', .. I North Little Rock School District Pulaski County Educational Priority O __ I_ School District Plans 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or Local Col No. \\ Activity or- Tl .. Lin C. Teacher Expectatjons and Student Achievement. aupon,Jbtl lty I (Who wtll coordlntot)I lnurvlce A.cc1v1ty 1. Seek outside funding ~ssistant sources. Superintendent 2. Develop training schedules. 3. 4. s. Communicate with staff regarding training. Select participants. Conduct training sessions. for Instruction Directors of lementary and !Secondary !Education !Directors of Elementary and Secondary !Education !Hrectors of !Elementary and Secondary !Education !Directors of !Elementary and Secondary \\Education Conduct training ~essions (5 training sessions per cycle) \\ halu  tton of Acchlty (fvluatJon lnurunt, te1tln1 data, flnhhcd product, rprorrhu otlu:r) Program funded Conclu1ton1, flndlna oc Stat11a of Acthlt7 Wunding through the ~ulaski County Cooper ative was obtained. Copy of schedules on frraining schedules file ~re on file. ommunication data on~ritten communication file ~ata is on file. ~ists of participants~ists of participants pn file ~re on file. Sessions conducted ~-:vn1.u.nci on. c:ln\\.a n,, Sessions were conduc ted for 31 elementar and 13 secondary teachers. F..,,, 1 ... ,, 1\".:.! I \"\" V, I I EducacJona l1 r1or1ty I 2 Coal: n,l '11..vl lopr:wnt-,-,-,-,.,, it t.:n, Sf.\u0026lt;JU 'Ill i.11 c11rrjculw1 for larv:11a,\nL' 11rls nrH/ 1,1thlM,Jtic~. ObJecttve: '!'o dcsir,n and implement a c11rriculun for Jann11.1gc arts. Suce or Local Cual No. K-6 ACTIVITIES Ace awu, or TJ .. U11 rrn 1mll'lL finnl c.:r,1f: of object ivcs for rL'111.ti11i111~n n'.\"ns of lnngu\n1ge nrts, V.-(,. F,111, 19:J:J. ConLinue to provic.!C' inservicc for imnlcml'ntc1tion of lan 11,u,1ne arts ohjccLives for r,r.1dcs, J~- 6. ,Ii roup,hou t I 933-1 939. Edit LC\"'SL.S for rendinn ohjcctivLs: l~, l, .2, l1, .1nd 5. l'a 11 , I 'J8a. ConLinue to develop ltsts for lannunne nrLs objectives for '\\rn\u0026lt;les J-6. F~ll, 193!1. ... , ..... 1111tt, (Who 111Jll coordinac  1) ! .. ,,nr,uar,c /\\rLs  Coordinator l.an~u:-i~c /\\rts Coordinator Lan'1uage /\\rts Coo:-t.linatnr ant! Clcracntar\" Co11MiLLee Langungc /Ins CoonlinaLor nnd C:onnittec \")ixLrU111tP lanruar,e arts 011.ic.ctive._, for :-(,. InsPrvice on iM11l~n0ntnLion of lanit1apc nrls objectives. John lloore JJffil'S Sm i. l h ~\n:-, t her Cr.,wf ord Steve Phaup 1arsha Paul Ja nc llrown [11,~cne 1.Jisc 1:a therj ne l!arvcy NOVil s ta~~s Jes~\n\\!alker fuluatton ol A.ctlvJCJ (fvaluacton Jneru, .. ,.,  u1111'11 dua. finhhad product, rprorrlaca ol111r) Ohjectivc-s fur 1\u0026lt;r1nin in~\n1n.,1 inclut.lcc..1 in 1~uiliLs a I 011 1~ \\Ji l ii ohj(Ctives for \\ff i Lin\u0026lt;~ f ro111 Lt 11 of 1987. Inscrvir.c conc.!urtcd. l'inal ,:rnft of Lests for rcadh1~ ohjecLivcs. Preliminary Jrnfts of LCSLS for lan:~ua~e ar:...s obj cc Li VL'S. Co11cll,al ''\"''\"II or Ital\" of A.Uhh,- Draft of reading objecLives distributed in the !'all of 1988. Evaluation of District-wide preschool inservice sessions on file. Final draft of reading test for grade 5 prepared. Coordinator and committee will prepare tests for K-2 and 4 Language arts tests for J and 6 compleled Fall, 1988. -- ------ __________________.,_ __ _____ _ I .J. ., \"I ' North Little Rock School District Pulaski County Educational Priority I 2 SCHOOL DISTRICT PLAN 1988-1989 Coal: The ,!cvL lopr.a-nto'Tnurittcn, .sc\u0026lt;1uential curriculum for lann11.1gc .:1rls and n:1tltenatics. Objective: To ,1esi'ln :ind i!Jplcmcnt n curricul11m for l.1niu.:11e arts. Stt or l.ocel eo.1 J'G. \\ 1:-6 ACTIVITil:S Adninister fiPl\u0026lt;! t~sls for renclinr, and lnn,~uap.l arts ohJ\u0026lt;1 Ctivt.1s, J:-6, nncl tvc1l11nte re!-.it1lts. Spring, 1969. Use t!ata fron testin~ pronram, iMJ\u0026gt;lcmcnLation of objectivPs, and other sources to assess J en!\"'ner and pro~rnm needs, l~- 6, and be!1in rencw.:il process. Sprinn, 1989. l ..,.. ...... ,,)' (1,lho wUI coordtnual) Langua~i~ Arts Coordinator Lannuagc Arts Coordinator, Dirnctor of Elementarv Educ a Lion, nnd Principals \\ [uluatton ol AcUwUy ([welue1Jo11 lnarru-111, Utln1 11bt, fJnhhd product, rprorrlu otl,,r) Co clwI rt  ,Una or llUw ., Au hlt1 Tes Ls aclm i 11is tcn.d. Tests admini::iterLd for reading and language arts objectives for 3 and 6. Le.:.1rner and pro~ram needs assessed. Learner/program needs assessment ongoing. I I _\"_' , I EducacJon:11 Pr1or1Cy I 2 Coal: TIH dLVc\u0026gt;lopmenc~written, sequC?ntiaJ currjculu1.1 for language arts and mathematics. Objective: Tr 1esign and implement a curriculum for language arts. Stt or Locl Coal No. S ECOtIDARYA CTIVITIES Act h1t)' oc Tl .. LJae Continue to jdcnLify objectives for all areas of la11guaqe arts, grades 7-8. 1988-1989. Survey all English/language arts teachers, 9-12, to identify objectives to be included in the District curriculum. Spring, 1989. Coordinate curriculum ~ork at the secondary level with realignment of schools. b1poAlbl I It)' (\u0026amp;Ibo will coordln.te?) Language Arts Coordinator and Secondary Committee Language Arts Coordinator Director of Secondary Education, Coordinator, Committee, and appropriate District staff. lnervlce ActlvltJ Workshops for identifying objectives. John Moore James Smith EsLher Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker (v .. utlon of Actholly Uvluu Ion ln1tru-nt  Ult Ina dat. f lnhh1d product, rprorrt.11 otli1r) Preliminary draft of objectives for 7-8 developed. Survey results on file. Coth1el rJadlnA or lt  tw of Au hi CJ Final draft of all objectives for grades 7-8 prepared. Survey of teachers has not been conducted. Curriculum commit tee has provided updates to hoth language arts restructuring committees throughout the year. ' I N 00 I North Little Rock School District Pulaski County SCHOOL DISTRICT PLAN 1988-1989 Educational Priority O 2 Goal: The developmentofawritten, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics Seit or Wc,I Coal No, ActJvJty or TJw Un lupon1lblllty (\\.lho vJl 1 coo rd lnatol) lnervlce Activity Advisory Committee: John Moore James Smith Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs, Co-Chairman Jess Walker, Co-Chairman tv,tuuion of Actlvltr ([v1luat1on ln1trv .. nt 0 tutln\u0026amp; data, flohh1d product, rprorrl.ue othrr) Conchulon1, rJndln~ or Statu1 of Actlvlcr Continue training for the use of math curriculum qualities, Math Coordinator Provide inservice Evaluation Instru- In-serviced new principals during Provide commercially prepared materials (calculators, computer software, kits, etc.) to assist teachers to teach objectives during 1988-89 school year. Math Coordinator Continue to test to determine Math mastery of objectives and to Coordinator determine learner needs and District program needs during the 1988-89 school year. Began to compile a test bank of test items for objectives in grades K-8, concentrating on grades 3, 6, and 8 during the 1988-89 school year. Math Coordinator \\ \\ for new teachers and ment administrators on how to use the math cur-riculum guides during the I 988-89 school year. Purchase orders Testing dates Completed project Fall of 1988-89. Principals inserviced new teachers during 1988-89 school year. Purchased calculators. Renewed and updated computer license for computer software at District level. Didnot purchase kits. Tested all students K-8 on PACIR Tests during 1988-89 school year. Received test items from the North West Cooperative. Continued to revise test item, on PACIR Tests K-8. Have not compiled test banks of test items due Stu or Loc.-1 eo.-1 Ho. 2 - str ct Educational .rJority I 2 Coal: The developmentofawritten, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics A,ctJVlty or TJ .. LJna luponeJbU lty (\"ho wJll c:oordlntal) Continue to revise and update the Math math curriculum guides when Committee needed during the 1988-89 school year. Continue to monitor the use of the math curriculum guides Math Coordinator/ Building Principals 1988-1989 InurvJc Act!vJt7 (valuuton of Acthh1 ([oluatton ln1tru  1nt. tutln1 d  ta. flnl  htd product. rprorrJ11 oLhtr) Revised product Dates of visits Respond to individual request for inservice Math Coordinator Provide inservice Dates of inservice for teachers as requested during 1988-89 school year. Conclu1lon rtndl\"1t or Stuu, of A\u0026lt;tlvJty Still in the process of revising and updating guides. Visited all schools. Visited schools on a needs basis. I I \\\n\u0026gt; 0 I North Little Rock School District Pulaski County Educational Priority #__J__ SCHOOL OISTlUC'l PLANS 1988-1989 Goal: Planning strategies to deal with at-risk students Advisory Committee: Sharon Williams, Chairman Steve Phaup Ja11 Brown Esther Crawford John Moore Objective: By May of 1989, to raise the awareness level of all school personnel regarding at-risk students. Stal or Local eo.1 No. To develop a comprehensive list of at-risk characteristics by August I, 1988 ponalblllly (Who wtll coordtnuol) S. Williams To develop in-service programs J. Moore to raise awareness of District personnel regarding at-risk students by August 15, 1988 To establish an on-going committee to develop new programs or strategies to deal with at-risk students by August 1, 1988. To establish a component of the elementary counselors' work plan to include strategies for dealing with at-risk youth by September I, 1988 To designate, train, and provide one hour of release time for one person in each secondary school to coord~nate at-risk youth act \\.v \\t. \\\\ . b)l ~ottt:embe\n,:- \\  \\ \\ J. Moore S. Phaup S. Williams \\ \\ lnur-vtce ActJvlt)' None Inservice on highrisk characteristics None In-service planning Sessions with Elementary Counselors In-service on atrisk youth programs 1,1aluatfon of ActhlSy ([..,aluecJon tnuru-,11. tttna dlt flnl  hotd prod11cl, rprorrlt other) Completed list of high-risk characteristics District in-service feedback form compilation Committee Reports Completed Work Plan Feedback forms on training provided. Staff person in place Conclualone, ftr,dln~ or Statu, of Acthlq, Completed-lisL of cl1nracteristics on file. C:ompleted-ngendc1s and feedback data on file. CL1rrentlv heinr dnne thru Pul.Co. Coali- 1 ion for Youth atDisL\n2nd NLR Community 1eam for Substance Abuse Prevent ion. I 1Completed-contai11ed in school guidance plans\nalso, Crisis Response Plan. Completcd-Ench secondary sciloo l hns one person design. iLcd as al-risk vouth coordinillor. Nanu .. s n f V\\H1rd i-n., 1 \u0026lt;\u0026gt;1 .1,, 1\\11 I 11, .I. .. ' N rth Lfctlc Ro,k Sc/1001 District /'ulusk1 County Educational Priority I..........J..._ sc11001 I\u0026gt; IS fH. I l T PLAN  1988-1989 Goal: Planning strategies to deal with at-risk students Objective: By May of 1989, to raise the awareness level of all school personnel regarding at-risk students. S1a1 or Loul Cual No. To train early identification/ intervention teams in 5 secondary schools (Lakewood Junior High currently has a team), school-based prevention teams in 6 elementary schools, and refusal skills teams in all elementary schools by September I, 1988. I l .. pontbll lly (1'ho will coordlnato1) S. Williams lnervke Activity School-based Prevention Team Training, IMPACT Training, and Refusal Skill Training [waluuton or Actlvhy ([vduac ion tnac runc  1e1t ln1 data, rtniahed product, rprorrlt other) lnservice Feedback compilations To provide on-going training to personnel identified in strategies 4 and 6. S. Williams On-going inservice Inservice Feedback determined through compiled needs assessment Conclulone, findln,ia or Statua of Aclt.dty C'-\u0026lt;\u0026gt;i\u0026gt;1plcLeci-J:.--1cshe condnrv school hc1s an eorlv ldentificatlm1/ refeiral team Lraine\u0026lt;l Seven eleI11enL.1rv schoo 1 s lrnvc schoo 1- based prevention teams. Refusal Ski 11. Trnining fur all elementary couns~lurs has been provided. Feedback data are on [i]\". CompJ eLec.1-lwo c Luster retreats l1av0 i\u0026gt;cen cumnl cted. Feedback data are on file. -----~---------- ---- SCHOOIML PROVEMPLEANNT S I w w I l'.!.LL.h.UllU~-~'~Ql__- __ _ (.'it.\"l,noJ} .!!::..!..llt_! _ _l...!_l_!_r R,\"k' Scltoo1 Dlt.t.r1rt .11.:rt1U,\\l. !\nCIIOOI .. PLAN 1 988-1989 School Advisory CommJttee: Cl1~ryJ D~nf~ls, Ch:iirper~0n Debbie Cornwell t:clur:,t ''\":?:il PclorJty I I Gary Davis Coal: To promote pns~tt!rudc.,\nrnr:f boost IT'orale nf f\nJculty members. Sal 1 ie Langford Louise Cammack ilary McCullough O~Ject Ive: To have teachers become .ictively involveJ in 1,l.1nned activitcs Bettye WJlliams that will create ,,]casanL exp\u0026lt;\"rienct?s. SIUe OJ Loc-I r .. 1,.1 Ho. 1. 2 3. Ser 01t P..tls Br,wkfast B\"d.ty System 5 While El~phant Tr..1rlc 6 Fcnturc-A-Teacl1er h,r,on,lbt I It)' (llh11 will col'.lrJlnto?) AttituJe Committee Departmental Attitnd ...... Con.mi tttt! Attitude: Cummittce Altitude Cllffiffiitt....-1.! Altitude Comn:itl re l,uc,vlcc A,.\n.tJvJry Sc~ re t Pa 1-C if t exchnnr,c Once a month faculty brccikf.,~t tvlution of Activity (vl1HC ton lntru-nr  ,,utln1 1bt, flnhhtJ proJuc-t, rprorri.,, other) Faculty Evdluat i 1n at end of the year Faculty Evaluation c1t end of tht! vc..ar Committee wll l select FJculty [valuation d bu\u0026lt;lJy [or tl1c new at end of the y~~r tuachrrs-to help get Ll1~m uc\u0026lt;1uatnted with the school Faculty members pnrtiriputing i11 1.:.1sld on show Foculty members will ~wnp iLems u~a bi1lletin beard l n lomgc for spccia inf.1rmation on tcncl1\u0026lt;!rs Faculty Ev3J11~tlon at end of tl,e yc3r faculty Evaluation at end of the year F..1culty Evaluatlon at end of the yc.,r C.Oncluelon, rlndlr,11, ur St Hue ol A\u0026lt;l ,.,,,,. I. 51% of staff participated in a successful Secrrf Pal prt,gram. 2. Departments cv:1.L .... ,I to have enj oyabl~ brc:i.kf.:1st\n, :ind lun,.:lh 111 3. JOO% particip,1tio11 of new tea~l!crs nnd selected buddies. 4. Thi~ ~oal has not been ~ct but will be by the closing of Sl.'1,vol. 5. Due Lo lack of interest this g03l was not met. 6. Th~ bulletin boor, was used in more effective ways. ---- --- _______ ,_ ___________ .1_ ___________ , ' ,I. ,, ~ I (School) Norlh Little Ruck School Dlstrict ANNUAL SCIIUUL PLAN 1988-1989 Educalional Priority O 2 Coal: The Improvement ~ograms/Ope.rot. i0ns '-11at Lt...1d Lo netter Stud~11t Bel1Jviur. ObjecLlve: Tn lmrro,c Programs that l'ro,.,. Le Better Student BLl,avior. StI or Loc:al Coal Ho. 7 Local 1. Augu~r, 1988 - June, 1989 2. August, 1988 - Tune, I 9tl9 ]. January, 1989 \\ ponlblllty lnearv1ca Activity (Who v11I coordlnatol) Jim Gray Co11sistc11tly enforce rules about hals, rJJios, food, drinks in the builJ lr.g Sue Bennclt Kathy Smith \\ To ai\u0026lt;I li1\n1LriLul\n1LJon of RLu\u0026lt;lc11Ls new to the community and 11ew LO \"-:0rlhe~:::.t by appointing \"Bud\u0026lt;lie:.i'' T0 reward students with no more than four absences and with no Disciplinary Referral--:, n Sock Hor or Pizn Party will be  tanned at end of fali semester - if succegsful, commit Let wlll do in spring \\ School Adv lsnry Conunittee: GreLt:i1en Wol5on, Ch.1irrcrsc~:1 K~thy Smilh Uin.:th Kennedy Arlean RobcrtGon Sue BcnncLt Jon Robbins Jim r.rny aluuf.on of AcChlEy ([valuat Ion lnatru-11t, taat1n1 data, flnhh14 ConcluaJona, fh1dln11\n or Sutua of Act lvlty p10Juc:t, rprorrhta oth1f) By Committee By Committee By Committee 1. Llnti te\u0026lt;l success. School Store for snack~ an\u0026lt;l Pepsi macl1incs contribut~\u0026lt;l to fvcd .'.lnd \u0026lt;lr 1 .1ks : n h11ild ing. ll.1Ls\nincl L.1d Lus improved. 2. Jlu\u0026lt;ldfos for fall semt:slcr were ilpiJOint ~d in GuidJn~e. Good response. Should be continued .. 3. Fall semester Piz'-\u0026gt;a Par Ly\n253 ~tudenrs eligible Feb. 10. Very success f., 1. Should be continued. Spri11g semesterMay 19, Movic-122 students eli~iblc. I w u, I I\\NUUAI :,, r,oor. l'l.J\\N L'J88-l')IJ9 Y-1..i:..tr!..,:.!.. J-'.JucatJnnal Prlorlcy t J Coul: The Devclop,,u.rnt-of Programs for t\n,c Improvement of jtudy Ski] ls. Objective: To give students, teac.:1,crs and parents tools to improve the students' study hJhits . School Advfoory CtHnmlttee: J.\n111 Scholl, Ch~,irpc1 Sue Bled:\nClc Brenda Sull iv ... n Patsy Pearson Mab1\" Bynum Patrina Greenway David Kaufman .----.----------------..--------.--------------.------------.----------~ SlI or Lncal lo\u0026lt;ul 11,., 3  .. pol'llblllty (11110 11l1l coor,llnato!) [vdution of Actlvlty lnser-vlce. Arttvlty ([.,aluallon lntru-nt, Conclulon , rlndll'IA ,  ,1,.. dt, fll'lhhJ ors,.,.,. ol AClhlty product, rprorrlt 01l1tr) Lo_c_a_,l- ------------------r--------1-------------l---------- ---- -------! l. To get Jn(orm~tio11 to pRrcnts about way!Jo lv impro1. 1e their rldlc.l's st .. !y h.:Jbits, either ii1 a ,nailing or in local newspaper 2. To have each teachC't perRonalize study skill~ necess.'.lry to do well in his subject and present these the first week of school to clossc~ J. Make avaJlaLle in guidance nrlJitJonal n:aterJ,Jt\nto be be l1sed by teacl1ers, ~tud~nts and p3rents t\" help with sLudy s\nkilh Committee Committee Deportments Committee Plan leLL~r ~r advcrtJBemcnt Give \"workshl!ets\" to departments to help t 0 ad,crs prepare study skllJs lists Orgnnlze m3t1~rials anJ li.!ave in guidnnce ----------- F~edback/Staff ~d P.'.lrents Feedback from departments Fe edL .. ~ k/ Staff ~\nnd Parents Parent of eat.h cl1ild rec~ i ed mailing on s11ccessful study hnhits a11J l1ow to help children study. Every teacher got 8uggc~tion sheets for indiviJualizin~ her/his area to help students study. Materials on file in Cuidan-c for stuJent parents, teachers tl, help improve study skills. I I \\\n) a, I Ole Main High School ---- (School)-- - North Little Rock School District Educational Priority #___i_ Coal: To provide recognition and staff. ANNUAL SCHOOL Pl.AN l 988-b9 for outstanding achievement of students School Advisory Committee: Marjorie Kirby-Chairperson Bruce Watterson Sue Perry Gary Goss Bill Garvin Scharmel Bolling Objtc l i.vc: A process that will make the school and community aware of the achievements of Ole Main students and staff. Stt1: or Loe.al Co.al No. 19 \\ Ace l1tJ or Tlac Lin M.uponell.lllty (Uho ,,ill coocdlnte1) I. Organize a committee I. Principal of students and staff that wil: coordinate the program. 2. Committee will establish the 2. Committee guidelines for determining the standards for recognition. 3. Process will be presented to 3. Committee the staff and students by September 15. 4. Committee will coordinate the 14. Committee process during the year. 5. The committee w1ll actively 15. Committee seek suggestions from several and student avenues in order to identify \\ council as many achievements as possible. \\ lnur-vlce ActJvlt:, I. None tz. None 13. Staff meeting and student council meeting. ~-None 5. None \\ Cv lut Jon or Act lvl t y ([ve lul Ion lnt rucnt  tutlna dt flnhhcd product, rprorrhtc other) Conch.1ton, rlndln,- or Statu o( Activity l. Committee named. 1. Committee met prio to the opening of school. 2. Standards presented. 2. Decision was made to make a greater use of local newspapers and distric newsletters. 3. Activity meetings 3. Information was presented in regular meetings. 4. Bulletin boards, trophy cases, etc. set up at least monthly. 5. Evaluate the suggestions presented. \\ 4. Achievements were published and posted in the building. 5. Did not accomplish I w -..J I 1/\u0026lt;lu.::iclonal l'rlorlty 1 __ 2 __ ANHUl\\t. ~ 11nnr .. ,-~H 1988-69 Co:.1 J: To increase the use of the media center by teachers and students O1,jcc tlvc: Teachers will schedule use of the library or computer lab more frequently because they will be more familiar with the materials, equipment and services available. School Adv l!'t'Of\" y Comm l L tee. Damaris Purtl(..-Chalrpcrson Sandra Joyce Roy Spradlin Sue Perry Jo Stewart s,   , [ult,llon of AcllYllJ (Ch,el I ln,1 ru-nt  Local hI In\u0026amp; Je\u0026amp;o. I lnhh.,J Acl hi CJ or Tl- LIH ... , .... ,1111 ltJ c  , Ho. (Ul.o wll I coorJlndof) 16 l. August 1988 - Open House for I.Purtle/Joyce l. teachers 2. September 1988 2.Purtle/Joyce 2. 3. Spring and Fall Newsletter ).Purtle/Joyce 3. 4. English Orientation - 4.Purtle/Joyce 4. Fall 1988 5. Computer lab workshops 5.Purtle/Joyce 5. tnun,Ju ActlltJ p,0J11ct. rpurl'l1 01h,r) C.nch,eln. fl,uU,.1 or Slatu o( Acthllr -1----------~-----------j Opportunity to l. Participation and view new material. s materials checked of IMC materials, out will indicate review equipment success of open operation, etc. house. Students will be 2. Checklist and instructed on observation of rules and pro- student use. cedures of library To acquaint 3. Request for teachers with materials will activities arriv- indicate success ing during the of letter. year. Students in Englis classes will be taught the class-h4. English teachers will test material covered ification system, IS well as other library skills co v-ered in the text. l. Held open house which allowed teachers to view and check out new materials. 2. All study halls participated in the library orientation. 3. Lists of new materials were distributed to teachers. 4. English classes were given orientation and tested by teachers. Workshops will be p, Requests for com- ~- The computer lab provided to snail puter instruction was scheduled for ' I I,) 00 I Ole Main High School (School) North LI l l lc Rock School llistrict ANNUAL SCIIOOL l'LAN 19118-\u0026amp;9 F.\u0026lt;lucntlonal l'riorlty 1 __ 2 __ Coal: To increase th use of the media center by teachers and students. 01,j,c t lvc: Teachers will schedule use of the library or computer lab more frequently because they will be more familiar with the materials, equipment, and services available. s,   , lcl Coal \"- \\ S. Computer lab workshops \\ lu,-llollhy 011 .. vtll c-r.lh, .. 1) S.Purtle/Joyce S.Continued \\ groups or individual~ who request it. Teachers and/or students will receiv~ instruction on apple works, print shop or other software currently available in the media center or IMC collection t.,.h111le111 t Acl hltJ (ll11atl ltr11i1-t  '\" ..... r ... , .. ._  ., pro4uc:t, rpr .. ,-ri.u other) S.Continued \\ subsequent use of computers will indicate success of workshops. C..cl ri ....... . or Slt of Act hltJ S.Continued classes 267 periods up from 168 periods in 87/88 and only 64 periods in the 86/87 school year I I .I. ., \"I ' -,. h'\\I Eclu1.,tional Priority II__J._ Coal: To formulate a building level plan to help students that return from drug counselling. Obj,ctive: To reinforce the \"Just Say No\" program philosophy when a student returns to school. Stte. or local CoI No, Act lvlty or TJ .. Un 1. In september a plan will be presented to the staff. The purpose will be to ensure that continuous contact will be made to reinforce the drug counselling program. 11:e  pon  lblllty (Uho will coordlnto7) In  ervice Activity 1. Principal ~. Staff meeting 2. By October 1 training sessions 2. Faffiily Q. Training sessions for staff members will be Services scheduled. Agency and district staff. 3. After a student returns from suspension, a staff volunLeer will have on-going contact with the student to reinforce the \"Just Say No\" phliosophy. 3. AdminisLra- 3. None tion staff ~\u0026lt;ho,,J I\\Jv lt'tinry Cnmm It t c.(: J fm Morris-Ch\u0026lt;-l I nna.n Counselors Family Services Agency Sharon Williams [valu  tJon or Act Iv tty ([vdutton ln  tru-.ent  tetlng data, flnhhl'd product, rprorrlu other) l. The number of staff members willing to enter into this project Canclu  lon, rlndln,ta or Sta tu  of Act lvlty 1. Discussion of the problems and goals were presented in in a faculty meeting. 2. Schedule presence, 2. Did not occur because school staff members had same training. 3. Maintain a log of 3. Decision was made contacts. to not maintain a log but steps were ta ken to ensure that positive reinforcement was given .   , \u0026amp;, ,  ,  ,  r Family ~- Staff and volunteer 4. To be determined 4. The Core-Team process is a building priority for the 1989-90 SC hool year. will evaluate the student contacts to determine if progress has been made. Services meeting and district staff. - - ~ -------J--------------''------------'--------------' ' Central Junior High School (School) ANNUALS CHOOLP LAN 1988-1989 North Little Rock School District Educational Priority O 1 Goal: The improveme~prograns/operations student behavior. that lead to improved Objective: To develop strategies to decrease inappropriate student behavior. State or Local eo .. 1 Mo. ,I, . 0 I Loca 7 ActhlCy or Tl .. Line I. Assign lockers next to first period teachers' room at the beginning of the school year. lupon1lbllt1y (Who viii coordl\"atcll Admin is t ratio 2. Conduct locker checks during Staff first period classes during the school year. 3. Teach hallway behavior at Staff beginning of school year and as needed throughout the year. 4. Train volunteers in IMPACT by September 1988. Teachers/ Administratio1 Inaerv1c A.ccivlcy None None Review lesson strategy at preschool inservice. IMPACT training. School Advisory CoimDittee: Pat Havlin, Chairman Esther Beavers Gayle Calver Fran Lewis Laura McGhee Jane Tinsley [aluatlon of Activity CCvat.ut Ion ln1t runl  u1tln1 dt flnhhd product, 1rprorrt.1t1 otld Conclu1lon1. flndlna or St1tw1 of ActhllJ' Locker list on file. uist on File. More control during lockeF !breaks. Calendar of locker lists on file. Lesson strategy on file. Training completed. Locker check must be ~one after 12:00, whe1p more custodians are o duty. ~tudents know rules, !could have been ~einforced more. IMPACT just began, 5. Inform the faculty, student body, and parents about IMPACT team at the beginning of the year. IMPACT team- Awareness infonna- }taintain records on tion provided to students referred to staff at pre-school IMPACT and follow-up olans to be implement d at the beginning of he 1989-90 school ~ear. inservice. 6. Form a committee that recommen s Administrati n None modification for the detention areas by June 1, 1988. \\ \\ \\ \\ activities. Recommendations on file. I Larger SAC room. D-Hall in teachers room is more convenient. I Educational Priority Q 2 Coal: The improvement of attitudes and morale of North Little Rock staff members. Objective: To develop activities to improve the attitudes and morale of staff members. Stt or Local Col No. Local 1. Conduct stress release 16 workshop(s) during after school inservice time. t.,pon,lbtllty (Uho will coordlnuo7) Committee Committee Inerv1ce Actlvlt7 Workshop Staff meetings il- 2. Offer energizer games after school hours periodically throughout the school year. ..... I 3. Offer Exercise Clubs during after school hours. 4. Provide student helpers through a Student Council project to help teachers in the mornings before school. 5. Organize a faculty breakfast cl,ub which meets twice quarterly. 6. Develop a faculty handbook during the summer of 1988. Committee None Committee Training for stu- Student Council dents during Student Council meetings. Committee Committee Principal Teach handbook to staff during preschool inservice time. School Adv~sory Comm~ec~~= LouAnn Chandler, Chairman Frank Boyle Shari Brown Mary Darling Laura McDowell Meg Shalek [ulutJon ol ActJwBy ([yJutlon lntru-nt 0 t11t Ina dt, flnlhd Conclu,lona, Fh1dlnA or Sttu1 o( ActlYllJ' product, rprcrrlt othr) Staff evaluation forms. List of meetings held. List of clubs offered. List of student helpers and their duties. 4 day inservice was eliminated at Distric level. Goal not met. No instructor availab e _,oal not met. Calendar of meetings Jointly sponsored wi h PASS team and sunshi e committee. Handbook on file. Handbook completed, presented in teacher packet at beginning of year. Needs to be expanded. , l Central Junior High School (School) North Little Rock School District Educational Priority 0 __ 3_ .,~1::.c.L SCHOOL !'!L'l 1988-1989 Goal: The development of programs for the improvement of study skills. School Advisory Colllillittee: Charlotte Bull, Chairman Sylvia Allen Danna Davis Debbie Hardison Drew Mashburn Judy Pflughaupt Objective: To continue the development and implementation of a plan that will integrate study skills objectives into the content areas and span all the ability range of students. :\nStal or Lour,1 eo.1 No. Local 1. 3 2. 3. 4. \\ \\ '-ponlblJ ICJ (Uho wlll coordlnata?) In May of 1988, conduct departmental meetings to standardize supply/material lists which will be distribute~ to all entering seventh grader\n. In Hay, 1988, deLermine the study skills objectives which will be taught to all students in September 1988. In May and June of 1988, conduct departmental meetings to plan teaching strategies for assigned skill. Teach study skills to students b-y departments in September 1988. \\ Department Heads Committee Department Heads Staff Inacr-v1cc ActJvltJ None None None None \\ tvaluatiof\\ o( Activity ([.,.1 lut Ion ln1uu-nt, teat In\u0026amp; data, (lnJahcd product, rprorrht other) Lists on file. Letter to parents. Coathln rl\"dln~ or St.ru1 o( .Activity Meetings held with staff. Supply list included in August parent letter. Objectives on file. Colmlittee met to determine objectives needed. Strategies on file. Skills taught. Colmlittee planned strategies for teaching skills. Me with PASS team to assign skills. Taught study skills to students not attending main event l-- w I Educac1onsl Pr1or1cy 1_ _ 3_ _ Goal: The Development of pro~rams for the improvement of study skills. Objective: To continue the development and implementation of a plan that will integrate study skills objectives into the content areas and span all the ability range of students. Stt O'C fvluation ol Ac:ttvtty l.DcI ([valuation tntru-nt, ,\\ct lvlt)' or TJ- Lina luponJbll ltJ tnaervlc:e A.c:tJvltJ tet Ina dt, flnJahd eo.1 No. (\"ho viii coordlnato1) product, rprorrlu other) 5. Conduct monthly departmental Committee None Department meetings meetings with reading held. teachers for clarification and feedback. 6. Periodically analyze data Committee None Modified plan on throughout the school year file. and modify plan if necessary. Coclu .. oN. rtndln or Statua of Activity Study skills reviewed during North Central evaluation self stud Goals met. I I I ' I.,1~lw0od .Junior High Sc  .-huol (Scl100!) llorth Lill ll' Rork School District ANNUALS CIIOOLP LAN 1988-1989 School Advisory Committee: Jim Dyer, Principal Jeff Huddleston, English Failh llurke, Special Education Jt1dy Dace, Career Orientation Educational 1'1 lorlty O__L Goal: To improve programs/operations that lead to better student Donna Hall, English, SLudcnt Counci 1 Shannon Hamilton, Counsc tor Ill llie Jo White, HC'dia Speci,1list Richard Wiseman, Uand Director Gayle Wing, Parent/PTA President behavior. Objective: To improve student behavior 1n the school setting. local C.UI No ,,I,, .. I 1. D1sc1pl1ne committee u1II meet throughout ~chool year to ma1nta1n focus on 1mprov1ng d1sc1pl 1ne. 2. Rules and procedures to be presented to students 1n class level assembl ,es and Engl 1sh classes. Students wt 11 be given handbook test. 3. \"WIN' Team to continue with emphasis on high-risk students 4. P.A.W.S.\u0026lt;Positive and Workable Solutions\u0026gt; cOIMlittee to work on positive self-esteem of students. 5. Recognize students with \"Outstanding Citizenship each ~ \\ ' nine weeks. Newletters to ,. 1\u0026gt;arents and 1\u0026gt;osted in ha\\ Is. '-lot''tl: ..,., n 5 udents that ace - ~\" Q~ .. ~~, \\ ~ ,!.~\"~\".,,., (\"_c . \\ on ponlbll ll\"t (\\lt,o will coo,dlnaull I Assistant Pr1nc1pal Pr1nc1pat Assistant Principal Principal Judy Dace Donna Ha 11 \\ fi\\ss\\stant 'i)(\" \\'C\\C\\t) \\ ln,.,rvlcc A.cl lvllJ First meeting u1 I I be during pre school act1v1t1es and then on monthly basts. Adm1n1strators to meet wt th English teachers during preschool week. [ .. ,1,.utnn or Actlvll)' f[w,l,utlon l,u1ru-nt. 1,u1ln1 d111. tlnhhd p,oJ .. ct. rporrlt 01hu) Minutes of meetings u 1 11 be on f I I e. Conclual.\u0026gt;na rl,.Jl,.11\n o, Sea tu,. of Acl 1 .. 11 r Committee met and r,ave ideas to faculty, Student test resu I ts Presented during 1st wi 11 be placed in eek of school. Handb\u0026lt; ok the Ir fo I ders. test was given 2nd we, k of school. \"WIN' Team wi I I pre- Statistics wi JI be o 1:rN team intervened o, inservice to faculty. file of students tha more students this ye1r. were intervened. A special effort was ade to reach students in need. Sharon Wi I Iiams to present inservice on how to promote selfesteem. Criteria for giving citizenship grades to presented during preschool act1v1t1es. District personnel t, P.A.U.S contributed i~ many ways to raise students self-esteem. be invited. Newsletters and Students were recognzed announcements wi 11 b\u0026lt; each nine weeks and list on file. of students with O's were sent to parents. Statlstics w1\\\\ be on t, \\e. \\ rm nya:  rr n~ f ., SAC supervisors made special. effort to to k with ~'-_\\\"\\t~t~ t.o imp-rov I I I oc.al C...I No G r,J,,r.it l011.tl l'rJ01lty I 2~ Co,11: The deve/opment/1mp1ovement of remedial programs for slow learners. O~Jcct1ve: To improve the test scores and the self-esteem of the slow learners at Lakewood.  Definition of a slow learner is one that does not pass the minimum performance test or working below capacitv l1ron1lbl I It)' ln,endce Actlvlt7 (Uho will coorJln1tol) r. r ru..: P\"' JtII Hu\u0026lt;l\u0026lt;llc~t.on, ,_.,11:Jl,,h F.lith Burke. Special t::c..lucat:ion Jucly Dace, Career Orientation Donna Hall, English, SLudcnt CounciJ Shannon Ila mi I ton, Counselor Bi.llie Jo White, ~!c\u0026lt;li., Spcc.ialist Richard Wiseman, Band Direclor Gayle \\.ling, rarcnt/l'TJ\\ Prcs\n.dent [valulllon of Activity f(v1l,11tlon lnatru-..nl, tell Ina data, flnl1hrd 1nod .. ct, rprorrl.u1 011,.r) Conclu1lona. flt1Jlo11 or S11tua of Acl lltr --------------t-------f----------l---------1 --------- I. Comm, ttee w, 11 meet throughout school year to focus on improving ski I Is of the slow learner. 2. Provide inserv,ce for teachers of bas1c/remed1al classes at the beginning of the school year on how to motivate the slow learner. 3. Develop peer tutoring for support of the slow learner. 4. Computer Lab to be used to improve test scores and remediation. Jeff lluddleston Principal Shannon ilami I ton Bi 11 ie Jo White 5. Establish a mentor program for Cindy Quarry students having difficultly 1n classes \u0026lt;students with one or more failing grades\u0026gt;. ~----------------- None Same As Act1v1ty None Minutes of the meet I ngs w I I I be on f I le Corr ittee met severa timi..:~ and contributed ideas for improvement of sl)w learners skills. Di rector of Secondar Teachers were given methods Educ al I on w' I I be to work with slow lea ners 1nv1ted to 1n-servic during inservice. Schedule of tutoring P.A.W.S developed a sessions wil I be peer tutoring rrograrr. posted. In-service on how to District personnel use the computer lab. will be invited to attend inservice and observe operation of the lab. Compter lab was used by language arts, math a1d science classes. Prio~ity was given to basic cl~sses. In-service for the teachers that wi Ii participate in the mentor program. Records w I I I be ma In P.A. W. S. developed a In en tor tained of the progra,nprogram and the facu ty throughout the year worked with students and on 1 le. having more than 2 'son lst interim report. J L\nikcwood Junior Hi1\nh School ANNUALS CHOOLP LAN (School) 1988-1989 North Little Rock School Olstrict 19 \\ CF.odaulc: atlonalI mpProrvioermityen t oOl: ,cnoo3l Env,rnoment In Order That Students EnJOY School Hore. Objective: To improve the school climate of Lakewood ,n order to have a sound educational program for the students. I . \"P. A II. S.  conrn I t tee w I I I Judy Dace focus on prov1d1ng a positive, w1nn1ng school climate. 2. Establ 1sh a c00Jll1ttee of Donna Hal I student leaders to welcome new students to the school an\u0026lt; plan activ1t1es for new students. 3. Take special efforts to sprue up the physical environment of Lakewood. 4. Develop methods that emphas1zi growth in students and facultl 5. Catch students and teachers succeeding in something and recognize the achievement. 6. Provide more fun activities for students and teachers to partlc1pate. \\ Principal Principal Jeff Huddleston \\'c\n\"\"\"' None None None None None -~ School Advisory Connni t tee: Jim Dyer, Principal Jeff Huddleston, English Faith Burke, Special Education Jt1dy Dace, Career Oricntati0n Donna Hall, English, Student Counc i 1 Shannon Hamilton, Counselor Rillie Jo White, Mc\u0026lt;lia Spcci.ali5t Richard Wiseman, Band Director Gayle Wing, Parent/PTA President M1r,111~c,, ,t \\,,_.,~ ly - meetings w111 be on f, le. Record of act1v1t1es w i 1 1 be on f i 1 e  Survey of fac1 lilies at beginning of year and at the end. Records wil I be on f i I e. Records will be on fit e. Copies of the monthly calendars w i I I be on f i I e . \\ Cor,(\"luI., rtnJln o, Stcu\nof Act 1 .. 11, P.A.W.S~tributec much to the most positiv\u0026lt; school climate according to NCA Vi, itini committee. Welcome committee cc nducted orientation rior to school, Aug. 23 Building continues to receive laudatory r marks from visitors. Progressive honor re 11 and citizenship lis were developed. Pencils were given o students for their achievements and god works. Activities were conducted throughou school year for both teachers and studenL -~ 1100\" - 1 \\ D1scr1cc Educat1onai Pr1or1cy I_! __ \\ .-NHtfAl. SCIIOOL PLAN 1988-1989 \\ School. Adv.isory Comm.J.ccee: Goal: To improve programs/operations that lead to better student behavior Barbara Dudley Cynthia Hampton Ginger Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Objective: Improve student behavior in the school setting Gregg Thompson lute OI' Local Coal Nici. 7 \u0026amp;cChlCJ N' 11 .. LIM Establish a building discipline committee for the purpose of studying and identifying desired student behavior and methods of achieving good behavior a.1,oaaO.UltJ (Ylto vlll coor4lMtet) School Administration and Staff laaH'Vlc ActtltJ 1Hl!ot41ti0tl of Actlllr (belu.attoa tr..-.t Oatla 4ata. lthhel , .. .,..,. approprl11u other) Discuss in pre-school Minutes of the in-services and meetings will be on throughout the year file. as needed Coac:lwalou. Fhwllaa air ltat11a of Ac.thltr Committee establishec behaviors identified, methods employed, committee continuing to function. Explain handbook, building poli- School Admincy, classroom rules, and evaluate istration and Discuss in pre-school Staff will compose Students were taught workshops evaluations which and tested oVer the content by the testing of each Staff will be kept on file student handbook. student Establish a team of teachers, counselors, administrators, and parents to meet with students who are demonstrating behavior problems Schedule an extra period (\"Plus\" period) periodically during the school year to emphasize expected behavior and/or to explain school policies as well as to motivate students Recognize students who have all O's and all S's School Admin- Schedule team meetistration and ings as needed Staff. Students behavioral Impact team function records available ing as of the fall of for evaluation 1988, other members will be trained as future sessions are held, School Administration and Staff Explain in pre-school Records will be kept 11Plus 11 Periods held, student behaviors/ expectations empqasized, other 11Plus\" periods scheduled. meetings of the dates of the \"Plus\" periods and the topics discussed Assistant None Lists will be prePrincipal and pared and posted. Staff Lists posted, recognition programs implemented, lists and ~---L----------------~------~----------~--- -------',:-e-c\n'O-,,\nrr~ttro,_..--,~,t=~b:r,rms--' ongoing. !- c,:, I RIDGEROADJU NIOR High (School) North Little Rock School District Educational Priority t_j__ ANNUALS CHOOLP LAN 1988-1989 Goal: To improve programs/operations that lead to better student behavior Objective: Improved student behavior in teh school setting ltt or Local Coal No. ActhitJ or TJ .. L1H a.ponaJblltty (Who vlll coordt-tal) Establish school-based counseling School Adminprogram for suspended students istration and Counselors Evaluate overall student behavior School Adminthrough the year based on disci- istration and pline documentation and staff Staff survey. \\ lnHrvice ActtvltJ None fuluatioti or ActhltJ (f:waluatloa lnatruNnt. tut I\u0026amp; 1.. ta, ftnlhd product, orprorrht othr) Counselor conference records and student behavior records will be on file. Discuss in pre-school Records will be kept inservices as well as on file. one other in-service during the year \\ \\ I Conc:h,.Son, fldln,.o or Sut1.1a o( ActhHJ Program established and will be continue To be completed in June of 1989. I ~ I \\ BlfllFNOAP J.J./lV...V.l.i.-.- -1J.J,..J.iJ. - - (S\u0026lt;\"lwol) Little Rock School District Educational Priority # __ 2 __ \\ ANNUAi. sc:110\u0026lt;.'1. 1'1../\\N 1988-1989 Goal: To develop programs that foster improved student attendance Objective: To improve student attendance Stat or Local Coal No. 11 Acttwit1 or IJ.ae LJH Daily telephone notification of absentees focusing on targeted students leponlhlltty (Who 11111 Cl.I Jlrute?) School Admin- None istration and Staff Notify parents of student atten- School Admin- None dance policy at the beginning of istration the year Notify parents by mail after the students 5th and 9th absence. School Admin- None istration and Staff Establish a reward and recognitio1School Admin- None program each nine weeks designed istration and to recognize those students with Staff perfect attendance and those who have missed no more than two days Inaarvice Activity School AdvJ.sory Commit: t:ee: Barbara Dudl.ey Cynthia Hampton Ging~ Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Gregg Thompson [uluation of AcUvUy ([valuation ltr~nt. taatl\"I clta. ftnlahad Conch,alona, ftndlnJ. or Statua of Acthlty product. rprorrhte otlir) Records will be kept Records at present re on file and a compar fleet a 1% increase ison of yearly atten in student attendance dance figures will beover 1987-88. made. Copy of policy kept ~ctivity completed. on file Dated copies of the letters will be kept on file. Records on file Parents have been notified throughout the year and will continue to be notified. ~ecognition and re~ ard programs have peen initiated and 1,,/ill continue. , RIDGEROADJ UNIOR HIGH (School) North Little Rock School District ANNUALS CHOOLP LAN 1988-1989 Educational Priority I__J__ Goal: To improve the attitudes and morale of students and staff. School Advisory Committee: Objective: Improved working and learning environment at Ridgeroad Junior High Barbara Dudley Cynthia Hampton Ginger Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Gregg Thompson l\u0026amp;H ec Local Coel Mo. 16 Ac:Uwtl)' ..- TJM LiN Survey students and staff to gather information about morale and attitudes Identify concerns and suggest possible solutions Implement selected recommendations Conduct a follow-up survey to evaluate progress of improved attitude and morale of students and staff ... ,. .. uiuu, (WM .. 111 coodlute1) Communications None Committee Staff and Discuss in faculty Communication, meetings and preCommittee school in-service Staff and Discuss in faculty School Admin- meetings and pre-istration school in-services Communications Conduct during Committee faculty meeting \\ , .. 1 ... uoa ef Acttwu, (lvIIMIU- lHr.,..t te  ll\u0026amp; u llt1l t.e pt'o41uct. pproprlal  otMr) Coadu  loa fladha  r IUht of A,c.thltJ Records of data kept The areas of communon file. ication and recognition of staff and students to continue. Records on file Records on file Reward and recogni tio It programs implemented- Programs have been implemented and plans are being made for further implementatioh. R~sults of survey on To be completed in file. June of 1989. \\ I I \\ \\ ,. , (S,ht\u0026gt;ol) ..!:!.nrth l~llt le R,uk S,:lmol _n~'!..!...!:.l.... Educational Priority I __ I __ Coal: The dcvc lupmc11t ..in\u0026lt;./ implementation of programs which promot~ .:.1n\u0026lt;l rceog11i2t! .studt!nt invulvemt:!nt in the total school program. Objective: Thi::! number of students participating in and recognized for involvement in the total school program during the 1988-89 school year will increa~ c by 10% over the number in the 1987-88 school year. c-honl Advt a..-y J\\1111 U,1h t I .J~111f.! JJrow11 Pt\u0026gt;ggy Clcmu11t. Dorothy Gantz Steve Garrison Phyllis Jans.sen Patric.:ia Kaiser Carolyn Warren Mandy Welsh s,.,. 01[ Locl eo.1 \" leeponslbtlhy (ut,o wUl coo1dlnuel) (valuation ol Actlwlty (fvluHlo lnatn, .. ,.t. Calll1 ch1a 0 finished Coch,alot1, ft111dln or Sia tu of Ac:t hlty L~L.1hl i~l1 .1 i i1111.: lt11 l' lub lAdministration dl.'.L1v1l1es .111d intramural sports\np.\nlub spon!::iors recug11ize parLicipatio11 on daily Intramural a11nuu11ceme11ts a11d bulletin sponsors b0an.b (contingent upon adminis-trator's i1pprl\u0026gt;val) encouragl! lcat.:her sponsorship by reducing duly ti1ne (contingent upon a\u0026lt;lminb\nlrc.1Lor 1 s approval...) Plan A - two 50 minute lunch shifts Plan B - schedule lirst period Lt\u0026gt; begin at 8: )U Speda l Emphasis Days (one per 9 weeks) Photo bulletin boards lo recognize participation. Suggested schedule: A. Ha11JicapJ)ed Aware11ess Day tt. Teen Talk llay C. C,ireer l),iy IJ. Fine Arts llay Special Ed. Core ll~pt. Voe. Ile pt. Fine Arts Dept Expl~111ati,,11 at preschool meeting by principal and committee chair-pc rsons None product, rprorrl other) bclwol Schedule Student Survey Studt:rnt Survey Unable to set time for club meetings or intramural sports because of bus schedule. Special emphasis days scheduled were for lfandicapped Awareness Day - November 7,L988 Career Day -May 2,198~ Fine Arts Day - May 12, 1989 Bulletin boards for each cl11b/organizatio1 were set up in the media center duri11g North Central Re-evnluation April 5-6 ~---L _________________ L_ ______ __J ___________ ..J __________ _,_ __________ _, ' Hose fjty hmlor High School (School) North Little Rock School District ANNUALS CHOOLP LAN 1988-1989 Educational Priority ft Coal: //1 The dcve lopm~d imp lcmcntat ion of programs which promo Le and recoHnizc student involvement in the total school program. Objective: The number of students participating in and recognized for involvement in the total school program during the 1988-89 school year will increase by 10% over Lhe number in the 1987-88 school year. ltt er Loni c..1 ... School Assembl ils \u0026lt;.ind Activities A. Exp.-in\u0026lt;l \"Almost Anything Goes\" IL Al low stuUcuts to sit where they w.:1nt \u0026lt;luring Pep J\\sscmb Li es C. Continue J\\wiJ rds Assemh Ly, Student of the Week, Honor Holl/Perfect Attendance Parties In.service on classroom activities which increase student involvement and recognition \\ ... ,.\".11111, (Who wtll c-oorllft  raf) Administration Special Ed. Dept. Cheerleader Sponsor llonor Society/ PTA/Student Council Goals Chairpersons lnHnlu ActhltJ Explanation pre-sthoo I ffil Principal lnservice with staff sponsored by Goals Chairpersons \\ tw  hatlo af ActhltJ (h1h1at IN 111111r ... r: u1t11 lat   fhhhe41 prolttet, rprorrf  u other) Student Survey Student Survey C..c-1 ... , .... ,. ....... oc ltat at ActhltJ 'Almost Anything Goes' assembly held ~ovember 23, 1988. Rtudents allowed to hit where they war1ted ~11 Pep Assemblies. ~wards assembly, RtudP,1t of the Month, Dnd Honor Rnll/Perfec ~tlendance Parties ~ere continued. Results from student 11rvey taken in 1987- /38 a,1d 1988-89 were ,::::.ompared and showed hP following increas s in positive student respo1tses. Activity % Increase St.:.hool Assemblies l 5% Cl11h Activities 22% Special Clc:1::.s Activities 24% Spuciill Emphas1n O.iyt-. 4 S% IIV, I I p.,.., i, Iv, If, ANHJl.14.I .. cuno,. l'I..AH J 9tJ8-l 9B9 J.11u Brown Educ-Jtlonul l'rlor.Jcy I l Coal: l11t development ,md7mp1eml'11tatfon of programs which help studt.nts to improve Pt\"ggy (' I emuns Dorothy Cnntz Steve Carrison Phy l 1 is Janssen Patti K.-:liSl:!r Carolyn Warren Mnndy Welsh tf1efr scores on standardized test~\n. Objective: By the end of the 1988-1989 school year, students will exhibit an improvement on standardized test scores as shown by the MAT 6 test results. SlI or loc:al CQal No. laponll\u0026gt;ll ltJ (I.tho will c:oordlnauf) lnervlce Activity [valuatlo of Ac:chlty ([valuat lo lnI ru-t, 1et ln1 data, flnhhed p10Juct, rpror,I otl1er) Conc:lulo rindfn,111 01 Slalua of Acl htq, -1-------------------1---------11------------+------------ Comm l t tee/ Secretary l.eucr on fiJt! in Counselor's office Pa\ncnts made aware hrough writ ten ~eLter/PTA Meeting. Ln I-\u0026gt; \u0026lt;:L11t.r.1lt.  lctler t.xpressing c-011ct.111 .ihoul improving Lest scores, lo he mnile\u0026lt;l to parenls prior to lhc 1988-89 school year. l)~velc111 and expand sample tests i11 ci1ch \u0026lt;l~partment. A 11 lenchers llcvclop list of lest takin~ ski 11: All lcachcrs ,uut i11\u0026lt;.orporc1te those skills into lessons throughout the year. Sc.:hcd11lc rcsClurce peop1e to \u0026lt;c111duct sll1\u0026lt;lent worksl1ops 011 lest laking skills. l\u0026gt;tvc I op t!duca ti ona l games and excrcis~s in each department tl, l1clp review k11owledgc in cad1 content aren. Kccl,g11izc student improveme11t with awc.1rds and nctivites. ('./'I' facilltato Al I leachcrs Counselor l'TA llepartmenta I Sample Tests formumcet i ngS lated and given in ~cience, Math, Histoq and Language Arts. Completed checklist of skills taught Participant evaluation List suhmitted by departments t,1 be kept on file in the library. 1.ist of students' scores on file in counselor's office. !resting Taking Skills overed in class-ooms and over P.A. ,ystem. ounselor met with ~tudents through 'ngl ish classes .ist n[ Games on file 'a mes and activities 'hrriecl 011t in in~ ividual classrooms. OK.- Party held for :itudents showin5 lt\nnific.:int improvenent over previous Wear. ---- ------------------ - -- -----------~------------'--------------'-----------' ' H.11s1.C. ity Junior lligh St'hool (School) North Little Rock School District Educational Priority U 3 ANNUALS CHOOL PLAN 1988-1989 School Advisory Comittee: Ann BahiJ Jane Brown Goal: l'he development and implementation of programs to decrease school dropouts. Peggy Clemons Dorothy Gantz Steve r:arrison Phyllis Janssen Patricia Kaiser Carolyn Warren Mandy Welsh Objective: To decrease the number of school dropouls hy 2 per cent over that of 1987-88. State or Loc.11 Coal No. 2 Local Activity or Tl .. Un Prnvidc inform,1L ion to .students concerning dropol1ts. a. ll.:111d-out8 \u0026lt;listrib11L d through social studies and lponllitllty (Wko wlll coordinate?) Teachers of Career Orien-career orientation classes. tation and b. Filmstrips showing vocation~ ,of Civics jobs, and career orientatio1 c. Speakers (former dropouts) to speak in appropri.:itc classes. fmplcment a \"Buddy-System\" for new and \"a L r j sk 11 SL11denLs a. Pictures uf new studenLs on bulletin board. Counselor b. Pairing responsible student, Student with potential dropouts. Council and NJ llonor Society Encourage \"at risk\" students who \\11 Staff have failed the MPT to attend Members summer school~ where the need for assistance in educ.:1Li.ona\\ \\!.t'Owt.h \\\"l c\\uv\"\"'\"''\"'\"\"l w i \\ l he a\u0026lt;.ldresse\u0026lt;.l. lnarvlce Act lvlty Committee an\u0026lt;l involvEd Leachers Training for studenu involved in 11 BuddySystem 11 \\ I [valuuto ol Act:hlty ([valuallo lnacu,-t Ul ln1 1ht., r tnhhed product, rprorrl,ua other) C.,nch1I flndlnA or Sltu of Ac11 ... 1,, -------------1 )isplayed posters, Compc1re Scplember - \"Success Is No Secret /\\pr i l, J 987-88 Stay In School\", in school year to sameaJl classrooms, hall, period in the 1988-and offices. 89 school year, re: the number of drop- Information from the outs. pamphlet, \"Why Stay In School? 11 was presented to all students. Survey of students invo]ved in the \"Buddy-System. Number of stu\u0026lt;lents participating i11 summer schoo I. Films, video tapes, and speakers were use relatP.d to career choices. Camera and film purchased. Pictures of new students were displayed in hall through library window. Sept.-April, 1988-89 Enrolln1ent - 375 Dropouts -14 - 4% There w\n:,,s a 1% increase in t.hc d..-npo\"l. .-.,t.P. \"~ Educational PrJorJty I llHHUAI, SCIIOOL PLAN J 988-1989 Goal: TIii l,'ll'Wl\\'l\",'11.ld' OF Pi~or:JV\\jfS/OPr\n:..\\l I ON!\u0026gt; TPJ\\T I.LAI) Tll un,rn S'/T/J/./\n'j lll:i!AV/01! Objective\nTO FOSTER A SENSE OF STUDENT RESPONSIBILITY FOR THEIR OWN ACTIONS .,., .. , lAlcal Coal Mo. ... ,. ... ,1111111.,. (!Ao .. u1 c1M\u0026gt;r4tnul) lwalwatl f Ac:ttv1t, ,,.,,. ........-.... . . lt I\u0026amp; 4  h, I lnhh  4 School AdvJeory eo-Jccee: l'.11 ti Ben i,l1t ,\\njL.1 :c.111111 in~\nHl..11\n{usscJ l ll,1~1kj11s I .,n (' l t.1 ~\nclrn.1 r r .I iPuaie Smilh r----\nr------------------t--------1-------------l _._ .. _. \"_,_.,_,,_:.:__,._ 01::! Cot1clu  t-- flt141A,t  or llfw f Act hll J I) :-ll lt1I ,I l\u0026gt;Ll1:1vio1 11rogr\n11:1 jn wl1iclt l)OSi l ivc hPliavior in c-I\n1::\n:s C:ln be 1c\\1:1rde\u0026lt;l in ., Ji rec L u,,v. SL uclenls can c.-1rn n r.ivcn i.H1l0Ullt of 11 f.1kc 11 ~ moncv fnr r~ood hcl1avior. ~ Unnn snv i1H~ \"x\" numlH!r of dol l.:1rs, s l udcnls cnn nurchasc \" Licker LO ., l\"'IOV ie ii t thl! weeks' end. l(c-\\-1ard sLudcnLs with cerLifi-t ,1Les f tir\n.11,1d liLll,1v i nr. Annou1uI.! \" 11 SLmlc11L \"f tile \\leek\" for til udcn ts \\Ji Lh J~ooU hcli.avior. 2) 1:cwJrd students fot :~ooJ at L~nJ.rncc. J) Make slut.lent .,ware of rruper hi rth con Lr ol methods. Use ~uest sneakers, filr1.s, poster::\n, Lapes. Fxnmple: \"It Only Tal.c!i Once. \" Skj 11 ~ Cenler SL.if F Sh.i I !ti Center S La ff Ski! I~ CenLcr Staff Inc 11.\n1t\nLd a L l l11d.11h l 0n~oing-provided i11 :1cl ivi Lv. funds are available. (Approximately: $150.00) SPIB--Banking Job Related Behavior Awards presented lncrc.:1:.\ncd ,ll Lc11d.111t.v Awards at assembly in net ivily. U~Oll cur1:lleLJ011 or nctiviti\u0026lt;.::., 11.ivc stut.lcnts f i JI oul\nt hlrlh 1onLrnl \u0026lt;]ue:\nL io11n:1 ire. Ongoing I a0 I SKIii S CINTI.I: (School) North Litt le Rock School District ANNUALS CHOOLP LAN 1988-1989 CEodaulc:a tionalT Iii l1'rJl1o:rvl1t:y1 .ol\"ILI! IT7T' .TI'RllVl:IFNT 01' 11:oc:1t/\\:'~ TIIAT l\"'FPAl!I'. STUllFIHS ro:: 11'1'1 IIY/I1'.MT UPON C:l:AllLIATION Object tve: '('1\\ lll.\\'I I.Ill' A 1'1.A('I II NT l'l!OCl\u0026lt;A'I FOi: IlTII I, I '''Ill r1:AllFl:S .,., .... lAcel c.o., .. I) I) 2) \\ \\\n1,,J:c (JW, i1H.'S~i 1,:011u1cts for pt\u0026gt;ll'lll i.1 I ::\nll.:u.lowin g ex per icnce. 11.ikc business conLncLs for potent lid job pl,,ccmcnl with 1, district ( ic: MainLen,,ncc, Footl Service) ,ind area hnLcl~. ... ,.  1-.111,,. ,.._ wlll cHr41utef) Skllls CcnLer Staff Ski I ls CcnLer Staff \\ \\ School Advisory eo-ittee: lul\"41.I ' Acctwu, .(lw.dw,.tl. ........... ..,.. .... ,, . ,.,_ ...... pto4ucl. rprorr I other ~take , lte,I Ii :\nL of husi11es:-\ns lJliiclt Pat c i ncn Lr.ht Anila )lcJ11nkins fi\u0026lt;'I l Russel I llawkins Loretta ~chnarr .111J1rti.e Smith c..c,., ...... , ........ . or ll  lM  I Mt 1 .. 1,, - - -------- JTPA in progress will .:1llou sl1ndl\u0026gt;wi11g ,lake cla.:ckl isl of l,usincssc::. wiJJin'.~ Lo .d low plnce111c11L of sLudcnts. Ongoing JTPA 1 ANHIIAI ~C lt\u0026lt;~U l'I..AH J 988-1989 EduC-dLlnmJJ l'rJorJty I __ _ Coal: /'Ill IH\\'/.lfll':JLN'I/L'IPUO\\..-Ult:N'I ,,,. J'j~()(,/:NIS Tll,\\I Pi~IP,,:n S\"Jlfl)J:NTS HIii 1.111'\"1\\ ''II Ill' 1ll'IIN l\n/(,\\1\u0026gt;11/\\I IIIN Objective: I\" l\u0026gt;I \\ I I 01' /\\ FIii i.\"i -Ill' l'iWCl\u0026lt;Ail Fill( UI' Ttl 11111: \\'I ,\\R ,\\FTrn f.l:,\\JJl',\\I ION Local ., w.1 Mo. 11 I) l\u0026lt;lVi ,l' ,I fnl 111\\..1-1111 funn. 2) l~l'visc ii r111tsLitH1naire nrior Ln ~.r,1Jui1L inn c,mccrninp. their pl.,ns. C'l-:xit hir111\"/ \"tlul'Sl i unn:1 ire.\") ]) Administer I xiL l\"nrn1 !1rior lu\n~r-.1d11~1Lio n. Adm in i!itCI lhll'SI io1111,1irc ill(, 1'111. inlcrv.il .1ftcr gr.:u.Junlion. ..__ ~ - ~----------------- \u0026amp;eeP4Ul~lllty (Whu wll I cr41nauU /\\11 i La Ile I I C:ounsclo1 /\\nitn llel I C.ounsc I or /\\nila l\\t'I J ('uun:::.clor l\"hoetio ef Aclhlly ([.,ht lo lI r-, taa\u0026amp;lt 4ata, llnhh4 ,,o4ucl, r,.-or, lI oll.d Cnmn I tL cd nv i i\nt,1 fn1 l'I!-\n, 1luL'::\nt i Oll\\l,I i rt n1ninj lcJ. I', 1 l I i lh. 11 I i ~ II l /\\nil.i 'h ft111l.i11s lh:I I l~oss\u0026lt;:l l ll..1wki11s l.ott.'lta Selinar1- l1i!m1 ic Smi Lh Cocl-,I fldln11,a 01  , .... , A\u0026lt;t , ... ,, On file in Skills Center Office On file in Skills Center Office /\\cLu:11 nluuhcr of studenls milintili11i111 Ongoing ,1 joh to he monitored . I V, (X) I llmhoy EI cmcn ta ry (School) 1/orth Little Rock School District Educational Priority ll ANNUAL SCIIOOL PLAN 1988-1989 Goal: The improvementofprograms and operations that lead to better student behavior. Objective: Sy the end of the 1988-89 schoo 1 year, activities \"i 11 be developed and implemented that wil I motivate students to improve their classroom manners and socialization ski I ls. I ~t  t  or '\"'' Aclbdly or 11- Lin roo,lbl Illy C: .. .-1 No. I -- I I Loca I - #7 I State-i 111, I I 1. A lmi t on manners and social ski I ls wi 11 be taught in each class by the school counselor at the beginning of the school year. (Uho 1.1111 coordlnaioJ) Principal, schoo I counse I or, staff 2. Assertive discipline plans Principal and for classrooms, bus duty and cafe staff teria wi 11 be submitted to the principal during the first week of school for distribution and a sharing session. Parents wi 11 then be invited to learn about these plans at the September Open House. 3. Staff wi 11 read Assertive Discipline and participate in a discussion and viewing of the Assertive Discipline film package at inservice meetings. Principal, staff, lunch aides (bus drivers) l1. A school-wide Reward Day wi 11\\rincipal, be held at the end of each nine staff, PTA weeks. Community resources lnservlce Ac.t lvJty Same School Advisory Committee: Principal: Jane Ford Teachers: Mandy Hyatt Ka thy R i dge,-,a, Jenny Turner Support Staff: Lori lfol ler Parent: /\\nnl Si mp son [uluuton ot Activity (Ev1lu,clon lnurunt, rt1l ln1 d1t,, flnlihtd pr0J11ct, rprorrlu, othef) At a faculty meeting teacher observations of behaviors wi I I be shared and recorded. Fi !e of plans Recorder wi I I make notes of meetings. Conclu1lon,, rlndln.1,1 or Stteu1 of Act lvlty Faculty ohservations noted that social ski 11 s imp roved s i gn if i cant ly. Manners improved slightly. Plans on file. Assertive Discipline was rearl by staff anr ideas were implemente Film packaqe was not available. Records wil I be kept Records on file. of the number of children partici-pating. I \"\"I '' \\ \\ \\ f'tluc~\"lt1c\u0026gt;nitl l'r1or1c.y II Conl: 1\"11t improvt.me11L- 111 p, o,\n1 w1s .ind ,,pt..r-~H ions th.rt leac.l to bctt\u0026lt;r studt.ul bPhJvlur. Objective: By tlu.~ cnd of the 1988-89 school year, activitjcs wj J J St t or local C:,ul No he \u0026lt;levtlop\u0026lt;.\\d and implemented that will motivate students to impn1vc their classroom manners an\u0026lt;l socialization skills. 5. Good Apple Assembly will be divided into primary and intermediate programs, to be held simultaneously every Friday morning. Hrs. Ford and designated teachers wi 11 take turns pres iding over Good Apple. 6. For each Good Apple Assembly each classroom and/or teacher wi 11 select a \"Problem Solver of the Week\" and a \"Good Apple.\" The problem solver wil I wear a button, and the good apple will receive a written award. Al I winners for the month will be included in a drawing for an Amboy T-shirt or similar item. There wil I be one winner for primary and one for intermediate students la1pon1 lbl I lty (llho \"'I I I coorJlnato1) Principal, staff and PTA Principal, Slaff and PTA Jn.urvlce Act tvlty h.aluuton of Aclhlty ((valuac Ion Inti ru1t11, te1tln1 dua, flnl1haJ produc1, rprorrt.u, otlorr) Conclu1lon1, fJr1Jlnl1 or St1Cu1 of ACI lvll7 Survey response of Survey on file. children wi 11 be made at the end of the first nine weeks. Survey response of Survey on f'le. children will be made at the end of the first nine weeks. --- - -- ________________ J_ ______ ___JL_ __________ _ ' l I a, 0 I \\ Amboy Elementary (School) North Little Rock School District ANNUALS CIIOOLP LAN 1988-1989 Educational Priority O 2 Goal: To improve enrichment activities in reading. Objective: By the end of the 1~88-139 school year, we will develop and implement programs that wil I encourage reading outside the basal texts. \\1 ...  o, lrI  I Ho ocal fl \": t ,1 lC Ill I. Reading Contracts - Parents wi 11 be asked to rC'ad with or I is ten to their chi Id read on a weekly basis. Starting in Octobe teachers will send reading contracts home for parents to sign. 2. Book Swaps - On the first Tuesday of each month, starting in November, students will bring books from home to swap for a book of their choice. Books wi 11 be provided for students who do not have books at home. 3. Idea Sharing - A reading resource person wil I be invited to the school to share ideas/ activities to enrich reading in the classroom. Each teacher will implement an activity from the sharing. \\ \\ pon,lbl 11 I)' (Mho wlll coordln1te1) Teachers, parents, and students Teachers and PTA volunteer Ashley Inga I Is and other teachers \\ ln1,rvtce A.ct tvlty Resource person will share ideas during January meeting School Advisory Committee: Principal: Jane Ford Teachers: Handy Hyatt Ka thy R i dgew,, Jenny Turner Support Staff: Lori Wal !er Parent: Anne Simpson LY1lu1t Ion ot Acl hdty ,c.,,lu1tlon ln11tut1t, c.11Jn1 data, llnhhird produce, rprorrl.11, oth,r) Conclu1lon1, r111J1n,., or Sl1fut of ACI 1 .. 11 r Students wi 11 share 247 signed reading completed contracts,contracts are on and a record of the file. number of returned contracts wil I be kept. A sign-in sheet wi I I Participation was be kept during book displayed on a hall swaps. A graph bulletin board. showing participa-tion for each class will be displayed each month. Teachers will discuss student responses to activities during a staff meeting i~ March. Student responses were positive. Records on file. (.:i, louul\nJ I IL\u0026lt; I Ro, k ..:.-\nc l~o,. I ' H IVfl, Educational Pr1or1cy I J Coal: The development~tivities that will enrich science instruction. Objective: By the end of the 1988-89 school year, activities wil I be developed and implemented to improve and enrich the elementary science program. S1t or l.oc:l eo.1 \" State H3 lcponlbt I It)' (~ho \\tlll I c:ooirdlntel) I. lpach\u0026lt;'\u0026lt;', \"i 11 supply a I ist Staff and of ~cit.'nct. m(1ttrial~ appropriate science for their grade levels. This committee 1 isl will he compiled by the sci-ence corrmittee for implementing a IT'alerials supply 1 ist for the science program. 2. Teachers, parent volunteers, and students will assemble and display a variety of science experiments that will enhance and enrich unit studies at all grade 1 eve Is. 3. A school wide science fair will be held during the spring semester of the 1988-89 school year. Individual and/or group participation of students will be encouraged at all grade levels. Parent volunteers, staff, and students Staff, parent volunteers, resource people, district personnel, and students An inservice session on conducting a science fair will be held. Ttucher,: M,lncly lly.1l t Kathy Ridg\u0026lt;\",.. Jenny Turnt-1 Support Staff: Lori Wa 11 er Parent: Anne SimpSOIL [vluctlon of Acth,hy (Cvlutlon lntrucnt, tcstlftl dsts, finished produce, rprorrl.u other) Conclulona, Fh,dlnA or Slatu of Act hltr The materials supply Materials were pur- 1 ist will be compiled chased and userl in in Hay, 1988, for experiments. Purpurchase and imp le- chase orders on file. mentation at the be-ginning of the Jq88- 1989 school year. Student self-evalua- Evaluation forms on tion form file. Responses were very positive. qJ~ of ~th grarlers rassed HPT in science. Evaluation of the ~his activity was science fair will modified in that pro-include: an account jects were not judged ing of the percent- Each student that suh age of student parli mitted a project was cipation, judges' awarded a certificate evaluation of the ,f narticipation. quality and variety ,tudent responses on of entries, \u0026amp; studentfi le were very pos isel f-evaluat ion form ive. ' ~ r I Argenta r.lemcnlary (School) ANNUAL SCIIOOLP LAN 1988-1989 North Little Rock School District Educational Priority H 1 Goal: To improvethe programs that teach basic math computation and other math skills. Objectlv: By the end of 1988-1989 school year, studenls will have achieved an average of one year's growth in math. Slat or Loral Wal No. Local 5 ,k:llwlCJ' or YI .. LI .. Schedule a specific time for m~th to facilitale cooperative teaching. Utilize adults and peers to tutor in basic math skills. ... ,. .. ,.,1111, f\"'- wlll uortllftoU1) Principal and staff. Principal and staff. Purchase math facts tapes to be Principal. used in classrooms. Use school wide incentives for Staff. knowledge of math facts and counting. Set up math centers in Staff. classrooms and in the media for use by teachers and students. Administer timed math facts Staff. tests on a weekly basis in \\ each classroom. \\ \\ School Advisory Co-lttce: Denise Clark, Chairman Cindy Schilb Lois Clifton Louise Benlon Becca Carr Opal Goldsby Dr. Pat Coomes, Principal Linda White, Parent fwal1,1atlo I AclhllJ ([woluatl l111ot,.,...1. C.H toa ,., ... f lnhh4 ,ro4,,c:c, r,,orrl,10 011\u0026gt;,rJ Cood1,1ol ... , U 4111a or Ital'-' I Ac:1 i.11, Schedules on file. Schedules on file. Schcdu le for adult tutors on file. Purchase order for materials ordered. Schedules on file. Purchase orders on file. Record of incentives Records on file given will be with teachers. recorded, List of materials Materials and and activities in activities on file. centers. Teachers will chart Charts on file. or record weekly math facts results. \\ t ~- ,  ,.,, ~,ft t lo II\" J,,, ~. lui.1I 111,-1 t It_ l ,._.,JucaLln11.1l l'rlorlt:y I 1 Ludl: 1'0 1mp,ovt-CTif:--,\nrn1,f'':w1:J t/1.Jt lr\u0026gt;dCh basic math computation and olticr rr1cJU1 skills. Objective: Ry the end of 1988-1989 school year, studenls wi Jl l1uve achieved an average of one year's growth in math. ,. ., . . , L.tral 1,,c:1,JwUJ or 11- LIN ..,.... ,.. ,. .,. c..., ... lnentc Acllrit.J \u0026amp;MIio will c .. ,,u,.tH Local Revro11p childl'en to limit. Principal and 5 nt1ni1Jer of matl1 ,~roup!J per staff. Lr-acher. I '\"r'' -- -- ---~ [walvUoA I Act hrll J (lwI., lo I , ..... 1  c  c1 ... ,_, , .... , .... , ...... flAh t.. er 111 ... f kthltr ,,  ,..:,, rpurr ll 011,ar) List of mat.h groups Lists of math on file. groups on file. I A1,~.!11l:'.l I lcr,..__1 _,,_.,___1_.. :y _ cs\ni\n-\n1\u0026gt; f.HMUAL SCIIUOL PLAN 1~1111-l~H~ N,~ 1.ltt ll W111 k Schnol Ul~!..!J...!. r tJut\"JLiOu-'1 l1 1io1ily I __ \" __ To 1111prove :...lu1..h.:11L co11l.lucL w1Ltiu, clc.1:.0:Aoao!.i, t,u1 ldLn~ and l..tyi,1rounLI. Lu.,1: ,. .... . a..,  '- .... Local 7 I ,a,_ I To promote a stun,mt conduct pla11 that w1 l I e11hunce 1\nuod d1sciline. ......... ~1111, ....... ,u_c--uH 1'1111cq,,1l ,:11,d ::I al'f will senLI ticm1c a lelll'.r :~tut1rw new rules \"\"LI policies tu, Lt,,. l')tlU-89 stt,ool year. l'..tr'\"\"Ls/studenL,i will s11\nrt Lili.it L11ey have read ttie rules a11tl w111 support LIie ru Jes and procetlure:.J. tJ1,ic1pl111e form w1 ll be sent 1io111eL o uocumcnt di:.\nr-upL1ve betiav1or. 11T11ue-oul\" ror K-2\nAfter ,\ncl1ool detent1011 for 3-6. l'o~LC't'Z w1J l t)e madl! Lo roinoLe t:ood ,1 .,,c1 pl ,n.i anLI I'\" 11 pasc\ne,\nw 1 Jl l,e Ukld!! Lo ir,sUJ:'!! r.outl :\nt.uuunt conduct. 110utSli..U\\J.1.111~ Ci\\. l 't.eu 11 \\1rorr-a111 1,,1\\ \\ \\ b, \\1 \\l.1 1n \\.he ~,\npr1.n1r. to acV.1,o'-1\\l!.c..\\)'.I.!. S\\.u\u0026lt;lc.nt.t:. \"\"ho t.ypi{-y out.- l.a\\\\d \\\\W. U ha'-' lor. . Principal anti teacher:\n. Princ1p\u0026lt;1l a11LI Lt.:acllurs. ''eacher:\n. !jLaff meeting. __ _) School Adv1aory 1..0-1,,e1 Anueltc Hr\u0026gt;d!\nt.H: 1 Ct1,,ir11'\\d.O A111L...1 !'\nmi t ti c.,rol Aclin ~\n111!11y l\u0026gt;u11n EulteLa W.\nre Belly t::arnhart Betty M..rLin LJr. Pat Coo111e~, Principal jt,irley Pederson, Pflront lwdwettoo1 I MlhhJ ,... .......,.-........ ..,.-. ........ . ...... f- I , t t hl a atke1, Parents ~i~n rules anti re turn Lo sct,ool. Si1\nneLI rules will uc kct on flle. Copy will be kept on I' !le. Hontlily rtecof'd of slud1.:11L:\non file. Posted throughout l\u0026gt;ui lei 1 nv. a11d pas:-\ne\n.. .t11 c la.\nrooms. J.i!.iL ,.Jr Olll t ..i11ding. r I Ll't.1..11.~ w 1 11 Ue kept. 011 1.1.h,. C..C:I-- 1a .. 1-.e at IUI .. el AUlUJ Signed copies were kept by individual teachers. Master copies on file. HecorLls are on file 1n office. lr.dividual teachers 1\u0026lt;ept reecords ou file. Posters were made and posted by students and media staff and put in hall. Program held Ju,,e 2,\n'.)8'). \\ , . , .-1\"7 Mt ti I II I Ir   ~,rlonoI ,,,,.., r I, I 1-,lucL ,,,,,~ I l'r Jut J ty I J t.\nu~J: r,, 1111p11)V:--\n-y\n,-\nJ1 I J flld 1 .uad mnr'i.Jlt~ CJI 1'11/rf'flloJ :\ntc.Jfl' t111..n1lut'!J. Objective: To 1110L1viJl.e and reward /\\rJ~enld sLut'f m1..:rn1Jcrs. ,,. ..,. Lota I Wal ... Local 16 I V\", ' I TnscrvicP will I,\u0026lt;' prov111etl on Pdncipal Same t,~du, in 1~ !d.rP:\n:1. and committee. P1i11ripal wi 11 ,nlliate \"f1eeL i.me\" for Leacl1ers. P.T.A. and principal will conllnuc lo in1 Lia Le teact,er upprec1at.ion i.1Ctiv1 Lies. i0 lrnplPmr11l ~oci\nil acLivlLics l h1ouvhou1 t l1t'. scl1uol yr~ar tu i11tluIP bi1lllday:1 1 potlucks, t.tlin,~ ouL, J11tl pctrltc1p11t1n1~ 111 111, slulls c.1nt,ir rood pro,~ram. Principal P.T.A. a11d pr inc i pal. Principal and Committee \"Men La 1 I lea l th Our:\" Teacher appreciaLi on luncheon I o, _. ,y 1ft, I, , ( ' oJ I\\C. I lfl Trt'V.J 110.11\u0026lt;11n,1n lie Lt y Camp be J l i\u0026lt;OSJI' llom\u0026lt;Ul Jenifer f'au,1ht Kay Green Dr. Pat Coomes, Principal Dona.3 Sti rmc.111, Parent ll .. atJ el \u0026amp;H lUJ flaluall- .,... Caecla..l. , flMli 1  Uh\"'- r I- I Mthllf P..c 1, rptGr1 ht cu\u0026amp;...-) Oa t.c and t.anrtou L Inservice with of icl.,a:: on rile. Marcia Anderson on April 25, 1989. LisL on f1 le. Date on fl le. List of free times on file in office. Teacher appreciation luncheon 5-30-89. Calendar or ev\u0026lt;:nLs Calendar of events on fllc. on file. ( 1'118-19119 (School) llorth Little lock School District I \"\"I '' l lducational PrloritJ I 1 Coal: Enhance instruction through peer tutoring, Objective: to implement structured, well-monitored peer tutoring program in order to better the educational skills of at-risk students. .......... .. c..1 ... \\ l. Define the need and role of peer tutoring. 2. train and provide opportunities for students to tutor. 3. Infona parents of peer tutoring program. a) Newsletter b) P.t.A. Study groups .......,. ..... c-. .... c .. , ...... ., Principal and Teachers Principal, Teachers and Resource Person Teachers and Principal __ \\_ Effective uses of peer Tutors and Coaches. Principal: Teachers: Susie Ballard-Jac~son Barbara Hartwick, James Parker, Shirley Kelly and Katherine Keough Support Staff: Fonda Purifoy and JoAnn Layton Parents: Sharon Jordan and Marv Shuffield .. ................ u, ... .,.-...., ,.- -, .  ...... .. u . ....... . ........... ,.,.,.   o.,, The collect ion and recording of information relevant to tutoring needs Survey of program effectiveness Teacher monitoring fom Copies of letter and meetings c-, .. ,--. , .......  kt I M1h11, Tutors and coaches were chosen in grade, 3-6 based on class performance. Interest, motivation, grades, work efficiency, task commitment and improved behavior were observed. A letter was written and sessions were held with P.T.A. -- _.__ ., I I _\"_'_ , I Uucc1o .. l rr1or1~T I 2 CoJ: Extend metacognitive sk1lls of students. -UAL c..~,u,u,a,. i~-i Ol\u0026gt;Jectfve: Utilize literature to expand reading and critical thinking. ...-.. c.. ... l. Develop and teach literature lessons incorporating Higher Order Thinking Skills. a. Comparison b. Inference c. Evaluation d. Analysis 2. Observation of other teachers ..,. .. ..., ... ,.._ 111 c_,,. .... ,, Teachers and Language Arts Supervisor Principal and Teachers Distinctive elements of Higher Order Thinking Skills in Literary Studies Pr1ncipa.1t Sch.lao Adwo~, ea-ace~ Sua~e Bailard-Jackson Teachers: Support Staff: Parents: ,. .IN. .,_.I .. .A.c.ll .I. ... .... ..H.II. ........ ...U..I .... .. , .. , ....,.,. .. Oral and written coonnunication between teachers and students Observations Lesson plans Visit McRat grade level teacher Barbara Hartwick, James Parker, Shirley Kelly and !Catherine Keough Fonda Purifoy and JoAnn Layton Sharon Jordan and Mary Shuffield c.., ....... , ....... . ., ....,. ... ..,. .. Plans, observations, and communication denoted the use of Learning Links and Reading Beyond~ Basal to assist with developing Higher Order Thinking Skills. Grade level observations were done but not of McRat teachers. ' ~ I co' I Belwood Elementary (School) llorth Little lock School Diatrict AIOOJALSC HOOLP UJI 191111-1989 !.ducational Priority I 3 Goal: The Development/Improvement of programs that Teach Decision-Making/Problem-Solving. Objective: Develop decision making skills by the use of a multi-discipline approach. ....,. ,.. .. . C-1 ... \\ 1. Employ decision making skills as directed in prepared media materials- 0 TAD,\" \"Know He Know You\" and \"Tips.\" 2. Develop decision making skills through the use of printed and audio-visual media. 3. Provide an opportunity for students to select a hobby in their area of interest. \\ ........ ~110, ,.._ will .-,,1-ul) Classroom Teachers and Counselor Classroom Teachers and Hedia Specialist Classroca Teachers, Principal and Resource Persons \\ 1 ... n1.ce iklbllJ Instruction utilizing decision making materials \\ School Advtaory Coaaittee: Principals Teachers: Support Staff: Parents: ,, .. ,. .. ., ...... ..,. a..c ,.u_..1.,1 , . tetl .............. . ... ..._,_ ... , .. ,  te tllair) The increase in the ability to make decisions as observed by classroom teachers, Counselor and Principal Written and oral analysis of World Affairs Sharing and ex-changing ideas with others Susie Ballard-Jackson Barbara Hartwick, James Parker, Shirley ielly and Katherine ieough Fonda Purifoy and JoAnn Layton Sharon Jordan and Marv Shuffield ~, ....,.. . ..... er etalM ef AUhl1, The Principal, teachers and the counselor have worked to promote responsible decision making and realize the consequences. Classes used headlines in newspapers, periodicals and television programs to evaluate World Affairs. Interest was stimulated t, ough use of resource persons in music, art, engineering, politics, poetry and science. I 5 I Uuctloaal PrJorU7 , :J C:O.J I The Development/Improvement of proar- that Teach Decisian-Malctoa/Problea-Solvtns- Ol\u0026gt;Jactivel Develop deciatan salttna slttll by th use of ulti-\u0026lt;liacipltoe approach. ......... .... . , ... 4. Organize a \"Just Say Ho\" club. .............. ,.. .... _  , .... ,1 Principal. VIPS, and Drug Facilitator .,..... ............................ ................... .. ........... , .. ,laH ..... I List of students participating and activities involved c..., ....... , ....... . ... ......., ...l. .. Sixth grade students participated in \"Just Say No.\" Weekly meetings were held with the counselor and teacher sponsor. High School students also held group sessions. The club members wrote songs and skits to present in assemblies. Posters were created and mounted through the building encouraging Students to say \"No.\" We were represented as a drug free school. Held balloon parade for \"Orama Troupe.\" ' .I. ., 0 I ~ Boone Park Elementary (School) Norch Little Rock School District Educational Priority D l Goal: The Improvement of Programs Skills Objective: ANNUALS CHOOLP LAN 1988-1989 that Teach Basic Communication We will provide additional opportunities for children in the area of language arts and communications. s,.,. 0 .. Locl Act lvlt)' or 11- Lin lupon,lblllty Cu41 ~o. (111.o will coorJln,ucl) ln,u\"Vlcc Actlvlty Dis- 1. Students will participate in G~idance tric t classroom guidance sessions Counselor Goal on bette!' W3YS to communicate Ill with each other. 2. The Quest teacher will work Quest Teacher with designated classes to teach creative problem sol-ving skills. 3. All classrooms will partici- Principal and An inservice will be pate in creative writing Teachers presented co share projects and display their creative writing products during one specific ideas. month. 4. Students will participate in Classroom special event days empha- Teachers sizing language arts and com-munication. 5. Staff members will at tend a Principal An inservice will work5hop on enrichment act- focus on art and ivities in the area o( crca- music as a means of ti VI! art!.. co~munication . \\ \\ \\ \\ School Advisory Committee: Linda Shaddox, Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal [valuHhn of Ac:thlty ([.,aluatlon ln  cruaant. tc,tln1 dua, (lnt.hcJ proJuct, rprol'rlUa other) This will be evalu-aced through class-room observations. This will be evalu-aced by classroom participation. This will be cvalu-aced by teacher in-put. This will be cvalu-ated by participa-tion in events. This will be evalu-aced by teacher re-sponse to the in-service. \\ C.,nclualon, flroJln or Scatua ol Act !vier This activity was completed in October and the program is on going. The Quest teacher has worked throughout the year with groups of students. Creative writing has been stressed in all classes. However all products were not displayed at one time. This activity was n, L ..:.ample te1..1 his activity was not completed. I I .I. ... i 1-..,.,,, , .,, ,. , lm11t r_,,r (Schoo.l) ANNUAL SCIIOOI.. 1988-J.989 Norch L1cclc Rock School Dlscricc Educational Prior1.ty II 2 Coal: The Improvement of Programs that Lead to Better Student Behavior Objective: We will acknowledge and positively reinforce good behavior. Stt OIC\" Loe.al Co.al No. District Goal Ill l. Actlvlty or Tl- Lin We will develop a program of student negotiators. pon1lbll lty (Who vUl coorJlnato1) Guidance Counselor lnservice A.ctivlt)' 2. We will train the lunchroom aides in skills for negotiation and mediation. Guidance Counselor and Principal Training program for the lunchroom aides 3. 4. A program of competition based on behavior will be initiated in all classes. Excellent behavior will be rewarded through assemblies, parties and certificates. Guidance Counselor Guidance Counselor 5. Individual student improve- Guidance ment will be recognized Counselor through various activities. 6. A program for discount prices Guidance at the bookstore will be in- Counselor itiated for good behavior, good grades and good citizen-ship. Schooi Adv1so~y Coram~ccee: [vah,1tio of Acchhy (Evlluatton ln1tru-nt, C11tln1 data, flnllhrd produce, rprorrl.u1 ochrr) Linda Shaddox. Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal Conch .. lon1, Tlndlnit1 or Statu1 of Actlvlcy This will be evaluated by the increase in the use of appropriate language when solving conflicts. This activity was initiated in October and appears to be a success. This will be evaluated by observation of lunchroom aides' skills. This will be evaluated by documentation of the success of the competition. This will be evaluated by documentation of assemblies and parties. This activity was completed by the counselor and administrative intern. This activity was no1 deemed feasible for this school year. ~he Beaver Achievers brogram has been initiated. This will be evalu- [ndividual students ated through activ- were picked for icy completion. ~xtra activities. This will be evalu- [his activity was ated through activ- not completed due ity completion. o lack of funds. 1----J--------------~---- _ _j_ _________ _.___ ________ .1._ _______ _ ' I -..J N I Boone Park Elementary (School) North Little Rock School District Educational Priority# 3 Coal: ANNUALS CHOOLP LAN 1988-1989 The Development of Activities that Lead to Parental Involvement in the Total School Program Objective: We will provide varied activities that involve parents. State t' Loc.i Coal ,,.__ l. 2. 3. 4. 5. The staff will work with the social worker to encourage par-ents to attend workshops and make teaching aids for their children. Parents and faculty will sponsor a school carnival with door prizes and special drawings in October. Parents and faculty will sponsor a chili or spaghetti supper. Parents will be encouraged to participate in group \"rap sessions II with teachers, counselors, and Principal. A Homeroom Mothers Organization will be formed to encourage increased parent participation in \\ \\\"''o\"s so\u0026gt;oo\u0026lt; o,,,,,,,,s. po\"lblJ lty (Uho will coorJlnacol) Parent and Teacher Volun-tee rs PTA and the Staff Parent and Teacher Volunteers Principal, Counselor, Teachers Volunteers Parent and Teacher Volunteers \\ \\ lnu-..,tcc Activlty School Advisory Committee: haluatlon of A.cthlty ([\u0026lt;11lu1tlo lnuru-nt 0 tutl111 d  t., flnhhcJ proJ11CC, rprorrlu1 otl11r) This will be evaluated by increased participation in these workshops by parents from Boone Park. This will be evaluated by activity com pletion. This will be evaluated by activity completion. This will be evaluated by activity completion. This will be evaluated by activity completion. I Linda Shaddox, Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal Conclu1lon1, flnJlna, or Stuu, of Ae1 lvlty A Chapter I in- :dr~~cB~o~~~~~e~:~ - May. Other inservices were presented in the district during the year. This activity was completed in October and was a great success. This activity was not completed. This activity was completed on the kindergarten level in the beginning of the year. This group was initiated by PTA in the summer but little follow up was seen. I Educational Pr1or1cy I l Coal\nThe development/improvement of programs that foster responsible citizenship A\u0026gt;rPIVAI: -~H\u0026lt;)c\u0026gt;r:  .J. 9/JIJ-J 9119 Objective: To increase knowledge of the world around us through glohal ,studies llate ef Local Coal Me. .... ,.  111111t, C\"'- wtll c-rt\"ateT) Sue SimPK\u0026gt;ns-\u0026lt;\"ha f rnerson Lor11ine  foorf\". Sharon Anderson  . JackJ e llin,~s. Kathy Ash] ev, Gale Stanlev. Sharon Keel, Mary Zakrzewski, Paula Kirspel (parent) Carma Hess (parent) lvah,aUoe f Acth,ltr ,(f .vl,.-r .l- ..,. .l. c,.r. -. ,l.. .... pro4uct, rprotrl.ua har) C..Cl11a1 .... rtMlna or ltat11 ef Acthltp 10 To present information about local cultures, government, and economics of one continent a minimum of 2 days each month by May, 1989. Staff members, September orientation To compare results students, of staff about our of the MPT in 1988 parents, and goal and activities and 1989. MPT scores increased from 65% passinz to 95i~ passing. To name and locate continents, oceans, and hemispheres of the world by May, 1989. To correlate music and art with units of studv by ~ay, 1989. resource speakers Staff members and students Staff members, students and parents To participate in costume parade and smorgasbord. To decorate the display case and make hall bulletin boards. To record each The Parade of t!ations was held on April 28 with an international menu in the cafeteria The front bulletin boards and display case stressed a country or continent each month. individual's test Awards were made for results and place in making 100~ on tests. folders. Scores are in the grade books. To present all P.T.A. Some art show entrie, programs with themes had an international about other theme. Ja~anese Day countries. was held by tlie ques To display art show class for the whole entries with a globa school in lieu of flavor. PTA programs. 97% of To assess the our students students' enjovment enjoyed our r,l0bal of our study with a studies. survev. , Crestwood Elementarv (School) ANNUALS CHOOLP LAN 1988-1989 North Little Rock School District Educational Priority D 2 Co~I: The improvement of programs/operations that lead to better student behavior Objective: To stimulate interest in physical fitness while developing perceptual and motor skills, social skills, better behavior, reducing stress and absenteeism Stat or Local Coal No. Activity or Tl .. Li lupon.tblllty (~ wlll coordlnual) ln  uvtce Activity 7 Local To expand equipment, utilize fitness course, develop 11black top\" games, make walking track around soccer field, purchase other P.E. equipment by May, 1989. To make a sequential list of skills/games K-6 to be taught to give students activities for recess. To emphasize physical fitness for students and staff To utilize \"Fitnessgram\" as a pretest given Spring 88 and posttest Spring 89. To teach CaTeer Awareness in Telation to fitness/?.E. Committee, principal, P.T.A. Committee, teachers Committee, teachers Classroom te\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_1498","title":"Student handbooks, elementary school, 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":["1989-07/1995-07"],"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":["handbooks"],"dcterms_extent":["27 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1503","title":"Student rights and responsibilities handbook review committee, 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":["1989-05/1989-06"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","School administrators","School discipline","School board members","School management and organization","School improvement programs","Student activities","Student assistance programs","Student expulsion","Student suspension"],"dcterms_title":["Student rights and responsibilities handbook review committee, 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/1503"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["handbooks"],"dcterms_extent":["420 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1128","title":"Interdistrict Magnet Schools of Pulaski County, Arkansas","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-03-17"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Education--Evaluation","Education--Finance","Educational planning","Educational statistics","School buildings","School discipline","School facilities","School improvement programs","Student assistance programs","Magnet schools"],"dcterms_title":["Interdistrict Magnet Schools of Pulaski County, Arkansas"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1128"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nApplication for Grant Under Magnet Schools Assistance Program lnterdistrict Magnet Schools of Pulaski County, Arkansas SueMmED ev: LITTLE ROCK SCHOOL DISTRICT NORTH UTILE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT ARKANSAS DEPARTMENT OF EDUCATION JOSHUA INTERVENORS KNIGHT INTERVENORS PULASKI COUNTY INTERDISTRICT MAGNET Rc::VlEW COMMITTC:::: March 17, 1989 TABLE OF CONTENTS Page Part I: FEDERAL ASSISTANCE FORM State Clearinghouse Letter 1 2 Part II: BUDGET INF0Ri.'1ATION J Standard Form 424A 3 Part III : PROGRAM NARRATIVE I. PLAN OF OPERATION 5 Background 5 Management Plan 11 Magnet Review Corrmittee 13 Relationships of Project Objectives 13 to Purposes of the Program Description of Staff Develonent 15 Program Activities and Personnel to Meet Objectives 16 Equal Access for Eligible Participants 18 II. QUALITY OF KEY PERSONNEL 21 Project Director 21 Other Key Personnel 25 Selection Criteria for Magnet School 28 Teachers District Nondiscriminatory Practices Employment 29 III. QUALITY OF PROJECT DESIGN 30 Booker Arts Magnet 30 Carver Math/Science Magnet 44 Gibbs Magnet 60 Mann Arts/Sciences Magnet 70 Parkview Arts Magnet 77 Williams Basic Skills Magnet 86 Staff Experience in and 109 Knowledge of Curriculum Developnent and Desegregation Strategies Addressing Educational Needs 109 Appropriate to Students Enrolled 110 Parent Involvement VI . BUDGET AND COST EFFECTIVENESS 111 Budget is adequate to Support 111 Project Objectives Costs are Reasonable 112 Project Continuation 112 Page Part V: EVALUATION Pl.AN 114 Part VI: ADEQUACY OF RESOURCES 115 Facilities 115 Construction and Renovation Costs 116 Materials and Supplies are Adequate 116 Part IV: CITHER INFORMATION Desegregation Plan Information 117 Supplemental Data Sheet 118 Attachment 119 Need for Assistance 120 Degree of Achievment 121 Collaborative Efforts 124 Part V: ASSURANCES AND CERTIFICATION Certifications 125 Assurances 129 Agreement 130 APPENDIX BUDGET SUMMARY Booker Magnet 131 Carver Magnet 133 Gibbs Magnet 135 Mann Magnet 137 Parkview Magnet 138 Williams Magnet 139 NEEDS ASSESSMENT Booker Magnet 141 Carver Magnet 143 Gibbs Magnet 144 Mann Magnet 145 Parkview Magnet 148 Williams Magnet 149 Nondiscrimination Policy 151 LRSD Financial Report 152 Approved Desegregation Plan j PART I FEDERAL ASSISTANCE FORM ] AP~UC~TION FOR FEDEnAL ASSaST ~NC~ ,. ,,..,.. o_, 111 -raee : ~ ma  c oa,, c~ cc-- ~~ c~ s. --,_11011 I Z.IIAISJU- 3-17-89 3.IIAIS~~fAIS lsi....__....- rn Rgo11\u0026amp; -Ofi7 '-IIAIS_IT,_.AGIDC't 1~- LAQal- Little Rock School District of ,~Unc P11l.\u0026lt;1c:\nki C'rnmtv Ark.\u0026lt;1n\"\"'\"' Acn-. /o,,,e er,.__,..,, - - DO -,w,: ----ol!l'le--1111:la_,_QII __ 810 West Markham m.- (o,,,e _ _,., Little Rock, AR 72201 James Jermings (501) 370-1604 I. --1~11011-- 1. \"\"0, ~ (., __ ,_ lfl 00.1 [Ii. 17 11 1-j 6!0111417 11 17 I ,\\,5'- 1-1. ~ l C -IC Sctm Oi\u0026amp; 13. Cau,,ty L S-ean- 1-cat ol MiQIW i...,,,nc C.MI.- J.\"\"\"-U.--V .,_o,-..ic.r.110111 o.r- t\u0026lt;.lftCllanTtim :c - ~  i:w- e.~ l..ltldiwoclual F. tn--.. w.,.,,,,_ero-a-rt.. ~ .,_ __t ltfti:llmau:   G.S-.-Cicil:I I'(. 011w 1s-:itvr. , __ 11..0.::--A- C.-Ouraaan o.ec-o...- cu-,-,,,, L-01'~.MUIC'I! U.S. Depart=ient of Educ:ation/ACC Washington, D. C. 20202 11, i.:A-Tr.M..O.C.I .~.a -,ou-- I a I 4 1.1 1 ~ is A 11. --mu o, -.-n \"\"10.ICT\\ mu: Magnet ?c:~ools Assistance Program Interdistrict Magnet Schools of Pulaski Cotmty, Arkansas 11. .,...... ~IT~ 'c:aa. ~nea. JtatN. :.~ Little Rock and North Little Rock, Arkansas (Pulaski Cotmty) 12,, MIC-~IC!\\ I ,._ C0MOIIC\u0026amp;l0IU4 !llsnnc:n ~ StalC.. I l:nClnQ c- IL~ond jtL\"'- 7/1/89 I 6/30/90 - Arkansas Second - Arkansas ,s. !ST!M6Tm \"'-'-- , .. IS-..icA110N sua.cr TO - IT STA1'1 IXIICIITIW- 11:sn JIIOl0CDSI' a.i=-. 1  .aa L Y1:S. TI-ffS iic:l~ClTlCK'AfllllJClTlON WA:J MAOe AV~ TO~ 2,643,401 S'l'ATI! :Xl:CtJ1\"lve ~ 12:Jn ~ FOR ~ CH: ~\"-I  .011 CATI! March 15 . 1989 C. Staa 1 .011 ti N0.0 ~ IS lfC1f ~ 11'1' E.O. 12:lr.l cl,\\,,gca  . .all  CA~ HAS lfC1f amt SEL.=cra:l 11'1' ST'ATI! rCA FIEV1EW .. cm-  .all '-~-  .all 17.  n.-,c.u,rr-....ouarc:.-1'-.a\u0026amp;. CIUff  .GIi  Y 1t-,1111.aaa:r1111wwwwwwc. (21 No\n. TOTAL 2,643)401 1\u0026amp;. 1'0 '!Ma IGTO, 11'1' ~ MIO ..._.,.AU. IIAfA* ---Tl01WN-.IC,t.1101U,_lllM MIOcaacr, '!Ma~--IIUl,Y .IIITI00IIIZID IY\"\"900WII- _.,a,,'!M ~ ANDTMI-.-WIU. c=-.YWffllfftlAff.lCIIID \u0026amp;SSllll\u0026amp;ICZS ll''TM _,._ IS \u0026amp;WIMIOG \u0026amp;. T,om - ot Au-.- ~w,caaw 11. TIiie George Cannon Superintendent CS.~ol,P'D-:22-- AuUtcrizedforLoc:21 Re~roducUcn F3 (1) lts~~61 C I .. 0..5-d ~~1\"\"7ffl.\u0026amp;4 1 ... 1:,.,,. ~11tOM8~.:. OFFICE OF INTERGOVERNMENTAL SERVICES PHONE (501) 682-1074 Mr. James Jennings STATE OF ARKANSAS DEPARTMENT OF F INANCE AND ADMINISTRATION PO BOX 3278 LITT LE ROCK  72203 March 14, 1989 Little Rock School District of Pulaski County 810 Hest Markham Little Rock, Arkansas 72201 Re: AR 890314-067 Interdistrict Magent Schools of Pulaski County, Arkansas. (84. 165A) Dear Mr. Jennings: The State Clearinghouse is in receipt of the above referenced application submitted in accordance with Executive Order 12372 \"Intergovernmental Review of Federal Programs\" and the Arkansas Project Notification and Review System. The proposal will be submitted to the proper state agencies and interested organizations for their review and comment. The State Clearinghouse wishes to thank you for your cooperation. Should you have any questions, please contact Tracy Copeland at the above telephone number. Sincerely, Jt:ii'::!t::\nState Clearinghouse Attachment JG:TC:cb/0021. lN (2) .. AN EQUAL OPPORTUNITY EMPLOYER PART II BUDGET INFORMATION - OMll Appro11al No. 0)4il -0044 BUDGET INFORMATION-Non-Construction Programs SECTION A - BUDGH SUMMARY I Grant Progrm C1tlog of federI htlmted Unobllg.ated fund, New or R 111i d Budget function Dom11tk Aubtiln\u0026lt; or Actl11ity Number Feder.al Non-federal Feder.al Non-federI TotI ll (b) (c) (di (e) (f) (g) 1. Magnet Scho9ls $ $ $ $ $ Assis. Pro.~ram 84-165A 2.643 ,401 2,643 ,401 2. J. 4. 5. TOTAU s s s 2,643,401 s s 2,643,401 SECTION I - BUDGH CA Tf GORIE S ORANT PROORAM, FUNCTION OR ACTIVITY Total ' Obje\u0026lt;t CIHt C1tegod1t (1) (2) (3) (4) (5) .. Penonnel s 426 ,010 s s $ $ 426, 010 .,-.._\"1 ~lJl b. fringe Beneflu 90 ,185 90 ,185 ,. Tri1111el d. lqulpment 1, 215,413 1, 215,413  SuppliH 682 , 379 682 , 379 f. Contril\u0026lt;tual II 11 Connru\u0026lt;tlon h. Other 186 ,612 186 ,~12 I. TotI Dlre\u0026lt;t Charges (sum of 6il - 6h) 2, 600 ,599 2, 600 , ~99 J. lndlre\u0026lt;t Chug11 42 ,802 42 , 802 k. TOTALS (sum of 6i nd 61) 5 2,643 ,401 s s $ s 2,643, 401 ,.~ .. \"l I ,_ Prog,am Income s 1 s s I, I' - SECTION C- NONFEDERAL RESOURCES lI Ornl Prourm lbl Aoollcnl lclllala ldl Olh .. Soun:-  lel TOTALS I . s s s s  10. 11. u. TOTALS (,um of hne, I And 11) s $ $ $ SECTION D - FORECASTED CASH NEEDS u. , .... ,  Jolet lot lat Yr hl0uat1er Jnd Ouarler lrd Ouar1er 41h Ouar1er $ 2,643,401 $1,135,300 $ 1,135,300 $ 186,401 $ 186,400 14. NonfederI 15. TOTAL hum oflinei 11 nd 14) $ s $ $ $ SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (at Grant Progrem fUJUll fUND\u0026lt;N\u0026lt;i PUIOOI IY .. uj lblflral {\u0026lt;)S.,ond {d}Thl,d (el Fourth 16. $ s $ $ n. 11. 19. 20. TOTALS (,um of line116-19) $ $ $ $ SECTION F  OTHER BUDGET INFORMATION (AIIA\u0026lt;h dd1tionI Sheeu If Ne,enry) 21. Dlre\u0026lt;t Chuge1: I n. lndlre\u0026lt;t Ch111ea: n. llmkl Sf 424A 14 -a\u0026amp;) Puo i PART III PROGRAM NARRATIVE I. PLAN OF OPERATION Pulaski County is the most heavily populated metropolitan area in Arkansas, encompassing three independent school districts: Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Little Rock School District covers ninety-one square miles, and its boundaries are coterminous with boundaries of the City of Little Rock. Al though the population of the City of Little Rock is approximately two -thirds white, 63% of the Little Rock School District's 25,942 students are black. Along with the North Little Rock School District, the Little Rock School District is one of the oldest continuously operating school districts in Arkansas. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the City of North Little Rock. The North Little Rock School District has 9,505 students (43% black). The Arkansas River separates the City of Little Rock and the City of North Little Rock. Created in 1927 through the consolidation of thirty-eight rural independent school districts, the Pulaski County Special School District surrounds the Little Rock School District and the North Little Rock School District. The Pulaski County Special School District covers 729 square miles and contains the remainder of the county not included in the other two districts. This district has an enrollment of 21,819 students (25% black). Each of the three districts currently operates under a court-ordered desegregation plan, and none of the districts has achieved unitary status. For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. While the racial composition of the school has shifted slowly in the past several years, there (5) has been a gradual increase both in the number of black students attending Little Rock schools and in their proportion of total enrollment. In 1980-81 black enrollment totalled about 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year the number of black students had grown to almost 13,800 or 71 .3 percent of the total enrollment of 19,300 students. The decrease in total enrollment between 1981 and 1987, while experiencing growth in the black enrollment during the same time period, is an indication of the pattern of white flight that has continued to plague the Little Rock School District. In November 1981, a team of twenty-two social scientists, business leaders, educators, and technical assistance specialists, all of whom were involved in the study of desegregation issues, visited the Little Rock School District. The team visited the Little Rock School District under the auspices of the Technical Assistance Center at Stephen F. Austin University, in Nacogdoches, Texas. The team spent four days in Little Rock observing schools, interviewing community leaders, parents and school personnel, and reviewing available research and program documentation. The purpose of the visit was to review the progress of desegregation in Little Rock and to identify ways that the progress could be maintained and expanded. Among other things, the team noted the following: Significant progress in desegregating the Little Rock School District will require the exchange of students across the boundary lines between the Little Rock and Pulaski County school districts. This will require either a voluntary or mandatory exchange of students and will probably require involvement of the state government. The metropolitan areas in the United States with the most desegregated schools are those that implemented county-wide desegregation plans. County-wide desegregation plans have proven to be the most stable urban desegregation plans in big cities. (6) The 1981 desegregation study was the catalyst for a consolidation lawsuit filed by the Little Rock School District on November 30, 1982. The lawsuit was filed against the North Little Rock School District, Pulaski County Special School District, and the State Board of Education. On April 13, 1984, the United States District Court for the Eastern District of Arkansas found that the defendants had contributed to the continuing segregation of the Little Rock schools and that an interdistrict remedy was appropriate. The district court ordered consolidation of the three districts, establishment of a uniform millage rate, elimination of discriminatory practices, and creation of magnet schools to enhance educational opportunities in the new district. The Joshua Intervenors, representing black parents and students in the three districts, filed a brief in support of the district court's judgment. The United States Eighth Circuit Court of Appeals reversed the district court's consolidation order on November 7, 1985, and decided instead that the Little Rock School District should annex those areas in the Pulaski County Special School District that would make its boundaries coterminous with the boundaries of the City of Little Rock. The Eight Circuit maintained, however, that a limited number of magnet schools and programs should be opened to all students in Pulaski County. Also, the Eighth Circuit required the State Board of Education to participate in funding the compensatory, remedial, and quality education programs, in establishing and maintaining the magnet schools, and in monitoring plan progress. Prior to the Eighth Circuit's order, three intradistrict magnet schools were in operation in the Little Rock School District. The first magnet program in the Little Rock School District (and the state) opened at Williams Elementary School in 1982. Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the (7) District had been experiencing and (2) to respond positively to the public's perception and position that public elementary education does not. but should promote competence in fundamental academic skills. In 1983, Booker Arts Magnet School opened for intermediate students, and a math/science magnet school-within-a-school opened at Mann Junior High School. Both of these schools were opened to attract and retain white students in the system. Unlike Williams, these schools were difficult to desegregate before their conversion to magnet schools. Three additional magnet schools 1~ere opened in the 1987-88 school year as a result of the Eighth Circuit's order: Carver Math/Science Magnet (K-6), Gibbs International Studies and Foreign Languages Magnet (K-6), and Parkview Performing Arts Magnet High School (10-12). In addition to these new programs, Mann Junior High was converted to a full magnet by adding an arts magnet program to the math/science component. The six magnet schools are all located within the boundaries of the Little Rock School District\nhowever, all of these schools are \"interdistrict\" magnet schools. All magnet schools must have a student population which is 50-55 percent black and 45-50 percent non-black. Twenty-five percent of the capacity of a magnet school is reserved for the shadow area of the school. The remaining seventy-five percent of the seats are allocated to each of the three districts in proportion to that district's percentage of county-wide students at each school level (elementary, junior high, or senior high). Of the 4,198 magnet seats, Little Rock has 2,488 seats\nNorth Little Rock has 472 seats\nand the Pulaski County Special School District has 1,238 seats. (See next page for actual enrollments by school and district.) A random selection process is used to assign students to the magnet schools. This process allows each magnet school to serve a cross-section of students. (8) ?ULASKI COUNTY INTERDISTRICT ~AGNET SCHOOL ENROLLMENTS AS OF 2/13/89 LRSD PCSSD NLRSD SUBTOTAL SCHOOL SL ~JS BL NB BL ,IJB BL ~B TOTAL \"\nSLACK Booker 229 166 85 61 34 68 348 295 643 54% Carver 167 83 42 90 29 63 238 236 474 50% Gibbs 125 '. ~5 17 23 28 10 171 178 349 19% '.ii l l i ams 2'. .1 '. 32 1 9 .!6 14 15 247 2a.3 l90 :: ,-\\'JI oJ..., ,0 Mann 298 241 '. 75 37 21 32 494 360 354 - -. ,,, :o,, Par'\u0026lt;vi e1:1 31J9 2::..7 '29 -o 1 .1 28 152 345 -:97 :-\n-:, - , J Subtota.i '. 31!.3\nQ64 167 377 140 216 1950 1657 3507 : 4- ~~ Total 2407 8411 356 3607 % Black 58% 55% 39% 54% % of Enrollment LRSD PCSSD :!LRSD School Total 0,,/ Total 0/ Total \" TOHL ,0 .2. Booker 395 61% 146 23% 102 16\n~ 643 Carver 250 53% 132 28% 92 19% 474 Gibbs 271 78% 40 11 % 38 11 % 349 \\~illiams 396 81% 65 13% 29 6% 490 Mann 539 63% 262 31% 53 6% 854 Parkview 556 70% 199 25% 42 5% 797 Total 2407 67% 844 23% 356 10% 3607 (9) The last two school years can be described as the beginning of stabilization and cooperation among the three districts in Pulaski County. The Eighth Circuit Court of Appeals established the Magnet Review Committee to serve as the policy-making board for the magnet schools. The Magnet Review Committee consists of one representive from each district and the Joshua Intervenors, and two representives from the Arkansas State Department of Education. In addition to the interdistrict magnets, non-magnet students can transfer among the three districts if the school assignment enhances desegregation (voluntary majority-to-minority interdistrict transfers). In addition to the area of student assignments, the three districts also work cooperatively in the areas of staff development, curriculum, staff recruitment and hiring, transportation, summer school, gifted and talented, special education, purchasing, and various programs and/or concerns. The new era of stabilization and cooperation is best evidenced by the recent signing of a settlement to the Pulaski County desegregation lawsuit. All of the parties in the lawsuit have agreed to release statements that will end the desegregation lawsuit. The settlement agreement is subject to court approval and the court will still be responsible for enforcing the desegregation plans. Community groups such as the Greater Little Rock Chamber of Commerce, the Little Rock and North Little Rock Chapters of the NAACP, the Greater Little Rock Christian Ministerial Alliance, the Arkansas Education Association (NEA affiliate), and the local teacher associations have expressed their support for the settlement agreement and the desegregation plans in the respective districts. This milestone represents the end of thirty-two years (since the 1957 Central High School crisis) of desegregation litigation. More important, however, this milestone represents revitalization of quality desegregated (10) education in Pulaski County. The purpose of this grant proposal is to secure the resources needed to promote quality desegregated education in the interdistrict magnet schools of Pulaski County and to use these schools as models of academic excellence for the county, state and nation. Management Plan Each of the proposed six (6) magnet school projects will be administered by the Little Rock School District's Division of Schools, with overall responsibility assigned to the Associate Superintendent for Schools (locally funded). The Associate Superintendent for Schools is one of five persons reporting directly to the Superintendent and is a member of the Executive Team which formulates all policy and personnel reccommendations for Board approval. The success of the magnet schools' operations is an ongoing concern for the Little Rock School District Board of Directors who administers the six schools under the aegis of the federal court as interdistrict magnets involving the Pulaski County Special School District, North Little Rock School District, and the Arkansas State Department of Education. The Magnet School Director will report to the Associate Superintendent for Schools. An Acting Director is assuming these duties at the present time. This person will manage further program development and implementation, manage and monitor the budget, coordinate staff development activities, prepare all interim and final reports, coordinate the operations of the magnet schools with the general education programs in the other schools, and provide effective and centralized leadership to the magnet school programs. The Magnet School Director will be assisted by Instructional Coordinators assigned to each of the magnet schools. These coordinators will be responsible for assisting in the development of curriculum guides for the magnet schools, monitoring and implementing the programs, coordinating and monitoring the (11) budget, monitoring the reduction in achievement disparity, coordinating building level staff development and monitoring/facilitating the implementation of activities/projects at the respective magnet schools. They will work under the supervision of the principals who report to the Magnet School Director. The Associate Superintendent for Curriculum and Special Programs and other staff members of the Division (all locally funded) will provide technical assistance and leadership support for curriculum and program refinement, staff development, and program implementation and monitoring. Consultant services through the Division will provide information on federal and state laws and district policies that must be followed in providing educational programs aopropriate to the needs of all students -- i.e., special education, gifted education, etc. The Magnet School Director will also be assisted by the Associate Superintendent for Desegregation. The Associate Superintendent for Desegregation will ensure that federal, state and local mandates are followed as related to the efficient and effective desegregation of the schools and to equity and excellence in all facets of the school programs. Evaluation Specialists from the Department of Research and Evaluation will provide ongoing program monitoring, 1~ith periodic reports provided to Little Rock School District staff and Board members, the Magnet Review Committee, and the Court. The principals of the magnet schools will report to the Magnet School Director concerning implementation of proposed activities. They are administratively responsible for the Instructional Coordinators and the teachers who will provide the instruction and special activities designed to improve the overall achievement of students and to reduce the disparities in achievement among sub-groups of the student population. Working with Little Rock School District personnel, the Magnet Review (12) Committee will conduct an annual end of the year evaluation of each magnet school program. Evaluation components will focus on the overall goals of the individual schools. Feedback instruments from parents, students. staff and other significant parties and statistical student data will be used to evaluate the programs and to identify needs for improvement. Magnet Revi ev1 Cammi ttee ( MRC) The Magnet Review Committee (MRC), created by the Eighth Circuit Court of Aopeals at St. Louis, was established in September, 1986, to oversee the implementation and operation of the six interdistrict magnet schools in Pulaski County. Essentially the MRC is the policy-making body for the interdistrict magnet school program. Comprised of representatives from each of the parties in the desegregation case, the Magnet Review Committee makes policy on issues such as magnet enrollment, transfers, and building capacities. The MRC also approves funds budgeted for the operation of the six interdistrict magnet schools. The Magnet Educational Team (MET) is the recruitment arm of the MRC and is composed of three (3) members from each of the parties in the desegregation case. The MET is responsible for public information, recruitment strategies, and activities for the magnet school program. The MRC and the MET collaborate regularly with the host district and the parties involved in the interdistrict magnet school program. Relationship of Project Objectives to Purposes of the Program The objectives of the State of Arkansas, Little Rock, North Little Rock, and Pulaski County Special School Districts in establishing magnet schools to serve interdistrict students are as follows: (1) to advance voluntary desegregation within a segregated neighborhood and (2) to enhance the educational, cultural, and social opportunities for all students. (13) All three of the above named school districts are located in Pulaski County. The Little Rock School District, which has a school population in in excess of sixty (60) percent minority, houses the six magnet schools in neighborhoods which are primarily segregated. Transportation of students from all three districts to and from the student's home/magnet school is provided at no expense to parents. Core and enrichment curriculums are being refined and expanded to attract both minority and non-minority students at the elementary level. Carver Elementary School is designated as a basic skills/mathematics/science magnet school. International studies and foreign language are the themes selected for Gibbs Elementary School based on research that \"schools should begin emphasizing a global perspective during the elementary school years.\" Booker Elementary School is an arts magnet, and Williams Elementary has a basic skills program that reflects a structured, disciplined approach to learning and behavior. At the secondary school level, Mann Junior High School has a science/math/ fine arts focus, and Parkview High School has a fine arts theme. Activities designed to meet the objectives of the State of Arkansas and the three school districts as well as the two purposes for the Magnet School Assistance Program are described herein for each of the six magnet schools. Refinement and expansion of the curriculums are undertaken to attract and retain more students on a voluntary basis from all three school districts. The major thrusts of the activities revolve around (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parents and community. (14) Description of Staff Development Program The three school districts in Pulaski County believe that staff development is essential to the success of educational programs. The districts ha ve identified staff development strategies to attack second generation desegregation concerns which include, but are not limited to, low expectations, academic achievement disparity and lack of sensitivity toward individual differences. Thus, the districts have identified the following staff development programs: Effective School Training- Based on the research of Ron Edmonds, Larry Lezotte, Wilbur Brookover and others, the training cites Safe and Orderly Climate, Clear School Mission, Instructional Leadership, High Expectations and Frequent Monitoring of Student Progress as essential characteristics for effective schooling. The training is aimed at improving teaching practices, student achievement and student behavior. The training looks at the whole school, recognizes roles and role relationships, encourages shared decision- making and acknowledges the subtle yet powerful interaction that exists among the members of the school social system. Teacher Expectations and Student Achievement (TESA)- TESA is an in-service training program for teachers of all subjects, kindergarten through college, which encourages non-discriminatory behaviors toward all students to increase their academic performance. The program is a five month experience, built around 15 teaching interactions that must be internalized by the teachers and incorporated into the classroom experiences of the student. Cooperative Learning- There are two major cooperative learning models: Cooperation j_Q_ the Classroom and Student Team Learning (15) Cooperative learning is a basic instructional strategy in which lessons are structured so that students work together to accomplish shared goals. Students are assigned to small heterogeneous groups and instructed to learn the assigned material and to make sure that the other members of the group have learned the assigned material. Cooperative learning fosters better student achievement than individualistic methods, increases crossethnic friendships, and improves students' self-esteem as well as positive attitudes toward other students and the school. Cooperation j_.'.!_ the Classroom is a set of instructional strategies developed by David W. Johnson and Roger T. Johnson. Student Team Learning is a set of instructional techniques developed at the Center for Social Organization of Schools at the Johns Hopkins University. The basic idea behind the Student Team Learning techniques is that when students learn in small, carefully structured learning teams and are rewarded for working toward a common goal, they help one another learn, gain self-esteem and achieve feelings of individual responsibility for their learning. Further, Student Team Learning develops positive inter-student relations in desegregated classrooms or other heterogeneous groups. Typically, the training includes three techniques: Student Teams-Achievement Divisions (STAD)\nTeams-Games-Tournament (TGT), developed at the Johns Hopkins University\nJigsaw, which was adapted by the Center for Social Organization of Schools Activities and Personnel ..!Q Meet Objectives In the goal domain of expansion and refinement of curriculum, each magnet school has established objectives that will enable the staff of each school and its administration to offer and implement curriculum generally and specifically designed to meet the needs of all students. The curriculum implementation is (16) j unique in that each school is striving to integrate its theme, i.e., the arts at Booker, throughout all disciplines. Wide range teaching/learning strategies are to be utilized. The building coordinator and principal at each magnet school will be responsible for ensuring that the curriculum is fully integrated throughout the school. In the goal domain of staff development, the primary objective of each school will be to see that staff development is an ongoing activity rather than an event that takes place once a month. While many staff development programs, i.e., Program for Effective Teaching (PET) and Teacher Expectations Student Achievement (TESA), will be utilized at all magnet schools, each magnet school will design and develop unique staff development activities to meet its particular needs, such as computer training for staff at Carver Magnet School. In the third goal domain of reducing achievement disparity between minority and non-minority students, many varied activities, ranging from computer use to using new unique teaching/learning strategies, will be implemented. The expansion of the curricular areas coupled with intensive staff development in the area of effective teaching strategies are two means that will be utilized in improving the present disparity that exists in the schools. District-wide data as well as individual magnet school data will serve as the basis for evaluating where we are and where we need to be. The principal will organize the data at his/her designated magnet school and will make this information available to the school staff. New test data which will be available in the spring will be used to determine disparity reduction, as well as other indicators selected by each magnet school. The fourth goal of domain addresses greater involvement of parent and community. Concentrated efforts will be made to increase active parent participation in all magnet schools. An example of this is Williams Magnet (17) School where parents are required to participate in school programs in order for their child to attend that school. Additionally, two days a year are set aside for parent/teacher conferences. These days are designed to give the parents an opportunity to discuss their child's progress with the teacher. While all magnet schools as yet do not have community partnerships, attempts to formulate these partnerships are ongoing. The parents are also directly involved in the needs assessment survey that is sent out to all parents, encouraging them to state their concerns for the educational future of their child. This activity will be coordinated and will be supervised by each building principal. Each of the four goal domains is an ongoing process and is to be viewed by all participants as an integrated process rather than a specific activity that starts and stops. Additionally, each goal is evaluated at the end of each year, and this evaluation will serve as a basis for continued direction in each magnet school. Note that all goals are designed to be used in the ways that best meet the needs of each magnet school. Upon receiving evaluation data from all magnet schools, the Director of the Magnet Schools will forward this information to the Assistant Superintendent. ~ Access for Eligible Participants The three school districts have made a concerted effort to notify all students of the opportunity to apply to the six interdistrict magnet schools. Individual mailings to students, as well as newspaper ads, have highlighted program details and application procedures. The schools themselves have established telephone networks to recruit by using parent volunteers who could respond to the specific concerns of potential applicants. Implementation of project activities should result in even greater attraction to the magnet schools. (18) Students are assigned to the magnet schools through a random selection process . No preference is given for academic achievement, special talents, or other criteria commonly used in selective admission procedures. The nonselective admission process used in the Pulaski County Interdistrict Magnet Program guarantees the assignment of a cross-section of students and ensures each student of equitable consideration for a magnet assignment. Central administrative control is used to guarantee equity in publicity, recruitment and assignment practices and procedures. Within schools, individual classrooms are also racially balanced to reflect the majority/minority census of the individual school population. In addition, the school district is committed to equity in areas other than ethnicity. These magnet schools approximate equal male/female enrollment. Special Education (resource)students are mainstreamed and all of the magnet schools are accessible to students who are physically handicapped. Special focus will be provided at the science/math magnets on ensuring success of minorities and females in the specialized math/science curriculum where these groups have been greatly underrepresented. The professional staffs assigned to these schools are diverse in terms of race, age and gender. Also, these staffs parallel the diversity found in nonmagnet schools throughout the Little Rock School District. (19) ) Principals Assistant Principals Black 34% Black 34% Magnet School Administrators Black Non-Black -4- 5 Magnet Schools ~Jon-Black 66% 2 5 Teaching Staffs Male 18% LRSD Teaching Staff Non-Black Male 66% 16% r-1a1 e Female -3- 3 3 7 Female 82% Female 84% These numbers parallel the systemwide averages as required by the court order. Ages of the staff members range from 25 to 61. Each person competed for his/her assignment individually. The results of the personnel proc2ss demonstrate the district commitment to equal access as 1~ell as providing a superior staff to enable the schools to succeed. AGE Under 31 31-50 Over 50 LRSD STAFF 20% 66% 14% (20) MAGNET SCHOOL STAFF 17% 71% 12% II. QUALITY OF KEY PERSONNEL The following persons will be the leaders in implementing the Magnet Schools Assistance Program Project. The project director and the six building principals are fully committed to the Magnet School Program and will devote 100% of their time to the implementation of the project. Project Director - (Acting) Arma J. Hart, M.S.E., will serve as the Acting Director of the Magnet Schools until a full-time director is approved. Ms. Hart has had extensive educational experience. She received her B.S.E. degree in 1965 from Arkansas Baptist College, Little Rock, and her M.S.E. degree in 1969 from Harding University at Searcy, Arkansas. In her present position as Assistant Superintendent for Division of Schools, Little Rock School District (LRSD), she has assumed many responsibilities. Additionally, she has been recognized with special appointments, e.g., appointed by Governor Bill Clinton of Arkansas to serve on the Teacher Education Certification and Evaluation Committee. She also chaired the kindergarten through third grade Curriculum Development Committee for the LRSD. Ms. Hart will supervise all building coordinators and will assist them in working with their staffs in carrying out their outlined activities designed to meet their program objectives. She will also be responsible for seeing that district personnel understand the project as well as oversee the fiscal and evaluation activities. Ms. Hart possesses the necessary skills and background in desegregation to implement this project until a full-time Director of Magnet Schools is employed. Included in this grant proposal is a detailed job description developed specifically for the above named position. The Director ~ 1 Magnet Schools will be filled and funded in accordance with the procedures described herein. However, all building administrators will be funded locally. (21) EnUCATION: RESUME ARMA J. HART 810 W. Markham Street Little Rock, AR 72201 Business Phone: 370-1633 1987 - University of Arkansas at Little Rock - Central office Administration - 3 hours 1981 - University of Arkansas Graduate Center - Certification in Administration 1981-83 - Peabody Vanderbilt, Nashville, Tennessee - Post Graduate Program - 15 hours 1976 - University of Central Arknansas (Scholarship) - Psychology - 6 hours 1974 - University of Arkansas at Monticello (Scholarship) - Environmental Education - 3 hours 1972 - University of Arkansas at Fayetteville (Scholarship) - Economic Education - 6 hours 1969 - Harding University, Searcy, Arkansas - Masters in Teaching 1965 - Cortez Peters Business College, Chicago, Illinois - Clerk Typist Certification 1965 - Arkansas Baptist College, Little Rock - B.S. Degree in Education - Graduated Cum Laude OTHER CERTIFICATIONS: 1986 - Evaluation Certificate - Granted by the State Department of Education, Little Rock, Ar~ansas 1984 - Program for Effective Teaching Instructor Certificate for State of Arkansas PROFESSIONAL ORGANIZATIONS: NAESP - National Association of Elementary School Principals ASCD - Association of School Curriculum Development POK - Phi Delta Kappa AUW - Association of University Women PRT - Principals 1 Roundtable\nPast President - 1985-86 National Alumni President of ABC - 1984-Present AKA - Alpha Kappa Alpha Sorority (22) Arma J. Hart Resume Page 2 SPECIAL APPOINTMENTS: 1987-88 - Appointed to the Magnet Review Committee. Approved by Judge Henry Woods 1985-Present - Reappointed by the State Board of Education to Teacher Education Certification and Evaluation Committee 1984-85 - Appointed by Governor Bill Clinton of Arkansas to Teacher Education Certification and Evaluation Committee 1983 - Appointed by the Associate Superintendent for Curriculum and Instruction to chair the kindergarten through third grade Curriculum Development Committee for the Little Rock School District to develop a needs assessment, identify strengths and weaknesses for the existing program and make recommendations for improvement. The report was printed in the District Planning Report verbatim and was used as a basis for future planning. 1982 - Appointed by the Little Rock School Board of Education to be on the Search Committee to select the new superintendent for the Little Rock School District. (Selected Superintendent Ed Kelly) 1981-84 - Appointed by Little Rock School Board Directors to serve on the Professional Negotiations Team to negotiate with teachers on behalf of the Board. JOB EXPERIENCE: 1988-Present - Assistant Superintendent for Division of Schools, Little Rock School District 1987-88 - Director of School Improvement, Little Rock School District 1980-87 - Principal, Forest Park School, Little Rock, Arkansas 1967-80 - Elementary Teacher, Forest Park School, Little Rock, Arkansas 1964-66 - High School English Teacher, Washington, Grades 9-12 1966-67 - Head Teacher, Bearden, Arkansas OTHER JOB EXPERIENCE: 1986-87 - Summer School Principal, Pulaski Heights Junior High and Elementary Summer School (23) I Arma J. Hart Resume Page 3 OTHER JOB EXPERIENCE (cont.): 1985 - English Teacher, Parkview High School, Grades 9-10 1970-73 - College English Teacher, Arkansas Baptist College, Part time SPECIAL AWARDS 1981 - Outstanding Alumni Award - Arkansas Baptist College 1986 - Outstanding Recognition for 20 Years of Service - Forest Park Elementary School PTA 1987 - Outstanding Performance - Little Rock School District CHURCH AFFILIATION: Positions Previously Held - Canaan Baptist Church 1. Director of Christian Education 2. M~mber of Church Council 3. Youth Director 4. Vacation Bible School and Sunday School Teacher 5. Choir and Missionary Society Mount Zion Baptist Church 1. Scholarship Committee 2. Baptist Training Union Teacher 3. Missionary Circle (24) Other ~ Personnel Junious~ Babbs, Jr., principal of Parkview Fine Arts Magnet School, holds B.S.E. and M.S.E. degrees from Henderson State University in Arkadelphia, Arkansas. Additional hours toward a Specialist Degree in Educational Administration have been completed at the University of Arkansas and the University of Central Arkansas. He has been with the Little Rock School District for sixteen years\nas an instructor (6 yrs.), assistant principal (4 yrs.), and building principal (6th yr.). This is his fourth year at Parkview High School. He helped to coordinate all preliminary planning for program transition at Parkview to an Arts Magnet High School which is presently in its second year and has been principal since its inception. He has completed additional education program training in PET (Program for Effective Teaching), TESA (Teacher Expectation Student Achievement), Cooperative Learning Classroom Management, Hemispheric Learning Patterns and Excellence in Equity training models. Donna Davis, principal of Gibbs Magnet School, graduated from Hendrix College in 1962 with a B.A. degree. She earned an M.Ed. in 1966 from the University of Arkansas at Fayetteville. She has earned additional hours through the University of Arkansas at Fayetteville, University of Arkansas at Little Rock, and the University of Central Arkansas at Conway. She served as a regular elementary classroom teacher in Coco Beach, Florida\nDeKalb County~ Georgia\nand Little Rock, Arkansas. In 1974 Ms. Davis was named assistant principal at Kramer School. From 1975 to 1979 she was appointed as principal of Kramer School. (Kramer School was a research project headed by Dr. Bettye Caldwell, PhD, to link an early education program with an elementary school program). Upon closure of Kramer, Ms. Davis transferred as Early Education Director to Rockefeller School. In (25) 1980 she was named principal of Woodruff Elementary School and remained there for seven years. In 1986 she was named principal of Gibbs International Studies and Foreign Languages Magnet School. \\lilliam ..:_ Finn, principal of Booker Arts Magnet School, earned a B.A. in Education from Philander Smith College. He holds an M.A in Education degree and has done additional post graduation work at the University of ArkansasFayetteville Campus. He has been working in the Little Rock School District for 20 years as a classroom teacher, Dean of Students, Junior High School Assistant Principal, Principal of the Elementary/Junior High School Summer School for two years and an Elementary Principal. He has worked in the arts magnet orogram since its inception. He has coordinated all of the curriculum and staff development programs and assisted with the implementation of Partners-in-Education agreements for Booker. He has worked with school plant services to plan and oversee all of the building modifications and renovations needed over the last six years as the school changed from a junior high plant to an elementary school plant with an arts emphasis. He has also worked with district staff development committees. Mr . Finn has attended many administrator/management seminars, inservices, and workshops. He serves on many community services, religious, and professional organizations' Boards and Executive Committees. He is the founding First Vice Chairman of the Board of Directors for the Sickle Cell Anemia Foundation of Arkansas and has served as an officer of that board for all of its existence. He has been a member of the Board of Directors of the National Association for Sickle Cell Disease since 1974. Mary I:_ Guinn, pri nci pa 1 of George l4ashi ngton Carver Magnet School, holds a B.A. 1 1rom the University of Arkansas at Little Rock in Speech Pathology/Psychology and a M.S.E. from the University of Central Arkansas in (26) Communicative Disorders/Learning Disablities. She has studied educational administration at several institutions of higher learning. In addition to working with the Headstart Program, Mrs . Guinn has been an instructor on the college level and a public school teacher. Mrs. Guinn has had experience in providing inservice training activities with the staff at Carver Magnet School and also with handicapped services in a seven state area. Mrs. Guinn holds leadership positions in several educational and civic organizations. While fulfilling her duties and responsibilities as principal of Carver Magnet School, irs. Guinn is currently serving a one year appointment as Special Assistant to the Superintendent of the Little Rock School District. Edwin 2..:_ Jackson, Ed.D., principal of lJilliams Basic Skills Magnet School for the past two years, received a B.A. from the University of Arkansas at Monticello and an M.S. and Ed.Din Educational Administration from the University of Arkansas. He has been a teacher at the elementary, junior high, high school, and college levels. In 1985, he was awarded the National Association of Elementary Principals National Distinguished Principals Award after serving in numerous leadership capacities at the local, state, regional, and national levels. As an elementary principal for the past twenty-six years, he has been involved in all areas of elementary curriculum development, organization, implementation, evaluation and revision. Marian Q_:_ Lacey, principal of Mann Arts/Sciences Magnet School, is a graduate of the University of Arkansas at Pine Bluff. She has earned an M.S. in Secondary Education from Indiana University, Bloomington, Indiana, and a specialist degree in educational administration from the University of Arkansas at Fayetteville. She has participated in workshops/inservice in Cooperative Learning (LRSD) and has completed several cycles of Program for ( 27) I Effective Teaching (PET). Mrs. Lacey has been a teacher of English for twenty years, teaching grades 6-12, and has tutored youth, adults and students with special needs. Mrs. Lacey served as chairman of the English department at Eliza Miller High School in Helena, Arkansas, and at Dunbar Junior High School in Little Rock. She represents the Little Rock School District on two special task forces: Principals Task Force of the Arkansas Education Renewal Consortium and the Safety Task Force. She shares her time with her church and various community activities, working with and speaking to youth and adults. Selection Criteria for Magnet School Teachers Although each magnet school has additional criteria applicable to the unique theme of each magnet, the following criteria for all magnet teachers has been approved by the Magnet Review Committee: 1. Mastery of the content area for which he/she is applying\n2. An understanding of and commitment to the goals and purpose of the magnet program\n3. Ability to plan and implement activities designed for large group instruction and counseling that will meet the academic/social behavorial needs of individual students\n4. Willingness to participate in staff development activities prior to beginning of contract and throughout the school year\n5. Evidence of ability to work cooperatively in developing and implementing interdisciplinary program 6. Willingness to be a role model for the students as related to: (28) - task commitment - acceptable dress and grooming - social behavior - traditional American values of good manners, responsibility, pride and patriotism. DISTRICT NONDISCRIMINATORY EMPLOYMENT PRACTICES The Little Rock School District recognizes the following obligation which is contained in a 1973 consent decree in the case of Cl ark ~ The Board .2.f. Education of the Little Rock School District, No. LR-C-64-165: \"The Little Rock School District is an Equal Opportunity Employer and its goal has been and continues to be, through normal attrition and consistent with the hiring of qualified individuals, to achieve a total administrative and teaching ratio of one-third black per sonne 1 . \" According to the most recent EE0-5, November 11, 1988, report filed with the Office for Civil Rights by the Little Rock School District, the total number of teachers at the time of the report was 1,724. Of these, 586 (34%) are black and 1,138 (66%) are white. These numbers show the Little Rock School district is meeting its basic obligation under the Clark decree. numbers show the the Little Rock School District is meeting its basic obligation under the Clark decree. (29) J III. QUALITY OF PROJECT DESIGN The six interdistrict magnet schools of Pulaski County, Arkansas are designed to advance voluntary desegregation within segregated neighborhoods and to enhance the educational, cultural, and social opportunities for all students. In the following pages, specific measurable objectives and related activities are presented for each of the six magnet schools and for each of the foll011ing goals: (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parent and community. Booker Arts f1agnet School The Little Rock School District Board of Directors approved a plan for an arts magnet school to be located at Booker Intermediate School for the school year 1983-84. Booker Arts Magnet School operated as a school within a school for two years. The Board of Directors approved a plan to involve all students at Booker Intermediate School in the arts magnet program for the school year 1985-86. Booker Arts .Magnet School began operating as a full magnet school in August, 1985. Until 1987-88, the Booker Arts Magnet School offered an intermediate grade level (4-6) program that reflected a structured approach to learning with the ability to perceive and interpret. The teaching of reading, 1~riting, grammar, spelling, mathematics, and social studies was emphasized and enhanced through the addition of fine arts and humanities. The goals of Booker Arts.Magnet School were to nurture the students 1 learning, to encourage personal achievement, and to foster self-discipline inherent in artistic achievement. Developing performing artists was not a (30) goal of the program. The major emphasis was to instill a lifetime understanding of the relationship of the arts in their daily lives. Beginning with the 1987-88 school year, Booker Arts Magnet became an elementary school offering its unique program to kindergarten through sixth grade. As a part of the Pulaski County desegregation efforts, Booker Arts Magnet operates as an interdistrict magnet school utilized by students from all three area school districts. A 50/50 racial composition has been established with a 5% varience. Booker Arts Magnet School is operating a highly successful magnet school program (as indicated by previous evaluation results) within a lower socio-economic neighborhood. Booker's location enhances its unique arts magnet school theme because of the proximity to the Arkansas Arts Center, Museum of Science \u0026amp; Natural History, Decorative Arts Museum, and the surrounding Historic Quapaw Quarter of Little Rock. The philosophy of Booker Arts Magnet School is as follows: Booker Arts Magnet School will provide those educational experiences that will help each student develop to his/her highest potential. Emphasizing the inter relationship of the elementary curriculum and the arts, Booker Arts Magnet School provides an education that fosters academic/aesthetic growth of students who express an interest and/or need in the arts. The goals of the Booker Arts Magnet are the following: To nurture the students' learning. To encourage personal expression. To use the arts to motivate achievement. To foster self-discipline inherent in artistic achievement. (31) To provide opportunities for students to achieve in artistic media such as art, music, dance, theatre. crafts, and photography. To introduce students to elements of different artistic disciplines. To involve parents in students' educational program. Booker Arts Magnet School will offer an alternative program that emphasizes structure, organization, and discipline in teaching, learning, and behavior. The goal of the school will be the education of the whole child which includes his/her physical, emotional, and intellectual growth . The school will stress traditional grammar, spelling, mathematics, social studies, science, fine arts, and creative movement. The basic skills will be enhanced and complemented by utilizing art and humanities to present or reinforce each instructional objective. The program at Booker will focus on regularly scheduled instruction with computers, and specialized instruction in art, music, and creative movement. Attendance, proper behavior, and acceptable dress will be emphasized. A major component of the philosophy of Booker Arts Magnet School will be that the education of a child is the responsibility of both the school and the parents. Therefore, the parents of all students at Booker Arts Magnet School will be required to sign a contract evidencing their support of the school's philosophy and practices by: 1) attending regularly-scheduled and specially-called teacher/parent conferences 2) cooperating with the school when disciplinary actions are necessary 3) supporting school rules and policies 4) providing a proper study environment and requiring completion of homework as assigned 5) ensuring prompt and regular school attendance (32) 6) being an active member of the parent/teacher organization. The child's continued enrollment at Booker Arts l1agnet School will be contingent upon both parents and students honoring the above contractual agreements. Throughout the history of schools, there has existed a difference in the achievement success of various subgroups of students. Indications of research studies show that with directed attention given to individual deficiencies, high expectations by all school staff members and parents, open communication between school and home, and sufficient time on task, all students can and will learn. The emphasis within the entire school district and especially at Booker Arts Magnet has been directed at ensuring that each child will learn. At Booker strong parent involvement, home/school communication and high teacher expectations have led to an overall increase in student achievement. The objectives for achieving this goal are directed at correcting as many of the disparities as possible. However, academic disparity does exist between racial and economic subgroups of students. One of the objectives of Booker Arts Magnet is to reduce this disparity using various teaching techniques and strategies. Although Booker Arts Magnet has held several staff development workshops since its inception in August, 1983, additional staff development is needed to ensure continuity, correlation, and consistency in the teaching model. While being trained in a prescribed teaching model, staff members will be provided an opportunity to observe exemplary arts programs in other school districts through school visitations and to attend recognized magnet school conferences. Inservice sharing of innovations observed will allow the entire staff to benefit from the visits or conferences. (33) I Booker Arts Magnet School's theme is built upon the philosophy of integrating arts and humanities into content areas. The teaching of reading, language arts, mathematics, science, and social studies is enhanced daily through the infusion of art and humanities. By reviewing and revising the existing curriculum guides, Booker Arts 1agnet School's faculty and staff will be able to infuse more of the arts into its core curriculum. When new guides are produced, the guides will be used with a prescribed instructional model to increase students academic achievement and appreciation of the arts. A conference will be hosted by the school to gather information from the arts institutions and providers in the community on 1~ays to more fully utilize their services and expertise to enhance student learning. During the 1987-88 school year, Booker Arts Magnet School underwent two major changes in programmatic structure. Booker Arts Magnet School changed from being an intermediate (4-6) magnet school serving the Little Rock School District, to an elementary (K-6) magnet school serving the three districts in Pulaski County. One result of this change in structure was a decline in parent involvement. To address this problem, the staff at Booker Arts Magnet suggests the addition of a home/school liaison person whose primary responsibility will be to provide close and continuing contact between school and parents. (34) ..--... w ..V._1,. BOOKER ARTS MAGNET Goal: To provide the faculty and staff of Booker Arts Magnet School with instructional strategies which will reduce the academic disparities between race and gender subgroups while maximizing academic achievement potentials of all students. Objectives 1. The principal and staff of Booker Arts Magnet School will develop and implement a plan which will decrease the disparity among subgroups of students without lowering the achievement rate of the higher performing groups, ultimately eliminating any measurable disparity among various subgroups within the school. Strategies/Activities 1.a. Identify the achievement levels of each student. 1.b. Identify the appropriate learning style of each student. 1.c. Identify those programs, courses, workshops and seminars which address multiethnic teaching and learning styles. 1.d. Train team leaders in various programs identified above. 1.e. Plan inservice to address multi-ethnic teaching and learning styles. 1.f. Place students according to learning styles. Evaluation Class profile sheets Class profile sheets A list of those programs, courses, workshops and seminars identified Team leaders training Inservice program scheduled, completed, and evaluated with participant complet-ing 1vritten evaluative instrument Grade distribution report Standardized test result Teacher observation Adminislrative observation Goal: BOOKER ARTS MAGNET Objectives Strategies/Activities l.g. Provide time for grade level conferences and planning sessions. l.h. To teach and review proper test taking skills and techniques. l.i. Lower academic disparity without lowering scores of highest subgroup. Evaluation Principal, grade-level chairmen, arts, curriculum specialists Conference logs Copy of the teacher made test Copy of the practice test used Computer profile sheet of practice or supplement test given Copy of sample lesson plans, strategies, and assessment instrument Achievement of goal as measured by MAT-6 MPT Classroom assessment ,....,_ w ..-_._.J_, BOOKER ARTS MAGNET Goal: To increase student achievement by identifying and implementing a staff development program which offers cohesive inservice opportunities essential for the professional growth required to realize the arts magnet potential. Objectives 1. A 'prescribed' instructional model will be developed, taught and utilized. Strategies/Activities 1.a. Train a team of Booker Arts Magnet staff in: - \"Effective Schools\" - Multi-cultural F.clucation - Classroom Management - Booker Arts Magnet Program Design (First Year) 1.b. Develop the instructional model for Booker Arts Magnet with the help of Division of Research and Curriculum Development 1.c. Plan staff development program with: - Main instruction module - Reinforcement module - Maintenance module 1.d. Implement staff development series. 1.e. Evaluation research plan developed and implemented Evaluation Trained personnel in identified instructional strategies Teacher instructional model manuals Total staff development series implemenled Evaluation written Periodic r epor ts Evaluation report ,,...... w 00 '-./ Goal: Objectives Strategies/Activities 2. Opportunites will be provided for staff to visit exemplary programs or magnet conferences 1.f. Modify plan, if necessary. 1.g. Implement mandatory model for all Booker Arts Magnet Staff. 2.a . Provide opportunity for all staff members to visit an exemplary arts magnet school conference. 2.b. Compile a list of school districts with programs successfully integraing the arts into content area courses. 2.c. Develop a comprehensive resource center by gathering all available material and infonnation on identified program. Evaluation Modification incorporated into design Classroom observation Evaluation reports and results Visitation schedules A list of identified districts and schools Resource center added to professional library Goal: Objectives 3. The staff will reaffirm c01TITiitment to changed program with required inservices, workshops, prescribed instruction models. parent/teacher contact and other enhancements. 2.d. Strategies/Activities Develop groups consisting of two (2) primary teachers, two (2) intermediate teachers, two (2) specialists and one (1) administrator/coordinator to visit approved sites. 2.e. Develop sharing format for visiting groups to share with entire staff. 2.f. Develop travel budge t r equest 2.g. Implement visitation schedule. 2.h. Implement sharing inservice schedule. 3.a. Develop complete set of job descriptions for Booker Arts Magnet teachers. Evaluation Compile list of groups Sharing des ign Requisitions for approved travel Print schedule Inservice agenda and printed materials added to media center Job descd pt ion booklet BOOKER ARTS MAGNET Goal: To infuse and fully integrate the \"arts\" theme into core content subject areas. Objectives 1. The staff will review existing materials which are presently being used to correlate the arts school magnet theme into all subject areas (K-6). 2. The staff will identify program needs in all subject areas (K-6). 3. The principals and teachers will identify a curriculum building process which reflects the needs determined by the results of objectives 1 and 2 above. 4. The staff will conduct a curriculum writing workshop to improve correlation of the arts magnet theme into al 1 subject areas. Strategies/Activities 1. a. Revise the following: - 1986 Intermediate Curri cu lum Guide - 1987 Primary Curriculum Guide - 1987 Resource File 2.a. Survey teachers\nreview evaluation reports from previous years. 3.a. Contact Arkansas Department of Education, Gene Parker, Language Arts Supervisor. 4.a. Identify participants\nschedule time and place\nlist materials and supplies. Evaluation Revi sed curr i culum guide and resource file Results of teacher survey Curriculum building process List of participants, consultants, scheduled time and place, and materials and supplies ,--... .i:-.. f.-_-_',, Goal: Objectives 5. The staff will print and distribute 5.a. new curriculum guide to Booker Arts Magnet staff. BOOKER ARTS MAGNET Strategies/Activities Type, proof, print and bind g11ide for distribution. 6. Teachers and specialists will be trained to implement new curriculum guides and resource file. 6.a. Conduct staff development workshop with certified staff and participants of Community/Business Conference. Evaluation C11rriculum Guide Resource File Staff Development Program ,,....._ .p-N '--' BOOKER ARTS MAGNET Goal: To improve student academic performance by removing non-academic impediments and by improving home/school collaborative efforts to enhance instruction. Objectives 1. All students and parents will receive an educational plan for the year with remedial, enrichment, and extension activities. 2. Home/school coordinator will be established. 3. Parents and students will be trained to use instructional support packets. 4. Staff will develop instructional packet for each subject area. 5. Home/school liaison will conduct -parent training sessions. Strategies/Activities 1 .a. Develop learning packets in all academic areas. 1 .b. Develop instructional support packets to accompany each objective. 1.c. Develop attractive packaging for each unit. 2.a. Hire home/school liaison 3.a. Train parents to use packets. 4.a. Develop packets across all grade levels in all subjects. 5.a. Survey parents to determine those wanting to be trained in instruction support strategies. 5.b . Develop a series of training sessions. Evaluation A copy of the education plan Support packets Home/school liaison hired Training session schedule and attendance roster Instructional packets completed Training session schedule and attendance roster Goal: Objectives 6. Instructional packets will be developed for discipline program. 7. Parent make-and-take sessions will be scheduled monthly. BOOKER ARTS MAGNET Strategies/Activities 6.a. Develop \"Booker's Best Behavior\" into home instructional packets. 7.a. Provide parents the opportunity and materials to make instructional aids. Evaluation Copies of instructional packets Workshop schedule and attendance roster George Washington Carver Magnet School George Washington Carver Magnet School was designated as a basic skills/mathematics science magnet school in 1987 for two major reasons: 1. To advance voluntary desegregation within a segregated neighborhood, and 2. To enhance the educational, cultural, and social opportunities for all students. It is appropriate that emphasis be directed toward training young men and women in the processes of mathematics and science. In the recently released report from the National Research Council, titled Everyone Counts, phrases such as, \"Mathematics is the key to opportunity,\" \"For lack of mathematical power, many of today's students are not prepared for tomorrow's jobs,\" and \"\\,Jake up, America! Your children are at risk,\" are found throughout the document. Parallel statements can be made that relate to science instruction. From these and other observations, it is clear that programs such as the one at Carver must be developed to help prepare our students for advanced work in mathematics and science at the junior high and high school levels. That preparation can only be done through the elementary curriculum. Carver currently operates with a population of 474 students in grades K-6. The students come to Carver from the three districts located in Pulaski County. At the end of the first year of operation, ninety-eight percent of the students elected to return for the next year. There is a 50-50 racial balance in the student body and instructional staff. The major focus of the instructional program is to provide quality, equitable educational opportunities to all children in the Pulaski County area. The school stresses mastery of basic skills in all subject areas\nhowever, there is an added curricular (44) I through a hands-on approach to the teaching/learning of mathematics and science. The school is housed in a new facility consisting of 26 classrooms\n12 special instructional areas that include a computer laboratory equipped with 34 MS-DOS computers, a star laboratory, and other special purpose rooms designed for activities in art, music, and physical education\na centrally-located media center\nand other areas that support the specialized instructional program of the magnet school. The school emphasizes the education of the whole child which includes his/her physical, social, emotional, and intellectual growth. A variety of organizational and scheduling patterns are utilized to accommodate a wide range of student abilities and learning styles . A major component of the philosophy of Carver Magnet School is that the education of a student is the responsibity of both the school and the parent. Therefore, the parents of all students at Carver are required to sign a contract evidencing their support of the school 1s philosophy and practices by attending parent/teacher conferences, cooperating with the school when disciplinary actions are necessary, supporting school rules and policies, ensuring students compliance with school rules, requiring completion of homework by the student, and participating as an active member of the parent/teacher organization. Parent involvement, as well as involvement of many volunteers, enrich the program in many ways. The school utilizes professionals from business, industry, and government in the greater Little Rock area to provide positive role models for students. Care is taken to include men and women and to select equally from minority and non-minority volunteers. Currently the principal is seeking to involve a business or professional association in the (45) greater Little Rock area to serve as a corporate partner for the school. The purpose of the school/community partnership is to support and enhance the educational programs and strengthen the relationship between the school and the community. A school/community partnership is a voluntary relationship which meets the needs and utilizes the resources of both the school and the partner for the mutual benefit of each. Student achievement and disparity data from the Metropolitan Achievement Test (MAT 6) and the Arkansas Minimum Performance Test (MPTJ for 1987-88 indicate that seventy percent of the students are performing at or above level in all areas tested. Test results indicate that there is a mean disparity of all areas tested. Test results indicate that there is a mean disparity of twenty-two percent between minority and non-minority student achievement. Addressing this disparity in achievement between minority and non-minority students is a major goal of this proposal. Strategies are proposed in three major areas to help teachers extend or develop skills that will help achieve this goal. Teachers at Carver Magnet School are screened and selected based on specific criteria. Those selected for the Carver staff must agree to participate in a variety of inservice training throughout the year(s). The The present staff development program includes the Program for Effective Teaching (PET), Teacher Expectation and Student Achievement (TESAJ, and Discipline Management Training. Ninety-seven percent of the current staff has been trained in the PET model and seventy-nine percent in TESA. As the program expands and new staff members are added to the school, additional training sessions will be needed. All staff will be trained in the use of computers and the distance learning technologies. Another component of staff development will allow teachers the opportunity to become involved in a process of curri- (46) J cul um realignment, unit construction and, eventually, mastery testing of skills. A second component of this proposal that addresses the disparity issue is the expansion of the Young Astronaut Program (YAP). This program 1vas initiated on a limited basis in 1987-88 and has great potential for increasing the interest level of young males - especially minority males - in the study and achievement in mathematics and science. In a survey conducted among the student body, the Young Astronaut Program was listed as a top priority for enhancement . In order to expand the YAP, a satellite down-link will be utilized. A down-link system is a relatively inexpensive way of bringing high technology into the classroom. Through the use of this type of technology, teachers can extend their classroom to include interactive programming produced throughout the world and teleconferencing which allows students the opportunity to communicate 1vith \"teachers\" from other areas of the country. The satellite would allow access to programs for students and provide inservice for teachers via the same medium. One specific program that has been identified for student use is \"Classroom Earth,\" 1.,1hi ch is best known for its involvement in the NASA Teacher in Space Program. The third area that is being developed to reduce disparity is an expansion of the 1 ibrary/media center. The major enhancement in this area will be through the use of distance learning technologies and computers. By equipping the media center with the capabilities to receive satellite transmissions and computer on-line data base access, students can explore current topics in the areas of mathematics and science that previously have not been available due to the limited collection in the library/media center. Also, the access to computers in the media center would allow students the opportunity to compose written reports and graphics to aid in the exploration of scientific experiments. (47) ,....__ .i:-- ..0.__0,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and man-minority students Objectives 1. Students will increase academic achievement through enhancement to the library/media center that will enable them to have on-line access to data and references which will enhance their knowledge of math/science concepts. Strategies/Activities 1 .a. Purchase the following: - On line computer system (2 computers) Electronic encyclopedia services (1 host and 4 computers) Centralized television distribution system Television for each classroom and specialist area. Portable computers and telecommunications modems plus BBS files and communication costs. Carrels, carts and tables to accommodate computers and equipment. 1 .b. Employ one non-certified staff member as a media center technician. 1 .c. Enlarge the current collection of books in the areas of math/science and technology. 1 .d. Add microfiche readers and software. 1 .e. Purchase on-line readers Guide to Periodical Literature. Evaluation Increased scores on the MAT-6 and AMPT in all curricular areas, specifically in math and science. Through the use of curriculum materials students will be able to access information for research projects 11tilizing math/science data and other curricular areas. CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 2. The principal will implement a staff development program designed to provide learning strategies to address the needs of \"at risk\" students and improve student achievement. Strategies/Activities 2.a. Identify enrichment modules as: - Integration of African American History and other minority groups into the total curricular framework - Involvement of parents in learning activities - Action models for closing achievement gaps - Instructional policy models that meet the needs of \"at risk\" students - Coordination of teaching styles w/stu-dents learning styles - Group Dynamics/Human Relations - Teacher Expectation Student Achievement - Cooperative Learning - Effective Schools 2.b. Identify staff to facilitate each module 2.c. Schedule modules for staff on districtwide staff development days Evaluation The achievement disparity gap wi 11 be narrowed. Increased scores on the MAT-6 and AMPT in all curricular areas. ,-... U1 .0._ ,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement test scores between minority and non-minority students. Objectives 3. Students wi 11 increase achievement and interest in science/mathematics through the expansion of the Young Astronaut Program. Strategies/Activities 3.a. Gather information concerning the construction, layout, and curricular integration of the space station activities with the academic program 3.b. Visit the Space Station Laboratory module constructed at Caddo Magnet School in Shreveport, LA. 3.c. Provide opportunities for interaction and and involvement among the school/home and community by forming teams to design the Challenger Simulator. 3.d. Construct the Space Station/Challenger Simulator Laboratory 3.e. Utilize the Challenger Simulator for instructional programs in mathematics/ science technologies. Evaluation Increased scores on the MAT-6 and AMPT in mathematics and science CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students Objectives 4. Student achievement will be enhanced through participation in distance learning technologies. Strategies/Activities 4.a Purchase and install a satellite down-link. 4.b. Identify instructional programs available designed to enhance mathematics/science and other related areas. 4.c. Schedule programs into the classrooms . 4.d. Schedule classroom demonstrat ions and teleconferences to provide student/teacher interaction with similar schools across the country. Evaluation Access more programs that would improve student achievement Increased scores on the MAT-6 and AMPT in mathematics and science . ,,..... V, ..N... .,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 5. Develop strategies to integrate more mathematics/ science into the classroom lessons. Strategies/Activities 5.a. Visit the NASA Regional Teacher Center at Bossier Parish Community College in Bossier City, LA. 5.b. Examine activities and curriculum written for grades K-8. 5.c. Create/design activities and teaching strategies to be utilized in the Carver curriculum. Evaluation Use of activities and strategies guide. ,,....._ \\Jl w ,.__,. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 1. During the school year, teachers and support staff will participate in instructional strategy training sessions to include Teacher Expectation Student AchieveMent and cooperative learning. Strategies/Activities 1 .a. Identify staff members who have not completed TESA and cooperative learning programs. 1.b. Secure trainer to conduct session in building or in district. 1.c. Schedule training session. 1 .d. Conduct training. 1 .e. Provide monitoring/follow-up to support teacher implementation of program in classroom setting. Evaluation Printed list Published agenda Evaluation of session by participants Evaluation by teachers Evaluation and monitoring report by District Evaluation Team CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities Objectives 2. During the summer of 1989, staff will participate in training session to revise, enhance and complete units of study in areas of math/ science and computer technology to integrate critical thinking skills into all subject areas. Strategies/Activities 2.a. Employ a curriculum specialist to coordinate and guide curriculum development and implementation. 2.b. Establish timeline and format for units to be developed. 2.c. Identify participants. 2.d. Meet for 4 weeks to write units of study. 2.e. Edit and prepare units for printing. 2.f. Print units for teachers' use and implementation. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. ,......_ lJl lJl '--' CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 3. During the summer of 1989 specialized units to enhance student learning of math/ science concepts will be developed for \"at risk\" students to address areas of deficit. Strategies/Activities 3.a. Establish timeline and format for units to be developed. 3.b. Identify participants. 3.c. Meet for 4 weeks to write units of study. 3.d. Edit and prepare units for printing. 3.e. Print units for teachers' use and implementation. 3.f. Develop individual education plans for all \"at risk\" students utilizing the units as a resource. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. Individual Education Plans developed. ,--._ Ul O'I -....., CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students throuqh staff development activities. Objectives 4. Teachers will participate in training sessions to prepare for utilization of critical thinking skills instructional units and enhancement skills. Strategies/Activities 4.a. Establish training dates. 4.b. Establish the in-service program agenda. 4.c. Conduct two-week training session. Evaluation Utilization of district facilitator and evaluation of training sessions ,.-._ Vl -...J '--\" CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 5. Teachers will participate in staff development in the use of distance learning technologies, the use of computers, in instruction and activities available through the Young Astronauts Program. Strategies/Activities 5.a. Provide two days of in-service to staff utilizing the Computer Lab. 5.b. Provide in-depth computer training to all staff members on utilizing computers in the classroom. 5.c. Provide practice sessions for staff to implement instructional strategies using computers. 5.d. Utilize the satellite down-link to provide in-service opportunities in the areas of math and science. 5.e. Utilize the satellite down-link to allow Carver Staff members the opportunity to provide staff development and communicate with schools with similar programs across the United States. 5. f. Purchase computers for all labs, 2 Science lab, 2 YAP, 4 for Math Lab. 5.g. Preview and select software to be used in classrooms. 5.h. Purchase selected software. 5.i. Purchase 25 computer stations and a host system to enlarge the computer lab to accommodate .., ~ 1 1 , I r r ii /I ,..., ~ .J. , . I r ..,. I _ Evaluation Increased utilization of computer activities in the curriculum. Completion of training. Demonstration activities provided by teachers. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff developnent activities. Objectives 6. Substitutes will be identified and trained w/the staff to provide for continuity of instruction. 7. During the school year teachers and support staff will attend professional developnent meetings and conferences both in -c\n- state and out of state. 00 '-' Strategies/Activities 6.a. Substitutes will receive in-service training provided to the staff. 7.a. Provide teachers with a listing of appropriate conferences and professional meetings such as National Council of Teachers of Mathematics, National Science Teachers Association, Arkansas Council of Teachers of Mathematics, National Association of Gifted Children. 7.b. Schedule appropriate staff to attend targeted meetings. 7.c. Attend conferences as per agenda to be followed by report to staff. Evaluation Completion of training Documentation as developed Documentation as developed Each staff will prepare a summary report of the conference and serve as a trainer to other staff members ,....,_ .l'......n., CARVER MAGNET SCHOOL Goal: To increase parent involvement in the Carver School Program with emphasis given to increasing minority participants. Objectives 1. Ninety percent of the minority parents will participate in the academic and social activities at Carver Magnet School. Strategies/Activities 1.a. Develop an informational program. The program will address these areas: The Young Astronaut Program, its features \u0026amp; expectations. Invention Convention: What is it? How do you begin? How can I help my children . Science Fair: Where do you begin? What type of program is expected? How do you do a project? How much parental involvement is expected? 1.b. Parents will serve as classroom tutors, resource persons, room mothers and members of the P.T.A. Committees. Evaluation Sign up sheets for parent activities will be kept and examined in the spring of each year to determine if the objective has been met. ] Gibbs Magnet School .2.f. International Studies and Foreign Languages The U.S. Federal Court in 1987 designated Gibbs Magnet School of International Studies and Foreign Languages as one of six magnet schools within a tri-district area. Its purpose was to develop a quality program for the purpose of attracting students from within the three districts. Gibbs Magnet School, along with the other magnet schools, was originally charged with the responsibility to: 1. Advance voluntary desegregation within a segregated neighborhood, and 2. Enhance the educational, cultural, and social opportunities for all students. The international studies and foreign language magnet theme was selected because research strongly suggests that \"schools should begin emphasizing a global perspective during the elementary school years,\" as stated in \"Global Education Primer,\" a publication of the National Association of Elementary School Principals. This organization continues to assert that \"the period from ages 7 to 12 is optimal both for education directed toward attitudinal objectives and for openness about the world.'' The research of Krashen and Terrell in language acquisition notes that \"young children under the age of ten pick up pronunciation very quickly and adopt positive attitudes to1~ard the people who speak the language.\" Three hundred and forty-nine (349) students from the school districts of Little Rock, North Little Rock, and Pulaski County currently attend Gibbs Magnet School. The student body reflects a forty-nine/fifty-one racial ratio (black/non-black). Twenty-nine (29) faculty members, fifteen (15) classroom teachers, twelve (12) specialists, and two (2) administrators interact with students. (60) The school is housed in a facility constructed in 1952. Major renovation of the building preceded its magnet status. Fifteen (15) regular classrooms, a media center, a language lab, and three (3) small group instructional spaces comprise the physical structure. Gibbs stresses mastery of all basic skills but places added curricular emphasis in the areas of international studies and foreign languages. The international studies curriculum is designed to assist each child in developing an understanding of and an appreciation for the similarities and differences among the peoples of the world. A curriculum, developed by the Gibbs staff in consultation with local and national consultants, is based on universals of culture. As an intergral part of this program, students are provided exposure to three languages during the first three years of school - Spanish, French, German. At the end of the second grade, the student chooses one of these three languages in which to specialize for the next four years. Seventy (70) percent of the Gibbs students academically function at or above the norm as measured by the Metropolitan Achievement Test administered in the spring, 1988. A disparity of forty-two (42) percent exists between the basic skill performance cfl black students and non-black students. Forty-eight (48) percent of black students function at or above expectation while ninety (90) percent of non-black students function at or above expectation. Disparity reduction is a major objective of the Gibbs program. The Gibbs staff desires to ensure educational equity for all students through the implementation of strong staff development activities. The faculty is currently required to receive training in various learning modalities and environments associated with all learners, placing particular emphasis on valuing students who are different from the majority. To facilitate educational equity, training for teachers in Effective Schools Correlates, (61) Teacher Student Achievement, and Cooperative Learning will be implemented. Surveys of parents, faculty, and students, conducted in January, 1989, reveal all three groups consistently stating that separation currently exists between the magnet theme and basic skill instruction. Teachers speak of \"more time needed for basic skills instruction,\" parents react to \"more importance must be placed on basic skill instruction if the two must be separated,\" and students speak of a \"need for more time to get work done in all areas.\" To maintain an attractive program, Gibbs Magnet School must demonstrate the ability to improve the understanding that the magnet theme of international studies and foreign languages enhances the delivery of the basic curriculum. The use of \"state-of-the-art\" technology for international studies and foreign languages increases the efficiency of instruction and produces greater student motivation in basic skill areas\ntherefore, infusion of the magnet theme is a major objective of the Gibbs program. Gibbs recognizes parent involvement as a critical component in implementing the school program. Based on Volunteers in Public Schools hours and parentteacher conference attendance, a disparity exists between black and non-black parent involvement. Disparity reduction in parent involvement is addressed through increasing black parent participation in school activities. Broader community involvement in addition to foreign language awareness workshops for parents will increase total parent participation in the Gibbs program. Since it is critical that student progress in the areas of international studies and foreign languages be assessed, a system of monitoring and evaluation of the magnet theme needs to be implemented. A reorganization within the international studies specialist staff is necessary to provide more effective planning as well as improved program monitoring and teacher (62) assistance. Additional assistance is also needed for the development of appropriate instruments to measure student progress. The goals of Gibbs 11agnet School of International Studies and Foreign Languages are as follows: 1. To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement and improve academic achievement of all students. 2. To increase parent involvement to enhance student achievement with emphasis given to increasing minority participation. 3. To develop and implement an assessment instrument for measuring student progress in the International Studies and Foreign Language magnet theme. (63) ........ O'I ..~___,, - GIBBS MAGNEI' SOIOOL Goal: To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement, and improve academic achievement of all students. Objectives 1. Teachers will receive inservice training related to providing educational equity. 2. Teachers will implement strategies applicable to heterogeneous setting to increase student achievement. St~ategies/Activities l.a. Schedule/implement training sessions related to Effective Schools. l.b. Schedule/implement Teacher Expectation Student Achievement (TESA) inservice sessions for all staff members. l.c. Conduct sensitivity training related to social and economic characteristics of at-risk students. 2.a. Schedule/implement cooperative learni~g sessions using Cooperation in the Classroom by Johnson and Johnson and Student Team Learning by Johns Hopkins Universi~ Evaluation Effective Schools training session implemented TESA inservice session implemented Sensitivity training sessions implemented Cooperative learning sessions implemented .,..__ a-. ..L.__n,. Goal: Objectives 3. The staff will infuse the magnet theme into the science curriculun to increase efficiency of curriculum delivery. 4. The staff will infuse the magnet theme into the language arts curriculum to increase the efficiency of curriculum delivery. GIBBS MAGNET SQ-IOOL Strategies/Activities 3.a. Select science curriculum develonent team. 3.b. Purchase materials to be used in developing science activities and science lab equipnent. 3.c. Conduct curriculum develonent sessions. 3.d. Print curriculum guides. 3.e. Conduct inservice for staff on use of curriculum guides. 4.a. Select language arts curriculum develonent team. 4.b. Purchase materials to be used in deve-loping arts. 4.c. Conduct curriculum develonent sessions. 4.d. Print curriculum guides. 4.e. Conduct inservice for staff on use of curriculum guides. Evaluation Science curriculum team selected Materials and equinent purchased . Curriculum is developed ~ Curriculum guides printed Inservice workshop is conducted. Language arts curriculum team selected Purchased Curriculum developed Curriculum guides printed Inservice workshop held Goal: Objectives 5. The staff will increase efficiency of curriculum delivery and enhance student motivation for learning. GIBBS MAGNET SQiOOL Strategies/Activities 5.a. Install telecO!TITiunication system to allow electronic international conmunication. 1. 1989-90 A. Computer hardware (Tandy l00OTL computer system with color monitor, printer, and 1200 band modem) B. Computer software (McGraw-Hill MIX System) C. Telephone time - 111.2 hours on-line 2. 1990-91 A. MIX subscription B. Telephone Time 5.b. Establish a global studies lab. Purchase equinent and instructional materials to allow international studies staff to promote magnet theme within regular classrooms. Evaluation Communication system is installed Global studies lab is purchased and installed ,-... (j\\ .\".._ , Goal: Objectives GIBBS MAGNET SGIOOL Strategies/Activities a. Photocopying machine b. Slide projector c. Typewriter d. Maps/globes e. Global studies materials and activities for students and teachers 5.c. Establish foreign language computer lab. 1. Computer hardware (10 student stations) 2. Software 3. Furniture 4. Wiring S.d. Provide at least three exit experiences in foreign languages for sixth grade students. S.e. Schedule inservice for staff members to enhance teaching strategies for magnet staff. Evaluation Foreign language computer lab to be purchased and installed Three exit experiences are provided for students Inservice is held ,,-... 0-. .(._X,). Goal: Objectives GIBBS MAGNET SCHOOL Strategies/Activities 5.f. Expand existing basic skills computer lab to accorrrnodate twenty-five students. 1. Add furniture for additional seventeen student stations. 2. Install electrical wiring. 3. Purchase computer hardware for seventeen student stations. 4. Purchase software license for seventeen student stations. 5.g. Conduct two-day on-site review of successfully established magnet schools with the same theme. 5.h. Purchase equinent, and audio-visual materials. Evaluation Computer lab is installed On-site review is completed Equinent purchased GIBBS MAGNET SCHOOL Goal: To increase parent involvement in enhancing student achievement with emphasis given to increasing minority participation. Objectives 1. The staff will utilize a parent coordinator. 2. The staff will develop and implement a home instruction assistance program. Strategies/Activities 1.a. Employ a parent coordinator. 1.b. Identify and implement volunteer recruitment techniques. 1.c. Print volunteer recruitment materials developed by parent coordinator 2.a. Utilize parent coordinator to develop and implement a home instruction assistance program. 2.b. Employ a half-time secretary to assist parent coordinator. 2.c. Identify and requisition supplies materials, and equinent to develop the instruction activities for use by parents. - Furniture for the resource center - Typewriter, copier, and laminator for duplicating activitjes Evaluation Parent coordinator is employed Volunteer recruitmenl techniques all impleplemented Materials are printed Home instruction assistance program is implemented Secretary is employed Supplies, materials, and equinent is purchased CJ) ID a, Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 2.d. Organize a steering committee to obtain input from parents and teachers concerning activities and workshops of the home instruction assistance program and to assist in designing/implementing workshops and materials for the program. The committee will consist of the following: - Principal or designee - Three classroom teachers - PTA Representative - District administrator 2.e. Design and implement awareness workshops for teachers - to identify and explain goals expectations of teachers concerning the program - to increase their awareness and sensitivity in meeting the needs of at-risk students - to understand the home environment of these students. 2.f. Design, schedule, and implement with staff input throughout the school year general parent workshops on, but not limited to, the following topics: Evaluation Committee is organized Teacher workshops are conducted O\"I ~ 0- Goal: Objectives 3. The school will provide parents an opportunity for foreign language learning to provide home assistance for students. GIBBS MAGNET SCHOOL Strategies/Activities - program awareness - study ski 11 s - home environment - community-based activities and resources - student project development strategies - research skills - promoting student self-esteem 2.g. Identify through staff input specific academic topics in reading and math and the appropriate grade level for extension workshops. 2.h. Design, schedule, and implement the above workshops for targeted parents. 2.i. Develop a parent resource center. 3.a. Form partnership with Advocates for Language Learning (ALL) to provide parent workshops facilitated by staffs from Gibbs and Advocates for Language Learning. Evaluation Topics for extension workshops are identified Center is developed Partnership is formed and functional Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 3.b. Provide teacher training for parent language program. 3.c. Purchase the following equipment and materials for foreign language instruction for parents. 1. Reel-reel tape recorders 2. Record players 3. Slide projectors 4. Utility carts with electricity 5. Apple 11gs computer 6. Curriculum development software 7. French program 8. Spanish program 9. German program Evaluation Teacher training is provided - Materials and equipment are purchased 1ann Arts and Sciences r1agnet School Mann Arts and Sciences Magnet School was one of six magnets established through a Court mandated cooperative magnet school program among the school districts of Little Rock, North Little Rock, and Pulaski County. Mann began in 1982 as a Little Rock School District magnet school with a science/ mathematics focus. When the school was selected as part of the Pulaski County interdistrict cooperative magnet program in 1987, a dual magnet school program was established. One magnet has science/mathematics as a theme, and the other has an arts theme. Students apply separately for either the science/ mathematics program or the arts program. The magnet program at Mann enjoyed much success during the first year of operation. The percentile rank for seventh, eighth, and ninth grade students on the Metropolitan Achievement Test (MAT-6) Total Composite Battery was the 77th percentile, 71st percentile, and 77th percentile respectively. The number of students at Mann who were at or above the national norm on the Mat-6 Total Composite Battery was 74 percent. However, a disparity between black students and white students varying between 16 percentile points for language and 29 percentile points for reading was still present. The disparities in science and mathematics were both 27 percentile points. The racial composition of the student body at Mann for the 1988-89 school year is fifty-eight percent black and forty-two percent non-black. The target for racial composition for students in magnet schools is 50%/50%. Increased participation of white students from the North Little Rock and Pulaski County Special School Districts is necessary to provide this balance. Efforts to attract minority teachers need to continue throughout the Pulaski County area. The percentage of black students enrolled in higher-level science courses at the high school level in the predominantly black Little Rock School District (70) is approximately 50 percent. Minority students need to be adequately prepared and actively recruited and encouraged to take science and mathematics courses at the high school 1 evel. A superior education program at Mann should include the latest educational technology. Computers are utilized extensively in business, but school use has been limited to such things as computer assisted instruction and simulations. Telecommunications, networks that incorporate a variety of information data bases, would allow students to become more technologically literate. In order to address the racial and gender disparity in achievement of 1ann students, a staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting. The staff development component 1vill consist of several cycles of Program for Effective Teaching, Effective Schools, and cooperative learning techniques. Student achievement and disparity in achievement among student subgroups will be monitored with the help of computer software. Programs of study and achievement for students who graduate from Mann will be tracked using computer technology. Post high school information on students will be solicited through surveys mailed to graduates who were students at Mann Arts and Science Magnet School. One aim of the monitoring system is to determine achievement disparity between student subgroups. Another aim is to measure the success of the magnet program in preparing students for high school and college. A third aim is to determine minority participartion in science/mathematics at the high school and college level. A computerized education and information system will be installed at Mann which will allow students to learn about the technology that is common in busi- (71) ness and industry. The system will assist science students in their required research at Mann and will allow all students to access information not normally available to school students. Finally, partnership with a community agency will provide additional expertise in addressing educational issues at Mann Arts and Sciences Magnet School. Resources from the community can be used to address issues such as achievement disparity and equal opportunities for all students . Long term educational improvement must involve the community as well as schools. (72) ,.....__ -...J ..w.__ , MANN MAGNET SCHOOL Goal: Up to date research will be available to students and teachers enabling them to interact with other students, teachers and information bases\nstudents and teachers will utilize current educational technology which is now being used in industry. Objectives 1. A computerized instruction and information system will be made available to all students in the math/science program and other magnet schools. Strategies/Activities 1. a. Install computer terminals in all science/ math classrooms and the library. A central computer tower or \"mainframe\" will house disk drives and hard disk storage. Evaluation A finished lab procedures and safety videodisc- computer assisted program will be available for examination CAI software will be on hand and records of students using it will be available Science simulations software will be on hand and records of classroom utilization will be available Examples of utilization of electronic mail will be available Computer Information software will be accessible throughout building. Examples of utilization by sturlents will be available Research reports, etc. available for examination ,...... -...J .i:-- '--\" Goal: rlANN MAGNET SCHOOL Objectives Strategies/Activities Evaluation Examples of utilization of computer information and instructional system by homebound students will be available Examples of lltilization of test making, scoring, anrl analyzing software by teachers wi 11 be available Monitoring team will conduct on-site visits to collect data on above evaluation criteria S11rvey instruments will be developed to judge student and teacher utilization of comp11ter information and instructional system. Data wi 11 be disaggregated by race to maintain equity ,....._ -..J l..n '-\" Goal: Objectives 2. Teachers and students will be trained to use the computerized instruction and information system. MANN MAGNET SCHOOL Strategies/Activities 2.a. Provide in-service training sessions for Mann teachers and other magnet teachers. 2.b. 2.c. Teachers will receive a two day training session prior to the beginning of school. Three additional training sessions of three hours each will be scheduled as mini courses. 2.d. Provide teachers from Mann with stipends for attending the workshops. 2.e. Train students during the school day. Evaluation Increased utilization of computer activities in the curriculum Completion of training Completion of training Increased utilization of computer activities in math/science coursework ,....__ -.J 0-. '-' MANN M/\\GNET SGIOOL Goal: To implement instructional strategies through a staff developnent program that will ensure educational equity for all students and reduce academic desparity between student subgroups. Objectives 1. 1he principal and staff will develop and implement a staff developnent plan. l.c1. l.b. l.c. l.d. Strategies/Activities Schedule two cycles of progrc1111 for Effective Teaching (PET). Schedule two sessions of classroom management. Schedule two workshops on Cooperative Learning. Schedule two Effective Schools workshops. Evaluation Pl'..\"T workshop implemented Classroom management workshop implemented Cooperative Learning workshops implemented Parkview Fine Arts Magnet High School As a part of the Little Rock School District's Desegration Plan, Parkview Fine Arts Magnet High School is in its second year of transition as an interdistrict fine arts magnet high school. The school's philosophy is to provide a quality integrated education through an emphasis on the visual and performing arts. The proposal to establish Parkview as an interdistrict fine arts magnet high school in 1987 was based on the following priorities: 1. the need to reverse the steady rise in black enrollment that could potentially lead to Parkview becoming a racially identifiable school, 2. the need to prevent the further decrease in student enrollment, 3. the desire to create a program in which students from different social, economic, ethnic, and racial backgrounds could receive a quality integrated education, and 4. the desire to provide a logical, sequential, discipline-based arts curriculum, which exceerled the regular arts course offerings in depth and breadth. The student population of Parkview Fine Arts Magnet was to consist of a total enrollment of no more than 991 students with a 50/50 black/nonblack ratio. Parkview's current enrollment is 797 students with a racial balance of fifty-eight percent black, forty-one percent non-black, and one percent other. A percentage of student spaces was established for each of the districts involved in the interdistrict program -- the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District. Parkview Fine Arts Magnet is located in western Little Rock and is housed in a twenty-one year old facility, consisting of a main building, a gymnasium, (77) and a 1 ,051-seat auditorium, which was completed in 1985. Renovations, such as the construction of a piano lab, a dance studio, and an additional visual arts classroom, were made in the instructional classrooms to provide for the immediate needs of the changing curriculum. With the expanding arts curriculum, additional specialty- area space is currently needed. The curriculum is designed to develop the potential of students exhibiting interest, talent, and need in.the arts and is available to all students from every cultural and socio-economic background. Although students do not enter Parkview by an auditioning process, students are interviewed by area specialists for placement and counseling purposes. Through the emphasis and the infusion of the arts in the academic curriculum, which includes advanced placement courses as well as vocational courses, students are stimulated into intellectual, artistic, and technical exploration and experimentation. The goals for enhancing the fine arts program at Parkview Fine Arts Magnet High School are to increase overall academic achievement while decreasing the disparity among the sub-populations, and to implement a staff development program which trains teachers, administrators and other staff members in techniques for integrating the arts with the core curriculum. In comparing the tenth grade scores of 1987 with the eleventh grade scores of 1988, there was reduction in disparity in all academic areas. However, there is still a concern with the disparity ranging from thirty-nine percent difference in science scores to twenty-five percent difference in mathematics. Also at the tenth grade level in 1988, the disparity of the number of black males compared to white males was forty-nine percent. This was an increase over 1987. Strategies must be developed to reduce the overall disparity, and the achievement of tenth grade black males must be closely monitored. (78) To date, the staff/faculty has been involved in extensive training in the following teacher programs: Teacher Expectation Student Achievement (TESA). Cooperative Learning, Program for Effective Teaching (PET), and effective study skills. Proposed inservice programs will be conducted to provide the staff with strategies and skills that will facilitate the infusion of the arts into the core curriculum and develop higher level thinking skills. Additional inservice programs are recommended for staff development in TESA and Effective Schools Research. (79) Proposed Parkview Science Magnet High School Although the fine arts program has attracted approximately 800 students for the 1988-89 school year, the school plant is still over 150 students short of capacity. In anticipation of the facility remaining under capacity in the future and to provide continuity for students graduating from the Mann Math/Science and Arts Magnet Schools, the creation of a math/science magnet school to be housed at Parkview is proposed. With funding from this grant, the program will be phased in over a three year period with 100-150 tenth grade students forming the initial class. A similar number of tenth-grade students will be added during year two and year three of the school with a final enrollment of 300-400 students. Parkview Math/Science Magnet School has the following goals: 1. To provide a math/science curriculum that exceeds the regular math/science program in depth and breadth. 2. To increase student understanding in the math/science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in math/science. 4. To develop skills in information acquisition, processing, statistical analysis, and technical writing. 5. To increase the foreign language offerings by adding Russian to the curriculum. 6. To provide opportunities for students to interact with healthscience professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. (80) I The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. A part-time Russian teacher and half-time Science Magnet Coordinator will be the only additional staff members needed for the 1989-90 school term. In 1990-91 an additional science teacher and a part-time technical writing teacher will be needed. Additional staff requests beyond 1990-91 will be based upon enrollment. The Science Magnet Program will combine the district's high-tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate pre-professional or technical major in the area of medicine and health. The Parkview Science Magnet School will work cooperativley with the University of Arkansas for Medical Sciences to provide unique experiences for students. Both universities have expressed a willingness to host student groups for special laboratory investigations and guest lectures at the university campuses and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some i ndi vi dual \"shadowing\" experiences where a student follows and works with a health-care professional for a period of time. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at the University of Arkansas at Little Rock and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. Evaluation for the science magnet school will be tied directly to program objectives. The evaluation plan includes: (1) regular site visits by a monitoring team from the District's Evaluation and Testing Department\n(2) a teacher questionnaire\n(3) a student questionnaire\n(4) a parent questionnaire\n(5) an administrator questionnaire\n(6) a review of pertinent documents such as (81) academic records, behavioral records, and records of field trips, guest speakers, science fairs, and \"shadowing\" experiences . Information l'lill be gathered, reviewed, analyzed, and assessed throughout the school year . and a summati ve evaluation report 11i l l be presented annually to the Board of Directors. (82) ......... 00 ._w_, , PARKVIE'W FINE ARTS 1'-'iAGNET Goal: To implement a staff development program which trains teachers, administrators, and other staff members in techniques for integrating the arts with the core-curriculum. Objectives L The teaching of the arts La. will be integrated into the core-curriculum. Lb. l.c. 2. Multi-ethnic arts educa- 2.a. tion will be developed and infused into all content areas. Strategies/Activities Conduct inservice workshops to develop strategies for infusion of the arts into the core-curriculum. Conduct in-house workshops with core-curriculum department to develop and assess infusion strategies such as: (a) costume design-home economics\n(b) set design-drafting\n(c) programs and pub-licity- business\n(d) a)prenticeships-work study programs and (e script writing-history. Conduct inter-school workshops with Horace Mann and Parkview staffs to establish infusion - strategies. Conduct an extensive staff development program for staff members - TESA (approxi-mately 15 teachers). Evaluation Classroom observation of teacher evaluations Student survey to be given at the end of the 1989-90 school year Data from survey will be evaluated Teachers' lesson plans and classroom observations will reflect strategies Teachers' lesson plans and classroom observation of teacher evaluation. ,......_ 00 .i:- \"-' - PARKVIEW FINE ARTS MAGNET Goal: To increase overall academic achievement while decreasing the disparity among sub-populations. Objectives 1. Students will increase academic achievement through the use of computer-assisted instruction. 2. A staff development program will be implemented to provide learning strategies to address the needs of at-risk students and improve student achievement. Strategies/Activities l.a. Place twenty-four (24) computers in various classrooms for tutorial assistance and support in the respective core content, as well as specialty areas. The specialty area programs will include such projects as script writing exercises, graphic arts, music composition, set design, and photography. l.b. Employ computer specialisl to provide instructional assistance and technical support for teachers and students. l.c. Implement staff development workshops in the Effective Schools Model and monitor classroom strategies. Evaluation MAT-6 scores \\vill be evaluated to determine disparity reduction Performance of this job will be evaluated in accordance with provjsions of the Little Rock School District Policy on Evaluation of Professjonal Personnel. Comparison of MAT-6 data will be evaluated to determine disparity reduction. Teacher lesson plans and observalions will reflecl use of Effective Schoo]s strategies. ,.-... 00 ..V.__,,, PARKVIE'W FINE ARTS MAGNET Goal: To provide program continuity for student graduating from Mann Math/Science Junior High School and to recruit more non-minority students to Parkview Fine Arts Magnet. 1. Objectives Strategies/Activities The district's high-tech specialty l.a. Interview candidates for job vacancies. science courses will be combined with a magnet curriculum that will l.b. Hire new personnel prepare students for an under-graduate pre-professional or tech-nical major in the area of medicine l.c. Write curriculum guides and health. l.d. Type and print curriculum guides. l.e. Implement any needed staff development. Evaluation Interviews scheduled Board Approval Time scheduled during surrrner Guides printed Record of Staff Development held - Williams Basic Skills Magnet School Implemented during the 1982-83 school year as a part of the Little Rock School District's reorganization plan for elementary schools, Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the District had been experiencing, and (2) to respond positively to the public's perception and position that public elementary education does not, but must, promote competence in fundamental academic skills . To achieve these two purposes, the school has operated during the last seven years with a yearly student population of approximately 500 students consisting of a 50-50 racial composition, and it has implemented an educational program for kindergarten through 6th grade that reflects a structured, disciplined approach to learning and behavior in relation to the following goals: Development of basic academic skills and concepts with mastery at the highest levels possible. Development of students' higher level thinking skills. Promotion of students' self-discipline development. Development of task commitment, self-motivation, and responsibility. In essence, Williams Basic Skills Magnet School offers an alternative program for students who function best, academically and socially, in a highly structured environment and who are highly motivated by competition in all program areas. To ensure the realization of the above goals, the program at Williams Basic Skills Magnet School consists of the following components that differentiate it from other magnet and regular schools in the District: 1. Instructional Program - Traditionally, a combination of homogeneous/heterogeneous grouping procedures has been used in (86) developing homeroom groups. Re-grouping for instruction, within the homeroom and across homeroom and grade level groups, has been used in various subject areas if deemed appropriate. Basic skills specialists teach reading, math, English, spelling, writing, science, social studies, health, penmanship, and social living skills. Music, art, and physical education are taught by specialists in those areas, and the skills and concepts of each area are correlated in the core content areas. Large/ small group instruction using the basal textbook approach with high expectations in a highly structured and disciplined setting is basic to the program. Students are placed at their instructional levels with the understanding that successful completion of assignments/processes within a specified time frame is required. Critical skills and concepts from the various subject areas are emphasized at each grade level. To be eligible for academic promotion, the student must: Master targeted skills and concepts with 80% mastery. Complete academic activities with 80% mastery. Complete homework with 80% mastery. 2. Parental Involvement - Parents are expected to come to school for conferences at staff request and are expected to join the Williams Basic Skills Magnet School PTA and to attend all required PTA meetings. Also, parents must sign a contract committing their support of and involvement in all aspects of the school. 3. Dress and Grooming Code - Students and staff members are to maintain their person and clothing in a modest, clean, and orderly (87) manner resulting in pride in self and school. To help develop attitudes and behaviors which indirectly affect the learning process, students are to comply with a specific dress code. Each year, the program at Williams Basic Skill Magnet School is assessed through: (1) the disaggregation of test data and report cards, (2) monitoring reports, and (3) surveys of students, staff, and parents. The conclusions from these sources of information reveal that for the most part the program at Williams is achieving its goals. However, the racial and gender disparity of student achievement, the degree of parental involvement in students' instructional activities, use of higher thinking skills by all students, and lack of longitudinal data are major areas of concern that have emerged as a result of a recently conducted needs assessment. To address these areas, the following proposals are presented herein: 1) A staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting\nthis component will consist of strategies based on the \"effective schools research,\" cooperative learning models, method for differentiating activities, and a management system for monitoring the academic disparity reduction of at-risk students. 2) A home instruction assistance program will be designed and implemented to involve all parents and teachers in students' home learning experiences\nthis proposal will be achieved through regularly scheduled teacher-parent workshops and specifically-designed home activities. 3) A program for teaching higher thinking skills will be implemented through staff development activities and through the incorporation of instructional strategies and materials related specifically to the core content areas. (88) l 4) A longitudinal study of students who previously attended Williams Basic Skills Magnet School will be conducted to assist in assessing the educational merits of the school's program. As in any school with a heterogenous population, Williams Basic Skills Magnet School has students at varying levels of academic performance at each grade level and in each classroom. Within this heterogenous setting, emphasis is placed on each student mastering basic skills at his/her instructional level in the core content areas. For the majority of the students at Williams, these instructional levels are at or above grade level. However, for black students, especially black males, the number of students whose instructional level is below grade level is much greater than non-black students\nthis racial and gender disparity is greater in grades one and two. To address the instructional needs of these students functioning below grade level, (1) homogeneous grouping within the heterogenous class, (2) grouping across classrooms and grade levels, and (3) reading and/or math remediation activities through the Program for Accelerated Learning are used. Even though these methods have to degree been successful, they do result in segregating students, limiting educational equity, and lowering the students' self-esteem. Therefore, instructional approaches need to be implemented by the classroom teacher that effectively address the educational needs of studentes who are below grade level without removing them and/or isolating them from the mainstream of the classroom. A staff development model will be implemented that will consist of the following components: 1. instructional strategies based on the \"effective schools\" research\n2. instruction through heterogeneous groups and cooperative learning\n3. differentiated activities for the same concept/skill\nand 4. management systems for monitering at-risk students' performances. (89) Research states that there are significant improvements in students' academic performances when parents are directly involved in students' home learning activities. Although Williams Magnet School's emphasis on homework and parental involvement reflects its agreement with this research, there is evidence through surveys, test data, and teacher observation that more concerted effort needs to be made to involve parents in students' learning activities. Even when parents attempt to assist their students with instruction at home, they often lack the strategies and resources to effectively and effic\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_979","title":"Discipline","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["North Little Rock School District"],"dc_date":["1989/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School improvement programs","Student assistance programs"],"dcterms_title":["Discipline"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/979"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n PGMID : DIS012R DisciplinaryR eferral Su,maryB y Page AUG-F8E9B- 90 Referral Reason 3/08/91 -------TOTAL--------I-------BLACK--------1-------WHITE--------I-------OTHER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTACT! 01 Disregard for directions of teachers 2762 31. 99X 1506 I 1868 21.MZ 971 887 10.m 528 7 .OBl 7 I or administrators, I 02 Disregard for directions of bus drivers, 508 5,887. 243 I 403 4.m 168 I 104 1.20% 74 .on lunch aides, or other authorized school I I personnel. I I I 03 Disruption and/or interference with the 2326 26.94% 1605 I 1580 18.30% 107b I 741 8.581 526 s .m 3 I nor  al and orderly conduct of school I I and school-sponsoreadc tivities. I I 04 Behavior that involves indecent and/or 101 i.m 77 I 70 .an 53 31 .m 24 0 .OOl 0 I iuoral acts. I OS Wagerinogr any formo f gambling. 7 .08:t 6 I 4 .m 3 3 .03l 3 0 .OOl 0 I 06 Physical abuse or assault or threatened 123 i.m 94 I 94 1.08% 72 29 .331 22 0 .001 0 I physical abuse to a school employee. 07 Physical abuse or assault or threatened 1401 16.m m1 994 11.sn 664 406 4. 70'/. 291 .Oll 0 I physical abuse to other student or any I other individual. I I 08 Possession of a knife, razor, ice pick, 56 .m 51 I 39 .m 36 16 .181 14 I .01'/. 1 I explosive, pistol, rifle, shotgun, I I pellet gun or any other object that can I be considereda weapono r dangerous instrument. I I 09 Using, offering for sale or selling 32 .m 28 I 10 .rn 8 I 22 .25'/. 20 0 .00'/. 0 I alcoholic beverages or any narcotic drug I as defined by Arkansas law or School I Board policy. I I 10 Destruction of or the atte1pt to destroy 51  597. 40 I 24 .m 17 I 27 .m 23 I 0 .001 0 I school property. I I I 11 Stealing or the atte,pt to steal school 75 .m 55 I 62 .717. 46 I 13 ,15'/. 9 I 0 ,OOl 0 I property or the property belonging to I I I another individual, I I I 12 Cheatingo r copyingt he worko f another 17 .m 11 I 10 .rn 7 I 7 .08'/. 4 0 .00'/. 0 I student. I I 13 Failure to abide by attendance rules, 694 8.03% 590 I 373 4 .32'l. 317 I 315 3.64'/. 267 I 6 .06X 6 14 Useo f profanity, vulgar languageo r 328 3,7 97. 223 I 222 2.m 143 I 105 l.21l 79 I ,01'/. 1 obscene language. I I 15 Com1ittinge xtortion, coercion, black- 4 .047. 3 I 4 .on 3 I 0 .00'/. 0 I 0 .OOl 0 I mail or forcing another person to act I I I I through the use of force or threat of I I force. I I 16 Engagingin verbal abuses such as naae- 104 1.201. 84 I 70 .Bl'/. 57 I 34 .m 27 I 0 .oox 0 I calling, ethnic or racial slurs, or I I I I using derogatory statements to other I I I I students, school personnel or other I I individuals. I I I 17 Hazing, Hazing includes any willful act 43 .m 30 I 31 .m 19 I 10 .m 9 I 2 .m 2 I done by a student, either individually I I or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, etc. I TOTARLE FERRALS8-6--32 5601I 5858 67.86%3 660 1 mo 31,m 1920 24 .m 21 ~ .,. PGHID : DIS013R DisciplinaryR eferral Su11arBy y 3/08/91 AUG-F8E9B- 90 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencwe ith Student 1324 15.33'l. 490 I 938 10,861 316 I 382 4.m 171 I 4 ,04% 3 I I I 02 Conferencwe ithP arent 247 2,86'l. 1951 165 1.m 124 I 81 .m 70 I .on 1 I I I 03 Conferencwe ith Studenta nd Parent 341 3.m 316 I 203 2,351, 185 I 137 UBI 130 I .on I I I 04 Privileges Denied 227 2.62'/, 100 I 171 1.98X BO I 55 .m 19 I .on I I 05 BehaviorC ontract 145 1.67'l. 100 I 86 .99% 56 I 58 .m 44 I .on 0 I I I I I 06 DetentionH al1 3459 40.on 2276I 2233 25.86X 1440I 1219 14,m 830 I 7 .OBX 6 I I 07 StudentN ill NakeU pT i e 39 .45'1: 24 I 24 .m 15 I 15 .m 9 I 0 ,001 0 I I I I 08 Student Placed on Probation 240 2.787. m1 142 1.64% 83 I 96 i.m 67 I 2 .m 2 I I I I I 09 OnC ampuSsu spension( S.A.C.) 1226 14.20% 1010I 850 9.841 6751 370 4.281 329 I 6 .m 6 I I I 10 Off CampuSsu spension 160 1.85% 115 I 114 i.m 77 46 .m 38 I 0 .001 0 I I I 11 Boys Club Suspension 79 .m 62 I 56 .64Z 41 I 23 .m 21 I 0 ,001 0 I I I I 12 Bus Suspension m i.m: 91 I 99 1.141 75 I lb .181 16 I 0 .001 0 I I I I I 13 Corporal Punish1ent 560 6.487. 4251 433 5.0H 324 I 127 i.m 101 I 0 ,001 0 I I I I 14 RecoMmenEdxedp ulsion 34 .m 32 I 25 .m 23 I 8 .09l 8 I .on 1 I I I I I 15 Other 436 5,051. 213 I 319 3.691 146 I 117 i.m 67 I 0 .001 0 I I I I I TOTAALC TIONS---8--632 5601I 5858 67.86%3 660I 2750 31.BSl 1920I 24 .m 21 I \u0026lt; .. . ~ . Attachment II-I PGII D: D!S012R Disciplinary Referral Su11aryB y Page AUG-FE90B- 91 Referral Reason 3/08/91 -------TOTAL--------J-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENT I CODDEE SCRIPTION TOTAL PCT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Disregard for directions of teachers 2730 30.281 ml I 1900 21.081 13491 815 9.0H 581 IS .m 11 or ad1inistrators. 02 Disregard for directions of bus drivers, 388 4 .307. 272 276 3.061. 187 109 1.201. 82 3 .031 3 lunch aides, or other authorized school personnel. 03 Disruption and/or interference Nith the 2749 30.50% 2000 1928 2un 1404 814 9.031 593 7 .on 3 nor1al and orderly conduct of school and school-sponsoreda ctivities. I 04 Behavior lhal involves indecent and/or 56 .m 36 42 .m 26 13 ,141. 10 .on 0 I i111oraal cts. 05 Wagerinogr any for  of ga  bling. 8 .081. 7 5 .05'l. 5 I 3 .m 2 0 .001. 0 I 06 Physical abuse or assault or threatened 106 1.1TI. 93 I 70 .m 60 I 36 .m 33 I 0 .001 0 I physical abuse to a school e1ployee. I I 07 Physical abuse or assault or threatened 1537 17,0S'l. 1132 I 1111 12.:m 804 420 4.m 322 b .Obl 6 I physical abuse to other student or any I other individual. 08 Possession of a knife, razor, ice pick, 64 .m 60 34 .m 34 29 .m 25 I .on explosive, pistol, rifle, shotgun, pellet gun or any olher object that can be considered a weapono r dangerous instru111ent. 09 Using, offering for sale or selling 45 .m 43 23 .m 21 22 .241 22 0 .001. 0 alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10 Destruction of or the atte1pt to destroy 30 .m 26 13 .m 11 17 .!Bl 15 0 .OO'l. 0 school property. 11 Stealing or the atte1pt to steal school 74 .an 56 I 55 ,bl'l. 39 19 .m 17 I 0 .OO'l. 0 property or the property belonging to another individual. 12 Cheating or copying the work of another 20 .m 16 lb .m 14 4 .041. 2 0 .001 0 student. 13 Failure to abide by attendance rules. 640 7.101. 565 I 344 3.811. 300 I 295 3.m 264 I .Oil I I 14 Use of profanity, vulgar language or 365 4.041. 270 I 266 2.951. 192 I 97 1.07% 76 I 2 .021 2 I obscene language. 15 Co11itting extortion, coercion, black- 13 .14'I. 12 I 12 .rn 11 .on 0 .001 0 I ail or forcing another person to act I through the use of force or threat of force. 16 Engagingi n verbal abuses such as na,e- 133 1. 4 71. 104 93 l.OH 68 38 .m 34 2 .on 2 calling, ethnic or racial slurs, or using derogatory state1ents to other students, school personnel or other individuals, I 17 Hazing. Hazing includes any Nillful act 55 .m 45 I 44 . 48'l. :,7 11 .m 8 0 .OO'l. 0 I done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, huMiliation, etc. TOTARLE FERRALS9-0--13 6678 6232 69. 141 4562 2743 3o.m 2087 38 .m 29 I ...... . P6MID : DIS013R Disciplinary Referral Su,maryB y 3/08/91 4UG-FE9B0- 91 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PAREIN T PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencew ith Student 11S8 12.84% 730 I 801 8.887. 491 I 349 3.87% 231 I 8 .087. 8 I I I I I n2 Conferencew ith Parent 331 3.67'/. 310 I 216 2.39% 203 I 113 i.m 105 I 2 .02! 2 I ! I I 03 Conferencew ith Student and Parent 391 4,337. 369 I 268 2.9n 251 122 i.m 117 I .OH I 04 Privileges Denied 382 4.237. 274 269 2.987. 192 I 111 1.237. 80 2 .02% 2 I I 05 BehaviorC ontract 132 1.467. 122 99 1.on 91 I 33 .m 31 0 ,007. I) I 06 DetentionH alI 3323 36.867. 2172 I 2235 24.m 1457 1075 11.92% 709 13 .147. 6 I I ,_17S tudent Will MakeU pT ime 78 .867. 59 I 54 .m 41 23 .257. 17 I .017. 1)8 Student Placed on Probation m 3.987. 295 I m 2.Bn 214 I 98 1.081. 79 2 .on 2 I\n)9 OnC ampuSsu spension( S.A.C.) 1355 15.03%1 181)I 898 9.967. 764 I 451 5.007. 411 6 .067. 5 I I l0 Off CampuSsu spension 241 2.6 7'l. 218 I 160 1.m 143 I 81 .an 75 0 ,007. 0 I ! 11 Boys Club Suspension 120 1.337. 110 I 81 .891/. 75 I 39 .rn 35 I 0 .007. 0 I I I I \\2 Bus Suspension 184 2,047. 153 I 153 1.m 130 I 31 .m 23 0 .00'.I. 0 I I [3 Corporal Punishment 246 2.m 205 I 201 2.m 165 I 45 .m 40 0 .oor. 0 ft\\\\\u0026gt;Y, .. - I 13 rt:{l) I 6 fl, I l 4 RecoamendEedx pulsion .lff 8 I ,..Cf. - ,{}'17: .-n ,.-1 .on 0 .007. 0 I I I 15 Other 703 7.797. 473 I 529 5.867. 338 I 171 1. 89'.I. 133 3 .03% 2 I I TOTAALC TIONS----9-013 6678 I 6232 69. 14'l. 4562 I 2743 30.43'l. 2087 I 38 .m 29 I THE NORTH LITTLE ROCK SCHOOL DISTRICT OFFICE OF STUDENT AFFAIRS February 8, 1991 EXPULSIONS FOR 1990-91 SCHOOL YEAR NAME SCHOOL GRADE/RACE/SEX OFFENSE Waits, Sheere Lakewood Md. Richey, Haden Ridge road Md. Conklin, David Ridge road Md. Lowe, Dekashun Ridge road Md. Perkins, Willil-, Rose City Md. Bryant, Wilma Rose City Md. Campbell, Jeremiah Rose City Md. Barnett, Me1issa NLRHS-East Dotson, Andre NLRHS-East Kuske, Danny NLRIIS-East Watson, Pashee NLRHS-East Wesley, Roderick NLRHS-East Bogard, Dornetrical NLRHS-East Gunnells, Yosheki NLRJIS-East Horton, Eric NLRHS-East Key, Dewayne NLRHS-East Moore, Phillip NLRHS-East Rhodes, K,,y~hia NLRHS-East Talley, Anthony NLRHS-East BLK/WHT 1 1 DISTRICT POLICY PROHIBITED CONDUCT 8 /Black/Female Weapon 7 /White/Male Prohibited 8 /White/Male Weapon 8 /B\nt.ack/Female Weapon 7 /Black/Male Weapon 8 /Black/Female Weapon 8 /Black/Male Prohibited 9 /White/Female Weapon 9 /Black/Male Drugs and 9 /White/Male Weapon 9 /Black/Female Weapon 9 /Black/Male Disorderly 10 /Black/Male Disorderly 10 /Black/Female Weapon 10 /Black/Male Disorderly 10 /Black/Male Weapon 10 /White/Male Weapon 10 /Black/Female Weapon 10 /White/Male Weapon 3 0 1 0 FBJ FBM FBO FBP DEMONSTRATIONS AND DISORDERLY ACTIVITIES DRUGS AND ALCOHOL 8 5 WEAPONS AND DANGEROUS INSTRUMENTS 13 6 Total: 19 Conduct Conduct Alcohol Activit-, Activit.'., Activity .. NLRSD REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 MIDDLE SCHOOLS From AUGUST Through JUNE ------------------------------------------------------------------------------== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------- -----BM------ -----BF------ 1ota1 number of a.,oigm,ents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =======-=----=--------------------------------------------------------==-====-=- 09 S.A.C. 394 42.00% 232 24.73% 180 109 10 HOME SUSP. 22 50.00% 13 29.55% 20 10 11 BOYS CLUB 63 55.26% 28 24.56% 44 22 16 EXPULSION 3 100.00% 0 .00% 3 0 1 9 9 2 - 9 3 -----BM------ -----BF------ 1ota1 number of assigments: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU  236 25.16% 134 9 20.45% 8 17 14.91% 15 0 .00% 0 -----NBM----# REF PCT /TOT # STU 76 8.10% 46 0 .00% 0 6 5.26% 5 0 .00% 0 -----NBF----# REF PCT/TOT # STU 938 469 44 38 114 86 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 612 45.30% 320 23.69% 193 113 10 HOME SUSP. 56 39.72% 46 32.62% 45 32 11 BOYS CLUB 88 59.06% 34 22.82% 53 25 16 EXPULSION 1 33.33% 2 66.67% 1 2 COMPARISION -----BM------ rotal number of assigrments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 328 24.28% 111 31 21. 99% 25 22 14.77% 16 0 .00% 0 -----NBM----# REF PCT/TOT # STU 91 6.74% 39 8 5.67% 5 5 3.36% 4 0 .00% 0 -----NBF----# REF PCT/TOT # STU 1351 456 141 107 149 98 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 218 55.33 % 88 37.93 % 92 38.98 % 15 19.74 % 413 13 4 23- 7- 13- 10 HOME SUSP. 34 154.55 % 33 253.85 % 22 244.44 % 8 800.00 % 97 25 22 17 5 69 11 BOYS CLUB 25 39.68 % 6 21.43 % 5 29.41 % 1- 16.67-% 35 9 3 1 1- 12 16 EXPULSION 2- 66.67-% 2 200.00 % 0 .00 % 0 .00 % 0 2- 2 0 0 0 Z-3 - REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 HIGH SCHOOLS From AUGUST Through JUNE -=----------------------------------------------------------------=-----====-=== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------= -----BM------ -----BF------ -----NBM----- -----NBF----- 1ota1 nunber of as~ignnents: # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------= 09 S.A.C. 313 53.97% 100 17.24% 143 24.66% 24 4 .14% 580 163 59 92 21 335 10 HOME SUSP. 25 59.52% 4 9.52% 10 23.81% 3 7.14% 42 21 4 10 3 38 11 BOYS CLUB 51 67.11% 9 11. 84% 16 21.05% 0 .00% 76 38 8 12 0 58 16 EXPULSION 1 50.00% 1 50.00% 0 .00% 0 .00% 2 1 1 0 0 2 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total m1mher of aR:,igrments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual ~tudents involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 302 43.20% 167 23.89% 163 23.32% 67 9.59% 699 133 94 80 37 344 10 HOME SUSP. 32 65.31% 6 12.24% 7 14.29% 4 8.16% 49 28 6 7 4 45 11 BOYS CLUB 45 61.64% 16 21. 92% 10 13.70% 2 2. 74% 73 39 13 8 2 62 16 EXPULSION 5 71. 43% 1 14.29% 1 14.29% 0 .00% 7 5 1 1 0 7 COMPARISION -----BM------ -----BF------ -----NBM----- -----NBF----- Total nunber- of assignments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 11- 3.51-% 67 67.00 % 20 13.99 % 43 179.17 % 119 30- 35 12- 16 9 10 HOME SUSP. 7 28.00 % 2 50.00 % 3- 30.00-% 1 33.33 % 7 7 2 3- 1 7 11 BOYS CLUB 6- 11.76-% 7 77.78 % 6- 37.50-% 2 200.00 % 3- 1 5 4- 2 4 16 EXPULSION 4 400.00 % 0 .00 % 1 100.00 % 0 .00 % 5 4 0 1 0 5 ), Z-4 REF: DIS032 NORTHL ITI'LE ROCKS CHOOLD ISTRICT Suspension/Expulsion Comparisons Run Date: 7 /22/93 DISTRICT LEVEL From AUGUST Through JUNE -------- .------------------------------------------------------------------===== 1 9 9 1 - 9 2 =----------------------------------------------------------------==-=====--==-== -----BM------ Total nunher of assigments: # REF PCT /TOT Actual students involved: # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU ==---------------------------------------------------------------------------=== 09 S.A.C. 707 46.57% 332 21. 87% 343 168 10 HOME SUSP. 71 57.72% 25 20.33% 63 20 11 BOYS CLUB 245 60.20% 75 18.43% 185 61 16 EXPULSION 4 80.00% 1 20.00% 4 1 1 9 9 2 - 9 3 -----BM------ rota1 number of assigr,nents: # REF PCT /TOT Actual students involved: # STU 09 S.A.C. 915 44.61% 284 10 HOME SUSP. 148 50.86% 116 11 BOYS CLUB 295 59.60% 177 16 EXPULSION 6 60.00% 6 -----BF------ # REF PCT/TOT # STU 487 23.74% 189 70 24.05% 50 99 20.00% 72 3 30.00% 3 379 24.97% 226 24 19.51% 23 73 17.94% 63 0 .00% 0 -----NBM----# REF PCT/TOT # STU 491 23.94% 181 59 20.27% 48 90 18.18% 59 1 10.00% 1 100 6.59% 67 3 2.44% 3 14 3.44% 12 0 .00% 0 -----NBF----# REF PCT/TOT # STU 158 7.70% 71 14 4.81% 11 11 2.22% 9 0 .00% 0 1518 804 123 109 407 321 5 5 2051 725 291 225 495 317 10 10 -------------------------------------------------------------------------------- COMPARISION -----BM------ rota1 number of .,.,e,,ments: # REF PCT/TOT Actual students involved.  # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU -------------------------------------------------------------------------------- 09 S.A.C. 208 29.42 % 155 46.69 % 112 29.55 % 58 58.00 % 533 59- 21 45- 4 79- 10 HOME SUSP. 77 108.45 % 45 180.00 % 35 145.83 % 11 366.67 % 168 53 30 25 8 116 11 BOYS CLUB 50 20.41 % 24 32.00 % 17 23.29 % 3- 21. 43-% 88 8- 11 4- 3- 4- 16 EXPULSION 2 50.00 % 2 200.00 % 1 100.00 % 0 .00 % 5 2 2 1 0 5 Z-1 REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7/22/93 ELEMENTARKY-6 From AUGUST Through JUNE ----------------------------------------------------------------------==-======= 1 9 9 1 - 9 2 ------------------------------------------------------------------------======== -----BM------ -----BF------ rotai number of .,,,ignnents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =---------------------------------------------------------------------===-====== 09 S.A.C. 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 10 HOME SUSP. 24 64.86% 8 21.62% 5 13.51% 0 .00% 37 22 6 5 0 33 11 BOYS CLUB 131 60.37% 38 17.51% 40 18.43% 8 3.69% 217 103 32 36 7 178 16 EXPULSION 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total number of \"\"igr,nents: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actu.,l students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 0 .00% 0 .00% 0 0 10 HOME SUSP. 60 59.41% 18 17.82% 47 12 11 BOYS CLUB 162 59.34% 49 17.95% 99 35 16 EXPULSION 0 .00% 0 .00% 0 0 COMPARISION -----BM------ rota1 number of assignments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 0 .00% 0 21 20.79% 16 58 21. 25% 38 0 .00% 0 -----NBM----# REF PCT/TOT # STU 0 .00% 0 2 1.98% 2 4 1.47% 3 0 .00% 0 -----NBF----# REF PCT/TOT # STU 0 0 101 77 273 175 0 0 -------------------------------------------------------------------------------- 09 S.A.C. 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 10 HOME SUSP. 36 150.00 % 10 125.00 % 16 320.00 % 2 200.00 % 64 25 6 11 2 44 11 BOYS CLUB 31 23.66 % 11 28.95 % 18 45.00 % 4- 50.00-% 56 4- 3 2 4- 3- 16 EXPULSION 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 Z-2 ,   DISCIPLINE INFORMATION REFERRALS ACTIONS TAKEN (Please attach computer generated information) 23  '1: DISC1a Discipli111TYR efernl S....ry.-By P19e 1 IUU.ATM Rtf1rnl Ranon 9nJJl'f2 D LI11l m ~ sam. - w12 -TIJTrL-- ---a.ta-- ---tOf-lJa-- Code Dascriptian Totll Ptt Pu Can Tot,l Ptt P1r Con Tot1l Ptt Pu Can 01 Disr191rd for dir1etions of t11chen REFERRAL2S4 ~.oox 15 14 23.m 9 10 16.661 6 .. idalnlstr1tors. STtmE\u0026gt;fTS 22 39.2.SX 13 14 25.00X 9 8 14.2SX 4 r191rd for dir1etions of bas drivers, REFERRALS 1 1.661 0 1 1.661 0 0 .oox 0 lanch ,idK, or other 111thorizasdc hool Sl\\lE(l'S 1 1.78X 0 1 1.7BX 0 0 .oox 0 penonrwl. OJ Disrtlan .ind/or intM\"ftrera with the REFERfW.S 5 8.331 3 5 s.m 3 0 .oox 0 norul ind orderly condw:to f school S1lllOOS 5 8.92X 3 5 8.92X 3 0 .oox 0 1nd school1POll5Dr,lcdt iv it in. 04 JIRhlviotrh lt inOlvesi ndlcent. ind/or REFERRAL0S .oox 0 0 .oox 0 0 .oox 0 iMOr1l ,cts. snmrs 0 .oox 0 0 .oox 0 0 .oox 0 05 Wi9fif II I or IIIY for of 9HDl i Ill, REFERRALS0 .oox 0 0 .oox 0 0 .oox 0 S1llDTS 0 .oox 0 0 .oox 0 0 .oox 0 06 PhYSicll ibue or HSillt or thr11ttned REFERfW.S 2 3.33X 1 2 3.m 1 0 .oox 0 ph)'Sic1l lbue to  school lO)'le, STlllENTS 2 3.571 1 2 3.571 1 0 .oox 0 07 Physlcll lbue or 1ss11lt or thrNtened REFERRALS 2 3.331 2 2 3.331 2 0 .oox 0 physic,l lbue to othlr st.dent or IIY  STlllENTS 2 3.571 2 2 3.571 2 0 .oox 0 othllr individul. 08 Pos1e11ian of, knife, ruor, ic1 pick, REFERM.S 0 .oox 0 0 .oox 0 0 .oox 0 espl05iw, pistol, rifl1, shotvm, snmrs 0 .oox 0 0 .OOI 0 0 .oox 0 pellet 1111o1r 1ny other abjact thit un be cansiderad  IINPOfl or dilllJl!l'OIS instnnt. 09 Using, offtrint for s,le or selling IIEFEJM.S 0 .oox 0 0 .oox 0 0 .oox 0 1lcmollc IMMrlCJIS or 1ny n1rcotic dr119 STlllENTS 0 .oox 0 0 .OOI 0 0 .oox 0 ,s dlfinld by Arhl'ISH lill or School Bolrd Policy, 10 DKtrw:t ian of or the ,tt..,t to destray REFERRALS 0 .oox 0 0 .OOI 0 0 .oox 0  1 prqierty. STIIOTS 0 .oox 0 0 .oox 0 0 .oox 0 11 int or the 1tte1Pt to st11l school IIEFEJM.S 1 1.661 1 1 1.661 1 0 .oox 0 pro,erty or the property belonging to STlllENTS 1 1.78X 1 t 1.7BX 1 0 .oox 0 1nother individul. 12 ChNti111 or co,ying the of ,nother REFERRALS 0 .oox 0 0 .oox 0 0 .OOI 0 student. STlllEHTS 0 .oox 0 0 .OOI 0 0 .OOI 0 13 Fi ln to ibide by ,ttmi.nc:e rates. REFERRAL2S0 33.33X 15 12 20.00X 8 8 13.m 7 STUllENTS 19 33.92X 14 12 21.Q 8 1 12.SOX 0 14 Useo f prof,nity, valpr 1111111o11r REFERfW.S 4 6.661 3 4 6.66X 3 0 .oox 0 absc1111l1 111utt. ST1JOTS 3 5.35X 2 3 5.35X 2 0 .oox 0 15 Cc:aitting extortion, coercion, bl1ek- REfERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ui l or forcing 1nothlr person to Kt snmns 0 .oox 0 0 .oox 0 0 .oox 0 thrCMl9hth e ne of force or thr11t of force. 16 ETIIPiinJt in wrbl l lbues nch H ~ REFERRALS1 1.661 0 1 1.661 0 0 .oox 0 c1lli119, ethnic or r,ci1l slll's, or STUllENTS 1 i.78X 0 1 i.78X 0 0 .oox 0 usint dlr091tory stateaents to other st.dents, school perSOlllll!lo r other individuls. 17 Hiz i119. REFERRAL0S .OOI 0 0 .oox 0 0 .oox 0 STUllENTS 0 .oox 0 0 .oox 0 0 .oox 0 18 w119 relted t1ttivities. REFERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ST\\WfTS 0 .oox 0 0 .oox 0 0 .OOI 0 TIJTf(. REFERIW.S6 0 ~ 42 70.00X '17 18 30.00X 13 - STUIDTS 56 36 41 73.211 26 15 26.781 10 Raf, D190i3il Disciplinary RlrilPITiSl uM,ry )y 91Y)/f2 CUii.AIDE Action T1un NJmtL ITTLEm HIQ4! Dill. - 11/12 --TUT#l.-- -rua- ----fOf-k.Aa-- :s:rlption Totil Ptt Pu Con Tot1l Ptt Pu Con Tot1l Ptt PIT Con 01 Conferenc i th Student ACTIIJIS 9 15.00X 3 8 1J.m 3 1 1.661 0 Sl1IEITS 9 1S.25X 3 8 13.551 3 1 1.691 0 02 Conf.,-anc ith Puent ACTIIJIS 2 3.m 2 0 .oox 0 2 J.m 2 STlllOO'S 2 3.B 2 0 .oox 0 2 3.B 2 03 Conferancei th Student ind P1rent ACTIIJIS 2 3.331 2 2 3.m 2 0 .oox 0 STIIIOOS 2 3.381 2 2 3.381 2 0 .oox 0 04 Privi l\"6 Denied flCTIIJIS 1 1.661 1 1 1.661 1 0 .oox 0 STUDENTS 1 1.691 1 1 1.691 1 0 .oox 0 05 B1hnior Contnct ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .oox 0 0 .oox 0 0 .oox 0 06 DetentionH ill ACTIIJIS 7 11.661 2 4 6.661 1 3 s.oox 1 STUDEHTS 7 11.Blil 2 4 6.77X 1 3 S.081 1 07 Stldlnt Yi l l Kak ~ Ti ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 Sl1IEITS 0 .oox 0 0 .oox 0 0 .oox 0 08 StllNllt Pl1eed on PrabltiCII ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 09 On CilfU 6apersion (S.A.C.\u0026gt; ICTitl6 24 40.00X 20 15 Z5.00X 12 9 15.00X 8 ST1IIENTS 23 38.981 19 15 Z5.42X 12 8 13.m 7 10 tmR Sa,eiision ICTIIJ6 1 1.661 1 1 1.661 1 0 .oox 0 STUIOTS 1 1.691 1 1 1.691 1 0 .oox 0 11 bl Cllb Sa,eniion ICTIIJIS 3 S.OOI 2 3 s.oox 2 0 .OOI 0 STUDEHTS 3 s.oex 2 3 s.oex 2 0 .oox 0 12 Bu Sapefsion ICTIN 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 1-ardiy School ACTIIJIS 9 15.00X 5 7 11.661 4 2 3.331 1 STUDEHTS 9 15.25X s 7 11.861 4 2 3.381 1 14 Recoaende[dJp llsion ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .OOI 0 0 .oox 0 0 .oox 0 15 othtr ACTIIJIS 2 3.331 2 1 1.661 1 1 1.661 1 snmTS 2 3.381 2 1 1.691 1 1 1.691 1 16 Eq,ll1i0111 ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 snmTS 0 .oox 0 0 .oox 0 0 .oox 0 TOTILA CTIIJIS 60 40 42 70.00X 27 18 30.00X 13 snmrs 59 39 42 71.181 27 17 28.B11 12   COHPREIIENSIVOEU TCOHY.S.V ALUATION (COE) SURVEYR ESULTS (If applicable, please insert after this page) 24  I J NORTH LITTLE ROCK HIGH SCHOOL COMPREHENSIVE OUTCOMES EVALUATION NORTH LITTLE ROCK, ARKANSAS _ 1991 ARKANSASC OMPREHENSIVSEC HOOLI MPROVEMENPTL AN Arkansas D~pQrtment of Education - School: North Little Rock High School - West Year: 1991-92 District: North Little Rock School Superintendent: James R. Smith TABLE OF CONTENTS Letter of Coi:mnitment from District ..................... 1 Letter of Commitment from Principal .................... 2 Introduction . .......................................... 3 Overview of the Improvement Plan ....................... 5 COE Steering Coi:mnittee ................................. 7 Target Area Conuni ttees . ................................ 8 Review of Data ........................................ 10 Description of School and Comrnunity ................... 12 Mission Statement and Goals ........................... 15 Mission Statement ..................................... 16 Monitoring and Assessment of Student Achievement ...... 17 School Climate . ....................................... 24 Parent/Community Involvement .......................... 28 High Expectations ..................................... 32 THE NORTH 1LrITlLE ROCJK PllIBLIC SCHOOL -ADM!NISTR1UIVE OFFICES 2700 POPLAFi STREET COE Steering Committee North Little Rock High School-West Campus 101 West Main Street North Little Rock, AR 72114 Dear Committee Members: The administrative staff of the North Little Rock School District is committed to assisting the faculty of North Little Rock High School West Campus with the implementation of their Comprehensive Outcomes Evaluation Plan which was developed over the past several months. The four areas targeted for improvement are in concert with district priorities established by the Board of Education. We recognize the value of this introspective school improvement process and pledge our support for the school's plan. Sincerely, ~Lt James R. Smith Superintendent of Schools dw P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 November 19, 1991 Dear Comprehensive Outcomes Evaluation Visiting Team: 101 West 22nd Street North Little Rock, Arkansas7 2114 (501) 771-8100 Since the fall of 1990, I have observed our staff working tirelessly and diligently in planning for the future of North Little Rock High SchoolWest. The commitment and dedication displayed by the entire community has been an inspiration to all who have witnessed the rebirth of North Little Rock High School. It is with great enthusiasm that I fully endorse and pledge my commitment to the plans for the future of North Little Rock High SchoolWest as set forth by our Comprenensive Outcomes Evaluation plan. s ly,\n/ Ari?.~\nlompsbn, Kin~pal North Little Rock High School-West 2 INTRODUCT:i:ON North Little Rock High, West Campus, began its Comprehensive Outcome Evaluation (COE) Improvement Plan in November of 1990. Actually the school was a new school because of the reorganization of two former high schools, Ole Main and Ncrtheast\nthus, some data from both former high schools had to be obtained\nhowever, most of the staff was formerly from Northeast or Ole Main. The Steering Committee, reflecting a cross section of the faculty and staff, began to gather statistics and administer the perceptual surveys to a sampling of parents from different demographic areas, to all students administered by the English teachers, and to the faculty and staff members. Parents assisted in the mailing of surveys to parents. Concurrently, the school's mission statement and goals committee, comprised of faculty and community people, began its report. Other committees, such as the School and Community, earnestly began. Sirice COE is a new process, informational meetings were held. After receiving the surveys, the Dawson Educational Service Cooperative in Arkadelphia tabulated the results\nin addition, North Little Rock High's computer instructor, utilizing the statistical materials, developed charts making the results more visual. Each committee chairman prese11ted an in-depth report to the faculty. Based on the analyses of all data, including the archival, achievement, and perceptual, the faculty unanimously decided on the following target areas: 1. HIGH EXPECTATIONS 2. SCHOOL CLIMATE 3. PARENT/COMMUNITY INVOLVEMENT 4. STUDENT ACHIEVEMENT/TIME ON TASK (MANDATORY) Committee chairmen, selected from the Steering Committee, and vice-chairmen were chosen for each area\nagain after examining the data, the chairmen, vice-chairmen, and subcommittees selected outcomes. After numerous meetings, the chairmen, vice-chairmen, and committee members formulated detailed improvement plans designed to eliminate the disparities revealed in the baseline data. The criteria for each outcome were completed during the spring of 1991. During the summer the Steering CoIDmittee Chairman and target area chairmen met to check for repetition. In e\u0026amp;sence, the Improvement Plan for the target areas were finalized\nhowever, after some of the improvement areas were identified in the plan, actions were immediately begun fer implementation for the 1991-92 school year. The faculty was again apprised of the study, modifications, and final results. 3 The faculty, staff, and administration of North Little Rock High, West Campus, recognize that the Improvement Plan is an ambitious document\nhowever, with the combined efforts of the students, staff, administration, and community, not only will these issues in the five-year plan be addressed, but other concerns will be addressed because the school is dedicated to student growth. 4 Respectfully submitted, Billie Jo White Emogene Wetherington OVERVIEW OF THE IMPROVEMENT PLAN The four targets and the desired outcomes form the basis for the school improveme~t plan. The action plan is designed to achieve the outcomes established for each target. TARGET: Monito1:ing and Assessment of Student Achievement/ Time on Task OUTCOXES 1. To increase enrollment in academically challenging courses and maintain thet enrollment throughout the school year with particular attention given to. increasing minority student participdtion. 2. To improve student success on standardized tests and in the classroom. 3. To increase student time on task. 1. 2. TARGET: School Climate OUTCm!ES To increase student perception of the schocl as a safe environment. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. TARGET: Parent/Community Involvement OUTCOMES 1. To increase the involvement oi the business community in the school programs. 2. To increase the involvement of parents in the school programs. 3. To improve involvement o= the non-business community in school programs. 5 'I\"ARGET: High Expectations OUTCOMES 1. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation. 2. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. 3. To expand the use of classroom strategies designed to encourage interactions that promote critical thinking skills and problem solving abilities. 6 North Little Rock High School-West Campus COE Steering Committee Emogene Wetherington, Chairperson Penny Clay, Reporter Pris Benson Ron Brown Greg Burl Anita Cameron Linda Fuller Liz Fulton Tom Hudson Rena Knight Patsy Pearson Sue Perry Betty Sneed Roy Spradlin Mary Taylor Billie Jo White 7 North Little Rock High School-West Campus Monitoring and Assessment of Student Achievement/ Time on Task Committee Betty Sneed, Chairman Bill Garvin, Vice-Chairman Phyllis Doerr Eulin Downing Geraldine Garrett Ron Ingram David Kaufman Mar::orie Kirby Sallie Langford Sam Mascuilli Carol McAdams Darrell McCoy Mary Power Roseanne Sallis Ira Scoggins Harold Stark Mike Tucker Phyllis Wiggins High Expectations Committee Liz Fulton, Chairman Monica Davis, Vice-Chairman Glen Amis Jim Billings Steve Dar.iels J inuny Harper Lou Hart Quilla Lanes Jim McMurry Christine McRae John Narkinsky Trish Partridge Suzzette Reynolds Jon Robbins Mary Lee Schultz Mildred Standley Johnny Talley Carol Toombs Tammy Tucker 8 North Little Rock High School-West Campus School Climate Committee Rena Knight, Chairman Berdell Ward, Vice-Chairman Helen Casteel Johnnie Collier Ann Cowart Gary Davis Cheryl Fallis Patrina Greenway Annie Hamilton Faith Jones Donnas McGinley Carl Moore Don Robbins Jackie Ryan Jan Scholl Kathy Smith George Thompson Willie Vincent Joe Ward Parent-Community Involvement Committee Patsy Pearson, Chairman Cynthia Hampton, Vice-Chairman Shelia Baker Sue Beach Bill Bowers Gwen Brooks Louise Cammack Cheryl Daniels Kay Ewart Rick Gravette Gary Haver Gail Hopkins Fred Johnson Ron Kieklak Shelia Smith Paul Stovall Billy Wagley 9 REVIEW OF DATA Members of the Steering Committee gathered archival, achievement, and perceptual data on which to base the school improvement plan. ARCHIVAL DATA The archival data included personnel information on certified and non-certified staff members\nstatistics about students' attendance rates, family environment, and participation in extracurricular activities\nand detailed information about the instructional program. Archival data indicated strengths in the following areas: a highly educated, experienced staff\na comprehensive instructional program, and an extensive student activity program. Approximately 70% of the faculty members hold masters' degrees and above. Specific strengths of the instructional program include the Advanced Placement courses, the television production program, and the computer lab facilities for math and reading instruction. The student activity program includes 44 student organizations that meet on a rtgularly scheduled basis within the school day. Therefore, all students have the opportunity to participate in extracurricular activities and are encouraged to do so. Archival data revealed the following areas of disparity: The percentage of minority students enrolled in advanced courses was low. The nunilier of students selecting lower level courses was considered excessive. The absentee/tardy rates for all students needed improvement. These concerns are addressed in the following targets: Monitoring and assessment of student achievement and high expectations. ACHIEVEMENT DATA The achievement data wa$ obtained through records from the school guidance office and the district's offices of instructional services and computer services. Included in the information compiled are grade distribution records, MAT-6 scores, ACT profiles, PSAT scores, lists of scholarships awarded, lists of state and regional awards received, and lists of students receiving honors for outstanding achievement. A significant area of strength is in the number and amount of scholarships awarded to g~aduating seniors. Another area of strength is in the number of state and regional awards received by students in the speech and drama department. 10 A five-year summary of ACT scores shows that our composite score of 19.9 represents a steady increase since 1988-89. For the first time in five years, our composite score is at the state average. Twenty-eight percent of students taking the ACT in 1990-91 were black. The composite score report by ethnic groups shows a 3.6 point difference in the scores of black and white students. Only 34% of black students taking the ACT had the college-core curriculum as compared to 44% of white students. Steps are being taken to encourage all students to complete the strongest courses in which they can be successful. The summary report of the Metropolitan Achievement Test, 6th edition, which was administered to eleventh graders in April 1991, shows an overall basic battery percentile of 56.6. This average indicates that our students scored above the 50th percentile nationally. The test data also reveals a 22.2 percentage norm discr1:pancy between scores for white students and those of minority students. Reducing this disparity while raising the overall test scores is a desired outcome of the improvement plan. PERCEPTUAL DATA The perceptual data was based on the opinions of students, parents, and certified staff members and was obtained through surveys designed for each group. Parent volunteers assisted in mailing surveys to a random sampling of parents. Surveys were distributed through the English classes to all students. All faculty members also completed the opinion surveys. All groups surveyed indicated the following areas of strength: Clear school purpose, monitoring and assessment of student achievement, and high exp~ctations. The opinions of parents, students, and teachers varied on some of the correlates. Although the results of the surveys were generally positive, some variances occurred in the areas of school climate and parent and community involvement. There was a slight discrepancy in the attitudes of students toward the school as a safe environment and the attitudes of their teachers and parents. The surveys also showed a perceptual difference in the area of fairness as related to the administraticn of discipline. There was also a discrepancy in the attitudes of the students, parents, and teachers regarding the degree to _which parents and other members of the community are involved in the school. These areas of discrepancy are addressed in he improvement plan. 11 . DESCRIPTION OF SCHOOL AND COMMUNITY The city of North Little Rock lies just across the Arkansas River from Little Rock. An estimated 61,700 persons live in North Little Rock. That figure represents a 6% decrease in population in the ten-year period from 1980 to 1990. The median age of about 33 years is increasing, and the school age population percentage is decreasing. Approximately 79% of the residents are white, 20% black, and 1% other minorities. Studies indicate that the black population percentage in North Little Rock is increasing while the white population percentage is decreasing. Of the existing labor force in the city, the largest percentage of workers hold management or professional positions (24.3%), while 19% have administrative or clerical jobs, and 12.3% are in service fields. The remainder of the work force is made up of sales people (11.8%), skilled craft workers (11.8%), unskilled laborers (16.7%), and those in technical fields (3.4%). The remaining .7% make up the workers representing fields other than those listed. Although industrial development in North Little Rock is restricted by boundaries on all sides, there are positive economic indicators for the school and community. While the unemployment rate in Greater Little Rock is 7.6% the citizens in North Little Rock are at 4.6%. In 1989 voters approved a 4.9 mill school tax increase on real property. This millage increase is an excellent indicator of the community interest and support of public education in North Little Rock. Cultural and recreational facilities in North Little Rock include the Laman Public Library, the Community Band, the Old Mill, Wild River Country, Riverfront Park, and the North Little Rock Community Center. Within minutes of North Little Rock are the Arkansas Arts Center, the Arkansas Symphony Orchestra, The Arkansas Ballet, and the Arkansas Repertory Theatre. The area also offers the Arkansas Museum of Science and History, the Little Rock Zoo, and a number of state parks, lakes, streams, camping and hunting areas, and hiking trails. The North Little Rock School District is serving 9,194 students in the 1990-91 school year. The city's demographic trends are reflected in the school population, which has decreased in recent years. Of the total enrollment, 52.3% are white, 46.5 are black, and 1.2% represent other minorities. The racial composition has also paralleled the city's trend of declining white population and increasing black population. 12 The 1990-91 school year is the first year for implementing the reorganized secondary school plan. This reorganization process was completed by the \"Planning Task force for Secondary Reorganization,\" which included 39 committees and subcommittees made up of parents, teachers, students, administrators, and citizens. Beginning in 1990-91, the North Little Rock School District changed to one high school on two campuses and three middle schools. All 9th and 10th graders attend the North Little Rock High School East Campus with an enrollment of 1,372. All 11th and 12th graders attend the North Little Rock High School West Campus with an enrollment of 1,180. Seventh and eighth graders attend Lakewood, Ridgeroad, or Rose City Middle Schools, depending on residence and school attendance zones. This reorganization allows the racial makeup of the secondary schools to reflect the racial. makeup of the community as a whole. The administration of the North Little Rock School District operates under policies established by a Board of Education. The School Board was reorganized in 1989 from a six-member at large board to a seven-member geographic zone board to allow for a more equal representation of the various races and socioeconomic groups in North Little Rock. Positions are for alternating three-year terms, and elections are held each September. The North Little Rock School District has established a number of programs to meet better the needs of minority students. The position of Assistant Superintendent for Desegregation was established in March 1990 to ensure racial equity. An activity director at each secondary campus works toward greater minority student participation in extracurricular activities. Compensatory education programs have expanded, and staff development opportunities have been implemented for improved understanding of students who achieve below grade level. Free bus transportation is now provided for all students living more than two miles from schools. District-wide trends indicate that the North Little Rock schools are expanding services and improving educational opportunities for all students: -A greater percentage of public school students graduate than ever before. -The standardized testing program has expanded to include students in grades 1 through 11. -Special education programs are offered to hundreds of students with a variety of learning disabilities and handicaps. 13 -Hundreds of students are in programs for the gifted and talented. -More than 500 computers provide for individualized, self-paced instruction. -Schools work with students to reduce drug and alcohol use. -North Little Rock students consistently earn top awards in regional, state and national competitions in math, history, vocational education, music, art and other subject areas. -More than 100 scholarships were awarded to 1990 graduating seniors. The North Little Rock School District is following the national trend of community involvement in its education development. With the reorganization of the secondary schools in the district, parents and other residents served as advisors on reorganization committees. The Classmate Program teams schools with businesses in the community. These business partners reward student achievement, recognize teacher achievement, provide materials and services, and help schools reach their goals. The Student Incentive Program at North Little Rock High School is designed to recognize and reward student excellence in academic performance, attendance, activity involvement, and citizenship. The Incentive Program is based on a cooperative effort of the school and area businesses tu reward students with discounts at the community businesses. After the first nine weeks of operation, there was a 74.2% increase in students qualifying for the program. The community has also been involved in the creation of the television production program on the West Campus. Through a grant and city funding, a television studio was installed to broadcast City Council meetings. A strong PTSA (Parent, Teacher, Student Association) provides assistance for students and teachers in the North Little Rock School District. Parents and other residents also serve as advisors on academic area committees and other special topic committees that are established to consider school issues. The interest of North Little Rock residents in their schools and their individual neighborhoods results in local involvement, improved services, and community pride. 14 Mission Statement and Goals The chairman of the committee met with the Steering Committee November 14 and November 28 to receive information, data, and guidelines for direction to proceed. After several conversations with Steering Chairs Wetherington and White, and an organizational meeting of the Mission Statement and Goals Committee, surveying the educational community - students, teachers, parents - became the number one priority. In order to develop a surve:, instrument, the committee decided to formulate a list of goals based on existing philosophies: administrative priorities for 1990-91 and objectives from past evaluation processes. After the chair gathered the pertinent data, members of the committee met in a lengthy, writing session. Six goals were for~ulated and sent to a cross sampling of classes: basic, regular, and honors English, as well as special education and other disciplines. The PTA P~esident took surveys to meetings with parents for their input. All teachers on the staff were surveyed. A second draft added three goals based on the data collected. A final survey produced one additional goal for the committee, making a comprehensive list of ten goals in the final draft. Using these ten goals, the committee developed the Mission Statement, which was presented to the Steering Committee in January and was accepted. In the fall of 1991, the chair met with representatives of the East Campus, for their input. Based en their findings, two goals were modified and the final Mission Statement completed. West Campus sue Perry, Chair Sylvia Allen Marilyn Carter Cynthia Hampton Mala Rogers MISSIOO SI'ATEMENT With a carmitrnent to provide experience, opportunities and challenges where irrlividuality is acknowledged and maximum potential can be realized, North Little Rock High School values people, ideas, and learninJ. * * * * -* Goals The curriculmn must be designed to educate all youth so that they may becane productive and responsible citizens of our country and world. The cu..rriculum should provide multicultural experiences which enable students to learn to respect irrlividuals, their cultural differences, and the interdependence of people through a study of histo.cy, gt\n!()(Jraphy, and varied cultures of the nation and the world. The curriculum must provide instnlction which enables students to learn basic skills in matherratics and reading, as well as to achieve canpetence in oral and written ccmnunication. The curricuhnn must provide an enviroment in which students learn to think critically in order to make infonred decisions so that they may attain self-respect ru1d self-discipline. The curriculum must be designed to raise the cultural level of the a:mrn.uut.y by developing within the student an appreciation of art, literature, il!ld music. * The curriculum must be designed to nurture adaptability in students so that they may achieve their full IX)tential and nay realize that many of the jcbs in which they will work have not yet been created. * 'lhe curriculum must be designed to meet the special needs and abilities of our students on all levels. * The curriculum should offer o:wortuni ties for students to learn market-ready skills through a variety of work-related programs. * The curriculun must offer students a varied program of school-related activities focusing on the developrent of lE:adership skills, service to the school and camnmity, involverrE11t, and cooperation. * The curriculum must bE: designed to develop the whole person intellectually, physically, arotionally, and socially. 16 TARGET NARRATIVE MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT/TIME ON TASK Beginning in March 1991, this committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee merr~ers isolated three areas directly impacting student achievement: increasing time on task, improving student success un standardized tests and in the classroom, and increasing and maintaining enrollment in advanced classes. The committee felt particular attention must be paid to the achievement of minority students in each of these areas. A subcommittee was assigned to each outcome. Each subcommittee conducted additional research into its outcome before considering specific actions to address the outcome. A survey of enrollments in advanced courses (advanced, college bound, GT, AP) revealed a lower percentage of minority students in these courses. Teachers in all subject areas expressed concerns regarding students dropping to a \"lower level\" course or initially selecting a \"lower level\" course rather than meeting the challenges of the advanced courses. The data for absentee/tardies revealed a rate higher than desirable for all students. Teachers also expressed concerns over the amount of class time missed due to interruptions and absences. A review of MAT-6 scores showed a significant discrepancy between scores for white students and those of minority students. This same discrepancy could also be noted in the current GPA data. Once the data was reviewed, each subcommittee considered specific actions to address the desired outcomes. The preliminary improvement plans were presented for consideration to the whole committee. Suggestions were offered and incorporated by the subcommittees. Final inprovement plans were submitted to the Steering Committee in April 1991. 17 00  IMPi PLAN Target:IDNI'IORING AND1 \\SSl'SSMENOTF S'!UDENI' ACHIEVEMENI'/'l'IOMNE T ASK  OUtcare:'ro increase enrollment in acadanically challenging cwrses and maintain that enrollment throughout the school year with partic.'Ular attention given to increasing minority student participation. ACTICNS RFSPCNSIBILITY TIMELINE RFSCOOCES STAFFD EVEWPMENr EVAWATIClD-1A TA 1. Develop ways to GUJ.dance Inplarent Student Explanation and List of potential identify students for counselors, 1991-92 achieverrent interpretation of students. acadanically Teachers Re-check data, Student test scores challenging cwrses Principal each year records, Of:portunities for based on test scores, teachers teachers guidance to past performance, conference teacher reccmnendation, etc. ' 2. R!:!fine and e.'ql\u0026lt;Uld Principal, Initiate Brochures, Opportunities for CaTiparisoo of current procedures for Guidi:ince Spring 1992 Curriculum teachers and guidance to enrollnent to that of providing Counselors, Expand in Booklets, discuss ccurse content previous years. infonnation to students Dept. Chairman, 1992-93 Choices Program and teacher and parents conoenring Teachers Newsletters expectations. the challenges, Camri.ttee St:ooent Leaders oi:portunities, and Coordinator Cwrse Cootent expectations in these Guides courses. 3. Establish a procedure Priocipal, Preliminary Canputer lists O:mnittee of parents, Caiparison of to make it nore Guidance, plans, of enrollment Camselors, Teachers dropout/transfer difficult for students Teachers 5Pring 1992 and other interested rate in current year. to change to less Expand in faculty to hear requests Monitor grade reports challenging ccurses. 1992-93 for schedule changes. to detennine success Revise as rate. needed 4. Establish procedures Principal, Preliminary Professional Infonn parents, teachers, Students grades and for intervention with Dept. Cllairman, plans, Fall publication, and students of programs dropout/transfer students having Teachf:rs 1992 District available. Carmittee rates carpared to difficulty in these FUll .i.rrple- curriculum of teachers to those of previoos courses before dropout/ mentation specialist reccmnend programs. years. transfer occurs. SPring 1993-94 TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. 2. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hac been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating (7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Parents generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from parents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes were selected on the basis of the data listed above, a subcommittee was appointed to develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24  IMPi PLI\\N Target:MCM:TORINGA NDA SSESSMENOT F S'IUDENr ACHIEVll1EN.l'/TIMOE N TASK  Outcare:To increase enrollrrent in aCTldanically challenging ccurses and maintain that enrollmmt throughout the school year with particular attention given to increasing minority student participation. ACTIOOS IID3PCNSIBILITY TIMELINE RESOURCES STAFF' DEVEWPMENI' EVALUATIOmO TA 5. Implement incentive Departnental Inplement NLR TV, Departnental Staff Number and list of. programs within ccurses Staff Fall 1991 School dete:anines workable incentives uses. so students can Recheck Newspaper, ideas and activities Number of students achieve success and be each year Bulletin receiving recognized for their Boards, reoognitico. efforts: i.e. Exhibits, Crnpetitions, Local Publication of work, Businesses etc. N 0  IMP~ PLAN Target:l'Oll'IORING AND l\\SSESSMENl' OF S'IUDENT ACIIIEVEMEN'l'/TIME 00 TASK Outcane:'l'o inprove student success on i\ntandardizE..'CIte sts and in the classroan. l\\CTIONS RESPrnSIBILITY TIMELINE RESOURCES STAFF DEVEIOFMENI' 1. Inplement programs Principal, Trial run Test Prep. Meeting of cannittees designed to prarote Guidance 1991-92 Manuals, and staff to encourage suocess on Counselors, Fully Professicoal cross-curricular starrlarclized tests. Teachers implemented Journals involvement. Staff a. Establish before/ 1992-93 meeting to review skills after school to be taught. tutoring sessions in test-taking skills b. Provide canpute.r Principal, Add to and District Explanation of what in software for the Media Specialist update Mooia available. canputer lab to holdings Services, prepare students each year Canputer for a variety of Vendors tests. c. Encourage teachers Principal, !nplement Professional Departmental inservice to~ a variety of Dept. Chainnan, 1992-93 Publications, on relevant testing testing styles. Director of and recheck District styles Secondary each year CUrriculum Education Specialists 2. Inplenent progr= designed to encourage a higher success rate in the classroan. a. Develop before and Principal, Trial run Guidance Meetings of ccmnittees after school Dept. Chairman, Spring 1992 counselors, and st.aff to encourage tutoring sessioos Teachers Fully Professional cross-curricular for study skills implemented Publications involvement. and content in 1992-93 required subjects.  EVAlllATIOND ATA Report on student scores as reported by testing services. Report on student scores as reported by testing services. Student Survey. Report on student scores as reported by testing services. Corputer generated smrnary of grades at end of each sanester.  IMProvllrr PIJ\\N  Target:M:JNITORING AND ASSESSMENr OF Sl'UDENT AOJIEVEMi,NT/TIME ON TASK OutOC111e:J'o .inprove student success on standardized tests and in the classrOCill. ACTIONS RESFONSIBILITY TIMELINE RESOURCES STAFF DEVEIOPMENT EVALUATIODNA TA . b. InpJ.ement special Pr1.rx:1.pal, Inplement Renaissance Inservice on CanpJter generated. recognition and Renaissance 1991-92 Program, Renaissance Program. sumnary of grades. incentive programs Team Refine each Ccmmmity for academic year adrlevarent c. Continue and expand Principal, Implemented Existing labs. Explai,atioo to teachers Canp.iter generated the rea.ding labs. Reading 1990-91, and staff of the program s1.lllll,aryo f grades. Specialists Revise and and its possibilities expand each year N 3. Iroplanent a plan to increase parental 5UHX\u0026gt;rt for academic achievement. a. Establish an Principal, Initial Renaissance Inservice on the Student achievement academic booster Renaissance Plans, 1991 Program, programs ftan the data, Student/ club. Team Pully Camunity Renaissance program. teacher surveys implemented 1991-92 b. Refine the present Principal, Examine Interim report Meetings to explain Parent survey at the program to keep Guidance existing Parent conf. precess and get input end of the year. parents informed counselors, program and Days fran teachers in regard to Camunication revise as Newsletters academic progress Coordinator necessary and results of standardized tests. N N  IMPi PLAN Taiget :IDNITORINGA NDA SSES9-IUJTO F SWDENTA OUEVEMINJ.'/TJMONE TASK Outcane:To increase student time on task. ACTIONS RESPONSIBILITY TIMELINE P.ESOURCES 1. Establish a procedure to minimize outside interruptions to the classroan. a. Establish a Principal, Inplem:mt NLR 'IV regularly scheduled teachers, office Septauber Pager for tinE, procedure, st\n,.ff, guidance 1992, Refine custodians and length of counselors in May of announcements. each year b. Inplerent an Principal, Inplement Club sponsors, assanbly schedule Activities 1991-92 School which provides an Director, Cami. Refine in calendar equitable of teachers May of each distribution of tinE .for classes and minimizes the loss of class tinE. c. Establish an Administrators, Inplarent Teachers, effective policy D-Hall teacher 1991-92 D-Hall for dealing with Re-evaluate teacher tardies to minimize each the disruptions to sarester class tinE. d. Develcp a policy for Principal, Inpleuent Administrators administrators, Assistant 1991-92 Counselors office personnel, Principals, Refine Teachers and guidance to Guidance each year limit classrocm Counselors, interruptions (i.e. Office sending rressages, Personnel pulling students ait for conferences)  SI'l\\FF DEVELOFMENI' EVAUJATIODNA TA Explanaticn in preschool Teacher survey at faculty meeting. the end of the year. Written e)!j)lanation and fonns in faculty handbook. Explanation in preschool Teacher survey at faculty ~ting. the end of the year. Written explanation in faculty handbook. Explanation in preschool Survey of teachPrs faculty ~ting and and administrators procedures stated in at the end of the faculty handbook. semester. Explanation in preschool Survey of teachers facul t'\u0026lt;J r.eeting and and staff at the details in faculty end of each serrester han:.ll:xx:\u0026gt;k 'w\"  IMProvlL PLI\\N Target:l-0,JI'IORING ANil ASSESSMENr OF STUDENI' ACIJIEVEMENI'/TIME 00 'J'A.\u0026lt;\nK OUtcaoo:To increase student time on task. J\\CTIONS RESPCNSIBILITY TIMELINE RESOUR:ES 2. Inplement a plan to reduce absences fran the classroan. a. Establish a District InplE:rrent Club spcnsors, maxim.Jm number of Adrn:ini.strators, February Teachers, school business Schcol Board 1992 Parents, absences per Re-evaluate Students serester (clas~ each year related and extra- L\"'l.trricular) b. Establish a Principal, Inplanent Renaissance program to Teachers 1991-92 Program, encarrage and Crnmunity recognize good attendance. c. Establish a system Caiputer Service\nTrial run Existing for catputer- Director, Fall 1991 ccnputer assisted attendance Principal Implerent hardware, check each class 1992 Trai.ntd period. Personnel 3. Continue programs to Assistant Fall 1993 Trained encarrage tirre on Superintendent Personnel, task within the for Instruction, EY.isting classroan. Director of procedures for Secondary i.nservice Education, Principal  STAFF DEVELOPMENI' EVAIUATICN DATA Explanation in preschcol Teacher/ student faculty ireeting and survey at the end handbook. Explanation of tht year. to studk,nts at beginning of year and include in student handbook. Inservice session on C01p1ter generated Renaissance Program attendance report each grading period. Explanation in faculty C01p1ter generated ireeting. attendance report each grading period and teacher sw:vey. PET and Classroom Observation and Managerent for those evaluation by who have not attended administrators TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. ?.. To increase the level of satisfaction teachers feel about their jobs and their work envircnment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hud been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating {7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Par~nts generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from pa.rents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes wert selected on the basis of the data listed above, a subcommittee was appointed tu develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24 N Ln  IMPi. PLI\\N Target: School Clilrate OUtCCIIE:To increase student perception of the school as a safe enviranrrent. 1\\CTIONf\nRE.5PrnSlBILITY TIMELINE RESOUOCES 1. Encourage the use of Administraticn AUgust NLRID police patroi.s thra.1gh 1991 carrpus before a.ud after school 2. Establish and A ccmnitt.e.-e of Septanber ProfesE\nional illplanent a roothc-d by administrators, 1991 camo.mity which tr=bled or counselors, and cw.nseling dangerous students teachers services, coold be referred for NLRSD camseling and perhaps counselors, alternative schooling local alternative school 3. Expand the use of peer Peer counseling 3rd 9 weeks Faculty and c=nseliug to enable faculty advisor 1992 student students to discuss human relations vohmteers for fears about safety camri.ttee pe.-e.r ccunseling services 4. Establish a nethod by 1\\dmi.n:i.stration Spring 1992 Human which a student may Relations identify duty Camri.ttee personnel 5. Utilize portable 1\\dmin:i.stration Spring 1992 Faculty camunication devices for duty pers01mel  STAFF DhVELill!'!ENI' EVALUATION DA'l'A Explain procedures to Sturent survey at staff in preschcol end of schcol year IllEtting Explain procedures to Study of referral staff in preschool data over a five meetings year pericd Current faculty advisor Records kept by peer to meet with and to coonselirg train volunteers Explanation of Perusal of data by identification procec,.ure admin:i.strati ve r\ntaff Dplanation involving Perusal of data by the use of camunicati.on adminir\ntrative staff devices  IMPi PIJ\\N  Target:Sch=l Climate OUtcare:To increase the level of satisfaction teachers feel about their jabs and their work envirorarent. ACTIONS P.ESPONSIBILITY TIMELINE REOOURCT.S STAFFD EVEWFMENI' EVAIUATICDNA TA 1. InplenEnt reward Teacher 5-year plan Businesses, Inionn staff of Feedback fran system for years of recognition beginning Civic criwria honorees service ccmnittt, Spring 1992 organizations, patrons 2. Provide faculty PISA and Student 1992-93 Businezses Inform staff of F'Eeedback fran luncheons once a organizations academic and patrons criteria faculty and hosts nonth school year Septanber May 3. Establish system of Teacher 1992-93 Supervioors, Inform staff of Feedback fran acknowledgeirent for recognition Spring and Principals, criteria faculty outstanding teaching ccmnittee Fall Departnent practices in the Semester Chairs, classro:m Students and peers 4. Obtain discounts from Renaissance August 1, Renaissance Infonn staff businesses Director 1991 Director  IMProvill.r PLAN  'l'arget:.School Clinate Outcx:rre:To increase student perception of school niles, policies, ana aisciplinary actions as fair and e::aj.table. 1\\CTIONS RFSK.lNSIBILI'IY TIMELINE RF.SOORCES STAFF DEVEIJJPMl:NI' EVALUATIODNA TA 1. Include a unitollll A comm.ttee of By August 1, Present and Present new Evaluation oy survey system of rules and administrators, 1992 past handbooks to faculty ar.d staff at the end of the punishnents to be teachers, parents fran and point out changes school year followed consistently ar..d students surrounding in the Student districts Hrux'lbook, with established ai:peals process ' 2. Conduct a survey to The Student By March 30, Survey Results Circulate results of Use data fran survey know exactly where Council 1992 the survey to fonrulate possible students ~ceive new proaa.-dures \"unfairness\" to exist 3. Form hmian relatims Students, August l, Students, Inform staff On-going team teachers and 1991 teachers, and a. To coordinate administrators administrators activities that praoote unity and involvarent frar, all s~ts of the student popllation b. To act as a ccmnuni-cation tool between the student body and the faculty and administration c. 'l'O serve as a sounding board for student problems d. To serve as a liaison be~n school and ccmnunity TARGET NARRATIVE PARENT-COMMUNITYIN VOLVEMENT Beginning in March of 1991, the members of the Parent-Community Involvement Committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee members defined three areas that directly impact parent-comnmnity involvement and selected the following desired outcomes to facilitate the improvement: 1. To increase the involvement of the business community in the school programs, 2. To increase the involvement of parents in the school programs, and 3. To improve involvement of the non-business community in school programs. Using the surveys which were administered to students, parents, and teachers as a basis, the committee came to the conclusion that there were discrepancies in the attitudes of the students, their parents, and their teachers regarding the involvement of parents in school programs. In response to the question of parent conferences, 63% of the students said parents rarely or never attended\nhowever, parent responses showed 92% did have an opportunity to discuss student progress through some form of teacher conference. The committee members felt that increased involvement on the part o~ both the business and non-business community should be a target area since more than 60% of students surveyed stated that guest speakers were rarely invited to classes. A subcommittee was then assigned to each outcome. Each subcor.unittee conducted additional research into its outcome before considering specific actions to address the outcome. The subcommittees met over several weeks developing their plans. The plans were submitted to the chairman and the vice chairman of the target committee for approval. Some were returned for refinement and the elimination of duplications. The final versions of these plans are attached. 28 N '  :\n:MPi. PLI\\N Target:PARENI'-\u0026lt;Il'IMUNITIYN VOLVEMENT OJtcane:To Increase Involvarent of Parents in the School Programs ACTIONS RE.5PCtlSIBILITY TIMELINE IlESOOlO:S 1. Farm Academic Booster Administration Inplerent Renaissance Club sponsors Spring '91 Program 2. Increase direc,t Administration Fall 1992 Media Involvarent of parents Coonselors Continuing Newsletter with students' procJrarn Teachers Staff Ccmnuni ty Camrunications Orc,dlllZatiumi Coordinator A. Teacher camrunication with parents 1. 11 G::od News\" card 2. Telephone B. Parent Conferences/ Open House 1. weal Media/ NLRIV 2. School newsletter  STAFFD EVELOENT EVALUATIODNA TA Presentation of Participation of Acadanic Booster Club actively involved parents Distribution of carparison of information to staff participation with through school calendar previous years w 0  lMPi PIJ\\l'i Target :PARENT-a:JMMUNITilYlV OLVEMEl'lT Outc::aoo:To increase the Involvarent of the Business Camll.lility in the School Programs ACl'IONS RESPOOSIBILITY TJMELINE RESOUICES S'ffiFF DEVElOFMENJ' 1. Detenru.ne and Renaissance Inplaient Students Presentation of camrunicate the needs Carrnittee October Staff P,erurissance Program to of the school to the Principal 1992 Business Staff business ccmrunity Ongoing Camunity A. Survey students, staff, and camruni ty B. Establish goals c. Present resultD to camrunity 2. Utilize the rr~terials/ Renaissance Inplerrent Staff Crnpilation of resa.ircp_s resources fran the Ccmnittee Novanber Business available and business carmmity 1991 Camunity presentation to the Revise each Stuaents st,1.ff year 'Ihereafter 3. Establish a procedure Principal Inplarent Staff Explanation of Academic for contirruing Renaissance Spring '91 Students Booster Club to Staff business camrunity Camu.ttee Expand Business involverrent, i.e. Chamber of Invol varent Carm.mity Academic Booster Club Ccmnerce '91-92 Parents Ilcfine each year thereafter  EVAWATICN DATA Analyze data Detennine the use of resa.irces by staff Trace the involvarent of business camuni ty over 5-:year period J'   IMPROVEMENT PI! Target: PMENI'--\u0026lt;Xt-MJNITYIN VOLVEMENI'  OUtcare:_'.I'o I11prove Involvement of the Non-Busilless camunity in School Programs ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVEWPMENT EVALUATICtil DATA 1. Establish school needs Sch:Jol Inplerrent Camtunity Pre-school conferezx::es Deternu.ne nllll\\bers for ackli tional Camunications Octc:ber 1991 Students Staff receives training and effectiveness involvenent of the coordinator Evaluate Parents in parent-camrunity of volunteers used non-business ccmnunity yearly School involvement strategies during year and ways to involve Personnel camunity 2. Establish a p:iol of A ccranittee of Inplarent Parents, Teachers advised of Staff and volunteers volunteers (rrumbers to volunteers, February Grandparents services av-dilable and will evaluate be detennined parents, school 1992 .Retired procedure for obtaining effectiveness of according to requests personnel, and individuals and services during faculty program on an w for service) students other rreeting individual basis interested persons 3. Develop_ an awareness Coordinator of Inplerrent Media Special rulletins to Survey staff and of services available Volunteers Septanber District staff i.e. calendar volunteers and Principal 1992 newsletters students School newsletters School television .. TARGET NARRAT:VE HIGH EXPECTATIONS Collection-of information used in this study began two years ago in preparation for the total restructuring of the two existing North Little Rock High schools. Work continued through the fall of 1990. This committee first met in March, 1991, to review collected materials, including achievement, archival and perceptual data. The project was completed in May, 1991. Many positive factors were noted in data gathered through surveys of teachers, students and parents. Some areas of conce=n, derived from the collected data, led this committee to identify high student expectations as an area that needed enha1,cement. The following factors were noted: Increased performance-based assessment and other alternative assessments should be expanded to stay abreast of national trends. Enhanced learning could occur with the use of more classroom activities requiring thinking skills, problem solving, and cooperative learning. Student enrollment in higher level and science, could be increased by enroll and to remain in the class. would be valuable in this area. courses, especially math encouraging students to Mere parent involvement Recruitment of minorities for high level classes would improve the racial composition of classes and help reduce discrepancies between black-white test scores. Improving attendance rates of students in lower-level classes would improve the success rates of these students. The committee chose three outcomes designed to alleviate concerns and to enhance student expectations on the part of teachers, parents and students. They are as follows: To expand the Ube of classroom str~tegies designed to encourage interactions that promote critical thinking skills and problem solving abilities. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation . 32 w w .. '  IMPID PLAN  'rarget: High Expectations OUtcare: To expand the use of classrcx:m strategies designed to encoo.rage intP.ractions that prCJ10te critical thinking skills and problan solving abilities. ACTICNS RESPCNSIBILITY TlMELINE RESOURCES STAFF DE.VEWPMENI' r:vALU1\\TICND ATA 1. Provide observation Central office By May 1, School distn.ct Select master teachers Em-of-year days for teachers to and b.Jildirq 1993 and business with daronstrated departmental reports ooserve master teachers administration and university ability in teaching to include a sumary (in and out of alliances problan solving arid of what observaticns district) =itj cal thinking were ccooucted and what changes were inplarcnted in classroans as a result of the observations 2. EDphasize tests Classroan By September State Schedule inservice Gurvey at end of requiring problan- teachers 1, 1992 DE:part:rrent of sessions on alternate 92-93 to ccnpare solving and decision- Education\nforn,s of testing types of tests being making skills\ndistrict used encau-age performance iI1Structional based assessment services 3. Encourage teacher Director of By May 1, Content area Give inservice sessions Carpare teacher rnanbership in state Personnel, 1992 orgruuzations for participation in participation in and naticnal content Director of and acadanic content area 1993 with that in area organizations Secoooary alliances organizations, workshops 1992 Education, and conventions Assistant Superintendent of Instruction 4. Hold inservice Acadanic August 1992 Specialists Inservice workshcps Inflf'rvice evaluation workshops enphasizing depar1:ntnts Ongoing forms proolair-sol ving, central office Classroan observatim cooperative learning, thinking skills and alteniative assessrrent  IMPID PLAN  Target: High Expectations Outoane: To prarote the use of instructional techniques and policies that convey high teacher expectations for all students ACTIONS RESPCNSIBILITY TlliELINE RESOURCES STAFF' DEVEWPMENT EVALUATICDNA TA 1. Do away wJt.h 50% floor Central offJ.ce 1991-92 Central office Staff meeting on grades and school board 2. Encwrage training Ce:ntral office Over next Central office Training sessions Observations programs such as PET, 5 years TESA, cooperative learning, thinking skills, etc., that will err:ourage teachers to expi:ess consistently high expectations for all students 3. Administrator-parent- Glidance, Septaiber Retention data of teacher-guidance teacher, parents, 1992 students in upper-conference prior to administration, level classes and cut~ff date for students docurrentation of drq:ping upper-level conferences clas5es 4. Establish an academic Renaissance team October School Staff rrero newsletter 1991 personnel 5. Offer suggestions for Academic February Master teachers Staff Developrent days Inservice evaluation inservice programs on departments 1992 forms high expectations for students and teachers within each content area 6. Decrease enrolllrent in Guidance August 1992 Central office Camtunicaticn of action Statistical l=-level classes Administration Principal to staff, along with evaluation of so nore individual Departrrent Chairs Glidance expectations academic performance attention is possible Deparbrent of these students Chairs .. ' t'  IMProJ!llI' PLAN  Target: High Expectations Outcane: To inplenent programs that will aid \"at-risk\" students in mastering requirerrents for graduation w V, 1. 2. 3. 4. .ACTIONS Conduct a survey of students/teachers on reasons for poor attendance, dropping out or making failing grades on the pru:t of students. Prarote student participation in the follc:Ming programs as necessary --oaipensatory education -alternative school p~nt -reaclin9' program (PALS, Ll'Jl)\n.iorkstudy programs -suwart groups -incentive programs -parenting skills for students Inplement attendance alert teams Provide incentive programs within classes and/or departnents so students can be recognized for their efforts RESIOISIDILITY English classes and staff surveys CCllllSelors, special services Attendance administrator, OC11p,1ter services director Academic department Renaissance Team Department chairpersons TIMELINE RESOl.JK:ES STAFF DE.VEWPMENI' EVALUATIODNA TA 1991-92 Staff and Staff meeting SUrvey results and. students identification of tq\u0026gt; ten conoerns May 1992 Special Review conoerns for services changes September Attendance Staff meeting CCJl{'Uter generated 1993 administrator attendance report for and OC11pUter each grading period services Fall, 1991 Renaissarce Faculty rrcetings Statistics analysis program on attendance, :ill,proved grades, graduation rates  ANNUAL SCUOOL IMPROVEMENT PLAN (Please insert after this page) Nit  .!' r \"' REPORT to the NORTH LITTLE ROCK BOARD OF EDUCATION From the COORDINATING COMMITTEE ON DISCIPLINE MAY 1995 \\. ~ Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Overview The Coordinating Committee on Discipline was appointed during Spring of 1994 through the Office of the Superintendent to develop recommendations relating to the broad area of discipline in the North Little Rock schools (see Committee list in Appendix A). The Coordinating Committee met from August, 1994, through May, 1995. In weekly meetings, it defined discipline, identified the areas of concern, and selected the categories for Focus Groups. More than two hundred and fifty people were involved in the Committee and Focus Group activities, contributing more than 1200 work hours of time to the project. Dr. Allan Ward of the UALR Department of Speech Communication served as Project Facilitator. The Coordinating Committee organized sixteen Focus Groups. Each Focus Group included a category of participants in the school system, including parents, teachers, students, administrators of the elementary, middle, and high schools, bus drivers, law enforcement/related personnel, alternative elementary school teachers, and alternative secondary school teachers. The Focus Groups identified needs and recommended solutions. Facilitators for the Focus Groups were Dr. Linda Pledger and Ms. Christy Standerfer of the UALR Department of Speech Communication. The Coordinating Committee reviewed the recommendations of the Focus Groups and, through a series of discussions and written drafts, prepared this final report to be presented to the Board of Education. Committee Definition of Discipline For the purposes of making recommendations to the Board of Education, this Committee uses the following definition: Discipline is the process of learning and following clearly defined guidelines for productive behavior and of identifying penalties for violations of that behavior. This process includes the acceptance of responsibility for choices and consequences, thereby demonstrating selfcontrol and respect for self and others. 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Philosophy of Discipline The Committee feels it is important that all of the detailed work of writing and implementing discipline policies should be carried out in a spirit that views discipline differently from punishment. The Committee views discipline as a positive part of the process of learning, where we emphasize consequences for behavior. In this way, the process of disciplining can become a \"teaching moment,\" demonstrating how, in the future, alternative behaviors can produce more beneficial results. The positive benefits of discipline have an impact on individuals who are learning new behavioral choices and also on the learning environment which is freed from disruption and can concentrate its collective efforts on the activities related to education. There are three aspects of work with discipline that relate closely and must be constantly considered: first, written guidelines on discipline should be as specific as feasible\nsecond, flexible and reasonable application of the guidelines would be made in individual circumstances\nand third, the more frequent and extensive the communication is among all parties related to matters of discipline, the more consistent should be the individualized application of the guidelines. This philosophy of emphasizing the positive aspects of discipline can be infused into the educational system by all of us in a variety of ways in individual circumstances. 3 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Recommendations Discipline Policies 1. Review the district-wide policy currently in force. 2. If necessary, rewrite the policy in simple, direct language. 3. Review the policy with groups of students, parents, faculty, bus drivers, and law enforcement and related personnel to be sure the policies are clear to them, and invite their suggestions in the wording of the policies. Make them all owners of the process and the result. Be specific on cause and effect relationships\nthat is, list and define a specific offense and explain as specifically as possible the range of consequences for the person who abuses this guideline. 4. When the policies are completed, have a major kick-off campaign, in which these policies are made accessible to everyone. Hold assemblies for students, discussions for parents, review sessions for faculty, etc. Be prepared to implement the policies consistently starting on a date soon after the kick-off activities. Content of Policies 1. Describe categories of offenses from mild disruptions to lifethreatening situations. Identify the nature of the specific kinds of acts that come under each category. 2. Specify the personnel responsible for handling each level of offense. 3. Be very specific about the range of consequences for each category of offense. Be prepared to enforce these consequences consistently. 4 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Implementation of Policies 1. After the policies are revised, hold discipline training sessions for all district personnel. Encourage them to act promptly and consistently in all situations. Let them know that the goal is for all personnel to implement the policies with equal justice in all school environments. Emphasize positive aspects of maintaining a safe and orderly environment for learning. 2. Implement a plan for addressing infractions specifically and quickly. 3. Ensure that timely feedback occurs among all parties involved. Student Support 1. Develop training plans for peer facilitation: a. Increase time of peer panel sessions. b. Develop \"Buddy\" system for long-term relationships. c. Bring together students with similar concerns. 2. Offer both guidance and personal counseling services for students, adding personnel as funds become available. 3. Identify at-risk students as early as possible and provide assistance. Student Safety 1. Increase hall supervision. 2. Increase the use of metal detectors and video cameras on school property. 3. Expand number of resource officers. 4. Provide teacher training on gang-related issues. 5. Monitor the process of admitting students from other districts. 5 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Follow the procedures for disciplinary referrals and evaluate them for efficiency. 7. Assure quick access and response time for all teachers in obtaining assistance. 8. Make intercoms accessible in all staff work areas. 9. Work with the NLR Police Department to do an analysis of each school building, in order to be aware of any security measures that should be implemented. 1 O. Consider adding aids or increased video monitoring on bus routes with documented behavior problems. Student Self-respect 1. Share information about successful incentive programs across the district. 2. Review incentive programs to determine effectiveness in promoting good student behavior. 3. To improve the image and perceptions about schools, disseminate regularly information about the positive things students are doing. 4. Establish a procedure for on-going discussions so students can voice their opinions and make suggestions. 5. Promote more student interaction with educators and people in the community. Law Enforcement and Related Personnel Recommendations 1. Develop a method of networking among students, parents, school officials, probation officers, juvenile justices, law enforcement officers, resource officers, OHS, and any other pertinent agencies. 2. Notify schools and teachers of the students under court jurisdiction. 6 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Lobby for legislation that would have an impact on discipline, such as acts that would expand and improve the juvenile justice system, and that would add a OHS office in NLR and a probation office in NLR. 4. Provide more full-time resource officers in schools as needed. 5. Provide all school personnel with training in conflict management. 6. Incorporate into the curriculum in all grades the teaching of personal responsibility. 7. Explore ways to make parents feel welcome in schools. 8. Monitor the method of documenting and reporting discipline incidents for clarity and consistency. 9. Enforce all attendance regulations. New Teachers Guidance 1. Develop a mentoring, buddy system. 2. Create orientation on procedures and discipline. 3. Do not overload schedules of new teachers\nconsider release time for observing mentor's teaching skills\nand have new teachers observed in classroom and assisted if necessary. 4. Encourage administrators to hire as early as possible in order to have the schedule completed as soon as possible so teachers can be prepared. Coordination of Policies Between High School Campuses 1. Schedule periodic dual-campus faculty meetings to insure increased communication between staffs. 2. Review all dual-campus faculty meetings to ensure increased communication between staffs. 7 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Identify as early as possible students at risk of not completing high school and provide assistance. Accou ntab i I ity 1. Offer viable alternatives for students (such as vocational training and apprenticeships). 2. Develop clearly written procedures and referral processes, including a range of acceptable options for discipline. These options will provide parents and students and educators with alternatives from which to choose, such as parenting skills training to be attended by both parents and students. These options will also enable the educator to exercise creativity in dealing with individual circumstances in unique and innovative ways. 3. Design and implement staff development programs for conflict management adapted to meet the needs of each building. 4. Develop a plan for recruiting positive role models for minority males. 5. Develop a pre-K through 12 program to teach students conflict-management skills and to build positive self concepts. Reality of Gangs 1. Provide periodic training for all administrators, teachers, support personnel, parents and community in the sociology and basics of gang-related matters 2. As soon as possible, appoint a Task Force to research, plan, implement, and evaluate a program of positive options to replace gang-related activities. The Task Force should include representatives from home, school, and community. 8 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Positive Feedback 1. Carefully record and quickly publicize accomplishments in the area of discipline, including policy and responses to wellknown incidents. 2. The NLR newspaper should be contacted by the district's Information Coordinator for continuous positive coverage of progress made. 3. The Information Coordinator should consider the feasibility of producing an employees' newsletter and of devoting a section of current publications of the school system to provide continuous positive feedback. 4. At school assemblies, PTA meetings, faculty meetings, administrative sessions, etc., a place on the agenda should always be available for an update of the positive things being implemented. 5. In conjunction with the NLR newspaper and the schools, consider developing a periodic column and/or an insert such as Positive Results, written by rotating high school student interns, accountable to the journalism teacher and the newspaper. Listening To and Empowering Students 1. Schedule small group meetings on a regular basis so all students will have the opportunity to express themselves. At the students' request, bring in others, such as law enforcement officers, counselors, administrators, bus drivers, who can address various topics of concern to the students. Send reports from the student group meetings to the appropriate personnel. 2. Empower the students to use the procedures of working through the system, including the Principal, the Superintendent, and the Board. 9 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Alternative Schools, Elementary 1. Rename the Alternative school, omitting the word Alternative. 2. Provide clearly-defined entry and exit guidelines, including who is involved and who makes decisions at each step. 3. Provide more on-site counseling opportunities for students. 4. Provide written information from the school staff for parents of children in alternative schooling, including legal aspects and procedures for entering. 5. Continue to provide staff development and networking with other programs and agencies. 6. During the coming year, explore alternative schools in other states for options used in disciplining students. 7. In staff development, address legal issues concerning discipline, including procedures for Family in Need of Supervision (FINS)\nprocedural due-process\ntort law\nstate codes on behavior\nIDEA\nSection 504 of the Rehabilitation Act of 1973\nand provide yearly training in non-violent crisesprevention and intervention. Alternative Schools, Secondary 1. Provide clearly defined entry and exit guidelines, including who is involved and who makes decisions at each step. 2. Provide thorough orientation program for all new students. 3. Provide social skills curriculum supervised by trained professionals to help the students' interpersonal behavior. 4. Maintain low student-teacher ratio with paraprofessionals to aid teaching teams. 5. Include in-service training for working with behaviordisordered youth. 1 0 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Continue to work with juvenile intervention programs, including Step One Early Intervention Program and the Youth Challenge Program at Camp Robinson. 7. Explore the feasibility of including a Student Assessment Class (SAC) for alternative students. 8. Consider daily use of metal detectors at Argenta and the Boys' and Girls' Club. 9. Provide teachers with training in physical crisis intervention. 10. Explore the possibility of uniforms for students, with possible corporate sponsorship to fund those in need. 11. Expand programs for students with alcohol and drug problems and for children of alcoholics. 12. Include parental responsibilities as part of the intake process, e.g. regular school visits and enrollment in parenting classes. 13. Continue to encourage progress toward site-based management and decision-making. 14. Implement in-house G.E.D. option. 15. Ensure that teachers have sufficient and current materials. 16. Consider incentive stipends for teachers in alternative schools. 17 Provide more on-site counseling opportunities for students. On-going Future Efforts The Committee suggests that the superintendent create an ongoing committee with rotating membership to review discipline concerns and make recommendations for change. 1 1 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Facilitator's Recommendations for Using Team Focus These suggestions are made as a way to efficiently implement the next steps of the NLR work on discipline. Team Focus is an interactive computer-based program originally operated by IBM. This equipment is now at UALR and just becoming available for use. Participants meet around a U-shaped table as they might in a regular conference setting with a recessed computer station in front of each of them. A facilitator assists in the user-friendly computer generation of ideas, editing, and prioritizing, with intermittent discussion among participants. Because all participants have simultaneous input into the computergenerated group results, the Team Focus process makes maximum use of participants' time, accomplishing in a short session what might take long multiple meetings without the equipment. The Committee this year has conducted a broad needs assessment, has made many specific suggestions for implementation, and has identified areas that need further detailed work. For the next phase in the ongoing work with discipline, these recommendations are made: 1. To implement those recommendations that need no further study. 2. To let the appropriate administrative offices implement recommendations related to their respective areas. 3. Where more detailed steps to be taken are needed, to appoint several smaller committees, each with a very specific narrow area of focus. 4. To use the T earn Focus resources for each of these committees to create specific action steps and to prioritize them within a short time frame. 5. To utilize the services of UALR Team Focus facilitator Dr. Michael Hemphill, Chair of the Department of Speech Communication, to coordinate these committees' efforts using the new equipment next year. 1 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Appendix A Coordinating Committee on Discipline Members Bobby Acklin Harold Allen Rhonda Banks Bill Bowers Joyce Brewer Dana Chadwick Johnnie Collier Kathy Cook Esther Crawford Rose Dirden Christine Hickman Charles Hunter Fran Jackson Robert Johnson Louene Lipsmeyer Mable Mitchell Nancy Moore Lou Scott Sherry Smith Helen Stegal Winston Turner Bill Whitten Gayle Wing Assistant Superintendent-Desegregation Principal-Glenview Elementary Parent/East Campus PTA President Administrative Asst-Lakewood Middle School Parent Director of Secondary Education Teacher-NLRHS-West Campus Principal-Rose City Middle School Director of Elementary Education Teacher-Belwood Elementary Parent/HIPPY Program Parent/Biracial Committee Director of Student Affairs Parent/Biracial Committee CTA President/Teacher-Central Elementary Board of Education School District Psychologist D.A.R.E. Officer CTA/Teacher-Ridgeroad Middle School Parent Teacher-Lakewood Middle School Counselor-Boone Park Elementary Parent/PTA Council 1 3 PROHIBITED CONDUCT AUG 1 8 1995 Ofifc e of DesegregatioMno rntonng FBJ Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation, and various other influences that result from student misbehavior. Certain student actions are beyond the definition of acceptable student behavior and are therefore prohibited in school. Prohibited conduct includes, but is not limited to the following: 1. Disregard for directions of teachers or administrators. 2. Disregard for directions of bus driver, lunch aides, or other authorized school personnel. 3. Disruption and/or interference with the normal and orderly conduct of school and school sponsored activities. 4. Behavior that involves indecent and/or immoral acts. 5. Wagering or any form of gambling. 6. Physical abuse, assault, insult or threatened physical abuse to a school employee. 7. Physical abuse, assault, insult or threatened physical abuse to another student or any other individual. 8. Possession of knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun, mace, tear gas, pepper spray, or any other object that can be considered a weapon or dangerous instrument. 9. Possession of alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy\nor using, under the influence, offering for sale, selling, or buying alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10. Destruction of or the attempt to destroy school property. 11. Stealing or the attempt to steal school property or the property belonging to another individual. 12. Cheating or copying the work of another student. Page 1 of 2 PROHIBITED CONDUCT FBJ 13. Failure to abide by attendance rules. 14. Excessive tardiness to class. (Secondary use only) 15. Use of profanity, vulgar language or obscene gestures. 16. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 17. Engaging in verbal abuses such as name calling, ethnic or racial slurs, or using derogatory statement to other students, school personnel or other individuals. 18. Hazing includes subjecting students to indignity, humiliation, intimidation, social or other ostracism, shame or disgrace. 19. Gang Related Activities include belonging to or participating in secret societies of any kind. Gangs are prohibited on school grounds and at school-sponsored activities. Clothes, jewelry, hand signs, and other symbols of gangs and gang membership are not permitted. 20. Sexual harassment. The School District reserves the right to establish rules in addition to those listed above and to punish those who are guilty of their violation. Punishment may include detention study hall, suspension, expulsion or referral to the police. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 2 of 2 DISORDERLY ACTIVITIES FBM Disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Page 1 of 1 DISRUPTION OF SCHOOL FBQ No student shall by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally cause the substantial and material disruption or obstruction of any lawful mission, process or function of the school. Neither shall a student engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a disruption or obstruction is reasonable certain to result. Neither shall a student urge other students to engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if the disruption or obstruction is reasonably certain to result from his/her urging. Any student who threatens a teacher or a teacher's family shall be disciplined by the building administration. The student will not return to class until the building administration has taken appropriate action concerning the incident. A conference with the custodial parent or guardian, an administrator and the teacher, will be scheduled by a building administrator as soon as possible following the incident. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 1 of 1 DRUGS AND ALCOHOL FBO The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances. Further, the North Little Rock School District supports a comprehensive program approach which includes, prevention, early identification/referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. The services of a certified drug/alcohol counselor are available at no cost to District students and parents. This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus}, or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To posses, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. Page 1 of 2 DRUGS AND ALCOHOL FBO 1. First violation: The student shall be suspended to the North Little Rock Boys and Girls Club for a minimum of ten (10) school days. The police may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. 2. Second violation: The student shall be expelled for the remainder of the school year. B. Selling or buying on school property any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. ( 1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/ drug counseling may be grounds for expulsion. Page 2 of 2 EXPULSION FBT The Board of Education may expel a student for the remainder of the school year for conduct it deems to be of such gravity as to make short-term suspension or other disciplinary action inappropriate or where it finds that the student's continued attendance at school would be disruptive to the educational program or would pose unreasonable danger to other students or staff members. (Arkansas Statute 80-1516) The Superintendent of Schools, or his designee, shall give written notice to the parent or legal guardian that he has recommended to the Board of Education that the student be expelled for the remainder of the school year. The notice shall be sent by registered or certified mail to the address shown on District records. The notice shall contain a statement of the reason(s) for the recommendation and shall reflect the date, hour, and place where the Board will hear and act upon the recommendation. The hearing shall be conducted not less than three calendar days nor more than seven calendar days following the date of the notice, except that the Superintendent and the parent or legal guardian may agree to a date not conforming to this limitation. The President of the Board or other designated Board member shall preside at the hearing. The student shall be entitled to representation by legal counsel. The hearing shall be held in open session of the Board unless the parent requests that the hearing be conducted in a meeting that is closed to the public. During the hearing, the Superintendent or designee will present evidence, including the calling of witnesses, that gave rise to the recommendation of expulsion. The student, or representative, may then present evidence, including the statement of persons with knowledge of events or circumstances relevant to the charges made by the Superintendent. Formal cross-examination will not be permitted. Questions of clarification, however, may be raised by any member of the Board, the Superintendent, or designee, or the student or his/her representative. The presiding officer shall decide in case of question about the appropriateness or relevance of any question asked by any participant. Act 567 of 1995 requires expulsion from school for a period of not less that one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 SAFETY REGULATIONS BICYCLES/MOTORIZED VEHICLES FCF Students in grades seven and eight are permitted to ride motorcycles to school but are not allowed to drive automobiles. Licensed students in grades nine through twelve are permitted to drive automobiles to school. In order to have the privilege of driving any motorized vehicle, the student must complete a registration form provided by the school. All vehicle drivers must obey the following rules: 1. Observe all traffic regulations required of automobile drivers. 2. Ride single on bicycles and motorcycles. Safety helmets must be worn by riders of motorcycles. 3. Park in designated places and leave the area immediately. Students should not return to their vehicles during the day for any reason unless authorized to do so by school personnel. Bicycles, motorcycles, or automobiles may not be driven (or ridden) during the school day unless student has properly signed out in the office and is departing the campus 4. Prohibited substances, items, and weapons found in a vehicle parked on a school campus will subject the driver of the vehicle to all penalties described by policies. The school cannot be responsible for stolen or damage to property\ntherefore, students are encouraged to use locks. Page 1 of 1 STUDENT DRESS AND GROOMING FBD The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all time. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed. 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No caps, hats, or sunglasses will be worn in school building(s). These items are best left at home. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If in the judgement of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Page 1 of 1 SUSPENSION FROM SCHOOL FBS The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. The school principal is authorized to suspend a student from class attendance for disciplinary reasons for a period of time not to exceed ten school days, including the day upon which the suspension is imposed. The suspension may be off-campus or may be to the on-campus student assignment class. A student may be suspended if he/she: 1. Violates school policies, rules, or regulations. 2. If guilty of conduct which substantially interferes with the maintenance of essential school discipline. 3. Is guilty of conduct which, in the judgement of school administrators, warrants the reasonable belief that substantial disruption of school operations will likely result. 4. If guilty of incorrigible conduct, including insubordination, disorderliness, and defiant and hostile acts\ntruancy or cutting class\nfighting or other hostile behavior\ndestruction of school property\nact involving moral turpitude\nor violation of parking regulations. School officials shall determine whether the alleged misconduct, if proven, would warrant a suspension from classes, and then shall proceed as follows: 1. The student shall be advised of the exact charges against him/her. 2. If the charges are denied, the evidence shall be explained and the student given the opportunity to present his/her facts or opinions. 3. If the school official finds the student guilty of the misconduct, a suspension may be imposed. 4. If possible, prior to the suspension, the custodial parent or guardian will be notified of the reason for the suspension, its duration, and the manner in which the student may be readmitted to class. If the suspension results from an Page 1 of 2 SUSPENSION FROM SCHOOL FBS incident with a teacher and if the teacher requests a conference, the student will not be readmitted to classes until a conference with the custodial parent or guardian has been scheduled by a building administrator. Every effort will be made to schedule the conference when the teacher is available. Availability would be defined as, \"before/after school and during the teacher's preparation period.\" 5. On the day the suspension is imposed, a written notice of suspension will be mailed to the parent or guardian at the address shown on the school records of the student. 6. The parent(s) or legal guardian(s) of a student shall have the right to appeal a building level decision as outlined in the student handbook section, \"Complaints, Problem Solving, and Appeal Procedures.\" Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. If a student is assigned to SAC three times in a given school year, any subsequent serious misbehavior will result in that student being suspended off-campus (Boys' Club, Alternative School or home) for a maximum of ten (10) days. Chronic severe discipline problems may be grounds for recommending expulsion for the remainder of the school year. An alternative school for secondary students has been established for suspension of students who are identified as having severe discipline problems. While under suspension, students shall not be eligible to participate in, practice for, or attend any student activity whether during or after the school day. These activities include both Vespers and graduation. Absence from school due to off-campus suspension shall be treated as an unexcused absence. Page 2 of 2 WEAPONS AND DANGEROUS INSTRUMENTS FBP No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a knife, razor, ice pick, explosives, mace, pepper spray, tear gas, pistol, rifle, shotgun, pellet gun, or any other instrument or substance capable of causing bodily harm. Act 57 of 1994 prohibits any minor under the age of eighteen (18) from possessing a handgun and sets the criminal penalty for possessing a handgun on a school campus, on a school bus, or at a school bus stop. Violation of this state law is a Class D felony with no provision for a suspended or probated sentence. Students found in possession of a handgun will not be treated as a first offender. Act 567 of 1995 requires expulsion from school for a period of not less than one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 ABSENCES AND EXCUSES FADA The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instances parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal. 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students who have unexcused tardies or absences shall be disciplined accordingly. No make-up work shall be allowed if the absence is unexcused. A student who accumulates six (6) unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors, and others who have knowledge of the circumstances. School principals will notify parents or guardians when students unexcused absences total three (3). Notification will be made by telephone (on the same day) or by mail (on the following day). Schools will notify the prosecuting attorney's office when students unexcused absences exceed six (6). The prosecuting attorney can recommend that courts impose civil penalties on parents not to exceed $500 plus court costs and other fees assessed by the court. Act 572 of 1995 amends Arkansas Code 6-18-222 related to school attendance. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused, and no make-up work shall be allowed. Because a student is required to be in attendance, days of suspension to the oncampus Student AssigQment Class (SAC) and/or the suspension class at the North Page 1 of 2 ABSENCES AND EXCUSES FADA Little Rock Boys and Girls Club are not counted as days of absence. A student who is exempted from compulsory school attendance (18 years of age or older) will not be permitted to enroll in school after the 6th day of the first semester or after the 6th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Arkansas Code 6-18-222 requires school districts to notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is authorized by state law to suspend motor vehicle operator's licenses of students under the age of eighteen ( 18) who are not enrolled in school. Act 876 of 1989 authorizes school districts to enter into cooperative agreements with law enforcement agencies to detain suspected truants during school hours. The North Little Rock Police Department will detain and question school-age children who are not in school on those days and hours that the North Little Rock Schools are in session. Secondary students who are found off school grounds without permission from the school will be transported to Argenta Alternative Education Center. Parents will be contacted for further action on the truancy. Page 2 of 2 ENTRANCE REQUIREMENTS FMB In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than sixty days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October 1 of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher, and the child's parents. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in the first grade of an Arkansas School District or a private school, but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. Act 363 of 1993 amends Arkansas Code 6-18-208 as follows: (a) Prior to a child's admission to an Arkansas public school, a school district shall request the parent, guardian or the responsible person to furnish the child's social security number and shall inform the parent, guardian, or other Page 1 of 2 ENTRANCE REQUIREMENTS FAAB - responsible person that, in the alternative, they may request that the school district assign the child a nine (9) digit number designated by the Department of Education. (b) Prior to a child's admission to an Arkansas public school, the parent, guardian, or responsible person shall provide the school district with one ( 1) of the following documents indicating the child's age: ( 1) A birth certificate\n(2) A statement by the local registrar or a county recorder certifying the child's date of birth\n(3) An attested baptism certificate\n( 4) A passport\n(5) An affidavit of the date and place of birt\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_448","title":"Gifted and Talented program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Gifted persons","Student assistance programs"],"dcterms_title":["Gifted and Talented program"],"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/448"],"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\n4?.-1 Little Rock Central High School Enrollment Data Advanced Placement/Gifted and Talented Classes End of School Year 1996-97 Course Black Other Total % Black Am. Hist. 18 108 126 14 Euro Hist 44 50 12 French IV 32 37 14 French V\u0026amp;VT 35 36 German 22 22 Latin 14 16 13 Spanish 19 94 113 17 English IV 15 97 112 13 Biology 12 37 49 24 Chemistry 22 26 Physics 13 13 Calculus AB 41 49 16 Calculus BC 16 16 Statistics 57 62 6 5 1 0 2 4 0 8 0 5 3 0 4 0 0 8 All Advanced Placement classes at Central are open to identified gifted and talented students without regards to their intent to take the Advanced Placement test at the completion of the course. Their records do not indicate whether they entered the class as GT students or as Advanced Placement students\nconsequently, the numbers above contain both categories of students.Dear Dr. Williams, My name is Sarah Holt. Five years ago I was in Hall High School for kindergarten. It was different than other schools in good ways. One way was how the teenagers came in and helped us. One of those teenagers ended up being a great role model for me at that time. I really looked up to everyone who came in to help us. Since Mrs. Wright had so much help from the high school students, she could plan activities that were very Involved. We couldn't have done those activities In larger groups. Mrs. Wright was an exceptionally good teacher. She always had fun activities planned and gave me a great beginning in my education.! know if I feel this way the high school kids do too. It would be awful if you shut it down because then other kids would miss out on the fun. Sincerely, Sarah K. HoltibUe ' ') ' DKS9 I / Administrative Vacancy 3.2 an -----, 3 I (Position now open ' GIFTED PROGRAM SPECIALIST (COORDINATOR) t I I Little Rock School District J Septepiber 7, 1989 QUALIFICATIONS\n1. A Master's Degree (rninimutn) in Elementary or Secondary Education. 2. Must meet Arkansas certification requirements for Gifted and Talented. 3. Must have at least three (3) years of successful teaching experience of which one (1) year must be in a Gifted and Talented environment. 4, 5. 6. NOTE: Demonstrates strong human relations/interpersonal skills. Evidence of a strong conmitment to gifted education. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INlflAL SEEING 1NTRVIW\n-----------------------------------------------------------A r REPORTS TO\nSupervisor - Gifted and Talented Jr JOB GOAL: To assist the Supervisor - Gifted and Talented in the tasks of implementing K-K\u0026gt; gifted programming and other aspects of the Gifted Education Department. ' / BASIC PERFORMANCE RESPONSIBILITIES: 1 rS?^. .Li [' 1. 4. 3\\ '-5, 6. Assists in conducting program monitoring tasks. Observes and advises gifted education personnel. Provides consultation to principals. Identifies, investigates, assesses and provides solutions to concerns related to all components of the program. Assists in administrative tasks inherent in the program. Other dtities assigned by the Supervisor. A r  es 3iVd 9. ,K:SI S66IZe2/S0 ' '(3 ':3 ,'T i Ia- B.j'cvAi,  )! '/ a\" Page Two (2) Gifted Program Specialist salary'AND TERMS\n$25,306 - $38,877 -- An Eleven (11) Month Contract plus Educational Stipend, Car Allowance, and Benefits Package. EVALUATION\nPerformance of this job will be evaluated in accordance with provisions of the Boards policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS\nSeptember 15, 198S SEND WRITTEN LETTERS OF INQUIRY TO\nEstelle Matthis Associate Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE\nF0 3\u0026amp;yd I-A, INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER V   7 a'7 V. 'I Aq.\nl'V\\ J 1' I aRBaiitaji ( 9 cJ i- 7.1 I -V-'H\" 'Jii A, SS:ST S66T/2/S0 i4bi ) Hl I ^3 S0 SCHOOL Cloverdale Jr. Hign LITTLE ROCK SCHOOL DISTRICT SECONDARY FACILITATORS 1994-95 PHONE NUMBER 570-4085 FACILITATOR Tamara Gullett Dunbar Magnet______ Forest Heights Jr. High Henderson Magnet Jr. High Madelvaie Jr. Hign Mann Magnet Pulaski Heights Jr. southwest Jr. central High J.A. Fair Hall McClellan Parkview Magnet 324-2440 671-6390 228-3050 455-7400 324-2450 671-6250 570-4070 324-2300 228-3100 671-6200 570-4100 228-3000 Joyce underwood Marian Thomason JOy Williams snarron Cannon Bonnie Bumpers Marsha Bibb Jackie Falls Lois Thompson Ruthie Hiett Joan Cage Jan Conine Linda Kamara 3 S661/E2/S0 \"I. f' 'SO 3Sd g ss:si S66TZeS/S0 i Etease Post Administrative Vacancy 3.2 an Position now open GIFTED PROGRAM SPECIALIST (COORDINATOR) Little Rock Schooi District September 7, 1989 QUALIFICATIONS: 1. 2. 3. 4. 5. 6. NOTE: . A Master's Degree (minimum) in Elementary or Secondary Education. . Must meet Arkansas certification requirements for Gifted and Talented. Must have at least three (3) years of successful teaching experience of which one (1) year must be in a Gifted and Talented environment. . Demonstrates strong human relations/interpersonal skills. Evidence of a strong commitment to gifted education. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE Initial screening interview. \" -------------------------------------------- REPORTS TO: Supervisor - Gifted and Talented JOB GOAL: To assist the Supervisor - Gifted and Talented in the tasks of implementing K-12 gifted programming and other aspects of the Gifted Education Department. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. 5. 6. Assists in conducting program monitoring tasks. Observes and advises gifted education personnel. Provides consultation to principals. Identifies, investigates, assesses and provides solutions to concerns related to all components of the program. Assists in administrative tasks inherent in the program. Other duties assigned by the Supervisor,4. page Two (2) Gifted Program Specialist SALARY AND TERMS: S'.??  *\" plus Educatl Car Allowance, and Benefits Package. onal Stipend, EVALUATION: Performance of this job will be evaluated i RnarH'e p evaluated in accordance with provisions of thp Board s policy on Evaluation of Professional Personnel. Provisions ot the DEADLINE FOR RECEIPT OF APPLICATIONS: September 15, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Estelle Matthis Associate Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION RIGOROUS SELECTION PROCESS. 7:\n,-,\n, A POSITION DOES NOT NECESSARILY MEAN THAT AN -------- must COMPLETE A VERY S^CAUSE AN INDIVIDUAL APPLIES FOR 'I .\":i INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER(?c: in -s. pa,-OTr'\",7 -O OCT 1 1994 Office of Desegregaiicn l-Zcnitvvng October 11, 1994 Elizabeth Shy Dowell 68 Cardinal Valley Drive North Little Rock, AR 72120 Dr. Henry P. Williaims, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Williams\nAttached is a copy of the position paper as adopted by the Dunbar Arkansans for Gifted And Talented Education (A.G.A.T.E.) membership at the September 28, 1994, meeting which you were unable to attend. A.G.A.T.E. wants the district and school board members to understand this adoption was chosen for what they believe is best for the entire school population. If based solely on the needs of their individual Gifted and Talented identified children at Dunbar, the parents decision would have been far different. Beginning last spring, as the district began addressing the budget constraints, parents were systematically excluded from the decision making process. The program, as implemented for the cunent school year, is not what was told to parents and students during recruiting. Again this fall, before any opportunity for real dialogue between the district administration and parents, a decision was reached, based on limited parental input, to re-instate the program as it had been for the previous school year. My personal experience with parents has taught me there is a very real distrust of the district on the part of its patrons. I believe it is this type of unilateral decision-making which promotes these feelings. As the logistics became known, such as the master schedule having to be reworked for the entire school population, a lack of parental concensus became obvious. A.G.A.T.E. feared a situation was developing that would pit parent against parent in trying to implement the fall mandate. We, therefore, elected to support maintaining the program as is for the current school year only. The Gifted and Talented program at Dunbar is a bare minimum program. An enhanced program is probably a more accurate title. It is suggested that all members of the Board tour Fuller Junior High School, in the Pulaski County Special School District, and make a comparison between the two G and T programs. I believe that LRSD will find it more difficult in the near future to recruit white students from the other districts as the success and quality of Fuller Junior High's program becomes more widely known throughout the county. Whether as individuals we support Gifted and Talented programs or not, in terms of desegregating Dunbar, it is the Gifted and Talented program which draws white students. If the quality and integrity of the program cannot grow, the district will find it harder to recruit and parental support for the district will diminish. Sincerely Yours in Support of Public Schools, Elizabeth Shy Dowell President, Dunbar A.G.A.T.E. ESD/esd C: Ms. Ann Brown, Office of Desegregation Monitor Little Rock School District School Board Members: Ms. Patricia Gee Ms. Oma Jacovelli Dr. Katherine Mitchell Ms. Judy Magness Mr. T. Kevin O'Malley Ms. Linda Pondexter Mr. John A. Riggs, IV Ms. Nancy Acre, Dunbar PrincipalArkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL The membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28, 1994, meeting to adopt a position regarding the administration of the Gifted and Talented and International Studies programs at DJHS, as follows: 1. 2. 3. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and implemented by the Little Rock School District Dunbar Committee\nmore specifically. a. b. c. d. letters will be sent by the Student Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allowed by the Little Rock School District to opt to attend another junior high\nstudents shall be required to return a letter of intent, the LRSD will reinstate the ratio cap among attendance zone black students, thereby encouraging the recruitment of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar Principal, Dunbar International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped together in the four core subjects\nteachers of Gifted and Talented classes will be certified as Gifted and Talented teachers. To strengthen the program, Gifted and Talented classroom size shall not exceed 22 students. For the remainder of the 1994-95 school year ONLY, the identified Gifted and Talented students and the designated Enriched students at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality and integrity of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A G A T E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501)834-3720Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE 1100 Wright Avenue, Little Rock, Arkansas 72206 Elizabeth Shy Dowell, President January 26, 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 RECEIV' JAN 3 11995 Dear Dr. Williams\nOffice of Desegregation Monitoring In follow-up to the Dunbar A.G.A.T.E. Position Paper of last fall, we reiterate our concerns for the International Studies and Gifted and Talented magnet programs as outlined. While all four points remain very high priorities, at this time we want to recapitulate item 1 .b. of the position paper,(see attached.) Specifically, the ratio cap among attendance zone black students and the recruitment of identified gifted and talented black students from outside the Dunbar attendance zone. When Dunbar Junior High School opened as a magnet programs school, to meet court ordered desegregation guidelines, a 60% ratio cap for black students from the attendance zone was established. The Student Assignment OflBce initially required a student, who elected not to participate in either program, to return a form to the SAO. At that point, the student would be assigned to another school in the district. If the number of black attendance zone students electing to opt out of Dunbar dropped the ratio below 60%, the school could then recruit G \u0026amp; T identified black students from other attendance zones. Three years ago, without informing either the school administration or the parents of participants, the Student Assignment OflBce stopped sending out the above mentioned forms. This left prospective students and their parents with the impression they could come to Dunbar and not participate in the either of the magnet programs. As this information circulated and SAO never said anything to the contrary, students who in the past had opted out, returned to Dunbar. Not only did this unpublished SAO policy have a devastating effect on our programs, i.e. the elimination of some courses and the number of sections available in others, but each year we fall further behind in meeting the court ordered desegregation guidelines. Our numbers are approximately 69% black, 31% non-black for the current school year. We believe it is imperative, for the viability of the programs and for student recruitment, the Student Assignment Office for the 1995-96 school year should: A. in order to be in compliance with the courts, reinstate the ratio cap\nB. require students to return a form committing themselves to the Dunbar program(s) or be allowed to opt out of Dunbar.As cautioned in my cover letter of October 11,1994, regarding what might happen when the quality of Fuller Junior High School's G \u0026amp; T program became known, we have lost two Pulaski County Special School District white students to Fuller and a third is actively looking into making the switch. Lest this leave the impression that Gifted and Talented programs are of most import to white parents, I pass along the concerns some black parents have brought to me. More pointedly, the small number of black students in the G \u0026amp; T program at Dunbar. One parent told of how her son felt uncomfortable with so few black males in his G \u0026amp; T classes and the pressure put on him by peers to not participate. Of those who came to me, all said virtually the same thing, their children need others like themselves to withstand the peer pressure. We can only accomplish this through the proper use of the ratio cap. While we understand and sympathize with your daily pressures, we implore that these matters be given an immediate and high priority by you and your staff. Sincerely, Elizabeth Shy Dowell President, Dunbar A.G.A.T.E. Enclosure: 1 cc\nMs. Ann Brown, Desegregation Monitor Dr. C. Russell Mayo, LRSD Student Assignment Office LRSD School Board Members: Ms. Patricia Gee Ms. Oma Jacovelli Ms. Judy Magness Dr. Katherine Mitchell Mr. Kevin O'Malley Ms. Linda Pondexter Mr. John A Riggs, IV Ms. Nancy Acre, Dunbar Principal ESD/esd Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL The membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28,1994, meeting to adopt a position regarding the administration of the Gifted and Talented and International Studies programs at DJHS, as follows: 1. 2, 3. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and implemented by the Little Rock School District Dunbar Committee\nmore specifically: a. b. c. d. letters will be sent by the Student .Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allow^ed by the Little Rock School District to opt to attend another junior high\nstudents should be required to return a letter of intent\nthe LRSD will reinstate the r atio cap among attendance zone black students, thereby encouraging the reciuitnient of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar principal, Dunbar's International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped to gether in the four core subjects\nteachers of Gifted and Talented classes will be certified tis Gifted and Talented teachers. To strengthen the program, classroom sij'.e shall not exceed 22 students. For the remainder of the 1994-95 school yearONLY, the identified Gifted and Talented students and the designated Enriched studea's at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. I The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A.G.A.T.E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501) 834-3720 Icc.- Tnczi 0=* . -MAY-16-95 TUE 14:49 SUSAN W WRIGHT FAX NO. 5013246576 RECEfoB-n May 2, 1995 MAY 1 6 1995 Dear Parents of Children in Gifted and Talented Programs, Office of Desegregation Montoring The Little Rock School District Board of Directors voted April 27, 1995,\" to eliminate the District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students. However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for all children. In order to save this position, please help by doing one or all of the following\n1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3. Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4, Contact the Office of the Desegregation Monitoring, Ann Brown or Margie Powell 376-6200. 5. It is very important that parents write to the Honorable Susan Webber Wright, District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, immediate action. as parents, are obligated to take For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabeth Dowell Secondary A.G.A.T.E. Parent May 2, 1995 Dear Parents of Children in Gifted and Talented Programs, The Little Rock School District Board of Directors voted April 27, 1995, to eliminate the District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students. However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for ail children. In order to save this position, please help by doing one or all of the following: 1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3. Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4. Contact the Office of the Desegregation Monitoring, Ann Brown or Margie Powell 376-6200. 5. It is very important that parents write to the Honorable Susan Webber Wright, District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, as parents, are obligated to take immediate action. For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabi Dowell Secondary A.G.A.T.E. Parent May 4. 1 995 may I 1 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 Markham Street Little Rock, Arkansas 72201 Office of Desegregation Mu. Dear Or. Williams: It is quite disturbing to find that, once again, the Little Rock School District is attempting to eliminate the high school kindergarten programs. My child participated in the program during the 1989-1990 school year and still fondly recalls the wonderful experiences the program provided her. I was extremely involved in the program myself, serving as Mrs. Wrights room mother. I spent countless hours directly involved in the classroom assisting with activities. I feel most qualified to defend the good qualities this program has. I am an elementary teacher myself who has spent eight years teaching in the classroom and another two years substitute teaching. These ten years experience have been in Georgia. Louisiana. Arkansas, and now Michigan. The system my children are now in is in a suburb of Detroit, Novi, and is most impressive. However, I have yet to find any kindergarten program that comes anywhere near the quality of your high school kindergarten programs. First and foremost is the benefit the program offers to the young children. This is such a sensible way to \"wean\" children from their mother's one-on-one care. They are in smaller groups, enabling them to see that others around them also have needs, but not yet overwhelming them with high pupil-teacher ratios. The high school students can help nurture their needs and guide their activities. With the additional help of the high school kids, the teacher can plan activities that are impossible in the traditional kindergarten setting. The high school itself provides countless opportunities for the children through their art. drama, music, foreign language, and physical education departments. It is lagniappe that this program benefits the high school students also. Many teenagers today see pregnancy and children as a \"way out* of their existing circumstances or simply as the 'cool' thing to do. This program shows them how very patient and well prepared you must be to be a parent. It also shows them how rewarding it can be to work with children. The affection shown to the high school students is so beneficial to their positive self-esteem ! The memory is still vivid in my mind of a six-foot young man saying good-bye* to his *students* on his last day of high school with tears rolling down his cheeks. Another asset of the program is that, hopefully, many young people would find teaching to be the profession of their choice. In conclusion, I feel it sad that every five year-old in the country cant have the opportunity to be involved in such a rewarding program. Please strongly consider leaving this program in place. Let it be a shining star in the Little Rock School District\nsomething unique that other systems throughout the state or the country do not offer. Dont allow this program to fall victim to the mediocrity we see in so many public school systems. Sincerely, Patricia B. Holt 45409 Addington Lane Novi, Michigan 48374 cc: E. Wright S. Wright A. Brown R. Mayo K. Mitchell K. O'Malley J. Magness J. Riggs L. Poindexter P. Gee S. JohnsonMAY- 9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 A -R I 'S B U R G CROWLEYS RIDGE EDUCATION SERVICE COOPERATIVE P.O. Box 377 Harrisburg Arkansas 72432 (501) 578-5426 Serving Public Schools in: Craighead County Bay-Brown Brookland Buffalo-Island Jonesboro Nettleton Riverside Valley View Westside Crittenden County Crawfordsvitle Earle Marion Turell Cross County Cross County Parkin Wynne Jackson County Newport Mississippi County Armorel Blytheville Gosnell Manila Osceola So, Miss. County Poinsett County East PoinsHtl County Harrisburg Marked Tree Trumann Weiner May 4, 1995 The Honorable Susan Webber Wright OfBce of Desegregation and Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, I am an associate and colleague of Diane Rynders, who is currently one of the two Gifted and Talented Coordinators for the Little Rock School District. The position held by Diane was cut in the latest round of cuts for the Little Rock School District, It seems to me that as soon as something positive gets a start in Little Rock School District, here comes something to tear it apart. Even if Diane wasnt doing a wonderful job in the position it would still need to be there. The size of Little Rock School District warrants at least two people to monitor programs and provide services. The fact that Diane does a fantastic job makes it more crucial that the position remain. She is the organizing force behind many provisions enjoyed by Little Rock students. Some of the parts of her job, besides premonitoring, staff development and dissemination of information are: Odyssey of the Mind, Quiz Bowl and Sixth Grade Challenge. I think many of the opportunities provided by the Gifted and Talented Program would fell by the wayside with the elimination of the position. This whole thing spills over into the desegregation issue, because all students will he affected within the elementary gifted program. I know you are thinking about this issue. Please know that the Little Rock School District needs its elementary gifted and talented position and it needs Diane Rynders. RSCE5VSD CHA-MSERS OF SUSAN WRIOiT MAY 0 9 1395 Sincerely, Kay Kyle Luter, Supervisor Gifted and Talented Education U. S. DISTRICT JUDGE MAY- 9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 May 4,1995 The Honorable Susan Weber Wriglit Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, I am writing to urge you to disallow the termination of the position of Gifted and Talented Education Coordinator for the Little Rock School District which is currently filled by Diane Rynders. I have a daughter at Gibbs International Studies Magnet School who has been in the gifted program there for the past three years.' I believe that the elimination of Ms. Rynders' position will have a detrimental effect on the quality of services provided by the district in this area. My daughter has also participated in the Odyssey of the Mind program, of which Ms. Rynders is Stale Director, and I know that tire termination of her position will also affect the involvement of the district in this program as well as in olher programs Ms. Rynders coordinates. Unfortunately, these programs are some of the extra-curricular benefits of a G/T Program that is designed to impact positively on students who are not identified for the program. Through programs like Odyssey of the Mind and Quiz Bowl, Future Problem-Solving and others, many nonidentified students gel to participate as well. I have first-hand experience in Odyssey of the Mind, as I was a coach for my daughter's team the past two years at Gibbs. Besides the student programs she coordinates, Ms. Rynders also monitors .school programs and provides staff development for teachers throughout the district. I have been in education for the past 21 years and have served as Supervisor for Gifted Education at the Arkansas River Education Service Cooperative for the past 11 years. Prior to the hiring of Ms. Mable Donaldson and Ms. Rynders, the Little Rock School Dislricfs Gifted Program was almost non-existent. They are a strong team and there is no way the program can continue to develop and improve if Ms. Rynders' position is eUminaled. My appeal to you is two-fold\nboth as a parent of a student in the Little Rock School District and as an educator who knows how important key people are to programs and their growth and development. Diane Rynders is an asset to the Little Rodk School District in her role as Coordinator of Gifted Programs. It is not an expendable position if we hope to continue to have programs that not only provide opportunities for our precocious learners, but also impact positively on the education of all of our students. I urge you to overrule a short-sighted and poorly researched decision and secure the position of G/T Coordinator and Diane Rynders in it. Sincerely, CHAMBERS OF Davis Hendricks 1016 East H Avenue North Lillie Rock, AR 72116 SUSAN '//RJGHT MAY 0 9 1995 U. S, DISTRICT JUDGEMAY- 9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 1 R, D, SAUNDERS DIRECTOR 1 i DAWSON EDUCATION CO-OP ft 711 CLINTON, SUITE 201 ARKADELPHIA, AR 71923 501 / 246-3077 May 5, 1995 Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Wright: I am concerned about the Little Rock School District cutting the position of Gifted and TaJented Coordinator. I feel that this program would suffer without the services that Ms. Diane Ryndera provides. She is involved with differentiated curricuhun development for gifted students, monitoring the programs in the elementary schools for the district to Insure compliance, and the identification of gifted students in the district She has L\u0026gt;ecii instrumental in giving disadvantaged and minority students an equal opportunity in the screening and identification processes provided by the mandate set forth by the state. For many years, Ms. Rynders has been involved as a state leader in the Odyssey of the Ntind comiietition. She held the position of State Director for a great number of those years. Under her guidance and leadersiiip, Aikausas has been well represented at the annual OM World Pinals. Without her expertise, I feel this program will sufier- ajid iiliimateiy the studenis of liic Littie Ruck Seiioul Disiiict wiit nut iiuve the opp^inunsiies afforded to them through her knowledge of the competition rules and regulations. Please consider the reinstatement of this position for the students of the Little Rock School District They deserve the very best we can give them, and I think Ms. Ryaders skills are an asset for the district. Thank you for your consideration. Sincerely, I 7' Judy Lively [udy Super-isnr of Gifted Educatiaii May 0 9  OP \" 'VSf/GHT J995 ''/ S. ^'^^TRlcr -JiJDGE: s^Ewing i^e. e^cAooZ1 eSsWin^ tAi C^ifdiEHI I I MAY- 9-95 TUE 15:28 is c 1 I* V JAIIPI) MlIXLRY. Dirfctftr Baxter Mountain home Norfork FULTON Mammoth Spring SALEM Viola INDEPENDKNCK Batesville Cord-Charlotte CUSll.MAN Midland Newark Southside SULPHUR ROCK IZARO Calico rock Izard county Consolidated Melbourne Mt. pleasant SHARP EVENING SHAPE Highland STONE MOUNTAIN VIEW Rural Special TIMBO SUSAN W WRIGHT NAESC Telephone May 5, 1995 FAX NO. 5013246576 P. 04 Northcentral Arkansas Education Service Center P. 0. Dox 739  Melbourne, Arkansns 725.56 Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright\nV/RIGKt 0 9 1395 U. S. DISTRICT judge I am writing you in response to a news report that the Little Rock School District is proposing to eliminate the position of Gifted \u0026amp; Talented Coordinator. While I can understand the need for the District to make budget reductions, I am truly surprised that this position would be one targeted for elimination. As a State G/T Supervisor, I work with twenty schools with varying numbers of students, I know the plight of the G/T coordinators in these schools and not one of them has anywhere near the size of program that Mrs. Rynders has with which to work. With a program the size of Little Rock School District's, approximately 4,000 students, confidently say that their G/T program is already understaffed.^ A curricular program designed to enhance the learning of high ability learners, regardless of race, creed, or color, should be the last program one would choose to negatively effect by reducing staff. I can sex, Iirs. Rynders has done an excellent job of designing student identification procedures that eliminate biases and allow gifted minority students to be considered equally for the G/T program. Without proper administrative oveirview, shortcuts will be taken, procedures will be dropped, and many gifted students will never be found. I want to emphasize that the administrative overview, in order to be effective, must come from someone with the training and knowledge concerning testing and identification procedures of all G/T students. overview I must admit that I can't comprehend why why, at a time when Little Rock is spending millions of dollars to encourage An Etiual Opportunity EmployerKATHRYN C. FITZHUGH 4715 Darragh Drive Little Rock, AR 72204 501-565-1994 Home 501-324-9444 Office *10 ,595 00^3 Q May 6, 1995 Dr. Henry P. Williams Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 RE: Gifted and Talented Coordinator, Little Rock Public Schools Dear Sir: I write as parent of Erica J. Fitzhugh, a child in the Little Rock Public School System. I write also as an interested friend of many Little Rock school children and young adults whom I see and talk to every week. I am a member of the Carver Magnet Elementary PTA, a VIPS volunteer, an Andersons Taekwondo parent volunteer and a member of Arkansans for Gifted and Talented Education. I am a Girl Scout volunteer and a former girl scout leader. I am concerned about the April 27, 1995, vote to eliminate the Little Rock School Districts Gifted and Talent Coordinators position. I understand that there is to be one similar position remaining, the District Gift and Talented Supervisors position. My concern is that activities such as Odyssey of the Mind, Quizbowl, and Sixth Grade Challenge competitions will be eliminated along with the elimination of the Gifted and Talented Coordinators position. In addition, I am concerned that the other duties of this position such as monitoring programs and conducting training for school staffs, will be severely curtailed or totally eliminated because there will be one person doing the job of two. I urge you to restore this position or advocate that the Board restores it. Keep the quality of our gifted programs high - we need all the programs, involvement and encouragement that wePage 2 can get for our children. It means a lot to the children as well as to the parents. Thank you for taking the time to read this letter. Very truly yours, Kathryn C. Fitzhugh cc: Magnet Review Committee Lz/Dr. Margie Powell Ms. Margaret Gremillion Ms. Sadie Mitchell Dr. Linda Pondexter !i i 1995 ice Ct J' . .'J May 6, 1995 Mrs. Margie Powell Office of Desegregation Monitoring 201 E. Markham, Ste 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Powell, As a gifted specialist in the Little Rock School District, I am very concerned about the decision made by the Little Rock School District Board of Directors on April 27, 1995, to eliminate the District's administrative position of the Gifted and Talented Coordinator. With only one District G\u0026amp;T Supervisor remaining to serve the GT programs in our 49 schools, I forsee the quality of our programs deteriorating. One person can't be responsible for the administrative duties and the direct services provided to the students and gifted specialists. If there is any action that can be taken by you to help get Mrs. Diane Rynders' position reinstated, please do so. Sincerely, Beverly Kinneman Gifted Specialist Otter Creek Elementary HAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 May 7, 1995 Dear Judge Wright, I am sure that you really don't want to receive another letter regarding the budget cuts proposed by Dr. Williams for the Little Rock School District, but I felt compelled to write to let you know how I feel about the elimination of the Gifted and Talented coordinator position. In the ten years I have been teaching at Central I have seen many changes occur. Many good and certainly many bad. One of the most positive things that has occured is the appointment of Diane Rynders to the GT Coordinator position. Before her arrival, the GT office was at best in turmoil. I had many dealings with the people in that office at that time and it was my impression that there wa.s absolutely no leadership and continunity occuring Since Diane arrived things have been well organized and directed. I always know who to contact and what is expected of teachers in the district who work with gifted students. One of the things that I most look forward to during the school is the few hours a week I get to work with my Odyssey of the Mind team. These students are truly gifted. You would be amazed at what these young people can do. There is nothing that they can't accomplish if they put their minds to it. It is refreshing to see students at this advanced level at such a young age. The few hours a day that I work with these students is time where I know 1 am not going to have to deal with the extraneous non-teaching chores that occur all day long in my regular classes. During my regular teaching day most of my time is spent with discipline and reprimands which unfortunately turn what should be a positive teaching atmosphere into an aggravation. I look forward to the time I spend with my OM team. It is always fun and positive, the highlight of many of my working days I can't think of what will happen if the GT office loses its coordinator, much less losing Mrs. Rynders. There has to be other ways to reduced the deficit at the district. The administration is top heavy in other directions if cuts need to be made. Sacrifices have to be made by all, but 1 honestly feel that this is a terrible mistake and very little thought went in to making this descision. One thing for sure. Many students will not attend Little Rock Schools if the Gifted Programs are not fully functioning One of the main attractions is the many GT classes and programs available to students who need them and parents who want their children in them. The elimination of this position needs serious reconsideration on everyone's part. I really appreciate your time. I hope things will work out where the GT Cooridinator's position can remain intact Please feel free to contact me if you need any additional input. Central High School RSCfi-Jyarp, '^'fUGKr 0 9 1995 S. ^ISTFilCTOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376.6200 Fax (SOI) 3710100 May 8, 1995 Ms. Jill Clogston, Supervisor, Gifted Education Northeast Arkansas Educational Cooperative P.O. Box 100 Strawberry, AR 72469-0100 Dear Ms. Clogston: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy, Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although 1 cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2(X)O or me at (501) 376-62(X), for the date and time of the school board meeting. 'gie L. Powell Associate Monitor MAY- 8-95 MON 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol Randolph \u0026amp; Harding Streets P 0. Box 217. Hoxie. AR 72433-0217 886-7717  Fax: (501) 886-7719 Central Office Teacher Center G-T / Reading! Special Ed Early Childhood NORTHEAST ARKANSAS EDUCATIONAL COOPERATIVE d 206 South Main P.O. Box 100, .Strawberry, AR 72469-0100 S28-3395  Fax: (501) 528-3396 Computer Services, Media Resources Regional Services (SED) 5crving Since 19S4 LEAS In: Clay County Clay County Central Coming Piggott Greene County Delaplaine Gieene County Tech Mtimvaduke Northeast Arkansas Jackson County Jackson County Swifton Lawrence County Black Bock Hoxie Lynn River Valley Sloan-Hendrix Walnut Ridge Randolph County Biggers-Reyno Maynard Oak Ridge Central Focal,ontas Sharp County Cave City Willjford MAY i iYn May 4, 19 95 0fries of Os. -.y 1 .V.oiiiccung Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright\nS-2 I This letter is in response to the Little Rock School District cutting the position of Gifted \u0026amp; Talented Coordinator. 3m a colleague of Mrs. Diane Rynders, who has that position. Through her efforts she has established an exemplary Gifted Education program. Mrs. Rynders is involved with curriculum development, program monitoring for all elementary schools in the district, and identification of gifted students. During the past five years, students have been given the opportunity to participate in programs such as Odyssey of the Mind and Quiz Bowl, it is my fear that if this position is eliminated, the students will not be afforded these and other opportunities. One administrator cannot possibly handle the amount of work involved in coordinating a quality Gifted Education program for 4,000 students. Please consider reinstating this position for the students of Little Rock School District. consideration, Thank you for your Sincere, ill Clogston upervisor of Gifted Education May 0 3 1935J1h^-95 mon 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol Raxulolph \u0026amp; Harding Streets P 0. Box 217. Hoxie. AR 72433-0217 886-7717  Fax\n(501) 886-7719 Central Office Teacher Center G-T ! Reading t Special Ed Early Childhood NORTHEAST ARKANSAS EDUCATIONAL COOPERATIVE 206 South Maia P.O. Box 100. Straw'beny. AR 72469-0100 528-3395  Fax\n(501) 525-3396 Computer Services, Media Resources Regional Services (SED) Sening Since 19S4LEAS In: May 4, 1995 Clay County Clay County Central Coming Piggott Greene County Delaplaine Greene County Tech Mannaduke Noitheast Arkansas Jackson County Jackson County Swifton Lawrence County Black Rock Hpxic Lynn River Valley Sloan-Hendrix Walnut Ridge Randolph County Bi^gcrs-Reyno Maynard Oak Ridge Central PocaliontAs Sharp County Cave City WiHiford Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright: S-3 I This letter is in response to the Little Rock School District cutting the position of Gifted \u0026amp; Talented Coordinator. . I a  colleague of Mrs. Diane Rynders, who has that position. Thrrough herr efffforrtts sshe hass established an exemplary Gifted Education program. Mrs. Rynders is involved with curriculum development, program monitoring for all elementary schools in the district, and identification of gifted students. During the past five years, students have been given the opportunity to participate \"- ----------- of the Mind and Quiz Bowl. in programs such as Odyssey . . , _ It is my fear that if this position is eliminated, the students will not be afforded these and other opportunities. One administrator cannot possibly handle the amount of work involved in coordinating a quality Gifted Education program for 4,000 students. Please consider reinstating this position for the students of Little Rock School District. consideration. Thank you for your Sincere, ill Clogston upervisor of Gifted Education OS 133^ Us. ^'STRfCT judge: cc\nCc. MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 RECEIVED May 9, 1995 MAY 1 6 1995 Honorable Susan Webber Wright U.S. District Judge 600 West Capitol Ave. Little Rock, Ark. 72201 Office of Desegregation Monitoring Dear Judge Wright: I am writing to you as a concerned parent of a student in the Little Roch School District. 1995, District's Coordinator. the Little administrative We have learned, Rock School Board voted that on April 27, to eliminate the position of Gifted and Talented As you may or may not know this position is responsible for monitoring the district and thereby insuring a strong program for each school in the District. If this position is eliminated it will harm each of the students who are enrolled in the District's Gifted and Talented program and in my opinion just further students\". increase the Districts ability to \"Dumb down it's We need this program to insure that our brightest and best students are challenged by their teachers and their District and are able to continue their advanced learning by allowing this person to continue conducting in-service training of school staffs, P.T.A. needs. groups and developing educational plans for students with special In closing I would hope that you will not allow the District to do this and for one time will let them know that the welfare of our students should come first. I so apprecriate you and what you have and are continuing to do for us and for our students. Sincerely, I Tom Brock 8207 Crystal Valley Cove Little Rock, Arkansas 72210 Rece\n5VS\no II I I MAY 111995 u. s. district judge MAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 students to remain in their district, one would want to adversely effect the quality of a program seen as a positive and attracting element of the district. I would also like to add that Mrs. Rynders has been very active, due to her position, in statewide associations. While operating within these circles she has been able to act as a strong advocate on behalf of the students from her district. This year a minority student from the LRSD is attending my AEGIS program. It was beneficial for the student that he was coming from Diane's program. She is strong advocate for her students, but this type of activity will never show up on any report to the Superintendent or the Court. a In closing, I urge you to please consider the damage that will be done to the G/T program, but more importantly to all G/T students, should this position be eliminated. read in a report that 90% of every federal dollar, for I education, is spent on remedial programs and only .1% is spent for high ability learners. I hope you take a stand against this trend. Respectfully yours. John W. Calaway Supervisor of Gifted Education ie: Jackie S. Clark 7721 ClaybrookRoad. Mabelvale. AR 72103 May 10, 1995 M4y ? Dr. Henry Williams Little Rock School Superintendent 810 West Markham Little Rock, AR 72201 -3 Dear Dr. Williams: I am deeply concerned about the elimination of the Gifted and Talented Coordinator. I have two children that will be directly affected by loss of service in this area. In fact, when we made the decision 5 years ago to take our children out of private school and place them in public school, the Gifted and Talented program was a major motivation. My children are will be in the 10th and 11 grades in the 95-96 schcxjl year at J.A. Fair High School. Both have all \"GT\" courses, and should this particular program be adversely affect^, it would have a tremendous impact on my decision regarding remaining in Pulaski County. Although I hope to sell my home within the next few months and move outside the county, my children want to request transfers back into the school district because they not only enjoy their schools, but I feel like they are getting a good education in the process. I would appreciate your strong consideration. I know that not only \"GT\" students, but all students are affected by the programs that are a part of the Gifted and Talented Coordinators position. We need to take out the \"fat\", but we need to leave the \"meat and potatoes\" in the administrative structure. Respeci mLu- Jackie S.vCl^k cc: Magnet Review Committee Margie Powell/Office of Desegregation Monitoring tMAY-16-95 TUE 14:48 SUSAN H WRIGHT FAX NO, 5013246576 P. 04 May 12, 1995 RECESVSa MAY I 6 1995 CHAft 3(_}crA.M KAff: E Office of Desegregation Monitoring MAY 15 1995 Dr. Henry Williams LRSD Superintendent[ 810 West Markham Little Rock, AR. 72201 'J. S. DtSTFJfCT Dear Dr. Williams: distr^bVe5\\\nTaSVo^- \"gij't^ has Little Rock School District talented sending you a copy to parents of been students in the sicnooi Dxstrict. We rcaciniz(a rhat- t-y,  i-ne tnne for you in identifying specific artas difficult sincerely believe however t-bat-  budget cuts. We Talented Coordinator positioA ,iu ad?lSSv''iff.r? and r?= ill the discontinuation or and successful programs. iscontinuation of direct services the We appreciate the _se?sion on Vy 17?^ iVsT. on May 17, 1995. children in the Gifted/Tal\\ As advocates for you and the hoard ot directors ilf^eoonside^lh'e 7e eliminate the position of Gifted and Sincerely, c Mills \\ Elementary A.G.A.T.E. Parent Elizabeth Bowell Secondary A.G.A.T.E. CC: Parent Honorable Susan Webber Wright Anne Brown - ODM LRSD Board of Directors LRSD Administrators Dr. Patty Kohler, Division of Magnet Review Committee Exceptional Children of Education Director James Smith - Superintendent of NLRSD ' Gene Wilhoit Bobby Lester John Walker  Superintendent of PCSSDcc \\ HAY-16-95 TUE 14:49 SUSAN W WRIGHT FAX NO. 5013246576 RE May 2, 1995 6 1995 Dear Parents of Children in Gifted and Talented Programs, Office of Desegregation Monitoring The Little Rock School District Board of Directors voted April 27, 1995, to eliminate the - - District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students, However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for all children. In order to save this position, please help by doing one or all of the following\n1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3.- Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4. Contact the Office of the Desegregation Monitoring, Ann 376-6200. Brown or Margie Powell 5. It is very important that parents write to the Honorable Susan Webber Wright District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, immediate action. as parents, are obligated to take For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabeth Dowell Secondary A.G.A.T.E. Parent cc : HAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P, 06 \u0026gt;\u0026lt;44/ 1 6 . DHice of VICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 ftECEsVSD CHA.MEIEHS OF SiJSAN WRIGHT MAY 15 1995 ^(^segregation Monitoniiy Home (501) 661-1758 Work 376-3800 ! FAX 372-3359 U. S. DISTRICT JUDGE May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. I'll be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. Tliat position is the Gifted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. I am researching that even as this letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular positions being cut to present their case. I hope I can count on you to write a letter to Judge Susan Wright, with a copy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half die staff for this aspect of public education will be eliminated. The coordinator has taken die lead in LRSD's outstanding participation in Quiz Bowl, Odyssey of tho Mind, Junior Groat Boolcc, Sixth Grad* Challenge, and Monitoring Programr. 1 have coached a Gibbs Magnet Schotil Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeoman's hours and effort on that program. She was diere when odicrs were not for any potential problem. But diis effort to retain the position she holds is not about h^ndividually. To cut half tile administrative staff of the G/T program sends the wrong message to tlie folks we want to try to keep in tlie Little Rock public school system. I have stuck with the system (kids at Forest Park, Pulaski Heiglits Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. Please write Judge Wright a letter or post card, stating \"1 oppose tlie elimination of the Gifted/Talented Coordinators position at LRSD\" or words to dial effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on tlie back of this letter. T\" /jtJO coMi. -b Ke Ttijh' I if. i V V \\ f,' 1\u0026amp;\n ll I*.. j MAY-22-95 MON 10i57 X h\u0026lt;jcAVZ- 7'. #  rr Ba SUSAN W WRIGHT FAX NO. 5013246576 G. RICHARD SMITH, M.D. j \u0026lt;v^4 P.'QS i. Tc: .  h s/hill'S \"11 r, 1)1) ( 'f' \u0026gt; ife 4 j'. J. t. -.  f .' .'Y J bfM^ \"U' V V. .\u0026lt; (^1: J. T- '? ' ' .J '1\n1 r- y: .' i\u0026lt; p:  ' h 'T^'' I y' I\"*? I -X .1 z J\u0026lt; Vr^'.\u0026lt;-.- 1 *1 MtW ^hHS] 1^- V r S:- K rv. ZA \u0026gt; W-.v *1 '1 T'i 1 3 it f:  ' 41s aa MAY-22-95 MON 10:57 SUSAN W WRIGHT FAX NO. 5013246576 #2 Melinda Drive Little Rock, AR 72209 May 18, 1995 I t-: P. 04 Henry Williajvis LRSD Superintendent 810 W. tSarkham Little Rock, AR 72201 Dear Mr. Williams, I am writing this letter in regards to the Gifted and Talented Coordinator position being eliminated. schools. I feel this is a very important program in our It must not be restricted to just one supervisor to serve the 49 schools or 4000 students involved. It is an excellent program that my child has enjoyed. He has had the opportunity to be involved in many things he would not have in a regular classroom iithese children need this extra encouragement. They need more than one supervisor to organise these project^. The LRSD needs to look in another direction to cut the budget. These teachers along with their supervisors are doing a great job! My husband and I would have been at the meeting last night, but we could not be there by 5:30pm. However, we do want our opinion on the subjected noted. Ihank you for this consideration. We would like for our children to excel at school. Please DO NOT make thi's budget cut. / Sincerely, I Mrs. Dan M. Walker cc: Honorable Susan Webber Wright District Judge 600 W. Capitol Little Rock, AR 72201 Magnet Review Conniittee 1920 N. Main North Little Rock, AR 72114 Margie Powell Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, AR 72201 tergaret Gremillion Assistant Superintendent - Elementary 810 W. Markliam Little Rock, AR 72201 Sadie Mitchell Assi-stant Superintendent \" Elementary 810 W. Markliam Little Rock, AR 72201 Dick Hurley LRSD Human Resource.s 810 W. Markliam Little Rock, AR 72201 P- ' nntI3 i MAY-22-95 MON 10:58 SUSAN W WRIGHT FAX NO. 5013246576 VICTOR A, FLEMING 3801 TCBT Tower LUtle Rock, Arkansas 72201 (501) 376^3800 t FMl 372-3359 Honorable Katherine P, Mitchell Member Little Rock School Board 1605 Welch Street Little Rock, AR 72206 Dear Ms. Mitchell: May 18, 1995 P. 05 I First, Im sorry you weie uanble to attend the special meeting of the Little Rock School Board on Wednesdayj May 17. 1995. On behalf of all the persons who are opposed to cutting the GT Coordinators position, the Boards allowing us to present our case is very much appreciated. Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinators position from the administrative slots that have been set forth in the cut that you approverl last month. As was demonstrated by all of the persons who spoke against cutting this slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, the payment of this persons salary, at the present time nt least, is very much like the payment of au insurance policy tliat protects one's home, business, or automobile from calamities Uiat are hoped will never occur. The GT program is something the Little Rock School District should be extremely proud of and the issue of cutting half of the aduiinisirative positions designed lo maintain this fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you Siiicqi'i Vidiof k VAF/c^ IcdlidtOlM cc: Lve que.stions or comments, please feel free to call. M.S. Caryn Taulbee Ms. Barbara Mills t r S3 (J MAY-22-95 MON 10:58 SUSAN W WRIGHT FAX NO, 5013246576 1 P, 06 VICTOR A. FLEMING 3801 TCBY Tower Little Rock, Arktutsas 72201 (501) 376-3800 ! FAX 372-3359 May 18, 1995 Honorable T. Kevin OMalley Member Little Rock School Board 24 Glenmere Drive Little Rock, AR 72204 Dear Mr. OMaUey\nFirst, let me once again thank you for your courteous participation and attention at the si\u0026gt;ecial meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was tinie you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your aUowing us to present our case is very much appreciated. Second let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinalors position front the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of tlie persons who spoke against cutting this slot, it is perceived to be integral to the operation of an extremely important program, As I indicated in my remarks to tlie Board, the payment of this persons salary, at the present time at least, is very much like tlie payment of an insurance policy that protects ones home, business, or automobile from calamities that are hoped will never occur,. The GT program is .something the Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain this fine program is one that should not be entered into unadvisedly or in baste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A, Fleming VAF/cf cc: Ms. Caryn Taulbee Ms. Barbara MillsBB Ba s k' MAY-22-95 MON 10:59 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 yiCIOH A. FLEMING 33(11 TCBY Toy^\u0026gt;er Little Rock, Arkansas 72201 (501) 376-3300 ! FAX 372-3359 May 18, 1995 Honorable Judy Magness Secretary Little Rock School Board 708 Hall Drive Little Rock, AR 121^5 Dear Ms. Magness\nFirst, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewiiere but, on behalf of all the persons who are opposed to cutting tlie GT Coordinators position, your allowing us to present our case is very much appreciated. Second, let me encourage you in the strongest of terms to be bold and courageous and remove the QT Coordinators position from the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of the persons who spoke against cutting tliis slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, tire payment of this persons salary, at the present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that arc hoped will never occur. Tlie GT program is something the Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain tliis fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A, Fleming VAF/cf IrvllttLOW cc\nMs. Caryn Taulbee Ms. Barbara MillsnAY-22-95 MON 11:OO SUSAN W WRIGHT I FAX NO, 5013246576 P. 08 VICTOR A. ITEMING 3801 TCBY Tower JMe Rock, Arkansas 72201 (501) 376-3800 ! FAX 372-3359 May 18,1995 Honorable John A. Riggs Member Little Rock School Board 3600 Foxcroft Little Rock, AR 72207 Dear Mr. Rigg.s: First, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock Scliool Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. L 1^' Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinaiors position from the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of the persons who sjxike against cutting this slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, lite payment of tlris persons salary, at the present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that are hoped will never occur. 'Fhe GT program is something the Little Rock School District should he extremely proud of and the issue of cutting half of the administrative positions designed to maintain this fine program is one that should not be entered into unadvis^ly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A. Fleming VAF/cf IndleCuOM cc: Ms, Caryn Taulbee Ms. Barbara Mills A  -/r' - . 'a* \"  '^7MAY-22-95 MON 11:00 SUSAN W WRIGHT FAX NO. 5013246576 P, 09 I \" I j VICWR A. FLEMING 3801 TCBi' Tower Little Rock, Arkansas 72201 (SOI) 376-3800 ! FAX 372-3359 May 18, 1995 t I Honorable Patricia Gee Vice President Little Rock School Board 8409 Dowaii Drive Little Rock, AR 72209 Dear Ms. Gee\nFirst, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. Second, let me encourage you tn the strongest of terms to be bold and courageous and remove the GT Coordinators position from the administrative slots that have been set forth in Uie cut that you approved last month. As demonstrated by all of the persons who spoke against cutting tliis slot, it is perceived to be integral to tlie operation of an extremely unportant program. As I uidicated in my remarks to the Board, die payment of this persons salary, at the present time at least, is very much like the payment of an insurance policy tliat protects ones home, business, or automobile from calamities that are hoped will never occur. The GT program is something tlie Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain litis fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, \\)lv Victor A, Fleming VAFZcf U\u0026gt;(l(ea,W4 cc: Ms. Caryn Taulbee Ms. Barbara Mills I . .V ei 9 ! a s s i 4 JMAY-22-85 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 I P. 10 V/CTOR A. FLEMING 3801 TCBY Tower Little Bock, Arkunsas 72201 (501) 376-3800 f FAX 372-3359 May 18, 1995 Honorable Linda Pondexter Pre.sident Little Rock School Board 502 Green Mountain Drive, #56 Little Rock, AR 72211 Dear Ms. Pondexter\nFirst, let me once again thank you for your courteous participation and attention at tlie special meelbig of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are op{X)sed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. I Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinators position from tlie administrative slots that have been set forth in the cut that you approved last inonlli. As demonstrated by all of the persons who spoke against cutting this slot, it is perceived to be integral to tlie operation of an extremely important program. As I indicated in my remarks to the Board, the payment of this persons salary, at die present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that are lioped will never occur. Ilie GT program is something the Llitlc Rock School District should be extremely proud of and the issue of culling half of tlie administrative positions designed to maintain this fine program is one that .should not be entered into unadvisedly or in haste of any sort. Should you have questions or conunents, please feel free to call. Sincferely, t Victor A. Fleming VAF'/cf U4dlf4L004 cc: Ms, Caryn Taulbee Ms. Barbara Mills S' anBtsanRBHmHRiMAY-22-95 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 P.ll 2908 Lee Avenue Little Rock, AR 72205 May 13, 1995 Hon. Susan Wright, U.S. District Judge U.S. Courthouse 600 West Capitol Little Rock. AR 72201 Dear Judge Wright: We believe that the Gifted and Talented Program is essential to the success of the Little Rock public school system, and oppose the elimination of the Gifted/Talented  Coordinator's position from the Little Rock School System. .17\n.,1 Through our own experience with two children and almost nine years of public school attendance, we are convniced of the importance of such programs as Odyssey of the Mina and Quiz Bowl We strongly feel that the District should be encouraging academic excellence through the expansion of programs such as these. To eliminate the position of Gifted and Talented Coordinator would reduce the stalling for this important arc\n, at the administrative level by half This seems to strike at the heart of the mission of pub-schools We believe that Gifted and Talented programs are essentials, not frills, ana ask that you help to encourage such programs by retaining the coordinator's position I sorely, -7 CgTaJcVv'-- 3 :'3 'avid and Terry Cowan copy Arm Brown Oftice of Desegregation Monitoring ... 16 ?995 J It l^lSTFUcy JUDgit I %1R J ai MAY-15-1996 09:05 GEv'ER SPRINGS RBC 501 5b2 4189 I P.01 Sgggr springs first gaptist Church .1\u0026gt;6}5 Gpydr Springs TJ^oad  Littlp Pock, flp 7220*3 pbonsz .50J 365-347-f  FtIX 50t 5624189 To\n1 Of: _ From: A FfJX# 31/- 0/DG pagi^s\nlimfE\n*)ats2: Comments: i- I 4^ Sb -J s , \u0026lt; - -4. / I rz '^  'A A-i O ' r -izU 0 - LOt I 4 f /\u0026lt;\u0026gt; 'T' O ! S I a t  I MAY-15-1996 09:06 GEYER SPRINGS FBC 501 562 4189 P.82 May 15, ) Two roads diverged in a yeliow wood, and I- I took the one less travelled by. And that has made all the difference From now on each time I read this poem by Roben Frost, I will think of you - our special Senior Ciass of 1996. I will remember that, by choosing to continue with the Honors/AP program, you have metaphorically chosen a different path and, in this case, a more difficult one I will remember your perseverance in the face of so many assigned works to read, so many papers to write, so much red ink. ( 1 hope you know that sadism is not part of iny nature, but rather that 1 knew you were capable of excellence and that life demands attention to detail ) 1 will remember your courage as 1 played Devil s Advocate in discussions and tried to hold you accountable for generalized statements ( I hope you realize that I w ished not to change vour point of view, but t o strengthen it and that you will be held accountable in medicine and law, teaching, engineerinu, the ministry, business, and family life,) I will remember your endurance as you played volleyball, sottball, and baseball, golf, soccer, and tennis, as you ran track and put together the schooi newspaper, panicipated in drama productions and oratory contests and Superintendent's Cabinet and Mercantile Bank Board meetings You sang in the choir, played in the band, marched and cheered at every home game and many of those aw ay Some of you worked at afterschool iobs and several endured personal trauma and family trials. through -A? to the end and met all the deadlines You accomplished all this and still stayed You have surpassed my greatest expectations And. ccnsequentlv I want to thank you for that and for the new and unique perspectives you have given me on so many different subtects. Some people believe that studying the Humanities, literature in pamcular is a waste of time because these subjects do not help you make a better living. 1 would like to hope they will mak living better You have read of the nature of good and evil from Shakespeare and Golding, of e racism and Colonialism from Achebe . Existentialism from Hemingway, selfhood from Kafka, the impact of an unjust society on the individual from Wright, courage of conviction from Huck, the human tragedy that can result from those who blindly follow' tradition from Jackson, and the rewards of grit and determination from a little girl who named herself Ellen Foster and whose \"new mama\" showed us all what a loving parent should be We learn mainly from experience, of course, but we define and conceptualize through these things that come from books - the products of long hours and days of tbougnt and editing, visions and revisions, (to paraphrase Ellen Gilchrist ) the best parts of the best minds that have ever lived on earth, your real legacy from the educational svstem that no one can ever take from you in anyt MAY-15-1996 09=07 GEYER SPRINGS ^bc 501 562 4189 P.03 way As long as there are schoois a.nd libraries and free societie.s this wiil be waiting for you whenever vou wish to take it And lite will be better for vou when you do Some time ago at a party an acquaintance of ours, a businessman in the community, discussed the wonders of the corporate world with my husband for a few minutes and then turned to me - with incrediility, I thought- and asked why on earth I chose teaching as a career, especially in Arkansasyou can guess the rest I w'as stunned and could only answer at the moment that, well. 1 liked it It was a duesticn I could not let go of and, as w e so often do 1 replayed the moment in my mind I suppose 1 chose teaching initially because, except for Donna Reed . June Cleaver, and my own sweet mother, rny only role models were the strong, traditional women who taught me at Pulaski Heights and Central High Schoo! Later J stayed because, luckily, my salary was not the pnmary one tn our family But it is more than this - these are the superficial reasons If he reeled around at me once more, if I could replay that instant with all my wits about me. I would say, Why did I choose teaching Weli. it is because of Bryan and Jeremy, Clif. Ryan and Cheryl, Erica and Ashley, Liz, Sarah, .Alicia, Brigette, and Meredith. Tara, Leslie and Erin, John Paul. Corey, and Patrice, Tamika and Tamka, Dereka and Daphne. Laura, Brandi, Charnelle Amber and Stacy. And certainly it is also because of Cristy and Felicia. Jeremy H and Jason, Lizz. Hunter Jill ano Kara. Torrie and Angie. Tamara, Aronna. Kevin, Kelly, and Jeff, Allison and Ron. Kerne, Tametra, .Meivelyn, and Rusty.Kisa, Reesa, and Mackenzie \" May the sun snine warmly on your face, May the rain fall gently on your shoulders. May the roaa nse up to meet you, .'Vid may God always hold you in the palm of Kis Hand ..With iTiuch love, ,-7 \"AL P.03MAY-16-95 TUE 14:51 SUSAN M WRIGHT FAX NO. 5013246576 cz. i P, 09 RECEIVED May 9, 1995 MAY I 6 1995 Honorable Susan Webber Wright U.S. District Judge 600 West Capitol Ave. Little Rock, Ark. 72201 Office of Desegregation Monitoring Dear Judge Wright: I am writing to you as a concerned parent of a student in the Little Rock School District. 1995, District's Coordinator, Che Little administrative We have learned, Rock School Board voted that on April 27, to eliminate the position of Gifted and Talented As you may or may not know this position is responsible for monitoring the district and thereby insuring a strong program for each school in the District. If this position is eliminated it will harm each of the students who are enrolled in the District's Gifted and Talented program and in my opinion just further students\". increase the Districts ability to \"Dumb down it' s We need this program to insure that our brightest and best students are challenged by their teachers and their District and are able to continue their advanced learning by allowing this person to continue conducting in-service training of school staffs, P.T.A. groups and developing educational plans for students with special needs. In closing I would hope that you will not allow the District to do this and for one time will let them know that the welfare of our students should come first. I so apprecriate you and what you have and are continuing to do for us and for our students. Sincerely, i Tom Brock 8207 Crystal Valley Cove Little Rock, Arkansas 72210 I Recen/go may 111995 I U. S. DISTRICT JUDGEiC-.' MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 DON 31 ^31 QAI63YIULE PIKE JACKSONVILLE AR 12W ^icAoCa i':\u0026gt;tc ii) eLJ)ef I/-)/jiff REGEfVSO J/rci r /o! Cl -iAivirig-^s: \u0026lt; SIjS.AN vv^i 3ia VV?\n1GHT J 6 J995 may 12 1995 Office of Desegregation ftfloiiiionng Tc^c? (' U. S. DfSTRfCT JUDGE 73 f /'\u0026gt;t I' iij pi f/hii h/ C^ffry/'fa fcr fh/ 1^'^/'*''y pr^'/''O/\\. affech a h p ' VA o ri'/ t, c\u0026gt; I I. !y th. //^\u0026lt; pyjy/c. 7i^- G li\\ -^chd!.5dhc-f\u0026lt;5 I  r Cl f/\u0026gt; f t\u0026lt; r-f/^c^ / /Q U 7i\\^ d. y-b]5racti. /rvcker^ //\u0026gt; errc7^^./yiy c'/'UfrA- ThfC ^ypr^ial hr { ^/if'lrhar//. i/ds. fri'^ /hr I'f/ /h r^yc i/dS. I. 0 C6orii'^^^r I r/ii/e. 'h Jz-yf  dcr^ a. d-e- Cr-.UJ yi \\-ull~ // T^ If . 7/a! .1 /o Gllq S^id//ddz'ily. rc, a (l/'i/:' /r'/n-i^/i'///! 5f/-c:ci r.a/ii/-i' '1 u. J\" '/id f/^^z '/. 7'\n='^ r2i55 11 yj cf:' ait. rd c. rid.'/u/ii ^wy fd '/G'^C. I'/Cdi//\u0026lt;'/ J .-hl /h/'-y/^ 1^! !/^ -}h //yi^ i'l if /h. (f/- -h / ,.7, 'h ClD'I. !.(.{, prrrr' (/rL, ! C. (.( /I d\", r, \u0026lt;/. '\u0026gt;. /f/lA e\u0026lt;^/\\r-^/GL^ 7cc: HAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 0 OtIiCQ of W4r 1995 ^^^^aregation Arkansas Association Gifted Education Adininistratoi Route 1, Box 2 Plumen-ille, Arkansas 72127 May 10, 1995 Honorable Judge Wright: Connoting irs This is in regard to Little Rock School District's number of Gifted \u0026amp; Talented position in reducing the Administrators . I fad that one administrator quality of Gifted \u0026amp; cannot maintain the District has Talented Education which the Wane iM'lershl\nP of Mrs. Rynders has pre-monitoring for all worked with curriculum development, of students,i\nadditlt^L\"\"n^^'^ \"tification Sixth Gradechaditgi etc I ask that Little Rock Schon.1 this position. ennsider reinstating R incerely, President Arkansas Association Gifted Education Administrators K-ti'CSrui. n Xi 15 DISTRICT JUcr\n^MAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 Office cc: jtJi, P. 07 J 6/995-- Arkansas Association Gifted Education Administrators Route 1, Box 2 Plumerville, Arkansas 72127 May 10, 1995 Honorable Judge Wright: Des, ^nitor,ng This is in regard to Little position in reducing the Administrators . Rock School District * s number of Gifted \u0026amp; Talented I feel that one administrator quality of Gifted \u0026amp; Talented District has cannot maintain the Education which the Mrs. Rynders has worked pre-monitoring for all ,\nwith curriculum development, of Students,in addition^Jrorfv^'^ schools, identification Sixth Grade Challenge, etc. Mind, Quiz Bowls, I ask that Little Rock Schon.1 this position. \u0026gt;. ennsider reinstating Sincerely, Pally Bakker President Arkansas Association Gifted Education Administrator 5 op' I':P,wr.?iGHT -15 1.995 ^-OflSrRlCTJLJuc\n^-f- ./AA)'AWKAWM k f 1 I JohnMf* LO0 Ciz WESTERN ARKANSAS EDUCATION SERVICE COOPERATIVE Guy Fenter, Director RR 1 Box 104 Branch Arkansas 72928 1 i, if iWi a fl 965-2191 635-5201 RECEIVED CHAMBERS pF SUSAN WEBBER WRIGHT may 1X 1995 o.u'm! 9fiE Serving public schools In... Crawford County... Alma Cedarville Mountainburg Mulberry Van Buren MAY 1 1 1995 Office of Desegregaiion Monitoring May 9, 1995 Franklin County... Altus-Denning Charleston County Line Ozark Pleasant View Tke Honorable Susan Webber Wrigkt Office of Desegregation and Monitoring 201 , Mar ft. Earn Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wrlgfit\nJohnson County... Clarksville Lamar Oark Westside I am writing on bekalf of Diane Rynders position of Assistant Coordinator of Gifted and Talented Programs for tke Little Rock ScAoof District, Superintendent kas \"cut\" It is my understanding tfiat tke Littie Rock tkis position from funding for tke fiscal year beginning in July 1993 as one of several \"cuts\" deemed as unnecessary expenditures. I find tkis Cine of reasoning to be guite Logan County... Booneville Magazine Paris Scranton inappropriate and inaccurate based on my own understanding of hfs. Rynders and wkat ske kas done for tke gifted and talented programs in tke Little Rock District. Diane Rynders kas worked kard to develop a fine staff of teojckers in tke gifted and talented program wko are knowledgeable of tke area Scott County... Waldron and informed about tke various types of assessment wkick can and is 6cing done to assess students in your district in order to fairly treat all populations represented. Ske kas gone out of ker way to Sebastian County... Fort Smith Greenwood Hackett Hartford Lavaca Mansfield try to find ways to appropriately identify and serve minority students wko kad not been previously identified prior to ker tenure, Ske kas worked to develop community interest and support in tke GT programs, tke student projects, and worked to interrelate kigker fevcf tkinking skills wit kin tke regular curriculum. Ske kas worked witk tke GT teackers to develop a district-wide 6tk grade competition open to large numbers of students keld yearly in tke spring. It kas Migrant Service In... Conway County Crawford County Johnson County Logan County Pope County Scott County Sebastian County Yell County expanded tke understanding of kow giftedness can be skown in many ways to students, faculty, and parents alike. I am appaffed tkat tke Little Rock Superintendent could consider efforts suck as tkis to be \"unnecessary expenditures\". Tkis position is vital to tke efforts being undertaken to meet tke federal mandates establisked by tke courts to equalize services to all populations. Tke position, and especially tke individual in tke position, does muck to provide positive examples of wkat students are capable of doing to tke community and tke public at large. Students of all races are seen working together cooperatively to sofve problems in student competitions such as Odyssey of the Mind, Little Rock GT programs have been quite visible in Odyssey of the Mind, which focuses on creative endeavors of individuals working within a group to solve problems and not simply academics within a ciass room setting. It provides exposure to new experiences utitizing drama, music, and otAer visuai and fine arts as a part of tfie overaU problem solving. CfiiCdren of various ages, cCassrooms, races, and ability levels all work, together to develop solutions. Ms. Rynders has been instrumental in bringing individuals from other states who are considered experts at the national level to help in the identification of minorities, the training of teachers in observation techniques, and the coordination of ideas within the district to form an overall district plan. At the state level Ms. Rynders, as Assistant Coordinator of Gifted Programs, attends monthly meetings of all State GT Supervisors, is very active in the AGATE Conference each year and encourages her teachers to do so, is active in both regional and state level of Odyssey of the Mind Competitions, helps with district, regional, and state level quiz bowls at varying levels, encourages competitions of all sorts within the district, brings in new and innovative programs for the teachers to view and or adopt as a part of their curriculum. The area of gifted and talented services offers much which the average person on the street can see and react favorably towards. It /ocuscs Ort tAc child who is succeeding within the education system, not as is so often the case, the one who is failing or in some kind of trouble. It sheds a positive light on the Little Rock School District and is something that should be emphasized and expanded not in any way cut. I would hope that you would see fit to reinstate EAttrte Rynders in the position of Assistant Coordinator of Gifted and Talented Services for the Little Rock School District for the 1995-1996 school year. incM/ely, Carolyn P. 5Ary GT Supervisor cc\nVICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 MAY 1 5 1995 Home (501) 661-1758 Work 376-3800 / FAX 372-3359 Office of Desegregation Monitoring May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. 1'11 be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. That position is the Gifted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. I am researching that even as this letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular position's being cut to present their case. I hope I can count on you to write a letter to Judge Susan Wright, with a cqjy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half the staff for this abject of public education will be eliminated. The coordinator has taken the lead in LRSD's outstanding participation in Quiz Bowl, Odyssey of the Mind, Junior Great Books, Sixth Grade Challenge, and Monitoring Programs. 1 have coached a Gibbs Magnet School Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeoman's hours and effort on that program. She was there when others were not for any potential problem. But this effort to retain the position she holds is not about he^dividually. To cut half the administrative staff of the G/T program sends the wrong message to the folks we want to try to keep in the Little Rock public schooi system. I have stuck with the system (kids at Forest Park, Pulaski Heights Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. Please write Judge Wright a letter or post card, stating \"I oppose the elimination of the Gifted/Talented Coordinator's position at LRSD\" or words to that effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on the back of this letter. T ALSO-PMo? .xrM\u0026gt;pJ4K) rX Ui I it's-J at u/iSTec : MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 JACKSONVILLE AR 72076 bic Aus/en p'l^bicP i^y. Aa^yPo! , CHAM-T^g^S (\u0026gt;\n- SIjSAN vvnvrft^r.-\n? yjRlGHT ^ll\\X 12 1995 U. S. DfSTRfCT JUDGE -- RSOEIVBD may I 6 1995 Office of Desegregation MonitohnQ J^c'rZ r V/e (2 \"y rf/j b T^ht U- - torj''/ia/cr liA ffech \u0026gt;' '^-J-^- - I. u /\u0026gt;iS yk Q,P}J\ny, tP yy-b!^ \\Kto/ c I '/' r\u0026lt; I i/ ' d, I,,4^ ht'/au.-xe. 7-^J ^ , ! }/ I ' .J Aj/}-^ T\u0026gt;s/\u0026lt;i (J\u0026gt;7l\\ A-'x yhsr-x^ bt^tckty y ^A\u0026lt;2cni,^e,,- cbAJfM. rbtfc a(e^ 4ic ytclal %r fif h\u0026gt; jS^Z/rZ/'Z y'^'-:' PhC ixye. \u0026gt;(_ J 7c/. d\u0026gt;/^7j / I. 0 k, A Cta uJ.'/f ! sya'j^:\\ \\ f -jy r' Al f/Ac \u0026lt;-!' k' /rJJ\"- y /''^iP 22!^ y ii-itfC ^A/'2 A'L.^ bdt^/!^i ^ b Ayb S'b ,'i'f\u0026gt;/f b \u0026lt;^. e./ri '/(/ / e- ypccb' D cllq J' h / /Aas Q-/ J-l At 2 brj /y \u0026gt;\u0026gt; 7^ /i i/t recfn.bi^Ay y ~^i'C.\u0026gt;t:iiyj( t)' 7abipJ- iPi'\u0026lt;^''jriii'A l^\u0026gt; .f. Ik lt.i- Il I- .'J' I ?, |\u0026lt;r^.^:e^,^l'\u0026lt;J 'M pfO'c/t:- ^b' idi^''-. ^- rJH.ny '- ,y b j 1 /, I -/l^,,l tficKHc. Tt k. U cbJleyt^ /-'.p /M /I/' PIrs/'/'^f^ 'f'b / p/fie. (jC.t: MAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 'My J 6 ' Ellice of ^esegregai'on VICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 RECltP/SD CHAVL'EHS OF SUSAN WRIGHT MAY 15 1995 Monitoring Horae (501) 661-1758 Work 376-3800 ! FAX 312-3-553 J. S. DISTRICT JUDGE May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. I'll be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. That position is the Girted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. 1 am researching that even as diis letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular positions being cut to present their case. I hope 1 can count on you to write a letter to Judge Susan Wright, with a copy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half tlie staff for this aspect of public education, will be eliminated. \" t The coordinator has taken the lead in LRSDs outstanding participation in Quiz Bowl, Odyssey of tho Mind, Junior Groot Boolcc, Sixth Grode Challenge, and Monitoring Programs. 1 have coached a Gibbs Magnet School Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeomans hours and effort on that program. She was diere when odicrs were not for any potential problem. But diis effort to retain the position she holds is not about hej|^ndividually. To cut half die administrative staff of the G/T program sends the wrong message to die folks we want to try to keep in die Little Rock public school system. I have stuck with the system (kids at Forest Park, Pulaski Heights Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. , Please write Judge Wright a letter or post card, stating \"I oppose die elimination of the Gifted/Talented Coordinator's position at LRSD\" or words to diat effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on the back of this letter. T /)L5O-P\u0026gt;48 ni: ccnf^ -feKeARIUmiM \u0026lt;:'****.. e rfWtk* I uo0 r'-O  Srt C 7 cc ' -/c.- ^(p/y 6tpy f. U, WESTERN ARKANSAS EDUCATION SERVICE COOPERATIVE Guy Fenter, Director RR 1 Box 104 Branch Arkansas 72928 965-2191 635-5201 Cinnf^ n RECEIVED CHAMBERS OF _ SUSAN WEBBER WRIGHT MAY 1X 1995 laE Serving public schools In... Crawford County... Alma Cedarville Mountainburg Mulberry Van Buren MAY i i 1995 Office of De' May 9, 1995 .vl.-' Franklin County... Altus-Donning Charleston County Line Ozark Pleasant View The Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E, Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge WrigAt\nJohnson County.. Clarksville Lamar Oark Westside I am writing on behalf of Diane Rynders position of Assistant Coordinator of Gifted and Talented Programs for the Little Rock ScAoot District, Superintendent Aos \"cut\" It is my understanding tAat tAe Little RocA tAis position from funding for tAe fiscal year beginning in July 1995 as one of severat \"cuts unnecessary expenditures, H deemed as I find tAis Une of reasoning to be quite Logan County... Booneville Magazine Paris Scranton inappropriate and inaccurate based on my own understanding of Ms, Rynders and what she has done for the gifted and talented programs in the Little Rock District, Diane Rynders Aas u/orAed Aard to develop a fine staff of teacAers in tAe gifted and talented program wAo are knondedgeable of tAe area Scott County... Waldron and informed about the various types of assessment which can and is being done to assess students in your district in order to fairly treat aU populations represented. SAe Aas gone out of Aer way to Sebastian County... Fort Smith Greenwood Hackett Hartford Lavaca Mansfield try to find ways to appropriately identify and serve minority students who had not been previously identified prior to her tenure. She has worked to develop community interest and support in the GT programs, the student projects, and worked to interrelate higher level tAinking skills wit Ain th.c regular curriculum. SAe has worked with the GT teachers to develop a district-wide 6th grade competition open to large numbers of students held yearly in the spring. It Aas expanded the understanding of how giftedness can be shown in many ways to students, faculty, and parents alike. Migrant Service in... Conway County Crawford County Johnson County Logan County Pope County Scott County Sebastian County Yell County I am appalled tAat the Little Rock Superintendent could consider efforts such as this to be \"unnecessary expenditures\". This position is vital to the efforts being undertaken to meet the federal mandates established by the courts to equalize services to all populations, Tke position, and especially the individual in the position, does much to provide positive examples of what students are capable of doing to the community and the public at large.#w( =69W/E?' Students of aff races are seen working together cooperativeiy to solve problems in student competitions such as Odyssey of the Mind. Little Rock GT programs have been quite visible in Odyssey of the Mind, which focuses on creative endeavors of individuals working within a group to solve problems and not simply academics within a cCassroom setting. It provides exposure to new experiences utilizing drama, music, and other visual and fine arts as a part of the overalC problem solving. Children of various ages, classrooms, races, and ability levels all work together to develop solutions. Ms. Rynders has been instrumental in bringing individuals from other states who are considered experts at the national level to help in the identification of minorities, the training of teachers in observation techniques, and the coordination of ideas within the district to form an overall district plan. At the state level Ms. Rynders, as Assistant Coordinator of Gifted Programs, attends monthly meetings of all State GT Supervisors, is very active in the AGATE Conference each year and encourages her teachers to do so, is active in both regional and state level of Odyssey of the Mind Competitions, helps with district, regional, and state level quiz bowls at varying levels, encourages competitions of all sorts within the district, brings in new and innovative programs for the teachers to view and or adopt as a part of their curriculum. The area of gifted and talented services offers much which the average person on the street can see and react favorably towards. It focuses on the child who is succeeding within the education system, not as is so often the case, the one who is failing or in some kind of trouble. It sheds a positive light on the Little Rock School District and is something that should be emphasized and expanded not in any way cut. I would hope that you would see fit to reinstate Diane Rynders in the position of Assistant Coordinator of Gifted and Talented Services for the Little Rock School District for the 1995-1996 school year. inc^/ely. Carolyn P. 3/iry GT Supervisor Western Arkansas Education Service Cooperative Guy F. Fenter, Director RR 1 Box 104 - Branch, AR 72928 M  The Honorable Susan Web^^f Wright office of Desegregation and monitoring 201 E. Markham Little ^ock, AR 72201 Suite 510 iitiiilltiilll iiiiiilliiiililliiiililliitllltc : (Li^ MAY-16-95 TUE 14:48 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 May 12, 1995 RECEIVED MAY 1 6 1995 RECS:5'.fSD CHAMs.se '.V'liC-l-fT Office of Desegregation fsionitoring MAY 15 1995 Dr. Henry Williams LRSD Superintendent 810 West Markham Little Rock, AR. 72201 J. 3. DISTRICT JUDGE Dear Dr. Williams.- We are , - sending you distributed to --------- a copy of a letter that has been uiscrioutea parents of cr-ifi-oH 1 ----neen Little Rock SchoTl District wa Moomi in the time for you in identifyi specific difficult Sincerely believe, however  J or budget cuts. We Talented Coordinator position will ad-ita the Gifted and because the result will be the ai,cxSS\u0026amp;M' and successful programs. services children in the Gifted/Taiant-o/i 1955. As advocates for you and the board of directors LRSD, we hope that eliminate the position of Gifted end rSSSd JJcrdTnaTS\"\"' Sincerely, Barbara Mills Elementary A.G.A.T. . Parent Elizabeth Dowell CC: Secondary A.G.A.T.E. Parent Honorable Susan Webber Anne Brown - ODM Wright LRSD Board of Directors LRSD Administrators Dr, Patty Kohler, Division of Magnet Review Committee Exceptional Children Arkansas Department of Education Director   Superintendent of NLRSD ~ Superintendent of PCSSD John Walker Gene WilhoitOfffce of Desegregation Monitoring Unjtsd States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 {501)376-6200 Fax (501) 371-0100 May 12, 1995 Ms. Judy Lively, Supervisor, Gifted Education Dawson Education Co-Op 711 Clinton, Suite 201 Arkadelphia, AR 71923 Dear Ms. Lively: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. lincerely, T  irgie L. Powell Associate Monitor -MAY- -95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 i7 R. 0. SAUNDERS DIRECTOR i DAWSON a EDUCATION ' I', 711 CLINTON, SUITE 201 ARKADELPHIA, AR 71923 501/246-3077 I May 5, 1995 Honorable Susan Webber Wri^t Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Wright I am r-onecreed about the Little Rock School District cutting the position of Gifted and Talented Coordinator. I feel that this program would suffer without the scrrices that Ms. Diane Ryndei's provides. Site is involved with OifTerentiated curriculum development for gifted students, monitoring the pregrams in the elementary schools for the district to liLsure compliance, and the identification of gifted students in the district She has l?ecn instrumental in giving disadvantaged and minority students an equal opportunity in the screening and identification processes provided by the mandate set forth by the state. For many years, Ms. Rynders has been involved as a state leader in the Odyssey of the Mind coiniietition. She held the position of State Director for a great number of those years. Under her guidance and leadership, Arkansas has been well represented at the annual OM Wiirld Hnals. Without her expertise, I feel this program will sufter-and iiiiimately tile studeuis of uic Liiiie Rock Schoo! Disirici wiii nut iiuve the oppiirtunsiies afforded to them through her knowledge of the competition rules and regulations. Plca.sc consider tlte reinstatement of tliis position for the students of the Little Rock School Distiict They deserve the very best we can give them, and I think Ms. Rynders skills are an asset for tbe district Thank you for your consideration. I Sincerely, Judy Lively Supendsor of Gifted Education I: 1995 s. 0 9 \u0026lt;Sc^oo[i. eSeWui^ tHi ^^itclxui Office of Desegregation Monitoring Unhed States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (SOI) 376-6200 Fax (501) 371 -0100 May 12, 1995 Ms. Kay Kyle Luter, Supervisor of Gifted Education Crowleys Ridge Education Service Cooperative P. O. Box 377 Harrisburg, AR 72432 Dear Ms. Luter: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance wdth provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is ray understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, Margie L. Powell argie Associate Monitor-MAY--9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P,08 *1 A P R I S BV R G CROWLEYS RIDGE EDUCATION SERVICE COOPERATIVE P.O. Box 377 Harrisburg, Arkansas 72432 (501) 578-5426 Serving Public Schools In\nCraighead County Bay-Brown Brookland Buffalo-Island JonesOoro Nettleton Riverside Valley View Westside Crittenden County Crawfordsville Earle Marion Turrell Cross County Cross County Parkin Wynne Jackson County Newport Mississippi County Armorel aiytheviile Gosnell Manila Osceola So. Miss, County Poinsett County East Poinsetl County Harrisburg Marked Tree Trumann Weiner May 4, 1995 R J! \u0026gt; MAT 10 i?95 The Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, Office of O'S-\nf:n^ I am an associate and colleague of Diane Rynders, who is currently one of the two Gifted and Talented Coordinators for the Little Rock School District. The position held by Diane was cut in the latest round of cuts for the Little Rock School District. It seems to me that as soon as something positive gets a start in Little Rock School District, here comes something to tear it apart. Even if Diane wasn't doing a wonderful job in the position it would still need to be there. The size of Little Rock School District warrants at least two people to monitor programs and provide services. The fact that Diane does a fantastic job makes it more crucial that the position remain. She is the organizing force behind many provisions enjoyed by Little Rock students. Some of the parts of her job, besides premonitoring, staff d^elopment and dissemination of information are: Odyssey of the Mind, Quiz Bowl and Sixth Grade Challenge. I think many of the opportunities provided by the Gifted and Talented Program would fail by the wayside with the elimination of the position. This whole thing spills over into the desegregation issue, because all students will he affected within the elementary gifted program. I know you are thinking about this issue. Please know that the Little Rock School District needs its elementary gifted and talented position and it needs Diane Rynders. RSCEP/SD CHA\n.ERS OF SUSAN WRIGHT MAY 0 9 1395 Sincerely, Kay Kyle Luter, Supervisor Gifted and Talented Education U. S. DISTRICT JUDGE Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 May 12, 1995 Mr. Kirby Shofner 204 N. Ash Little Rock, AR 72205 Dear Mr. Shofner: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, 1 believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, 1 W- Powell Associate Monitor W- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 May 7, 1995 Dear Judge Wright, I am sure that you really don't want to receive another letter regarding the budget cuts proposed by Dr. Williams for the Little Rock School District, but I felt compelled to write to let you know how I feel about the elimination of the Gifted and Talented coordinator position. In the ten years I have been teaching at Central 1 have seen many changes occur. Many good and certainly many bad. One of the most positive things that has occured is the appointment of Diane Rynders to the GT Coordinator position. Before her arrival, the GT office was at best in turmoil. I had many dealings with the people in that office at that time and it was my impression that there was absolutely no leadership and continunity occuring. Since Diane arrived things have been well organized and directed. I always know who to contact and what is expected of teachers in the district who work with gifted students. One of the things that I most look forward to during the school is the few hours a week I get to work with my Odyssey of the Mind team. These students are truly gifted. You would be amazed at what these young people can do. There is nothing that they can't accomplish if they put their minds to it. It is refreshing to see students at this advanced level at such a young age. The few hours a day that I work with these students is time where I know I am not going to have to deal with the extraneous non-teaching chores that occur all day long in my regular classes. During my regular teaching day most of my time is spent with discipline and reprimands which unfortunately turn what should be a positive teaching atmosphere into an aggravation. I look forward to the time 1 spend with my OM team. It is always fun and positive, the highlight of many of my working days I can't think of what will happen if the GT office loses its coordinator, much less losing Mrs. Rynders. There has to be other ways to reduced the deficit at the district. The administration is top heavy in other directions if cuts need to be made. Sacrifices have to be made by all, but 1 honestly feel that this is a terrible mistake and very little thought went in to making this descision. One thing for sure. Many students will not attend Little Rock Schools if the Gifted Programs are not fully functioning. One of the main attractions is rhe many GT classes and programs available to students who need them and parents who want their children in them. The elimination of this position needs serious reconsideration on everyone's part. I really appreciate your time. I hope things will work out where the GT Cooridinator's position can remain intact. Please feel free to contact me if you need any additional input. Sincerely ____ Kirby Shoraer Central High School W/IV 0 91995 Us. ^l^TFiiCTOffice of Desegregation Monitoring /United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376-6200 Fax (501) 371-01OO May 12, 1995 Mr. John W. Calaway, Supervisor of Gifted Education Northcentral Arkansas Education Service Center P.O. Box 739 Melbourne, AR 72556 f Dear Mr. Calaway: to respond to your letter in which you express and talented coordinators position in the Little the concerns that community members Judge Susan Webber Wright has asked me to concern about the elimination of the gifted \u0026lt; Rock School District. Although she is sensitive to have about the desegregation process and related issues, as a matter of policy, Judge Wright have about tne aesegrcgauvu ...--------------- h^r Dffirp of does not correspond directly with citizens. \u0026gt;\"s\u0026lt;eh\u0026lt;), she 1. up ns m he Office Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on talented education in the three the staff, one of my responsibilities is to monitor gifted and Pulaski County School districts. I have been contacted by S CU^ fro the state expressing concern, marnt, and dismay at the propos^ by the superintendent of the Little Rock Coordinator of Gifted and Talented education. -------  .. School District to eliminate the position ot Our involvement with the LRSD is limited to monitoring compliance with provisions in them desegregation plan, and gifted education is a is required to obtain court approval for any implementing their plan. The court has not given component of the districts plan. The LRSD action that might have an adverse impact on the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. the Board of Education. It is my I suggest that you forward a copy of your letter to understanding that a parent group has petitioned for a special board meeting toaddress the eh^Saation o? the coJrdlnaroVs posinou. If you are in.ercs.ed in attending, .he ntcctlng.^you may can the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, I ar! L. Powell ssociate MonitorI I I MAY- 9-95 TUE 15:28 1 A I 5 i S c I.. V c .lAltEU MdXLEY, Dt/crMf Baxtkr Mountain home Norfork FULTON Mammoth Spring SALEM Viola Independence Batesville CORD-CIIARLOTTB CUSHMAN Midland Newark Southside SULPHUR Hock IZARD Calico rock Izard County Consolidated Melbourne MT. ILEASANT SHARP EVENING SHADE Highland STONE MOUNTAIN VIEW Rural special TIMBO SUSAN W WRIGHT NAESC Telephone .=iOl-3efi.79i).5 May 5, 1995 FAX NO. 5013246576 fP?04 MAY 1 0 1995 Northcentral Actons as ess Education Service Center P. 0. Box 739  Melbourne, Arknnsns 725.56 Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright: J RGCRIVu-q SUSAN V/r-m.-,.-\n, MAY 0 9 1395 U. s. DISTRICT judge Iam writing you in response to a news report that the Little Rock School District is proposing to eliminate the position of Gifted \u0026amp; Talented Coordinator. While I can understand the need for the District to make budget reductions, I am truly surprised that this position would be one targeted for elimination. As a State G/T Supervisor, I work with twenty schools with varying numbers of students. I know the plight of the G/T coordinators in these schools and not one of them has anywhere near the size of program that Mrs. Rynders has with which to work. With a program the size of Little Rock School District's, approximately 4,000 students, confidently say that their G/T program is already understaffed. A curricular program designed to enhance the learning of high ability learners, regardless of race, creed, or color, should be the last program one would choose to negatively effect by reducing staff. I can sex, Iirs. Rynders has done an excellent job of designing student identification procedures that eliminate biases and allow gifted minority students to be considered equally for the G/T program. Without proper administrative overview, shortcuts will be taken, procedures will be dropped, and many gifted students will never be found. I want to emphasize that the administrative overview, in order to be effective, must come from someone with the training and knowledge concerning testing and identification procedures of all G/T students. I must admit that I cant comprehend why X can't why, at a time when Little Rock is spending millions of dollars to encourageMAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 students to remain in their district, one would want to adversely effect the quality of a program seen as a positive and attracting element of the district. I would also like to add that Mrs. Rynders has been very active, due to her position, in statewide associations. While operating within these circles she has been able to act as a strong advocate on behalf of the students from her district. This year a minority student from the LRSD is attending my AEGIS program. It was beneficial for the student that he was coming from Diane's program. She is a strong advocate for her students, but this type of activity will never show up on any report to the Superintendent or the Court. In closing, I urge you to please consider the damage that will be done to the G/T progreun, but more importantly to all G/T students, should this position be eliminated. I read in a report that 90% of every federal dollar, for education, is spent on remedial programs and only .1% is spent for high ability learners. I hope you take a stand against this trend. Respectfully yours, John W. Calaway Supervisor of Gifted Education Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376.6200 Fax (501) 371 -0100 May 12, 1995 Mr. Davis Hendricks 1016 East H Avenue North Little Rock, AR 72116 Dear Mr. Hendricks: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, Ma/gie L. Powell Associate Monitor MAY- .9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 t May 4,1995 MAY 1 0 Ti95 The Honorable Susaii Weber Wright Office of Desegregation and Monitoring 201E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Office of Dessgreg\u0026amp;iic\n... ?g Dear Judge Wright, I am writing to urge you to disallow the t\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_648","title":"Little Rock Schools: Woodruff Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Woodruff Elementary School (Little Rock, Ark.)","Student assistance programs","School management and organization","Educational statistics","Student activities"],"dcterms_title":["Little Rock Schools: Woodruff Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/648"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":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\nCelebration! youre invited to a iJhrouoh the teamwork of Woodruff Elementary School, received FEB 11 OFFICE OF Desegregation Monitoring its alumni, the Little Rock School District, and Capitol View/Stifft Station neighborhood, we raised enough money to fix the noisy cafeteria at our school! We now have a new acoustic ceiling, acoustic wall panels, and bright new lights. Come see and hear the difference as we celebrate the completion of this major project! Wfiat: Celebration dinner (spaghetti, salad, roll, drink and dessert), with live music, student performances, door prizes, and ceremonies throughout the evening. Wfien: Friday, Feb. 20th, 6:30 - 8:30 P.M. Where: Woodruff Cafeteria, 3010 W. 7th St. Teresa Knight, PTA President, at 663-2929. Sponsored6y the Woodruff TTSl, and tHe C'lSS KoyH^orhoodAssociation. ClX Tucked away in a quiet, residential neighborhood just a few blocks west of the Arkansas State Capitol complex, Woodruff Elementary School offers a small, caring school community in a location that is easily accessible. The school's proximity to Arkansas Childrens Hospital, the University of Arkansas for Medical Sciences, most state government offices, and 1-630 via the Woodrow Street exit, offers many parents the opportunity to be more active in their children's school experiences. Whether it's sharing a lunch date, attending school day performances or simply being closer for those inevitable calls about childhood illnesses, parents will find that having their children attend Woodruff is as convenient for them as it is enriching and satisfying for their children.  S c ft m fD H 0^0'^ n 3 CD cn hJ fl) O rt ifi rz\u0026gt;r UQ oO  (75 3 3 3 o n fl) Discover Woodruff Elementary School Woodruff Elementary State Capitol 7th St. I W. 1-630 o Qo. O $ Arkansas Children's Hospital s 0) 0) 3\" 0) I s' m 50 O X s /Q s Z p z o  o 0o0 3 o (n o lioS 0) 3 s o 3 First Class Schools For World Class Kids nnnn IIII 31II w nIII rg Woodruff Elementary School opened in 1911. In the ensuing 80 years, Woodruff has provided a rich heritage of educational experiences to many generations of Little Rock students. During 1991 the building and grounds underwent a major addition and renovation project which has resulted in an efficient, up-to-date school environment coupled with the charm and character of a traditional school setting. A new. Early Childhood Wing houses the four-year-old program, kindergarten classrooms, first grade classrooms, and the computer laboratory. A driveway at the entrance permits easy access for dropping off or picking up early childhood students. Improvements to the original school building include an expanded and refurbished media center, an enlarged cafetorium with stage, and new furnishings. Playground improvements feature new equipment selected to meet the developmental needs of both the Early Childhood and elementary students, as well as new basketball courts and an exercise track. A lease agreement permits use of the Billy Mitchell Boys' Club facilities (located next to the school) for special events. Woodruff School  Family atmosphere nurtured in a small school setting.  Located in a quiet neighborhood, one minute from 1-630.  Character education program in all classes, kindergarten through sixth grade.  Non-violent problem-solving curriculum including strategies for effective communication, self control and helping each other solve conflicts.  Hands-on math materials in all classes to help children understand concepts and solve problems.  Before and after school C.A.R.E. Program, 7:00 a.m. - 5:30 p.m. FOR MORE INFORMATION, CONTACT Woodruff Elementary School 3010 W. 7th Street Telephone 671-6270 or Student Assignment Office 501 Sherman Telephone 324-2286 The heart of Woodruff Elementary School's instructional program is an energetic, enthusiastic, well-trained staff who assess all students consistently to determine their learning needs and who plan lessons to meet those needs so that no child is bored or frustrated. Cooperative (team) learning, and independent, small group enrichment projects assure effective, appropriate instruction for all children. Top priorities of the program include mastery of basic skills, development of independent level critical-thinking abilities, and accuracy in problem solving. Students have extensive opportunities to use their skills as they participate in \"units of study which require application of learning in reading, math, language arts, science and social studies. Additional enrichment programs include:  One to two hours of individualized instruction per week in the 28 station computer lab.  Music instruction conducted by a certified music specialist one hour per week.  Gifted and Talented Program for identified students in third through sixth grade.  Tutors to provide extra help in reading, math, and language arts for students with remedial needs. * V r ,e' Joyce A. Meeks 7905 Parkwood Drive Little Rock, AR 7 S20 4 Telephone: (501(224-6620 MEMORANDUM TO: Little Rock Public School District The Honorable Judge Henry Woods Mr. Eugene Revelle FROM: Joyce Meeks and Supporters of Woodruff Elementary School SUBJECT: Plea to maintain Woodruff as a classroom school DATE: June 29, 1989 Our plea Is to save Woodruff Elementary School. If you dissolve a landmark such as Woodruff, you will only show your unconcern for our childrens education and social growth. We stand by the past, present and hopefully future beliefs that the sole purpose of schools Is to educate our citizens academically as well as socially. Woodruff provides Its patrons with a small Intimate environment that Is conducive to learning because the hustle and bustle of activity on a larger Impersonal scale does not exist. Woodruff students receive Individual attention from all teachers because of the close proximity of classrooms and the personal relationships with the students. These students have proven that the educational instruction received at Woodruff Is second to none. The results of their Maximum Achievement Tests and the fact that 70X of the students sport honor roll status Is no \"fluke\". Disciplinary measures are easily Implemented because of the small number of students to be controlled. The programs In the area of discipline have received at least city-wide attention In the television and news media. This achievement with the II helps the students learn to respect others. SAY NO TO FIGHTS\" program Woodruff Elementary School works side by side with the Billy Mitchell Boys Club both during and after school by providing a facility for Woodruff students to continue their social growth by participating together In organized activities after school.So why Is Woodruff being closed? tell you why. The next part of this memorandum will The Issue of equality In education was raised by concerned citizens who had the Intelligence to question the unequal funding of predominantly black schools In Little Rock, An Investigation of this allegation proved that this Inequality did blatantly and measurably exist. The courts and school district alike. knowing that this was a grave Injustice sought to tackle the Issue flamboyantly so that the appearance of trying to correct this shortcoming would not go unnoticed thus DESEGREGATION was born. This policy of desegregation has only served to Initially tear the school system apart. dismantled. Now the neighborhoods and communities are being Those who can afford It just throw up their hands, pack up and move out or send their children to private schools that are small. personal and conducive to learning. Those who cant do this stay In the area and just \"put up\" with the system while slowly giving up and so do the children. This breeds the I dont care attitude In our children because the parents have given up and have the appearance of \"I don't care\". Then we have those like us, who care about our children and will stand our ground and fight for what we believe Is right and fair. The entire \"DESEGREGATION PLAN\" should be scrapped! The school district and courts should concern themselves with providing the best educational resources equally possible to all schools. This should Include Incentive schools and speciality programs and leave the decision of where and with whom the children attend classes up to the parents! It Is a proven fact that generally parents will ensure that their children receive the best education possible regardless of the location, size or racial make-up of a school If It offers what that child needs. So cut the large speciality salaries and unnecessary transportation costs and funnel these funds Into providing the best educational resources to our children. In the meantime, build your Washingtons, construct your Stephens then show us what you can offer our Wonderful Woodruff Elementary children but please don't discard the working model before the final plans are approved and In place. Let our children live peacefully, harmoniously and enjoy the gift of genuine, sincere educational pride and excellence that Woodruff provides. Let them continue to play and learn socially with the support of the neighborhood Boys Club while keeping the spirit of WOODRUFF and learning alive!!!!THE BILLY ^LTTCHELL BOY'S CLUB WORKS HAND IN HAND WITH WOODRUFF ELEJIENTARY. THE DIRECTOR OF THE BOY'S CLUB HAS ESTABLISHED PROGRAMS THAT ENCOURAGE STUDENTS TO EXCELL ACADD^ICALLY IN SCHOOL. MEMBERS OF THE BOY'S CLUB MUST BRING THEIR REPORT CARDS TO THE DIRECTOR WHO REVIEWS THEM AND CHOOSES THE ACADDHC HONOR'S ATHLETE. THE BOY'S CLUB FACILITIES ARE \"DE AVAILABLE FOR PICNICS, AND OTHER SOCIAL ACTIVITIES OF THE SCHOOL. WOODRUFF STUDENTS THROUGH THEIR AFFILIATION WITH THE BOY'S CLUB HAVE BEEN FEATURED IN NEWSPAPER ADS, BROCHURES AND BILLBOARDS PROMOTING THE BOY'S CLUBS OF LITTLE ROCK. THE DIRECTOR IN COOPERATION WITH WOODRUFF TEACHERS ORGANIZED THE SCHOLASTIC 500 COMPETITION WHICH ENCOURAGED WOODRUFF STUDENTS TO ABSORB THEIR STUDIES.WOODRUFF ELEMENTARY SCHOOL 3010 West 7th Street Little Rock, Arkansas 72205 INFORMATION BULLETIN #11 May 25, 1989 SCHOLASTIC 500 - MAY 30 Mr. Gary Patterson, the Billy Mitchell Boys' Club Director, and Woodruff's third through sixth grade teachers have planned an exciting event for Tuesday, May 30, beginning at 8:30 a.m. at the Boys' Club. Teams of students will compete against one another by answering questions about their curriculum for this year. Grade level winners and an over-all class winner will be determined. (The teams of 5 students will be selected this week based on classroom eliminations.) You are invited to join us at 8:30 a.m. or to drop by between 8:30 a.m. and 10:30 a.m. We hope you can join us for this display of our students' learning. FIELD DAY - HELP NEEDED Woodruff's field day will be Wednesday, June 7. The races will begin at 8:30 a.m. and last until 11:00 a.m. All classes will participate. A picnic lunch will be served from 11:15 a.m. until 11:45 a.m. At 12:15 p.m. the concession stand will open. Food prices will be as follows: Nachos and cheese dip ----- Pickle ----- .75\u0026lt;\n.25c Drinks . 25\u0026lt;\nFood tickets will be sold for 25\u0026lt;\neach beginning Tuesday, May 30. No checks will be accepted. If you want your child to eat a snack from the concession stand, please send money in a sealed envelope with your child's name, his teacher's name, and the amount enclosed on the outside. THERE WILL BE NO CASH SALES AT THE CONCESSION STAND. We will need jugs of water for each class during the day. water and/or cups that day, please contact your child's teacher. Please see that your child is dressed appropriately for field day. wear cool clothes and tennis shoes, so they can run and have fun. ALL PARENTS ARE INVITED TO ATTEND THIS FUN DAY! If you can provide ice Children should TEST RESULTS We have not received any MAT-6 results yet. We will send them home as soon as we receive them. As a result of this lack of information, we again are postponing our Bi-Racial Committee Meeting, and we are still not able to schedule an evening parent meeting to explain the results. during the PTA meeting that night. If we get this data by June 1, we will review it PTA MEETING/SCHOOL PROGRAM  JUNE 1 Every Woodruff class will present a musical program at the beginning of our PTA meeting, June 1, 7:00 p.m. - 8:00 p.m. The officers for next year will be elected. If the data has been received, the principal will report the MAT-6 test results for our school. You are cordially invited, and we hope you will attend.WOODRUFF ELEMENTARY SCHOOL - INFORMATION BULLETIN #11 (Cont.) May 25, 1989 HONORS ASSEMBLY - JUNE 6 We will have an honors assembly for grades 2-6 on Tuesday morning, June 6, from 8:45 a.m. to 9:30 a.m. Certificates and bumper stickers will be awarded during this assembly. You are cordially Invited to attend. (We will not have an awards assembly that evening because we have reserved that evening for the Bl-Racial Committee Meeting. BI-RACIAL COMMITTEE MEETING - JUNE 6 The Bi-Racial Committee will meet in the school library Tuesday, June 6, 7:00 p.m. to 8:30 p.m. We truly apologize for the changes in date and time necessitated by the delays in the MAT-6 data. FINAL INFORMATION BULLETIN - JUNE 7 We will send our final information bulletin home on the last day of school, June 7. It will contain the honor rolls for the last nine weeks and, if available Woodruff's test results. SUMMARY OF IMPORTANT DATES AND COMING EVENTS Monday, May 29 - Holiday. School will be closed. (Have a safe and happy holiday!) Tuesday, May 30 - \"Scholastic 500\", 8:30 a.m. - 10:30 a.m., Billy Mitchell Boys' Club Tuesday, May 30 - Bi-Racial Committee Meeting - CANCELLED Thursday, June 1, 7:00 p.m. - 8:00 p.m. cafeteria. School Program and PTA General Meeting in the (Please plan to attend.) Tuesday, June 6, 8:45 a.m. - 9:30 a.m. Tuesday, June 6, 7:00 p.m. - 8:30 p.m. Wednesday, June 7, 8:30 a.m. - 2:00 p.m. Honors Assembly in the cafeteria for grades 2-6. Bi-Racial Committee Meeting in the library. School-wide field day. Last day of school.- V 4 SI I fe:: ^.1. b' f International Pr^hd W B(^ Cluh MeOMKGhiWWM'Ah t f- ** 'A \u0026gt;j* ^4 KV' 8^^ ' For too many kids, these days of increasing smgle- \\ir. ?A/iy.^v Ly f\u0026lt;- r parent and two-parent working families mean that role models are often found on street comers, in gangs, selling\nr drugs. Teachers skilled in tutoring the subject of crime. You know that the Little Rock Boys Club'has always  worked to make sure those same kids are \\ | a. / And while actual tuiorihgin schoolwork, remedial education, even advanced learning opportunitiesis a major part of our education program, it's just the begit.ning Of equal importance is providing consistent, trusting and ^dependable role models who give kids the leadership, , sportsmanship and social skills they must exposed to organized sports, arts i^d crafts, games and chltural opportuniti^ instea'd.y *. 'r Z'.'\"'*' - But what you might not know at^t . .todays Boys Club is the strength of opr.,\n \u0026gt; have to become productive citizens for life. 7- a'' Wr Its a tough world out there today. At theBoj^Ciub, we'dont r'aim to make it (S\n. ' aggressive and broadbased educatiohal-^^'.^^ 'r\" programs. In fact, wq provide disciplined,^.-,'^ any easier3:^Ji 5 . supervised learning environments and support to boys and girls who simply might not receive th.em otherwise__ . iHgr. S Wesim'ply make s ire bur kids get , H , what they deserva \\  The chance to meet that world on even terms,  -. .  ^fe^ttle Rock Boy\u0026amp;Glub: \" Whgre woujd they be without it? WOODRUFF STUDENTS ARE ENCOURAGED TO \"KEEP THE PEACE\" BY NOT FIGHTING AND REALIZING THE IMPORTANCE OF BEING GOOD, PEACEABLE CITIZENS. STUDENTS ARE ENCOURAGED TO ACKNOWLEDGE WRONGDOING AND TO APOLOGIZE TO THE ENTIRE SCHOOL VERBALLY AND IN WRITING. LEARN THAT THEIR ACTIONS AFFECT OTHERS. BY DOING THIS, STUDENTSLITTLE ROCK SCHOOL DISTRICT Woodruff Elementary School 3010 West 7\" Street Phone 663-4149 Little Rock, Arkansas 72205 September 22, 1988 Dear Parents/Guardians of Woodruff Students, We are encouraging our students to learn strategies that will allow them to solve conflicts and problems without fighting. Last week we went six whole days without a fight anywhere at school or on the way home. On the seventh day, there was a fight between two boys on the way home, so we started over. Today, I am proud to tell you that our record is again at six days. As a reward for making such excellent progress and really trying not to fight, every student received a free ticket to the Royal American Circus. The circus will be open at Lamar Porter Field, West 7th and Johnson (immediately west of Woodruff School) today, Thursday, September 22, from 4:30 p.m. to 8:00 p.m. We are really proud of our students' efforts, congratulating them. Please join us in Sincerely, Pat Higginbotham Principal Pulaski Woodruff students ready to celebrate 75 days of peace --Pulaski Page Arkansas Democrat TUESDAY, JANUARY 17, 1989 .  .\n* 4e- - 't _ S Woodruff students say no to fights School picnic to mark 75 days of getting along together BY CYNTHIA HOWELL Democrat Slat) Writer Woodruff Elementary School pupils have gone 75 days without a fight So school officials feel pleased enough to mark the oc- like that and the idea caught cation. All 207 pupils will have^' on with the kids. a picnic lunch today at the' Billy Mitchell Boys Club next door to the school, and will spend an hour playing games at the club or practicing for an upcoming school talent show. The celebration comes at a time when security and violence are major issues in the districL A 16-year-old student was shot and killed at Henderson Junior High School on Jan. 5. The school board last week formed a task force to study se- . curity at all secondary schools. The idea came to me while meeting with the Woodruff kids during the first week of school, Principal Patricia Higginbotham said Monday. I was talking about the playground and not fighting, and the importance of getting along with one another. I thought of those signs you see outside of factories that say, This plant has been accident free for X number of days. I talked about doing something Tve thought for a long time that fighting does not have to be a part of school life or of childhood. A banner went up in front of Woodruff proclaiming the milestones after the first 20 fight-free days, then again after 40 days and then 70 days. Early in the year, Higginbotham and her staff, as well as some of the student leaders, went to each class to explain ways to avoid fights. First and foremost, the pupils were urged to get help from adults in the event of any conflict, and then to talk about the problem so that bad feelings dont continue. The pupils and teachers also had to decide what constitutes a fight, Higginbotham said. If one child shoves another but the second child either doesnt push back or hits back and then both students walk away, thats not a fight, according to the school definition. Ive thought for a long time that fighting does not have to be a part of school life or of childhood, Higginbotham said and added that fighting occurs because children dont know how to control their frustrations. They lash out, she said. Kids fight over games or teasing. Sometimes students egg on fights between other students, Higginbotham said. Higginbotham is in her first year as Woodruffs principal. But she has been a principal at other l.ittle Rock schools where she dealt with fights almost daily and major fights - where pupils had to be pulled apart - every couple of weeks. There have been no suspensions, expulsions or paddlings at Woodruff this year but nine days into the Say No To Fights Program two pupils got into a scuffle on the way home from school. The daily count of fight-free days had to start all over again and the two students had to go to each classroom to explain what happened. As recently as Friday, three boys from another school went to Woodruff to fight with a sixth-grader. Higginbotham said the sixth-grader told the boys he couldnt fight on the school grounds, nor across the street. Other Woodrufff students hacked him up and encouraged him not to ruin the school program. Im not saying weve got it made, Higginbotham said Monday. The school is continuing to teach students how to deal with conflict. But the program has made an incredible difference in the school, she said. i ....... T\"- Z ________ \u0026lt;Arhnnflas'^(j^azcttc. Little Rock _____________ Serving central and western Little Rock SUNDAY, JANUARY 22, 1989 SectionJ Woodruff Elementary celebrates 75 fight-less days s By Martha Tanner GAZETTE STAFF Woodruff Elementary School students know that fighting doesn't solve problems. They also recently discovered that not fighting can bring reward. Students at the school were treated to a picnic lunch and recreation time last week at Lamar Porter Field and the Billy Mitchell Boys Club for going 76 days this school year without having a fight. School Principal Pat Higginbotham came up with the idea to have a picnic to celebrate the 76 \"fight-less days at the school \u0026gt;t the beginning of the year, and the idea caught on with the students. Students were to eat their lunch on the baseball diamond at Lamar Porter Field, which is next door to the School located at 3dl0 W. Sev-forced the picnickers into the ' stands to enjoy their ham sandwiches and popcorn. Then they ' moved inside the Boys Olub. located in front of the field at 3107  W. Capitol, for game time. Higginbotham and Billy Mitchell j Boys Club director Gary Patterson worked together to plan the recreation time at the Boys Club. While there, students played basketball volleyball, foosbatl. Chinese checkers and Twister. Patterson praised the children for not fighting and told them that there had been recent suspensions at the Boys Club for Fighting, but none of the children suspended had been Woodruff students. The students cheered and applauded. Higginbotham said the students had received some training in the classroom on how to handle conflicts and would continue to be  Eddie Johnson chows down the year. \"We want to teach them that conflict is part of life, ^e key point were trying to make to students is the difference between an emotional reacticm and a decision to do something. In other words. J B'A? lia. 4 S':\ndon't use feeling as an excuse to ______________________________ lash out and retailiate. Higgin-enth St. However, wet ground trained by teachers throughout - botham said. j '  Swe photos by Mvttw Tjnnor Leah Fitzgerald watches Julie Robertson work to open her milk carton 3* I   a / , Il^'  \u0026gt; .. .A___ _ 1 C I . t:.': *  \u0026lt; ( A \"4 X\" ' '\\- X' / v'iM CwW T\\\\ \u0026lt; i '- . 3 ' 1 t  i 1^-^ i \\()IA art- m/ Xhcvt- fOe^ -{o -the. Boy y C -t-o 0 l-ci fl^c^fe^corj ' 3c\u0026gt;\u0026lt;Ty i :^5 $i.ACafeV /iW i \\WOODRUFF STUDENTS ARE RECOGNIZED FOR THEIR ACCOIIPLISHMENTS REGARDLESS OF HOW TMNY TMES EXCELLENCE IS REACHED IN THE SAME CATEGORY. DEED GOES UNRECOGNIZED. NO GOOD THIS PRACTICE INSTILLS THE VALUE OF MAINTAINS A POSITIVE ACHIEVEMENT RATHER THAN REACHING THE GOAL ONCE THEN DISCARDING IT FOR THE NEXT FEAT. SEVERAL \"SUPER SPELLER\" CERTIFICATES SAY THAT YOU ARE ALWAYS A SUPER SPELLER INSTEAD OF YOU WERE ONCE A SUPER SPELLER.bt  aKKANSAS OEMOGHAT  I UtSDAY, JANUARY 24.11969   Kid Club ' My New Year Resolution To make better grades for the new year and to be really good and earn $20 Tuesda more. Anna Moore, 11 Forest Park Elementary Little Rock oc 00 oc 00. ot^ 00 wta ot- 00 oc M (I 01 s 0 \" c 1 I Wait on assignments. Eat less-fat food.' Learn more words. Capitalize my words when they should be. Organize my work. M^e 4 in math. Earn better grades. Top teaching skills. Obey all rules. Stay in my seat. Understand Mrs. Cassell. Catch the bus on time. Clear my mind for work. Energy used outside, not in class. Start right end right. Step not stump. Roy Paul Johnson Scotland sixth grade Walk in room, ^d bad grades. Learn more assignments. Come on time. Organize words. Motivate my triends better. Enter school more guietly. Kiloe Page, 11 Woodruff Elementary Little Rock Take home assignments. Obtain special guests. Stand quietly in line. Understand assignments ter. bet- Create better penmanship. Cross (s and dot fs. Eat healthier foods. Stay away from vicious animals. Slay very alert.  Chris Coats, 10 Scotland fifth grade bear Kid Club, My New Years resolution is that 1 will try to make better grades. My moms New Years resolution is to stop getting sick. The reason I would like to make better grades is I would like my mom to be proud of me. Id be proud of me, too. The reason for my moms resolution is that Im tired of her being sick and wasting her money on medication. Lm Plant, fifth grade Gibbs MagneL Little Rock Dear Kid Club, My New Years resolution is to try to keep up with all my work and to \\ stay as healthy as possible. My dogs resolution is to lose two pounds and to try not to get locked in the garden again. My moms resolution is to save all the money she can for 1990. Kadie Chamberlin, fifth grade Gibbs Magnet, Little Rock r- L. i t : Today is Jan. 24,1989 Know any good Jokes? kid in the sixth grade or younger can write to Kid Club, P.O. Box 2221, Little Rock. AR 72203 ibfncscss9e3C3Sscsscx3C3aaE9Csxx3Ejac9aaac3Esacscssacssxs3ts3CacsKsa(*sa^^ 4.. 5--. t--i X 11 \u0026lt; Jlii \n-i-ssir y, X '53 jiL5ga2lLa2U^^ I a. V i i I ik :? aiac **4i.. a L:gCT\u0026gt;4jgar 4  /\\lk.r4 M f 4 /\\lhcr-f M^eJ\\5 I wu.-- I THINK YOU ARE 'll i^ I V M M I 1' i I A ^1^*5 pi pl mi mj -Si i o' GREAT FOR DOING I YOUR BEST  Xpj '^'^rc^ka NATURE  ATE FTTT fra A ?TT-3j^ T I i * TIT iT .W-I A Special thanks to the committee who worked to make this program possible: Carolyn Greenleaf Patricia Hays Mary Mumford Woodruff Elementary School Sunday, June 4, 1989 2:00 p.m. - 3:00 p.m. 4 t\"-J !frs. \u0026gt;aa?s ana . b A WoovVxil\" Etei/jentnr/ 3010 7th Street .. S5C p SP3-:4143 9 Ths teoc/i'.AA havs ptannsd a f.lf\u0026gt;dd tAl.p thA AACitld QACtdA TKf: ijp udLi. t'^A IsnpoJ^ancs. }.ai\u0026amp;sio\u0026gt;dt^ hedpsAA. \" (ifz wdl d^poAt CLsfuanto^ at 1O'G:\u0026gt; a.,r.. .a f6, t9S9 fi'A BtLLL i.vu.ve. flZ th.e. f^ift-ic^-paJ.. a4izX l7\niX 7  rfOe iVz utLLL iouA t/ie. c.\u0026lt;:iJUhjMji.i\u0026amp; and Zi on a CQti^ unZU. At 11:0G a potioan^n udJJ. mAst tui ai. Utz PclZcA Sjtation -d*? is,\\ c sn tQUA UiA baULdinj^ U/e. udJJ. ths. ^std U'd~p ufAdn. a picn^ic. at aAe ^dvsnfAont Tanh^ A bu4 te-LLL \u0026lt;L/tfU.ve. about 1:00 pKU, to AAto/^/t. tUi vixh. io Woodnid/- ^s/nsrix/n^-. . .' 'JC \\po'x uMaJd xihs ^' ij^iun. child to pc? an thi.4 ^Ald iJtlp, p\u0026lt;.iX4.as ^J.jQn ths ps.vnUi^on ispa/iat.fi (.nom tsttsn.  iZ-\u0026lt;it\u0026gt;, adUL r.usd to h..vs a. ^cch jj^xh ^oa. ihs. pLcnLu^ .? c,'. 1 p/oi^ids a. tnnch fd.''. yotiA chLld) do -60. AJ (-'7, OanhA and fiinA, fis./.icz TEACHERS KEEP THE PARENTS INFORJ.ED OF THEIR CHILDREN'S PROGRESS THROUGH INTERIM REPORTS, TELEPHONE CALLS, NOTES AND INFORA'ATIONAL LITERATURE. TEACHERS PROVIDE PARENTS WITH MATERIALS THAT THEY CAN OBTAIN TO HELP THEIR CHILDREN CONTINUE THE LEARNING PROCESS.:\u0026lt;-V 4 X Suggestions for Parents 1. 2. 3. 4. V \\s. 6. T. GRADE TWO SUMMER, 1989 HOW pAJtorrs gw hbj Arkansas Arts Center\n37X*itooo Use short, frequent periods of time for wrting with your child rather than occasional, extended periods. Talk to your children about reading or doings they have done on their am. *sk them^estlons about the words and pictures they have clipped. Hike  . coamamts on how you feel about certain pictures w UTROn TQM CHILDRER'S READING SKILLS ANO TEACH TffiH THE JOT OF READING UI The Arts Ceeter ft loeatat fa ftecAttaii Pirk. Call to flad oat boat oacfit eihfhfo, ffli news articles. Dont hasitate to raad to your child. Stop J^tan whan you are reading and al Iwo h1/har to - -S-^ questions. Ask questions about the facts of uMt^. you are reading as well as the child s opinion. Give your child an opportunity to read to you even If you have to supply a large nuuber of the words. Picture books are good for this. Direct the child's attention to pictures. Help him/her to see that pictures sometimes give clues to the written Mterle! and that the written material sometimes helps to make the picture easier to onderstand.   1 taeind your child that reeding Is e IW^ght sequence by pointing to the frsKS af cclc strips es you read then together. keep the nenes of Imortant people and places In front of your child through the use of the newspaper and magazines. Even a six-year-old can know the name of his/her president, mayor, county. state, etc. 8. Remember thet cutting or tearing pictures and clippings from magazines and newspapers tp ke^ scrapbopks and posters helps improve your child s motor coordlnetlon. \\ ImmWif a Natiaa af PaWm all vgoa a, W la aoivay pmtjrlpam bi oembig a llania aaaitf. Panalm madm adnW pmaonad. wd poleyHHkflc* eadi have diffenae hat eery osrapleoencwy raiee dial SV* hrip oa readi that foaL PamNB, lioeravv, have what may be tba ooet oeeiad rale. Mmi ij a 9f Utim oli mpem ponoNB to lay (ha fiiia liHam lamtop to ram4.. taimaDy .w oomrm . ^. y..i.m - c-.w m ^murnnm M - ai*w wm^^* ^nmf .w - o- n^ vy mdimp almmd to dMU teratoaif itoiiM ami iviiHa. m^ A cmmnpimg thara to taB loBoca aad womda amd lai rhim\u0026lt; tea (ho wwM aimmad tom... .! addlimm to layimf a iwmmdmiom, pRat\u0026gt; m\u0026gt;4 to hdOtoto Iha poumh o\u0026lt; tbair g- toOdm's raadimg by taUi( (hm to nimaiii. cmnmnpimc fvndhig w a fam fam oefaTfay *4 loiiymtlot homwoik. OML p. 57) 'A' Y r* - * Km beaks, Hgazlnes nd nenspapers armmd. * Rwd with year children and praise their reading.  Take trips to the library together. * Write notes tn your children  and encourage the, to irlte nessages to you.  Write down their stories and read the, back to your children.  Most of a11, treat reading u a pleasure, not a chore. TW THINGS USTED NEXT CM HMM YOUR QUID'S READING SKILLS: DON'T DON'T DON'T DON'T DON'T DON'T DON'T tlajrs. Tlia uhfbfts are free ta the pobllc. Museum of Science and Hisiory 37I-35ZI - Can the nuM In WcArtleir Park to fled eat about special classes and eshlbits. The uses* has several penunent displays aoA  smII gift shop. aad ehflOrta's The Public Library\n3'7O~S95O (Downtown\") force her to read idien It upsets her. Let reading bring her joy - not frustration. shew h1e because other children TNn Ifbwy fs  wemdtrfol *let to vfift aid LfCtle tock . has srrtral MraadMS i4 boetaofafl* locaClom. Frw ts tito ^llc. Ffad one atar yot: neteker Sotfthuest C\u0026lt;3-S4S7 50-7494 BeotanOI Ie Stops 370-5951 can read better. read as well as H can. You want h1a to ake hie read or work on reeding qtan or activities Tor a long tine-unless he wants to. Anytiee you see that he 1s becoaing frustrated with 1t, STOP and try another tine or another way. eake her reed sonethlnq that Is too hard for her. There Is nothing wrong with telling her words she doesn't know. But. when you have to tell her half of them or taore. you're working in material that is too hard for her. Unless she is so interested that she doesn't want to stop, go to something easier. aeke him read during a favorite TV show or when children are playing outside and he wants to join them. Then reading becomes a chore Instead of a pleasure. punish for eistakes node. Runlihnont will only kin his desire to read. laugh-or ake fun of her elstakes. tihat you think 1$ really ^ewty or even cute may not be so to your child. She wants to please you not anse you. Zoo of Arkansas:fefe3**1733 Loatad la War Itasrlal Park, the zoo Is open daily frm 9: -5:00. AdeIts per SI for atorissloB aad cklldrvr 12 and unotr pay SOt. fti Saturdays Che zoo U froo fr 9:30 a.*, to 12:00 Aoae. Dial - 3-Story 1131 One* I OrfltoraB ON ca1T ttfs a4 haar a stsry- TMs fs a laal eaU, m ft fs fraa. TelefW (n-an) is latoiar frat call tales Wils about events gulag e, la tea Little beck aree. IN THE FINAL ANALYSIS, WOODRUFF STUDENTS HAVE PROVEN THE VALUE OF THE EDUCATION THEY RECEIVE. JUST CO^'PARE THE RATE OF ACHIEVPZENT AND PROGRESS OF THE A'AT-6 TEST SCORES. WE ARE PROUD OF THE UPWARD TREND IN LEARNING THAT THESE STUDENTS HAVE SHOWN. THE COLOR OF THEIR SKIN HAS NOT HAIffERED, STOPPED OR MADE A DIFFERENCE IN THEIR CAPACITY FOR LEARNING IN THE PROPER ENVIRON}.IENT CONDUCIVE TO LEARNING.ENGLISH 1. 2. 3. 4. Keep a daily journal and record the events of the day. Write letters to relatives and/or school friends. Write a cut-and-paste story from words clipped from newspaper headlines. Keep a television/movie log of programs viewed and record the following information about each: 1. 5. 6. 7. SOCIAL STUDIES Title: Susigary: The best part was _______ My least favorite part was . Why? 2. I would reconnend this program to . Why? because Write an ABC story. The first sentence must begin with a word that starts with A\"\nthe second sentence must begin with a word that starts with B\ncontinue this process, starting each new sentence with the next letter of the alphabet. Pick a topic (sports, food, towns, etc.) and make a list of twenty-six words in alphabetical order associated with the topic. 3. 4. Write a sentence that consists of words that begin with the letters in your name. (Example: Alligators Mver eed education.) SCIENCE Suaaeer science fun for students does not require that adults have all the answers. In fact, more learning can often take place if the adult and child are learning together in an experimental atmosphere. The most productive activities allow students (and parents) to use science process skills to investigate a topic in which they are interested. The topic may 5. 6. 7. be something like growing a vegetable, caring for an animal, making a mineral collection, catching butterflies, test flying paper airplanes, etc.. . The science process skills include observing. Inferring, measuring, classifying, comiunicating, predicting and experimenting. Lett take growing a vegetable as an example. Children can plant vegetable seeds in soil and at the same time place some seeds in a moist paper towel. The seeds in the towel can be observed each day to see what changes have taken place until the seeds germinate in the soil. The adult should ask the child to verbalize his/her observations and write down observations In a notebook. The effect of sunlight, fertilizer and water on the plants can be studied. Leaves, flowers, rocks. Insects, shoes,furniture and other objects can be classified by students. Rainfall, temperature, water, soil, fertilizer and Increase in height can be measured and recorded. What will happen to a plant If you add more fertilizer  or light can be predicted and tested. The key Is for the activity to be open-ended so that parents not have to supply answers. Children should be allowed to manipulate a varTety of materials and observe the outcome. The public library should have a large variety of science experiment books that will help parent and child get started on an exciting project. --------------------- . \"4. Help children to Identify all the people in the community that directly or indirectly touch their lives. Label these people and identify the services that they perfona. Examples: Police Officer, Fire Fighter, Grocer, Mail Carrier, Transportation People. From your front door. Identify cardinal directions (north, east, south, west) for your child. Each time you leave the house, identify the direction that you and your child are going. Print a list of rules for the family\nhave the child help in developing family rules. Discuss the Importance of following family rules. Next, identify rules/laws that are visible In your community. Examples\nsigns. street Visit the library and help children select for reading books about various neloD^orhoods and communities. List the similarities and the differences. Write a story about the things that you can see In your neighborhood or the things that you like best about your neighborhood. Divide a sheet of paper into three (3) columns labeled Past, Present, and Future. At the beginning of each week, list an activity for each column. Take a trip to the grocery store. As you fill your basket, identify whether the item is a want or a need. \u0026lt; HATH 1. 2. 3. 4. 5.'' 8. Make cookies. Helt 1 package chocolate chips. Add 1/2 cup peanut butter, 2 cups cornflakes. Spoon on waxed paper. Tell your family the time and temperature. Make them into animals. Natch to see how quickly they grow: Call 376-8111. Draw three circles. Plant several beans. Measure , the been eprouti end keep e record of growth. '' Count ell the atelrs in your house by I's, 2s, 5's end 10 a. Oo to the store with your perente. Whet een you buy for .10, .25, 7. 8. 9. 10. .50, .75, $1.00. Make a list of oacb. Hunt for 10 iquaras and 10 roctanglas In your house. Maka a clock using a paper plate, cardboard for hands, and a paper fastener. Use the clock to Indicate a certain tiae. How aanr pairs of shoes are in your house? How many shoes is this in all? Practice your addition, subtraction, and aultlplication facts. 4^-' OBJECTIVE la-1 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) GRAPES 1-e, Al/AECVE GRADE LEVEL - pT-5 CtriPO^ITE  BASIC BATTERY 1937-88 1988-89 Dec. (a) \u0026lt;V O c Ui w c a\u0026gt; u m CQ 142 (b) or \u0026gt; \u0026lt; vt c Q r- o  3 \u0026gt; at m ~t 01 o x\u0026gt; m la tn o 47 (^XIOO) a (d) (e.) (jxico) (f-d (fC (i) (]^X100) (k) (m) X 100) (n-j) (g-p)  O o a ?o c z G f: m fl o H \u0026lt;Z) c - a\u0026gt; m \"O \u0026gt; in \u0026lt;u oW X) o o \u0026lt;O U to ar c o \u0026lt;U O \u0026lt; (c) 33 o or O c UI v c 01 o 3 c? 01  46 0\u0026gt; \u0026gt; o 5 tn C 0\u0026gt;r- X3 or 9 \u0026gt; - 01 (O 01 or JXJ  \u0026lt;19  u o 26 XJ 0\u0026gt; c a\u0026gt; 01 x? \u0026gt; 0\u0026gt; 4^ oU V\u0026gt; 01 0\u0026gt; X? 4- O  o w \u0026gt; c o 01 JQ \u0026lt;J \u0026lt; 01 - n. \u0026lt; TH 57 \u0026lt;U c a\u0026gt; O) o m 24 O  VI C or x\u0026gt; 9 in \u0026lt;o co 0) o X3 \u0026lt; c v\u0026gt; c a,  x\u0026gt; \u0026lt;x\u0026gt; 3 \u0026gt; a\u0026gt; la JZ (1\u0026gt; u -o \u0026lt;a \u0026lt;0 m 4- C r- w or X9 \u0026gt; 3 or in or x\u0026gt; u \u0026lt;o o to or c o or o \u0026lt; or CL \u0026lt; x\u0026gt; 0\u0026gt; o c UJ 4-\u0026gt; c or XJ 3 \u0026lt;/\u0026gt; or -\u0026gt; sz 3B 01 \u0026gt; \u0026lt; c in c OJr- X3 0) 3 \u0026gt; 4^ 0\u0026gt; CO (I) a\u0026gt; - -o ttf i o in c or or x\u0026gt; \u0026gt; 3 o\u0026gt; V) or or XT -\u0026gt; o *- u x= o :z o\u0026gt; c o or x\u0026gt; 0) 4-\u0026gt; Q. \u0026lt; \u0026lt;U u c (U u a\u0026gt; o 132 56 42 in 41 28 68 2 c o c o V) (Q \u0026lt;U U 0) o -2 0) OQ (VOBJECTIVE 1a-2 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) GRADES 1-6, AT/ABOVE GRADE LEVEL OR AT LEAST ONE YEARS GAIN BASIC BATTERY ~ MAT-6 COMPOSITE ~ BASIC BATTERY c o o u G z c ?= ?0 m *0 o ?o 1987-88 1988-89 Dec. (a) (b) {|xioo) a (d) (e) (|X1OO) (f-c) (h) (i) (^XIOO) (k) (m) (Jxioo) (n-j) (g-p) XJ 0 o c UJ to c 0 X5 3 J JhC o to z 0 o \u0026lt; X? 0 140 \u0026lt; 40 c 0 I X3 0 3 \u0026gt; 4-\u0026gt; 0 cn .J 0 o x\u0026gt; 0 0 CD (3 59 c \u0026gt; 0 0 o \u0026gt; 3 0 uy 0 XJ O co \u0026lt;o u r- O CD 0 \u0026gt; C O 0 X) U \u0026lt; (cT o c LU (O 4^ C 0 XJ 3 0  :z 48 0 \u0026gt; o \u0026lt; \u0026lt;Z) 4-\u0026gt; C 0  X? 0 3 \u0026gt; 0 CO 0 0 4 XO F- ro :s o to C I 0 0 o \u0026gt; 3 0 to 0 0 XJ 4-\u0026gt; 0 U  o a\u0026gt; 26 c o 0 X3 O \u0026lt; 0 O. \u0026lt; ~ITT 54 0 u c 0 0 o 12 X, 0 o c LU to c 0 X, 3 4-\u0026gt; CO u 0 CO 0 o x\u0026gt; \u0026lt; \u0026lt; to c 0 r- X? 0 3 \u0026gt; 4-\u0026gt; 0 to J .2Z 0 U X) CO co r- U CD O lO C  0 0 XJ \u0026gt; 3 0 to 0 X) U 0 0 U co 0 -\u0026gt; \u0026gt; c o 0 x\u0026gt; u \u0026lt; u 0 D. \u0026lt; X3 0 O c LU c 0 X3 3 tn 0 2= 132 72 55 UT 41 0 \u0026gt; o \u0026lt; \u0026lt; to c  3 \u0026gt; a\u0026gt; (/) -J \u0026lt;U fV \"O - co to C r-- 0) 0 o \u0026gt; 3 0 tZ) 0 0 X) 0 S 0 \u0026gt; C O 0 n u \u0026lt; u 0 O. \u0026lt; 0 u c 0 0 30 73 1 o F 0 o c 0 0 o c 0 tn fO 0 0 O -6 00 (0 JOBJECTIVE lb-1 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) c 8  G *3 z c MPT COMPOSITE  GRADE 3 READING 1987-88 1908-89 Dec. I ?0 PI *0 o 3 (a) XJ 49 O c UI (/\u0026gt; C 49 X\u0026gt; Z9 IZ\u0026gt; u 41 co 34 (b) \u0026lt;D O \u0026lt; in ^52 c 49^ 49 3 \u0026gt; W 49 m M \u0026gt; o x *0 \u0026lt; u m u\u0026gt; 29 (vX 100) (d) (3) (^5^100) (f-c) (h) (i) (^XIOO) (k) (m) {^x 100) (n-j) (g-p) in co TJ 49 QI C 49 49 X\u0026gt; \u0026gt; 3 49 49 X9 V ot 49 U O to c o 4\u0026gt; JO U \u0026lt; * ~RT 85 O n UI v c \u0026lt;u o 3 tn  10 o x\u0026gt; \u0026lt; tr\u0026gt; in co I -\u0026gt; c 49 49 XJ \u0026gt; Zi Of X3 49 O (V O X) \u0026lt; in in co in c ii\u0026gt;^ T)  3 \u0026gt; 4\u0026gt; *n  w J XI n  u 9 UJ 49 X9 4-\u0026gt; to  o c o 49 U 4\u0026gt;\u0026gt;-\u0026gt; CL \u0026lt; u7 90 \u0026gt; 4- o 5 Igl V* c o 3 n U 49 co 21 m 00 o \u0026gt; 3 \u0026gt; 4-t \u0026lt;U iO -J 4\u0026gt; t\u0026gt; T\u0026gt; \u0026lt;O !\u0026gt; co o 20 C r 49 49 XJ \u0026gt; 3 4) -\u0026gt; in 49 AC X9 o o 49 U to co 49 J \u0026gt; c o 41 U 5 49 O. \u0026lt; m 95 XJ 49 O c UI J c 41 XJ 9 i/l 4\u0026gt;  14 O J3 C \u0026lt; IZ) X m co C 49 r- X3 49 3 \u0026gt; 4^ 49 V\u0026gt; 4\u0026gt; 4\u0026gt; r- 4\u0026gt;  12 tn co /)* C Of 49 XJ \u0026gt; 3 4\u0026gt; 4) 49 X3 4-\u0026gt; to U  4\u0026gt; C O 41 U \u0026lt; U** 4\u0026gt; M O. \u0026lt; 86 THT 49 U 49 4\u0026gt; o 7^ 49 U C 49 41 o c 49 \u0026lt;A to Of U 49 Q 14 OQ A UIOBJECTIVE 1b-2  o o pts c (The difference between the percentage of black students above grade level and the percentage of white students above grade level liill decrease as measured by standardized tests.) z G MPT COMPOSITE  GRADE 3 MATH O ?o H 1987-88 1988-89 Dec. i (a) XJ \u0026lt;D o c UJ tzi c X) VI u nJ (D 34 lb) o x\u0026gt; \u0026lt; \u0026lt; at tn VI co s XI l P CD V) CD O X) nj ns u CD C2J 29 C^x 100) 'a at tn C r- \u0026lt;U 01 o \u0026gt; 3 01 CD .W XI U RI U - O CD \u0026lt;]) C O 0) X) u \u0026lt; o\u0026gt; P Q. \u0026lt; ~{a 85 (d) \"O o\u0026gt; o c Uf zi C CD a P in CD P  10 (e) o XI \u0026lt; \u0026lt; M \"I S C (D O CD +-\u0026gt; CD -J CD CD P X) I- nJ 8 (X100) (f-c) (h) (i) (^XIOO) (k, (m) (^X 100) (n-j) (g-p) X tn 00 p C r- CD CD O \u0026gt; 3 CD Kn CD CD X) P \u0026lt;0  o 01 p \u0026gt; c o CD \u0026lt; t.  \u0026lt;l p a. *t TTJ 80 01 o c UJ 0) o 0*1 H. ~lgl -5 0\u0026gt; i \u0026lt; at m 00 c CD CD o \u0026gt; D CD (D o o XI at tn 00 to*-^ W P c a\u0026gt; o 3 P t J in in 00 (Z\u0026gt; t) r5 C' 21 \u0026lt; ex 0)  r) CD t-\u0026gt; OJ (/ -J (U o c 20 0\u0026gt; \u0026gt;t -O u \u0026lt;a )O t- r- O CD \u0026lt;u p \u0026gt; c o o\u0026gt; n u * OJ M Q. \u0026lt; 55 rn c UJ C CD X)  P tn (U x: 14 \u0026lt; at tn co c CD  XJ CD XJ \u0026gt; CD \u0026lt;n CD CD P XI - nJ 36 tn 13 C CD CD O \u0026gt; r) CD CD CD X) P co (U C O (D U \u0026lt; CD P Q. \u0026lt; 93 THT O) o c CD \u0026lt;u 0) u c CD u CD Q 7?y -2 c 0) VI (V u \u0026lt;D Q 3 09 99 \u0026lt;\u0026gt; \u0026lt;OBJECTIVE 1b-*  s  (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.)  MPT COMPOSITE -- GRADE 6 MATH 1907-88 1908-89  Dec. i w *0 a H (a) X, a o cz Ui tn 07 XJ 3 4^ tn u GO 18 (b) \u0026lt;D O JO \u0026lt; \u0026lt;  tn \u0026lt;n 05 c W r- X\u0026gt; 0)  \u0026gt; 01 tZ\u0026gt; u O to CO 14 (^XIOO) d in co tn c  CD \u0026lt;U o \u0026gt; 3 (U -M in 0\u0026gt; X? 0 t9 \u0026lt;O U -\u0026gt; O co 0\u0026gt; -\u0026gt; \u0026gt; c o 0) u  O. \u0026lt; 78 (d) X5 \u0026lt;V O c UI tn cz 01 XJ 3 u\u0026gt; o\u0026gt; 4\u0026lt;\u0026gt; 2 (e) \u0026lt;u 0 X) \u0026lt; M in \u0026lt;/ co c \u0026lt;U r- X? \u0026lt;1\u0026gt; 3 \u0026gt; 01 01 0\u0026gt; - X3 r- 99 x: u SB co 2 (|X1OO) (f-c) (h) (i) C^X 100) (k) (m) (^X 100) (n-j) (g-p) tn 00 0) c 0) 0) XJ \u0026gt; 3 \u0026lt;U 4- I in O) O) X5 4-\u0026gt; (O  w J \u0026gt; c o w o  O) o. \u0026lt; T7 100 o u c UI o JO \u0026lt; tn in co C r- 0) \u0026lt;11 X) \u0026gt; 3 \u0026lt;V x\u0026gt; \u0026lt;v o 0) o X) V) in 00 \u0026lt;1\u0026gt; o c 01 (1\u0026gt; Q lyT 22 4-\u0026gt; C 0) \"O 3 m 00 CO to o CO 13 c Cl) TO CD 3 \u0026gt; +-\u0026gt; O) \u0026lt;Z) 0\u0026gt; V X5 O to S O 13 O) XJ u \u0026lt;o to u o co \u0026lt;p \u0026gt; c o o\u0026gt; x\u0026gt; u \u0026lt;c \u0026lt;1\u0026gt; --\u0026gt; o. (j) 100 c UJ c 0) X? 3 tn 0) x: 4  tn tn co c O) r~ X) O) 3 \u0026gt; J \u0026lt;U m 0) 0) M TO *- \u0026lt;O xz u :s o 4 \u0026lt;1\u0026gt; 0) X) \u0026gt; 3 \u0026lt;U 0) \u0026lt;D X3 -\u0026gt; to x: o 0\u0026gt; J \u0026gt; C O O) JO iO \u0026lt; o\u0026gt; 4-\u0026gt; Q. \u0026lt; 100 O) o c 0) QJ o \u0026lt;u c \u0026lt;u \u0026lt;v Q c 0) tn a O 22 OQ (b 00OBJECTIVE lb-5 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) MPT COMPOSITE  GRADE 6 LANGUAGE ARTS I PO c 2 G 50 O pc 1987-88 1988-89 Dec* (a) X, OJ o c UJ V) c 01 XJ 3 m u nJ GO 1 a I (b) OJ \u0026gt; o \u0026lt; X in co * c d\u0026gt; *- XJ OJ 3 \u0026gt; OJ in j d) u XJ S to (|xioo) o (d) (e) (|xioo) (f-c) (h) (i) (^X100) (k) (m) (gx 100) (n-j) (g-P) X in 00 C r* dJ dJ XJ \u0026gt; 3 dJ tn dJ XJ u o o u tJ co dJ c: o dJ X) a\u0026gt; 3 o. \u0026lt; \"TcT 56 o (U O c UJ v\u0026gt; c dJ XJ 3 i/y d) P  1 dJ \u0026gt; a \u0026lt; X in c \u0026lt;u V d\u0026gt; 3 \u0026gt; 4^ dJ d) dJ 4J TO t- J G U T5 2 X in 00 C r- d\u0026gt; dJ XJ \u0026gt; 3 dJ tn dj dj XJ \u0026lt;a (U c o (U O \u0026lt; U H! + tl. \u0026lt; m (U u c o u # f\u0026gt; --(97 44 OJ o c UJ \u0026lt;/\u0026gt; c QI X, 3 to rd Q\u0026gt; \u0026gt; O x\u0026gt; \u0026lt; \u0026lt; X 4^2 dJ r XJ dJ 3 \u0026gt; 4-\u0026gt; 0) tn -v\ndJ ti XJ \u0026lt;0 \u0026lt;d iT1 J H I 12 X in 00 v\u0026gt; C r- dJ dJ XJ \u0026gt; 3 d\u0026gt; tn dJ .a XJ u \u0026lt;a nj u to CO 0) c o d\u0026gt; XJ dJ 4-\u0026gt; n. X nr X, dj o c UJ c di XJ 3 m d) G 3: ti a\u0026gt; \u0026gt; o \u0026lt; X c fl\u0026gt; r XJ d, 3 \u0026gt; Q\u0026gt; in .u d) dJ 4-\u0026gt; XJ r- 03 JZ 3 ID b. X tn 00 lA*-* C dj dJ XJ \u0026gt; 3 dJ 4-\u0026gt; in dJ dJ XJ -I dJ G O 0) .O U \u0026lt; u **. dJ 4-\u0026gt; cu \u0026lt; (Try 100 0) u c o u c (U a\u0026gt; o c O UI co 0) U c 36 00OBJECTIVE 1b -6 c o o o c (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.)  G MPT COMPOSITE  GRADE 6 SCIENCE I Pl o 2? 1907-88 1988-89 Dec. ! (a) XJ OJ o c UJ VI c a\u0026gt; x\u0026gt; 3 v\u0026gt; u O CD 18 (b) a\u0026gt; o x\u0026gt; 4^ *-* X tn\n32 c 01 r- V 01 9 \u0026gt; 4-\u0026gt; 01 JbC QI U -o CD O 11 (^XIOO) G (d) (e) Suoo) (f-c) (b) (i) (y(X100) (k) (m) (7X100) l\\ (n-j) (g-p) M tn CD x\u0026gt; \u0026lt;v C r- oj a\u0026gt; TO \u0026gt; 9 OJ 01 AC T3 U A) Al U CD 01 J \u0026gt; c o 01 x\u0026gt; o \u0026lt; \u0026lt;u w CL \u0026lt; 61 o c UJ c 01 XJ 9 CO 01  2 Q x\u0026gt; \u0026lt; 4^^ tn GO c \u0026lt;We- X) a\u0026gt; 3 \u0026gt; 4^ a\u0026gt; V) 01 01 J x\u0026gt; j: u :* o 2 X tn GO CA^ J C r- 01 01 XI \u0026gt; 9 01 QJ X? A\u0026gt; Q\u0026gt; c o 01 o \u0026lt;l\u0026gt; 4- CL \u0026lt; (U 100 Q\u0026gt; a c UJ o A tn co C 9 W O) X? \u0026gt; 3 01 o 0\u0026gt; o o x\u0026gt; \u0026lt; tn GO tA** \u0026lt;u u c (g) 39 lA J C 01 o 9 u Al CD 13 tA c tn GO \u0026lt;/\u0026gt; \u0026lt;l\u0026gt; r- V \u0026lt;l\u0026gt; 3 \u0026gt; tn .J \u0026lt;u a x\u0026gt; \u0026lt;O *0 CD O 12 O) AC XJ U A\u0026gt; Al U o CD 01 c o o\u0026gt; x\u0026gt; 01 4-\u0026gt; ol \u0026lt; 92 iry c: UJ \u0026lt; c Q\u0026gt; XI 3 tn  tn co C  \u0026lt;U 01 X3 \u0026gt; Zi tn 0\u0026gt; o c O) a\u0026gt; c: n\u0026gt;  XI 01 9 \u0026gt; -\u0026gt; 01 tn .J 0\u0026gt; (V XJ e- A, :3 o) Q\u0026gt; \u0026lt;u x\u0026gt; 4^ x: C c o \u0026lt;U 40 U \u0026lt; a\u0026gt; 4- CL \u0026lt; 100 THT O OJ u c \u0026lt;u O 8 (py c Q\u0026gt; (A AS 0\u0026gt; u \u0026lt;v o 31 Q\u0026gt; 00 (0 oOBJECTIVE 1b -7 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) MPT COMPOSITE -- grade 4 SOCIAL studies  O o a g *3  ? Pl u o s 1907-88 1900-89 Dec. (a) o c Uf V) c o 3 m u \u0026lt;0 CD 18 (b) \u0026gt; o \u0026lt; in i32 c W r O Of 3 \u0026gt; O m AC m UX, \u0026lt;0 \u0026lt;a CD C3 10 (^X 100) d (d) (e) (fxioo) (f-c) (h) (i) (^X 100) (k) (m) (^X 100) T (n-j) (g-p) X in 00 X\u0026gt; Of C r- Of d\u0026gt; X3 \u0026gt; 3 01 in 01 X3 \u0026lt;1 u 13 CD Of J \u0026gt; c o 01 JO u \u0026lt; 0) 1-* D. \u0026lt; (cj 56 o c Uf VI c Of 3  2 Of \u0026gt; 2 \u0026lt; w in c Of^ X3 O 3 \u0026gt; Of \u0026lt;n .J Of Of -\u0026gt; XJ  \u0026lt;a 2 in CO Of C r- \u0026lt;U (V o \u0026gt; 3 \u0026lt;U tz \u0026lt;u 01 TJ J  Of c o sg \u0026lt;U J Q. \u0026lt; JU 100 o c a\u0026gt; u a\u0026gt; o c Uf VI c Of x\u0026gt; 3 m \u0026gt; o JO \u0026lt; o Igl 44 u CO 13 s c Of XJ Of 3 \u0026gt; Of in .u AC U XI \u0026lt;o \u0026lt;o m (3 9 X in i3^ C r- 01 Of x\u0026gt; \u0026gt; 3 Of Of AC XI O \u0026lt;d u r- \u0026lt;3 CD Of C O 0) jO U \u0026lt; Of CU \u0026lt; UI 69 XI o c u c (U XJ 3 m 3B 4 o JO \u0026lt; 12 S c 0, - X3 Of 3 \u0026gt; 4- O) m -J \u0026lt;U Of -o \u0026lt;o JZ u o 4 X in co VI*-* -\u0026gt; c Of Of X3 \u0026gt; 3 Of J in Of Of XI 4-\u0026gt; \u0026lt;0 Of -\u0026gt; \u0026gt; c o Of X) u \u0026lt; Of 4-1 n. \u0026lt; (HT 100 o u c a\u0026gt; \u0026gt; u c a\u0026gt; u \u0026lt;x\u0026gt; a c o 31 z\u0026gt; \u0026lt;y u Of o 13 hj 0) TOOBJECTIVE 1 c (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by reading instructional level recorded on the \"Elementary Grade Distribution Report\". s: o o CJ g **3 I c \u0026gt;  FOURTH NINE WEEKS GRADE DISTRIBUTION 90 w o 90 1987-88 1988-89 Dec. (a) o c UJ Z1 c 0) x\u0026gt; 3 u \u0026lt; CD 148 (b) 0\u0026gt; \u0026gt; o c \u0026lt;  m co p c 0) \u0026lt;u 3 \u0026gt; P OJ V) .J 01 O X, m \u0026lt;0 u CD O no (tXIOO) 'a X in co C r- OS OS xs \u0026gt; 3 0) to OS x* e ns 0) p \u0026gt; c o (U j:3 o \u0026lt; \u0026lt;x \u0026lt; in 74 (d) o u5 (Z) c OS X9 3 lO OS  49 (e) 01 \u0026gt; o jQ \u0026lt; ps c W O 01 t-) -J 0) m p -o *- ns  U :s o 40 (|X1OO) in V.2 C r- 0) 0\u0026gt; gs Ui J (U (u n tJ lU u P \u0026gt; c o tu x\u0026gt; OS P D. \u0026lt; TT 82 (f-c) (h) o 01 (i) (^XWO) U) (m) (fxloo) (n-j) (g-p) u g u- jrj o c Ul v 4J C (U o tn 3 rd  CD O\u0026gt; \u0026gt; o \u0026lt; /\u0026gt; in co l: 01 r- x\u0026gt; o\u0026gt; 3 \u0026gt; \u0026lt;-\u0026gt; 0, m 0) u XJ ns *0 CD US yo tn co c f O) 01 xs \u0026gt; 3 O) to 0\u0026gt; xs O ns ns u CIS CD 0) c o 0) J3 U \u0026lt; o5 p Q. \u0026lt; x\u0026gt; w o c UJ c u o 3 m 01 p :x o x\u0026gt; \u0026lt; tn co c 0) r- XS 0) 3 \u0026gt; 4^ OS to -S OS OS P XS r- ns x: u c o X m 00 P c 0\u0026gt; 0\u0026gt; *0 \u0026gt; S 01 m Q\u0026gt; 0, -o P o u  \"* 0\u0026gt; c o 0) 0\u0026gt; P CL \u0026lt; 0) Q c 0\u0026gt; 0 8 135 121 90 uy 42 39 93 TH7 3 TpT 0\u0026gt; o c 0\u0026gt; \u0026lt;u O c 0\u0026gt; o\u0026gt; a o\u0026gt; o 5 OQ (V toWOODRUFF ANNUAL REPORT SCHOOL OBJECTIVE 2a-l Page 14 Individual school growth in student achievement: mat-6 total basic battery ACHIEVED GOAL 1987-88 1988-89 COMPOSITE II 1 III IV (Z) c O) 4-\u0026gt; T3 O 3 -F* tn 4-\u0026gt; U) o S c a\nc\nX c rj GJ Z a v s- c t3 G) -C O c. :s o u q\nit -O + E c: ZS G\u0026gt; 2: ro tZ\u0026gt; O o O x: o : o O 40 T3 I. C C Q, \u0026lt;U E r3 +J Z to \u0026lt;x O IO c 4.^ Q\u0026gt; o c c c co C Q   C \u0026lt;0 CO U S 4- co c 4^ 4^ o VO \u0026lt; 173 102 59 N/A 26 17 65 30 16 53 XJ c u c e O)  E U- S 9 *0 *0 o o o 14 I 1 j I o u V O \u0026gt; K 1 2 3 36 16 39 25 64 24 16 67 18 12 67 All students will achieve 90 percent District Baseline E.xpectation: -------------------------- mastery on skills and concepts on the MAT-6 test and will be ot least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX A. **Erroneously reported as 38 percent last year. 4 5 6WOODRUFF ANNUAL REPORT Page 15 SCHOOL OBJECTIVE 2a-2 Individual school growth in student achievement: mat-6 total basic battery AT/ABOVE GRADE LEVEL 1987-88 1988-89 COMPOSITE II I III IV c 4-\u0026gt; O 3 F- V? 4- (/) 0) CL. 37 fc in 4-\u0026gt; s c 3 c\nZ *3 O \u0026lt;0 3 \u0026lt;0 iO 4-\u0026gt; o \u0026lt;- - o 173 N/A 26 30 36 39 24 18 O V \"O 4J u u c c O Ci  \"O \u0026lt;0 e 3 J z VO \u0026lt; '84 17 14 13 19 11 10 \u0026lt;/ T3 C C C GO o\nI O o CO U 3 co q\n4- 4-\u0026gt; O Q. VX 49 65 47 36 49 46 56 c 0) o a D c ro u c u c c a\u0026gt; E E M- 3 3 F- o O O (-\u0026gt; o 12 I o o 4- 4- u c *5 K 1 2 3 4 5 6 O \u0026lt;0 o  o u V \u0026gt; District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be at least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX A.WOODRUFF ANNUAL REPORT Page 16 SCHOOL OBOECTIVE 2a-3 Individual school growth in student achievement: MAT-6 COMPLETE BATTERY ACHIEVED GOAL 1987-88 1988-89 COMPOSITE Il I III IV (Z) c 0) 4-\u0026gt; o u 3 -\u0026gt; u OQ li o To e Z \"O 3 fO (/) o u. o O .ss O /! *0 k. c c o \u0026lt;D 3 4-) Z VO \u0026lt; o n T? e c c CO o o 1 U \u0026lt;0 co U 3 co O 4-\u0026gt; Ch CU VO \u0026lt; 59 81 56 N/A N/A N/A N/A 39 29 74 24 15 63 18 12 67 c a\nQ O CO -3 u c c OBE U- 3 3 *0 *5 o o o 10 District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be al least one year above grade level. Data will be obtained from separate worksheets. A copy of * K worksheet is attached. SEE APPENDIX B. I K 1 2 3 4 5 6 O )O V c i g 5 CJ o ns u \u0026gt; 1WOODRUFF ANNUAL REPORT SCHOOL OBJECTIVE 2a-4 Page 17 Individual school growth in student achievement: MAT-6 COMPLETE BATTERY AT/ABOVE GRADE LEVEL 1987-88 1988-89 COMPOSITE I II I III I IV V /\u0026gt; c o U U (/) 4-9 1/) o o u c \"S t G,  O r3 o 43 I K 1 2 3 4 5 6 Q? fO i 4^ I .1. OJ e o M-\nI- O ! s I O sz o M- :z o \u0026lt;4-\u0026gt; o O C C C CO G) 0) I U \"C CO U 3 4-\u0026gt; CO O 4^ 4-\u0026gt; O O- c c o Q) CO c O \u0026lt;0 u \u0026gt; c ** ** - 01 o o o 81 4] 51 8 N/A N/A N/A N/A 39 20 51 24 12 50 18 9 50 District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be at least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX B.WOODRUFF ANNUAL REPORT Page 18 1989 1988 I- LANGUAGE ARTS SCHOOL OBJECTIVE 2a-5 MPT RESULTS - GRADE 3 READING MATHEMATICS (0 \u0026lt;4- T? o o U tA OS O X3 H-  3 tA Si 4-\u0026gt; c \u0026lt; a\nro 4-\u0026gt; 3 O 4-\u0026gt; I \u0026lt;/) 35 44 (d) o c o 3 O O A*D 4^ GS u c c \"O c 3 4-) 3 4-\u0026gt; 4^ 2 VO \u0026lt; 32 38 (g) U-T3 O 0) U v) O 0) Xi h-  3 tA 2 4^ C - GS fO XJ 4^ 3 O 4-J H- in N/A Ih) o o g Q O (A \"O 4-\u0026gt; O u c c 0) o \u0026gt;- -o o e 3 2 (/) \u0026lt; X 100) O \u0026lt;0 o g o o tA -O 4-\u0026gt; 4J OS C C C O) 0) Q O CO U 3 4-\u0026gt; O) 4-J 4-\u0026gt; CL UO \u0026lt; (1) *- -o O O U Q Of XS h- e 3 2 4-\u0026gt; C F- 0) 4-) 3 O 4-\u0026gt; - (/^ N/A X 100) w o s o 5 o o tA 4-* 4-\u0026gt; c\nc c c a\u0026gt; - u -o \u0026lt;o t- 3 4-\u0026gt; Of a, in SCIENCE (j) o \u0026lt;0 gs o 4-\u0026gt; W u c c a\u0026gt; \u0026lt;O T3 \u0026lt;0 I s 2 (/)\u0026lt; 91 86 (4 X 100) 1 o O (O gs lA 4^ 0) c c c o o M- U fO U 3 \u0026gt;\u0026gt; O 4\u0026gt;\u0026lt; 4^ o^in\u0026lt; (e) a 0^ U lA GS CS I  3 i/^ 2 4-\u0026gt; C OS fD \"3 4-\u0026gt; 3 O 4^ * in 35 44 (k) \u0026lt;4- -3 o eu U VO 0) 0) xs   3 tn  G.? fO XT 3 O 4-\u0026gt; h to N/A If) O O tn -C5 +- a\u0026gt; u c c Q\u0026gt; Q) ~ fO E 7 33 {| X 100) o O \u0026lt;0 g3 A T3 4^ 4-\u0026gt; O c c c O Q O *0 \u0026lt;0 U 3 4-\u0026gt; 0) 4-\u0026gt; 4- Q. VO \u0026lt; 3k 84 son AL STUDIES (p X 100) l\\ i I I I t e o O O o o u c V r: c g\no I rs i z: co \u0026lt;. 4-\u0026gt; 4-) 0) C C C O O  O O /o U 3 4J O 4-\u0026gt; 4-\u0026gt; O. UO \u0026lt; I IWOODRUFF ANNUAL REPORT Page 19 1989 1988 LANGUAGE ARTS SCHOOL OBOECTIVE 2a-6 MPT RESULTS  GRADE 6 READING MATHEMATICS (c) u- O 03 U V) 0) 03 l/t Z 4-3 c 03 0 \"O 4-3 3 O 4-3 17 20 (d) s O r= c (3 O *3 4-3 03 U C C o 0} *0 \u0026lt;C E 3 4-3 34-34-3 Z C/X 16 17 o (g) u. X5 O O) Vi 03 03 X3 i Z 4-3 c r- 03 toxi 4-3 3 O 4-3 3 1/5 20 Ih) O \u0026lt;O Z O 3 OS O *3 0\u0026gt; u c c a\no\u0026gt; X3 XJ fO  3 4-9 z tn \u0026lt; 16 12 X 100) O \u0026lt;0  s VI 4- 4^ 03 c c c 03 03 *- ux? *o U 3 4-3 03 4-3 Q. cn \u0026lt; SCIENCE 94 85 (e) M- -O O 0) U V\u0026gt; 03 C) h- E 3 V) c 03 to *3 4-^ 3 O 4-3 I V-\u0026gt; 17 20 (f) O co JZ o O v^ X 4-\u0026gt; 03 U C C O O w- \"O 0 E 3 Z lO \u0026lt; 17 16 X 100) O \u0026lt;9 o 4-3 4-3 03 c c c 03 03 U T3  U 3 4-3 03 4J 4-3 O. VO \u0026lt; 94 60 (i) u-x O 03 43 U tn 5 .0) E 3 V Z 4\u0026lt;\u0026gt; c Q\u0026gt; \u0026lt;0 T3 4-3 3 O 4-3 tn 17 20 (j) O 9 O *3 4-3 03 u e c I T3 *5 3 *- 4-\u0026gt; Z (/\u0026gt; \u0026lt; 16 13 (i X 100) 1 o o \u0026lt;o  o S o V\u0026gt; 4^ 4-3 03 C C C 03 03 O \"O ro U 3 4-3 03 4-3 4-3 C. \u0026lt;/) \u0026lt; 94 65 U) \u0026lt;4- TS O 03 U t/\u0026gt; 03 03 X) h- E 3 *A Z 4-3 fO *0 o -\u0026gt; 17 20 (| X 100) O \u0026lt;0 o VI 4-9 O e c c a\u0026gt; om- U *0 \u0026lt;0 U S 4- 03 4-\u0026gt; O. (/)\u0026lt; 100 80 SOCIAL STUDIES (m) o o 5 o o 4-\u0026gt; O u c c Q) 03 -Q X C 3 4-3 3 4^ 4-3 Z VO \u0026lt; 13 12 X 100) O \u0026lt;9 o  o U3 V \"O 4-9 4^ C C C 03 03 U \"O *0 U 3 4-3 03 4-3 4-3 Q. tn\u0026lt; 76 60NOW THE FIGHT IS ON TO SAVE OUR SCHOOL AND THE GREAT PROGRAItS, SOCIAL HARMONY AND GROWTH THAT WE NOW ENJOY.I  ^Wlly\nl'  ! i OQxie. Wo oJriji.-V'-^ Vs\u0026lt;c^n 'I'Vy^e P.4l4\"iOf\\ 2*.VMn4e \\ f'S 4e +\\\u0026lt; '\\e.sHS- 3- VMr.+e- le.44trs -k, 3a\u0026lt;ne.i Tend. I L R s. J), M(A\u0026lt;a.6ld5, gvo vi.(Vfk|^.' H. ^enc^,- \u0026lt;^SSoc. St.pc.r in+e.ndea+^ Jame^ 'V* 37\u0026lt;*3i4l. CflH Schaol bdoed me/n bcrsAiikansas Arkansos Democrot  WEDNESDAY, Ji inf 7 1939 B No more Woodruff Elementary I I i i 1   'A Closing saddens teachers, pupils at small school I \u0026lt;\u0026gt; I  i . 1 /J Hi*- AY? ''97/ ^4 u '\u0026lt; 1 Anvws DaanoovtSaay! ARD AT WORK - Twe've-vear-oid Chad Hnin-.n works on a readino test r. Six f inq. Tne ade C'ass s? WcxxJruff Elementary- School on Tuesday mom- Roc- ds:nc: s thrd-oidest school closes todas BY LEA CHARLTON Democrat Start Writer Woodruff Elementary. pupils head home for summer today, probably never again to return to their handsome brick school. Students and teachers interviewed Tuesday said they hated to see the old school close. Teachers said they will miss the small-school feel and the pupils they claim are some of the best-behaved and most dedicated around. Several students said what they'll miss the most is the Boys Club adjacent to the school, as well as sliding down tne school's sturdy banisters. *T will be sad because I think its mean, Nathan Young, 9, said over his chili dog during lunch. 'They shouldnt do that to little kids. I hate it Both WoodrufT and King elementaries are supposed to be closed next year with their pupils most likely headed for the new Washin^on Elementary, still under construction at the old school. 115 W. 27th St Built in 1911. Woodruff is the third-oldest school still used as such in the Little Rock district. Other than King, which houses only kindergarteners. Woodruff IS the small- 5^. It -.IftS' Slw 1^ 1 J\n!( g. \"I '\u0026gt; 11 St3E' i^KT Hi !!!i II B 'rzCsniE^ P, KKRki^gKa HBHlBa a.-\nK a m *s^: PLAYTIME - Leavorr Shaw 9. i right) hits the ball toward RodriRques boKin. 8. in a game ot tetherball Tuesday al Woodruff Eiementarv School, at 3010 V\\'. est school, currently housing 196 pupib Though ni-'st pupils and teachers are opposed to Wood- nifTs closing. Patricia Higginbotham. prinrinal. kecj \u0026gt; nn ak ' Artwoas Onoovt Ba^ 0 Arwr Seventh St This is suboose to be the last yea lex classes at Wooarutf and King Elementary schools. Those DUDiis will attend Wasm'igton Eiementarv open mind. I've talked to the b(y. and girls and told them people make a school - the children .and the staff - not the build-  nr *: 'Old \"Wherever thev g(. they will mainiain their identity with their .school.\" She said the school has gained identity anrl strength this year that will not shatter See WOODRUF^ Page 8B J JI Woodruff Both the district and  Continued from Arkansas Page when the doors close to pupils. Suffering from low test scores last year, the predominantly black school is now the highest scorer on the Minimum Performance Test in sixthgrade science, exceeding even that score at Carx'er. the mathscience magnet. After only passing two of the seven MPT areas tested in both third and sixth grades last year, the pupils have nassed all but one this year - . xth-grade social studies. In addition. Higginbotham announced that 74 percent of McCutcheon agreed that Woodruff should be closed. Small schools are inefficient to operate, but are more identifiable ior children and teachers, said Mary Mumford, a computer lab attendant. Ive talked to the boys and girls and told them people make a school - the children and the staff - not the building.  the pupils in grades two through six are on the honor roll. She said she is not con- cinced the school will be closed. But on May 30, U.S. District Judge Henry Woods said he would approve all those portions of the Little Rock Its so stupid.\" Mumford said of the closing. \"It's close to the Boys Club ... it s naturally integrated. Whv would they want to foul it up?\" The school, at 3010 W. Seventh St., is surrounded bv modest homes in a relatively integrated neighborhood. Not long ago. it was once about 40 percent white, said Vicki Gershner. a reading specialist. school desegregation plan with . the district started lim- which Special Master Aubrey V. McCutcheon Jr. agreed. ited busing and some white patrons went to the magnet schools, bringing the white population at the school down to about 24 percent. Terri Swan, a first-grade teacher, said if teachers had a vote, they would keep the school open. But she said ementary, built in 1906, to Woodruff. Unlike Woodruff. Lee has fallen into disrepair. When it rains, employees have to place an infant-sized swimming pool under a leaky portion of the third floor ceiling. teachers were feeling the most frustration from not knowing for sure if the school will be closed and where they teach next year. If theyd just go ahead and tiatucally integrated. Why ' ^t)uld thev want to foul it closed, tnat might be better.  ' vjuui it h's so stupid. Its close to will the Boys Club... its she said. With wide grins, most of the third-graders interviewed Tuesday during their lunch said they were \"sad or \"upset about it. But Tanesha Abernathy, 9, said, Im not sad. Well just go to another school to work. Theyre gonna turn Woodruff into the IRC. the well-informed third-grader said. Theyre gonna turn Woodruff into a place where people wdll work. up? It wont be the same because this school has been here a lot of years. Ive been here ever since kindergarten. said La Shara Doss. 9. \"I have a lot of fun here.\" I dont like it when a school is closed. said Nicola Daniels, 9. Unlike most of her classmates. this was Nicola s first year at Woodruff. I like going to this school. I walk and I've never been late. The district wants to move Last year, she walked to the Instructional Resource Stephens Elementary. That i r _______ g long walk. Center from the former Lee El-5 2B ...ARKANSAS G Dont close Woodruff, Cannon urged insurance By Carla Johnson-Kimbrough GAZETTE STAFF Woodruff Elementary is a model school where students perform above average and should not be closed, a group of four parents told Dr. George Cannon on Wednesday. The four parents of Woodruff students met for a half-hour with Cannon, superintendent of the Little Rock School District. The 196- student school should remain open until a long-range student assignment plan is approved, the parents Justices Continued from Page IB. was pleased with Clinton's choices. \"I know them all personally, . Clark said. \"They are good lawyers and honorable people who will make absolutely the best decision they can. Besides Compton, other members of the panel are prominent in legal and ptolitical circles. Turner was an unsuccessful candidate for the Democratic gubernatorial nomination in 1984. Walmsley is a former state senator. Elrod is a former municipal judge, a delegate to the 1979-80 state Constitutional Convention and a Clinton appointee to the state Adult Probation Commission. Jones was appointed by Clinton in June 1987 to a new Jefferson County chancery-circuit judgeship. Jones, apparently the first said. The district has recommended that Woodruff Elementary, located at 3010 W. 7th St., be closed as part of a long-range plan to close relatively small schools housed in old buildings. The recommendation was seconded by Special Master Aubrey V. McCutcheon Jr. in a report to U.S. District Juoge Henry Woods. Nearly three of four Woodruff students in grades two through six had a B or better average and 23 percent had straight A's in the school year that just ended, Woodruff Principal Pat Higginbotham said last week. He also said the students did well on the Metropolitan Achievement Test and the Minimum Performance Test. Cites test scores The test scores proved that the children at Woodruff were receiving a serious education, said Joyce Meeks, a member of the four-parent group. She has a son at Woodruff. Meeks said the parents wanted to tell Cannon some things about the school that he may not have known, such as the strong parental support it has. The districts plan is to assign kindergarten through fifth-grade students who attended Woodruff this school year to the new Washington Elementary School, 1 IB W. 27th St. John DiPippa. a parent of three Woodruff students, said Cannon appeared \"genuinely touched\" by the group's report. Continued trom Page 1B. would be IB pe cent in 1989 and 16 percent tne following y\u0026lt; The increase for the 18,700 st employees in the health insura program: * For individuals, $21.17 month, raising the total mont premium to $143.26.  For individuals plus a spot $40.67 a month, raising the tc monthly premium to $234.71.  For individuals plus childr $26.60 a month, raising I monthly premium to $178  For individuals plus and children, $40.6\" ing the month $236.09. The employee's rise from $100 to $2\u0026gt;. The state currently pa\u0026gt; alft premium of state employees' surance. The subcommitt adopted a recommendation by t state employee insurance gro that Act 21 of 1989, which wot Identil of Arh still ur T RnWefsr* 9\nJ '  Arkansas Democrat  THURSDAY, JUNE 15, 1989 1 Woodruff parents  Arkansas Democrat Alex Bi andon encouraged after talk with Cannon BY LEA CHARLTON Denrocrai Start Writer Woodruff Elementary parents were encouraged Wednesday that their school would not be closed after speaking with Dr. George Cannon, superintendent of the Little Rock School District. After statements made May 30 by U.S. District Judge Henry Woods, the closing of Woodruff Elementary appears imminent. \"Every parent thinks his school is best and his kids are Wednesday at Juanita s Mexican Restaurant and Bar Dipippa, a ^1300 S. Main St. The 58-year old dentist, a native ol great, said John uipiPP . Nicaragua, is in the process of moving to Arkansas. Woodruff parent, we ao 100, Is to dentist )py to settle in state 1 in 1956. ittle Rock for a is honor by his thers of Sigma\nen was accom- eventually be forced from off- ice. but is uncertain when. IS wife, Maria hagen. lagens left Ni- B1 because he by the persecu- !d by the San- led government ga. He said the 11 and religious was especially ry difficult to with the ideals he said. Panama looked ppealing place. Manuel Noriega er and adopted wers similar to 1 said the vast Panamanians se ks Noriega and Noriega will laud except were right. If they want to do anything with Woodruff school, they should use it as a model for the rest of these schools. Dont kill it, said Joyce Meeks, another Woodruff parent. Four parents met with Cannon on Wednesday to convince him the building should not be Minimum Performance Test and on the national Metropolitan Achievement Test. Meeks said her third-grade son has an unusual talent for math that probably would have been neglected at another school. She said her son scored at the tenth grade level on the math section of the MAT6 that he took in the sec-\nond grade. : Woodruff gave him the op-\nportunity to advance his edu-\ncation no matter what grade' level he was on, Meeks said. They recognized his talent and told me what books j should buy and how 1 should work with him.\n----------------------- closed to students. At 3010 W. He IS not questioned by Woodruff is the small- est elementary school and the third oldest functioning school anybody so he can do whatever he wants. Standthagen said of Noriega. He praised current U.S. poltoward Panama icies toward as \"sound and consciencious, but conceded that outside countries are often powerless to influence internal politics. Standthagen said the U.S. in the district. The district has proposed closing the school as part of its long-range desegregation plan and hopes to move the Instruc- tional Resource Center, currently housed in the aging Lee Elementary School building, to should support the Nicaraguan Woodruff site, opposition forces, or Contras, because they may be the only there can be a return to Both Dipippa and Meeks said the meeting with Cannon way oe ictu... encouraging. We democracy tried to convince him why we \"1 think that people come to believe very simply that Woodpower with force and the use ruff is a model integrated of arms and it is difficult to school, Dipippa said. \"It is convince them by argument to naturally integrated, students give up power, he said. receive a good education there and have for years, and its small enough that kids feel power Standthagen chose UA on has sent all four of his children. who range in age from 39 to 19, to college in the state. was impressed. Woodruff students scored very well this vear on the state (t * Dipippa is a law professor at the University of Arkans^ at Little Rock law school and is looking into legal options parents have in preserving Woodruff as a classroom school. Intervening in the case Is possible but not likely, he said Wednesday. \"It would be very difficult for us to intervene and there would be no assef- tion that we would gel any satisfaction, he said. \"One more party would just complicate the mess even more.\nWe plan to do whatever have to, barring anything illegal, to keep Woodruff open} Meeks said. I- The parents will meet aga|n with Cannon, James Jennings, associate superintendent for desegregation, and Chris Heller, an attorney for the distriijt, sometime Wednesday 9r Thursday, Dipippa said. }\nParents will also gather pt the school Monday or Tuesday to circulate a petition in support of preserving the building as a classroom school. 1' I: Library boarc} OKs changes\n1TO: FROM: SUBJECT: Little Rock School District July 5, 1989 Dr. George Cannon, Superintendent of Schools James Jennings, Associate Superintendent for Desegregation Report on Closing of Woodruff School The purpose of this report is to review the issues related to the closing of Woodruff School. Section One provides background information on how the decision was made to close Woodruff. Section Two addresses concerns about the notification of Woodruff parents. Three provides demographic information on Woodruff school. Section Section One The first reference to the closing of Woodruff School can be found on page six of the Little Rock School District long-term desegregation proposal. This proposal was submitted to the Special ffester in October 1988 and is commonly referred to as the October Plan. The reference noted that Woodruff would be closed in 1990-91. The following is a quote from page six of the October Plan: (tr 'The site for the new Stephens Elementary is approximately one-half mile from Woodruff. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC). There is no need to continue to use Woodruff as a school after the opening of the new Stephens School. tt Public meetings were held immediately after the submission of the October Plan. These meetings were held to give the public a general overview of the proposed desegregation plan. In each case, it was clearly stated that all proposals were subject to change and final approval by the federal court. It was also stated on numerous occasions that the District was under a gag order and could not release the written proposals submitted to the court. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Closing of Woodruff page two The public meetings were also held to get input from the public on possible changes to the desegregation proposals. In January, the District prepared a revised attendance zone plan to address concerns that had been identified by patrons, staff members and other parties. The most significant change was a proposal to use a 1:25 pupil/teacher ratio in the proposed incentive schools instead of a 1:20 pupil/teacher ratio. The proposed 1:25 pupil/teacher ratio necessitated the closing of Woodruff in the 1989-90 school year since the increased capacity at the incentive schools could absorb the student population at Woodruff. The closing of Woodruff school was not addressed again by either the District or the Special Master until May. The Special Master indicated during his verbal review of the desegregation proposals that he would recommend closing Woodruff and reassigning the Woodruff students to This proposal was also a part of the the new Washington School. Special Master's written recommendations to Judge Woods. On May 30, Judge Woods issued a statement concerning the Special Master's reccommendations. Among other things, the following was noted: fl- 'For your information, the proposals and plans submitted by the parties which the Special Master recommended for approval will be adopted in my written order, and the districts should proceed immediately to implement these plans. It In summary, the Judge's statement authorized the District to close Woodruff School and directed the District to proceed immediately with the closing of Woodruff School. Section Two As stated earlier, the desegregation proposals were placed under a gag order by the Special Master. As a result of the gag order, there were several proposals under consideration that simply could not be released to the public. For instance, a detailed plan for the incentive schools required the involvement of principals, teachers and parents. However, a detailed plan for the incentive schools was never developed because the District did not have court approval to share information with the public. The same restriction applied to the closing of Woodruff. It should be noted that the October Plan also contemplated the closing of Ish School and the conversion of Rightsell, Mitchell and Rockefeller to magnet schools. Again, none of the parents in these schools were contacted because of the gag order.Closing of Woodruff page three Section Three Demographic Analysis of Woodruff School: 1. Eleven (11) classrooms at Woodruff Kindergarten  1 First Second Third Fourth Fifth Sixth  2  2  2  2  1  1 Woodruff has only one classroom that can accommodate kindergarten. The maximum capacity of the kindergarten classroom at Woodruff is 15. According to the state standards, a kindergarten class can have a maximum of 20 students. Likewise, the two first grade classrooms at Woodruff can only hold 19 students. The state standards will allow an average of 23 students and a maximum of 25 students in first grade. 2. Only one kindergarten class (15 students) feeds into two first grade classes (19 students in each class). In order to fill both first grade classes, 23 first grade students must be recruited or reassigned to Woodruff. 3. The decision to close Woodruff was partially related to the desire by the parties in the desegregation lawsuit to increase the number of elementary schools in central Little Rock. In particular, the Joshua Intervenors and the Little Rock School District view the expansion of elementary school capacity in central Little Rock as an important step toward long-term desegregation. An increase in capacity will reduce the burden of busing on black students. At present, the nunber of elementary students in central Little Rock is twice the number of elementary seats available in this area. The construction of Washington is the first step toward increasing capacity in central Little Rock. The parties have also agreed to rebuild King and Stephens. Both King and Stephens would have a capacity of approximately 600 students. The present student population at Woodruff can be reassigned to other schools without the construction of King and Stephens. Most of Woodruff's students can be reassigned to attendance zone schools. 4. Woodruff's racial balance is approximately 77% black (does not include kindergarten students for 1989-90). This racial balance places Woodruff in the major enhancement school category. If Woodruff is closed, most of the students can be reassigned to schools that meet the desegregation requirements.Closing of Woodruff page four 5. Racial makeup of neighborhood (oral report). 6. Woodruff has experienced a steady decline in enrollment over the last four years: School Year Total Enrollment 1988-89 1987-88 1986-87 (Primary School) 1985-86 * 196 (4th Qtr.) 216 (4th Qtr.) 263 (4th Qtr.) 294 (4th Qtr.) During three of the last four school years, Woodruff's black percentage has increased during the course of the school year: 7. School Year First Qtr. Fourth Qtr. 1988-89 1987-88 1986-87 * 1985-86 * 74% Black 74% Black 75% Black 76% Black 77% Black 75% Black 75% Black 77% Black 8. Woodruff's fourth quarter black percentage has been 75% or more for the last six (6) years: School Year Fourth Qtr. Blk % 1988-89 1987-88 1986-87 * 1985-86 * 1984-85 * 1983-84 * 77% Black 75% Black 75% Black 77% Black 78% Black 75% Black (* Primary School)a 3 Z 0 6 / 1 9 ? 1 1 1 rROtl JOHN W.WALKER P.A, TO 3'10100 P. 02 MHMORAWDPM to: MR. JOHN W. WALKER FROM: MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER re: LRSD V. PCSSD - New Construction within the LRSD DATE: MARCS Sz 1991 On site visits to four elementary schools (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots, and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year, August, 1991. Mr. Herman visited Woodruff and Western Hills. Cloverdale and Geyer Springs. a.s follows: I visited Our findings at the locations were CLOVERDALE BLBMBNTARY Principal: Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have (3 sections each of K-6) 21 classrooms The construction will consist of \"5 additional classrooms, a new playground, office, nurse's station and a cafeteria to be shared with Cloverdale Jr. High School. Final students student capacity (after construction): 492 I I I03/06/1991 11:33 FROM JOHN U.UPLKER P.fl. TO 3710100 P . 03 I I I I I I PAGE TWO March 5, 1991 The only portable building at Cloverdale Elementary is the music room. High has several Cloverdale Jr, portables, The budget between Cloverdale Elementary and Jr. High is approximately 2 1/2 million dollars. GEYER SPRINGS ELgXBNTARY Principal: Eleanor Cox (black female) Current student capacity: 200 students 76% black 24% white Current number of classrooms: 9 After construction, the school will have \"23\" classrooms. The construction will consist of \"14\" new playground and a new parking lot. Final student capacity: 400 new classrooms, a Anticipated capacity next school year\n326 There are currently 8 portable buildings that house the intermediate classes. There is also classroom sharing at Geyer Springs. The budget for Geyer Springs  construction has been set at 1 1/2 million dollars. WESTERN HILLS SLSMENTARY Principal\nMargie Puckett (white female) Current student capacity\n336 students 63.7% black 35.3% white .5% other The construction will consist of \"10\" classrooms. additional i I I03x06z1991 1 1 ! 39 FROM JOHN U.WALKER P.R, TO 3'13130 P. 34 PAGE THREE March 5, 1991 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Hills has been set at 1 million dollars. WOODRPPP ELEMENTARY Principal\nPat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of 10 new classrooms and expansion of the cafeteria. There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. I Please let us know if additional information is needed. I i I I I I I I I i IODM Visits to LRSD Schools, Opening Days 1994 Woodruff Elementary School We were pleased to note that:  The interior and exterior of the building were clean and attractive.  The entry received attractive, replacement windows which were in keeping with the school's period of construction.  Students were friendly and well-behaved.  The school contained several multicultural bulletin boards. We also noted some areas needing attention:  The roof leaked in the new early childhood wing of the building.  The paint has pealed and the plaster flaked on a basement wall near the library, probably due to an improperly placed downspout which drains next to the foundation of the building.  A clogged drain in an exterior stairwell causes flooding in the basement kindergarten classroom.  The cafeteria exit door jams, causing a serious safety hazard.r I 03x06/1991 11:37 FROM JOHN 0.U0LKER P . fl . JOHN W. WALKEK RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JK. 'Also 4ihniRd ui riwU:.-v in dl QurHa tjC CUumbu. TO\nFAX NO. : FROM\ndate: RE: MESSAGE\nTO 3710100 JOHN w. Walker, P.A. Attorney At Law I72:i Broadway Little Rock. Arkansas rjaie Telephone (.501) 374.^37.58 FAX (501)\n3744187 FACSIMILB COVSR Cbiw^ S1I-OII^ hr- 5-6 P. 0 1 I.AZAK M. PALNiCX LAW \u0026amp; FINANCE SUITE 1002 129 FOURTH AVENUE PmSBURGH. PA 1.5210 (412) 28.S-9220 THIS FAX CONSISTS 07^^^ 17 YOU DO NOT RECEIVE PAGE(S), INCLUDING THIS COVER PAGE. PAGE(S), PLEASE CALL AT THE NUMBER LISTED ABOVE AS SOON AS POSSIBLE. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 January 10, 1994 Mrs. Pat Higginbotham Woodruff Elementary School 3010 West 7th Street Little Rock, AR 72205 Dear Pat: Congratulations on 400 fight-free days at Woodruffl Thats a significant milestone to have reached, and 1 am so proud of you, your staff, and your terrific kids. As a former Woodruff parent, I know firsthand the importance you and your fine staff place on teaching children how to constructively handle their differences. As a result of his years at Woodruff, my son Jonathan left sixth grade last year with solid skills in decision making and conflict resolution that are serving him well now in junior high. By the way, 1 also want you to know how fondly Jonathan remembers Woodruff and his teachers. Every time we drive by the school, he heaves a sign and says, 1 wish I were still there.\" Jonathan learned so much while he was at Woodruff. He was challenged and he was also cherished, feeling secure and well-guided by his concerned and loving teachers. As a result, he gained much selfconfidence and now approaches school with an \"I can do it\" attitude. As a Mom, I thank you for all the wonderful things your school has given my son. As a monitor, I salute you for your superb vision, leadership, and know-how. You dared to set a lofty goal and then you provided the direction, resources, and support that have enabled all of you to achieve your goal together. Please share this letter with your terrific Woodruff colleagues and accept my enthusiastic congratulations on a job well done. Sincerely yours, Ann S. Brown( O Ll_ Cm CO co r-rc co I u? I o U-^ I dp Lj_ CK .j _J H S X s\u0026lt;:r B 05 Vol.4, No.l WOODRU^^ GAZETTE WOODRUIF ACADEMY During the last one :md one-halt years, the Wtxxlruff staff conducted an extensive self-study. The study included [1 analysis of surveys completed by the parents of our students. I by the teachers, and by the students themselves\nanalysis of test data, and analysis of discipline and attendance data. Based on the results of that study, the slaff revised the seiiool plan and the Mission Statement to meet the identified needs of our students. I Parents and staff alike identitied the need toi a greater emphasis on academic achievement. The phrase \"while promoting academic excetleoce\" was added to the Mission Suteinent (see beiow) and Woodniff's .name has tx-en changed to Woodruff Academy to to help ina.ntain the kx\nus on superior learning exfxxtations and ojiportunines. CHECK-UN\" REQUIRED i Parents or legal guardians of all students - even tho.se who July 10, 1998 WOODRUFF ACADEMY UNIFORMS At the end of the last school year, Woodruff sent a survey I 11 home to every family. Our parents and guardians over- h whclntisigly supported adoption of unifonns for Woodruff\n[ for the new school year. (Only 19 percent of our laimlies ' were opposed to uniforms.) ' Janice Wilson, W'oodnifrs Library Media Svxxiaiis, I\ndl the parents and guardiarts who volunteered to serv i uuifoiin commiliee to invite them to a meeting. not reach everyone, and some volunteers ments, but eleven }rents met with her\ndetails about their decisions are on page 'fc-, -A .--ini? Cl\ni.=il tlC \u0026lt;x\u0026gt;n!d  t liitj ihe VOYAGER MILL REPLa\u0026lt; E CARE Ihe \"Voyager\" program will replace the CARL program th i year. Please, see intdrmation on page 3. attended school at Woodruff Iasi year nnist rome to srhuol to \"chcck-iii\" on Wednesilay, Aug. 5, or Thurstlay, Aug. 6. between 10:1X1 a.m. and 7:00 p.n.. OPEN HOUSE You axe invited! Plea.se, plan to aUend o-cr \"Open House' } on Tuesday, September 8, from 5\n3f p m to V tW p.m WOODRUJT .MISSION We believe it is our job to guarantee the success of every child while promo--, create a climate where all children tee! a sense of security and purpose, and to adhere to a code of condne and encourage others. . ri ii it i h i fs h I . excellence, to .s us to rcsptxt WOODRUFF GAZETTE VoL4, No.l, page 3 July 10, 1798 to V o VOYAGER WILL REPLACE CARE i I HOW VOYAGER WORKS ro oc- CO \u0026lt;71 LO Tile end of-the-year survey included inJormation and questions about interest in the \"Voyager\" after-school program, without e.xception. every* .rarcni of a child whi wzLS enrolled in ihe C.ARE Frogram this past year and who would be returning to Wotxlruff for the new year, voted io adopt the \"Voyager\" program and pay an increased fee. Therefore. Woodruff Academy wiiJ not have the CARE Program this year, and the Voyager Program will be available for children whose parents enroll them in it. Last years CARE parents will have priority placement\nBeginning the firsi day of school, zXugust 20. trom 2:25 p.ni. j until 3\n25 p.nt, the children will have a snack, a recess, and II\ntime to work on their homework with toe help of the para- ! professionals. The children a rd the paraprofessionals will join tlie teachers for tb.eir Voyager classes from 3\n25 p.m. until 5:30 p.m. Each 'Voyager' ci-tss will have a tcacnet and a parapn?- t'essional aide who will work with 18 children. We will have I dl least four combined-age elt I\nprek-kog., i-2, .3 r- rc co I kD co 'X\u0026gt; 1 R I I Vovager is an inrredihle aftcr-schoni prograrn. It is amazingly popular and soccesstui because it builds each childs interest through hands-on dCiwiiv-bascrf k-arnm\n Whether the children are hniiding md ia'incbing model n space rockets, dres.sing up in nexlicai .scnibs and .siirgk'.ai j! masks, producing a courtnMun di ama. or designing a ! Thi.s after-school program wi\nl cost SJ-t.OO j\u0026gt;er -- I S 12.75 per week .iio.''e than last Vi s C.ARE Program,\nil36.00 will bv due oa the Cfitevth of each inonlh. except I n3 O CO Qi i_i _J _J Lxl (__i s CO mode) citys highway sy.sleia, ii.e v\nhidrc!i are learning advanced subject matter in an age-appropriate, fun, and 1 for Pcfemhfci, The Voyager i'rogra.m Ifirccior will be I available at \"(Jicck-Ir\" to answer quesiions, show a video I about the program, register cnildren for the program, and : accept the August payment ftoni placets -who want to before the fifteenth. t. il exciting way. Voyager adventi\ncontinue after schix, i 11 every school day. so ^cy enrich Ute learning ot children I J'he children who were legis'crrxl in CARE last year wd thnrughout the school y\n:a\n. 1 have priority. Except for them, other registered on a first -come ildren will be rst-served basis. We will ! generate waiting lists for opereng.s and/or e3Wbli.sh classes -.n f addition to the initial four. ii WOCDRL'l'E MISSION. Wc beltcve it is our job to guardniee tlic success of every child while promoting ac'idc.ntc excellence, to create a climate where all children fee! a sense of security and purpose, and to adhere to a code of condu and encourage others. that rail s us to respectSI Q WOODRUFF GAZETTE Vol,4, No. I, page 2 July 10, 1998 hO o CM o co 00 \u0026lt;71 U) r- rc' cc 1 lO \u0026lt;x? I T-i LO I (O O \u0026lt;O ZJ _j Ld a: X os x \u0026lt;x INFORM/VnON ABOUT UNIFORMS Several, inexpensive outfits are consrdered part of the I 'uniform\" dress code, i shirts and blouses: Solid color\nwhite, light or navy bine, with collars\nwith shoil or long sleeves. (No tank tops, etc.) 1! i I lottonis: Solid color., navy blue or khaki. Cotton twill 1 material, etc. No leanS or jeans inatenai girls styles: lumpers, skirts, walking shorts (with longer legs), skorts (shorts with a skirt type Ironl), and slacks. boy.s styles: Slacks, double..knee pants, and/or walking shorts (with longer legsl. socks and lights: Solid ctiior\n, K, vvtiite, lan, iglit nluc navy blue. Socks may be ankle - n kree ieiigth. bells: Solid color\nblack, brown, white, tan, blue warm clothing: White, tight b:u RULES ABOITT LFNIFORMS ! 1 -I 3. i 4. i 5- Navy tops ano bottoms may not be worn together. If clothing has bell loops, belts must be won. If girls wear jumpers or slcirts, they must wear tights or uniform shorts underneath. No hats may be worn in the building by anyone. Boys may not wear earrings. Nutt-: Being out of uniform or violating the. rules alioul uniforms will result in d5Si:iplin.iry action. ! Note: rhe formei WiXMlruff-S'., bo\u0026lt;.\u0026gt;l tee .shirt is obsolete. later this emr, we w-ill in vol 1 .1 rents in the decision aN^'it a 'ogo tor Wtxxirii'f .A.i a\u0026gt;,lemy shuts. li i 1 !) navy blue sweater.s nr i j sweat shirts (worn over anUonn shirt or blouse *ith collar visible). No rules govern coats, jackets, ra*n gear. etc. except those specified in rhe cisincf s stuceut fiasd'rxKik WHERE VG LI Y ( NIEORMS ' Ibietk' uniform compji\ne.ats aic avajiablf. stores, .So tar, we h.ivc found tneni a Xiuly at mariy tinnaft, Montgomery Waid. Sears. J. C. Penney. largct K iMan. Wai-Mar. .J... WOODRUFF MISSION: We beliese it is t\u0026gt;ur job to gjiaranlec the sjcxcss or c^very emit whJe prainonng acadcinic exeeUence, to create a cliinatc where all children feel a sense of seeuniy and .lurpose, and tu adhere tu a \u0026lt;xxle conduct that requ.res us to respeci and encourage others lb ri/ / 1^ PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ,^/V-OKvS2AejiA6(\\^ e^Gi^ S o ro m\\V mA^4Vv\u0026gt;-' ADDRESS CHILDS NAME GRADE yAiejA ------ U \u0026lt;v OVK^ 2^/$ Ttya I r S r. If 'liV 4\" ia ( f ^15 ^4|opiCw- \\/dA\\r\\(iK T 'Tl-tlL^ tS^'cb^^ \"^[if^sJa^ I k^Jbh c ^^ClAtZfe 3SP^ in. \u0026lt;5:ip,'-to| S\" n q\\ 'VccbJXtYK^-X. ^^sXL-v\u0026gt;x rc^ x^tkkvxJ^ CbJ'C-Klj!^ a H PEirnON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME HILD'S NAME GRADE I' 5 S^Wvl ^2  7^0- q\u0026amp;q?| tf Vf Hdn-^ '7)^^ (A-- JUbO . L. Vk^ifie 2, ^^?-\u0026amp;jMryyyOiAAA yryJ^tJ'o \\/aJ/y^'^-\u0026lt;\u0026gt;^  -  yi/-^jcj\u0026gt;! /i) /i^ \\Jic A- 7- iT tPEimON TO KEEP WOODRUFF SCHOOL OPEN V e, the undersigned patrons and supporters request that this school remain a neighborhood, classroo of Woodruff Elementary School, m elementary schooL NAME ADDRESS CHILD'S NAME GRADE CbVU^ I I i 1 I I I ?\u0026gt;)5 Le^'^ Gil^rfc h'^ PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters request that this school remain a neighborhood, classroo of Woodruff Elementary School, m elementary schooL NAME ADDRESS CHILDS NAME GRADE 4^ (K {-^Z. - PETITION TO KEEP WOODRUFF SCHOOL OPEN W e, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo m elementary schooL ( I I ADDRESS i I NAME ^'^10 %o\u0026lt;) i3  *7,P^/(At CHILD'S NAME slai^ GRADE I I 1 51^ We, the PETITION TO KEEP WOODRUFF SCHOOL OPEN undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE ( 4 ~l ??\u0026gt;T C 1-sS I i i i I ') / / (^ (^cLtJsiO 4^^jt rC/t. \u0026lt; I I 1 Ui? 2^' lj\\/(\u0026gt;7\u0026gt;:hzjnd ''^Lu^,){zX 2^0 pQtldL c o ( J^!/ fisLU/ZL 12^ Acaax.0^^ 11^ I petthon to keep woodruff school open We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE VU' U\u0026gt;. A\u0026lt;cv^XC\u0026lt;\u0026lt;^' co, AAqi^(7A-.\u0026amp;^^ \u0026lt;3Ai. old 7Q_4j./\\mj (/ff'C^ (ih t'j t/\\cOc(-^ ]b?. p^) Z-I ll^ l1 - I^Mak 7)f I I ( 11 zD/3 n L-f^ L A/^P Uh '171. PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS TePC^ 0^ (IVC-\u0026lt;*A^ CHILD'S NAME ^cexvCt^S. GRADE \\C h KI ^1 h ( ov t ^l/- ---- r 3 yiff\\/g\u0026gt;ir/ KlPETITION TO KEEP WOODRUFF SCHOOL OPEN undersigned patrons and supporters of request NAME We, the undersigned patrons auu classroom ^at this school remain a neighborhood, classroom Woodruff Elementary SchooL ^mentary schooL address t) Sol CHUD'S NAME y) A J GRADE K. ^/6? tX^ -e / '[ycxvxlel 31^ ^JD \u0026lt;lWUj^ fO(^i J I'OiU % Awe- '/Y I 3 3- af\u0026gt;J 3o 5 Q' f PETTTION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neigh...b..o..r..h..o..o...d..,. ...c..l assrooim elementary schooL NAME CHILDS NAME GRADE 6 fO U 1( 'Vi^ 3y-^z\u0026gt; ADDRESS 30^ ' ly^^aA^nx K-e 17/1 I I I I PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary SchooL request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE I 6 J /^C?DO i\u0026amp;i sei /i/ J^yj- 7//. y 'A^ )/9 / / f\\Vo Q. 7 3 : i ''I f 3/1 ^t-iUh  Q  PETmON TO KEEP WOODRUFF SCHOOL OPEN We. the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME k'u5.(irL CluvO,.. s. \u0026lt; J H'] ''bi l\\[I ADDRESS 7\u0026lt;9\u0026lt;k.h((Oi3Ixxne 2^17 q CHILD'S NAME KvcViQel GRADE (he OJOlt Vl tV^ UJcc6\u0026lt;\"'J'\\T J TJi .\u0026lt;^\u0026lt;r /\u0026gt;a).} b 11Q~? J- P\u0026gt;^-  4/0 moiu'ip 10 140 I'-rr III Lfi,, liOl^ W65c5K rj Let 5 \\v\\S I \u0026lt;Z\u0026gt;X I PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo m elementary schooL address CHIIILLDD''SS NNAAMME GRADE NAME c Vv  I! PETITION TO KEEP WOODRUFF SCHOOL OPEN We the uunnddeerrssiiggnneedd ppaattrroonnss aannda ssuuppppooirutceiros of request that this school remain a neighborhood, classroo Woodruff Elementary SchooL ra elementary schooL NAME , -a--d--d--r--e-ss CHILD'S NAME GRADE_ )\u0026lt;i8i) 71 t 3 b^i \"^OX tvj f 0. i |*A C e n tc /' L f-s- iZ. AJ 0 A/\u0026lt; 4.5i ! f i' 7 :  V'  .n. \u0026gt;\u0026gt; J \u0026lt;4 I' I ( J I } i a. PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo ADDRESS m ele m entary schooL CHILDS NAME 111 ' 2\n^'' . GRADE * i o ^Oi  i I I ( . C f { STATEMENT OF JOHN DIPIPPA TO LITTLE ROCK SCHOOL BOARD I SPEAK TONIGHT ON BEHALF OF THOSE PATRONS AND SUPPORTERS OF WOODRUFF ELEMENT7VRY SCHOOL. SPEAK FOR THE OVERWHELMING CONSENSUS OF WOODRUFF PATRONS TO KEEP WOODRUFF OPEN AS I A FUNCTIONING CLASSROOM ELEMENTARY SCHOOL. WE HAVE TWO GOALS: 1) TO KEEP WOODRUFF OPEN FOR THE 1989- 1990 SCHOOL YEAR, AND 2) TO KEEP WOODRUFF OPEN PERMANENTLY. TONIGHT I WILL ADDRESS ONLY THE FIRST GOAL BUT IN DOING SO I MUST NECESSARILY SPEAK TO THE REASONS FOR KEEPING WOODRUFF AS A PERMANENTLY FUNCTIONING SCHOOL. WOODRUFF SHOULD NOT BE CLOSED FOR THE COMING SCHOOL YEAR FOR TWO REASONS: FIRST, WOODRUFF PATRONS WERE NOT PROPERLY CONSULTED BY THE SCHOOL DISTRICT PRIOR TO THE ANNOUNCEMENT THAT THE SCHOOL WOULD BE CLOSED. SECOND, IT IS PREMATURE TO CLOSE ANY SCHOOL BEFORE THE DISTRICT HAS A COURT-APPROVED STUDENT ASSIGNMENT PLAN. BECAUSE OF ITS ACADEMIC AND SOCIAL ACHIEVEMENT, WOODRUFF DESERVES TO BE CONSIDERED AS AN OPTION WHEN THE DISTRICT FORMULATES THE PLAN DUE IN DECEMBER. WOODRUFF PARENTS WERE NOT PROPERLY CONSULTED PRIOR TO THEANNOUNCEMENT EARLIER THIS MONTH THAT THE SCHOOL WOULD BE CLOSED. ALTHOUGH THE DISTRICT ANNOUNCED THAT GENERAL COMMENTS WOULD BE TAKEN ON THE PROPOSED SETTLEMENT, NO DIRECT MEETINGS WITH WOODRUFF PARENTS WERE HELD. WHEN A SCHOOL IS SLATED TO BE CLOSED THE SCHOOL DISTRICT SHOULD MEET DIRECTLY WITH PATRONS OF SCHOOLS MARKED FOR CLOSURE. AT THESE MEETINGS THE DISTRICT SHOULD PRESENT ITS RATIONALE FOR CLOSURE AND HEAR ANY OBJECTIONS AND SUGGESTIONS THAT THE PATRONS HAVE. THE DISTRICT MAY THEN TAKE PATRON'S COMMENTS INTO ACCOUNT WHEN MAKING THE FINAL DECISION. THIS PROCESS WOULD TREAT PARENTS AS VALUED CO-PARTICIPANTS IN THEIR CHILDREN'S EDUCATION. IT WOULD MAKE THEM FEEL THAT THEY ARE MORE THAN NUMBERS IN A COMPUTER. MOREOVER, THE DISTRICT WOULD GAIN AN INESTIMABLE AMOUNT OF GOOD-WILL FROM SUCH A PROCESS FROM BOTH THE AFFECTED PARENTS AND PARENTS WHO MAY BE CHOOSING BETWEEN THE LITTLE ROCK DISTRICT AND ANOTHER SCHOOL SYSTEM. THE DISTRICT DID NOT MEET WITH WOODRUFF PATRONS PRIOR TO AN EARLY JUNE MEETING WITH MYSELF, JOYCE MEEKS, KEITH CAVINESS, AND RICK COLLIER AT OUR INSTIGATION. IN SPITE OF THE ASSURANCE AT THAT MEETING THAT NO DECISION WOULD BE MADE AND THAT THIS PARENT'S GROUP WOULD HAVE ACCESS TO THE DECISIONMAKERS, TWO DAYS LATER THE DISTRICT, THROUGH ASSOCIATE SUPERINTENDENT JENNINGS, SECURED MR. REVILLE'S APPROVAL FOR THE CLOSURE OF WOODRUFF. THREE OF US MET WITH SCHOOL OFFICIALS THE NEXT WEEK AND WERE TOLD THAT THE DISTRICT WOULD DO WHAT IT COULD TO KEEP WOODRUFF OPEN FOR AT LEAST THE NEXT YEAR. WE HAVE NOT RECEIVED THE FINAL WORD FROM THE DISTRICT. WE HAVE BEEN TOLD THAT IF WOODRUFF CLOSES PARENTS WOULD HAVE THE OPTION OF CHOOSING THE NEW WASHINGTON SCHOOL OR A SCHOOL BASED ON THE NEWLY DRAWN ATTENDANCE ZONES. OVER HALF OF THE CURRENT WOODRUFF STUDENTS LIVE IN THE PULASKI HEIGHTS ATTENDANCE ZONE. NEVERTHELESS, NEW STUDENTS ARE BEING ASSIGNED TO PULASKI HEIGHTS ELEMENTARY WHILE WOODRUFF STUDENTS' ASSIGNMENTS ARE BEING DELAYED THE FINAL DECISION. THUS, IN SPITE OF THE DISTRICT'S ASSURANCES THAT WOODRUFF STUDENTS WOULD HAVE A CHOICE NEXT YEAR, NO CHOICE MAY EXIST IF PULASKI HEIGHTS FILLS UP BEFORE THE DISTRICT MAKES UP ITS MIND. I RAISE THIS ISSUE TO SHOW THAT WITHOUT PARENT INVOLVEMENT AND AT THIS LATE DATE, IT WOULD BE UNFAIR TO CLOSE WOODRUFF INTHE FALL. EARLIER INVOLVEMENT OF WOODRUFF PARENTS WOULD HAVE GIVEN THEM THE OPPORTUNITY THE SUGGEST ALTERNATIVE ASSIGNMENT OPITONS SHOULD THE SCHOOL CLOSE BU, IN ANY EVENT, WOULD HAVE ALLOWED THEM AMPLE TIME TO PLAN FOR THE COMING SCHOOL YEAR. OUR CHILDREN ARE THE ONLY ONES IN THE ENTIRE DISTRICT WHO WILL BE INVOLUNTARILY ASSIGNED NEXT YEAR. WE SHOULD AT LEAST HAVE THE OPPORTUNITY TO PARTICIPATE IN THE PLANNING FOR THEIR EVENTUAL PLACEMENT. MOREOVER, THAT PLANNING SHOULD BE CONDUCTED IN AN ATMOSPHERE WHEN CHOICES, REAL CHOICES, CAN BE DISCUSSED FREE FROM THE CURRENT PRESSURES. WE ALSO SUBMIT THAT IT WOULD BE PREMATURE TO CLOSE WOODRUFF UNTIL THE DISTRICT HAS A COURT-APPROVED STUDENT ASSIGNMENT PLAN. YOU ARE ALL PAINFULLY AWARE OF THE CURRENT STATUS OF THE MOST RECENTLY PROPOSED STUDENT ASSIGNMENT PLAN. THE DISTRICT MUST, IN ESSENCE, RETURN TO THE DRAWING BOARD AND DRAFT A NEW PLAN BETWEEN NOW AND DECEMBER. GIVEN THIS UNCERTAINTY, THE DISTRICT SHOULD FORECLOSE ONE OF ITS OPTIONS WITHOUT CAREFUL STUDY. WE BELIEVE THAT WOODRUFF CAN PROVIDE PARENTS WITH THE OPTION OF A SMALL COMMUNITY-BASED SCHOOL WITH STRONG TIES TO THE SURROUNDING NEIGHBORHOOD. PERHAPS ITS VERY SUCCESSFUL CONFLICT-RESOLUTION PROGRAM CAN BE EXPANDED AND BE THE BASIS FOR RELATED CURRICULAR OFFERINGS IN LAW, SOCIAL STUDIES, AND HUMAN BEHAVIOR, IN ANY EVENT, A DISTRICT THE SIZE OF LITTLE ROCK SURELY HAS PLACE FOR A VARIETY OF SCHOOLS. IF THE GOAL IS HIGH-QUALITY, INTEGRATED EDUCATION THEN WOODRUFF CAN BE A MODEL FOR THE ENTIRE COMMUNITY. FOR YEARS, WOODRUFF WAS BOTH A GOOD AND AN INTEGRATED SCHOOL. ONLY UNTIL THE MOST RECENT SHIFTING OF STUDENTS DUE TO THE CONTROLLED CHOICE PLAN DID THE RACIAL BALANCE SLIP. NEVERTHELESS, THE SCHOOL HAS CONTINUED TO EDUCATE ITS STUDENTS WELL. IN THE LONG RUN, QUALITY SELLS\nTHAT IS, GOOD EDUCATION IS THE BEST ADVERTISMENT FOR THE PUBLIC SCHOOLS, WITH THE PROPER SUPPORT FROM THE DISTRICT AND SOME STABILITY IN STUDENT, TEACHER, AND ADMINISTRATIVE ASSIGNMENTS, WOODRUFF CAN BE A NATURAL MAGNET TO KEEP AND RETURN WHITE PARENTS TO THE CITY SCHOOLS, BUT EVEN IF THE RACIAL COMPOSITION DOES NOT CHANGE, WOODRUFF DESERVES TO BE PART OF ANY LONG RANGE PLAN, BLACK CHILDREN AS WELL AS WHITE CHILDREN DESERVE THE CLOSE, WARM, FAMILY-LIKE ATMOSPHERE OF A SMALL SCHOOL, BLACKPARENTS AS WELL AS WHITE PARENTS DESERVE TO HAVE THE OPTION OF A SMALL, COMMUNITY BASED SCHOOLK. TO IGNORE THOSE NEEDS IN FAVOR OF LARGER, MORE IMPERSONAL SCHOOLS AND THE COLD CALCULUS OF RATIO'S V AND DEMOGRAPHIC TRENDS IS TO FORGET THAT BROWN BOARD OF EDUCATION WAS ABOUT BOTH INTEGRATED AND QUALITY EDUCATION. THIRTY FIVE YEARS AFTER THE DECISION IN BROWN IT IS THE ULTIMATE IRONY TO CONSIDERING CLOSING AN INTEGRATED, QUALITY SCHOOL LIKE WOODRUFF. TO FAIL TO RECOGNIZE AND ACT UPON THIS IRONY WILL BE TRAGIC. t'j Arkansas Democrat '.W (gazette WEDNESDAY, DECEMBER 2, 1992 B Above the fray i ' r*\\ .V-S. f- 1, ' iv T .r W* \u0026lt; \u0026lt; -h-' A ' 4-? T t' A- K\n * 2 r* s  *'*4 V A A '^16^  s\\ r  \\ ij. ^i! % eW r i B 1' n|M*:\niJ6r r,l(1 B V. :rw. 'M '1\n NO FIGHTS AT THEIR SCHOOL  Third- and fifth-graders from Woodruff Elementary School in Little Rock raise a parachute high at the Billy Mitchell Boys Club on Tuesday as they celebrate 200 consecutive days without a fight parachute games. Arkansas Democral-Gazdne/Scon Carpenter at their school. The students were being rewarded for their hard work in nonviolent conflict resolution with fence painting, ornament making andA Aik^as Democrat ^(j^azcttc TUESDAY, FEBRUARY 15, 1994 Cop^^ e Unie Rock Newspapers. Irw. WOODRUFF ELEMENTARY SCHOOL Before you make a deposit on your childs education, be sure the school you select can provide your child the best education possible. Check us out! Open House each day: Feb. 9 through Feb. 18, 8a.m. - 1p.m. *  * * On your way to work (Woodrow exit just off 1-630) Before- and after-school CARE (7:00 a.m. - 5:30 p.m.) Brand-new early childhood wing (4-6 yr. olds) World-class library Safe, secure family atmosphere Small classes\nindividual attention Warm, caring, highly qualified staff Active PTA * Full-time counselor * 28-station computer lab Teaching based on each child's learning style Results: standardized-test scores prove our methods work is * * * The best of traditional education emphasiting academics and discipline. (Not a single fight since October 15, 1991!) Come see for yourself. Drop in or call me for a personal tour. Pat Higginbotham, Principal. 3010 West 7th St. 671-6270 \"Encouragement, Improvement, Excellence\"THURSDAY, MARCH 16,1994  ARKANSAS DEMOCRAT-GAZETTE  Elementary students resolving conflicts without violence By Mary Maunoy Pierce Sf^clol to the Democrat-Gazette p ositioned for quick visibility on the office wall of Woodruff Elementary School is the schools missions statement: u Vfe at Woodruff School believe it is our job to guarantee the success of every child, to create a climate where all children feel a sense of security and purpose, and to adhere to a code of conduct that requires us to respect and encourage others. In 1988 the school body - teachers. students, office staff and parents - ouuueiivH, umve Btaii aiiu pareiiLS , made a serious commitment to each ' other to live by the words of their mission statement and to adopt a non-violent atmosphere for their school. Now six years later, the school celebrates over 400 days without a fight. 'When I became the principal of Woodruff Elementary in 1988, I found the school and the students to be just like any other normal elementary. There were no weapons on campus or outbreaks of violence, but there was a tremendous amount of talk about fighting. There was a lot of time spent teasing and talking about what someone was going to do to another student after school or the actual scheduling of after-school fights. It wasnt even the majority of the students, but the kids involved were loud enough to be a distraction in a learning environment, said Pat Higginbotham. Higginbotham called a school-wide meeting and talked to the children about her concerns and encouraged them to put an end to fighting. Her idea to keep track of the number of days without a fight - like some factories and plants track days without an accident - was a big hit with the students and the countdown began. Its still a hard job, but the early days were really tough. I made daily visits to each classroom to talk about our success, and we offered rewards like extra recess and circus tickets for students standing up for non-violence, said Higginbotham. We let the parents know what we were doing and they were most supportive. That first try, we only went six days, but gradually made it to 90 days. Teachers began to notice a difference and when they recognized the early stages of a potential fight, they made a great effort to get students to talk about their problems instead of fighting. Now we celebrate milestones in 100-day increments and feel weve made great strides by not. ha,ying a fight since October 1991.' Higginbotham says the non-violence program evolved as the weejcs went by and, two years into the program, Woodruff added after-recess intervention meetings, character education and a big brother/big sister program.\n We began pairing older students  5th and 6th graders  with our four- year old and kindergarten students. The older ones helped the younger ones understand the non-violent way to resolve conflicts. Now those younger students are the older ones, and weve truly seen a cultural n change at Woodruff.' See WOODRUFF, page 2H WOODRUFF Continued from Page IH Woodruff counselor, Shirley Davis has been with the non-violence program since its inception' and has seen a dramatic change in the students attitudes about resolving conflict. In the beginning, some of our kids said we werent being realistic about our non-violent approach to conflict resolution. . Fighting was the real world to them and it was the only way they knew to solve a problem. But with love and patience, we taught them how to fight fair by attacking the problem, not the person, said Davis. Kids have to learn that conflict is just a part of life, and that conflict is not a problem. Instead, its how we handle conflict that can be a problem. Davis works with the teachers and students when various problems arise and is creative with her tactics. She teaches Woodruffs seven-step plan for fighting fair in the form of a song that Woodruff bought from the Grace Contrino Abrams Peace Education Foundation, Inc. She also tries to focus on peaceful times. Theres so much emphasis in the world about conflict and negative situations, but I want the kids to hear about people helping each other, too. said Davis. In six years the non-violence program has given Woodruff students more than a number of days without a fight to be proud of - other positive results are apparent as well. Our academic performances are up and theres a higher sense of morale and purpose. Were hearing from parents and others in the community that these kids are taking this non-violent concept with them outside of our school setting, said Higginbotham. Theyre teaching the principles to their siblings and friends, and wholly believe that it takes more courage not to fight than to fight. Its produced a healthy, functional school family where adults are present to set limits and the children are able to make better and better choices.I / February 23, 2001 Stagecraft on the run  SATURDAY, FEBRUARY 28. 2004  Police inspect cooler outside LR school ARKANSAS DEMOCRAT-GAZETTE Little Rock police investigated a suspicious package outside Woodruff Elementary School on Friday but found only an empty cooler, according a police report. A school security officer told police he had seen an Igloo cooler on the sidewalk at West 7th and Booker streets near the southeast corner of the school about 7:15 a.m. Several police cars surrounded the area, forming a one- block perimeter. Students and teachers were instructed to stay in the basement cafeteria at the northwest side of the school building. Little Rock fire officials inspected the cooler and saw that it wis empty and not a threat, the report said.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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