{"response":{"docs":[{"id":"aar_lessons_242","title":"Refuse to Give Up Your Seat!","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Students will compare and contrast arrest documents for Rosa Parks and Claudette Colvin."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights","Suffrage"],"dcterms_title":["Refuse to Give Up Your Seat!"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/242"],"dcterms_temporal":["1950/1959"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_691","title":"Registration","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2007"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School enrollment","Educational statistics"],"dcterms_title":["Registration"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/691"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District First Class Schools For World Class Kids Information Registration 1993-94CALENDAR OPEN HOUSE DATES: (All Open Houses Begin At 7 P.M.) January 25 Incentive and Interdistrict Schools January 26 Elementary Magnet Schools February 1 Area and Magnet High Schools February 2 Area and Magnet lunior High Schools February 3 Area Elementary Schools REGISTRATION DATES: February 8-19 Pre-registration for new students, kindergarten, four-year-old and options (incentive, interdistrict and magnet schools). March 10 Assignment notification to all students, except four-year-old program applicants. March 15-26 Desegregation transfer application period. March 15-June 9 Registration resumes at area schools. April 9 Notification letters to desegregation transfers and four-year-olds. Dates and place for summer registration will be announced later. All students, new and returning, must confirm their school assignment at this time.INTRODUCTION The purpose of this brochure is to save your time by assuring that you know how, when and where to register your child in the Little Rock School District for the 1993-94 school year. If you have other questions about school options or feel that you need more information, please call the Student Assignment Office at 324-2272. Welcome to our first-class schools. We know that your world class kid deserves no less. The LRSD has everything your child needs to put his or her best foot forward toward a successful future. I TRANSFER OPTIONS Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. Magnet Schools. Thematic elementary, junior high and senior high schools available to students from the Little Rock, North Little Rock and Pulaski County school districts. Focus on arts, math/science, language/interna- tional studies, health science, business/ communications and basic skills. Interdistrict Schools. LRSD has two interdistrict elementary schools, one with a computer-science theme and the other's theme soon to be announced. Pulaski County Special School District's interdistrict school at Crystal Hill has a communications theme. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allows the sending and receiving school to comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers for secondary students will be granted from March 15 to March 26 only. Applications should be completed at the LRSD Student Assignment Office. Desegregation transfers also will be granted to the following elementary schools: Badgett, Bale, Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson, Wilson and Woodruff. Area (Attendance Zone) Transfers. Students who are not currently attending their area (attendance zone) school may request a transfer to their area school. Forms should be completed at the Student Assignment Office. M-to-M (Majority to Minority) Transfers. Students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Act 609 Interdistrict Transfers. Provides the option for a student to attend school in a district other than that in which he or she lives, subject to some restrictions. For information about any of these transfer options, contact the Student Assignment Office, 501 Sherman, or call 324-2272.PRE-REGISTRATION FEBRUARY 8-19 FOR NEW STUDENTS, KINDERGARTNERS AND FOUR-YEAR-OLDS Who Should Register: All students new to the LRSD for the 1993-94 school year or children who will be five years old by October 1, 1993, (for kindergarten) or four years old by October 1, 1993, (for four-year-old program) should complete the pre-registration process February 8 to 19 to receive a confirmed assignment by March 10 (except four-year-olds who will be notified April 9). How To Register: Follow these two steps for a quick and easy pre-registration process. 1. Pick up a Pupil Information Form from your area school. If you don't know your area school, call the Student Assignment Office, 324-2272, and tell them your address, or drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information with them: Proof of students Social Security number, proof of student's aye and verification of home address. Acceptable documentation of age includes a certified birth certificate, visa or passport. Acceptable documentation of address includes a current utility statement, a sales/ purchase contract, lease agreement or personal property tax bill. It is very important to have your correct address on file so we can mail important information to you. ALTERNATE PRE-REGISTRATION DATE If you miss the February 8-19 pre-registra- tion, the next pre-registration opportunity will be March 15 to lune 9.Safe, Free Transportation: School bus transportation is provided for students who live more than two miles from assigned schools and for school field trips. Call 570-4000 for information. Safe, Secure Schools: Precautionary procedures include metal detector scanning in secondary schools, pilot police resource officer program, staff training for conflict resolution and ongoing review and advice on safety policies by a District/community task force. DIVERSE CHOICES ALLOW YOU TO CUSTOMIZE YOUR CHILDREN'S EDUCATION Select a school where they'll thrive in a learning environment that's tailored to their personality and talents. With so many options in the LRSD, there's bound to be one that is especially suited for your child. The following is a summary of options now available: Area Schools: The elementary school that is the district school nearest your home is called an area school. Each area elementary school feeds into a particular junior high and senior high school. This is square one in your search for a school thats right for your child. Area schools offer a strong classroombased program in basic skills as well as essential skills development necessary for problem solving and critical thinking. The elementary program focuses on instruction in language arts, mathematics, social studies and science. It offers computer lab, music instruction, PE, certified counselors and a gifted and talented education program for students in grades 3-6. Gifted and talented teachers work with classroom teachers for student needs in grades K-2. At the junior high level, the focus on basic skills and decision making is expanded to a broader range of subjects including art.HOW TO PRE-REGISTER FOR OPTIONS Who's Eligible: Any student, new or returning, may request another school. Options are incentive schools, high school kindergartens, interdistrict, magnets, majority-to-minority (M- to-M) transfers and desegregation transfers to another area school. (See Transfer Options Panel). How To Pre-Register: Fill out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office. Any student not chosen for immediate placement will be placed on a waiting list. Sibling Preference: Sibling preference will be granted for any family whose children are attending their area (attendance zone) school. Sibling preference assignments are subject to desegregation requirements and capacity. Sibling preference will not be granted to a non-attendance zone school. Sibling preference does not apply to magnet schools. SPECIAL FEATURES The following are some of the special features offered daily by the LRSD throughout the school year: Before And After School Child Care: The CARE program is a non-profit program of child care offered to elementary-age students in the LRSD. It operates before and after school and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. Hours are 7 a.m. until school opens and from the close of school until 5:30 p.m. (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. Nutritious Meals: Breakfast is available to students for 50 cents and lunch is $1 for elementary and $1.05 for secondary students who have a choice of menu items. other information. Best pupil-to-staff ratio in tfie District: this ratio helps increase interaction between students and trained adults. Special skills program: foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent workskops: priority to learning skills which enhance decision making, problem solving and creative thinking skills. Four-year-old programs: these programs offer an early start to prepare children for the learning process. Mentoring/role model programs: emphasis on developing self-esteem and social skills through volunteer, local business and professional persons. The incentive school program is based on the Pre K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. The goal of the incentive schools is to promote and ensure academic excellence in schools that have been difficult to desegregate. (See Directory of Softools For A List of Incentive Schools. See Calendar For Open House Dates.) Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet school -- with exciting possibilities for students who wish to pursue specific interests. All magnet schools are tuition-free and available to students in the Little Rock School District, North Little Rock School District and Pulaski County Special School District. Transportation is provided to students who live more than two miles from the magnet school they attend. There is no tryout or pre-requisite course required for entrance. If the applicants exceed the seats available, selection will be made on a random basis by use of a lottery system. Enrollment is open county-wide. Applications must be submitted to the student's resident district. There are 12 interdistrict magnets. Booker Arts (K-6): Visual arts, creative movement, dance, orchestra, gymnastics, drama, music and an 18-station keyboard lab complement the regular elementary program.band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, language arts, science, social studies and vocal music. Extracurricular opportunities include basketball, football, golf, tennis, track, volleyball, cheerleading, drill team and, in some schools, soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and high expectations for personal achievement. The schools provide a significant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. (See Directory of Schools For A List of Area Schools And Addresses. See Calendar For Open House Dates.) Incentive Schools\nThere are seven incentive elementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and have a focus geared to educational achievement. These schools receive enhanced funding and voluntary M-to-M transfers are available for some students who wish to attend an incentive school. Features that distinguish incentive schools from area elementary schools include: Student education plan: an individual learning plan is developed to meet each student's learning style, interests and needs. Computer-assisted instruction: children learn computer-based instruction in language arts, mathematics, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Latin is used to enhance language arts skills in grades 5-6. Extended day, week and year learning opportunities: classes after school and Saturday enrichment programs to enrich and reinforce academic skills. Parent Center: parents may obtain materials and training on parenting skills and 1 I 1\u0026gt; Central High International Studies (10-12): Limited magnet program with 175 seats developed around an international theme that capitalizes on the school's extensive foreign language program. McClellan Business/Communications (10- 12): Dual focus of business and communications provides a solid college prep business/ communications program and prepares students for the world of work, emphasizing ongoing collaboration with nearby institutions of higher education. Through a seven-class day, the program is enhanced by the schools community education program, also. - Parkview Arts \u0026amp; Science (10-12): Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum, are offered. Visual arts, theatre, dance, music, microbiology and human anatomy are among the offerings.  Rockefeller Cooperative Early Childhood Magnet School (six weeks-age 3): See Early Childhood Education Section. (See Directory of Schools For Addresses. See Calendar For Open House Dates.) Interdistrict Schools: There are three interdistrict schools. King Elementary will open as an interdistrict school in August 1993 on Martin Luther King Drive adjacent to 1-630. It will be conveniently located for the children of persons employed in the downtown/state Capitol/ Arkansas Children's Hospital vicinity. It will be open to LRSD students who live in the King attendance zone and students from the Pulaski County Special School District who are eligible for an M-to-M transfer. A thematic focus will be announced soon. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible'' Carver Basic Skills/Math-Science (K-6): Computer, math, science and Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academic and critical- thinking skills. Gibbs Foreign Language/lnternational Studies (K-6) Daily French, German and Spanish language instruction, plus an exploration of cultures from a global perspective, enrich the traditional elementary program. \" Williams Basic Skills (K-6): An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program. - Washington Basic Skills/Math-Science (Pre-K-6): A comprehensive education program including a Young Astronauts lab, two science labs, two math labs, a computer lab, IBM Writing to Read program and a strong emphasis on the hands-on approach to math and science education. Dunbar International Studies/Gifted \u0026amp; Talented (7-9): International studies are incorporated into seven classes daily including foreign languages, international studies, world issues and a soccer program. Dunbar students who wish to participate in the gifted and talented program must be identified and recommended for placement. Henderson Health Science (7-9): Health science study incorporated into seven classes daily including health sciences in today's world, in the universe and in the physical world. Science rooms are equipped with functional science laboratories and a curriculum specialist serves as a liaison with health science institutions for field trips and special events. - Mann Arts \u0026amp; Science (7-9): Two magnet programs, arts and science, are offered. Curriculum requirements are combined with extended opportunities in art, music, drama, dance and science labs.I AEROSPACE PROGRAM INTEREST INVENTORY Clip or copy this form, fill it out and mail it back to LRSD I  The Little Rock School District is applying for a  federal grant to fund operation of an aerospace I program in three junior high schools, beginning in | the second semester of the 1993-94 school year, g and continuing into a senior high aerospace magnet  school to open in the 1994-95 school year if the  grant is received. ? If the District implements this program:  1. Would your child be interested in attending I one of the junior high schools where this program | will be operated?  Yes No 2. Which of these junior high schools would your child prefer? (please check one) Southwest junior High School Forest Heights junior High School Cloverdale junior High School 3. Would your child be interested in attending the high school aerospace magnet program? Yes No 4. Would you like additional information about these proposed programs? Yes No Student's Name Race (black, white, other) Home Address Parent Name Telephone Number Current School Current Grade Level_________________________  We encourage all students enrolled in the Little J Rock, Pulaski County or North Little Rock school J districts to respond to this survey.  Please complete this information, tear out this I page and return it to the LRSD Student Assign- I ment Office, 501 Sherman Street, Little Rock, AR | 72201, ATTENTION: Marie Parker.  for an M-to-M transfer. Strongly anchored with a traditional basic skills curriculum in social studies, science, math and language arts, it is one of only two schools offering the exciting \"Windows on Science\" program. There's a computer-based gifted math program which offers pre-algebra and algebra 1 to advanced math students. Physical fitness, music and art are a strong part of the curriculum. Computers are available in classrooms of the four upper grades. (See Directory of Schools For Address. See Calendar For Open House Dates.) Crystal Hill Elementary: In August 1992, Pulaski County Special School District opened the Crystal Hill Elementary Interdistrict School which has a communications theme. Located adjacent to 1-430 north of the Arkansas River, this school is open to LRSD students who are eligible for an M-to-M transfer. Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs\nFour-year-old Program: Tuition-free programs for children who will be four years old on or before October 1, 1993. (See Directory of Schools For A List of Four-year-old Programs And Addresses. See Calendar For Open House Dates.) HIPPY (Home Instructional Program for Pre-school Youngsters): A home-based instructional program that recognizes the parent as the child's first teacher and reinforces this idea in order to increase educational achievement and close disparities in achievement among students. Call 324-2266 for more information. Rockefeller Cooperative Early Childhood Education Magnet School: A pre-school program that provides educational experiences and child care for children from six weeks through three years of age. The fee for this program is $55 weekly. This program accepts voucher clients, also. (See Directory of Schools For Address. See Calendar For Open Howse Dates.)Directory of Schools SENIOR HIGH SCHOOLS Central lohn Hickman 1500 S. ParfeSI., 02 324-2300 I.A. Fair Al Niven 13420 David O. Dodd Rd., 10 228-3100 Hall Dr. Victor Anderson 6700 \"H\" SI., 05 671-6200 JUNIOR HIGH SCHOOLS Cloverdale Gai/le Bradford 6300 Hinfoon Rd., 09 570-4085 Dunbar Nanci/ Volsen 1100 Wriyht Ave., 06 324-2440 Forest Heights Ricliard Maple 5901 Evergreen Rd., 05 671-6390 Mabelvale Waller Marshaleck 10811 Mahelvale West Rd. Mabelvale, AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Finest., O'O 671-6250 Southwest Charity Smith 3301 S. Bryant St., 04 570-4070 ELEMENTARY SCHOOLS Badgett Mari/ Colston 6900 Pecan Rd., 06 324-2475 Bale Levanna Wilson 6501 W. 32ndst., 04 570-4050 Baseline William Finn 3623 Baseline Rd., 09 570-4150 Brady Mary Menfe'ng 79I5W. Markham St., 05 228-3065 Chicot Olis Preslar 11100 Chicot Rd., Mabelvale, AR 72103 570-4062 Cloverdale Sadie Mitchell 6500 Hinfaon Rd., 09 570-4055 Dodd Patricia McNeil 6423 Stagecoach Rd., 04 455-7430 Fair Park Barbara Means 616 N. Harrison St., 05 671-6260 Forest Park Virginia Ashley 1600 N. Tyler St., 07 671-6267 Fulbright Mac Huffman 300 Pleasant Valley Dr., 12 228-3080 Geyer Springs Eleanor Cox 5240 Mabelvale Pike, 09 570-4160 Jefferson Frances Cawthon 2600 N. McKinley SI., 07 671-6281 Mabelvale lalie Davenport 9401 Mabelvale Cutoff Mabelvale, AR 72103 455-7420 McDermott Michael Oliver 1200 Reservoir Rd., 07 228-3072 Meadowcliff lerry Worm 25 SAeraton Dr., 09 570-4165 Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 Pulaski Heights Kay Lass 319 N. Pine St., 05 671-6290 Terry La Dell Laaper 10800 Mara Lynn Dr., 11 228-3093 Wakefield Llayd Black 73 Westminister Dr., 09 570-4190 Watson Dr. Diana Glaze 7000 Valley Dr., 09 570-4195 Western Hills Scalf Morgan 4901 Western Hills, 04 570-4175 Wilson Gwen Zeigler 4015 Slannus Rd., 04 570-4180 Woodruff Pat Higginbotham 3010 W. 7tli St., 05 671-6270 INCENTIVE SCHOOLS (Elementary) Franklin Franklin Davis 1701 S. Harrisan St., 04 671-6380 Garland Rafcerl Brawn 3615 W. 25th St., 04 67)-6275 Ish Stan Strauss 3001 S. PulaskiSt., 06 324-2410 Mitchell Donila Hudspeth 241 OS. Battery St., 06 324-2415 Rightsell Sharon Davis 911 W. I9lii SI., 06 324-2430 Rockefeller Anne Mangan 700 E. j7th St., 06 324-2385 Stephens Lonnie Dean 3700 W. I Slit SI.. 04 671-6350 MAGNET SCHOOLS Booker Arts Magnet Elemenlary Dr. Cheryl Simmons 2016 Barber St., 06 324-2482 Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 E. 6th St., 02 324-2460 Central High International Studies john Hickman 1500 S. Parfest., 02 324-2300 Dunbar Magnet Junior High (International Studies/Gifted \u0026amp; Talented) Nancy Valsen 1100 Wright Ave., 06 324-2440 Gibbs Foreign Language/ International Studies Magnet Elemenlary Danna Davis 1115 W. I6lii SI., 02 324-2490 Henderson Health Science Magnet junior High Clell Watts 401 john Barrow Rd., 05 228-3050 Mann Arts \u0026amp; Science Magnet junior High Marian Lacey 1000 E. Roosevelt Rd., 06 324-2450 McClellan Business/ Communications Magnet Senior High jodie Carter 9417 Ceyer Springs Rd., 09 570-4100 Parkview Arts \u0026amp; Science Magnet Senior High junious Babbs, |r. 2501 john Barrow Rd., 04 228-3000 Rockefeller Early Childhood Magnet Anne Mangan 700 E. 17th SI., 06 324-2385 Washington Basic Skills/ Math-Science Magnet Elemenlary Karen BacHanan 115 W. 27th St., 06 324-2470 Williams Basic Skills Magnet Elementary Dr. Ed lacfeoH 7301 Evergreen Rd., 07 671-6363 INTERDISTRICT SCHOOLS King Elementary Martin Luther Kiny Dr. al 1-630. Romine Elementary Lionel Ward 3400 Romine Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION (See Elemenlary, Incentive, Inlerdislricl \u0026amp; Magnet Listings Far Phone Numbers S Addresses) 6-Wks. Through 3-Yrs. Rockefeller Early Childhood Magnet Home Instructional Program for Pre-school Youngsters (HIPPY) Call 324-2266 for information 4-Vear-Old Program Badgett Bale Cloverdale Crystal Hill Franklin Garland Geyer Springs Ish King Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff (LRSD expects to add more sites for four-year-old programs for 1993- 94. Details will be announced as soon as possible. I Crystal Hill Elementary (Pulaski County Special School District) Wanda Ruffins 5001 Doyle Venable Dr. North Little Rock, AR 72118 753-4323 VO-TECH CENTER Metropolitan Dr. Doyle Dillahunly 7701 Scali Hamilton Dr., 09 565-8465 LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 Nonprofit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, AR IMPORTANT DATES FOR YOU: Pre^registration: February 8-19 k u Ku J * ' ftS o H Z : U s (A (A U (A (A (A U U M o X u o o X u w \u0026gt; O o X u (AJ $ Little Rock School District f I First Class Schools For World Class Kids J INTRODUCTION The purpose of this brochure is to save your time by assuring that you know how, when, and where to register your child in the Little Rock School District for the 1992-93 school year. If you have other questions about school options or feel that you need more information, please call the Student Assignment Office at 324-2272. Welcome to our first class schools. We know that your world class kid deserves no less. The LRSD has everything your child needs to put his or her best foot forward toward a successful future. OUR MISSION The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end, the LRSD will provide: (1) a program of basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. Through an organized program of studies, each student will experience academic success and will learn to appreciate responsibility and productive citizenship. ALTERNATE PRE-REGISTRATION DATE If you miss the February 3-14 pre-registration, the next pre-registration opportunity will be April 6 to lune 5.CALENDAR February 3-14 Pre-registration for new students, kindergarten and options (incentive, interdistrict, and magnet schools). March 6 Assignment notification letters to all students. March 9-20 Desegregation Transfer application period. April 6-June 5 Registration resumes at area schools. April 13 Notification letters to Desegregation Transfers. April 27-May 8 4-year-old application period. May 18 Assignment notification letters to 4-year-olds. June 8-July 24 Summer Registration at Student Assignment Office. July 27-31 No registration accepted. August 3-7* Registration in all school buildings. (  OPEN HOUSE DATES (All Open Houses Begin At 6:30 P.M.) January 27 Area Elementary Schools January 28 Incentive and Interdistrict Schools January 29 Secondary Schools January 30 All Magnet Schools  * All students, new and returning, must confirm their school assignment at this time.Diverse Choices Allow You To Customize Your Child's Education Put them where theyll thrive in a learning environment thats tailored to their personality and talents. With so many options in the LRSD. theres bound to be one that is especially suited for each child. The following is a summary of options now available: Area Schools: The elementary school that is the district school for your home is called an area school. Each area elementary school feeds into a particular junior high and senior high school. This is square one in your search for a school thats right for your child. Area schools offer a strong classroom-based program in basic skills as well as essentia! skill development necessary for problem solving and critical thinking. The elementary program focuses on instruction in reading, language arts, mathematics, social studies and science. It offers computer lab, music instruction, PE, certified counselors, and a gifted and talented education program for students in grades 3-6. At the lunior high level, the focus on basic skills and decision making is expanded to a broader range of subjects including art, band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music. Extra-curricular athletic opportunities include basketball, football, golf, tennis, track, volleyball, and, in some schools, soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and high expectations for personal achievement, The schools provide a significant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. (See Direclon/ of Schools For A Lisi of Area Schools And Addresses. See Calendar For Open House Dales) Incentive Schools: There are seven incentive elementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and will have a focus geared to educational achievement. These schools receive enhanced funding and voluntary transfers are available for students who wish to attend an incentive school. Features that distinguish incentive schools from area elementary schools include: SludoHl eJucalion plan-, an individual learning plan Is developed to meet each students learning style, interests, and needs. Computer-assisted instruction: children learn computer-based instruction in reading, mathematics, social studies, and science. Writing to Read computer labs are available for kindergarten and first grade. Extends day, weeh and year learning opportunities: classes after school and Saturday enrichment programs enhance learning. Pdrewt Center: parents may obtain materials on parenting skills and other information. Student ftomwoji kolline: a telephone hotline is available for students to call for assistance. Best pupil-lo-staff ratio in the district: this ratio helps increase interaction between students and trained adults. Spedol shills program: foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent uorksftops. Priority Io learning skills which enhance decision making, problem solving and creative thinking skills. Four-year-old programs: these programs offer an early start to help prepare children for the learning process. The incentive school program is based on the K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. The goal of the incentive schools is to promote and ensure academic excellence in schools that have been difficuilt to desegregate. [See Directory of Schools For A List of Incentive Schools. See Calendar For Open House Dales} Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet schoolwith exciting possibilities for students who wish to pursue specific interests. All magnet schools are tuition-free and Special Features The following are some of the special features offered daily by the LRSD throughout the school year: Before And After School Child Care: The CARE program is a nonprofit program of child care offered to elementary age students in the LRSD. It operates before and after school and all day on most school holidays, CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. Hours are 7 a.m. until school opens and from the close of school until 5:30 p.m. (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. Nutritious Meals: Breakfast is available to students for 50 cents and lunch is $1 for elementary and $1.05 for secondary students who have a choice of menu items. Safe, Free Transportation: School bus transportation is provided for students who live more than two miles from assigned schools and for school field trips. Call 570-4000 for more information. Safe, Secure Schools: LRSD schools follow security and safety guidelines. It is essential that students and their families be familiar with the Students Rights and Responsibilities Handbook which details acceptable behavior and consequences of unacceptable behavior. The LRSD recently adopted 53 points of action to assure that our schools continue to be safe and secure. available to students in the Little Rock School District. North Little Rock School District, and Pulaski County Special School District- Transportation is provided to students who live more than two miles from the magnet school they attend. There is no tryout or prerequisite course required for entrance, however a student must exhibit a genuine interest in the program selected. Enrollment is open county-wide. There are 10 interdistrict magnets. Booker Arts (K-6): Visual arts, creative movement, dance, orchestra, gymnastics, drama, music and an 18-station keyboard lab all serve to complement the regular elementary program. Carver (K-6): Computer, math, science and Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academic and critical-thinking skills. Gibbs (K-6) Daily French, German, and Spanish language instruction, plus an exploration of cultures from a global perspective, enrich the traditional elementary program. Williams (K-6|: An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program. Washington (Pre-K-6): A comprehensive education program including a Young Astronauts lab, two science labs, two math labs, a computer lab, IBM Writing to Read program, and a strong emphasis on the hands-on approach to math and science education, Dunbar International Studies/Gifted \u0026amp; Talented (7-91: International studies are incorporated into daily sevenperiod classes including foreign languages, international studies, world issues and soccer program. Dunbar students who wish to participate in the gifted and talented program must be identified and recommended for placement. Mann Arts \u0026amp; Science (7-9): Two magnet programs, artsand science, are offered. Curriculum requirements are combined with extended opportunities in art, music, drama, dance, and science labs. Central High International Studies (10-12|: Limited magnet program with 175 seats developed around an international theme that capitalizes on the schools extensive foreign language program. Parkview Arts \u0026amp; Science (10-12): Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum are offered. Visual arts, theatre, dance, music, microbiology, and human anatomy are among the offerings. Rockefeller Cooperative Early Childhood Magnet School (six weeks-age 3): See Early Childhood Education Section. (See Directory of Schools For Addresses. See Calendar For Open House Dales) Interdistrict Schools: There are two interdistrict schools. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible for an M-to-M transfer. Strongly anchored with a traditional basic skills curriculum in social studies, science, math, reading and language arts, it is one of only two schools offering the exciting \"Windows on Science\" program. Theres a computer-based gifted math program which offers pre-algebra and algebra I to advanced math students. Physical fitness, music, and art are a strong part of the curriculum. [See Directory of Schools For Address. See Calendar For Open House Doles) Crystal Hill Elementary: In August, 1992, Pulaski County Special School District will open the Crystal Hill Elementary Interdistrict School. Located adjacent to 1-430 north of the Arkansas River, this school will be open to LRSD students who are eligible for an M-to-M transfer. Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs: Four-year-old Program: Tuition-free programs for children who will be four years old on or before October 1,1992, [See Direclory of Schools For A List of Four-year-old Programs And Addresses. See Calendar For Open House Dales) HIPPY (Home Instructional Program for Pre-school Youngsters): A home-based instructional program that recognizes the parent as the childs first teacher and reinforces this idea in order to increase educational achievement and close disparities in achievement among students. Cal! 324-2266 for more information. Rockefeller Cooperative Early Childhood Education Magnet School: A pre-school program that provides educational experiences and child care for children from six weeks through three years of age. A fee for this program may be applicable, based on family income, [See Directory of Schools For Address. See Calendar For Open House Du()Directory Of Schools SENIOR HIGH SCHOOLS Central lohn Hichman 1500 Parh, 02 324-2300 |.A. Fair Al Niven 13420 David O. Dodd, 10 228-3100 Hall Dr. Victor Anderson 6700 \"H\", 05 671-6200 McClellan lodie Carter 9417 Geyer Sprinys, 09 570-4100 JUNIOR HIGH SCHOOLS Cloverdale Gayle Bradford 6300 Hinhson Rd., 09 570-4085 Dunbar NflHCi/ Volsen 1100 Wrighl Ave., 06 324-2440 Forest Heights Richard Maple 5901 Evergreen, 05 671-6390 Henderson Evcrell Haufe 401 Barrow Rd.. 05 228-3050 Mabelvale Clell Walts 10811 Mabelvale W. Rd. Mabelvale, AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Pine, 05 671-6250 Southwest Charity Smith 3301 S. Bryant, 04 570-4070 ELEMENTARY SCHOOLS Badge! Marg Golston 6900 Pecan Road. 06 324-2475 Bale Levanna Wilson 6501 W. 32nd. 04 570-4050 Baseline William Finn 3623 Baseline Rd., 09 570-4150 Brady Marg Menhing 7915 Marhham, 05 228-3065 Chicot Olis Preslar 11100 Chicot Rd., Mabelvale, 72103 570-4062 Cloverdale Sadie Mitchell 6500 Hinhson Rd., 09 570-4055 Dodd Marg lane Cheatham 6423 Slayecoach Rd., 04 455-7430 Fair Park Barbara Means 616 N. Harrison. 05 671-6260 Forest Park Viryinia Ashley 1600 N. Tg/er. 07 671-6267 Fulbright Mac Huffman 300 Pleasant Valley, 12 228-3080 Geyer Springs Eleanor Cox 5240 Mabelvale Pi he, 09 570-4160 lefferson Frances Cawthon 2600 N. McKinleg. 07 671-6281 Mabelvale lalie Davenport 9401 Mabelvale Cut-off Mabelvale, AR 72103 455-7420 McDermott Michael Oliver 1200 Reservoir Rd.. 07 228-3072 Meadowcliff lerrg Worm 25 Sheraton Dr., 09 570-4165 Otter Creek Caroign Teeler 16000 Oller Creeh Ph, 09 455-7440 Pulaski Heights Kag Loss 319 N. Pine, 05 671-6290 Terry LaDell Looper 10800 Mara Lynn Dr., 11 228-3093 Wakefield Llogd Blacb 75 Westminster, 09 570-4190 Watson Dr. Diana Glaze 7000 Valley Dr . 09 570-4195 Western Hills Maryie Puchelt 4901 Weslern Hills, 04 570-4175 Wilson Gwen Zeigler 4015 Stannus Rd., 04 570-4180 Woodruff Pal Hiyyinbotham 3010 W. 71b, 05 671-6270 INCENTIVE SCHOOLS lElementaryl Franklin Franhiin Davis 1701 S. Harrisc-i, 04 671-6380 Garland Roherl Brou'n 36I5W. 25lh, 04 671-6275 Ish Sian Strauss 3001 Pulashi, 06 324-2410 Mitchell Donila Hudspeth 2410 Battery, 06 324-2415 Rightsell Bobbie Goodwin 911 W. 19fA, 06 324-2430 Rockefeller Anne Manyan 700 E. I7lli, 06  324-2385 Stephens Lonnie Dean 3700 W. 1810, 04 671-6350 MAGNET SCHOOLS Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber, 06 324-2482 Carver Basic Skills/ Math-Science Magnet Elementary Marg Guinn 2100 EasI 61b, 02 324-2460 Central High International Studies lohn Hichman 1500 Parb, 02 324-2300 Dunbar International Studies/Gifted \u0026amp; Talented Magnet lunior High Nancg Volsen 1100 Wriyht Ave., 06 324-2440 Gibbs Foreign Language/ International Studies Magnet Elementary Donna Davis 1115 W. I6lb, 02 324-2490 Mann Arts \u0026amp; Science Magnet lunior High Marian Laceg 1000 E. Roosevelt Rd., 06 324-2450 Parkview Arts \u0026amp; Science Magnet Senior Hiyh lunious Babbs 2501 Barrow, 04 228-3000 Rockefeller Early Childhood Magnet Anne Manyan 700 E. 171b, 06 324-2385 Washington Basic Skills/ Math-Science Magnet Elementary Karen Buchanan 115 W. 271b 324-2470 Williams Basic Skills Magnet Elementary Dr. Ed lachson 7301 Evergreen, 07 671-6363 INTERDISTRICT SCHOOL Romine Lionel Ward 3400 Romine Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION (See Elementary, Incentive, Interdistrict, \u0026amp; Maynet Listinys For Phone Numbers \u0026amp; Addresses of Schools) 6-Weeks To 3-Years Rockefeller Early Childhood Magnet Home Instructional Program for Pre-school Youngsters (HIPPY) Call 324-2266 for information 4-Year-Old Program Rockefeller Early Childhood Magnet Also Available At All Schools Listed Under Incentive Schools (Elementary) os uell as at the followiny schools: Badgett Bale Cloverdale Geyer Springs Romine Interdistrict Washington Magnet Watson Wilson Woodruff I VO-TECH CENTER Metropolitan Dr. Doyle Dillahunty 7701 ScoK Hamiilon, 09 565-8465 ITransfer Options Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. Magnet Schools. Themed elementary, junior high and senior high schools available to students from the Little Rock, North Little Rock and Pulaski County school districts. Focus on arts, math/science, language/ international studies, and basic skills. Interdistrict Schools. The LRSD has one interdistrict elementary school with a computer-science theme. PCSSD operates an interdistrict school at Crystal Hill. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allows the sending and receiving school to comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers for secondary students will be granted from March 9 to March 20 only. Desegregation transfers also will be granted to the following elementary schools: Badgett, Bale, Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson, Wilson, and Woodruff. M-to-M (Majority to Minority) Transfers. Students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Act 609: Interdistrict Transfers. Provides the option for a student to attend school in a district other than that in which he or she lives, subject to some restrictions. For information about any of these transfer options, contact the Student Assignment Office, 501 Sherman, or call 324-2272.PRE-REGISTRATION FEBRUARY 3-14 FOR NEW STUDENTS AND KINDERGARTNERS Who Should Register: All students new to the LRSD for the 1992-93 school year or children who will be five years old by October 1, 1992, should complete the preregistration process February 3 to 14 to receive a confirmed assignment by March 6.____________________ How To Register: Follow these two steps for a quick and easy pre-registration process. 1. Pick up a Pupil Information Form from your area scfiool. If you don't know your area school, call the Student Assignment Office, 324-2272, and tell them your address, or drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information witfl tfiem: Proof of student's Social Security number, aye and verification of fiome address. Acceptable documentation of age includes a certified birth certificate, visa or passport. HOW TO PRE-RECISTER FOR OPTIONS Who's Eligible: Any student, new or returning, may request another school. Options are incentive schools, high school kindergartens, interdistrict, magnets.maiority-to-minority (M-to-M) transfers, and desegregation transfers to another area school (see Transfer Options Panel). How To Pre-Register: Fill out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office. Any applicant not chosen for immediate placement will be placed on a waiting list. Sibling Preference: Sibling preference will be granted for any family whose children are attending their area (attendance zone) school. Sibling preference assignments are subject to desegregation requirements and capacity. Beginning in 1992-93. sibling preference will not be granted to a non-attendance zone school. Sibling preference does not apply to magnet schools. Acceptable documentation of address includes a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill. It is very important to have your correct address on file so we can mail important information to you.LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, AR IMPORTANT DATES FOR YOU: Pre-registration February 3-14/x 1 \\ Z /'z V I '\\ \" / _1 Free Program For Fewr-Year Olds Applications Accepted April 29-May 10 z \\ I \\ -1 \\ I z \\ I C\\ X \u0026gt; ! LITTLE ROCK SCHOOL DISTRICT First Class Schools For World Class Kids/- \\ _ A A Program Of Fun And Learning For Fowr-Yedr Olds z' I  Certified early childhood education teachers  Ratio of two adults to every 20 students (1 teacher, I aide)  Structured learning environment  Developmentally appropriate curriculum and activities  Before- and after-school childcare available T^ultion-Free I - \\z Tuition-free program for children who will be four years old on or before October 1, 1991, is available at the following schools during the 1991-92 school year: S/'  Badgett  Franklin  Garland  Ish  Mitchell  Rightsell  Rockefeller  Romine  Stephens  Washington  Woodruff I Applications will be accepted at these schools April 29-May 10. /\\ Selections will be by lottery whenever the number of applicants for the Program for Four-Year Olds exceeds the available seats. Enrollment preference is given to children who live within the school's attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 23. Those who cannot be placed will be put on a waiting list. '*  ' I /I''' \\  I I School Hours. The regular school hours are from 8:00 a.m. to 2:30 p.m., Monday through Friday except for regular school holidays. Childcare. Childcare for a fee is available from 2:30-5:30 p.m. For additional information. For more information about the Program for Four-Year Olds, call the Student Assignment Office at (501) 324-2272. \\ I -1 'A' ! \\ \\ - I -I I PUT YOUR 4-YEAR OLD ON THE RIGHT TRACK FOR SOCIAL, EMOTIONAL, PHYSICAL, AND COGNITIVE GROWTH. Enroll now for the Little Rock School Districts Special Program for Four-Year Olds. I I Little Rock School District Student Assignment Office (501) 324-2272 i 7LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 I  * Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, ARTO: FROM: THROUGH: SUBJECT: Little Rock School District Feburary 21, 1990 Eugene Reville, Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation\"^*^ Monitoring and Program Development Dr. Ruth Steele, Superintendent - Little Rock School District Revised Implementation Timeline In a recent conversation with Arma Hart it was indicated that you would like for the district to proceed with kindergarten pre-registration. explained to Ms. Hart that our original starting date for pre-registration was February 26, but this date was contingent upon court approval by January 15. I also explained that the kindergarten pre-registration period is directly related to applying for interdistrict and incentive magnets. The purpose of this memo is to get your approval of the dates listed on the attached timeline. We have reached the point that we cannot proceed unless we can publicize the implementation dates. Please note that preregistration will occur from March 5 to March 30. We will still be able to comply with the requirement to assign kindergarten students by May 1. The special newsletter on student assignments (FOCUS) will go to the printer in the next 2-3 days. Also, my office will meet with all principals and secretaries next week to share implementation dates and review the pre-registration and assignment procedures. A student assignment information booth will be available at McCain Mall and South- west Mall on Saturday, February 25. Also, a press release on the student assignment process will be distributed sometime next week. As you can see, a lot needs to occur during the next seven days, all possible, please let us know Thursday, February 22, if we can publicize these dates. If at '6 cc: Dr. Herb Cleek 810 West Narkham Street I I Little Rock, Arkansas 72201  (501)374-3361IMPLEMENTATION TIMELINE REVISED Little Rock Schoo! District Student Assignment Office Critical Tasks A. Develop reorganization plan for Student Assignment Office B. Announce position vacancies C. Interview candidates D. Recommendations to Superintendent and Board of Directors E. Student Assignment Process 1. Identify and unite split siblings. 2. Prepare FOCUS newsletter. 3. Provide desegregation plan inservice for all staff members. 4. Inservice for principals and secretaries on student assignment procedures 5. Mail special issue of FOCUS/ Student Assignments Special letter to private school students 6. OPEN HOUSE at magnet schools 7. Registration for K/NEW students (in schools) Person(s) Responsi ble Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Director of Human Resources Assoc. Supt. - Deseg Assoc. Supt. - Deseg. Student Assignment Officer Data Entry Supervisor Assoc. Supt. - Deseg. Director of Communications Superintendent Assoc. Supts. Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Director of Communications Building Principals Assoc. Supts. Building Principals Assoc. Supts. Begi nni ng Date Dec. 18, 1989 Oan. 8, 1990 Oan. 22, 1990 Oan. 22, 1990 Oan. 2, 1990 Oan. 2, 1990 Oan. 16, 1990 Feb. 26, 1990 March 1, 1990 March 5, 1990 March 5, 1990 Completion Date Jan. 2, 1990 dan. 19, 1990 Feb. 2, 1990 Feb. 22, 1990 Feb. 26, 1990 Oan. 26, 1990 Feb. 2, 1990 March 2, 1990 March 9, 1990 March 30, 1990 March 30, 1990Critical Tasks 8. OPTIONS application period (magnets, incentive schools) 9. Publicize desegregation transfer process 10. Mail letters to Gibbs/Dunbar students 11. Select OPTIONS students 12. Assign ri sing grandfathered and students 13. Prepare OPTIONS assignment letters 14. Mail OPTIONS assignment letters 15. 16. 17. IMPLEMENTATION TIMELINE Principals/secretaries assign K/NEW students as capacity and desegregation requirements allow SAO assigns all K/NEW students unable to be accommodated at attendance zone schools - compile waiting 1i sts Prepare assignment letters 18. Mail assignment letters 19. Application period for four year old program 20. Application period for desegregation transfers Person(s) Responsi ble Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Student Office Student Officer Student Officer Student Assignment Assignment Assi gnment Assignment Office Data Processing Student Assignment Office Building Principals Student Assignment Officer Data Entry Supervisor Student Assignment Office Student Assignment Office Data Processing Student Office Student Office Student Office assignment Assignment Assignment Beginning Date March March March April Apri 1 Apri 1 Apri 1 Apri 1 Apri 1 Apri 1 April 5, 1990 7, 1990 19, 1990 2, 2, 9, 1990 1990 1990 13, 1990 9, 1990 16, 16, 27, 1990 1990 1990 May 1, 1990 May 7, 1990 Completion Date March 30, 1990 May 18, 1990 March Apr i 1 April April Apri 1 Apri 1 April Apri 1 April 23, 1990 6, 1990 6, 1990 13, 1990 13, 1990 13, 1990 20, 1990 27, 1990 27, 1990 May 18, 1990 May 18, 1990Critical Tasks 21. Assign four year old students and reassign desegregation transfer selections 22. Mail notification letters to four year old program and desegregation transfers IMPLEMENTATION TIMELINE Person(s) Responsible Student Assignment Officer Student Assignment Office Beginning Date May 21, 1990 June 1, 1990 Completion Date May 25, 1990 June 1, 1990 23. Summer registration for K/NEW students 24. Send confirmation letters to new students Student Assignment Student Assignment Office June 1, 1990 dune 7, 1990 August 1, 1990 dune 15, 199002 13 91 13:33 301 374 7609 L R School DIst --- ODM 001 1 Little Rock School District PRESS RELEASE PRESS CONFERENCE TODAY February 13, 1991 Contact: Skye Winslow, 370-1611 Dr, Ruth Steele, Superintendent, will hold a press At this tine conference Wednesday, February 13 at 4:30 p.ot, _ ___ she will announce the school registration dates for the 1991-92 school year. ### 810 West Markham Street Little Rock, Arkansas 72201  (501)574-336102 IS,91 13:33 301 374 7609 L R School DI st ODM 002 Little Rock School District PRESS RELEASE SPECIAL BOARD MEETING February 12, 1991 Contact: Skye Winslow, 370-1611 The Little Rock School District Board of Directors will conduct a special Board meeting on Wednesday, February 13, at 5:00 p-m. The purpose of the meeting is to conduct student hearings in a closed session. The Board will meet again in committee Thursday, February 21, at 5:00 p.m. They will also meet jointly in a dinner meeting at 6:30 p.m. on that same evening with the New Futures for Little Rock Youth Board of Directors at the Capital Hotel. The purpose of the joint meeting is to joint efforts of the two entities to address the needs of junior and senior high school students in the Little Rock School District. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-5361II 02 13 9_ 15:34 Q'3i T609 L R School DIST ODM @003 i Ji- SI 4tc Ba^itj h'- 1 Little Rock School District a I s I I ? PRESS RELEASE BIRACIAL COMMITTEE OPENINGS ( I I I February 11, 1991 Contact I Skye Winslow, S7O-1611 The Little Rock School District is seeking nominations IICl I for two C2) vacancies on the Biracial Advisory Committee. The Biracial Advisory Committee is responsible for advising the District on issues related to desegregation. Committee is also responsible for (racially identifiable.) schools. monitoring the The incentive I Monitoring visits are made each quarter and each visit normally requires 3-4 hours to tour a building and meet with the building principal. addition to monitoring visits. the Biracial the first luesday or\" each month. In ijommittee meets The Biracial Advisory Committee consists of twenty-one (21) people from various geographic areas of the community. Of these members, normally, C5\u0026gt; are white males, five C53 five (53 are black males. ere white females and one Cl) are black females, f ive five (.'5\u0026gt; shall be Native American Asian, or Hispanic American. following categories: one one C 1 \u0026gt; (1) white female white male I The two vacancies are for the People interested in serving on this committee should contact the Student Assignment Office at 324-2272, 4^44 810 West Markliani Street  Little Rock, Arkansas 72201  (501)374-3561 0213 91 17\n31 0501 374 7609 L R School Dlst ODM @002 Little Rock School District February 13, 1991 Statement Dr. Ruth Steele Superintendent Little Rock School District We are pleased today to announce the dates for our pre- registration for kindergarten and new students in the District for the 1991-92 school year. Those dates are Tuesday, February 26, through Friday, March 8. The dates also pertain to application for optional assignments at magnet schools, incentive schools, high school kindergarten and majority-tominority transfers. -Assignment letters will be mailed April 8. And while these dates are critically important to parents to sign their children up for school next year, this announcement today, in my opinion, has a much more far- reaching significance. It is significant because it is the first step we are taking toward the stability this District now can offer patrons as we begin operation under the District's settlement agreement plan for desegregation. Earlier today. Judge Susan Wright signed a stipulation that the Little Rock School District and other parties in 0 810 West Markham Street  Little Kock, -Arkansas 72201  (501)374-536102 13 91 17:32 0501 374 7609 L R School Dlst ODM @003 the desegregation case had agreed upon. This stipulation was necessary in order for us to liaplement the settlement plan approved by the Sth Circuit Court of Appeals in December. This stipulation relates to decisions about which programs begun under the Tri-District plan will be continued or amended, for example. 1 know* that many parents are anxious to begin the registration process and I understand your concern. Our announcement of registration dates is keyed to this court order because we wanted to be absolutely sure that we were all in agreement and coordinated before we began telling you any dates. We are planning a series of open houses ah all the schools so that parents can visit them, learn about the programs and then select schools that will best fit the needs of their children. We have a rich world of diversity and options awaiting students- We encourage parents to make good consumer decisions about our schools. Shop around. Check Us out. Parents will receive a special pre-registration issue of FOCUS, our District newsletter, at the end of next week which details our registration process. The newsletter also tells about the different kinds of schools and educational programs from which they may choose. Each of the open houses we're scheduling 'will begin at 6:30 p.m. The dates for them are: *Elementary area  incentive schools, February 26. 002 13 91 17:33 0301 374 7609 L R School Dlst ODM @004 *Eleiiit itary magnet schools, February 27. *Junior high magnet schools, March 4. *Junior high area schools, March 5. * or high ir net schools, March 6- *Senior high area schools, March 7. There are other dates for the school assignment calendar. All are addressed in the FOCUS newsletter. Copies of it can also be requested from our Communications Department, 324-2020. Our student assignment office is available to answer guestions parents may have and to provide individualized help as needed. That telephone number is 324-2272. -30- 002 13 91 17:53 0301 374 7609 L R School Dlst ODM 0005 Little Rock School District Kindergarten and New Students PRE-REGISTRATION February 26 - March 8 Open House Dates: Elementary Area and Incentive Schools February 26 Elementary Magnet Schools February 27 Junior High Magnet Schools March 4 Junior High Area Schools March 5 Senior High Magnet Schools March 6 Senior High Area Schools March 702 13 91 17:34 0501 374 7609 L R School Dlst ODM 001 School choices Include: * Area schools * Incentive schools 3 Magnet schools and * Interdistrict. QUESTIONS? I Call: i Student Assignment Office I I I I 324-2272. 0f 02 13'91 15:23 0501 374 7609 L R School Dlst ODM @002-003 TO: FROM: THROUGH: SUBJECT\nLittle Rock School District 810 West Markham Street Little Rock, Arkansas February 13, 1991 72201 All Building Principals and Central Office Administrators James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development 1991-92 Registration Procedures On Tuesday, February 13, Judge Susan Wright signed a stipulation that allov7S us to go ahead with pre-registration for the 1991-92 school year. The stipulation was needed to allow us to be able to continue sone of the programs started under the Tri-District Desegregation Plan. As you know, the Tri-District Desegregation Plan was overturned by the Eighth Circuit Court of Appeals on December 12, 1990. following programs\n(NOTE: Programs that are not directly related to student assignments will be considered at a later The stipulation allows us to continue the date. Also, Central High International Studies Magnet will be considered at a later date.) --Dunbar International Studies/Gifted and Talented Magnet McClellan High School Community School Program --Rockefeller Early Childhood Education Magnet Washington Math-Science Magnet In regard to pre-registration for the 1991-92 school year, please note the following dates: 1. Registration for kindergarten and new students - February 26 - March 8. ' Assignment letters mailed to kindergarten and new students - April 8. 2. Application period for options (incentive schools, magnet schools, high school kindergarten, and M-M transfers) - February 26 March 8. Assignment letters mailed for options - April S. 3. Open House: (6:30 p.m.) -Elementary area schools and incentive schools - February 26 -Elementary magnet schools - February 2702 13 '91 15:23 0501 374 7609 L R School Dlst ODM @003-003 1991-92 Registration Procedures page two -Junior high magnet schools - March 4 -Junior high area schools - March 5 -Senior high magnet schools - March 6 -Senior high area schools - March 7 4. Assignment letters mailed to grandfathered and rising students April 8. 5. Pre-registration reopens in schools - April 9 June 7. 6. Application period for desegregation transfers - April 8 - April 19. 7. Assignment letters mailed to desegregation transfer students - April 30. 8. Application period for four-year-old program - April 29 May 10. 9. Assignment letters mailed to four-year-old students - May 21. 10. Summer registration for kindergarten and new students (at the Student Assignment Office) - June 10 - July 19. 11. School Registration - July 29 - August 2. Inservice meetings for principals will be held on Tuesday, . '* Building principals will meet in their cluster February 19. Central office administrators are free to attend any of these meetings. groups. Inservice meetings for school secretariesZregistrars will he held on Wednesday, February 20, Secretaries/registrars will meet in their respective cluster groups and use the same schedule followed by the building principals. Gremillion cluster 9:00 a.m. Robertson cluster (including incentive schools) - Secondary schools - 1:00 p.m. 10:30 a.m. A special issue of FOCUS will be mailed to all parents by the of next week. endoa,13 91 16:13 301 374 7609 L R School Dlst ODM @001/004 #0ir\nxUL Little Rock School District PRESS RELEASE IiRSD Pre-registration Totals 1/217 March 13, 1991 For more information, contact Dianne G. Woodruff 324-2020 The two-week pre-registration period for kindergarten and new students for the Little Rock School District concluded Friday yielded 1,217 new kindergarten through grade 12 students to the District for 1991-92 school year. In the kindergarten level alone, the total was 1,014, including 447 white students, 548 black students and 19 students classified as \"other.\" This compares to a total of 945 in April 1990, including 485 white students and 460 black students. The figures for the pre-registration period in 1989 were 813 students, of which 397 were white students and 416 were black students. Officials said that the designation of white\" totals for 1989 and 1990 would include students classified as \"other\" but the exact number of how many were \"other\" is not available because the specific designation for the \"other\" category was not maintained at that time. Officials said the \"other\" category would account for something less than one percent of the -more-nuknj 03 13 91 16:19 0301 374 7609 L R School Dlst ODM 002 nil4 (2) total figure, based on the overall enrollment of students in that category in the District. Also registering for assignments currently enrolled in private schools. were 203 students This included 121 students in grades one through six (96 white students and 25 black students)\n57 students in grades seven through nine (49 white students and eight black students)\nand 25 students in grades 10-12 students). (23 white students and two black Dr, Ruth Steele, District superintendent. said she was pleased with the pre-registration results. She noted that the pre-registration effort this year was conducted a month earlier than the two period was two weeks previous and that the pre-registration in length, compared to three-week preregistration periods in 1989 and I990. \"Our staff of teachers and administrators who were on hand for the open houses during the pre-registration week\nshould be commended,\" Steele said, commitment and professionalism when \"Their enthusiasm, they met with prospective students and parents were instrumental in many of the registration decisions, I'm sure.\" Steele pointed out that the increase in the kindergarten enrollment. results indicate a steady \"I'm sure this reflects parents' feelings about improving stability and predictability in our student assignment plan and the area zones provided through the settlement plan.\" The U.S. Eighth Circuit Court of Appeals approved December 12 the settlement (more)03 13.91 16:19 0*301 374 7609 L R School Dlst ODM @003'004 (3) plan for desegregated school North Little Rock and Pulaski operation by the Little Rock, County districts. While the cases over operation of the districts were in litigation. there were four different years, she noted. assignment plans in the last four Steele added that this was the first year that the District has had available statistics on enrollees coming from private schools during the pre-registration period. \"While we can't offer any comparison on these private school numbers to previous years stability and predictability for part in their decisions,\" , we do believe that the District have played Steele said. At present, there are 345 students attending l,RSD schools who have transferred to the District from private schools since August 199o. This includes 97 students at the students, lo black students senior high level (85 white and two others)\n16 students at the junior high level (14 white students and two black students)\nand 232 students at the elementary level (171 white students, 58 black students and three others). Steele said she was confident more new students will enroll when registration resumes on April 9, Students who registered for an assignment during the a pre-registration period of February 18 through March 8 will receive their 1991-92 school Desegregation transfers for j . assignment on April 8. secondary students will be considered for persons who apply from April 8-19, also. On those transfers, students may transfer to another area -more-03. 13 .'91 16:20 0501 374 7609 L R School Dlst --- ODM 004.004 school as long as the reassignment allows the the receiving school to sending and requirements and as long comply with desegregation as a seat is available. Desegregation transfers Persons who cannot be made to magnet schools. wish to apply for a make application with the at 501 Sherman Street. desegregation transfer Student Assignment Office -30- may locatedJ Little Rock School District January 16, 1992 TO: FROM: Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for'3\"S Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools SUBJECT: 1992-93 Pre-registration Brochure I thought you might be interested in having a few copies of our pre-registration brochure. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 0424  92 09:14 301 374 7609 L R School Dlst @001-001 April 24, Little Rock School District NEWS RELEASE 1992 For more information: Dianne Woodruff, 324-2020 LITTLE ROCK SCHOOL DISTRICT TO BEGIN REGISTRATION OF FOURYEAROLDS The Little Rock School District will begin registration for the Early Childhood Education Program for four-year-old children April 27. The registration will continue through May a at the designated schools and at the Student Assignment Office at 501 Sherman. The Early Childhood Education program is a tuitionfree program made available to children who will be four years old on or before October 1, 1992. Selections are made by *-\u0026gt; ODM lottery whenever the number of applicants for the program exceeds the available seats. Enrollment preference is given to children who live within the schools attendan ce ne and have siblings enrolled in the same school. The sixteen schools that will provide the program include: Badgett, Bale, Cloverdale, franklin. Garland, Geyer Spr ings. Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington, Watson, Wilson and Woodruff. For further information contact the Student Assignment Office at 324-2272. ###( ,j8/03/92 14:29 301 324 2032 L R School Dlst 0D)I @002/003 KCKBBaS I Little Rock School District NEWS RA FAAF August 3, 1932 For more information: Dianne Woodruff, 324-2020 LgS_D_STUDENT ASSIGl^tt^ENT RE6ISTRATI0N SET Students entering the Little Rock School District for the first time may register at the Student Assignment Office at 501 Sherman through Friday, August 7. Documentation necessary to register includes the childs birth certificate, social security number. immunization records and proof of legal address. A utility bill, property tax *'^eipt or voter registration can be used to provide proof of address. The Student Assignment Office will not accept registration paperwork on August 10, II or 12 as they will be completing the assignment of all previously registered students during those dates. After August 7 the next opportunity to register new students is Thursday, August 13 or Friday, August 14 at the area schools. To determine the correct area school for your attendance zone, parents/guardians may contact the Student Assignment Office at 324-2272. CMQRE)^8/03/92 14:29 501 324 2032 L R School Dlst ODM @003-'003 LRSD Registration Page 2 In-5chocrl registration will occur August 13 and 14 from 11 a.m. until S p.m. returning LRSD junior and senior high students must register during this time. Elementary students that previously attended LRSD schools who need to process an address change should do so on these days. Also any current LRSD elementary students who did not receive registration materials by mail should register at the school on August 13 or 14. ###.793 17:18 501 324 2032 L R School Dlst ODM w 002/003 1 Little Rock School District NEWS RELEASE May 4, 1993 For more information: Jeanette Wagner, 324-2020 LRSD ANNOUNCES SUMMER SCHOOL LOCATIONS AJJD DATES The little Rock School District announced today the locations, dates and costs of its summer school program. Registration forms are currently available at LRSD schools through June 3. Summer school is offered for grades 1-12 and will be held Tune 23 through August 4. Locations, tunes and cost are as follows: Elementary school locations - 8 am, - 12:15 pjm - $115 Washington Magnet Elementary Geyer Springs Elementary Franklin Incentive Elementary Junior high location - 8 a-m, - 12:15 pjm - $115 Horace Mann Magnet Junior High High School location - 7:45 a-m. - 12 noon - $57.50 1/2 credit course $115 limit course $60 1/2 credit laboratory $120 1 unit laboratory $165 Driver Education Central High School Parkview High School (MORE)L k yckooi Bist ODM LRSD Summer School Page 2 Registration will be held at the summer school sites June 15-21. A late registration fee of SIO will be charged for students registering after June 21. No registration wiH be permitted after June 23. Students who did not reside in the Little Rock School District during the 1992-93 school year will pay an additional $10 fee per course. For more information call 324-2020. ft tl (tLillie Rock Public Schools MEMORANDUM To: Jeannette Wagner, Director of Communications From\nRuss Mayo, Associate Superintendent jLM, Date: November 17, 1993 Subject: Marketing for our annual registration period RECEIVED NOV.l 8 1993, LRSD ATTORNEY This memo is a follow-up to our staff meeting of November 16. It refines my request of you to develop a marketing plan with Julie and Sue for our annual spring registration period. I assume that our recruiters, Becky and Troy, would also help. I requested an overview for our staff meeting this next week. If we develop a specific plan this year, future years will require only revisions which improve the marketing process. Please use the following as your objective and develop activities (strategies) to accomphsh the objective using the same format you are using with the district-wide recruitment plan. Include an additional column fisting the cost of each activity. By December 17,1993, a registration marketing plan will be written explaining how the public will know of the details of our annual spring registration process and thus reduce confusion for the public about the process. The plan should include all methods and materials to be used and reflect sensitivity to different audiences. Within our materials, of course, we should include such things as times, dates, places, information needed to register, what programs are available, their criteria, who may apply, etc. Materials promoting a program which is available only to a certain audience should go only to that audience. As you plan, inform me of decisions that are required of the Superintendent's Cabinet before the plan can be executed. I will present them for consideration to the cabinet. I suggest you use our weekly staff meetings to discuss the plan as it is developed. Please schedule a meeting with me to review the rough draft of the plan no later than December 9. CC: Dr. Henry P. Wilbams, Superintendent Ms. Estelle Matthis, Deputy Superintendent Dr. Vic Anderson. Interim Assistant Superintendent Mr. Larry Robertson. .Assistant Superintendent Ms. Margaret GrimiUon, Assistant Superintendent Mr. Jerry Malone, .Attorney(\u0026gt;f= : /C^iD Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Date\nMay 10, 1994 To: Russ Mayo From: n Brown Subject: Registration Information Now that e LRSD has completed its main thrust of pre-registration for the 1994-95 school year, please immediately forward to me the total number of children (whether new students, M-to-Ms, desegregation transfers, or magnet assignments) currently registered by school, race, and grade level (including kindergarten and the four-year-old program). Because I had not received a 1994-95 registration brochure, we called your office today to ask for one. Sue Pedersen said that the brochures are still being printed but did not know a delivery date. Please let me know when you expect to receive the brochures and also send me a few copies as soon as you get them. Thanks. LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 May 12, 1994 RECEIVED MAY 1 3 1994 OtficQ of Desegregation Mcniwnng TO: Ann Brown, Federal Monitor FROM: JiXvC. Russell Mayo, Associate Superintendent for r Desegregation SUBJECT: Registration Information Per your request of May 10, please find enclosed a report of the number of students assigned to LRSD schools, by school, race, and grade level. Please be advised that four-year-old numbers are not included because we have not completed the assignment process for all four-year-olds. Rockefeller will reflect some four-year-old assignments because current three-year-olds have been grandfathered for 1994-95 and King's numbers will reflect some PCSSD assignments to the four-year-old program. Also, we expect to receive the 1994-95 registration brochures by June 1. delivered. We will forward copies to you as soon as they are01 LRSD SCHOOL: 001 CENTRAL HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 1 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 2 9 201 158 137 4 1 199 184 181 6 10 400 342 318 0 1 91 80 97 0 1 115 77 114 0 2 206 157 211 0 0 7 5 9 0 0 9 10 7 0 0 16 15 16 6 12 622 514 545 100.0% * 83.3% 64.3% 66.5% 58.3% .0% 16.7% 33.1% 30.5% 38.7% .0% .0% 2.6% 2.9% 2.9% 59.5% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 50 0 667 667 666 Total 507 569 1076 269 307 576 21 26 47 1699 63.3% 33.9% 2.8% 2,05001 LRSD SCHOOL: 002 HALL HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 2 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 1 10 107 123 90 1 6 121 110 102 2 16 228 233 192 5 3 35 53 54 2 2 59 63 42 7 5 94 116 96 0 0 5 5 6 0 0 2 3 2 0 0 7 8 8 9 21 329 357 296 22.2% * 76.2% 69.3% * 65.3% 64.9% 77.8% 23.8% 28.6% 32.5% 32.4% .0% .0% 2.1% 2.2% 2.7% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.0% 67.5% 20 0 400 400 400 Total 331 340 671 150 168 318 16 7 23 1012 66.3% 31.4% 2.3% 1,22001 LRSD SCHOOL: 003 MANN MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 3 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 0 65 72 61 0 87 91 92 0 152 163 153 0 66 58 53 0 75 64 57 0 141 122 110 0 3 4 5 0 5 3 1 0 8 7 6 0 301 * 292 269 .0% 50.5% 55.8% * 56.9% * .0% 46.8% 41.8% 40.9% .0% 2.7% 2.4% 2.2% .0% 50.0% 50.0% 50.0% .0% 55.0% 55.0% 55.0% 0 300 300 300 Total 198 270 468 177 196 373 12 9 21 862 54.3% 43.3% 2.4% 90001 LRSD SCHOOL: 005 PARKVIEW ARTS/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 4 Class Black Male Black Total White White Total Other Female Black Hale Female White Hale Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 3 0 60 61 68 4 0 74 78 87 7 0 134 139 155 0 0 48 44 48 0 0 61 60 48 0 0 109 104 96 0 0 4 0 2 0 0 7 6 3 0 0 11 6 5 7 0 254 249 256 100.0% * .0% 52.8% 55.8% * 60.5% * .0% .0% 42.9% 41.8% 37.5% .0% .0% 4.3% 2.4% 2.0% 40.0% .0% 50.0% 50.0% 50.0% 75.0% .0% 55.0% 55.0% 55.0% 20 0 331 331 331 Total 192 243 435 140 169 309 6 16 22 766 56.8% 40.3% 2.9% 1,01301 LRSD SCHOOL: 006 BOOKER ARTS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 5 Class Black Hale Black Total White White Total Other Other Total Total Female Black Hale Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 17 0 21 23 28 21 24 21 19 0 20 19 16 27 25 27 36 0 41 42 44 48 49 48 11 0 14 15 13 16 21 19 10 0 22 22 24 23 22 24 21 0 36 37 37 39 43 43 1 0 2 1 0 2 1 0 2 0 1 1 4 1 0 2 3 0 3 2 4 3 1 2 60 0 80 81 85 90 93 93 60.0% * .0% 51.3% 51.9% 51.8% 53.3% 52.7% 51.6% 35.0% ,0% 45.0% 45.7% 43.5% 43.3% 46.2% 46.2% 5.0% .0% 3.8% 2.5% 4.7% 3.3% 1.1% 2.2% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 80 0 92 92 92 100 100 100 Total 155 153 308 109 147 256 7 11 18 582 52.9% 44.0% 3.1% 65601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 6 SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 3 91 102 51 0 81 75 57 3 172 177 108 0 42 40 32 0 51 42 44 0 93 82 76 0 1 5 1 0 4 0 0 0 5 5 1 3 270 * 264 * 185 100.0% 63.7% 67.0% 58.4% .0% 34.4% 31.1% 41.1% .0% 1.9% 1.9% .5% .0% 47.2% 47.2% 47.2% .0% 71.0% 71.0% 71.0% 0 260 256 256 Total 247 213 460 114 137 251 7 4 11 722 63.7% 34.8% 1.5% 77201 LRSD SCHOOL: 008 FAIR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 7 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 1 8 126 101 85 0 8 117 107 82 1 16 243 208 167 0 3 32 57 43 0 3 35 50 56 0 6 67 107 99 0 0 1 0 1 0 0 2 0 2 0 0 3 0 3 1 22 313 * 315 * 269 100.0% * 72.7% 77.6% * 66.0% 62.1% .0% 27.3% 21.4% 34.0% 36.8% .0% .0% 1.0% .0% 1.1% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 20 0 306 305 305 Total 321 314 635 135 144 279 2 4 6 920 69.0% 30.3% .7% 93601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 8 SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL Class Black Hale Black Total White Female Black Male white Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 7 78 102 86 3 81 92 109 10 159 194 195 1 36 32 24 4 22 26 34 5 58 58 58 0 3 4 2 0 0 5 2 0 3 9 4 15 220 261 * 257 66.7% 72.3% 74.3% 75.9% 33.3% 26.4% 22.2% 22.6% .0% 1.4% 3.4% 1.6% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 260 260 260 Total 273 285 558 93 86 179 9 7 16 753 74.1% 23.8% 2.1% 78001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH 1994/05/11 PAGE 9 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 6 95 67 75 4 82 77 56 10 177 144 131 2 46 71 73 0 53 61 59 2 99 132 132 0 2 2 1 0 1 1 1 0 3 3 2 12 279 * 279 * 265 * 83.3% 63.4% 51.6% * 49.4% * 16.7% 35.5% 47.3% 49.8% .0% 1.1% 1.1% .8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 234 233 233 Total 243 219 462 192 173 365 5 3 8 835 55.3% 43.7% 1.0% 70001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 10 SCHOOL: Oil SOUTHWEST JUNIOR HIGH SCHOOL Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 18 63 85 81 2 81 88 89 20 144 173 170 1 19 16 24 1 25 15 28 2 44 31 52 0 3 6 1 0 3 0 3 0 6 6 4 22 194 210 226 90.9% 74.2% 82.4% * 75.2% 9.1% 22.7% 14.8% 23.0% .0% 3.1% 2.9% 1.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 252 251 251 Total 247 260 507 60 69 129 10 6 16 652 77.8% 19.8% 2.5% 75401 LRSD SCHOOL: 012 MC CLELLAN HIGH SCHOOL NEXT YEAR SCHCX)L COUNTS BY SCHOOL 1994/05/11 PAGE 11 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 3 19 125 127 80 1 3 131 123 106 4 22 256 250 186 0 3 40 26 29 0 2 46 39 32 0 5 86 65 61 0 0 3 0 1 0 0 1 2 2 0 0 4 2 3 4 27 346 317 250 100.0% * 81.5% 74.0% * 78.9% * 74.4% * .0% 18.5% 24.9% 20.5% 24.4% .0% .0% 1.2% .6% 1.2% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 20 0 394 393 393 Total 354 364 718 98 119 217 4 5 9 944 76.1% 23.0% 1.0% 1,20001 LRSD SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 12 Class Black Male Black Total White White Total Other Other Female Black Male Female White Hale Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 16 101 126 114 5 96 115 90 21 197 241 204 1 59 49 39 0 40 41 33 1 99 90 72 0 4 7 4 0 6 4 4 0 10 11 8 22 306 342 * 284 95.5% 64.4% 70.5% 71.8% 4.5% 32.4% 26.3% 25.4% .0% 3.3% 3.2% 2.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 320 320 320 Total 357 306 663 148 114 262 15 14 29 954 69.5% 27.5% 3.0% 96001 LRSD SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 13 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 2 87 94 88 3 87 87 94 5 174 181 182 2 31 18 27 1 13 15 19 3 44 33 46 0 2 0 2 0 0 0 1 0 2 0 3 8 220 214 231 62.5% 79.1% * 84.6% * 78.8% * 37.5% 20.0% 15.4% 19.9% .0% .9% .0% 1.3% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 250 250 250 Total 271 271 542 78 48 126 4 1 5 673 80.5% 18.7% .7% 75001 LRSD SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 14 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 6 58 84 84 6 72 63 68 12 130 147 152 3 22 23 25 2 17 28 46 5 39 51 71 0 2 0 4 0 0 0 0 0 2 0 4 17 171 198 227 * 70.6% 76.0% 74.2% 67.0% 29.4% 22.8% 25.8% 31.3% .0% 1.2% .0% 1.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 200 200 200 Total 232 209 441 73 93 166 6 0 6 613 71.9% 27.1% 1.0% 60001 LRSD SCHOOL: 017 BALE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 15 Class Black Male Black Total White White Total Other Female Black Hale Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 4 21 12 15 13 13 5 9 0 1 15 21 6 10 15 17 18 0 5 36 33 21 23 28 22 5 0 2 8 4 5 7 1 2 7 0 3 2 5 1 2 2 3 12 0 5 10 9 6 9 3 5 0 0 0 2 0 1 1 0 1 0 0 0 1 2 0 0 0 2 0 0 0 3 2 1 1 0 3 30 0 10 49 * 44 28 33 31 30 60.0% .0% 50.0% 73.5% 75.0% * 75.0% * 69.7% 90.3% * 73.3% 40.0% .0% 50.0% 20.4% 20.5% 21.4% 27.3% 9.7% 16.7% .0% .0% .0% 6.1% 4.5% 3.6% 3.0% .0% 10.0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 50 Total 92 94 186 34 25 59 5 5 10 255 72.9% 23.1% 3.9% 34601 LRSD SCHOOL: 018 BRADY ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 16 Class Black Male Black Total White Female Black Male White Total Other Other Total Total Female White Hale Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 1 19 19 14 26 15 20 11 0 0 11 15 13 15 23 11 20 0 1 30 34 27 41 38 31 12 0 1 14 17 17 6 7 6 13 0 1 15 14 8 11 6 1 25 0 2 29 31 25 17 13 7 4 0 0 1 1 0 0 0 2 1 0 1 3 2 1 0 0 0 5 0 1 4 3 1 0 0 2 50 0 4 63 68 53 58 * 51 * 40 40.0% .0% 25.0% 47.6% 50.0% 50.9% 70.7% 74.5% * 77.5% * 50.0% .0% 50.0% 46.0% 45.6% 47.2% 29.3% 25.5% 17.5% 10.0% .0% 25.0% 6.3% 4.4% 1.9% .0% .0% 5.0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 69 69 69 50 50 50 Total 123 99 222 80 69 149 8 8 16 387 57.4% 38.5% 4.1% 43501 LRSD SCHOOL: 019 BADGETT ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 17 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Hale Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 4 0 4 6 9 13 8 8 9 2 0 1 7 3 6 6 6 7 6 0 5 13 12 19 14 14 16 1 0 0 2 2 3 4 0 6 5 0 0 6 5 2 6 3 0 6 0 0 8 7 5 10 3 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12 0 5 21 19 24 * 24 17 22 50.0% .0% 100.0% 61.9% 63.2% 79.2%  58.3% 82.4% * 72.7% 50.0% .0% .0% 38.1% 36.8% 20.8% 41.7% 17.6% 27.3% .0% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 23 23 23 25 25 25 Total 61 38 99 18 27 45 0 0 0 144 68.8% 31.3% .0% 20201 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 020 MCDERMOTT ELEMENTARY SCHOOL 1994/05/11 PAGE 18 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 12 0 17 24 22 16 18 16 8 0 11 15 19 21 15 24 20 0 28 39 41 37 33 40 14 0 16 15 14 19 16 13 19 0 19 15 17 16 22 23 33 0 35 30 31 35 38 36 0 0 1 2 1 1 0 1 3 0 3 1 1 2 5 0 3 0 4 3 2 3 5 1 56 0 67 72 * 74 * 75 76 * 77 * 35.7% * .0% 41.8% 54.2% 55.4% 49.3% 43.4% 51.9% 58.9% .0% 52.2% 41.7% 41.9% 46.7% 50.0% 46.8% 5.4% .0% 6.0% 4.2% 2.7% 4.0% 6.6% 1.3% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 51.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 125 113 238 107 131 238 6 15 21 497 47.9% 47.9% 4.2% 49201 LRSD SCHOOL: 021 CARVER MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 19 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 17 0 22 24 24 34 25 25 14 0 14 18 25 21 25 31 31 0 36 42 49 55 50 56 8 0 19 29 20 27 26 24 13 0 10 15 20 14 21 17 21 0 29 44 40 41 47 41 2 0 2 0 0 1 0 2 0 0 1 0 0 1 0 0 2 0 3 0 0 2 0 2 54 0 68 86 89 98 97 99 57.4% * .0% 52.9% 48.8% * 55.1% * 56.1% * 51.5% 56.6% * 38.9% .0% 42.6% 51.2% 44.9% 41.8% 48.5% 41.4% 3.7% .0% 4.4% .0% .0% 2.0% .0% 2.0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 60 0 69 92 92 100 100 100 Total 171 148 319 153 110 263 7 2 9 591 54.0% 44.5% 1.5% 61301 LRSD SCHOOL\n022 BASELINE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 20 Class Black Male Black Total White White Total Other Other Female Black Male Female White Hale Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 12 0 3 16 25 16 13 13 16 12 0 3 16 9 17 15 13 15 24 0 6 32 34 33 28 26 31 4 0 0 2 8 3 5 7 6 4 0 0 6 5 3 5 3 2 8 0 0 8 13 6 10 10 8 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 2 0 0 0 0 1 1 0 0 34 0 6 40 47 * 40 39 36 39 70.6% .0% 100.0% 80.0% * 72.3% 82.5% * 71.8% 72.2% 79.5% * 23.5% .0% .0% 20.0% 27.7% 15.0% 25.6% 27.8% 20.5% 5.9% .0% .0% .0% .0% 2.5% 2.6% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 36 0 44 44 44 44 44 44 Total 114 100 214 35 28 63 1 3 4 281 76.2% 22.4% 1.4% 34001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 023 FAIR PARK ELEHENTARY SCHOOL 1994/05/11 PAGE 21 Class Black Hale Black Total White White Total Other Other Total Total Female Black Hale Female White Hale Female Other Count Black Percent White Other Percent Percent Hin % Black Hax % Black Hax Capacity K P4 SP 01 02 03 04 05 06 8 0 0 11 9 10 15 16 11 10 0 0 16 12 21 11 8 14 18 0 0 27 21 31 26 24 25 5 0 0 5 3 9 3 4 4 5 0 0 10 6 4 1 3 2 10 0 0 15 9 13 4 7 6 0 0 0 0 1 1 1 1 0 0 0 0 0 2 0 1 0 0 0 0 0 0 3 1 2 1 0 28 0 0 42 33 45 32 32 31 64.3% .0% .0% 64.3% 63.6% 68.9% 81.3% * 75.0% * 80.6% * 35.7% .0% .0% 35.7% 27.3% 28.9% 12.5% 21.9% 19.4% .0% .0% .0% .0% 9.1% 2.2% 6.3% 3.1% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 50 Total 80 92 172 33 31 64 4 3 7 243 70.8% 26.3% 2.9% 34601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 22 SCHOOLS 024 FOREST PARK ELEMENTARY SCHOOL Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 9 0 13 17 22 13 5 9 4 0 15 23 17 19 5 7 13 0 28 40 39 32 10 16 23 0 18 11 17 21 16 16 24 0 20 23 19 23 23 16 47 0 38 34 36 44 39 32 0 0 0 0 0 1 1 1 0 0 0 1 0 1 0 0 0 0 0 1 0 2 1 1 60 0 66 75 * 75 * 78 * 50 49 21.7% * .0% 42.4% 53.3% 52.0% 41.0% 20.0% * 32.7% * 78.3% .0% 57.6% 45.3% 48.0% 56.4% 78.0% 65.3% .0% .0% .0% 1.3% .0% 2.6% 2.0% 2.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 50 50 Total 88 90 178 122 148 270 3 2 5 453 39.3% 59.6% 1.1% 44201 LRSD SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 23 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 18 0 2 28 14 17 19 22 20 23 0 2 17 19 23 17 15 18 41 0 4 45 33 40 36 37 38 4 0 0 2 2 1 1 1 1 4 0 0 2 1 1 4 1 0 8 0 0 4 3 2 5 2 1 2 0 0 0 0 1 2 1 0 0 0 0 0 1 0 0 0 0 2 0 0 0 1 1 2 1 0 51 0 4 49 37 43 43 40 39 80.4% * .0% 100.0% 91.8% * 89.2% * 93.0% * 83.7% * 92.5% * 97.4% * 15.7% .0% .0% 8.2% 8.1% 4.7% 11.6% 5.0% 2.6% 3.9% .0% .0% .0% 2.7% 2.3% 4.7% 2.5% .0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60 54 0 60 40 60 60 60 40 Total 140 134 274 12 13 25 6 1 7 306 89.5% 8.2% 2.3% 43401 LRSD SCHOOL: 026 GARLAND INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 24 Class Black Hale Black Total White White Female Black Hale Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 13 0 2 13 11 13 12 15 12 8 0 2 8 14 12 11 7 14 21 0 4 21 25 25 23 22 26 0 0 0 0 0 0 0 1 0 0 0 1 0 2 0 0 0 0 0 0 1 0 2 0 0 1 0 5 0 0 1 4 0 1 1 1 2 0 0 0 2 3 1 1 0 7 0 0 1 6 3 2 2 1 28 0 5 22 33 28 25 25 27 75.0% * .0% 80.0% 95.5% * 75.8% * 89.3% * 92.0% * 88.0% * 96.3% * .0% .0% 20.0% .0% 6.1% .0% .0% 4.0% .0% 25.0% .0% .0% 4.5% 18.2% 10.7% 8.0% 8.0% 3.7% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 40 40 Total 91 76 167 1 3 4 13 9 22 193 86.5% 2.1% 11.4% 29801 LRSD SCHOOL: 027 GIBBS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 25 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 14 0 14 11 13 11 13 11 5 0 8 14 9 15 13 14 19 0 22 25 22 26 26 25 11 0 12 7 11 16 10 7 5 0 7 10 5 6 8 10 16 0 19 17 16 22 18 17 1 0 0 1 0 0 0 0 1 0 2 1 2 0 1 0 2 0 2 2 2 0 1 0 37 0 43 44 40 48 45 42 51.4% .0% 51.2% 56.8% * 55.0% 54.2% 57.8% * 59.5% * 43.2% .0% 44.2% 38.6% 40.0% 45.8% 40.0% 40.5% 5.4% .0% 4.7% 4.5% 5.0% .0% 2.2% .0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 40 0 46 46 46 50 50 50 Total 87 78 165 74 51 125 2 7 9 299 55.2% 41.8% 3.0% 32801 LRSD SCHOOL: 028 CHICOT ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 26 Class Black Hale Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 11 0 4 22 38 28 32 23 22 13 0 5 21 25 25 18 24 23 24 0 9 43 63 53 50 47 45 12 0 7 4 13 8 10 6 9 6 0 3 12 13 14 8 9 10 18 0 10 16 26 22 18 15 19 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 2 1 42 0 19 59 90 75 68 64 65 57.1% .0% 47.4% 72.9% 70.0% 70.7% 73.5% 73.4% 69.2% 42.9% .0% 52.6% 27.1% 28.9% 29.3% 26.5% 23.4% 29.2% .0% .0% .0% .0% 1.1% .0% .0% 3.1% 1.5% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 75 92 92 75 75 75 Total 180 154 334 69 75 144 3 1 4 482 69.3% 29.9% .8% 56201 LRSD SCHOOL: 029 WESTERN HILLS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 27 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 3 0 19 18 10 17 15 16 7 0 11 16 13 14 18 18 10 0 30 34 23 31 33 34 3 0 8 8 12 9 6 11 4 0 8 8 9 9 6 7 7 0 16 16 21 18 12 18 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 0 18 0 46 50 * 44 49 46 52 * 55.6% .0% 65.2% 68.0% 52.3% 63.3% 71.7% 65.4% 38.9% .0% 34.8% 32.0% 47.7% 36.7% 26.1% 34.6% 5.6% .0% .0% .0% .0% .0% 2.2% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 50 50 50 Total 98 97 195 57 51 108 1 1 2 305 63.9% 35.4% .7% 32801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 030 JEFFERSON ELEMENTARY SCHOOL 1994/05/11 PAGE 28 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 8 2 17 14 16 10 16 15 10 2 12 11 18 18 24 14 18 4 29 25 34 28 40 29 20 2 19 26 22 28 19 24 17 1 18 22 17 17 17 16 37 3 37 48 39 45 36 40 0 0 1 0 0 1 2 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 2 0 56 7 67 73 * 73 * 74 78 * 69 32.1% * 57.1% 43.3% 34.2% * 46.6% 37.8% * 51.3% 42.0% 66.1% 42.9% 55.2% 65.8% 53.4% 60.8% 46.2% 58.0% 1.8% .0% 1.5% .0% .0% 1.4% 2.6% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 69 75 Total 98 109 207 160 125 285 4 1 5 497 41.6% 57.3% 1.0% 48601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 29 SCHOOL: 031 CLOVERDALE ELEMENTARY SCHOOL Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 16 0 0 27 23 20 12 16 26 17 0 0 18 17 19 18 17 19 33 0 0 45 40 39 30 33 45 5 0 0 12 5 6 8 2 2 6 0 0 7 4 5 3 2 5 11 0 0 19 9 11 11 4 7 0 0 0 1 0 0 1 1 0 1 0 0 0 0 1 1 0 1 1 0 0 1 0 1 2 1 1 45 0 0 65 49 51 * 43 38 53 * 73.3% .0% .0% 69.2% 81.6% * 76.5% * 69.8% 86.8% * 84.9% * 24.4% .0% .0% 29.2% 18.4% 21.6% 25.6% 10.5% 13.2% 2.2% .0% .0% 1.5% .0% 2.0% 4.7% 2.6% 1.9% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 54 0 69 69 46 50 50 50 Total 140 125 265 40 32 72 3 4 7 344 77.0% 20.9% 2.0% 44801 LRSD SCHOOL: 032 DODD ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 30 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 2 18 9 11 17 11 13 3 3 10 13 7 14 13 12 13 5 28 22 18 31 24 25 0 2 4 11 5 4 14 7 2 0 10 9 10 3 6 6 2 2 14 20 15 7 20 13 0 1 0 2 0 0 0 0 0 0 0 2 0 1 1 1 0 1 0 4 0 1 1 1 15 8 42 46 33 39 45 39 86.7% * 62.5% 66.7% 47.8% 54.5% 79.5% * 53.3% 64.1% 13.3% 25.0% 33.3% 43.5% 45.5% 17.9% 44.4% 33.3% .0% 12.5% .0% 8.7% .0% 2.6% 2.2% 2.6% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73,8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 50 50 50 Total 91 75 166 47 46 93 3 5 8 267 62.2% 34.8% 3.0% 32801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 31 SCHOOLS 033 MEADOWCLIFP ELEMENTARY SCHOOL Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 8 0 25 25 18 21 20 19 4 0 19 26 31 19 11 15 12 0 44 51 49 40 31 34 3 0 2 17 12 12 14 8 5 0 13 3 8 13 7 2 8 0 15 20 20 25 21 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 20 0 59 71 * 69 65 52 * 44 60.0% .0% 74.6% * 71,8% 71.0% 61.5% 59.6% 77.3% * 40.0% .0% 25.4% 28.2% 29.0% 38.5% 40.4% 22.7% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 50 50 Total 136 125 261 68 51 119 0 0 0 380 68.7% 31.3% .0% 44201 LRSD SCHOOL: 034 MITCHELL INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 32 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 11 0 6 11 15 11 12 16 16 8 0 1 18 11 8 20 12 14 19 0 7 29 26 19 32 28 30 1 0 1 0 0 1 0 0 1 2 0 0 0 0 1 3 0 0 3 0 1 0 0 2 3 0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 2 1 0 0 1 22 0 8 29 28 22 35 28 32 86.4% * .0% 87.5% 100.0% * 92.9% * 86.4% * 91.4% * 100.0% * 93.8% * 13.6% .0% 12.5% .0% .0% 9.1% 8.6% .0% 3.1% .0% .0% .0% .0% 7.1% 4.5% .0% .0% 3.1% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 40 40 Total 98 92 190 4 6 10 2 2 4 204 93.1% 4.9% 2.0% 29801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 035 MARTIN LUTHER KING JR. ELEMENTARY 1994/05/11 PAGE 33 Class Black Male Black Total White Female Black Male White Total Other other Total Total Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 17 0 0 28 27 15 27 28 21 25 0 0 19 23 16 22 14 15 42 0 0 47 50 31 49 42 36 11 5 0 14 12 6 11 21 12 17 4 0 11 14 14 12 7 13 28 9 0 25 26 20 23 28 25 2 0 0 0 1 0 1 1 0 0 1 0 0 0 1 0 0 0 2 1 0 0 1 1 1 1 0 72 10 0 72 77 * 52 73 71 61 58.3% .0% .0% 65.3% * 64.9% * 59.6% 67.1% * 59.2% 59.0% 38.9% 90.0% .0% 34.7% 33.8% 38.5% 31.5% 39.4% 41.0% 2.8% 10.0% .0% .0% 1.3% 1.9% 1.4% 1.4% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 80 72 0 92 69 69 75 75 75 Total 163 134 297 92 92 184 5 2 7 488 60.9% 37.7% 1.4% 60701 LRSD SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 34 Class Black Hale Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K Pl P2 P3 P4 SP 01 02 03 04 05 06 23 0 1 5 3 0 16 17 12 16 13 12 11 0 3 0 4 0 22 13 14 20 11 17 34 0 4 5 7 0 38 30 26 36 24 29 15 0 4 3 5 0 5 11 10 5 5 2 9 0 1 1 2 0 4 8 6 8 3 3 24 0 5 4 7 0 9 19 16 13 8 5 1 0 0 0 0 0 2 0 1 0 1 0 0 0 0 0 2 0 0 1 0 0 1 0 1 0 0 0 2 0 2 1 1 0 2 0 59 0 9 9 16 0 49 50 43 49 34 34 57.6% * .0% * 44.4% * 55.6% * 43.8% .0% 77.6% * 60.0% 60.5% * 73.5% * 70.6% * 85.3% * 40.7% .0% 55.6% 44.4% 43.8% .0% 18.4% 38.0% 37.2% 26.5% 23.5% 14.7% 1.7% .0% .0% .0% 12.5% .0% 4.1% 2.0% 2.3% .0% 5.9% .0% 50.0% 50.0% 50.0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% 50.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60 10 17 18 54 0 60 60 60 60 40 40 Total 118 115 233 65 45 110 5 4 9 352 66.2% 31.3% 2.6% 47901 LRSD SCHOOL: 037 GEYER SPRINGS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 35 Class Black Male Black Total White White Total Other Other Total Total Female Black Hale Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 4 19 13 21 6 16 8 10 0 2 13 20 10 18 23 9 19 0 6 32 33 31 24 39 17 1 0 2 6 6 2 5 3 1 5 0 0 6 7 6 10 5 2 6 0 2 12 13 8 15 8 3 2 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 0 0 28 0 8 45 46 39 39 47 20 67.9% .0% 75.0% 71.1% 71.7% 79.5% * 61.5% 83.0% * 85.0% * 21.4% .0% 25.0% 26.7% 28.3% 20.5% 38.5% 17.0% 15.0% 10.7% .0% .0% 2.2% .0% .0% .0% .0% .0% 40.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 25 Total 96 105 201 26 41 67 3 1 4 272 73.9% 24.6% 1.5% 32101 LRSD SCHOOL: 038 PULASKI HEIGHTS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 36 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 0 13 15 12 12 12 17 8 0 15 16 12 11 15 9 18 0 28 31 24 23 27 26 21 0 16 21 9 19 10 10 13 0 21 16 17 11 16 16 34 0 37 37 26 30 26 26 0 0 4 0 0 0 0 1 2 0 0 2 0 3 2 0 2 0 4 2 0 3 2 1 54 0 69 70 * 50 * 56 55 * 53 * 33.3% * .0% 40.6% * 44.3% 48.0% 41.1% 49.1% 49.1% 63.0% .0% 53.6% 52.9% 52.0% 53.6% 47.3% 49.1% 3.7% .0% 5.8% 2.9% .0% 5.4% 3.6% 1.9% 40.0% .0% 51.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 46 75 50 50 Total 91 86 177 106 110 216 5 9 14 407 43.5% 53.1% 3.4% 41901 LRSD SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 37 Class Black Male Black Total White Female Black Male White Total other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 10 0 0 7 12 13 13 8 18 13 0 0 13 12 13 14 14 11 23 0 0 20 24 26 27 22 29 3 0 0 0 1 2 1 0 0 0 0 0 0 1 1 0 0 0 3 0 0 0 2 3 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 26 0 0 20 26 29 28 22 * 30 88.5% * .0% .0% 100.0% * 92.3% * 89.7% * 96.4% * 100.0% * 96.7% * 11.5% .0% .0% .0% 7.7% 10.3% 3.6% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 3.3% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 30.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 20 40 Total 81 90 171 7 2 9 0 1 1 181 94.5% 5.0% .6% 27801 LRSD SCHOOL: 040 ROMINE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 38 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 15 0 9 24 19 16 13 16 9 19 0 0 20 13 10 13 13 25 34 0 9 44 32 26 26 29 34 7 0 0 9 8 8 3 1 3 9 0 0 5 10 3 2 1 5 16 0 0 14 18 11 5 2 8 1 0 0 4 0 0 0 2 0 2 0 0 1 0 0 1 0 2 3 0 0 5 0 0 1 2 2 53 0 9 63 50 37 32 33 44 64.2% * .0% 100.0% 69.8% 64.0% 70.3% 81.3% * 87.9% * 77.3% * 30.2% .0% .0% 22.2% 36.0% 29.7% 15.6% 6.1% 18.2% 5.7% .0% .0% 7.9% .0% .0% 3.1% 6.1% 4.5% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 75.0% 75.0% 75.0% 75.0% 75.0% 75.0% 60 36 0 69 69 46 50 50 50 Total 121 113 234 39 35 74 7 6 13 321 72.9% 23.1% 4.0% 43001 LRSD SCHOOL: 041 STEPHENS INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 39 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 7 0 0 8 8 7 6 9 9 3 0 0 12 9 15 10 14 5 10 0 0 20 17 22 16 23 14 0 0 0 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 11 0 1 20 18 23 16 23 14 90.9% * .0% .0% 100.0% * 94.4% * 95.7% * 100.0% * 100.0% * 100.0% * 9.1% .0% .0% .0% 5.6% 4.3% .0% .0% .0% .0% .0% 100.0% .0% .0% .0% .0% .0% .0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 20 40 20 40 20 Total 54 68 122 2 1 3 1 0 1 126 96.8% 2.4% .8% 23801 LRSD SCHOOL: 042 WASHINGTON MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 40 Class Black Hale Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 30 0 1 35 43 26 49 29 25 28 0 0 23 21 28 36 32 27 58 0 1 58 64 54 85 61 52 8 0 0 23 18 14 19 27 20 8 1 0 12 14 22 21 7 13 16 1 0 35 32 36 40 34 33 2 0 0 0 2 2 1 2 1 1 0 0 1 3 2 1 0 1 3 0 0 1 5 4 2 2 2 77 1 1 94 * 101 94 * 127 * 97 87 75.3% * .0% 100.0% 61.7% * 63.4% * 57.4% 66.9% * 62.9% * 59.8% 20.8% 100.0% .0% 37.2% 31.7% 38.3% 31.5% 35.1% 37.9% 3.9% .0% .0% 1.1% 5.0% 4.3% 1.6% 2.1% 2.3% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 100 36 0 92 115 92 125 100 100 Total 238 195 433 129 98 227 10 9 19 679 63.8% 33.4% 2.8% 76001 LRSD SCHOOL: 043 WILLIAMS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 41 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 12 0 19 17 25 13 18 23 18 0 17 16 13 24 18 18 30 0 36 33 38 37 36 41 12 0 14 15 13 16 15 12 16 0 14 19 14 13 18 16 28 0 28 34 27 29 33 28 1 0 0 0 0 1 0 0 0 0 0 0 3 2 1 0 1 0 0 0 3 3 1 0 59 0 64 67 68 69 70 69 50.8% .0% 56.3% * 49.3% * 55.9% * 53.6% 51.4% 59.4% * 47.5% .0% 43.8% 50.7% 39.7% 42.0% 47.1% 40.6% 1.7% .0% .0% .0% 4.4% 4.3% 1.4% .0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 60 0 69 69 69 75 75 75 Total 127 124 251 97 110 207 2 6 8 466 53.9% 44.4% 1.7% 49201 LRSD SCHOOL: 044 WILSON ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 42 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 12 29 14 14 5 14 23 11 0 2 13 19 13 20 17 20 20 0 14 42 33 27 25 31 43 6 0 3 5 9 10 7 2 4 5 0 1 14 4 7 3 9 2 11 0 4 19 13 17 10 11 6 0 0 0 1 1 0 0 0 2 0 0 0 1 1 0 1 0 1 0 0 0 2 2 0 1 0 3 31 0 18 63 48 * 44 36 42 52 * 64.5% .0% 77.8% 66.7% 68.8% 61.4% 69.4% 73.8% * 82.7% * 35.5% .0% 22.2% 30.2% 27.1% 38.6% 27.8% 26.2% 11.5% .0% .0% .0% 3.2% 4.2% .0% 2.8% .0% 5.8% 40.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 69 46 46 50 50 50 Total 120 115 235 46 45 91 4 4 8 334 70.4% 27.2% 2.4% 36901 LRSD SCHOOL: 045 WOODRUFF ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 43 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 0 9 17 6 5 7 8 5 0 0 10 12 8 6 3 9 14 0 0 19 29 14 11 10 17 4 0 0 8 9 9 4 5 5 4 0 0 7 5 1 7 4 2 8 0 0 15 14 10 11 9 7 0 0 0 0 0 0 0 0 0 0 0 0 2 1 1 1 0 0 0 0 0 2 1 1 1 0 0 22 0 0 36 44 25 * 23 * 19 24 * 63.6% .0% .0% 52.8% 65.9% 56.0% 47.8% 52.6% 70.8% 36.4% .0% .0% 41.7% 31.8% 40.0% 47.8% 47.4% 29.2% .0% .0% .0% 5.6% 2.3% 4.0% 4.3% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 44 44 22 22 22 22 Total 61 53 114 44 30 74 0 5 5 193 59.1% 38.3% 2.6% 234ran 01 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 046 HABELVALE ELEMENTARY SCHOOL 1994/05/11 PAGE 44 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 16 6 24 26 23 24 22 15 15 2 16 23 17 17 20 24 31 8 40 49 40 41 42 39 4 1 15 13 10 13 6 19 5 0 12 10 14 9 14 8 9 1 27 23 24 22 20 27 0 0 1 1 0 0 0 1 0 0 0 1 0 2 0 0 0 0 1 2 0 2 0 1 40 9 68 74 * 64 65 62 67 77.5% * 88.9% 58.8% 66.2% 62.5% 63.1% 67.7% 58.2% 22.5% 11.1% 39.7% 31.1% 37.5% 33.8% 32.3% 40.3% .0% .0% 1.5% 2.7% .0% 3.1% .0% 1.5% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 156 134 290 81 72 153 3 3 6 449 64.6% 34.1% 1.3% 49201 LRSD SCHOOL: 047 TERRY ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 45 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 9 0 17 18 17 18 11 19 4 0 16 20 10 19 18 19 13 0 33 38 27 37 29 38 27 0 27 32 15 19 26 15 17 0 19 17 29 13 17 22 44 0 46 49 44 32 43 37 3 0 1 4 4 4 4 0 0 0 0 1 0 3 3 1 3 0 1 5 4 7 7 1 60 0 80 * 92 75 * 76 * 79 * 76 * 21.7% * .0% 41.3% 41.3% 36.0% * 48.7% 36.7% * 50.0% 73.3% .0% 57.5% 53.3% 58.7% 42.1% 54.4% 48.7% 5.0% .0% 1.3% 5.4% 5.3% 9.2% 8.9% 1.3% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 75 92 69 75 75 75 Total 109 106 215 161 134 295 20 S 28 538 40.0% 54.8% 5.2% 52101 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 048 FULBRIGHT ELEMENTARY SCHOOL 1994/05/11 PAGE 46 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 13 3 17 18 17 22 23 17 10 1 19 16 13 11 15 15 23 4 36 34 30 33 38 32 19 2 18 21 23 14 32 27 25 1 13 15 16 24 21 20 44 3 31 36 39 38 53 47 1 0 0 0 2 2 0 2 0 0 2 2 1 3 3 0 1 0 2 2 3 5 3 2 68 * 7 69 72 * 72 * 76 * 94 81 * 33.8% * 57.1% 52.2% 47.2% 41.7% 43.4% 40.4% 39.5% * 64.7% 42.9% 44.9% 50.0% 54.2% 50.0% 56.4% 58.0% 1.5% .0% 2.9% 2.8% 4.2% 6.6% 3.2% 2.5% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 100 75 Total 130 100 230 156 135 291 7 11 18 539 42.7% 54.0% 3.3% 51701 LRSD SCHOOL: 049 ISH INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 47 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% * .0% .0% .0% * .0% * .0% * .0% * .0% * .0% * .0% .0% .0% .0%  0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% 55.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 75.0% 60.0% .0% 75.0% 75.0% 75.0% 75.0% 75.0% 75.0% 40 18 0 46 23 46 50 25 25 Total 0 0 0 0 0 0 0 0 0 0 .0% .0% .0% 27301 LRSD SCHOOL: 050 OTTER CREEK ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 48 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 0 11 8 11 15 11 19 5 0 12 15 11 19 10 7 15 0 23 23 22 34 21 26 11 0 11 10 12 22 17 18 13 0 13 13 14 13 18 10 24 0 24 23 26 35 35 28 0 0 0 3 2 0 2 0 0 0 1 0 0 0 0 1 0 0 1 3 2 0 2 1 39 0 48 * 49 * 50 * 69 58 * 55 * 38.5% * .0% 47.9% 46.9% 44.0% 49.3% 36.2% * 47.3% 61.5% .0% 50.0% 46.9% 52.0% 50.7% 60.3% 50.9% .0% .0% 2.1% 6.1% 4.0% .0% 3.4% 1.8% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 75 50 50 Total 85 79 164 101 94 195 7 2 9 368 44.6% 53.0% 2.4% 35301 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 051 WAKEFIELD ELEMENTARY SCHOOL 1994/05/11 PAGE 49 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Hin % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 13 1 26 24 22 26 21 27 13 0 28 16 36 25 25 19 26 1 54 40 58 51 46 46 6 0 4 6 6 4 7 12 3 0 6 7 5 0 9 10 9 0 10 13 11 4 16 22 1 0 0 1 0 0 1 0 0 0 0 0 1 2 1 0 1 0 0 1 1 2 2 0 36 1 64 54 70 * 57 64 68 72.2% 100.0% 84.4% * 74.1% * 82.9% * 89.5% * 71.9% 67.6% 25.0% .0% 15.6% 24.1% 15.7% 7.0% 25.0% 32.4% 2.8% .0% .0% 1.9% 1.4% 3.5% 3.1% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 160 162 322 45 40 85 3 4 7 414 77.8% 20.5% 1.7% 49201 LRSD SCHOOL: 052 WATSON ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 50 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 0 27 21 23 26 22 20 15 0 0 24 23 28 21 23 20 24 0 0 51 44 51 47 45 40 2 0 0 6 6 8 5 2 8 8 0 0 4 7 5 7 4 3 10 0 0 10 13 13 12 6 11 0 0 0 1 0 0 1 0 1 1 0 0 0 0 0 1 0 1 1 0 0 1 0 0 2 0 2 35 0 0 62 57 64 61 51 * 53 * 68.6% .0% .0% 82.3% * 77.2% * 79.7% * 77.0% * 88.2% * 75.5% * 28.6% .0% .0% 16.1% 22.8% 20.3% 19.7% 11.8% 20.8% 2.9% .0% .0% 1.6% .0% .0% 3.3% .0% 3.8% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 69 69 69 75 50 50 Total 148 154 302 37 38 75 3 3 6 383 78.9% 19.6% 1.6% 460//Vr -f LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas isg J , J '   'yi .1^' June 15,1994 jlSii 2 1 (9?l Oftico c* Ceses^gSiK J? V'Ky '^'^' ) TO: FROM: RE Memorandum Ann Brown, Federal Monitor, ODM Jeanette Wagner, Director of Communications Incentive School Brochures Attached for your review are the final proofs of the Incentive School Brochures. The brochure for Stephens has been removed from the group at this time. The copy proofs have been reviewed and approved by the LRSD Superintendent's Council.lib L R School Dlst ODM @002/002 Little Rock School District NEWS RELEASE June 20,1994 For more information: Dina Teague, 324-2020 The registration dates for kindergarten and new students in the Little Rock School District are Monday and Tuesday, August 8 and 9. School will begin on Monday, August 22. Parents need to contact the LRSD Student Assignment Office for a school assignment as soon as possible. This office is located at 501 Sherman Street and may be reached at 324-2272. During school registration, parents and students will go to their assigned school to complete the registration process. Students already enrolled in the Little Rock School District may also report to their schools on August 8 and 9 to advise the District of changes in their registration information. ##.# 810 West Markham Street  Little Rock, Arkansas 72201 . (5011824-200008/12/94 17:23 501 324 2032 L R School Dlst ODM @002/005 J Little Rock School District NEWS RELEASE August 12,1994 For more information: Dina Teague, 324-2020 Little Rock School District parents and students who were unable to attend the district-wide registration on August 8 and 9 are encouraged to go to their designated school prior to August 22, the first day of school, to complete the registration process. Parents should call the school office to schedule a time for registration. All students, including those who pre-registered in the Spring, are required to complete the registration process before the school year begins. Kindergarten students and other students new to the district, as well as students who have changed addresses during the summer, should call the Student Assignment Office at 324-2272 to receive their school assignment. Parents must provide proof of address (utility bill, tax statement, or lease agreement). Students entering the LRSD for the first time must present their birth certificate, immunization record, and social security number at registration. ###Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 9, 1995 To: Russ Mayo From: .rm Brown Subject: LRSD Registration Information Yesterday, I received in my mail at home the new LRSD brochure which contains a variety of information pertaining to pre-school registration. The brochure is certainly attractive and contains handy references to dates for open houses and registration, along with information on enrollment options. Unfortunately, the usefulness of the brochure is limited because it was not mailed in time to give parents adequate notice of many of the dates listed. For example, none of the brochures were distributed until after the open house dates (all in January) were past. When I called to inquire about the dates the brochures were mailed, your associate, Deana, helpfully answered my questions. She said that the brochures targeted at private school patrons were mailed February 1. Those for LRSD patrons were processed by a local advertising agency, and about two- thirds of those brochures were mailed on February 6 and 7\nhowever, because the agency discovered it was short some 5,000 covers, the remainder of the brochures will not be mailed until the week of February 13. In addition to the timing of the brochure, I also have concerns about the costs associated with it and some of the information it contains. I'll appreciate your answers to the following questions: 1. According to the district's monthly management tools, the brochures were 100% complete by November 30, 1994. Why, then, were the brochures distributed so late, after pre-school registration activities had begun? 2. How much did it cost the district to produce this brochure, including preparation and printing? How many hours of LRSD staff time were devoted to all phases of preparing the brochure? How much was (or will be) paid to the local advertising agency which helped process the brochures for mailing? What is the grand total of the costs associated with producing the brochure?Page Two February 9, 1995 3. How many brochures were mailed to private school patrons, how many to LRSD patrons, and how many to any other category? What is the total cost for mailing the brochures? 4. The brochure contains an insert entitled \"Applying for Choices,\" which includes information on M-to-M transfers and directs readers to refe\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"aar_lessons_222","title":"Relief Efforts over the Years","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["'The activity uses a Franklin County Disaster Relief Form (1937) to explore the economic effects families experienced during the Great Depression. The students will use this activity to calculate total costs of this request and compare the costs over the next 8 decades by researching the prices of the equivalent items for that date. The students research and calculate the present day costs. In order to increase the rigor, the students will research the implementation of sales tax in the State of Alabama and include taxes in their total costs.'"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Depressions--1929"],"dcterms_title":["Relief Efforts over the Years"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/222"],"dcterms_temporal":["1930/1939"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_963","title":"Report: ''Educational Equity Monitoring Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School integration","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["Report: ''Educational Equity Monitoring Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/963"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_982","title":"Report: ''Extracurricular Activity Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","Student activities","School facilities"],"dcterms_title":["Report: ''Extracurricular Activity Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/982"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nMable W. Bynum, Assistant Superintendent for Desegregation, May 15, 1991\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_743","title":"Report: ''Little Rock School District Educational Equity Monitoring,'' Planning, Research, and Evaluation Department, Photocopies","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1995"],"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","Rockefeller Elementary School (Little Rock, Ark.)","Rightsell Elementary School (Little Rock, Ark.)","Garland Elementary School (Little Rock, Ark.)"],"dcterms_title":["Report: ''Little Rock School District Educational Equity Monitoring,'' Planning, Research, and Evaluation Department, Photocopies"],"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/743"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nIncludes September 1990, September 1995 (Rockefeller School), July 1995 (Rightsell School), and September 1995 (Garland School)\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1990 finalTABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING PAGE 1.0 Separation by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 5 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 KEY: SP I School Profile Interview O = Observe D DocumentLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1990-91 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are recruired to complete the conunent section for each criterion. Please print observations and evidence in sufficient detail to indicate posi-tive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1-0 Separation bv Race/Gender in School Procrams SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. COMMENTS: YES NO SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court order. COMMENTS: YES NO SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. COMMENTS: YES NOEducational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' State summer laureate, Odyssey of the Mind, Olympiad, and Alternative School or classes) generally reflect racial/ethnic composition of the school. COMMENTS: the O 1.5 As you walk through the building, do you see any one- race classes. If yes, indicate specific subject. (math, science, language, etc.) room number, and approximate number of students. Rm#___Appx. # of students___Race Time Subj ect YES YES NO NO 2.0 O/I O/I Rm#___Appx. Rm#___Appx.  Rm#___^Appx. Curriculum IX 41 7r 41 7r of students of students of students Race Time Subj ect Race Race Time Time Subj ect Subject The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 2.2 In classrooms observed, the teachers have adequate materials and equipment io deliver the curriculum. COMMENTS: YES NO Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRC's, interim reports, report cards, student educational plans and ASDP's) COMMENTS: ____________ YES NOEducational Equity Monitoring Page 3 O 2.3 All students are actively involved in classroom instruction. COMMENTS: _________ ________________ _______ YES NO O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. COMMENTS: _______________________ __________ YES NO 2.5 There is evidence that the multicultural curriculum is being implemented. 0/D 2.5.1 Bulletin boards, publications, and productions throughout the schoo-1 (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS\n._____________________________________ YES NO 0/D 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: ____________________________________ YES NO 0 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: ____ YES NO I/O 2.5.4 Teachers have and use multicultural curriculum guides. COMMENTS: . YES NOEducational Equity Monitoring Page 4 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. COMMENTS: YES NO D 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO D 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs (i.e., Governor's School, Girls'/Boys' State, etc.) COMMENTS: YES NO I/D 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. COMMENTS: YES NO O 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable. COMMENTS: ___________ YES NOEducational Equity Monitoring Page 5 4.0 Committees SP The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _______ YES NO 5.0 Extracurricular Activities SP Participation in extracurricular activities generally reflects the school population. COMMENTS: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. COMMENTS: '__________ YES NO SP/D 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black and white students on the following measures of student achievement. ...Norm referenced test ...Arkansas Minimum Performance Test . . .grade distribution COMMENTS: YES NOEducational Equity Monitoring Page 6 SP 6.3 When graduation rates are examined and compared, no differences are evident between identifiable groups of students. COMMENTS: ___________________________________________ YES NO 7.0 Special Education SP 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. COMMENTS: ________________________________________ YES NO O 7.2 In special education classrooms obseirved, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: _________________________________________ YES NO O 7.3 Special^ education facilities are comparable to those of the campus in general. COMMENTS: _______._______________________________ YES NO 0 7.4 Special education classrooms are integrated into the total school environment. COMMENTS: _________________________________________ YES NO O/I 7.5 Facilities for special education are designed to meet the needs of the students served. COMMENTS: _________________________________________ YES NOEducational Equity Monitoring Page 7 8.0 Gifted and Talented Education I/SP 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident. COMMENTS: ________________________________________ YES NO 0 8.2 iTi gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: _______________________________________ YES NO 0 8.3 Gifted and talented facilities are comparable to those of the campus in general. COMMENTS: _______________________________________ YES NO O 8.4 Gifted and talented classrooms are integrated into the total school environment. COMMENTS: ______________________________________ YES NO O 8.5 Facilities for gifted and talented are designed to meet the needs of the students served. COMMENTS: ______________________________ YES NOEducational Equity Monitoring Page 8 9.0 staff Development SP/I The staff development plan for the school demonstrates commitment to educational equity through ensuring that school personnel have been provided: 9.1 general knowledge based on training related to educational equity YES NO COMMENTS: 9.2 training related to equitable staffing practices YES NO COMMENTS: 9.3 training in teaching strategies related ho . multi-cultural curriculum delivery and YES NO COMMENTS: 9.4 training related to effective strategies to enhance the achievement of diverse student populations YES NO COMMENTS: 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP 10.1 All identifiable groups of parents are actively involved in school functions. COMMENTS: _______________________________________ YES NOEducational Equity Monitoring Page 9 D/0 10.2 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. COMMENTS: _________________________________________ YES NO D/I 10.3 Contact is made regularly with the home to communicate positive as well as negative information related to student behavior. COMMENTS:  ________________________________ YES NO D/I 10.4 Contact is made regularly with the home to communicate positive as wall as negative information related to student achievement. COMMENTS :____________________________________ YES NO SP 10.5 In matters of school desegregation, school patrons and parents are,given an opportunity to actively participate in developing the local school plans. COMMENTS: ____________________________ YES NO 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. D/I 11.1 Information in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. COMMENTS : _________________________________________ YES NOEducational Equity Monitoring Page 10 SP 11.2 Suspension and expulsion rates are generally representative of the student population. COMMENTS: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. COMMENTS\nYES NO O 11.4 How visible are the following persons in directing/ Indicate one of the controlling students? following for each person(s). A. B. C. Very active/visible Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): COMMENTS: I/P 11.5 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. COMMENTS: YES NO 12.0 Building Leadership/Management SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals. COMMENTS: YES NOEducational Equity Monitoring Page 11 SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: _________ ___________ YES NO SP 12.3 The school has an effective home/school communication program. COMMENTS: YES NO D 12.4 The school has published clear statements of expectations for student conduct. COMMENTS: ______ YES NO 0 12.5 The campus and building are clean and free of debris and graffiti. COMMENTS: YES NO O 12.6 Hallways are orderly. COMMENTS: YES NO O 12.7 The school office has friendly and helpful personnel. COMMENTS: ____ ____ YES NO D 12.8 Where one-race classes exist, strategies to prevent or eliminate one-race classes are evident. COMMENTS: _____ ____ YES NOEducational Equity Monitoring Page 12 D/1 12.9 There is evidence that curriculum monitoring occurs. COMMENTS: YES NO D 12.10 Strategies to increase the number of minority students enrolled in upper level courses are evident. COMMENTS: YES NO O/I 12.11 There is evidence that the guidance program provides equitable services to all groups of students. COMMENTS: YES NO D/I 12.12 Information from former students is effectively used to improve guidance and other educational services. COMMENTS: YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation 810 West Markham Street Little Rock, AR 72201e fcl I LITTLE ROCK SCHOOL DISTRICT ^\"^01996 'vr '^icr EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/95 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key\nI O SP Interview Observe School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 SCHOOL: GRADE LEVEL(s): PRINCIPAL: OVkOcimi Pinnc HAq PiGCVn NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP The composition of the school staff ensures that students have access to, varied staff o and contact with, a certified and non-certified NO SP SP 1.3 personnel. EVIDENCE: D lA (a ( C f A -T10 rJ School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan. EVIDENCE: .\u0026lt;=5 p OtxSc re A-f i 0 i-J Class/course enrollments generally reflect the racial/ethni^ composition of the school. EVIDENCE: lAl lOiV ES YES i NO NOEducational Equity Monitoring Page 2 CRITERIA CIRCLE ONE SP 1.4 If needed, strategies to eliminate disproportionate class/course enrollments or one- race classes are evident. EVIDENCE: YES NO SP/0 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. 'T - he n Rm# Number of students Rm# Number of students Rm# Number of students Rm#__ Number of students __Time___Subject___ Race___Time_Subj ect___ Race___Time_Subj ect___ Race___Time_Subj ect___ Race 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and eouioment to deliver the curriculum. EVIDENCE: t'X' f G lA H Cl \\ 2.2 Current and complete student records are maintained in the classroom and school office t monitor the progress in achievement of the individual learner (i.e. grade books. Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). Or.'5 EVIDENCE: IP Check indiv.du91 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: k'.h f a? Cl ' c i\\y YES YES ES j NO NO NOEducational Equity Monitoring Page 3 CRITERIA CIRCLE ONE O 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: f ZZlZ o/Yi Ati- CtP-c'U PS, pLVPPtgtZ v\\-r(C(v 0 0 O/I 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.4 Did nV Z . 6 YES\nNO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: 6\u0026lt;a.iufi - S of- Id n 1 t t , \u0026gt; M Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: CjJ CD b' Ac2-C\u0026gt; I u\u0026lt;^ii ^'i '^'^1 I I YES YES NO NO There is a disolav of student work. EVIDENCE: lJ ------ i Cfj d\u0026lt;^sS.s j ^\"e^ I i NO Iiulticu-ltural...gbjectives of the curriculum guided are taught. gVIDENCEt--------2_______________ '^U'Cl-c.- The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: Cv' -iSoi^A ) P I r t-x' Vi Cl  Al-\u0026lt;So i YES YES j NO NO TiiZ \u0026lt;'2-0 ___Pi't'^Apu T-r P h iUEducational Equity Monitoring Page 4 CRITERIA CIRCLE ONE 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in YES '! areas such as scholarship, citizenship, sports, school and attendance, clubs, and organizations. EVIDENCE: pn _ 01) n J 4: R-S 44 1 S r-hi fXS s? 3.2 Written procedures and requirements governing honors and awards are distributed to staff. students and parents. EVIDENCE: S P 4- i nTr ciecJ NO YES NO hjiu CO 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. I NO EVIDENCE: J T I The distribution of honors and awards is generally ! reflective of the school population. NO EVIDENCE: riT I P__ /veep__ mmoo pAFT___BK 4. C Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. S? 4.1 The composition of each appointed school based staff/parent committee generally reflects the Staff/student populations. EVIDENCE: ri u S 1 I n 1 eRr'ier YES NO Educational Equity Monitoring Page 5 CRITERIA 5.0 icular Activities The school's extracurricular important academic/non-academic skills interests. ' program helps to develop abilities and SP 5.1 Procedures are evident to assure that students are apprised of information regarding various opportunities in extracurricular activities/ extended educational EVIDENCE: Su o ' U iej-O programs. uJi S'TuQei-u-rs a SP 5.2 6.0 S? CIRCLE ONE YES ) NO 1 Spcii O'S eciftL. Participation in extracurricular activities/ extended educational , --- programs generally reflects the school population. EVIDENCE: ___LV^Ll-S .. _______________________ _Achievement / Assessment The school staff implements non-discriminatory procedures for administration, analysis most recent standardized tests. and use of the 6.1 When test results are examined, white students remains stable or black student achievement EVIDENCE: improves. achievement of increases as I SP/O 6.2 YES YES NO NO hlAUg, nr\\j -res/s Goals and strategies are developed and implemented to decrease the achievemen black students differences between and white students on the followina measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: t o I Yk/ iids i-cii! /tt\u0026lt;f (' lUi-TH fO 1'5' \u0026lt;7 Outi 0 Sguj /A2^-) g YES NOEducational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: YES^ NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 takingz-glcills^are taught throughout the year. EVIDENCE: \u0026lt;----- Test rifii'Tic hi. 7.0 ____________ CO i , Special Education SuKhZE lyorTc-sT iVSQ i/\\\\ The school staff ensures that student placement and provided in the special education non-discriminatory. program are SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: /bjjS7 I ES\nYES NO NO O/I 7.2 The teachers have adequate materials to deliver th EVIDENCE: curriculum. I ana equipment NO 0 7.3 777 Facilities are comparable to those of the in general. campus YES NO 0 7.4 EVIDENCE: Classrooms are integrated into the total school environment. EVIDENCE: z I pdrT M Cl YES NO Educational Equity Monitoring Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: LLa,^iLQljT1TS re L/ Su j p I 'l 0 1 .\u0026amp; ^rrent copies of student records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., grade books, lEP goals and objectives, lesson plans). t- -V i r) V -r O n r\nbx\u0026gt;ir mnxH 8.0 and Talented Education The school staff ensures that student placement and services provided in the Gifted/Talented non-discriminatory. c/n/SObczJ q program are SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident EVIDENCE: 0/1 .2 The teachers have adeguare material ( 0 8.3 0 8.4 YES YES\u0026gt; YES NO NO NO to deliver the curriculum. and equipment\nEVIDENCE: I YES Ki Faculties a I i -------res are comparable to those of the in generaj.. E\\-IDENCE: g5C b oui S i'hBTfei campus Classrooms are integrated into the total school environment. EVIDENCE: YES cEr NOEducational Equiry Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: 12-21 YES NO o 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder\n, progress folder). EVIDENCE: A  V r r J 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: T\u0026gt;X-g-Le- I (\u0026gt; ?\u0026gt; t f ,'i 'i: J , S-P/I 9. Staff development activities in teaching straxeg-ies for multicultural curriculum delivery have been EVIDENCE: provided. ?/2 o activities related to staff developmen' discipline/classroom management have been provided (i.e., assertive discipline, conflict management, and positive classroom discipline, etc.). EVIDENCE: .5 P - (2P (VSs g-Pc) fi U uoS ._______ - (21 (V Ss r fr- lOs^hnutCiP ix'.AS I 7l\u0026gt; O g.S yes\nYES NO NO ES J NO (y^ NOEducational Equity Monitoring Page 9 SP/I 9.4 _________________CRITERIA_________________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: _____________________________ uJ C K K -5 Top c g m 13C T H ____ pxoCS lJc 'Lie CIRCLE ONE YES \u0026gt; NO ________________^\u0026lt;S-c\\ 11^ I y 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. effectiveness.) EVIDENCE: (List in order of NO I ry ecv I u c r\u0026gt; n LCXJ Ciftiur CX2 red-iTi \u0026gt; iv-e-- 5Q\u0026lt;y s person SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE: Lit (jJbA5 ' SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). Ca ftSS R Ot) fieC 0 iLiO S EVIDENCE: I L.'reiiv'ietP'^ 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: S (' u oe 1-5 t l(i HCiZ- S SP YES YES YES , NO NO NO (v't? ct i~) 0 Te s 1 U 10.5 School patrons and parents are given an opportunity to actively participate in developing the local School Improvement Plan/Comprehensive Outcome Evaluation (COE). EVIDENCE: 5p _________________________ YES NOEducational Equity Monitoring Page 10 CRITERIA CIRCLE ONE SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. NO EVIDENCE:  J t L)y rc 11.0 student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the staff's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is NO distributed EVIDENCE: o all students and parents. I 71^} 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. EVIDENCE: YES '\\.. NO 1.3 Suspension and expulsion rates are generally representative of the student population. EVIDENCE: ________________ YES NO SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. EVIDENCE: __________________ YES NO 0 11.5 Classroom instruction proceeds in an orderly manner. EVIDENCE: ___2. ZJ___' A 71,.i\" t- / t e  YES ' NOEducational Equity Monitoring Page 11 CRITERIA CIRCLE ONE 11.6 How visible are the following persons in Indicate one of directing/controlling students? the following for each person(s) . A. B. C. V\u0026amp;ry active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security EVIDENCE: fSoD mS 12.0 Building Leadership/Management In the desegregated setting, the principal must demonstrate a strong commitment to educational equity. SP/O 12.1 The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: fSo F^^,L L c) fe-SGg.i/cct NO YES\nNO Ld 12.2 The campus and building are clean and free of debris and graffiti. , EVIDENCE: 12.3 Hallways are orderly. EVIDENCE: 12.4 There is evidence that curriculum monitoring YES'. NO NO YES'^. NO 0 0 0 I s ^0____ (l.( 9 ^-n i'Y'\u0026gt; u o occurs. EVIDENCE: m. z7i c rj, Yc: /\\Educational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). NO EVIDENCE: re r orr \u0026gt;. s I/O /SP 12.6 District and school security guidelines are being followed. Kc cK ( EVIDENCE: ___hldsu, \u0026lt;8lkg I/?) \u0026lt;AooA5  .depots. ^YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: ____________April 22, 1996 Entered Rockefeller by north door where I was greeted and guided by a parent. On my way to the office to check in I was greeted by staff, parents and students. The atmosphere on a rainy Monday morning radiated cheerfulness, a good attitude and a well organized building. Staff stopped to greet students with encouraging words and gestures. Approximately 40 parents and children were waiting to line to check in late due to weather problems - all were very orderly, staff was very competent. Friendly office personnel greeted me first and Ms. Mangan, principal was available immediately. The school nurse was also greeting students and helping several with clothing problems. (They have a washer/dryer). The cafeteria was clean, organized and smelling good. All restrooms were clean and stocked with soap, toilet paper and towels. The janitor supply closet was also stocked. The physical plant could use new carpeting. A screw was loose in one door and the office personnel immediately called for someone in the building to fix it. The classrooms have a rich environment. There is a feeling of caring and good will that permeates the building and is reflected in the faces of the children and staff. Several children stated that they had \"been in Rockefeller all their lives\". I asked the staff what made their school so special and work so well, they all answered, \"the leadership\". I also asked the staff what they needed most to help the children and their response was, \"more time\". Some even stated that they had never asked for anything for the children that they didnt get. Companies use Operations Manuals to show staff how to run their companies. The rule is that you have to be able to have a system that is analyzed then committed to paper and can then be taken by another organization and replicated. Is it time to take Rockefeller, analyze what makes it work, commit it to a manual, and then replicate it? LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 7 Key: O = Observation I SP Interview School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL: GRADE LEVEL (s) : Ptf - Zp DATE: S PRINCIPAL: SkiQrOn fefOoKS NUMBER OF CLASSES VISITED: MONITOR(S): fohnnin r VqiT Xtebb'l  Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, , varied staff of certified and non-certified personnel. EVIDENCE: NO 2.0 Curriculum a The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE: YES NOO/I 2.2 2.3 o o O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE :_.OhSefU^cf -ftNe arggp to a:5 .^)daix 4X3pg I ri Tz \u0026lt;5 There is evidence that the multicultural curriculum is being implemented. 2.3.1 Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: _ ^|Ch,__6.0 D iTOn mpftJ 1 ft P^AL__H'iSoIqu \u0026lt;If fij 7- d s p/g q Dft rr n.t -S 2.3.2 2.3.3 __LV Kccc.___'fheuj________ HAAntj photos' of Sfh~i/id(^ . Bulletin boards, displays, publi- cations, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: -Doe cAftoo m useo =,CiCiZe-SS ftS su\u0026amp;^ecl Display of student work reflects a variety of teaching strategies (i.e.. art work, special projects, handwriting displays, etc.) EVIDENCE A PvAi/v) i^fje-ST Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments J.XLld 1 C. S 6^C 'j  EVIDENCE: ObSertAcci Pnn tllftSsgooms JZLkj____ /nJ (M-C YES .ES ES YES NO NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 I 2.5 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic YES NO program. EVIDENCE: RetP TftiPg CFFiC-g /hOAjiTbg-S__________ bosKg-rbqcc I 2,6 Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: -PrOMnc\\ I NO 30 School/District Initiated Honor and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: Lar  ES^ NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: rv\u0026gt;\u0026lt;a ho iyy e. Ei NOI 3.3 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE: ftOQ NgtO fico^n-c 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that knowledgeable of educational programs. are SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population EVIDENCE: Po fIL Vik J ES NO 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NO SP 5.2 The majority of the student population participates in a variety of extended day E, A NO activities. EVIDENCE: ^bout  mofe in LJin-rer-6.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 student Achieveroent/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: atHnV . r\u0026lt;rc^tt_t t PC's. firo.AK-S Kcsults Lt)OU4'O LTS kt Ke '7b Sg^ YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: eaf/^l Qhildhood I aiu f /uooldem\u0026amp;fOi SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: I G-h'ild ES ES NO NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: Pearn'inQ i^aaher 'f' Cd . C\u0026gt;n/u  YES NOO/I 7.2 O 7.3 O/I 7.4 8.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 In special education classroom observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: _LO- Special education facilities are comparable to those of the campus in general. EVIDENCE: / Facilities for special education are designed to meet the needs of the students served. EVIDENCE:  /l/d jks'iq-f). ES YES YES NO NO NO Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: foFn^c: / n -r-fr O/X 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. ES NO EVIDENCE: /Yhc^/rt- fi-DO Specjfqc, GiEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. Gs3 NO EVIDENCE: /!\u0026gt;\u0026lt;$ nye: O/I 8.4 Pan , Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. rrof^/ut: . EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and EVIDENCE: are ongoing. yES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in 70 Ive rrp 7v\u0026lt;2./cihb6 go d bar ho d EVIDENCE: io/rp / chool functions. ft C\u0026gt;oe.nj o YES NO ScJycaJEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. .YES NO EVIDENCE: (Please prioritize best methods used below.) 1. 2. 3 . 4. 0 m \u0026lt; ir:) fT\\-e. I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: \\a nc4 Kode. (1OCC5\u0026gt; SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: 5cJyo,r\u0026gt;l ___/m-ea.u ____ ______----------------------------------- - SChoc ! I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: :1s. bjD/Uc! 'ES NO ES NO ES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is ES NO distributed to all students and parents. EVIDENCE: fjniFb R-fTt 3^ I 11.2 Strategies are used to reduce the number of suspension.\n, expulsions, and/or disciplinary referrals\n,nvolving identifiable groups (gender/grade). EVIDENCE: UriKndcdn O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: peer rat. i- i gaj f I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: fjzije, CAL p:5 Uo/l/ n re^ I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: l n rvco t euj CV YES ES ES YE, NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement YES NO I 12.2 plan. EVIDENCE: Brocjk-S tvg __ft6ictT/gs. .sue ft\u0026amp;IClT((g^  frianjadc. The counsel On ne (y}an(jon an r Ar icnQs 'he counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). YES NO EVIDENCE: dnf\u0026lt;nd(xJn - CcXiPiSeLoa. ocir O/I 12.4 The campus and building are clean and free of debris and graffiti. ongoing. EVIDENCE: l\\)g.g.O 'To tieTi Cftec- Debrrs, Preventive maintenance is ES NO ft 4 TlfLi^C) ^^\u0026gt;1 pginrcO qi- O 12.5 Student movement through the hallways is orderly. EVIDENCE: hind Li)Ofcor\u0026gt; 90^\ns NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: can  I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. f^s ferooK.s 'i Lvhe-r^ f ry^ Ci Db *1 zi z4 e EVIDENCE: * - V ------f----------------------  - R\u0026amp;rreLj /yrtmO-e-reAJT -Pi^'i B 'kc-uder, Ibe____musv hpod mo Re fWc itSmoks i I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: JF/vd Ui^ro/? pfiche-r Ka nd bot)/^ ^7\u0026lt;CC// ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: I ^Aclcn-fiOn YES YES YES NO NO NO . \u0026lt;dccRg piy pro c e SS ( s hl Bpys Plc)c\u0026gt;r bn A hs pg'T ffF ^-era^cc- Yr\\o (\\) ri4 P(vfi\u0026lt;2zt)-r dj^fijr^r, Ofup ruo\u0026lt;hg) f{c\u0026gt; a rd . pro b Aibr^r^__AjQ^ Cfyii(]ht C-i^rppT--^^ QCdio ^6/(i ^'0r\\\u0026lt;2.L(^5 mus-T''/, I U, (\\)c9^\u0026lt;?S, \u0026gt; \u0026lt;^5 I ll^c^ Q pr )cJ\u0026lt;2. ST-\u0026lt;P . rt\\^ lx)0(Z4^ ^)LO(t*2, Nd I0l6 )fD  Tol-O Ncie-5e, d\u0026gt;llod/rs^I Jdvlo fI-G I' LITTLE ROCK SCHOOL DISTRICT Us. district JUDGE ^1^3 0 KS EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/9J TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key\nT o SP Interview Observe School ProfileSCHOOL: V (' PRINCIPAL: MONITOR(S): LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 )\u0026lt;4 nd U-urci GRADE W LEVEL (s) : DATE: NUMBER OF CLASSES VI^ITEP^ ~nhriiTj)A Observers are required to provide evidence for each criterion. Please print observations and evidence in positive practices and areas in need of improvement. sufficient detail to indicate Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Ecruitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact: with, a varied staff of certified and non-certified personnel. EVIDENCE: bi-fKPsj LJh'liC fAf-i' n? litej SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan EVIDENCE: , QI 1  a: Lti+ire.  I' SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. EVIDENCE: ' V: t-i u IC Li YES YES YES'j NO NO NOEducational Equity Monitoring 'Page 2 SP 1.4 CRITERIA CIRCLE ONE If needed, strategies to eliminate disproportionate class/course enrollmenrs or one- race classes are evident. YES NO EVIDENCE: SP/O 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. 2.0 Rm# Number of students Rm#___Number of students Rm#___Number of students Rm# Number of students __Time_Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: \\ ibcuru YES NO O/I Current and complete student records are maintained in the classroom and school ofi ce I I 1 I NO monitor the progress in achievement of the individual learner (i.e. grade books, Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). EVIDENCE: ~reric HtrR-S be\u0026gt;A i rid 6 q 2.1 2.2 YES ' O 2.3 All students are actively involved in classroom instruction. EVIDENCE: (VES^- NO K. Inhouse i __Ulkil-hLLL I\nIl Tk nP li: -yEducational Equity Monitoring Page 3 CRITERIA CIRCLE ONE 0 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: -5 Q 11 A A r p  CL I l\u0026lt; S 0 0 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.3 2.5.4 2.6 yes\nNO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: P (a o td S Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: Kd I Socbiisb gin ^/icl S| 5  There is a display of student work. EVIDENCE: I i i yes) ^ES NO NO YES ) NO Multicultural objectives of the curriculum guides are taught. EVIDENCE: fu Dg zU r. (J 0 ftK . The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: kiE got-gf o z ez.c CHmM \u0026lt;\\-h to OKA I |'(C', NO YES NO kc i~ PicT i 0i\\ - i~ * ' '\\g u I l lA \u0026gt;\u0026gt;\n^uli\\r IE iia -1~ lOrzOitEducational Equity Monitoring Page 4 CRITERIA CIRCLE ONE 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3,1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and attendance, clubs, and organizations. EVIDENCE: iu cv-\\ 1 (Kh a B g.-- SP 3.2 Written procedures and requirements governing honors and awards are distributed to staff, students and parents. EVIDENCE:, rP r'r \u0026gt; 1-: ^,4 - - SP The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: QlI Ll Z-O IJ 'F/ioo GO I SP The distribution of honors and awards is generally i rofIGCC iVS f the school population. ! EVIDENCE: 4.0 Committees YES YES Y?S NO NO NO 3,3 I The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. SP 4.1 The composition of each appointed school based staff/parent committee generally reflects the staff/student populations. EVIDENCE: * _________ YES NO Educational Equity Monitoring Page 5 5.0 __________ ____________ CRITERIA Extracurricular Activities extracurricular program helps to develop ^^edemic/non-academic skills, abilities and SP 5.1 Procedures are evident to assure that students apprised of information regarding various opportunities in extracurricular'activities/ extended educational ' are SP 5.2 6.0 st CIRCLE ONE YES EVIDENCE: programs. 1 Sc 0 u \"T/ q extended educational in extracurricular activities/ -ho \u0026gt; 7--- programs generally reflects the school pouulation. EVIDENCE: 7-1 Student Achievement/Assessment The school staff implements i.., procedures for administration most recent standardized tests. non-discriminatory analysis, and use of the 6.1 When test results are examined, white students\nh YES NO SP/O 6.2 remains stable or black student achievement EX^IDENCE: Goals and evemen of I i increases as mproves. i I YES NO . Si-rategies 3.r\u0026amp; developed and implemented to aecrease ..he achievement differences betwee.n black students and white students measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: I on the following YES NO Educational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: YES NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 Test taking skills are taught throughout the year. EVIDENCE: XES ) NO 7.0 Special Education The school staff ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: YES NO O/I 7.2 The teachers have adequate materials and equipment to deliver the curriculum, EVIDENCE: YES NO 7.3 Facilities are comparable to those of the in general. EVIDENCE: campus YES NO 0 i Pi fico fiA . O 7.4 Classrooms are integrated into the total school environment. EVIDENCE: -YES NOEducational Equity Monitoring  Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: 0 7.6 Current copies of student records in the classroom to monitor the achievement of the individual learner are maintained progress and (i.e., grade books, lEP goals and objectives, lesson plans). EVIDENCE: P 8.0 snd Talented Education The school staff ensures that student olacement and services provided in the Gifted/Talented non-discriminatory. program are SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident EVIDENCE: C/I 6.2 Th' teachers have adequate materials to deliver the curriculum. an) equipment I I 1 T 0 8.3 0 8.4 YES / NO YES NO EVIDENCE: I i No YES YES NO NO Facilities are comparable in general. EVIDENCE: o those of the campus I YES NO Classrooms are integrated into the environment. EVIDENCE: total school YES 1 NOEducational Equity Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: _____________________ YES NO 0 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder, progress folder). EVIDENCE: ___________________ YES NO 9.0 Staff Developmeirt The staff development plan for the school demonstrates commitment to educational equity. \\ SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: 'ing ker\u0026lt;rf) ro i .YES NO SP/I 9.2 Staff development activities in teaching strareg-ies for multicultural curriculum delivery have been provided. EVIDENCE:  ___________________ i i T I ! I YES HO SP/I 9.3, Staff development activities related to discipline/classroom management have been provided (i.e., assertive discipline, conflict management. and positive classroom discipline, etc.). EVIDENCE: !uanr5 sssTem For kMLl5 YES) NOEducational Equity Monitoring Page 9 SP/I 9.4 _________________CRITERIA________________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: CIRCLE OKE YES NO Pro k iz-ii-? 10.0 Parental Involvement The school provides ecruitable\u0026lt;^pportunities.-for parental involvement in the diStx-xct/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. effectiveness.) EVIDENCE: cig-5 YESi NO (List in order of \u0026gt; LZ iv't 7 I Ela bu-T iVO SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE kode/^'lV,p 'erv rs /V b\u0026lt;2.cu C(So SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). EVIDENCE: 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: SP 10.5 SchooL-patrons and parents are given an '^opportunit^to actively participate in developing X~the locan~S'chool Improvement Plan/Comprehensive f Outcome Evaluation (COE). k EVIDENCE: our rc'nC- i-S Kc cmc YES NO YES ES YES NO NO NO 15 0 : KZj pgf \u0026gt; /-I J -XU V. r PiJpi' t-iAfii-E- I i n Ct- 1 ticcjcd 'UW t oEducational Equity Monitoring Page 10 CRITERIA CIRCLE ONE SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. EVIDENCE: ________________________ YES 11.0 Student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. 11.1 Information, including the staff's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: 'p'lO.dnsTt-rgnJl' 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. Ei^IDENCE: Pb.v \u0026lt;^Lu3e\\h\u0026gt;g-S n-lC'j YES NO YES NO 3 Suspension and expulsion rates are generally YES KC representative of the student population. EVIDENCE: yfO\u0026lt;g\u0026lt;ug inTeru'-eutJ SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. YES NO EVIDENCE: cy 7 The'it~ Loci pt-tAC Ldd i\\r cur rntrs rv A I o \u0026lt;3 nd 61 r IV o PiviC Um'i' i i NO  1^ o IgfMdT IfA^ 11.5 Classroom instruction proceeds in an orderly YES ( NO manner. EVIDENCE: ' ICO . 'Tc C VU ftiu 4 tl. ft 15 tip ft lb g s'ft Ci u i I \\\u0026gt;U S 35 131U 7 (C' i v . I ft ft-Educational Equity Monitoring Page 11 0 CRITERIA CIRCLE ONE 11.6 How visible are the following persons in Indicate one of directing/controlling students? the following for each person(s). A. B. C. Very active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security B_______ B_____ _\u0026amp;___ EVIDENCE: i '1 fiooi'v\u0026gt; T L- Vs f tV I o 12.0 Building Leadership/Management f L\u0026gt;)'' (J In the desegregated setting, the(^principa3^hnust demonstrate a strong commitment to educational equity. SP/O 12.1 The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: _ 6(3iALS S4$Te\u0026gt;n i PiTricv\n.ecj O O I YES NO fvfe V) AJO non-^  No 12.2 The campus and building are clean and free of debris and graffiti. EVIDENCE: ___________________________________ 12.3 Hallways are orderly. EVIDENCE: _______ 12.4 There is evidence that curriculum monitoring occurs. EVIDENCE: YES\u0026gt; NO NO NO.Educational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). EVIDENCE: ________________________ YES NO I/O /SP 12.6 District and school security guidelines are being followed. EVIDENCE: V\u0026gt;Oc'a-S ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: __________________ ur '1'^ YES NO I ! 1April 29, 1996 Sharon Stark Educational Equity Monitoring Garland Incentive School ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: I entered the school grounds from the Maple Street entrance. The entrance sign was hidden by an overgrown hedge. After parking I looked for several students and workers to help me locate the main entrance. They said to come in the side entrance and gave me directions to the office. One student offered to accompany me. The confusion comes because their is no main entrance. Apparently it was bricked over, shut up or somehow done away with. When I identified myself and asked where the Bi-Racial Committee was meeting I was informed that there was no one there. Also the principal was at a meeting in New Orleans. The assistant principal was called\nshe was very kind, caring and helpful. I saw her all over the building directing staff and students. The school nurse would like some screening tools for learning problems, ADHD to further aid the children. Also some training in facilitating small groups. The social worker was absent and the parenting center was locked. The first grade bathroom had no toilet paper and no holder for the paper. (I brought this to the attention of the aides and the school nurse.) In interviews, some of the staff is embarrassed at district meetings because of the problems with Garland. If the staff isn't proud of how and where they work, how can they transfer pride and knowledge to the students? I observed many, many teachers and aides raising their voices to a shout to bring the classroom or a single child under control. Children were easily distracted and not on task, environment. Learning does not take place in this kind of After observing outside all classrooms, talking with teachers and staff, and reading the students work on the hallway walls and classrooms, the problem with Garland is very plain and even fixable: lack of leadership skills and perceived lack of leadership skills. As we know the staff turnover rate is totally unacceptable\nthe lack of parent participation is unacceptable and the student achievement rate is unacceptable. We must teach the leadership skills and team building that is needed operate this school effectively. After visiting Garland, the idea of Anne Mangan's staff at Rockefeller developing an operations manual is even more important.\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_1410","title":"Report: Office of Metropolitan Supervisor","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Metropolitan Supervisor (OMS)"],"dc_date":["1990"],"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","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","School management and organization","School integration","School improvement programs","Student assistance programs"],"dcterms_title":["Report: Office of Metropolitan Supervisor"],"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/1410"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["96 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tmll_hpcrc_22415684","title":"Report of the United States Commission on Civil Rights on the Civil Rights Act of 1990","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["United States Commission on Civil Rights"],"dc_date":["1990"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Discrimination in employment--Law and legislation--United States","Civil rights--United States"],"dcterms_title":["Report of the United States Commission on Civil Rights on the Civil Rights Act of 1990"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/marshall/usccr/documents/cr12c4910.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_22415684"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["97 p. ; 23 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_895","title":"Report: School monitoring, response from Mable W. Bynum, Assistant Superintendant for Desegregation, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","School principals","School enrollment","School discipline","School buildings","School facilities","Educational planning"],"dcterms_title":["Report: School monitoring, response from Mable W. Bynum, Assistant Superintendant for Desegregation, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/895"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nMemorandum responses from Mable Bynum to James Smith, Superintendent of Schools\nmembers of the District Desegregation Team, District Biracial Committee, and District Board of Education.\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_914","title":"Reports: Dropout statistics, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2007"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock (Ark.)--History--21st Century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","Dropouts"],"dcterms_title":["Reports: Dropout statistics, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/914"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"aar_lessons_185","title":"Resistance and Slavery in Alabama","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Have students complete a quick write. Have half the class use the word North and the other half use the word South. Have students write characteristics of each region of the country. Discuss and review the differences as a class. Lead the discussion into economic differences and slavery. Read aloud the book Henry's Freedom Box by Ellen Levine. Discuss as a class the location of the story and details of the family. Ask students what they think occurred in Alabama. Introduce the primary sources from Alabama and slavery that groups will be reviewing. Ask students to analyze each source and add their findings on the appropriate analysis worksheet. The students will complete a jigsaw activity for the primary sources. Allow students time to discuss each primary source that was analyzed in their home groups. Display each primary source and have a whole class discussion. Utilize think, pair, share during the discussion. Record thoughts and observations the class shares."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Slavery","United States--History--Civil War, 1861-1865"],"dcterms_title":["Resistance and Slavery in Alabama"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/185"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_716","title":"Restructuring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Educational law and legislation","School improvement programs"],"dcterms_title":["Restructuring"],"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/716"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District New Futures Restructured Schools CIJH FHJH PHJH SWJH Building Structures For Student Success Why Is Restructuring Occurring In LRSD? .The pu^ose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience of belonging and community, team leadership, and open communication conducive to innovative inteirventions which ensure a sense student success. A more effective transition in the school experience is needed between elementary and high schools. These needs will be flexible addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques, reduction of frontal teaching practices, student team projects, and class discussion. Teachers will be encouraged to engage students in the learning process. The intention of restructuring is that the education intervention component be owned and operated by teachers. Which schools will be'involved during the 1990-91 school year? During this year, Cloverdale, Forest Heights, Pulaski Heights, and Southwest Junior High Schools will begin the first year of whole school restructuring. Pulaski process began in the Fall, 1989. Intense preparation for this Preparation has taken place in both the mechanical and philosophical areas as related to restructuring issues. It should be stressed that this restructuring initiative will involve the total school conununity.2 This includes both certified and non-certified staff, parents, and students. What structural and Organizational Technicrues will be evident this year?  A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents held on the evening of August 23, with transportation provided.  Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space, and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day.  Academic day consisting of seven blocks of instructional Students' time allowing for flexible scheduling techniques, schedule composed of five core subjects (English, math, science, social studies, and Learning Foundations), and two related arts courses.  Two planning periods daily (one team planning period and personal planning period) for all teachers. one _. Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations.  Consulting teacher model utilized to mainstream resource students onto interdisciplinary teams. . Heterogeneous grouping utilized in science, social studies, and Learning Foundations. Designated gifted and talented staff development training provided to all core teachers.  School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques.  Additional guidance counseling services provided through expanded staffing.  ' Each grade level served by a designated counselor who moves with class each year, in team meetings. Counselor participates  Guidance and counseling function of each staff member emphasized.3  On-going process of school based self-assessment continue at each school.  Extended day component operational three days each week. Component to enhance academic achievement, reduce disparities among subgroups, improve student attendance, and promote social development. homework and tutorial Activities to include: assistance, high career explorations, and health/fitness/nutrition programs. provided. Transportation will be  Development of organizational and management techniques involving an emphasis on student accountability and responsibility implemented for all 7th and Sth graders through the student progress monitoring component. Also designed to strength communication and cooperation between parents, teachers and students.  In-school suspension programs operational in all restructured schools.  Initiate planning toward development of an outcome-based process for assessment of student achievement. . Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming.  Frecpient monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. What are some Characteristics of a Restructured School? (1) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. (2) Utilized educational programming techniques that respond to the physical, intellectual, and social-emotional needs of the early adolescent learner. (3) Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. (4) Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process andiemphasize the development of students' higher order thinking4 (5) Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. (6) Recognizes the importance of effective education by providing for a home-base or teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. skills, and personal (7) Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. (8) Provides access to increased support services that are available for at-risk youth. (9) Functions in an organizational style that utilize school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustments and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. Is the Restructuring Process Completed in one year? No, the restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not a \"quick fix\" solution to the educational challenges that face our school district. It is, however, an effective and well substantiated process to be used creating school environments that insure student success. It is, What is the Learning Foundations Course? Specific areas of the The Learning Foundations Course is designed to help students increase their success as learners. Emphasis is on application of thinking, study, and learning skills. Specific areas of the curriculum include learning foundations and communication skills\nstudy and learning skills\nthinking and reasoning strategies\ntest-taking strategies\nspecial reading strategies such as\nskimming/scanning, improved reading rate, identifying individual reading and learning styles\nand technological applications in these broad areas. In order for students to achieve their full potential as learners, instruction in these skill areas is necessary. Opportunity to apply these skills in content area classes is also critical. Direct application in content area materials, then, is another important area of the Learning5 Foundation Course. The integration of skills, the reading/writing process, and team learning are stressed. Students are encouraged and supported as they apply these skills using regular content area material. Students at all levels of achievement must be taught to maximize successful learning in all areas of their lives--in school now and later as they enter college or pursue a career. The Learning Foundations Course directly addresses these goals and objectives. Individual learning plans will be developed for each student, will be reviewed with all parents. These plansi 1 Stale of Arkansas I. 3 4 5 6 I IJJ I As Engrossed: 2!22I9I 7Sth General Assembly Regular Session, 1991 By: Senators Russ, Malone and Hardin A Bill SENATE BILL 264 I I I f 7 8 1. i' . 9 10 11 For An Act To Be Entitled \"AN ACT TO AMEND ARKANSAS CODE:ANNOTATED TITLE 6, CHAPTER 11, BY ADDING A SOBCHAPTER TWO TO DIRECT THE STATE BOARD OF EDUCATION TO DETERMINE WHAT ARKANSAS SCHOOLS MUST DO TO MEET THE NATIONAL EDUCATION GOALS\n12 , AND FOR OTHER PURPOSES.\" 13 14 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: f. h- 15 16 SECTION 1. Arkansas Code of 1987 Annotated is hereby amended to 17 f1t iS 18 19 20 21 22 f 23 24 25 26 27 I 28 their minds well, further learning. 33 add the following: \"6-11-201. ]POPULAR NAME. the National Education Goals: This subchapter may be cited as Schools for Arkansas' Future'. 'Meeting 6-11-202. PREAMBLE. One year ago the President and the nations Governors (1) adopted the following national education goals: By the year 2000, all children in America will start school ready to learn. (2) By the yejir 2000, the high school graduation rate-will be increased to at least 90 percent. (3) By the year 2000, American students will leave grades four. eight and twelve having demonstrated competency over challenging subject matter Including English, mathematics, and every school in America will ensure science, history, and geography. that all students learn to use so they may be prepared for responsible citizenship, and productive employment in our modern economy. (4) By the year 2000, U.S. students will be first in the world In mathematics and science achievement. t S. (5) By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary co compete economy and exercise the rights and responsibilities in a global of citizenship. 49 I (6) By che year 2000, every school in America will be free f o r ) 3 drugs and violence and will offer conducive to learning. a. disciplined learning envlronmenc 4 These goals are ambitious, but they can and must be achieved. sc 264 They 5 6 set standards for student performance that Arkansas schools , those in every other state, are far from achieving. as well a s 1 Achieving these goals will require a serious reexamination of every 8 aspect of Arkansas' education -systemy and fundamental changes in our 9 schools . The State of Arkansas, through the State Board of Education, 10 and the General Education Division of the Department of Education, mus t 11 determine what students must know and ba able to do in order to meet che 12 goals . Thia will not simply require more students to learn what is 13 already taught. Instead, it will require 14' curriculum that places greater emphasis on teaching students to think. 15 are appropriate to ensure that all students will and to apply methods that master the more 16 challenging curriculum. 17 In order to achieve these new IS and limited levels of performance within existing resources, Arkansas must fundamentally restructure its 19 education system. This means providing educators in every school with 20 che flexibility and tools they need to determine the best 21 the goals with their students. way to achieve 22 they need to teach new materials in It means providing them with the training 23 ocher new ways, and with leadership and skills they need to work together in new ways and succeed in 24 education environment. a new 25 themselves to Institutions of higher education must commit effectively providing new teachers with the 26 knowledge and pedagogical content 27 the goals . skills required to help all students achieve Arkansas schools need new student performance 28 tools that are well matched to asses sment 0 29 schools Q 34 chat accurately measure what is taught. new standards for student performance, The results of these assessment tools must be incorporated into school parents and che general public will be informed expected co know and are and performance report cards so that as to what students are Co be able co do and how well Arkansas public performing. 6-11-203. DEFINITIOH OF LEARNER OUTCOMES. ^5 Education The State Board of 3 Arkansas students shall, by July 1, 1991, adopt learner outcomes that define vhac must know, and be able to do In order to be cn Q c 2 competitive 50 1 nat iona lly and internationally, in the context of the T Coals . The learner outcomes should also 3 4 in college . from higher 5 6 7 8 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 SU ZC4 Nacional Education link to expectations for success and should include the implementation of feedback mechanisms education institutions 6-11-204 . PREPARATION AND (a) Department to public schools . LINKING CURRICULUM, ASSESSMENT AND PROFESSIONAL DEVELOPMENT TO LEARNER OUTCOMES. By July 1, 1991, the General Education of Education vith the assiatance Restructuring Education, Education Division of the of the National Alliaxice Jor shall develop and..present to  proposed plan for working towa curriculum frameworks, student performance professional development programs to education system. The Director of the Education shall appoint a Division the State Board of rd integrating state-wide , assessment tools, and support restructuring the Arkansas General Education Division of the Department o 4 task force to advise the General Education in the development of this plan. force shall include curriculum experts experts, staff developers, restructuring schools, shall be faculty members plan has been developed. .The fifteen (15) member task , assessment experts, discipline nd teachers and administrators At least three (3) members from of the task force of institutions of higher education. Once a the advise the Director on its task force shall remain in existence to implementation on The State Board of Education proposed plan an ongoing basis. shall accept written comments from July 1, through August 1, 1991. on the The State Boarif of 25 Higher Education shall review the proposed plan during the comment 26 period and provide appropriate comments and recommendations regarding 27 those components of the plan which relate to the responsibilities of 28 institutions of higher education. (b)(1) Curriculum frameworks will define the broad themes and I 0 I J 29 topics 31 establish currently these new for Instruction that will prepare students to demonstrate the learner outcomes. (2) New learner outcomes and curriculum frameworks will S new and higher standards for student performance. Tests in use will not be adequate to Judge student learning against t tand ards. Therefore, new student performance assessment tools, not limited to standardited tests, will be used to judge student 3 5 1 1 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 As Engrossed 2/22/91 progress . sn : As more appropriate assessment tools become available, they will be phased in to replace teat currently in use. (3) Professional development programs will include, but no be limited to, providing teachers, principals and other adminlatrators , with content knowledge and pedagogical skills required to help all students achieve the learner outcomes. (c) By July 1, 1992, the State Board of Education shall submit a report to the Governor and the Legislature, that describes the -- implementation of the activities contained in the plan,* and identifies any legislation which may be needed in order to continue to link curriculum, assessment, and professional development to the learner outcomes, in order to achieve the national education goals. 6-11-205. TEACHER LICENSURE STANDARDS. The Director of the General Education Division of the Department of Education shall appoint a task force to recommend how to design and implement outcome-hased licensure of teachers and administrators. system of The task force shall be composed of not more than seventeen (17) persons and shall Include teachers, and administrators from restructuring schools, subjec matter experts, higher education faculty and administrators, and public and business representatives. At least three (3) members shall be high education faculty or administrators who shall be nominated by the Director of the Department of Higher Education. The Director of the Department of Higher Education shall also serve as an ex-officio member of the task force.' The task force shall:  25 (1) Define standards for what beginning teachers and 26 27 administrators must know and be able to do, with specific reference content knowledge and pedagogical skills, and the knowledge, skills to anc 29 30 31 32 3 34 28 capacity to assume beginning professional roles and responsibilities it restructured schools. (2) Determine the assessment systems and tools required assess the performance of candidates. tc Such tools shall not be limited pencil and paper tests\nthey must Include performance and demonstratio' of the ability to apply knowledge and skills to real or simulated educational settings. The task force shall submit its recommendations to the State Boat of Education by January 1, 1992. The State Board of Education shall 4 52 r ns Engrossed 2/22/91 1 T 3 sn 264 adopt the recommendations of the task force or make such modification in the recommendations as the Board deems appropriate consistent with this mandate that the licensure standards be outcome based. 4 (b) The licensure standards and assessment tools developed 5 6 through this process and adopted by the State Board of Education shall be applied in the same fashion to candidates for licensure who have 7 8 completed conventional teacher preparation programs have prepared themselves through altarnative routes- 9 well as those who 10 11 12 13 14 15 16 17 IS 6-11-206, SUPPORT FOR THE RESTRUCTURING SCHOOLS PROCESS. (a) The General Education Division of the Department of Education ahall, with the assistance of the Education Commission of the States and the Coalition of Essential Schools, make available to all schools and school districts involved in a restructuring process the training, technical assistance, networking and other support they require. shall designate not less The Director than ten (10) nor more than twenty-five (25) schools or school districts which have begun the restructuring to serve (b) proces s examples for other schools and school districts. The General Education Division of the Department of Education a s 19 20 shall provide workshops, seminars, visits to schools Involved in restructuring, summer programs, and other means of learning so that 21 schools not yet Involved in the restructuring process can cake informed 22 determinations about the requirements and expectations of involvement. 23 (c) The General Education Division of the Department of 24 Education, from funds appropriated for such purposes, may provide grants 25 ot up to $20,000 to schools and school districts involved in the 26 restructuring process. The grants shall be provided on a competitive 27 basis for the purposes of: 28 (1) Planning and/or professional development activitiea to 29 30 31 32 33 accelerate the restructuring process within a school or dlstrictj (2) restructuring. (d) or 34 35 Assisting other schools to learn about school Schools and school districts participating in the restructuring process shall be given priority by the General Education / J Division in the allocation of federal funds provided to the Division fory improvement of math and science education. V 6- 1 1 -207 . ACADEflY FOR LEADERSHIP TPjMNING AND SCHOOL BOARD 5 53 I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 sc 26-4 MAMACEKENT. There is hereby established the Academy for Leadership Training and School Based Management. The Academy will provide a variety of training programs and opportunities to develop the knowledg leadership skills of school principals, as well as teachers, e base and superintendents and other administrators, and school board members. Academy need not be located in may b e The Ingle institution or organization: it consortia of institutions of higher education, local school districts and other education institutions or organizations. By September 1, 1991, the General Education Division shall develop and publish a request for proposals for the Initial structure and operation of the Academy, its initial term shall be than January 1, 1992. IS o o CT cn A.n award for the operation, of the Academy for made by the State Board of Education not later The State Board of Education shall have the authority to issue subsequent requests for proposals if the Board should determine to change 6-11-208. the operator or the location of the Academy. REORIENTING THE GENERAL EDUCATION DIVISION OF THE ARKANSAS DEPARTMENT OF EDUCATION TO SUPPORT RESTRUCTURING. (a) The 18 leadership and support of the General Education Division of the 19 Department of Education is essential to facilitat 20 21 22 23 24 25 26 27 28 29 ?50 31 ^2 33 36 e the process of rueturing the Arkansas education system. function, the role, mission. In order to fulfill this operations and resources of the division need to be substantially reoriented and the staff need training and supports Education, With the assistance of the National Alliance for Restructuring the General Education Division of the Department of Education s hall develop a plan, by July 1, 1991, to accomplish this. This plan shall address support and assistance reallocation of the increased importance of providing to schools and districts, the allocation and resources, the establishment of comprehensive data for planning and monitoring, the need to shift from discreet programmatic efforts to supportive of the goals more integrated and cohesive strategies for education, staff roles organizational structure, needs, and other topics deemed implementing this bases and responsibilities. and training and professional development neces sary. In developing and plan, the General Education Division must model the types o.. changes required by schools in the restructuring proce s s . (b) Upon determination by the Director of the General Education 6 54 fSf. i I ! I i 17 t::- I / S' I 1- 8iI. *c sn 264 1 Division of che Department of Educacion ChaC a reallocation of che 2 resources of che Division is necessary co provide supporc and assisCance 3 Co schools and school discrlccs in rescruccuring and in meecing che goals 4' of Chis subchapcer, che Dlreccor, afcer receiving approval of che 5 6 Governor, shall request from the Chief Fiscal Officer of the State a transfer of positions, appropriations, and/or funds within or between 1 appropriacions or programs of Che General Educacion Diviaion. Prior Co 8 9 acting on Che requesced Cransfer, che Chief Fiscal Officer shall submic che Cransfer requesC wich his recommendaCion Co che Logislacive Council. 10 If Che Chief Fiacal Officer approval che requaaCed Cranafer, he 11 shall iniciace che neceaaary cranafer documeaCa co reflecc che Cranafer 12 on Che fiacal records of che SCaCe AudiCor, che Scace Treasurer, che 13 Chief Fiscal Officer, and che General Educacion Division of che 14 Deparcmenc of Educacion. 15 6-11-209. DEVELOPMENT OF A LONG TERM PLAN FOR RESTRDCTUKING 16 ARKANSAS' EDUCATION SYSTEM. The General-Educaclon Division of che 17 Deparcmenc of Educacion shall develop and submic co che Scace Board of 18 19 Educacion a proposed Cen (10) year plan for rescruccuring che Arkans educacion syscem in order Co achieve che nacional educacion goals. as The 20 proposed plan shall include provisions for managing che change process 21 and monlcoring progress cowards che goals. The definitions of learner  22 23 outcomes adopced pursuanc Co A.C.A. 6-11-203\nche plan for linking curriculum. 24 assessmenc and professional preparacion and develop learner ouccomes adopCed pursuanc co A.C.A. menc co 25 6~11-20Aj che ouccome-hased syscem of ceacher and adminisCracor licensure adopced 26 27 9 28 29 33 6-11-205\nand the plan for reallocation of the Education Division adopted pursuant to A.C.A. pursuanc Co A.C.A. resources of che General 6-11-208 shall be componencs of che long cerm plan. ' The proposed plan shall cake inco accounc needed policy and adminiscracive chang levels co provide e s ac discricc and fltace supporcive envlronmenc for schools co and be presenced co che ScaCe Board of Educacion rescruccure 1, 1992. shall adopt The Board, after soliciting and reviewing written noc laCer chan January comments, a 6-11-210. long term restructuring plan noc lacer chan April 1, ADVICE FROM EDUCATORS. advisory committee 1992 . The Director shall appoint an comprised of individuals from organizations rep.esencing teachers, administrators, school board members and ocher 7 55 sn 2C4 1 educators in Arkantas, to provide ongoing advice to the State Board of a'r , 2 Education and the Director, regarding the development and Implementation 3 of each of the plans required by the above aectlons.\" 4 5 1, SECTION 2. CODE. All provisions of this Act of general and 6 6\n1 8 permanent nature are amendatory to tha Arkaaaaa Code of 1987 Annotated and the Arkansas Code Kevialon Commission shall Incorporate the sama in the Code. K k 9 10 SECTION 3. SEVERABILITY. If any provision o thia Act or tha 11 application thereof to any person or circumstance is held invalid, such 12 invalidity shall not affect other provisions or applications of tha Act 13 14 which can be given effect without the Invalid provision or application, and to this end the provisions of this Act are declared to be severable. 15 I16 SECTION 4. GENERAL REPEALER. All lavs and parts of lavs in bS'i .v 17 conflict vith this Act are hereby repealed. 18 t.' hT 19 /s/Raes ec al 20 21 'H:- 22 23 24 25 26 27 28 29 IW 30 31 a w\\j Q.  3 32 approved governor 34 fD CO o CD Q 3 wB 5 V t s 55 . Update on LRSD/New Futures Restructuring Initiative L I The purpose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience a sense of belonging and community, team leadership, and open communication conducive to innovative interventions which ensure student success. A more effective transition in the school experience is needed between elementary and high schools. These needs are addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques. reduction of frontal teaching practices, student team projects and class discussion. the learning process. Teachers are encouraged to engage students in The intention of restructuring is that the education intervention component be owned and operated by teachers. Structural implemented are described below. and organizational techniques that have been A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents took place the evening of August 22. Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space. and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day. Academic day consisting of seven blocks of instructional time allowing for flexible scheduling techniques. Students' schedule composed of five core subjects, (English, math, science, social studies, and Learning Foundations) and two related arts courses at the 7th and Sth grade levels. Ninth grade students' schedule is composed of English, math, science, social studies and either health/PE or Computer technology, and two related arts courses. . Two planning periods daily (one team planning period and one personal planning period) for all teachers. The daily team planning period provides teachers the opportunity to plan together as a group, develop interdisciplinary units, plan incentive programs, discuss individual student needs, hold joint parent conferences, discuss instructional issues, establish cross curricular connections between subject areas, and provide collegial support opportunities. . Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations at the 7th and Sth grade levels. School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. Additional guidance counseling services provided through expanded staffing. Each grade level served by a designated counselor who moves with class each year. Counselor participates in team meetings. Guidance and counseling function of each staff member emphasized. On-going process of school based self-assessment continue at each school. Extended day component operational three days each week. Component to enhance academic achievement. reduce disparities among subgroups, improve student attendance, and promote social development. Activities to include: homework and tutorial assistance, high career explorations, and health/fitness/nutrition programs. and a nutritious snack provided. Transportation In-school suspension programs operational in all restructured schools. Initiate planning toward development of an outcomebased process for assessment of student achievement.. Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming. Frequent monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. Restructured schools have common characteristics. These characterics provide a focus for the restructuring initiative in the LRSD. (1) (2) (3) (4) (5) (6) (7) (8) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. Utilizes educational programming techniques that respond to the physical, intellectual, and social- emotional needs of the early adolescent learner. Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process and emphasize the development of students higher order thinking skills. Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. Recognizes the importance of affective education by providing for a home-base of teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. Provides access to increased support services that are available for at-risk youth.(9) Functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustment and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. The restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not \"quick fix\" educational challenges that face our school district. solution to the It is, however, an effective and well substantiated process to be used in creating school environments that insure student success. Recognizing that restructuring is a process that is ongoing, the most critical factor in the process is that everyone at every level must understand the direction that we are moving and be committed to the process. on the vision for This requires a constant sense of focus each individual school. Discussions and decisions must be based on the established vision of the school. Local schools must be empowered and supported as they proceed through this process. a To provide a guide for the restructuring initiative, these schools have \"bought into\" certain strategic imperatives that were developed by the Center for Leadership in School Reform. These imperatives provide a framework for schools to undertake the process of self-examination and self-direction. They help provide a sound philosophical base from which schools restructuring process. can begin the Attached is a description of these strategic imperatives.. The strategic imperatives are listed below with specific activities and programs that have been developed and implemented in these schools that address these imperatives. Shared Vision Participation in the CLSR self- assessment process Development of a shared vision at each school. Staff development activities have served tocreate a common understanding of the issues and practices for effective junior high instruction. Participatory Leadership Steering committees composed of team leaders and principals. This committee proyides the process for collaboratiye decision making at the local level. Leadership training for principals. . Assistant Principals' collegiality support group. Team leader training. Organizing teaching staff into teams. The teams provide the structure for collaborative decision making for student based teams. Management by Results Student-centered learning focus. Staff development to support development of teaching strategies that engage students in the learning process. Through team planning and discussions, individual student needs are identified and addressed by the team. Exploring and implementing alternative methods of discipline to prevent suspensions and expulsions (e.g. ISSP, lunch detention, student contracts, peer mediation.) Increased parental involyement through joint parent conferences often adjusting parent conference times to accommodate working parents. Specific staff development focused on increased teacher understanding of the student population. Incentive programs to reward student success. Staff development opportunities for teachers to listen to \"student perceptions\" of schools and teaching practices.Staff development opportunities for teachers to better understand the high-risk student population. Innovation and Improvement Through staff development activities teachers are provided information on new ideas and practices that have proven to bring about student success and are encouraged to try innovative techniques and strategies and evaluate them based on the results they produce for students. Case management service teams at each school. Enhanced health services at each school. Specific programming for at-risk youth: - Teacher Advisor Program - After school programming - Summer experiential program Development and training on authentic assessment strategies. Emphasis on increased parental involvement Truancy Review Committee Advisor/Advisee programming Staff development on cross-curricular instructional strategies. Continuity and Institutionalization Continue reassessment toward established goals. CTA/LRSD/NF Joint Committee on School Restructuring. Collaboration between LRSD Board of Directors and New Futures Board of Directors. Flexibility Stated commitment exists in these schools by building principals to permit changes in the rules, roles and relationships that govern the local schools to allow for growth, build capacity, and encourage innovation. Support . Local business support through mentoring programs. Through the New Futures grant, certain resources have been available to support innovative teaching. High quality staff development opportunities that are shaped in response to teacher requests. schools. The restructuring process has moved rapidly in these four The staff development has been intense but critical in order to provide a foundation of knowledge that is necessary to empower teachers and local administrators. Building a sense of trust that the system will support local decision making has been an on-going challenge. The leadership and courage demonstrated by all the principals has been the key factor in the achieved thus far. successes There also exists a large cadre of very committed teachers in each school that continue to go \"the extra mile\" to ensure the forward movement of the process. When these teachers speak of restructuring it is clear that the owner ship of the process belongs to them and others at the local school level. These teachers say \"we'll never go back to the old ways.\" They are fully committed to the premise that educators must keep moving forward, taking risks and continually challenging each other to develop new and innovative ways to conduct school business, schools are \"alive\" and \"growing.\" These However, if the work of these four schools is to be anything other than a pilot project affecting a limited population in the school district, then strategies in these areas must be developed system wide. The experience of these past three years has provided invaluable learning for this process. The task ahead is to use this learning to expand restructuring throughout the Little Rock School District.MEMORANDUM TO: Ira FROM: iam RE: Little Rock program activities DATE: January 8, 1992 This memo seeks to outline for you the current program activities sponsored by New Futures for Little Rock Youth. The emphasis here is on present interventions that directly affect youth, as distinct from the development and exercise of political will. I have kept the focus on current activity rather than overall strategy or historical development (except where there have been significant changes in program characteristics). One major change which is reflected in each of the major program areas is NFLRY's decision to extend their base grant through 1995. In order to realize this decision, existing program activities were assessed and restructured in order to concentrate most interventions on students attending four of the citys junior high schools. SCHOOL RESTRUCTURING Four junior high schools with a combined enrollment of 2900 students have restructured their school environment through the intervention of NFLRY. All students now are members of student clusters\" served by a team of teachers. This school-within-a-school concept allows for more cross-disciplinary teaching and a greater sense of belonging and engagement by students. Teachers know their students better and see themselves as better able to understand and marshal the resources to meet students needs. The environment fosters more creative and responsive approaches to teaching and learning. These changes have been accomplished through a comprehensive strategy which has several important program components, examples of which are highlighted below. Except where noted, the costs of these programs are covered by the Little Rock School District as part of the local match. Some of the funds the District uses to support these programs come from state desegregation program funding. Mini-Grants for Planning. A key element in the Little Rock restructuring effort is site-based management. In this approach, the principal and teachers in each school are encouraged to take greater responsibility for establishing an educational program that suits their students. To facilitate each schools ability to act on their decisions, a discretionary account of $1000 in AECF funds is provided to each one. In-School Suspension. At the inception of New Futures, one of the problems identified locally was the high number of at-risk students who were continually being suspended from school. NFLRY wanted to provide an alternative to this practice which seemed to exacerbate rather than help the academic and behavior difficulties of these students. Through New Futures, a new policy of in-school suspension has been established in all of the districts junior high schools. AECF funds supported the development of the space for these programs and initial staffing costs\non-going support is now provided by the school district. Truancy Program. A way to intervene more positively in the lives of students with excessive school absences was developed through a collaborative effort of the schools, the juvenile court, community service providers and New Futures. After twelve unexcused absences, students are referred to a review committee which seeks to identify why the student is truant. Depending on the needs identified, students are referred to resources both within and outside of the school. Previously, these students would have been expelled from school and/or brought into the juvenile justice system. This program also provides psychological assessment and counseling where appropriate. The program serves the four target junior high schools. Last year 58 students were served, increasing to 100 this year. The cost is approximately $50,000 per year, about half of which comes from the state Department of Human Services as part of the local match and half from AECF funds. After-School Program. Three of the four junior highs offer a structured afterschool program to a total of 200 students. Activities include a homework center, \"academic acceleration\" classes and activity clubs. Students typically attend several days per week, dividing their time between structured academic remediation or homework support and club activities such as computers, broadcasting or jazz. One teacher in each school coordinates the program and teachers in each building volunteer to sponsor a club or teach in a subject area. Each school determines what special subjects and activity clubs to offer. The cost of the program is $20,500 per school and includes salary stipends for the program coordinators and teachers, money for snacks and after hours student transportation. The program is supported primarily by the school district as part of the local match. AECF funds provide a small discretionary fund to each school to be used for special equipment or supplies not normally available through the district. Teacher Advisor Program. Two of the junior high schools have a mentoring program through which teachers serve as adjunct advisors to a group of 12-15 at-risk students. Mentors befriend students in order to assist them with adjustment to junior high school and to increase their sense of engagement in the school. Teachers who participate in the program receive stipends of $1000 and a discretionary fund of $500 for special student needs or recreational outings. Currently, 233 students are enrolled in the program at a total cost of $27,000 per year. Parent Leadership Training. This is a non-traditional approach to increasing the involvement of parents in the schools and increasing their peer support. A small group of parents is recruited for training in general leadership skills and in a specific approach to leading parent support groups. Under the supervision of a staff social worker, they then organize and lead support groups for parents in their neighborhoods. Peer Facilitation. Developed and currently being piloted by the team of teachers in one of the junior high school clusters, peer facilitation is being tested as a way to motivate at-risk students. In addition to contributing to their self-esteem and school engagement, it is effective at improving their skills. A group of low-achieving seventh-grade math students is paired with a group of third grade students from a neighboring school. The older students tutor the younger ones in basic math skills. Young Professionals Club. As teachers at one of the junior high schools began to see their role as extending beyond students purely academic skills, they reached out to the community and engaged employees of a local utility in a volunteer mentoring program. The program of group and individual activities is intended to increase positive self-concepts, academic performance and behavior among the students. Currently, 80 seventh graders participate in the program which is entirely funded through mentors' contributions and a small grant from their employer. CASE MANAGEMENT Currently, the second version of a case management system is being implemented in Little Rock. Previously, the case management program was a direct service provided by NFLRY and all youth specialists were employees. This system has been replaced by a partnership approach through which five community agencies are contracted to provide staff members to case management service teams\" (CMSTs). NFLRY employs a coordinator for each team and a manager who oversees the operation of the system. There now is a four-member CMST in each of the four target junior highs. Team members represent agencies with expertise in health, substance abuse, counseling, mental health and neighborhood services. During the first half of the current school year, 279 students were participating. During this period, case managers logged 5281 interactions with students and their families in the course of helping to arrange to meet such needs as clothing, food and utilities\nemployment preparation and job referrals\ntransportation\ntutoring\ncounseling, psychological evaluation or drug and alcohol treatment\nchild protection\nphysical health\nand mentorship. The cost of each team is approximately $150,000 per year. This includes direct and contracted personnel costs, discretionary funds for client services and training. Most of the program is supported by AECF funds but NFLRY also arranged for several of the contracted positions to be supported directly by the state social services (Title XX) program as part of the local match. DAY CARE To permit teen-age mothers to stay in school, NFLRY established a program which currently supports 65 mothers of 75 children. Vouchers are issued directly to students by New Futures personnel who also assist students in identifying and evaluating day care resources. The vouchers are presented directly to the state office of social services which covers the cost ($70,000 per year) through Title XX funds. The staff position is also provided by the Division of Children and Family Services as part of their New Futures match. The state is now implementing the new Child Care Block Grant and has used the experience with the New Futures voucher program to design a similar approach for statewide use. The new CCBG program will absorb the costs previously paid through Title XX. The previously allocated Title XX funds will remain available to New Futures as matching funds to be reprogrammed for other purposes. In addition, the experience with earmarking funds for teen mothers in Little Rock has convinced the state to make these clients high priority for vouchers across the state. YOUTH INITIATIVE PROGRAM Last Spring, New Futures provided crisis intervention with members of rival gangs that were involved in a local murder. That brief intervention has become permanent and now provides direct services to approximately 30 young black men. The program is intended to provide alternatives to gang affiliation and to demonstrate to the community how further gang development can be diminished. Activities include group counseling, group community service projects such as presenting Christmas gifts to younger children in a special school program, focus groups with members of the media and local community leaders, a parent support group and individual interventions. In addition, the students have their own regular TV show on a local public access cable channel. The experiences with this cohort of students provides the basis for extensive indirect work developing the capacity of other local resources. Recently, a second staff member was hired and a new school-based program working the 30 males at one of the junior high schools was initiated. The $70,000 annual cost of the program is paid by funds from the City of Little Rock as part of the local match. YOUTH EMPLOYABILITY Summer Youth Programs. There are two programs that offer summer jobs to at-risk youth. Through an agreement with the JTPA program, summer jobs are reserved for students aged 14 and older who participate in the New Futures case management program. New Futures recruits and places students in the available jobs. Last summer, 56 New Futures students were placed in JTPA jobs. The City of Little Rock, through JTPA, covers $45,000 in student salaries and administrative expenses. The State Summer Jobs Program provides jobs in state agencies to 45 students. Students are recruited and screened for the jobs through a collaborative effort of New Futures and school district staff. Student salaries of approximately $70,000 are paid by the employing agency as part of the local match. Youth Development Mini-Grants. This program, funded through a grant from the state Office of Alcohol and Drug Abuse Prevention and administered by New Futures, is intended to help community agencies provide youth enrichment programs, especially during the summer. Local churches and youth organizations apply for a share of the $14,000 available. Priority is given to programs serving black males in the citys most disadvantaged neighborhoods. TEEN HEALTH Family Life Education. As a part of New Futures, a new curriculum has been implemented for students in grades K-6 in 13 elementary schools and for all 7th graders. In sequenced units, students are exposed to age-appropriateinformation about drugs, sexuality, violence, self-responsibility, decision-making, etc. The courses are taught by specially-trained teachers who are supported by a professional social worker who provides individual contact to students and families when issues arise through the FLE. New Futures has provided training to the family life educators and school nurses who are responsible for teaching . the program\nall other costs are covered by the school district as part of the local match. School Health Clinics. Through New Futures, health clinics have been established in two secondary schools and planning has been completed for a third program. At the senior high school, a full range of health services is provided, including contraceptive health care and dispensing of contraceptives. Last year, the clinics five programs served from 12 to 257 students. At the junior high school, medical services are provided but family planning services are not. New Futures has provided the developmental funding and coordination for these programs (i.e. space renovation, equipment purchases, training)\noperational costs are covered by the state department of health and the school district. Coordination and consultation is provided by a staff member loaned to New Futures by a local mental health service provider. Mental Health Players. As a way to sensitize the public to the issues in teen life, and to give teens a way to develop life skills, a mental health counselor employed by one of the clinics organizes students into a performance group that presents skits to various audiences. After the skits, which illustrate various issues and dilemmas faced by teens, the students discuss questions and reactions with the audience. The third group of Players is now in rehearsals. EPSDT Screening. NFLRYs committee on health concerns has recommended to the school district that the number of school nurses be expanded and their roles enhanced. New Futures identified a way to fund this expansion through certifying the nurses as providers in the state-federal health screening program. This makes it possible for the school district to be paid by the state for assessments the nurses do of students who are enrolled in the state Medicaid program. These revenues are expected to be earmarked to support expansion of the school health program. New Futures arranged the training and provided the equipment required for certification.'Z C  Donna Grady Creer Executive Director Magnet Reviezu Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 (501} 756-0156 received April 28, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 MAY 3 1999 OfFICECF DESKRfaTOMOKlTQfiJ/fG Dear Judge Wright\nOver the course of the past two years, LRSD has entered into a grade level reorganization to change the grade configuratioriof LRSD from a K-6 elementary, 7-9 junior high, and 10-12 senior high to a K-5 elementary, 6-8 middle school, and 9-12 senior high. The LRSD, through its representatives to the MRC and middle school-related district personnel, conferred with the MRC regarding the inclusion of magnets in this grade configuration change. After examining the documentation, having representation in the Middle School Steering Committee and subcommittee meetings, and conferring with original magnet school principals, the MRC supported the movement to this grade configuration which is scheduled to begin with the 1999-2000 school year. This change impacts all six original magnet schools, particularly the four magnet elementaries and the magnet high school. The overall reconfiguration results in an increase of the total number of magnet seats available\nhowever, seats available at each of the magnet schools now varies from previous seats available. The MRC sought ways to better utilize the building space available in magnet schools to maximize educational opportunities and to provide more program participation in magnet schools. These changes will make programs available to a larger number of students while still retaining quality of programs and quality of instruction. In reaching its decision, the Magnet Review Committee looked at the need to maintain an overall prescribed number of students and to maximize opportunities to gain access to magnet programs. At its December 15,1998 meeting, by formal motion and unanimous vote, the MRC approved the addition/reconfiguration of magnet school seats.RECEIVED The Honorable Susan Webber Wright HAY 3 1999 Page 2 OFFICE OF OESEGREGAIlOHWQMlTQRttB The following chart reflects the decisions made by the MRC after receiving input from LRSD Central Office staff, magnet school principals, and curriculum specialists. SCHOOL CURRENT NUMBER OF SEATS VACATED Booker Arts Magnet Four 6th Grade Classes  25 = 100 seats NUMBER OF SEATS RECONFIGURED Kg -1 Class  20 1st Grade - 1 Class  23 2nd Grade - 1 Class  23 3rd Grade - 1 Class  23 Total = 89 seats Carver Basic Skills/Math- Science Magnet Four 6th Grade Classes  25 = 100 seats (Vacant classrooms will be used for parent and academic activities) Kg -1 Class  20 1st Grade -1 Class  23 Total = 43 seats Gibbs International Studies Magnet Two 6th Grade Classes  25 = 50 Kg - 1 Class  20 1st Grade -1 Class 23 Total = 43 seats Williams Basic Skills Magnet Three 6th Grade Classes  25 = 75 seats 3rd Grade -1 Class @ 23 4th Grade - 1 Class  25 Sth Grade - 1 Class  25 Total = 73 seats Mann Arts/Science Magnet No overall change in the number of seats Add Grade 6 Delete Grade 9 Parkview Arts and Science Magnet None 9th Grade Added Total = 209 seats In each instance, the MRC looked at the immediate and long-term impacts of grade level reconfiguration on the particular magnet school program. Under the proposed middle school structure, the budget for the six interdistrict magnet schools would be impacted as follows in order to continue instruction and delivery of services to magnet schools by the beginning of the 1999-2000 school year. MAGNET SCHOOL FUNDING State of Arkansas NLR5D PC5SD LRSD Total Current Funding S 9,079,698 1,193,239 2,206,042 5.680.226 $18,159,205 Proposed Funding Proposed Increase S 9,646,968 1,267,612 2,344,213 6.035.143 $19,293,936 567,270 74,373 138,171 354.917 $ 1,134,731 5The Honorable Susan Webber Wright Page 3 Using the 1998-99 magnet school budget per pupil expenditure amount of 54,654, the costs associated with changes in seating will create an increase of SI29 per student above the current funding level. This projected calculation reflects only the changes attendant to the reconfiguration of grades, and does not reflect any probable changes in salaries and basiC operating costs which may arise due to inflation, etc. The MRC acknowledges that there may be additional costs associated with what has been approved. Should those costs occur, they will be built into the 1999-2000 magnet school budget. LRSD, through its representatives to the MRC, has already indicated that many items necessary for start-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment and materials will be redistributed throughout the district, including the magnet schools. With the 1999-2000 school year rapidly approaching, and with all parties in agreement to grade level reconfiguration of the LRSD, the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, b  Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl tc Ann Brown, Federal Monitor - ODMMagnet Review Conwiittee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 721 N Donna Grady Greer Executive Director May 7, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED MAY 1 0 19SS OFFICEOF DESEGREGATION MONITORING At its December 15, 1998 meeting, the Magnet Review Committee ('MRC') approved a change in the grade structure and number of seats at the magnet schools for the 1999-2000 school year. This letter is a request for Court approval of this MRC action. The changes approved by the MRC result from the restructuring of schools in the Little Rock School District ('LRSD') to accommodate middle schools rather than the traditional grade arrangements in elementary, junior high, and senior high schools. The Mcanet School Stipulation, dated February 27,1987, and the March 1989 Settlement Agreem.ent, cs revised September 28, 1989, describe the magnet schools structure and establish the enrollment at each. Because the MRC's action alters the terms of those agreements and adds 132 seats to the K-12 magnet program, the Magnet Review Committee requests your approval of the changes described below. The LRSD Revised Desegregation and Education Plan calls for the reconfiguration of arade structure from the traditional elementary, junior high, and senior high to allow for mfddle schools to house grades 6, 7, and 8. If the magnet schools are to conform to the administrative structure of other LRSD schools, the four elementary magnets must serve grades K-5, the middle school magnet school must serve grades 6-8, and the high school rnagnet must serve grades 9-12. The results of moving the sixth grade to middle school and the ninth grade to high school in the magnet program as approved by the MRC are described below for each school. Booker Arts Magnet\nBooker Arts Magnet School had 660 allocated seats under the original plan, with 100 of them in the four sections of sixth grade. When those 100 seats are vacated by 6th grade students, they will be distributed over the lower grades by adding a classroom at each of grades 2,3,4, and 5. However, only 89 seats can be used because the class size regulation allows only 23 students in grades 2 and 3. The result will be a net loss of 11 available seats at Booker and a school capacity of 649. Carver Basic Skills/Math-Science Magnet: There are 100 seats allocated to the four sections of sixth grade at Carver Basic Skills/Math-Science Magnet under the original plan.The Honorable Susan Webber Wright -2- May7, 1999 Twenty of those seats will be used for one additional kindergarten classroom, and twenty- three will be allocated to one additional first grade classroom. The principal and the MRC agreed that two of the four rooms formerly used for sixth graders should be used for auxiliary purposes. The result will be a decrease of 57 available seats at Carver and a capacity of 556. The number of seats in the original plan for Carver was 613. Gibbs International Studies and Foreign Languages Magnet\nMoving the sixth grade from Gibbs means the equivalent of two sections of 6th graders, 50 seats, will be reallocated to the lower grades. The result is one additional kindergarten class and an additional first grade class using 43 of the 50 seats. Gibbs' capacity will be 344, a decrease of seven seats from the original seat allocation of 351. Williams Basic Skills Magnet\nThe original seat allocation at Williams was 515, of which 75 seats were used for the three sections of 6th graders. The principal and the MRC opted to redistribute those seats by creating an additional class at each of grades 3, 4, and 5. The result is a decrease of two seats because of doss size regulations. Williams' capacity will be 513 in the new Pion. Mann Arts and Science Magnet\nChanging Mann's grade configuration from grades 7, 8, and 9 to grades 6, 7 and 8 will not change building capacity. Mann's capacity will remain at 935. Parkview Arts and Science Magnet\nThe middle school initiative will reauire that Parkview be changed from grades 10-12 to grades 9-12, beginning with the 1999-2000 school year. The seat allocation for grades 10-12 has been 991 (330 average per grade) and will become 1,200 for grades 9-12 (300 average per grade level). The realignment of grades and enrollment will mean a reduction of allocated seats for grades 10, 11, and 12 at Parkview. However, no student will be forced to transfer out because of overall changes in seat allocation. The revised seat allocation results in an increase of 209 seats at Parkview. The chart below displays the proposed changes in the grade structure end number of seats in the six interdisfrict magnet schools. SCHOOL STIPULATED GRADES REVISED GRADES STIPULATED SEATS REVISED SEATS SEAT CHANGES  -i-OR - Booker Carver Gibbs Williams Mann Parkview Total K-6 K-6 K-6 K-6 7-9 10-12 N/A K-5 K-5 K-5 K-5 6-8 9-12 N/A 660 613 351 515 935 649 556 344 513 935 -11 -57 -7 -2 991 4,065 1,200 4,197 +209 + 132 0The Honorable Susan Webber Wright -3- May 7, 1999 MRC calculated the budget impacts of the revised plan by using the 1998-99 magnet schools budget per-pupil expenditure amount of $4,654 as a baseline. The costs associated with changes in seating will create an initial increase of $129 per student above the current funding level. Each party's share is calculated below. State of Arkansas NLRSD PCSSD LRSD Total Current Funding 5 9,079,698 1,193,239 2,206,042 5,680,226 $18,159,205 Proposed Funding $ 9,646,968 1,267,612 2,344,213 6,035,143 $19,293,936 Proposed Increase S 567,270 74,373 138,171 354,917 $1,134,731 This projected calculation does not take into account LRSD's 7.25 percent increase in salaries given in March 1999. These changeswill be added to the 1998-99 budget to be presented to the Court at the end of the school year. Neither does the calculation estimate possible changes in salaries and basic operating costs for the 1999-2000 school year. Should changes occur, they will be built into the 1999-2000 magnet school budget to be presented to the Court by June 1999. LRSD, through its representative to the MRC, has already indicated that many items necessary for starf-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment, and materials will be redistributed throughout the district, including the magnet schools. All MRC members agree to the described changes, and the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will moke findings and recommendations as may be necessary to the efficient operation and administration of the interdistrict magnet school program. Sincerely, Sadie Mitchell, Chairperson^ Magnet Review Committee CQ: ^AnriiBrowh,FedefarMonitof-ODMArkansas Democrat (gazette FRIDAY, APRIL 15,1994 Junior highs all on par despite tack School chief would go beyond restructuring BY CYNTHIA HOWELL Democrat-Gazette Education Writer student performance in Little Rocks four restructured junior high schools is not significantly different from that at other junior high schools, Superintendent Henry Williams said Thursday as he called for more dramatic changes in the way the district teaches younger teen-agers. Williams made the comments during a joint meeting Thursday of the Little Rock School Board and the board of New Futures for Little Rock Youth. New Futures is a collaboration of agencies working to fight teen-age pregnancy and dropping out of school. New Futures and the district have worked together the past three years to provide special academic and social support to students at Forest Heights, Cloverdale, Pulaski Heights and Southwest junior high schools. Williams said test scores, as well as attendance and suspension rates, at the four schools are not much different from those at the districts other junior high schools. Little Rock board member Linda Pondexter said the similarity in the factors might reflect students at the restructured schools starting out with greater academic and social needs than students at other schools. Williams suggested a middle school concept for pupils in grades six through eight that .would provide more nurturing, more adult contact and more ap-\npropriate instructional methods. If a school system has middle schools, elementary schools gen- erally consist of kindergarten through fifth grades. High schools would include the ninth through 12th grades.\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 "}],"pages":{"current_page":416,"next_page":417,"prev_page":415,"total_pages":3369,"limit_value":12,"offset_value":4980,"total_count":40428,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":307},{"value":"online exhibitions","hits":37},{"value":"teaching guides","hits":34},{"value":"timelines (chronologies)","hits":23},{"value":"bibliographies","hits":15},{"value":"worksheets","hits":5},{"value":"annotated bibliographies","hits":4},{"value":"study guides","hits":4},{"value":"learning modules","hits":3},{"value":"slide shows","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"Sound","hits":1050},{"value":"StillImage","hits":803},{"value":"MovingImage","hits":213},{"value":"Collection","hits":10},{"value":"InteractiveResource","hits":4}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Thurmond, Strom, 1902-2003","hits":2076},{"value":"Mississippi State Sovereignty Commission","hits":1425},{"value":"Newman, I. 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