{"response":{"docs":[{"id":"bcas_bcmss0837_1156","title":"Little Rock School District, personnel directories","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994/1995"],"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","School administrators","School board members","School employees","School management and organization","School principals","School superintendents"],"dcterms_title":["Little Rock School District, personnel directories"],"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/1156"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1994 Personnel Directory LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION AN ADVOCACY ORGANIZATION REPRESENTING THE INTERESTS OF THE LITTLE ROCK SCHOOL DISTRICT'S TEACHERS, CUSTODIANS, AIDESANDBUSDRIVERS \"OVER 25 YEARS OF OUTSTANDING SERVICE TO OUR MEMBERS\" LRCTA AEA NEA STRENGTH THROUGH UNITY 1500 West 4th Street, Suite 305 Little Rock, AR 72201 (501) 372-3519 Little Rock School District Administrative Directory 1994 Zone 1 2 3 4 5 6 7 Board of Directors Director Term ends Dr. Katherine Mitchell 1996 Shorter College 604 Locust Street, NLR, 72114 374-6305 T. Kevin O'Malley 1996 Ark. Board of Review Tower Building - Suite 700, 01 324-9038 Dorsey Jackson 1994 1400 Worthen Bank Bldg. 200 West Capitol Avenue, 01 375-3275 John A. Riggs, IV 1996 J. A. Riggs Tractor Co. P. 0. Box 1399, 03 570-3528 Linda Pondexter 1996 Fuller Jr. High P. 0. Box 8601, 16 490-1503 Patricia Gee 1994 8409 Dowan Drive, 09 562-0571 Oma Jacovelli 1994 6622 Gold Court, 09 568-7585 Dr. Henry P. Williams, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501) 324-2000 II LRSD Central Offices II All Plaxar Stations (228, 324, 455, 570, 671) can be called by dialing the last four-digit extension. For information call 324-2000. LOCATIONS LRSD Administration Building 810 W. Markham, 72201 Administration Annex 100 S. Arch, 72201 Adult Education 1401 Scott St., 72202 Alternative Learning Center 800 Apperson St., 72202 Cafeteria/Food Services 1501 Jonas, 72202 Instructional Resource Canter (IRC) 6th \u0026amp; Ringo, 72201 Computer Central Early Childhood Education English English Second Language Foreign Lenguagaa Instructional Madia Center Math PAC Reading Science Social Studiaa Staff Development Metropolitan Vo-Tech. Ed. Ctr. no1 Scott Hamilton Road, 72209 Plent Sarvicaa/Maintanance 3601 S. Bryant, 72204 Procurement \u0026amp; Material Management 1800 E. Sixth, 72202 Safety and Security 1001 E. 21 St., 72202 Student Assignment Offices 501 Sharmen, 72202 Transportation Dept. 5400 Murray, 72209 Quigley Stadium 2409 W. 14th, 72202 DEPARTMENTS Adult Education Pauletta Martin, Director Athletic Department Bualneaa Ed/Homa Economica CARE Program Martha Rogers, Supervisor Cafeteria/Food Services Jackie Boykin, Director Communications Department Jeanetta Wagner, Director Community Education Branda Scrimager 324-2000 324-2000 324-2260 324-2370 324-2250 324-0515 324-0517 324-0510 324-0510 324-0510 324-05n 324-0520 324-0525 324-0526 324--0518 324-0514 324-0500 565-8465 570-4020 324-2230 324-2400 324-2272 570-4000 324-2426 324-2260 324-2426 570-4043 324-2395 324-2250 324-2020 570-4149 Curriculum Daaagragatlon Dr. Ruaaell Mayo, Aaaoc. Superintendent Arma Hart, Desegregation Facilitator Deputy Superintendent Estella Matthla, Deputy Superintendent Sterling Ingram, Assoc. for Inst. to the Deputy Margaret Gremillion, Asst Supt. Elementary Larry S. Robertson, Asst. Supt.  Elementary Dr. Victor Anderson, Acting Asal. Supt. Secondary Early Childhood Education Pat Price, Coordinator English/Foreign Language/ESL Gane Parker, Supervisor Exceptional Children Gifted/Talented Mable Donaldson, Supervisor Spacial Education Dr. Patty Kohler, Director Family Ufa Education/N- Futuraa Rane Carson, Coordinator Federal Programa/Grents Leon Adams, Director Financial Sarvicaa 324-2010 324-2271 324-2109 324-2010 324-2124 324-2006 324-2007 671-6200 324-0517 324-0513 324-2194 324-2180 324-0518 324-2110 324-2078 Mark Milhollan, Controller Health Services Gwen Efird, RN, Coordinator HIPPY 324-2161 (baapar)569--0244 324-2266 Marian Shead, Supervisor Human Raaourcaa Dr. Richard Hurley, Director Robert Robinson, Recruiting Coordinator Information Sarvicaa John Ruffins, Interim Director Instructional Resource Canter Dannis Glasgow, Director Insurance Office KLRE/KUAR FM Regina Dean, Manager Labor Relations Brady Gadberry, Specialist Library/Instructional Tech Lucy Lyon, Coordinator Mathematica Judy Trowell, Supervisor Carmella Crawford, Specialist Kathy Danaahmandi, Specialist Shirley Harper, Specialist Docla Jonas, Specialist Trish Killingsworth, Specialist Ranee Kovach, Specialist New Futurea Linda Young, Liaison Parent Involvement Catherine J. Gill, Coordinator Parent Recruiters Troy Cole, Recruiter 324-2080 324-2086 324-2055 324-0518 324-2083 569-8485 324-2116 324-05n 324-0520 324-2112 324-0525 324-2286 Becky Rather, Recruiter Coordinator 324-2287 Ron Looper, Specialist 324-0500 Partne,. In Education 324-2297 Sue Walls, Specialist 324-0500 Debbie Milam, Coordinator Marian Woods, Specialist 324-0500 Planning, R-arch and Evaluation 324-2120 Student Assignment Office 324-2272 Dr. Robert Clowers, Director Julie Wiedower, Student Assignment Officer Plant Services/Maintenance 570-4020 Student Hearing 324-2169 Doug Eaton, Director Dr. Linda Watson, Officer Print Shop, Administration 324-2031 Substitute Office (SOS), 324-2091 Pupil Services/Drug Abuse Prevention 324-2162 Sue Rodgers, Coordinator Marcy Eckolls, Asst. Coordinator 324-2090 Jo Evelyn Elston, Director Student Records 324-2129 Procurement \u0026amp; Materials Management 324-2230 Superintendent's Office 324-2100 Charles Neal, Director Dr. Henry P. Williama, Superintendent. 324-2012 Reading 324-0526 Supply Center 324-2237 Allee Stovall, Director Leonard Willis, Manager Resources and School Support 324-2009 Trade/Industrial Ed. 570-4044 Safety and Security 324-2400 Transportation Dept. 570-4000 Bill Barnhouse, Director Brad Montgomery, Director Science 324-0518 Truancy Reduction Center 671-6397 Dennis Glasgow, Supervisor Darold Maxfield, Coordinator Vocational/Tech. Ed. Center 570-4043 Scott Field 671-6299 Carol Green, Director Social Studies 324-0514 Vo-Tech Print Shop 570-4045 Marie A. McNaal, Supervisor 324-0511 Terry Kirkpatrick, Manager Staff Development 324-0500 Volunteers In Public Schools (VIPS) 324-2297 Donita Hudspeth, Director 324-0512 Debbie Milam, Coordinator Paula Grier, Specialist 324-0500 Administrative Staff Adams, Leon, Federal Programs Director ................... 324-2110 Browning, Benita, Fin. Sarv .......................................... 324-2069 Adams, Polly, Voe. Ed. Secy ........................................ 570-4043 Brumfield, Frank, IRC Security ..................................... 324-0526 Adams, Wayne, Facil. Coor ........................................... 570-4020 Cadman, Suzanne, Student Hearing Secy ................... 324-2169 Agnes, Jayna, Safety Supervisor, Transportation ..... 570-4000 Calhoun, Robert, Information Services ....................... 324-2106 Allan, Martha, Voe. Ed. Coun ........................................ 565-8465 Campbell, Sharon, Insurance Secretary ...................... 324-2083 Allison, Linda, HIPPY Aide ........................................... 324-2266 Caraway, Gwen, Procurement \u0026amp; Materials Management .324-2242 Anderson, John, Building Security Supervisor .......... 324-2400 Carpenter, Sharon, Deseg. Data Entry Operator ........ 324-2289 Armstead, Vicki, Communications Secy ..................... 324-2020 Carson, Rene, Family Life Coordinator ....................... 324-0518 Armstrong, Carol, Exec. Asst. Support Services ....... 324-2009 Carter, Ouida, Athletics Secy ....................................... 324-2426 Armstrong, Ramona, Labor Relations Sacy ................ 324-2116 Cash, Willard, Trans. Mach ........................................... 570-4005 Armstrong, Sheila, Food Sarv. Reimb. Coor ............... 324-2250 Cathey, Mary, Financial Services ................................. 324-2066 Baier, Keith, Trana. Mech .............................................. 570-4005 Chapman, Susan, Sp. Ed. Supv. CBI ........................... 324-2176 Banks, Roland, Fed. Prog. Chapter I Coordinator ..... 324-2110 Choate, Betsy, Information Services ........................... 324-2033 Barnhouse, Bill, Safety/Security Director ................... 324-2400 Claypool, Ruth, Financial Services .............................. 324-2075 Baua, Marjorie, Evaluation Specialist ........................ 324-2126 Cleek, Janacia, Financial Services ............................. 324-2065 Bates, Vera, Federal Programs .................................... 324-2110 Clowers, Robert, Planning, Research \u0026amp; Evaluation ... 324-2120 8-d, Ken, FS Main. Tech ........................................... 324-2250 Cole, Troy, Parent Recruiter ......................................... 324-2286 Bennett, Paulina, Human Resources Secy ................ 324-2089 Connolly, Robert, Systems Development Mgr ............ 324-2058 Bannett, Tammy, Transportation Dept. Secy .............. 570-4000 Cooper, Floyd, Trans. Supv .......................................... 570-4004 Barkhan, Dan, Transportation, Shop Clerk ................. 570-4006 Corker, Sue, R ding .................................................... 324-0526 Bilal, B. J., Trana. Dispatch .......................................... 570-4012 Cox, Tanya, Fin. Sarv .................................................... 324-20n Blagg, Lynn, English/Foreign LangJESL Secy ........... 324-0510 Cranford, Joan, Fin. Sarv .............................................. 324-2068 Bonda, Michelle, Switchboard Oper ............................ 3242000 Crawford, Carmelia, Mathematics Specialist .............. 324-0520 Boykin, Jackie, Food Sar. Director .............................. 3242250 Crawford, Pam, Computers Spec ................................. 324-0515 Braden, Carutha, Federal Programs ............................ 3242110 Currin, Ladye C., Secretary, Pupil Services ................ 324-2162 Bramlette, Nancy, Information Services ...................... 324-2063 DanHhmandi, Kathy, Mathematics Specialist ........... 324-0520 Brant, Dennis, Compute,. Spec ................................... 324-0515 Davis, Johnnie, Trans. Mech ........................................ 570-4005 Bray, Shirley, Fin. Sarv .................................................. 324-2071 Dean, Regina, KLRE/KUAR Manager ........................... 569-8485 Brawer, Jerry, Trana. Mach ........................................... 570-4005 DeVore, Dana, Trans. Supervisor ................................. 570-4008 Broughton, Thomas, Psychological Examiner ........... 324-2174 Driver, Juanita, Fin. Serv .............................................. 324-2076 Brown, Paula, Visually Impaired Instructor ................ 324-2192 Donaldson, Mable, Gifted/Talented Supervisor .......... 324-2197 Brown, Willie, Adm. Bldg. Mgr ...................................... 324-2030 Dunbar, Ethel, Eval. Spec ............................................. 324-2123 Eans, Bonnie, Computer Specialist ............................. 324-0515 Jones, Robert, Safety and Security ............................. 324-2400 Eaton, Doug, Plant Services/Maint. Director ............... 570-4022 Jones, Wendy, Construction Secretary ....................... 570-4026 Eckolls, Marcy, SOS Ant. Coord ................................. 324-2090 Jordan, Brenda, Administration Custodian ................ 324-2030 Edwarda, Diane, Student Records ............................... 324-2129 Jordan, Trey, Trans. Mech . ........................................... 570-4005 Efird, Gwen, Health Serv. Coordinator ........................ 324-2161 Joyce, Lisa, Reading Secy ............................................ 324-0526 Ellis, Archie, Trans. Supv .............................................. 570-4001 Kelly, Doris, Pupil Services Secy ................................. 324-2162 Elston, Jo Evelyn, Pupil Services/Drug Abuse ........... 3242162 Kendall, Doug, Coord., Environmental Protection ..... 570-4026 Eubanks, Gail, Procurement \u0026amp; Materials Management. Supv. 324-2234 Kiilsg9!1rd, Sharon, Staff Dev. Secy ............................. 324-0500 Fells, Cedric, Trans. Mech ..... : ...................................... 570-4005 Killingsworth, Trish, Mathematics Specialist ............. 324-0520 Ferguson, Anne, Fam. Life/New Futures ..................... 324-0518 Knox, John, Food Serv. Warehouse Mgr .................... 324-2257 Forbes, Betty Jean, Staff Asst. ..................................... 324-2100 Kohler, Patty, Special Ed. Director .............................. 324-2190 Freeman, Ann, Science Specialist/New Futures ......... 324-0518 Korte, Paula, Special Education ................................... 3242193 Fry, Ben, KLRE/KUAR FM ............................................. 569-8485 Kovach, Renee, Mathematics Specialist ..................... 324-0520 Fulmer, Lena, Sp. Ed. Supv .......................................... 324-2183 land, Kitty, Purchase Order Entry Specialist ............. 324-2240 Furrer, Jean, Food Serv. Supv ..................................... 324-2250 Leidigh, Lynn, Computer Specialist ............................ 324-0515 Gadberry, Brady, labor Relations Dir ......................... 324-2116 Logan, Kelli, Division of Exceptional Children ........... 324-2193 Gardner, Gayle, Math Secy ........................................... 324-0520 Looper, Ron, Staff Development Specialist ................ 324-0500 Gentry, Ruthie, Student Assignment Office Mgr ........ 324-2271 Loudermilk, Terry, Trans. Mechanic ............................ 570-4005 Gill, Catherine, Parent Involvement Coordinator ....... 324-0525 Lucker, Liz, New Futures Social Worker ..................... 324-0518 Glasgow, Dennis,Science Coordinator ....................... 324-2011 Lyon, Lucy, Library Cood ............................................. 324-0577 Glenn, Randall, Special Ed ........................................... 324-2191 McCraw, Helen, Information Services ......................... 324-2059 Goodwin, Cassandra, Substance Abuse Cood ........... 324-2167 McIntyre, Nina, Psy. Exam ............................................ 324-2173 Goza, Jean, Financial Services .................................... 324-2074 McMullen, Lille, Psy. Exam ........................................... 324-2171 Grable, Hazel, FS Bookkeeper ...................................... 32422SO McNeal, Marie A., Soc. Studies Supervisor ................. 324-0511 Graves, Barbara, Sp. Ed ................................................ 324-2189 Martin, Paulette, Adult Eduction Director ................... 324-2260 Green, Carol, Vocational Director ................................ 570-4043 Matson, Lee Ann, VIPS .................................................. 324-2295 Green, Dorothy, Planning/Eva!. Secy ........................... 324-2120 Matthis, Estelle, Deputy Superintendent ..................... 324-2011 Gremillion, Margaret, Assist. Superintendent ............ 324-2006 Maxfield, Darold, Truancy Reduction Coordinator ..... 671-6399 Grier, Paula, Staff Development Specialist ................. 324-0500 Mayfield, Rhetta, Community Educ. Secretary ........... 570-4149 Griffin, Beverly, Planning/Eval. Secy .......................... 324-2124 Mayo, Russell, Associate Supt. Desegregation .......... 324-2271 Griffin, Robert, Supply Center Asst. Mgr ................... 324-2237 Milam, Debbie, VIPS Coordinator ................................. 324-2297 Hackler, Joan, Computer Specialist ............................. 324-0515 Milam, Judy, Reading .................................................... 324-0526 Hamilton, Deborah, Trans. Disp ................................... 570-4012 Milhollen, Mark, Controller ........................................... 324-2078 Harris, Curtis, Supply Center ....................................... 324-2237 Miller, Brenda, Student Assignment Asst . .................. 324-2272 Harris, Rhonda, Plant Services Secy ........................... 570-4022 Montgomery, Brad, Transportation Director ............... 570-4000 Hart, Arma, Desegregation Facilitator ......................... 324-2109 Moore, Avis, KLRE/KUAR FM ....................................... 569-8485 Hayes, Steve, Maint. Supv ............................................ 570-4020 Moore, Cathine, CARE Coor ......................................... 324-2395 Haygood, Angelia, Special Ed. Secy ............................ 324-2172 Moore, Muriel, Science Secy ........................................ 324-0518 Harper, Linda, Sp. Ed. Secy .......................................... 324-2181 Morgan, Nancy, Information Services ......................... 324-2057 Harper, Shirley, Mathematics Specialist.. .................... 324-0520 Mouton, Valina, Information Ser. Operations Mgr ...... 324-2064 Hill, Claudette, Psy. Test. Secy ................ : ................... 3242186 Murray, Fran, Procurement \u0026amp; Materials Management ....... 324-2231 Hobby, Dr. Selma, Eval. Spec ....................................... 3242128 Neal, Charles, Procurement Director ........................................... 324-2235 Hodges, Lela, VIPS ........................................................ 324-2291 Nebling, Brenda, KLRE Secretary ................................ 569-8485 Honorable, Maggie, Human Resources ....................... 324-2081 Newburn, Linda, Transportation Secretary ................. 570-4000 Huddle, Mary, Gifted Secretary .................................... 324-2194 Nichols, Joyce, Homebound Teacher .......................... 3242180 Hudson, Valerie, VIPS ................................................... 324-2292 Norris, Margaret, Homebound Teacher ....................... 324-2180 Hudspeth, Donita, Staff Development Director ........... 324-0S12 Norton, Faye, CARE ...................................................... 324-2395 Huffman, Kris, IRC ......................................................... 324-0526 O'Baugh, Randy, Asst. Warehouse Mgr ...................... 324-2257 Hurley, Dr. Rlchard,Human Resources Director ......... 324-2080 Odle, Vicki, Psy. Test Secy ........................................... 324-2182 Humbard, Melissa, Information Services Secy ........... 324-2055 Paradis, Darrel, Procurement Contracting Supv ............ 324-2238 Humphrey, Theresa, Deaeg. Data Entry Operator ...... 324-2288 Parker, Gene, English/Foreign langJESLSupv .......... 324-0513 Ingram, Sterling, Assoc. for Instruction to the Deputy ..... 324-2124 Paul, Annita, Family Life Ed ........................................... 324--0518 Jack, Lynda, Div. Exceptional Children ....................... 324-2179 Pederson, Sue, Deseg. Info. Mgmt. Coordinator ........ 324-2285 Jackson, Debbie, Information Services ....................... 324-2052 Penn-Norman, Kathy, Evaluation Specialist ............... 324-2127 Jackson, Larry, Supply Center ..................................... 324-2237 Perritt, Yoriko \"Lola\", Science Specialist .................... 324-0518 Jackson, Roy, Cust. Supv ............................................. 570-4024 Petty, Donna, Secretary, HIPPY ................................... 324-2266 Jacobs, Joyce, Sp. Ed. Secy ........................................ 324-2180 Phillips, Don, Trans. Dispatcher .................................. 570-4013 Jeffrey, Bonnie, Div. Exceptional Children ................. 3242185 Price, Pat, Early Childhood Coordinator ..................... 324-0517 Johnson, Jerry, Construction Manager ....................... 570-4026 Porter, Diann, Pay. Exam .............................................. 324-2184 Jones, Docia, Mathematics Specialist ......................... 324-0520 Putt, Paulette, Vocational Education ........................... 570-4044 Jones, Linda, Schools Secy ......................................... 324-2016 Quattlebaum, Larry, Psy. Exam .................................... 324-2195 Jones, Mike, OPS Manager, Transportation ............... 570-4000 Rather, Becky, Parent Recruiter Coordinator ............. 324-2287 Jones, Rita, Human Resources Secy ........................... 324-2082 Rector, Janet, Plant Serv. Budget Assistant .............. 570-4020 Reevee, Sharon, Parts Clerk ......................................... 570-4028 Renaud, Nan M., Information Services ........................ 324-2054 Richardson, Jacquline, HIPPY Coordinator ................ 324-2266 Ridgell, Shirley, Human Reeources, Secy ................... 324-2085 Robertson, Larry S., Assistant Superintendent .......... 324-2007 Robinson, Bettye, Transportation Supv ...................... 570-4002 Robinson, Robert, Teacher Recruitment Coor ........... 324-2086 Rodgers, Norma, Executive Asslstant ......................... 324-2012 Rodgers, Sue, SOS Coodlnator .................................... 324-2091 Rogers, Martha, CARE Supervisor .............................. 324-2395 Roper, Annette, HIPPY Coordinator ............................ 324-2266 Rose, Shyrel, Special Education .................................. 324-2188 Ruffins, John, Acting Dir., Information Services ........ 324-2060 Runyan, Debra, Plant Servicee, Construction Secy ... 324-4020 Rushing, Debbie, Drug Prevention .............................. 324-2166 Rushing, Jerry, Drug Prevention .................................. 324-2165 Rynders, Diane, Coor, Gifted ........................................ 324-2187 Sanders, Lynette, Financial Services .......................... 324-2073 Saults, Chuck, KLRE/KUAR FM ................................... 569-8485 Schult, Shala, Fam. Ute EdJ N-Futures .................. 324-0518 Scrimager, Brenda, Community Eduction Director .... 570-4149 Sellers, Richard, FS Supv. Mgr .................................... 324-2250 Shaw, Terri, Administration Printer ............................. 324-2031 Shead, Marian, HIPPY Supervisor ................................ 324-2266 Smith, Gary, Sp. Ed. CBI ............................................... 324-21TT Smith, J-el, Custodian Annex ................................... 324-2168 Smith, Linda, Exec. Ant. Admin .................................. 324-2011 Smith, Mary, Safety/Security Secy ............................... 324-2400 Smith, Dr. Paul, Eval. Spec ........................................... 324-2125 Smith, Vernon, Const. Mgr . .......................................... 570-4026 Soo, Evelyn, Computer Spec ....................................... 324-0515 Spinelli, Gretchen, Procurement ........................................ 324-2239 Stearns, David, Trans. Mech ......................................... 570-4005 Steelman, Mary Lynn, Sp. Ed. Speech Coor ............... 324-2196 Stephens, Rose, Food Serv. Secy ................................ 324-2250 Story, Wallace, Pay. Exam ............................................ 324-2185 Stovall, Alice, Reading Director ................................... 324-0526 Streett, Barbara, Special Education ............................. 324-2184 Sutton, Anna, Food Servicee Secretary ...................... 324-2250 Sutton, Jamee, Supply Center ...................................... 324-2237 Swain, Linda, Student Hearing Officer ........................ 324-2170 Swint, Janice, Financial Servicee ................................ 324-2070 Tanner, Gail, Adm. Secy. New Futures ........................ 324-2112 Tate, Sherrell, Procurement .......................................... 324-2241 Teach, Patty, Secretary, Desegregation ...................... 324-2109 Teeter, Judy, Reading ................................................... 324-0526 Terry, Gifford, Supply Center ....................................... 324-2237 Thom, Oeborah, HIPPY Aide ..................................... 324-2266 Thom, Nanette, Division of Exceptional Children ... 324-21TT Trowell, Judy, Math Supervisor ................................... 324-0520 Tucker, Deborah, Procurement ................................... 324-2232 Umfleet, Don, Instructional TechJUb .......................... 324-05TT Underwood, Dorothy, FS Supv ..................................... 324-2250 Viner, Jamee, Trans. Foreman ...................................... 570-4005 Wagner, Jeanette, Director of Communications ........ 324-2020 Wagner, William, KLRE/KUAR ...................................... 569-8485 Waller, Cindy, Mobile Resource Ctr. Coordinator ...... 324-2164 Walls, Collen Sue, Staff Dev. Specialist ...................... 324-0500 Wallis, Carolyn, Financial Services .............................. 324-2072 Wallworth, Betty, Inst. Tech/Lib Secy ......................... 324-05TT Washington, Charlotte, Schools Secy ......................... 324-2013 Washington, Daniel, IRC ............................................... 324-05TT Watson, Christopher, Trenaportation Service Tech ........ 570-4005 Watson, Dr. Linda, Student Hearing ............................ 324-2170 Watson, Tommy, Mobile Resource Specialist ............ 324-2164 White, Tony, Supply Center .......................................... 324-2237 White, Rita, Exec. Administrative Asst. ....................... 324-2087 Wiedower, Julie, Student AMignment Coordinator ... 324-2280 Williama, Ethel, Pay. Test. Secy ................................... 324-2178 Williama, Dr. Henry P., Superintendent ....................... 324-2012 Williams, Patty, PAC Secretary .................................... 324-0525 Williams, Ruth, Information Services .......................... 324-2052 Williams, Sharon, Student Assign. Data Entry ........... 324-2287 Williams, Sharon, Division of Exceptional Children ... 324-21TT Williams, Tommy, Supply Center ................................. 324-2237 Willis, Leonard, Supply Ctr. Manager .......................... 324-2237 Wilson, Gayle, VIPS ........................................................ 324-2293 Wisner, Beth, Psychological Examiner ....................... 324-2174 Wofford, Pat, Food Services Secretary ....................... 324-2250 Woods, Marian, Staff Development Specialist ............ 324-0500 Woosley, Lucy, Financial Serv ..................................... 324-2067 Young, Krishna, Special Education ............................. 324-2192 Young, Linda, N-Futures Liaison ............................. 324-2113 Zawislak, Anna, VIPS ..................................................... 324-2294 Zoch, Edwin, KLRE/KUAR FM ...................................... 569-8485 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources, Information Services and Communications Department of the Little Rock School District. Employees' address and/or telephone changes should be sent as soon as they occur to the Human Resources Department. Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. I I I I : Other Frequently Called Numbers Alternative Learning Center .......................................... 324-2370 ArkaneH Department of Education ............................. 682-4475 Arkaneae Education A .. ociation ................................. 375-4611 Arkan PTA ................................................................ 753-5247 Arkaneae Teachere' Credit Union ............................... 375-9250 Arkaneae Teacher' Retirement ................................... 682-1517 Attorney. Friday. Eldredge, Clark .. ........ .... . . .... .. .. .... . .................. 376-2011 First Commercial Bank Bldg Auditors Thomas \u0026amp; Thomas ........................................................ 375-2025 Heritage West Bldg. Fax (LRSD) ..................................................................... 324-2032 Fax (Procurement) ......................................................... 324-2233 Little Rock A .. ociation of Educational Office Pereonnel President, Julie Williams ..... ....................... 4557400/562-4893 1st Vice Pres., Edna Walton ..................... 570-4190/562-8461 2nd Vice Pres., Gayle Gardner ...................... 671-6320/227-n30 Secretary, Kay Burton ..................... .............. 2283050-227-4639 Treasurer, Deana Keathley .......................... 671-6380/562-4246 Little Rock Cla .. room Teachers Auociation 1500 W. Fourth, Suite 305 .... .............................. .. ..... 372-3519 President Eleanor Coleman .......................... 372-3519/6643150 Vice Pres. John Gross .......... ......................... 671-6267/663-7962 Sec. Betty Mitchell ........................................ 671-6250/851-8650 Treas. Linda J Bell ...... ....... .......... .. ...... 3242450/758-0883 Exec. Dir Frank Martin ...... .......... ............ .. .......... 372-3519 Adm. Ass'!. Brenda Walton ........ .......... .. ............ 372-3519 Little Rock PTA Council ................................................ 224-6746 Carla Bobo, President Little Rock School District lneurance Office ............... 324-2083 Little Rock Teacher Credit Union ............................... 374-7119 Magnet Review Committee Office ................................ 758-0156 New Futuree ................................................................... 374-1011 Office of Deeegregation Monitoring ............................. 376-6200 Pfeifer Camp .................................................................. 821-3714 Phyeican, School Dietrict ............................................. 320-4362 Dr. Chris Smith Ark. Children's Hospital Principal' Roundtable President, Lionel Ward ....... ....... .. ....... 228-308612277333 Pres. Elect, Jodie T. Carter ........................... 568-0930!570-4100 Secretary, Anne Mangan ... .. .................... 324-2385/666-5777 Treasurer, Gwen Zeigler ............................. 570-4180/664-2967 Subetitute Office Service  Elementary ................................................................ 324-2093 Secondary ................................................................. 324-2092 Treaeurer Louis J. Schaufele ........................................................ 378-1000 Worthen Bank Building Schools Address Alternative Learning Ctr. 800 Appereon, 02 Badgett 8900 Pecan Road, 06 Bale 6501 W. 32nd, 04 Baeeline Booker Brady Carver Central Chicot Cloverdale Elem. Cloverdale Jr. Dodd Dunbar Fair Fair Park Foreet Heighta Foreet Park Franklin Fulbright Garland Geyer Springs Gibbe Hall Henderson Jefferson Mabelvale Elem. Mabelvale Jr. McClellan McDermott Mann Meadowcliff Metropolitan Mitchell Otter Creek Parkview Puluki Height Elam. Pulukl Heighta Jr. Righteell Rockefeller Romine Southwest Stephane Tarry Wakefield WHhington Wateon Waetern Hille Williama Wilson Woodruff 3623 BHeline Rd., 09 2016 Berber, 06 7915 W. Markham, 05 2100 E. 6th, 02 1500 Park, 02 11100 Chicot, 72103 6500 Hinkeon Rd., 09 6300 Hinkson Rd., 09 6423 Stagecoach Rd., 04 1100 Wright Ave., 06 13420 Dodd, 10 616 No. Harrison, 05 5901 Evergreen, 05 1600 No. Tyler, 07 1701 So. Harrieon, 04 300 Pleuant Valley Dr., 12 3615 W. 25th, 04 5240 Mabelvale Pike, 09 1115 W.16, 02 6700 \"H\" Street, 05 401 Barrow Rd., 05 2600 No. McKinley, 07 9401 Mabelvale Cut-off, 72103 10811 Mabelvale W., 72103 9417 Geyer Springe, 09 1200 Reeervoir Rd., 07 1000 E. Rooeevelt Rd., 06 25 Sheraton Dr., 09 7701 Scott Hamilton, 09 241 O Battery, 06 16000 Otter Creek Pky., 09 2501 Barrow, 04 319 No. Pine, 05 401 No. Pine, 05 911 W. 19th, 06 700 E. 17th, 06 3400 Romine Rd., 04 3301 So. Bryant, 04 3700 W. 18th, 04 10800 Mara Lynn Dr., 11 75 Weetminietar, 09 115 W. 27th, 06 7000 Valley Dr., 09 4901 Weetern Hille, 04 7301 Evergreen, 07 4015 Stannue Rd., 04 3010W.7th,05 I Ir Phone Principals Secretaries Cafeteria Nurses i 324-2370 Othello Faison Melinda Rodgers Geo~gia Greer Ed Hamlett 324-2475 Mary Golston Shirley Moore Rose Wright Marsha Mahan 570-4050 Levanna Wileon Lucy Hendrick Barbara Glover Ed Hamlett 570-4150 Dr. Mary Jane Cheatham Annett Jon\" Pat Singley Millie McKenzie 324-2482 Dr. Cheryl Simmon, Marye PowelVTilh1 Joyner Uvita Scott.John.on 228-3065 MaryManking Jackie Wherry Olene Curry Gwen Efird 324-2480 Mary Guinn Betty Sinpson/Phyftil Forbes Vivian Harris Mary Jo Curtis 324-2300 Rudolph Howard Francee Rodgers Betty Rone Kay Mobley I 570-4062 Oti1 Prnlar Louise TuckIOonnie Walker Edith Blythe Kim Hayman 570-4055 Frederick Fields Nettie Higgin Audrey Walker Jo Ann Curry 'i 570-4085 Gayle Bradford Darlane Martinek Jo Ann Curry 455.7430 Patricia McNeil Sue Mitchell Jimmie Thomas Vicki Barney 324-2440 Nancy Acre Marilyn McGrew Bobble Dickerson Lillian Wittenberg 228-3100 Al Niven Nan Howard Rita Farner Marie Davia 671-6260 Barbara Mean, Winnie Camp Claire Burch PamJacklon 671-6390 Richard Maple Becky Blanzenaki Joyce Weems Jo Gillum 671-6267 Virginia A1hley Pal Lu1by Carolyn Cole 671-6380 Franklin Davia Deana Keathley Elizabeth Young Lavelle Rollin 228-3080 Mac Huffman Joyce Wyatt/Karen Redd it Sylvia Boren Lucia Perry 671-6275 Robert Brown Rachel Williama Wonda Gilley Ann Callaway 570-4160 Eleanor Cox Kimberly Roaby Mae Kyzer Kim Hayman 324-2490 Donna Davie Sherri Herndon Eaaie Rayford Lucia Perry 671-6200 Dr. Vic Anderson Kay Gunter Charlene Jay Janice Yeatman 228-3050 Clell Watte Merilee Low Kathleen Bisbee Carla Kelley 671-6281 Francia Cawthon Barbara Ball Marilyn Masterson Barbara Bonner 455-7420 Julie Davenport Jo Greenlee/Bobbye Livy Brenda Browning Frankie Falkner 455-7400 Waller Marahaleck Nancy Wuneburger Carol Little Frankie Falkner 570-4100 Jodie Carter Elora Coleman Dorothy Robinson Theresa Bour 228-3072 Mike Oliver Rhonda Dorsett Earline Collins Pam Jack.on 324-2450 Marian Lacey Lynda Qualle Laura Tanner Becky Sage 570-4165 Jerry Worm JeeaieWebb Connie Moore Vicki Barney 565-8465 Dr. Doyle Dillahunty Margaret Holt Brenda Matthe- 324-2415 Dr.Samuel Branch Sandra Johnson Mary Reece Margaret Bland 455-7440 Carolyn Teeter Beth Gremillion Ruby Mickle Vicki Barney 228-3000 Junious Babbs Carolyn Alexander Georgette Moore Barbara Bonner 671-6290 Lillie Carter Margie Northcutt Shirley Crow Deborah Boll 671-6250 Ralph Hoffman Eleanor Bodenhaner Shirley Crow Deborah Bolla 324-2430 Sharon Davia Minnie Vault Mantha Gilliam Nina Williams 324-2385 Anne Mangan Melody Barnn Wanda Mobley Cindy Warren 228-3086 Lionel Ward Renee Smith Reba Hen.on Marsha Mahan 570-4070 Charity Smith Mary Jo Stone Janet Ivy Ed Hamlett 671-6350 Lonnie S. Dean Beverly Harrie Alice Byers Elizabeth Anglin 228-3093 LaDell Looper Ann Campbell Pam La-on Marie Davia 570-4190 Willie Morris Edna Walton Sarah Sellers Millie McKenzie I 324-2470 Karan Buchanan Phyllis Ellie Christine Franklin Betty Nieaer 570-4195 There\" Courtney Annie David.on Martha Shepherd Pam Jackson 570-4175 Scott Morgan Peggy Weeks Irene Gulley Janice Yeatman 671-6363 Dr. Ed Jack.on Gir11Udt Blowni~Kriati T obty Arlene Chambl ... Sue Shappard 570-4180 Gwan Zeigler Ella Ander.on Mary Lynch Margo Swanson 671-6270 Pat Higginbotham Carolyn Burt Christine Farria Millie McKenzie WIii II Personal Numbers ill ALTERNATIVE LEARNING CENT Prlnclpal: Othello Falson 800 Apperson St Uttle Rock, AR 72202 324-2370 ALEXANDER, EVA CUSTOOIAN 624 FLETCHER n202 374-8107 ANDERSON, RUGENAL TEACHER 6301 CAMP ROBINSON RD #14 n118 BANKS, OTIS R TEACHER 410 DIVISION n114 3n-7637 CONNELLY, KENNETH D TEACHER RT 3 BOX 57 n104 332-8719 DOBBINS, TYRONE CUSTOOIAN  HEAD 1109 G STREET n114 945-5992 FAISON, OTHELLO 0 PRINCIPAL/ALTERNATIVE SCH 1823 SOUTH TAYLOR n204 666-8321 GRANDON, COLLEEN IC COONSELOR 4304 LEE n205 664-2148 GREER, GEORGIA WORKER JR HIGH FOOD SER 5806 MANDAN ROAD n210 821-3010 HAMLETT, ROBERT EDWIN SCHOOL NURSE 32 PRINCE DR n1u 851-8345 ICE\u0026lt;MI, ADA L TEACHER 10513 DIAMOND DRIVE n209 562-4162 MOORE JR, FRED SCHOOL BASED SECURITY OFF 4110 ~ST 25TH STREET n204 664-0637 OICERE, CAROLINE A AIDE REGULAR BU\u0026gt;GET 5913 LYNDELL DRIVE n209 562-1487 PETTUS, CARLL SCHOOL BASED SECURITY OFF 708 GREENLEA DRIVE n114 945-1525 REINHART, THOMAS T TEACHER n202 ROBERTSON, ANDREW A AIDE REGULAR BU\u0026gt;GET 714 PINE STREET no32 327-4973 TARTT, PHYLLIS G TEACHER n114 THOMAS JR, NEHEMIAH TEACHER 9201 KANIS APT. 9-F n205 BADGETT ELEMENTARY Prlnclpal: Mary Golston 6900 Pecan Rd Uttle Rock, AR 72206 324-2475 ADAMS, ARBELLE WORKER ELEM FOOD SERVIC 2901 LOMA DRIVE n206 490-1941 ADAMS, JANET L TEACHER 929 ~ST COLONEL GLENN RO n210 821-2173 ALBERT, REJEANA J TEACHER 10 MALCOLM COVE n209 565-6837 CAMPBELL, ETHEL J TEACHER 3806 DEBUSK CIRCLE n206 374-4433 CHILDS, SANDRA D TEACHER 7 CHARING CROSS ROAD no32 329-6156 GOLSTON, MARY R ELEMENTARY PRINCIPAL 8419 LABETTE n204 225-5594 GRAY, KATHRYN M AIDE SUPERVISION n206 490-1661 GREGORY, PATRICIA A COONSELOR 103 ICING PINE n120 834-1984 JONES, MARY R WORKER ELEM FOOD SERVIC 23 BEAUREGARD n206 490-0734 MAHAN, MARSHAL SCHOOL NURSE n211 225-6760 MCCRUEL, LESLIE L CUSTOOIAN  HEAD 3001 BATTERY n206 374-5924 MCGOwAN, DORIS J TEACHER 3505 HIGH n206 374-7101 MCLENNAN, ANNE TEACHER 2 ALBRIGHT CIRCLE n206 3n-0333 MERRILL, ANNETTE M ACADEMIC SUPPORT LAB ATTE 3123 ~ST 11TH n204 664-8277 MOORE, SHIRLEY J SECRETARY PRINCIPAL 10904 AP~TTOX n103 455-3768 NELSON, WILBURLENE R MEDIA CLERIC 3703 BOYD STREET n204 565-8437 PEARSON, BOYCE TEACHER 2016 EAST 4 TH n202 3n3267 PHILLIPS, THELMA AIDE SUPERVISION 6406 DOVE LANE 72206 490-0757 PRUITT, GAYLA R TEACHER 2106 BROADVIEW 72032 450-0007 ROWE, MARY M TEACHER 17 FOREST BROOIC COORT 72211 221-0809 SCRUBBS JR, WALTER AIDE REGULAR Bll\u0026gt;GET 1650 BARROW ROAD APT 38 72204 227-7315 SINGER, PATRICIA B TEACHER 320 NORTH SUMMIT 72205 TRAYLOR, KATHLEEN A TEACHER 1701 GROVE HILL 72116 771-7797 TRIMBLE, BETTY J ' TEACHER 1904 EAST CAPITOL 72202 375-7899 VALUE, TERRIL TEACHER 72204 WATSON, MERLYN F LIBRARIAN 25 JANWOOO DRIVE n201 228-9510 WATSON, MURIEL C AIDE  REGULAR BU\u0026gt;GET 2907 MARSHALL 72206 371-0831 WILLIAMS, LARRY L CUSTOOIAN 72206 WOOO, CRYSTAL A TEACHER 215 NORTH CLAREMONT 72116 833-6953 WRIGHT, ROSE M MANAGER ELEMENTARY Foa\u0026gt; WYATT, JANICE IC TEACHER BALE ELEMENTARY 6501 West 32nd St Uttle Rock, AR 72204 570-4050 ALLEN, LILLIAN F WORKER ELEM Foa\u0026gt; SERVIC BRANCH, MARTHA A TEACHER BROWN, CLARA J TEACHER CARR, SUSIE WORKER ELEM Foa\u0026gt; SERVIC CHILDS, FRANCES C AIDE REGULAR BUDGET COLLINS, PEGGY S TEACHER CONLEY, FRANCES J TEACHER DOCKERY, MAE IC TEACHER EASTERLY, SHEILA A AIDE REGULAR BUDGET FLC1,IERS, MARTHA L CUSTODIAN HEAD FRENCH, MELISSA IC TEACHER GADDY, ELLISTINE TEACHER GENTRYHEARD, RENEE' TEACHER GETER, R\u0026lt;JtJNDA L AIDE REGULAR BUDGET GEURIN, RAMONA M TEACHER GLOVER, BARBARA J MANAGER  ELEMENTARY Foa\u0026gt; Goa\u0026gt;EN, CORINE WORKER ELEM Foa\u0026gt; SERVIC HAMLETT, ROBERT EDWIN SCHOOL NURSE HARRIS, RONALD CUSTODIAN PART TIME HENDRICKS, LUCY M SECRETARY PRINCIPAL HILL, CAROLYN AIDE REGULAR BUDGET HlJlSON, MARY B AIDE REGULAR BUDGET HUTTO, MARYE TEACHER JACKSON JR, JOSEPH TEACHER JOHNSON, CARTHORIA TEACHER JOHNSON, DELMA J TEACHER MCBRIDE, BARBARA L TEACHER MILLER, VANESSA C AIDE SUPERVISION NELSON, JOANN E TEACHER NELSON, WILBURLENE R MEDIA CLERIC PLEDGER, OSHIE L TEACHER ROGERS, CHARLENE I TEACHER ROOSE, WARREN J COONSELOR SCARBROOGH, VALARIE ACADEMIC SUPPORT LAB ATTE SCHOFIELD, SANDRA LIBRARIAN SHENEP, CYNTHIA IC TEACHER SINGH, DONNA F TEACHER ST! LES, DONNA M TEACHER TALLEY, HELEN J TEACHER WILSON, LEVANNA M ELEMENTARY PRINCIPAL YEAGER, JlJllTH A TEACHER BASELINE ELEMENTARY 3623 Basellne Rd Little Rock, AR 72209 570-4150 AKERS, SMARRA D COONSELOR 1419 HANGER n202 376-4710 801 S ROONEY PARHAM #9H n205 2210421 Prlnclpal: Levanna WIison 7 WESTMONT CIRCLE n209 562-7402 8908 LEATRICE DRIVE n201 2257629 4508 WEST 1nH 71601 536-4108 1867 RICE 72202 3n-1514 9 SHAWNEE FOREST COVE n212 228937'9 1806 BRUCE no32 3003 EGGMAN LANE no32 327.3497 12007 TETON FOREST DRIVE n212 224-3807 5001 WEST 65TH APT B106 n209 562-7177 1406 PEYTON n204 1214 MAIN STREET n173 7963585 3205 BOYD n204 2243938 5320 MARYLAND n204 666-7063 3215 BISHOP n206 1708 SHUMATE n212 223-8570 3805 HOLT ST n204 565-2774 1601 S CEDAR n204 32 PRINCE DR n113 851-8345 2105 SCHILLER STREET n202 3n7476 4314 PINE DRIVE no15 847-2211 2100 WEST 22ND n202 376-1216 #24 BAY STREET n204 2244280 2919 ADAM STREET no32 327-9997 RT 4 BOX 142 n111 11801 DESOTO FOREST n212 223-8162 n216 9316 LABETTE DRIVE n204 225-1958 4124 WEST 15TH n204 6644116 1223 SOOTH TAYLOR n204 663-7793 3703 BOYD STREET n204 565-8437 6212 SHIRLEY DRIVE n204 666-167'9 4319 COBB n204 565-7848 n15 APACHE n205 661-0522 6200 ASHER AVE APT #176 n204 7703 ILLINOIS n201 224-6022 824 BEACON HILL COORT n211 225-7524 116 NEVADA 71901 15 NOB VIEW n205 225-1607 37 LAKESIDE n204 565-4146 1818 S JACKSON n204 663-0119 1118 WILD TURKEY COORT n211 225-3804 Principal: Dr. Mary Jane Cheatham 34 MELINDA DRIVE n209 562-8857 BAKER, PAULA E AIDE - FOUR YR OLD PROGRA 1304 MARLYN DRIVE 72205 BROOKS, LETITIA R TEACHER 116 SOUTH 24TH 71923 246-7057 BURCHETT, CARLETTA D TEACHER 9121.LEW DRIVE APT C 72209 BURCHFIELD, VICKI TEACHER 21443 CRABAPPLE CIRCLE 72065 888-1077 CALDWELL, JOSEPHINE B AIDE SUPERVISION 2701 SOUTH CROSS 72206 375-8055 CANNON, SHIRLEY L AIDE - REGULAR Bll\u0026gt;GET 3801 BASELINE APT 24 72209 CARTER, CHARLES R TEACHER 1323 SOUTH TYLER 72204 CASEY, DOROTHY A AIDE - SUPER1SION 5205 EAST 145TH STREET 72206 897-1190 CHEATHAM, MARY J ELEMENTARY PRINCIPAL 11401 SOUTHR IDGE 72212 225-4938 CONLEY, TINA A AIDE - FOUR YR OLD PROGRA 9914 DOBBY 72206 DEATON, BETTY K TEACHER 1049 CLINTON 71923 246-8537 FOSTER, BARRON J CUSTODIAN 3513 WHITFIELD 72204 228-0818 FOWLER, MILLICENT K TEACHER 1811 SOOTH GRANT 72204 661-1082 GAYLOR, ELSIE WORKER - ELEM FOOD SERVIC 311 CHARBETT DRIVE 72204 565-1269 GLASON, DIANNE M TEACHER 3313 WEST 10TH 72204 663-4584 HARDESTY, PATTY J TEACHER 7435 ANDERSON 72002 847-3406 HARRIS, BEVERLY CUSTODIAN 2112 SOUTH MARTIN 72204 666-6312 HARRIS, LORETTA M TEACHER 1500 S. TYLER 72204 .664-3045 HUFFMAN, CAROLYN A TEACHER 111 BROWNING DRIVE 71913 767-3001 HUSSEY, PAULINE K AIDE - SUPERVISION 8711 MIZE ROAD 72209 562-8183 JACKSON, CONNIE M AIDE - SUPERVISION 4010 ARAPAHO TRIAL 72209 568-2281 JAMES, MARILYN K TEACHER 4500 UNION AVE #43 71603 879-5798 JAMES, TERRIE J MEDIA CLERK 116 EAST 11G11 72116 758-8671 JONES, ANNETTE L SECRETARY - PRINCIPAL 4304 MARYLAND AVENUE 72204 LAMB, ANITA J TEACHER 13111 WEST MARKHAM APT 37 72211 223-9810 MARSHALECK, DONNA M TEACHER 2620 RIVERFRONT APT 256 72202 660-4458 MAYFIELD, CARLOS D AIDE - REGULAR BUDGET 2100 RICE STREET 72202 376-8016 MCDONALD, MARY J TEACHER 504 NEILING ROAD 72205 227-6046 MILLER, MICHAEL A WORKER - ELEM FOOD SERVIC #4 TRENT DRIVE 72209 562-3590 MITCHELL, MARIA A TEACHER 2804 WEST 6TH 72205 664-4668 NALLEY, MARGARET R LIBRARIAN 13017 CRABAPPLE PLACE 72209 455-2081 NORMAN, ANN C TEACHER 7101 GUINEVERE DRIVE 72209 562-3435 POTEET, LISA B TEACHER 3322 CARMINE COVE 72022 847-1465 RENDEL, RAYL CUSTODIAN - HEAD 609 PARKDALE 72117 945-2897 RUNYAN, JLl\u0026gt;ITH A ACADEMIC SUPPORT LAB ATTE 5511 BASELINE #9 72209 565-6332 SELF, ELAINE M TEACHER #29 MARKHAM PLACE 72211 224-7219 SINGLEY, PATRICIA L MANAGER - ELEMENTARY FOOD 1311 WEST WOODSON LATERAL 72065 888-8644 SNITH, DELWIN H TEACHER 3720 HIGH DRIVE 72206 372-2803 SNITH, EUNICE D TEACHER #14 HAWTHORNE DRIVE 72032 327-6316 SNITH, WILLIAM 0 TEACHER 9503 NORTH VIEW DRIVE 72120 834-5738 WEDGE, KIMBERLY D WORKER - ELEM FOOD SERVIC 15907 SHIRLEY DRIVE 72002 847-9655 WHITTAKER, NONA M TEACHER P .0. BOX 250021 72225 664-6694 YOUNG, STACEY L TEACHER 1812 RESERVOIR ROAD #119 72207 223-8901 BOOKER MAGNET Principal: Dr. Cheryl Simmons 2016 Barber St Little Rock, AR 72206 324-2482 ABBOTT, JO ANN TEACHER 5901 JFK BLVD #4224 72116 ALLEY, MARYL TEACHER 7575 CANTRELL APT 38 72207 663-4420 ARMSTRONG, MARTHA A TEACHER 5009 ROOSEVELT 72002 847-3072 AUST! N, CLARA D TEACHER 13820 WINDSOR ROAD 72212 225-5439 BAKER, MICHELE LYNN TEACHER 1221 RESERVOIR APT 146 72207 221-0789 BIRD, NOBUKO E WORKER ELEM FOOD SERVIC 111 HAMPTON COVE 72076 982-7105 BISHOP, NANCY COUNSELOR 82 ROB I NlJOD 72207 BLEDSOE, RITA l TEACHER 9907 SUFFOLK DRIVE 72204 227-9907 BONOS, WILMA 8 TEACHER 13425 1-30 72015 778-0911 BROWN, MARTHA C TEACHER 23815 HWY 10 72212 8689617 IURNS, PATRICIA M LIBRARIAN 7419 OHIO #3A 72207 6668266 BURRUSS, MERILYN P TEACHER 12 TALLYHO 72207 2285783 CHARLESTON, $ANTONIA AIDE SUPERVISION ROOTE 2 BOX 543 72206 4901836 CLARK, DENISE W TEACHER 8416 EASY STREET 72116 8348941 COLFORD, SUSAN TEACHER 600 NORTH MARTIN 72205 663-7202 CURRY, VIRGINIA E AIDE SUPERVISION 212 HILDA 72076 982-2n4 DAVIS, VELLA D MEDIA CLERIC 1923 EAST 38TH 72206 374.4775 DICKERSON, KAYE H TEACHER 11 BIRCHwoa\u0026gt; DRIVE 72032 3298612 DOOLEY, VIVIAN IC COONSELOR 5918 LIBERTY COVE 72209 5681251 DORER, ROBERT A TEACHER 33405 HWY 300 72135 330-2850 DUNAVIN, IVA L WORKER ELEM Foa\u0026gt; SERVIC 72206 ELLINGTON, LORETTA TEACHER 12120 PLEASANT FOREST DRI 72212 EZELL, DONNA J WORKER ELEM Foa\u0026gt; SERVIC 1621 WEST SHORT 1nH 72114 376-7114 FARLEY, JENNIFER D TEACHER 22 JOHNNY LANE 72116 8348675 GIPSON, DEBRA ELISE TEACHER 325 B SOOTH MITCHELL 72032 329-4943 HAMPTON, PAULA R TEACHER 5300 BASELINE ROAD APT 12 72209 8887318 HARDING, CASSANDRA D TEACHER 7805 woa\u0026gt;HAVEN 72209 HARRELL, ALICE L AIDE SUPERVISION 1906 DOVER LANE 72206 375-6052 HAYES, \u0026lt;4AH CUSTOOIAN 3116 CENTER STREET 72206 375-2718 HESTIR, JOANN TEACHER 1817 WEWOKA DRIVE 72116 834-2365 HIGDON, TAMMY TEACHER 7700 NORTH HILLS BLVD #80 72116 834-0192 HUIE, CAROLYN IC TEACHER 200 MILLwoa\u0026gt; CIRCLE #413 72206 851 0486 JEFFRIES, VEARLON L TEACHER 1218 WEST 28TH 72206 JOHNSON, MAYREAN S TEACHER 11893 RIVERCREST DRIVE 72212 JONES, ALICIA R TEACHER 43 WARREN DRIVE APT #98 72209 JOYNER, TISA S SECRETARY PRINCIPAL 420 MESA DRIVE APT IC54 72211 WP, ROSE MARIE TEACHER 914 SCHRINER CClJRT 72116 753-3325 KELLEY, CLEMENTINE TEACHER 6601 STERLING DRIVE 72204 6632584 KELLEY, LOIS W TEACHER 15 INVERNESS CIRCLE 72212 227-5148 KELLY, EVELYN TEACHER 1604 SCOTT APT B 72206 372-5338 KINDER, JAMES B TEACHER 8617 NANCY PLACE 72204 562-0879 _LACEY JR, JESSE J ASST PRINCIPAL ELEMENTA 6412 SHIRLEY DR 72204 664-7912 LEHNHOFF, DENNA N TEACHER 5905 LOWRANCE 72118 758-4167 LOFTON, MARY R TEACHER 10 HAMPSHIRE CIRCLE 72212 225-0966 MARSHALL, JAMES A CUSTOOIAN  HEAD 1404 S WASHINGTON 72204 664-2158 MCGUIRE, STEPHEN IC TEACHER 500 CAMBRIDGE PLACE 72207 836-2785 MCMORRAN, NARY E TEACHER 101 LANCASTER 72209 56223n MEYERDIRIC, CAROL A TEACHER 1201 SOOTHEDGE 72207 225-9121 MIDDLETON, PATSY A ACADEMIC SUPPORT LAB ATTE 13120 QUAIL CREEK #B 72206 8884587 NEIICOMB, DARYL D TEACHER 2124 N. 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BOX 4813 72214 IIILLIAMS, TONYA N TEACHER 3501 IIHITEFJELD 72204 2275883 IIJLLIAMSON, NANETTE E TEACHER 9909 SATTERFIELD DR 72205 2257133 ZAICRZEIISKJ, MERRY C TEACHER 7901 HENDERSON ROAD 72210 4550956 FOREST PARK ELEMENTARY 1600 N. Tyler Principal: Virginia Ashley Little Rock, AR 72207 671-6267 ALEXANDER, CAROLYN A ACADEMIC SUPPORT LAB ATTE 7425 FAIRFIELD 72209 ALLISON, !DONAR AIDE SUPERVISION 3204 IIEST 13TH STREET 72204 6610372 ARNOLD, PORTIA M TEACHER 4223 GINGER DRIVE 72015 7941086 ASHLEY, VIRGINIA B ELEMENTARY PRINCIPAL 11706 PLEASANT RIDGE DR# 72212 2252990 BATTS, KATHY M AIDE SUPERVISION 904 CAMPUS 72114 3748954 BOYCE, MARY L LIBRARIAN 2200 ANDOVER COORT APT 70 72207 225-12n BROWN, GEORGE CUSTOOIAN  PART TIME 1410 SPRING APT 6 72202 CALLAHAN, STEPHANIE R TEACHER 2201 IIESTERMAN DRIVE 72015 m-0242 CLEMENTS, CAROLYN C TEACHER 415 NORTH PALM 72205 6648662 COLE, CAROLYN S NEAL TECHNICIAN FOOO SE 3226 BATTERY 72206 3766939 COLLINS, CYNTHIA R TEACHER 1221 RESERVOIR ROAD #273 72207 2213540 CCl4BS, BUENAH H TEACHER 6600 ICENIIOCO 72207 6666296 CRANER, KATHY L IIClRICER  ELEM FOOO SERVIC 431 MCCAIN BLVD 72114 7580916 DARBY, EVELYN J AIDE SUPERVISION 3001 EAST IIASHINGTON 72114 9453906 EVANS, MYRTLE D COONSELOR 2309 BATTERY 72206 3742931 FAULKNER, LISA E TEACHER 6412 A SANDPIPER 72205 6610205 GESTAUT, HELEN F TEACHER 11109 SABINE VALLEY DRIVE 72212 2239842 GHANT, JANET M TEACHER 1715 LEIIIS 72204 666-7054 GJNNAVEN, ELLEN J TEACHER 11714 PLEASANT RIDGE DR# 72212 2279072 GORDON, JANICE L TEACHER 10 SlJINERHJll CT 72211 2278857 HARRIS, EARNESTINE IIClRICER  ELEM FOOO SERVIC 1720 BARROII ROAD APT 69 72205 2256563 HUNT, MARIETTA S TEACHER 1904 Nill CREEK 72116 n1-1418 KEARNEY, MAPLE J TEACHER P.O. BOX 45933 72214 5627348 KITCHENS, DON E CUSTOOIAN  HEAD 6105 BATTLE ROAD 72209 5688715 LANEHART, FRAN S MEDIA CLERIC 2700 MONTREAL 72204 2255981 LEMLE, NETTIE S TEACHER 72212 LUSBY, MARY B SECRETARY PRINCIPAL 216 SCHOOLIIOOO LANE 72207 664-3981 MACHEN, JA!IET A TEACHER 1427 N UNIVERSITY t N 328 72207 6667557 MEVAIIALA, BARBARA GAIL TEACHER 14309 SHEPARD DR 72212 868-4652 MOLDEN, HCU:R L CUSTOOIA!I 2117 SCl.lTH VALMAR 72204 6647388 MOORE, CYNTHIA C TEACHER 5024 STONEWALL 72207 6639185 PAIGE, CYNTHIA AIDE REGULAR Bll\u0026gt;GET 1716 JUNIOR DEPUTY ROAD 72205 2219425 RUSSELL, TAJUANA I TEACHER 1809 TULANE AVENUE 72202 375.9570 SIGNAIGO, CYNTHIA L TEACHER 1517 ALBERTA 72207 2244378 STILES, DONNAN TEACHER 15 NOB VIEII 72205 2251607 TITSWORTH, TERESA L TEACHER 1802 ALDEN APT 1 72207 6647234 TURNER, ALVIN D TEACHER 206 RHONDA STREET 71923 246-7025 IIALLIS, ERICA LYNN TEACHER 3 STONEBROOK CClJRT 72211 2275033 I/ENGER, CAROLYN J TEACHER 18 HAYFIELD DRIVE 72207 2275381 IIHITEERIIIN, PATRICIA IC TEACHER #4 NOB Hill 72032 3275203 WILLIAMS, KENNETH L AIDE SUPERVISION 2123 LABETTE MANOR DR #21 n202 221-3760 WILSON, GLORIA P TEACHER 4216 TATUM n204 565-0483 FRANKLIN ELEMENTARY Prlnclpal: Franklin Davis 1701 South Harrison Little Rock, AR 72204 671-6380 ADAMS, PAMELA KATE TEACHER 501 NAPA VALLEY APT n5 n210 221-0269 ANDERSON, BARRY L AIDE DESEGREGATION 1000 VICTORY STREET n202 374-3679 BATSON, JIM P TEACHER 10 IIESTl,l()(X) LN n204 565-5905 BELT, RONALD C CUSTODIAN 607 IIEST 33RD STREET n206 568-82n BRADFORD, GLADYS M TEACHER 916 CONNER AVE n202 375-2704 BROW, CAROL A LIBRARIAN 1701 IIESTPARK #174 n204 663-3048 BRUCE, JACQUELYN D ACi\\DEMIC SUPPORT LAB ATTE 4913 IIEST 18TH n204 BUCK, JENNIFER L TEACHER 102 KEVIN COVE no22 847-0120 CALLAIIAY, MARSHA A TEACHER 1412 N. MELLON n201 666-7095 CARPENTER, MARYL TEACHER 33 OPHELIA DRIVE n113 851-3224 CARTER, KAREN A TEACHER 19118 DENNY ROAD n211 821-2113 CATO, VERNADA L ACADEMIC SUPPORT IIRITING 1702 ARROWHEAD RD APT A n118 791-0765 CHANDLER Ill, HILTON C AIDE DESEGREGATION 1009 MARTIN LUTHER ICING D n202 375-5654 COKELEY, GIIENDOLYN D TEACHER P.O. BOX 192884 n219 565-3601 COLEMAN, THELMA MEDIA CLERIC P.O. BOX 21512 n221 225-8281 CRENSHAW, ORAL CClJNSELOR P.O. BOX 7095 n116 834-5173 DAVIS, FRANKLIN A ELEMENTARY PRINCIPAL 11 MOCKINGBIRD LANE no32 3298n2 DAVIS, LANITA J TEACHER 21009 SARDIS ROAD n103 557-5924 DAVIS, WAVERLY Y TEACHER 2516 DORCHESTER DRIVE n204 223-2586 DOZIER, PRESTON CUSTODIAN 5201 GEYER SPRINGS APT 34 n204 568-7110 EDDY, JANICE M TEACHER P.O. BOX 360 no23 843-6466 FLEMING, TAMMIE ACADEMIC SUPPORT IIRITING 96 MONROE DRIVE n204 6619n2 FOWLER, EARLENE W TEACHER 1314 IIEST 15TH n202 375-9255 GARNER, DEBRA A TEACHER 5813 BASELINE ROAD #246 n209 565-8423 GETER, LAVERNE AIDE DESEGREGATION 2417 EAST 2ND n114 376-4592 GILES, ALMEDA TEACHER 1no BARROW RD. #96 n204 221-2779 GRAY, CAROLYN W TEACHER 1607 SHUMATE n212 227-5928 GRAY, LClJ A TEACHER 6315 GREENl,l()(X) n201 661-9324 HALEY, IRIS J l,IORICER  ELEM FOOO SERVIC #7 SOUTHMONT DRIVE n209 562-8147 HAMMONS, BRENDA J TEACHER 35 NORTH MEADOWCLIFF n209 562-5244 HARDY, WILLIE D AIDE REGULAR BUlGET noo GLEN OAK DRIVE n209 568-6234 HARRIS, LUVENIA M AIDE SUPERVISION n204 HENRY, SADIE A AIDE FClJR YR OLD PROGRA 4n1 TIMBERLAND n204 455-1547 HIGHT, REBECCA R TEACHER 1808 MILL CREEK n116 758-8396 HOOO, MARTHA CAROLYN AIDE DESEGREGATION 1708 S HARRISON n204 661-0378 ISLAM, ARIE M AIDE DESEGREGATION P.O.BOX 192113 n219 568-6749 JACKSON, CYNTHIA M l,IORICER  ELEM FOOO SERVIC n206 JACKSON, GLORIA J ACADEMIC SUPPORT IIRITING 5n1 TRENTON LANE n209 565-7811 JAMES, SANDRA S CClJNSELOR 3700 CANTRELL APT 709 n202 661-0531 JOHNSON, MARILYN F TEACHER #8 TANYA CClJRT n204 225-6918 JORDAN, DEMETRIA A TEACHER 529 MELANIE LANE n118 KEATHLEY, DEANA M SECRETARY PRINCIPAL 8815 NANCY PLACE n204 562-4246 LAWRENCE, PAMELA E AIDE DESEGREGATION 3no TUDOR DRIVE n204 227-0638 LEE, WILLATHAL l,IORICER  ELEM FOOO SERVIC 3316 MARYLAND n204 MACON, BETTIE J l,IORICER  ELEM FOOO SERVIC 1301 SOUTH JACKSON n204 MATHENY, JUNE W TEACHER 8225 ALVIN LANE n201 MCCLENDON, ESSIE TEACHER 3700 BalERS n204 565-6353 MCFARLAND, BILLY C TEACHER 500 NAPA VALLEY DRIVE APT n211 223-2839 MCINTOSH, SANDRA G SECRETARY ATTENDANCE 5824 I/EST 14TH n204 666-1438 MCNULTY, LEANNE TEACHER n09 I/EST 29TH n204 227-6416 MONTGOMERY, JADE B TEACHER 2118 FAIR PARK BLVD. 72204 MYERS, TRACY LAND TEACHER 2221 N. MCKINLEY 72207 663-1068 PARISH, PATRICIA TEACHER 225 KEIGHTLY DRIVE APT B- 72207 664-1689 PERSON, PAMELA I TEACHER 5716 RANDOLPH RD 72116 758-0887 PHILLIPS, TABITHA L ASST PRINCIPAL ELEMENTA 1615 N. HUGHES 72207 663-6695 RIGGINS, LINDA J AIDE  DESEGREGATION 8223 SCOTT HAMILTON 72209 562-2357 ROBINSON, ALICE M ACADEMIC SUPPORT IIRITING 1403 SOUTH VAN BUREN 72204 ROLLINS, HELEN L SCHOOL NURSE 13400 MEYER 72103 455-2819 ROY, LORETTA AIDE  DESEGREGATION 5005 WEST 21TH STREET 72204 666-9487 SCHOEMAKER, EDNA R TEACHER 6612 POPPY DR 72209 562-6205 SCOTT, MONICA T AIDE CHAPTER I INSTRUCT 1915 SOUTH IZARD STREET 72206 372-3658 SCRUBBS, VERNA M TEACHER P.O BOX 23512 72207 223-4983 SHARP, CONNIE D TEACHER 6115 WEST MARKHAM APT 3A 72205 SMITH, BEVERLY A AIDE FOUR YR OLD PROGRA 804 WEST 24TH 72206 374-7798 SMITH, LEE M TEACHER 8 TOWNE COURT #12 72207 224-8913 STAGGERS, ANDREW AIDE DESEGREGATION 2600 SOUTH OAK 72204 666-7782 THORNTON, JOSEPHINE CUSTOOIAN  HEAD P.O. BOX 26 72053 490-0944 TRIMBLE, BETTY J CUSTOOIAN 2019 WEST 18TH ST 72202 375-2990 VINES, GWENDOLYN M AIDE DESEGREGATION 72206 WARE, KAREN J TEACHER 423 SOUTH 19TH 71923 \\ 246-9649 WEAVER, FRANCES I WORKER - ELEM FOOO SERVIC 6009 STAGECOACH ROAD 72204 455-1952 WINSTON, JANE A TEACHER 717 LEGATO 72205 227-4406 YOUNG, ELIZABETH MANAGER - ELEMENTARY FOOO 712 WEST 22ND 72114 FULBRIGHT ELEMENTARY Principal: Mac Huffman 300 Pleasant Valley Dr Little Rock, AR 72212 228-3080 ALEXANDER, CAROLYN A ACADEMIC SUPPORT LAB ATTE 7425 FAIRFIELD 72209 BAKER, SUSIE TEACHER 2704 CENTER 72206 375-9444 BLAINE, BARBARA B COUNSELOR 5 BERGERAC 72211 225-3267 BOGA, DIANE WORKER - ELEM FOOO SERVIC 8820 MIZE ROAD 72209 568-6871 BOREN, SYLVIA M MANAGER ELEMENTARY FOOO 10224 JANA DRIVE 72209 565-6915 BREWER, GLORIA V AIDE - SUPERVISION 4608 PRINCETON 72204 664-8154 BROADAWAY, DONNA C LIBRARIAN 51 KINGS ARMS RD 72207 225-4180 BURNS, VALERIE J WORKER ELEM FOOO SERVIC 1928 WEST 29TH 72206 375-6760 COLEMAN, THELMA MEDIA CLERK P.O. BOX 21512 72221 225-8281 COOPER, DOROTHY M TEACHER 10822 BRECKENRIDGE DRIVE 72211 225-6928 COURTNEY, JUDITH E TEACHER 3303 ECHO VALLEY DRIVE 72207 227-0468 CROCKRAN, GLORIA M ACADEMIC SUPPORT LAB ATTE 3224 SOUTH ARCH 72206 375-3342 OEADMON, CAROLYN F CUSTOOIAN 1310 ROCK STREET APT A 72202 376-4291 DUBOIS, BETTY F WORKER - ELEM FOOO SERVIC 16501 TAYLOR LOOP ROAD 72212 868-5787 FAUSETT, L YNOA M TEACHER 10709 PLATTE VALLEY DRIVE 72212 225-8803 FOOTE, CHARLES R TEACHER 3303 ECHO VALLEY DRIVE 72207 FREEMAN, BUFUS AIDE SUPERVISION 2520 DORCHESTER DRIVE 72204 224-4481 FRITZ, TERRY K AIDE CHAPTER I INSTRUCT 7601 NORTH CHICOT RD APT 72209 568-8665 GADDIE, OLIVIA S TEACHER 72207 GRAY, PEGGY A TEACHER 2620 CHESTER 72206 374-2430 GRINAGE, KIMBERLY L TEACHER 4804 PRINCETON DRIVE 72204 664-3249 HALL, CAROLYN L TEACHER 818 ARTHUR DR 72204 661-9582 HAMNONO, EILEEN A TEACHER P.O. BOX 23862 72221 HARRIS, SHARON R TEACHER #2 PLEASANT FOREST COVE 72212 224-0817 HIPP, BRENDA J TEACHER 10620 CRESTDALE LANE 72212 224-4117 HONORE'SMITH, KAREN P TEACHER 9203 TANYA DRIVE 72204 225-3101 HUFFMAN, MAC W ELEMENTARY PRINCIPAL 219 LINl,l()()O CIRCLE 72205 663-0513 HURD, JACK I ENEL TEACHER 7417 CHOCTAW ROAD 72205 666-7158 JACKSON, MONA RENEE TEACHER 10218 RONALD 72205 224-2982 JACOBS, JOAN ELIZABETH AIDE CHAPTER I INSTRUCT n205 JONES, BEVERLY ASST PRINCIPAL ELEMENTA 14107 HIGH POINTE DRIVE n211 225-n18 JONES, KAY TEACHER n212 225-0824 KEITH, BARBARA S TEACHER 6909 IIEST 34TH n204 562-1502 LOYALL, JULIA F TEACHER PO BOX 6098 n116 8356810 MILLER, MARGARET L \\olORICER  ELEM FOOD SERVIC 16504 TAYLOR LOOP ROAD n212 868-5804 PACE, MARTHA V TEACHER 15 MCGOVERN DRIVE n205 227-0285 PARKER, GERALD AIDE REGULAR BUDGET 5707 SONORA n209 371-0569 PENN, CARA L TEACHER 63 LAKESIDE DR n204 5682571 PERRY, LUCIA G SCHOOL NURSE 610 BEVERLY n116 8355m PITTMAN, CHARLOTTE M AIDE  TITLE VI B INSTRUC 4503 IIEST 11TH n204 666-8380 PITTMAN, DEVIN A AIDE SUPERVISION 4503 IIEST 11TH n204 6668380 PRICE, MARVIN IC CUSTODIAN  HEAD 924 JOHNSON STREET n204 PRU ITT, ROBERT AIDE SUPERVISION 1022 PULASKI n202 375-3528 REDD ITT, KAREN L SECRETARY PRINCIPAL 69 ICINGSPARIC ROAD n201 225-0890 ROBERTO, LOIS C AIDE REGULAR BUDGET 1420 BRECKENRIDGE #71 n201 ROBINSON, BEVERLY IC COUNSELOR 9 TALLYHO COURT no16 985-2375 SCARVER, DORIS L CUSTODIAN PART TIME 2405 DORCHESTER n204 228-6513 TABOR, GINA L TEACHER 2009 KAVANAUGH APT B n205 THOMPSON, MITZI A TEACHER #23 WILDI.IOOO DRIVE no23 USSERY, KAREN L AIDE SUPERVISION 7601 N CHICOT RD APT 3A n209 568-8665 WATSON, THELMA P TEACHER 1509 GEYER STREET n202 375-n86 IIESTLAICE, BEVERLY A TEACHER #8 RIDGEIIELL n120 8340544 WILLIAMS, !RISH A TEACHER 1601 N. SHACKLEFORD #207 n211 221-3421 WILSON, ALVIN CUSTODIAN 4023 LUGWIG n204 565-3650 WILSON, JULIA D TEACHER #2 CAMBRIDGE DRIVE no32 329-4239 WOOLLY, CAROL J TEACHER 30 PAMELA DRIVE n201 224-5341 WYATT, JOYCE L REGISTRAR 109 PEBBLE BEACH n212 225-9499 WYATT, MARIAN G TEACHER 36 TALLYHO LANE n201 225-8n6 GARLAND ELEMENTARY  Principal: Robert Brown 3615 W. 25th St Little Rock, AR 72204 671-6275 ARNOLD, THEESSA J TEACHER 4308 IIEST 13TH n204 666-1983 ATKINSON, KRISTY LYNN TEACHER 8 OHIO COVE n201 227-7091 BANKS, RICKEY D TEACHER 15 HOWELL DRIVE n204 221-2946 BEALER, CAROL F ACADEMIC SUPPORT WRITING n204 BOSLEY, MICHAEL CUSTODIAN  HEAD 2919 CENTER STREET n206 371-0343 BROWN JR, ROBERT L ELEMENTARY PRINCIPAL 5000 N VINE n116 758-8709 BRUCE, JACQUELYN D ACADEMIC SUPPORT LAB ATTE 4913 IIEST 18TH n204 BUCKNER, KENNETH A AIDE DESEGREGATION n204 CALLAWAY, ANN W SCHOOL NURSE 120 NORTH lolOOOLAND no32 327-4647 CARR, MELANIE TEACHER 1931 MARTIN ST APT. G no32 329-1529 CLAYBORN, CHRYSTAL LANE TEACHER 601 RIDGEWAY APT C1 n205 6630170 COLE, BETTY J TEACHER 24623 SIMPSONVILLE LANE n211 821-2281 COLLIER, DELISA Y ' AIDE SUPERVISION 3302 SPRING STREET n206 375-7782 COX, MYRENE A MEDIA CLERIC 3121 HAZY RIDGE COURT n201 227-0323 DAILEY, MARYE AIDE DESEGREGATION n204 DANIELS, DOROTHY L AIDE REGULAR BUDGET 3200 CENTER n206 374-5645 DAVIS, PHILLIP L TEACHER 2205 FOREST CREEK DRIVE n211 221-9016 DAWKINS, CAROLYN ACADEMIC SUPPORT LAB ATTE 1713 EAST 21ST n202 3n0930 EICWOROMADU, YOLANDA D TEACHER n209 FANSLER, BARBARA I AIDE DESEGREGATION 2909 W 25TH n204 664-5289 FELLS, JOSEPH AIDE SUPERVISION n204 GREEN, MICHAEL B TEACHER P.O. BOX 443 no53 490-1855 GROSS, DEBBIE C TEACHER #3 DEBBIE CIRCLE n209 HALL, GRACIE J HAMPTON, VALDA D HANDY, ROSIE L HARDIN, CASANDRA ANN HARRIS, BOBBIE C HINES, BEVERLY J HOUSE, KEITH L JESTER, LINDA JONES, CHERYL T JONES, DAVID L LEWIS, MARGARET A MCBRIDE, DOROTHY L MIRANDA, CARLA J MOTTIN, MICHELLE S NELSON, REBECCA M NORWOOO, FAYE C RICHARDSON, ANNIE L RICKS, SHAWN D ROBERTS, KATHLEEN H ROBINSON, MARLENE M RODGERS, Jll\u0026gt;Y C RUNION, DIANNE C RYNDERS, MICHAELE SIMS, SHARON R SLATER, LEROY SMITH, MARY C STANSBERY, ANITA L TAYLOR, MONICA TROTTER, MARTHA A WATSON, TONYA WILLIAMS, RACHELL WILSON, EDDIE L WILSONROBINSON, PERRYLYN WYATT, JANICE IC YOUNG, CORAL TEACHER AIDE TITLE VI B INSTRUC AIDE REGULAR BUDGET TEACHER WORKER ELEM FOOD SERVIC TEACHER TEACHER TEACHER COUNSELOR MULTIMEDIA TECHNOLOGY/ED AIDE REGULAR BUDGET WORKER ELEM FOOD SERVIC AIDE REGULAR BUDGET TEACHER LIBRARIAN TEACHER MEAL TECHNICIAN FOOD SE TEACHER AIDE  DESEGREGATION TEACHER AIDE REGULAR BUDGET TEACHER ACADEMIC SUPPORT LAB ATTE TEACHER TEACHER AIDE TITLE VI I INSTRUC TEACHER TEACHER CUSTODIAN AIDE SUPERVISION SECRETARY PRINCIPAL CUSTODIAN  PART TIME ELEMENTARY IV TEACHER AIDE REGULAR BUDGET GEYER SPRINGS ELEMENTARY 5240 Mabelvale Pike Uttle Rock, AR 72209 570-4160 ALLEN, ROSALYN C BELL, CLOIS L BOHRA, REBECCA L BOX Ill, DAVID H BRIGHT, GLADIS BROWN, THISSIE L COOPER, JUANITA COUNTS, CARLA M COX, ELEANOR V CRAIG, DEBORAH L CROFT, BRENDA M DOUGLAS, PATSY G DLMAS, JOSEPHINE FARLEY, KATHEY D FELDER, ARTHUR L GILBERT, JEAN H GINGERICH, TAMARA L WORKER  ELEM FOOD SERVIC TEACHER TEACHER AIDE SPECIAL EDUCATION CUSTODIAN AIDE SUPERVISION AIDE SUPERVISION AIDE  REGULAR BUDGET ELEMENTARY PRINCIPAL TEACHER TEACHER TEACHER TEACHER LIBRARIAN AIDE REGULAR BUDGET TEACHER TEACHER 1723 S. TAYLOR 3701 Lll\u0026gt;WIG 22 KINGSPARK DRIVE 2600 HIGH 2000 JR DEPUTY ROAD noa OAKRIDGE 4 PHYLLIS COURT 1910 SOUTH JOHNSON 13003 EL ROAD 1414 SCOTT STREET 11006 LEMONCREST LANE 2205 STATE 4223 WEST 25TH STREET 1902 CROSS 7117 SHAMROCK DRIVE 1212 DORTCH LOOP 1601 N SHACKLEFORD BLGD4 P.O. BOX 5785 201 SPRINGWOOO DR 3524 GUM STREET 1604 SCOTT APT B 5000 WEST 29TH 431 MCCAIN BLVD APT 225N 801 S RODNEY PARHAM #9H 1924 WEST 29TH n204 n204 n164 n113 n206 n206 n205 n210 n116 72204 no16 n204 n206 n206 n209 n206 n204 n206 n205 n205 n118 n205 n111 n211 n215 n211 n218 n206 n204 n204 n120 n204 n116 n205 n206 Prlnclpal: Eleanor Cox 8711 BOULDER LANE 2912 RESERVOIR 6401 SHIRLEY DRIVE 39 REGINA CIRCLE 2124 LABETTE MANOR DR APT 2116 SINGLETON COURT 6310 ASHER AVENUE #619 9219 TIMBER VALLEY ROAD 11901 PLEASANTREE DRIVE 2409 BLACKWOOO ROAD 9303 TANYA DRIVE 1830 SCHILLER STREET 935 HOGAN LANE 6116 ARBOR COVE APT 3 6311 SHERRY DRIVE 5514 DEVONSHIRE COURT n209 n201 n209 n204 n209 n205 72204 n204 n204 n211 n201 n204 n202 no32 n209 n204 n209 6666198 5628576 8510208 3753197 2275106 8353709 9852836 6638354 8882873 455.5544 3744267 3710225 6632778 2239315 2255936 3n5338 8358635 2210421 3753176 2285327 2212992 6636492 5687328 2248089 5689471 5681106 22s-n14 6643378 374-4200 3271765 5623931 562-6852 G\\IIN, LISA IC TEACHER 1210 KELLOGG ROAD n120 834-4218 HARTMAN, KRISTI MAREE TEACHER 3022 WARE STREET n204 568-9934 HAYMAN, KIMBERLY B SCHOOL NURSE n209 HIGHTOWER, NITA J TEACHER 7900 WEST 25TH n204 224-1765 HI LL, DOLORES J TEACHER 5201 PRIMROSE n209 565-5616 JONES, MILDRED B TEACHER 1617 SOUTH CLEVELAND n204 663-5855 ICVZER, ADAM MANAGER ELEMENTARY FOOO 7825 HOMESTEAD DRIVE n103 888-5046 LANEHART, FRANS MEDIA CLERIC 2700 MONTREAL n204 225-5981 LEE, SANDRA L TEACHER P.O. 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ROOSEVELT n206 IIILLIAMS, ROGER N ASST PRINCIPAL SECONOAR 2507 GUNPCU\u0026gt;ER n201 225-5557 IIILLIAMS, VELMA J TEACHER 816 SKYLINE DRIVE n116 758-7962 IIILSON, RICHARD L ACADEMIC SUPPORT LAB ATTE 215 DRYAD LANE n205 227-4891 J. A. FAIR HIGH SCHOOL Principal: Al Niven 13420 David o. 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Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1220","title":"Little Rock School District, personnel directory","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School administrators","School board members","School employees","School management and organization","School principals","School superintendents"],"dcterms_title":["Little Rock School District, personnel directory"],"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/1220"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1994 Personnel Directory LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION AN ADVOCACY ORGANIZATION REPRESENTING THE INTERESTS OF THE LITILE ROCK SCHOOL DISTRICT'S TEACHERS, CUSTODIANS, AIDES AND BUS DRIVERS \"OVER 25 YEARS OF OUTS'fANDING SERVICE TO OUR MEMBERS\" LRCTA AEA NEA STRENGTH THROUGH UNITY 1500 West 4th Street, Suite 305 Little Rock, AR 72201 (501) 372-3519 Little Rock School District Administrative Directory 1994 Zone 1 2 3 4 5 6 7 Board of Directors Director Term ends Dr. Katherine Mitchell 1996 Shorter College 604 Locust Street, NLR, 72114 374-6305 T. Kevin O'Malley 1996 Ark. Board of Review Tower Building - Suite 700, 01 324-9038 ank Bldg. ol Avenue, 01 John A. Riggs, IV J. A. Riggs Tractor Co. P. 0. Box 1399, 03 570-3528 Linda Pondexter Fuller Jr. High P. 0. Box 8601, 16 490-1503 Patricia Gee 8409 Dowan Drive, 09 562-0571 Oma Jacovelli 6622 Gold Court, 09 568-7585 1994 1996 1994 1994 Dr. Henry P. Williams, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501) 324-2000 MAY 4 1994 Office ot Desegreg lion Mon,tori g LRSD Central Offices All Plexar Station (228, 324, 455, 570, 671) can be called by Curriculum 324-2010 dlaling the lut four-digit extenelon. For Information call Deaegregation 324-2000. Dr. Ruaeell Mayo, Aaeoc. Superintendent 324-2271 LOCATIONS Arma Hart, Deaegregation Facilitator 324-2109 LRSD Adminiatration Building 324-2000 Deputy Superintendent 324-2010 810 W. Markham, 72201 Eatelle Matthie, Deputy Superintendent Adminltration Annex 324-2000 Sterling Ingram, Aesoc. for Inst. to the Deputy 324-2124 100 S. Arch, 72201 Margaret Gremillion, Asst Supt. Elementary 324-2006 Adult Education 324-2260 Larry S. Roberteon, Aest. Supt.  Elementary 324-2007 1401 Scott St., 72202 Dr. Victor Anderson, Acting Aul Supt. Secondary 671-6200 Alternative learning Center 324-2370 Early Childhood Education 324-0517 800 Apperson St., 72202 Pat Price, Coordinator Cafeteria/Food Servicee 324-2250 English/Foreign Language/ESL 324-0513 1501 Jon .. , 72202 Gene Parker\nSupervieor lnetructional Resource Center (IRC) Exceptional Children 6th \u0026amp; Ringo, 72201 Gifted/Talented 324-2194 Computer Central 324-0515 Mable Donaldeon, Supervieor Early Childhood Education 324-0517 Special Education 324-2180 Englieh 324-0510 Dr. Patty Kohler, Director English Second Language 324-0510 Family Ufe Education/New Futures 324-0518 Foreign Languag\" 324-0510 Rene Carson, Coordinator lnetructional Madia Center 324-05n Federal Prograrn.iGranta 324-2110 Math 324-0520 Leon Adame, Director PAC 324-0525 Financial Services 324-2078 Reading 324-0526 Mark Milhollen, Controller Science 324-0518 Health Services 324-2161 Social Studi 324-0514 Gwan Efird, RN, Coordinator (beeper)569-0244 Staff Development 324-0500 HIPPY 324-2266 Metropolitan Vo-Tech. Ed. Ctr. 565-8465 Marian Shead, Supervisor no1 Scott Hamilton Road, 72209 Human Reeourc 324-2080 Plant ServicIMaintenance 570-4020 Dr. Richard Hurley, Director 3601 S. Bryant, 72204 Robert Robinson, Recruiting Coordinator 324-2088 Procurement \u0026amp; Materials Management 324-2230 Information Servic 324-2055 1800 E. Sixth, 72202 John Ruffins, Interim Director Sefety and Security 324-2400 Instructional Resource Center 324-0518 1001 E. 21 St., 72202 Dennie Glasgow, Director Student Assignment Offices 324-2272 Insurance Office 324-2083 501 Sherman, 72202 KLRE/KUAR FM 569-8485 Transportation Dept. 570-4000 Regina Dean, Manager 5400 Murray, 72209 Labor Relations Quigley Stadium 324-2426 Bredy Gadberry, Specialist 324-2116 2409 W. 14th, 72202 Ubrary/lnstructional Tech 324-05n Lucy Lyon, Coordinator DEPARTMENTS Mathematics 324-0520 Adult Education 324-2260 Judy Trowell, Supervisor Paulette Martin, Director Carmelia Crawford, Specialist Athletic Department 324-2426 Kathy Daneahmandi, Specialist Busin Ed/Home EconomiC9 570-4043 Shirley Harper, Specialist CARE Program 324-2395 Docia Jones, Specialist Martha Rogers, Supervisor Trish Killingsworth, Specialist Cafeteria/Food Services 324-2250 Renee Kovach, Specialist Jackie Boykin, Director New Futures 324-2112 Communications Department 324-2020 Linda Young, Liaison Jeanette Wagner, Director Parent Involvement 324-0525 Community Education 570-4149 Catherine J. Gill, Coordinator Brenda Scrimeger Parent Recruiters 324-2288 Troy Cole, Recruiter Becky Rather, Recruiter Coordinator 324-2287 Ron looper, Specialist 324-0500 Partnel'9 In Education 324-2297 Su Walls, Specialist 324-0500 Debbie Milam, Coordinator Marian Woods, Specialist 324-0500 Pt-,nlng, R__,ch and Evaluation 324-2120 Stud nt Assignment Office 324-2272 Dr. Robert Clowers, Director Julie Wiedower, Student Assignment Officer Plant Services/Maintenance 57D-4020 Student Hearing 324-2169 Doug Eaton, Director Dr. Linda Watson, Officer Print Shop, Administration 324-2031 Substitute Office {SOS), 324-2091 Pupil Services/Drug Abuse Prevention 324-2162 Su Rodgers, Coordinator Marcy Eckolls, Asst. Coordinator 324-2090 Jo Evelyn Elston, Director Stud nt Records 324-2129 Procurement \u0026amp; Materials Management 324-2230 Superintendent's Office 324-2100 Chartee Neal, Director Dr. H nry P. Williams, Superintendent. 324-2012 Reading 324-0526 Supply Center 324-2237 Allee Stovall, Director Leonard Willie, Manager RNOurces and School Support 324-2009 Trade/Industrial Ed. 570-4044 Safety and Security 324-2400 Transportation Dept. 570-4000 Bill Barnhouse, Director Bred ontgomery, Director Science 324-0518 Truancy Reduction Center 671-6397 Dennis Glasgow, Supervisor Darold Maxfield, Coordinator Vocational/Tech. Ed. Center 570-4043 Scott Field 671-6299 Carol Green, Director Social Studiee 324-0514 Vo-Tech Print Shop 570-4045 Marie A. McNeal, Supervisor 324-0511 Terry Kirkpatrick, Manager Staff Development 324-0500 Volunteers In Public Schools (VIPS) 324-2297 Donita Hudspeth, Director 324-0512 Debbie Mil m, Coordinator Paula Gri, Specialist 324-0500 ),Ji? II Administrative Staff ~ ~ Adams, Leon, Federal Programs Director ............ - ... -324-2110 cl 0 1 Adams, Polly, Voe. Ed. Secy ........................................ 570-4043 ~'J Adams, Wayne, Facil. Coor ........................................... 570-4020 ] Browning, Benita, Fin. Serv .......................................... 324-2069 Brumfield, Frank, IRC Security ..................................... 324-0526 Cadman, Suzanne, Student Hearing Secy ................... 3242169 Agnee, Jayne, Safety Supervisor, Transportation ..... 570-4000 Calhoun, Robert, Information Services ....................... 324-2106 Allen, Martha, Voe. Ed. Coun ........................................ 565-8465 Campbell, Sharon, Insurance Secretary ...................... 324-2083 Allison, Linda, HIPPY Aide ........................................... 324-2266 Caraway, G-n, Procurement \u0026amp; Materials Management .324-2242 And81'9on, John, Building Security Supervisor .......... 324-2400 Carpent, Sharon, Deseg. Data Entry Operator ........ 324-2289 Armstead, Vicki, Communications Secy ..................... 324-2020 Carson, Rene, Family Life Coordinator ....................... 324-0518 Armstrong, Carol, Exec. AHi. Support Services ....... 324-2009 Carter, Ouida, Athlellcs Secy ....................................... 324-2426 Armstrong, Ramona, Labor Relations Secy ................ 3242116 Cash, Willard, Trans. Mech ........................................... 570-4005 Armstrong, Sheila, Food Serv. Reimb. Coor ............... 324-2250 Cathey, ry, Financial Services ................................. 324-2066 Baler, Keith, Trans. Mech .............................................. 570-4005 Chapman, Susan, Sp. Ed. Supv. CBI ........................... 324-2176 Banks, Roland, Fed. Prog. Chapter I Coordinator ..... 324-2110 Choate, Betsy, Information Services ........................... 324-2033 Barnhouse, Bill, Safety/Security Director ................... 324-2400 Claypool, Ruth, Financial Services .............................. 324-2075 Bana, Marjorie, Evaluation Specialist ........................ 324-2126 Cleek, Janecla, Financial Services ............................. 3242065 Batee, Va, Federal Programs .................................... 324-2110 Clowllf'8, Robert, Planning, Research \u0026amp; Evaluation ... 324-2120 Beard, Ken, FS Main. Tech ........................................... 324-2250 Cole, Troy, Parent Recruiter ......................................... 324-2286 Bennett, Pauline, Human Resources Secy. _ ............. 324-2089 Connolly, Robert, Systems Development Mgr ............ 3242058 Bennett, Tammy, Transportation Dept. Secy .............. 570-4000 Cooper, Floyd, Trans. Supv .......................................... 570-4004 Berkhan, Dan, Transportation, Shop Clerk ................. 570-4006 Cork , Sue, Reading .................................................... 324-0526 Bilal, B. J., Trans. Dispatch .......................................... 570-4012 Cox, Tanya, Fin. Serv .................................................... 324-20n Blagg, Lynn, English/Foreign L.angJESL Secy ........... 324-0510 Cranford, Joan, Fin. Serv .............................................. 324-2068 Bonds, Michelle, Switchboard Oper ............................ 324-2000 Crawford, Carmelia, Mathematics Specialist .............. 324-0520 Boykin, Jackie, Food Ser. Director .............................. 324-2250 Crawford, Pam, Computers Spec ................................. 324-0515 Braden, Carutha, Federal Programs ............................ 324-2110 Currin, led ye C., Secretary, Pupil Services ................ 324-2162 Bramlette, Nancy, Information Services ...................... 324-2063 Daneshmandi, Kathy, Mathematics Specialist ........... 324-0520 Brant, Dennis, Computers Spec ................................... 324-0515 Davis, Johnnie, Trans. Mech ........................................ 570-4005 Bray, Shirley, Fin. Serv .................................................. 3242071 Dean, Regina, KLRE/KUAR Manager ........................... 569-8485 Brewer, Jerry, Trans. Mech ........................................... 570-4005 De Vore, Dane, Trans. Supervisor ................................. 570-4008 Broughton, Thomas, Psychological Examiner ........... 324-2174 Driver, Juanita, Fin. Serv .............................................. 3242076 Brown, Paula, Visually Impaired Instructor ................ 324-2192 Donaldson, Mabl , Gifted/Talented Supervisor .......... 3242197 Brown, Willie, Adm. Bldg. Mgr ...................................... 324-2030 Dunbar, Ethel, Eval. Spec ............................................. 3242123 Eans, Bonnie, Com put Speclaliat ............................. 324-0S15 JonH, Robett, Safety and Security ............................. 3242400 Eaton, Doug, Plant Servicea/Maint. Director ............... 570-4022 JonH, Wendy, Construction Secretary ....................... 570-4028 Eckolla, Marcy, SOS A .. t. Coord ................................. 324-2090 Jordan, Brenda, Administration Custodian ................ 324-2030 Edwards, Diane, Student Records ............................... 324-2129 Jordan, Trey, Trana. Mech . ........................................... 570-4005 Efird, Gwen, Heelth Serv. Coordinator ........................ 324-2181 Joyce, Uaa, Reading Secy ............................................ 324-052'5 Ellis, Archie, Trans. Supv .............................................. 570-4001 Kelly, Doris, Pupil Services Secy ................................. 324-2182 Elston, Jo Evelyn, Pupil Services/Drug Abuse ........... 324-2182 Kendall, Doug, Coord., Environmental Protection ..... 570-4028 Eubanks, Gail, Procurement \u0026amp; Materials Management. SUpv. 324-2234 Kiilagaard, Sharon, Staff Dev. Secy ............................. 324-0500 Fella, Cedric, Trana. Mech ............................................ 570-4005 Killingsworth, Trish, Mathematica Specialist ............. 324-0520 Ferguson, Anne, Fam. Life/New Futures ..................... 324-0518 Knox, John, Food Serv. Warehouse Mgr .................... 324-2257 Forbes, Belly Jeen, Staff AHi. ..................................... 324-2100 Kohler, Patty, Special Ed. Director .............................. 324-2190 Freeman, Ann, Science Specialist/New Futures ......... 324-0518 Korte, Paula, Special Education ................................... 324-2193 Fry, Ben, KLRE/KUAR FM ............................................. 569-8485 Kovach, Renee, Mathematica Specialist ..................... 324-0520 Fulmet, Lena, Sp. Ed. Supv .......................................... 324-2183 Land, Kitty, Purchase Order Entry Specialist ............. 324-2240 Furr, Jean, Food Serv. Supv ..................................... 32422SO Leidigh, Lynn, Computer Specialist ............................ 324-0515 Gadberry, Brady, Labor Relations Dir ......................... 324-2118 Logan, Kelli, Division of Exceptional Children ........... 324-2193 Gardner, Gayle, Math Secy ........................................... 324-0520 Looper, Ron, Staff Development Specialist ................ 324-0500 Gentry, Ruthie, Student Assignment Office Mgr .. ...... 324-2271 Loudermilk, Tetry, Trana. Mechanic ............................ 570-4005 Gill, Catherine, Parent Involvement Coordinator ....... 324-0525 Luck, Liz, N-Futures Social Work ..................... 324-0518 Glasgow, Dennia,Science Coordinator ....................... 324-2011 Lyon, Lucy, Library Cood ............................................. 324-0577 Glenn, Randall, Special Ed ........................................... 324-2191 McCraw, Helen, Information Services ......................... 324-2059 Goodwin, ca .. andra, Substance Abuse Cood ........... 324-2167 McIntyre, Nina, Pay. Exam ............................................ 324-2173 Goza, Jean, Financial Services .................................... 324-2074 McMullen, Lille, Pay. Exam ........................................... 324-2171 Grable, Hazel, FS Bookkeeper ...................................... 324-2250 McNeal, Marie A., Soc. Studies Supervisor ................. 324-0511 Graves, Barbara, Sp. Ed ................................................ 324-2189 Martin, Paulette, Adult Eduction Director ................... 324-2260 Green, Carol, Vocational Director ................................ 570-4043 Matson, Lee Ann, VIPS .................................................. 324-2295 Green, Dorothy, Planning/Eva!. Secy ........................... 324-2120 Matthis, Eatelle, Deputy Superintendent ..................... 324-2011 I Gremillion, Margaret, Assist. Superintendent ............ 324-2008 Maxfield, Darold, Truancy Reduction Coordinator ..... 671-6399 Grier, Paula, Staff Development Specialist ................. 324-0500 Mayfield, Rhetta, Community Educ. Secretary ........... 570-4149 Griffin, Bevetly, Planning/Eva!. Secy .......................... 324-2124 Mayo, Russell, Auociate Supt. Desegregation .......... 324-2271 Griffin, Robert, Supply Cent AHi. Mgr ................... 324-2237 Milam, Debbie, VIPS Coordinator ................................. 324-2297 It Hackl, Joan, Computer Specialist ............................. 324-0515 Milam, Judy, Reading .................................................... 324-0528 Hamilton, Deborah, Trana. Disp ................................... 570-4012 Milhollen, Mark, Controller ........................................... 324-2078 Harris, Curtis, Supply Center ....................................... 324-2237 Millet, Brenda, Student Assignment AHi ................... 324-22n Harris, Rhonda, Plant Services Secy ........................... 570-4022 Montgomery, Brad, Transportation Director ............... 570-4000 Hart, Arma, Desegregation Facilitator ......................... 324-2109 Moore, Avia, KLRE/KUAR FM ....................................... 569-8485 Hayes, Steve, Maint. Supv ............................................ 570-4020 Moore, Cathine, CARE Coor ......................................... 324-2395 Haygood, Angelia, Special Ed. Secy ............................ 324-21n Moore, Muriel, Science Secy ........................................ 324-0S18 Harper, Linda, Sp. Ed. Secy .......................................... 324-2181 Morgan, Nancy, Information Services ......................... 324-2057 Harper, Shirley, Mathematica Specialiat ...................... 324-0520 Mouton, Valina, Information Ser. Operations Mgr ...... 324-2064 Hill, Claudette, Pay. Teat. Secy .................................... 324-2186 Murray, Fran, Procurement \u0026amp; Materials Management ....... 324-2231 Hobby, Dr. Selma, Eval. Spec ....................................... 324-2128 Neal, Charles, Piocuiement Dil9Ctor ......................................... 324-2235 Hodges, Lala, VIPS ........................................................ 324-2291 Nebling, Brenda, KLRE Secretary ................................ 569-8485 Honorable, Maggie, Human Resources ....................... 324-2081 Newburn, Linda, Transportation Secretary ................. 570-4000 Huddle, Mary, Gifted Secretary .................................... 324-2194 Nichols, Joyce, Homebound Teacher .......................... 324-2180 Hudson, Valetie, VIPS ................................................... 324-2292 Norria, Margaret, Homebound Teacher ....................... 324-2180 Hudspeth, Donita, Staff Development Director ........... 324-0512 Norton, Faye, CARE ...................................................... 324-2395 Huffman, Kris, IRC ......................................................... 324-0528 O'Baugh, Randy, Aast. Warehouse Mgr ...................... 324-2257 Hurley, Dr. Richard,Human Resources Director ......... 324-2080 Odle, Vicki, Pay. Teat Secy ........................................... 324-2182 Humbard, Melissa, Information Services Secy ........... 324-2055 Paradis, Darrel, Procurement Contracting Supv ............ 324-2238 Humphrey, Theresa, Deaeg. Data Entry Opator ...... 324-2288 Parker, Gene, English/Foreign LangJESLSupv .......... 324-0513 Ingram, Starting, Assoc. for Instruction to the Deputy ..... 324-2124 Paul, Annita, Family Life Ed ........................................... 324-0518 Jack, Lynda, Div. Exceptional Children ....................... 324-2179 Pederson, Sue, Deaeg. Info. Mgmt. Coordinator ........ 324-2285 Jackson, Debbie, Information Services ....................... 324-2052 Penn-Norman, Kathy, Evaluation Specialist ............... 324-2127 Jackson, Larry, Supply Center ..................................... 324-2237 Perritt, Yoriko \"Lola\", Science Specialiat .................... 324-0518 Jackson, Roy, Cust. Supv ............................................. 570-4024 Petty, Donna, Secretary, HIPPY ................................... 324-2266 Jacobs, Joyce, Sp. Ed. Secy ........................................ 324-2180 Phillipa, Don, Trana. Dispatcher .................................. 570-4013 Jeffrey, Bonnie, Div. Exceptional Children ................. 324-2185 Price, Pat, Early Childhood Coordinator ..................... 324-0517 Johnson, Jerry, Construction Manager ....................... 570-4028 Port, Diann, Pay. Exam .............................................. 324-2184 Jones, Docia, Mathematica Specialist ......................... 324-0520 Putt, Paulette, Vocational Education ........................... 570-4044 Jonn, Linda, Schools Secy ......................................... 324-2016 Quattlebaum, Larry, Pay. Exam .................................... 3242195 I Jones, Mike, OPS Manager, Transportation ............... 570-4000 Jones, Rita, Human Resources Secy ........................... 324-2082 Rather, Becky, Parent Recruiter Coordinator ............. 324-2287 Rector, Janet, Plant Serv. Budget Assistant .............. 570-4020 I Reev, Sharon, Parts Clerk ......................................... 570-4028 Renaud, Nan M., Information Service. ........................ 324-2054 Richardson, Jacquline, HIPPY Coordinator ................ 324-2266  Ridgell, Shirley, Human Rources, Secy ................... 324-2085 Robertson, Larry S., Aaaiatant Superintendent .......... 324-2007 Robinson, Bettye, Transportation Supv ...................... 570-4002 Robinson, Robert, Teacher Recruitment Coor ........... 324-2086 Rodgera, Norma, Executive Aaaiatant ......................... 3242012 Rodgera, Sue, SOS Coodinator .................................... 324-2091 Rogera, Martha, CARE Supervisor .............................. 324-2395 Roper, Annette, HIPPY Coordinator ............................ 324-2266 Rose, Shyrel, Special Education .................................. 324-2188 Ruffins, John, Acting Dir., Information Service. ........ 324-2060 Runyan, Debra, Plant Servic, Construction Secy ... 324-4020 Rushing, Debbie, Drug Prevention .............................. 324-2166 Rushing, Jerry, Drug Prevention .................................. 324-2165 Ryndara, Diane, Coor, Gifted ........................................ 324-2187 Sandera, Lynette, Financial Services .......................... 324-2073 Saults, Chuck, KLRE/KUAR FM ................................... 569-8485 Schult, Shala, Fam. Life EdJ N-Futur .................. 324-0518 Scrimager, Brenda, Community Eduction Director .... 570-4149 Sallera, Richard, FS Supv. Mgr .................................... 324-2250 Shaw, Terri, Administration Printer ............................. 324-2031 Shead, Marian, HIPPY Supervisor ................................ 324-2266 Smith, Gary, Sp. Ed. CBI ............................................... 324-21n Smith, J-el, Custodian Annex ................................... 324-2168 Smith, Linda, Exec. Aaat. Admin .................................. 324-2011 Smith, Mary, Safety/Security Secy ............................... 324-2400 Smith, Dr. Paul, Eval. Spec ........................................... 324-2125 Smith, Vernon, Const. Mgr ........................................... 570-4026 Soo, Evelyn, Computer Spec ....................................... 324-0515 Spinelli, Gretchen, Procurement ........................................ 324-2239 Stearns, David, Trans. Mech ......................................... 570-4005 Steelman, Mary Lynn, Sp. Ed. Speech Coor ............... 324-2196 Stephens, Rose, Food Sarv. Secy ................................ 324-2250 Story, Wallace, Pay. Exam ............................................ 324-2185 Stovall, Allee, Reading Director ................................... 324-0526 Streett, Barbara, Special Education ............................. 324-2184 Sutton, Anna, Food Servic Secretary ...................... 324-2250 Sutton, James, Supply Center ...................................... 324-2237 Swain, Linda, Student Hearing Officer ........................ 324-2170 Swint, Janice, Financial Servicea ................................ 324-2070 Tanner, Gail, Adm. Secy. New Futures ........................ 324-2112 Tate, Sherrell, Procurement .......................................... 324-2241 Teach, Patty, Secretary, Desegregation ...................... 324-2109 Teeter, Judy, Reading ................................................... 324-0526 Terry, Gifford, Supply Center ....................................... 324-2237 Thomaa, Deborah, HIPPY Aide ..................................... 3242266 Thoma, Nanette, Division of Exceptional Childran ... 32421n Trowell, Judy, Math Supervisor ................................... 324-0520 Tucker, Deborah, Procurement ................................... 324-2232 Umfleet, Don, Instructional TechJUb .......................... 324-05n Und-ood, Dorothy, FS Supv ..................................... 324-2250 Viner, James, Trans. Foreman ...................................... 570-4005 Wagner, Jeanette, Director of Communications ........ 324-2020 Wagner, William, KLRE/KUAR ...................................... 569-8485 Waller, Cindy, Mobile Reaource Ctr. Coordinator_ .... 324-2164 Walla, Collen Sue, Staff Dev. Specialist ...................... 324-0500 Wallis, Carolyn, Financial Service .............................. 324-2072 Wallworth, Betty, lnat. Tech/Lib Secy ......................... 324-05n Washington, Charlotte, Schools Secy ......................... 324-2013 Washington, Daniel, IRC ............................................... 324-05n Wa18on, Christopher, Transportation Service Tech ........ 570-4005 Wa18on, Dr. Linda, Student Hearing ............................ 324-2170 Wa18on, Tommy, Mobile Resource Specialist ............ 324-2164 White, Tony, Supply Center .......................................... 324-2237 White, Rita, Exec. Administrative Aaat. ....................... 324-2087 Wiedower, Julie, Student Assignment Coordinator ... 324-2280 Williama, Ethel, Pay. Teat. Secy ................................... 324-2178 Williams, Dr. Henry P., Superintendent ....................... 324-2012 Williams, Patty, PAC Secretary .................................... 324-0$25 Williams, Ruth, Information Services .......................... 324-2052 Williams, Sharon, Student Aaaign. Data Entry ........... 324-2287 Williama, Sharon, Division of Exceptional Children ... 32421n Williams, Tommy, Supply Center ................................. 324-2237 Willis, Leonard, Supply Ctr. Manager .......................... 324-2237 Wilson, Gayle, VIPS ....................................................... 324-2293 Wisner, Beth, Psychological Examiner ....................... 324-2174 Wofford, Pat, Food Services Secretary ....................... 324-2250 Wood a, Marian, Staff Development Specialist ............ 324-0500 Woosley, Lucy, Financial Sarv ..................................... 324-2067 Young, Krishna, Special Education ............................. 324-2192 Young, Linda, New Futures Liaison ............................. 324-2113 Zawislak, Anna, VIPS ..................................................... 324-2294 Zoch, Edwin, KLRE/KUAR FM ...................................... 569-8485 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources, Information Services and Communications Department of the Little Rock School District. Employees' address and/or telephone changes should be sent as soon as they oocur to the Human Resources Department. Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. ,, i I I Other Frequently Called Numbers Alternative Learning Center .......................................... 3242370 ArkanHa Department of Education ............................. 682-4475 ArkanHa Education Aaaoclatlon ................................. 375-4611 Arkanaaa PTA ................................................. - ............. 7535247 ArkanHa Teachere' Credit Union __ ....... ............... _375.9250 Arkanaaa Teachere' Retirement ................................... 6821517 Attorneya Friday, Eldredge, Clark ............. . First Commercial Bank Bldg Audltora ......... .. 376-2011 Thomas \u0026amp; Thomas ...... .... ...................... .... .. .. ............ 3752025 Heritage West Bldg. Fax (LRSD) ..................................................................... 3242032 Fax (Procurement) ......................................................... 3242233 Little Rock Aasociatlon of Educational Office Peraonnel President, Julie Williams ............................... 4557400/562-4893 1st Vice Pres., Edna Walton .. ........... .. ....... 570-4190/562-8461 2nd Vice Pres., Gayle Gardner ........ . ....... 671-6320/227n30 Sectetary, Kay Burton ................................. 2283050227-4639 Treasurer, Deana Keathley .... ....................... 671-6380/562-4246 Little Rock Claaaroom Teachera Aasociatlon 1500 W. Fourth, Suite 305 ...... ........ .. .......................... 372-3519 President Eleanor Coleman ......................... . 3723519/6643150 Vice Pres. John Gross ..................... ........... ... 671-6267/6637962 Sec. Betty Mitchell ........ ....... .. ........ .. ..... 671-6250/851-8650 Treas. Linda J. Bell ........................................ 3242450/758..()883 Exec. Dir. Frank Martin ...... ....................................... 372-3519 Adm. Assi. Brenda Walton ....................................... 3723519 Little Rock PTA Council ................................................ 224-6746 Carta Bobo, President Little Rock School District Insurance Offlce ............... 3242083 Little Rock Teachers Credit Union ............................... 3747119 Magnet Review Committee Office ................................ 758-0156 New Futurea ................................................................... 3741011 Office of Deaegregation Monltoring ............................. 376-6200 Pfeifer Camp .................................................................. 8213714 Phyalcan, School District ............................................. 320-4362 Dr. Chris Smith Ark. Childrens Hospital Princl~I' Roundtable President, Lionel Ward ...... ....................... ..... 228-3086/2277333 Pres. Elect, Jodie T. Carter ........................... 568-0930/570-4100 Secretary, Anne Mangan ...... ........................ 324-2385/666-57TT Treasurer, Gwen Zeigler ............................... 570-4180/664-2967 Subatltute Office Service Elementary ................................................................ 3242093 Secondary ................................................................. 3242092 Treaaurer Louis J. Schaufele .......... ....................... ......... ............... 378-1000 Worthen Bank Building Schools Address Alternative Learning Ctr. 800 Appereon, 02 Badgett 6900 Pecan Road, 06 Bale 6501 W. 32nd, 04 Bfseline Booker Brady Carver Cantrel Chicot Cloverdale Elem. Cloverdale Jr. Dodd Dunbar Fair Fair Park Fort Helghta Fort Park Franklin Fulbright Garland Geyer Springe Gibba Hall Henderson Jefferson Mabelvale Elem. Mabelvale Jr. McClellan McDermott Mann Meadowcliff Metropolitan Mitchell Otter Creek Parkvlew Pulaski Heights Elem. Pulaski Heighta Jr. Rightaell Rockefeller Romine Southwest Stephens Terry Wakefield Waahington Watson Western Hilla Williama Wilson Woodruff 3623 Baaellne Rd., 09 2016 Barber, 06 7915 W. Markham, 05 2100 E. 6th, 02 1500 Park, 02 11100 Chicot, 72103 8500 Hinkaon Rd., 09 6300 Hlnkaon Rd., 09 6423 Stagecoach Rd., 04 1100 Wright Ave., 06 13420 Dodd, 10 616 No. Harrison, 05 5901 Evergreen, 05 1600 No. Tyler, 07 1701 So. Harrison, 04 300 Pleasant Valley Dr., 12 3615 W. 25th, 04 5240 Mabelvale Pike, 09 1115W.16,02 8700 \"H\" Street, OS 401 Barrow Rd., OS 2600 No. McKinley, 07 9401 Mabelvale Cut-off, 72103 10811 Mabelvale W., 72103 9417 Geyer Springe, 09 1200 Reservoir Rd., 07 1_000 E. Roosevelt Rd., 06 25 Sheraton Dr., 09 no1 Scott Hamilton, 09 2410 Battery, 06 16000 Otter Creek Pky ., 09 2501 Barrow, 04 319 No. Pine, 05 401 No. Pine, 05 911 W. 19th, 06 700 E. 17th, 06 3400 Romine Rd., 04 3301 So. Bryant, 04 3700 W. 18th, 04 10800 Mara Lynn Dr., 11 75 Weatmlniater, 09 115 W. 27th, 06 7000 Valley Dr., 09 4901 Western Hilla, 04 7301 Evergreen, 07 4015 Stannua Rd., 04 3010 W. 7th, 05 Phone Principals Secretaries Cafeteria Nurses 324-2370 Othello Falson Melinda Rodgera Georgia Greer Ed Hamlett 324-2475 Mary Golston Shirley Moore RoaeWrlght Marsha Mahan 570-4050 Levanna Wilson Lucy Hendrick Barbara Glover Ed Hamlett 570-4150 Dr. Mary Jane Cheatham Annett Jonea Pat Singley Millie McKenzie 324-2482 Dr. Cheryl Simmons Marye PowelVTlaha Joyner Uvita Scott.Johnson 228-3085 Mary Menklng Jackie Wherry Olene Curry Gwen Efird 324-2460 Mary Guinn Betty SinplOIIJ1'hylil Forbel Vivian Harris Mary Jo Curtis 324-2300 Rudolph Howard Francea Rodgers Betty Rone Kay Mobley 570-4062 Otis Prealar Louile Tucg/Connle Walker Edith Blythe Kim Hayman 570-4055 Frederick Fields Nettle Higgin Audrey Walker Jo Ann Curry 570-4085 Gayle Bradford Darlene Martinek Jo Ann Curry 455.7430 Patricia McNeil Sue Mitchell Jimmie Thoma Vicki Barney 324-2440 Nancy Acre Marilyn McGrew Bobbie Dlckeraon Lillian Wittenberg I 228-3100 Al Niven Nan Howard Rita Farner Marie Davis 671-6260 Barbara Means Winnie Camp Claire Burch Pam Jackson 671-6390 Richard Maple Becky Blanzenakl JoyceWeema Jo GIiium 671-6267 Virginia Ashley Pat Lusby Carolyn Cole 671-6380 Franklin Davis Deana Keathley Elizabeth Young Lavelle Rollins 228-3080 Mac Huffman Joyce Wyatt/Karan Reddit Sylvia Boren Lucia Perry 671-6275 Robert Brown Rachel Williama Wonda Gilley Ann Callaway 570-4160 Eleanor Cox Kimberly Roaby Mae Kyzer Kim Hayman 324-2490 Donna Davia Sherri Herndon Essie Rayford Lucia Perry 671-6200 Dr. Vic Anderson Kay Gunter Charlene Jay Janice Yeatman 228-3050 Clell Watts Merilee Low Kathleen Bisbee Carla Kelley 'j 671-6281 Francis Cawthon Barbara Ball Marilyn Masterson Barbara Bonner 455-7420 Julie Davenport Jo Greenlee/Bobbye Levy Brenda Browning Frankie Falkner ' 455-7400 Walter Marahaleck Nancy Wuneburger Carol Little Frankie Falkner 11 570-4100 Jodie Carter Elora Coleman Dorothy Robinson Theresa Bour 228-3072 Mike Oliver Rhonda Dorsett Earline Collin Pam Jackaon 324-2450 Marian Lacey Lynda Quella Laura Tanner Becky Sage 570-4185 Jerry Worm JeaaieWebb Connie Moore Vicki Barney 585-8465 Dr. Doyle Dillahunty Margaret Holt Brenda Matthews 11 324-2415 Dr. Samuel Branch Sandra Johnaon Mary Reece Margaret Bland 455.7440 Carolyn Teeter Beth Gremillion Ruby Mickle Vicki Barney 228-3000 Junious Babbs Carolyn Alexander Georgette Moore Barbara Bonner ' 671-6290 LIiiie Carter Margie Northcutt Shirley Crow Deborah Bolla 671-6250 Ralph Hoffman Eleanor Bodenhaner Shirley Crow Deborah Bolla 324-2430 Sharon Davia Minnie Vault Mentha Gilliam Nina Williams 324-2385 Anne Mangan Melody Barnes Wanda Mobley Cindy Warren 228-3086 Lionel Ward Renee Smith Reba Henaon Maraha Mahan 570-4070 Charity Smith Mary Jo Stone Janet Ivy Ed Hamlett 671-6350 Lonnie S. Dean Beverly Harri Alice Byers Elizabeth Anglin 228-3093 LaDell Looper Ann Campbell Pam Lawson Marie Davis 570-4190 Willie Morris Edna Walton Sarah Sellers Millie McKenzie I 324-2470 Karen Buchanan Phylli1 Elli Christine Franklin Betty Nieser 570-4195 Thereaaa Courtney Annie Davidson Martha Shepherd Pam Jackson 1 570-4175 Scott Morgan Peggy Weeks Irene Gulley Janice Yeatman 671-6363 Dr. Ed Jackson Gil1nldl BrowninfKriltl Tobey Arlene Chambleaa Sue Sheppard I 570-4180 Gwen Zeigler Ella Anderson Mary Lynch Margo Swanson 671-6270 Pat Higginbotham Carolyn Burt Christine Farris Millie McKenzie Personal Numbers ALTERNATIVE LEARNING CENT Principal: Othello Falson 800 Apperson St Uttle Rock, AR 72202 324-2370 ALEXANDER, EVA CUSTOOIAN 624 FLETCHER n2D2 374-8107 ANDERSON, RUGENAL TEACHER 6301 CAMP ROBINSON RD #14 72118 BANKS, OTIS R TEACHER 410 DIVISION n114 3n-7637 CONNELLY, KENNETH D TEACHER RT 3 BOX 57 n104 332-8719 DOBBINS, TYRONE CUSTOOIAN  HEAD 1109 G STREET n114 945-5992 FAISON, OTHELLO 0 PRINCIPAL/ALTERNATIVE SCH 1823 SWTH TAYLOR n204 666-8321 GRANDON, COLLEEN IC ca.JNSELOR 4304 LEE n205 664-2148 GREER, GEORGIA WORKER JR HIGH FOOD SER 5806 MANDAN ROAD n210 821-3010 HAMLETT, ROBERT EDWIN SCHOOL NURSE 32 PRINCE DR n113 851-8345 ICEa.111, ADA L TEACHER 10513 DIAMOND DRIVE n209 562-4162 MOORE JR, FRED SCHOOL BASED SECURITY OFF 4110 ~ST 25TH STREET n204 664-0637 OICERE, CAROLINE A AIDE  REGULAR BU\u0026gt;GET 5913 LYNDELL DRIVE n209 562-1487 PETTUS, CARLL SCHOOL BASED SECURITY OFF 708 GREENLEA DRIVE n114 945-1525 REINHART, THOMAS T TEACHER n202 ROBERTSON, ANDREW A AIDE - REGULAR BU\u0026gt;GET 714 PINE STREET no32 327-4973 TARTT, PHYLLIS G TEACHER n114 THOMAS JR, NEHEMIAH TEACHER 9201 KANIS APT. 9-F n205 BADGETT ELEMENTARY Principal: Mary Golston 6900 Pecan Rd Little Rock, AR 72206 324-2475 ADAMS, ARBELLE WORKER  ELEM FOOD SERVIC 2901 LOMA DRIVE n206 490-1941 ADAMS, JANET L TEACHER  929 ~ST COLONEL GLENN RO n210 821-2173 ALBERT, REJEANA J TEACHER 10 MALCOLM COVE n209 565-6837 CAMPBELL, ETHEL J TEACHER 3806 DEBUSK CIRCLE n206 374-4433 CHILDS, SANDRA D TEACHER 7 CHARING CROSS ROAD no32 329-6156 GOLSTON, MARY R ELEMENTARY PRINCIPAL 8419 LABETTE n204 225-5594 GRAY, KATHRYN M AIDE - SUPERVISION n206 490-1661 GREGORY, PATRICIA A ca.JNSELOR 103 ICING PINE n120 834-1984 JONES, MARY R WORKER ELEM FOOD SERVIC 23 BEAUREGARD n206 490-0734 MAHAN, MARSHAL SCHOOL NURSE n211 225 -6760 MCCRUEL, LESLIE L CUSTOOIAN - HEAD 3001 BATTERY n206 374-5924 MCGOWAN, DORIS J TEACHER 3505 HIGH n206 374-7101 MCLENNAN, ANNE TEACHER 2 ALBRIGHT CIRCLE n206 3n-0333 MERRILL, ANNETTE M ACADEMIC SUPPORT LAB ATTE 3123 ~ST 11TH n204 664-8277 MOORE, SHIRLEY J SECRETARY PRINCIPAL 10904 APPOMATTOX n1D3 455-3768 NELSON, WILBURLENE R MEDIA CLERIC 3703 BOYD STREET n204 565-8437 PEARSON, BOYCE TEACHER 2016 EAST 4TH n202 3n-3267 PHILLIPS, THELMA AIDE SUPERVISION 6406 DOVE LANE n206 490-0757 PRUITT, GAYLA R TEACHER 2106 BROADVIEW no32 450-0007 ROWE, MARY M TEACHER 17 FOREST BR()()I( CQJRT n211 221-0809 SCRUBBS JR, WALTER AIDE REGULAR BU\u0026gt;GET 1650 BARROW ROAD APT 38 n204 227-7315 SINGER, PATRICIA B TEACHER 320 NORTH SUMMIT n205 TRAYLOR, KATHLEEN A TEACHER 1701 GROVE HILL n116 771-7797 TRIMBLE, BETTY J TEACHER 1904 EAST CAPITOL n202 375-7899 VALUE, TERRI L TEACHER n204 WATSON, MERLYN F LIBRARIAN 25 JANWOOO DRIVE n201 228-9510 WATSON, IIJRIEL C AIDE REGULAR BU\u0026gt;GET 2907 MARSHALL n206 371-0831 ' WILLIAMS, LARRY L CUSTOOIAN n206 WOOO, CRYSTAL A TEACHER 215 NORTH CLAREMONT n116 833-6953 WRIGHT, ROSE M MANAGER ELEMENTARY FOOO 1419 HANGER 72202 376-4710 IIYATT, JANICE IC TEACHER 801 S ROONEY PARHAM #9H 72205 221-0421 BALE ELEMENTARY Prlnclpal: Levanna Wilson 6501 West 32nd St Uttle Rock, AR 72204 -570-4050 ALLEN, LILLIAN F WORKER ELEM FOOO SERVIC 7 WESTMONT CIRCLE 72209 562-7402 BRANCH, MARTHA A TEACHER 8908 LEATRICE DRIVE n201 225-7629 BROWN, CLARA J TEACHER 4508 WEST 1nH 71601 536-4108 CARR, SUSIE WORKER  ELEM FOOO SERVIC 1867 RICE 72202 3n-1514 CHILDS, FRANCES C AIDE REGULAR BlllGET 9 SHAIINEE FOREST COVE 72212 228-9379 COLLINS, PEGGY S TEACHER 1806 BRUCE 72032 CONLEY, FRANCES J TEACHER 3003 EGGMAII LANE 72032 327-3497 DOCKERY, NAE IC TEACHER 12007 TETON FOREST DRIVE n212 224-3807 EASTERLY, SHEILA A AIDE REGULAR BlllGET 5001 WEST 65TH APT 8106 72209 562-71n FLOIIERS, MARTHA L CUSTOOIAN  HEAD 1406 PEYTON n204 FRENCH, MELISSA IC TEACHER 1214 MAIN STREET n113 7'96-3585 GADDY, ELLI STINE TEACHER 3205 BOYD n204 224-3938 GENTRY-HEARD, RENEE' TEACHER 5320 MARYLAIIO 72204 666-7063 GETER, RtMINDA L AIDE REGULAR BlllGET 3215 BISHOP n206 GEURIN, RAMONA M TEACHER 1708 SHI.MATE n212 223-8570 GLOVER, BARBARA J MANAGER ELEMENTARY FOOO 3805 HOLT ST 72204 5652n4 GOOOEN, CORINE WORKER ELEM FOOO SERVIC 1601 S CEDAR n204 HAMLETT, ROBERT EDWIN SCHOOL NURSE 32 PRINCE DR n113 851-8345 HARRIS, RONALD CUSTOO IAN  PART Tl ME 2105 SCHILLER STREET n202 3n7476 HENDRICKS, LUCY M SECRETARY PRINCIPAL 4314 PINE DRIVE 72015 847-2211 HILL, CAROLYN AIDE REGULAR BlllGET 2100 WEST 22ND n202 376-1216 HU\u0026gt;SON, MARY B AIDE REGULAR BlllGET #24 BAY STREET n204 224-4280 HUTTO, MARYE TEACHER 2919 ADAM STREET no32 327-9997 JACKSON JR, JOSEPH TEACHER RT 4 BOX 142 n111 JOHNSON, CARTHORIA TEACHER 11801 DESOTO FOREST n212 223-8162 JOHNSON, DELMA J TEACHER n216 MCBRIDE, BARBARA L TEACHER 9316 LABETTE DRIVE n204 225-1958 MILLER, VANESSA C AIDE  SUPERVISION 4124 WEST 15TH n204 664-4116 NELSON, JOANNE TEACHER 1223 SOUTH TAYLOR n204 663-7793 NELSON, WILBURLENE R MEDIA CLERIC 3703 BOYD STREET n204 565-8437 PLEDGER, OSHIE L TEACHER 6212 SHIRLEY DRIVE n204 666-1679 ROGERS, CHARLENE I TEACHER 4319 COBB n204 565-7848 ROUSE, IIARREN J COUNSELOR n15 APACHE n205 661-0522 SCARBROUGH, VALARIE ACADEMIC SUPPORT LAB ATTE 6200 ASHER AVE APT #176 n204 SCHOFIELD, SANORA LIBRARIAN no3 ILLINOIS n201 224-6022 SHENEP, CYNTHIA IC TEACHER 824 BEACON HILL COURT n211 225-7524 SINGH, DONNA F TEACHER 116 NEVADA 71901 STILES, DONNA M TEACHER 15 NOB VIEW n205 225-1607 I TALLEY, HELEN J TEACHER 37 LAKESIDE n204 565-4146 WILSON, LEVANNA M ELEMENTARY PRINCIPAL 1818 S JACKSON n204 663-0119 YEAGER, JUDITH A TEACHER 1118 WILD TURKEY COURT n211 225-3804 I BASELINE ELEMENTARY Principal: Dr. Mary Jane Cheatham 3623 Baseline Rd Little Rock, AR 72209 570-4150 AKERS, SHARRA D COUNSELOR 34 MELINDA DRIVE n209 562-8857 .. BAKER, PAULA E AIDE FOOR YR Ol.D PROGRA 1304 MARLYN DRIVE n205 BROOKS, LETITIA R TEACHER 116 S(lJTH 24TH 71923 246-7057 BURCHETT, CARLETTA D TEACHER 9121 LEW DRIVE APT C n209 BURCHFIELD, VICKI TEACHER 21443 CRABAPPLE CIRCLE n065 888-1077 CALDIIELL, JOSEPHINE B AIDE SUPERVISION 2701 S(lJTH CROSS 72206 375-8055 CANNON, SHIRLEY L AIDE REGULAR BlllGET 3801 BASELINE APT 24 n209 CARTER, CHARLES R TEACHER 1323 S(lJTH TYLER n204 CASEY, DOROTHY A AIDE SUPERVISION 5205 EAST 145TH STREET n206 897-1190 CHEATHAM, MARY J ELEMENTARY PRINCIPAL 11401 S(lJTHRIDGE n212 225-4938 CONLEY, TINA A AIDE  FOOR YR OLD PROGRA 9914 DOBBY n206 DEATON, BETTY IC TEACHER 1049 CLINTON 71923 246-8537 FOSTER, BARRON J CUSTOOIAN 3513 WHITFIELD n204 228-0818 ' FOWLER, MILLICENT IC TEACHER 1811 S(lJTH GRANT n204 661-1082 GAYLOR, ELSIE WORKER ELEM FClal SERVIC 311 CHARBETT DRIVE n204 565-1269 GLASON, DIANNE M TEACHER 3313 IIEST 10TH n204 663-4584 HARDESTY, PATTY J TEACHER 7435 ANDERSON noo2 847-3406 HARRIS, BEVERLY CUSTOOIAN 2112 S(lJTH MARTIN n204 666-6312 HARRIS, LORETTA M TEACHER 1500 S. TYLER n204 664-3045 ' HUFFMAN, CAROLYN A TEACHER 111 BROWNING DRIVE 71913 767-3001 HUSSEY, PAULINE IC AIDE SUPERVISION 8711 MIZE ROAD n209 562-8183 JACKSON, CONNIE M AIDE SUPERVISION 4010 ARAPAHO TRIAL n209 568-2281 JAMES, MARILYN IC TEACHER 4500 UNION AVE #43 71603 879-5798 JAMES, TERRIE J MEDIA CLERIC 116 EAST NGII n116 7588671 JONES, ANNETTE L SECRETARY PRINCIPAL 4304 MARYLAND AVENUE n204 LAMB, ANITA J TEACHER 13111 IIEST MARKHAM APT 37 n211 2239810 MARSHALECIC, DONNA M TEACHER 2620 RIVERFRONT APT 256 n202 660-4458 MAYFIELD, CARLOS D AIDE REGULAR BlllGET 2100 RICE STREET n202 376-8016 MCDONALD, MARY J TEACHER 504 NEBLING ROAD n205 227-6046 MILLER, MICHAEL A WORKER - ELEM Foa\u0026gt; SERVIC #4 TRENT DRIVE n209 562-3590 MITCHELL, MARIA A TEACHER 2804 IIEST 6TH n205 664-4668 NALLEY, MARGARET R LIBRARIAN 13017 CRABAPPLE PLACE n209 455-2081 NORMAN, ANN C TEACHER 7101 GUINEVERE DRIVE n209 562-3435 POTEET, LISA B TEACHER 3322 CARMINE COVE no22 847-1465 I RENDEL, RAYL CUSTOOIAN  HEAD 609 PARKDALE n111 945-2897 RUNYAN, JUDITH A ACADEMIC SUPPORT LAB ATTE 5511 BASELINE #9 n209 565-6332 SELF, ELAINE M TEACHER #29 MARKHAM PLACE n211 224-n19 SINGLEY, PATRICIA L MANAGER ELEMENTARY FOOO 1311 IIEST WOODSON LATERAL n065 888-8644 SMITH, DELWIN H TEACHER 3no HIGH DRIVE n206 3n-2ao3 SMITH, EUNICE ,D TEACHER #14 HAWTHORNE DRIVE no32 327-6316 I SMITH, WILLIAM 0 TEACHER 9503 NORTH VIEW DRIVE n120 834-5738 IIEDGE, KIMBERLY D WORKER ELEM FClal SERVIC 15907 SHIRLEY DRIVE noo2 847-9655 WHITTAKER, NONA M TEACHER P.O. BOX 250021 n225 664-6694 YOUNG, STACEY L TEACHER 1812 RESERVOIR ROAD #119 n201 223-8901 BOOKER MAGNET Principal: Dr. Cheryl Simmons 2016 Barber St Uttle Rock, AR 72206 324-2482 ABBOTT, JO ANN TEACHER 5901 JFIC BLVD #4224 n116 ' ALLEY, MARYL TEACHER 7575 CANTRELL APT 38 n201 663-4420 ARMSTRONG, MARTHA A TEACHER 5009 ROOSEVELT noo2 847-30n AUSTIN, CLARA D TEACHER 13820 WINDSOR ROAD n212 225-5439 BAKER, MICHELE LYNN TEACHER 1221 RESERVOIR APT 146 n201 221-0789 BIRD, NOBUKO E WORKER ELEM FClal SERVIC 111 HAMPTON COVE no76 982-7105 BISHOP, NANCY COUNSELOR 82 ROBINWOOD n201 BLEDSOE, RITA L TEACHER 9907 SUFFOLK DRIVE n204 227-9907 BONDS, WILMA B TEACHER 13425 1-30 no15 7780911 BROW, NARTIIA C TEACHER 23815 HWY 10 72212 868-9617 IIURNS, PATRICIA M LIBRARIAN 7419 OHIO #3-A 72207 666-8266 IURRUSS, MERILYN P TEACHER 12 TALLYHO n207 228-5783 CHARLESTON, SANTONIA AIDE SUPERVISION ROOTE 2 BOX 543 n206 490-1836 CLARK, DENISE W TEACHER 8416 EASY STREET 72116 834-8941 COLFORD, SUSAN TEACHER 600 NORTH MARTIN mos 663-no2 CURRY, VIRGINIA E AIDE SUPERVISION 212 HILDA 72076 982-2774 DAVIS, VELLA D MEDIA CLERIC 1923 EAST 38TH 72206 374-4775 DICKERSON, KAYE H TEACHER 11 BIRCHWOOD DRIVE no32 329-8612 DOOLEY, VIVIAN IC CQJNSELOR 5918 LIBERTY COVE 72209 568-1251 DORER, ROBERT A TEACHER 33405 HWY 300 72135 330-2850 DUNAVIN, IVA L WORKER ELEM FOOO SERVIC n206 ELLINGTON, LORETTA TEACHER 12120 PLEASANT FOREST DRI n212 EZELL, DONNA J WORKER ELEM FOOO SERVIC 1621 WEST SHORT 1nH 72114 376-7114 FARLEY, JENNIFER D TEACHER 22 JOHNNY LANE 72116 834-8675 GIPSON, DEBRA ELISE TEACHER 325 B SOUTH MITCHELL 72032 329-4943 HAMPTON, PAULA R TEACHER 5300 BASELINE ROAD APT 12 72209 888-7318 HARDING, CASSANDRA D TEACHER 7805 WOOD 11A VEN 72209 IIARRELL, ALICE L AIDE SUPERVISION 1906 DOVER LANE 72206 375-6052 KAYES, cIAH CUSTOOIAN 3116 CENTER STREET 72206 375-2718 HESTIR, JOANN TEACHER 1817 WEWOKA DRIVE 72116 834-2365 HIGDON, TAMMY TEACHER 7700 NORTH HILLS BLVD '80 72116 834-0192 HUIE, CAROLYN IC TEACHER 200 MILLWCXXl CIRCLE #413 72206 851-0486 JEFFRIES, VEARLON L TEACHER 1218 WEST 28TH 72206 JOHNSON, NAYREAN S TEACHER 11893 RIVERCREST DRIVE 72212 JONES, ALICIA R TEACHER 43 WARREN DRIVE APT #98 72209 JOYNER, TISA S SECRETARY PRINCIPAL 420 MESA DRIVE APT IC54 72211 KARP, ROSE MAR IE TEACHER 914 SCHRINER COURT 72116 753-3325 KELLEY, CLEMENTINE TEACHER 6601 STERLING DRIVE 72204 663-2584 KELLEY, LOIS W TEACHER 15 INVERNESS CIRCLE 72212 227-5148 KELLY, EVELYN TEACHER 1604 SCOTT APT B 72206 372-5338 KINDER, JAMES B TEACHER 8617 NANCY PLACE 72204 562-0879 LACEY JR, JESSE J ASST PRINCIPAL ELEMENTA 6412 SHIRLEY DR 72204 664-7912 LEHNHOFF, DENNA N TEACHER 5905 LOWRANCE 72118 758-4167 LOFTON, NARY R TEACHER 10 HAMPSHIRE CIRCLE 72212 225-0966 NARSIIALL, JAMES A CUSTOOIAN  HEAD 1404 S WASHINGTON 72204 664-2158 MCGUIRE, STEPHEN IC TEACHER 500 CAMBRIDGE PLACE 72207 836-2785 MCMORRAN, NARY E TEACHER 101 LANCASTER 72209 562-2377 MEYERDIRIC, CAROL A TEACHER 1201 SOUTHEDGE 72207 225-9121 MIDDLETON, PATSY A ACADEMIC SUPPORT LAB ATTE 13120 QUAIL CREEK #8 72206 888-4587 NEWCOMB, DARYL D TEACHER 2124 N. 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C.7/- C.~tC Mabelvale, AR 72103 Principal: Otis Preslar \\ 7a' ., ~ (G~~.e.. ttJ,,._11t,,t_,,J 570-4062 ARIKAWE, MARGIE L BAILEY, JACK H BALNAZ, BETTYE M BEOOW, I.AURA M BLYTHE, EDITH BOYD, KATHLEEN BRCMI, KATHLEEN M BRYANT, GEORGIE H CLEVELAIIO, ELLEAN 0 CRAVEN, ERNESTINE C CUNNINGS, GEORGIA L DALE, SUSAN M DIMASSIMO, SUELLEN H EANS, SYLVERENE G GERSHNER, VICKI M HALEY, LETHA J HARRIS, BRENDA G HAYMAN, KIMBERLY B HICKS, BARBARA A HICKS, KATHLEEN F HOLLINGSWORTH, JUDY A HOOD, KAYE ISBELL, PAMELON J JOHNSON, BRENDA F JOHNSON, DEBRA J JOHNSON, JORGE A KERR, PAULA 0 KESTERSON, ELIZABETH W LAMBERT, BRENDAL LOVE, VICKI L LUCY, BRENDA F MADOOX, CYNTHIA I MALLETT, ORA 0 MATLOCK, NANCY S MCDOWELL, PATSY L MCILROY, Jill M MIMS, RICHARD L MIMS, SANORA J  MITCHELL, DIONNE E MOORE, CARRIE L MOORE, SHIRLEY A MORGAN, LULA MORGAN, SHIRLEY A MURPH, KATIE F NEAL, LI NOA K PETTUS, IOA M PICKARD, JIMMIE M PRESLAR, OTIS M WORKER ELEM FOOD SERVIC TEACHER COONSELOR TEACHER MANAGER ELEMENTARY FOOD AIDE REGULAR BUDGET TEACHER TEACHER ASST PRINCIPAL ELEMENTA LIBRARIAN AIDE FOOR YR OLD PROGRA AIDE REGULAR BUDGET TEACHER TEACHER TEACHER WORKER ELEM FOOD SERVIC TEACHER SCHOOL NURSE TEACHER TEACHER TEACHER AIDE SUPERVISION TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER MEDIA CLERK TEACHER TEACHER TEACHER ACADEMIC SUPPORT LAB ATTE TEACHER TEACHER TEACHER AIDE SUPERVISION TEACHER WORKER ELEM FOOD SERVIC CUSTOOIAN TEACHER TEACHER TEACHER TEACHER WORKER ELEM FOOD SERVIC ELEMENTARY PRINCIPAL 28 OELLWOOO DRIVE 316 NORTH PALM 1210 OOGWOOO TRL 1745 STURGIS ROAD 7824 BERT MARSH 9920 PROSPECT LOOP 3900 OAKWOOO ROAD 4201 HAZELWOOO 521 TREY LANE 10718 WARREN DRIVE 11500 CHICOT ROAD #132 16007 FOXMOOR DRIVE 8 OAK FOREST PLACE 804 EAST 31ST 20621 RIVERVIEW DRIVE 6920 MORGAN DRIVE 17409 BRADSHAW ROAD 5813 BASELINE #153 7407 HENDERSON ROAD 25 OELLWOOO 7424 SHADY GROVE LANE BOX 7008 GUINEVERE DRIVE 1419 COLLEGE 6307 DENHAM 1400 OLD FORGE OR APT 220 2615 FLAKEWOOO 27 KINGSBRIOGE 924 COIMERCE APT 15 #42 GREEN VALLEY DRIVE 9413 CQIISTOCK 1412 POINT WEST DRIVE 2415 JOHNSON 8901 KENNESAW 7009 GUINEVERE 4 HUNTINGTON ROAD 10714 WARREN 10714 WARREN DRIVE 11401 MESA OR APT F249 2200 RICE 9503 SOUTHWEST OR 4813 W 23RD 27 POINTER DRIVE 1916 WIGWAM 10009 FORRESTER COVE PO BOX 191042 8 WESTMONT CIRCLE P.O. 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MAPLE 72205 666-4980 SNYDER, FLOYD R CUSTOOIAN  HEAD 13201 PITTS ROAD 72206 888-7633 STEELMAN, CAROLYN C TEACHER 6500 LOIIGWOOO 72207 664-1692 THOMAS, DARLENE C AIDE REGULAR Bll\u0026gt;GET 8706 HERRICK LANE 72209 565-8757 THOMAS, JIMMIE D MANAGER ELEMENTARY FOOD 64 WEST WINDSOR 72209 562-2906 WORICMAN, HELEN J WORKER ELEM FOOD SERVIC 15420 SARDIS ROAD 72103 847-3791 DUNBAR JR. HIGH Principal: Nancy Acre 1100 Wright Ave Llttle Rock, AR 72206 324-2440 ACRE, GLENDON L TEACHER 68 PIN OAK LOOP 72113 851-3886 ACRE, NANCY L SECONDARY PRINCIPAL 68 PIN OAK LOOP 72113 851-3886 AVERY, BELINDA CUSTOOIAN  HEAD 3719 WEST 11TH 72204 AX, EDITH R TEACHER BELL, LINDA K 72207 223-4898 TEACHER 32 PARK HAVEN DRIVE 72205 225-3109 BLACKSHER, ROOERICK L SCHOOL BASED SECURITY OFF 6414 BASELINE APT 32 72209 375-0422 BRADLEY, MILDRED CUSTOOIAN P.O. BOX 164116 72216 374-9531 BROWN, MICHAEL L CUSTOOIAN P.O. 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BOX 26 no53 490-0944 TRIMBLE, BETTY J aJSTClllAN 2019 WEST 18TH ST n202 375-2990 VINES, GWENDOLYN M AIDE DESEGREGATIOII n206 IIARE, KAREN J TEACHER 423 SOUTH 19TH 71923 246-9649 IIEAVER, FRANCES I lolORKER  ELEM FOCll SERVIC 6009 STAGECOACH ROAD n204 455-1952 Ill NSTOII, JANE A TEACHER 717 LEGATO n205 227-4406 YOUNG, ELIZABETH MANAGER ELEMENTARY FOCll 712 WEST 22ND n114 FULBRIGHT ELEMENTARY Principal: Mac Huffman 300 Pleasant Valley Dr Little Rock, AR 72212 228-3080 ALEXAIIDER, CAROLYN A ACADEMIC SUPPORT LAB ATTE 7425 FAIRFIELD n209 BAKER, SUSIE TEACHER 2704 CENTER n206 375-9444 BLAINE, BARBARA B COUNSELOR 5 BERGERAC n211 225-3267 BOGA, DIANE lolORKER  ELEM FOCll SERVIC 8820 MIZE ROAD n209 568-6871 BOREN, SYLVIA M MANAGER ELEMENTARY FOCll 10224 JANA DRIVE n209 565-6915 BREWER, GLORIA V AIDE SUPERVISION 4608 PRINCETON n204 6648154 BROADAIIAY, DONNA C LIBRARIAN 51 KINGS ARMS RD n201 225-4180 BURNS, VALERIE J lolORKER  ELEM FOCll SERVIC 1928 WEST 29TH n206 375-6760 COLEMAN, THELMA MEDIA CLERK P.O. BOX 21512 n221 225-8281 COOPER, DOROTHY M TEACHER 10822 BRECKENRIDGE DRIVE n211 225-6928 COURTNEY, JUDITH E TEACHER 3303 ECHO VALLEY DRIVE n201 227-0468 CROCKRAN, GLORIA M ACADEMIC SUPPORT LAB ATTE 3224 SOUTH ARCH n206 375-3342 DEADMON, CAROLYN F aJSTClllAN 1310 ROCK STREET APT A n202 376-4291 DUBOIS, BETTY F lolORKER  ELEM FOCll SERVIC 16501 TAYLOR LOOP ROAD n212 868-5787 FAUSETT, LYNDA M TEACHER 10709 PLATTE VALLEY DRIVE n212 225-8803 FOOTE, CHARLES R TEACHER 3303 ECHO VALLEY DRIVE n201 FREEMAN, BUFUS AIDE SUPERVISION 2520 DORCHESTER DRIVE n204 224-4481 FRITZ, TERRY K AIDE CHAPTER I INSTRUCT 7601 NORTH CHICOT RD APT n209 568-8665 GADDIE, OLIVIA S TEACHER n201 GRAY, PEGGY A TEACHER 2620 CHESTER n206 374-2430 GRINAGE, KIMBERLY L TEACHER 4804 PRINCETON DRIVE n204 664-3249 HALL, CAROLYN L TEACHER 818 ARTHUR DR n204 661-9582 HAMMOND, ~ILEEN A TEACHER P .0. 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TAYLOR n204 6666198 HAMPTON, VALDA D AIDE TITLE VI B INSTRUC 3701 LUDWIG n204 5628576 KANOY, ROSIE L AIDE REGULAR BUDGET n164 HARDIN, CASANDRA ANN TEACHER 22 KINGSPARK DRIVE n,13 8510208 HARRIS, BOBBIE C WORKER ELEM Foa\u0026gt; SERVIC n206 HINES, BEVERLY J TEACHER 2600 HIGH n206 3753197 HOOSE, KEITH L TEACHER 2000 JR DEPUTY ROAD n205 2275106 JESTER, LI NOA TEACHER n210 JONES, CHERYL T COUNSELOR nos OAKRIDGE n116 8353709 JONES, DAVID L IIJLTIMEDIA TECHNOLOGY/ED n204 LEWIS, MARGARET A AIDE REGULAR BUDGET 4 PHYLLIS COURT no16 9852836 MCBRIDE, DOROTHY L WORKER ELEM Foa\u0026gt; SERVIC 1910 S(lJTH JOHNSON n204 6638354 MIRANDA, CARLA J AIDE REGULAR BUDGET 13003 EL ROAD n206 8882873 MOTTIN, MICHELLE S TEACHER 1414 SCOTT STREET n206 NELSON, REBECCA M LIBRARIAN 11006 LEMOIICREST LANE n209 4555544 NORWOOO, FAYE C TEACHER 2205 STATE n206 3744267 RICHARDSON, ANNIE L MEAL TECHNICIAN Foa\u0026gt; SE 4223 WEST 25TH STREET n204 RICKS, SHAWN D TEACHER 1902 CROSS n206 3710225 ROBERTS, KATHLEEN H AIDE DESEGREGATION n205 ROBINSON, MARLENE M TEACHER n205 RODGERS, JUDY C AIDE REGULAR BUDGET n118 RUNION, DIANNE C TEACHER 7117 SHAMROCK DRIVE n205 6632778 RYNDERS, MICHAELE ACADEMIC SUPPORT LAB ATTE 1212 DORTCH LOOP n111 SIMS, SHARON R TEACHER 1601 N SHACKLEFORD BLGD4 n211 2239315  SLATER, LEROY TEACHER P.O. BOX 5785 n215 SMITH, MARY C AIDE TITLE VI B INSTRUC 201 SPRINGWOOD DR n211 2255936 STANSBERY, ANITA L TEACHER 3524 GUM STREET n218 TAYLOR, MONICA TEACHER 1604 SCOTT APT B n206 3n5338 TROTTER, MARTHA A CUSTODIAN 5000 WEST 29TH n204 WATSON, TONYA AIDE SUPERVISION n204 WILLIAMS, RACHELL SECRETARY PRINCIPAL n120 8358635 WILSON, EDDIE L CUSTODIAN  PART TIME n204 WILSONROBINSON, PERRYLYN ELEMENTARY IV 431 MCCAIN BLVD APT 225N n116 WYATT, JANICE K TEACHER 801 S RODNEY PARHAM #9H n205 2210421 YOUNG, CORAL AIDE REGULAR BUDGET 1924 WEST 29TH n206 3753176 GEYER SPRINGS ELEMENTARY Principal: Eleanor Cox 5240 Mabelvale Pike Uttle Rock, AR 72209 570-4160 ALLEN, ROSALYN C WORKER ELEM Foa\u0026gt; SERVIC n209 BELL, CLOIS L TEACHER 8711 BOULDER LANE n201 2285327 BOHRA, REBECCA L TEACHER 2912 RESERVOIR n209 2212992 BOX 111, DAVID H AIDE SPECIAL EDUCATION 6401 SHIRLEY DRIVE n204 6636492 BRIGHT, GLADIS CUSTODIAN 39 REGINA CIRCLE n209 5687328 BROWN, THISSIE L AIDE SUPERVISION 2124 LABETTE MANOR DR APT n205 2248089 COOPER, JUANITA AIDE SUPERVISION 2116 SINGLETON COURT n204 COUNTS, CARLA M AIDE REGULAR BUDGET 6310 ASHER AVENUE #619 n204 5689471 COX, ELEANOR V ELEMENTARY PRINCIPAL 9219 TIMBER VALLEY ROAD n204 5681106 CRAIG, DEBORAH L TEACHER 11901 PLEASANTREE DRIVE n211 225-n14 CROFT, BRENDA M TEACHER 2409 BLACKWOOO ROAD n201 6643378 DOUGLAS, PATSY G TEACHER 9303 TANYA ORIVE n204 DUMAS, JOSEPHINE TEACHER 1830 SCHILLER STREET n202 3744200 FARLEY, KATHEY D LIBRARIAN 935 HOGAN LANE no32 3271765 FELDER, ARTHUR L AIDE REGULAR BUDGET 6116 ARBOR COVE APT 3 n209 5623931 GILBERT, JEAN H TEACHER 6311 SHERRY DRIVE n204 GINGERICH, TAMARA L TEACHER 5514 DEVONSHIRE COURT n209 5626852 GWIN, LISA IC TEACHER 1210 KELLOGG ROAD n120 834-4218 HARTMAN, ICR I STI MAREE TEACHER 3022 WARE STREET n204 568-9934 HAYMAN, KIMBERLY 8 SCHOOL NURSE n209 HIGHTOWER, NITA J TEACHER 7'900 WEST 25TH n204 224-1765 HILL, OOLORES J TEACHER 5201 PRIMROSE n209 565-5616 JONES, MILOREO 8 TEACHER 1617 SOUTH CLEVELAND n204 663-5855 KYZER, ADAM MANAGER  ELEMENTARY FOOO 7825 HOMESTEAD DRIVE n103 888-5046 LANEHART, FRANS MEDIA CLERIC 2700 MONTREAL n204 225-5981 LEE, SANORA L TEACHER P.O. 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ROOSEVELT 2507 GlJNPOl.l)ER 816 SKYLINE DRIVE 215 DRYAD LANE Principal: Al Niven 103 ALIZA DRIVE n204 n204 n205 n201 n2os n205 n2os n204 72207 72211 n205 n201 n114 no32 no20 n2os n204 n204 n211 n209 no16 no32 n210 n209 n212 n216 n113 n204 n211 n204 n205 n204 n205 n201 n206 no32 n211 n202 no23 n209 no32 n206 n203 n212 n113 n206 n204 n206 n201 n116 n205 n209 2251850 6649469 2244249 6610302 6641122 5656469 2256627 2217110 663-no1 7714975 3298451 3448266 2274786 2238903 3302570 3298766 8212658 5654954 3757763 8516169 2232197 2258499 2258642 6666348 2256292 2256344 3761353 3369544 375.7393 9881522 329-7680 2250781 2274513 8512387 2255557 7587962 2274891 4555857 BARNHILL, SAMMIE J TEACHER 959 WATKINS no32 BARNHOUSE, CAROL TEACHER 1912 GUNPOl.l)ER n207 225-4325 BATES, BETTY S REGISTRAR RClJTE 3 BOX 94 n086 676-3449 BENNETT, TANNY W TEACHER 11710 PLEASANT RIDGE #131 n212 BRYANT, DELOIS CClJNSELOR 801 CANTRELL APT 403 n201 2219176 BURR, BETTY R ASST PRINCIPAL SECONDAR 9 EVERT COORT n209 4550286 BURT, GERALDINE H WORKER SR HIGH FOOD SER #4 WHITMORE CIRCLE n206 3757619 CALLAWAY, EVELYN J TEACHER 2802 ROMINE ROAD n204 2247816 CASTEEL, JOANN LIBRARIAN 10725 BRECKENRIDGE 72211 2254103 CHRISTENSEN, ROSEN TEACHER 2308 PEACHTREE DRIVE 72211 6665420 CLEVELANO, KINNIE R TEACHER 521 TREY LANE 72032 3272325 COOPER, JAMES L TEACHER 4206 LORANCE DRIVE 72206 8882211 COX, CATHY J TEACHER 6716 ROCIC\\IOOO ROAD 72207 DAVIS, MARIE SCHOOL NURSE 901 SOUTH JEFFERSON ST. 72204 6639063 DEDNAII JR, JOHN L ASST PRINCIPAL SECONDAR 41 CREPE MYRTLE 72209 455-4266 DELAMAR, CLYDE L TEACHER 1420 BRECKENRIDGE #75 72207 ENDERLIN, EVELYN H TEACHER 3111 PAINTED VALLEY DRIVE 72212 2256159 ESKOLA, GLEN E TEACHER 1912 GREEN MOUNTAIN DR #3 72212 2279640 FARNER, RITA D MANAGER  SR HIGH FOOD SE 3211 WALKER 72204 224-1142 FARRAR, ELIZABETH J TEACHER 3714 OAIC\\IOOO ROAD n205 663-9628 FINCH, ALICIA I TEACHER 9 DEE DEE CIRCLE 72212 868-5356 FISHER, JONATHAN CUSTOOIAN  HEAD 46 WHITMORE 72206 374-4400 FLINN, TIMOTHY P TEACHER 811 NORTH GRANT #8 72205 6648832 FRIES, NICOLE N TEACHER 609 PENBROICE 72116 835-0484 GLASSCO, BELi NOA B TEACHER 6301 CAMP ROBINSON RD #25 72118 753-9041 GRAHAN, I.AURA A TEACHER 9816 REGENT CIRCLE 72204 GRAY, VICKIE IC TEACHER 4014 POTTER 72204 5654581 GRUNNER, WILLIAN J TEACHER #1 ROSEWOOO 72032 327-1177 HALL, LINDA L TEACHER 1316 ALABAMA 71601 536-1931 HARDIN, JIJ\u0026gt;ITH IC SECRETARY GUIDANCE 1912 GREEN MOUNTAIN DR A 72212 2232965 HARRISON, T.F KENNETH TEACHER 1 SHADY VALLEY CClJRT 72116 7531461 HART, JIJ\u0026gt;ITH N CClJNSELOR 700 EAST 9TH #7C 72202 HARTNESS, PAUL J TEACHER 919 CClJLTER 72116 835-6936 HIETT, RUTHIE R TEACHER 9 LI SA CClJRT 72212 2241041 HOBBS, PANELA A TEACHER 2 CANYON CClJRT n116 7586141 HORNE, LISA IC SCHOOL BASED SECURITY OFF 503 EAST 6TH STREET APT 2 72202 376-1944 H~D, NANCY L SECRETARY PRINCIPAL #3 HOGAN DRIVE 72209 565-4832 HULLUM, BRENDA S TEACHER 1923 NICHOLS n205 2258335 INNAN, ANN C TEACHER 2300 REBSAMEN #8205 72202 6662848 JACKSON, CYNTHIA D TEACHER 1104 EAST 19TH 71601 5358671 JACKSON, HERNAN L CUSTOOIAN  PART TINE 5921 VALLEY DRIVE #7 72209 5683723 JENKINS, PATRICIA R ACADEMIC SUPPORT LAB ATTE 5411 WEST 13TH 71603 562-667'9 JOHNSON, JON N TEACHER 1221 RESERVOIR ROAD #161 72207 221-1204 JONES, ARLIN E TEACHER 14814 SARA LYNN DR n206 888-4069 JONES, HAROLD WORKER SR HIGH FOOD SER 2306 TYLER STREET n204 6634410 JONES, JUANITA B TEACHER 7800 HILLSBORO ROAD 72103 568-4841 JONES, MARGARET J\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1193","title":"Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994/1995"],"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","Educational innovations","Educational planning","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations"],"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/1193"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nExhibit 310A\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1994-1995 1 of 2 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION : EXTENDED PROGRAM EVALUATIONS 1994-1995 1 of 2 SEQ# 14 03 227 23 233 24 230 33 231 07 02 207 213 215 01 228 15 13 226 222 223 224 79 78 25/225 05 203 21 204 08 EXTENDED PROGRAM EVALUATIONS (Alphabetical Order) Program Name Academic Progress Incentive Grant Academic Support Program Communication Services Computerized Transportation Contingencies Data Processing(deseg) Data Processing Services (non-deseg) Facilities Family Life Education/New Futures Federal Programs Four-Year-Old Program Gifted and Talented Guidance Services Health Services/Nursing Services HIPPY Human Resources Services McClellan Community School New Futures Planning and Evaluation Plant Services Pupil Transportation Purchasing Services Rockefeller Early Childhood Romine Interdistrict Safety and Security School Closings Special Education/Learning Center (deseg) Special Education (non-deseg) Staff Development Student Assessment Substitute Teacher Vocational Education (non-deseg) Vocational Education (deseg) EXTENDED EVALUATION ACADEMIC PROGRESS INCENTIVE GRANT (APIG) Program Description 1990 - 1991 The Academic Progress Incentive Grant (APIG) was first made available to each area school principal in the 1990-91 school year in the sum of $25,000. The process to be followed was for each school principal to write a proposal attached to a budget sheet identifying items and cost as related to the proposal being submitted. The use of the money was to be directly connected to and support of the school's yearly annual school plan. The school plan was developed cooperatively by the principal and staff with parent committee input. All participants were in agreement that the annual school plan supported the goals of the Little Rock School District as well as the following goal objectives. LRSD Goals 1. To increase educational achievement of all students with specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through: a) providing equitable educational opportunities for all students m a desegregated learning environment\nb) enabling all students to develop a lifelong capacity and love for learning\nc) leading all students to be productive contributors in the school, the community and the workplace d) providing a disciplined, structured learning environment for all students. 3. To enhance human relations skills for principals, teachers, and central office administrators. 1. APIG Objectives To increase the academic achievement for identified students in the core curricular areas by providing teachers with a broad base of resources and equipment. To provide varied enrichment activities that would broaden identified students' experience base. 1 3. To involve parents as full partners in planning at schools for identified students' growth and success. 4. To provide staff development activities which meet the specific needs of identified students. The grant proposals were then to be forwarded to the Academic Progress Grant Committee for review and approval. Upon approval, the budget sheet was forwarded to the Financial Services Department, and budget codes were set up for the individual schools to use in purchasing the items requested. The respective assistant superintendent over the area schools who monitored the school's annual plan would review incoming requisitions to see if the purchases requested related to the school's plan. The schools' grant proposals were slow in corning in that year in addition to many of the grants being returned to principals for revisions. Several schools were successful in receiving early approval in the first semester for the full amount. The majority of schools, however, did not receive grant approval until late January and early February of 1991 and not for the full amount. Even though the money was received on a late timeline, it did enable the schools to purchase needed equipment, materials, supplementary reading materials, enrichment trips, etc. for all students as well as providing funds for some tutoring assistance to their at-risk groups before the MPT (Minimum Performance Test) and MAT-6 (Metropolitan Achievement Test Edition 6) test dates. Considering the timeline with a week out for Spring Break and two to three weeks scheduled for MPT and MAT-6 testing, the principals were asked only to write a narrative for the grant evaluations that would be no longer than three typed pages describing the status of their grant. The report was to include: 1. Identification of local school grant goals. 2. A description of the results. 3. Identification of any proposed change for the 1991-92 school year, if possible. These narratives were attached to the school's annual report and forwarded to their assistant superintendents. 1991 - 1992 In the second year of the Academic Progress Incentive Grant, the funds were frozen the first semester of the school year. Once the funds were released, the procedures set forward for application were the same as outlined in the 1990-91 school year except for one change. 2 The school grant proposals were now to come to the assistant superintendent over the school and then forwarded to the associate's office for his signature. Principals, teachers, and parents worked together to develop tutoring schedules for their atrisk students. After-school programs and Saturday programs were implemented to assist their various targeted groups. All of this was possible because of the funds received. During this year a new standardized test, Stanford 8, was given in the place of the MAT-6 test. Principals were asked to use the same reporting format in describing the status of their grant. The narrative was to be attached to their annual school report and forwarded to their assistant superintendent. 1992-93 In the third year of the APIG, the funds were reduced to $10,000 for which the area schools could apply. Again, many of these grants were not funded until November due to the busy schedules at the beginning of the school year. The principals were to use the same format for applying and reporting as was used in the 1991-92 school year. Focused Activities - Each area school shall have a fundamentally sound and strong basic educational program. Each area school shall also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. SUMMARY: Focused Activities - The purpose of the focused activities shall be threefold: (1) to promote the school as a \"community of learning\" among parents, staff and students\n(2) to provide enrichment opportunities at the building level\n(3) to ensure equitable opportunities for participation in the elementary area schools. The focused activities of each area school will be integrated into the core curriculum or reflected in the . school's environment and day-to-day activities. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Area school students will participate in ongoing, meaningful enrichment activities that complement and extended the core curricular activities. All are:i. schools will be viewed by the community as providing equitable and excellent educational programs. A steering committee was appointed to chair the inservice for the principals in order to implement Focus Activities in their schools. The principals were then to establish a school based committee who would develop an activities action plan for the school year. From this action plan a checklist would be developed by the school's 3 i. ,- I' activities coordinator. The principal and school committee were to use the checklist to monitor the program. The activities coordinator would prepare a report each semester to be submitted to the assistant superintendent for review. The grant was to be reviewed by a district committee and the proposal, if approved would be granted. Program Goals The program goals listed below will ensure that equity occurs in all phases of school activities and operations: 1) The grant opportunity would enrich each district's elementary curriculum to achieve greater racial balance through voluntary interdistrict and intradistrict transfers. 2) The Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (a) improve the education of all students and (b) reduce the disparity in achievement among students of different racial, socio-economic, and gender groups. 3) Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race and socio-economic issues. 4) Each school will be recognized as a community of learning in which all students, staff members and parents are totally involved and supportive. 5) The focused activities of each non-magnet and non-incentive elementary school will be integrated into the core curriculum or reflected in the school's environment and day-to-day activities. 6) All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. 7) All elementary area schools will be viewed by the Community as providing equitable and excellent educational programs. Evaluation Criteria Academic Incentive Grant Program - The number of low achievers will decrease as evidenced by upward quartile movement on the norm referenced test. 4 Focused Activities - At the end of each school year, the activities coordinator will include focused activities in a district-wide report. This report will focus on the following items: 1) the degree to which each focused activities have been interrelated with the core curriculum\n2) the number of enrichment activities that broadened the students' experience based\n3) the amount of parental involvement\n4) academic achievement as reflected on standardized tests and yearly grade reports\n5) the racial and socio-economic composition of the student population in each elementary area school\n6) the number of voluntary majority to minority transfers\n7) the type and amount of enrichment materials/supplies/purchased by each elementary area school through the focused activities budget\n8) the type and number of staff-development activities at each elementary school. Evaluation Results Evidence from the principals' narrative reports and surveys indicate that funds received from the APIG proposal over the three-year period were used to support the school plan as \"it related to the goals of the district.\" The programs and projects were numerous and were targeted to assist groups of students as well as the total school population. The selection of targeted groups are as follows: Principals and staff disaggregate test data by grade levels. Students that are 39 NCE and below go to the Reading Academic Support Program for assistance and those students below 30 NCE go to the Math Academic Support Program. The students whose NCE scores are between 40 and 49.9 NCE have not been eligible for the Academic Support Program. With the AIPG funds, plans can be made to assist these groups of students in the area of need in addition to any of the other who are in the Academic Support Program. At the conclusion of each school year, the principals would then submit in the narrative the names of the projects that were implemented, the list of students who were targeted, and if improvements were made. All of the reporting schools used their funds to provide activities interrelated to the core curriculum. It is also noted that school climate surveys 5 were used to target areas needing improvement. As a result of this data, principals, staff, and parents tried hard to provide a disciplined, structured learning environment for all students. An intense incentive progr:im was implemented to encourage good behavior. There were reports made by principals, staff, and parents, and program participants of the overall positive results that they could identify as happening for the benefit of the students. However, with all of the favorable behavior changes that were confirmed, achievement data did not reflect that the grants led to the disparity reduction that had been desired. Focus Activities - The Focus Activities of each non-magnet and non-incentive elementary school will be integra~ed into the core curriculum or reflected in the school's environment and day-to-day activities. All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extended the core curricular activities. Evidence - Academic Incentive Grant - The percentage of elementary principals reporting that their Academic Incentive Grant funds aided in the reduction of disparity on targeted groups are on file. Focused Activities - Steering committees have been identified in the area schools. To date, four proposals have been submitted for approval. Obstacles to Goal Attainment Obj. 1.0 To implement focused activities in elementary area schools.  Not Achieved The Focused Activities grant was provided to the schools in the spring of 1994. No data has been collected. Obj. 1 To provide means of local area schools to (A) improve the education of fill students, and (B) reduce the disparitv in achievement among students of different racial, socio-economic, and gender.  Not Achieved The quality of education was improved but not for ALL children. The lateness of funding did not provide for opportunities to organize and implement model programs. Eighteen weeks (second semester minus two weeks for testing and one for spring break) was not sufficient time to bring about the necessary academic improvement to offset the disparity in achievement levels. The $25,000 to Sl0,000 for the 1992-93 APIG. 6 Time prohibited the collection and analysis of data in order to provide uniform conclusions about the effectiveness of programming under the APIG. Parental support was limited in the planning and evaluation process. At the secondary level the majority of the impact of the Academic Progress Incentive Grant has been in directed assistance to the development of identified students in programs after the regular school day ends. Such an arrangement limits availability of students for program participation due w extra curricular activities, family responsibilities, and employment of students. Also, there is a need in some instances to show a more direct relationship between the strategies employed in a proposal and the attainment of the proposal goals under the Academic Progress Incentive Grant. Focused Activities - Proposals are presently being submitted and approved for the first time during the 1994-95 school year. Recommendation: Objective: Evaluation Criteria: Expected Benefits: Impact Analysis: Resource Analysis: Recommendations It is recommended that the Little Rock School District concentrate on the implementation of its new curriculum and standards. It is also recommended that any extra remediation be supported by the Chapter I funding and the Special Summer School for K-3. Discontinue the Academic Progress Incentive Grant and the Focused Activities Grant for the 1994-95 school year. The K-3 summer School and Chapter I evaluation will be utilized for documentation. The deletion of the APIG will provide the district in assisting with budget cuts and will enable schools to concentrate and implement a more uniform curriculum across the district. This is the fifth year for the Academic Progress Incentive Grants to be offered to area schools. Obligations implemented at this time will support the desegregation plan and address court orders favorally. Some principals, parents and board members may want to assure that extra funding is provided to the area schools :or equity reasons. The district will save a total of $445,000 by discontinuing both grants. (See graph below) 7 Elementary Junior High Senior High Total Schools Area Schools Area Schools Schools (3) (25) (4) APJG $10,000 $250,000 $40,000 $30,000 $320,000 Focused 5,000 125,000 125,000 - TOTAL $375,000 $40,000 $30,000 $445,000 Force Field Analysis: The primary supporters of this recommendation will be the parties involved in planning the budget for the 95-96 school year. Comments from previously principals in evaluations suggest that they will also support this recommendation. General Implementation Plans: The grant proposals will not be submitted in the 1995-96 school year budget. The Board will have to agree on this recommendation and the ultimate decision may be made by the federal courts. The programs will be evaluated at the end of this school year by the principals and the selection committee. Business Case is recommended: ___ Yes  No Plan modification is recommended:  Yes ___ No No budgetary impact. ___ _ Increased costs Decreased costs  8 Purpose ACADEMIC SUPPORT PROGRAM IN-DEPTH PROGRAM EVALUATION Program Description The purpose of the Academic Support Program is to provide support for participating students in grades one through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievem~nt of these targeted students. The support is provided by certified reading specialists and English and mathematics teachers in the regular classroom, in additional classes, and in labs. scope and content All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan VocationalTechnical Education Center. The Academic support Program offers a variety of options to the individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing either direct or indirect services to identified students through additional classes, smaller class sizes, or in-class assistance at the secondary level and in-class assistance or limited pullout at the elementary level. Elementary Academic Suppor~ Program At the elementary level, the primary delivery method in the area of mathematics is in-class assistance for grade level 2, and limited pull-out as a possible second strategy for grade levels 3-6. Grade 1 teachers attend special inservice sessions to better prepare them to meet the needs of their students. In the area of reading/language arts, minimal pull-out is used to provide for the learning needs of students ~ith identified reading deficits for grade levels 1-6. Indirect Services Reading and math specialists are paired with classroom teachers to assist in implementing accelerated learning experiences for students with identified reading and mathematics skills deficits. An instructional program and duration of services are established for each student in order to address individualized needs. The Academic Support Program In Depth Program Evaluation Page 2 revised curriculum is used by the regular teacher and the reading/mathematics specialists to provide a uniform and integrated approach to learning . Schedules are developed in cooperation with the regular teacher to determine appropriate time for specialists to provide services in the regular classroom. Time is allocated for the specialists to plan and consult with the regular teacher in order to ensure consistency in student learning. This cooperative planning allows for a team effort to best meet needs of students and to prevent fragmentation in teaching and learning. In addition, this approach improves and enhances educational opportunities for these students to experience academic success in the regular classroom. Through the alternative methods for delivery of instruction, students increase their time on task, make greater gains, and maintain progress. Direct Services For students identified with severe reading problems, a reading class is available to assist them in mastering fundamental reading skills and to stimulate their interest in reading. Reading teachers focus on mastery learning and use of listening labs and computer labs to diagnose, remediate, and assess specific learning problems, using a variety of curricular approaches including computer technology. This arrangement promotes program continuity, connected learning, student/teacher bonding, and shared accountability. Data secured through individual assessment and other relevant records are used to develop the student's program and establish the duration of services. Secondary Academic Support Program Secondary schools implement the Academic Support Program according to one or a combination of the following possible approaches: APPROACH ONE Indirect Services The academic team approach pairs English, reading, learning foundations, and mathematics teachers. These paired teams of teachers jointly plan appropriate whole group instruction, small group instruction, and individual instruction for learning experiences. Academic Support Program In Depth Program Evaluation page 3 Direct Services For students identified with severe reading problems, a reading class is available to assist them in mastering fundamental reading skills and to stimulate their interest in reading. APPROACH TWO Direct Services Regular classroom teachers work to meet the needs of their own targeted students. Smaller class sizes are scheduled for regular language arts and/or mathematics teachers to allow them to provide more individual assistance for targeted students during each class period. APPROACH THREE Direct Services The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of separate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. EXTENDED SERVICES - ELEMENTARY AND SECONDARY To support and extend learning opportunities for targeted students, the academic team concept is supplemented by making available to these students before-school, at lunch, and afterschool instructional services. Additionally, some sites may schedule periodic extended weeks in order to provide a practice and review session on Saturdays. Principals may use flexible scheduling of staff to provide some of their extended day services. Academic Support Program In Depth Program Evaluation Page 4 The implementation of academic support programs may vary from school to school in design. However, the following common critical elements are evident in every program: instructional strategies including higher order thinking skills\nclose observance of time on task\nuse of the District's approved curriculum with appropriate materials and resources\na positive school climate that includes conveying high expectations for all students\nparent involvement designed to assure a collaborative partnership between parents and school\nproblem analysis consisting of collecting, analyzing, and disaggregating student data\nand monitoring, assessment, and evaluation. New staff members participate in development activities that assist them in use of curriculum guides as well as appropriate staff development activities for targeted students. Participants/Beneficiaries Target students are initially identified from the student population scoring in the lower quartile on the annual student assessment. Multiple criteria, including student grades, teacher recommendations, and student records are used to select students from the eligible population to participate in the Academic Support Program. Program Goal The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstream setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Specific objectives have been developed in order to designate what is to be accomplished to implement the adopted goals. The Academic Support Program includes the following objectives: 1. To identify and serve students who are at-risk in reading/language arts and mathematics. 2. To prescribe a personal education plan for targeted students. Academic Support Program In Depth Program Evaluation page 5 3. To reduce or eliminate pull-out academic support programs. 4. To provide parents with the knowledge and skills needed to promote the education of their children at home and at school. Evaluation Criteria The Academic Support Program has been evaluated by analyzing data from Spring 1992 through Fall 1994. Specifically the evaluation consists of: 1. Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students. 2. Personal education plans of targeted students reflect implementation of the selected school option(s). 3. Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations to provide individual/group/school progress are maintained for continuous student and program progress. 4. Parental involvement reflects an increase in the numbers of parents attending parent conferences and parent training sessions and visiting schools. Evaluation Results Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results, presented in correspondence with each previously stated objective. Objective 1 To identify and serve students who are at-risk in reading/language arts and mathematics. Each year the Academic Support Program options are explained to local school administrators and they are provided with an overview of how all of the individual Academic Support Programs are to be coordinated for continuity of services to children and efficient use of resources. Local school administrators select appropriate Academic Support Program components. I 11 I I II I I Academic Support Program In Depth Program Evaluation Page 6 Students eligible for participation in the Academic Support Program are identified from the District-wide printout of the Stanford 8 results. Identified students are those with total reading and/or mathematics scores falling within the lowest quartile on the Stanford 8 (total NCE of 35.8 or below). Multiple criteria, including student grades, teacher recommendations, and student records, are used to select targeted students from the identified population to participate in the Academic Support Program. Staff assignments are determined at the building-level and schedules are completed to ensure implementation of the selected school options. Discussion For the 1992-93 school year, thirteen secondary schools chose the Reading/Language Arts/Mathematics Indirect/Direct Approach, while one secondary school chose the Language Arts Plus Approach and three secondary schools chose the Direct Mathematics Approach. All elementary schools chose the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-1) For the 1993-94 school year, fourteen secondary schools chose the Reading/Language Arts/Mathematics Indirect/Direct Approach, while seven secondary schools chose the Language Arts Plus Approach and six secondary schools chose the Direct Mathematics Approach. All elementary schools chose the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-1) For the 1994-95 school year, fourteen secondary schools have chosen the Reading/Language Arts/Mathematics Direct/Indirect Approach. Seven secondary schools have chosen the Language Arts Plus Approach. All secondary schools have the Math Plus Approach with some degree of indirect services through pairing of regular math teachers with Math Plus teachers. (Appendix A-1) The District-wide printout of the Stanford 8 results for the 1992-93 school year revealed that 11,955 students were eligible for participation. For the 1993-94 school year, 11,044 students were eligible . For the 1994-95 school year, 12,033 students were eligible. (Appendix A-2) For the 1992-93 school year, uniform multiple criteria were used to identify 8,173 targeted students from the eligible population to be served by the Academic Support Program. For the 1993-94 school year, 7,466 students were selected. For the 1994-95 school year, 6,296 students have been selected, using the uniform multiple criteria. (Appendix A-2) Academic Support Program In Depth Program Evaluation page 7 During the 1992-93 school year, 2,525 students at the secondary 1evel were served by the Indirect/Direct Approach, 26 students were served by the Language Arts Plus Approach and 287 students were served by the Direct Mathematics Approach. At the elementary level, 5,385 students were served by the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-3) During the 1993-94 school year, 2,212 students at the secondary level were served by the Reading/Language Arts/Mathematics Indirect/Direct Approach. 466 students were served by the Language Arts Plus Approach and 622 students were served by the Direct Mathematics Approach. At the elementary level, 4,655 students were served by the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-3) During the 1994-95 school year, 3,230 students at the secondary level are being served by the Reading/Language Arts/Mathematics Indirect/Direct Approach. 420 students are being served by the Language Arts Plus Approach and 760 students are being served by the Math Plus Approach. At the elementary level, 4,787 students are being served by the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-3) For the 1992-93 school year, a total of 52 teachers staffed the Reading/Language Arts/Mathematics Indirect/Direct Approach, while .6 teachers staffed the Language Arts Plus Approach and 6.1 teachers staffed the Mathematics Direct Approach. At the elementary level, a total of 82.4 teachers staffed the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-4)  For the 1993-94 school year, a total of 40.6 teachers staffed the Reading/Language Arts/Mathematics Indirect/Direct Approach, while 8.2 teachers staffed the Language Arts Plus Approach and 15.3 teachers staffed the Mathematics Direct Approach. At the elementary level, a total of 71.6 teachers staffed the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-4) For the 1994-95 school year, a total of 24.6 teachers staff the Reading/Language Arts/Mathematics Indirect/Direct Approach, while 46 teachers staff the Language Arts Plus Approach and 11.6 teachers staff the Mathematics Direct Approach and 14.2 teachers staff the Math Plus Approach. At the elementary level, a total of 73.05 teachers staff the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-4) --------------~- ----------- Academic Support Program In Depth Program Evaluation Page 8 Objective 2 To prescribe a personal education plan for targeted students. The Stanford 8 Individual Record Sheet serves as the basis for developing a personal education plan for each targeted student. The Little Rock School District Curriculum, which is correlated to the Stanford 8 objectives, is used as the curriculum in each program option at each school site. Schools are clustered for delivery of staff development and a schedule is developed to provide training to the staff responsible for delivering each Academic Support Program. Workshops are provided on the topics of specialized content area strategies, team planning, learning styles/cultural diversity, interactive teaching/learning, mastery learning, and cooperative team learning. Workshops are monitored to ensure that all topics have been addressed. Instruction and learning in the Academic Support Program settings are monitored regularly to determine student involvement, appropriateness of learning strategies and cultural diversity, creativity and resourcefulness, use of tutors, small group instruction, and extended day/week programs, teacher-student interaction, and increased student achievement and social skills. Technical assistance is provided on an as-needed basis in each of the areas monitored. TABLE B MONITORING CATEGORIES I SCHOOL TECHNICAL SCHOOL I YEAR \u0026amp; CLASSIFICATION I VISITS ASSISTANCE BASED I XEETINGS I ' i 1992-93 ELEMENTARY 413 40 24 I Totals SECONDARY 97 6 13 I i 1993-94 ELEMENTARY 241 175 4 SECONDARY 125 78 8 ! 1994-95 ELEMENTARY 175 12 47 to 12/6/94) SECONDARY 53 2 3 'Academic Support Program In Depth Program Evaluation Page 9 Discussion A comparison of the total number of training sessions conducted during the 1992-93 school year to the total number of sessions conducted during the 1993-94 school year reveals that there was an increase in the amount of technical provided by the reading/language and Mathematics Departments. During the 1992-93 school year, staff members made 593 monitoring visits. For the 1993-94 school _year, staff members made 631 monitoring visits. for the 1994-95 school year, 287 monitoring visits have been made to date by staff members. (Appendix B-1) Objective 3 To reduce or eliminate pull-out Academic Support Programs. The collection of appropriate data, including pre and post standardized test scores, student grades and records, samples of student work, and parent/teacher/student recommendations, serves as the basis for targeting students to be served by the Academic support Program. These data are analyzed for each student targeted to evaluate program effectiveness in remediating student achievement and contributing to the reduction or elimination of pull-out Academic Support Program components. Discussion A three year comparison of the students served by the Academic support Program shows that the number of students decreased in four out of nine grade levels in reading and mathematics from 1992 to 1993. The number of students served decreased at all grade levels in reading and mathematics from 1993 to 1994. (Appendix C-1) For the 1993-94 school year, the Language Arts Plus Approach increased to seven schools from only one during the 1992-93 school year. Six secondary schools also chose the Mathematics Direct Approach, representing an increase of three schools over the 1992-93 school year. These changes represent a trend at the secondary level away from an exclusive Rea.ding/Language Arts/Mathematics Indirect/Direct Approach toward more Direct Approaches. The trend continues in 1994-95 as all thirteen secondary schools use the Direct Math Plus Approach and maintain the same level of Language Arts Plus that was established in 1993-94. (Appendix A-1) ' Academic Support Program In Depth Program Evaluation Page 10 Objective 4 To provide parents the knowledge and skills needed to promote the education of their children at home and at school. Parents were assisted in obtaining the knowledge and skills needed to promote the education of their children at home and at school through provision of information about students' achievement and behavior, conferences about their children, and the establishment of parent/school partnerships. Discussion A comparison of 1992-93 parent activity documentation to the 1993-94 parent activity documentation reveals there has been an increase in the number of participating parents. The number of parents involved during 1993-94 increased two and a third times the rate of parental participation during the 1992-93 school year. Twenty-eight of the twenty-nine schools where data were collected showed positive gains in parent participation. (Appendix D) Data have not yet been compiled showing participation during the 1994-95 school year. Obstacles to Goal Attainment Obstacles to goal attainment are indicated by specific objectives: 1. To identify and serve students who are at-risk in reading/language arts and mathematics. Although this objective is achieved, it has not been achieved in a timely manner. Students identified for Academic Support Program service need to be identified prior to the beginning of the school year during which they are to be served. The identification process should begin in the spring of the preceding year with teacher recommendations based on multiple criteria followed by a review of each recommended student's test score results in early summer. By matching teacher recommendations and test score results, the population in need of service can be determined in time to ensure that appropriate Academic Support Program components are in place at each school site when the new school year begins. Academic Support Program In Depth Program Evaluation Page 11 2. To prescribe a personal education plan for targeted students. This objective is largely achieved\nhowever, some folders are not complete because teachers do not have sufficient information to develop the plans. Individual Test Records (Stanford 8) for all Academic Support students are needed in order for teachers to develop the personal education plans. 3. To reduce or eliminate pull-out Academic Support Programs. Although progress toward reducing pull-out components of the Academic Support Program has been made in mathematics, more work needs to be done in reading/language arts at the elementary and junior high levels. While the data reveal a three year decrease in the total number of students needing services, too many students continue to need service from year-to-year after they enter the Academic Support Program. This fact requires a re-examination of the kinds of services available to students in reading/language arts at grades K-3 and grades 7-9. Several components of the current Academic Support Program are proving successful, most notably the language arts/mathematics plus classes (Approach Three) at the secondary level. Unfortunately, only two of the eight junior high schools are currently using the language arts plus model, while the other six continue to rely exclusively on Approach One, where traditional reading classes dominate without the direct support of the English teachers. More language arts plus classes are needed. At the elementary level, too much emphasis continues to be placed on traditional reading classes as a remediation strategy at all grade levels. The data do not indicate any concentrated effort on intervention/prevention at grades K- 3, where reading skills are developed. The current Academic Support Program lacks sufficient options at these grade levels necessary for developing the skills of the immature reader. The options for the primary grade levels need to be overhauled and expanded to ensure adequate support for students who are at-risk of becoming permanently trapped by the remediation cycle. Expansion of services must include concentrated approaches such as Reading Recovery, complemented by a greater degree of cooperation and interaction between the classroom teacher and the reading teacher. Academic Support Program In Depth Program Evaluation Page 12 4. To provide parents the knowledge and skills needed to promote the education of their children at home and at school. Although this objective is largely achieved at the elementary level, there is a need for strengthening efforts at the secondary level. Recommendation 1 Teacher recommendations based on analysis of multiple criteria should be made in the spring of the school year prior to the school year during which Academic Support Program service is to be provided. These recommendations should be forwarded to Central Office to be matched with test results as soon as they are available in order to determine the population to be served. This population should be identified on a customized printout, designed to reconcile teacher recommendations with test cut-off scores. The customized printout would be used to determine service needs so that appropriate Academic support Program components are in place at each school site before the new school year begins. Additionally, multiple copies of the customized printouts need to be in each school. at the beginning of the school year to facilitate timely service to all targeted students. Objective The objective of this recommendation is to ensure timely identification and selection of students to participate in the Academic Support Program and to serve targeted students by developing personal education plans based on their Stanford 8 Individual Test Recordf. Evaluation Criteria Documentation will indicate that the selection and identification processes occur in a timely and efficient manner and that program teacher record keeping is complete. Expected Benefits The District will meet its commitment of reducing academic disparity and pull-out programs. Academic Support Program In Depth Program Evaluation Page 13 Impact Analysis This recommendation will assist the District in providing appropriate instructional opportunities for students with identified needs in reading/language arts and in mathematics. As the students are served, pull-out programs and learning disparity will be reduced. Resource Analysis The Language Arts Office, Planning, Research and Evaluation Department, and the Data Processing Department will generate the necessary forms. The Office of Federal Programs will gather and report data so that analysis can be made. Force Field Analysis The primary supporters of this recommendation will be central office supervisors, director of federal programs, building principals, IRC reading and mathematics specialists, program teachers, students, and parents. There are no known detractors. General Implementation Plan 4/1/95 5/1/95 6/1/95 7/1/95 Activity Teacher recommendation based on multiple criteria. Teacher recommendation forms forwarded to Central Office Teacher recommendations matched with test results Customized printout forwarded to schools Person(s) Responsible Elementary classroom teachers, Secondary Language Arts/Math teachers Building Principals Director of Data Processing Director of Data Processing Academic Support Program In Depth Program Evaluation Page 14 Recommendation 2 Language Arts Plus classes should be included as an Academic Support Program option in all junior high schools. Utilization of this component would restructure the junior high school English departments, enabling regular English teachers to serve targeted students in additional enrichment classes. These teachers would teach up to four regular English classes and during the remaining periods would provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. The Language Arts Plus Program would reduce the current number of reading classes taught by additional teachers. Objective The objective of this recommendation is to reduce or eliminate pull-out Academic Support Program approaches by providing additional instructional time to targeted students with their regular English teachers. Evaluation Criteria Evaluation criteria will include personal education plans for targeted students, annual district printouts of standardized test scores, and annual reports on numbers of students eligible for service through the Academic Support Program and numbers of students actually served. Review of these criteria will indicate increased student mastery of District learning objectives, increased standardized test scores, decreased numbers of students eligible for Academic Support Program services, and decreased numbers of students actually served. Expected Benefits The District will meet its commitment of reducing academic disparity and pull-out programs. Impact Analysis This recommendation will assist the District in providing appropriate instructional opportunities for students with identified needs in reading/language arts. As the students are served, pull-out programs and learning disparity will be reduced. Academic Support Program In Depth Evaluation page 15 Resource Analysis This recommendation will utilize existing junior high school English department staff, while reducing the total number of reading specialists needed at the junior high level. Teachers and students will use the existing curriculum and textbooks. No additional classroom materials will be needed. force Field Analysis The primary supporters of this recommendation will be central office personnel, including supervisors and directors, building principals, teachers, students, and parents. Anticipated detractors will include reading teachers whose positions will be eliminated. General Implementation Plan Activity Person(s) Responsible 4/1/95 5/1/95 6/1/95 7/ 1 / 95 7/1/95 Teacher recommendations based on multiple criteria Teacher recommendation forms forwarded to Central Office Teacher recommendations matched with test results customized printout forwarded to schools Students and teachers assigned to Language Arts Plus classes Sixth grade teachers and secondary English teachers Building Principals Director of Data Processing Director of Data Processing Building Principals Academic Support Program In Depth Evaluation Page 16 Recommendation 3 The current Academic Support Program needs to be restructured at the elementary school level to ensure adequate support for students who are at-risk of becoming permanently trapped by the remediation cycle. This restructuring should focus on providing appropriate program components at grades K-3, where reading skills are developed. An aggressive intervention/prevention program targeting these grade levels would reduce the overall size of the Academic Support Program by mainstreaming before the fourth grade students who would otherwise continue to need the support of the current program. Expansion of services must include concentrated approaches such as Reading Recovery, supplemented by a greater degree of cooperation and interaction between the classroom teacher and the reading teacher. Objective The objective of this recommendation is to reduce or eliminate pull-out Academic Support and academic disparity. Evaluation Criteria Evaluation criteria will include personal education plans for targeted students, annual district printouts of standardized test scores, and annual reports on numbers of students eligible for service through the Academic Support Program and numbers of students actually served. Review of these criteria will indicate increased student mastery of District learning objectives, increased standardized test scores, decreased numbers of students eligible for Academic Support Program services, and decreased numbers of students actually served. Expected Benefits The District will meet its commitment of reducing academic disparity and pull-out programs. Impact Analysis This recommendation will assist the District in providing appropriate instructional opportunities for students with identified needs in reading/language arts. As the students are served, pull-out programs and learning disparity will be reduced. Academic Support Program In Depth Evaluation Page 17 Resource Analysis This recommendation will require reallocating available Chapter One funds to provide for staffing needs, materials and supplies, and staff development. Force Field Analysis The primary supporters of this recommendation will be central office personnel, including supervisors and directors, building principals, teachers, students, and parents. Anticipated detractors will include reading teachers whose position will be eliminated. General Implementation Plan Activity Person{s) Responsible 4/1/95 5/1/95 6/1/95 7/1/95 8/1/95 Teacher recommendations based on multiple criteria Teacher recommendation forms forwarded to Central Office Teacher recommendations matched with test results Customized printout forwarded to schools Students and teachers assigned to Academic Support Program Classroom teachers Building principals Director of Data Processing Director of Data Processing Building principals I I .i :I\ni ' ' ! INSTRUCTIONAL APPROACH SENIOR HIGH SCHOOLS Central J. A. Fair Hall McClellan Parkview Magnet JUNIOR HIGH SCHOOLS Cloverdale Dunbar Magnet Forest Heights Henderson Magnet Mabel vale Mann Pulas}~i Heights Southwest l-.l t. Learning Ctr. ~I.,EMENTARY SCHOOLS l-.11 APPENDIX A-1 ACADEMIC SUPPORT PROGRAM READING/LANGUAGE ARTS/MATHEMATICS APPROACHES ONE, TWO, THREE 1992-93 READING/LANGUAGE ARTS ONE TWO THREE Indirect/ Language Direct Direct Arts Plus X X X X X X X X X X X X X X X .ppendix A-1 (page 1 of 3) MATHEMATICS ONE TWO Indirect/ Direct Direct X I X X X X I I X I X X X X X I X I X I X --- ACADEMIC SUPPORT PROGRAM READING/LANGUAGE ARTS/MATHEMATICS APPROACHES ONE, TWO, THREE I 1993-94 READING/LANGUAGE ARTS MATHEMATICS INSTRUCTIONAL APPROACH ONE TWO THREE ONE TWO 1, Indirect/ Language Indirect/ I Direct Direct Arts Plus Direct Direct ,,, SENIOR HIGH SCHOOLS Central X X X 1,11 J. A. Fair X X X I Hall X X 11 McClellan X X X Parkview Magnet X X X JUNIOR HIGH SCHOOLS Cloverdale X X Dunbar Magnet X X Forest Heights X X Ii Henderson Magnet X X II Mabel vale X X X II Mann X X X X Pulaski Heights X X X Southwest X X Alt. Learning Ctr. X ELEMENTARY SCHOOLS All X X I ~ I I I I ~pendix A-1 (page 2 of 3) II II - ACADEMIC SUPPORT PROGRAM READING/LANGUAGE ARTS/MATHEMATICS APPROACHES ONE, TWO, THREE 1994-95 READING/LANGUAGE ARTS MATHEMATICS INSTRUCTIONAL ONE TWO THREE ONE TWO THREE APPROACH Indirect Language Indirect Math /Direct Direct Arts Plus /Direct Direct Plus SENIOR HIGHS Central X X X X I J. A. Fair X X X Hall X X X McClellan X X X X Parkview X X X X JUNIOR HIGHS Cloverdale X X X Dunbar X X X Forest Hts. X X X Henderson X X X Mabel vale X X X X Mann X X X X X I Pulaski Hts. X X X ii Southwest X X X I :1, Alt. Ln. Ctr. X I II 1: ELEMENTARY All X X f.ppendix A-1 (page 3 of 3) . l READING/LANGUAGE TOTAL TESTED # ELIGIBLE Spring 1992 1992-93 Gr. 1 2,094 Gr. 2 804 Gr. 2 1,881 Gr. 3 707 Gr. 3 1,783 Gr. 4 649 Gr. 4 1,904 Gr. 5 524 Gr. 5 1,922 Gr. 6 685 Gr. 6 1,843 Gr. 7 473 Gr. 7 1,795 Gr. 8 668 Gr. 8 1,573 Gr. 9 599 Gr. 9 1,554 Gr. 10 494 Gr. 10 1,602 Gr. 11 495 Gr. 11 1,472 Gr. 12 357 Appendix A-2 (page 1 of 3) APPENDIX A-2 READING/LANGUAGE ARTS/MATHEMATICS STANFORD ACHIEVEMENT TEST 1992-93 ARTS # SERVED TOTAL TESTED 1992-93 Spring 1992 700 Gr. 1 2,094 599 Gr. 2 1,881 560 Gr. 3 1,783 505 Gr. 4 1,904 570 Gr. 5 1,922 428 Gr. 6 1,843 432 Gr. 7 1,795 282 Gr. 8 1,573 142 Gr. 9 1,554 137 Gr. 10 1,602 69 Gr. 11 1,472 MATHEMATICS # ELIGIBLE # SERVED 1992-93 1992-93 Gr. 2 625 531 Gr. 3 418 455 Gr. 4 358 491 Gr. 5 324 467 Gr. 6 406 507 Gr. 7 332 284 Gr. 8 544 276 Gr. 9 621 254 Gr. 10 728 360 Gr. 11 672 95 Gr. 12 472 29 --- -- --- ------------------------ READING/LANGUAGE TOTAL TESTED I ELIGIBLE Spring 1993 1993-94 Gr. 1 1,941 Gr. 2 686 Gr. 2 1,912 Gr. 3 714 Gr. 3 1,770 Gr. 4 575 Gr. 4 1,715 Gr. 5 486 Gr. 5 1,821 Gr. 6 623 Gr. 6 1,855 Gr. 7 466 Gr. 7 1,716 Gr. 8 603 Gr. 8 1,571 Gr. 9 548 Gr. 9 1,506 Gr. 10 471 Gr. 10 1,587 Gr. 11 403 Gr. 11 1,383 Gr. 12 392 Appendix A-2 (page 2 of 3) READING/LANGUAGE ARTS/MATHEMATICS STANFORD ACHIEVEMENT TEST 1993-94 ARTS # SERVED TOTAL TESTED 1993-94 Spring 1993 514 Gr. 1 1,941 584 Gr. 2 1,912 499 Gr. 3 1,770 435 Gr. 4 1,715 475 Gr. 5 1,821 457 Gr. 6 1,855 503 Gr. 7 1,716 407 Gr. 8 1,571 195 Gr. 9 1,506 190 Gr. 10 1,587 110 Gr. 11 1,383 MATHEMATICS I ELIGIBLE 1993-94 Gr . 2 584 Gr. 3 405 Gr. 4 411 Gr. 5 197 Gr. 6 329 Gr. 7 303 Gr. 8 555 Gr. 9 539 Gr. 10 691 Gr. 11 547 Gr. 12 516 # SERVED 1993-94 366 334 360 218 324 305 354 422 335 72 7 READING/LANGUAGE TOTAL TESTED I ELIGIBLE Spring 1994 1994-95 Gr. 1 1,957 Gr. 2 625 Gr. 2 1,771 Gr. 3 663 Gr. 3 1,788 Gr. 4 666 Gr. 4 1,720 Gr. 5 493 Gr. 5 1,694 Gr. 6 584 Gr. 6 1,763 Gr. 7 561 Gr. 7 1,810 Gr. 8 627 Gr. 8 1,718 Gr. 9 608 Gr. 9 1,568 Gr. 10 569 Gr. 10 1,509 Gr. 11 414 Gr. 11 1,448 Gr. 12 416 Appendix A-2 {page 3 of 3) READING/LANGUAGE ARTS/MATHEMATICS STANFORD ACHIEVEMENT TEST 1994-95 ARTS I SERVED TOTAL TESTED 1994-95 Spring 1994 580 Gr. 1 1,952 571 Gr. 2 1,775 487 Gr. 3 1,783 382 Gr. 4 1,717 439 Gr. 5 1,687 403 Gr. 6 1,760 445 Gr. 7 1,792 410 Gr. 8 1,688 182 Gr. 9 1,564 146 Gr. 10 1,503 110 Gr. 11 1,439 MATHEMATICS I ELIGIBLE I SERVED 1994-95 1994-95 Gr. 2 548 476 Gr. 3 455 388 Gr. 4 528 445 Gr. 5 306 244 Gr. 6 356 291 Gr. 7 462 274 Gr. 8 691 378 Gr. 9 644 501 Gr. 10 770 358 Gr. 11 514 22 Gr. 12 533 1 Extended Program Evaluation Communication Services Completed by: Dina Teague Communications Specialist December 14, 1994 Program Name Communication Services Program Description: Program Purpose: To keep all publics informed of the actions of the LRSD and its programs. Scope and Content: The Communication Services program is in place to facilitate the transferrance of information between district employees, board members and administrators. and the District itself with the public. All conventional means of communications are used from telephone and written correspondence. to television production and programming. In addition to being the primary source of infonnation for community members and the news media. the communications office also provides assistance to other district offices and school building personnel. The communication services program encompasses all functions of the communications office that are not specifically mentioned in the desegregation programmatic areas. Panicipants: Participants in the communication services program are primarily the employees of the communications department: Director of Communications, Communications Specialist, Secretary, part-time COE Student Worker, and District Receptionist. All functions of the department are under the direction of the Associate Superintendent of Desegregation. Beneficiaries: District students, patrons, board members, and employees benefit from good internal communication as well as external communication with tax payers. community members, opinion leaders. and media representatives. Program Goal To suppon the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness. understanding and confidence. Evaluation Criteria 1.0 Documents available 2.0 Employee Directory 3.0 Media requests answered 4.0 Public requests answered 5.0 Internal requests completed 6.0 Clipping file 7 .0 Events completed 8.0 Bulk mailings completed 9.0 NIA I 0.0 Copy of Annual Report 11.0 Copy of videos 12.0 Board information prepared 13.0 LRSD representative on KLRE Board 14.0 Required reports available I 5.0 Documents available 16.0 Cable 4 operational, equipment up and running, Cable 4 updated, videos produced 17.0 Budget maintained 18.0 Correspondence completed 19.0 Projects in place, visits scheduled 20.0 Office maintained 2 Evaluation Results O~iective 1.0 Assist the Superintendent's office with technical writing and computer support, and other special projects, as requested. The communications staff produces various written documents such as scripts, resolutions. and letters for the Superintendent as needed. ( 1.1 J Various computer generated documents such as the district organizational chart, citations. etc. are produced on a regular basis. ( 1.2) From time to time assistance with special projects such as board photos. assembly of needed information, and meeting scheduling is provided. (1.3) Objective 2.0 Produce a district employee directory. The Communications Secretary annually gathers information with the assistance of Human Resources. She then organizes copy, secures advertising. and schedules printing of the employee directory. (2.1 ) Objective 3.0 Respond to all media requests. The Communications Director and Communications Specialist record all requests and obtain clearance from the Associate Superintendent of Desegregation to respond. (3.1, 3.lAJ When clearance is given, they gather infonnation or arrange interviews as appropriate and contact the media representative with a response. (3.3. 3.4) If necessary, requests are forwarded to the Superintendent. (3.1) All other request fonns are sent to the Superintendent upon completion. Objective 4.0 Respond to public requests for information The same procedure described above is followed unless a patron is requesting a district publication. Calendar and brochure requests are honored immediately upon receipt. Objective 5.0 Respond to all internal requests for information The same procedure described above is used to respond to internal requests. Objective 6.0 Maintain a clipping file of all education-related articles The communications office subscribes to all local newspapers and news magazines. The publications are reviewed each day and all articles related to education or to the Little Rock School District are clipped. copied and filed by date. (6.1, 6.3) A log is kept to facilitate research on a given subject. 16.2) Objective 7.0 Schedule. plan, and execute special events The communications staff plans and executes many special events at the request of the Superintendent or other administrators. Staff members often work closely with other departments such as Human Resources or the Superintendent's Office staff on these events. 3 Objective 7.0 (continued, Examples are the annual retirement pany \u0026lt;7.11 and the newly implemented winter holiday parties. Objective 8.0 Assist in district /schools bulk mailings The Communications Secretary coordinates bulk mailings of many district publications such as the calendars. recruitment surveys. and brochures. She also instructs school level employees and PTA members on bulk mailing procedures. (8.1 l Objective 9.0 Di-stribution of mail, faxes. and all internal communications The District Receptionist. with the help of the part-time COE Student Worker. operates the district switchboard and fax machine as well as distributes all district office external and internal mail. and fax transmissions. (9.1. 9.3. 9.4 \u0026amp; 9.5) They also stamp all mail and register district cenified mail. 19.2J Objective 10.0 Prepare district's Annual Repon Each fall, the Director of Communications gathers information for, generates graphics for and writes the District's Annual Report. (10.1, 10. 2 \u0026amp; 10.3) She then distri.butesthe report at board meetings and advertises the report in the newspaper. (10.4) Objective 11.0 Write scripts. edit and produce district videos The office of communications responds to all requests for video production and must rely on the teaching staff of Metropolitan Vo-Tech and the availability of their equipment to be able to create videos. Objective 12.0 Produce news releases and support documents for the Board of Directors The Communications Specialist prepares media advisories to notify the media of all board functions and advises them of agenda items or discussion topics as appropriate. ( 12. l ) Each member of the communications staff works to provide any information or materials requested by board members for their presentations. 02.2) Generally this refers to special citations presented by board members. Objective 13.0 Represent the district on the KLRE Board The director of communications attends all KLRE Board meetings, serves on the Personnel Committee. and attends special events. (13.1. 13.2 \u0026amp; 13.3 )* O~iective 14.0 Prepare required reports The communications department has prepared reports such as Coopers and Lybrand Outsourcing Report. Financial Reports. coun preparations. etc. as requested. ( 14.1 J* 4 Objective 15.U Provide technical writing support for other district departments The communications department has prepared documents. fliers. letters for other LRSD departments. such as ADA Campaign. and EPA notifications for Plant Services as requested.* Objecrive 16.0 Maintain. operate and produce Cable Channel 4 programming. The Communications Secretary coordinates all maintenance calls for equipment. (16. l l She also updates the district calendar and airs district videos.(16.2J O~iective 17.0 Preparation and maintenance of department budget and budget-related documents The Director of Communications maintains the budget and monitors department spending. 117. l l* Ol\u0026gt;jective 18.0 Correspondence to schools and community All members of the communications staff write thank you notes and letters as appropriate. (18.l l Objective 19.0 Develop and execute special projects with community group\\ No evaluation results.* Objective 20.0 General Non-Desegregation related office administration The communications staff orders supplies. maintains equipment. etc. as needed. (20.l l ,:, Please see attached memo from Dina Teague regarding these items. 5 Recommendations: No recommendations are made at this time. I feel it would be inappropriate for me as the Communications Specialist to suggest changes. Although many staff members have expressed an understanding that I am the Acting Director of Communications. an official change in title has not been made and I do not want to overstep my authority. It is my understanding that a Director of Communications will be in place in approximately one month. I feel that it would be more appropriate for the new director to suggest changes under the advisement of the Associate Superintendent of Desegregation (primary leader). 6 Addendum Program description: The purpose of the communication services program is to keep all publics infonned of the actions of the LRSD and its programs. The Communication Services program is in place to facilitate the transferrance of information between district employees. board members and administrators. as well as the District itself and the public. The communication services program encompasses all functions of the communications office that are not specifically mentioned in the desegregation programmatic areas. Participants in the communication services program are primarily the employees of the communications depanment: Director of Communications, Communications Specialist, Secretary. part-time COE Student Worker, and District Receptionist. All functions of the department are under the direction of the Associate Superintendent of Desegregation. District students, patrons, board members, and employees benefit from good internal communication as well as external communication with tax payers, community members. opinion leaders, and media representatives. Recommendations: No recommendations are made. 7 I I I I 11 I 11 I ' Human Resources Services The Human Resources Department serves the District as the focal point for all staffing functions including recrui tin9, hiring, staffing, transfers, promotions, salary schedules, benefits coordination and compliance with state and federal regulations as they apply to public schools. The Human Resources Department also serves as the unit responsible for the coverage of classes as needed with substitutes. Recommendations are listed as follows: 1. A more complete and comprehensive salary study be conducted. Preferably, the study would be done by an outside consulting firm to assure impartial, unbiased results as well as a timely study. To do the study internally would require vast amounts of man-hours from the Human Resources staff. Communications Services The Communications Services program is in place to facilitate the transference of information between district employees, board members and administrators, and the District itself with the public. In addition to being the primary source of information for community members and the news media, the communications office also provides assistance to other district offices and school building personnel. The communication services program encompasses all functions of the communications office that are not specifically mentioned in the desegregation programmatic areas. Recommendations are listed as follows: * No recommendation are made at this time 1, I II Ii I Ii I' I' Ii Ii I I I II I I I I I Evaluation criteria Specific evaluation criteria include: 1.0 Adequate service provided in support of programs. Determined by dividing numbers of requests by number provided. 1.1 All buses assigned only two routes. 1.2 Students effectively and efficiently routed to facilitate a smooth school opening 1988-89. 1. 3 Significant reduction in street address errors introduced by poor/inadequate data entry. 1. 4 No student required to exceed four blocks/six blocks walk. 1. 5 Published policies on student behavior /safety on LRSD buses. Published policies for drivers/driver aides to assist in communicating the districts' position on transportation safety procedures. Frequent meetings to address safety issues and concerns. Attendance verified through sign-in sheets. Review of supervisor's monitoring report. 1. 6 Routes generated based upon current assignment information. 1.7 Two mile list published and distributed to school staff . Add transportation policies and procedures. 1.8 Written request for student data forwarded. incremental initiated by routing supervisor. Research error listing to within 5%. Completion of first day prior to registration. Evaluation Results Census system routes Evaluation results were gathered from data available within the historical records in the Transportation Department. Objective 1. o The Transportation Department will request additional resources to help provide transportation support for evening and extended day programs. All request for extended day and evening support were honored in 1993-94. 2 ' Discussion The district has consistently requested additional resources from the state to support the M to Mand magnet programs. Extended day activities are provided based on requests submitted to the Transportation Department and the assets available to support these requests. Miles are added to the fleet each time a bus is used to support evening and extended day programs. These programs are charged a fee to cover the basic cost of the driver plus $1.31 a mile which has been established as the cost to run the bus one mile. Currently, all requests for support are being honored. In the future, consideration must be given to the impact such programs have on the life of the fleet and its primary purpose of transporting students to and from school. Objective 1.1 In 1990-91 the District reduced its number of runs from three to two. The district returned to a two run system - one elementary and one secondary - in the 1990-91 school year. Discussion The limit of a two run system determines the maximum number of routes that can be scheduled based on the number of available buses. With the expansion of the majority to minority (M to M) transfer program, resources have been redirected to support these students. For M to M students a route may be as much as 90 minutes long and the bus may stop at two or m~re schools. Therefore, these buses have only one route. Regular LRSD Buses generally have two routes. One route for elementary school is 45 minutes and the second route for secondary school is 45 minutes. Each bus, generally goes to only one school per run. Special Education buses have two runs of 45 minutes and may go to two or more schools on each run. Elementary students are usually on the first run and secondary students are on the second run. Currently, the number of students on each run varies from one to eight students, with four students as an average. This is a very expensive way to transport students. 3 I, I I I II II ,' I Some buses serve as few as four students while other buses serve 65 students. If regular route buses were to go to more than one school, some buses could be combined to free up additional assets for the regular program. Objective 1.2 LRSD has made progress in the utilization of the ECOTRAN MAPNET System. 1988-89 school opening. This item completed 06/90, and is not recurring. Objective 1.3 There is extensive work to be done in updating the geographic files, tables with the LRSD database. The number of errors found in 1993-94 were 6000 when data base was initially loaded. Discussion All new streets are added to the ECOTRAN MAPNET System based on the information provided by the LR City Engineers. When an error list is run, the street names/numbers are compared to the post office street names/numbers upon which the district data base is built. The ECOTRAN Database is changed to match the district data base. At the beginning of 1994-95 only 500 errors were initially fo~nd. An update is currently under way using November data. Objective 1.4 School attendance areas and upda~ed walk zones need to be encoded into map files. Based on the information in the data base, no student was required to walk more than four blocks to the bus if an elementary student or more than six blocks as a secondary student. Students who are within the walk zone are required to walk if no courtesy stop is provided. Discussion The Transportation Department continuously receives requests for closer bus stops than the four/six blocks criteria due to safety and supervision issues. Many parents state that four/ 4 six blocks is too far for the student to walk. Accommodating these requests can increase the routing time and require buses to go into areas that are difficult to maneuver within on large buses. Objective 1.5 (Transportation Safety Policies need to be reviewed and updated properly. Changes will be incorporated from Applicable Board Policies and Administrative Directives). Discussion The policies of the Transportation Department were governed by a negotiated agreement with the Classroom Teachers Association for the 1993-94 school year. The association lost its recognition for the 1994-95 school year. The practices and procedures were reviewed and published in the fall of 1994. Safety meetings are scheduled and conducted on a regular basis by the safety supervisors. Objective 1.6 (Assignment promotion population region tables need to be created to ensure proper student assignment). Discussion The data processing department provides tapes that are used to generate routes based on current assignment information. Objective 1.7 All school attendance areas will be encoded into the geographic tables. Corresponding walk zones will be generated for schools, all transportation policies will be reviewed and updated. The two mile lists were established after the attendance zone boundaries were encoded. The policies and procedures for the Transportation Department are shared annually with principals and assistant principals. 5 1 I II I ' Objective 1.8 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. Census information provided by data processing was used to establish first day routes prior to registration. Obstacles to Goal Attainment Objective 1.0 Objective achieved 1.1 \" 1.2 \" 1.3 \" 1.4 \" 1.5 \" 1.6 \" 1.7 \" 1.8 \" \" Recommendations The failure of the Transportation Department to reach its stated program goal was not related to the program entitled Computerized Transportation Routing System. The factors involved manpower shortage, equipment failure, and the proposal to outsource. However, the district could profit from upgrading the system to the current edition of the software. Recommendation 1: Upgrade the ECOTRAN software and hardware to utilize the Mapnet Plus system similar to the Pulaski County School District system. Evaluation criteria: The routes prepared for the opening of school reflect the information available in the district's data base on August 1, 1995. 6 Expected Benefits: The amount of time required to route all buses for the district will be reduced. By training the staff, effective utilization of the special features in the system will enhance the routing procedures. To the degree the system is used in strategic planning, the system will allow the district to try several different attendance patterns and levels of organization based on the capacity of various schools. Impact Analysis: 1. Program. The computerized routing system will improve the efficiency of the routing process. Negatives a. The system will be down during the upgrade process and during training. Positives a. The routing process will be faster. b. The data base can be directly downloaded from the mainframe. c. The system will be compatible with the Pulaski County Special School District routing system. d. Reports can be generated concerning transported students to include race ~nd grade. e. The system can projecting attendance boundaries. 2. Desegregation Plan be used for strategic zone enrollments based planning by on varying The upgrade supports the Desegregation Plan to provide computerized routing system to optimize travel times. 3. court Orders There should be no impact on court orders. 7 I I I 4. Political factors The collaboration between the Pulaski County Special School District and the LRSD Transportation Department concerning student transportation and staff training would occur. 5. Risks There appears to be no risks to upgrading the system. The risk to not upgrading the system is not being able to use the system for strategic planning. 6. Timing Some cost savings could be realized by deciding to upgrade immediately. Also, training needs to be conducted for those individuals who will be operating the system before its full potential can be realized. Resource Analysis 1. Personnel Analysis No additional positions are needed to support this project. The number of individuals to be trained will depend upon how the system will be used. At least three individuals will receive training to support the routing of buses . 2. Financial Analysis a. The upgrade software will cost $16, 900. The cost of computer equipment to support upgrade is $5,104. If both stations are upgraded, an additional $200 will be required for the software and another $5,104 for the hardware. The total cost will be $27,308. The annual Maintenance/License fee will $1,635. b . The source of revenue would be from the current Transportation Department budget. Force Field Analysis 1. Forces For The supervisors directly responsible for routing will support the project because the time to route would be reduced. 8 Administrators involved in strategic planning should support the upgrade because it will allow them to experiment with several senecios and see the impact on student assignments when changing boundaries. The other parties who have an interest in assignment plans should support the upgrade because the software could be used to respond to their \"what if\" questions. 2. Forces Against The issue related to spending this money for the upgrade rather than saving for next year's budget would be a detractor. However, the value of being able to interface with Pulaski County School District and the increased accuracy of the routes because the information will come directly from the data base should overcome objections. I. General Implementation Plan Milestones Timeline Tasking 1. Proposal sent to Associate Superintendent 01/07/95 Cheatham 2. Approval of Proposal 02/01/95 Mayo 3. Order Upgrade of software/hardware 02/15/95 Neal 4. Installation of upgrade 03/15/95 Contractors 5. Staff Training 04/01/95 ECOTRAN 9 I I II I I\nI I I I I I ADDENDUM Program Evaluation Computerized Transportation A brief description of program being evaluated: The primary component is the Transportation Planning and Management System which is the routing and scheduling software. In addition, there is the Map Build and Maintenance System which updates the map, Census Processing which allows for matching the student file to the map file, and the Geographic Enrollment Analysis System which is redistricting software that can be used to propose modifying boundaries and test alternatives. RECOMMENDATION 1 - does not have a matching number. The area classification is Desegregation. The data used for the evaluation was located in the historical records in the Transportation Department. 10 Program Description: Purpose: Scope and Content: Panicipants/Beneficiaries: Program Goals: Evaluation Criteria: Evaluation Results: Objective 1.0 IN-DEPTI-l PROGRAM EVALUATION Non-Desegregation Contingencies Those activities concerned with maintaining a funding reserve for future operations as well as unforeseen events. The contingency fund is a reserve of funds established to provide for emergencies and expenditures that cannot be foreseen at the time of budget preparation. The contingency fund process entails the solicitation and securement of financial and other resources that may be necessary during the fiscal year to provide complete and adequate support for the District's schools and administrative sites. The contingency fund is established during the budget process based upon input from the Board, staff, and community. The allocation to fund or not fund the contingency is approved by the Board of Directors. All students and employees in the District benefit, either directly or indirectly, should the reserve become necessary to fund emergency situations or unforeseen expenditures. To provide a pool of reserve funding. 1.1 Fund balance at any point in time. 1.2 Transfer of funds. 1.1 Monthly financial reports and corresponding historical revenue and expenditure data. 1.2 Internally generated forms supporting any transfers required. To maintain a source to fund future and/or unforecasted events. I I I I I I I I I I In-Depth Program Evaluation Non-Desegregation Contingencies Page 2 Discussion 1.0 The District's monthly internal reporting format is structured to predict, based on certain historical data, the projected ending fund balance. Even though the past is being used to predict the future, a certain degree of continuity does exist. Current political events, as well as day-to-day operational happenings, must also be factored into this future projection equation. Although it is impossible to obtain the actual fund balance until all year end activities have been completed, a projection system such as we use certainly goes a long way in helping to spot trends and make sound decisions. Obstacles to Goal Obtainment: Objective I. 0: Recommendation I: Objective 1: Evaluation Criteria: Expected Benefits: This objective was not achieved due to the elimination of a budget allocation by the Board of Directors. However, the strategies to obtain the goal are an on-going process in order to maintain historical data on which to base future budgeting decisions. Continue to expand the historical data base used to summarize the past so the future can better be predicted. To maintain a reliable reporting structure for the District's fund balance (reserve pool). The objective will be evaluated mathematically based on the accuracy of the monthly projections to the actual ending balance. The District will have a more complete and broader data base on which to make future projections and decisions regarding the budget and contingency planning. Program Description DATA PROCESSING SERVICES PROGRAM EVALUATION 1 ::\nr To provide the resources (Hardware, Software, Training, Programming, Computer Operations, Hardware and Software Support) necessary to collect, store and report information on LRSD students. Information Services will provide the computer resources necessary to collect, store, and report student information in a timely and accurate manner. School and central officebased staff, parents, and students will benefit from accurate up-to-date information on students. Information Services also supports all LRSD corporate business functions and classroom technology infrastructure needs. Purpose Provide effective, efficient information service support to LRSD. Scope and Content Plan, develop, implement and maintain the telecommunications, computing and miscellaneous information services for: 1. LRSD corporate business functions\n2. LRSD student administrative functions\n3. LRSD desegregation reporting functions\n4. Classroom technology infrastructure needs. Participants/Beneficiaries 1. Each student, LRSD. 2. Each employee, LRSD. 3. Each school, LRSD. 4. Each staff agency, LRSD 5. Board of Directors, LRSD. 6. Office of Desegregation Monitoring. Program Goals To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Evaluation Criteria 1.0 Information is available in a timely manner for planning and decision making. 1.1 Appropriate hardware is available and functiona, as designed. 1.2 Appropriate software is available and functional to meet the needs of the district. 1.3 Appropriate telecommunications systems are functioning to meet the needs of the District. Evaluation Results 1.0 No, information is not available in a timely manner. 1.1 No, appropriate hardware is not available. 1.2 No, appropriate software is not available. 1.3 No evaluation results. I ,, I I I I I I I I I I I . I ' I I I I I ' I I I I I I Objective 1 To provide the necessary informational services that ensure appropriate planning and decisionmaking processes. Discussion Objectives have not been achieved. LRSD has no comprehensive Information Services strategy/plan. This lack of a comprehensive Information Services strategy/plan has significant negative input on LRSD's ability to meet goals/objectives. To use an analogous situation, suppose the decision was made to rebuild Chicot Elementary. No architect is hired\ninstead the librarian is given money to rebuild the library, food service is given money to rebuild the cafeteria, and each teacher is given money to rebuild his/her classroom. The probable result would be an excellent library, an excellent cafeteria and excellent individual classrooms. Unfortunately, Chicot would consist of multiple buildings, none connected to the other, no hallways, no lockers, no rest rooms etc., etc. In summary a new, expensive, Chicot Elementary would be nonfunctional. LRSD information infrastructure is currently comparable to this hypothetical new, expensive but nonfunctional Chicot Elementary. Currently, each school and staff agency spends considerable money to meet their specific automation needs. Personal computers, printers, fax machines, modems, etc., with a multitude of software applications have been purchased and installed. No comprehensive plan for connectivity, standardization, maintenance, etc. has been followed. Data/information now resides in multiple locations in multiple formats. There are no \"hallways\" connecting these diverse automation islands. LRSD will probably survive without one elementary school, however, an information infrastructure connects/encompasses all LRSD schools, staff agencies and activities. Obstacles to Goal Attainment 1. LRSD Information Services staff is not trained or staffed for current technology. 2. LRSD lacks an inadequate information services infrastructure. 3. LRSD lacks a comprehensive Information Services budgeting and procurement strategy/plan. 4. LRSD has not correctly implemented current technology. 5. LRSD has no global corporate data model. 6. LRSD has not acquired the correct tools for efficient ad-hoc reporting. 7. LRSD employees are not trained on current technical tools. 8. LRSD Instructional Resource Center is not staffed or trained for current technology. 9. LRSD has no comprehensive Information Services strategy/plan. Recommendations Develop a comprehensive Information Services plan for LRSD. -Business cases to address obstacles to goal attainment will be prepared as a part of LRSD budget-planning process. Program Description DATA PROCESSING PROGRAM EVALUATION To provide the resources (Hardware, Software, Training, Programming, Computer Operations, Hardware and Software Support) necessary to collect, store and report information on LRSD students. Information Services will provide the computer resources necessary to collect, store, and report student information in a timely and accurate manner. School and central officebased staff, parents, and students will benefit from accurate up-to-date information on students. Information SeNices also supports all LRSD corporate business functions and classroom technology infrastructure needs. Purpose Provide effective, efficient information service support to LRSD. Scope and Content Plan, develop, implement and maintain the telecommunications, computing and miscellaneous information services for: 1. LRSD corporate business functions\n2. LRSD student administrative functions\n3. LRSD desegregation reporting functions\n4. Classroom technology infrastructure needs. Participants/Beneficiaries 1. Each student, LRSD. 2. Each employee, LRSD. 3. Each school, LRSD. 4. Each staff agency, LRSD 5. Board of Directors, LRSD. 6. Office of Desegregation Monitoring. Program Goals To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Evaluation Criteria 1.A ( Administration has received all required reports for the school year). 1.8 ( All data is accurately stored and is retrievable). 1.C (Quality reports are being delivered on time). 1.0 (Complaints are no longer being received about information not available). 1.1 (Reports are available which accurately report dropout). 1.2 (All test results are stored in the computer and are reflected in pertinent reports). 1.3 (All available student achievement data is stored and reported as requested). 1.4 (Attendance data is accurately stored and reported to the state with minimum manual compilation). 1.5 (Discipline data is accurately entered and reported as required). 1.6 (Student assignment data is stored and all reporting requirements are met). 2. (The District requirements for computer resources are being met). 2.1 (All employees requiring access to student records have access to terminals) . 2.1.A (The computer system has the capacity-disk, memory, print, speed, and processor speed meet peak demands). 2.1.B (At present time, the performance and monitoring tools that were implemented are being evaluated). 2.2 (All necessary software is installed and functioning properly to collect, store and report information in a timely and accurate manner). Evaluation Results 1.A No, report backlog frequently exists. 1.B No, data is not easily retrievable cannot ascertain if it is accurately stored. 1.C No, reports are of poor quality and not timely. 1.D No, complaints reference information availability are still received. 1.1 No evaluation results. 1.2 No evaluation results. 1.3 No evaluation results. 1.4 No, manual intervention is excessive. 1.5 No, reporting is cumbersome. 1.6 No, reporting is cumbersome. 2.0 No, LRSD computing resources are not adequately addressed. 2.1 No evaluation results. 2.1.A No, computing resources are not adequate. 2.1.B 2.2 No, software does not properly collect, store and report information in a timely and accurate manner. Objective 1 Data Processing (Information Services Department) will provide the necessary support for all school and central office based functions. Objective 2 Data Processing Department (Information Services Department Staff) will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify students and cohorts of students. Discussion Objectives have not been achieved. LRSD has no comprehensive Information Services strategy/plan. This lack of a comprehensive Information Services strategy/plan has significant negative input on LRSD's ability to meet goals/objectives. To use an analogous situation, suppose the decision was made to rebuild Chicot Elementary. No architect is hired\ninstead the librarian is given money to rebuild the library, food service is given money to rebuild the cafeteria, and each teacher is given money to rebuild his/her classroom.  The probable result would be an excellent library, an excellent cafeteria and excellent individual classrooms. Unfortunately, Chicot would consist of multiple buildings, none connected to the other, no hallways, no lockers, no rest rooms etc., etc. In summary a new, expensive, Chicot Elementary would be nonfunctional. LRSD information infrastructure is currently comparable to this hypothetical new, expensive but nonfunctional Chicot Elementary. Currently, each school and staff agency spends considerable money to meet their specific automation needs. Personal computers, printers, fax machines, modems, etc., with a multitude of software applications have been purchased and installed. No comprehensive plan for connectivity, standardization, maintenance, etc. has been followed. Data/information now resides in multiple locations in multiple formats. There are no \"hallways\" connecting these diverse automation islands. LRSD will probably survive without one elementary school, however, an information infrastructure connects/encompasses all LRSD schools, staff agencies and activities. Obstacles to Goal Attainment 1. LRSD Information Services staff is not trained or staffed for current technology. 2. LRSD lacks an inadequate information services infrastructure. 3. LRSD lacks a comprehensive Information Services budgeting and procurement strategy/plan. 4. LRSD has not correctly implemented current technology. 5. LRSD has no global corporate data model. 6. LRSD has not acquired the correct tools for efficient ad-hoc reporting. 7. LRSD employees are not trained on current technical tools. 8. LRSD Instructional Resource Center is not staffed or trained for current technology. 9. LRSD has no comprehensive Information Services strategy/plan. Recommendations Develop a comprehensive Information Services plan for LRSD. Business cases to address obstacles to goal attainment will be prepared as a part of LRSD budget planning process. IN-DEPTH PROGRAM EVALUATION Program Description: Facilities service includes resources to identify, plan and execute maintenance/repair programs equitably so that Little Rock School District students can receive efficient, functional and effective education. Specifically, facilities includes maintenance programs to maintain/repair all District facilities in an equitable condition commensurate with financial resources and District priorities. Purpose: The purpose operation's necessary to critical as management. Scope and Content: of the Facilities Program is part of the base costs to maintain the buildings and grounds support the educational mission. This program is it encompasses all aspects of real property The Facilities Program encompasses the repair of all existing facilities, grounds and other real property, the maintenance thereof, new construction to support academic initiatives, all real estate actions to include leases, purchasing of property, selling of property, easements, grants, rights-of-way and licenses. It is extended to include the base operation costs of utility payments covering electric, water, gas, refuse, entomology and any other miscellaneous services. It includes long-range planning, responsibilities with regard to new construction, maintenance, acquisition and closing of facilities. Participants/Beneficiaries: The Facilities Program is a base operations program that supports all persons that work for the Little Rock School District, are educated by its programs, or visit its facilities. Program Goals: To equitably maintain and repair facilities to support academic programs, student enrollment and administrative support, the Little Rock School District is comrni tted to insure for all students equitable educational facilities and schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in the District. l Evaluation Criteria: The evaluation criteria for the objectives listed in the Facilities Program consists principally of historical records indicating requests and completions of maintenance and repair work. The evaluation criteria is geared.specifically to the objectives as outlined in the Desegregation Plan, Court Orders and ODM Reports. They do not require a relative measure of success, but merely to report numbers of requests made and completions and the percent thereof. Evaluation Results: There is no measurable scale of success against which the evaluation can be made. The objectives reported in the Facilities Program Budget Document, as stated previously, merely report the percent of completion of requests made of the Facilities Program. There is no set goal that can be equated to measure this quantity. The amount of work completed has too many variables to establish a set percent to be achieved in any given reporting period. This is due to the complexity of the requests, the nature of the requests, the total number and the resources allocated to complete that goal, coupled with the priority. Objective U: To maintain all school facilities such that they are in a safe, operational condition, and to repair, as necessary, commensurate with resources. Discussion #1: The overall level of success indicates that we have met our objective on all reporting periods. It is to be reasonably expected that the percent completed of the items listed under \"Strategies\" will vary commensurate with the amount of work and the resources allocated these initiatives. Since there is no measure of success or pre-determined percent which must be completed, one can only assume that all work that could reasonably be accomplished during the reporting period was done so, and all uncompleted work will carry forth to the next reporting period. Objective t2: The capacities of junior high schools will be reviewed in light of needed programs. Such capacities will then be revised as necessary. Discussion #2: This objective was met in 1993 and later evaluated in 1994. It will be recommended that this objective be deleted from the Program Budget Document. Objective #3: Concrete walks and macadam drives will be in good repair. Discussion #3: This is a subjective evaluation. The numbers of requests made, and the numbers completed, are what is reported. It is not possible to establish a desired level of completion because the work is received at various times during the reporting period such that the complexities of scheduling and allocated resources will vary the completion rate. Objective #4: New public address systems and bell systems will be placed in buildings where such items are not repairable. Discussion #4: Almost eighty percent (80%) of the requests made during the last reporting period have been completed. This is a program, like others, which is ongoing and which will be funded commensurate with approved funding levels. Objective #5: Any school which has portable buildings will have these buildings replaced with new units or repaired so that they will be in a condition suitable for use. Discussion #5: Sixty-two percent ( 62%) of the work requested of the Directorate was completed during the last reporting period. Objective #6: All school construction shall be subject to the Court's prior approval and shall promote desegregation. New construction must be approved by the Court. l Discussion #6: This is an ongoing strategy. There are no requirements pending at this time. There is no need for further evaluation of this objective. Objective #7: Modify building space to increase library capacities at Mitchell and Garland, purge the shelves of outdated, well-worn materials at Mitchell. Books most frequently used by the Four-Year Old Program, Kindergarten, and First Grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. Discussion #7: The portion of this objective allocated to the Facilities Program was completed in 1992. Objective #8: Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. Discussion #8: Most of these repairs have been completed. The ones that have been requested have been attended to. This building is scheduled for painting during School Year '94 - '95. Objective #9: Garland: Determine the feasibility of adding bathrooms on the second floor of the building. Increase the size of the Media Center and relocating the building's main entrance. Discussion #9: This assessment and report was completed and filed in 1992. No further evaluation is needed. Objective UO: Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaking roof. May be necessary to add a new slope roof. Unsightly classroom bathrooms would be repaired at once by those qualified to deal with asbestos. Exterior lighting should be repaired or replaced and the building's trim painted. Once the roof no longer leaks, the entire interior should be repainted. Discussion #10: This objective was completed and reported in October of 1992. Objective Ul: Mitchell: Correct the drainage problems and then replace the water-damaged carpeting in the GT room. Address the shortage of Media Center space, possibly by adding bookshelves to the second floor hallway near the Librarian's Office which is located in a kiosk area. Also consider adding more shelves to create storage space within existing Media Center. Discussion f 11: This requirement requires no further evaluation. It was completed in 1992. Objective #12: Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experience involved to help solve problems of the final Playground should receive major improvements additional age appropriate equipment. Discussion -#12: should be building. including This objective does not require further evaluation since it has not been completed. Objective #13: Rockefeller: Install a new heating and cooling system if the effectiveness of the present system is not corrected by the recently-replaced room thermostats. Discussion #13: This assessment was made and the correction was completed in 1992. Objective -#14: Stephens: Stephens' objective is to be deleted since the school has been demolished. l Discussion #14: NIA Objective #15: All seven (7) incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many Little Rock School District schools have lost mature plantings to improper and over-zealous pruning by District workers, or from under-watering in times of summer heat and drought. Discussion #15: This is an ongoing problem. Guidance has been given the facilities. It will continue to be monitored. There is no level of success against which this objective can be measured. Objective #16: Give the incentive schools priority in the District sequencing of capital improvement projects since doublefunding does not cover capital improvements and maintenance. Buildings must be sound, attractive and well-maintained. Discussion #16: This objective was met when the capital improvements project was prioritized in 1990. Objective #17: The District has stated it would make adjustments to the Omaha Formula to meet the needs of buildings like McClellan that have special needs. Discussion #17: The custodial program is accountable by the Omaha Formula which is used by this District to proportion its custodial resources to its many facilities. This program is evaluated on a periodic basis. Every time there is an addition or  change to a major facility structure the custodial structure is re-examined. It was last reexamined in December of 1993. It was submitted to the District and approved. Adjustments were made. The custodial program, at the present time, has sufficient manpower resources to meet its permanent needs. Temporary custodial needs, however, must be addressed by a separate correspondence. Obstacles to Goal Attainment: There is one principal obstacle to the desired goal attainment of an equitable Facilities Program, and that is resources. The Plant Services Directorate is far below the national and regional averages, and as such, falls further behind as its backlog of maintenance and repair increases on a yearly basis. The amount of work identified district-wide to keep our buildings in a good state of repair, and at an educational standard to support our programs, is mounting every year. With level or decreased funding each year, the backlog continues to increase. It is only through a higher funding level that we will be able to maintain our facilities to meet our operational needs. Recommendations: The Facilities Program, as reported under the Program Budget document, provides no guidance nor equitable measure to the Superintendent or Board of Directors on the success of the Facilities Program. This is something that is not measurable. The bulk of the Facilities Program is reacting to requests made by Facility Managers. As those requests are made, they are prioritized and they are funded. The addition of funds and resources would most assuredly allow more work to be accomplished by having it first identified, scheduled, and then completed. Without the resources to further identify additional work, it is not possible to identify how much work could be scheduled, and hence completed, thereby determining additional resources. Many of the items in the Facility Program Budget Document have been completed, and it has been recommended that they be deleted from this program. Recommendation #1: My recommendation would be to restructure the way the School District assesses its facilities. The bottom-line effort of the Little Rock School District is two-fold: 1) To maintain all of its facilities in a safe and orderly fashion to meet the goals of its educational program. 1 l DCE/rlh/pe 2) To insure that the resources allocated the Plant Services Director are equitably spent such that no schools are given favoritism for resources over others. The establishment of the priority system, which is in place at the Plant Services Directorate, insures that this happens. It is only through outside pressures and perception of conditions in the past that the Facilities Program of equitable spending is sometimes off-balance. I would recommend that additional resources be given the Plant Services Directorate, such that they approximate at least the regional or national average of the CWE per school district to allow it to maintain its facilities to meet the goals as stated above. A business case recommendation is budgetary impact. is recommended. The overall likely to have an increase in ADDITIONAL INFORMATION 1) The program being evaluated as outlined in the desegregation portion of the Program Budget Document specifically identifies i terns in the Desegregation Plan and Court Orders and ODM Reports that do not give an overall view of the Facilities Program. The Program Budget Document merely responds to specific areas of concern and does not adequately see nor measure the Facilities Program. The Facilities Program is general engineering support to the entire district. As stated on page one of this document, it encompasses all aspects of the engineering program to support the many facilities. It goes far beyond seventeen (17) specific items as outlined in the Budget Document. 2) The data that has been used to analyze this program is simply a tally of work order requests as made by the Facilities' Managers and as recorded by the Plant Services Directorate. All recommendations listed here are considered in the support area. 3) There are no desegregation funds allotted the program under the Little Rock School District budget. This is not a prudent area to be reported, nor commented on for the purposes of monetary programming. DCE/rlh/pe Program Name: Family Life Education (New Futures) EXTENDED EVALUATION DESEGREGATION PROGRAMS Primary Leader: Estelle Matthis 2 Secondary Leader(s): Linda Young Rene' Carson PROGRAM DESCRIPTION: The Family Life Education Program was implemented eight years ago to address the teen pregnancy problem in the Little Rock School District. An educational program was written and begun in the seventh grade eight years ago. Two specialists were hired to teach the junior high program. A module for grades 4-6 was written and begun in five schools. A K-3 program was later written and begun. The staff had increased to four elementary specialists and two junior high specialists at that time. currently, all of the Incentive Schools participate in the program along with the seven area schools and two magnet schools. The staff now consists of two elementary specialists, two junior high specialists, and a half-time coordinator. Purpose: The Family Life Education Program was designed to give the students of our District the correct information regarding their reproductive health, strategi~s to raise self-esteem, help formulate decision-making skills, and develop a feeling of individual importance. Scope and Content: The Family Life Education Program in the District (grades 4-7) has a spiraling curriculum. Each year the program has the following outline: I. Self-esteem II. Decision-making skills III. Communication skills IV. Reproductive Health V. Pregnancy and Birth (7th grade only) Participants/Beneficiaries: All seventh grade students in the District participate in the Family Life Education program through the seventh grade science class. The material is offered in a three week block of instructional time and is taught by two specialists who have received training. There are approximately 2500 seventh grade students served by this program. All incentive schools (five) are involved with the program, along with two magnet schools and eight area schools. Two thousand fourth and fifth grade students are served by the elementary program. PROGRAM GOALS: Family Life Education focuses on the developmental needs of children by addressing the areas of decision making skills, communication skills, self-esteem, and reproductive 3 heal th. The goal of the program is to help children make good decisions which will affect their future well-being. EVALUATION CRITERIA: The program's overall goal is long term. A reduction of or no increase in the number of pregnancies occurring in the district is an ideal goal. Overall good decision making skills shown by the students at school reflects on whether the program has had an impact on students. EVALUATION RESULTS: Evaluation results are based on results reported from Health Services. Objective l.: To provide Family Life Education for the Incentive Schools in grades l.-6 as a part of their Health and Physical Education Program. Discussion l.: Family Life Education is currently being taught in fifth and sixth grades in all of the Incentive Schools. Due to a reduction in staff only fifth and sixth grades could continue to receive instruction. Last year there were no elementary pregnancies in the Incentive Schools. Prior to 1991.-92 there were 15 elementary pregnancies reported by the school nurses. During the 92-93, 93-94 school years, only 2 elementary pregnancies have been reported. Objective 2: To provide Family Life Education for other targeted schools in the Little Rock School District. (7 area schools and two magnet schools) Discussion 2: Nine other schools are involved in the Family Life Program. Carver and King are the two magnet schools that are involved. King was added at semester last year. The area schools are Baseline, Watson, Geyer Springs, Cloverdale, Wilson, Terry, and Fulbright. Two specialists teach the program in all of these schools. Last year there was one elementary pregnancy in the nine school which this program serves. There were three pregnancies reported among students in these schools during the 90-93 school years. One of these students was raped and later reported this incident to the school nurse as a result of activities in Family Life class.The other students came to our District from other schools outside the District. Two of these students had not fully participated in our program. The nurses worked with these students and helped the each one receive necessary medical attention. 4 Objective 3: To provide Family Life Education in all of the Junior High Schools in the District through the seventh grade science classes. Discussion 3: All seventh grade students in the District receive instruction in the Family Life Education program through a three week module taught during their life science class. The classes are taught by two trained specialists. Pre-tests and post-tests have been given to students by the specialists each year since the program has been in operation. With very few exceptions, the students have scored higher on the post-test than the pre-test . Students have also written a verbal assessment of the program. Representative colllll\\ents from the students are as follows: \"Thanks for helping me understand some things about myself.\" \"I never knew about some of things we talked about, and I was embarrassed to talk to my parents about these things.\" \"I appreciate being taught about how to think about making good decisions.\" \"I am glad we had special teachers, I think it would have been hard to ask my regular teacher about sex and stuff. They might think I was bad or something.\" Comments from teachers: \"I don't think I could have taught this material to my students. I am not up-to-date on the information needed for this class. The students ask so many questions that are really specific. I would hate to give them the wrong information. It was probably best that a specialist came and taught my classes. I was able to observe my students and help with the class. I also learned a great deal about the human body.\" \"Thank goodness for special teachers. I am not comfortable teaching this topic. I probably would not have done a very good job because this topic is very difficult to teach.\" \"Our students need this program. I am glad that the District has made a commitment to have special teachers, nurses, and counselors work with our students with issues such as l 5 decision-making, and emotional and physical changes.\" Obstacles to Goal Attainment Objective l: This objective was met for three years, however, due to a budget deficit the staff was reduced. Currently, only the fifth and sixth grades classes continue to be served by specialists. These specialists do not have the time to serve the remaining fifty (50) K- 4 cl~sses along with the classes in the other nine schools. The counselors and nurses have received some training in the area of Family Life Education and were supposed to help teach the curriculum in the lower grades. Many of the counselors and nurses have not set aside the amount of time to teach the program as the specialists did when they were assigned to teach in the lower grades. The continuity of the program is not as evident as it was in the past when the same specialist saw the students over a period of time. The specialists worked closely with counselors and nurses in identifying younger children in possible child abuse situations. The Heal th Advisory Committee of New Futures has proposed an after school program to address postponing sexual involvement or those students targeted as \"at risk\" students. \"At risk\" students have low grades/self-esteem or have mothers who became pregnant as teens or have teenage siblings with babies. The program has not been initiated, but members of the committee have attended a training session. The program will hinge on volunteer efforts and students choosing to participate in the after school program. Objective 2: This objective was reached for three years. Two magnet schools and seven area schools continue to be served by the Family Life Education program. However, due to budget cuts and staff reduction, the services in these schools have also been reduced to just the fifth and sixth grade students. King Magnet School was added to the program last year because many of the students who were attending Ish Elementary enrolled at King. The counselor and nurse participate on a limited basis with the Family Life teacher. Due to the limited availability of the nurse, the problems encountered by the counselors, a complete and thorough program is not always taught in the lower grades. The nurses and counselors have both been involved in staff development 6 regarding family life education, but they often become involved in other school programs which take priority. Objective 3: The program in the junior high schools continues to be taught by two trained specialists. The program continues to be part of the LRSD science curriculum. Every student is held responsible for the program's objectives and is tested on all of the material. Teachers have continually praised our teachers for the excellent program and the professional way the classes are taught. Many have expressed appreciation for the program. Recommendations Recommendation 1: Reinstating the program to grades K-4 would be the most desirable recommendation for the Incentive Schools, but under the current budget constraints this is not a feasible suggestion. Since many of the students in these schools could benefit from attending classes where decision making skills, problem-solving skills, and discussions regarding reproductive health are discussed, implementing the program being studied by the Adolescent Health Advisory Committee and continuing the staff development program offered for the nurses and counselors would be the best recommendation .. Objective 1: Adding personnel to the Family Life Education staff would allow all classes in the Incentive Schools to receive the entire Family Life Education program. Since increasing the staff would cause an increase in the budget for the total program, adding personnel is not an option. Implementing the after school program and expanding staff development opportunities for the nurses and counselors is the best solution for this objective. Evaluation Criteria 1: Continuing to see an extremely low pregnancy rate among the students in these schools would be one effective criteria to use to evaluate the students exposed to our program. Having the students and teachers evaluate our program at the end of the year would give us some input about what the students and teachers think about and want from the program~ Expected Benefits 1: Preventing any child from an early pregnancy would benefit the child, family, District, and State. The AFDC benefits per child per year in the State is $2,290. From birth to 18 years the state spends $41,423 per child. Long term savings would be much greater. ------------------------ 7 Impact Analysis: Desegregation (Desegregation Plan, April 29, 1992, p.156) This recommendation will assist the district in continuing to meet its obligation under the Desegregation Plan. Resource Analysis: The combined salary of the two specialists who teach the program in the Incentive Schools (but also teach in area/magnet schools) totals $58,561 plus travel expenses. Approximately another $2000 is spent on office supplies and copy expenses. The salary of the half-time coordinator is $22, 982. The total salary of the elementary specialists represent approximately 42% of the total salary budget of $137,690 for the Family Life Program. Force Field Analysis: The primary supporters of this program are the parents, teachers, administrators, nurses, and counselors in the school. General Implementation Plan: Ideally, returning this program to the full level of implementation would be an asset for the students in the Incentive Schools. Realistically, budget constraints prohibits this option. Retaining the program at its present level in all of the Incentive Schools is better than elimination of the program. More training needs to done with the counselors and nurses in the area of Family Life Education. This will be done during the spring semester. Recommendation 2: The program in the two magnet schools and the nine area schools should be maintained at the current level of service. Continuing service at the current schools would keep some consistency for the students currently enrolled. Objective 2: Program at the two magnet schools and the nine area schools should at least be maintained at the current level of service. Counselors and nurses need further training in the Family Life Education program and should document the time spent teaching the objectives of the program. This training will be done during the spring semester. Evaluation Criteria 2: Maintaining an extremely low to zero pregnancy rate in the elementary schools would be the ideal criteria. Teachers 8 and students could evaluate the program using a very specific questionnaire. Expected Benefits: Preventing any child from an early pregnancy would benefit the child, family, District, and State. The AFDC benefits per child per year in the State is $2,290. From birth to 18 years the state spends $41,423 per child. Long term savings would be much greater. Impact Analysis: The program in the magnet and area schools is not part of the Desegregation Plan. However, many of the schools have listed the program as part of their school improvement plans. Resources Analysis: The two specialists who teach the program in the Incentive Schools also teach the program in the magnet and area schools. The combined salary of these two specialists total $58,561 plus travel. This is approximately 42% of the total Family Life budget of $137,690. The junior high specialists also teach in three of the area schools. One week each month, the junior high specialists teach in the elementary schools. One-fourth of the salaries of the junior high specialists is $14,036. The total salaries for the complete elementary program is $72,597 or 52% of the total Family Life salary budget of $137,690. Office supplies and copy cost still fall within the $2000 amount listed in objective 1. Force Field Analysis: The primary supporters of this program are the parents, teachers, administrators, nurses, and counselors in the school. Recommendation 3: The Family Life Education program has been a strong component of the seventh grade science program and should continue to be taught by specialists. The two specialists have been able to maintain a strong and upto- date program. Continuation of this program with the current delivery system is very important. The program/content would be eliminated or possible taught incorrectly/improperly if the program is turned over to the regular classroom teacher. Objective 3: This program should be maintained at the current level of support. Two specialists I 9 are employed to teach the classes in all the seventh grade science classes in the District. The two specialists teach approximately 2500 students. Evaluation Criteria 3: Keeping the teen pregnancy rate at a low level would help support the idea that Family Life Education has had an impact on the decision-making processes for the junior high teen. The program will continue using the survey form for both the students and teachers. Expected Benefits: Preventing any student from dropping out of school due to an unexpected pregnancy would be a cost effective benefit. Arkansas ranks very high among states in teen pregnancy statistics. The overall goal for this portion of the New Futures Program is to reduce the pregnancy rate among our students. The chart of statistics for pregnancies in our district shows that the number of pregnancies last year was the lowest in seven years. Our program is now seven years old. Impact Analysis: Postponing sexual activity or preventing an early pregnancy would have an impact on the district as well as the State. Reducing the number of cases of sexually transmitted diseases, teen pregnancies, or the number of low birth weight babies which later becomes a burden on State welfare roles could be an ~conomic factor which needs to be considered. The AFDC benefits per child per year in the State is $2,290. From birth to 18 years the state spends $41,423 per child. Long term savings would be much greater. Resources Analysis: The salary of the two specialists who teach the program in all of our junior high schools plus four other elementary schools totals $56,147 plus travel. Seventy-five (75%) percent of this salary or $42, 110 can be designated as salary expense for the time spent in the junior high schools. The salary for the half-time coordinator is \\$22,982. Office expenses for media, copy cost, and printing of classroom materials is approximately $4,000. 10 Force Field Analysis: The parents, teachers, administrators, nurses, and counselors in the schools are very supportive of the program. To place this program in the hands of the regular classroom teacher could be disastrous. There would not be sufficient control over what is said by the instructor, what videos are shown, or what is allowed to be discussed in the class. This could cause the program to be destroyed. Many of our students would never receive the correct information about their reproductive health, and the myths about sexual behavior will continue to be perpetuated among our teens. I Grade/Race 5th grade African-American 5th grade/White 6th grade African-American 6th grade/White - 7th grade African-American 7th grade/White 8th grade African-American 8th grade/White 9th grade African-American 9th grade/White 10th grade African-American 10th grade/White 11th grade African-American 11th grade/White 12th grade African-American 12th/White Total LITTLE ROCK SCHOOL DISTRICT PREGNANCY STATISTICS 87-88 88-89 89-90 90-91 3 2 3 2 * * 0 0 * * 7 8 * * 0 l 56 82 25 20 * * l l * * 31 40 * * 2 5 * * 60 56 * * 6 7 133 146 54 38 * * 7 4 * * 39 42 * * 13 8 186 230 248 232 91-92 92-93 93-94 l 0 0 0 5 0 l 0 0 0 3 8 5 0 0 l 18 20 17 0 0 l 32 35 29 3 3 2 38 51 27 4 5 5 38 48 30 5 7 6 27 44 38 8 8 12 181 230 174 * For the 87-88, 88-89 years - pregnancy statistics not recorded by grade and ethnic groups. 11 12 General Implementation Plan: Beginning in January, 1995, the following activities will occur: Date January, 1995 May, 1995 June, 1995 August, 1995 Sept., 1995 Activity Staff development for Nurses and Counselors Survey teachers, nurses, counselor, and students about issues in the FLE program staff development for specialists, UAMS (no cost) Begin program in schools Staff development for nurses and counselors Persons Responsible Family Life Ed. Staff Family Life Ed. Staff Coordinator of FLE Family Life Ed. Staff Family Life Ed. Staff I 13  Business Case is recommended __ yes no  Plan modification is recommended _yes __ no  overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs - Decreased costs Purpose FEDERAL PROGRAMS PROGRAM EVALUATION Program Description The Office of Federal Programs is a department of the Division of Curriculum and Learning Improvement. Compensatory and support services are provided to students by funds secured through federal, state and other agencies. Scope and Content Program operations are categorized in two broad areas. First, the department develops, implements, monitors and evaluates programs: Chapter 1, ESEA, 1965 - Amended 1994 Chapter 2, ESEA, 1965 - Amended 1994 State Compensatory Education Programs Act, 1990 Eisenhower Math/Science Education Act, 1982 - Amended 1994 Chapter 1, ESEA is the centerpiece of programs in the department. All program services are designed to provide a range of needs and contribute specifically to that effort in areas of early intervention, supplementary reading/language arts and mathematics, and parental involvement. For some students, funding programs contribute to opportun\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1216","title":"Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994/1995"],"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","Educational planning","Educational statistics","School improvement programs","School employees","Student assistance programs"],"dcterms_title":["Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations"],"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/1216"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nExhibit 310B\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1994-1995 2 of 2 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1994-1995 2 of 2 NEW FUTURES EXTENDED PROGRAM EVALUATION Program Description Purpose New Futures Pagel In addition to the enrichment programs, Dunbar is a full participant in the New Futures for Little Rock Initiative. (The purpose of the New Futures 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. ( Dunbar is not a participant of the program. This information was filed with the court in a motion to substitute language and provide updated information on May 13, 1993 and approved in a court order dated September 13, 1993. Scope and Content The program focuses on the development and implementation of (1) school restructuring which engages teachers and administrators in the long-term process of expanding their thinking and engage in basic and fundamental changes around issues that affect how they teach and support all students utilizing site-based management, (2) developing and implementing middle school practices and programs, (3) developing and implementing specific intervention programs and practices for at-risk youth through school improvement which may be based on the Effective Schools research. Participants/Bene~iciaries This program impacts the total school community including teachers, students, staff administrators, and parents at each New Futures school. The schools participating in this program are Cloverdale Junior High, Forest Heights Junior High, Pulaski Heights Junior High, and Southwest Junior High School. Program Goa.l I The first goal of the New Futures program is to assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Specific objectives have been developed in order to specify what is to be accomplished to implement this goal. New Futures Page 2 1. Two heterogenous, interdisciplinary student teams that share a common group of teachers, common space, and common blocks of instructional time for 7th, 8th, and 9th grade students will be established. 2. Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance, and good citizenship will be developed and implemented. 3. Homework Centers will be operational through the After School Program. 4. Tutoring opportunities will be available to students needing assistance through the After School Program. 5. In-school suspension programs will be developed and implemented as an alternative disciplinary response to suspendable actions. Evaluation Criteria The evaluation for the New Futures program will consist of: 1. Student team rosters, identifying team names, agendas, and participant evaluations. 2. Team documentation will reflect program implementation and numbers of students involved. 3. Student participation rosters, implementation of hotline program. 4. Student participation rosters. 5. Alternative disciplinary response to suspendable actions. Evaluation Results Evaluation results reflect data gathered from various sources. These data have been compiled and analyzed and provide the following results, presented in correspondence with each previously stated objective. Objective 1 Two heterogenous, interdisciplinary student teams that share a common group of teachers, common space, and common blocks of instructional time for 7th, 8th, and 9th grade students will be established. New Futures Page 3 At each participating school, the master schedule was developed to provide for two heterogeneous student teams at each grade level. Registrars provided a team roster to each team leader at the beginning of the academic year. No team is 100\\ pure referring to the fact that there are approximately 10-30 students out of a total of 120-150 students on each team that one or more classes on both teams. Each school is designated into team geographic areas either by floor, ramp, or wing. These teams have all the core team classes within a small geographic area. Student team lockers are assigned within this team geographic area. Students move out of the team area for related arts classes and lunch. Team areas are decorated with the team name, bulletin boards, calendar, logo, or theme. All teams have team names, logos, Tshirts, and other identifying strategies. Examples of team names are the WOW team (7th grade:PHJli)\nSkyriders team (7th grade:PHJli)\nPirates team (7th grade:SWJli)\nRed Hots (6th grade:FHJli). See attachment l. Teams have a common planning period each day in which to meet together to discuss student problems, hold joint parent conferences, meet with individual students, develop interdisciplinary units of instruction, and to develop incentive programs for students. All teams maintain team agendas/minutes to serve as a record of their activity. See attachment 2. Steering Committees were established as a way to enhance the teacher leadership being developed through teaming and as a way to begin the practice of effective shared decision making at the local level. Comprehensive training was provided to steering committee members, assistant principals, and principals. Models and decision making models and flow charts were provided as guides in the process. Steering committees maintained minutes and established a self-assessment process to guide the work and process. See attachment 3. During the 1993-1994 school year, staff development activities were conducted to assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Evaluations of each activity were completed and compiled for review. Participant feedback was positive with 99\\ of the evaluations expressing complete satisfactions with the activity. See attachment 4. Date 7/23/93 Topic Strategic Imperatives _of Restructuring (5 days) Personnel Selected Staff 9/23/93 8/9/93 8/10/93 8/12/93 9/14/93 8/3/93 8/12/93 8/12/93 8/12/93 10/8/93 10/13/93- 12/01/93 10/14/93 10/19/93 10/20/93 10/27/93 11/9/93- 11/10/93 12/14/93- 12/15/93 School-Based Decision Making (3 days) Leadership Training Designing Knowledge Work for Student Success (2 days) Writing Process (2 days) Integration of Skills Understanding At-Risk Youth (2 days) Cooperative Discipline ((2 days) Developing and Implementing Peer Mediation Programs (2 days) Developing and Implementing Advisor/Advisee Programs (2 days) Making Language Meaningful (2 days) On-site technical assistance ( 4 days) Reading Process and Semantic Webbing School Based Decision Making School Based Decision Making Process Communications ( 2 days) Designing Knowledge Work Designing Knowledge Work New Futures Page 4 s t e e r i n g Committees Team Leaders All Staff L e a r n i n g Foundations staff L e a r n i n g Foundations staff Selected Staff Selected Staff Selected Staff Selected Staff Selected Staff L e a r n i n g Foundations staff Selected Staff Principals Assistant Principals Selected Staff Selected Staff Selected Staff 11/10/93 11/7/93 1/18/94 1/19/94- 2/23/94 2/15/94 1-/27/94 3/10/94- 3/11/94 4/5/94- 4/8/94 4/15/93- 4/16/93 School Based Decision Making Collaborative Teaching on-site technical assistance ( 4 days) Designing Knowledge Work ( 6 days) Process Communications Making Language Meaningful Peer Coaching Implementing Peer Coaching Network Leadership Retreat New Futures Page 5 S t e e r i n g Committees Selected Staff Learning Foundations Staff Selected Staff Selected staff Selected Staff Selected Staff Selected Staff Principals, Ass't Principals Team Leaders Conference participation was provided for local school staff primarily through funding from New Futures for Little Rock Youth as follows: 8/14/93- 8/18/93 8/20/93 7/18/93- 7/24/93 11/4/93- 11/7 /93 3/10/94 4/27/94- 4/29/94 12/5/93 National Conference Selected Staff on Peer Mediation UALR Conference of Peer Selected Staff Mediation Middle Level Summer Selected Staff Institute Conference participation selected Staff and presentation at National Middle School Conf. Conference:Drugs,Gangs Selected Staff Violence and Guns Arkansas Middle Level Selected Staff Conference National Restructuring Board/Staff Conference Discussion 1 New Futures Page 6 The results indicate a 100\\ successful implementation of the objectives. A review of the data reveals that interdisciplinary teams functioned effectively. outcomes of teaming include an increase in parent conferences with several teams reporting more than 150 documented team/parent conferences\ndevelopment and implementation of interdisciplinary uni ts across teams and schools\nsite visits by school districts from across the state\npresentations and training provided to other school districts on interdisciplinary teaming\ngrant received by the Carnegie Foundation for one school through the middle grade school state policy initiative for schools who had successfully implemented most of the recommendations of Turning Points\norganizational structure well developed and initial capacity for replication developed\nknowledge gained through training and conference participation resulted in implementation of innovative programming and academic development in which student outcomes were improved\ncollegial support for organizational structure articulated by teachers, local school administrators, parents, and students. A climate that supports innovation, collaboration, and change has been established and reflects the developmental growth experienced i-n these schools. Objective 2 Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance, and good citizenship will be developed and implemented. A Young Professionals Club at Southwest Junior High School was established in cooperation with AP\u0026amp;L Redfield Power Plant to achieve the following objectives: help each child develop a worthwhile self-image by helping he/she find their identity, help all students understand the concept of pride, reduce the number of suspensions, strengthen academic achievement in underachievers, and improve communication skills. The club is open to 7th grade Pirate team students and meets during lunch under the guidance of the Pirate teaching team. A total of 65 students (35 boys and 30 girls) participated. During the first nine weeks, there were zero suspensions for participating students. The third nine weeks there were a total of 3 suspensions for participating students. This program has received national and state recognition as a model program. The Breakfast Club was established by the Wings Team, an 8th grade team at Pulaski Heights Junior High. The club serves all 8th grade black male students. The club meets on a monthly basis during first period. The focus of the group was to raise self-esteem, serve as a mentoring program, and provide motivation to increase academic achievement. Community speakers were invited to present New Futures Page 7 to the group during each meeting. Students were involved in follow up discussion. Assistant principals reported that there was a noticeable decline in the number of disciplinary sanctions against black males since the beginning of the breakfast club. The number of failures was reduced from 7 black males in 1993 to l black male in 1994. This improvement reflects the goals of the Breakfast Club. A Peer Mediation Program was begun by the Wings Teams after receiving training in developing and implementing such a program. Twenty-seven students were trained as Peer Mediators. The students successfully mediated with approximately 110 students. The targeted groups of the program are the student mediators and the students involved in a dispute who participate in the mediation. The student mediators completed two full days of intensive training. In addition, they met with the project coordinators on a weekly basis to further define their skills and help promote the program in the school. These weekly sessions provided an avenue to process the mediations that had taken place so that concerns and weaknesses in the program could be addressed. This portion of the program was integrated into the After School Program. This type of program is nationally recognized as an effective way to reduce conflict and focus on violence prevention. Discussion 2 The interdisciplinary teams across the schools developed and implemented various unique incentive programs to encourage and reward achievement, attendance, and good citizenship. Generally, most teams designed the incentive programs for a nine week period. Teams involved parents by invi~ing them to special ceremonies and assemblies. Teams recognized improvement as well as achievement. Teams also developed extended incentive prograI!lllling and partnerships as the examples above describe. Teams worked with the Parent and Comm~~ity Involvement staff to identify students in need of special services and include their parents in the Family Support Net Progra~, TOUCH Program, GED Program, and HEAL Program. Over 180 students and their families have bee~ involved in these various programs. Teams identified students to participate in an innovative summer program for high risk youth. This program served a dual purpose: practicum experience for teachers on working with high risk adolescents and summer programming for identi~ied s~udents. These students are woven back into support programming such as the after school program, HEAL groups, and case management during the academic year. Objective 3 Homework Centers will be operational through the After School Program. New Futures Page 8 Student participation rosters were maintained for the after school program. Students participated in academic programming, high interest club activities, and the homework center. Transportation and a nutritional snack were provided. The program was operational three days weekly. See attachment 5. Implementation of a hotline program was not implemented as a city wide program is available to students each evening. Discussion 3 The after school program provided students with opportunities to receive additional academic instruction, access to research and reference materials, special enrichment experiences and participation in high interest club activities such Video News clubs, chess clubs, community service clubs, music and theatrical clubs. Transportation was provided for students in this program as well as a nutritional snack. Cloverdale participated with UCA in a teacher preparation program that was included into the after school program. Objective 4 Tutoring opportunities will be available to students needing assistance through the After School Program. Through the after school program, tutoring opportunities were developed and implemented for students. The primary areas of focus were math, reading, and writing skills. Before testing, students participated in test preparation sessions. Some peer tutoring was also included in the program. Discussion 4 The opportunity to receive additional instruction is needed and beneficial for many students. Many of the students in these schools do not have conducive study environments at home nor the support reference materials to complete certain assignments. This program provides at-risk students with an additional opportunity to achieve academic success. Objective 5 An in-school suspension program will be developed and implemented as an alternative disciplinary response to suspendable actions. As an intervention strategy to assist in keeping students in school and continuing their academic work, the in-school suspension program was developed and implemented for category one offenses. Processes have been established to facilitate the communication of student assignments between the teaching staff and the in-school suspension teacher. Quarterly records were maintained noting the New Futures Page 9 number of students assigned to the program, parent contacts and counselor conferences. Quarterly participation ranged from 66 - 143 students each nine weeks. See attachment 6. Discussion 5 The objectives of the in-school suspension program include helping students accept the consequences for their actions, evaluate his/her behavior, and to modify social performance. The program has been successful in keeping large numbers of students in school and continuing their academic work. Teachers and counselors have supported the program by sending assignments in a timely manner and by participating in conferences with students and parents when necessary. The number of repeaters is low compared to the number of students participating ( less than l0t). Ob~tacles to Goal Attainment Objective l The objective of establishing interdisciplinary student teams that share a common group of teacher, common space, and common blocks of instructional time was attained. The computer process used to schedule students onto teams does not provide adequate support for achieving a minimum of students assigned to both teams. Cross teaming of students presents certain programmatic difficulties. More flexibility in the scheduling process would assist in decreasing the problem. Objective 2 The objective of developing incentive programs and partnerships with community businesses to encourage and rewa:::-d achievement, attendance, and good citizenship was attained. Objective 3 The objective of operating homework centers through the After School Program was attained. Objective 4 The objective of providing tutoring opportunities to students needing assistance through the After School Program was attained. Objective 5 The objective of providing in-school suspension programs as an alternative disciplinary response to suspendable actions was attained. Program Goal 2 New Futures Page 10 The second goal of the program is to promote collaboration/ coordination between local school and other youth serving agencies in the community. The following objective was developed in order to specify what is to be accomplished to implement this goal. 1. A school-based case management system will be operational. Evaluation criteria 1. There will be an increased number of students receiving needed services reflected in case management data reports. Evaluation Results Objective 1 There will be an increased number of students -receiving needed services reflected in case management data reports. Since January 1991, New Futures for Little Rock Youth, in partnership with five youth-serving agencies and the Little Rock School District, has sponsored a pilot program that has offered Case Management services to high-risk youth attending targeted junior high schools in the Little Rock School District: Cloverdale, Forest Heights, Pulaski Heights, and Southwest junior highs. Discussion 1 A team of four Case Managers was formed at each school comprised of youth worker employed by community agencies with expertise in addressing problem areas faced by young people, including adolescent pregnancy and parenting, substance abuse, adolescent mental health, youth employment, and poverty. Executive directors of participating agencies and principals of participating schools meet monthly as an advisory, \"roundtable\" to oversee implementation strategies, monitor program activities, identify program strengths and weaknesses and make recommendations for improvements in service to youth and their families. A New futures staff person, the CMST Coordinator, is assigned to each school to organize the functioning of the CMST. See attachment 7. As of August 1~94, 75% (547 out of 734) of the youth who had received on-going case management services showed improved circumstances at case termination. During the 1993-1994 school year, almost 500 youth participated in 27 various school-based support groups, led or co-facilitated by Case Managers. Case New Futures Page 11 Managers organized 26 typed of special events involving 600 at-risk youth participating in the program during the 1993-94 school year. A report of New Futures goals and objectives for the program and results are included. See attachment 8. Obstacles to Goal Attainment Objective 1 The objective of providing more services to students through the case management system was attained. Recommendation 1 It is recommended that the efforts of the New Futures program be focused on maintaining and supporting the current programming at Cloverdale, Forest Heights, Pulaski Heights, and Southwest junior highs and expanding the focus of the program to include supporting and assisting in the development of the district wide middle school planning/implementation process. This recommendation would capitalize on the developed capacity at four junior high schools within the district to support a middle school transition and serve as a planned method of capturing and utilizing the existing resources that exist within the district to support future program efforts for adolescent age students and students at-risk. Objective The objective of this recommendation is to maximize existing capacity within the district at the four junior highs to support institutional change in the area of middle school organization. Evaluation Criteria Existing practices of maintaining team roster, team names, agendas, team documentation, and participant evaluations will be followed. Expected Benefits The District will maintain its collaborative efforts with New Futures while utilizing the benefits of the relationship and the resulting capacity development within the district to support a district wide program which supports school reform and benefits atrisk students. Impact Analysis New Futures Page 12 This recommendation will provide a plan for the district to sustain established capacity while developing a middle school organization across the district. It provides a framework for the district to continue to base planning program development on research and best practice. Resource Analysis The current resource allocation to the existing program will be sufficient to implement this recommendation. Force Field Analysis The primary supporters for this recommendations will be the local school staffs and New Futures Board of Directors. General Implementation Plan 1/95 4/95 4/95 5/95 9/95 - 6/96 Activity Utilize existing capacity to assist middle level planning Meet with principals to examine scheduling needs to maintain teaming Continue staff development efforts Work with data processing to provide support Continue existing programming and support middle school planning Person Responsible New Futures Liaison Selected teachers and principals New Futures Liaison New Futures Liaison New Futures Liaison Principals New Futures Liaison Local school staff ' 1993 Interdisciplinary Teams Cloverdale Jr. High ~ 7 Wonders Untouchables P.A.w.s. Superstars Navigators AirFrosh Forest Heights ~ Red Hots Super 7's Wave News2 Gold Royals Green Royals Pulas~:i Heights ~ Skyriders w.o.w. Firecrackers Wings Superstars A Team Southwest Jr. High Team 7 S.A.I.L.S. Pirates Motionaires Terminators Super Novas Spurs nachaent 1 teau93 Team Leader Trish Poore Tammy Gullett Sue Smith Charles McFadden Nancy Hawking Bill Estes Team Leader Glenn Holloway Nancy Cross Ginger Tuck Leigh Cole Dan Drew Melinda Beggs Team Leader Sammy Grandy Ann Blaylock George Coleman Carol Kaffka Sam Steuart Wayne Knight Team Leader Sherry Lack Bettie Williford Chris Kline Jake Tidmore Charles Moore Jackie Falls Grade 7th 7th 8th 8th 9th 9th Grade 7th 7th 8th 8th 9th 9th Grade 7th 7th 8th 8th 9th 9th Grade 7th 7th 8th 8th 9th 9th I H!NUTES CF TE~H HEETI~G Ti:AM\n, .., Y,A~ (, ~J \\, ..... L . ~( : -1\\--i' ./ ,I IL.., '.  \\ -- , .. 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STEERING C,OMMITTEE ME~TING ( TODAY )~ Ge~ C,.c,~t-J tr.a!:~ --~ :- St-\u0026gt;c~-=- c..1.o,-a.1cs it..1J'(:'u.Yi1T?,-s GFIY\\.(..~i r vs Cof'y\"-'\\_, O\"'o.-.J\u0026gt;rA- -,r,. :~ -~--.l,-,-L.:.~ - n,\n,, r~1c~. - Sc:c.: 1=, -Mf- . 3. ABOUT FACE ASSEMBLY - 4. DETENTION CENTER ASSEMBLY 5. BLACK HISTORY COMMITTEE 6. TARDY COMMITTEE 7. FUNDRA I SER pv-k . 8. ASSIGNMENT NOTEBOOKS 9. USE OF TEAM MONEY 10. INTERDISCIPLINARY TEACHING -Ceq~ tf 1~ 1 1. HOMEWORK BASH 111\n).Q OC\u0026gt; .ef-\n-{ ..,, , , 12. STUDENT CONFERENCES 13. OTHER ) MINUTES OF TEAM MEETING J/l d --z /,'rl) DATE ~,-,.- 'J. \n.I/ _j_ / TIME TEAM LEADER~ ___ .. MEMBERS PRESENT:~LO\"\"\"...,n'.\n.f ____ _ u ',0'33 ( \"T\nQQ\u0026lt;-Yj QI f.Q' ._-, ::_ __________ . .j A5enda 0 Mi md cs -t,ofY) } as1 we e.k.- ------. AZ .. SOtmiWEST JUNIOR HIGH SOiCOL STEERIJ\\IG C'CM-!ITI'EE MEETING N\u0026lt;NE11BER 11, 1993 AGENDA I. OLD BUSINESS - REPORTS FRCM CCMMITTEES A. PURPOSE/VISION - KLINE/MOORE B. 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C#EW?7~ .fJff .d/k\u0026gt; - ?~/?\n./ #-~ ,,f- /z:E~.Rw.~.Jbr??.tJ..-J 77#-r 7fi n-1 /T #FcA, \u0026lt;,w:f\nt\nPb,\n,? ~ }z~~.Gl\u0026gt;,,,,-v.a,...J /:\u0026gt;d-e,,.e.13-~ t/4-J /5i3 ~~t:\n=-_l) -0 /,'G~r ::5 7.w.b~zs '?/4,,+e77e SIL t-L~ A-~JJ ~/rE-~,,T C\nf-rJ ,g c G, ,//5?\"-J: -\n~- yU ~ E\ne..r\nFak._ ,4-/',PkoyA -L , _JJ7:- .!Uh. 1- u,.J~ ,P,1s5~ tf/L,t_ 'T $1,JFo~7r~_,,..j t9\n-) A-/=!Ek!\u0026gt;t::/.,t.oaL- r Jz o 6-,.k l}-y-v-- ,4--,,J ~ /3\n\u0026lt;.~ 5 c ff Eb K L. ~ s . ,, Ii I 1. Knowledge Work Project Total Evaluations 1993-94 /-Irr. '1 This group has facilitated my teaching techniques and ideas to another positive level. I believe only in the workshop atmosphere with other teams, could we have learned, been motivated, and expected to achieve the success we so desired. Meeting once a month was a constant and motivating factor in addressing new and innovative ways for kids to achieve emotional, social, as well as educational success. 2. The entire workshop on the whole was informative and creatively delivered. Sharing with teachers from other schools and our own gives a dynamic twist to it. The workshop presented a lot of thought and interaction. I really recommend that it be offered again. Since a few teachers dropped out due to the time consumed, perhaps a statement of their involvement when recruiting would help reduce dropouts. 3. 4. For the workshop as a whole, I've learned some new strategies to teach the work, and that I was already doing some of the strategies in my classroom. It's good to learn something new, but it also feels good to know you're doing something right. What a confidence builder. When planning units and activities I try to build in some of the qualities we have learned about. I think this has been very good for me personally. I believe the information gained is very useful and am excited about sharing it with others in my building. Personally, I would come to this training after school but I don't think many teachers would. 5. The fact that we have planned to present to our school shows we understand and will use the information we have studied this year. I've learned to focus on the work not the kids when preparing lessons. I needed this! 6. The knowledge work workshops have been extremely beneficial for me. I look at my lessons in an entirely different way, knowing what to build into a lesson to make it more interesting and relevant for students is very important. Not only does it make the student enjoy and value my class more, but it also helps with discipline! If a child is interested in the learning, he is less likely to get in trouble. Thank you! 7. With continued innovative training and sharing, we continue to be successful classroom teachers. The team concept and approach has created a new dimension to student learning and successes. l ! ~owledg Work Project Total Evaluation  by Participant 1993-94 /f#.4 8. Pluses: outstanding facilitator. I felt that I learned something about \"how\" I teach, not \"what\" I teach. Though good teachers use these qualities all the time, it has been an important tool in assessing my teaching. This course has served as an invaluable tool for me. I'm sure other teachers have and will gain from this experience. All objectives were met. Wishes: I realize that monthly meetings help generate new. concepts or reassess the qualities throughout the year, however I wish that we could do this in a shorter time span. 9. I have learned a lot from sharing with other teachers in the district what they have tried that works and what does not work. 10. This workshop has provided a resource so that I can design classroom activities to help engage students in the learning process. The work has also made me aware of qualities needed in order to create true classroom knowledge work. 11. During the process of these meetings, I was able to recognize the qualities that are needed to help make a more-effective lesson. Methods to get the students involved in learning are needed daily to meet expectations of today's society. I really enjoyed being able to share information and ideas with others who have had success in the teaching field. I gained valuable information that I can use daily in my classroom. 12. I feel I can articulate the objectives and qualities of knowledge work to others. I have enjoyed affiliating with others and learning strategies which have helped me in planning dynamic activities. I feel you would get more for your money if homework were given to the teachers. Assess teachers and make them accountable for actually using -che ideas in their schools  and classrooms. If we have these opportunities we should use them for what they are and not just as a day away from the students. 13. Fully understood the concepts of knowledge work. I will be able to identify design work for students. As facilitator can share and assess the degree of engagement of work of students. Share the success of design of knowledge work. The collaboration of planning was wonderful. 2 Xnowledge Work Project Total Evaluation by Participant 1993-94 ff{{.'1 14. The workshop has enabled me to feel confident in sharing and modelling actual knowledge work. Helped me to engage students in knowledge work and also design work for students to use. Given me time to associate and share with fellow teachers, as well as, involve resource people from the community. Can identify and assess the degree to which my students are engaged int he work and share examples. 15. I think the time was well spent. I learned many new techniques that I have and will implement in my classes. This has taught me to take the work load off of myself and put more responsibility on the students. I especially like the fact that students will be given choices: This will give the students more ownership in their work and more students will do it and be proud of it! 16. I believe we fully met the first three outcomes that are listed as well as the last two outcomes. I'm still having trouble with modifying variables. I believe that this workshop will cause me to strive for better prepared iessons and assignments. 17. We shared our successes which is always helpful. Practical discussion always counts more than theory. Most importantly, the knowledge work that we design will echo the activities of the other teachers involved. Hopefully kids will end up getting a majority of tasks designed with these qualities. We are now able to take this school wide. I think this is a project with a great potential for continuing, because of its's great practicability. 18. I think to be able to identify in work designed for students there can be some qualities that result in student's being engaged with the work. After working on this workshop I have been able to assess the degree to which students have been engaged. Thank you. 19. This workshop has enabled me to: to articulate and produce knowledge work. Engage students in knowledge work. I am able to design work for students use. We are able to identify and engage outside agencies in .community ~s facilitator. Assess knowledge work. Plan and solve problems individually and collaboratively.  20. The workshop has enabled me to articulate and produce J Jtnovledge Work Project Total Evaluation  by Participant  1993-94 /fff. T knowledge work. Engage students in knowledge work. I am able to design work for students to use. We are able to involve and identify outside agencies and community as facilitator. Assess knowledge work. Collaborative planning and problem solving. 4 rt: t:: The following is a compilation of pluses and wishes from the Leadership Retreat April 15-16, 1994. The leadership consisted of Principals, Assistant Principals, Team leaders or their designee, and the Steering Committee Chairpersons of the four restructuring schools. PLUSES~ ANYTHING YOU LIKED. 1. 2. 3. The ability of this group to be a open and honest about what is best for kids. What changes need to take place with staff to reach students. These are great dedicated people. I will miss this. Quality time to work on goals and action plans for our school. This meeting met our needs as well as or better than .!!.DY we have attended. Thanks to Linda Young! The entire day we had to work with our school team and focus on our plan for 94-95 was very beneficial. We were able to discuss some issues that we had previously swept aside, and we discussed some \"small\" things we could do this year to help with the 11big11 things next year. As usual, the food at the Red Apple was great. Thanks Linda and Gail for arranging a great retreat! 1. 2. 3. More discussion on strategies of delivery of instruction for students with low ability. The  assurance that these opportunities will continue for staff. None!! Excellent opportunity for work. We 1eed to continue these opportunit es. I really do not have any wishes for this retreat. I will just look forward to the next planning session! PLUSES - ANYTHING 4. 5. 6. 7. I like having the time to discuss school improvement and steps that can be followed to reach specific goals set out in our school COE plan. The communication was great! Sharing ideas with other schools. Emphasis on school planning of obtainable programs. Cooperation between administrator and staff. Uninterrupted time together to work through ideas. Sharing of ideas with other schools. Great! Looking intensely at the COE plan to evaluate and reinstated goals. When we shared with the different schools on what we are each doing positive. Dividing into our individual schools and talking about what we are going to do to improve staff morale. Things we planned to get parental involvement. 4. 5. 6. 7. I would like to have met more with teachers from other schools to share ideas and successes, but the day with our own school was great! These workshops help define goals, reestablish team and faculty successes. overall, I feel this workshop was very successful in meeting many needs. Hore time together. Hore resources to provide incentives for performance and behavior. Continued availability of team planning time. Nothing - I thought the time was refreshing, profitable and laid back all at the same time. Continued support in our endeavors to reach kids who have high needs. Nothing, really!! I was pleased with all we did. 8. The agendas of the meeting were excellent. I liked the format of the meetings as it allowed for group sharing and ample time for our school to work together independently. An excellent retreat. 9. Great opportunity to address an area we have skirted around for too long. Good progress made, an opportunity to get our thoughts in order. 10. Support system for new teachers and other staff. Students given an opportunity to have success in what every stage of development they are currently in. 11. Excellent accommodations - good food, great rooms. Well-planned agenda\neverything flowed very smoothly. Forest Heights group had a really productive and enlightening session. 12. I really enjoyed the school time. We were able to accomplish a lot of good work. Work that could not have been done in Little Rock with all our other distractions. (family, home, kids, etc ... ) 13. Our own agenda. B. My room was too warm last night/my fault/too lazy to adjust the temperature. 9. None. 10. Follow through on very welldeveloped plans. More inter team coordination. 11. I wish the cross-school sharing time had been a little more structured. We seemed to have been a little confused about our end goal coming out of the starting gate. 12. N/A. 13. We really need more time -- as usual. PLUSES - ANYTH:J:t~G 14. We got to work together with our colleagues in our school. We accomplished so many positive ideas for our school and our students. We were united for one idea - our goal. 15. It was great to be afforded the opportunity to get .2!!.t, of LR for our retreat. A lot of progress came out of this meeting. It's a fact, I believe this was the best meeting I've attended all year. 16. Time to share with our faculty members as a group. We were able to accomplish a great deal. 17. + Working with my fellow co-workers in a relaxed productive manner. + Accommodations. + Swap Session 14. Nothing. 15. This meeting was everything I wanted it to be. 16. We could have more retreats or workshops strictly for planning school acthrities and strategies. 17. More time. PLUSES - ANYTHING YOU 18. This retreat enabled me to have a better understanding of the other faculty members' attitudes toward certain issues. I had a wonderful time. 19. Sharing ideas as a group. I believe we accomplished what we set out to do. 20. Sharing. 21. I preferred this retreat to others because of the fact that we were allowed to work within our own school issues. 18. I liked the individual schools having the all-day session. We were able to relax~ discuss, and key in some key issues affecting our schools. We were able to accomplish a great deal of concerns. It was good for the fellowship (camaraderie) among the administrators and staff. (Thanks). The sharing of interdisciplinary ideas and units was very helpful. These and other ideas are valuable resources in making our approach to educating our children to be successful. These can provide exciting classroom experiences. 19. None. 20. Longer time. 21. None. PLUSES - ANYTHiNG YOU LIKED. 22. I preferred leaving here with some very distinct and workable solutions for the remainder of this school year to address a problem of tremendous concern for central office at present(# of discipline sanctions). Finally, we have a motto intact and a VISION!! I feel as if we are really moving forward. Enjoyed freedom to develop our own agenda - One of the best ones we've had. 23. We formed a vision statement. We had time to make some workable plans for alternative discipline. 24. I really enjoyed the commitment and excitement generated by the Southwest Jr. High Staff. We dealt with critical issues (1) absenteeism, (2) student/ teacher conflict, (3) discipline with dignity. our staff participation was excellent. We have developed a plan that can truly work. We enjoyed the team effort. 26. I enjoyed meeting with members of my school and trying to come up with solutions for problems, concerns of our school. 22. Too little time - passed too auicklyl! Didn't get up and run this am! (but felt good to sleep in.) 23. None. 25. None. 26. I wish we could have shared our ideas with the other schools. PLUSES 27. Everything - it was one of the best, productive retreats I've been too. 28. Today was super! I only wish that we could do this more often. This weekend was so beneficial to all of us. Working together to help our building to be better is what we're all about ... Making kids feel good about themselves and the school is very important! 29. I liked our goal: To suggest action steps to coordinate and unify the work of the steering committee and school staff members. (T-shirts - love it). 30. The valuable insight of the team leaders. The ability to plan for the future. The opportunity to have research available to offer a strong knowledge base for effective planning. 31. Atmosphere was great for sharing. 27. That the District would listen to us as well as just look at numbers!! We're now just statistics. What if Columbus had turned around and quit? 28. Wish we could do this morel Great Weekend! {Smile face.) 29. None. 30. \"I loved it\" {Smile face.) 31. Wish we could have met with the other schools after we met. It was great. PLUSES - 32. I enjoyed the time with staff - It would 32. None. be nice if we could meet twice per year. I think the steering committee has taken shape and is functioning well. We were able to put together some ideas that will, I am sure help our kids be more successful in school. Thanks for the opportunity. 33. I feel that I got more out of this 33. None. year's retreat than any other. The time spent Saturday was most productive and the Friday session helps us get an opportunity to applaud, assist and encourage each other. 34. I liked the time to plan with individual 34. None. schools. The time was well spent. Enjoyed the day. 35. Teachers sharing successful strategies 35. This was a great meeting! on how to reduce discipline problems and Thanks. improving academic performance is a very good concept. I really liked the ideas of letting teachers who are not team leaders attend the retreat. PLUSES - ANYTHING YOU LIKED. 36. Being able to come together as a team, working together, for a common goal, I feel, increased productivity on the part of teachers and students. students know that we caret We have less behavior problems because many minor problems are dealt with within the team. I see next year as a real opportunity, as we try to go full-force into the advisor-advisee program. 37. As a new team leader and a teacher new to the teaming approach, I am again very impressed with the support and time dedicated to making the re-structured approach work! I find this time with other staff and administrators to be extremely valuable and encouraging. The \"swap\" time last night gave me~ good ideas and the all day planning session today helped our staff design and begin to implement and wonderful new advisoradvisee program. Pulaski Heights is truly on the \"cutting edge\" of the restructuring movement. 38. Having time to develop a plan that we WILL use. Without the planning time, to develop programs (s) for increasing successful strategies for ALL students would be impossible and more students would fall through the educational cracks. 36. None. 37. None. 38. Hore planning time for schools to develop more successful strategies for all students! PLUSES - ANYTHING YOU LIKED. _, . -::::-\n~:l . . . . 39. I really liked the format this year. it is so helpful to get together with other teachers for idea exchanges. 40. Share sessions to find out about successful team activities that other schools are using to keep students in school and provide motivation for learning. Example: Discussed\nA. Interdisciplinary units. B. Conflict resolution - peer mediation. c. Block Scheduling. 2. Time for school planning - plans for small group setting - Advisor-Advisee. 41. The format was extremely beneficial. It was such that individual schools had 42. time to plan for the upcoming year after hearing on the previous night the successful interventions and programs being implemented in other schools. It was an excellent time to be creative, to dream, to take risks with brainstorming for better schools next year. Lots of definite plans with deadlines were established. Ended up with a product! Had an opportunity to plan a program that designed to reach~ of our kids. relaxed atmosphere promotes ideas. is The 39. Chances for more swap sessions during the school year. 40. All was valuable - need this time more often. 41. I think that the goals established were met, and an appreciation for our teams was renewed. Thanks for the opportunity. 42. Didn't have enough time to get everything done that needs to be done. PLUSES - ANYTHING YOU LIKED. 43. Great atmosphere - Extremely conducive to brainstorming and getting things done. Our group was close and on task in planning for the future and working for an even more effective learning environment. Hass meeting of sharing with other schools gave some great ideas that might be used at our own learning center. The New Futures Restructured schools seem to go all the way for the benefit of the whole child. 44. The accommodations and format for the weekend was great! The initiatives promoted by the restructuring schools are paramount to ensure the students' needs for tomorrow. The environment created allows teachers and students to work towards addressing the complex issues and challenges that today's society presents to our kids. Not only can we provide academic instructions, but we can assist the students with their growth a,~ maturation in becoming contributing citizens of our community. 45. Having the opportunity to work and plan strategies to help students achieve their potential - restructuring has allowed us to spend the time before implementation thinking about and planning our activities. 43. Longer sessions - possibly the use of audio visual material next time i.e. examples ' on tape of what was used at other schools or slides. 45. Time for a round of golf! 46. That we had more opportunities to plan like this during the school year - away from the day to day hassle. rr n . :.\u0026gt; CLOVERDALE JR HIGH AFTER 50-iOOL PROGRAM 1JiAME f1!AMf 1.t2t ~IEAM GPA 1 '1W GPA 2 ffi AII. ADKINS JERMAlNE 897813 9 NAV 2.57 2.87 EX ALLEN CEDRIC 913929 9 NAY 1.14 0.857 GOOD ALLEN SHONEY 167292 8 STARS 2.0 2.714 EX AWSON SHARONDA 166990 8 PAWS 2.83 3.167 EX ASHFORD JOHNNY 919538 8 PAWS 1.71 2.167 EX AYERS TIFFIN! 894198 7 UNTOUC 3.14 3.5 EX BAKER DEUNDRA 878038 7 7WOND 3.714 3.714 EX BEVERLEY TANESHIA 898261 9 NAV 3.14 2.571 GOOD BIDDLE ELIZABETH 914141 7 UNTOUC 4.0 4.0 EX BIWNGS JAVIA 931601 9 AFROSH 0.857 1.0 AV BIVENS RONNIESHA 164323 9 AFROSH 3.428 3.0 GOOD BLACK AL 937715 8 STARS 2.428 1.714 GOOD BLACKMON ARLESHIA 898297 8 STARS 2.5 3.333 EX BRENT LAVAR 914272 9 NAV 2.0 1.857 GOOD BROWN ROY 914404 9 NAV 2.0 2.0 AV BROWN SHAMEKA 898608 8 STARS 3.5 3.333 GOOD BUCKLEY RASHAWN 896737 9 NAV 2.857 3.286 EX BUFORD TINIKA 951774 8 PAWS 2.142 1.857 GOOD BURGESS SHELENA 892140 8 STARS 2.857 3.0 GOOD CALAHAN CHERRY 899103 9 NAV 3.571 3.571 EX CARTER ERICA 896872 7 7WOND 3.571 3.429 EX COGSHELL LAKISHA 899047 8 STARS 2.714 3.286 EX COMBS BEVERLY 899099 7 7WOND 3.285 3.0 GOOD COOPER SHANDTELL 168677 7 7WOND 0.428 1.5 EX COTTRELL LAKENYA 935376 9 NAV 3.167 3.167 EX COVINGTON HENRY 905510 9 AFROSH 2.714 1.571 GOOD CRAFT BRANDON 907074 7 7WOND 4.0 4.0 PERFECT CUNNINGHAM CASEY 165867 7 UNTOUC 1.857 1.714 GOOD DANIEL ROBERT 959568 9 AFROSH 2.285 1.571 GOOD DAVIS DEERICA 924963 7 7WOND 2.857 3.143 GOOD DEDNER TAMEKIA 899412 8 STARS 3.428 3.286 EX DEPRIEST GILLAN 909808 7 7WOND 3.428 3.286 EX DINWIDDLE CARLA 894060 7 UNTOUC 1.571 1.143 GOOD DIXON NIHISSA 890167 7 UNTOUC 3.0 3.667 PERFECT DRAKE DEDE 894505 7 UNTOUC 1.571 0.286 GOOD DUNCAN SHAWN 912593 7 7WOND 3.428 3.714 EX FLOWERS ANGELA 164265 9 NAV 0.143 0.143 POOR FLOWERS DIONDRA 896585 7 UNTOUC 3.714 3.286 EX FLOWERS KELANI 899888 7 UNTOUC 3.571 3.429 EX FRANKS SHARONDA 155075 9 NAV 3.5 3.5 GOOD FURGUERSON BILLY 900054 9 NAV 2.43 2.143 AV GARMON SHAMARRA 920200 8 PAWS 3.0 3.0 EX GIBSON ANDREW 163180 9 NAV 1.571 1.571 POOR GIBSON SIOBHAN 926399 8 STARS 3.0 2.714 EX GILL DARYL 900156 7 7WOND 3.428 2.0 EX GRIST RATHA 953000 9 NAV 3.571 3.571 GOOD HALL ALVIS 900405 9 AFROSH 3.285 3.429 EX HALL KIM 900424 7 UNTOUC 2.857 2.0 GOOD HAMMOND DAQUAN 908896 7 UNTOUC 2.0 1.286 EX CLOVERDALE JR. HIGH AFTER SCHOOL PROGRAM ~ FNAME .IQI. SIB IEAM GPA 1 9W GPA 2 9W ATT. HAMPTON BRANDON 900455 7 7WOND 4.0 3.333 EX HARRIS DEMARIUS 908916 9 NAV 1.857 1.429 EX HARRIS KIM 900539 8 STARS 2.857 3.0 GOOD HOLLEY TERRENCE 900820 8 PAWS 1.857 2.0 GOOD HOWARD April 164'150 7 7WOND 2.0 0.857 AV HURD CEDRIC 166967 9 NAV 3.285 2.429 GOOD HYMES KAREN 929676 7 7WOND 3.428 3.0 EX IRELAND CHERONDA 900980 8 PAWS 3.857 3.857 EX JACKSON LAFANTA 951955 7 UNTOUC 2.285 3.143 EX JACKSON TARSALON 901039 8 PAWS 2.428 2.571 PERFECT JOHNSON CAMEL.A 164'195 8 PAWS 2.857 3.0 EX JOHNSON MISTI 914\"147 7 UNTOUC 2.714 3.429 EX JOLLY LISA 907959 7 7WOND 3.714 3.714 EX JORDAN JAMES 892787 8 STARS 2.857 2.857 GOOD JORDAN YULANDA 166700 9 NAV 3.333 2.5 GOOD KING DEON 930003 7 7WOND 3.71\"1 3.429 GOOD LANIGAN ANTONIO 166701 9 AFROSH 3.0 3.714 EX LEE DWAYNE 901634 7 7WOND 3.429 2.286 PERFECT LONGLEY YOLANDA 901796 7 UNTOUC 3.429 3.429 EX LOVE JANA 901802 7 UNTOUC 2.587 2.833 EX LOVE NASHA 896558 8 STARS 2.285 3.143 GOOD LOVE TASHANA 155183 7 UNTOUC 2.285 1.714 EX  i MADISON LATRESHA 895011 7 7WOND 1.428 0.571 POOR MARBLEY NINA 891703 7 7WOND 3.571 3.571 GOOD t.4ARTIN ELONDA 914314 7 UNTOUC 2.285 2.143 GOOD MCCUNTON GREGORY 952953 8 PAWS 2.142 2.0 GOOD MCCUNTON KENYU 952952 9 NAV 3.142 2.0 GOOD MCCRARY SHAWNECE 902107 8 PAWS 3.142 3.286 GOOD MCGILL CHASTITY 926191 8 STARS 2.142 2.857 EX MCMILLAN JACQUELYN 902190 7 UNTOUC 3.5 3.0 EX MILLER ROBIN 959747 7 UNTOUC 4.0 4 EX NORFLEET ROSALYN 162033 9 NAV 1.285 1.857 EX PARKER CHINNAILL 951421 7 7WOND 2.0 2.286 GOOD PARKER TERRELL 902833 8 STARS 1.857 1.286 GOOD PATRICK BRODERICK 937179 9 AFROSH 2.428 1.571 GOOD PATRICK TOYRAN 896311 7 7WOND 3.714 4.0 EX PORTER ALBERT 153682 9 NAV 2 0.741 AV PORTER DERICKO 153892 9 NAV 0.857 0.857 AV PRIVETT JOHNA THAN 952864 9 NAV 3.714 3.429 EX RAFTER MARCUS 903156 9 NAV 1.285 1.571 EX RAY STEVE 903211 7 UNTOUC 3.0 2.857 EX REED LATIA 890134 8 STARS 2.714 3.143 EX ROBINSON LAWANDA 896142 7 UNTOUC 1.571 1.714 GOOD ROBINSON SHERELL 951097 7 7WOND 3.571 3.714 GOOD ROGERS STANLEY 911352 8 STARS 2.714 2.429 EX SASU ELIZABETH 960732 8 PAWS 2.428 3.667 EX SEBOURN AMANDA 916190 9 NAV 3.714 4.0 EX SHAVERS MAURICE 892971 8 PAWS 3.714 3.5 EX SHERRER MATOSHA 903709 8 STARS 2.142 3.286 EX SHERRER MONICA 903710 9 AFROSH 1.857 1.857 EX I - ~ II CLOVERDALE JR. HIGH AFTER 50-IOOL PROGRAM 111 ~ FNAME ll2! ~IEAM GPA 1 9W GPA 2 !1W AIL SIDERS DANIEL 931301 7 UNTOUC 2.142 1.857 EX Sil.AS CARL 937573 7 UNTOUC 3.0 2.143 GOOD SIMMONS I WILMON 903748 7 7WOND 2.714 1.571 GOOD SIMS SHARRA 903n1 8 STARS 3.0 3.60 EX SMITH CANDICE 959569 7 7WONO 3.857 3.714 EX SMITH DENISHA 925214 7 7WOND 3.428 4.0 EX SPEARMON CEDRIC 95233.tl 9 AFROSH 1.857 1.429 EX I SPEARMON Cl.EDIUS 932336 8 STARS 2.714 3.0 EX SPROUSE TIFFANY 903968 7 7WOND 2.857 3.571 EX 11 STOVER NATALEA 894752 7 7WONO 3.428 3.143 EX 11 STRONG CRYSTAL 926'179 7 UNTOUC 2.142 2.0 EX SUWVAN KIM 1679'12 8 STARS 3.0 2.571 EX SUMMERS MARQUIS 904148 9 NAV 2.428 2.0 EX TATUM STEPHANIE 9onos 7 UNTOUC 2.571 1.857 GOOD I! TERRELL LAKUA 914268 9 NAV 1.429 1.429 GOOD Ii THOMAS ERICKA 9096.tlS 7 7WOND 4.0 4 GOOD II THOMAS TINA 935n2 7 UNTOUC 2.587 3.286 EX I TURNER TARA 904454 7 7WOND 2.0 1.429 EX ,, TWITTY LENARD 951283 9 NAV 2.833 2.833 EX lYLER EARNEST , 908876 8 PAWS 0.714 0 .0 POOR WAL.KER SHELLEY 904573 11 8 PAWS 3.142 3286 EX II WATERS SCHEKISA 901319 9 NAV 2.428 2.0 GOOD WEBB LAKIESHA 913292 9 NAV 1.428 2286 GOOD WHALEY FRANK 891875 8 PAWS 2.0 0.714 GOOD J!I WHITE NAMONA 931658 7 7WOND 3.142 3.1 '13 EX fl WILDER VICTORIA 904841 7 7WONO  .O -1.0 EX I WIWAMS AMANDA 897438 7 7WONO 2.429 2.429 GOOD J! WIWAMS ANTOINETTE 8922'13 7 UNTOUC 1.714 2.1'13 EX WIWAMS BRIAN 16'1240 9 NAV 1.714 1.857 GOOD WIWAMS OOREY 892078 9 AFROSH 3.5 2.429 GOOD II WIWAMS JAMIE 890520 8 PAWS 2.571 2.571 EX ii WIWAMS PATRICE 951273 8 STARS 3.285 2.71.tl GOOD WIWAMS SHEVONNE 917345 8 STARS 2.571 3.1'13 EX 11 WIWAMS TAMIKA 892186 7 UNTOUC 0.857 1.143 GOOD \\,I WIWAMS TERRENCE 904956 9 NAV 3.857 3.1 '13 GOOD WITT SHAOONDRIA 905025 7 7WOND 3.428 3.0 EX ,\nI WOODLEY TAMEKA 905061 8 PAWS 3.33 3.5 EX WOODS ANTONIETTE 905064 7 7WOND 1.428 1.714 GOOD WOODS CLAUDIA 896273 7 7WONO 3.428 3286 EX WOODS KEISHA 896646 9 AFROSH 3.428 3.1 '13 EX 11 WOODS MY1A 905069 8 STARS 2285 3.143 EX WRIGHT KEVIN 162553 8 PAWS 1.571 0.857 POOR I , . , 11 .   J ~:~liOlli. SQ[JTHWEST._..lllNIQR._filGH ?Rr:JC::,111_ CHARITY SMITH TE ACHi: R_ _,. .A...,N\"\"N._.E~T._..T.. E ..._. B... .,Au:Ru.N,...E-S_.,__ l. Please in::!i::ate the r.t:.'7::)e::- of .stu:ients referred for ~nch grndc level by se:-:, \n~:'!::e 3nd:classification. -------,,,.......,..-,-~~----------:-::-:-:-:-:..:=-~\n-:,-\n,,..,,-\n,...,..-:...,.....,,-------r-----:---------- Totu I Cirau2 :!tl:i8Efl l\u0026lt;i:Fffr.\n.:._:, Enrollment t~ i i't::!: I l!hl te i ut:-:2r -:-ota 1 C'. :s:::i\n\".-:'i I i-------- '.:r2cie 5 l aci'. \\Jtli t8 j D ~r12r : :-1,:\n1 2 I :=:0.~10 I e Jhale Ferna1,s !\n-!a , f: r2ma le ri2fe:-red ! R::::1. I .,~I J\nI I ! ! I I ! I I I I i I ! i 7 183 32 7 1 9 7 4 0 I 3 I 0 I 33 I 32 ' 1 I I ---  I I I i I I I I .3 178 52 i 4 ! 18 i 15 6 0 i 0 I 0 39 I 36 I 3 I I\n' ----- I I i I i I I ! :\n169 44 8 26 8 2 1 0 0 37 29 8\nI : I I i i i ' i I I 7C.~.L 530 128 I 1 9 I 63 ' 30 12 1 ! 3 0 109 97 ! 12 I ,, Tctal students re-12r::cd: 109 ~. :otal recoraed ab.sei'lc-es: 63 Total da.ys assigned: 358 i~umber of studen:s not ::~:, ~ting ~ssignmen: t: :ssP: 9 RECEIVE,... i~urn~er :f r2pe5t2~3: 2~?te - 4 JUN 1 4. 1994 ------ NEW FUTUf .. Grcde 9 4 ?h:::me 5 School SOUTHWEST JR. Number of :e2cher sonfe~~~ses: Srade 7 4 Grad2 8 Gr\":2 9 -------- Grade 7 I 122 G:-ade 8 96 G:-ade 9 71 l~tervention and Follow-up Activities: Please describe in nar:--ative formthevarious interven:.ion strategies and fol1ow-up plans and/or contacts that have occurred with students as~igned to the ln-Schc~l Suspension Program. ISSP OBJECTIVES: 1. To help students evaluate his/her behavior by completing suspension learning packets. 2. To use self-discipline to improve academic and social performance. ~v\u0026amp;luation: Please describe in narrative form the aeneral reaction of the following\n~cups to the In-School Suspension Program: stuaents who have been referred, teache~s 2nd administrative staff, parents, and the In-School Suspension teacher. The overall acceptance of the program has been excellent. Students have responded very positively to the learning packets with intent to avoid return visits. Teachers, administrators, counselors, parents, case managers, and significant others have complimented the program with exceptional reviews . . Support is evidenced by written comments, physical presence, and student work and reactions. -, ~ota1 visits to ISSP by: School cd~inistrators --=2=3 _______ _ J . School counselors ____ .....:.7 ______ _ Teachers 140 .., J. O the: ( pi ease spec i f y ) _p=a.::r-=e\n.\nn\n:_\nt::\n.\ns::\n..__---'1 _ _ Attiti onal Comments: This year we are attempting to work closer with case management and the counseling staff by making contact for individual students and requesting personal visits. We have provided teachers with suggested strategies to help support students who have been assigned with personal invitations to stop in and visit with students during their period of assignment. Our aim is to remove students from the mainstream in order to work on unacceptable behavioral characteristics, keep them on schedule, provide them with positive alternatives, and return them equipped for academic success in the classroom. I School dist-rict pcrrticipation Provides experts in non-academic fields to assist in planning preventive programs, providing in-service training, and designing after care support systems in the school. Immediate accessibility for referral when youth are identified who need social or health services. Provides assistance from the broader community in addressing crisis situations that occur during the school day. Creates a more direct link between the school and the home. Enhances the parent's, youth's and community's perception of schools as caring places. Allows teachers to focus more clearly on the academic needs of the students. Creates a healthier, happier student body. Provides a caring supportive adult to assist with non-academic problems Provides a coordinated plan for delivering needed educational, social and health services to the youth or their family Ensures someone is responsible for following up on referrals to outside agencies to be sure they are provided. Establishes a more direct link between the school and the home. Increases the opportunities for youth to obtain the social and academic skills needed for later succcess. Youth-cente-red fr family-o-riented flt(. ? Coo-rdinated se-rv1ces Provides direct linkage between youth-serving agencies and the public schools. Facilitates coordinated service among numerous agencies serving the same youth or family. Increases the opportunities for agencies to assist in developing preventive programs for youth. Allows for earlier identification of problems and more appropriate referrals to needed services. Provides a person to assist with removing barriers to effective use of services and to provide follow up after services are completed. Provdies more accurate information about the nature and extent of problems confronted by youth for use in future planning and program development. Young Professionals Clubs Support Groups School visits from convicts Field trips Participation in Little Rock Civitan Club's \"Rainbow of Love\" bowling tournament Worthen Bank sponsors day at Wild River Country A.A. and Alanon Community connection 1/ /tff.'l\u0026gt; GOA.LS A'-\"D OBJECTIVES REPORT In the Spring of 1992, the Director of Case Management met with participating CMST Agency Supervisors and Case Managers to develop Goals and Objectives for the CMST Project. The major Goal identified is:  ENHANCE ACADE~IC PERFORMANCE OF CMST STUDENTS Four objectives are established as a way to realize the Goal: Objective 1  50% of students on CMST caseloads will increase GPA by at ]e?.st .2 per semester during involvement with CMST. Objective 2  50% of students on CMST caseloads will not be absent more than 12 days per semester. Objective 3  A positive success plan for beh\niviori\\l improvement will be developed by Case Manager, Teache: Team, Vice Principal. Parent(s) and student for all students on CMST caseloads with a history of suspension and/or expulsion. Plan development will begin October 1, 1992 anc will continue at the rate of one each week until !)Ian has been developed for all students on the Case Manager's caseioad with histo1\n of suspension and/or expulsion. Objective 4  All students identified as parents will be considered automatically referred to CMST for services, and no repeat pregnancies will occur within this population during the year. Outcome data were collected at the end of each school semester du ring the 1992-1993 school year and 1993-1994 school vear. The outcomes for some students were excluded from consideration in the following circumstances:  Never received signed consent for services.   Referred c?.ses where no need for Case Mana2ement services existe d.  Cases in which services were terminated prior -to November l during the Fall semester, and prior to April l during the Spring semester of each school year.  Cases where data were unavailable due to missing school records. The results for all other students follow. . . - CL FH PH SW / Ttls .~alysis: . . FALL 9.2 I SPRI:--\nG 93 I FALL 93 I SPRl!'.G 94 Tot Tot % Tot % Tot Tot % Cases \u0026gt;.2 I Tot Cases \u0026gt;.2 Cases \u0026gt;.2 l Tot Cases 58 82 64 44 248 19 33% 94 27 29% 53 17 32% 63 33 40% 100 31 31% 58 17 29% 71% 25 39% 117 30 26% 79 34 43% 98 16 36% 99 26 26% 58 13 22% 59 93 38% ~10 114 28% 248 81 33% 291 The objective of 50% of CMST students increasing GPA by at least .2 per semester was not achieved. In the Fall 93 semester, Pulaski Heights reached 43%, the highest percentage achieved in any semester. Significant increases in number of cases considered occurred each spring semester. This occurs as the number of cases referred increases caseload sizes as the school year progresses. It is also noted that there is a significant decrease in the percentage of students meeting the GPA outcome objective. This may be due to increased caseload sizes during the spring sei,1ester. Staff also cite a tendency for students to work only hard enough during the spring semester to assure passing to the next grade level. Tot % \u0026gt;.2 17 27% 17 24% 23 23% 19 32% 76 26% r. - - T - . l FALL 92 SPRI!'iG 93 . FALL 93 SPRING 94 Tot + % Tot + % Tot + % Tot + % Cases Att Cases Att Cases Att Cases Att CL 70 34 49% 96 62 65% 75 43 57% 73 29 40% FH 93 31 33% 104 40 38% 66 18 27% 75 16 21% PH 74 33 45% 120 65 54% 108 66 61% 100 45 45% 11 ' SW 72 28 39% 101 28 28% 69 23 33% 74 27 36% ,!: Ttls 309 126 41% 421 195 46% 318 150 47% 322 117 36%\n' Analysis: There is a wide range in these figures, from 65% at Cloverdale in Spring i 93 to 21 % at Forest Heights in Spring 94. Also the totals for Springs 94 i were 36%, a decrease from both the Spring 93 figure of 46% and the Fall I 93 figure of 47%. It is noted that staff resignations during the Spring 94 Iii semester left 2 of 4 positions vacant for several months at Forest Heights. !:,I !I ! Iii I II I ' . II II II i - -- .. I ! - - - . -. FALL 92 SPRl~G 93 I FALL 93 SPRING 94 ~ Tot + % Tot + % Tot + % Tot + % Cases Pia Cases Pia Cases Pia Cases Pia ' - CL 26 FH 51 PH 35 SW 34 Ttl 146 s .nalysis: n n n n 17 65% 47 28 60% 40 35 88% 53 46 14 27% 68 _., ..,. 34% 39 10 26% 40 3 18 51% 54 33 61% 45 43 96% 60 55 2 6% 59 2 3% 36 36 100 42 41 % 51 35% 2~S 86 38% 160 124 78% 195 145 Overall very good improvement from one school year to the next, especially for Southwest. Forest Heights is the notable exception, and this primarily due to staff vacancies. 87% 8% 92% 98% 74% L School Year 1992-93 School Year 1993-1994 Total Total w/ Tot.al Total w/ Parents 2nd Preg Parents 2nd Preg 11 1 15 1 bts 10 2 12 1 ights 10 3 12 5 est 11 1 4 0 ~ Totals 42 7(17%) 43 7(16%) Analysis: Outcomes are essentially the same for each year. Planning, Research and Evaluation Program Evaluation Primary Leader: Dr. Henry P. Williams Secondary Leader: Dr. Robert L. Clowers Program Name: Plannio\u0026amp; and Evaluation Services Program Description: Purpose: Scope and Content: Participants/Beneficiaries: Program Goals: Evaluation Criteria: The Planning, Research and Evaluation Department (PRE) operates as a quasi-independent unit which provides information and technical assistance to the Superintendent and Board for strategic planning. To provide overall planning activities for the District and to provide information required for District and building level decision making. The scope of activities included in Planning and Evaluation services include: semi-annual Educational Equity Monitoring visits\nCoordination of the Planning and Budgeting process\nCoordination of the Arkansas Minimum Performance Test (AMPT was discontinued following the spring 1994 administration)\nCoordination of the Stanford Achievement Test, Eighth Edition\nCoordination of the School Climate/Human Relation Survey\nCoordination of the Arkansas Direct Writing Assessment\nCoordination of Home Schooling tasks\nconducts studies and prepares reports as identified by the Board\nMaintains archival records\nMaintains records of elementary students withdrawn from the district. Participants and beneficiaries includes students, building level principals and staff, administrators, the Board of Directors, the Office of Desegregation Monitoring, and other parties involved in the court approved desegregation case. To provide appropriate data and technical assistance for planning and implementing equitable learning experiences for all students. 1.0 Completed semi-annual report of findings in the thirteen (13) monitoring categories. 1.1 Copies of completed documents. 2 1.2 List of local team members. 1.3 Agenda of completed training sessions and list of team members who received training. 1.4 Individual School Profiles are available through the AS/400 at the central office. 1.5 Completed monitoring schedule for all schools. 1.6 Completed composite report for each visit. 1. 7 Semi-annual reports are prepared and distributed as scheduled. 2.1 Planning and budgeting process is conducted as outlined in the Management Tool. 2.2 AMPT is administered as scheduled. 2.3 Stanford Achievement test is administered as scheduled. 2.4 Surveys are administered as scheduled. 2.5 All Arkansas Writing Assessment tasks are completed as designed and scheduled. 2.6 Home School tasks are completed according to Act 42 of 1985. 3. 0 Studies are conducted as designed and reports are published and distributed as required. 3.1 Assessment reports are published and distributed to appropriate persons. 3.2 Reports are published and distributed to appropriate persons. 3.3 The archival records are maintained and available for inspection. 3.4 The records are stored on microfilm for immediate Evaluation Results Objective 1: 3 retrieval. 4.0 Administration of School Climate/Human Relations Survey. To conduct semi-annual E.ducational Equity Monitoring visits with the assistance of the local school biracial committees. E.ducational Equity Monitoring teams comprised of an Evaluation Specialist along with local school biracial committee members conduct monitoring visits each semester of each school year. The outcome of each monitoring visit is a consensus report of the findings of the monitoring visit. These reports are on file in the PRE Department. Each school in the district was visited each semester during the 1993-94 school year. Principals are required to form the local school biracial committee for their building and then send a copy to PRE. At the beginning of each school year, PRE conducts an inservice/training for local school biracial committee participants. The inservice is typically conducted in October prior to the monitoring visits. School principals are also given instructions at the start of the school year to input information into the AS/400 which is used as part of the school profile. Monitoring schedules are established between the Evaluation Specialist assigned to monitor the school and the school principal. The monitoring visits are then conducted. The consensus reports are later summarized and compiled for a semester report. The individual consensus reports are copied and distributed to selected administrators and the building principals for feedback, as needed. The semester reports are distributed to selected administrators, the Office of Desegregation Monitoring, and Joshua Intervenors. Discussion: The objective of conducting semi-annual E.ducational Equity Monitoring visits with the assistance of the local school biracial committee members was met. The monitoring visits serve as a cardinal form of feedback to the building principal and other LRSD administrators regarding the educational equity concept at the building level. Objective 2: To provide assistance that promotes the planning process of the LRSD. Please note that strategies listed under this objective include the planning and budgeting process along with the administration of various districtwide tests, a school climate survey, and home school tasks. 'IT II [I II I -I - ------ --- 4 A planning and budgeting process manual (the \"Gray Book\") is prepared by the summer of each newly started fiscal year and serves as an overall guide to the planning and budgeting process for the upcoming fiscal year. A \"Management Tool\" is similarly prepared for guidance in preparation of the budget for the upcoming fiscal year. The Superintendent's Council meets regularly to review the management tool, which is filed at the end of each month with the court. In addition to the management tool, the office of Planning, Research, and Evaluation also coordinates the compilation of a Program Budget Document (PBD), which is filed quarterly with the court. The PBD includes achievement information for the District's desegregation and nondesegregation programs. Training sessions regarding the PBD process are coordinated through PRE. The Arkansas Minimum Performance Test (AMPT) was coordinated through PRE as scheduled {spring 1994 was the last administration of the AMPT, however). The Stanford Achievement test, Eighth Edition, was administered during spring 1994 as scheduled. The Arkansas Direct Writing Assessment was also administered as scheduled. The School Climate survey was conducted in Spring 1994 among students, certified staff, and a random sampling of parents. Home schooling tasks, which principally relate to the distribution of requested home school application and forwarding of an enrollment list to the Arkansas Department of Education, was conducted through PRE. Discussion: The objective of providing assistance to promote the planning process of LRSD was met. The District is now in its second year of following a Planning and Budgeting process as directed by the court. The staff time required for the production of the Management Tool and the PBD has taken staff resources away from other projects or studies as described in this evaluation. In the 1993-94 school year, only one Evaluation Specialist was utilized to inservice District staff with respect to the planning process. As the planning and budgeting process becomes more institutionalized, it is anticipated that the number of professional staff in PRE that provide inservice training will increase. The program planning and budgeting process continues to be refined, and mid-stream adjustments in process may necessarily occur to respond appropriately to the needs of the District. Objective 3: To conduct educational research improving the teaching and learning process. PRE provides the results of the Stanford Achievement Test (SAT) and other reports as identified above to appropriate building principals and various LRSD administrators. Administrative summaries, group skills analysis, and historical information with respect to the Stanford Achievement test are provided to building level and other LRSD administrators. The majority of special requests for information have centered around the SAT because of the role it plays in the assessment of LRSD students. PRE also compiled an analysis of the 1994 SAT test results, the 1994 AMPT test results, and the School Climate/Human Relations survey. 7 5 Discussion: PRE met the objective of conducting educational research to improve the teaching and learning process. The test and survey results that are shared with principals, LRSD administrators, and other LRSD staff should assist with improvements in the teaching and learning process if the findings from the reports are used. Requests for data and special reports related to the SAT test results appear to be on the increase and sometimes strain staff resources. Additional staff could be used to increase the extent of educational research that is conducted for the LRSD\nhowever, no recommendations will be forthcoming at this time to request additional staff. Obstacles to Goal Attainment Objective 1: The attainment of this goal is sometimes hampered by members of the local school biracial committee who cancel their monitoring visit. In such instances, PRE Evaluation Specialists have had to reschedule the site visit(s). Objective 2: Providing assistance that promotes the planning process will be refined over time as the process is institutionalized. This objective, with specific respect to the planning process, is at times hampered because of the time constraints and reliance on various administrators to submit information on a timely basis. For example, the PBD diskettes sometimes come in after a specified due date. It should be noted that Planning, Research, and Evaluation lost a secreterial position in the 1993-94 school year. It is expected, however, that further understanding of the planning process would help alleviate some of time crunch. District staff also need additional training in WordPerfect as it relates to the entry of data for the PBD. Objective 3: The extent to which educational research may be conducted by PRE is limited by current staff size. PRE does, however, provide technical assistance to other LRSD units as needed to help promote the District's overall educational research effort. Only one of PRE's six specialists is on a 12 month contract (4 are on a 10.5 and one is on an 11 month contract)\nas a result, educational research and/or the preparation of varying studies may be delayed until the fall semester begins. Recommendation(s) Recommendation 1: The Planning, Research, and Evaluation Department needs to conduct and/or coordinate continuous training with respect to the planning and budgeting process. Objective 1: To provide program managers and other District staff with the necessary understanding to further institutionalize the District's planning and budgeting process. Evaluation Criteria: PRE will plan and offer/coordinate program planning and budgeting workshops for appropriate staff. Required PBD information will be submitted in a timely L 6 manner consistent with information due dates. Expected Benefits: Program managers and District staff will have a greater understanding of the program planning and budgeting process. Information related to the overall cycle of the planning and budgeting process will be provided in a timely manner. Impact Analysis: Additional time will need to be scheduled for program managers or appropriate staff to attend the workshops where such information will be presented. This recommendation will have a positive effect on the Desegregation Plan as the concept of following a planning and budgeting process becomes more institutionalized. This recommendation is consistent with a court order requiring the District to conduct training sessions so that the planning and budgeting process may be more readily understood. Resources Analysis: No additional hiring of personnel is anticipated. Support staff from the Instructional Resource Center\nPlanning, Research and Evaluation\nand selected principals and administrators are the personnel of choice to assist with facilitation, training and presentations. Force Field Analysis: The primary supports of the recommendation will be those administrators most closely linked to the program planning and budgeting process. Likely detractors of the recommendation will be those in the District who view the planning process as cumbersome and time consuming (the Program Budget Document as one example). General Implementation Plan: Note: the following topics, time lines, and facilitator coordination represent a general implementation plan, as no specific dates are set. The Planning and Budgeting Process Program Evaluation Program Budget Document Business Cases Financial and Manpower Reports Word Perfect Training for Staff Spring \u0026amp; Fall Spring \u0026amp; Fall Fall Fall Fall Each semester Coordinate through PRE Coordinate through PRE Coordinate through PRE Coordinate through PRE Coordinate through PRE PRE Staff Note: Where possible, specific times and dates will be scheduled to coincide with times in the school year that are of specific or timely interest to the particular topic. Additional workshops may be added as needed. Recommendation 2: Increase utiliz.ation of the Planning, Research, and Evaluation professional 7 staff to conduct inservices or individualized training with respect to the planning and budgeting process. Objective 2: To increase utilization of PRE's professional staff with respect to providing inservice workshops or individualized assistance in relation to the District's planning and budgeting process. Evaluation Criteria: The number of professional PRE staff providing or ass1sung with inservice training on various aspects of the planning and budgeting process will increase over the 1993-94 level. Expected Benefits: Program managers and District staff will have a greater understanding of the program planning and budgeting process. Information related to the overall cycle of the planning and budgeting process will be provided in a timely manner. Impact Analysis: Additional time will need to be scheduled for program managers or appropriate staff to attend the workshops where such information will be presented. This recommendation will have a positive effect on the Desegregation Plan as the concept of following a planning and budgeting process becomes more institutionalized. This recommendation is consistent with a court order requiring the District to conduct training sessions so that the planning and budgeting process may be more readily understood. Resources Analysis: No additional hiring of personnel is anticipated. Force Field Analysis: The primary supports of the recommendation will be those administrators most closely linked to the program planning and budgeting process. Likely detractors of the recommendation will be those in the District who view the planning process as cumbersome and time consuming. General Implementation Plan: PRE Evaluation Specialists will be trained throughout the school year in varying aspects of the program planning and budgeting process. The Director of PRE will provide initial guidance in training personnel in the utilization of the process\nthe current Evaluation Specialist who is involved with the Program Budget Document and the Management Tool will serve as a peer tutor within the department. IN-DEPTH PROGRAM EVALUATION Program Description: Plant Services includes resources to identify, plan and execute maintenance/repair programs equitably so that Little Rock School District students can receive efficient, functional and effective education. Specifically, facilities includes maintenance programs to maintain/repair all District facilities in an equitable condition commensurate with financial resources and District priorities. Purpose: The purpose operation's necessary to critical as management. of the Plant Services is part of the base costs to maintain the buildings and grounds support the educational mission. This program is it encompasses all aspects of real property Scope and Content: The Plant Services Program encompasses the repair of all existing facilities, grounds and other real property, the maintenance thereof, new construction to support academic initiatives, all real estate actions to include leases, purchasing of property, selling of property, easements, grants, rights-of-way and licenses. It is extended to include the base operation costs of utility payments covering electric, water, gas, refuse, entomology and any other miscellaneous services. It includes long-range planning, responsibilities with regard to new construction, maintenance, acquisition and closing of facilities. Participants/Beneficiaries: The Plant Services Program is a base operations program that supports all persons that work for the Little Rock School District, are educated by its programs, or visits its facilities. Program Goals: To equitably maintain and academic programs, student support. Evaluation Criteria: repair facilities to support enrollment and administrative The evaluation criteria for the objectives listed in the Plant Ser~ices Program consists principally of historical records 1 indicating requests and completions of maintenance and repair work. They do not require a relative measure of success, but merely to report numbers of requests made and completions and the percent thereof. Evaluation Results: There is no measurable scale of success against which the evaluation can be made. The objectives reported in the Plant Services Program Budget Document, as stated previously, merely report the percent of completion of requests made of the program. There is no set goal that can be equated to measure this quantity. The amount of work completed has too many variables to establish a set percent to be achieved in any given reporting period. This is due to the complexity of the requests, the nature of the requests, the total number and the resources allocated to complete that goal, coupled with the priority. Objective U: To maintain all school facilities such that they are in a safe, operational condition to meet the academic needs of the various programs and to repair as necessary commensurate with resources. Discussion fl: This objective will never be met based on the level of funding that this Directorate presently received. The evaluation criteria is simply a tracking of the number of requests received against the number of requests completed. As more and more deficiencies are identified and more and more new work is identified to support academic programs, the disparity in funding will cause the percentage to decrease tremendously. Since the percentage reported on the program budget document only accounts for completion versus requests, and does not show the backlog and the subsequent monetary impact of that backlog, the way the Plant Services Report is established, it is of no useful value in the reporting procedure. Obstacles to Goal Attainment: There is one principal obstacle to the desired goal attainment of an equitable Facilities Program, and that is resources. The Plant Services Directorate is far below the national and regional averages, and as such, falls further behind as its backlog of maintenance and repair increases on a yearly basis. The amount of work identified district-wide to keep our buildings in a good 2 state of repair, and at an educational standard to support our programs, is mounting every year. With level or decreased funding each year, the backlog continues to increase. It is only through a higher funding level that we will be able to maintain our facilities to meet our operational needs. Recommendation: A careful evaluation of both the facilities and Plant Services' program would result in a recommendation that the Facilities Program be funded at a prescribed percent of the total district budget, this percent to be determined based on the regional and national average and a pre-determined decrease of the existing backlog of maintenance and repair. Only by clearly identifying how this backlog will be decreased, will we be able to establish a rate of success and a comparable measure thereof. A business case is recommended with this study, and the overall recommendation will likely result in an increase in the budget. DCE/rlh/pe2 3 Ii L. 1) ADDITIONAL INFORMATION The program being evaluated as outlined in the nondesegregation portion of the Program Budget Document does not give an overall view of the Plant Services Program. The Program Budget Document merely responds to specific areas of concern and does not adequately see nor measure the program. The program is general engineering support to the entire district. As stated on page one (1) of this document, it encompasses all aspects of the engineering program to support the many facilities. It goes far beyond the specific item outlined in the Budget Document. - 2) The data that has been used to analyze this program is simply a tally of work order requests as made by the Facilities' Managers and as recorded by the Plant Services Directorate. All recommendations listed here are considered in the support area. DCE/rlh/pe2 4 Pupil Transportation Services Program Description: This program includes (1) the management, maintenance, and supervision of over 300 buses valued at more than eleven million dollars\n(2) the personnel management, training, and supervision of 334 employees\n(3) supervision of over 3,500 bus stops and 14,000 students while being transported daily to and from school\n(4) management of an annual budget of $7,354,396.24\n(5) providing transportation for field trips, athletic transportation and after school programs as requested by others. Historical data available at the Transportation Departmeflt were reviewed tor this report. Recommendation l: The Program Budget Document (PBD) for Pupil Transportation Services should be rewritten to utilize evaluation criteria that are reflective of performance standards. Area Classification: support Area Recommendation 2: outsource the student transportation system to a private concern. Area Classification: Support Area l Extended Evaluation Pupil Transportation Services Prog~am Description: Department provides transportation services to support basic academic programs, Special Ed Programs/Activities, and Athletics. Purpose: The purpose of Pupil Transportation Services is to provide transportation to and from school for students living in the LRSD who reside two miles or more from the school of assignment, to provide transportation for students with Individual Education Plans (IEP) identifying need for specialized transportation, and to support, extracurricular and co-curricular activities to the degree that resources will allow. Scope and Content: This program includes (1) the management, maintenance, and supervision of over 300 buses valued at more than eleven million dollars\n(2) the personnel management, training, and supervision of 334 employees\n(3) supervision of over 3,500 bus stops and 14,000 students while being transported daily to and from school\n(4) management of an annual budget of $7,354,396.24\n(5) providing transportation for field trips, athletic transportation and after school programs as requested by others. Participants/Beneficiaries: The primary beneficiaries are students who live more than two miles from their school of assignment. Other beneficiaries are students with courtesy stops, students who need transportation for field trips, athletic practices, and/or extended day programs. Program Goals: To provide safe, efficient and reliable transportation for the students of the Little Rock School District. Evaluation criteria: 1.0 Procurement request 1.1 Procurement request 1.2 Requisition signed 1.3 Buildings polled on materials recei ed 2.0 Report fleet requirements 2.1 Report fleet requirements 2.2 Report fleet requirements 2.3 First day routes printed 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 Report-Staffing (no evaluation criteria) (no evaluation criteria) Report year-end mileage Summer check sheets completed Summer check sheets completed Summer check sheets completed Summer check sheets completed Summer check sheets completed Checks entered in State Police Log Summer check sheets completed All buses identified by route transported All buses identified for auction memo to procurement State Board Log sheets submitted Evaluation Results: The overall transportation system failed but that will not be reflected in evaluation results because the evaluation criteria do not establish performance expectations. Performance criteria should include as a minimum, on-time to school, number of bus breakdowns, number of chargeable accidents, attendance rate for drivers, and number buses available daily. ODjective 1.0: To conduct routine office functions. Discussion 1. o: All forms such as bus cards, discipline reports, and time sheets were obtained and distributed to the school by supervisors. These were received later than normal due to the lateness of the decision on outsourcing. ODjective 2.0: To maintain an appropriate operational fleet. Discussion 2.0: The fleet requirements are determined by the number of routes to be run at the same time. This requirement must be adjusted based upon the number of drivers funded by the budget. If only 260 drivers are available, then 260 buses will be required even if 275 buses are required by the number of established routes. The balancing depends on the number of buses available in the fleet and the number of drivers authorized. Last year, 281 buses were in the fleet. No new buses were added. The personnel count of drivers and aides was fixed at 311. The number of drivers in the ?econd semester never reached the allocated 273 drivers. As a result, routes were late due to not enough drivers. To be a Bus Driver, a person must hold a Commercial Driver's License (CDL) with a school endorsement. Even though potential drivers completed training, they had to wait up to one month to be tested by the State Police. This is a continuing problem in maintaining the appropriate number of drivers. Objective 3.0: To maintain appropriate vehicle servicing. Discussion 3. o: The fleet is aging. No replacement plan exists. New buses are bought when money is available. Although all buses passed inspection, buses continue to breakdown and require extensive maintenance that is not covered by warranties. This increases the cost in operating the fleet. In order to keep a fleet in good operational order, a replacement plan should be implemented to insure that all buses will be available most of the time. The district puts more than four million miles on buses annually. If the standard of replacing a bus every 150,000 miles is maintained, then the district should plan to replace 27 buses each year or markedly reduce the number of miles put on the buses annually. In order to reduce the number of miles _placed on buses means that services need to reduced in serving field trips, athletics and extended day or charge these programs for replacement of the buses. The length of routes and the number of routes must be reduced and/or money set aside for replacement buses in relation to the number of miles used annually. Obstacles to Goal Attainment Ol:\u0026gt;jective 1: To conduct routine office functions. Based upon the evaluation criteria in the Program Budget Document, this objective was achieved. Objective 2: To maintain an appropriate operational fleet. Based on the evaluation criteria, this objective was achieved. However, strategy 2.5 hire and train new drivers did not have evaluation criteria which should have been as a minimum maintaining a driver count of at least 273 drivers. This strategy failed in the spring of 1994 due to a shortage of at least 40 drivers. Therefore, the Objective 2 failed to maintain an appropriate operational fleet. Objective 3: To maintain appropriate vehicle servicing. Based on the evaluation criteria this objective was achieved. However, due to the age of the fleet, the current maintenance staff was unable to keep up with repairs needed to keep a sufficient number of buses available to support the routing system. Therefore, the appropriate vehicle servicing was not maintained during the school year and this objective was not achieved. Recommendations: The Pupil Transportation Services Program Budget Document (PBD) Evaluation Criteria are not appropriate evaluation criteria. Manpower shortages and equipment failure due to age caused the Pupil Transportation Services to fail to meet the stated program goal. Recommendation 1: The Program Budget Document (PBD) for Pupil Transportation Services should be rewritten to utilize evaluation criteria that are reflective of performance standards. Evaluation criteria: The new criteria will include, but not limited to, attendance rate for drivers, rate of vacancies, rate of employees on long term leave, rate of drivers on light duty, number of buses available daily, number of wrecker pulls, number of buses over 100,ooo/1so,ooo number of miles to support extracurricular and co-curricular activities, number of miles to support regular transportation by route, number of chargeable accidents per million miles, number of workman compensation claims, per-cent of not-on-time buses, and number of patron/parent complaints by category. Expected Benefits: These kinds of evaluation criteria will allow the district to establish realistic improvement goals for the Transportation Department. Impact Analysis: Negatives: 1. The change from the current PBD to the new one would be obvious. 2. Some individuals may not want to deal with data that shows whether or not the Department is doing a good job. Positives: 1. Facts will be available to evaluate the department. 2. Decisions can be made on facts rather than on what we feel is true. 3. The actual costs to support various activities will be easy to calculate. 4. Action plans for improvement can be developed and evaluated objectively. I l I ', ,1 ,1 !\n, 11 I' !! I' I' I' 11 I'  II I ' 111 Risks: The risk of not implementing this solution is to ignore the Dneeepda rttmo ehnat.v e clear planning guidance for the Transportation Timing: The rewrite should take place before the January report, so administrators have the information available to assist in decision making in the Spring of 1995. Resource Analysis: Personnel: No additional personnel will be required. Time of the administrators to gather the base data will be required but could be accomplished by reporting time. Financial: No additional cost will be required. Force Field Analysis: The Director of Transportation will welcome the opportunity to mdeavkeinlogp. a PBD that is based on data needed for decisionThose most opposed to the solution are those who want to keep the actual costs of extra curricular, co-curricular and athletic transportation hidden in the Transportation Department budget. General Zmplementation Plan: Milestone Direct Transportation to rewrite PBD Write PBD Review PBD Submit PBD with appropriate report Date 12/21/94 01/6/94 01/09/94 01/13/94 Recommendation 2: Outsource the system to a private concern. Person Clowers Cheatham Mayo Cheatham student transportation Expected Benefits: The district could save one million dollars or more. I Impact Analysis: The district is aware of the concern that exists among the bus drivers. The concern expressed has focused on job security. Those who have appeared in protest are those who will remain with the district anyway. The district will maintain special education routes and therefore about 80 drivers and aides. The proposal for outsourcing requires that those currently employed by the LRSD be employed by the contractor. Negatives: 1. The transition to a private contractor will require extra time for district administrators to turn over the operation which will no doubt have unpredictable inconveniences\n2. Bus driver reaction will be strong against the decision for fear of the loss of their jobs\nPositives: 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\n2. Currently employed drivers will maintain their jobs and benefits\n3. Buses will be on-time more often than they are now\n4. Accidents will decrease\n5. The number of buses out-of-service for repairs will decrease\n6. The cost of student transportation for the next three years will be less than that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed providing students with badly needed new buses. Risks The risks of not implementing this solution is increasing costs to the district, increasing complaints by patrons, and a generally poor image of the district's transportation system. The risks of implementation of this solution are the unfounded presumptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain our current management capability considering increased activities associated with the start up of the school year. ' I I I ' I ', I' II I 11.: ' ' I ' ,I I I I Timing It is critical that the decision be made before February 1, 1995 so it may be implemented by the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know when the Board of Directors approves. Awareness must be generated in the community, staff must be identified of the change, and a number of other task as noted in the timeline included must be addressed. Resource Analysis: Personnel No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. Financial A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller maintenance facility already available. Even with these costs, outsourcing will reduce overall costs. Revenue Source The money normally allocated will be used to pay for outsourcing. Implementation of this proposal creates a yearto- year cost-reducing strategy for the 1995-96 budget. Force Field Analysis: Primary supporters of this proposal will be those directly affected by the solution - patrons and administrators within the District. The Board of Directors and administration of the school district are aware of the improvement this solution will bring for student service. Those more opposed to the solution will be the bus drivers who fear losing their jobs and those who fear private sector managing public sector services. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. The strongest statement in favor of oursourcing is that service will improve while reducing costs. - LITTLE ROCK SCHOOL DISTRICT PROCUREMENT AND MATERIALS MANAGEMENT DEPARTMENT EXTENDED PROGRAM BUDGET EVALUATION PROGRAM NAME: PURCHASING SERVICES, NON-DESEGREGATION FOR YEAR 9394 Program Description: The Procurement Department is organized to administer a centralized procurement function in the accomplishment of the acquisition of materials, services, and equipment in support of District operations in the most efficient, effective, and economical manner possible. The Centralized Procurement and Materials Management function interacts with all segments of the District. Purpose: The purpose of this program is to aid the Procurement Department in implementing, revising, and evaluating purchasing, property accounting, central warehouse operations, and property disposal procedures in order to best serve the District. Scope and Content: The program encompasses several functions that are the responsibility of the Procurement Department. These general functions include: Coordinating all District purchases of equipment, supplies, and services in such a manner that the maximum value will be obtained for the money expended\nEstablishing, administering, and coordinating central materials management encompassing property accounting and property disposal and\nOperating the Central Warehouse in an efficient and effective manner to assure prompt delivery and availability of frequently used supplies and materials utilized by schools/departments within the District. Participants/Beneficiaries: The beneficiaries of this program are all schools and departments within the District, vendors in the business community, district patrons and taxpayers. Program Goals: Support schools and administrative offices through cost effective procurement and efficient handling of all materials.  Evaluation Criteria: 1.1 Document recommendations and approved changes to the organizational structure of the department. 2.1 Copies of certification certificates are to be included in an employees personnel file. 3.1 Maintain a log of all vendor office visits. 1 I 17 l Ii 'I I I I 1' II ! I I : I I 1, I l I t I I I !: 1, I I l lW Evaluation Criteria (continued): 3.2 Document in bid files all specification changes and recommendations for change. (Requested to be removed per instructions in Dr. Mayo's memo dated 10/24/94) 4.1 Document attempts to identify shortcomings and defects with the current automated system in continued efforts to obtain a modern, professional purchasing management system. 5.1 Procurement Director to provide written recommendation. 5.2 Document verification of completed inventories. 6.1 Monitor user suggestions on order and delivery of supplies. 6.2 Suggestion from available to all schools/departments. 6.3 Monitor historical levels of inventory and correct as needed. 7.1 Monitor user suggestions on order and delivery of forms. 7.2 Request to the Procurement Director for the addition 4o the inventory of new standardized forrn(s). Evaluation Results: OBJECTIVE 1: REFINE THE ORGANIZATIONAL STRUCTURE TO EFFECTIVELY ACCOMPLISH ALL FUNCTIONS REQUIRED OF A CENTRALIZED PROCUREMENT AND MATERIALS MANAGEMENT OPERATION. DISCUSSION: Procurement filled a custodial position in November of 1993. custodian works 1/2 day at Procurement five days a week. The selection process for this position is documented and on file in the Department. No other changes were made in 93-94. OBJECTIVE MET. OBJECTIVE 2: HAVE ALL BUYER POSITIONS BECOME FAMILIAR WITH GENERALLY ACCEPTED PURCHASING PRINCIPLES AND TECHNIQUES. DISCUSSION: Two employees, Darral Paradis and Gretchen Spinelli, successfully completed the course work and examination to receive certification from NIGP (National Institute of Governmental Purchasing) as CPPB's (Certified Professional Public Buyers) in July of 1994. All buyers in the Department now have this national certification. 2 Evaluation Results (continued): In addition, Charles Neal, Procurement Director, served on the Board of Directors, and Gail Hester was chairperson of the membership committee for the Arkansas Chapter of NIGP. OBJECTIVE MET. OBJECTIVE 3 : EVALUATE NEW PRODUCTS AND SEEK TO OBTAIN THE MAXIMUM ULTIMATE VALUE FOR EACH PURCHASING DOLLAR EXPENDED. DISCUSSION: No evaluation results\nvendor log project is continuing into 1995. This cannot be fully implemented until the Department completes a planned mass mailing of vendor applications to businesses on our current vendor list. The purpose of this mailing would be to allow potential vendors an opportunity to identify comrnodi ty i terns they have available for sale. This information would then be put in the Automated Procurement Management System so that when the District is in need of a particular commodity, a listing of potential vendors could be made imrnediately available. Shortfalls in the current system have not allowed for this mailing to be accomplished. In addition, Procurement requested that strategy 3.2 be removed per instructions provided in Dr. Mayo's letter dated 10/24/94. This strategy is a routine operating function within the Department. OBJECTIVE NOT MET. OBJECTIVE 4: ENHANCE DEPARTMENT PRODUCTIVITY AND MANAGEMENT INFORMATION CAPABILITY BY UTILIZING A FULLY AUTOMATED PROCUREMENT, INVENTORY, AND PROPERTY MANAGEMENT SYSTEM. DISCUSSION: A complete analysis of shortcomings in the current purchasing system has been completed by the Procurement Department. An outside consultant is currently working on enhancements which we have as a goal to be on line by the end of the 94-95 fiscal year. The current system does not provide purchasing management with performance information necessary to effectively aid the Department in decision making. When needed, this information is gathered manually. Some examples of needed system information are: 1) Cost savings as a result of competitive bidding\n2) average dollar amount of purchase orders\n3) number of purchase orders processed per month by commodity and by dollar amount\n4) number of active vendors and\n5) average time from requisition receipt to delivery, etc. OBJECTIVE NOT COMPLETELY MET, WORK IS IN PROGRESS. 3 l Evaluation Results (continued): OBJECTIVE 5: PROVIDE TOTAL PROPERTY ACCOUNTING AND MATERIALS MANAGEMENT FOR THE DISTRICT FROM INITIAL ACQUISITION TO FINAL SALVAGE DISPOSITION. DISCUSSION: Procurement has developed a list of deficiencies in the current CIMS software relating to fixed assets programs. An outside consultant is currently performing a review of this list and will be working with us to develop enhancements to meet our needs. This work is about 70% completed. For instance, summary management reports are not available at this time that give the total number and types of assets and associated dollar amounts for specific sites in the District. currently to determine this information, an entire site inventory is run and the desired data is manually sorted. The fixed asset property accounting section performed physical inventories at Stephens and Ish Elementary schools because of anticipated closings. NO other schools were inventoried due mainly to computer software problems encountered with the fixed assets module of CIMS, plus shortage of staff to validate physical inventories at each site in a timely and effective manner. It's imperative that the District, at any given time, have accurate information available detailing assets on-hand at all sites. The Chicot Elementary fire illustrates this point as the asset information maintained by the Procurement Department was provided to the insurance companies to aid in loss evaluation. The Department currently relies on school/department personnel to verify the assets recorded in the property system. NO validations of these inventories are made by Procurement due to lack of personnel as mentioned above. This objective is not being met due mainly to computer system deficiencies and shortage of staff. In order to fully accomplish this objective, these two areas must be addressed. A prograrraning consultant is being used to address the system problems and the personnel issue may develop into a business case. The computer system deficiencies have been identified and corrective measures approved and are presently in progress. The personnel position is that of a property accounting secretary and has previously been approved but hiring has not been initiated. 4 Evaluation Results (continued): OBJECTIVE 6: MAINTAIN A CENTRAL WAREHOUSE OF COMMONLY USED OFFICE AND INSTRUCTIONAL SUPPLIES UTILIZED BY THE DISTRICT. In maintaining the warehouse, emphasis is placed on attaining maximum efficiency while maintaining effectiveness. In this regard, the Procurement Department has a goal to deliver requested school/office supplies within 48 hours of receipt of electronic requisitions from schools/departments\nhowever, the current system does not provide the capability to accumulate the information to measure this goal. This problem will be corrected with program enhancements planned for installment by the end of the 94-95 fiscal year. Since Procurement initiated electronic requisitioning in 1992-93, the number of requisitions received has been dramatically reduced due primarily to the schools/departments on-line requisitioning capability. Prior to 1992-93, all schools/departments typed their supply center requisitions. Requisitions were forwarded when created to Procurement via inter-office mail. This usually resulted in several a day depending on staff requests received by the school/department bookkeeper. Electronic requisitioning allows schools/departments to accumulate their request on one system requisition throughout the day. This electronic request is then processed by Procurement on-line the next work day. The chart below reflects this trend: Number of warehouse Requisitions Processed School Year 90-91 91-92 92-93 93-94 # of Requisitions 11,372 11,221 4,568 5,000 5 ,, ,.....,.. Ii I l i, I ' 1, l I i I l I 1, ,1 II Ii I 1, i 11 Evaluation Results (continued): The Procurement Department received five (5) requests/suggestions from schools/departments for new product additions to the warehouse during 93/94. All five were added to the supply center inventory as new catalogue items. The chart below reflects the total number of products carried in the supply center over the last four years and our progress in reducing uneconomical inventory: School Year 90-91 91-92 92-93 93-94 Total Number of Stock Items Carried 896 852 843 819 The Procurement Department has reduced supply center inventory costs to more economical levels each year. The chart below reflects ending inventory values over the last four years:  School Year 90-91 91-92 92-93 93-94 Ending Inventory Amount $ 345,879 362,531 319,030 308,997 DISCUSSION: Overall, this objective is being met with varying degrees of efficiency and economy. However, there are computer system deficiencies that restrict the retrieval of management information to enhance the achievement of this objective. In order to fully accomplish this objective, these data gathering deficiencies must be corrected. A prograrmning consultant is currently being used to review the system problem. Solutions are planned to be installed by the end of the 94-95 fiscal year. 6 I II I ,I . .... Evaluation Results (continued): OBJECTIVE 7: MAINTAIN A CENTRAL WAREHOUSE OF FREE-PRINTED FORMS UTILIZED BY THE DISTRICT. The Procurement Department received requests from schools/departments for six new printed forms to be added to inventory during 93/94. All six were added to the inventory. DISCUSSION: Objective met. Obstacles to Goal Attainment: 1. Objective Achieved. 2. Objective Achieved. 3. Objective Not Achieved. Project is ongoing into 94-95. 4. Objective Not Achieved. Project is ongoing into 94-95. 5. Objective Not Achieved. The Department is currently 70% complete in evaluating the current system for improvements required to fully accomplish this goal. This evaluation is expected to be completed by fiscal year end 1995. Also, shortage of staff has not allowed Procurement to validate physical inventories at schools/departments. Procurement has one (1) employee to accomplish all property accounting for the District including validation of school/department inventories. Procurement currently relies on school/department personnel to verify assets for their locations. Work backlog is a problem in several other key Property Accounting responsibility areas due to the shortage of staff. These areas include: a) Inputing asset data into the Fixed Asset System\nb) tagging new assets\nc) preparing for surplus property sales\nd) coordinating and accounting for excess property inter-district movements and\ne) accounting for donated property to the District. 6. Objective Not Achieved. Procurement is currently 70% complete in evaluating the current computerized inventory system for improvements needed in order to fully accomplish this goal. This evaluation is expected to be completed by fiscal year end 1995. 7. Objective Achieved. 7 Ii I I I 1, I II I ,I I I II I I! 11, I I II ' I I Recommendations: Recommendation 1: There are several areas under the Procurement Department's responsibility where procedural changes should be addressed. A new objective regarding these procedural changes should be added to our program budget document. These changes are required to improve the effectiveness and efficiencies of purchasing within the District. Objective 1: Define, develop, and implement relevant purchasing procedures and measures to enhance those functions required of an effective and efficient centralized procurement and materials management operation. This objective is needed in order to introduce cost containment and savings measures, improve relations with vendors, and lessen the potential for fiscal abuse. Several strategies would need to be added to this objective: 1. Delegate approval for local purchases under a predetermined dollar amount and guidelines to the school/department level (This constitutes spending approval only and does not eliminate the requirement for a written purchase order). 2. Incorporate activity fund purchases with vendors into the District's Centralized Automated Procurement system. 3. Develop procedures and dollar limits by which employees may be reimbursed for certain incidental expenditures. 4. Incorporate an invoice pre-audit function within the Department to verify contractual terms, conditions, and prices plus reduce the time required for payment of vendor invoices. Evaluation Criteria: The following would be the corresponding evaluation criteria for each new strategy previously listed. 1. Compare the number of purchase orders prepared by Centralized Procurement with the number of local small purchase orders prepared by school/departments. (If effective, the number of purchase orders prepared by Procurement should decrease and reduce the time required for schools/departments to make local small dollar purchases). 2. Purchasing transactions with vendors are documented with a standard District purchase order. 3. Monitor the number of reimbursement requisitions received by Procurement with previous years. This number should be reduced as a result of implementing this procedure. 8 Evaluation Criteria (continued): 4. Monitor contractual terms, conditions, and pricing plus measure time elapsed between receipt of goods and payment. (Also, verify that vendor invoices are mailed to Procurement). Expected Benefits: There are several benefits that would result if these changes were implemented: 1) More purchasing flexibility for schools/departments for local small dollar purchases. 2) Reduced paperwork, i.e., schools/departments would prepare on-site a local purchase order for small dollar purchases directly to vendor. 3) Vendors will receive one uniform purchase order from the district regardless of the fund being utilized. 4) Reimbursement to employees would be streamlined. 5) Reduced handling of invoices by mailing to one central location. 6) Days elapsed between receipt of goods and payment would be reduced. 7) Take advantage of vendor early payment discounts. 8) Improve relations with business community. 9) Greater utilization of Centralized Procurement System 10) Establishes more positive control over spending discipline. 11) Reduces the potential for improper spending practices. IMPACT ANALYSIS: These proposed changes would have no effect on the desegregation plan or court orders. There are political factors to overcome in that areas of responsibi1ity would be shifted from one department to another in some cases. Some risks associated with not implementing these procedures would be 1) continuing danger of deteriorating relations with the business community and 2) continuing danger of fiscal improprieties or improper expenditure of public funds. In order to successfully implement in a timely manner, some detailed coordination with user groups will be required. RESOURCES ANALYSIS: These proposed changes would require no changes in staffing to the Procurement Department. Training would be minimal and conducted in-house. FOR.CE FIELD ANALYSIS: The majority of Schools/Departments are in favor of these changes. A few principals may perceive the changes in activity fund procedures as an attempt by Procurement to control these funds. some personnel in the Business Office may also be reluctant to make changes. Procurement plans to overcome these obstacles by having group sessions involving affected users to discuss shortcomings, potential pitfalls, and benefits. The goal Will be to stress the changes as improving efficiency and Productivity for the entire District. 9 GENERAL IMPLEMENTATION PLAN: Following are the proposed timelines for implementation: 1/95 - 2/95 3/95 3/95 - 4/95 3/95 - 4/95 4/95 - 5/95 6/95 7/95 7/95 Activity Meet with Business Office personnel to discuss proposed changes Pre-audit function implemented Meet with principal advisory council to review procedural changes Update procedure manual Train LRSD personnel on local purchase order Implement local purchase order process Incorporate activity fund purchases with District's centralized automated procurement system Implement revised employee reimbursement procedure Business Case is recommended ___yes _x_no Person(s) Responsible Director of Procurement \u0026amp; Controller Director of Procurement \u0026amp; Controller Director of Procurement Director of Procurement Purchasing Supervisors Director of Procurement Director of Procurement \u0026amp; Controller Director of Procurement \u0026amp; Controller Plan Modification is recommended _x_yes __ no Overall recommendations are likely to have what type of budgetary impact: No budgetary impact _x_ Increased costs Decreased costs 10 ROCKEFELLER EARLY CHILDHOOD EDUCATION MAGNET PROGRAM Program Description: Purpose: Scope and Content: The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the elementary schools. The program provides experiences for young children which meet their needs and stimulate learning in all developmental areas- physical, social, emotional, and intellectual. Priority for identification of program sites will be given to areas that have a very high concentration of low income students and in schools that are difficult to desegregate. The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation reguirements. To provide a unique opportunity to explore and develop excellent early childhood education services to children and parents by providing complete continuity of education and childcare from early infancy through grade six. The program serves as a demonstration center for training college students as well as for inservice observation. Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. A fee of $60.00 per week is charged for students between the ages of six weeks and three years old. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. The program is licensed by the Department of Human Services. It is staffed with certified early childhood teachers and has the following teacher/child ratio: 6 weeks to 24 months - 1 adult to every 2 children A total of 5.50 adults for 10 children. 24 months to 36 months - 1 adult to every 4 children A total of 4.50 adults for 17 children. 36 months - 1 adult to every 6 children A total of 3 adults for 18 children. Snacks are served in the mornings and in the afternoons and well-balanced hot meals are available through food services. l I I ii I j I I II II I It I I I I  I 11 I I I Rockefeller Early Childhoood Education Magnet Program Page 2 Participants/ Beneficiaries: Program Goals: Evaluation Criteria: The participants served Childhood Magnet program identified as being between through the Rockefeller Early are students who have been the ages of six weeks and four years old. October 1 is the date used for student placements. To meet the needs of disadvantaged students and to improve racial balance in schools that are difficult to desegregate. The early childhood education program at Rockefeller School will capitalize upon the school's high quality early childhood education as a desegregation tool. The Rockefeller Early Childhood Magnet Program evaluation will consist of the following evaluation criteria: 1. Documentation of academic achievement and enrollment. 2. Partnership agreements developed between Rockefeller, U.A.L.R., and area colleges. 3. Documentation showing the use of Rockefeller for: 4. Training, lnservices, and Observations. Documentation showing the program receives the same attention as K-6 in: supervision, support, staff development, resource allotments, accountability, monitoring, and evaluation. 5. Number of children staying in the program. 6. The number of siblings attending Rockefeller K-6. 7. 8. 9. Documentation of meetings to review policies and recommendations made. Classroom observations, monitoring reports and documentation of work sessions. Documentation of inservice and orientation for parents. 10. Documentation of inservice evaluations. 11. Documentation of Task Force meetings. I Rockefeller Early Childhoood Education Magnet Program Page 3 Evaluation Results: Objective 1 : Discussion 1: E.P.S.F. Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results. To establish Rockefeller as academic achievement of attracting students to requirements. a model for disadvantaged comply with improving the students and desegregation 1 . Documentation of academic achievement and enrollment. An analysis of students who participated in compared to students who did not participate in using Post E.P.S.F. results, eligibility, and in the K-3 Summer School program. the program the program participation According to the E.P.S.F. 1993-94 Post Assessment findings of 40 kindergarten children at Rockefeller School the following is a analysis of 32 students who participated in the program compared to eight students who did not participate i\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1135","title":"Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994/1995"],"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","Educational planning"],"dcterms_title":["Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations"],"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/1135"],"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\nExhibit 310A\nphotocopies\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1994-1995 1 of 2 IN-DEPTH PROGRAM EVALUATION Program Description: Facilities service includes resources to identify, plan and execute maintenance/repair programs equitably so that Little Rock School District students can receive efficient, functional and effective education. Specifically, facilities includes maintenance programs to maintain/repair all District facilities in an equitable condition commensurate with financial resources and District priorities. Purpose: The purpose operation's necessary to critical as management. of the Facilities Program is part of the base costs to maintain the buildings and grounds support the educational mission. This program is it encompasses all aspects of real property Scope and Content: The Facilities Program encompasses the repair of all existing facilities, grounds and other real property, the maintenance thereof, new construction to support academic initiatives, all real estate actions to include leases, purchasing of property, selling of property, easements, grants, rights-of-way and licenses. It is extenqed to include the base operation costs of utility payments covering electric, water, gas, refuse, entomology and any other miscellaneous services. It includes long-range planning, responsibilities with regard to new construction, maintenance, acquisition and closing of facilities. Participants/Beneficiaries: The Facilities Program is a base operations program that supports all persons that work for the Little Rock School District, are educated by its programs, or visit its facilities. Program Goals: To equitably maintain and repair facilities to support academic programs, student enrollment and administrative support, the Little Rock School District is committed to insure for all students equitable educational facilities and schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in the District. 1 Evaluation Criteria: The evaluation criteria for the objectives listed in the Facilities Program consists principally of historical records indicating requests and completions of maintenance and repair work. The evaluation criteria is geared .specifically to the objectives as outlined in the Desegregation Plan, Court Orders and OD~ Reports. They do not require a relative measure of success, but merely to report numbers of requests made and completions and the percent thereof. Evaluation Results: There is no measurable scale of success against which the evaluation can be made. The objectives reported in the Facilities Program Budget Document, as stated previously, merely report the percent of completion of requests made of the Facilities Program. There is no set goal that can be equated to measure this quantity. The amount of work completed has too many variables to establish a set percent to be achieved in any given reporting period. This is due to the complexity of the requests, the nature of the requests, the total number and the resources allocated to complete that goal, coupled with the priority. Objective #1: To maintain all school facilities such that they are in a safe, operational condition, and to repair, as necessary, commensurate with resources. Discussion fl: The overall level of success indicates that we have met our objective on all reporting periods. It is to be reasonably expected that the percent completed of the items listed under \"Strategies\" will vary commensurate with the amount of work and the resources allocated these initiatives. Since there is no measure of success or pre-determined percent which must be completed, one can only assume that all work that could reasonably be accomplished during the reporting period was done so, and all uncompleted work will carry forth to the next reporting period. Objective #2: The capacities of junior high schools will be reviewed in light of needed programs. Such capacities will then be revised as necessary. Discussion #2: This objective was met in 1993 and later evaluated in 1994. It will be recommended that this objective be deleted from the Program Budget Document. Objective #3: Concrete walks and macadam drives will be in good repair. Discussion #3: This is a subjective evaluation. The numbers of requests made, and the numbers completed, are what is reported. It is not possible to establish a desired level of completion because the work is received at various times during the reporting period such that the complexities of scheduling and allocated resources will vary the completion rate. Objective #4: New public address systems and bell systems will be placed in buildings where such items are not repairable. Discussion #4: Almost eighty percent (80%) of the requests made during the last reporting period have been completed. This is a program, like others, which is ongoing and which will be funded commensurate with approved funding levels. Objective #5: Any school which has portable buildings will have these buildings replaced with new units or repaired so that they will be in a condition suitable for use. Discussion #5: Sixty-two percent ( 62%) of the work requested of the Directorate was completed during the last reporting period. Objective #6: All school construction shall be subject to the Court's prior approval and shall promote desegregation. New construction must be approved by the Court. l l Discussion #6: This is an ongoing strategy. There are no requirements pending at this time. There is no need for further evaluation of this objective. Objective #7: Modify building space to increase library capacities at Mitchell and Garland, purge the shelves of outdated, well-worn materials at Mitchell. Books most frequently used by the Four-Year Old Program, Kindergarten, and First Grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. Discussion #7: The portion of this objective allocated to the Facilities Program was completed in 1992. Objective #8: Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. Discussion #8: Most of these repairs have been completed. The ones that have been requested have been attended to. This building is scheduled for painting during School Year '94 - '95. Objective #9: Garland: Determine the feasibility of adding bathrooms on the second floor of the building. Increase the size of the Media Center and relocating the building's main entrance. Discussion #9: This assessment and report was completed and filed in 1992. No further evaluation is needed. Objective #10: Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaking roof. May be necessary to add a new slope roof. Unsightly classroom bathrooms would be repaired at once by those qualified to deal with asbestos. Exterior lighting should be repaired or replaced and the building's trim painted. once the roof no longer leaks, the entire interior should be repainted. Discussion #10: This objective was completed and reported in October of 1992. Objective #11: Mitchell: Correct the drainage problems and then replace the water-damaged carpeting in the GT room. Address the shortage of Media Center space, possibly by adding bookshelves to the second floor hallway near the Librarian's Office which is located in a kiosk area. Also consider adding more shelves to create storage space within existing Media Center. Discussion #11: This requirement requires no further evaluation. It was completed in 1992. Objective #12: Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experience involved to help solve problems of the final Playground should receive major improvements additional age appropriate equipment. Discussion #12: should be building. including This objective does not require further evaluation since it has not been completed. Objective #13: Rockefeller: Install a new heating and cooling system if the effectiveness of the present system is not corrected by the recently-replaced room thermostats. Discussion #13: This assessment was made and the correction was completed in 1992. Objective #14: Stephens: Stephens' objective is to be deleted since the school has been demolished. l Discussion #14: NIA Objective #15: _,. ... ,, All seven (7) incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many Little Rock School District schools have lost mature plantings to improper and over-zealous pruning by District wo:tkers, or from under-watering in times of summer heat and drought. Discussion #\n15: This is an ongoing problem. Guidance has been given the facilities. It will continue to be monitored. There is no level of success against which this objective can be measured. Objective #16: Give the incentive schools priority in the District sequencing of capital improvement projects since doublefunding does not cover capital improvements and maintenance. Buildings must be sound, attractive and well-maintained. Discussion #16: This objective was met when the capital improvements project was prioritized in 1990. Objective #17: The District has stated it would make adjustments to the Omaha Formula to meet the needs of buildings like McClellan that have special needs. Discussion #17: The custodial program is accountable by the Omaha Formula which is used by this District to proportion its custodial resources to its many facilities. This program is evaluated on a periodic basis. Every time there is an addition or change to a major facility structure the custodial structure is re-examined. It was last reexamined in December of 1993. It was submitted to the District and approved. Adjustments were made. The custodial program, at the present time, has sufficient manpower resources to meet its permanent needs. Temporary custodial needs, however, must be addressed by a separate correspondence. Obstacles to Goal Attainment: There is one principal obstacle to the desired goal attainment of an equitable Facilities Program, and that is resources. The Plant Services Directorate is far below the national and regional averages, and as such, falls further behind as its backlog of maintenance and repair increases on a yearly basis. The amount of work identified district-wide to keep our buildings in a good state of repair, and at an educational standard to support our programs, is mounting every year. With level or decreased funding each year, the backlog continues to increase. It is only through a higher funding level that we will be able to maintain our facilities to meet our operational needs. Recommendations: The Facilities Program, as reported under the Program Budget document, provides no guidance nor equitable measure to the Superintendent or Board of Directors on the success of the Facilities Program. This is something that is not measurable. The bulk of the Facilities Program is reacting to requests made by Facility Managers. As those requests are made, they are prioritized and they are funded. The addition of funds and resources would most assuredly allow more work to be accomplished by having it first identified, scheduled, and then completed. Without the resources to further identify additional work, it is not possible to identify how much work could be scheduled, and hence completed, thereby determining additional resources. Many of the items in the Facility Program Budget Document have been completed, and it has been recommended that they be deleted from this program. Recommendation fl: My recommendation would be to restructure the way the School District assesses its facilities. The bottom-line effort of the Little Rock School District is two-fold: 1) To maintain all of its facilities in a safe and orderly fashion to meet the goals of its educational program. 1. l DCE/rlh/pe 2) To insure that the resources allocated the Plant services Director are equitably spent such that no schools are given favoritism for resources over others. The establishment of the priority system, which is in place at the Plant Services Directorate, insures that this happens. It is only through outside pressures and perception of conditions in the past that the Facilities Program of equitable spending is sometimes off-balance. I would recommend that additional resources be given the Plant Services Directorate, such that they approximate at least the regional or national average of the CWE per school district to allow it to maintain its facilities to meet the goals as stated above. A business case is recommended. The overall recommendation is likely to have an increase in budgetary impact. ADDITIONAL INFORMATION 1) The program being evaluated as outlined in the desegregation portion of the Program Budget Document specifically identifies items in the Desegregation Plan and Court Orders and ODM Reports that do not give an overall view of the Facilities Program. The Program Budget Document merely responds to specific areas of concern and does not adequately see nor measure the Facilities Program. The Facilities Program is general engineering support to the entire district. As stated on page one of this document, it encompasses all aspects of the engineering program to support the many facilities. It goes far beyond seventeen (17) specific items as outlined in the Budget Document. 2) The data that has been used to analyze this program is simply a tally of work order requests as made by the Facilities' Managers and as recorded by the Plant Services Directorate. All recommendations listed here are considered in the support area. 3) There are no desegregation funds allotted the program under the Little Rock School District budget. This is not a prudent area to be reported, nor commented on for the purposes of monetary programming. DCE/rlh/pe\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1212","title":"Little Rock School District School Staffing Detail, Little Rock School District Information Services,","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994/1995"],"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","School districts--Information Services--Arkansas--Little Rock","Education--Arkansas","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational statistics","School employees","School administrators","School principals"],"dcterms_title":["Little Rock School District School Staffing Detail, Little Rock School District Information Services,"],"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/1212"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nJU 1 4 1996 Office of Desegreg.,tion Mon:toring Little Rock School District SCHOOL STAFFING DETAIL LRSD Information Services DISTRICT SCHOOL STAFFING DETAIL REPORT l 7-Apr-96 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE 94 BADGETT 186.00 CLERC/SEC'Y. 02 MOORE, Sf-IlRLEY J 02 NELSON, WILBURLENE R CATEGORY TOTALS: ELEM.CLSRM.TCH. 01 ALBERT, REJEANA J 01 CAMPBELL, ETIIEL J 01 CHILDS, SANDRA D 01 MCGOWAN, DORIS J 01 MCLENNAN, ANNE 01 SINGER, PATRICIA B 01 TRAYLOR, KA Tl-ILEEN A 01 TRIMBLE, BETTY J 01 WOOD, CRYSTAL A CATEGORY TOTALS: GUIDANCE 01 GREGORY, PATRICIA A CATEGORY TOTALS: LIB/AV. 01 WATSON, MERLYN F CATEGORY TOTALS: OTHER PROF. 02 MAHAN, MARSHAL CATEGORY TOTALS: PRIN 01 GOLSTON, MARY R CATEGORY TOTALS: SEC.CLSRM. TCH. 06 ADAMS, JANET L 06 KOVACH, LILLIAN R Note: Employees with no salary are not currently active on payroll. FTE 1.00 0.40 1.40 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 9.00 1.00 1.00 1.00 1.00 0.20 0.20 1.00 1.00 0.40 0.10 JOB CODE SEC PRIN MEDIA CL ELEMV ELEM III ELEMVI ELEM! ELEM II ELEM IV 4 YR OLD ELEM VI KINDER-REG CNSLR-ELEM LIBRN-ELEM NURSE ELE PRIN MATH-CI-IP I MATH SPEC SALARY $15,229.39 $5 ,372.40 $20,601.79 $36,876.00 $25,695 .00 $30,733.00 $36,876.00 $30,512.00 $34,467.00 $195,159.00 $30,733.00 $30,733.00 $34,540.67 $34,540.67 $4,978.4Q $4,978.40 $57,067.14 $57,067.14 $16,268.00 $3,125.50 This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 PACK, JANET E 0.60 G\u0026amp;T $16,344.00 01 PEARSON, BOYCE 0.50 MUSIC $17,233.50 01 PRUITT, GAYLA R 1.00 SPE-M-HAND $24,892.00 06 ROWE,MARYM 0.80 READING $26,513.60 01 VALUE, TERRIL 0.50 SPEECH $15,627.50 01 WY A TT, JANICE K 0.50 SPE-N/CATG $12,817.50 CATEGORY TOTALS: 4.40 $132,821.60 SERV.WKRS. 02 MCCRUEL, LESLIE L 1.00 CUST-HEAD $14,342.00 02 WILLIAMS, LARRY L 1.00 CUSTODAN $9,229.00 CATEGORY TOTALS: 2.00 $23,571.00 TCHR.AIDES 02 GRAY, KATHRYN M 1.00 AIDE-SVA $5,837.04 02 MERRILL, ANNETTE M 0.40 LAB ATTEND $4,164.40 02 PHILLIPS, THELMA 1.00 AIDE-SVA $5,837.04 02 SCRUB BS JR, WALTER 1.00 AIDE-REGLR $10,411.00 02 WATSON, MURIEL C 1.00 AIDE-REGLR $10,411.00 CATEGORY TOTALS: 4.40 $36,660.48 YEARLY TOTALS: 24.40 $536,133.08 95 BADGETT 180.00 CLERC/SEC'Y. 02 MOORE, SHIRLEY J 1.00 SEC PRIN $15,719.88 02 NELSON, WILBURLENE R 0.40 MEDIA CL $5,721.62 CATEGORY TOTALS: 1.40 $21,441.50 ELEM.CLSRM. TCH. 01 ALBERT, REJEANA J 1.00 ELEMV $28,043 .0Q 01 CAMPBELL,ETHELJ 1.00 ELEM III $37,221 .00 01 DANIEL, SUSAN J 1.00 KINDER-REG $23,443.00 01 MCGOWAN, DORIS J 1.00 ELEM I $31,832.00 01 MCLENNAN, ANNE 1.00 ELEM IT $37,221.00 01 PARR,LISA Y 1.00 4 YR OLD $21,883.00 01 SINGER, PATRICIA B 1.00 ELEM IV $31,609.00 01 TRAYLOR, KATHLEEN A 1.00 4 YR OLD $35,600.00 Note: Employees with no salary are not currently active on payroll. This re11ort does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSl) 1-NVORMA\"l'\\ON S\\l.RV\\C\\l. l)\\l.P\"l'. Salary = Base Salary + Stipends(does not include benefits) 2 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 01 TRIMBLE, BETTY J 1.00 ELEM VI $35,600.00 CATEGORY TOTALS: 9.00 $282,452.00 GUIDANCE 01 GREGORY, PATRICIA A 1.00 CNSLR-ELEM $31,832.00 CATEGORY TOTALS: 1.00 $31,832.00 LIB/AV. 01 POSITION,VACANT 1.00 LIBRN-ELEM CATEGORY TOTALS: 1.00 OTHER PROF. 02 JANSSEN, MARY JANE 0.20 NURSE $3,009.92 CATEGORY TOTALS: 0.20 $3,009.92 PRIN 01 GOLSTON, MARY R 1.00 ELEPRlN $58,502.38 CATEGORY TOTALS: 1.00 $58,502.38 SEC.CLSRM.TCH. 06 ADAMS, JANET L 0.40 MATH-CHPI $16,420.40 06 CRAWFORD, CARMELIA A 0.10 MATH SPEC $3,290.50 01 GUNDERMAN, JANICE G 1.00 SPE-N/CATG 01 JOHNSON, BONITA ANN 0.40 G\u0026amp;T 01 PEARSON, BOYCE 0.60 MUSIC $21,360.00 01 PRUITT, GAYLA R 1.00 SPE-M-HAND $17,290.00 06 ROWE,MARYM 0.60 READING $20,557.80 01 VALUE, TERRI L 0.50 SPEECH $16,179.00 CATEGORY TOTALS: 4.60 $95,097.70 SERV.WKRS. 02 MCCRUEL, LESLIE L 1.00 CUST-HEAD $14,784.00 02 WILLIAMS, LARRY L 1.00 CUSTODAN $9,539.00 CATEGORY TOTALS: 2.00 $24,323.00 TCHR.AIDES 02 BARNES, KENNETH 1.00 AIDE-4YR $11,255.14 02 GRAY, KATHRYN M 1.00 AIDE-SVA $5,903.37 02 MERRILL, ANNETTE M 0.40 LAB ATTEND $3,511.60 02 PHILLIPS, THELMA 1.00 AIDE-SVA $5,903.37 02 SCRUBBS JR, WALTER 1.00 AIDE-REGLR $10,411.00 06 SNOWDEN, KIMBERLY A 1.00 AIDE-SP ED $2,296.32 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 3 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 WATSON, MURIEL C 1.00 AIDE-4YR $10,411.00 CATEGORY TOTALS: 6.40 $49,691.80 YEARLY TOTALS: 26.60 $566,350.31 96 BADGETT 215.00 CLERC/SEC'Y. 02 NELSON, WILBURLENE R 0.40 MEDIA CL $5,823.32 02 POSITION, VACANT 1.00 SEC PRIN CATEGORY TOTALS: 1.40 $5,823.32 ELEM.CLSRM. TCH. OJ ALBERT, REJEANA J 1.00 ELEMV $28,853.00 01 CAMPBELL, ETI-IEL J 1.00 ELEM ID $38,031.00 OJ DANIEL, SUSAN J 1.00 KINDER-REG $24,254.00 OJ MCGOWAN, DORIS J 1.00 ELEM I $32,642.00 OJ MCLENNAN,ANN E 1.00 ELEM II $38,031.00 OJ PARKER, TAMMY L 1.00 KINDER-REG $10,764.19 OJ PARR, LISA Y 1.00 4 YR OLD $22,693.00 OJ SINGER, PATRICIA B 1.00 ELEM JV $32,419.00 OJ TRAYLOR, KA TIILEEN A 1.00 4YROLD $36,411.00 OJ TRIMBLE, BETTY J 1.00 ELEM VI $36,411.00 CATEGORY TOTALS: 10.00 $300,509.19 GUIDANCE OJ GREGORY, PATRICIA A 0.80 CNS LR-ELEM $26,113.60 CATEGORY TOTALS: 0.80 $26,113.60 LIB/AV. OJ WAKELYN, JOAN 1.00 LIBRN-ELEM $28,773.29 CATEGORY TOTALS: 1.00 $28,773.29 OTHER PROF. 02 JANSSEN, MARY JANE 0.20 NURSE $3,501.28 CATEGORY TOTALS: 0.20 $3,501.28 PRIN OJ GOLSTON, MARY R 1.00 ELE PRIN $59,592.95 CATEGORY TOTALS: 1.00 $59,592.95 SEC. CLSRM. TCH. OJ GUNDERMAN, JANICE G 1.00 SPE-N/CATG $22,693.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. '-,R.S-0 ,NVOR.l'J\\\"-,:,oN S\\l.RV,c\\l. l\u0026gt;\\l.\\\u0026gt;'T. Sa.\\a.1 .. y = 'Base Sa.\\ary + Sti1lc.nds(docs not include \\1cncfits) 4 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 JOHNSON, BONITA ANN 0.40 G\u0026amp;T $10,050.00 01 NORMAN, ANN C 0.40 MUSIC $14,134.80 01 PRUITT, GAYLA R 1.00 SPE-M-HAND $26,746.00 01 VALUE, TERRI L 0.50 SPEECH $16,584.50 06 WROTEN, MYRTHENE R 0.50 MATH-CJ-IP! $16,858.00 06 WROTEN, MYRTHENE R 0.50 MATH-CHP I $16,858.00 CATEGORY TOTALS: 4.30 $123,924.30 SERV.WKRS. 02 MCCRUEL, LESLIE L 1.00 CUST-HEAD $15,264.00 02 WILLIAMS, LARRY L 1.00 CUSTODAN $9,907.00 CATEGORY TOTALS: 2.00 $25,171.00 TCHR.AIDES 02 BARNES, KENNETH 1.00 AIDE-4YR $11 ,527.57 02 GRAY, KATHRYN M 1.00 AIDE-SVA $6,040.43 02 HARPER, KA TINA ERICA 0.40 LAB ATTEND $3,849.26 02 PHILLIPS, THELMA 1.00 AIDE-SVA $6,040.43 02 SCRUBBS JR, WALTER 1.00 AIDE-REGLR $10,663 .00 06 SNOWDEN, KIMBERLY A 1.00 AIDE-SP ED $10,407.00 02 UWADINEKE, NNANTA C 1.00 AIDE-SP ED $10,411.00 02 WATSON, MURIEL C 1.00 AIDE-4YR $10,663.00 CATEGORY TOTALS: 7.40 $69,601.69 YEARLY TOTALS: 28.10 $643,010.62 94 BALE 297.00 CLERC/SEC'Y. 02 HENDRICKS, LUCY M 1.00 SEC PRIN $17,194.65 02 NELSON, WILBURLENE R 0.40 MEDIA CL $5 ,372.40 CATEGORY TOTALS: 1.40 $22,567.05 ELEM.CLSRM. TCH. 01 BRANCH, MARTHA A 1.00 ELEM! 01 BROWN, CLARA J 1.00 ELEM I $28,104.00 01 CONLEY, FRANCES J 1.00 ELEM II $24,892.00 01 DOCKERY, MAE K 1.00 ELEMV $31 ,255.00 01 GADDY, ELLISTINE 1.00 ELEM IV $36,876.00 Note: EmJJloyees with no salary are not currently active on JJayroll. This reJJort does not include, MetrOJJOlitan School, and Alternative Learning Center and is based on all funds and all emJJloyees currently active on JJayroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ StiJJends(does not include benefits) 5 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 01 GEURIN, RAMONA 0 1.00 KINDER-REG $34,467.00 01 HUTTO, MARYE 1.00 KINDER-REG $33,945.00 01 JACKSON JR, JOSEPH 1.00 ELEM VI $37,157.00 01 JOHNSON, CARTHORIA 1.00 4 YR OLD $35,009.00 01 JOHNSON, DELMA J 1.00 ELEM III $34,246.00 01 POSITION, OPEN 1.00 ELEMV 01 ROGERS, CHARLENE I 1.00 KINDER-REG $38,763.00 01 SINGH, DONNA F 1.00 ELEM VI 01 TALLEY, HELEN J 1.00 ELEM II $32,359.00 CATEGORY TOTALS: 14.00 $367,073.00 GUIDANCE 01 ROUSE, WARREN J 0.80 CNS LR-ELEM $29,500.80 CATEGORY TOTALS: 0.80 $29,500.80 LIB/AV. 01 SCHOFIELD, SANDRA 1.00 LIBRN-ELEM $37,836.31 CATEGORY TOTALS: 1.00 $37,836.31 OTHER PROF. 02 GIBSON, JOCELYN M 0.40 NURSE $4,219.09 CATEGORY TOTALS: 0.40 $4,219.09 PRlN 01 WILSON, LEVANNA M 1.00 ELE PRIN $49,985.43 CA TE GORY TOTALS: 1.00 $49,985.43 SEC. CLSRM. TCH. 01 COLLINS, PEGGY S 1.00 MUSIC $26,437.00 06 CRAWFORD, CARMELIA A 0.10 MATH SPEC $3,179.70 01 GENTRY-HEARD, RENEE' 1.00 SPE-M/RET $32,861 .00 01 MCBRIDE, BARBARA L 1.00 SPEECH $28,846.00 01 PADILLA, PAULA A 0.60 G\u0026amp;T $21 ,511.20 01 PLEDGER, OSHIE L 1.00 SPE-N/CATG $36,876.00 01 RICKETTS, MELISSA K 1.00 SPE-N/CATG $22,724.00 01 SHENEP, CYNTHIA K 0.60 SPEECH $18,271.20 06 STILES, DONNA M 0.60 MATH-CHPI $21 ,005.40 06 YEAGER, JUDITH A 1.00 READING $35,270.00 CATEGORY TOTALS: 7.90 $246,981.50 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. '-,l\\S-0 \\NVO\"R.MA.T\\ON S.RV\\C DEPT. Salary = Base Salary + Stipends(does not include benefits) 6 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY SERV.WKRS. 02 BLEDSOE, STANLEY 1.00 CUSTODAN $8,199.00 02 FLOWERS, MARTIIA L 1.00 CUST-HEAD $17,203.00 02 POSITION,VACANT 0.50 CUS-PmME CATEGORY TOTALS: 2.50 $25,402.00 TCHR.AIDES 02 ClilLDS, FRANCES C 1.00 AIDE-REGLR $10,411.00 02 EASTERLY, SHEILA A 1.00 AIDE-REGLR $10,411.00 02 lilLL, CAROLYN 1.00 AIDE-REGLR $10,411.00 02 HORNER, BOBBIE RAY 1.00 AIDE-SVA $4,136.00 02 HUDSON, MARY B 1.00 AIDE-REGLR $10,411.00 02 MILLER, VANESSA C 1.00 AIDE-SVA $5,051.20 02 OWENS, ROMUNDA L 1.00 AIDE-REGLR $10,159.00 02 SCARBROUGH, VALARIE 0.60 LAB ATTEND $6,246.60 02 SESSION, MARCIA J 1.00 AIDE-SVA $4,338.40 CATEGORY TOTALS: 8.60 $71,575.20 YEARLY TOTALS: 37.60 $855, 140.38 95 BALE 308.00 CLERC/SEC'Y. 02 HENDRICKS, LUCY M 1.00 SEC PRIN $17,194.65 02 SITLINGTON, CAROL W 0.40 MEDIA CL $6,005.43 CATEGORY TOTALS: 1.40 $23,200.08 ELEM.CLSRM.TCH. 01 BROWN, CLARA J 1.00 ELEM! $29,177.00 01 CONLEY, FRANCES J 1.00 ELEM II $25,935.00 01 DOCKERY, MAE K 1.00 ELEMV $32,358.00 01 FUNK, PA ULA R 1.00 ELEM VI $20,262.00 01 GADDY, ELLISTINE 1.00 ELEM lV $37,221.00 01 GEURIN, RAMONA 0 1.00 4YROLD $35,600.00 01 HUTTO, MARYE 1.00 KINDER-REG $35,074.00 01 JACKSON JR, JOSEPH 1.00 ELEM VI $38,315.00 01 JOHNSON, CARTIIORIA 1.00 4YROLD $35,337.00 01 JOHNSON, DELMA J 1.00 ELEM III $35,377.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 7 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 MORRIS, CHRISTY S 1.00 ELEM I 01 NELSON, JOANNE 1.00 ELEMV $37,221.00 01 ROGERS, CHARLENE I 1.00 KINDER-REG $39,126.00 01 TALLEY, HELEN J 1.00 ELEM II $33,473.00 CATEGORY TOTALS: 14.00 $434,476.00 GUIDANCE 01 ROUSE, WARREN J 1.00 CNS LR-ELEM $37,221.00 CATEGORY TOTALS: 1.00 $37,221.00 LIB/AV. 01 SCHOFIELD, SANDRA 1.00 LIBRN-ELEM $35,863.98 CATEGORY TOTALS: 1.00 $35,863.98 OTHER PROF. 02 POSITION, VACANT 0.40 NURSE CATEGORY TOTALS: 0.40 PRlN 01 ANDERSON, BARBARA A 1.00 ELE PRJN $44,427.13 CATEGORY TOTALS: 1.00 $44,427.13 SEC. CLSRM. TCH. 01 COLLINS, PEGGY S 1.00 MUSIC $27,496.00 06 CRAWFORD, CARMELIA A 0.10 MATH SPEC $3 ,290.50 01 GENTRY-HEARD, RENEE' 1.00 SPE-M/RET $33,979.00 01 MCBRIDE, BARBARA L 1.00 SPEECH $29,927.00 01 PADILLA, PAULA A 0.60 G\u0026amp;T $22,198.80 01 PLEDGER, OSIIlE L 1.00 SPE-N/CATG $37,221.00 01 RICKETTS, MELISSA K 1.00 SPE-N/CATG $23,747.00 01 SHENEP, CYNTIIlA K 0.60 SPEECH $18,928.80 06 STILES, DONNA M 0.60 MATH-CHP I $21,202.20 06 YEAGER, JUDITII A 1.00 READING $36,411.00 CATEGORY TOTALS: 7.90 $254,401.30 SERV.WKRS. 02 CHARLES JR, EARL 1.00 CUSTODAN $3,698.46 02 THOMAS, JOHNNY 1.00 CUST-IIEAD $14,529.74 02 WILLIAMS, GARY DEAN 0.50 CUS-PffiME $924.62 CATEGORY TOTALS: 2.50 $19,152.82 TCHR.AIDES Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all em1lloyees currently active on payroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 BRADFORD, OLLIE M 1.00 AIDE-4YR $10,411.00 02 CHILDS, FRANCES C 1.00 AIDE-REGLR $10,411.00 02 EASTERLY, SHEILA A 1.00 AIDE-REGLR $10,411.00 02 HILL, CAROLYN 1.00 AIDE-REGLR $10,911.00 02 HORNER, BOBBIE RAY 1.00 AIDE-SVA $4,387.70 02 I-illDSON, MARY B 1.00 AIDE-REGLR $10,411.00 02 MILLER, VANESSA C 1.00 AIDE-SVA $5,242.10 02 OWENS, ROMUNDA L 1.00 AIDE-4YR $10,411.00 02 POSITION, VACANT 1.00 AIDE-SVA 02 SCARBROUGH, VALARIE 0.60 LAB ATTEND $6,246.60 CATEGORY TOTALS: 9.60 $78,842.40 YEARLY TOTALS: 38.80 $927,584.71 96 BALE 338.00 CLERC/SEC'Y. 02 HENDRICKS, LUCY M 1.00 SEC PRIN $17,194.65 02 SilUNGTON, CAROL W 0.40 MEDIA CL $6,005.43 CATEGORY TOTALS: 1.40 $23,200.08 ELEMCLSRM. TCH. 01 BALENKO, MARYE 1.00 ELEM! $36,411 .00 01 BROWN, CLARA J 1.00 ELEM! $29,988.00 OJ CONLEY, FRANCESJ 1.00 ELEM II $26,746.00 OJ CUNNINGHAM, LISA D 1.00 ELEM Ill $31,548.00 OJ DOCKERY, MAE K 1.00 ELEMV $33,169.00 01 FRANCIS, LYNDA S 1.00 ELEM IV $25,935.00 01 FUNK, PA ULA R 1.00 ELEM Ill $21 ,072.00 OJ GEURIN, RAMONA 0 1.00 4 YR OLD $36,411.00 01 HUlTO, MARYE 1.00 KINDER-REG $35,884.00 01 JACKSON JR, JOSEPH 1.00 ELEM VI $39,126.00 01 JOHNSON, CARTIIORIA 1.00 4 YR OLD $36,147.00 01 LITTELL, TERRI S 1.00 KINDER-REG $31,609.00 01 NELSON, JOANN E 1.00 ELEMV $38,031.00 01 TALLEY, HELEN J 1.00 ELEM II $34,283.00 01 TARKINGTON, RONALDSTEVE 1.00 ELEM IV $28,367.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 9 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 UNDERWOOD-MORAVEC, LEIGH A 1.00 ELEM VI $29,927.00 CATEGORY TOTALS: 16.00 $514,654.00 GUIDANCE 01 ROUSE, WARREN J 1.00 CNSLR-ELEM $38,031.00 CATEGORY TOTALS: 1.00 $38,031.00 LIB/AV. 01 SCHOFIELD, SANDRA 1.00 LIBRN-ELEM $39,021.39 CATEGORY TOTALS: 1.00 $39,021.39 OTHER PROF. 02 FLEMING, JIMMIE M 0.40 NURSE $7,469.78 CATEGORY TOTALS: 0.40 $7,469.78 PRIN 01 ANDERSON, BARBARA A 1.00 ELE PRIN $48,307.81 CATEGORY TOTALS: 1.00 $48,307.81 SEC. CLSRM. TCH. 01 COLLINS, PEGGY S 1.00 MUSIC $28,306.00 01 GENTRY-HEARD, RENEE' 1.00 SPE-M/RET $34,790.00 01 MCBRIDE, BARBARA L 1.00 SPEECH $30,737.00 01 PADILLA, PAULA A 0.60 G\u0026amp;T $22,685.40 01 PLEDGER, OSHIE L 1.00 SPE-N/CATG $38,031.00 01 RICKETTS, MELISSA K 1.00 SPE-DEAF $24,558.00 01 SHENEP, CYNTHIA K 0.60 SPEECH $19,414.80 06 STILES, DONNA M 0.50 MA TI-1-CHP I $18,073.50 06 STILES, DONNA M 0.50 MATH-CIIP I $18,073.50 CATEGORY TOTALS: 7.20 $234,669.20 SERV.WKRS. 02 PHILLIPS, RAYMOND E 1.00 CUST-IlEAD $9,245.69 02 POSITION, VACANT 0.50 CUS-PfTTME 02 POSITION,VACANT 1.00 CUSTODAN CATEGORY TOTALS: 2.50 $9,245.60 TCHR.AIDES 02 BRADFORD, OLLIE M 1.00 AIDE-4YR $10,663.00 02 CHILDS, FRANCES C 1.00 AIDE-REGLR $10,663 .00 02 EASTERLY, SIIEILA A 1.00 AIDE-REGLR $10,663 .00 02 HILL, CAROLYN 1.00 AIDE-REGLR $11,163.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) JO YEAR SlTE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 HORNER, BOBBIE RAY 1.00 AIDE-SVA $4,583.50 02 HUDSON, MARY B 1.00 AIDE-REGLR $10,663.00 02 MJCKLES, BRUCE 1.00 AIDE-SVA $4,183.00 02 MJLLER, VANESSA C 1.00 AIDE-SVA $5,366.70 02 OWENS, ROMUNDA L 1.00 AIDE-4YR $10,663.00 02 RUTH, PAULA L 1.00 AIDE-SP ED $10,663.00 02 SCARBROUGH, VALARIE 0.60 LABATfEND $6,397.80 CATEGORY TOTALS: 10.60 $95,672.00 YEARLY TOTALS: 41.10 $1,010,270.86 94 BASELINE 322.00 CLERC/SEC'Y. 02 JAMES, TERRIE J 0.40 l'v1EDIA CL $4,656.00 02 JONES, ANNETfE L 1.00 SEC PRIN $15,719.88 CATEGORY TOTALS: 1.40 $20,375.88 ELEM.CLSRM. TCH. 01 BROOKS, LETITIA R 1.00 ELEM IV $25,695.00 01 BULLINGTON, STACEY L 1.00 ELEM I $23,286.00 01 BURCHFIELD, VICKI 1.00 4 YR OLD $31,255.00 01 CARTER, CHARLES R 1.00 ELEM IV $26,739.00 01 DEATON, BETTY K 1.00 ELEMV $30,512.00 01 GLASON, DIANNE M 1.00 ELEM III $25,695.00 01 HARDESTY, PATTY J 1.00 ELEMil $32,600.00 01 HARRIS, LORETTA M 1.00 ELEMV $36,655.00 01 1-flJFFMAN, CAROLYN A 1.00 ELEM III $24,892.00 01 JAMES, MARILYN K 1.00 KINDER-REG $31 ,255.00 01 LAMB, ANITA J 1.00 ELEM II $33,162.00 01 MJTCHELL, MARIA A 1.00 KINDER-REG $29,710.00 01 SELF, ELAINE M 1.00 4 YR OLD $29,649.00 01 SMJTH, DELWIN H 1.00 ELEM VI $22,483.00 01 TAPPAN, DONNA M 1.00 ELEM I $24,089.00 CATEGORY TOTALS: 15.00 $427,677.00 GUIDANCE 01 AKERS, SHARRA D 1.00 CNSLR-ELEM $32,861.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) II YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY CATEGORY TOTALS: 1.00 $32,861.00 LIB/AV. 01 NALLEY, MARGARET R 1.00 LIBRN-ELEM $32,892.84 CATEGORY TOTALS: 1.00 $32,892.84 OTHER PROF. 02 MCKENZIE, MILLY 0.40 NURSE $12,180.80 CATEGORY TOTALS: 0.40 $12,180.80 OTHR CLSRM.TCH. 01 FOWLER, MILLICENT K 0.50 SPE-LD $18,036.50 CATEGORY TOTALS: 0.50 $18,036.50 PRIN 01 CI-IEATIIAM, MARY J 1.00 ELE PRIN $58,650.38 CATEGORY TOTALS: 1.00 $58,650.38 SEC.CLSRM TCH. 06 BURCHETT, CARLETTA D 0.40 READING $10,896.00 06 DANESHMANDI, KA TIIRYN D 0.10 MATH SPEC $2,964.90 06 MCDONALD, MARY J 0.60 MA TH-Cl-IP I $23,257.80 01 NORMAN, ANN C 1.00 MUSIC $33,162.00 01 POTEET, LISA B 0.50 SPEECH $14,824.50 01 SMITI-1, EUNICE D 1.00 SPE-M/RET $39,867.00 06 SMITH, WILLIAM 0 1.00 READING 01 WHITTAKER, NONA M 0.50 G\u0026amp;T $20,335.00 CA TE GORY TOTALS: 5.10 $145,307.20 SERV.WKRS. 02 FOSTER, BARRON J 1.00 CUSTODAN $11,202.00 02 HARRIS, BEYERL Y 1.00 CUSTODAN $11,202.00 02 RENDEL, RAYL 1.00 CUST-1-IEAD $15,360.0? CATEGORY TOTALS: 3.00 $37,764.00 TCHR.A.IDES 02 BRANCH, PAULA E 1.00 AIDE-4YR $10,159.00 02 CALDWELL, JOSEPHINE B 1.00 AIDE-SVA $5,306.40 06 CANNON, SHIRLEY L 1.00 AIDE-REGLR $10,159.00 02 CASEY, DOROTIIY A 1.00 AIDE-SVA $5,306.40 02 CONLEY, TINA A 1.00 AIDE-4YR $10,411.00 02 HUSSEY, PAULINE K 1.00 AIDE-SVA $5,306.40 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. l...RSO \\N\"FORMA..\"f\\ON S.RV\\C\\,, l)\\,,\\\u0026gt;\"f. Sa\\ar)' = Base Sa\\ar)' + Stipends(does not include benefits) 12 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 JACKSON, CONNIE M 1.00 AIDE-SVA $5,306.40 02 MOORE-FUDAIL, DONNA K 1.00 AIDE-REGLR $10,159.00 02 RUNYAN, JUDITH A 0.60 LABATfEND $6,246.60 CATEGORY TOTALS: 8.60 $68,360.20 YEARLY TOTALS: 37.00 $854,105.80 95 BASELINE 300.00 CLERC/SEC'Y. 02 AKBAR, FATIMAH K 0.40 MEDIA CL $4,017.38 02 DELONEY, GLORIA M 1.00 SEC PRIN $9,168.23 CA TE GORY TOTALS: 1.40 $13,185.61 ELEM.CLSRM. TCH. 01 BOWMAN, ROSE H 1.00 ELEM VI $21,072.00 01 BROOKS, LETITIA R 1.00 ELEM IV $26,746.00 01 BURCHFIELD, VICKI 1.00 4YROLD $32,358.00 01 COLLINS, KELI JO 1.00 KINDER-REG $23,443.00 01 DEATON, BETTY K 1.00 ELEMV $31,609.00 01 GLASON, DIANNE M 1.00 ELEM III $26,746.00 01 HARDESTY, PATTY J 1.00 ELEM II $33,716.00 01 HARRIS, LORETTA M 1.00 ELEMV $37,809.00 01 HUFFMAN, CAROLYN A 1.00 ELEM Ill $23,908.83 01 JAMES, MARILYN K 1.00 KINDER-REG $32,358.00 01 LAMB, ANITA J 1.00 ELEM! $33,473.00 01 MITCHELL, MARIA A 1.00 KINDER-REG $30,798.00 01 SELF, ELAINE M 1.00 4YROLD 01 SMITH, DELWIN H 1.00 ELEM VI $23,504.00 01 WEA VER, SHERRY ELLEN 1.00 ELEM I $20,262.00 CATEGORY TOTALS: 15.00 $397,802.83 GUIDANCE 01 AKERS, SHARRA D 1.00 CNSLR-ELEM $33,979.00 CATEGORY TOTALS: 1.00 $33,979.00 LIB/AV. 01 KOEHLER, CA THERINE E. 1.00 LIBRN-ELEM $24,116.08 CATEGORY TOTALS: 1.00 $24,116.08 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 13 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FIE JOB CODE SALARY OTHER PROF. 02 ANSLEY, MARTIIA A 0.20 NURSE $1,728.38 02 JACKSON, PAMELA 0.10 NURSE $2,489.20 CATEGORY TOTALS: 0.30 $4,217.58 OTHR CLSRM. TCH. 01 FOWLER, MILLICENT K 0.50 SPE-LD $18,610.50 CATEGORY TOTALS: 0.50 $18,610.50 PRIN 01 DEAN, LONNIE S 1.00 ELE PRIN $62,294.15 CATEGORY TOTALS: 1.00 $62,294.15 SEC. CLSRM. TCH. 06 BURCHETT, CARLETTA D 1.00 READING $28,306.00 06 DANESHMANDI, KA TIIRYN D 0.10 MATIISPEC $3,073.70 01 HUDSON, LINDA S 1.00 SPE-M/RET $33,169.00 01 KEARNEY, MAPLE J 0.50 G\u0026amp;T $17,283.50 06 MCDONALD, MARY J 0.60 MATII-CHP I $23,475.60 01 NORMAN, ANN C 1.00 MUSIC $34,526.00 01 POSITION,VACANT 0.50 SPEECH CATEGORY TOTALS: 4.70 $139,833.80 SERV.WKRS. 02 GUYTON, WAVERLY A 1.00 CUSTODAN $2,138.87 02 HARRIS, BEYERL Y 1.00 CUSTODAN $11,202.00 02 RENDEL, RAY L 1.00 CUST-HEAD $15,782.00 CATEGORY TOTALS: 3.00 $29,122.87 TCHR.AIDES 02 BRANCH, PAULA E 1.00 AIDE-4YR $10,411.00 02 CALDWELL, JOSEPHINE B 1.00 AIDE-SVA $5,366.79 06 CANNON, SHIRLEY L 1.00 AIDE-REGLR $10,411.00 02 CASEY, DOROTIN A 1.00 AIDE-SVA $5,366.70 02 CONLEY, TINA A 1.00 AIDE-4YR $10,411.00 02 HUSSEY, PAULINE K 1.00 AIDE-SVA $5,366.70 02 JACKSON, CONNIE M 1.00 AIDE-SVA $5,366.70 02 MOORE-FUDAIL, DONNA K 1.00 AIDE-REGLR $9,229.21 02 PINKERTON, ANGELIA R 0.60 LAB ATTEND $272.30 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. \\...l\\.SD U-1.l'Ol\\.MA\"HON S'El\\.VlC'E D'EVl:. Sa\\ary = Base Sa\\ary + Stipends(does not include benefits) 14 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY CATEGORY TOTALS: 8.60 $62,201.31 YEARLY TOTALS: 36.50 $785,363.73 96 BASELINE 313.00 CLERC/SEC'Y. 02 AKBAR, FATIMAH K 0.40 MEDIA CL $4,731.50 02 DELONEY, GLORIA M 1.00 SEC PRIN $13,818.70 CATEGORY TOTALS: 1.40 $18,550.20 ELEM.CLSRM. TCH. 01 BOWMAN, ROSE H 1.00 ELEM VI $21 ,883.00 01 BURCHETT, CARLETTA D 1.00 ELEM I $29,117.00 01 BURCHFIELD, VICKI 1.00 4 YR OLD $33,169.00 01 CLEVENGER, SARA J 1.00 KINDER-REG $24,314.00 01 COX,SUSANM 1.00 ELEM IV 01 DEA TON, BETTY K 1.00 ELEMV $32,419.00 01 GLASON, DIANNE M 1.00 ELEM III $27,556.00 01 HUFFMAN, CAROLYN A 1.00 ELEM III $26,746.00 01 JAMES, MARILYN K 1.00 KINDER-REG $33,169.00 01 LAMB, ANITA J 1.00 ELEM I $34,283.00 01 PEARSON, MARVA D 1.00 ELEM VI $34,790.00 01 POSITION, VACANT 1.00 ELEM II 01 SELF, ELAINE M 1.00 4 YR OLD $31 ,548.00 01 TATIJM, VALERIE L 1.00 ELEM IV $12,136.09 01 THOMAS, BRENDA SUE 1.00 KINDER-REG $20,262.00 01 WHITLOW, ALECIA A 1.00 ELEM II $20,515.31 CATEGORY TOTALS: 16.00 $381,907.40 GUIDANCE 01 AKERS, SHARRA D 1.00 CNS LR-ELEM $34,790.00 CATEGORY TOTALS: 1.00 $34,790.00 LIB/AV. 01 KOEHLER, CA THERINE E. 1.00 LIBRN-ELEM $27,110.07 CATEGORY TOTALS: 1.00 $27,110.07 OTHER PROF. 02 WALKER, TERRI LYNN 0.20 NURSE $4,538.60 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 15 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE CATEGORY TOTALS: OTHR CLSRM. TCH. 01 CRISWELL, DONICA M CATEGORY TOTALS: PRIN 01 COX, ELEANOR V CATEGORY TOTALS: SEC. CLSRM. TCH. 01 COLE, BETTY J 01 GOACHER, TINA D. OJ KEARNEY, MAPLE J 06 MCDONALD, MARY J 06 MCDONALD, MARY J 01 NORMAN, ANN C CATEGORY TOTALS: SERV.WKRS. 02 HARRIS, BEYERL Y 02 POSITION, VACANT 02 RENDEL, RAY L CATEGORY TOTALS: TCHR.AIDES 02 BAKER, ROBIN 02 BRANCH, PAULA E 06 CANNON, SHIRLEY L 02 CASEY, DOROTHY A 02 CONLEY, TINA A 02 COOPER, JUANITA 02 HUSSEY, PAULINE K 02 MOORE-FUDAIL, DONNA K 02 PINKERTON, ANGELIA R 02 REAMS, BERNARD 02 WOODLEY, CLIFTON D CATEGORY TOTALS: YEARLY TOTALS: Note: Employees with no salary are not currently active on payroll. FIE 0.20 0.50 0.50 1.00 1.00 0.50 1.00 0.50 0.50 0.50 0.60 3.60 1.00 1.00 1.00 3.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.60 1.00 1.00 10.60 38.30 JOB CODE SPE-LD ELE PRIN SPEECH SPE-M/RET G\u0026amp;T MATII-CHP I MA TI-1-CHP I MUSIC CUSTODAN CUSTODAN CUST-IIEAD AIDE-REGLR AIDE-4YR AIDE-REGLR AIDE-SVA AIDE-4YR AIDE-REGLR AlDE-SVA AIDE-REGLR LABAlTEND AIDE-REGLR AIDE-SVA SALARY $4,538.60 $12,157.00 $12,157.00 $56,824.29 $56,824.29 $17, 141.50 $22,693.00 $17,688.50 $19,968.00 $19,968.00 $21 ,202.20 S 118,661.20 $11,541.00 $16,224.00 $27,765.00 $9,341.76 $10,663.00 $5,491.30 $10,663.00 $9,172.94 $5,491.30 $10,663 .00 $5,289.60 $8,816.00 $5,704.01 $81,295.91 $763,599.67 This re\\}ort does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 94 BOOKER 602.00 ASST.PRIN-NT 12 LACEY JR, JESSE I 1.00 A/PRIN ELE $52,028.00 CATEGORY TOTALS: 1.00 $52,028.00 CLERC/SEC'Y. 12 DA VIS, VELLA D 1.00 MEDIA CL $14,903.50 12 JOYNER, TISA S 1.00 SEC PRIN $14,246.21 12 POWELL, MARYE M 1.00 SEC PRIN $17,194.65 CATEGORY TOTALS: 3.00 $46,344.36 ELEM.CLSRM. TCH. 12 ABBOTT, JO ANN 1.00 ELEM Ill $29,950.00 12 ARMSTRONG, MARTIIA A 1.00 ELEM PE $38,763.00 12 AUSTIN, CLARA D 1.00 ELEM IV $40,670.00 12 BAKER, MICHELE LYNN 1.00 ELEM IV 12 BONDS, WILMA B 1.00 KINDER-REG $30,191.00 12 BURRUSS, MERILYN P 1.00 ELEM III $31 ,556.00 12 CLARK, DENISE W 1.00 ELEMV $24,892.00 12 COLFORD, SUSAN 1.00 ELEM VI $34,206.00 12 DORER, ROBERT A 1.00 ELEM PE $33,162.00 12 ELLINGTON, LORETTA 1.00 ELEM Ill $28,104.00 12 FARLEY, JENNIFER D 1.00 ELEM I $22,073.19 12 GIPSON, DEBRA ELISE 1.00 ELEM II 12 HARDING, CASSANDRA D 1.00 ELEM IV $25,635.00 12 HARRIS, PAULA R 1.00 ELEM VI $22,483.00 12 HESTIR, JOANN 1.00 ELEM! $36,073.00 12 HIGDON, TAMMY 1.00 ELEM II $30,452.00 12 JEFFRIES, VEARLON L 1.00 KINDER-REG $37,458.00 12 JOHNSON, MAYREAN S 1.00 ELEMV $40,670.00 12 JONES, ALICIA R 1.00 ELEM! $28,846.00 12 KELLEY, CLEMENTINE 1.00 ELEMV $40,670.00 12 KELLEY, LOIS W 1.00 ELEMil 12 KELLY, EVELYN 1.00 ELEM II 12 LEHNHOFF, DENNA N 1.00 ELEMV $36,876.00 Note: Employees with no salary are not currently active on llayroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 17 II' YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 12 LOTTON, MARY R 1.00 ELEM MUS $40,670.00 12 NEWCOMB, DARYL D 1.00 ELEMVI $29,930.00 12 SARLO, THOMAS C 1.00 ELEM ART $34,467.00 12 TAYLOR, CAROLYN W 1.00 ELEM IV $32,359.00 12 WALKER, BERTIIENA C 1.00 ELEM I $34,246.00 12 WALLS, BOBBIE J 1.00 KINDER-REG $28,846.00 12 WEIR, NANCY L 1.00 ELEMVI $35,009.00 12 WHITE, DISHOUNGII 1.00 ELEM III $25,695.00 12 YOUNG, MICHELLE L 1.00 KINDER-REG $23,527.00 CATEGORY TOTALS: 32.00 $897,479.19 GUIDANCE 12 BISHOP, NANCY L 1.00 CNSLR-ELEM $31 ,536.00 12 DOOLEY, VIVIAN K 1.00 CNSLR-ELEM $32,058.00 CATEGORY TOTALS: 2.00 $63,594.00 LIB/AV. 12 BURNS, PATRICIA M 1.00 LIBRN-ELEM $37,012.40 CATEGORY TOTALS: 1.00 $37,012.40 OTHER PROF. 12 ALLEY, MARYL 1.00 SPEC INS $40,670.00 12 SCOTT-JOHNSON, UVITA L 1.00 NURSE $27,301.00 12 SMITH, MARY A 1.00 SPEC INS $37,458.00 CATEGORY TOTALS: 3.00 $105,429.00 OTHR CLSRM. TCH. 12 PLEASANT, CARWIN J 1.00 ORCHESTR CA TE GORY TOTALS: 1.00 PRIN 12 SIMMONS, CHERYL A 1.00 ELE PRIN $54,600.00 CATEGORY TOTALS: 1.00 $54,600.00 SEC. CLSRM. TCH. 12 BLEDSOE, RITA L 1.00 MUSIC $40,670.00 12 BROWN, MARTHA C 1.00 MA Tll-COMPT $16,380.60 12 DICKERSON, KAYE H 1.00 READING $31 ,255.00 12 HUIE, CAROLYN K 1.00 G\u0026amp;T $36,073.00 12 KARP, ROSE MARIE 1.00 READING $32,861.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropo\\itan Schoo\\, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. L.. ,- ' ~'Q.~~ ,N\"l--o'Q.\"N'\\\"\"'-~'oN -s:v.R.v,c-v nv.~ ~a\\ay,~ - Bn,\"4.e ~ .. ,,\\.u-...., + ~,,,,~n,\\\"4.(,lne\"4. not. \\nc\\ud~ 1-\u0026lt;ten'-f\"U ..... ') YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 12 KINDER, JAMES B l.00 ART $24,892.00 12 MCGUIRE, STEPHEN K 0.33 SPE-N/CATG $12,361.14 12 MCMORRAN, MARYE 1.00 SPE-N/CATG $38,763.00 12 MEYERDIRK, CAROL A 1.00 IN CP SP $38,763.00 12 WI-IlTE, GLORIA A 1.00 MATII-COMPT $40,670.00 CATEGORY TOTALS: 9.33 $312,688.74 SERV.WKRS. 12 BROWN, LAWRENCE 1.00 CUSTODAN $14,534.00 12 HAYES, OMAH 1.00 CUSTODAN $9,907.00 12 MARSHALL, JAMES A 1.00 CUST-HEAD $16,895.80 12 TROTTER, DANIEL L 1.00 CUSTODAN $9,907.00 CATEGORY TOTALS: 4.00 $51,243.80 TCHR.AIDES 12 CHARLESTON, SANTONIA 1.00 AIDE-SVA $7,428.96 12 CURRY, VIRGINIA E 1.00 AIDE-SVA $7,428.96 12 HARRELL, ALICE L 1.00 AIDE-SVA $7,428.96 12 MIDDLETON, PATSY A 1.00 LAB ATTEND $10,411.00 12 OLIVER, ORA D 1.00 AIDE-SVA $7,428.96 12 WOODS, BRENDA L 1.00 AIDE-SVA $7,256.48 CATEGORY TOTALS: 6.00 $47,383.32 YEARLY TOTALS: 63.33 S 1,667,802.81 95 BOOKER 554.00 ASST.PRIN-NT 12 LACEY JR, JESSE J 1.00 A/PRIN ELE $52,333.00 CATEGORY TOTALS: 1.00 $52,333.00 CLERC/SEC'Y. 12 DA VIS, VELLA D 1.00 MEDIA CL $15,145.18 12 JOYNER, TISA S 1.00 SEC PRIN $14,737.80 12 POWELL, MARYE M 1.00 SEC PRIN $17,194.65 CATEGORY TOT AL.S: 3.00 $47,077.63 ELEM.CLSRM.TCH. 12 ARMSTRONG, MARTHA A 1.00 ELEM PE $39,126.00 12 AUSTIN, CLARA D 1.00 ELEM IV $41 ,051.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 19 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 12 BAKER, MICHELE LYNN 1.00 ELEM IV $21,072.00 12 BONDS, WILMA B 1.00 KINDER-REG $31,285.00 12 BURRUSS, MERILYN P 1.00 ELEM III $32,662.00 12 COLFORD, SUSAN 1.00 ELEM VI $35,337.00 12 DORER, ROBERT A 1.00 ELEM PE $33,473.00 12 ELLINGTON, LORETTA 1.00 ELEM III $29,177.00 12 FAIR, DIXIE W 1.00 ELEM II $32,358.00 12 FARLEY, JENNIFER D 1.00 ELEM I $24,314.00 12 HARDING, CASSANDRA D 1.00 ELEM IV $26,685.00 12 HARRIS, PAULA R 1.00 ELEM VI $23,504.00 12 HESTIR, JOANN 1.00 ELEM I $37,221.00 12 IDGDON, TAMMY 1.00 ELEM II $31,548.00 12 JEFFRIES, VEARLON L 1.00 KINDER-REG $38,619.00 12 JOHNSON, MA YREAN S 1.00 ELEMV $41,051.00 12 JONES, ALICIA R 1.00 ELEM! $29,927.00 12 KELLEY, CLEMENTINE 1.00 ELEMV $41,051.00 12 KELLY,EVELYN 1.00 ELEM II $21,072.00 12 LEHNHOFF, DENNA N 1.00 ELEMV $37,221.00 12 LOFTON, MARY R 1.00 ELEM MUS $41 ,051.00 12 NEWCOMB, DARYL D 1.00 ELEMVI $31,021.00 12 POSITION,VACANT 1.00 ELEMV 12 POSITION, VACANT 1.00 ELEM II 12 SARLO, TIIOMAS C 1.00 ELEM ART $35,600.00 12 TAGGART, MICO RENEE 1.00 ELEM III 12 TAYLOR, CAROLYN W 1.00 ELEM IV $33,473.00 12 WALKER, BERTHENA C 1.00 ELEM I $35,377.0Q 12 WALLS, BOBBIE J 1.00 KINDER-REG $31,021.00 12 WEIR, NANCY L 1.00 ELEM VI $35,337.00 12 WIDTE, DISI IOUNGH 1.00 ELEM III $26,746.00 12 YOUNG, MICHELLE L 1.00 KINDER-REG $25,611 .00 CA TE GORY TOTALS: 32.00 $942,991.00 GUIDANCE 12 DOOLEY, VIVIAN K 1.00 CNSLR-ELEM $34,263.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternathe Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) 20 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 12 WOODHAM, MICHELE E 1.00 CNSLR-ELEM $33,169.00 CATEGORY TOTALS: 2.00 $67,432.00 LIB/AV. 12 BURNS, PATRICIA M 1.00 LIBRN-ELEM $38,190.30 CATEGORY TOTALS: 1.00 $38,190.30 OTHER PROF. 12 ALLEY, MARYL 1.00 SPEC INS $41,051.00 12 MOOREHEAD, KENNITI-1 D 1.00 SPEC INS $32,419.00 12 SCOTT-JOHNSON, UVITA L 1.00 NURSE $28,104.00 CATEGORY TOTALS: 3.00 $101,574.00 OTHR CLSRM. TCH. 12 TENISON, MARY JOB 1.00 ORCHESTR CATEGORY TOTALS: 1.00 PRIN 12 SIMMONS, CHERYL A 1.00 ELE PRIN $56,095.00 CATEGORY TOTALS: 1.00 $56,095.00 SEC.CLSRM. TCH. 12 BLEDSOE, RITA L 1.00 MUSIC $41 ,051.00 12 BROWN, MARTHA C 0.60 MA 11-l-COMPT $10,212.12 12 DICKERSON, KAYE H 1.00 READING $32,358.00 12 HUIE, CAROLYN K 1.00 G\u0026amp;T $37,221.00 12 KARP, ROSE MARIE 1.00 READING $33,979.00 12 KINDER, JAMES B 1.00 ART $26,989.00 12 MCGUIRE, STEPHEN K 0.33 SPE-N/CATG $12,744.27 12 MCMORRAN, MARYE 1.00 SPE-N/CATG $39, 126.00 12 MEYERDlRK, CAROL A 1.00 IN CP SP $39,126.00 12 WlllTE, GLORIA A 1.00 MA Tl 1-COMPT $41,051.00 CATEGORY TOTALS: 8.93 $313,857.39 SERV.WKRS. 12 BROWN, GEORGE 1.00 CUSTODAN $9,229.00 12 BROWN, LAWRENCE 1.00 CUSTODAN $14,534.00 12 HAYES,OMAH 1.00 CUSTODAN $10,245 .00 12 MARSHALL, JAMES A 1.00 CUST-IIEAD $17,375.80 CATEGORY TOTALS: 4.00 $51,383.80 TCHR.AIDES Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 21 J YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 12 CHARLESTON, SANTON1A \\ _()() AlUE-S'\\JA $1,'.i1'.~-'.W, I 12 CURRY, VIRGrNIA E 1.00 AIDE-SVA $7,513.38 12 MIDDLETON, PATSY A 1.00 LAB ATTEND $10,911.00 12 OLIVER, ORA D 1.00 AIDE-SVA $7,513 .38 12 POSITION,VACANT 1.00 AIDE-SVA 12 WOODS, BRENDA L 1.00 AIDE-SVA $7,513.38 CATEGORY TOTALS: 6.00 $40,964.52 YEARLY TOTALS: 62.93 $1,711,898.64 96 BOOKER 618.00 ASST.PRIN-NT 12 HALL, DONNA R 1.00 A/PRIN ELE $37,230.52 CA TE GORY TOTALS: 1.00 $37,230.52 CLERC/SEC'Y. 12 DA VIS, VELLA D 1.00 MEDIA CL $15,145.18 12 JOYNER, TISA S 1.00 SEC PRIN $15,229.39 12 POWELL, MARYE M 1.00 SEC PRIN $17,194.65 CATEGORY TOTALS: 3.00 $47,569.22 ELEM.CLSRM. TCH. 12 ARMSTRONG, MARTI IA A 1.00 AUXTEACIIR $39,936.00 12 AUSTIN, CLARA D 1.00 ELEM rv $41 ,86 1.00 12 BAKER, MICHELE LYNN 1.00 ELEM IV $22,937.00 I 12 BROWN, MARTI IA C 1.00 KINDER-REG $29,177.00 12 COLFORD, SUSAN 1.00 ELEM VI $36,147.00 12 DORER, ROBERT A 1.00 ELEM PE $34 ,283.00 12 ELLINGTON,LORETTA 1.00 ELEMIH $29,988.00 12 FAIR, DIXIE W 1.00 ELEM II $33,169.00 12 FARLEY, JENNIFER D 1.00 ELEM I $25,125.00  12 1-IALLUM, AMY LEIGI I 1.00 ELEM III $20,262.00 12 HARDING, CASSANDRA D 1.00 ELEM IV $25,165.16 12 IIARRrS, PAULA R 1.00 ELEM VI $25,368.00 12 HESTIR, JOANN 1.00 ELEM! $38,031.00 12 HIGDON, TAMMY 1.00 ELEM II $32,358.00 12 HIPPS, DEBORAH S. 1.00 ELEMV $23 ,443.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all em1lloyees currently active on payroll. LRSD INFORMATION SERVlCE DEPT. Salary = Base Salary + Sti1lends(does not include benefits) 22 ~ = _.._.. ~-- --- YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 12 JEFFRIES, VEARLON L 1.00 KINDER-REG $39,430.00 12 JOHNSON, MAYREAN S 1.00 ELEMV $41 ,861.00 12 JONES, ALICIA R 1.00 ELEM I $30,737.00 12 KELLEY, CLEMENTINE 1.00 ELEMV $41 ,861.00 12 KELLY, EVELYN 1.00 ELEM II $21 ,883.00 12 LEHNHOFF, DENNA N 1.00 ELEMV $38,031.00 12 NEWCOMB, DARYL D 1.00 ELEM VI $31,832.00 12 SARLO, THOMAS C 1.00 ELEM ART $36,411.00 12 TAGGART, MICO RENEE 1.00 ELEM II $21 ,072.00 12 TAYLOR, CAROLYN W 1.00 ELEM IV $34,283.00 12 TUCKER, TRACYSELBY 1.00 ELEM III $25,064.00 12 WALKER, BERTHENA C 1.00 ELEM I $36,188.00 12 WALLS, BOBBIE J 1.00 KINDER-REG $31 ,832.00 12 WEIR, NANCY L 1.00 ELEM VI $36,147.00 12 WlllTE, DISHOUNGH 1.00 ELEM III $27,556.00 12 YOUNG, MICHELLE L 1.00 KINDER-REG $27,496.00 CATEGORY TOTALS: 31.00 $978,934.16 GUIDANCE 12 DOOLEY, VIVIAN K 1.00 CNSLR-ELEM $36,188.00 12 WOODHAM, MICHELE E 1.00 CNS LR-ELEM $33,979.00 CATEGORY TOTALS: 2.00 $70,167.00 LIB/AV. 12 BURNS, PATRICIA M 1.00 LIBRN-ELEM $39,021 .39 CATEGORY TOTALS: 1.00 $39,021.39 OTHER PROF. 12 ALLEY, MARYL 1.00 SPEC CNS $41 ,861 .00 12 MOOREHEAD, KENNITH D 1.00 SPEC CNS $33 ,229.00 12 SCOTT-JOHNSON, UVITA L 1.00 NURSE $29,177.00 CATEGORY TOTALS: 3.00 $104,267.00 OTHR CLSRM. TCH. 12 BLEDSOE, RITA L 0.50 ORCHESTR $20,930.50 12 CRIPPS, JOSEPH D 1.00 ORCHESTR $29,177.00 12 MEYERDIRK, CAROL A 1.00 lN CP SPEC $39,936.00 CATEGORY TOTALS: 2.50 $90,043.50 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 23 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FIE JOB CODE SALARY PRIN 12 SIMMONS, CHERYL A 1.00 ELEPRIN $57,267.00 CATEGORY TOTALS: 1.00 $57,267.00 SEC. CLSRM. TCH. 12 ARMSlRONG, ERMA L 1.00 READING $37,221.00 12 BLEDSOE, RITA L 0.50 MUSIC $20,930.50 12 BURRUSS, MERILYN P 0.60 MATH-COMPT $12,259.08 12 HUIE, CAROLYN K 1.00 G\u0026amp;T $38,031 .00 12 KARP, ROSE MARIE 1.00 READING $34,790.00 12 KINDER, JAMES B 1.00 ART $27,799.00 12 LOFTON, MARY R 1.00 MUSIC $41 ,861 .00 12 MCGUIRE, STEPHEN K 0.33 SPEECH $13,011.90 12 MCMORRAN, MARYE 1.00 SPE-N/CATG $39,936.00 12 WHITE, GLORIA A 1.00 MATH-COMPT $41,861 .00 CATEGORY TOTALS: 8.43 $307,700.48 SERV.WKRS. 12 BROWN, LA WREN CE 1.00 CUSTODAN $14,956.00 12 HAYES,OMAH 1.00 CUSTODAN $10,554.00 12 MARSHALL, JAMES A 1.00 CUST-HEAD $17,855.80 12 POSITION, VACANT 1.00 CUSTODAN CATEGORY TOTALS: 4.00 $43,365.80 TCHRAIDES 12 CHARLESTON, SANTONIA 1.00 AIDE-SVA $7,687.82 12 CURRY, VIRGINIA E 1.00 AIDE-SVA $7,687.82 12 MAYWEATHER, LOUISE 1.00 AIDE-SVA $6,990.06 12 MIDDLETON, PATSY A 1.00 LABATI\"END $11 ,163.00 12 OLIVER, ORA D 1.00 AIDE-SVA $7,687.81. 12 WOODS, BRENDA L 1.00 AIDE-SVA $7,687.82 CATEGORY TOTALS: 6.00 $48,904.34 YEARLY TOTALS: 62.93 $1,824,470.41 94 BRADY 387.00 CLERC/SEC'Y. 02 SITLINGTON, CAROL W 0.40 MEDIA CL $5,909.60 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) 24 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 WHERRY, JACQUELINE L 1.00 SEC PRIN $16,845.06 CATEGORY TOTALS: 1.40 $22,754.66 ELEM.CLSRM.TCH. 01 CROMEDY, GERALDINE 1.00 ELEM II $33,162.00 01 DUGAN, FRANCES R 1.00 KINDER-REG $36,876.00 01 ELAM, MARSHAL 1.00 ELEM III $26,739.00 01 HANNAHS, BARBARA I 1.00 ELEM VJ $35,049.00 01 HARKEY, JANE A 1.00 ELEM IV $30,733.00 01 lllMSTEDT, KIMBERLY H 1.00 ELEM III $26,498.00 01 KOON, BETTY R 1.00 ELEM II $31 ,797.00 01 LESTER, SANDRA L 1.00 ELEMV $25,936.00 01 MCCLURKAN, EDWINA Y 1.00 4YROLD $40,670.00 01 OLIVER, SHELLY R 1.00 ELEM III $32,600.00 01 ROSE, SHERRY L 1.00 ELEM I $35,852.00 01 SUMNER, FRANK.IE B 1.00 ELEM II $35,009.00 01 TEETER, KATHRYN A 1.00 KINDER-REG $25,635.00 01 TOLBERT, IRMA J 1.00 KINDER-REG $27,301.00 01 VARDAMAN, TAMIL 1.00 ELEM VJ $24,892.00 01 WAMBLE, FAUSTINE 1.00 ELEMV $28,846.00 01 WASHINGTON, MARY A 1.00 ELEM I $36,876.00 01 WELLS-SAFFOLD, MISlYE ELIZABETII 1.00 ELEM I $20,074.00 01 YOUNG, EVA M 1.00 ELEM IV CATEGORY TOTALS: 19.00 $554,545.00 GUIDANCE 01 GAMBLE, SUSANNE 1.00 CNSLR-ELEM $33,140.00 CATEGORY TOTALS: 1.00 $33,140.00 LIB/AV. 01 NUNLEY, GLORIA A 1.00 LIBRN-ELEM $30,709.43 CATEGORY TOTALS: 1.00 $30,709.43 PRIN 01 MENKING, MARY A 1.00 ELE PRIN $55,402.67 CATEGORY TOTALS: 1.00 SSS,402.67 SEC. CLSRM. TCH. 01 BRADLEY, ROZALYN M 0.50 SPEECH $18,438.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 25 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 06 CHARLES, KA TI-ILEEN M 0.60 READING $20,848.80 01 CROSBY, SUSAN M 1.00 MUSIC $27,240.00 01 GORDON, JANICE L 0.50 SPE-N/CATG $18,438.00 01 HODGES, BARBARA L 1.00 G\u0026amp;T $35 ,551.00 06 KOVACH, LILLIAN R 0.40 MATH SPEC $12,502.00 06 MCGEE, SUZANNE B 0.60 MATH-CHPI $22,125.60 01 MCINTYRE, GORDON L 1.00 SPE-N/CATG $32,339.00 06 SHELLS, GENEVA S 1.00 READING $40,670.00 CATEGORY TOTALS: 6.60 $228, I 52.40 SERV.WKRS. 02 ATKINSON, ARISTAL 1.00 CUSTODAN $11,078.00 02 FOSTER, DONALD 1.00 CUST-IIEAD $14,495.60 02 WILLIAMS, WILLIE F 0.50 CUS-PffiME $2,476.75 CATEGORY TOTALS: 2.50 $28,050.35 TCHR.AIDES 02 HARDY, KATHRYN C 1.00 AIDE-REGLR $9,210.83 02 JONES JR, EARNEST L 1.00 AIDE-SVA $4,549.60 02 MOORE, PATSY A 1.00 AIDE-SVA $5,701.52 02 NICHOLS, VALARIE R 1.00 AIDE-SVA $5,837.04 02 O'NEAL, EARNEST L 0.80 LAB ATTEND $7,724.00 02 TAYLOR, WON D 1.00 AIDE-REGLR $10,411.00 02 WIGHT, LINDA M 1.00 AID-TITL 6 $10,411.00 02 WILLIAMS, SARAH M 1.00 AIDE-SVA $5 ,837.04 02 WOFFORD, HELEN L 1.00 AIDE-4YR $10,411.00 CATEGORY TOTALS: 8.80 $70,093.03 YEARLY TOTALS: 41.30 $1,022,847.54 95 BRADY 389.00 CLERC/SEC'Y. 02 NELSON, WILBURLENE R 0.60 MEDIA CL $8,582.44 02 WHERRY, JACQUELINE L 1.00 SEC PRIN $17,336.65 CATEGORY TOTALS: 1.60 $25,919.09 ELEM.CLSRM. TCH. 01 AV ANT, MELISSA ANNE 1.00 ELEM TV $20,262.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LR.SD lNVORMA.TlON Sll.RVlCE DEPT. Sa\\arv = Base Sa\\ar-v + Stipends(does not include benefits) 2,\n-~.._,_ .... ~~ .. _.. _ . ............. -- . ~-----. - - -- - -- YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 CHARLES, KA TI-Il.,EEN M 1.00 KINDER-REG $35,884.00 01 CROMEDY, GERALDINE 1.00 ELEM II $33,473.00 01 DUGAN, FRANCES R 1.00 KINDER-REG $37,221.00 01 ELAM, MARSHA L 1.00 ELEM Ill $27,799.00 01 HANNAHS, BARBARA I 1.00 ELEM VI $36,188.00 01 I-llGHT, REBECCA R 1.00 ELEMV $27,556.00 01 JOHNSON, JENNIFER L 1.00 ELEMV $29,117.00 01 JONES, PAMELA K 1.00 KINDER-REG $37,221.00 01 KOON, BETTY R 1.00 ELEM II $32,905.00 01 MCCLURKAN, EDWINA Y 1.00 4 YR OLD $41,051.00 01 MILLER, ERMA D 1.00 ELEM! 01 OLIVER, SHELLY R 1.00 ELEM III $33,716.00 01 ROSE, SHERRY L 1.00 ELEM! $36,998.00 01 TIIOMAS, RICHELLE L 1.00 ELEM II $21,072.00 01 TOLBERT, IRMA J 1.00 KINDER-REG $28,367.00 01 VARDAMAN, TAMIL 1.00 ELEM VI $26,989.00 01 WASHINGTON, MARY A 1.00 ELEM I $37,221.00 01 YOUNG,EVAM 1.00 ELEM IV $17,779.50 CATEGORY TOTALS: 19.00 $560,819.50 GUIDANCE 01 GAMBLE, SUSANNE 1.00 CNSLR-ELEM $34,257.00 CATEGORY TOTALS: 1.00 $34,257.00 LIB/AV.- 01 NUNLEY, GLORIA A 1.00 LIBRN-ELEM $31,828.84 CATEGORY TOTALS: 1.00 $31,828.84 PRIN 01 RAPER, BETTY G 1.00 ELE PRIN $42,555.17 CATEGORY TOTALS: 1.00 $42,555.17 SEC.CLSRM TCH. 01 CROSBY, SUSAN M 1.00 MUSIC $28,306.00 06 DANESHMANDI, KATHRYN D 0.10 MATIISPEC $3,073.70 01 GORDON, JANICE L 1.00 SPE-N/CATG $37,221.00 01 HODGES, BARBARA L 1.00 G\u0026amp;T $36,694.00 06 MCGEE, SUZANNE B 0.60 MATII-CIIP I Note: Em1\u0026gt;loyees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) 27 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 MCINlYRE, GORDON L 1.00 SPE-N/CATG $33,453.00 01 PEEK, PEGGY R 0.50 SPEECH $16,179.00 06 POSITION, VACANT 0.40 READING 06 SHELLS, GENEVA S 1.00 READING $41,051.00 CATEGORY TOTALS: 6.60 $195,977.70 SERV.WKRS. 02 ATKINSON, ARISTAL 1.00 CUSTODAN $11 ,539.00 02 HOWARD JR, WILL H 1.00 CUST-IIEAD $13,660.09 02 WILLIAMS, TRACEY N 0.50 CUS-PffiME CATEGORY TOTALS: 2.50 $25,199.09 TCHRAIDES 02 BRANCH, ERIC 1.00 AIDE-SVA $4,826.47 06 HARDY, KATHRYN C 1.00 AIDE-REGLR $10,159.00 02 MOORE, PATSY A 1.00 AIDE-SVA $5,903.37 02 NICHOLS, VALARIE R 1.00 AIDE-SVA $5,903.37 02 O'NEAL, EARNEST L 0.80 LAB ATTEND $7,925.60 02 PALMER, TARLISA 0.50 AIDE-REGLR $5,205.50 02 TAYLOR, WONE D 1.00 AIDE-REGLR $10,411.00 02 WILLIAMS, SARAH M 1.00 AIDE-SVA $5,903 .37 02 WOFFORD, HELEN L 1.00 AIDE-4YR $10,411.00 CATEGORY TOTALS: 8.30 $66,648.68 YEARLY TOTALS: 41.00 $983,205.07 96 BRADY 388.00 CLERC/SEC'Y. 02 NELSON, WILBURLENE R 0.60 MEDIA CL $8,734.99 02 WHERRY, JACQUELINE L 1.00 SEC PRIN $17,336.65 CATEGORY TOTALS: 1.60 $26,071.64 ELEM.CLSRM. TCH. 01 CROMEDY, GERALDINE 1.00 ELEM II $34,283.00 01 DUGAN, FRANCES R 1.00 KINDER-REG $38,315.00 01 EVANS, REBECHA M 1.00 ELEM I $26,746.00 01 GALYEAN, NANETTE R 1.00 ELEM III $18,467.97 01 HANNAHS, BARBARA I 1.00 ELEM VI $36,998.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. \\ ,llSl'\\ \\Nl'OllMA'HON SV:llV\\C'll. Dll,\\\u0026gt;'T ~~,~ .. v = l\\~q,e Sa\\arv + Sth,en,l\u0026lt;il.(tloe~ not include benefit\"') , .. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 01 IDGHT, REBECCA R 1.00 ELEMV $28,367.00 01 JOHNSON, DELMA J 1.00 ELEM III $36,188.00 01 JONES, PAMELA K 1.00 KINDER-REG $38,031.00 01 KOON, BETTY R 1.00 ELEM II $33,716.00 01 MCCLURKAN, EDWINA Y 1.00 4YROLD $41 ,861.00 01 OLIVER, SHELLY R 1.00 ELEM III $34,526.00 01 POSITION, VACANT 1.00 ELEM IV 01 ROSE, SHERRY L 1.00 ELEM I $37,809.00 01 STEVENS, SHANNA M 1.00 ELEMV $21,316.00 01 11-IOMAS, RICHELLE L 1.00 ELEMII $21 ,883.00 01 TOLBERT, IRMA J 1.00 KINDER-REG $29,177.00 01 VARDAMAN, TAMIL 1.00 ELEM VI $28,853.00 01 WASHINGTON, MARY A 1.00 ELEM I $38,031.00 01 YOUNG, EVAM 1.00 ELEM IV $21 ,883 .00 CATEGORY TOTALS: 19.00 $566,450.97 GUIDANCE 01 GAMBLE, SUSANNE 1.00 CNSLR-ELEM $35,067.00 CATEGORY TOTALS: 1.00 $35,067.00 LIB/AV. 01 NUNLEY, GLORIA A 1.00 LIBRN-ELEM $32,660.96 CATEGORY TOTALS: 1.00 $32,660.96 PRIN 01 KEOWN, ADAL 1.00 ELEPRIN $45,268.37 CATEGORY TOTALS: 1.00 $45,268.37 SEC. CLSRM. TCH. 01 CROSBY, SUSAN M 1.00 MUSIC $29,117.00 01 GORDON, JANICE L 1.00 SPE-N/CATG $38,03] .0() 01 HODGES, BARBARA L 1.00 G\u0026amp;T $37,505.00 01 MCINTYRE, GORDON L 1.00 SPE-N/CATG $34,263.00 01 PEEK, PEGGY R 0.50 SPEECH $16,584.50 06 SHELLS, GENEVA S 0.50 READING $20,930.50 06 SHELLS, GENEVA S 0.50 READING $20,930.50 CATEGORY TOTALS: 5.50 $197,361.50 SERV.WKRS. Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 29 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 ABERNATIN, RAYMOND 1.00 CUST-HEAD $8,803.48 02 ATKINSON, ARISTAL 1.00 CUSTODAN $ I 1,981.00 02 COTTON, PARIS JOSEPH 0.50 CUS-PffiME $2,005.19 CATEGORY TOTALS: 2.50 $22,789.67 TCHR.AIDES 02 BRANCH, ERIC 1.00 AIDE-SVA $5,041.85 06 HARDY, KATIIRYN C 1.00 AIDE-REGLR $10,411.00 02 MOORE, PATSY A 1.00 AIDE-SVA $6,040.43 02 NICHOLS, VALARIE R 0.80 LAB ATTEND $4,006.83 02 POSITION, VACANT 1.00 AIDE-SVA 02 TAYLOR, WONE D 1.00 AIDE-REGLR $10,663.00 02 WILLIAMS, SARAH M 1.00 AIDE-SVA $6,040.43 02 WOFFORD, HELEN L 1.00 AIDE-4YR $10,663.00 CATEGORY TOTALS: 7.80 $52,866.54 YEARLY TOTALS: 39.40 $978,536.65 94 CARVER 602.00 ASST.PRIN-NT 12 BARKSDALE, MARY D 1.00 A/PRIN ELE $42,421.93 CATEGORY TOTALS: 1.00 $42,421.93 CLERC/SEC'Y. 12 FRANKLIN, PHYLLIS P 1.00 SEC PRIN $14,737.80 12 MORRIS, NELDA J 1.00 MEDIA CL $14,326.00 12 SIMPSON, BElTI R 1.00 SEC PRIN $17,194.65 CATEGORY TOTALS: 3.00 $46,258.45 ELEM.CLSRM. TCH. 12 BENNETT,A 1.00 ELEMVl $33,443.00 12 BUCK, VIRGINIA S 1.00 ELEM IV $28,344.00 12 BURNEY, MARY C 1.00 ELEM! $26,437.00 12 BYRD, DEBORAH H 1.00 ELEM VJ $25,635.00 12 CURTIS, JULIE B 1.00 ELEM II $29,147.00 12 DOYNE, ANGELA K 1.00 KINDER-REG $34,748.00 12 FLEMING, LINDA K 1.00 ELEM VJ $31 ,255.00 12 GLENN, BETTY 1.00 ELEMV $38,763.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. u~su \\NFORMA'l'\\ON Sl!.RVlCI!. Dl!.l\"'l'. Sa\\an, = Base Salary + Stipends(does not include benefits) 30 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 12 GLENN, LINDA F 1.00 ELEM I $29,649.00 12 HAMILTON, CLAUDIA J 1.00 ELEM II $36,876.00 12 HARRIS, RHONDA F 1.00 ELEM IV $22,483.00 12 HARRISON, KATHLEEN A 1.00 KINDER-REG $26,498.00 12 HOOKER, MELBA J 1.00 KINDER-REG $29,388.00 12 JESTER, JULIE D 1.00 ELEM IV $23,286.00 12 JOSEPH, JUNE D 1.00 ELEM II $20,877.00 12 KELLEY, BRYANA D 1.00 ELEM Ill $25,695.00 12 LANGLEY, DIANNE W 1.00 ELEM III $29,950.00 12 MACK,LISAK 1.00 ELEM II $30,994.00 12 MANNING, DEBRA A 1.00 ELEM ART 12 MUNNS, PATRICIA A 1.00 ELEM VI $25,695.00 12 PACE, TEATA D 1.00 ELEMV $25,133.00 12 PENN, PRISCILLA J 1.00 ELEMIII $22,483.00 12 ROBERTS, M MARTHA 1.00 KINDER-REG $26,498.00 12 SKUBAL, EUNICE L 1.00 ELEM I $22,483.00 12 WASHINGTON, KIMBERLY V 1.00 ELEM IV $22,483.00 12 WA ITS, RONDA M 1.00 ELEMV $22,483 .00 12 WILLIAMS, MARY ANNE K 1.00 ELEMV $27,782.00 12 WILSON, CYNTHIA L 1.00 ELEMIII $24,892.00 CATEGORY TOTALS: 28.00 $743,400.00 GUIDANCE 12 AMMEL, LINDA G 1.00 CNSLR-ELEM $29,930.00 12 TA TIJM, KA THY R 1.00 CNSLR-ELEM $31,255.00 CATEGORY TOTALS: 2.00 $61,185.00 LIB/AV. 12 BELOTTI, VIRGINIA M 0.50 LIBRN-ELEM $16,188.89 12 THOMPSON, CAROLE 1.00 LIBRN-ELEM $31,018.27 CATEGORY TOTALS: 1.50 $47,207.16 OTHER PROF. 12 CRUM, JANES 1.00 INT/SPEC $34,748.00 12 CURTIS, MARY J 1.00 NURSE $31,556.00 12 MANNON, ROBERTA A 1.00 SPEC INS $28,846.00 CATEGORY TOTALS: 3.00 $95,150.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) 31 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY OTHR Cl.BRM. TCH. 12 GREENLEE, KAREN ESTELLE 1.00 CUR SPEC $33,443.00 12 POSITION, VACANT 0.40 SPE MATII 12 SCOTT, Y ANA II 1.00 CUR SPEC $36,354.00 12 TIIOMAS, VANNETIA J 1.00 SPE MATII $25,936.00 12 UNDERWOOD-MORAVEC, LEIGH A 1.00 S/SPEC $28,043.00 CATEGORY TOT AI.B: 4.40 $123,776.00 PRIN 12 GUINN, MARYE 1.00 ELE PRIN CATEGORY TOTAI.B: 1.00 SEC. CI.BRM. TCH. 12 ANDREWS, SHARON F 0.40 G\u0026amp;T $8,149.92 12 ROBERTSON, LEETA D 1.00 MUSIC $20,074.00 12 SPANN, MEREDITII J 1.00 G\u0026amp;T $34,246.00 12 SWEAT, JESCENA 1.00 PE SPEC $30,452.00 12 VALUE, TERRIL 0.50 SPEECH $15,627.50 12 WALKER, SHIRLEY D 0.50 SPE-N/CATG $17,374.00 CATEGORY TOT AI.B: 4.40 $125,923.42 SERV.WKRS. 12 HASAN, ABDULLAH H 1.00 CUSTODAN $9,263.05 12 JONES, BETTY L 0.50 CUS-P/TIME $2,049.75 12 MACK, ROBERT 1.00 CUST-HEAD $17,375.80 12 ROLAND, MIL TON 1.00 CUSTODAN $8,523.00 12 WOODS III, ROBERT L 0.50 CUS-PmME $2,476 .75 CATEGORY TOTAI.B: 4.00 $39,688.35 TCHR.AIDES 12 BAKER, PATRICIA A 1.00 AIDE-REGLR $10,411.00 12 BOYD, DARRELL L 1.00 AIDE-SVA $5,206.08 12 EFIRD, WENDY L 1.00 AIDE-REGLR 12 GIBSON, SUSANY 1.00 AIDE-SVA $6,061.44 12 GRIMMITI, BONNIE S 1.00 AIDE-REGLR $10,159.00 12 HARSHAW, HERRIN F 1.00 AIDE-SVA $6,367.68 12 JOHNSON, IRENE B 1.00 AIDE-SVA $4,245.12 12 MAYWEATHER, ELNORA 1.00 AIDE-SVA $6,367.68 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Leaming Center and is based on all funds and all employees currently active on payroll. 'UC::.\" ,NVO~l't.1\\1'..\"T,oN ~v.uv,c-v. '\\\"\\V.t\u0026gt;'T ~'A\\!.uv = 'I\\!,,~'-\" ~a\\arv + S.ti.t1iend!-1.(does not include henefits) 32 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 12 POSITION, VACANT I.DO LABATfEND 12 SANDERS, PATRICIA A 1.00 AIDE-REGLR $10,411.00 12 WINFREY,VEARLEAN 1.00 AIDE-SVA $6,367.68 CATEGORY TOTALS: 11.00 $65,596.68 YEARLY TOTALS: 63.30 $1,390,606.99 95 CARVER 593.00 ASST.PRIN-NT 12 SCOTT, Y ANA H 1.00 A/PRIN ELE $39,815.88 CATEGORY TOTALS: 1.00 $39,815.88 CLERC/SEC'Y. 12 HILL, JERRI L 1.00 SEC PRIN $11,020.57 12 MORRIS, NELDA J 1.00 SEC PRIN $13,637.14 12 SCHILLING, PAULA B 1.00 MEDIA CL $7,775.71 CATEGORY TOTALS: 3.00 $32,433.42 ELEM. CLSRM. TCH. 12 BENNETI,A 1.00 ELEM VI $34,567.00 12 BUCK, VIRGINIA S 1.00 ELEM IV $29,420.00 12 BURNEY, MARY C 1.00 ELEM I $27,496.00 12 BYRD, DEBORAH H 1.00 ELEM VI $26,685.00 12 CURTIS, JULIE B 1.00 ELEMII $30,231.00 12 DOYNE, ANGELA K 1.00 KINDER-REG $35,884.00 12 FLEMING, LINDA K 1.00 ELEM VI $32,358.00 12 GLENN, BETTY I.DO ELEMV $39,126.00 12 GLENN, LINDA F 1.00 ELEM I $30,737.00 12 HAMILTON, CLAUDIA J I.DO ELEM II $37,221.00 12 HARRIS, RHONDA F 1.00 ELEM IV $23,504.00 12 HARRISON, KATHLEEN A 1.00 KINDER-REG $22,102.21 12 HOOKER, MELBA J 1.00 KINDER-REG $30,474.00 12 JESTER, JULIE D 1.00 ELEM IV $25,368.00 12 JOSEPH, JUNE D 1.00 ELEM II $22,937.00 12 LANGLEY, DIANNE W 1.00 ELEM III $31,041.00 12 MANNING, DEBRA A I.DO ELEM ART $28,367.00 12 MUNNS, PATRICIA A I.DO ELEM III $26,746.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) 33 Ill YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FIE JOB CODE SALARY 12 PACE, TEATA D 1.00 ELEMV $27,232.00 12 PENN, PRISCILLA J 1.00 ELEM III $23 ,504.00 12 POSITION, VACANT 1.00 ELEMil 12 ROBERTS, M MARTI-IA 1.00 KINDER-REG $27,556.00 12 SKUBAL, EUNICE L 1.00 ELEM I $23,504.00 12 TI-IOMAS, VANNETIA J 1.00 ELEM VI $28,043.00 12 WASHINGTON, KIMBERLY V 1.00 ELEM IV $23,504.00 12 WA TIS, RONDA M 1.00 ELEMV $23,504.00 12 WILLIAMS, MARY ANNE K 1.00 ELEMV $28,853.00 12 WILSON, CYNTIIIA L 1.00 ELEM III $24,719.30 CATEGORY TOTALS: 28.00 $764,683.51 GUIDANCE 12 AMMEL, LINDA G 1.00 CNSLR-ELEM $31,021.00 12 TATIJM, KATI-IY R 1.00 CNSLR-ELEM $32,358.00 CATEGORY TOTALS: 2.00 $63,379.00 i LIB/AV. 12 BELOTTI, VIRGINIA M 0.50 LIBRN-ELEM $16,756.29 12 THOMPSON, CAROL E 1.00 LIBRN-ELEM $32,140.76 CATEGORY TOTALS: 1.50 $48,897.05 OTHER PROF. 12 CRUM,JANES 1.00 INT/SPEC $35,884.00 12 CURTIS, MARY J 1.00 NURSE 12 MACK, LISAK 1.00 SPEC INS $32,095.00 CATEGORY TOTALS: 3.00 $67,979.00 OTHR CLSRM. TCH. 12 DIMASSIMO, SUELLEN I-I 1.00 SPEMATII $28,853.00\n12 RUNION, DIANNE C 1.00 CUR SPEC $37,809.0Q ! 12 SMITH, MARY A 1.00 CUR SPEC $38,6 I 9.00 12 STEWART, EDIE GARNER 0.60 SPE MATH $15,525.00 12 UNDERWOOD-MORAVEC, LEIGH A 1.00 S/SPEC $29,117.00 CATEGORY TOTALS: 4.60 $149,923.00 PRIN 12 BARKSDALE, MARY D 1.00 ELE PRIN $49,533.95 CATEGORY TOTALS: 1.00 $49,533.95 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. ,~su ,NVOR.'M.-..\",ON S11.Rv,c11. 011.l'\"\\' . Sa\\arv = Base Sa\\ar-y + Stipcnds(docs not include benefits) 34 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY SEC. CLSRM. TCH. 12 HARRIS,KARENR 1.00 MUSIC $29,459.39 12 SPANN, MEREDITH J 1.00 G\u0026amp;T $35,377.00 12 STEWART, EDIE GARNER 0.40 G\u0026amp;T $10,350.00 12 SWEAT, JESCENA 1.00 PE SPEC $31,548.00 12 TARPLEY, GLYNDA C 1.00 SPE-N/CATG 12 VALUE, TERRIL 0.50 SPEECH $16,179.00 CATEGORY TOTALS: 4.90 $122,913.39 SERV.WKRS. 12 FOSTER, DONALD 1.00 CUST-HEAD $14,997.60 12 HASAN,ABDULLAIIH 1.00 CUSTODAN $11,078.00 12 JONES, BETTY L 0.50 CUS-PffiME $2,049.75 12 ROLAND,MILTON 1.00 CUSTODAN $8,891.00 12 WOODS ID, ROBERT L 0.50 CUS-PffiME $2,561.25 CATEGORY TOTALS: 4.00 $39,577.60 TCHR.AIDES 12 BAKER, PATRIClA A 1.00 AIDE-REGLR $10,911.00 12 BURCH, CLAIRE E 1.00 AIDE-SVA $6,440.04 12 EFIRD, WENDY L 1.00 AIDE-REGLR $10,411.00 12 GIBSON, SUSANY 1.00 AIDE-SVA $6,290.52 12 GRIMMITT, BONNIE S 1.00 AIDE-REGLR $10,411.00 12 HARRIS, TYRONE 1.00 AIDE-SVA $5,019.60 12 JOHNSON, IRENE B 1.00 AIDE-SVA $6,440.04 12 JOHNSON, JOE A 1.00 LAB ATTEND $21,008.00 12 MAYWEATHER, ELNORA 1.00 AIDE-SVA $6,440.04 12 SANDERS, PATRIClA A 1.00 AIDE-REGLR $10,411.00 12 WINFREY,VEARLEAN 1.00 AIDE-SVA $6,440.0l! CATEGORY TOTALS: 11.00 $100,222.28 YEARLY TOTALS: 64.00 $1,479,358.08 96 CARVER 631.00 ASST.PRIN-NT 12 SCOTT, YANA H 1.00  A/PRINELE $41,827.00 CATEGORY TOTALS: 1.00 $41,827.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 35 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY CLERC/SEC'Y. 12 CLARK, ALICE KAY 1.00 SEC PRIN $14,246.21 12 HILL, JERRI L 1.00 SEC PRIN $11,790.46 12 SCHILLfNG, PAULA B 1.00 MEDIA CL $10,008.71 CATEGORY TOTALS: 3.00 $36,045.38 ELEM.CLSRM. TCH. 12 BUCK, VIRGfNlA S 1.00 ELEM IV $30,231.00 12 BURNEY, MARYC 1.00 ELEM! $28,306.00 12 BYRD, DEBORAH H 1.00 ELEM VI $27,496.00 12 CRUM,JANES 1.00 ELEM-DEV $36,694.00 12 CURTIS, JULIE B 1.00 ELEM II $31,041.00 12 DOYNE, ANGELA K 1.00 KfNDER-REG $36,694.00 12 FLEMING, LINDA K 1.00 ELEM VI $34,263.00 12 GLENN, BETTY 1.00 ELEMV $39,936.00 12 GLENN, LINDA F 1.00 ELEM! $31,548.00 12 HAMILTON, CLAUDIA J 1.00 ELEM II $38,031.00 12 HARRIS, RHONDA F 1.00 ELEM IV $24,314.00 12 HARRISON, KATHLEEN A 1.00 KfNDER-REG $28,367.00 12 HOOKER, MELBA J 1.00 KfNDER-REG $31,285.00 12 JESTER, JULCE D 1.00 ELEM IV $26,179.00 12 JOSEPH, JUNE D 1.00 ELEM II $23,747.00 12 MACK,LISAK 1.00 ELEM-DEV $16,281.12 12 MCKENDRY, SARAH A 1.00 ELEM II $21,072.00 12 MORGAN, HOLLY ELIZABETII 1.00 ELEM VI $21,072.00 12 MUNNS, PATRICIA A 1.00 ELEMirl $27,556.00 12 PACE, TEATA D 1.00 ELEMV $29,117.00 12 PENN, PRISCILLA J 1.00 ELEM Ill $24,314.00 12 ROBERTS, M MARTHA 1.00 KfNDER-REG $28,367.00 12 SKUBAL, EUNICE L 1.00 ELEM! $24,314.00 12 STEW ART, EDIE GARNER 0.40 ELEM-DEV $10,674.00 12 STEWART, EDCE GARNER 0.60 ELEM-DEV $16,011.00 12 SUNDERMAN, ANGIE D 1.00 ELEM ART $23,443.00 12 THOMAS, VANNETIA J 1.00 ELEM VI $28,853.00 12 WASHINGTON, KIMBERLY V 1.00 ELEM IV $22,593.38 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. '-.l\\.SO Uol.VOl\\.MA.\"l:'\\ON S~l\\.V\\C~ O~l\u0026gt;'l'. Ra\\arv = lla~e Sa\\arv + Stinend~(does not include henefits) :Jr. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 12 WATT'S, RONDA M 1.00 ELEMV $24,314.00 12 WIBTE, LETICIA MILLER 1.00 ELEM-DEV $31,825.00 12 WILLIAMS JR, ORVEN E 1.00 ELEM III $21,883.00 12 WILLIAMS, MARY ANNE K 1.00 ELEMV $29,664.00 12 WILSON, CYNTIIlA L 1.00 ELEM III $26,746.00 CA TE GORY TOTALS: 32.00 $896,23 I. 50 GUIDANCE 12 AMMEL, LINDA G 1.00 CNS LR-ELEM $31,832.00 12 TATIJM, KATIIY R 1.00 CNSLR-ELEM $33,169.00 CATEGORY TOTALS: 2.00 $65,001.00 LIB/AV. 12 BELOIB, VIRGINIA M 0.50 LIBRN-ELEM $17,172.35 12 IBOMPSON, CAROLE 1.00 LIBRN-ELEM $32,972.88 CATEGORY TOTALS: I.SO $50,145.23 OTHER PROF. 12 CURTIS, MARY J 1.00 NURSE $33,472.00 CATEGORY TOTALS: 1.00 $33,472.00 OTHR CLSRM. TCH. 12 DIMASSIMO, SUELLEN II 1.00 MATI-l SPEC $29,664.00 12 RUNION, DIANNE C 1.00 LANG SPEC $38,619.00 12 SMIIB, MARY A 1.00 CUR SPEC $39,430.00 CATEGORY TOTALS: 3.00 $107,713.00 PRIN 12 BARKSDALE, MARY D 1.00 ELE PRIN $53,423.00 CATEGORY TOTALS: 1.00 $53,423.00 SEC.CLSRM. TCH. 12 MURRAY, flMMY A 1.00 MUSIC $25,529.77 12 SPANN, MEREDIIB J 1.00 G\u0026amp;T $36,188.00 12 SWEAT, JESCENA 1.00 PE SPEC $32,358.00 12 TARPLEY, GLYNDA C 1.00 SPE-N/CATG $29,927.00 12 VALUE, TERRIL 0.50 SPEECII $16,584.50 CA TE GORY TOTALS: 4.50 $140,587.27 SERV.WKRS. 12 FOSTER, DONALD 1.00 CUST-HEAD $15,477.60 12 JONES, BETTY L 1.00 CUSTODAN $8,291.40 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 37 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 12 POSITION, VACANT 0.50 CUS-PffiME 12 ROLAND, MIL TON 1.00 CUSTODAN $10,065.94 12 WOODS Ill, ROBERT L 0.50 CUS-PmME $2,638.50 CATEGORY TOTALS: 4.00 $36,473.44 TCHR.AIDES 12 BAKER, PATRICIA A 1.00 AIDE-REGLR $11,163.00 12 BURCH, CLAIRE E 1.00 AIDE-SVA $6,589.56 12 EFIRD, WENDY L 1.00 AIDE-REGLR $10,663.00 12 GIBSON, SUSAN Y 1.00 AIDE-SVA $6,440.04 12 GRIMMITT, BONNIE S 1.00 AIDE-REGLR $10,663.00 12 HARRIS, TYRONE 1.00 AIDE-SVA $5,265.24 12 JOHNSON, IRENE B 1.00 AIDE-SVA $6,589.56 12 JOHNSON, JOE A 1.00 LAB ATTEND $21,566.00 12 MA YWEA TIIER, ELNORA 1.00 AIDE-SVA $6,589.56 12 SANDERS, PA TRJCIA A 1.00 AIDE-REGLR $10,663.00 12 WINFREY,VEARLEAN 1.00 AIDE-SVA $6,589.56 CATEGORY TOTALS: 11.00 $102,781.52 YEARLY TOTALS: 64.00 $1,563,700.34 94 CENTRAL 1,650.00 ASST.PRIN-NT 01 JAMES, BRENDA F 1.00 A/PRIN SEC $40,247.00 01 PETERSON, MICHAEL W 1.00 A/PRIN SEC $42,403.00 01 ROUSSEAU, NANCY L 1.00 A/PRIN SEC $39,300.50 01 WA TIS, DARRELL J 1.00 AIPRIN SEC $32,745.67 CATEGORY TOTALS: 4.00 $154,696.17 CLERC/SEC'Y. 02 ADAIR, GLADYS M 1.00 SECATT $16,703.06 02 BRIGGS, DEMETRIA G 1.00 SEC PRIN $14,737.80 02 HEGGS, URSELLA W 1.00 SECATT $15,719.88 02 O'NEAL, JANE 1.00 REG $20,804.00 02 POSillON, VACANT 1.00 PBX 02 RODGERS,FRANCESE 1.00 SEC PRIN 02 ROSENBERGER, BETTY C 1.00 MEDIA CL $14,774.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. '~~\"\"' ''NVO~'M \"'-\"'t',ON 'S\\t.,'Q.V\"\"\\CV. \"0'.V\"T ~a\\a.-v - T\\a~(.'\u0026gt; ~a\\a..--v + Sti.'(le.ndN.(dae.!ol not. i.nc\\ude benefits) -.A YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 SIEGEL, TERESA T 1.00 B/KEEPER $13,755.72 02 STELL,LINDAM 1.00 SEC PRIN $15,229.39 02 TINKLE,BETIY 1.00 SECATT $16,211.47 02 WILLIAMS, CAROLYN J 1.00 SEC GUID $14,182.05 02 WILLIAMS, KELLY D 1.00 SEC PRIN $13,264.13 CATEGORY TOTALS: 12.00 $155,381.50 ELEM.CI..SRM. TCH. 01 CLAY, SHERRI L 1.00 KINDER-REG $29,950.00 01 POST, JULIA A 1.00 KINDER-REG $24,330.00 01 THOMPSON, FLORA DEAN 1.00 KINDER-REG $40,670.00 CATEGORY TOTALS: 3.00 $94,950.00 GUIDANCE 01 BLAIR,SAMK 1.00 CNSLR-SECD $47,775.69 01 CALLAWAY, ELIZABETII W 1.00 CNSLR-SECD $37,159.73 01 GRAVES, JESSICA A 1.00 CNSLR-SECD $41,791.36 01 IVEY, DELORES S 1.00 CNSLR-SECD 01 JOHNSON, LYNDA P 1.00 CNSLR-SECD $37,787.20 01 WATSON, PATRICIA A 1.00 CNSLR-SECD $39,756.94 CATEGORY TOTALS: 6.00 $204,270.92 LIB/AV. 01 ALVERSON JR, RAYMOND A 1.00 ASTLIBR $37,836.31 01 DUMAS, ELAINE K 1.00 LIBRN-SECD $37,836.31 CATEGORY TOTALS: 2.00 $75,672.62 OTHER PROF. 02 FELLS, JACKIE 1.00 SIB SOFR $11,794.00 02 JOHNSON, BENNY D 1.00 SIB SOFR $11,794.00 02 MOBLEY, KA TIILEEN H 1.00 NURSE $25,695.00 02 SIMS, JEROME E 1.00 SIB SOFR $11,794.00 02 SMITH, FLOYD 1.00 SIB SOFR $11,794.00 02 SMITH, JERRY 1.00 SIB SOFR $11 ,794.00 CATEGORY TOT AI..S: 6.00 $84,665.00 OTHR CI..SRM. TCH. 02 FIELDS, WILLIE J 1.00. AIRFRCE $28,887.30 01 JARMON, MYRA M 0.50 SPE-LD $17,233.50 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) 39 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 MCDONALD, TIIOMAS A 0.20 ORCHESTR $8, 128.00 01 ROBERTSON JR, TI-IOMAS A 1.00 AIRFRCE $33,765.41 CA TE GORY TOTALS: 2.70 $88,014.21 PRIN 01 HOWARD, RUDOLPH 1.00 SEC PRTN $62,986.40 CATEGORY TOTALS: 1.00 $62,986.40 SEC. CLSRM. TCH. 01 ALLMON, TERRY L 1.00 GEOMTRY-IN 01 ARJCK, JOYCE A 1.00 COORDED $48,744.80 01 BAXLEY, MARY A 1.00 ALGEBRA-I $29,477.00 01 BECKER, MARY C 0.80 ENGLSH-DEV 06 BECKER, MARY C 0.20 READING 01 BENNETT, TIMOTI-IY P 1.00 SPANISH $21 ,680.00 01 BLACKMAN, TONY 1.00 ORAL COM $27,387.00 01 BLESSING, DONALD K 1.00 SPE-M/RET 01 BOONE, EDDIE L 1.00 BOYS PE 01 BOYETT, EDWARD B 1.00 SOC STU $24,892.00 01 BRACK, ROBERT L 1.00 MUSIC $40,670.00 01 BROADNAX-TI IRASHER, BEYERL Y 0.80 ENGLSH-REG $32,536.00 06 BROADNAX-TIIRASHER, BEVERLY 0.20 READING $8, 134.00 01 BROWN, JAMES 0.80 BLDTRAD $35 ,077.87 01 BROWN, JAMES A 1.00 SOC STU $35,759.00 01 BYRNE, ROISIN 1.00 SPANISH $10,278.00 01 CALDWELL, CHERYL D 1.00 ALGEBRA-I 01 CALDWELL, SUZANNE 0 1.00 SPANISH $35,799.00 01 CALLAWAY, NORMAN M 1.00 ISSP $44,524.90 01 CARUTH, PHYLLIS V 1.00 TRJG $40,670.06 01 CHAMBLISS, PATRJCIA A 1.00 FRENCH $35,852.00 01 CLOUD, GAYLE H 1.00 LATIN $35,270.00 01 COBB, JEANT 1.00 ENGLSH-REG $32,005.00 01 COLBURN, MELISSA A 1.00 GLOBAL $34,467.00 01 COLE, JENNIE B 1.00 FRENCH $33,403.00 01 COLLINS, ROBIN R 1.00 HOME ECO $29,433.89 01 COON, SUEL 1.00 ART $37,960.00 Note: Employees with no salary are not currently active on payroll. \"fn,s re\\)ort does not ,ndude, Metro\\lo\\itan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY OJ CORTINEZ, KATIIERINE 1.00 SOC STU $35,009.00 01 COX, BERNIE L 1.00 SOC STU $50,046.30 01 CREWS, MARY M 1.00 ALGEBRA-I $32,058.00 01 DANIEL, BRANTON P 1.00 SCI TECH $36,876.00 06 DA VIS, ROBIN L 0.20 READING $5,769.20 01 DA VIS, ROBIN L 0.80 ENGLSH-REG $23,076.80 OJ DEITZ, SANDY G 1.00 CALCULUS $33,403.00 OJ DENNlS,AUDRA T 1.00 SOC STU OJ DONHAM, MELISSA C 1.00 BIOLOGY $35,759.00 01 DYER, JACQUELIN W 1.00 CHEMSTRY OJ EASTER, MARION 0 1.00 ENGLSI I-REG $40,670.00 OJ EVANS, KATIIRYN S 1.00 VOCBUS ED $25,365.05 OJ FITZPATRICK JR, OLIVER 1.00 SOC STU $36,078.00 OJ FUTRELL, BRENDA J 1.00 MARKETCOR $48,744.37 OJ GADBERRY, SARAH E 1.00 AM 1--llST $38,763.00 OJ GADDY, HELEN B 1.00 SPE-MIRET $40,670.00 OJ GATES, KATHY 1.00 GEOMTY-REG OJ GRAHAM, HARRYETTE 1.00 HOME ECO $43,847.34 OJ GRAY,JOEA 1.00 SOC STU $25,989.00 OJ HAMMONS, KAREN A 0.80 ENGLSH-REG $24,361.60 06 HAMMONS, KAREN A 0.20 READING $6,090.40 01 HARDIN, GWENDOLYN E 1.00 GEOMTY-REG $34,467.00 01 HARGIS, ALISON C 1.00 ENGLSH-REG $27,782.00 OJ HENDERSON, SHERRY LOU 1.00 SVFART $23,653.55 01 HESSELSCIIWERDT, RONALD F 1.00 EX IND 01 1--llLL, SHEKETA G 1.00 ENGLSH-REG $29,388.0Q 01 HOFFMAN-MCDERMOTT, MICHELLE G 0.80 ENGLSII-REG 06 HOFFMAN-MCDERMOTT, MICHELLE G 0.20 READING OJ HOGAN, SUSAN P 1.00 ART $19,940.39 OJ HOLLADAY, KATHLEEN T 1.00 ORAL COM $35,347.50 06 HOOPER, BEVERLY R 0.20 READING $5,620.80 01 HOOPER, BEVERLY R 0.80 ENGLSH-REG $22,483.20 01 HUFFORD, GARY W 1.00 CHEMSTRY $27,542.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(docs not include benefits) 41 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 KEARNEY, LESLIE A 1.00 GERMAN $35,270.00 01 LANCE, CHARLES H 1.00 JOURNALI 01 LOYA, SAMUEL T 1.00 SPANISH-AD $23,957.00 06 LUCY, PHYLLIS R 0.20 READlNG $5,829.40 OJ LUCY, PHYLLIS R 0.80 ENGLSH-REG $23,317.60 01 MARSH, EDWARD W 1.00 COMP ST 01 MAYS, GRACIE C 1.00 BIOLOGY $35,270.00 01 MCDONALD, DOROTIIY L 1.00 ENGLSH-REG 01 MCFADDEN, ELIZABETII K 0.20 FRENCH $5,781.40 OJ MCGUIRE, STEPHEN K 0.34 SPEECH $12,735.72 01 MCLENDON, JOANNE B 1.00 HEALTH $40,670.00 01 MCLENNAN, FREDIE D 1.00 IND err $44,259.19 OJ MCMURRAY, VICTOR C 1.00 AMIIIST $28,846.00 01 MEADOWS, MARKE 1.00 OTHRSCI $30,23 I .00 OJ MOGSTAD, BONNIE L 1.00 ARTD 06 MONCRIEF, GWEN V 0.20 READlNG 01 MONCRIEF, GWEN V 0.80 ENGLSH-DEV 01 MOORE, KENT L 1.00 PRE-ALGR $29,649.00 01 NASH, DORIS L 1.00 ORAL COM $35,466.00 01 NASH, L ANGEL 0.80 ENGLSH-DEV $24,361.60 06 NASH, LANGEL 0.20 READlNG $6,090.40 01 PAXTON, VERONICA J 0.80 ENGLSII-DEV $22,033.60 06 PAXTON, VERONICA J 0.20 READlNG $5,508.40 01 PEDIGO, MARY J 1.00 ALGEBRA-I $40,670.00 01 PETERS, DIANE E 1.00 AMERGOV $36,876.00 01 PIERCE, MAUREEN 1.00 HOME ECO $35,752.78 01 POSITION, VACANT 0.60 OFRLAN 01 POSillON, VACANT 1.00 BIOLOGY 06 PREWIT, MARY J 1.00 READlNG $40,670.00 OJ RAMSEY, KA TIILEEN E 1.00 BIOLOGY $30,994.00 01 ROBlNSON, CONSTANCE F 1.00 voe BUSED $43,847.34 01 RUTLEDGE, MARILYN F 1.00 ALGEBRA-I $27,301.00 06 SAIN, LLOYD 0.20 READING Note: Employees with no salary are not currently active on payroll. 'Th\\s .-e\\\\ort does not ,ndude, Met.-o\\)oUtan Sc.boo\\, and A\\te.-native Lea.-ning Center and is based on all funds and all employees currently active on payroll.  - ' ., - .._ \"'- ._,.  ., .... ..,.,_, 'n-  ...,. '' ,,.  ...., . ..-,, .. - YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY = 01 SAIN, LLOYD 0.80 ENGLSH-DEV 01 SCHLESINGER, DEBRA S 1.00 ALGEBRA-I $29,562.50 01 SHOFNER, KIRBY E 1.00 BIOLOGY $26,498.00 01 SIEGEL, LARRY B 1.00 AM HIST $39,758.55 01 SMITH, DA YID M 1.00 ENGLSII-REG $28,043.00 01 SNODGRASS, AMY L 1.00 BIOLOGY $26,498.00 01 TAYLOR, ROBERTM 1.00 OTHRSCI $28,043.00 01 TAYLOR, TRAVIS F 1.00 BAND $22,367.00 06 THOMPSON, LOIS B 0.20 READING $7,001.80 01 THOMPSON, LOIS B 0.80 ENGLSH-DEV $28,007.20 01 THOMPSON, NANCY K 1.00 voe BUS ED $44,347.34 01 VENABLE, GLORIA 0 1.00 voe BUSED $43,847.34 01 WATSON, BILLYN 1.00 MATH $41,421.00 01 WEBB JR, CECIL H 1.00 COORDED 01 WHITE, DIANE B 1.00 SPANISH $31,255.00 01 WILDER, BARBARA A 1.00 ALGEBRA-I $32,118.00 01 WILLIAMS, BETTYE F 1.00 ISSP $39,456.00 01 WILLIAMSON, MARGARET A 1.00 SPE-M/RET $37,627.00 01 WILLIS, EULA M 1.00 voe BUS ED $42,541.36 01 WILSON, NANCY L 1.00 ART $38,763.00 CATEGORY TOTALS: 98.94 $2,735,363.48 SERV.WKRS. 02 BOWMAN, RUTIIIE M 1.00 CUSTODAN $14,534.00 02 BRIGGS, BOBBY C 1.00 CUSTODAN $14,534.00 02 CLOUD JR, WILLIAM L 1.00 BLDG ENG $22,598.00 02 DOBBINS JR, ALBERT L 1.00 CUSTODAN $9,907.00 02 DUNHOO, KERVIS R 1.00 CUSTODAN $9,229.00 02 FAGAN, ROSIE L 1.00 A-HEADCUS $13,728.00 02 GIVENS, WILLIE T 1.00 CUST-HEAD $17,875.00 02 HUDSON,HAROLD 1.00 CUSTODAN $6,843.20 02 JACKSON, KENNETI-1 RAY 1.00 CUSTODAN $8,199.00 02 JOHNSON, GRACE E 1.00 CUSTODAN $10,684.92 02 MCKISICK, DERRICK 1.00 CUSTODAN $8,523.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 43 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 POSITION, VACANf 1.00 CUSTODAN 02 ROBERTS, JOIIN A 1.00 BLDG ENG $15,033.20 02 TIMMONS, CAL VIN 1.00 CUSTODAN $14,534.00 CATEGORY TOTALS: 14.00 $166,222.32 TCHR.AIDES 02 HILL, DARLENE 0.20 LAB ATTEND $1,763.20 02 LLOYD, OTTIMJS C 1.00 AIDE-SVA $6,367.68 CATEGORY TOTALS: 1.20 $8,130.88 YEARLY TOTALS: 150.84 $3,830,353.50 95 CENTRAL 1,565.00 ASST. PRIN-NT 01 JAMES, BRENDA F 1.00 A/PRINSEC $43,606.00 01 PETERSON, MJCIIAEL W 1.00 A/PRIN SEC $43,707.00 01 ROUSSEAU, NANCY L 1.00 A/PRIN SEC $41,625.50 01 WA TIS, DARRELL J 1.00 A/PRIN SEC CATEGORY TOTALS: 4.00 $128,938.50 CLERC/SEC'Y. 02 ADAIR, GLADYS M 1.00 SECATI $17,194.65 02 BRIGGS, DEMETRIA G 1.00 SEC PRIN $15,229.39 02 BROOKS, RUBYE V 1.00 PBX $11,199.57 02 HEGGS, URSELLA W 1.00 SECATI $16,211.47 02 O'NEAL, JANE 1.00 REG $21,382.00 02 ROSENBERGER, BETTY C 1.00 MEDIA CL $15,013.58 02 SIEGEL, TERESA T 1.00 B/KEEPER $14,737.80 02 STELL, LINDA M 1.00 SEC PRIN $16,211.47 02 STONE, MARY J 1.00 SEC PRIN $19,562.26 02 TINKLE, BETTY 1.00 SECATI $17,194.65 02 WILLIAMS, CAROLYN J 1.00 SEC GUID $14,312.45 02 WILLIAMS, KELLY D 1.00 SEC PRIN $12,264.95 CATEGORY TOTALS: 12.00 $190,514.24 ELEM.CLSRM.TCH. 01 CLAY, SHERRIL 1.00 KINDER-REG $31,041.00 01 POST, JULIA A 1.00 KINDER-REG $25,368.00 Note: Employees with no salary are not currently active on payroll. This re\\\\Ort does not include, Metro\\lo\\itan Schoo\\, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 THOMPSON, FLORA DEAN 1.00 KINDER-REG $41 ,05 1.00 CATEGORY TOTALS: 3.00 $97,460.00 GUIDANCE OJ BLAIR, SAMK 1.00 CNSLR-SECD $48,216.22 OJ CALLA WAY, ELIZABETII W 1.00 CNSLR-SECD $38,381.25 01 GRAVES, JESSICA A 1.00 CNSLR-SECD $44,258.11 OJ JOHNSON, LYNDA P 1.00 CNSLR-SECD $39,515.19 01 POSITION, VACANT 1.00 CNSLR-SECD 01 WATSON, PATRICIA A 1.00 CNSLR-SECD $40,128.89 CATEGORY TOTALS: 6.00 $210,499.66 LIB/AV. 01 ALVERSON JR, RAYMOND A 1.00 ASTLIBR $38,190.30 01 DUMAS, ELAINE K 1.00 LIBRN-SECD $38,190.30 CATEGORY TOTALS: 2.00 $76,380.60 OTHER PROF. 02 ADAMS, DONALD D. 1.00 SIB SOFR $9,047.34 02 FELLS, JACKIE 1.00 SIB SOFR $12,143.00 02 MOBLEY, KATIILEEN II 1.00 NURSE $26,498.00 02 SIMS, JEROME E 1.00 SIB SOFR $12,143.00 02 SMITII, FLOYD 1.00 SIB SOFR $12,143.00 02 SMITII, JERRY 1.00 SIB SOFR $12,859.00 CATEGORY TOTALS: 6.00 $84,833.34 OTHR CLSRM. TCH. 02 FIELDS, WILLIE J 1.00 AIR FRCE $30,439.46 01 JARMON, MYRA M 0.60 SPE-LD $21 ,360.00 OJ MCDONALD, IBOMAS A 0.20 ORCHESTR $8,363.20 01 ROBERTSON JR, TIIOMAS A 1.00 AIR FRCE $34,368.6S CATEGORY TOTALS: 2.80 $94,531.31 PRlN 01 HOW ARD, RUDOLPH 1.00 SEC PRJN $68,493.00 CATEGORY TOTALS: 1.00 $68,493.00 SEC. CLSRM. TCH. OJ ARICK, JOYCE A 1.00 COORDED $49,195.26 01 BAXLEY, MARY A 1.00 ALGEBRA-I $30,551.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 45 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 01 BECKER, MARY C 1.00 ENGLSH-DEV $28,853.00 01 BENNETT, TIMOTIIY P 1.00 SPANISH $22,693.00 01 BLACKMAN, TONY 1.00 ORAL COM $29,396.00 01 BLEVINS, PAULETTE 1.00 BIOLOGY $23,443.00 01 BOYETT, EDWARD B 1.00 SOC STU $25,935.00 OJ BRACK, ROBERT L 1.00 MUSIC $41,051.00 OJ BROADNAX-TIIRASHER, BEVERLY 1.00 ENGLSI I-REG $41,051.00 OJ BROWN, JAMES A 1.00 SOC STU $36,087.00 OJ CALDWELL, SUZANNE 0 1.00 SPANISH $36,938.00 01 CALLAWAY, NORMAN M 1.00 BOYS PE $44,869.90 01 CARR, PA TIERSON W 0.60 ALGEBRA-I OJ CARUlll, PHYLLIS V 1.00 TRIG $41,051.00 01 CHAMBLISS, PA TRICIA A 1.00 FRENCII $36,998.00 01 CHERRY, KARLA KIM 1.00 JOURNAL! $28,878.89 OJ CLOUD, GAYLE H 1.00 LATIN OJ COBB,JEANT 1.00 ENGLSH-REG $33,108.00 OJ COLBURN, MELISSA A 1.00 GLOBAL $35,600.00 OJ COLE, JENNIE B 1.00 FRENCH $35,600.00 OJ COLLINS, ROBIN R 1.00 HOME ECO $30,583.17 OJ COON, SUEL 1.00 ART $40,240.00 OJ COOPER, VIRGINIA R 0.40 ARTD $13,487.12 01 CORTINEZ, KA THERINE 1.00 SOC STU $35,337.00 OJ COX, BERNIE L 1.00 SOC STU $50,427.30 OJ DANIEL, BRANTON P 1.00 SCI TECH $38,190.30 OJ DEITZ, SANDY G 1.00 CALCULUS $35,600.00 OJ DONHAM, MELISSA C 1.00 BIOLOGY $36,087.00 OJ DYER, JACQUELIN W 1.00 CHEMSTRY $39,126.00 01 EASTER, MARlON 0 1.00 ENGLSil-REG $41,051.00 01 EVANS, KAlllRYN S 1.00 voe BUS ED $26,476.59 OJ FITZPATRICK JR, OLIVER 1.00 SOC STU $38,248.60 OJ FUTRELL, BRENDA J 1.00 MARKETCOR $49,194.83 OJ GADBERRY, SARAH E 1.00 AM HIST $39,126.00 OJ GADDY, HELEN B 1.00 SPE-M/RET $41,051.00 Note: Employees with no salary are not currently active on payroll. 'Yn,,.. 'l'C.\\\\Ort doe\" no\\ ,ndude, Me\\'l'O\\\\o\\i\\an Sc.boo\\, and A\\\\e'l'native l...ea .. ninl!, Center and is based on all funds and all em11loyees currently active on payroll. SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 GATES, KATIIY 1.00 GEOM1Y-REG $30,211 .00 01 GRAHAM, HARRYETfE 1.00 HOME ECO $44,258. 11 01 GRAY, JOEA 1.00 SOC STU $27,025.00 01 HALL-JONES, BETSY 1.00 SPE-M/RET $30,211 .00 01 HAMMONS, KAREN A 1.00 ENGLSH-REG $31,548.00 01 HARDIN, GWENDOLYN E 1.00 GEOMTY-REG $35,600.00 01 HARGIS, ALISON C 1.00 ENGLSH-REG $28,853.00 01 HARVEY, CA TI IERINE ANITA 1.00 BIOLOGY $20,427.83 01 HOFFMAN-MCDERMOTT, MICHELLE G 1.00 ENGLSH-REG $24 ,254.00 01 HOGAN, SUSAN P 1.00 ART $26,746.00 01 HOLLADAY, KATI-ILEEN T 1.00 ORAL COM $35,658.50 01 HOOPER, BEYERL Y R 1.00 ENGLSH-REG $29,177.00 OJ HUFFORD, GARY W 1.00 CHEMSTRY $28,610.00 01 KEARNEY, LESLIE A 1.00 GERMAN $36,411 .00 OJ KRATZKE, ROBIN R 0.80 SPANISH 01 LOYA, SAMUEL T 1.00 SPANISII-AD $26,041 .00 01 LUCY, PHYLLIS R 1.00 ENGLSH-REG $30,231.00 01 MARSH, EDWARD W 1.00 COMP ST $21 ,072.00 OJ MAYS, GRACIE C 1.00 BIOLOGY $36,411 .00 01 MCDONALD, DOROTI-IY L 1.00 ENGLSII-REG $40,240.00 OJ MCGUIRE, STEPHEN K 0.34 SPEECH $13,130.46 01 MCLENDON, JOANNE B 1.00 HEALTII $41 ,051 .00 01 MCLENNAN, FREDIE D 1.00 IND err $44,667.08 01 MCMURRAY, VICTOR C 1.00 AMI-DST $29,927.00 01 MEADOWS, MARKE 1.00 OTIIR SCI $31,325.00 01 MOORE, KENT L 1.00 PRE-ALGR $30,737.09 01 NASH, DORIS L 1.00 ORAL COM $36,602.00 01 NASH, L ANGEL 1.00 ENGLSH-DEV $32,264.50 OJ PAIGE JR, WILLIE 0.60 EX IND $26,554.87 01 PAXTON, VERONICA J 1.00 ENGLSH-DEV $28,610.00 01 PEDIGO, MARY J 1.00 ALGEBRA-I $41 ,051 .00 01 PETERS, DlANE E 1.00 AMER GOV $37,221 .00 01 PEYTON, EMMA J 1.00 COORDED $44,859.24 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD 1.NFORMA TION SERVICE DEPT. Salary= Base Salary+ Sti1Jends(docs not include benefits) 47 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY OJ PIERCE, MAUREEN 1.00 HOME ECO $36,088.08 OJ PREWIT, MARY J 1.00 READING $41,051.00 01 ROBINSON, CONSTANCE F 1.00 voe BUS ED $44,258.11 OJ RUlLEDGE, MARILYN F 1.00 ALGEBRA-I $28,367.00 OJ SAIN,LLOYD 1.00 ENGLSH-DEV $29,927.00 OJ SCHLESlNGER, DEBRA S 1.00 ALGEBRA-I $29,927.00 01 SHOFNER, KIRBY E 1.00 BIOLOGY $27,556.00 01 SIEGEL, LARRY B 1.00 AM HIST $40,932.26 01 SMITH, DA YID M 1.00 ENGLSH-REG $29,117.00 01 SNODGRASS, AMY L 1.00 BIOLOGY $27,556.00 OJ TAYLOR, ROBERTM 1.00 OTHRSCI $29,117.00 OJ THOMAS, AARON BRADY 1.00 BAND $26,851.00 01 THOMPSON, LOIS B 1.00 ENGLSH-DEV $35,337.00 01 THOMPSON, NANCY K 1.00 voe BUS ED $44,758.11 01 THREATT, CHRISTO Pl IER ERROL 1.00 ENGLSH-DEV $22,784.80 OJ VENABLE, GLORIA 0 1.00 voe BUS ED $44,258.11 01 WATSON, BILLYN 1.00 MATH $41,802.00 OJ WILDER, BARBARA A 1.00 ALGEBRA-I $32,419.00 01 WILLIAMS, BETTYE F 1.00 JSSP $37,221.00 01 WILLIAMSON, MARGARET A 1.00 SPE-M/RET $37,972.00 01 WILLIS, EULA M 1.00 voe BUS ED $42,932.72 01 WILSON, NANCY L 1.00 ART $39,126.00 CATEGORY TOTALS: 87.74 $2,965,868.74 SERV.WKRS. 02 BARNEY, NORMAN L 1.00 CUSTODAN $5,525.41 02 BOWMAN, RUTIIIE M 1.00 CUSTODAN $14,534.09 02 BRIGGS, BOBBY C 1.00 CUSTODAN $14,534.00 02 CLOUD JR, WILLIAM L 1.00 BLDG ENG $23 ,270.00 02 DUNHOO, KERVIS R 1.00 CUSTODAN $9,539.00 02 FAGAN, ROSIE L 1.00 A-HEADCUS $14,112.00 02 GIVENS, WILLIE T 1.00 CUST-IIEAD $17,875.00 02 HARRIS, DEBORAH A 1.00 CUSTODAN $1,515.03 02 HUDSON,HAROLD 1.00 CUSTODAN $9,907.00 Note: Em\\lloyees with no salary are not currently active on payroll. \"fh,s re\\\\ort does not ,ndude, Metro\\\\olitan Schoo\\, and A\\ternati.ve Learning Center and is based on all funds and all employees currently active on payroll. . . - .. \u0026lt;.\n,... ..... .. ... ~ ...... .-..u, .. \"\"\"''I.ow\".-...-~-\" YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE 02 JACKSON, KENNETT I RAY 02 JOHNSON, GRACE E 02 POSITION, VACANT 02 ROBERTS, JOHN A 02 TIMMONS, CALVIN CATEGORY TOTALS: TCHR.AIDES 02 HILL, DARLENE 02 LLOYD, OTTIMIS C CATEGORY TOTALS: YEARLY TOTALS: 96 CENTRAL 1,528.00 ASST.PRIN-NT 01 JAMES, BRENDA F 0 I MORRIS, WILLIE C 01 ROUSSEAU, NANCY L 0 I WHITEHORN, DANIEL W CATEGORY TOTALS: CLERC/SEC'Y. 02 ADAIR, GLADYS M 02 ALLMON, CHARLOTTE 02 BRIGGS, DEMETRIA G 02 HEGGS, URSELLA W 02 O'NEAL, JANE 02 POSITION, OPEN 02 ROSENBERGER, BETTY C 02 SIEGEL, TERESA T 02 STELL, LINDA M 02 STONE, MARY J 02 TINKLE, BETTY 02 WILLIAMS, CAROLYN J CATEGORY TOTALS: ELEM.CLSRM. TCH. Note: Employees with no salary are not currently active on payroll. FTE 1.00 1.00 1.00 1.00 1.00 14.00 0.20 1.00 1.20 139.74 1.00 1.00 1.00 1.00 4.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 12.00 JOB CODE CUSTODAN CUSTODAN CUSTODAN BLDG ENG CUSTODAN LAB ATTEND AIDE-SVA A/PRINSEC A/PRIN SEC A/PRIN SEC A/PRIN SEC SECJ\\TT SEC PRIN SEC PRIN SECATT REG PBX MEDIA CL B/KEEPER SEC PRIN SEC PRIN SECATT SECGUID SALARY $8, 199.00 $15,475.20 $14,534.00 $149,019.64 $1 ,847.20 $6,440.04 $8,287.24 $4,074,826.27 $45,647.00 $45,010.29 $42,666.50 $41 ,212.40 $174,536.19 $17, 194.65 $12,807.05 $15,719.88 $15 ,057.44 $21 ,382.00 $15,013 .58 $15,229.39 $16,703.06 $21 ,382.00 $17,194.65 $14,804.04 $182,487.74 This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 49 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE 01 LEFLER, LYNN C 01 POST, JULIA A 01 TIIOMPSON, FLORA DEAN CATEGORY TOTALS: GUIDANCE 01 BLAIR,SAMK 01 CALLAWAY, ELIZABETII W 01 GRAYES, JESSICA A 01 HA WTIIORNE, PEGGY CARNAHAN Ol JOHNSON, LYNDA P CATEGORY TOTALS: LIB/AV. 01 ALVERSON JR, RAYMOND A 01 DUMAS, ELAINE K CATEGORY TOTALS: OTHER PROF. 02 FELLS, JACKIE 02 GUY,KIMT 02 LOVE, HOWARD LOUIS 02 SIMS, JEROME E 02 SMITII, ANDREA 02 SMITII, FLOYD CATEGORY TOTALS: OTHR CLSRM. TCH. 02 FIELDS, WILLIE J 01 MCDONALD, TIIOMAS A 01 ROBERTSON JR, TIIOMAS A 01 WILLIAMS, GARY D CATEGORY TOTALS: PRIN 01 HOWARD, RUDOLPH CATEGORY TOTALS: SEC.CLSRM. TCH. 01 ARICK, JOYCE A Note: Employees with no salary are not currently active on payroll. FTE 1.00 1.00 1.00 3.00 1.00 1.00 1.00 1.00 1.00 5.00 1.00 1.00 2.00 1.00 1.00 1.00 1.00 1.00 1.00 6.00 1.00 0.20 1.00 0.60 2.80 1.00 1.00 1.00 JOB CODE KINDER-REG KINDER-REG KINDER-REG CNSLR-SECD CNSLR-SECD CNSLR-SECD CNSLR-SECD CNSLR-SECD ASTLIBR LIBRN-SECD SIB SOFR NURSE SIB SOFR SIB SOFR SIB SOFR SIB SOFR AIRFRCE ORCHESTR AIRFRCE SPE-LD SEC PRIN COORDED SALARY $24,314.00 $26,179.00 $41,861.00 $92,354.00 $49,151.78 $39,255.61 $45,131.39 $32,265.05 $40,388.47 $206,192.30 $39,021.39 $40,144.91 $79,166.30 $13,248.00 $22,693.00 $12,143.00 $12,492.00 $10,833.00 $12,492.00 $83,901.00 $31,042.70 $8,525.40 $34,970.81 $21,587.40 $96,126.31 $69,665.00 $69,665.00 $50,152.92 'l'bh ..-e\\)ort does not ,ndude, Met..-o\\)o\\\\t.an Schoo\\, and A\\te..-native Learning Center and is based on al\\ funds and al\\ employees currently active on payroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE OJ BAXLEY, MARYA 0 J BECKER, MARY C 0 I BENNETT, TIMOTIN P 01 BLEVINS, PAULETTE 0 I BOYETT, EDWARD B 0 I BRACK, ROBERT L 01 BROADNAX-TIIRASHER, BEVERLY 0 I BROWN, JAMES A 01 CALDWELL, SUZANNE 0 01 CALLAWAY, NORMAN M 0 I CARR, PA TIERSON W 01 CARUTII, PHYLLIS V 01 CHAMBLISS, PATRICIA A 01 CHERRY, KARLA KIM 0 I COBB, JEAN T 01 COLBURN, MELISSA A 0 I COLE, JENNIE B 0 I COLLINS, ROBIN R 01 COON, SUE L 0 I COOPER, VIRGINIA R 0 I CORTINEZ, KA TIIERINE 0 I COX, BERNIE L 01 DANIEL, BRANTON P 01 DEITZ, SANDY G 01 DONHAM, MELISSA C 01 DYER, JACQUELIN W 01 EASTER, MARION 0 01 EVANS, KA TI-IRYN S 01 FAKOURI, CATIN H 01 FITZPATRICKJR,OLIVER 0 I FUTRELL, BRENDA J 01 GADBERRY, SARAH E 01 GADDY, HELEN B Note: Employees with no salary are not currently active on payroll. FTE 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.40 1.00 1.00 1.00 0.40 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.60 1.00 1.00 1.00 1.00 JOB CODE ALGEBRA-I ENGLSH-DEV SPANISH BIOLOGY WORLDH MUSIC ENGLSH-REG SOC STU SPANISH BOYS PE ALGEBRA-I TRIG FRENCH JOURNAL! ENGLSH-REG GLOBAL FRENCH HOME ECO ART ARTD SOC STU SOC STU SCI TECH CALCULUS BIOLOGY PHYSICS ENGLSII-REG voe BUSED ORAL COM SOC STU MARKETCOR AM IIlST SPE-M/RET SALARY $31 ,36 1.00 $29,664 .00 $23,504.00 $24,254.00 $26,746.00 $41 ,861.00 $41,861.00 $36,897.00 $37,748.00 $45,706.90 $29,117.00 $41,861 .00 $37,809.00 $29,752.17 $33,919.00 $14,564.40 $36,411.00 $31 ,456.45 $41 ,051 .00 $12,581.20 $36,147.00 $51 ,267.15 $39,021.39 $36,411 .00 $36,897.00 $39,936.09 $41,861.00 $20,642 .19 $10,095.48 $40,869.55 $50, I 52.49 $39,126.00 $41,861.00 This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) st YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 GATES, KATIIY 1.00 GEOMlY-REG $32,136.00 01 GILLIAME, JOHN W 0.60 CHEMSTRY $7,770.30 01 GRAHAM, 1-IARRYEITE 1.00 HOME ECO $45,131.39 01 GRI\\Y,JOEA 1.00 SOC STU $26,885.00 01 HALL-JONES, BETSY 1.00 SPE-M/RET $31,021.00 01 HAMMONS, KAREN A 1.00 ENGLSII-REG $32,358.00 01 HARDIN, GWENDOLYN E 1.00 GEOMlY-REG $36,411.00 01 HARGIS, ALISON C 1.00 ENGLSII-REG $30,737.00 01 HARVEY, CATHERINE ANITA 1.00 BIOLOGY $22,126.00 01 HOFFMAN-MCDERMOTT, MICHELLE G 1.00 ENGLSI-1-REG $25,064.00 01 HOGAN, SUSAN P 1.00 ART $27,556.00 01 HOLLADAY, KATHLEEN T 1.00 ORAL COM $35,033.00 01 HUFFORD, GARY W 1.00 CHEMSTRY $29,420.00 01 KALB, MARTI IA MELINDA 1.00 ORAL COM $22,693.00 01 KEARNEY, LESLIE A 1.00 GERMAN $37,221.00 01 LIGON, MARIANNE WYNNE 1.00 LATIN $25,935.00 01 LOY A, SAMUEL T 1.00 SPANJSII-AD $27,926.00 01 MARSH, EDWARD W 1.00 COMP ST $22,937.00 01 MAYS, GRACrE C 1.00 BIOLOGY $37,221.00 01 MCDONALD, DOROTHY L 1.00 ENGLSH-REG $41,051.00 01 MCGUIRE, STEPIIEN K 0.34 SPEECH $13,406.20 01 MCLENDON, JOANNE B 1.00 HEALTH $41,861.00 01 MCLENNAN, FREDIE D 1.00 IND err $45,624.74 01 MCMURRAY, VICTORC 1.00 AMHIST $30,737.00 01 MEADOWS, MARKE 1.00 OTHRSCJ $32,136.00 01 MONZON, VICTORIA 1.00 SPANISH $21,622.90 01 MOORE, KENT L 1.00 PRE-ALGR $31,548.00 01 NASH, DORIS L 1.00 ORAL COM $37,412.00 01 NASH, L ANGEL 1.00 ENGLSI I-DEV $33,791.00 01 PAIGE JR, WILLIE 1.00 EX IND $45,131.39 01 PAXTON, VERONICA J 1.00 ENGLSH-DEV $29,420.00 01 PEDIGO, MARY J 1.00 ALGEBRA-I $41,861.00 01 PETERS, DIANE E 1.00 AMERGOV $38,031.00 Note: Employees with no salary are not currently active on payroll. 'l'h,s re\\)ort does not ,nc\\ude, Metro\\)o\\\\tan Schoo\\, and Alternative Learning Center and is based on all funds and all em11loyees currently active on 11ayroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY OJ PEYTON, EMMA J 1.00 COORD ED $47,941 .82 OJ PIERCE, MAUREEN 1.00 HOME ECO $36,961.36 OJ POSITION, VACANT 1.00 ENGLSH-REG 01 PREWJT, MARY J 1.00 READING $41,861.00 01 ROBINSON, CONSTANCE F 1.00 voe BUS ED $45,131.39 OJ RUTLEDGE, MARILYN F 1.00 ALGEBRA-I $29,177.00 OJ SAIN, LLOYD 1.00 ENGLSH-DEV $30,737.00 01 SCHLESINGER, DEBRA S 1.00 ALGEBRA-I $30,737.00 01 SHOFNER, KIRBY E 1.00 BIOLOGY $28,367.00 OJ SIEGEL, LARRY B 1.00 AM HlST $41 ,829.55 01 SNODGRASS, AMY L 1.00 BIOLOGY $28,367.00 01 THOMAS, AARON BRADY 1.00 BAND $28,715.00 01 THOMPSON, LOIS B 1.00 ENGLSH-DEV $36,147.00 01 THOMPSON, NANCY K 1.00 voe BUS ED $45,631.39 01 THREATT, CHRISTOPHER ERROL 1.00 ENGLSH-DEV $24,087.20 01 VENABLE, GLORIA 0 1.00 voe BUS ED $45,131.39 01 WATSON, BILLYN 1.00 MATH $42,612.00 01 WILDER, BARBARA A 1.00 ALGEBRA-I $33 ,229.00 01 WILLIAMS, BETTYE F 1.00 ISSP $38,031 .00 01 WILLIAMSON, MARGARET A 1.00 SPE-M/RET $38,781.00 OJ WILLIS, EULA M 1.00 voe BUS ED $43,806.00 01 WILSON, NANCY L 1.00 ART $39,936.00 CA TE GORY TOTALS: 86.34 $2,998,997.31 SERV.WKRS. 02 BARNEY, NORMAN L 1.00 CUSTODAN $8,523.00 02 BRIGGS, BOBBY C 1.00 CUSTODAN $14,956.09 02 DUNHOO, KERVIS R 1.00 CUSTODAN $9,907.00 02 FAGAN, ROSIE L 1.00 A-IIEADCUS $14,303.80 02 GIVENS, WILLIE T 1.00 CUST-HEAD $18,355.00 02 HUDSON, HAROLD 1.00 CUSTODAN $10,245.00 02 JACKSON, KENNETH RAY 1.00 CUSTODAN $8,523.00 02 POSITION, OPEN 1.00 CUSTODAN 02 POSITION, VACANT 1.00 CUSTODAN Note: Employees with no salary are not currently active on llayroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 53 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 POSITION.VACANT 1.00 CUSTODAN 02 TIMMONS, CAL VIN 1.00 CUSTODAN $14,956.00 CATEGORY TOTALS: 11.00 $99,768.80 TCHR.AIDES 02 LLOYD, OTilMIS C 1.00 AIDE-SVA $6,589.56 02 l'vlERRILL, ANNETTE M 0.20 LAB ATTEND $1 ,867.47 CATEGORY TOTALS: 1.20 $8,457.03 YEARLY TOTALS: 134.34 $4,091,651.98 94 CHICOT 519.00 ASST.PRIN-NT 01 CLEVELAND, ELLEAN D 1.00 A/PRIN ELE $44,102.00 CATEGORY TOTALS: 1.00 $44,102.00 CLERC/SEC'Y. 02 LUCY, BRENDA F 0.60 l'vlEDIA CL $8,595 .60 02 TUCKER, LOUISE 1.00 SEC PRIN $17,194.65 02 WALKER, CONNIE S 1.00 SEC PRIN $15,719.88 CATEGORY TOTALS: 2.60 $41,510.13 ELEM.CLSRM. TCH. 01 DIMASSIMO, SUELLEN H 1.00 ELEMV $27,782.00 01 EANS, SYL VERENE G 1.00 ELEM II $31 ,797.00 01 HARRIS, BRENDA G 1.00 ELEM! $20,074.00 01 HOLLINGSWORlH, JUDY A 1.00 ELEMlll $30,512.00 01 ISBELL, PAl'vlELON J 1.00 ELEM IV $33,403.00 01 JOHNSON, DEBRA J 1.00 ELEM II $26,739.00 01 JOHNSON, JORGE A 1.00 ELEMV $23 ,286.00 01 KERR, PAULA D 1.00 KINDER-REG $24,892.00 01 LAMBERT, BRENDA L 1.00 ELEM III $28,104.00 01 MALLETT, ORA D 1.00 ELEM VI $23,286.00 01 MILLER, ELIZABETH W 1.00 ELEM IV $35,049.00 01 MIMS, RICHARD L 1.00 ELEM VI $36,655.00 01 MIMS, SANDRA J 1.00 4 YR OLD $39,064.00 01 MORGAN, SHIRLEY A 1.00 ELEM II 01 MURPII, KATIE F 1.00 KINDER-REG $29,388.00 Note: Employees with no salary are not currently active on payroll. \"I:\\\\,., Te\\)ort doe., no\\ ,ndude, Me\\TO\\)o\\i\\an Sc\\\\oo\\, and A\\\\ernative Lcarnin\\!, Center and is based on all funds and all em1lloyees currently active on llayroll . .. ~ ... .. - -- YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE 0 I NEAL, LINDA K 0 I PETilJS, IDA M 01 POSITION, VACANT 01 POSITION, VACANT 0 I ROSE, SARA G 0 l SABO, DEBBIE L 0 l SHANKS, BETI-1 L 01 SIMPSON, KIMBERLY D 0 l WELLS, JEANNIE L 0 l WILLIAMS, ERMA J CATEGORY TOTALS: GUIDANCE 0 l BALMAZ, BETIYE M 01 SMITI-1, ALMA F CATEGORY TOTALS: LIB/AV. 0 l CRAVEN, ERNESTINE C CATEGORY TOTALS: OTHER PROF. 02 HAYMAN, KIMBERLY B CATEGORY TOTALS: OTHR CLSRM. TCH. 01 BROWN, KATI-ILEEN M l-ilCKS, KA TI-ILEEN F JOHNSON, BRENDA F PRIN 01 01 CATEGORY TOTALS: 0 l PRESLAR, OTIS M CATEGORY TOTALS: SEC.CLSRM. TCH. 01 BAILEY, JACK H 01 BEDOW, LAURA M 06 GERSHNER, VICKI M 06 HARPER, Sl-ilRLEY B Note: Em1lloyees with no salary are not currently active on payroll. FTE 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 25.00 1.00 0.80 1.80 1.00 1.00 0.50 0.50 0.20 1.00 1.00 2.20 1.00 1.00 0.60 1.00 1.00 0.20 JOB CODE ELEM! ELEMVI ELEM III ELEM I ELEM Ill KINDER-REG ELEMV ELEM I ELEM II ELEM IV CNSLR-ELEM CNSLR-ELEM LIBRN-ELEM NURSE SPE-VISUAL SPE-LD SPE-LD ELE PRIN PE SPEC SPE-M/RET READING MATI-1 SPEC SALARY $21,680.00 $35,270.00 $26,498.00 $31,255.00 $31,556.00 $20,074.00 $29,255.04 $27,542.00 $633,161.04 $32,339.00 $24,795.20 $57,134.20 $35,961.73 $35,961.73 $10,840.00 $10,840.00 $6,949.60 $38,763.00 $30,512.00 $76,224.60 $59,233.62 $59,233.62 $16,825.80 $33,664.00 $36,876.00 $8,134.00 This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 55 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 06 1-llCKS, BARBARA A 1.00 MA TH-Cl-IP I $30,753.00 OJ IGWE, CARRIE MOORE 0.50 SPE-N/CATG $13,369.50 01 LOVE, VICKI L 1.00 SPE-M/RET 06 MADDOX, CYNTIIIA I 1.00 READING $32,861.00 01 MATLOCK, NANCY S 1.00 G\u0026amp;T $32,600.00 01 MCILROY, nLL M 1.00 SPEC ED $29,147.00 01 TORAN, STEVE A 1.00 MUSIC $28,104.00 CATEGORY TOTALS: 9.30 $262,334.30 SERV.WKRS. 02 MORGAN, LULA 1.00 CUSTODAN $10,245.00 02 SMlTH, RUFUS 1.00 CU ST-HEAD $1 6,838.20 02 STORAY, JAMES 0.50 CUS-PmME $2,130.75 02 SUMMONS, ELOISE W 1.00 CUSTODAN $14,534.00 CATEGORY TOTALS: 3.50 $43,747.95 TCHR.AIDES 02 BOYD, KA TI-ILEEN 1.00 AIDE-REGLR 02 CUNNINGS, GEORGIA L 1.00 AIDE-4YR $10,411.00 02 DALE, SUSAN M 1.00 AIDE-REGLR $10,411.00 02 HOOD, KAYE 1.00 AIDE-SVA $5,438.40 02 MCDOWELL, PATSY L 1.00 LAB ATTEND $10,411.00 02 MlTCHELL, DIONNE E 1.00 AIDE-SVA $2,719.20 02 POSITION, VACANT 1.00 AIDE-REGLR 02 THOMAS, MATTIE M 1.00 AIDE-REGLR $10,411.00 02 TIDWELL, CATHY V 1.00 AIDE-REGLR $10,411.00 02 WATKINS, RENEE L 1.00 AIDE-SVA $5,051.20 02 WILLIAMS, KIMBERLY D 1.00 LAB ATTEND $10,411.00 02 WILLIAMS, SHERRY A 1.00 AIDE-SVA $4,734.40 02 WILLIAMS, SHERRY A 1.00 AIDE-SVA $2,840.64 CATEGORY TOTALS: 13.00 $83,249.84 YEARLY TOTALS: 60.90 $1,347,499.41 95 CHICOT 480.00 ASST.PR IN-NT 01 CLEVELAND, ELLEAN D 1.00 A/PRIN ELE $45,408.00 Note: Employees with no salary are not currently active on payroll. \"fh,s '\"\"-\\\\Ort does not inc\\ude, Me\\l\"O\\\\o\\i\\an Schoo\\, and A\\\\ernative Lea.-ning Center and is based on al\\ funds and al\\ employees currently active on payroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE CATEGORY TOTALS: CLERC/SEC'Y. 02 LUCY, BRENDA F 02 TUCKER, LOUISE 02 WALKER, CONNIE S CATEGORY TOTALS: ELEM.CLSRM.TCH. 0 l BRYANT, GEORGIE H 0 l BUTLER, TERRI L 0 l EANS, SYL VERENE G 0 l HARRIS, BRENDA G 0 l HOLLlNGSWORIB, JUDY A 01 ISBELL, PAMELON J 01 JOHNSON, JORGE A 01 KERR, PAULA D 0 l MALLETT, ORA D 0 l MILLER, ELIZABETH W 01 MIMS, RICHARD L 01 MIMS, SANDRA J 0 l MURPH, KA TIE F 0 l NEAL, LINDA K 0 l PETTUS, IDA M 0 l ROSE, SARA G 01 SABO, DEBBIE L 0 l SHANKS, BEIB L 0 l SIMPSON, KIMBERLY D 01 WELLS, JEANNIE L 0 l WILLIAMS, ERMA J 01 WILLIAMS, FLORA V CATEGORY TOTALS: GUIDANCE 0 l BALMAZ, BETTYE M 0 l SMIIB, ALMA F CATEGORY TOTALS: Note: Employees with no salary are not currently active on payroll. FTE 1.00 I.DO I.DO I.DO 3.00 1.00 1.00 I.DO 1.00 I.DO I.OD 1.00 1.00 1.00 I.OD 1.00 1.00 1.00 I.OD I.DO 1.00 I.OD 1.00 I.DO 1.00 I.DO 1.00 22.00 I.DO I.OD 2.00 JOB CODE MEDIA CL SEC PRIN SEC PRIN ELEMV ELEM II ELEM II ELEM I ELEM III ELEM IV ELEMV KINDER-REG ELEM VI ELEM IV ELEM VI 4 YR OLD KINDER-REG ELEM I ELEM VI ELEM III KINDER-REG ELEMV ELEM I ELEM II ELEM IV ELEM III CNSLR-ELEM CNSLR-ELEM SALARY $45,408.00 $15,013.58 $17,194.65 $17,203.07 $49,411.30 $25,125.00 $32,905.00 $21,072.00 $31,609.00 $34,526.00 $24,314.00 $25,935.00 $24,314.00 $36,188.00 $37,809.00 $40,240.00 $30,474.00 $22,693.00 $36,411.00 $27,556.00 $32,358.00 $32,662.00 $21,072.00 $32,662.00 $28,610.00 $29,988.00 $628,523.00 $33,453.00 $33,169.00 $66,622.00 This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 57 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY LIB/AV. 01 CRAVEN, ERNESTINE C 1.00 LIBRN-ELEM $37, 130.40 CATEGORY TOTALS: 1.00 $37,130.40 OTHER PROF. 02 HAYMAN, KJMBERL YB 0.80 NURSE $ I 7,986.40 CA TE GORY TOTALS: 0.80 $17,986.40 OTHR CLSRM. TCH. 01 BROWN, KATHLEEN M 0.20 SPE-VISUAL $7,176.80 01 HICKS, KATill.,EEN F 1.00 SPE-LD $39,126.00 01 JOHNSON, BRENDA F 1.00 SPE-LD $31,609.00 CATEGORY TOTALS: 2.20 $77,911.80 PRIN 01 PRESLAR, OTIS M 1.00 ELE PRIN $59,592.95 CATEGORY TOTALS: 1.00 $59,592.95 SEC. CLSRM. TCH. 01 BAILEY, JACK H 0.60 PE SPEC $17,470.20 01 BEDOW, LAURA M 1.00 SPE-M/RET $34,790.00 06 GERSHNER, VICKJ M 1.00 READING $37,221.00 06 HARPER, SHIRLEY B 0.50 MATIISPEC $20,525.50 06 HICKS, BARBARA A 1.00 MATI-I-CllP I $31,852.00 01 JOHNSON, MARILYN F 1.00 SPE-N/CATG $28,367.00 01 LOVE, VICKJ L 1.00 SPE-M/RET $28,991.67 06 MADDOX, CYNTI-IIA I 1.00 READING 01 MATLOCK, NANCY S 1.00 G\u0026amp;T $33,716.00 01 MCll.,ROY, ITLL M 1.00 SPEC ED $30,231.00 01 POSITION, VACANT 1.00 MUSIC 01 POTEET, LISA B 0.50 SPEECH $15,916.0D CATEGORY TOTALS: 10.60 $279,080.37 SERV.WKRS. 02 MORGAN, LULA 1.00 CUSTODAN $10,554.00 02 POSITION, VACANT 1.00 CUSTODAN 02 POSITION, VACANT 0.50 CUS-PffiME 02 SMITH, RUFUS 1.00 CUST-HEAD $17,318.20 CATEGORY TOTALS: 3.50 $27,872.20 TCHR.AIDES Note: Employees with no salary are not currently active on payroll. \"\"f\\1.,s re\\\\ort does no\\ ,ndude, Me\\ro\\)o\\\u0026gt;\\an Sc\\1.oo\\, and /11.\\ternaHve uarninl!, Center and is based on all funds and all em11loyees currently active on 11ayroll. CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 CHRISTIANSON, ALICE 1.00 ATDE-REGLR $7,533.71 02 CUNNINGS, GEORGIA L 1.00 AIDE-4YR $10,411.00 02 DALE, SUSAN M 1.00 AIDE-REGLR $10,411.00 02 ESTRADA, EL VIA 1.00 AIDE-SVA $4,183.00 02 ORA Y, ALICE REDDEN 1.00 AIDE-SVA $2,995 .74 02 HARDIN, ELLAN M 1.00 AIDE-SVA $2,995 .74 JO IIOOD, KAYE 1.00 AIDE-SVA $5,745.84 02 MARTS, GLENDA RAE 1.00 AIDE-SVA $4,183 .00 02 MCDOWELL, PATSY L 1.00 LAB ATTEND $10,4 I 1.00 10 MITCHELL, CLEO EDNA 1.00 AIDE-SVA $4,788.20 02 RENFRO, SHARON 1.00 AIDE-REGLR $10,411.00 02 SCALES, KECIS D 1.00 AIDE-SVA $4,183.00 02 THOMAS, MATTIE M 1.00 AIDE-REGLR $10,411.00 02 TIDWELL, CA THY V 1.00 AIDE-REGLR $I0,4 I 1.00 02 WATKINS, RENEE L 1.00 AIDE-REGLR $6,753.08 02 WILLIAMS, KIMBERLY D 1.00 AIDE-REGLR $10,411.00 CATEGORY TOTALS: 16.00 $116,238.31 YEARLY TOTALS: 63.10 $1,405,776.73 96 CHICOT 455.00 ASST.PRIN-NT 01 CLEVELAND, ELLEAN D 1.00 A/PRIN ELE $46,449.00 CATEGORY TOTALS: 1.00 $46,449.00 CLERC/SEC'Y. 02 LUCY, BRENDA F 1.00 MEDIA CL $15,013.58 02 TUCKER, LOUlSE 1.00 SEC PRIN $17,194.65 02 WALKER, CONNIE S 1.00 SEC PRIN $17,694.66 CATEGORY TOTALS: 3.00 $49,902.89 ELEM.CLSRM. TCH. 01 BRYANT, GEORGIE H 1.00 ELEMV $29,117.00 01 DA VIS, LANITA J 1.00 ELEM I $23,504.00 01 EANS, SYL VERENE G 1.00 ELEM II $33,716.00 01 HARRIS, BRENDA G 1.00 ELEMI $2 I ,883.00 01 HOLLINGSWORTII, JUDY A 1.00 ELEM III $32,419.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 59 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 01 ISBELL, PAMELON J 1.00 ELEM IV $30,911.42 01 JOHNSON, JORGE A 1.00 ELEMV $25, 125.00 01 KERR, PA ULA D 1.00 KINDER-REG $26,746.00 01 MALLETT, ORA D 1.00 ELEM VI $25,125.00 01 MILLER, ELIZABETH W 1.00 ELEM IV $36,998.00 01 MIMS, RICHARD L 1.00 ELEM VI $38,619.00 01 MIMS, SANDRA J 1.00 4YROLD $41 ,051.00 01 MURPI I, KA TIE F 1.00 KINDER-REG $31 ,285.00 01 NEAL, LINDA K 1.00 ELEM  $24,558.00 01 PETilJS, IDA M 1.00 ELEMVI $37,221.00 01 ROSE, SARA G 1.00 ELEMIII $28,367.00 01 SABO, DEBBIE L 1.00 KINDER-REG $33 ,169.00 01 SHANKS, BETH L 1.00 ELEMV $33,473.00 01 SIMPSON, KIMBERLY D 1.00 ELEM! $21 ,883.00 01 WELLS, JEANNIE L 1.00 ELEM II $33,473.00 01 WILLIAMS, ERMA J 1.00 ELEM IV $29,420.00 01 WILLIAMS, FLORA V 1.00 ELEM III $30,798.00 CATEGORY TOTALS: 22.00 $668,861.42 GUIDANCE 01 BALMAZ, BETTYE M 1.00 CNSLR-ELEM $34,263.00 01 SMITI-I, ALMA F 1.00 CNSLR-ELEM $33,979.00 CATEGORY TOTALS: 2.00 $68,242.00 LIB/AV. 01 CRAVEN, ERNESTINE C 1.00 LIBRN-ELEM $37,961.49 CATEC.ORY TOTALS: 1.00 $37,961.49 OTHER PROF. 02 APPLEWI IITE, ELIZABETH H 0.80 NURSE $14,523.52 CATEGORY TOTALS: 0.80 $14,523.52 OTHR CLSRM. TCH. 01 BROWN, KATHLEEN M 0.20 SPE-VISUAL $7,561.80 01 HICKS, KATHLEEN F 1.00 SPE-LD $39,936.00 01 JOHNSON, BRENDA F 1.00 SPE-LD $32,4 I 9.00 CATEGORY TOTALS: 2.20 $79,916.80 PRIN Note: Employees with no salary are not currently active on payroll. \"l:'\\\\'- T'!.\\'Ort doc not ,nc\\ude, Met.-o{'ol\u0026gt;tan Schoo\\, and A.\\te.-nati.ve Lea.-ninv, Cente.- and is based on a\\\\ funds and a\\\\ em1lloyees currently active on payroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE 01 PRESLAR, OTIS M CATEGORY TOTALS: SEC.CLSRM. TCH. SERV.WKRS. TCHR.AIDES OJ OJ 01 06 06 06 06 06 06 01 01 01 01 01 BAILEY, JACK H BANKS, RICKEY D BEDOW, LAURA M BURGIN, JOHNS BURGIN, JOHN S GERSHNER, VICKI M GERSHNER, VICKI M HICKS, BARBARA A HICKS, BARBARA A JOHNSON, MARILYN F LOVE, VICKI L MA lLOCK, NANCY S MCILROY, JILL M POTEET, LISA B CATEGORY TOTALS: 02 DRANE, WALTER II 02 MORGAN, LULA 02 POSITION, VACANT 02 SMITH, RUFUS JO SWIFf, ETHEL LEE CATEGORY TOTALS: 02 CHRISTIANSON, ALICE 02 CUNNINGS, GEORGIA L 02 DALE, SUSAN M 02 ESTRADA,ELVIA 02 FIELDS, LEOLA H JO GRAY, ALICE REDDEN 02 HARDIN, ELLAN M 10 HOOD, KA YE Note: Employees with no salary are not currently active on payroll. FTE 1.00 1.00 0.60 1.00 1.00 0.30 0.30 0.50 0.50 0.50 0.50 1.00 1.00 1.00 1.00 0.80 10.00 1.00 1.00 0.50 1.00 1.00 4.50 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 JOB CODE ELE PRIN PE SPEC MUSIC SPE-M/RET READING READING READING READING MATH-CHP I MATH-Cf-IP I SPE-N/CATG SPE-M/RET G\u0026amp;T SPEC ED SPEECH CUSTODAN CUSTODAN CUS-PffiME CUST-HEAD CUSTODAN AIDE-REGLR AIDE-4YR AIDE-REGLR AIDE-SVA LAB ATTEND AIDE-SVA AIDE-SVA AIDE-SVA SALARY $60,683.52 $60,683.52 $17,956.20 $27,556.00 $35,600.00 $10,127.10 $10,127.10 $19,015.50 $19,015.50 $16,331.00 $16,331.00 $29,177.00 $34,526.00 $31,041.00 $26,113.60 $292,917.00 $14,096.50 $10,863.00 $17,798.20 $8,523.00 $51,280.70 $8,816.00 $10,663.00 $10,663.00 $4,387.70 $10,663.00 $5,108.60 $3,065.16 $5,991.48 This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends{does not include benefits) 61 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 MARTS, GLENDA RAE 1.00 AIDE-SVA $4,387.70 02 POSITION, VACANT 1.00 AIDE-SVA 02 RENFRO, SHARON 1.00 AIDE-REGLR $10,663.00 02 SCALES, K.ECIS D 1.00 AIDE-SVA $4,387.70 02 THOMAS, MA l11E M 1.00 AIDE-REGLR $10,663.00 02 TIDWELL, CATIIY V 1.00 AIDE-REGLR $10,663.00 02 WATKINS, RENEE L 1.00 AIDE-REGLR $10,663.00 02 WILLIAMS, KIMBERLY D 1.00 AIDE-REGLR $10,663.00 CATEGORY TOTALS: 16.00 S 121,448.34 YEARLY TOTALS: 63.50 $1,492,186.68 94 CLOVERDALE ELEMENTARY 376.00 CLERC/SEC'Y. 02 HIGGINS, NETTIE 1.00 SEC PRIN $17,194.65 02 PHILLIPS, PENNY D 0.40 MEDIA CL $5,372.40 CATEGORY TOTALS: 1.40 $22,567.05 ELEM.CLSRM. TCH. 01 BETTON, SHERRI L 1.00 KINDER-REG $20,074.00 01 BUETTNER, SALLY G 1.00 KINDER-REG $24,892.00 01 ELLIS, EDDIE M 1.00 ELEMV $36,876.00 01 EPPERSON, BECKY J 1.00 KINDER-REG $30,753.00 01 HALL, DONNA R 1.00 ELEM VI $33,664.00 01 KLING, ALISA D 1.00 ELEMil $20,074.00 01 MCCARTHER,GERALDINE 1.00 ELEMV $33,142.00 01 MCCLAIN, MARION K 1.00 ELEM! $24,029.00 01 MCCULLOUGH, JOYCE M 1.00 ELEM II $32,339.00 01 MILLER, GLORIA K 1.00 4 YR OLD $30,452.00 01 PENNY, JACQUELINE F 1.00 ELEMVI $25,695.00 01 ROLAX, SHIRLEY A 1.00 4 YR OLD $40,670.00 01 SIMPSON, ANGIE M 1.00 4 YR OLD $30,753.00 01 SMJTH, ARBRADELLA B 1.00 ELEM III $29,930.00 01 SNOWDEN, SALLIE R 1.00 ELEMI $28,043.00 01 STUART, DOROTI-IY J 1.00 ELEM! $28,344.00 01 TRIPCONY, WALDA D 1.00 ELEM IV $28,344.00 Note: Employees with no salary are not currently active on payroll. 'l:h, ..-e,,ort does no\\ ,ndude, Met..-o\\\\o\\i\\an Sehoo\\, and A\\terna\\ive Learninv. Center and is based on all funds and all employees currently active on llayroll. YEAR SITE STUDENTS CA TECORY FUND EMPLOYEE 0 I VANECKO, ALICE F 0 I WILSON, SANDRA D CATEGORY TOTALS: GUIDANCE 0 I MOSBY, LORRAINE L CATEGORY TOTALS: LIB/AV. 0 I NORMAN, CHERRY G CA TE GORY TOTALS: OTHER PROF. 02 CURRY, JOANN CATEGORY TOTALS: OTHR CLSRM. TCR 0 I WATERS, DORIS Z CATEGORY TOTALS: PRIN 01 FIELDS, FREDERICK L CATEGORY TOTALS: SEC. CLSRM. TCH. 06 CRAWFORD, CARMELIA A CUNNINGHAM, ELLEN S FLANAGAN, VETA SERV.WKRS. TCHR.AIDES 01 06 01 06 01 LEIGH, MARGARET A NAGEL, DlANA K SIMS, SIIlRLEY C CATEGORY TOTALS: 02 DEDMON, NANCY A 02 HOBBS, BARBARA A 02 WILLIAMS, JEFFERY CATEGORY TOTALS: 02 CRISS, PAULINE W 02 DRIVER, OCIE A 02 GREGORY, NEA C Note: Employees with no salary are not currently active on payroll. FTE 1.00 1.00 19.00 1.00 1.00 1.00 1.00 0.40 0.40 1.00 1.00 1.00 1.00 0.10 0.50 0.60 1.00 0.40 1.00 3.60 1.00 1.00 1.00 3.00 1.00 1.00 1.00 JOB CODE ELEM Ill ELEM rv CNS LR-ELEM LIBRN-ELEM NURSE SPE-LD ELE PRIN MATH SPEC SPEECH READING G\u0026amp;TSPCLST MA TI-1-CHP I MUSIC CUSTODAN CUST-HEAD CUSTODAN AIDE-4YR AIDE-4YR AIDE-SVA SALARY $32, 118.00 $530,192.00 $36,876.00 $36,876.00 $30,729.95 $30,729.95 $9,635.60 $9,635.60 $29,649.00 $29,649.00 $40,815.43 $40,815.43 $3, 179.70 $17,635.00 $17,864.47 $25,9 16.00 $26,498.00 $91,093.17 $8,891.00 $17,260.60 $7,976.20 $34,127.80 $10,411.00 $10,411.00 $6,507.60 This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 63 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 lllLL, DARLENE 0.40 LAB ATTEND $3,526.40 02 JACKSON, BENNIE 1.00 AIDE-REGLR $8,396.00 02 LANGSTON, CALVIN 1.00 AIDE-SVA $5,790.40 02 MCCLINA, MARY 1.00 AIDE-SVA $7,101.60 02 RAND, ALICE C 0.20 LAB ATTEND $2,082.20 02 SANDERS, NORMA J 1.00 AIDE-4YR $10,411.00 02 SO LEE, DEBORAH L 1.00 AIDE-SVA $7,959.60 CATEGORY TOTALS: 8.60 $72,596.80 YEARLY TOTALS: 40.00 $898,282.80 95 CLOVERDALE ELEMENTARY 405.00 CLERC/SEC'Y. 02 PlllLLIPS, PENNY D 1.00 SEC PRIN $1,125.32 02 POSITION,VACANT 0.40 MEDIA CL CATEGORY TOTALS: 1.40 $1,125.32 ELEM. CLSRM. TCH. 01 BETTON, SHERRI L 1.00 KINDER-REG $21,072.00 01 BUETTNER, SALLY G 1.00 KINDER-REG $25,935 .00 01 CARTER, CHARLES R 1.00 ELEM III $27,799.00 01 ELLIS, EDDIE M 1.00 ELEMV $37,221.00 01 EPPERSON, BECKY J 1.00 KINDER-REG $31,852.00 01 HALL, DONNA R 1.00 ELEMVI $34,790.00 01 JOHNSON, DEBRA J 1.00 ELEM II $27,799.00 01 LA YER, MARSHA A 1.00 4 YR OLD $21,072.00 01 MCCARTHER,GERALDlNE 1.00 ELEMV $34,263.00 01 MCCLAIN, MARION K 1.00 ELEM I $25,064.00 01 MCCULLOUGH, JOYCE M 1.00 ELEM II $33,453 .00 01 MILLER, GLORIA K 1.00 4 YR OLD $31,548.00 01 PENNY, JACQUELINE F 1.00 ELEMVI $26,746.00 01 ROLAX, SHIRLEY A 1.00 4YROLD $41,051.00 01 SNOWDEN, SALLIE R 1.00 ELEM I $29,117.00 01 STUART, DOROTHY J 1.00 ELEM I $29,420.00 01 TRIPCONY, W ALDA D 1.00 ELEM IV $14,403.54 01 VANECKO, ALICE F 1.00 ELEMIII $32,419.00 Note: Emp\\oyees with no sa\\ary are not currently active on payro\\l. '\"'\" Te\\\\Ort does. not ,n\u0026lt;:.\\u\u0026lt;le, Me\\TO\\)O\\itan Sc\"oo\\, an\u0026lt;l A\\ternative \\...earning Center and is based on al\\ funds and al\\ employees currently active on payroll. FUND EMPLOYEE FTE JOB CODE SALARY 01 WILSON, SANDRA D 1.00 ELEM IV $21,883.00 CATEGORY TOTALS: 19.00 $546,907.54 GUIDANCE 01 MOSBY, LORRAINE L 1.00 CNS LR-ELEM $37,221.00 CATEGORY TOTALS: 1.00 $37,221.00 LIB/AV. 01 NORMAN, CHERRY G 1.00 LIBRN-ELEM $31,849.36 CATEGORY TOTALS: 1.00 $31,849.36 OTHER PROF. 02 CURRY, JOANN 0.40 NURSE $9,956.80 CATEGORY TOTALS: 0.40 $9,956.80 OTHR CLSRM. TCH. 01 PACE, KATIE L 1.00 SPE-LD $39,126.00 CATEGORY TOTALS: 1.00 $39,126.00 PRIN 01 FIELDS, FREDERICK L 1.00 ELE PRIN $42,149.05 CATEGORY TOTALS: 1.00 $42,149.05 SEC. CLSRM. TCH. 01 CUNNINGHAM, ELLEN S 0.60 SPEECH $21,846.60 06 FLANAGAN, VETA 0.60 READING $18,515.66 06 KOVACH, LILLIAN R 0.10 MATH SPEC $3,345.30 01 LEIGH, MARGARET A 1.00 G\u0026amp;TSPCLST $26,969.00 01 SIMS, SlllRLEY C 1.00 MUSIC $27,556.00 06 WROTEN, MYRTHENE R 0.50 MATII-CHP I $16,452.50 CATEGORY TOTALS: 3.80 $114,685.06 SERV.WKRS. 02 ABERNATIIY, RAYMOND 1.00 CUSTODAN $6,948.10 02 DEDMON, NANCY A 1.00 CUSTODAN $9,229.00 02 HOBBS, BARBARA A 1.00 CUST-HEAD $17,260.60 CATEGORY TOTALS: 3.00 $33,437.70 TCHR.AIDES 02 CRISS, PAULINE W 1.00 AIDE-4YR $10,411.00 02 GRAYES, CURTIS G 1.00 AIDE-REGLR $8,835.97 02 GREGORY, NEA C 1.00 AIDE-SVA $6,875.25 02 HILL, DARLENE 0.40 LAB ATTEND $3,694.40 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 65 ,. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 JACKSON, BENNIE 1.00 AIDE-4YR $8,816.00 02 LANGSTON, CAL VIN 1.00 AIDE-SVA $6,142.78 02 MCCUNA, MARY 1.00 AIDE-SVA $7,489.35 02 RAND, ALICE C 0.20 LAB ATTEND $2,082.20 02 SANDERS, NORMA J 1.00 AIDE-4YR $9,285.49 02 SOLEE, DEBORAH L 1.00 AIDE-SVA $8,050.05 02 WILSON, RHONDA RUTI-1 0.50 AIDE-SVA $1,673.20 CATEGORY TOTALS: 9.10 $73,355.69 YEARLY TOTALS: 40.70 $929,813.52 96 CLOVERDALE ELEMENTARY 453.00 CLERC/SEC'Y. 02 PHILLIPS, PENNY D 1.00 SEC PRIN $15,719.88 02 SMITH, CLAUDIA 0.40 MEDIA CL $4,185.59 CATEGORY TOTALS: 1.40 $19,905.47 ELEM.CLSRM. TCH. 01 BETTON, SHERRI L 1.00 ELEM II $21,883.00 01 BUETTNER, SALLY G 1.00 4 YR OLD $26,746.00 01 COKELEY, GWENDOLYN D 1.00 ELEM VI $33,453.00 01 DUDECK, DJUNA C. 1.00 ELEM I $23,504.00 01 ELLIS, EDDIE M 1.00 ELEMV $38,031.00 01 EPPERSON, BECKY J 1.00 KINDER-REG $32,662.00 01 JOHNSON, DEBRA J 1.00 ELEM II $28,610.00 01 MCCARlHER, GERALDINE 1.00 ELEMV $35,074.00 01 MCCLAIN, MARION K 1.00 4 YR OLD $26,969.00 01 MCCULLOUGH, JOYCE M 1.00 ELEM VI $34,263.00 01 MILLER, GLORIA K 1.00 KINDER-REG $32,358.00 01 PENNY, JACQUELINE F 1.00 ELEM II $27,556.00 01 ROGERS, CHARLENE I 1.00 ELEM I $39,936.00 01 ROLAX, SHIRLEY A 1.00 4 YR OLD $41,861.00 01 SHUFFIELD, KELLY L 1.00 KINDER-REG $29,117.00 01 SNOWDEN, SALLIE R 1.00 ELEM I $29,927.00 01 STUART, DOROTIIY J 1.00 ELEM III $30,231.00 01 TRIPCONY, WALDA D 1.00 ELEM IV $30,231.00 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan .. School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll . , ~ ~ ,~ c-..a.._ 1'\"\"'C,c-..~ ~ '1t.v,c-v. ~ 'P\"'(' ~._, __ - - n-..,c- c:..-,-- -+ C:..'t\\vu.,.,,,,..,(,\\n,, ... ,,nt. \\..,.c-,,,,,,. ,.,,, . .,,,.nt ...\" \\ YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 01 VANECKO, ALICE F 1.00 ELEM IIl $33,229.00 01 WILSON, SANDRA D 1.00 ELEM IV $22,693.00 OJ WINE, KIMBERLY ANN 1.00 KINDER-REG $20,262.00 CATEGORY TOTALS: 21.00 $638,596.00 GUIDANCE 01 JAMES, SANDRA S 0.50 CNSLR-ELEM $13,748.00 01 MOSBY, LORRAINE L 1.00 CNS LR-ELEM $38,031.00 CATEGORY TOTALS: I.SO $51,779.00 LIB/AV. OJ NORMAN, CHERRY G 1.00 LIBRN-ELEM $32,681.48 CA TE GORY TOTALS: 1.00 $32,681.48 OTHER PROF. 02 CURRY, JOANN 0.40 NURSE $10,374.00 CATEGORY TOTALS: 0.40 $10,374.00 OTHR CLSRM. TCH. 01 PACE, KATIE L 1.00 SPE-LD $39,936.00 CATEGORY TOTALS: 1.00 $39,936.00 PRlN 01 FIELDS, FREDERICK L 1.00 ELE PRIN $43,239.62 CATEGORY TOTALS: 1.00 $43,239.62 SEC. CLSRM. TCH. 01 BROWN: ADRIENNE 0.30 SPEECH $10,437.00 06 DANESHMANDI, KATHRYN D 0.50 READING $15,774.00 06 DANESHMANDI, KATIIRYN D 0.50 READING $15,774.00 06 DANESHMANDI, KATHRYN D 0.50 MATI-1-CIIP I $15,774.00 01 DOCKETT-WILSON, TAMMI Y 1.00 MUSIC $26,746.00 01 LEIGH, MARGARET A 1.00 G\u0026amp;TSPCLST $27,779.0~ 06 SEBOURN, KAREN L 0.60 MATH SPEC $16,679.40 CATEGORY TOTALS: 4.40 $128,963.40 SERV.WKRS. 02 DEDMON, NANCY A 1.00 CUSTODAN $9,539.00 02 HOBBS, BARBARA A 1.00 CUST-HEAD $17,740.60 02 JOHNSON,SYLVESTER 1.00 CUSTODAN $7,129.57 CA TE GORY TOTALS: 3.00 $34,409.17 TCHR.AIDES Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD lNFORMATION SERVICE DEPT. Salary= Base Salary+ Stipends(does not include benefits) 67 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY 02 CRISS, PAULINE W 1.00 AIDE-4YR $10,663.00 02 DOSS, TIMMY F 1.00 AIDE-REGLR $9,907.00 02 FEE, STEPHANIE A 0.50 AIDE-SVA $1 ,673.20 02 GREGORY, NEA C 1.00 AIDE-SVA $7,182.30 02 1-IlLL, DARLENE 0.60 LAB ATTEND $5,793.00 02 JONES, TIFFANI R 1.00 AIDE-4YR $5,271.11 02 LANGSTON, CALVIN 1.00 AIDE-SVA $6,416.90 02 MCCLINA, MARY 1.00 AIDE-SVA $7,662 .90 02 SANDERS, NORMA J 1.00 AIDE-4YR $10,663.00 02 SO LEE, DEBO RAJ I L 1.00 AIDE-SVA $8,236.95 CATEGORY TOTALS: 9.10 $73,469.36 YEARLY TOTALS: 43.80 $1,073,353.50 94 CLOVERDALE JR HIGH 647.00 ASST.PRIN-NT 01 DUERR, DONNA P 1.00 A/PRIN SEC $37,540.00 01 PATTERSON, DAVID H 1.00 A/PRIN SEC $42,711.00 CATEGORY TOTALS: 2.00 $80,251.00 CLERC/SEC'Y. 02 ENOCH, LYDIA L 1.00 REG $19,481.62 02 MARTINEK, DARLENE B 1.00 SEC PRIN $15,719.88 02 RELFORD, YOLANDA L 0.60 MEDIA CL $8,058.60 02 WASHINGTON, ESTHER M 1.00 SECATT $17,194.65 CATEGORY TOTALS: 3.60 $60,454.75 GUIDANCE 01 GOLDSBY, LA VERNE G 1.00 CNSLR-SECD $41,791.36 01 JONES, JACK A 1.00 CNSLR-SECD $41 ,250.121 CATEGORY TOTALS: 2.00 $83,041.50 LIB/AV. 01 ABLES, FRANCES M 1.00 LIBRN-JR $41,729.11 CATEGORY TOTALS: 1.00 $41,729.11 OTHER PROF. 02 BAILEY, JOHNNY 1.00 SIB SOFR $11,473.00 02 COGSHELL, CARL L 1.00 SIB SOFR $11,794.00 Note: Employees with no salary are not currently active on payroll. -Y\\\u0026gt;\\ Tc\"'art \\.\\t,e.\" na\\ \\nc\\ude., Me\\ro{',,\\itan Sc.boo\\., and A.\\tel\"native \\....earnin1!. Center and is based on all funds and all em11loyees currently active on 11ayroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE 02 OTHR CLSRM. TCH. 01 PRIN CURRY, JOANN CATEGORY TOTALS: BULLOCK, PATRICIA A CATEGORY TOTALS: 0 I BRADFORD, GAYLE B SEC.CLSRM. TCH. 01 01 01 01 01 01 06 01 01 01 01 01 01 01 01 01 01 01 06 01 01 01 01 01 01 CATEGORY TOTALS: ANDRESS, WILLIAM S ANDRUS, GEORGE C BENSON, JESSIE J BEST, CHARLOTTE V BRAGG, ALLEN R BURNETTE, DENNIS R CAPOOT, MICHAEL G CAPOOT, MICHAEL G CHAMBERS, ANIBONY D CRIPPS, JOSEPH D CRISWELL, DONICA M DAVIDSON, KATHY L DA VIS, MARCUS D DA VIS, PHYLESIA DOSS, GAILP EARLEYWINE, SONY A G ESTES, WILLIAM E GAINES, SARA E GILBERT-WISE, M BARBARA GULLETT-SHELNUTT, TAMARA J HAMILTON, ORALYN S HARRIS, ANNlTilA J HARRIS, SHARON D HAWKING, NANCY G HUNT, SAMUEL Note: Employees with no salary are not currently active on payroll. ITE 0.60 2.60 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.20 1.00 0.40 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 JOB CODE NURSE SPE-LD SEC PRIN SOC STU ART MATII MATII LIFE SCI ENGLSII-REG MA TI-I-Cl-IP I MATI-I EXPITE BAND SPE-N/CATG LNGFNDS B/GPE MATII SPE-N/CATG ENGLSH-REG CIVICS MATII READlNG ENGLSH-REG LNGFNDS HOME ECO ISSP PHY SCI MATH SALARY $14,453.40 $37,720.40 $31,255.00 $31,255.00 $60,762.00 $60,762.00 $28,043.00 $29,649.00 $23,527.00 $24,832.00 $21 ,680.00 $4,336 .00 $29,260.40 $] 1,550.80 $22,483.00 $24,286.00 $28,943.00 $28,398.00 $33,913.00 $27,441.00 $23,233.00 $34,748.00 $27,622.00 $25,695.00 $39,527.09 $29,201.00 $27,823.00 $30,660.00 This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) 69 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 0l JOHNSON, JOHN C 1.00 B/GPE $32,842.00 0l JONES, GWENDOLYN DIANN 1.00 PHY SCI 06 KINSEY, TERRY D 1.00 READING $28,043.00 0l KIRCHNER, LESSIE A 1.00 LIFE SCI $21,680.00 0l LAMB, CAROLYN F 1.00 B/GPE 01 LOVELACE, DOROTIN J 0.40 VOCCOR 0l MAYBERRY, BONNIE B 1.00 VOCCOR $40,384.41 0l MCFADDEN, CHARLES 1.00 LNGFNDS $22,483.00 01 MCKENNA, JULIANN E 1.00 ART 01 MILLIGAN, JENNIFER H 1.00 ERTHSCI $28,585.00 01 MITCHELL, SANDRA A 0.20 SPEECH $6,307.20 01 MOHUNDRO, THOMAS S 1.00 ENGLSH-REG $26,437.00 01 MOSELEY, FRAN N 1.00 SOC STIJ 01 NIEDERBRACH, JAY A 1.00 VOC/MUSIC $25,695.00 01 OSHIRO, NIDIA 1.00 SPANISH $20,074.00 01 PARKER, PA TT! J 1.00 voe BUS ED 06 PIKE, PERRY R 1.00 MATH-CHP I $25,133.00 0l POORE', PATRICIA A 1.00 ENGLSH-REG $24,089.00 06 POSITION,OPEN 1.00 COMP ST 01 RALEY, BEVERLY A 1.00 SPE-M/RET $40,670.00 01 RUSH, LA WREN CE R 1.00 CIVICS 0l SAMONS, KATHRYN M 1.00 LNGFNDS $21,680.00 01 SEAWOOD, GREGORY E 1.00 AM HIST 01 SIMON, THERESA L 0.60 FRENCH $16,862.40 01 SMITH, SUSAN M 1.00 ERTHSCI 01 STARLING, LILLIAN L 1.00 HEALTH $38,763 .00 01 TOMLINSON, E. LIANNE 1.00 COMP LIT $25,540.23 06 VAN PELT, SHARON E 1.00 READING $28,846.00 0l WARREN, JUDITH L 1.00 AMHIST $28,292.00 01 WEBB, THOMAS C 1.00 MAUI 06 WICKLIFFE, ALICE E 1.00 READING $33,664.00 01 WOLFE, CAROLYN S 1.00 ENGLSH-REG $31,255 .00 CATEGORY TOTALS: 53.80 $1,144,176.53 Note: Employees with no salary are not currently active on payroll. \"\\\"h,s Te.\\'ort doe.snot inc\\ude., Me.tro\\'o\\itan Schoo\\, and Ac\\ternative Learnin1?, Center and is based on all funds and all employees currently active on payroll . .. -  - SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY SERV.WKRS. 02 FISHER, KENNETT-I L 1.00 BLDG ENG $22,598.00 02 GREENE,GREGORY 1.00 CUSTODAN $2,446.39 02 LEAKS, AL VESTER 1.00 A-HEADCUS $13,360.00 02 POSITION, VACANT 0.50 CUS-PffiME 02 SIMPSON, MJTCIIELL 0.50 CUS-PffiME $2,307.25 02 WASHINGTON, DWIGHT B 1.00 CUST-IIEAD $16,934.20 02 WILLIAMS, HENRY L 0.50 CUSTODAN $3,633.50 02 WILLIAMS, SYLVIA 1.00 CUSTODAN CATEGORY TOTALS: 6.50 $61,279.34 TCHR.AIDES 02 WILLIAMS, BRUCE B 0.40 LAB ATTEND $4,164.40 CATEGORY TOTALS: 0.40 $4,164.40 YEARLY TOTALS: 73.90 $1,604,834.03 95 CLOVERDALE JR HIGH 635.00 ASST.PRIN-NT 01 DUERR, DONNA P 1.00 A/PRIN SEC $38,814.00 01 PATTERSON, DAVID H 1.00 A/PRIN SEC $44,017.00 CATEGORY TOTALS: 2.00 $82,831.00 CLERC/SEC'Y. 02 AKBAR, FATIMAH K 0.60 MEDIA CL $6,026.07 02 ENOCH, LYDIA L 1.00 REG $20,037.35 02 JACKSON, ERMA JEAN 1.00 SEC PRIN $13,687.96 02 POSITION, VACANT 1.00 SECATT CATEGORY TOTALS: 3.60 $39,751.38 GUIDANCE 01 GOLDSBY, LA VERNE G 1.00 CNSLR-SECD $42,182.72 01 JONES, JACK A 1.00 CNSLR-SECD $42,510.47 CATEGORY TOTALS: 2.00 $84,693.19 LIB/AV. 01 ABLES, FRANCES M 1.00 LIBRN-JR $42,120.04 CATEGORY TOTALS: 1.00 $42,120.04 OTHER PROF. 02 CURRY, JOANN 0.60 NURSE $14,935.20 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD lNFORMATION SERVICE DEPT. Salary= Base Salary+ Sti1\u0026gt;ends(does not include benefits) 71 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY 02 MARTIN,DUNCANERAC 1.00 S/8 SOFR $10,833.00 02 MCTIER, JR., DONALD 1.00 SIB SOFR $11,794.00 CATEGORY TOTALS: 2.60 $37,562.20 OTHR CLSRM. TCH. 01 BULLOCK, PATRICIA A 1.00 SPE-LD $32,358.00 CATEGORY TOTALS: 1.00 $32,358.00 PRIN 01 MASON, CASSANDRA N 1.00 SEC PRIN $52,526.00 CATEGORY TOTALS: 1.00 $52,526.00 SEC.CLSRM TCH. 01 ALLEN,CLARENCE 1.00 AM HIST $26,746.00 01 ANDRESS, WILLIAM S 1.00 SOC STU $26,685.00 01 ANDRUS, GEORGE C 1.00 ART 01 BENSON, JESSIE J 1.00 MATI-1 $30,737.00 01 BOSTIC, KELVIN 1.00 MATI-1 $25,296.80 01 BRIDGFORTI-1, MARY CATI-IERINE 1.00 SOC STU $23,199.00 01 BURNETTE, DENNIS R 1.00 ENGLSH-REG $26,305.00 01 CRISWELL, DONICA M 1.00 SPE-N/CATG $23,504.00 01 DAVIDSON, KATI-TYL 1.00 ENGLSH-REG $25,314.00 01 DA VIS, MARCUS D 1.00 B/GPE $31,133.00 01 DOSS, GAILP 1.00 SPE-N/CATG $29,456.00 01 GAINES, SARA E 1.00 MATTI 01 GARDNER, ANN BEENE 1.00 LNGFNDS 01 GULLE1T-SHELNUTT, TAMARA J 1.00 ENGLSII-REG $25,935.00 01 HAMIL TON, ORAL YN S 1.00 LNGFNDS $26,746.00 01 HARRIS, ANNITI-IA J 1.00 HOME ECO $36,968.88 01 HARRIS, SHARON D 1.00 ISSP $30,840.00 01 HUNT, SAMUEL 1.00 MATTI $30,798.00 01 JEFFERS, MICHAEL A 1.00 PHY SCI $21,072.00 01 JONES, XERLO1T A L 1.00 VOCCOR $22,675.04 06 KINSEY, TERRY D 1.00 READING $29,117.00 01 KIRCHNER, LESSIE A 1.00 LIFE SCI $22,693.00 01 LAMB, CAROLYN F 1.00 B/GPE $36,030.00 01 MCFADDEN, CHARLES 1.00 LNGFNDS $23,504.00 Note: Employees with no salary are not currently active on payroll. 'l:h,, '\u0026lt;C.\\\"Ort doe\" no\\ \\nc\\ude, Me\\To\\,o\\i\\an Sc.boo\\, and A\\\\e'\u0026lt;native \\..,c.arnin\\?, Center and is based on a\\\\ funds and a\\\\ employees currently active on payroll. CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY --------- 01 MJTCIIELL, SANDRA A 0.20 SPEECH $6,528.40 01 MOGSTAD, BONNIE L 1.00 ART $25,875.00 01 NESMIIB, ESTELLA 1.00 MAIB-CIIP I $21,883.00 01 NIEDERBRACH, IA YA 1.00 VOC/MUSIC $26,746.00 01 OSHIRO, NIDIA 1.00 SPANISH $21,072.00 01 POORE', PATRJCIA A 1.00 ENGLSH-REG $25,125.00 01 POSillON,VACANT 1.00 MATI-I 01 POSillON, VACANT 1.00 EXPITE 01 RALEY, BEVERLY A 1.00 SPE-M/RET $41,051.00 01 REEDY, JAMIE LYNN 1.00 MATII $20,262.00 01 RHODES, BERNESTINE 1.00 voe BUS ED $26,476.59 01 RUSH, LA WREN CE R 1.00 CIVICS $24,278.95 01 RUSSELL, ANIBONY D 1.00 ERIBSCI $20,835.00 01 SAMONS, KA 11-IRYN M 1.00 ENGLSII-REG $22,693.00 01 SIMON, 11-IERESA L 0.40 FRENCH $9,604.10 01 SKIDGEL, RONNY L 1.00 MAIB $31,017.00 01 SMITH, SUSAN M 1.00 ERTHSCI $29,928.00 01 STARLING, LILLIAN L 1.00 HEALTH $39,126.00 01 TAYLOR, TRAVIS F 0.60 BAND $14,019.00 01 TOMLINSON, E. LIANNE 1.00 COMP LIT $26,610.39 06 VAN PELT, SHARON E 1.00 READING $29,927.00 01 WARREN, JUDIIB L 1.00 CIVICS $29,360.00 06 WICKLIFFE, ALICE E 1.00 READING $35,540.00 CATEGORY TOTALS: 4S.20 $1,102,712. IS SERV.WKRS. 02 FELLS, CORINTI-IIS 1.00 CUSTODAN $9,595.9! 02 FISHER, KENNETI I L 1.00 BLDG ENG $23,270.00 02 GREENE, GREGORY 1.00 CUSTODAN $11,078.00 02 JONES, Cl IRIS L 0.50 CUS-PffiME $935.76 02 JONES, JAMES L 0.50 CUS-PffiME $946.90 02 LEAKS, AL VESTER 1.00 A-HEADCUS $13,919.80 02 WASHINGTON, DWIGHT 8 1.00 CUST-HEAD $17,375.80 02 WILLIAMS, HENRY L 0.50 CUSTODAN $3,633.50 Note: Employees with no salary are not currently active on payroll. This report does not include, Metropolitan School, and Alternative Learning Center and is based on all funds and all employees currently active on payroll. LRSD INFORMATION SERVICE DEPT. Salary = Base Salary + Stipends(does not include benefits) 73 YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FfE JOB CODE SALARY CATEGORY TOTALS: 6.50 $80,755.68 TCHR.AIDES 02 WILLIAMS, BRUCE B 0.40 LAB ATTEND $4,164.40 CATEGORY TOTALS: 0.40 $4,164.40 YEARLY TOTALS: 65.30 $1,559,474.04 96 CLOVERDALE JR HIGH 637.00 ASST. PRIN-NT 01 PATTERSON, DAVID H 1.00 A/PRTN SEC $45,058.00 01 POSITION, VACANT 1.00 A/PRTN SEC CATEGORY TOTALS: 2.00 $45,058.00 CLERC/SEC'Y. 02 AKBAR, FATIMAH K 0.60 MEDIA CL $7,097.26 02 CROWDER, CLEDA C 1.00 BK/SEC $17,194.65 02 ENOCH, LYDIA L 1.00 REG $20,594.32 02 HERVEY, SCHARLOTIE A 1.00 SECATI $13,755.72 CATEGORY TOTALS: 3.60 $58,641.95 GUIDANCE 01 GOLDSBY, LAVERNE G 1.00 CNSLR-SECD $43,056.00 01 JONES, JACK A 1.00 CNSLR-SECD $43,383.75 CATEGORY TOTALS: 2.00 $86,439.75 LIB/AV. 01 ABLES, FRANCES M 1.00 LIBRN-JR $42,951.13 CATEGORY TOTALS: 1.00 $42,951.13 OTHER PROF. 02 CURRY, JOANN 0.60 NURSE $ I 5,561.00 02 MARTIN, DUNCAN ERAC 1.00 SIB SOFR $11 ,153.00 02 MClYER, JR., DONALD 1.00 SIB SOFR $12,143.00 CATEGORY TOTALS: 2.60 $38,857.00 OTHR CLSRM. TCH. 01 BULLOCK, PATRICIA A 1.00 SPE-LD $33,169.00 CA TE GORY TOTALS: 1.00 $33,169.00 PRIN 01 MASON, CASSANDRA N 1.00 SEC PRTN $53,698.00 CATEGORY TOTALS: 1.00 $53,698.00 Note: Employees with no salary are not currently active on payroll. '\"l:'- '\"\"-\\'\u0026lt;\u0026gt;rt\"\"'\"' not \\ndude, Met.-o\\'o\\itan Schoo\\, and A\\te.-naUve \\..earnin\\?. Center and i,i based on a\\\\ funds and a\\\\ employees currently active on payroll. YEAR SITE STUDENTS CATEGORY FUND EMPLOYEE FTE JOB CODE SALARY SEC.CLSRM. TCH. OJ ALLEN, CLARENCE 1.00 AM HIST $27,556.00 01 ANDRESS, WILLIAM S 1.00 SOC STU $27,496.00 OJ BENNETT,A 1.00 LIFE SCI $36,127.00 01 BENSON, JESSIE J 1.00 MATH $26,947.25 01 BOSTIC, KELVIN 1.00 VOCCOR $27,409.67 01 BURNETTE, DENNIS R 1.00 ENGLSH-REG $26,685.00 01 CAMPANALI, JON M 1.00 LIFE SCI $21 ,316.00 01 CHAMBERS, ANTHONY D 1.00 EXPITE $31 ,943.78 01 COVERT, MARY JO 1.00 ENGLSH-REG $23,443.00 01 CRISWELL, DONICA M 0.50 SPE-N/CATG $12,157.00 01 DA VIS, MARCUS D 1.00 B/GPE $31 ,370.00 01 DOSS, GAILP 1.00 SPE-N/CATG $30,267.00 01 EURE, ANNAC 1.00 ART $20,262.00 01 GATELY, LAURA S. 1.00 MATH $25,064.00 01 GULL\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1185","title":"Little Rock School District Studies and Reports","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Standards","Education--Curricula","Educational statistics","School integration"],"dcterms_title":["Little Rock School District Studies and Reports"],"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/1185"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n~~W\u0026amp;JQJ wooru~u LITTLE ROCK SCHOOL DISTRICT STUDIES AND REPORTS January 1994 REPORTS AND STUDIES RESPONSE SHEET RANK EACH ITEM RESPONSE USING THE FOLLOWING SCALE: Poor 2 Fair 3 Good 4 Excellent 5 Superior DESEGREGATION PLAN PROGRAM GOALS STUDY OR REPORT MISSION STATEMENT IMPLEMENTATION AND OBJECTIVES QUALITY OF FUNDING TOTAL AND GOALS SUPPORT SUPPORT ATTAINMENT RECOMMENDATIONS SOURCE RESPONSE --- Arkansas Minimum Performance Test Curriculum Audit - Recommendations Educational Equity Monitoring Recommendations --- School Climate/Human Relations Survey Stanford Achievement Test, - - Eighth Edition COMMENTS MAY BE RECORDED ON THE REVERSE SIDE OF THIS PAGE. Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 February 2, 1994 Superintendent's Cabinet Sterling lngraritsociate to the Deputy Superintendent Reports and Recommendations Enclosed are brief summary reports and recommendations for the following: Arkansas Minimum Performance Test Curriculum Audit of 1990 Educational Equity Monitoring School Climate/Human Relations Survey Stanford Achievement Test, Eighth Edition Additional supporting information is on file in the Planning, Research and Evaluation office. These reports will be discussed at the cabinet meeting on Friday, February 4, 1994, at 8:00 a.m. bjg REPORTS AND STUDIES RESPONSE SHEET RANK EACH ITEM RESPONSE USING THE FOLLOWING SCALE: 1 = Poor 2 Fair 3 Good 4 = Excellent 5 Superior DESEGREGATION PLAN PROGRAM GOALS STUDY OR REPORT MISSION STATEMENT IMPLEMENTATION AND OBJECTIVES QUALITY OF FUNDING TOTAL AND GOALS SUPPORT SUPPORT ATTAINMENT RECOMMENDATIONS SOURCE RESPONSE Arkansas Minimum - Performance Test I - Curriculum Audit Recommendations -- Educational Equity Monitoring Recommendations - School Climate/Human Relations Survey - Stanford Achievement Test, Eighth Edition COMMENTS MAY BE RECORDED ON THE REVERSE SIDE OF THIS PAGE. SECTION NUMBER One Two Three Four Five TABLE OF CONTENTS VOLUME TWO STUDIES AND REPORTS Arkansas Minimum Performance Test Curriculum Audit Recommendations Educational Equity Monitoring Recommendations School Climate/Human Relations Survey Stanford Achievement Test, Eighth Edition STUDIES AND REPORTS SECTION ONE ARKANSAS MINIMUM PERFORMANCE TEST Spring 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Review of Arkansas Minimum Performance Test Data Findings and Recommendations Since its inception in 1988, the Arkansas Minimum Performance Test (MPT) has been administered each spring to all third, sixth, and eighth grade students. The MPT was initiated by an act of the Arkansas Legislature through the \"Education Assessment Act of 1979,\" and later expanded by the \"Competency Based Education Act of 1983. 11 Until 1993, the State of Arkansas required eighth grade students to pass the MPT before they could be promoted to the ninth grade. Eighth grade students were given three opportunities to pass the test. Beginning in 1993, failure of the MPT could no longer serve as the sole basis for retaining a student in the eighth grade. In 1994, the MPT will not be administered in Grade 3, and only one administration will occur for Grades 6 and 8, respectively. This report reviews the test data and other materials the Little Rock School District (LRSD) has on file relative to the MPT, provides a general outline of the information available, and discusses findings and recommendations concerning the test data and related materials vis-a-vis the needs of the district. The following reports are provided by the State of Arkansas via Data Recognition Corporation and are on file in the Planning, Research, and Evaluation (PRE) Department for the years 1988-93 and/or appropriate school buildings. MPT Data Review Page 2 1. Individual student Report. Individual student reports are available for each student tested. In Grade 3, these reports provide information about student performance in reading and mathematics. In Grades 6 and 8, these reports provide information about student performance in reading, mathematics, language arts, science, and social studies. The primary purpose of this report is to determine whether or not the student has mastered a subject area and to identify those specific objectives which the student did or did not master. Therefore, the report lists for each objective tested, the number of questions correctly answered and a notation indicating mastery or non-mastery of the objectives. These reports are on file in the appropriate school buildings. 2. Classroom Roster Report. The Classroom Roster Report is available for each class tested. Each roster lists mastery results by objective for each student. Students are listed in alphabetical order. The purpose of the roster is to aid educators in identifying problem objective areas for groups of students. At the eighth grade level, the roster is an alphabetical list of all eighth grade students who were tested. 3. Grade a Pass/Not Pass Roster. The Pass/Not Pass Roster lists all eighth-grade students within each school. It provides each student's scale score and pass/not pass status for each subject area and the total test. (Note: A Grade 8 Not Pass Roster is also available. It is similar to the Pass/Not Pass Roster except that it lists only students who did not pass.) 4. School Summary Report. For Grade 3, the School Summary Report lists the number and percent of all students who mastered each objective. For Grades 6 and 8, the School Summary Report lists the number and percent of students by each socioeconomic status (SES} group within the school who mastered each objective. For Grades 3, 6, 8 the School Summary Report lists the number and percent of students by sex, race, and race by sex within the school who passed the [subject area) test. The Grades 6 and 8 School Summary Report also lists the number and percent of students by each socioeconomic status (SES} group who passed the test. No report is available which lists the number and percent of Grade 8 students by sex, race, and race by sex within the school who passed the total test. 5. District Summary Report. The District Summary Reports are similar to the School Summary Reports except the results have been aggregated to the district level. No report is available which lists the number and percent of Grade 8 students by sex, race, and race by sex within the school who passed the total test. MPT Data Review Page 3 The above descriptions of the reports are taken from the Arkansas Minimum Performance Testing Program Test Results Interpretation Manual 1993 (Interpretation Manual) published by the Arkansas Department of Education. Additional reports prepared by the Planning, Research, and Evaluation staff include the following: 1. Five Year Summary Reports (1989-1993). These reports provide the number of students tested, the number who passed, and the percent passed by race by gender for each school. At Grade 3, the reports are available for reading and mathematics. At Grades 6 and 8, for reading, mathematics, language arts, science, and social studies. 2. Five Year summary Reports (1989-1993) by Categories of Schools. This report is the same as described in Number 1 above, except it is available for the following grades and categories of schools: Incentive Schools (Grades 3 and 6)\nMagnet Schools (Grades 3, 6, and 8), and Area Schools (Grades 3 and 6). 3. Grade 8 Summary Reports after the Third Administration. These reports are available for individual years 1989 through 1993, respectively. No five year summaries are available. These summaries provide race and gender information for students who failed the test, but not for those who passed. 4. District summary of Objectives Not Mastered, 1989-1993 for Grades 3, 6, and a. This report provides a summary of the objectives not mastered over a five year period. It does not provide an analysis by race and gender of objectives not mastered. In addition to the above referred to reports, the Planning, Research, and Evaluation Department has on file MPT manuals, copies of various Arkansas statutes which concern the testing program mandated by the State, and other miscellaneous MPT related materials. In the \"Foreword\" of the Interpretation Manual, the purposes of the \"Competency Based Education Act of 1983 11 are MPT Data Review Page 4 delineated\none of the purposes is to \"give students, parents, and teachers a general idea of how well students are doing in basic skill areas.\" The following findings and suggested recommendations are the result of a review of the available MPT test data and related materials described previously in this report. FINDING ONE A review of the passing percentages for the 1992-93 MPT administration shows that at all three grade levels, in all subject areas tested, at least 85% of the white students who were tested displayed mastery. Eighty-five percent of the tested black students showed mastery in only sixth grade reading. The average disparity between the passing percentages of black students and white students is as follows: Grade 3: -14% Grade 6: -17% Grade 8: -21% Since one of the primary goals of the LRSD is to close the disparity between the academic achievement of black students and white students, this finding should be of particular interest to those who are involved in instruction or instructional planning. RECOMMENDATIONS for FINDING ONE 1. Provide remediation for those students in need of said. Do not require students who have mastered specific objectives to mark time while providing additional instruction to those in need. MPT Data Review Page 5 2. Structure a close working relationship among instructional supervisors, the Staff Development Department, classroom teachers and the PRE Department so that test data can be adequately reviewed and interpreted, effective strategies to alleviate the disparity can be pinpointed, and demonstrations of \"what works\" can be shared with teachers. FINDING TWO Thirty-nine percent of the MPT objectives on tests of the three grade levels have never been mastered by at least 85% of the students at the respective grade level in at least one year from 1989 through 1993. -~~~f~ERCENT OF NON-MASTERED KPT OBJECTIVES t_ ~o 1 ~~f{ ,\nJ'' COMBINED TOTALS for 1989-1993 ,~~~?~:/-\".' tpp l~: 1 GRADES 3, 6, and 8 JI\"' Number of Non-mastered Percent of Objectives/Number of Non-mastered =O=b. i..~ ~c~t=i~v~~s~---------O=b. i.~. ~c~t~i~v~~s '1j\nJ1 READING 15/70 21% MATHEMATICS ~ -J?it:LANGUAGB ARTS V~~/' SCIENCE ~p SOCIAL STUDIES ,)' 16/64 GRADES 6 and 8 16/30 ( 33/36) 30/45 RECOMMENDATIONS for FINDING TWO 22% 53% 92% 67% 1. The PRE report entitled District summary of Objectives Not Mastered, 1989-1993 for Grades 3, 6, and 8 should1be distributed to instructional supervisors and MPT Data Review Page 6 principals to guide decisions which will have an impact on instruction. 2. Each principal should also analyze the percentages of students in his/her particular school and identify areas of strengths and weaknesses. 3. Instructional supervisors should work closely with teachers and other appropriate personnel to develop instructional strategies for identified objectives. 4. Consideration should be given to systematically assessing students at the beginning of the school year to determine if they have mastered specific objectives. 5. Provide instruction to students who have not mastered objectives. 6. Provide appropriate instruction to those students who have mastered objectives, including enriching activities. FINDING THREE Finding Three concerns available data. No data are available by race and gender or by race by gender for those students who passed the total Grade 8 MPT in any given year. This report is not provided by the state, but is available from Data Recognition for a fee. RECOMMENDATION for FINDING THREE since there is a great deal of emphasis on the achievement of black students as compared to that of white students, it is recommended that this report be made available to the district, at state expense, if possible. MPT Data Review Page 7 However, if the state chooses not to order the report, then the district should consider bearing the expense. FINDING FOUR When a five year period of MPT results is analyzed, the \"Classroom Rosters\" for Grades 3 and 6 and the \"Roster of Grade 8 Students\" could possibly indicate problem areas for particular groups. RECOMMENDATION for FINDING FOUR 1. Principals, instructional supervisors, and other appropriate central office administrators should review the available data and develop effective strategies to address areas of concern. According to the Interpretation Manual, perhaps \"modification of the instructional program may be warranted in a skill area in which a substantial number of students did not master the objective or the set of objectives matched to the Goal Area.\" It is important that MPT test results be disseminated to the school board of directors, to parents, students, school district personnel, and the general public in a ~mel manner. STUDIES AND REPORTS SECTION TWO CURRICULUM AUDIT RECOMMENDATIONS December 1990 v0rr\nii?~' ., * 1-,w\n,r ?If ,r CURRICULUM AUDIT/REVIEW ,'lf'1b1\" ~,\\ A review of selected curriculum programs was conducted during the first semester of the ) 1993-94 school year. The Deputy Superintendent and appropriate curriculum directors,/ supervisors, and coordinators facilitated the review. The following plan of action was developed and implemented so that appropriate program changes, deletions, and/ or new programs could be recommended to the Superintendent. Plan of Action 1. Scheduled and held meetings with appropriate staff to develop a plan of?ctifoor n~  established goal\n,fo\nt, fi~  2. Established goal for project\nand f, .?.?~ ~ 3. Identified items needed for the project: .1,..Ji/' ~ i)), /-r~,, ,  \"No More Excuses: A Plan to Increase Learning for All Students in the LRSD\"  Recommendations from the Curriculum Audit (December 21, 1990) conducted by the National Academy of School Executives (NASE). A status report related to the Audit recommendations is attached.  Revised curriculum and curriculum-related policies  Supervisors' assessment of implementation of the revised policies and curriculum\ninservices held\nschool/office visitation  Curriculum debriefing session\nfeedback end-of-year with selected supervisors  Achievement test results  Annual staff development report  Feedback - implementation of Abacus  Customer Satisfaction Survey results  Results - on-site visits of Deputy Superintendent with building principals\nimplementation and utilization of revised curriculum Curriculum Audit/Review - Page 2  Areas impacted/budget reduction  Monitoring reports  Academic Support (Compensatory Education, Chapter 1)  Student placement (G/T, AP, Special Education, Regular, race, gender)  Promotion/retention policy 4. Developed Review and Assessment Process: Procedures were established to review and analyze data in order to make recommendations for Fast Track Evaluations. These evaluations would assist staff in determining programs that needed to be modified or deleted, as well as the development of new programs. / ,, . .v1 D ' ~ iJJr 7fP ~ a. Organize and label fmdings, reports, etc. ot:?:: r\"' b. Review and analyze findings, reports, objectives of programs and achievement tests. c. Relate the data back to the findings in order to determine:  Did we meet our objectives?  How effective were we in meeting our objectives?  What evidence is available to support our conclusions?  Identify factors that facilitated attainment of goal(s).  Identify obstacles that prevented goal(s) attainment.  Make recommendations for 1994-95.  Report recommendations, expected benefits, and outcomes to the Superintendent. Attachment A RECOMMENDATIONS IMPLEMENTED FROM NASE Recommendation No. 1 The Little Rock School District Board of Directors created and adopted the following policies:  A policy which establishes the purpose for the curriculum and programs of the district\n A policy which sets minimum goals and objectives for all student learning outcomes\n A policy which requires congruence and harmony among the curriculum goals and objectives, teacher delivery techniques and strategies, and district-wide testing programs and assessment\n A policy which requires textbooks ( content and activities) to be aligned with the adopted curriculum outcomes established by the LRSD Board of Directors\n A policy which outlines a clear procedure for the development of curriculum and that includes Board adoption\n A policy which requires equity and coordination across schools in curriculum outcomes, offerings, and activities, including policy guidelines for determining school-based modifications\n A policy which requires test results information to be disaggregated to help improve individual and group instruction and achievement\n A policy which requires at least one goal in each school's annual improvement plan to be directly related to assessment data and student achievement\n A policy which requires the Board to use the achievement data in their goal-setting process\nand  A policy which establishes a sequential linkage among data gathering, planning, goal development, curriculum development, and budgeting. Recommendation No. 2  Reorganize the administrative structure for effective instructional . management . . ~ ~ ~ Recommendation No. 3 -~ ~ r:iil  Separate and consolidate key curriculum and instruction operations from School Operations The curriculum functions separated from School Operations are: curriculum design, program implementation, staff development training, and school curriculum delivery. The Board approved the reorganization of the central office administration to provide concentrated effort in curriculum development and appropriate supervision of schools. To that end, the Associate Superintendent devoted her time primarily to curriculum design and development and staff development. The job roles of the curriculum supervisors were redefined to include more programmatic responsibility for the delivery of the curriculum (1991). \"No More Excuses\" was approved by the Boa{ci\"' of Directors in 1991. \"No More Excuses\" became the vehicle for implementing Board policies that were recommended by NASE . . - ~~ ,,. f}..,~r J ,I~ h M,, t~ ~ ~TV r1 Recommendation No. 4 ~- An acknowledgement was made by the Board that the proper way for the schools to address disparities in academic achievement is first to have a written curriculum that is comprehensive, relevant, challenging, and properly scoped and sequenced in grades K-12 and then to teach the curriculum effectively to all students, setting forth clear expectations and using strategies that have been proven successful for student learning. Recommendation No. 5 Authorization by the Board to design and develop a curriculum specifically for LRSD students which incorporates the characteristics in Recommendation No. 4. q _A f!Jt ~ fJ#'f Jfe Attachment B NASE RECOMMEND A TIO NS NOT IMPLEMENTED # / 1. The development of a policy which establishes a sequential linkage among data gathering, planning, goal development, curriculum development, and budgeting. 2. A policy which establishes criteria for decisions on school facility remodeling, replacement, and closure. / Further curriculum revision has been delayed, as the Arkansas Department of Education (ADE) is in the process of writing curriculum frameworks based on adopted Arkansas Learner Outcomes. Each accredited school shall use these curriculum frameworks to plan instruction leading to the Learner Outcomes. The LRSD consulted with the ADE in order to revise our curriculum in harmony with state Learner Outcomes and the national goals. The revision process will now proceed in accordance with the curriculum development of the ADE. The ADE, with advice from public schools and institutions of higher education, will devise an assessment system that will measure progress toward meeting Learner Outcomes. We are in the process of revising our language arts and foreign language curriculum, using the newly-adopted curriculum frameworks. The Board adoption of the Program Planning and Budgeting process addresses the issues raised in these recommendations. STUDIES AND REPORTS SECTION THREE EDUCATIONAL EQUITY MONITORING RECOMMENDATIONS 1992-93 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING - 1992-93 RECOMMENDATIONS The task of monitoring is only the initial phase toward attaining the desegregation goals. A review of previous monitoring reports reveals several recurring areas of concern. The following recommendations are provided to help the district improve the recurring areas of concern. 1. Conduct inservice for all staff on the requirements of the court approved desegregation plan. Periodic follow-up 2. sessions should be conducted. All new staff members should lfl vr\nreceive inservice relative to plan requirements. ~? Special attention should be given to: op?f' *' * central office administration /f * Building principals * Counselors * Extracurricular activities sponsors Specific training activities should include: * Equitable placement of students by race and gender in school programs - roles and responsibilities of school personnel * Discipline management and alternatives to suspension procedures Link expectations for implementing the LRSD Desegregation-7 I Plan and for achieving desired Plan outcomes to the performance evaluation process. I J EDUCATIONAL EQUITY MONITORING 1992-93, RECOMMENDATIONS Page 2 All district personnel must receive clear directions relative to their responsibilities for implementing the desegregation plan and for achieving the desired plan outcomes. 3. Implement and maintain consistent expectations for the maintenance of school records across the district. 4. Implement at each building specific methods for communicating to students information relative to honors and awards requirements, extracurricular requirements and discipline expectations. 5. Develop and implement a plan for equitable staffing in schools that do not meet the staffing goal for black staff members. The plan should include inservice to assist personnel in developing strategies for improvement. 6. Develop and implement a plan for utilizing all groups of parents in the school program. Principals who have effective methods of achieving parental involvement with continued worthwhile committee productivity, should be encouraged to share these strategies with other principals. 7. Review facilities where special education and gifted and talented education classes are located to ensure that the locations are comparable to other programs. Special attention should be given to: * Condition of portable buildings * covered walkways to portable buildings EDUCATIONAL EQUITY MONITORING 1992-93, RECOMMENDATIONS Page 3 * Restroom facilities for students housed in portable buildings * Size of instructional space * Science facilities at Mabelvale, Southwest and Central * Air conditioning and roof at Parkview STUDIES AND REPORTS SECTION FOUR SCHOOL CLIMATE/ HUMAN RELATIONS SURVEY SUMMARY REPORT 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT SCHOOL CLIMATE/HUMAN RELATIONS SURVEY SUMMARY REPORT The annual survey of attitudes toward school climate/human relations was conducted during the second semester of the 1993 school year. Students and teachers at each organizational level were surveyed concerning their perceptions of school climate/human relations in the Little Rock School District schools. The first ten ranked items (areas of greatest priority) for each responding group indicated that three of the items ranked were identical for students and teachers with a slight difference in relative standing. The items were: * Students treat other students with respect. * Students treat teachers with respect. * Students in our school are excited about learning. Students at all three organizational levels also identified these items among the ten items of greatest priority. * Teachers treat students with respect. * Slow learners receive as much praise as more advanced learners. * The school rules are fair. Teachers at all three organizational levels identified these items among the ten items of greatest priority. * Parents voluntarily visit the school. * Parents promote the school's instructional program. SCHOOL CLIMATE/HUMAN RELATIONS SURVEY SUMMARY REPORT - Page 2 * Students in our school are satisfied with their progress. The items can be grouped to focus on the following issues: * Lack of demonstrated respect between students and teachers. * Lack of fairness and consistency relative to school rules and discipline. * Lack of satisfaction by students and teachers relative to student progress . . * Lack of student interest in learning. * Lack of positive recognition and high expectations for slow learners by teachers. * Lack of parent participation in the schools. RECOMMENDATIONS: To improve the areas of greatest priority for students and teachers the following suggestions are offered. * Continue staff development for certified and support staff in the areas of: Educational Equity Multicultural curriculum Delivery Discipline and Classroom Management * Provide parent-teacher training in non-violence and socialization skills. * Provide conflict resolution training for students, certified staff, support staff, and parents, where appropriate. * Infuse social skills in the regular elementary curriculum. * Initiate more positive teacher and principal contact with parents (home visits and phone contacts). * Promote interactive learning, with the teacher serving as facilitator. STUDIES AND REPORTS SECTION FIVE STANFORD ACHIEVEMENT TEST Eighth Edition Spring 1993 ~ ~~ .d ~i 1/~\n~ 1 , ,1 ?! ~\u0026amp;?t1/ LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION STANFORD ACHIEVEMENT TEST, EIGHTH EDITION Spring 1993 The Stanford Achievement Test, Eighth Edition was administered to approximately 18,781 students in grades one through eleven. Scores were reported for total reading, total mathematics, language/English, science, and social science. The following is a compilation of administrative summary test results analyzed by schools and organizational levels. ELEMENTARY SCHOOLS When achievement results were reported as individual school summary totals, students scored at or above the 50th percentile in the following grades and areas reporting: Badgett in grade 3 language\nBale in grade 4 mathematics, and in grade 6 social science\nBaseline in grade 2 mathematics, and in grade 6 mathematics, language, science and social science\nBooker in grade 2 mathematics and language, in grade 4 mathematics, language, science and social science\nin grades 5 and 6 in all domains\nBrady in grade 6 mathematics\nCarver in all subject areas 1 through 6\nChicot in grade 4 mathematics, language and social science, and in grade 6 language, science, and social science\nCloverdale in grade 1 mathematics, in grade 2 all reporting subject areas, in grade 3 all subject areas except reading, in grade 4 all areas except language, in grade 5 mathematics and social science, and in grade 6 all reporting areas\nDodd in grade 5 mathematics, in grade 6 all reporting areas\nStanford Achievement Test, Eighth Edition Spring 1993 Page 2 Fair Park in grades 2 and 3 mathematics, in grade 5 mathematics, in grade 6 all reporting subject areas except reading\nForest Park in all subject areas grades 1 through 6\nFranklin in grades 1 and 2 mathematics and grade 1 science\nFulbright in grades 3 through 6 in all reporting subject areas, in grades 1 and 2 reading and language, and in grade 2 mathematics\nGarland in grade 6 mathematics and social science\nGeyer Springs in grade 3 mathematics and science, in grade 4 mathematics and language, in grade 6 all reporting subject areas\nGibbs in grades 2 through 6 in all reporting areas\nIsh in grades 2 through 6 mathematics, in grades 2 and 5 science, in grades 4 and 5 social science\nJefferson in grades 2 through 6 in all subject areas, in grade 1 mathematics\nMabelvale Elementary in grade 1 science, in grade 4 mathematics, in grade 6 science and social science\nMcDermott in grades 1 through 6 all reporting areas except grade 5 reading\nMeadowcliff in grades 2, 3, 5 and 6 mathematics, and grade 5 language\nMitchell in grades 4 and 6 mathematics\nOtter Creek in grades 2 through 6 in all reporting subject areas\nPulaski Heights Elementary in grade 1 mathematics, language, and science, in grade 2 mathematics and science, in grades 3 and 4 all subject areas, in grade 5 mathematics and social science, in grade 6 language, science and social science\nRightsell in grade 1 reading and language, in grade 2 all subject areas, in grade 4 mathematics, and in grade 6 mathematics\nStanford Achievement Test, Eighth Edition Spring 1993 Page 3 Rockefeller in grade 2 mathematics, in grade 3 mathematics and social science, in grades 5 and 6 science\nRomine in grade 1 all reporting areas except reading, in grade 4 all areas except reading, in grade 5 mathematics and language, and in grade 6 all reporting subject areas\nStephens in grade 1 mathematics and language, and in grade 6 mathematics\nTerry in grade 1 all reporting areas, in grade 2 mathematics and language, in grade 3 all areas except reading, in grade 4 all reporting subject areas, in grade 5 mathematics, in grade 6 all reporting subject areas\nWatson in grades 4 and 6 mathematics,  in grade 5 science and social science, in grade 6 mathematics and social science\nWestern Hills in grade 1 reading, in grades 2, 3, 4, 5 and 6 mathematics, in grades 2, 3, and 4 language, in grade 5 science and social science\nWilliams Magnet in all grades reporting 1 through 6\nWilson in grade 1 all reporting areas, in grade 4 language and social science\nWoodruff in grades 2, 3, 4, 5, and 6 mathematics, in grade 3 language, in grades 3 and 4 science and grades 3, 4, 5, and 6 social science. When scores were examined by race, white students scored at or above the 50th percentile in all subject areas at the following schools: Badgett, grade 3 Bale, grade 3 Baseline, grade 2 Booker, Grades 1 through 6 Brady, Grades 1, 2 and 3 Carver, all grade levels Chicot, grade 4 Cloverdale, grades 1, 2, 3, 4, and 6 Dodd, grade 6 Fair Park, grades 1, 2, 3, 5, and 6 Forest Park, all grade levels Franklin, grade 5 Stanford Achievement Test, Eighth Edition Spring 1993 Page 4 Fulbright, all grade levels Geyer Springs, grade 3 and 6 Gibbs, all grade levels Jefferson, all grade levels Mabelvale, grades 1, 3, and 4 McDermott, all grade levels Meadowcliff, grades 4, 5, and 6 Otter Creek, all grade levels Pulaski Heights, all grade levels Rockefeller, grades 1, 3, 4, and 6 Romine, grades 1, 2, 4, and 5 Stephens, grade 4 Terry, all grade levels Washington, all grade levels Watson, grades 4 and 5 Western Hills, all grade levels Williams, all grade levels Wilson, grades 1, 2, 3, and 5 Woodruff, grades 1, 2, 3, 4, and 5 Black students scored at or above the 50th percentile in all subject areas at: Carver, grades 1 and 2 Cloverdale, grades 2 and 6 Dodd, grade 6 Rightsell, grade 2 Romine, grade 6 Williams, grades 1, 2, 4, and 6 Wilson, grade 1 JUNIOR HIGH SCHOOLS The individual school summary totals showed that students scored at or above the 50th percentile in the following grade levels and subject areas reported. Dunbar in all areas reported except grade 7 reading and grade 9 mathematics\nForest Heights in grade 8 language\nMann in all areas reported except grades 8 and 9 in mathematics\nPulaski Heights in all areas reporting with the exception of grade 9 in reading and mathematics. When scores were examined at the junior high level, white students scored at or above the 50th percentile in all Stanford Achievement Test, Eighth Edition Spring 1993 Page 5 areas reported. The schools that indicated white students not scoring at the 50th percentile were: Cloverdale in grades 7, 8, and 9 reading and mathematics, grade 7 language, grade 9 science\nMabelvale in grade 9 mathematics\nSouthwest in grades 7 and 9 mathematics Black students scored below the 50th percentile in all reporting areas. The exception was: -- Mann grade 9 language SENIOR HIGH SCHOOLS The individual school summary totals showed that students scored at or above the 50th percentile at the following grade levels and subject areas reported. Central in all areas except grade 10 and 11 mathematics\nParkview in all areas except grade 11 mathematics\nWhen scores were analyzed by race at the senior high schools: White students scored at or above the 50th percentile in all subject areas and at all grade levels except at Central grades 10 and 11 mathematics\nat Fair grade 11 mathematics, and at McClellan grades 10 and 11 mathematics. Black students scored below the 50th percentile in all areas except language, grade 10 at Parkview. The administrative summary reports that presented quartile groupings revealed that 3,550 students were grouped in quartile one in total reading grades one through six and 1,975 of those students were at the primary level. For total mathematics, 2,032 students were grouped in quartile one with 1,400 of those students representing grades one through three. At the secondary level, for total reading, 2,417 students were in quartile one, and for total mathematics 2,848 were grouped in quartile one. Stanford Achievement Test, Eighth Edition Spring 1993 Page 6 A comparative analysis of 1991-92 and 1992-93 districtwide basic and complete battery data indicated that percentile ranks for white students at the elementary level were above the 50th percentile. Percentile ranks for black students were below the 50th percentile for both years. Total percentile scores were above the 50th percentile for grade 6 basic and complete battery, and in grade 4 for 1993. At the secondary level, the 1993 basic and complete battery percentile scores were fairly consistent with those of 1992. Percentile scores for white students remained above the 50th percentile. Scores for black students at this level were below the 50th percentile. The attached graphs (Exhibits A-U) were derived from the administrative summary data and will provide a visual display of the data. RECOMMENDATIONS: After reviewing administrative summary data, it is recommended that consideration be given to: * Placing greater emphasis on effective reading and mathematics instruction at the primary level and reading and mathematics instruction and assistance at the secondary level. * Establishing a systematic procedure for the teaching of listening skills at the primary level and grades 7 and 8. * Teaching organizational techniques and study skills. * Integrating the teaching of language (mechanics, usage, writing skills) in all subject areas and organizational levels. * Integrating scientific experiments and manipulatives as a part of daily science lessons to peak student interest . * Using a variety of enriching materials and resources to expand science and social science instruction. * Providing extra class activities in all subject areas to enable students to assume responsibilities through selfdirected learning. * Stimulating student interest with homework that is meaningfully directed through assignments that enhance school achievement. Stanford Achievement Test, Eighth Edition Spring 1993 Page 7 Providing in-depth workshops and inservices related to mathematics and science during the summer to provide teachers with effective strategies for enriching the curriculums. Implementing a districtwide well-organized year-long inservice program with continuous supervisory assistance to beginning teachers in curriculum planning, classroom management and discipline management. Planning staff development and inservice programs to meet the developing needs of teachers and staff. Encouraging principals and teachers to share workable ideas and techniques at the building level and districtwide. Standardized test results being used for diagnostic purposes, not for determining student grades or segregating students in different classes. Constructing teacher-made tests to focus on student growth in higher order thinking through comprehension, analysis, application, and problem solving. Understanding that student achievement should not be solely assessed on Stanford test results.  Specific to test data 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 L:.A.1\\1LHl A. READING PERCENTILE RANK READING PERCENTILE RANK ~., 60 a: 140 C: ~\" l 20 GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 BLACK 0 34 29 29 33 27 39 WHITE Q 67 63 67 68 64 75 OTHER Q 61 64 61 60 51 74 160 Cl a: 140 .C,: 0 j 20 BLACK 0 WHITE~ OTHER 0 GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 35 29 27 33 26 37 63 62 63 67 63 74 66 63 57 60 58 67 1993 LITTLE ROCK SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 READING PERCENTILE RANK READING PERCENTILE RANK ~., 60 a:: 140 C Cl 0 if 20 BLACK 0 WHITE Q OTHER Q GRADE 7 GRADE 8 GRADE 9 29 30 33 67 71 65 58 73 72 ~., 60 a::  '\n: 40 .C. 0 if20 BLACK 0 WHITE CJ OTHER [J GRADE 7 GRADE 8 GRADE 9 31 29 30 70 67 68 72 73 63 LITTLE ROCK SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1993 1992 READING PERCENTILE RANK READING PERCENTILE RANK ~., 60 tC .. '\n40 .C. ~ ~ 20 BLACK 0 WHITE CJ OTHER D GRADE 10 GRADE 11 35 32 75 68 74 66 ~.. 60 tC i4o C.. u ~ 20 BLACK D WHITE E) OTHER [J GRADE 10 GRADE 11 35 34 72 69 64 66 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 MATHEMATICS PERCENTILE RANK MATHEMATICS PERCENTILE RANK -\"\" 80 .C. a: 60 J\n40 ~ l\"l. 20 BLACK 0 WHITE [2l OTHER CJ GA. 1 GR. 2 GA. 3 GA.4 GR. 5 GA. 6 35 49 42 52 46 49 70 79 73 76 74 74 65 84 84 79 71 81 100 .,. 80 .C. a: 60 1 C Cl 40 ~ Cl ll. 20 0 GA. 1 GR. 2 GR. 3 GR.4 GA. 5 GA. 6 BLACK 0 40 46 46 49 43 48 WHITE (d 70 77 76 73 71 74 OTHER Cl 74 87 80 76 83 75 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 MATHEMATICS PERCENTILE RANK MATHEMATICS PERCENTILE RANK .,, 80 .C,: a.,: 60 ~ 40 .~, \"- 20 BLACK 0 WHITE 12) OTHER CJ GRADE 7 GRADE 8 GRADE 9 35 32 25 63 65 54 63 72 89 .,, 80 .C,: a.,: 60 ~ 40 0 .~, \"- 20 BLACK 0 WHITE Q OHIER Q GRADE 7 GRADE 8 GRADE 9 36 30 23 64 59 57 75 87 68 LITTLE , ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1993 1992 MATHEMATICS PERCENTILE RANK MATHEMATICS PERCENTILE RANK ~., 60 a: 140 .C, u BLACK 0 WHITE CJ OTHER Q GRADE 10 GRADE 11 31 28 61 58 73 65 10~----------r---------, 60 -- .,, ~ 50 a: ., 40 - ~ 30 - u i 20 10 - GRADE 10 GRADE 11 BLACK 0 26 32 WHITE [) 56 . 59 OTHER 0 58 62 1993 LITTLE ROCK SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 EXH\\B\\T G LANGUAGE PERCENTILE RANK LANGUAGE PERCENTILE RANK ~ 60 a\": ~\" 40 C \"0 ~ 20 - ,,,,- GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 BLACK D 3? 38 35 41 39 44 WHITE Ld 68 70 68 73 68 71 OTHER CJ 61 67 63 68 60 67 80-.----,----.--.------.------,----, 70 ~ 60 a\": 50 140 C ~ 30 i20 10 - 0 --L..J_-4\"-_L..J.._jl-Lf'L-..-L..l--1-J\u0026lt;f--i--'-'---'-'--'4-'-'-J.....LJ.-'+'-.....LJ_--'--'--f__.__..__, GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 BLACK D 32 39 38 35 38 41 WHITE E) 63  70 70 65 67 68 OTHER CJ 68 64 68 64 66 64 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 LANGUAGE PERCENTILE RANK LANGUAGE PERCENTILE RANK .,, 80 .C. a: 60  ~ 40 ~  11. 20 - BLACK D WHITE l2J OTHER 0 GRADE 7 GRADE 8 GRADE 9 34 38 40 68 71 70 63 78 88 .,, 80 .C, a: 60 ~ ~ 40 .0. ll. 20 BLACK D WHITE (J OTHER 0 GRADE 7 33 64 70 GRADE 8 GRADE 9 38 42 69 73 81 69 LITTLE ROCK SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1993 1992 EXH\\B\\T \\ LANGUAGE PERCENTILE RANK LANGUAGE PERCENTILE RANK so~-----~-----~ ~., 60 - - rr 140 C 0 ~ ~ 20 - BLACK 0 WHITE Q OTHER[] GRADE 10 GRADE 11 37 32 71 66 73 66 70--,---------.---------, 60 .,, ~ 50 rr ~40 - ~ 30 u i 20 10 BLACK 0 WHITE E'.) OTHER Cl GRADE 10 GRADE 11 34 35 68 66 59 61 1993 LITTLE ROCK SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 LA.l\\ltH l J SCIENCE PERCENTILE RANK SCIENCE PERCENTILE RANK .,, 80 .C. a: 60 ~ ~ 40 ~ a\".. 20 BLACK 0 WHITE 12) OTHER 0 GR. 1 GR. 2 GR. 3 GR.4 GR. 5 GR. 6 31 35 32 40 35 44 66 70 70 74 73 75 55 61 66 74 59 78 .. a: .. ~40 .C. 0 BLACK 0 WHITE E:) OTHER 0 GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 27 32 30 34 33 43 59 65 67 68 70 74 49 67 63 66 74 75 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 SCIENCE PERCENTILE RANK SCiENCE PERCENTILE RANK .,,, 80 .C, a: 60 Cl ~ 40 u !. 20 BLACK D WHITE [21 OTHER [J GRADE 7 GRADE 8 GRADE 9 31 34 38 74 72 66 70 74 79 .,,, 80 C., a: 60 Cl ~ 40 .~. 0.. 20 BLACK 0 WHITE [J OTHER Q GRADE 7 GRADE 8 GRADE 9 31 34 38 65 68 72 75 77 69 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1993 1992 LA.I IIL.H I L. SCIENCE PERCENTILE RANK SCIENCE PERCENTILE RANK ~,. 60 - re 140 C., ~ ~ 20 BLACK 0 WHITE Q OTHER 0 GRADE 10 GRADE 11 31 31 74 67 75 59 60 .,, ~ 50 re ~ 40 - ~ 30 u ~ 20 10 GRADE 10 GRADE 11 BLACK 0 32 32 WHITE E) 67 68 OTHER 0 64 58 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 LAI \\IUl 1 1111 SOCIAL SCIENCE PERCENTILE RANK SOCIAL SCIENCE PERCENTILE RANK 100 .,. 80 C Cl a: 60 .! \n: C ., 40 .~, 0.. 20 0 GR. 1 GR. 2 GR. 3 GR.4 GR. 5 GR. 6 BLACK 0 33 46 42 48 WHITE 12] * * 68 78 72 77 OTHER CJ 68 73 60 77 80.----.-----.---.---,-----,-----, .,. 60 - .C. a: BLACK D WHITE EJ OTHER 0 GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 35 38 37 48 * * 67 68 65 76 61 69 70 72 * At grades 1 and 2 Science and Social Science objectives are combined and reflected as one score under ENVIRONMENT. 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 EXHIBIT N SOCIAL SCIENCE PERCENTILE RANK SOCIAL SCIENCE PERCENTILE RANK 100 100 80 80 -\" -\" .C, .C. a: 60 a: 60 .! .! C ., 40 0 C 0\" 40 ., ~ 0.. 0.. 20 20 0 0 GRADE 7 GRADE 8 GRADE 9 GRADE 7 GRADE 8 GRADE 9 BLACK D 39 34 36 BLACK D 35 34 36 WHITE 0 70 74 68 WHITE Q 72 72 73 OTHER Q 64 85 87 OTHER [ill 80 83 71 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1993 1992 L-1..a aaUl l V SOCIAL SCIENCE PERCENTILE RANK SOCIAL SCIENCE PERCENTILE RANK 80~-----~------~ 70 -\" 60 - c ~ 50 140 C .~, 30 a. 20 - 10 I BLACK 1 WHITE CJ OTHER 0 GRADE 10 34 67 69 GRADE 11 34 68 67 -\" 60 .C. IC .. 0 .~. a. 20 BLACK 0 WHITE E'J OTHER 0 GRADE 10 GRADE 11 30 36 66 69 57 72 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 BASIC BATTERY PERCENTILE RANK BASIC BATTERY PERCENTILE RANK -\" 60 .C, a: .C. u \u0026amp;'. 20 - BLACK 0 WHITE CJ OTHER Q GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 35 34 34 41 35 46 70 70 69 73 68 75 62 72 71 71 61 75 .,, 60 .C, a: .C. u if 20 - BLACK 0 WHITE El OTHER CJ GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 36 34 36 38 34 43 67 69 70 68 65 73 74 73 69 67 71 72 1993 LITTLE ROCK SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 BASIC BATTERY PERCENTILE RANK BASIC BATTERY PERCENTILE RANK 100 100 80 80 -\"' -\"' .C, .C, a: 60 a: 60 ..! ~ C  40 u C 40 . u .~, 0.. ., a. 20 20 0 0 GRADE 7 GRADE 8 GRADE 9 GRADE 7 GRADE 8 GRADE 9 BLACK D 32 33 35 BLACK 0 35 32 34 WHITE l2J 67 72 66 WHITE Q 69 66 70 OTHER CJ 65 75 88 OTHER (J 75 84 71 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1993 1992 L.1\\.1111:51 I 1-1 BASIC BATTERY PERCENTILE RANK BASIC BATTERY PERCENTILE RANK 100 80 -\"' .C, a: 60 - ..!! \nC .. 40 u  0.. 20 0 GRADE 10 BLACK D 36 WHITE [2l 73 OTHER CJ 79 GRADE 11 33 68 71 00~------~-----~ 70 - -\"' 60 C\n. . 50 '\n: 40 C ~ 30 - ., a.. 20 10 - 0 __,____.__\"\"--1\"--'-=~'---'---L----L--\"+-=..=~___, GRADE 10 34 68 64 GRADE 11 36 70 69 1993 LITTLE ROCI( SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 COMPLETE BATTERY PERCENTILE RANK COMPLETE BATTERY PERCENTILE RANK 100 .,. 80 .C, a: 1 C u\" 40 0\".. 20 0 GR. 1 GR.2 GR. 3 GR.4 GR. 5 GR. 6 BLACK 0 28 33 32 40 34 45 WHITE 12) 67 72 69 75 70 76 OTHER [J 58 73 70 72 61 77 .,, 60- c a\": '\n\"\n40 C u\" BLACK 0 WHITE tJ OTHER CJ GR. 1 GR. 2 GR. 3 GR. 4 GR. 5 GR. 6 31 33 34 36 32 43 64 70 70 68 67 75 67 74 68 67 72 73 1993 LITTLE ROCI\u0026lt; SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1992 COMPLETE BATTERY PERCENTILE RANK COMPLETE BATTERY PERCENTILE RANK 100 .,,_ 80 .C,: a: 60 .! \n, C: ., 40 u ~., a.. 20 - 0 GRADE 7 GRADE 8 BLACK 0 31 32 WHITE l2J 69 74 OTHER [J 66 78 GRADE 9 35 68 89 .,,_ .C,: 80 a: 60 .! ~ 40 .. a.. 20 BLACK 0 WHITE Q OTHER 0 GRADE 7 GRADE B GRADE 9 33 30 34 71 68 73 78 86 73 LITTLE ROCK SCHOOL DISTRICT STANFORD ACHIEVEMENT TEST COMPARISON BY RACE 1993 1992 tXHIBIT U COMPLETE BATTERY PERCENTILE RANK COMPLETE BATTERY PERCENTILE RANK .,, .C, 80 a: 60 .! C ~ 40 0\".. 20 BLACK D WHITE EJ OTHER D GRADE 10 GRADE 11 34 32 74 70 80 69 .,, 60 .C, a: C C) ~ ~ 20 BLACK D WHITE El OTHER 0 GRADE 10 GRADE 11 32 34 70 72 65 70\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_532","title":"Little Rock Schools: Brady Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, Little Rock, Brady Elementary School, 34.75244, -92.36317"],"dcterms_creator":null,"dc_date":["1994/1996"],"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","Brady Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Brady Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/532"],"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\nenlightening experiment c- X nie Mackey demonstrates hnuu Kqo John- various colored gels on flashiinhfe ^\u0026lt;1 through ors Wednesriau 1^^  \"^snl'ghts reflect off other cni nrsrl^ Oamocrat-GazMa^teve Kessee schooirmh aSsS^FSis'^ will be presented tonight to eachReady to graduate Adrian Bernard (center) calls on Brady Elementary School in Little Rock. Chappell's mother. Chappell Mosbv (right) for an opinion on how he looks as Ronyha (left) Mosby, was helping the children, including Rick they prepare for graduation Thursday from the sixth grade at Gottschalk (second from left) and Kenneth Aaron.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_566","title":"Little Rock Schools: King Interdistrict Magnet Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","King Interdistrict Magnet Elementary School (Little Rock, Ark.)","Educational law and legislation","School management and organization","School attendance"],"dcterms_title":["Little Rock Schools: King Interdistrict Magnet Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/566"],"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\nFEB- 4-94 FRI 14:45 SUSAN W WRIGHT FAX NO. 5013246576 P. 01 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS . No. LR-C-82S66 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No, 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM AND ORDER Before the Court is the Little Rock School District's (LRSD) motion for clarification of King Interdistrict School assignments or, in the alternative, to enforce the agreement of the parties [doc.#1952]. The LRSD states that the parties had drafted an Agreement whereby those LRSD white students who lived outside the King Interdistrict School attendance zone but who had received notice of assignment to that school before August 19, 1993 would be allowed to attend King. However, the attorney for the Joshua Intervenors (Joshua), Mr, John Walker, subsequently withdrew his consent to the Agreement, stating among other things- that several issues would prevent him from signing the Agreement the parties had contemplated.* The LRSD seeks an order enforcing the agreement of the in emphasis and aticndance Mr. Walker states that a larger number of pupils are being assigned to King from outside the Kina attendance zone than the numner he was given, and that Joshua oannoi be a party \"to assignment practices which allow decline in emphasis and .attendance at the ineenltvc schools nor can wo support practises which distort the double funding requirement and desegresatiun requirement of the plan. See Exhibit 4, LRSD's motion for olarification or, in the alternative, to enforce agreement of parties. siJEB-.4-94 FRI 14:45 SUSAN W WRIGHT FAX NO, 5013246576 P. 02 parties based upon its detrimental reliance Otherwise, the LRSD Seeks clarification of the following issues: ^''nejner LRsp white students may be permitted to attend King Interdistrict School without violating the court- approved desegregation plans or the spirit and intent the parties in developing those plans\nWhether LRSD white students of 2 . response to question number 1 above is a_ - irmative, whether those LRSD white studeni-.a who are whether those lrsd white students attend King Interdistrict School will permanently assigned or assigned only for the school year\nallov/ed to or in the be 1993-94 3, lrsd white students, other than those currently on the list to attend King Interdistrict School, W 111 ho no VIVI 4-,r^ ____j _ .. ___  Whether students, will be permitted to attend King during the 1994-95 year and beyond\nschool 4. If the answers to the foregoing questions are in the affirmative, whether the LRSD criteria to determine under LRSD white students Interdistrict School\nwill be permitted to develop what circumstances, if any, will be permitted to attend King to 5 . Whether provisions can be made to M-to-M transfer overcome the loss of , . moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could filled by Pulaski County Special School District (PCSSD) white students (either this year or in future years)\nand otherwise this 6. Whether provisions can be made for the potential T be incurred by the LRSD in transporting eligible LRSD white students from scattered areas of the city to King. expenses Joshua has filed a response to the LRSD's motion in which it supports the motion for clarification but opposes the alternative request to enforce the agreement of the parties. The Court denies LRSD's motion to enforce the Agreement or for clarification, but addresses herein the King Interdistrict School assignments and issues the following orders. LRSD white students may be permitted to attend King Interdistrict School without violating the desegregation plans or theFEB- 4-94 FRI 14:46 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 spirit and intent of the parties in developing those plans. Regardless of the provisions contained in the August 19, 1993 Agreement, a chief objective of the desegregation plans is that the interdistrict schools be racially balanced. the ideal goal being a student enrollment ration of 50 percent black to white. In this regard, the plans envision that white students attending an LRSD interdistrict school will be recruited primaril from the PCSSD or beyond Pulaski County\nthe plans do not state that only white students from the PCSSD will be allowed to attend King of the interdistrict schools. or any other The LRSD can hardly claim surprise at the Court' conclusion in this regard. At the June 1993 hearing, this Court, while acknowledging that the desegregation plan. envision that white 9, students for the interdistrict schools would be recruited primarily from the PCSSD, stated II [l]et's... work hard to recruit the white students from the county and the black students from the district for [King], and some white students as well from the Little Rock School District for King and make it a successful school, a high quality school that we all want,\" Transcript, at 197. At the August 12, 1993 budget hearing, the Court stated \"I know it's important to get the county students [to King], but also, there might be some Little Rock white students who would like to attend and who could attend under our guidelines that exist.\" Transcript, at 17-13. The Court went on to observe that a lot of questions would be cleared up if there were a firm policy on admitting LRSD white students to King, to which Interim Superintendent Estelle Matthis replied. If I think you're -3-FES- 4-94 FRI 14:46 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 exactly right, your Honor, II Id. at 18. However, despite the persistent urging of this Court and its Monitor, the LRSD did not develop such a policy. This lack of follow-through evidences pervasive pattern of failure to plan and perform that has been Characteristic 6f the LRSD throughout the history of this case. According to figures (attached) which the districts have supplied to the Office of Desegregation Monitoring, the LRSD has record of placing white intradistrict transfer tudents (and black intradistrict transfers as well) at its interdistrict schools For a a example, Romine Interdistrict School had a total October 1 enrollment for the 1S92-93 school year of 361 students\n62, of the school's 84 white tudents were intradistrict transfers. similarly, Washington has a total October 1 enrollment for the current 1993-94 school year of 721. Of the school's 270 white students. 175 are intradistrict transfers, Likewise, the PCSSD has also accepted intradistrict transfers of both black and white students into its Baker Interdistrict School. Not only has the LRSD always accommodated intradistrict transfers, but the LRSD has promised that LRSD white students may be permitted to attend King Interdistrict School. According to the LRSD's 1993-94 calendar of events (issued in pamphlet form), interdistrict schools are II open to their attendance zones and M-to-M transfers from PCSSD and intra district transfers from other LRSD schools. The Court also notes that the King recruitment plan. dated H March 20, 1993, states that it was If designed to enroll black children from the immediate area and white children from Pulaski County as -4- FES- 4-94 FRI 14:47 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 well as Little Rock.\" (Emphasi added.) Thi recruitinent plan designates the major target audiences for recruitment activities. Those audiences include not only PCSSD and the west Little Rock areas of Chenal Valley and Taylor Loop, but also the neighborhood surrounding King, additional zoned areas within the district, and magnet school non-placements. This plan also specifically targets children of employees at the Arkansas Children's Hospital and the state Capitol complex, which is consistent with language in the desegregation plan that touts the location of King as recruiting a plus for this school which is to \", ..serve as a natural magnet for individuals who work within governmental and business centers of Little LRSD Desegregation Plan, at 148. Neither the Rock. desegregation plans, the LRSD King recruitment plan, recruitment and public relations materials, nor hearing testimony have suggested that recruitment for King would be limited only to w'hite students from PCSSD. This Court has repeatedly stressed that it is critical to successful desegregation for the LRSD to keep its promises to the children and their parents. Indeed, the Interdistrict Desegregation Plan acknowledges that \"dependability, credibility, and integrity are basic to the success of desegregation. ir and that the districts will \"[kjeep the promises they make,\" (Interdistrict Desegregation Plan, at 66.) When a district accepts children at a particular school, parents should be able to count on the district making good that acceptance right up to the time the child takes a seat at the school. If the LRSD had effectively done its management job by engaging in -5-ample advance forethought and decision-making, strong follow-through, and unambiguous messages to parents. the district could have prevented the consternation and confusion regarding King assignments that the parties now entreat the Court to sort out. The Court hereby directs the LRSD to develop immediately specific guidelines regarding assignments to the King Interdistrict School that, by extension, apply to its other interdistrict schools. Among other things. these guidelines are to reflect past practices and promises and include intradistrict transf er eligibility criteria for both black and white children\nthey must be uff iciently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nand, while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. Because the 1994-95 pre-school recruitment and registration period is at hand, the guidelines must be complete and filed with this Court no later than 30 days from the date of this Order. Also within 30 days. the PCSSD is directed to provide the Court with the guidelines which that district uses in placing students in its own interdistrict schools. IT IS SO ORDERED this day of February 1994 . ICT JUDGE -6-INTER- and INTRADISTRICT TRANSFERS to Ilie ELEMENTARY INTERDISTRICT SCHOOLS Prepared by the Office of Desegregation Monitoring February 1994 ReceMng Sc boob Sending District LRSD M RSD PCSSD 19e90 199(W1 1991-92 1992-99 199994 190990 199091 199192 199293 199394 190990 199091 1991-92 co LO co CXI B B W B W B W B w B W B W B W B W B W B W B W B W Lr\u0026gt; Baker 59 0 65 0 79 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 8 0 1992-93 B 6 W 0 199394 B 5 Vi 2 Crystal Hll WA N/A N/A N/A N/A WA 305 0 339 0 WA WA N/A N/A WA N/A 0 0 0 0 WA N/A N/A WA WA WA 0 0 0 0 King Aomlne Washington N/A 165 261 WA 60 11 N/A 155 210 WA 34 203 N/A 151 204 WA 35 196 N/A ,33 180 WA 62 193 86 84 ,53 41 65 ,75 N/A WA WA WA N/A WA WA WA 0 0 WA WA WA WA WA WA WA WA 0 152 0 0 0 0 0 0 0 0 0 0 0 4 0 10 0 2 WA WA 0 73 0 65 0 64 0 37 N/A N/A 0 6, 0 74 0 65 0 65 * InformaBon nol available N/A - Not Applicabia Note: Aietiough Washington Magnei is not among Ihe six elementar/ interdistricl schools named in th desegregation pfan, it nonetheless functions as an inlerdistrict school under the terms of the settlement agreements and court orders. The chart above is based on the number of students each district sent (not received) to interdistrict schools and is extracted from the most recent information available: c co co co CD I l co LU LRSD: NLflSD: PCSSD: Memos dated November 18,1993 and December 6, 1993 from Russell Mayo, Associate Superintendent for Desegregation. November 26, 1991 memo and June 4,1993 M-to-M transfer listing from Mabie Bynum, Assistant Superintendent for Desegregation: district reoorts dated October 1, 1992 and October 1, 1993. Memos dated December 11,1990. December 3,1991, January 12.1993, and December 14,1993 from Eddie Collins, Assistant Superintendent for Pupil Personnel Services.RECEIVED \u0026lt;30 ri iLED U.S. DlSraCT COURT cASTERM DISTRICT ARKANSAS FEB 7 199A Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FEB 0 4 1594 LITTLE ROCK SCHOOL DISTRICT VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL MEMORANDUM AND ORDER JAMES Cy\n) ^Vv, McCORMACK, CLERK -.-'JII OEP CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Little Rock School District's (LRSD) motion for clarification of King Interdistrict School assignments or. in the alternative, to enforce the agreement of the parties [doc.#1952]. The LRSD states that the parties had drafted an Agreement whereby those LRSD white students who lived outside the King Interdistrict School attendance zone but who had received notice of assignment to that school before August 19, 1993 would be allowed to attend King. However, the attorney for the Joshua Intervenors (Joshua), Mr. John Walker, subsequently withdrew his consent to the Agreement, stating among other things that several issues would prevent him from signing the Agreement as the parties had contemplated.' The LRSD seeks an order enforcing the agreement of I the parties based upon its detrimental reliance. Otherwise, the LRSD Mr Walker slates that a larger nuinHcr ol pupils are being assigned to King from outside the King attendance zone than the number he was yiven, and that Joshua cannot be a party \"to tissignmcnt practices which allow decline in al I he inceiuivt mphasis and attendance schools nor can we support practices which distort the double funding requirement and desegregation requirement 01 the plan. See Exhibit 4. LRSDs motion for clarification or, in the alternative, to enforce agreement of parlies. 0  J seeks clarification of the following issues: 1. Whether LRSD white students may be permitted to attend King Interdistrict School without violating the court- approved desegregation plans or the spirit and intent of the parties in developing those plans\n2. If the response to question number 1 above is in the affirmative, allowed to whether those LRSD white students who attend King Interdistrict permanently assigned school year\nor assigned School will are be Whether LRSD white only for the 1993-94 students, other than those currently on the list to attend King Interdistrict School, will be permitted to attend King during the 1994-95 school year and beyond\n3 . 4 . If the answers to the foregoing questions are in the affirmative, whether the LRSD will be permitted to develop criteria to determine under what circumstances, if any, LRSD white students will be permitted to attend King Interdistrict School\n5. Whether provisions can be made to overcome the loss of M-to-M transfer moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could otherwise be filled by Pulaski County Special School District (PCSSD) white students (either this year or in future years)\nand 6. Whether provisions can be made for the potential expenses to be incurred by the LRSD in transporting eligible LRSD white students from scattered areas of the city to King. Joshua has filed a response to the LRSD's motion in which it supports the motion for clarification but opposes the alternative request to enforce the agreement of the parties. The Court denies LRSD's motion to enforce the Agreement or for clarification, but addresses herein the King Interdistrict School assignments and issues the following orders. LRSD white students may be permitted to attend King Interdistrict School without violating the desegregation plans or the -2-spirit and intent of the parties in developing those plans. Regardless of the provisions contained in the August 19, 1993 Agreement, a chief objective of the desegregation plans is that the interdistrict schools be racially balanced, the ideal goal being a student enrollment ration of 50 percent black to white. In this regard, the plans envision that white students attending an LRSD interdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County\nthe plans do not state that only white students from the PCSSD will be allowed to attend King or any other of the interdistrict schools. The LRSD can hardly claim surprise at the Court's conclusion in this regard. At the June 1993 hearing. this Court, while acknowledging that the desegregation plans envision that white 9, students for the interdistrict schools would be recruited primarily from the PCSSD, stated tl [l]et's... work hard to recruit the white students from the county and the black students from the district for [King], and some white students as well from the Little Rock School District for King and make it a successful school, a high quality school that we all want. It Transcript, at 197. At the August 12, 1993 budget hearing, the Court stated \"I know it's important to get the county students [to King], but also, there might be some Little Rock white students who would like to attend and who could attend under our guidelines that exist.\" Transcript, at 17-18. The Court went on to observe that a lot of questions would be cleared up if there were a firm policy on admitting LRSD white students to King, to which Interim Superintendent Estelle Matthis replied, I think you're -3-exactly right, your Honor. II Id. at 18 . However, despite the persistent urging of this Court and its Monitor, the LRSD did not develop such a policy. This lack of follow-through evidences a pervasive pattern of failure to plan and perforin that has been characteristic of the LRSD throughout the history of this case. According to figures (attached) which the districts have supplied to the Office of Desegregation Monitoring, the LRSD has a record of placing white intradistrict transfer students (and black intradistrict transfers as well) at its interdistrict schools. For example, Romine Interdistrict School had a total October 1 enrollment for the 1992-93 school year of 361 students\n62 of the school's 84 white students were intradistrict transfers. Similarly, Washington has a total October 1 enrollment for the current 1993-94 school year of 721. Of the school's 270 white students. 175 are intradistrict transfers. Likewise, the PCSSD has also accepted intradistrict transfers of both black and white students into its Baker Interdistrict School. Not only has the LRSD always accommodated intradistrict transfers, but the LRSD has promised that LRSD white students may be permitted to attend King Interdistrict School. According to the LRSD's 1993-94 calendar of events (issued in pamphlet form), interdistrict schools are \"open to their attendance zones and M-to-M transfers from PCSSD and intra-district transfers from other LRSD schools. If The Court also notes that the King recruitment plan, dated March 20, 1993, states that it was \"designed to enroll black children from the immediate area and white children from Pulaski County as -4-v/ell as Little Rock. It (Emphasis added.) This recruitment plan designates the major target audiences for recruitment activities. Those audiences include not only PCSSD and the west Little Rock areas of Chenal Valley and Taylor Loop, but also the neighborhood surrounding King, additional zoned areas within the district. and magnet school non-placements. This plan also specifically targets children of employees at the Arkansas Children's Hospital and the state capitol complex. which is consistent with language in the desegregation plan that touts the location of King as a recruiting plus for this school which is to tl ...serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. II LRSD Desegregation Plan, at 148 . Neither the desegregation plans, the LRSD King recruitment plan, recruitment and public relations materials, nor hearing testimony have suggested that recruitment for King would be limited only to white students from PCSSD. This Court has repeatedly stressed that it is critical to successful desegregation for the LRSD to keep its promises to the children and their parents. Indeed, the Interdistrict Desegregation Plan acknowledges that \"dependability, credibility, and integrity are basic to the success of desegregation. and that the districts will II [kjeep the promises they make.\" (Interdistrict Desegregation Plan, at 66.) When a district accepts children at a particular school. parents should be able to count on the district making good that acceptance right up to the time the child takes a seat at the school. If the LRSD had effectively done its management job by engaging in -5-ample advance forethought and decision-making, strong follow-through, and unambiguous messages to parents. the district could have prevented the consternation and confusion regarding King assignments that the parties now entreat the Court to sort out. The Court hereby directs the LRSD to develop immediately specific guidelines regarding assignments to the King Interdistrict School that, by extension, apply to its other interdistrict schools. Among other things, these guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children\nthey must be suf f iciently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nand. while a specific numeric quota or cap is neither required nor desirable. the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. Because the 1994-95 pre-school recruitment and registration period is at hand, the guidelines must be complete and filed with this Court no later than 30 days from the date of this Order. Also within 30 days, the PCSSD is directed to provide the Court with the guidelines which that district uses in placing students in its own interdistrict schools. IT IS SO ORDERED this day of February 1994. ____________ CT JUDGE docket SHEET W -6- COMPLIANCE WITH RULE 53 AND/OR 79(a) FRCP 'BY A/r INTER- and INTRADISTRICT TRANSFERS to the ELEMENTARY INTERDISTRICT SCHOOLS Prepared by the Office of Desegregation Monitoring February 1994 Receiving Schools Sending District LRSD NLRSD PCSSD 19e90 199041 1991-92 1992-93 199344 196940 199041 199142 199243 199344 198940 199041 199142 199243 199344 Baker Crystal Hill King Romine Washington B W B W B B B VI B W B VI B VI B W B VI B W B VI B VI B VI B VI N/A N/A N/A N/A 59 0 65 0 79 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 8 0 6 0 5 2 N/A N/A 305 0 339 0 N/A N/A N/A N/A N/A N/A 0 0 0 0 N/A N/A N/A N/A N/A N/A 0 0 0 0 N/A N/A N/A N/A N/A N/A N/A N/A 86 41 N/A N/A N/A N/A N/A N/A N/A N/A 0 0 N/A N/A N/A N/A N/A N/A N/A N/A 0 152 165 261 60 11 * Information not available 155 210 34 151 35 133 62 84 65 0 0 0 0 0 0 0 0 0 0 0 4 0 10 0 2 203 204 196 180 193 158 175 N/A N/A 0 73 0 65 0 64 0 37 N/A N/A 0 61 0 74 0 65 0 65 N/A- Not Applicable Note: Although Washington Magnet is not among the six elementary interdistrict schools named in the desegregation plan, it nonetheless functions as an interdistrict school under the terms of the settlement agreements and court orders. The chart above is based on the number of students each district sent (not received) to interdistrict schools and is extracted from the most recent information available: LRSD: Memos dated November 18, 1993 and December 6, 1993 from Russell Mayo, Associate Superintendent for Desegregation. NLRSD: November 26, 1991 memo and June 4,1993 M-to-M transfer listing from Mable Bynum, Assistant Superintendent for Desegregation\ndistrict reports dated October 1, 1992 and October 1,1993. PCSSD: Memos dated December 11,1990, December 3, 1991, January 12,1993, and December 14,1993 from Eddie Collins, Assistant Superintendent for Pupil Personnel Services. IFEB- 4-94 FRI 14:45 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS . No. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM AND ORDER Before the Court is the Little Rock School District's (LRSD) motion for clarification of King Interdistrict School assignments or, in the alternative. to enforce the agreement of the parties [doc.#1952]. The LRSD states that the parties had drafted an Agreement whereby those LRSD white students who lived outside the King Interdistrict School attendance zone but who had received notice of assignment to that school before August 19, 1993 would be allowed to attend King. However, the attorney for the Joshua Intervenors (Joshua), Mr. John Walker, subsequently withdrew his consent to the Agreement, stating among other things that several issues would prevent him from signing the Agreement as the parties had contemplated.* The LRSD seeks an order enforcing the agreement of the the number he was of ihc plan. Mr. Walker states that a larger number of pupils are being assigned to King from ouLside the King attendance zone than '....... \"\u0026gt;''0''. an!* thnl Joshua cannot be a party \"to aignmcnt practices which allow decline in emphasis and aitcndance at Ihc incentive school* nor cun wc support practices which distort the double funding requirement and desegregaLion riiiircmcnt ihz- nisrt ' Sec Exhibit 4, LRSDs motion for clarification or, in the alternative, to enforce agreement of parties.F.EB- 4-94 FRI 14:45 SUSAN M WRIGHT FAX NO. 5013246576 P. 02 parties based upon its detrimental reliance. Otherwise, the LRSD seeks clarification of the following issues: 1. wnetner LRSD white students may be permitted to attend King Interdistrict School without violating f approved desegregation plans or the spirit and intent\"of the parties in developing those plans\nWhether the court- _ If the response to question number 1 above is in the affirmative, whether those LRSD white students who are allowed to attend King Interdistrict School will be permanently assigned or assigned only for the school year\nwhether those Lrsd white students who School will 1993-94 2 . 3, Whether LRSD white students, other than those currently on the list to attend King interdistrict School, will be permitted to attend King during the 1994-95 school year and beyond\n4. If the answers to the foregoing questions are in the affirmative, whether the LRSD will be permitted to develop criteria to determine under what circumstances, if any, LRSD white students will be permitted to attend King Interdistrict School\nto 5. Whether provisions can be made to overcome the loss of M-to-M transfer moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could otherwise be filled by Pulaski County Special School District (PCSSD) white students (either this year or future years)\nand in 5. Whether provisions can be made for the potential expenses to be incurred by the LRSD in eligible LRSD white students from scattered city to King. transporting areas of the Joshua has filed response to the LRSD's motion in which it supports the motion for clarification but opposes the alternative request to enforce the agreement of the parties. The Court denies LRSD's motion to enforce the Agreement or for clarification, but a addresses herein the King Interdistrict School assignments and issues the following orders. LRSD white students may be permitted to attend King Interdistrict School without violating the desegregation plans or theFEB- 4-94 FRI 14:46 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 spirit and intent of the parties in developing those plans. Regardless of the provisions contained in the August 19, 1993 Agreement, a chief objective of the desegregation plans is that the interdistrict schools be racially balanced. the ideal goal being a student enrollment ration of 50 percent black to white. In this regard, the plans envision that white students attending an LRSD interdistrict school will be recruited primaril from the PCSSD or beyond Pulaski County\nthe plans do not state that only white students from the PCSSD will be allowed to attend King of the interdistrict schools. or any other The LRSD can hardly claim surprise at the Court's conclusion in this regard. At the June 1993 hearing, this Court, while acknowledging that the desegregation plans envision that white 9 , students for the interdistrict schools would be recruited primarily from the PCSSD, stated II [l]et's... work hard to recruit the white students from the county and the black students from the district for [King], and some white students as well from the Little Rock School District for King and make it a successful school, a high quality school that we all want.\" Transcript, at 197. At the August 12, 1993 budget hearing, the Court stated II I know it's important to get the county students [to King], but also, there might be some Little Rock white students who would like to attend and who could attend under our guidelines that exist,\" Transcript, at 17-18, The Court went on to observe that a lot of questions would be cleared up if there were a firm policy on admitting LRSD white students to King, to which Interim Superintendent Estelle Matthis replied. I think you're -3-FES- 4-94 FRI 14:46 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 exactly right, your Honor.\" Id. at IS. However, despite the persistent urging of this Court and its Monitor, the LRSD did not develop such a policy. This lack of follow-through evidences pervasive pattern of failure to plan and perforin that has been characteristic of the LRSD throughout the history of this case. According to figures (attached) which the districts have supplied to the Office of Desegregation Monitoring, the LRSD has a record of placing white intradistrict transfer students (and black intradistrict transfers as well) at its interdistrict schools For example, Romine Interdistrict School had a total October 1 enrollment for the 1992-93 school year of 361 students\nwhite students were intradistrict transfers. 62, of the school's 84 Similarly, Washington has a total October 1 enrollment for the current 1993-94 school year of 721. Of the school's 270 white students. 175 are intradistrict transfers. Likewise, the PCSSD has also accepted intradistrict transfers of both black and white students into its Baker a Interdistrict School. Not only has the LRSD always accommodated intradistrict transfers, but the LRSD has promised that LRSD white students may be permitted to attend King Interdistrict School. According to the LRSD's 1993-94 calendar of events (issued in pamphlet form), interdistrict schools are \" open to their attendance zones and M-to-M transfers from PCSSD and intra-district transfers from other LRSD schools. The Court also notes that the King recruitment plan. dated K March 20, 1993, states that it was IT designed to enroll black children from the immediate area and white children from Pulaski County as -4-FEB- 4-94 FRI 14:47 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 well as Little Rock. If (Emphasis added.) This recruitment plan designates the major target audiences for recruitment activities. Those audiences include not only PCSSD and the west Little Rock areas of Chenal Valley and Taylor Loop, but also the neighborhood surrounding King, additional zoned areas within the district. and magnet school non-placements. This plan also specifically targets children of employees at the Arkansas Children's Hospital and the state capitol complex. which is consistent with language in the desegregation plan that touts the location of King as a recruiting plus for this school which is to \" ..serve as a natural magnet for individuals who work within governmental and business centers of Little LRSD Desegregation Plan, at 148, Neither the Rock.\" desegregation plans, the LRSD King recruitment plan, recruitment and public relations materials, nor hearing testimony have suggested that recruitment for King would be limited only to white students from PCSSD. This Court has repeatedly stressed that it is critical to successful desegregation for the LRSD to keep its promises to the children and their parents. Indeed, the Interdistrict Desegregation Plan acknowledges that \"dependability, credibility, and integrity are basic to the success of desegregation,\" and that the districts will II [k]eep the promises they make,\" (Interdistrict Desegregation Plan, at 66.) When a district accepts children at a particular school. parents should be able to count on the district making good that acceptance right up to the time the child takes a seat at the school. If the LRSD had effectively done its management job by engaging in -5-ample advance forethought and decision-making, strong follow-through, and unambiguous messages to parents, the district could have prevented the consternation and confusion regarding King assignments that the parties now entreat the Court to sort out. The Court hereby directs the LRSD to develop immediately specific guidelines regarding assignments to the King Interdistrict School that, by extension, apply to its other interdistrict schools. Among other things, these guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children\nthey must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nwhile a specific numeric quota or cap is neither required nor desirable, the guidelines must and, describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. Because the 1994-95 pre-school recruitment and registration period is at hand, the guidelines must be complete and filed with this Court no later than 30 days from the date of this Order. Also within 30 days. the PCSSD is directed to provide the Court with the guidelines which that district uses in placing students in its own interdistrict schools. IT IS SO ORDERED this day of February 1994 . -6- United '^states distric ICT JUDGEINTER- and INTRADISTRICT TRANSFERS to the ELEMENTARY INTERDISTRICT SCHOOLS Prepared by the Office of Desegregalion IWonitorififl February 1994 HeceMng Schcwfe Sending District LRSD M.RSO PCSSD 1969-90 199091 1991-92 1992^ 1993-94 19e90 1990^ 1991-92 1992^ 1933^ 190990 199091 1991-92 co LO CO LO z: x \u0026lt;r: CQ co CD I I CD Ll) * Baker Crystal Mil King Romine Washington 59 65 79 N/A N/A 165 281 N/A WA N/A N/A N/A 305 339 WA N/A N/A N/A 60 11 * InformaBon not available N/A N/A N/A WA N/A N/A 86 41 N/A N/A N/A 155 210 34 203 151 204 35 196 133 180 62 84 65 193 158 175 N/A N/A Vf N/A N/A 73 N/A N/A N/A N/A N/A N/A NIA N/A N/A M/A N/A N/A N/A N/A N/A N/A N/A N/A 65 64 37 N/A N/A 61 74 N/A- NotAppticabJe 1992-93 N/A N/A 10 65 1993-94 152 65 Note: Although Washington Magnet is not among the six elemenlar/ inlerdistricl schools named in Iha desegregation plan, it nonetheless lunctions as an interdsstrict school under the terms of the settlement agreemenls and court orders. The chart above is based on the number of students each district sent (not received) to interdistrict schools and is extracted from the most recent information available: LRSD\nNLHSD: PCSSD: Memos dated November 18,1993 and December 6, 1993 from Russell Mayo, Associate Superintendent for Desegregation. dat^^Octo^ a/^^CW^b^^^ I^W Ransfer listing from Mabie Bynum, Assistant Superintendwit for Desegregation\ndistrict reports Mernos dated December 11,1990. December 3,1991, January 12,1993, and December 14,1993 from Eddie Collins, Assistant Superintendent for Pupil Personnel Services. B W B W B W 0 B W 0 0 B 0 0 B 0 0 W 0 0 B 0 0 B 0 0 0 0 0 0 W 0 0 B 0 0 0 0 W 0 0 0 B 0 0 0 0 0 W 0 0 0 0 B 0 W 0 B 4 0 W 0 B 8 0 0 W 0 4 B 6 0 0 0 W 0 0 B 5 0 0 0 0 W 2 0 2'3 d.A IN THE UNITED STATES COURT OF APPEALS No. 93-3592 NO. 93-3469 NO. 93-3594 FOR THE EIGHTH CIRCUIT APR 2 0 1994 Cfiica cf Dcsanr LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LORENE JOSHUA V. LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT V. LORENE JOSHUA Appeals From The United States District Court For the Eastern District of Arkansas Western Division Honorable Susan Webber Wright, District Judge BRIEF FOR APPELLEE LITTLE ROCK SCHOOL DISTRICT IN NOS. 93-3469 AND 93-3594 Christopher Heller John Clayburn Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 37602911 Attorneys for Little Rock School DistrictTable of Contents Statement Of The Case 1 I. The Voting Rights Act Issue 1 II. The Desegregation Plan Modification Issue 3 Summary Of Argument 11 Argument 13 I. The District Court's Finding That The Charles Plaintiffs Failed To Establish A Violation Of The Voting Rights Act, 42 U.S.C.  1973, Is Not Clearly Erroneous And Should Be Affirmed .............................................. 13 II. The District Court Properly Approved The Closing Of Ish School And The Assignment Of Ish Students To The New And Integrated King Interdistrict School 38 Conclusion 50 1'fr/f P/o. C^ il^\nf* ' '  i* IN THE UNITED STATES COURT OF APPEALS No. 93-3592 NO. 93-3469 NO. 93-3594 FOR THE EIGHTH CIRCUIT APR 2 0 1994 Chico of Desegr :vi- LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LORENE JOSHUA V. LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT V. LORENE JOSHUA Appeals From The United States District Court For the Eastern District of Arkansas Western Division Honorable Susan Webber Wright, District Judge BRIEF FOR APPELLEE LITTLE ROCK SCHOOL DISTRICT IN NOS. 93-3469 AND 93-3594 Christopher Heller John Clayburn Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 37602911 Attorneys for Little Rock School DistrictTable of Contents Statement Of The Case 1 I. The Voting Rights Act Issue 1 II. The Desegregation Plan Modification Issue 3 Summary Of Argument 11 Argument 13 I. The District Court's Finding That The Charles Plaintiffs Failed To Establish A Violation Of The Voting Rights Act, 42 U.S.C.  1973, Is Not Clearly Erroneous And Should Be Affirmed .............................................. 13 II. The District Court Properly Approved The Closing Of Ish School And The Assignment Of Ish Students To The New And Integrated King Interdistrict School 38 Conclusion 50 1Ciiics oi Desegregation 2 2 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSASrs WESTERN DIVISION a 2 0 1594 LITTLE ROCK SCHOOL DISTRICT JI ./st iMv iLO t'I1 , l^ 'PLAINTIFF Ey\nV.\nrx LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR MODIFICATION OF DESEGREGATION PLAN For its motion, plaintiff. Little Rock School District (LRSD) states: 1. The LRSD and Interdistrict Desegregation Plans require the establishment within LRSD of three interdistrict schools Romine, King and Stephens. The plans require that two of those schools, King and Stephens, be located in the downtown Little Rock area. Romine and King schools have been established as interdistrict schools. 2. Since the parties agreed that LRSD would establish the King and Stephens Interdistrict Schools in the downtown Little Rock area. there have been significant changes in factual conditions which warrant modification of that agreement. First, Washington Elementary School, which the parties agreed would be an incentive school. presently operates as an interdistrict school in the downtown Little Rock area. Second, there has been a significant movement of population out of the area in which the parties planned RECEIVPT) tPR 2 2 Office ot Desegregation IN THE UNITED STATES DISTRICT COURT,. Moniwnnfl EASTERN DISTRICT OF ARKANSAS' WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL T ourxT T /-.RKAnSAS gu APR 20 PH 5= 53 plaintiff U.S BY. CfJ\nA... DcFUT'i C-Liia DEFENDANTS INTERVENORS INTERVENORS MOTION TO DESIGNATE KING INTERDISTRICT SCHOOL A MAGNET SCHOOL For its motion, plaintiff Little Rock School District (LRSD) states: 1. The parties filed a joint motion on February 13, 1992 seeking to designate Crystal Hill, King and Stephens Interdistrict Schools as magnet schools. The court \"acknowledge(d) that the 1 magnet designation has been powerful recruiting tool\". but a preferred to consider the issue on a case-by-case basis so as not to risk damage to \"the image of magnet schools as champions of distinctive, quality programs that are thoroughly and thoughtfully planned, implemented and maintained. Order, March 5, 1992. The H court approved the designation of the Crystal Hill Interdistrict School as a magnet school, but deferred ruling on the King and Stephens Interdistrict Schools. 2. During the summer before King begin operating as an interdistrict school, LRSD again asked the court to designate King a magnet school. Docket #1861 The court noted that \"the King facilities and programs hold great promise for achieving magnet caliber\", but expressed concern about delays in the development ofKing Interdistrict School and granted magnet status \"only provisionally\". Order, July 9, 1993, P- 2. The court also established the standard for reviewing future applications for magnet status for King: \"The court will approve full magnet status for the new school at such time that the parties can demonstrate that King is fully functioning interdistrict school a displaying the characteristics of a quality magnet as previously set forth in the case record.\" Order, July 9, 1993 pp. 2-3. 3. King is now a fully functioning interdistrict school which has all of the characteristics of a quality magnet school. Those characteristics are described in Exhibit A to this motion. which is a report on the program status at King prepared by King principal Sadie Mitchell. King should now be designated a magnet school. WHEREFORE, for the reasons set forth above and in the accompanying brief, LRSD prays for an order granting it permission to designate the King Interdistrict School a \"magnet school\". Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: Christopher Helle: Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Designate King Interdistrict School A Magnet School has been served on the following people by depositing copy of same in the United States mail on this 20th day of April 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall ' Little Rock, AR 72201-1071 Christopher Helleir MARTIN LUTHER KING, JR. INTERDISTRICT MAGNET* SCHOOL PROGRAM STATUS FEBRUARY 18, 1994 The Martin Luther King, Jr. Interdistrict Magnet* School provides a unic^e, interdisciplinary learning opportunity through \"High - 6th grade students. Intensity Learning\" for over 540 PreK An innovative and exciting theme for each nine weeks is selected. Utilizing the school-wide thematic approach to learning, curriculum and all learning activities are related directly to this the theme. Every student engages in active hands-on learning to meet their individual needs, interests, and abilities. Since the core content areas are taught through themes, tlic interdisciplinary approach encourages students to make the natural the connections in their learning. music, classes. art. physical education. These connections are enriched in Specialists implementing the curriculum. assist and the gifted and talented teachers in correlating and The specialists provide intense support for teachers as well as direct and indirect specialized instruction for students. use of these specialists will provide curriculum specialists and Creative other activities for intensified instructional for teachers through team teaching, teaching, peer teaching, etc. staff development demonstration will be inservice for teachers. Each specialist-directed experience Teachers are expected to replicate through demonstration teaching or specialized content area instruction. The educational program at King Interdistrict Magnet* is centered around the latest educational advances and technology, instructional features include: Added / Integrated Language Arts Program for first grade (Primary Level) - A comprehensive language arts program for first grade students, incorporating reading, writing, listening skills and the latest technology  Windows on Science - A K-8 videodisc-based science program that provides visuals and hands-on activities for a wide variety of science topics / Golden Book Encyclopedia - An electronic encyclopedia for the primary grades that includes pictures, sound, and animation Exhibit A to Motion to * Provisional Designate King School A Magnet School InterdistrictMartin Luther King, Jr. Interdistrict Magnet* School Program Status February 18, 1994 Page 2 Compton's Electronic Encyclopedia - An electronic version of the well-known encyclopedia, enhanced with animation, sound, and speeches J Videodisc - Interactive software used for instruction in the core areas of the curriculum 7 Automated Library - Access to the library's resources through an electronic catalog and circulation system Portfolio Assessment - Teachers will judge student performance as it is actually being demonstrated by the learner's (oral) presentation, conducting an experiment, the process used to solve problems, etc. Using portfolios, teachers will evaluate specific examples of learners' performances through the use of classroom interactions, projects, writing samples, etc. The portfolios will be used to provide feedback to parents and students and to identify and plan future instructional needs of the students. The instructional program will focus highly on the integration of the revised curriculum. Staff members will maximize instructional time through the following: use of Teaching content of subject areas together - design active linkage between fields of knowledge Maximum use of instructional management system - eliminate the re-teaching of skills previously mastered by students Accelerated progression through the instructional program at fast paced and intensified rates to accommodate individual student needs  School-wide thematic approach to learning - introducing an innovative and exciting theme during each nine weeks Expanded student learning through extension skills contained in revised curriculum All teaching and related activities for students directly tied to the curriculum and/or themes Broad range of curricular experiences that reflect both content focus and an interdisciplinary orientation aMartin Luther King, Jr. Interdistrict Magnet* School Program Status February 18, 1994 Page 3 Teachers as active curriculiun designers Teachers' decisions directly affecting students in the day-to- day operations of the classroom Highly structured school-wide discipline plan striving for excellence in education, King Interdistrict Magnet* encourages students and parents to become actively involved in the learning process. I \\kingstat.caThese additional programs and activities are organized and being implemented: Science Fairs Quiz Bowl/Invention Convention/Geography Bee/Math Olympiad Will permit students to demonstrate science skills while following guidelines, and learning the elements of display and presentation. Participation in local, state, and national programs encourage mastery of skills, a purpose for learning, and an atmosphere of friendly in- school and inter-school competition. a purpose Economics America Competition Wellness Week Career Week Red Ribbon Week Annual Talent Show Earth Day Art Physical Education Science Laboratory A national program to promote a beginning interest in economic principles._______________ Places emphasis on good health and safety and introduces community resources. Permits students to explore work options and required skills, this encourages students to establish goals.______________________ Provides experiences to promote student participation in a drug-free lifestyle.________ Allows children and staff members to share skills and abilities which otherwise might not be displayed during the school day.__________ Activities to inspire students' interest in the protection and conservation of earth resources. Art as a form of expression and creating will be utilized at all age levels. An art teacher will provide direction and age appropriate activities, as well as introducing multicultural art styles and art history. Planned activities will allow students to release energy, build muscular strength, and practice skills necessary for the proper physical growth of children. These activities will be planned to inspire a lifelong eagerness for physical health. , Under the direction of a science supervisor ---- -- **.*.*** M V XOUX f and in collaboration with classroom teachers, the science laboratory will enable students to see and participate in the wonders of science. Hands-on experiments and visual demonstrations will accomodate diverse student learning styles. The laboratory use will encourage and assist student participation in the annual styles. science fair.rLibrary Media Program The automated library, ind state of the art collection of materials, will allow the library media specialist and staff to instruct students in the skills necessary for information retrieval for the 21st century. The program will begin with literature appreciation in the four-year-old class. It will progress and add information skills as age appropriate. The media center will provide assistance to all staff members in their search for books and media to support learning. The media specialist will work directly with teachers to plan and provide point-of-need instruction for students. She/he will promote reading and Gifted/Talented Program sponsor activities to inspire students to be lifelong library users. All students in K-2 classes will be provided 30 minutes per week of focused observation and enrichment by the gifted specialist and the classroom teacher cooperatively. Identified students in grades 3-6 will be provided 120 minutes of direct instruction by the gifted specialist(s). Gifted specialist(s) will work with classroom teachers and curriculum specialists to maximize classroom learning experience for students. Instructional and learning experiences will be correlated to the instructional themes and appropriate process skills. 56 Station Computer Laboratory The large laboratory will allow for whole class instruction while allowing access to other students doing independent study and staff members during planning time. such relaxed, Four-Year-Old Classes Kindergarten Classes easy access to computers will allow staff and students to incorporate them into their lifestyle. Under the direction of early childhood teachers and in a structured learning environment, children will be provided activities and experiences in which they may choose to participate. Teachers will provide students will basic skills for learning and socialization while allowing for individual levels of growth and Special Education development._________________________ Identified students will be provided a curriculum which is functional and appropriate to their age and physical or mental challenge. This will be provided in a least restrictive environment. Nifty Nutrition/Body Works A healthy body runs on good food and the information -is presented in a lighthearted manner with samples of good foods provided by the cafeteria.CARE Program Parent Center Tutoring Program Mentoring Program Peer Tutoring Music Program Field Trips Newspaper Staff before- and after-school activities and recreation program provides in a secure atmosphere The Pent Center will provide a place for parents and volunteers to visit. parenting, community resources and continuing education win be Information provided. After-school programs will be offered periodically throughout the school supportin^^ewiSorSr^* Minimum Performance and Stanford ^~t. The Computer lab will be , 6th grade students to Test. Achievement during lunch breaks. available for use before school and The use of adult role models models has proven ^^ growth and development of students. Mentors provide support and counseling to students in need. Students helping students is a way of reinforcing learning learning. Both students will benefit from the activity. j^nowledge, and the other''increased^sSf-esSpm. Under the direction of a ' teacher, students will learn integrate different styles of the components a certified music to appreciate and music as well as . . necessary for the creating of . , Activities will concentrate student participation to e\nlove of music and discover children of all music. on active encourage a life time musical talents in socio-economic levels. J ^ield trips will be used to enhance learninc ^roaden cultural experiences, t-n ' hands-on experiences, to provide experiences for knowledge of the SSnX ^he development of coping skills for students. cu specialists will schedule field levels. Each grade level will i variety of local and out of A Martin Luther King cus after targeted 6th grade field trip to the Martin (Memphis, Tennessee). Curriculum . trips for grade experience a town field trips. museum will be established students return from a Luther King Center Will oversee the publication -_ _ , . - ------1 of school event\u0026lt;! jji conjunction with the school events partners.choir Will learn choral presentation and performing as a group. They will represent the school at community functions and perform for their peers and PTA. Art club Science Club Will give students the chance to work on projects which require more time or teacher direction than usual as well as providing student produced art work for special occasion. Science activities especially planned for groups of interested students. School Ambassadors Direct visitors and assist them with euiy needs while they are in the school. Just Say No Club Debate Team Cheerleaders An anti-drug program offering drug education and peer support, training in handling real life situations involving pressure to use drugs. Will allow students to learn the basics of debating and researching a topic. Will give those students not on the team a means of representing the school. They will be an example of proper school pride and behavior. Flag Team Monitors the daily display of our flag and patriotism of the staff and students. Good Times Club (Incentive Program) An incentive program with activities for consistently well behaved students. Gymnastics Team A physical activity which most students can enjoy. Professional guidance can ensure safety student Council and proper gymnastic skills._______________ Gives students a chance to experience the democratic process through the election of officers . It gives those elected the Basketball Team opportunity to learn leadership skills. Sixth graders will compete against other schools in basketball. This increases school pride as well as physical abilities.These programs were added since school started: G.R.A.N.D. The G.R.A.N.D. Program promotes high standards and has effectively applied new concepts and techniques that captures the students attention and instills in them a sense of value that controls the quality of the most crucial of all variables contributing to the realization of goals, i.e., self-esteem coupled with positive control of emotions. This basic concept is the I Monthly Parenting classes Martin's Mentors formula for the G.R.A.N.D. Program and the framework for the longer-term goal of convincing the student to stay in school, set worthy goals, and resist gang activity.________ The King Counselors have established a monthly parenting program. The sessions address various topics such as parenting techniques, discipline, building self-esteem, and test taking and study skills.____________________ Students from fifth and sixth grade classes provide enrichment and tutoring to the primary grades on their Ixinch breaks. on a volunteer basis. This program is Family Life The Family Life Program has a curriculum that is age appropriate and includes information and materials on the following topics: 1) Self-esteem 2) Communication skills 3) Decision making skills 4) Reproductive health care including AIDS education A special teacher, along with the school counselor and nurse, will be working with all the students in the program. Graces Class The 4th, Sth, and 6th grade girls are participating in the Graces program. This Pride program is designed to help the girls develop social skills to conduct themselves in a ladylike manner, and to take care of their bodies. All of these factors will result in promoting the girls' self-esteem._________________________ Club PRIDE is a drug prevention program for 2nd and 3rd grade students at King courages students to reach out to their friends, youn students and the community with an assertive younger Staff choir drug-free message. Club PRIDE builds positive peer power, leadership, teamwork, and effective communication skills. The foundation of Club PRIDE is knowledge of the personal and social effects of drugs._____________________________ Our faculty choir was formed to enhance school spirit and staff relations. The choir will perform at the Brotherhood Program in February and at the Faculty-Parent Talent show in March.Total Number of Students Little Rock Students Pulaski County Students_________ Students Not from Pulaski County Blacks Whites Total Certified Staff BA Degrees BA + working on Masters MA MA + Partners in Education: Arkansas Children's Hospital Women In Energy Twin City Bank Wendy's of Little Rock______ Total No  Volunteer Hours si nr-a B I . r I RECEn\u0026lt;5S0 APR 2 2 1994 C\" cn IN THE UNITED STATES DISTR: Office of Desegregation Monitoring EASTERN DISTRICT OF AR WESTERN DIVISION ANS^ ,cbiSRi'Riiy ?'j?T HKAKSAS 54 APR 20 PH 5:50 LITTLE ROCK SCHOOL DISTRICT U^rCiSTKi BY_______ , PLAINTIFF V. LR-C-82-866 DEPUTY CbthK PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS BRIEF IN SUPPORT OF MOTION TO DESIGNATE KING INTERDISTRICT SCHOOL A MAGNET SCHOOL The parties have previously agreed (Joint Motion, February 13, 1992) and this court has found that the magnet designation has been a powerful recruiting tool. Order, March 5, 1992. In resonse to I b' a previous LRSD motion, the court found that \"the King facilities and programs hold great promise for achieving magnet caliber\", but concerns about delays in the development of King Interdistrict School and the integrity of the magnet designation caused the court to grant only provisional magnet status. King Interdistrict School is now nearing the end of its first year of operation as a fully functioning interdistrict school and has displayed the characteristics of a quality magnet program. Those characteristics are described by King's principal in Exhibit A to the accompanying motion. King is offering a high quality education program in a new facility and is deserving of the magnet designation. Designating King a magnet school will further the goals and expectations set forth in the LRSD and Interdistrict Desegregation Plans. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Bvrx Christopher Heller Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Brief In Support of Motion to Designate King Interdistrict School A Magnet School has been served on the following people by depositing copy of same in the United States mail on this 20th day of April 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 1 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Helle:hay 21994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS 2 9 Office of Desegregatoi tv.onucung LITTLE ROCK SCHOOL DISTRICT WESTERN DIVISION 8y\n, V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR EXTENSION OF TIME The Joshua Intervenors respectfully move the Court for an extension of time until May 12, 1994 in which to respond to Little Rock School District's motions filed on April 20, 1994 and received by undersigned counsel on April 25, 1994 regarding the following: 1) Motion for Modification of Desegregation Plan\n2) Motion to Designate King Interdistrict School a Magnet\nand 3) Motion for Approval of Four Year Old Program Sites. For their reasons, Joshua states: 1. Undersigned counsel has not had the opportunity to devote the necessary time towards the preparation of response to said motions due to other trials and discovery commitments that had already been previously scheduled. 2. Opposing counsel has been contacted and has authorized counsel to state that they have no objection to this request for extension. 3. Said motion is being made in good faith, and is not being made for the purpose of delay. Wherefore, Joshua respectfully prays the Court to grant theextension of time, up to and including May 12, 1994. Respectfully, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 31^-3153 72206 c-John W. Walker Wa 1  Rak MnC Kd f Bar NoC 64046 CERTIFICATE OF SERVICE I hereby certify that a copy of the fo:^going has been mailed, postage prepaid to all counsel on this .,39 April, 1994. JpHn W. WalkerRECEJVSr\u0026gt; IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAR 1 5 J994 OHica of Cessgrsgaiion Mcniiof.'r? LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO\n1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS Notice of Filincr/Interdistrict School Assignment Guidelines The Plaintiff, Little Rock School District (\"LRSD or \"District\"), for its Interdistrict School Assignment Guidelines, pursuant to the order of this Court, states: 1. By order filed and entered on February 4, 1994, this Court required the LRSD to develop and file specific guidelines regarding assignments to interdistrict schools in the LRSD. The order provided that the guidelines must be complete and filed within thirty (30) days from the date of the order. As such, the deadline was Sunday, March 6, 1994. 2. On Wednesday, March 2, 1994, counsel for the LRSD requested and was granted ten (10) additional days within which to file the required guidelines. Accordingly, the LRSD had through and including Wednesday, March 16, 1994.LRSD Interdistrict School Assignment Guidelines March 16, 1994 Page 2 3 . Attached hereto as Exhibit 1 is the LRSD Interdistrict School Assignment Guidelines as developed by the District's Office of Desegregation and submitted through the Superintendent of the LRSD. 4. Counsel for the LRSD has been authorized by the administration of the LRSD to submit Exhibit 1 as its student assignment guidelines for interdistrict schools located in the LRSD. WHEREFORE, the Little Rock School District submits its Interdistrict School Assignment Guidelines. Respectfully Submitted, FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT B- L. Malone Bar No. I. D. 85096CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing Notice of Filing/Interdistrict School Assignment Guidelines has been mailed by First Class Mail, postage pre-paid on March 16, the following, except as otherwise indicated: 1994, upon Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone Little Rock School District Interdistrict School Assignment Guidelines It is the intent of the Little Rock School District (\"LRSD\") that LRSD interdistrict schools exist primarily to bring non-black students from surrounding school districts together with black students from the LRSD. LRSD non-biack students may attend interdistrict schools in the LRSD as outlined in the Districts assignment guidelines. The guidelines below will apply to ail interdistrict schools in the LRSD. 1. 2. The assignment guidelines are consistent with both the LRSD Desegregation Plan and the Interdistrict Plan with reference to the following sections: a) b) There will be established interdistrict schools which shall seek to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal of these interdistrict schools to be 50 percent black/white. Proposed interdistrict schools shall be phased-in to these ratios over time. (Interdistrict Plan, p.3) This plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Courts Order. (Interdistrict Plan, p. 11, Potential Interdistrict M-to-M Enhancements) The selection process will be as follows: a) Black students from the schools attendance zone^ will be assigned up to 51% of capacity at each grade level. If demand exceeds capacity, a lottery will be conducted to determine assignments. Students who cannot be assigned because of capacity will be assigned to the closest school with capacity which meets racial balance requirements. Their names will, however, be placed on a waiting list for the school. If the students closest school with capacity is an incentive school, that student may choose to attend that incentive school where such an assignment would not inhibit the initial reservation of seats for pre-kindergarten and kindergarten students. (However, these students still maintain their option to be assigned to an elementary area school in accordance with desegregation considerations.) ^These guidelines assume that interdistrict schools will be located in predominately black attendance zones.Interdistrict School Assignment Guidelines Page 2 b) c) d) Non-black students from the schools attendance zone will be assigned. Non-black students from Pulaski County Special School District (PCSSD) and beyond Pulaski County will be assigned through the Majority-to-Minority transfer process or appropriate State statutes. Seats will be reserved up to 49% of capacity as described by the LRSD Plan, page 147. After the winter pre-registration (normally held in or around February of each year), the number of seats reserved for PCSSD may be reduced to not lower than 40% of capacity or to that percent over 40% which is occupied by PCSSD students on that date. The remaining seats between 40% and 49% may then be made available for LRSD non-black students. However, LRSD non-black students will only be permitted to transfer to an LRSD interdistrict school where it does not cause the racial balance of the sending school to fall outside of acceptable racial balance. Children of staff members will be assigned after attendance zone and PCSSD students are placed. Transfers are subject to desegregation guidelines and the Interdistrict Plan, p. 141, Transfer of Children of Employees. 3. 4. Those LRSD students currently attending an LRSD interdistrict school may remain until they matriculate out of the sixth grade. However, the siblings of those students may not be assigned to an interdistrict school unless such an assignment complies with these Interdistrict School Assignment Guidelines. In no event wUl non-black students from the LRSD, PCSSD or elsewhere be aUowed to enroll in an LRSD interdistrict school where to do so would cause that schools enrollment to shift from being majority black (i.e. at least 50% +1) to majority white, thereby negatively affecting the interdistrict M-to-M funding status of that LRSD interdistrict school. IRECSSVED may 1 7 1994 Otfics oi Desegregation Monitoring IN THE UNITED STATES DISTRICT CO\n EASTERN DISTRICT OF ARKANSAS s. DISTRlCTcoJar WESTERN DIVISION E-ASTSPn OiSTRh'TARKANa a. T-i 4 S 3 tots M/.Y 1 \u0026lt; I-'Z LITTLE ROCK SCHOOL DISTRICT, ET AL. ,ME3 W. UO. LR-C-82-866 i: OEP CLEiiX PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET. AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS RESPONSE OF JOSHUA INTERVENORS TO LRSD PENDING MOTIONS BEFORE THE COURT The Joshua Intervenors do interpose the following regarding the pending motions before the Court: 1) Motion to Designate King Interdistrict School a Magnet\n2) Motion for Modification of Desegregation Plan\nand 3) Motion for Approval of Four Year Old Program Sites. Joshua has no objection to King Interdistrict School being designated a Magnet school. Because of Little Rock chool District's failure to respond to Joshua regarding the resolution of the Stephen School issue. we respectfully request the Court to defer action on LRSD's other pending motions until after a hearing or after such time the Eighth (Sth) Circuit rules on the pending appeal. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206  ACERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to all counsel of record on this 16th day of May, 1994 . ( J- r John W. WalkerIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER FILED district COURT eastern district ARKANSAS JUN 2 8 1994 JAMES By.-. iCORMACK, CLERK OEf^CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court are two motions which the Court now addresses: (1) motion by the Little Rock School District (LRSD) for approval of four-year old program sites [doc.#2147], and (2) motion of the LRSD to designate King Interdistrict School a magnet school [doc.# 2162]. For the reasons that follow, the Court finds that each of these motions should be and hereby is granted. I. The LRSD seeks approval of eight sites for additional four- year-old programs for the 1994-95 school year. In support of its motion, the LRSD submitted on April 21, 1994 a revised list of the sites it has selected to complete its obligations for four-year-old programs during the 1994-95 school year in accordance with this Court's May 1, 1992 order. Objections to the proposed sites which had been raised by the Joshua Intervenors were dropped during a June 7, 1994 hearing on Stephens School. 2 2 2,5In selecting the sites, the LRSD states that it considered schools that are racially imbalanced and difficult to desegregate, and that it also focused on areas which have a very high concentration of low income families. The district also submits that it chose those locations it believes will best further the goals of disparity reduction and racial balance. Based on these considerations, the LRSD selected the following elementary school sites for the additional four-year-old programs: 4 .--Badgett: One additional class added by using space that is available within the building. 2. Bale: One additional class added by using space that is available within the building through the reassignment of classroom space (classroom space used for physical education on rainy days and for psychological testing). 3. Fair Park: One additional class added by installing a trailer, which would free up a classroom within the building. 4. Geyer Springs: One additional class added by offering only two kindergarten classes. The LRSD states that although it added a third kindergarten class after the start of the 1993-94 school year, the majority of students assigned to that class were from outside the school's attendance zones. Accordingly, states the LRSD, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 1 5. Mabelvale: One additional class added by using a room available due to matriculating seventh grade students. 26. Watson: One additional class added by using space within the building obtained through sharing space with the Chapter I teacher (who is present three days a week) and the G/T teacher (who is present two and one-half days a week). 7. Woodruff: One additional class added by using space available within the building, 8. Washington: One additional class added by using space within the building. The-LRSD asks for a court order approving the locations, number of classes, and other terms as set forth above. Noting that these program additions will result in services to the total number of four-year-old children which the LRSD originally committed to serve under the terms of its desegregation plan, the Court grants the motion. II. By order dated July 9, 1993, the Court noted that the development of the King Interdistrict School \"has been rife with delays, including those of site selection, theme identification and development, attendance zone delineation, staff hiring, and student recruitment\nconstruction lags have been such that the building still may not be finished by the date students are to begin the 1993-94 fall term.\" The Court noted that \"[w]hile the King facilities and programs hold great promise for achieving magnet caliber, at this time the Court will only provisionally grant the motion to designate King Interdistrict School a magnet school. The LRSD may recruit students to the school on the basis of its 3provisional status only.\" The Court stated, however, that it would approve full magnet status for the new school at such time that the parties could demonstrate that King is a fully functioning interdistrict school displaying the characteristics of a quality magnet as previously set forth in the case record. In the motion now before the Court, the LRSD states that the King Interdistrict School has become fully functioning a interdistrict school which has all of the characteristics of a qualityHuagnet school. The LRSD asks that the King Interdistrict School be designated a magnet school. The Court notes that during its first year of operation in 1993-94, King failed to achieve an enrollment that is within the racial balance guidelines for interdistrict schools. Black children comprised 65% of King's students, a proportion that lies outside the 40 to 60 percent enrollment ratio target set forth in the desegregation plans. Preliminary LRSD registration figures for the 1994-95 school year dated May 11, 1994 indicate that King's black enrollment is still not within the 40 to 60 percent range. Indeed, none of the LRSD's three elementary interdistrict schools achieved a racially balanced student body during the 1993-94 school year, and the preliminary registration figures show that all three still remain outside racial balance guidelines. Furthermore, all three have an enrollment that is well below each building's capacity. During a hearing on June 7, 1994, the Court urged the LRSD to revise its Interdistrict School Assignment Guidelines, a document filed March 16, 1994. As written, the guidelines severely restrict 4the district's ability to accept intradistrict transfers of white students into the LRSD interdistrict schools. Broadening the guidelines to promote intradistrict transfers can help the interdistrict schools achieve their full complement of students in racially balanced proportions. In addition, the Court admonishes the parties that they are obligated to continue to aggressively recruit students to the interdistrict schools in accordance with the desegregation plan provisions. -In respects other than enrollment, King appears to be functioning at a level of service and quality consistent with that which characterizes magnet schools. Therefore, the Court approves magnet status for King with the expectation that the LRSD will expeditiously revise its Interdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students. thus promoting racially balanced school enrollments. Such intradistrict transfers are to be consistent with the desegregation plans and the law of this case. IT IS SO ORDERED this day of June 1994. UNTTED STATES'\" DI UNTT' DISTRICT JUDGE rmS DOCUMENT ENTERED ON DOCKET SHEET W COMPLIANCE WITH BULE 58 AND/OR 7S{a) FRCP ON BY k 5' RECEIVED JUN 2 9 1994 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED COURT eastern district ARKANSAS JW 2 8 1994 iCORMACK, CLERK oefclerk LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER Before the Court are two motions which the Court now addresses: (1) motion by the Little Rock School District (LRSD) for approval of four-year old program sites [doc.#2147], and (2) motion of the LRSD to designate King Interdistrict School a magnet school [doc.# 2162]. For the reasons that follow, the Court finds that each of these motions should be and hereby is granted. I. The LRSD seeks approval of eight sites for additional four- year-old programs for the 1994-95 school year. In support of its JAMESJV.^C 14AZ motion, the LRSD submitted on April 21, 1994 a revised list of the sites it has selected to complete its obligations for four-year-old programs during the 1994-95 school year in accordance with this Court's May 1, 1992 order. Objections to the proposed sites which had been raised by the Joshua Intervenors were dropped during a June 7, 1994 hearing on Stephens School. 2 2 2 1In selecting the sites, the LRSD states that it considered schools that are racially imbalanced and difficult to desegregate. and that it also focused on areas which have very high concentration of low income families. The district also submits that it chose those locations it believes will best further the goals of disparity reduction and racial balance. Based on these considerations, the LRSD selected the following elementary school sites for the additional four-year-old programs: -1. Badgett: One additional class added by using space that a is available within the building. 2. Bale: One additional class added by using space that is available within the building through the reassignment of classroom space (classroom space used for physical education on rainy days and for psychological testing). 3. Fair Park: One additional class added by installing a trailer, which would free up a classroom within the building. 4. Geyer Springs: One additional class added by offering only two kindergarten classes. The LRSD states that although it added a third kindergarten class after the start of the 1993-94 school year, the majority of students assigned to that class were from outside the school's attendance zones. Accordingly, states the LRSD, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 5. Mabelvale: One additional class added by using a room available due to matriculating seventh grade students. 26. Watson: One additional class added by using space within the building obtained through sharing space with the Chapter I teacher (who is present three days a week) and the G/T teacher (who is present two and one-half days a week). 7. Woodruff: One additional class added by using space available within the building, 8. Washington: One additional class added by using space within the building. The-LRSD asks for a court order approving the locations, number of classes, and other terms as set forth above. Noting that these program additions will result in services to the total number of four-year-old children which the LRSD originally committed to serve under the terms of its desegregation plan, the Court grants the motion. II. By order dated July 9, 1993, the Court noted that the development of the King Interdistrict School \"has been rife with delays, including those of site selection, theme identification and development, attendance zone delineation, staff hiring, and student recruitment\nconstruction lags have been such that the building still may not be finished by the date students are to begin the 1993-94 fall term.\" The Court noted that \"[w]hile the King facilities and programs hold great promise for achieving magnet caliber, at this time the Court will only provisionally grant the motion to designate King Interdistrict School a magnet school. The LRSD may recruit students to the school on the basis of its 3provisional status only.\" The Court stated, however, that it would approve full magnet status for the new school at such time that the parties could demonstrate that King is fully functioning a interdistrict school displaying the characteristics of a quality magnet as previously set forth in the case record. In the motion now before the Court, the LRSD states that the King Interdistrict School has become fully functioning a interdistrict school which has all of the characteristics of a quality-magnet school. The LRSD asks that the King Interdistrict School be designated a magnet school. The Court notes that during its first year of operation in 1993-94, King failed to achieve an enrollment that is within the racial balance guidelines for interdistrict schools. Black children comprised 65% of King's students, a proportion that lies outside the 40 to 60 percent enrollment ratio target set forth in the desegregation plans. Preliminary LRSD registration figures for the 1994-95 school year dated May 11, 1994 indicate that King's black enrollment is still not within the 40 to 60 percent range. Indeed, none of the LRSD's three elementary interdistrict schools achieved a racially balanced student body during the 1993-94 school year, and the preliminary registration figures show that all three still remain outside racial balance guidelines. Furthermore, all three have an enrollment that is well below each building's capacity. During a hearing on June 7, 1994, the Court urged the LRSD to revise its Interdistrict School Assignment Guidelines, a document filed March 16, 1994. As written, the guidelines severely restrict 4I the district's ability to accept intradistrict transfers of white students into the LRSD interdistrict schools. Broadening the guidelines to promote intradistrict transfers can help the interdistrict schools achieve their full complement of students in racially balanced proportions. In addition, the Court admonishes the parties that they are obligated to continue to aggressively recruit students to the interdistrict schools in accordance with the desegregation plan provisions. -Inrespects other than enrollment, King appears to be functioning at a level of service and quality consistent with that which characterizes magnet schools. Therefore, the Court approves magnet status for King with the expectation that the LRSD will expeditiously revise its Interdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students. thus promoting racially balanced school enrollments. Such intradistrict transfers are to be consistent with the desegregation plans and the law of this case. IT IS SO ORDERED this cXP day of June 1994. UNITED STATES'\" I^STI 'RICT JUDGE ANGE WTH THIS DOCUMENT ENTERED ON DOCKET SHEET M COMPLIANCE BULE 5 AND/OR 79(a) FRCP k 5\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_638","title":"Little Rock Schools: Meadowcliff Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2005"],"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","Meadowcliff Elementary School (Little Rock, Ark.)","Teachers","Educational law and legislation","Student activities"],"dcterms_title":["Little Rock Schools: Meadowcliff Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/638"],"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\nJune 19, 1994C^- i- '' .! J i I 1 Ik '1 n 'i Ij '! 1 \\. I 'iz OJd-- 'j^' . y-'-' u r\\ \u0026lt;1' d-L. 'J /t I '-. ?. ..I yl X {^x 'Tii citjUi-eyd. () ^'- '^y^.C /' V \\J, 0 V FRIDAY, AUGUST 26, 2005  3B Bonus plan for teachers hits snag LR teacher association says Meadowcliff project may breach contract BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE A pilot project to award what could be thousands of dollars in bonuses to Meadowcliff Elementary School teachers developed a hitch Thursday night when leaders of the Little Rock Classroom Teachers Association warned of a potential contract violation. At least 50 district teachers, including several from Meadowcliff at the meeting in support of the pilot project, looked on as the Little Rock School Board voted unanimously to delay a decision on ftmding die program until the boards Sept. 8 meeting. The program, entering its second year, offers teachers financial rewards based on the achievement gains made by their pupils on standardized tests. Grainger Ledbetter, executive director of the association, the sole contract bargaining agent for the districts 1,900 teachers, told the School Board that approval of the Achievement Challenge Program without negotiating its terms with the association would constitute a serious violation of the contract and a breach of the cooperative relationship both sides have worked so hard to maintain. Ledbetter said, We urge you to defer action on the Meadowcliff plan tonight and allow the parties to sort out their differences and secure an agreement all parties can live with. Last school year the Achievement Challenge Program resulted in an average 17 percent gain in student achievement and the payment of $134,800 in bonuses to teachers. Individual bonus amounts ranged from $1,800 to $8,600. The bonuses were based on the gains that children made on the Stanford Achievement Test, ninth edition, that they took last spring as compared with their scores on a pre-test they took the previous fall. The first year of the pilot program was coordinated by the Public Education Foundation of Little Rock, which had received financing from an anonymous donor. Teacher union leaders knew nothing of the pilot program until a news conference was held this summer to announce the achievement gains and bonuses. Lisa Black, executive director of the foundation, urged the board to continue the pilot project as it will take two to three years to measure its efifect We see this as a real opportunity for testing new ideas, working with the community and working with teachers to show them how much we value their work, Black said. Superintendent Roy Brooks had initially recommended that the board fund the pilot projects second year. He said the pilot had provided immediate and measurable gains in student learning that crossed grade levels and demographics. Brooks proposed that the district pay the bonuses from the savings generated this year by the recent move to trim 100 positions out of the districts adniinistrative staff. Ledbetter said long-standing language in the districts teacher contract obligates the board to negotiate with the association before adopting any board policy inconsistent with the existing contractual agreement. Another provision of the agreement describes a process by which the district or a school can apply for a waiver of the negotiated salary agreement or other provisions of the teacher contract, he said, and noted that the faculties at both Stephens and Rockefeller elementaries had recently used that contractual provision to try out an alternative teacher pay plan. The unions objection to the pilot program comes on the eve of a potential settlement of the 2005-06 teacher contract between the district and the association. Contract negotiating teams are due to meet at 4:30 p.m. today on what representatives on both sides said they expect to be a tentative contract agreement. Please understand how this appears to us, Ledbetter told the board. At the same time the administration wants us to accept a proposal [in the contract talks] that offers no increase whatsoever J for the 600-plus most senior, experienced teachers in the district, the MeadowcUff incentive plan pays significant cash bonuses to teachers in a single school. Ledbetter also questioned the use of the Stanford Achievement Test as the basis for the bonuses. He said that the primary measures of student achievement in Arkansas are the state Benchmark Exams, which also are the basis for each schools compliance with the federal No Child Left Behind Act. Meadowcliff Principal Karen Carter said the school will go ahead with plans to test pupils Monday. At least well have the good data on the students. Thats the important thing, Carter said. I hope we can work with both negotiating teams to come up with a solution. Its a really good pilot program and a good program for our students because we can tell where our students are starting and where they finish. Joyce Mason, a Reading Recovery program teacher at the school, agreed that the achievement data on individual students are critical. We would be really happy if we can get that information every year so that we can work with out children, Mason said. First-grade teacher Kathy Thomas said the data enabled teachers to begin to know for certain which instructional programs work I feel we have already gained a great deal of knowledge, and I would like to think we could continue with this, Thomas said. Brooks said after the board meeting that the'district and association representatives would meet about the matter and he felt confident they could resolve the issue. I know that they want what we want, which is to do what is best for these children. Well work this out, he said. Katherine Wright Knight, president of the teachers as- sociation, said she would meet with Meadowcliff teachers in the next few days to explain the process for attaining a waiver to the salary provisions of the contract.SUNDAY, MAY 23, 2004   EDITORIALS Nothing special Just everyday excellence  's. Nowcliff Elementary in Southwest Little Rock. Nothing special. The Say no to drugs sign is dirty and/or rusting. The timeworn parking lot, like timeworn parking lots everywhere, has cracks in it 'where the more tenacious strains of grasses reach for that big light bulb in the sky. The building is made in la Classique Instruction Elegance, a style familiar to almost every other elementary school you know\none story, a main office, open hallways, with a recess area out back. Even the surrounding neighborhood is blue collar and red brick. Its not upper class or lower class. The houses arent mansions, but they arent shabby, either. A passerby might look at the neighborhood the same -way hed look at the school\nNothing special We parked, walked into the school and met Karen Carterprincipal, guiding light, and tour leader at Meadowcliff. If you cant judge a book by its cover, better not judge an elementary school by its building, either. NOTHING SPECIAL, huh? Every comer we turned, we found something special The reason we decided to visit the school in the first place was that wed heard some rumors about unusual test scores coming out of Meadowcliff The school -was taken off alert status just this year. At a school where 96 percent of the kids are in the free- or reduced-lunch program, what explains the significant rise in Benchmark tests over the last few years? In 2000-01, you see, only 9 percent of the schools fourth-graders scored at or above the 50th percentile in math. In 2002-03, that figure jumped to 51 percent. Wha-? And thats only one example. We had to check this out Call it part curiosity and part suspicion. OTHING SPECIAL. Thats the first impression you get when you drive into the parking lot of Mead- NE ANSWER to this poser is reading. The focus at Meadowcliff seems to be reading, reading, and more reading. Which is a good thing, a good thing, and more of a good thing. Teachers everywhere will tell you\nIf you cant read, you cant study science or history or even much math, Reading is where it starts. Its the first among equals in education skills. Maybe life skills, too. Principal Carter and the schools literacy coach, Deeann Morgan, have bought into an approach to reading that (1) helps those who are behind, but (2) doesnt hold back those kids who are ahead, -which, we decided in the end, ought to be (3) copied by more schools. It aU starts at The Board. In the reading room-which is part library and part NFL draft war room teachers have tags for each childs name, and each is color-coded by grade. The kids start out reading on Level A, and when they master it, they move on to you guessed itLevel B. Then C. No skipping D or E All the way up to Z. The pattern of the colors on The Board shows where everybody is, whos reading ahead of the class, and, very important, whos behind. Those who are behind are spotted early, and get extra help. The books in the library/war room are separated according to level of difficulty, but a child gets to pick which book he wants to read at his level Theres no You need to read this toda-y in the program. The kids get to choose. Which is important Picking the subject is key to reading, or writing. Trust us. Some people call this Empowerment Others would call it Individual Interest We call it Common Sense. We aU do best at what we like most At Meadowcliff, the kids are tracked on The Board, and arent allowed to slip through any cracks. Principal Carter tells the story of a young man who hated school- :ven be-fore third gradeand just wouldnt do the work. She brought him into the library, sat him down, and asked him what it was he liked. Trucks, he said. She snapped up a truck book on Level A, he began to read, and it took. A school year later, hes reading ahead of his grade level Deeann Morgan puts her hands on her hips and looks up at the boari She assumes an expression not unlike some weve seen on Army commanders faces when they look over an Operations Order. Staring at The Board, she says, Its everybodys job to move these kids, Move the kids up to higher levels of reading, that is. And thats an order. Arkansas schools need more of this kind of coach. Correction: Arkansas students need this kind of coach. The kind who take their jobs as seriously as the other kind of coaches. And whose success is so much more important. HERES NO limit on Meadowcliffs readers. They may read as far ahead of their class as they can. How about trying Harry Potter next? Lemony Snicket? Its the kids with difficulty who get the special attention. When the educators in the war room started discussing Phonemic Segmentation Assessments, our eyes glazed over. We started looking at artwork on the walk. And listened to the kids on the other side of the room read aloud. In one of the hallways, some kids had clipped newspaper articles and written comments on them. (So young, and already editorial writers!) There were paintings. Handwriting examples.... We moseyed (yes, we mosey) on down to Mrs. Haydens third grade class. At the time, the class was in Centers, which means they were in little groups doing different things. One group was reading Kid Power. In this center, one child is chosen to be the Reader, another the Summa-rizer, another the Word Wizard (whose job it is to point out new or interesting words in the story), another the Question Asker, and so on. This exercise gets the kids to focus on the story, not just one word after another. (Theres more to read- itself among those that used to be in trouing than reading, you know. Theres think- ble. ing, too.) Meadowcliff has something to offer. Over in Mrs. Modicas class, first-grad- We hope those in the states education de- It doesnt breathe, it doesnt smell/ It doesnt feel so veiy well/ I am discouraged with my nose/ The only thing it does is blows Dorothy Aldis Did we say this was first grade.These kids are already reading well enough to analyze poems. We looked around for some Emily Dickinson, but didnt find any. Must save her for second grade.... All this was funded by a federal grant Which was all of $330,000. That sounds like chump change when you look at education budgets and flunk of the impact this money will have on a whole generation of kids at Meadowcliff. Oh yes, we buried the lede: Because of the No Child Left Behind Act remember, kids from under-performing schools get to move to other schools that are doing a better job. And a handful of kids in Little Rock19 in allhave moved to Meadowcliff. (The school is now full at 367 students.) And this is the same Meadowcliff u.ut three years ago, had only 9 percent of its fourth-graders proficient or above in the Benchmark test Some things are going ri^t in Arkansas schools. Not enough things. But the Meadowcliffs are out there, just begging to be recognized and funded andabove ail: opied. Its the way we ourselves like to operate: If you see a good idea, copy it Principal Carter said about a dozen schools participate in this new reading program. We wondered why there werent a couple of hundred more. On our way out, we spotted Mrs. Jones-Flanigans kindergarten class, all in a line, all suspiciously quiet, and most of them smiling at the visitors and doing their dawggonedest not to giggle. They stopped in front of the music class. Apparently, it was That Tune, and the kids kindergartenerswere going to get a music lesson. Nothing special Just another day at an Arkansas school that can count er Jason Valsquez was on the floor, read- partment, and in school boards across the ing a poem, and finding the rhyming state, are paying attention. words: Arkansas Democrat Arkansas ^(BazcUe Established 1878 Established 1819 Arkansas Democrat (gazette Arkansas Newspaper Watter E. Hussman, Jr., Publisher Griffin Smith Executive Editor Paul Greenberg Editorial Page Editor Paul R. Smith V.P./ General Manager Lynn Hamilton V.P./ Operations John Mobbs Advertising Director Larry Graham Circulation Director Estel Jeffery, Jr. Director of Promotions  FRIDAY, SEPTEMBER 9, 2005  LR School Board OKs bonus plan If students achieve, Meadowcliff faculty eligible for incentive pay BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE A pilot program to pay bonuses to Meadowcliff Elementary School faculty and staff based on the achievement gains of their students won Little Rock School Board approval Thursday. The School Board voted 5-1 for the $179,000 incentive-pay program that was started at the school last year with funds from an anonymous donor. Meadowcliff pupils, who were given the Stanford Achievement Test, ninth edition, at the start of the school year and again in the spring, showed an average 17 percent gain on the test. Financial rewards were then distributed to teachers and other staff members based on the gains of the individual children with whom they worked in the classroom or in school programs. A proposal to carry out the Achievement Challenge Pilot Project a second year with district funding created a bit of a stir in recent weeks. Leaders of the Little Rock Classroom Teachers Association, unaware of the program this past year, objected to a second year without first negotiating the parameters of the alternative-pay plan with the association, as is required by language in the teacher contract. The pilot project did become part of the 2005-06 teacher contract negotiations between the district and the association that were completed last week. Teachers and district leaders agreed that the plan could be carried out if Meadowcliff teachers followed the process laid out in the contract for trying an alternative-pay plan. That process requires that at least 75 percent of the teachers at a school vote in support of any kind of alternative-pay plan. Karen Carter, principal at Meadowcliff Elementary, said Thursday that 100 percent of the staff  including certified and non-certified employees  voted in support of the pilot project over the past few days. The School Board vote on funding for the project was the final hurdle. Meadowcliff students have already taken the Stanford Achievement Test, 10th edition. Teachers will use the results from that test to guide their instruction and the pupils will take the test again in May. Were ready to get the scores back so we can start planning what our students need and base our professional development on the areas we need growth in, Carter said after the meeting. Board member Katherine Mitchell cast the sole negative vote, saying that she wasnt against incentives but was against a process that didnt open the alternative-pay plan to employees at other schools. She questioned how long the district must try a pilot program before deciding whether it works. Board President Larry Berkley said the districts purpose in trying the pilot project is to learn from it. Measures of merit have not been universally accepted, he said. We are looking here at a norm-reference test as a sole measure of academic growth and that may not be the best way to do it. It may be some combination of [tests] and those kinds of things are what we are trying to learn. The measure of merit may need to be changed. But we cant learn if we dont try something new. Board member Tony Rose said paying bonuses to some teachers is not unprecedented in the school district and he noted that the district pays teachers for earning certification from the National Board of Professional Teaching Standards. Those teachers have demonstrated they have accomplished something, he said. And this is another way for teachers to demonstrate they have accom- | plished something in the class-  room. I I6J  SUNDAY. OCTOBER 16. 2005   Arkansas Democrat (gazette How an Arkansas school found success BY DANIEL HENNINGER THE WALL STREET JOURNAL ITTLE ROCK  This state capital is famous to the nation for the mysteries of its politics and the compulsions of its politicians. By insisting 50 years ago on the continued segregation of Central High School, Gov. Orval Faubus ensured among other things that the handsome, still-functioning Central High would stand today as a national shrine maintained by the National Park Service. Yet another national shrine to political tumult that one may visit in Little Rock is the William J. Clinton Presidential Library and Museum. I came to visit the Meadowcliff Elementary School. Perhaps in time someone will put a plaque in front of it too. About 80 percent of Meadowcliffs students in the K-to-5 school are black, the rest Hispanic or white. It sits in a neighborhood of neat, very modest homes. About 92 percent of the students are definable as living at or below the poverty level, a phrase its principal, Karen Carter, abhors: I dont like that term because most of our parents work at one or two jobs. This refusal to bend to stereotypes likely explains what happened last year at Meadowcliff. Students scores on the Stanford achievement rose by an average 17 percent over the course of one year. They took the Stanford test in September and again in May. Against the national norm, the schools 246 full-year students rose to the 35th percentile from the 25th. For math in the second grade and higher, 177 students rose to the 32nd percentile from the 14th. This is phenomenal. What happened in nine months? Meadowcliff has two of the elements well established as necessary to a schools success-a strong, gifted principal and a motivated teaching staff. Both are difficult to find in urban school systems. Last year this Little Rock public school added a third elementindividual teacher bonuses, sometimes known as pay for performance. Paying teachers on merit is one of the most popular ideas in education. It is also arguably the most opposed idea in public education, anathema to the unions and their supporters. Meadowcliffs bonus program arrived through a back door. Karen Carter, the schools principal, felt that her teachers efforts were producing progress at Meadowcliff, especially with a new reading program shed instituted. But she needed a more precise test to measure individual student progress\nshe also wanted a way to reward her teachers for their effort. She went to the Public Education Foundation of Little Rock. The Foundation had no money for her, and the Little Rock systems budget was a nonstarter. So the foundation produced a private, anonymous donor, which made union approval unnecessary. Together this small group worked out the programs details. The Stanford test resiflts would be the basis for the bonuses. For each student in a teachers charge whose Stanford score rose up to 4 percent over the year, the teacher got $100\n5 percent to 9 percent$200\n10 percent to 14 percent$300\nand more than 15 percent$400. This straight-line pay-for-performance formula awarded teachers objectively in a way that squares with popular notions of fairness and skirts fears of subjective judgment. In most i t'- Arkansas Democrat-Gazene/STEVE KEESEE Meadowcliff Elementary School teachers DeeAnn Morgan (left), the literacy coach, Joyce Mason, the reading recovery teacher, Barbara Beavers, the math coach, and Thessa Arnold, the pre-kindergarten teacher, were among the staff of the school that were honored in June at a news conference because of the school's educational gains. merit-based lines of work, say baseball, its called getting paid for puttie^ numbers on the board. Still, it required a leap of faith. I will tell you the truth, said Karen Carter. We thought one student would improve more than 15 percent. The tests and financial incentives, however, turned out to be a powerfill combination. The August test gave the teachers a detailed analysis of individual student strengths and weaknesses. From this, they tailored instruction for each student. It paid off on every level. Twelve teachers received performance bonuses ranging from $1,800 to $8,600. The rest of the schools staff also shared in the bonus pool That included the cafeteria ladies, who started eating with the students rather than in a nearby lounge, and the custodian, whom the students saw taking books out of Carters Comer, the library outside the principals office. Total cost $134,800. The tests cost about $10,000. The Meadowcliff bonus program is now in its second year, amid more phenomena rarely witnessed in school reform. Last years bonuses were paid for by an anonymous donor\nthis year the school board voted to put the pay-for-performance bonuses on the districts budget. The Little Rock teachers union thereupon insisted that MeadowclifTs teachers vote for a contract waiver\n100 percent voted for the waiver. Another grade school, with private funding, will now try the Meadowcliff model. The Meadowcliff program has the support of both Little Rocks superintendent, Roy Brooks, and Arkansas (flrector of education, Ken James. Superintendent Brooks, who was recruited from the reform movement in Florida, has cut some 100 administrative positions from the central bureaucracy and rerouted the $3.8 million savings back to the schools. At his offices in the capitol buildup. Director James calls himself an advocate of pay for performance for a couple of reasons. Financial incentives of some sort are needed, he says, to stop math and science teachers from jumping ship to -...y s' .w -A  a Arkansas Democral-Gazette/STEVE KEESEE Meadowcliff Elementary School Principal Karen Carter (right) hugs Little Rock School District Associate Superintendent Sadie Mitchell on June 20 after the school's staff was honored for a 17 percent learning gain. The school's special education teacher Demetria Moragne is at left. industry. And school districts like Little Rocks have to innovate fast because jobs and population are migrating internally, mostly into northwestern Arkansas. The Springdale district alone, he says, near Fayetteville and Bentonville, hired 180 new teachers this year. Little Rock has to find a way to hold its best teachers. The teachers I saw at Meadowcliff Elementary seemed pretty happy to be there. School reform is one of the greatest of the great white whales of American politics. It's by now virtually a mythical beast, chased by specialists, commissions, think tanks, governors. Gov. Bill and Hillary Clinton were famous Arkan-sas school reformers. With No Child Left Behind, President Bush has flung the reform fishing net over the whole country. The biggest urban school systemsNew York, Chicago, LA.get most of the ink. But maybe the solutions are going to be found in places like Little Rock, where talented people can fly beneath the radar long enough to give good ideas a chance to prove themselves. Daniel Henninger is deputy editor o/The Wall Street Journal's editorial page. His column appears Fridays in the Journal and on Opinion- }ournal.com. Copyright  2005 Dow Jones \u0026amp; Company, Inc. OCTOBER 20,2005  ARKANSAS TIMES Our public schools  The Democrat-Gazette reprinted Sunday a column by one of the Wall Street Journals rightwing editorial writers. It trumpeted the first year of an experiment at Little Rocks Meadowcliff Elementary. A secret donor, whose money was laundered through the Little Rock Public Education Foundation, put up almost $135,000 to pay bonuses to teachers whose students Stanford test scores rose at least 4 percent over the last year. Theres been no serious analysis yet of the results, either for score manipulation or by comparison with the important state benchmark tests results. But the Little Rock School Board voted to spend public money to continue the experiment another year at Meadowcliff. And, the Wall Street Journal editorialist disclosed, Another grade school, with private funding, will now try the Meadowclilf project. Thanks for the scoop, WSJ. Thered been nothing in the local paper about this. No public action by the School Board. Its true. Superintendent Roy Brooks confirmed. The secret donor is financing a larger experiment this year at Wakefield Elementary. The pre-test has already been done. Brooks said it was up to the private Public Education Foundation to decide when the public would be informed. This is not district funds here, Brooks said. No, just our building, payroll and kids. Its an arguable ethics violation, too, to hide the source of money spent to influence public policy. Merit pay hasnt been rated a conclusive success anywhere I know of. High-stakes testing is an invitation to cheating (check the best-selling Freakonomics for a primer). Debates rage on merits of the norm-referenced Stanford test used at Meadowclifff and the criteria-based Benchmark Test on which government approval of schools happens to be based. Meadowcliff students did poorly on the latter. Opponents believe merit pay is a back-door way to limit automatic annual pay increases and cripple Max rantley max arktimes.com B teacher unions. Given the fat cats who form the merit pay claque, you can understand the suspicion. So whos the donor? Did he send his own kids to public schools? Is he a voucher buff, working on the uninformed assumption that Little Rock schools  which regularly lead the state in National Merit winners  are wholly failing and need to be eventually privatized? Teachers unions can support merit pay. When its not linked to up-or-down testing of a complex organism, a classroom with disparate learners. When offered to all teachers, without favoritism, on top of an honorable wage. When given for national board certification and extra work. At a minimum, merit pay should be transparent  advance notice of a public meeting to debate the idea before a public vote. Instead, school officials paid obeisance to a shadowy fat cat with a pet project, its wonders now touted uncritically in the right-wing local daily and a national counterpart. Perhaps a tardy debate will follow the Classroom Teachers Associations grievance this week that the district again violated its labor contract. The contract requires a vote by Wakefields teachers (likely pro forma) to approve the supplemental pay deal. It was a given that the Public Education Foundation would become a tool for the Hussmans, Stephenses and Waltons of the world to insinuate their education philosophy into Little Rock public schools. But who knew policy-making power was for sale so cheap? Or that wed get the news from the editorial page of the Wall Street Journal. Its an insult to Little Rock taxpayers. ^WEDNESDAY, OCTOBER 26 2005 .  Recess now  Sc a workout for pupils at 2 schools BY HEATHER WECSLER ARKANSAS DEMOCRAT-GA 7FTTE Two elementary schools ttt Arkansas have new playgrounds intended for more than just play. - ' .J- 4)  B'S ^F^Sg.q|'8 -y^T.-SMSsqq-r . tu o q u  EhE \u0026lt;u tE - -q 41 O .2}'.0I) g q^=o.S^ E \u0026gt; S 4\u0026gt; ^.23 cz) ii O *2 t   ^..5 Ct (U o c V) flj (L) Instead of slides, swing sets and jungle gyms, the recreational equipment includes chin bars for pull-ups, poles for climbing, vaults for leaping over, a horizontal ladder for swmging across and a bench for stomach crunches. Meadowcliff Elementary in ! the Little Rock School Disrtrt Md Seventh Street Elementary m the North Little Rock School District installed the new fit- ness areas to help students and visitors exercise each of their muscle groups. This program allows our students, neighborhood and wider community to have access to state-of-the-art equipment to help get us get physicaUy fit, Karen Carter, principal of363-student Meadowcliff, said Tuesday at a ribbon-cutting ceremony for the See PLAYGROUNDS, Page4B w G o 0,  S'a a 8 1) y\u0026gt; OJ 4) 4) - b  - r. -G 4) OP *3 G  'S p fS -S 3^ g g -S g  8 1,2 q I ^^2 v)2t3^ ____________  3 re ^*73 '^^^4)12-2 2^ OGc\u0026gt;.,n4)4)^*3Ot}ne^Pre  -E 8 M B g\u0026gt;B S-q.^'O ragSTiq \" 2 2 S-q\na - O \u0026lt; t/\u0026gt; C J \u0026lt;u  cu .23 0) W5 (U -s g bb -G \u0026lt;u G \u0026gt;xhG 0 3 1) lU S .5  c flj tn o. 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E ts 9- S O \u0026lt;Z) o ^2 *0 o o  o 1: C ' CL, CX-C CL^  \u0026lt;1J 3 4) c 2 = _ OX) o - 5 2 '2 u S s s p *G S 4) o cn-G \u0026gt; ly G re re -{ C.S S 2 \u0026lt;j c  g .3^-2gS3 -I 8^ t 8 u re G 3 t a c o S) U re .3 \u0026lt;23 LG g  s g c-g-g En^ - S - o.f^ 7 S'! g  ss  ^ -_c\u0026lt;uCQJ?.'bl2^4) C 8,^-2 i'S SB 4) t\"! 73 re O ctT U t/\u0026gt; 'C ^_c '3 O 4) O o 3 'o 2 y -oi \"O *-.  \"h\n31 u c n e 3 u % c\n3 CQ -s E ^\u0026gt;2 31 CG O d\nO *3^ re 13* (U cT.2^ S -n CL^ O h  ? -G CXm .R.X! o  - febu -g, g K g o o .a tZ) ir\u0026gt; 1\u0026gt; 8 \"5 c/\u0026gt; CX4-. tr CQ tu o\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_674","title":"Little Rock Schools: Otter Creek Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2005"],"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","Otter Creek Elementary School (Little Rock, Ark.)","School management and organization","School facilities","School enrollment"],"dcterms_title":["Little Rock Schools: Otter Creek Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/674"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n 50137^14137 hJALKER. L3I,m firm 47' 03 MfiV 15 5' JOHN W. WALKER RALPH WASHIXGTON MARK BERXETTE ACSTIN PORTER. -fS KIM.RERLY R. DlCIuJOX JoH.N vv. Walker, p.a. AiTORXEY At Lw- 1723 Broacw.ay Lit. Rcck. .AKK-W'SaS \nTl'LE?.4(??4E (501) 374-S FAX {SOI) 3'74-4187 2206 758 Via Facsimile - 3242146 May 15, 1997 Dr. Don Roberts Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Roberts: I an advised by Ms. Springer that she made monitoring visit and attended a conference at Otter Creek Elementary school on yesterday wherein the parent/guardian of a seven vear old /almost eight, 6-23-89} first grade student was advised by the 4*k '*|4' U nk J 1 21 ... .... . 1 J .. . X .11 _ *. \"** that her child could not attend summer school, black male who is ADHD principal This student is a and first grade. and,has already repeated the kindergarten His reading skills are not at the level for entry into the second grade according to asssessments by the classroom teacher and other district officials who have tested hl.,., can you or any member of your administrative staff explain by the him. to me how this child who is in desperate need of remediation be passed over for sum.mer school? We believe that the plan contemplated providing ail class members with remediation throughout the year. Although we believe that the majority of the remediation,should take place during the school vear it should not be limited to a certain num.ber of school year, can when there may be some who are left out. students especially I am further advised that the District has all..L.._ seats for kindergarten through third grade summer school and Hotted 900 summer^school for grades four through six will be provided at -- Vie aid not contemplate payment bv any parent cost of $115,00. a for remediation services of their children. to above, according to the principal school. T' ' ' The student referred ---- J- f Would you please provide the does not qualify for summer c\nelection criteria for summer school, the number of slots that have been allotted to each school in the District, whether all schools have det the names, summer school race and gender of the students ermined who will be attending from their respective school and if so, please provide this information from each school, providing summer school for these students, whether these costs are totally state funded, if not, i,.hL the District and what is the budget item. the total costs for what portion will be paid by Also advise if any of costs for summer will come from the desegregation budoet. In501 ?44 WALKER LAL FIRM 4?? po: 04 'Wy' Page 2 May 15, 1997 Letter to Dr. Roberts other words, how is summer state funded? school being funded? Is it completely Please let me hear from you. I would especially like to discuss making sure that this young man at Otter Creek is provided summer school services. Sincerely, 'I w. Walker Walker J W: j s cc\nMs. Katherine Strong05/26/1999 15:20 05/26/1999 12:54 501-324-2023 5014557498 LRSD COMMUNICATIONS OTTER CREEK ELEMENTA PAGE 01/01 PAC 01 School Event Wotificgtion Form Little Rock School District (Upcoming Events) Your name\n, Janis Tucker (Principal) Phone:. 455-7440 Date of Event\nFriday (5/28/99) School\nOtter Creek \"tleinencery Time of Event:(begins}. 8130 a .(ends). 2:25 pm What is the event? Field Day T What is the purpose? Good behavior incentive for students Who is sponsoring the event (school, partner, agency)? Where will it be held?. School Are other district schools involved? .Yes .No X Explain why this event would be a good story opponunity for the newspaper or television stations. What makes this event special? What makes it visual? Include the names of well-known people or organizations. Give as many specific details as you can! The day will begin at 8:30 with eompctative outside sports for which Che winners will be given gold stars to add to their Stars For Tomorrow Ribbons. They will be having a picnic lunch from 11:30 until 12:30. The students will come inside at 12:30 to finish their day wlch a movie with rafreshnents of popcorn and coke until 2\n25 Ph._________________________________________________________________________ An added actraccion to the days festivities will be Mrs. Janis Tucker (principal) and Mrs. Debbie Flores (Media Specialist) dressed up as clowns and skaciBg through the building giving out treats to all the students. This activity was planned for the students as a reward for reaching 10,000 points in our Accelerated Reading program. Our students worked hard to reach 10.000 polncs to see thia event take place Remember to submit your items no later than Thursday of the ygeX prior tP YPUr event- Weekly media advisories are sent to the School Board on Friday afternoon and to the press on Monday morning. Information sent after the event has happened should be submitted on the Good News form. ENJohn W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER SHAWN CHILDS OF COUNSEL ROBERT McHENRY, P.A. DONNAJ.McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mchenryd@swbell.net Via Facsimile - 371-0100 January 17, 2001 Ms. Ann Marshall Federal Monitor Office of Desegregation Monitoring 124 West Capitol Avenue, Suite 1895 Little Rock, AR 72201 RECEIVED JAN 1 8 2002 Re: Little Rock School District n.-. OFFICE OF desegregation monitoring Dear Ms. Marshall: Due to Mr. Walkers absence, he has asked that 1 bring to your attention Joshuas concerns regarding the Little Rock School Districts position about school construction, i.e., increasing school capacities, thus changing racial balances. For instance, the District has taken the position that court approval is not required with respect to the construction of new classrooms at Otter Creek Elementary School. On one hand the LRSD Board of Directors has closed a school which IS majority black due to decreasing enrollment and low capacity, yet on the other hand the District is increasing the capacity of a majority white school in the District. These actions appear to have initiated future plans for making the west Little Rock schools whiter and the schools east of University blacker. Enclosed you will find our correspondence to the District regarding this matter along with Mr. Clay Fendleys response. We also have requested that the District provide to us all future plans for school construction along with any studies regarding capacities and racial balances in its schools as a result of any new construction. We are, therefore, requesting that you and members of your staff investigate these concerns and provide the Court and the other parties with the results of your findings. Thank you for your attention to this request.Sipcerely, /oy C. Springer For John W. Walker JCS/ cc: Mr. Clay Fendley Dr. Kenneth James John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKEE SHAWN CHILDS Via Facsimile - 324-2281 January 8, 2002 OF COUNSEL ROBEET McHENRY. RA. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mchenryd@swbell.net Mr. Junious Babbs Associate Superintendent for Administrative Services Little Rock School District 501 Sherman Little Rock, AR 72201 Dear Mr. Babbs: This will serve as a follow-up for additional information regarding comments that surfaced at the parent meeting at Dodd Elementary on last evening. I understood a numbei of parents to say that there are currently new classrooms being constiLicted at Otter Creek Elementary. I did not understand that the millage funds would be used foi the construction of classrooms at any school. What type of analyses have been done by the District to determine whether such construction will not violate your racial balance obligations? Or analyses to determine the need for such construction? Does the District take the position that new construction of classrooms does not require court approval? Would you please provide copies of all information that you. Dr. James, Dr. Stewart, and/or Mr. Eaton have regarding the construction of classrooms at Otter Creek including the number of classrooms, anticipated future capacity, racial balance figures and any and all other documentation that has been created by any District official regarding the construction of classrooms at Otter Creek or construction or anticipated construction for additional classrooms at any other school in the District. Thank you for your cooperation Sincerely. J^y CC.I.-^ SSpprnirnger Behalf of Joshua Z' JCS/ Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM Ill. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. BARRY E. COPLIN, P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN HI. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H TUCKER. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE, SUITE 103 FAYETTEVILLE, ARKANSAS 72703-4811 TELEPHONE 501-895-2011 FAX 501-695-2147 JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN ELIZABETH CONIGLIO, P.A. R. CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOR. P.A. TONY L. WILCOX, P.A. FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR. ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE B. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN LINDSEY MITCHAM SLOAN OF COUNSEL 8.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS, P.A. A.D. MCALLISTER 208 NORTH FIFTH STREET BLYTHEVILLE, ARKANSAS 72315 TELEPHONE 870-762-2898 FAX 870-762-2918 JOHNC. FENDLEY, JR. LITTLE ROCK TEL 501-370-3323 FAX 501-244-5341 fendleyfec.net January 11, 2002 Ms. Joy Springer John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 RE: LRSD V. PCSSD Dear Ms. Springer: Mr. Babbs asked the we respond to your letter of January 8, 2002, concerning Otter Creek Elementary. Four new classrooms are being constructed at Otter Creek using millage funds. This project was included in the list of millage projects which was approved by the Board on March 23, 2000 (see CX 739) and which was included in the Appendix to the District's Final Report, March 15,2001. The new classrooms are intended to accommodate growth in the student population resulting from continued development within the existing attendance zone. The proposal for the new construction came from the school's Campus Leadership Team. It should increase capacity by roughly 100 students and is not expected to affect the racial balance at the school, which is currently 55% African-American. Enclosed please find the following: Janis Tucker's December 14, 1998, memo to Doug Eaton regarding requested capital improvements\nA copy of Ms. Tucker's fax to Ms. Sadie Mitchell attaching Ms. Tucker's file concerning the requested capital improvements, and\nA copy of the District's file concerning the requested capital improvements at Otter Creek. A contractor has been selected and construction will begin in the very near future. It is the District's position that construction of the new classrooms does not require Court approval. Please do not hesitate to call if you need any additional information. Sincerely, John C. Pendley, Jr. cc: Dr. Ken James Mr. Junious Babbs I Otter Creek Elementary School CAPITAL PROJECTS: OTTER CREEK ELEMENTARY We are presently scheduled to get a new air conditioning unit that will prevent our ceilings from leaking. This is already scheduled for the Christmas vacation. We have gravel on our playground area at the present time. This is a continuous problem. We would like to have some sort of new surface for this area. New playground equipment New addition to the school (see attachment) 16000 Otter Creek Parkway  Phone (501) 455-7440  Fax (501) 455-7498  Little Rock, Arkansas 72209 Elementary Schools Capital Projects Project Number 50-94-1 50-97-1 50-98-1 50-98-2 50-98-3 50-98-4 50-98-6 50-98-7 50-98-8 50-98-9 50-98-10 I Category Capital Projects: Otter Creek Elementary Project 50-98-11 50-99-1 50-99-2 50-99-3 I 50-99-4 50-99-5 50-99-6 2 5 1 3 3 1 1 1 T 1 1 5 1 3 5 1 1 1 Code REC REN ADA TEC TEC MMR MMR MMR MMR MMR MMR REN MMR REC REC MMR MMR MMR Project Description New play area fence Parking lot curbing ~ ADA adaptions_________________ Technology upgrade Electrical upgrade Exterior Waterproofing__________ HVAC Replacement Replace HVAC Controls________ Storm Drain System Replace Gutters Replace condensate piping______ Landscaping _____________ Carpet replacement 50%________ Additional Play ground equipment Outside water fountain__________ Rep/RpI Ceiling grid_____________ Replace heat pumps Replace r/r partitions Estimated Cost $2,500 $3,000 $30,000 $220,000 $5,000 $65,000 $100,000 $42,000 $25,000 $6,000 $18,000 $15,000 $18,000 $3,000 $24,000 $100,000 $14,000 Rec Y/N Y Y Y Y Y Y Y Y Y Y Y Y Y N Y Y Y Y capital.xts I I 4 1 1 T I Design, Overhead, Profit I i I otter Creek ES Subtotal 3 i i I i i i i T i T $65,000 1  { _L I $755,500 2/8/99n Otter Creek Elementary School VISION FOR OTTER CREEK ELEMENTARY Otter Creek Elementary School was built in 1979. It was part of the Pulaski County Special School District until 1987 when .the school was annexed into the Little Rock School District. The school was named for the subdivision in which it was built and the small creek which marks the south boundary of the grounds. The school continues to provide excellent educational opportunities for ALL students. The teachers, parents and community are committed to ensuring that all students receive a quality education. The student population for Otter Creek is from the attendance zone area surrounding the school and an area off Baseline on the east side of 1-30. This area continues to grow. Not only is the Otter Creek subdivision expanding\nthe area around Otter Creek on Baseline and Stagecoach continue to add new subdivisions and apartment complexes. It is predicted that in the very near future, possibly as soon as the 2000-2001 school year, additional classes will need to be added to the existing building. At the present time, 'the school composition consists of four kindergarten classes, three first grade classes, three second grade classes, two third grade classes, two fourth grade classes, and two fifth grade classes. Additional classes will need to be added for the 2000-2001 school year to accommodate the present situation as well as new students moving into the area. The Campus Leadership team for Otter Creek Elementary would like to see a fence placed around the school grounds. The campus is open^ all sides and this fence would make a more secure environment for the students. On weekends the school is used by teenagers in the area who leave broken bottles, cans, cigarettes and other items that are unsafe for the students. There has also been problems of dogs running onto the school grounds during recess and chasing students. A fence would prevent many of these problems. 16000 Otter Creek Parkway  Phone (501) 455-7440  Fax. (501) 455-7498  Little Rock, Arkansas 72209 // New Work Project Submission Site:D6P School:_6 ^-(^T Requested By: Ryus [ttcW Location: School: Priority: Project Description: J'J CbC -VIm. pk'y Project Justification: f'S P'tok)\\^ LA/iTb dtiej wkx 'Hu r6't\u0026lt;S 4RtM'h^ ^WT CU-\\4( 5CWf'vV^ Do Not Write Below This Liii! _aciHty^ services Recommendation: Gqnstru^gn: Contract:  In House: i! .'h. ?*S iUj,45u5*:  :'j5z'fE?. 3.  fw*itT 1\"**^ TEW  v.t' X x\u0026gt;rp New Work Project Submission Site:_f@_ School: Date:^/^/^ Requested By: \\ Location: Priority: Project Description: 6VV^n44A(:/ SIa? CcXU^^S Project Justjfieatjonr sF\u0026gt;f CeCU/f^h) VmS0\u0026gt;tS CCU4A.j\u0026gt;(A^ O'FF ' ' -Rak XV -(yiKn WnA aW MttlfS , Oto5 /IzAtTOU i P , J, (yezv4 WtzizY\u0026lt;\n^S ' '-\n'VaSk TH( S IS d(\nuizAe'i^ou s 9^ Kyt pOwAtX 06\u0026lt;r^ t  _ ---------------Qq Write Below This Lini facility Services Recommeadation: o. G.qsstru^.Qn: Contract:  Is House ^C^pitCatr 3X JS'e-pX^.i i,ru WiXf 'J. ^I^Mt tb^s^tr.r^ppy-A' c-?p.-.X' '-Zi v: wi ' '^e^-nni^^w? ' f Kii) J St I Otter Creek Eleivientary School 1 i I FAX I I DATE:  I - II -o TO: i Fa|#: SUBJECT: PHONE#: NU^IBER OF PAGES (including cover): I MEIM) O:- {( iil jr \u0026gt;MPaa^___ -C2^ ii !j ii 16000 Otter cj|eek Parkway  Phone (501) 455-7440  Pax (501) 455-7498  Little Rock, Arkansas 72209 10 39tfd tflN3W3-13 X33a0 H3I in SBtZ.gstTsg t-S:!! 2002/TTZT0 ourkvcj r\\coui_io \"What capital improvements on this campus or your neighborhood school would help make it better for teaching and learning? ? otter Creek Technology *Security Building improvements Neighborhood school Additional classrooms Teacher aides *AdditJonal reading teachers *Study had More computer technology Increase campus lighting (exterior) Internet access In each class More classrooms *Better music program *More art programs *Security *Additional aides - for tutoring and constructive periods More classrooms Larger playground More pairing More computers *Art program Additional computer lab Computers Technology Update technology Update building A/c-fumace Playground and equipment Auditorium and stage Better quality lighting *These are pot considered capital improvements. I 20 39yd tflN3W333 \u0026gt;133^9 N3I in 86h2SSttT0S t2:TT 2002/TT/r0fi i! .i 1. 2, 3. I ij ii. CAMPUS LEADERSHIP TEAM AGENDA OCTOBER 22, 1999 Yfear Round School 0 ipital Improvements C^pus Leadership Team members for 1999-2000 school year OTTER CREEK CONTINUED: Technology *Security 1 *Aides 1 I vni !R nPTNlON MATTERS Otter Creek Elementary School SS/r i 5 VISION FOR OTTER CREEK ELEMENTARY i I OKct Creek Elementary School was built in 1979. It was part of the Pulaski Cotmty Special School District until 1987 when the school was annexed into the Little Rock School District. The school was named for the subdivision in whi^h it was built and the small creek which marks the south boundary of the - groimds. El Th school continues to provide excellent educational opportunities for ALL stucents. The teachers, parents and community are committed to ensnring fkof.'all atliaU students receive a quality education. ! The^mdent population for Otter Creek is from tire attendance zone area surfpunding the school and an area off Baseline on the east side of 1-30, This are^ continues to grow. Not only is the Otter Creek subdivision expanding\nthe area around Otter Creek on Baseline and Stagecoach continue to add new subdivisions and apartment complexes. It is predicted that in die very near fiitijre, possibly as soon as the 2000-2001 school year, additional classes will nee^ to be added to the existing building. At t le present time, the school composition consists of four kindergarten classes, three first gradeclasses, diree second grade classes, two third grade classics, two fourth grade classes, and two fifth grade classes. Additional clashes wffl need to be added for the 2000-2001 school year to accommodate the present situation as well as new students moving into the ii area. Thsj Campus Leadership team for Otter Creek Elementary would like placed around the school grounds. The this [fence would make a more secure enviroru to see a wei hot The - 1J f -  campus is open^on all sides and .ence would make a more secure environment for the students. On ends the school is used by teenagers in the area who leave broken On [es. cans, cigarettes and other items that are unsafe for the students has also been problems of dogs running onto the school grounds during Ann i^nOCinrr -4-^, A 15_____ . recq^s and chasing students. A fence would prevent many of these problems. 16000 Otter c|=ek Parkway  Phone (501) 455-7440 . Fax (501) 455-7498  Little Rock, Arkansas 72209 WiN3W3-13 \u0026gt;l33ao d3l in SSFiSShTBS rs-'n s002/tt/t0 E0 aotfd d e 0p 1 S i i CAMPUS LEADERSHIP TEAM MEETING November 17,1999 |ri\u0026lt; 1. Prioritize the list for Capital Improvements for Otter Creek for the bond ^sue. 2. pign the form for the Campus Leadership Team for 1999-2000 school year. 3. Zeomee Herts 4. Year-Round Education 5. New business/concems il !i ii i! !l 'i i! 11 il !! :i J ji ii ii I! il i! I- !! i {\u0026gt;0 39yd yiNahQ-Q \u0026gt;i33ao d3i in SSrZ.SStTBS ys:!! 2002/11/10i 1 1 i I Ji J CAMPUS LEADERSHIP TEAM MEETING SEPTEMBER 10, 1999 Otter Creek Elementary 9:00 1. 11 Introductions I 2, I^eflect on the 1998-1999 school year 3, Discuss changes for the 1999-2000 school year il 4. ijjook at GUIDELINES FOR SCHOOL IMPROVEMENT PLANNING I! 5. Questions/Concems 1 { I ii 1) I! il li il II !l SB 39tfd tfiNawaia \u0026gt;133^3 h3i in 86t\u0026gt;ZSStT0S tS-TT SB0S/TX/T0I 1 i 1 D 1 N OTTER CREEK ELEMENTARY SCHOOL FOR THE NEW MILLENNIUM Our ission at Otter Creek Elementary School is to teach ALL students die essential academic skills at mastery level. The education of our students will empoHver them to be critical, independent thinkers prepared to master the technological advances in the 21st century. This will be accomplished by providing a diverse, equitable, and challenging curriculum. PncmirAging the development of positive social skills in a secure environment will enable themjto become responsible, productive citizens. Through campus leadership : is committed to the achievement of this mission. the st X it Otter|jCreek Elementary is located in the south part of Pulaski County. The schocfl was named for the subdivision in which it was built and the small creek which marks the south boundary of the grounds. The school serves the comi^unity by providing excellent educational opportunities for students in gra( con K-5. Parental involvement is encouraged at the school and the ipiinity provides a wide variety of volunteers on a regular basis. Come out t| Otter Creek and \"check us out\"! 0 1! h Ii ( d ! II I X !} i! }1 ii \u0026lt;\u0026gt;9 ii !i 1 90 39tfd tflN3W3-B \u0026gt;133^0 ^31 in 86t?Z.SStT0S Geipif)ej tSiIT 200S/TT/T010/28/1939 ii 13:42 J 5014550525 OTTER CREEK LWD CO PAGE 01 I 0. c 01 ToJ Fri Otter Creek Elementary School iber 18,1999 xjn: Otter Creek Ci i: Janis Creek Campus Leadership Team TuckerC^ H  Campus Leadership Team meeting on Friday, October 22 at the school. The meeting will begin at 9\n00. Pl. ret ie plan to attead. There are several important decisions we need to make ding the future of our school. I look forward to seeing you then. Th^ you. i T Yes, I will be able to attend the moeting. No, I will not be able to attend tihc meeting. f i I 1 eooo Otter cj -esk Parkway I  Rhone {501} 455-7440  Pax (501) 45S-7498  Little Rock, Arkansas 72209 IJ ii i\nL0 39tfd tflN3W313 \u0026gt;i33aD y31i0 86hZSShT0g h5:TT 200S/TT/T0li 1 pTTER Creek Elementary School August 26,1999 ii To:! Campus Leadership Team for Otter Creek Frojn: Janis Tucker I h(^e everyone had a nice summer. We are excited and ready to begin the 19^-2000 school year. {i Ou^ first Campus Leadership Team meeting has been set for September 10 at ^00 at the school. I hope you will all be able to attend, ii , Inks for all you do to make our school a positive experience for all chi^iIren. il You are appreciated. !) ii j! Yes, I will be able to attend the Campus Leadership meeting on Sej^ember 10. 4..- No. I will not be able to attend the Campus Leadership meeting on Sepjtember 10. i! \u0026lt;1 il /? 1! !( Xi 16000 Otter Cr^k Parkway  Phone (501) 455-7440  8B 39Wd i\u0026gt; W1K3W313 \u0026gt;l33ao ^31 in Fax (501) 455-7498  Little Rock, Arkansas 72209 SShZeShTBS 1?2:TT 2002/TI/TB H y i J -isasfis jisasx\u0026amp;fsss^^^ ssfaiwfiKfjs^- LITTLE ROCK SCHOOL DISTRICT b Otter Creek Elementary School December 14, 1998 To: Doug Eaton From: Janis Tucker This is regarding additions, modifications, and renovations we would like to have at Otter Creek Elementary. The air conditioner leak has been worked on for several years. We have been told that in order to correct this problem permanently, the entire air conditioning unit needs to be replaced. This definitely needs to be done because when the weather is warm there is always a leak in one of the halls and we have to keep buckets under this to catch the water. We are requesting that the following improvements/renovations be made: 1. 2. 3. 4. 5. 6. 1. 8. New air conditioning unit New carpet for the entire building Stage in the cafeteria Water fountains on the outside of the building Fence around the school property Landscaping at the entrance to the school Larger play area and additional playground equipment Up-date computers and printers for each class New construction: With the increased housing being developed in the Otter Creek attendance zone, it is felt that there will be a need for additional classrooms. A new area needs to be built to add an additional classroom to each grade level. The school now has 3 kindergarten classrooms and 2 of each grades 1-6. The sixth grade will move to the middle school for the 1998-1999 school year. There will be two vacant classrooms. However, by the 2000-2001 school year it is felt the additional rooms will be needed. 16000 otter Creek Parkway Phone 455-7440 Little Rock, Arkansas 72209The people who served on the team to talk about improvements/new construction for Otter Creek Elementary are\nJanis Tucker - Principal Shana Young - Counselor Beverly Kinneman - Teacher Vickye Mitchell - Teacher Ettatricia Clark - Teacher Zeornee Herts - Central Office Denise Nunnley- Parent Greg Stutts - Parent Business/Community - Tommy Hodges Jana Carver Lenora Nunnley - Sixth grade studentFriday Eldredge \u0026amp; Clark .HERSCHEL H. FRIDAY(I922-IP94) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR,, P.A. JOE D. BELL. P.A. JAMBS A BUTTRY. P..A FREDERICK S. URSERY. P.A OSCAR E. DAVIS, JR.. P.A. JAMES C CLARK, JR.. P.A. THOMAS P. LEGGETT. P.A JOHN DEWEY WATSON. P.A PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A WYCKLIFF NISBET. JR. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL IH.'P.A DONALD a. BACON. P.A WILLIAM THOMAS BAXTER P.A. BARRY E. COPLIN. P.A RICHARD D. TAYLOR P.A JOSEPH B. HURST. JR. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER P.A. WILLIAM M. GRIFFIN III. P.A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL ill, P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR. P.A. SCOTT J. LANCASTER P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR. P.A. J. LEE BROWN. P.A. JAMES C. BAKER JR. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE. SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 501-605-2011 FAX 501-695-2147 JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR P.A JOHN C. FENDLEY. JR. P.A. JONANN ELIZABETH CONIGLIO. P.A R CHRISTOPHER LAWSON. P.A GREGORY D. TAYLOR P.A. TONYL. WILCOX, P.A FRAN C. HICKMAN, P.A. BETTY J. DEMORY. P.A LYNDA M. JOHNSON. P.A. JAMES W, SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. Daniel l. herrington. p.a MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE B. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAYT. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN LINDSEY MITCHAM SLOAN 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 OFCOUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR H.T. LARZELERE. P..A JOHN C. ECHOLS. P.A, A.D. MCALLISTER TELEPHONE 870-782-2898 FAX 870-782-2918 January 11, 2002 JOHN C. FENDLEY. JR. LITTLE ROCK TEL 501-370-3323 FAX S01-244-5341 fondley@fec.net Ms. Joy Springer John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 RECEIVED RE: LRSD V. PCSSD JAN 1 6 2002\nOfRCEOF ) desegregation MONITORING Ig (il'A Dear Ms. Springer\nMr. Babbs asked the we respond to your letter of January 8, 2002, concerning Otter Creek Elementary. Four new classrooms are being constructed at Otter Creek using millage funds. This project was included in the list of millage projects which was approved by the Board on March 23, 2000 (see CX 739) and which was included in the Appendix to the District's Final Report, March 15, 2001. The new classrooms are intended to accommodate growth in the student population resulting from continued development within the existing attendance zone. The proposal for the new construction came from the school's Campus Leadership Team. It should increase capacity by roughly 100 students and is not expected to affect the racial balance at the school, which is currently 55% African-American. Enclosed please find the following\nJanis Tucker's December 14, 1998, memo to Doug Eaton regarding requested capital improvements\nA copy of Ms. Tucker's fax to Ms. Sadie Mitchell attaching Ms. Tucker's file concerning the requested capital improvements, and\nA copy of the District's file concerning the requested capital improvements at Otter Creek. A contractor has been selected and construction will begin in the very near future. It is the District's position that construction of the new classrooms does not require Court approval. Please do not hesitate to call if you need any additional information Sincerely, John C. Fendley, Jr. cc\nDr. Ken James Mr. Junious Babbs I Otter Creek Elementary School CAPITAL PROJECTS\nOTTER CREEK ELEMENTARY We are presently scheduled to get a new air conditioning unit that will prevent our ceilings from leaking. This is already scheduled for the Christmas vacation. We have gravel on our playground area at the present time. This is a continuous problem. We would like to have some sort of new surface for this area. New playground equipment New addition to the school (see attachment) 16000 Otter Creek Parkway  Phone (501) 455-7440  Fax (501) 455-7498  Little Rock, Arkansas 72209 Project Category Number 50-94-1 50-97-1 50-98-1 50-98-2 50-98-3 50-98-4 50-98-6 50-98-7 50-98-8 50-98-9 50-98-10 ' 50-98-11 50-99-1 50-99-2 50-99-3 i 50-99-4 50-99-5 50-99-6 2 5 1 3 3 1 1 1 1 1 1 5 1 3 5 1 1 1 capital.xIs I I T i + I T I T T I T Elementary Schools Capital Projects Capital Projects: Otter Creek Elementary Project Code REC REN ADA TEC TEC MMR MMR MMR MMR MMR MMR REN MMR REC REC MMR MMR MMR Project Description I Estimated I 1 I I I I T New play area fence Parking lot curbing ADA adaptions Technology upgrade Electrical upgrade Exterior Waterproofing HVAC Replacement Replace HVAC Controls Storm Drain System______ Replace Gutters__________ Replace condensate piping Landscaping Carpet replacement 50% ______ Additional Play ground equipment Outside water fountain _______ Rep/RpI Ceiling grid Replace heat pumps_________ Replace r/r partitions 1 1 Design, Overhead, Profit I T I T I letter Creek ES Subtotal 3 I 4 J. 1 i j T i i I i Cost $2,500 $3,000 $30,000 $220,000 $5,000 $65,000 $100,000 $42,000 $25,000 $6,000 $18,000 $15,000 $18,000 $3,000 $24,000 $100,000 $14,000 $65,000 I T I $755,500 I Rec Y/N Y Y Y Y Y Y Y Y Y Y Y Y Y N Y Y Y Y 2/8/9SOtter Creek Elementary School I? VISION FOR OTTER CREEK ELENIENT.ARY Otter Creek Elementary School was built in 1979. It was part of the Pulaski County Special S chool District until 1987 when .the school was annexed into the Little Rock School District. The school was named for the subdivision in which it was built and the small creek which marks the south boundary of the grounds. The school continues to provide excellent educational opportunities for ALL students. The teachers, parents and community are committed to ensuring that all students receive a quality education. The student population for Otter Creek is from the attendance zone area surrounding the school and an area off Baseline on the east side of. 1-30. This area continues to grow. Not only is the Otter Creek subdivision expanding\nthe area around Otter Creek on Baseline and Stagecoach continue to add new subdivisions.and apartment complexes. It is predicted that in the very near future, possibly as soon as the 2000-2001 school year, additional classes will need to be added to the existing building. At the present time, 'the school composition consists of four kindergarten classes, three first grade classes, three second grade classes, two third grade classes, two fourth grade classes, and two fifth grade classes. Additional classes will need to be added for the 2000-2001 school year to accommodate the present situation as well as new students moving into the area. The Campus Leadership team for Otter Creek Elementary would hke to see a fence placed around the school grounds. The campus is open^on all sides and this fence would make a more secure environment for the students. On weekends the school is used by teenagers in the area who leave broken bottles, cans, cigarettes and other items that are unsafe for the students. There has also been problems'of dogs running onto the school grounds during recess and' chasing students. A fence would prevent many of these problems. 16000 Otter Creek Parkway  Phone (501). 455-7440  Fax. (501) 455-7498  Littls Rock, Arkansas 72209New Work Project Submission School: Siie:_n^__School: 6 C/Tcc/E de0y^^aV/- pate:JI2_/^/_^ Requested ByiJbtyXJk^ Location Priority: Project Description: iV'ttC pmefivV Pr.oj ec-t Justificationir Crvi bUm LA/iYh fky cUvo CiAxzi 5CKap!vv^ _ . \u0026lt; 'vUyA\u0026gt;^w^ 'K'ls. r^LfS 3 L ^p^Vyl/LA V\\^ J Facility Services Re^ -Do Not Wnts Below This Lini ommeadatioa: Gonstruction: Contract IB TTq^ijp\u0026lt; .X Vsr-pd.^u' !i iS^naK  a^j? ^'*^\"***'-**'* .\n -C ^T- '\n^a^Me^Bieat*fflaiWB Wi: .\nsp New Work Project Submission Site: nb^ School:, Q-bfe-r Date:J21_/2S_/1^ Requested By: \\ ku^jWz:h:rLocation: Priority: Project Description: FC/VVc-^ GiLi'i/v^S . Project Ju-stificationr g'eair^tx) V^^sois CtXyvvj^oi^ biJlMAU. O'f'^ ' [KV 4^ak fbsm mvi Rig 1 /% w (, Xy cp^. IS vers' N(\nDu^Aewu^ (pm edw/UtA^Cv P^uwr/ \\j\u0026lt;^ gas\u0026amp; (L/gZvk (3(\nDiz^Aevou SIa 0 oct/r 0^ _ ----------------Qq Write Below 1 his Lin^ Cacijin^ Services Recommeadatio'n: C.qnstruclion: Contract: ' In Hou5e: -EipJitt u.v Ns.r^irsu- 15!^ .n ^v.SSras Ij li Otter Creek Elementary School i FAX ii DATE: i! iI TO: FROM: j FAX#: SUBJECT: PHONE#: NU^dBER OF PAGES (including cover): ij il MB'pJO:- u il ll dfa I i '~l' A A A i /I *  Jiil 8if H 16000 Ottsr C^eek Parkway  Phone (501) 455-7440  Fax (501) 455-7498 * Little Rock, Arkansas 72209 10 39tfd tflN3W3T3 \u0026gt;l33ao PPI in 86^435^103 VSriT 2002/11/10 \"What capital improvements on this campus or your neighborhood school would help make it better for teaching and learning? . otter Creek ischnology *Security Building improvements *Neighborhood school Additionai classrooms *Teacher. aides *Additional reading teachers *Study hall More computer technology Increase campus lighting (exterior) Internet access In each class More dassroorfls *Better music program *More art programs ^Security *Aciditionaf aides - for tutoring and constructive periods More classrooms Larger playground More parking More corriputsrs *Art program Additionai computer lab Computers Technology Update technology Update building A/c-fumace Playground and equipment Audltoriu^ and stage Better quality lighting *These are not considered capital improvements. I jj il 20 39Vd tflNjWaiH \u0026gt;133a0 33110 8SPlSSt'T0S pZ:!!: 2002/TT/Tai 11 H 9:1 'i\ni jl CAMPUS LEADERSHIP TEAM AGENDA OCTOBER 22, 1999 1. 2, 3, Yfear Round School Otoital Improvements Campus Leadership Team members for 1999-2000 school year ./ fll OTTER CREEK CONTINUED: Technology *Security J *Aides 1 ! Yfil IR DPTWTON MATTERS (r Otter Creek Elementary School r i i I VISION FOR OTTER CREEK ELEMENT.ARY 0tt4 Creek Elementary School was built in 1979. It was part of the Pulaski Special School District until 1987 when the school was Rn-navfid into the Little Rock School District. The school was named for the subdivision in whi^h it was built and the small creek which marks the south boundary of the grounds. Thei school continues to provide excellent educational opportunities for ALL stuc snts. The teachers, parents and community are comTUTtfod to ensuring than aU students receive a quality education. ThsLident population for Otter Creek is from the attendance zone area sun^bunding the school and an area off Baseline on the east side of 1-30, This area continues to grow. Not only is the Otter Creek subdivision expanding\nthe irea around Otter Creek on Baseline and Stagecoach continue to add new sub tivisions and apartment complexes. It is predicted that in the very near fun|e, possibly as soon as the 2000-2001 school year, additional classes will need to be added to the existing burl dur new At |ie present time, the school composiitgi.on consists of four kindergarten Cli cli cli :es, three first gradeclasses, three second grade classes, two third grade les, two fourth grade classes, and two fifth grade classes. Additional les will need to be added for the 2000-2001 school year to accommodate if situafaon as well as new students moving into the area. ThejCampus Leadership team for Otter Creek Elementary would like to see a feuc^e placed around the school grounds. The campus is open'on all sides and thisjfence would make a more secure environment for the students. On ee^nds the school is used by teenagers in the area who leave broken itljes, cans, cigarettes and other items that are unsafe for the .students. Th^e has alM been problems of dogs running onto the school grounds during rec^fs and chasmg students. A fence would prevent many of these problems^ to see a wei boi :1 il T6000 Otter C) iS 50 39tfd i ik Parkway  Phone (501) 455-7440  Fax (501) 455-7498 * Little Rock, Arkansas 72209 tflN3W313 \u0026gt;13330 H3I in 86hZ.cS7t0S 7S:TT 2006/TT/t0 Ii i\nij 15 I L CAMPUS LEADERSHIP TEAM MEETING November 17,1999 1, Prioritize the list for Capital Improvements for Otter Creek for the bond ^sue. 2. Sign the form for the Campus Leadership Team for 1999-2000 school ^ear. 3. Zeomee Herts 4. Jk ear-Round Education ew business/concerns 5. ! i Ii i! li I! il 0 I! II P0 3SWd aSPiSStTQS tS^rr 6302/TT/T0 I I tfiN3W3n3 xsaao ?43i mI 1 i ' 1. B.LTodiictions CAMPUS LEADERSHIP TEAM MEETING SEPTEMBER 10,1999 Otter Creek Elementary 9:00 \u0026gt; J 2, Reflect on the 1998-1999 school year 3. h iscuss changes for the 1999-2000 school year 4. ijjook at GUIDELINES FOR SCHQOT, IMPROVEMENT PLANNING ii 5. (^stions/Concems 0 li I) ii ii il ! il i ( I ii 1 !! ii II jl S0 39W !( Il II ij tfiN3W3\"l3 \u0026gt;13330 H~i in 86i72.SStT0S pSm 2003/TT/T0N 3 Ii I ii KB I D OTTER CREEK ELEMENTARY SCHOOL FOR THE NEW MILLENNIUM Our rtns njpal sion at Otter Creek Elementary School is to teach ATI, students the essenf al academic skills at masteiy level. The education of our .stnjmts will \"empower them to be critical, independent thinkers prepared to master the technhlogical advances in the 21st century. This' will be accomplished by providing a diverse, equitable, and challenging curriculum. Encouraging the development of positive social skills in a secure environment will enable themfn become responsible, productive citizens. Through campus leadership the stiff is committed to the achievement of this missinn . iM 5 Ofter|peek Elementaiy is located in the south part of Pulaski County. The schodi was named for the subdivision in which it was built and the small creek which marks the south boundary of the grounds. The school serves the compjiunity by providing excellent educational opportunities for students in ft grad\u0026amp; K-5. Parental involvement is encouraged at the school and the comi^unity provides a wide variety of volunteers on a regular basis. Come out t| Otter Creek and \"check us out\"! I): o ij ii ii i\nj I ii il -! .i if I 14 u 0 -1 ! i N 90 39Wd tfiNdwana \u0026gt;33^0 iH3i in SSt'Z.SStTBS wm 6002/11/1010/20/1959 K13:42 5014550525 OTTER CREK LAND CO PAE Bl J If Creek Elementary School \u0026gt; Oqober 18, 1999 To: Otter Creek C\nFrcm: Janis Th: i TuckerC^q  Leadership Team e will be a Campus Leadership Team meeting on Friday, October 22 at the BchooJ. The meetog will begin al 9:00, Pl. ret w plan to attend. There are several imporiani decisions we need to make ding the future of our school. I look forward to seeing you then. Tb^ you. I I I will be able to attend the moeting. No, I will not be able to attend the meeting Ni li I I 1 I 1 eooo Otter Cj'eek Parkway  Phona (Soil 455-744.0 . Fax (501) 4=5'7498  Little Rock, Arkansas 72209 i i I! LZ yN3W3-l3 \u0026gt;133^0 33110 86PiSS7T0S 72:TT 500S/Tt/T0i \\W W Otter Creek Elementary School ? August 26, 1999 i! To: Campus Leadership Team for Otter Creek FroL\nJauis TuckerS^'T 0 II I hope everyone had a nice summer. We are excited and ready to begin the 19^-2000 school year. li Oudj first Campus Leadership Team meeting has been set for September 10 at ^00 at the school. I hope you will all be able to attend. Thinks for all you do to make our school a positive experience for all chijjdren. ii Yoh are appreciated. ! I( j! Yes, I will be able to attend the Campus Leadership meeting on September 10. 4 No, I will not be able to attend the Campus Leadership meeting Sej^ember 10, on '} 'j /V .ti /i-Cil Si J (/ 7 i I I .. I i I il Si  11 1 -k\u0026gt; 16000 Otter Ci-^k Parkway  Phone (501) 455-7440 - Fax (501) 455-7498  Little Rock, Arkansas 72209 30 29tfd tflN3W373 \u0026gt;133a0 33X10 86hZ.SSfc\u0026gt;T0S 7Z:TT 2002/TT/T01 I ROCK SCHOOL 3 Otter Creek Elementary School December 14, 1998 To: Doug Eaton From: Janis Tucker This is regarding additions, modifications, and renovations we would like to have at Otter Creek Elementary. The air conditioner leak has been worked on for several years. We have been told that in order to correct this problem permanently, the entire air conditioning unit needs to be replaced. This definitely needs to be done because when the weather is warm there is always a leak in one of the halls and we have to keep buckets under this to catch the water. We are requesting that the following improvements/renovations be made: 1. 2. 3. 4. 5. 6. 7. 8. New air conditioning unit New carpet for the entire building Stage in the cafeteria Water fountains on the outside of the building Fence around the school property Landscaping at the entrance to the school Larger play area and additional playground equipment Up-date computers and printers for each class New construction: With the increased housing being developed in the Otter Creek attendance zone, it is felt that there will be a need for additional classrooms. A new area needs to be built to add an additional classroom to each grade level. The school now has 3 kindergarten classrooms and 2 of each grades 1-6. The sixth grade will move to the middle school for the 1998-1999 school year-.- There will be two vacant classrooms. However, by the 2000-2001 school year it is felt the additional rooms will be needed. 1 6000 Otter Creek Parkway Phone 455-7440 Little Rock, Arkansas 72209 The people who served on the team to talk about improvements/new construction for Otter Creek Elementary are: Janis Tucker - Principal Shana Young - Counselor Beverly Kinneman - Teacher Vickye Mitchell - Teacher Ettatricia Clark - Teacher Zeomee Herts - Central Office Denise Nurmley- Parent Greg Stutts - Parent Business/Community - Tommy Hodges Jana Carver Lenora Nunnley - Sixth grade studentARKANSAS TIMES* APRIL 21,1994\n77i# At^n^as REPORTER  J WHITES NEED NOT APPLY At one LR school, desegregacion proves too successful. BY JUDITH M. GALLMAN Danny Johnson wauled his son Io attend Pulaski llciglils Junior lligli School next year, but dieres no room for his son at the school localise he's while. That's what the school told Johnson on March21 whenhewenitopre-rcgisterliis 11- year-old son Jeremy for next yeiu. It seems die Pulaski I Icighls parenis and school officials have licen so successful al reciuiling whiles dial dicii eni olliiicnl now inns afoul of court-ordered racial guidelines. I lie result is a supreme irony in a majority black school district that has snuggled for years Io hold while parents. Denied admission Io Pulaski Heights, Johnson says he is planning Io buy a house in Conway and enroll his children Ihcte next year, continuing a trend dial has seen Conway explode widi whiles fleeing Little Rock. Ralph I loffman, the principal of Pulaski I Icighls Junior High School, says the school has swung from a lunior high that was roughly 65 IO 67 iXMCCnl black in 1988 Io a school dial's 54 10 5.5 percent black now. Based on pre-regisuadon figures for next year, however, the district projects the junior high will be 51.8 percent black, which, the disuict says, means too few black sludents will be enrolled. The projection prompted Dr. Russ Mayo, associate superintendent for desegregation, todraft a memo saying that,students who pre- registered on or after May 14 will be assigned by the Student Assignment Office. \"Basically, we will reserve vacant seats for black sludenl.s while nonblack stiideiiLs will leceive alternate assignments,'' Mayo wrote in the memo. ''Sludenl.s who cannot be assigned will lx: placed on wailing lisls. The memo also went to four elementary schools, Terry, Fulbright, Forest Park and Oller Creek, Mayo said, liecaasc all will likely slip lie.low the COUI I approved minimum black enrollmeiil iierccniage. Jefferson doesn'tmeet die minimum but a memo wasn't sent there. The school district decision is at variance, however, with the federal court's Office of Desegregation Monitoring. Ann Brown, federal monitor, says die minimum black enrollment should not fall Iielow 40 [leiccnt for elementary schools and 51 percent for junior high schools. Mayo agrees on 40 (lercent for elementaiy schools, but he insists the iiiinimutn for junior highs is 52.5 pcrccni. More importanlly. Brown believes die court intciideil to set racial guidelines, not quotas, Mayo sees them as a quota from which tlie district may not stray. Mayo said die fieeze is a temporary measure that may be lifted once the district has a clear undcrslandiiig of next year's enrollment. Though the policy apiars Io stale otherwise, Mayo said the district does not intend to exclude wliile studenls who are rightful residenls of a school'.s allendance zones, only those who live outside the attendance zone. But at the same lime, he says only that those in Ilie zone will be put on the waiting list. I Ie also says the district wants Io be sure all sludenis in a school rightfully deserve the assignments. \"rm told that it has not been watched a.s carefully by the Student Assignment Office in die past, Mayo said. Wecannol continue ignoring the plan or the court. Brown said die dish id should look at other oplionsbeforeexcliidiiig while parents, whose loss could harm the racial composition of the whole dish icl. One option is adding portable buildiiigs,aldiotighlhalsiiiipossiblcforsonie of the schools and Mayo counters such additions peipetuate dual education. Some school patrons, parents and teachers worry that die policy will drive whiles Io private schools or other cides. \"Tlieres no such thing as a school loo while in Litde Rock, one parent said. But the School District has now ruled odierwise. And the result may be at least two more transfers Io Conway.  PERCENTAGE OF BLACK STUDENTS ANTICIPATED Pulaski Heights Junior High School 51.8 percent Terry Elementary School 39.9 percent Fulbright Elementary School 43.1 percent Forest Park Elementary School 39.2 percent Jefferson Elementary School 40.4 percent Oller Creek Elemenlary School 44.7 percent If pre-registralion enrollment figures for the 194-95 school year for the above Little Rock schools hold (rue, these schools could end up whh too few black students, which is why additional white students arent being enrolled temporarily. The percentages indicate what percentage of the student body is expected to be black. Elementary schools cant have fewer than 40 percent, but the bottom limit for junior highs is in dispute. The district sets the limit at 52.5 percent\nthe Office of Desegregation monitoring uses 51 percent.Arkansas Democrat ^(j^azctte | T^U^Sa^^JMOVEMBERViggg________________ Suspicious man approached kids in Otter Creek area on 3 occasions ARK.ANs.As DEMOCRAT-GAZETTE g^d a Sept. 28 report of a time Residents of Little Rock's Otter when a man reportedly tried to Creek neighborhood have report- lure a child into a pickup  were ed three incidents to police of a made by Otter Creek residents man approaching children, including one report made by the princi- near the school. On Friday, Little Rock police pal of Otter Creek Elementarj provided the Arkansas Democrat- ' School. Gazette with the Oct. 6 and Oct. 7  Immediately after an Oct. 7 en- reports along with a copy of an counter at the school, when a man alert sent to all Little Rock ele- was reportedly seen trying to take mentary and middle schools. The photographs of a student. Princi- alert was compiled from informa- pal Janis Tucker notified the dis- tion from all three police reports, tricts security office. The incidents reported to police Oct. 6 and Oct. 7 were in- A school district security em- ployee patrolled the school for correctly reported in Saturdays several days aftenvard. edition as if they had both oc- Two other incidents  docu- curred at the school. mented by an Oct. 6 report of a man who exposed himself to a No further sightings have occurred of the man or the pickup child between Aug. 30 and Sept. 22 since the Oct. 7 report, police said.t- 4 * PRipAY, DECEMBER 16, 2005 * Board aims to ease crowded LR school\nOtter Creek attendance zone cropped BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE The Little Rock School Board on Thursday approved plans to shrink the Otter Creek Elementary School attendance zone and correspondingly expand Mabel- vaJe Elementary Schools zone to lirmt overcrowding at Otter Creek. IS necessary to avoid having to add a portable building to the four portable buildings already on the Otter Creek campus, Su- pcrintendent Roy Brooks has said. Otter Creek has 580 students, which is 43 students over capacity. Mabeivale Elementary has 365 students, with room for about 78 more. The application fee for the national teacher certification Board members approved the zone adjustments without any discussion during a meeting in which they asked the staff to program is $2,300 and if a 'te7rh2 Srt fuiMcial help to er is not successful in achieving ^tnct teachers who are m their certification after the first year second md third years of seek- the fee for retaking p^ 1 National assessment in subsequent sec- Teaching ond and third years is $350 per btMtods paj^ majority of teachers zon?Jhft of the Otter Creek nationaUy who seek national cer- Of Interstate 30 tification are not completely suc- ^d includes neighborhoods in cessful the first year^TypicaUv t Yorkton teachers have to reSke^o or J .streets wiU be as- more parts of the as.X=^.^r signed to Mabeivale beginning with the 2005-06 school y.C However, the 103 children living in the affected area and cur- more parts of the assessment. Katherine Wright Knight, ye^. president of the Little Rock Classroom Teachers Association, estimated that there are at least Sachem who\" grandfathered into Otter retake sections of the toe S unger teachers were notified that thev b^SooT, '  tocessMy Younger children and chil- borhoods will be assigned' I Mabeivale, The attendance zone need to --- assessment to attain the credential, which is to program. Approximately 14 na- tionally certified teachers are change already working in the district\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_681","title":"Little Rock Schools: Stephens Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Stephens Elementary School (Little Rock, Ark.)","Educational planning","Educational statistics","Educational law and legislation"],"dcterms_title":["Little Rock Schools: Stephens Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/681"],"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\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL EXHIBIT LIST DEFENDANTS INTERVENORS INTERVENORS The following Exhibits, copies of which have been delivered to the Office of Desegregation Monitoring, are submitted in support of LRSD's \"Motion to Close Stephens Incentive School\" which will be heard on June 7, 1994: 1, Letter from Ann S. Brown to Dr. Henry P. Williams dated February 18, 1994 with attachments\n2. Stephens School Relocation Timeline\n3 . Fast Track Evaluation Program: School\nStephens Elementary 4. Facilities Study Recommendation Concerning Stephens and Garland schools\n5. Computer printout showing cost per occupant to operate various LRSD schools and other facilities\n6. Excerpt from facilities study showing estimates for renovation and repair of Stephens school\n7. February 24, 1993 letter to Dr. Mac Bernd from Mayor Jim Daily\n8, March 9, 1993 letter to Dr. Mac Bernd from Foster Strong, President, The Greater Little Rock Community Development Corporation\n9. March 25, 1993 Memorandum to LRSD Board of Directors regarding Stephens site selection. 10. July 28, 1993 Memorandum from John Riggs to Stephens School Site Selection Committee. 11. August 11, 1993 Memorandum from John Riggs to Stephens School Site Selection Committee. 12. Petition of Stephens community residents. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By^ Christopher Hell CERTIFICATE OF SERVICE I certify that a copy of the foregoing Exhibit List has been served on the following people by depositing copy of same in the United States mail on this 2nd day of June, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Hei 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 February 18, 1994 Dr. Henry P. Williams Little Rock School District 801 West Markham Street Little Rock, AR 72201 Dear Hank: Enclosed are a number of charts containing information which the Court asked ODM to provide the district. This information should be helpful as you consider a number of issues, particularly those relevant to the future of Stephens and a new LRSD interdistrict school. As the Court requested, the charts show the number of empty seats in the incentive schools, the number of empty seats at King, and the number of children who are enrolled in these schools. To show where LRSD children might most likely be targeted for recruitment to PCSSDs new Clinton Interdistrict School, we have prepared racial balance data on schools in various areas of town and also a chart on the Washington Attendance Zones illustrating the dispersement of children who live in that schools zones but attend elsewhere. We have also used the LRSDs data base and 1993-94 budget to generate additional information which is categorized according to the titles and subtitles of each docmnent. For example, one chart contains information on per-pupil expenditures by elementary school. Earlier this month. Bob Morgan and I met with Russ Mayo and Chris Heller to review the charts in draft form and to stress that our calculations were all based on data given us by the LRSD. We also gave Russ a computer disc containing the student data base from which we developed our charts. We have attempted to make each chart self-explanatory through headings, footnotes, or a brief introduction. However, some of the data may not be as self-evident as we intended it to be. So, please dont hesitate to contact me if we need to be clearer about any aspect of the information. Sincerely yours. t Cid-- \"Ann S. Brown cc: Judge Susan Webber Wright Bobby Lester James Smith Russ Mayo All Counsel EXHIBIT 1School Acceptable Balance Otter Creek Jefferson Terry Forest Park Fulbright Pulaski Hts. McDermott Out of Balance Woodruff Mablevale Dodd Western Hills Brady Meadowcliff Chicot Badgett Geyer Springs Wilson Wakefield Bale Fair Park Baseline Watson Cloverdale Incentive Franklin Garland Mitchell Stephens Rightsell Rockefeller Interdistrict Washington King Romine Magnet LRSD Enrollment Showing Available Seats and Excess Capacity Principal Capacity Black White Total 93-94 Black Available Percent of 93-94 93-94 93-94 Percent Seats Capacity Booker Williams Carver Gibbs Carolyn Teeter Francis Cawthon La Dell Looper Virginia Ashley Mac Huffman Lillie Carter Mike Oliver Pat Higgenbotham Julie Davenport Patricia Howse Scott Morgan Mary Menking Jerry Worm Otis Presler Mary Golston Eleanor Cox Gwen Ziegler Willie Morris Levanna Wilson Barbara Means Mary Jane Cheatham Teresa Courtney Frederick Fields Franklin Davis Robert Brown Samuel Branch Lonnie Dean Sharon Davis Anne Mangan Karen Buchanan Sadie Mitchell Lionel Ward Dr. Cheryl Simmons Dr. Ed Jackson Mary Guinn Donna Davis Incentive school capacities reflected in the 1992 Desegregation Plan Totals for Elementary Schools Below Capacity Seats \u0026amp; Percent of Capacity 351 492 515 399 540 374 517 3188 324 515 328 328 467 465 558 257 328 394 492 401 351 390 492 492 6582 544 346 346 298 346 425 141 213 243 200 233 190 262 200 291 318 258 287 208 247 341 504 561 458 520 398 509 1482 1809 3291 41.35% 42.26% 43.32% 43.67% 44.81% 47.74% 51 47% 45.03% 10 -12 -46 -59 20 -24 8 -103 97% 102% 109% 115% 96% 106% 98% 103% 147 311 189 215 .263 306 356 132 208 263 337 225 200 265 353 304 89 177 103 117 134 128 153 57 80 91 110 78 63 78 89 82 236 488 292 332 397 434 509 189 288 354 447 303 263 343 442 386 4074 1629 5703 62.29% 63.73% 64.73% 64.76% 66.25% 70.51% 69.94% 69.84% 72.22% 74.29% 75.39% 74.26% 76.05% 77.26% 79.86% 78.76% 71.44% 88 27 36 -4 70 31 49 68 40 40 45 98 88 47 50 106 879 73% 95% 89% 101% 85% 93% 91% 74% 88% 90% 91% 76% 75% 88% 90% 78% 87% 300 181 215 141 184 240 45 24 15 4 5 100 345 205 230 145 189 340 2305 * 1261 193 1454 86.96% 88.29% 93.48% 97.24% 97.35% 70.59% 86.73% 199 141 116 153 157 85 851 63% 59% 66% 49% 55% 80% 63% 939 692 487 2118 656 517 613 353 2139 16332 2456 451 357 247 1055 321 257 325 170 1073 270 196 87 721 553 334 553 1608 62.55% 64.56% 73.95% 65.61% 218 139 153 510 77% 80% 69% 76% 274 215 270 129 595 472 595 299 888 1961 53.95% 54.45% 54.62% 56.86% 54.72% 61 45 18 54 178 91% 91% 97% 85% 92% 8945 5072 14017 86% 63.82% Printed February 1994 Prepared by the Office of Desegregation Monitoring based upon information supplied by the Little Rock School District UnauditedENROLLMENT IN DOWNTOWN ELEMENTARY SCHOOLS Prepared by ODM February 1994 For the purpose of this document, ODM has identified a downtown elementary school as any elementary school located within these boundaries: east of University, west of Adams Field, north of Fourche Creek, and south of Markham. These boundaries create a rectangular area encompassing the six incentive schools (Franklin, Garland, Mitchell, Rightsell, Rockefeller, and Stephens), three magnet schools (Booker, Carver, and Gibbs), two interdistrict schools (King and Washington), one area school (Woodruff), and the kindergarten classes at Central High School. By using the defined boundaries, some schools outside the downtown area have a few contiguous attendance zones that fall within the downtown area: Bale Elementary has four zones east of University, Fair Park has four zones and a partial zone south of Markham, and Pulaski Heights has one zone south of Markham. Woodruff, which is identified as a downtown school, has one zone north of Markham. However, for the purpose of this document, all zones within the defined boundaries are identified in the downtown area. A list of the zones defined for the purpose of this document as downtown attendance zones is provided. The information used to complete the last nine columns of this document is from the Little Rock School District (LRSD) student enrollment data base as of December 8, 1993. The second column is the October 1, 1993 enrollment reported to Arkansas Department of Education. The capacity figures in the third column are reported from LRSD as the current capacities. The fourth and fifth columns are results of calculations based on enrollment and capacity.LRSD DOWNTOWN ELEMENTARY SCHOOLS School Enrollment Oct 1 Capacity % Filled Available Seats Live downtown but attend outside downtown Total Black White Franklin Incentive 345 544 63 199 270 260 10 Garland Incentive 205 346 59 141 118 117 1 Mitchell Incentive 230 346 66 116 131 127 4 Rightsell Incentive 189 346 55 157 90 87 3 Rockefeller Incentive 340 425 80 85 74 72 2 Stephens Incentive 145 298 49 153 86 86 0 Sub Total Incentive Schools 1,454 2,305 63 851 769 749 20 Booker Magnet 595 656 91 61 N/A N/A N/A Carver Magnet 595 613 97 18 N/A N/A N/A Gibbs Magnet 299 353 85 54 N/A N/A N/A Sub Total Magnet Schools 1,489 1,622 92 133 0 0 0 King Interdistrict 553 692 80 139 90 89 1 Washington Interdistrict Magnet 721 939 77 218 262 253 9 Sub Total Interdistrict Schools 1,274 1,631 78 357 352 342 10 Woodruff (Area) 236 324 73 88 17 15 2 Central Kindergarten 50 50 100 0 N/A N/A N/A Satellite Zones N/A N/A N/A N/A 747 722 25 Contiguous Zones N/A N/A N/A N/A 313 253 60 Grand Total 4,503 5,932 76 1,429 2,198 2,081 117 Live downtown and attend downtown Total Black White 281 190 192 165 238 136 1,202 130 130 102 362 331 406 737 156 46 N/A N/A s 2,503 263 172 177 163 192 135 1,102 116 124 88 328 317 383 700 113 46 N/A N/A 2,289 18 18 15 2 46 1 100 14 6 14 34 14 23 37 43 0 N/A N/A 214 Live outside downtown but attend downtown Total Black White 55 28 27 14 29 22 142 9 271 461 465 198 1,124 217 314 531 75 4 N/A 2,005 6 8 21 17 62 6 140 202 206 83 491 17 65 82 33 4 N/A 750 8 5 80 3 131 259 259 115 633 200 249 449 42 0 N/A 1,255 Note: Incentive school capacities are based on a 20 to 1 ratio in kindergarten through sixth grade, 18 to 1 in programs for four-year-olds, 18 to 1 in programs for three-year- olds, 17 to 1 in programs for trwo-year-olds, and 10 to 1 in the programs for infants.There are seven satellite zones in the downtown area wherein students are assigned and transported to schools outside the downtown area: Brady, Forest Park Jefferson, McDermott, Meadowcliff, Otter Creek, and Terry. However, all students in those satellite zones do not attend the targeted schools. For example, Terry has 138 students identified within the downtown satellite zone (all black) of which 25 attend Terry. The remaining 113 students are assigned to 29 different schools. There are no satellite zones for the downtown area that would result in students being assigned and transported to a school downtown. Targeted School Brady McDermott Forest Park Jefferson Meadow cliff Terry Otter Creek Students in satellite zone Students attending targeted school Students outside targeted school Number of schools students attending outside the targed school 66 33 33 16 180 66 114 23 162 60 102 29 273 71 202 29 191 72 119 32 138 25 113 29 124 39 85 22Incentive School Attendance Zones and Schools Attended Incentive Zone School Attending School Franklin___________________ Garland___________________ Mitchell___________________ Rightsell__________________ Rockefeller_______________ Booker___________________ Carver____________________ Gibbs_____________________ Williams Badgett___________________ Bale Baseline Brady Chicot Cloverdale Elem Dodd Fair Park Forest Park Fullbright Geyer Springs Jefferson M.L. King Mablevale Elem McDermott Meadowcliff Otter Creek_______________ Pulaski Heights Elem Romine Stephens Terry Wakefield Washington Watson__________________ Western Hills Wilson Woodruff Central Kindergarten Fair Kindergarten Parkview Kindergarten Total of Incentive School Zone Blocks i I ! T T T I T ! I - i I cc c s u, o t IO O  I S! q\u0026gt; i W ! ib 194\n101 51 41 41 101 41 _IL 12! 21 261 31 151 51 01 141 181 161 81 201 7! 2! 351 30! ___r 18! 71 10 12' 1 3i ___0. 11 111 10! 1! 1 21 7i 136i 6i 211 II 0| 2i 3! 01 __4^ 3! 4 3 0 4 6 7 1 1 5 1 109 6' 71 2 6 9' 2\\ 31 4 8 539! 14 5 0 81 181 41 1| 21 191 141 11 7 11 141 41 -51 11 01 9 _3L 5j 31 lOi 51 4! 6 12i 5! 15\n14! 7' 7\\ 01 3! 3! 2! 41 01 9? 1\\ 11 0 II 312 318 Ol 11 8! 1291 71 8! 6 31 1| 01 31 21 31 ~6r~ 1! 31 1i 5, 61 131 4! 2'. 31 111 3! 9 0 01 61 6i 291 IT 2. 11 . 41 31 01 01 O I It ' 41 41 31 4 118 8 3 7 1 4 4 2 4 6 3 6 0 1 0 6 1 2 2 4 IO c v -c Q. o W 3 9! 11 Ol 1 0 o o c u tn -0 -o 320 01 2! 31 0! 1 0 9 31 11 3! 1 0 6 3 20 0 1' 3 4 6 2 1 257 2! II i\n8! 51 2! 01 151 O' Ih 1. 01 1 0 821 121 2 3 0 51 _L1 51 3! 01 01 200 a c J? S) 25 213 161 132 144 138 33 21 60 22 9 44 14 43 31 8 19 32 52 26 25 69 35 11 76 83 16 39 10 114 53 15 66 2 33 29 35 25 4 4 1946 Printed February 1994 Prepared by the Office of Desegregation Monitoring based on information supplied by the Little Rock School District UnauditedSchools Sending Students to Incentive Schools Incentive School Sending Zone School Franklin_____________________ Garland_____________________ Mitchell______________________ Rightsell_____________________ Rockefeller__________________ Stephens____________________ Badgett______________________ Bale_________________________ Baseline Brady Chicot_______________________ Cloverdale Elem____________ Dodd________________________ Fair Park____________________ Forest Park_________________ Fullbright____________________ Geyer Springs______________ Jefferson____________________ M.L King___________________ Mablevale Elem____________ McDermott__________________ Meadowcliff_________________ Otter Creek_________________ Pulaski Heights Elem_______ Romine_____________________ Terry Wakefield___________________ Washington_________________ Watson_____________________ Western Hills_______________ Wilson Woodruff___________________ North Little Rock____________ Pulaski County Legal Transfer______________ No zone I I I I i I I I I I Total of Students Attending Incentive Schools .c c 194 1 5 01 41 3 0 14 5 6 3 1 1 9 2 - 31 Ti 01 71 201 61 4 31 91 21 9i 3l 21 3i 0! Oi 11 II I 1 336' O c \u0026lt;D c (0 O \"O) c: 4a  Qi  .O) S \u0026lt;b u o K 101 1361 11 11 4l 91 01 61 01 4' 1\n1! 31 1 0\n0 01 1' 01 0\n81 61 2\nO' 01 3, O' 4 01 1 2' 0! 0 01 O' 0 51 109 8 3' 1 0 1' 0 3 4l 11 6j 1291 4 0 0 4I II 21 71 4. 204\n01 11 2i 31 21 11 61 71 Ti 31 31 20 1i 21 1 0i 11\n3\n0! 4\n2^ Oi 01 Oi 0! I 221! 01 o' o' 3 2 o' 1 ' 0 4' 3! tT 01 81 2! 11 Qi 31 01 0: 31 11 0 1' 0! 01 4- 2 11 1 187' 1181 ZT 81 TT 91 T 61 31 21 81 121 ___ 391 __ 21 ___ 7! 6 61 31 8' 41 311 5i 1! 41 10 1 131 1. O' 380' c (1) c Q. .jU W 10 19 3 0 0 82 1 0 0 1 0 0 0 1 0 3 1 1 01 6 1  0 0 1 4 0 5i 0 0 4 1 1 0 01 145 o o _ c X a o Q C co 42 c c O QI o l~ W N 227 170 131 145 133 96 9 41 14 15 19 11 13 15 14 22 15 51 19 3 38 39 35 11 12 25 6 63 12 7 14 16 8 17 8 2 1473 Pnnted February 1994 Prepared by the Office of Desegregation Monitoring based on information supplied by the Little Rock School District UnauditedWashington Attendance Zone Students not at Washington, the Stipulation Magnets or King School 1 1 1 1 1 1 1 1 12 12 12 17 17 17 17 Central Central Central Central Central Central Central Central McClellan McClellan McClellan 18 18 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 Bale Bale Bale Bale Brady Brady Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett I Badgett Name Class K K K K IK K K K K K K 03 04 05 P4 01 05 01 01 02 02 02 02 02 02 02 03 03 03 04 04 04 04 05 05 05 05 05 05 05 05 05 05 06 06 06 06 06 06 06 06 06 06 06 06 06 Student ID Zone Block 939926 940177 958755 959096 959252 959506 959807 959812 950081 960545 960805 929207 950598 918916 959373 952488 916865 936007 937049 927595 928747 930971 933965 934913 935342 936452 929232 931103 937535 919341 922211 925877 961005 908367 910318 913061 916045 918958 918964 918967 919347 920475 932327 895059 896341 896527 897157 905235 910119 910347 910385 913270I 913968 925876 926004 937531 482 482 481 481 484 481 240 483 124 301 484 481 123 481 220 474 478 240 483 220 240 220 123 240 220 220 240 126 483 220 126 126 123 220 240 220 240 482 123 483 220 220 240 220 124 123 482 240 220 124 126 220 474 126 483 483 Page 1Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School 19 19 19 19 19 19 19 19 19 19 19 19 19 20 20 20 20 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 23 23 23 23 24 24 24 24 24 24 24 24 24 24 24 24 24 24 24 25 25 25 25 Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett Badgett McDermott McDermott McDermott McDermott Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Baseline Fair Park Fair Park Fair Park Fair Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Franklin Franklin Franklin Franklin Name Class Student ID Zone Block 06 K K K K K K P4 P4 P4 P4 P4 P4 01 02 06 06 01 01 02 02 02 03 03 04 04 05 05 05 05 06 K K 01 03 K P4 01 01 01 02 02 03 03 03 03 06 06 06 K K K 01 01 03 03 961311 939897 939944 939946 952423 959551 961273 956706 956789 956798 957014 957442 958430 959481 959478 909989 959477 936945 951189 930498 936457 936467 930382 930884 917043 924017 911525 915454 918878 932095 932096 951930 959515 934286 929357 960765 958854 938480 950814 960294 929108 960292 929935 935767 935783 960649 918997 935784 950740 951261 956384 959345 934018 935131 925116 930446 220 240 220 220 220 125 220 481 240 125 126 483 220 483 483 481 483 240 124 126 124 124 124 478 126 124 124 478 240 481 481 126 478 240 240 126 483 126 124 483 125 483 240 220 126 123 126 126 123 124 220 125 483 482 482 481 Page 2Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School 25 I 25 I 25 I 25 25 26 26 26 26 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 29 29 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 31 31 Name Class Student ID Zone Block Franklin Franklin Franklin Franklin Franklin Garland Garland Garland Garland Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Chicot Western Hills Western Hills Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson I Jefferson Cloverdale Elem Cloverdale Elem 03 05 06 K P4 02 K K P4 01 01 01 01 01 01 02 02 02 02 02 02 02 02 03 03 04 05 05 06 06 K K 04 06 01 01 02 02 02 02 02 03 03 03 03 03 04 04 04 04 06 06 06 K 01 01 951919 930447 896347 938615 957032 952489 952490 960770 957595 935182 951670 951917 961153 961239 961470 928428 929776 933656 934065 934387 935564 935766 961152 930745 951869 923996 913547 951872 896357 951672 959482 961295 923304 896342 950885 961465 930524 930525 930865 932094 936961 924292 929835 930397 937012 937277 930572 932018 937851 957844 910115 911236 957846 956673 934242 951957 481 481 124 482 482 474 474 127 220 124 478 123 482 478 240 481 126 484 482 123 240 220 482 126 478 483 123 483 126 478 124 220 220 220 124 483 125 125 125 481 125 124 482 126 220 481 123 220 482 123 127 126 123 220 126 125 Page 3Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School Name Class Student ID Zone Block 31 31 31 31 32 32 32 32 32 32 32 32 32 32 32 32 33 33 33 33 33 33 33 33 33 33 33 33 34 34 34 34 34 34 34 34 34 34 34 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 Cloverdale Elem Cloverdale Elem Cloverdale Elem Cloverdale Elem Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Dodd Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Meadowcliff Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Mitchell Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller' Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller 02 04 05 K 01 01 02 03 04 04 05 05 06 06 06 K 01 01 02 02 02 03 03 04 04 05 06 K 01 02 03 03 03 04 05 05 05 06 K 01 01 01 01 02 02 02 02 02 02 02 02 i03 04 04 04 05 935085 916339 918115 951336 931558 933883 937378 916712 916958 960998 910860 914224 912606 914018 960997 960360 951496 951497 926800 931798 935969 928641 936600 918895 936601 917160 896351 940141 961203 930135 922914 929087 932037 917590 910227 919152 920191 912910 959352 934077 934479 934849 935715 926278 928123 928183 928187 928301 928360 928510 930459 930461 918346 921616 922162 913922 125 483 484 125 126 127 126 482 127 484 484 127 126 124 484 127 124 124 127 483 124 124 481 124 481 127 124 482 240 220 240 482 481 220 220 126 484 125 240 482 482 220 483 220 220 478 220 301 483 301 220 220 124 220 220 220 Page 4Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School Name Class Student ID Zone Block 36 36 36 36 36 36 36 36 36 36 36 36 36 36 37 37 37 37 37 37 37 37 37 37 37 37 37 38 38 38 38 38 38 38 38 38 38 38 38 38 38 39 39 39 40 41 41 41 41 41 44 44 44 44 44 44 Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Geyer Springs Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Rightsell Rightsell Rightsell Romine Stephens ' Stephens Stephens Stephens Stephens Wilson Wilson Wilson Wilson Wilson Wilson 05 05 06 06 06 06 06 K K P2 P3 P4 P4 P4 01 01 02 02 02 02 02 02 03 04 06 K K 01 02 02 03 03 04 04 06 06 06 06 06 K K 01 03 05 05 01 04 04 04 06 02 03 04 04 05 06 916520 917227 896368 905240 910579 910629 930206 939636 939895 939176 952196 956808 956973 958660 950305 953072 928204 929152 935764 935765 937347 937348 931438 932294 935781 961082 961083 959811 928486 933344 923617 959509 917620 957969 893243 894270 896417 910527 959005 959100 960511 934154 927548 910809 930496 935180 917504 923334 925326 895902 932736 930750 915829 924742 924360 896432 220 301 220 220 483 220 240 220 478 482 220 220 220 220 478 474 483 474 482 482 482 482 478 482 482 484 484 484 125 124 482 481 124 474 220 220 220 482 478 482 124 474 474 220 126 124 124 483 124 240 474 126 220 220 474 240 Page 5Washington Attendance Zone Students not at Washington, the Stipulation Magnets or King School Name Class Student ID Zone Block 44 44 44 44 44 45 46 46 46 46 46 46 47 47 47 47 48 48 48 48 48 48 48 48 50 50 50 51 51 51 51 51 51 51 51 51 51 51 51 51 51 51 51 52 52 52 52 52 52 Wilson Wilson Wilson Wilson Wilson Woodruff Mablevale Elem Mablevale Elem Mablevale Elem Mablevale Elem Mablevale Elem Mablevale Elem Terry Terry Terry Terry Fullbright Fullbright Fullbright Fullbright Fullbright Fullbright Fullbright Fullbright Otter Creek Otter Creek Otter Creek Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Wakefield Watson Watson Watson Watson Watson Watson 06 06 K K K 01 01 01 01 01 04 05 01 02 03 04 01 02 02 02 03 03 04 K 01 06 06 02 02 02 03 03 03 03 04 04 04 05 05 05 06 K K 01 02 03 04 06 06 907223 912946 957974 959908 960923 951862 934208 935650 950854 952103 930414 911752 950976 928038 959669 959670 951921 928039 936097 936420 925592 931927 919839 961394 951013 955199 955201 933364 952129 961258 925000 926057 928808 932135 908112 923295 931269 907724 910429 913208 910438 957988 961259 938481 930250 922739 927950 894474 914000 126 220 125 123 220 484 220 124 125 124 478 124 240 481 478 478 220 474 481 481 220 220 220 220 483 481 481 483 125 126 125 125 483 125 125 124 482 240 124 478 478 125 126 220 220 125 127 127 240 Total Students: 329 Printed February 1994 Prepared by the Office of Desegregation Monitoring based upon information supplied by the Little Rock School District Unaudited Page 6Dept. Name \"Western\" Little Rock Schools* 1 2 3 4 5 6 7 8 47 24 20 38 48 30 18 40 Terry Forest Park McDermott Pulaski Heights Fullbright Jefferson Brady Romine * Excluding Williams T otals / Averages LRSD Per Pupil Expenditure by Elementary School 1993-1994 Budget Budget 93-94 $1,145,178.91 $988,864.02 $1,248,156.17 $978,390.22 $1,324,665.59 $1,299,887.52 $1,046,436.40 $1,267,911.36 $9,299,490.19 \"Southwestern\" Little Rock Schools 1 2 3 4 5 6 7 8 9 10 11 12 46 33 51 50 29 52 37 31 22 32 28 44 Mablevale Meadowcliff Wakefield Otter Creek Western Hills Watson Geyer Spnngs Cloverdale Baseline Dodd Chicot Wilson $1,127,741.07 $1,008,936.95 $1,062,990.19 $844,592.87 $846,932.77 $1,131,673.02 $748,975.30 $1,011,782.28 $974,301.85 $834,015.87 $1,550,045.51 $1,144,796.51 PTE 45 37 42 40 47 45 43 45 46 33 41 30 34 43 34 42 41 35 64 40 Enrollment Black Enrollment Black % Per Pupil Budget Spent on Black Children T otals! Averages $12,286,784.19 \"Fringe\" Little Rock Schools 1 2 3 23 17 19 Fair Park Bale Badgett $867,162.06 $1,117,713.33 $708,951.85 32 43 28 T otals / Averages $2,693,827.24 \"Inner Citv\" Little Rock Schools* 1 2 3 4 5 6 7 8 9 45 35 42 25 36 34 39 26 41 49 Woodruff M L. King Washington Franklin Rockefeller Mitchell Rightsell Garland Stephens Ish $644,242.24 $1,588,019.16 $2,278,100.33 $1,567,895.14 $1,764,565.19 $1,311,925.10 $1,238,154.99 $1,408,766.58 $1,273,272.88 $70,411.25 27 77 90 62 72 50 44 50 46 \"Inner City Schools as a Group Incentive Schools Only Woodruff. King \u0026amp; Washington $13,074,941.61 $8,564,579.88 $4,510,361.73 *Excluding Carver,Gibbs and Booker Magnets Total Black Enrollment Black Enrollment in Non-lncentive Schools Black Enrollment in Incentive Schools 561 458 509 398 520 504 397 334 243 200 262 190 233 213 263 247 43 44 51 48 45 42 66 74 $2,041.32 $2,159.09 $2,452.17 $2,458.27 $2,547.43 $2,579.14 $2,635.86 $3,796.14 $496,040.06 $431,818.35 $642,469.38 $467,070.71 $593,552.08 $549,357.23 $693,231.17 $937,647.02 3681 1851 50% $2,526.35 $4,676,271.76 488 434 447 341 332 442 288 386 343 292 509 354 311 306 337 141 215 353 208 304 265 189 356 263 64 71 75 41 65 80 ,72 79 77 65 70 74 $2,310.94 $2,324.74 $2,378.05 $2,476.81 $2,551.00 $2,560.35 $2,600.61 $2,621.20 $2,840.53 $2,856.22 $3,045.28 $3,233.89 $718,703.84 $711,370.29 $801,404.24 $349,230.48 $548,465.50 $903,802.21 $540,926.61 $796,844.08 $752,740.50 $539,825.34 $1,084,118.27 $850,512.66 4656 3248 70% $2,638.91 $8,597,944.01 263 303 189 755 236 553 721 345 340 230 189 205 145 2964 1454 1510 200 225 132 557 147 357 451 300 240 215 184 181 141 2216 1261 955 7372 6611 1261 76 74 70 74% 62 65 63 87 71 93 97 88 97 75% 87% 63% 100% 84% 16% $3,297.19 $3,688.82 $3,751.07 . $3,567.98 $2,729.84 $2,871.64 $3,159.64 $4,544.62 $5,189.90 $5,704.02 $6,551.08 $6,872.03 $8,781.19 $4,411.25 $5,890.36 $2,986.99 $3,256.57 $2,739.83 $5,965.67 $659,438.83 $829,985.15 $495,140.97 $1,987,366.59 $401,286.48 $1,025,176.93 $1,424,997.57 $1,363,387.08 $1,245,575.43 $1,226,364.77 $1,205,399.57 $1,243,837.81 $1,238,148.11 $10,374,173.74 $7,522,712.76 $2,851,460.98 $25,635,756.09 $18,113,043.33 $7,522,712.76 Pnnted February 1994 Prepared by the Office of Desegregation Monitonng based upon inforrnation supplied by the Little Rock School Distnct Based upon Octi, 1993 enrollment data and LRSD 1993-94 Budget Unauditedstudent Counts of Sending and Receiving Schools - LRSD Elementary Grades - Summary Sending Zone School  Attending School Badgett ______ Bale __________ _ _____ Booker _ _____ Carvw___________ Chicot 1 Cloverdale Elem D odd  _____________ Fair ___________ _ Fran^ FdIxyM____________ _ ____ __ \u0026lt;^er Spongy____ JeflerMn _ __ ML King _ ______ McOermqn ___ Meadowdifl _________ __________ __________ Pulastd Heights Bem Righlsei____________ RockefeKer___________ Ronine_____________ Stephere____________ ____________ W^ehetd WasNngIqn _ We^n HiMs _____ Woodufi Central Kindergarten Fair kmdagarten Hal Kindergarten_____ McClelan Kindergarten Partvrew Kindergarten 106 _ 1 b i Ip 1 11 1 q 2 0 0 0 0' 0 1 b q q q q 0 0 1 0 8 Zq 1 b q 1 Ji 2 ZI q 1 i J 2 158 _q 14 7  _ 4 0 ' 9 _5  5 14 3 _6 3 12 4 5 '0 _7 .1 2 6 0 14 14 Z_ 1 _5 21i _ b 11 12 7 '2 i S 1 _q 0 ' 196 Z's \"1 3 8 J2 6 2 2 5  o' _q 11 ' _2 3 'is _q _i 0 3 0 0 _2 _ q 0 _8 Z 111 2 __6 q 0 0 I _ q 3 n izi J _i _i -12 6 _l _4 _2 _7 11 _ 1 b J3  b 3 1 2 0 1 13 2 is 2 ^b J pi 2 5 ' b Grand Total Sendng Schod I 1 li 20  112 _ 4 ^io 269 28 J 3 i _q' _3 1 1 li' _4 0 5 _ii 2 __8 __3 __7 1 0 J2 __1 0 4 'i2 J2 35 Z_1 4 9 i 0 _i^ _q 9 ' 17 1^ _9 190 _1 11 _1 Z i _b 1 to 5 1 7 20 _1 4 0 6 1 -3 6 \"j Jq 2 14 ie 12 '0 3 0 b ' 0 1 2 _2 2 li ' J 11 1 146 2 1 1 3 3 1 i 1 .... 4 8 0 2 3 23 0 3 0 _4 b J12 9 it 0 0 1 I I c ? c i q 0 1 b 0 0 0 0 1 b 2 0 0 2 0 1 q 1 b 'i 1 q 0 0 1 b 1 2 135 369 336 361 533 375 276 0 _3\" q '13 6 _8 1 i o' 141 9 9 3 1 2 11 lb 2 q 25 6 __2 0 13 0 6 1 li 2 q 8 _41 2 6  i 0 3 0 0 343 1 5 11 5 1^ 0 _2 J2' 265  2 22 b 0 Z 9 11 3 11 __3 3 2 9 1 8 _o __q _2 4 8 0 '2 ii 1 19 1 q b 0 0 2 26 3 lb 15 4 5 0 _0 1] 10 194 16  10\" _0 2 '20 7  2 35 _3q 5 1 18 4 4 7 lb  12 3 lo _J1 12 ii io i 1 b 0 2 0 9 0 ' 19 \" 44 Zzi 4 _q' _2 5 7 5 336 0 2 _P __0 2 0 26 _3 2 1 10 0 12 21 3 19 q 23 Zl 2 13 JZ 5 b 2 '2 0 4 I 0 4 3 _0 4 2 3 4 6 _ I 7 i 136 1 4 J4 5 0 8 10 6 (rt o I is 1 0 0 2q Z 6 b 4 5 '9 0 _q 0 3 0 q 122 5 I 3 0 0 JO 6 38 2 0 3 8 30 1 9 1 ti o\u0026gt; c 2 1 314 441 539 637 _4 I 1 1 2 14 1 2 J 14 3 4 5 1 J b 0 0 q 2 '0 J2 1 2 4 6 _ 1 J 2 17 J4 4 1 6 q 2 0 b ' 0 0 0 10 1 7 JI 6 2 17 3 39 2 i J 2? 3 2 11 3 3 ' 2 Jo i 1 0 2 0 1 _1 _5 _6 10 2 '0 __7 __5 __3 1 _P _ 1 io 11 253 1 o I 0 2 6 i 5 28 26 i 0 q 0 0 0 3 'q q 0 7 264 0 Zq 7 18 6 7 2 -1 0 2 2 Zl 1 2 2 i ' i 2 b J  1 0 2 2 J 3 _q 0 ~2 J b 0 _i 9 23 q ^4 3 0 0 I b 2 b 312 271 5941 407 397 ! s 1 o \u0026amp; I _6 -I 5 \"13 ' ' lb' 1 ' 0 ' 7 _!? _1 7^' Z21 8 1 2 Ji 4 _b 295 q 3 ~~ b 10 8 _ 6 8 6 I12 q ZO b li .JI 5 9 0 1 1 b 0 0 11 _ 0 _i2 6 _P 2 _] 7 ' _4 Jl _ 5 '6 is Ji _7 2 5 5 247 _3 2 6 2 7 0 __1 5 '_7 7 2 2 _6 _ 3 8 0 0 527 450 .1.. J 3 6 '4 ' 7 8 6 9 3 Jl 3 11 J5 5 _ 1 4 9 6 12 J 5 _i5 II 109 _ 7 7 6 7 0 3 3 ' 2 2 JZl _q 2 9 7 II b b 0 1 318 J 3 3 0 2 2 16 sb _9 6 Z1 6 Jl 2 6 3 i 15 Z 1 J0 20 260 1 1 6 3 q 4 4 V1 16 0 6 '2 i 3 3 b  2 1 551 g m w  ra 3 0 2 0 3 3 4 1 2* g q '3 2 2 11 6 I 4 S g IX 0 4 2 8 4 3 5 2 7 17 ii I \u0026amp; 55 q ' 1 0 q 9 '0 g- q 0 12 2 _ 6 4 ' 5 q 0 19 10 5 b 6 1 i ~ b 205 2 _ 6 3 \" q 3 6 1 ' 3 1 ' i lo 2 1 6 31 ?3 4 2  3 II 0 3 __1 129 7 _ 0 q 6 6 3 q  7 0 4 Z2 7 1 2 2 4 3 '3 3 4 118 II b 6 2 b 24 3 ' 2 3 '2 '0 b 2 4 i i 9 ' b 2 _o 3 _3  3 2 \"i  i 8 5 3 2 9 q 2 15 5 b ii 7 I 0 1 b I 2 5 4 '16 12 '26 2 '4 \" i 2 8 9 3 3 \" 0 3 2 2 i 13 3 i i 1 g 2 \"7 9 15 12 6 ^2 I 4 1 4 2 _2 \" 0 17 7 15 0 8 177 0 2 1 41 0 7 0 q 8 I 19 i 0 I 0 0 327 6 29 i 3 'b 2 i i 4 3 b 0 q 0 1 i 3 4 6 2 b 0 1 0 4 1 19 3b II ' I 0 3 b q \"4 12 2 3 0 4 116 1 I4 0 0 b 4 2 _ 4 q 0 q _4 i \"b b 323 7 o R) s _52 4 Ii 32 2 23 ' 6 '2 4 9 ' 6 4 13 '4 20 ib 6 4 12 I 3 14 3 31  i 5 4 ' 16 '6 c   1 g I S S 5 q '2 8 PO b 1? 132 5 0 1 4 q 3 \" 2 2 3 31 b 2 J 8 q  1 5 _ 0 _q q \"it 'q 295 0 6 _1 2 3 I 2 1 i 3 2 J 1 b 5 b b 2 2 J q 0 J 0 Zi 8 q 7 1 2 i _q 12 q Z^'* ^1 _'3 Z 1 1 15  4 3 14 ' 2 \"q ' It 3 1 0 _i __4 0 __3 1 4  25 0 17 2 30 2 1 3 0 0 2 4 _2 i 0 ' 0 \" i 3 q P q 4 \" 4 2 b 2 _ 1 'i J2 0 12 0 10 R c e co a _l ex I b c z o s s OJ s I 1 s 320 257 411 S 1 c 5 3 i 5 3 q q q 0 J 20 t 5 2 q 2 '~o ' 1 1 4 2 i 0 0 1 4 b 2 5 ii i 6 b b 3 '0 1_ 2 0 1 1 b 3 0 190 _7 24 \"2 0 i b _q 1 JO 10 216 1 i b  3 _q 1 t 4 1 q 1 b 0 1 b 93 0 q 0 0 0 200 582 457 690 491 290 467 153 1 2 I 2 q 0 J 0 2 t _q q q q q q q 7 b q J J 1 0 1 2 0 0 0 1 2 0 0 0 P 0 0 J 0 0 0 26 0 0 0 00 11 111 q _1 _1 0 _ q q 0 0 b 30 q 0 i b Z_q 0 _i b 7 0 1 b 0 35 ZJo 0 59 _2 6 6 ' b Z P 0 b 0 _3 q _3 101 \" 0 0 3 _0 _b _ 1 7_ 0 \"0 _45 b 151 'i __b _ q _'q 0 10 2 J3 _4 _1 ~2 q 02 ' 0 1^ 117 Ip  3 0 Zb i q 0 0 q q 4 1 2 2 2 0 2 q 3 b q 12 2 1 2 q 0 0 1 0 b b Zq 1 \" 1 2 b 2 i  i 0 b b q 0 184 304 319 Ml 386 595 107 284 261 336 520 204 ^3 500 548 4^ 420 '221 ~345 392 187 335 'M3 448 7M 421 324 473 366 231 50 19 120 2Q 357 785 451 14032 Pnnled February 1994 Prepved by tw Office o\u0026lt; Oesege^aton Montoring based i\u0026lt;ion nfonnakon s^iphed by l\u0026gt;e LiMe Rock School Dtsticl UnaudtedLRSD Black/White Student Count by Zone Block \u0026amp; Attending Schools Zone Block Schools E Attending Schools Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Elem Bodd Fair Park Forest Park Franklin Fullbright Garland Geyer Springs Gibbs Jefferson M.L King Mablevale Elem McDermott Meadowcliff Mitchell Otter Creek Pulaski HtS- Elem Race BL WH BL wh\" BL WH BL WH BL WH BL WH ' BL Whi BL WH BL WH  BL WH BL WH BL WH ' BL wh' BL WH BL wh BL_ wh BL WH BL Whi BL WH BL WH BL WH BL WH BL WH ' BL 9 ot i 67 39 1 0 4 2 0 b 1 2 q 0 1 2 P 0 2 2 2 2 p 2 2 2 q 0 p 0 1 b 0 0 p 2 0 0 p 0 p 0 0 b p 0 1 n m 1 i 111 '47 0 8 6 13 __2 5 2 3 1 0 0 9 0 _4 __ __4 __1 12 '2 3 __q _5 1 i 6 6 1 3 3 2 P 0 4 3 4 0 6 0 2 2 9 C LU o  ta 0 b _P 0 153 43 11 4 1 ' 6 2 1 __3 5 14 5 1 5 __q 2 __q 5 __q q __q 0 0 __6 __5 __2 0 0 0 2 i 12 3 0 b 0 1 _P __q __3 0 __q e \u0026lt;a p 0 3 0 2 1 2 9 66 74 2 1 2 0 1 b 1 b 2 3 3 '9 2 4 1 0 4 0 2 0 2 '5 2 12 0 i 0 0 5 6 0 0 3 0 1 b 0 o u O 1 0 1 0 J? 6 4 8 3 1 _1 __3 173 96 M  ii _ P 3 P 0 P ' 0 o O 1 b _0 b 8 1 1 W 3 i _ 3 e 24 3 147 43 _ 1 ' b _0 b 1 p ' 2 1 ' i g n K n  6 5 c e o 3 1 2 1 ' 0 _1 b 5 6 3 1 0 0 3 '2 26 is 2 b 5 * 3 3 0 4 3 1 J 2 0 1 0 b 0 1 9 1 5 0 1 0 4 3 19 1 P 0 2 2 0 0 6 0 1 2 ' 0 8 '3 1 b 5 0 1 1 1 0 80 66 2 b 0 i 1  b 3 b 0 ' 3 _i i 1 0 0 1 1 b 2 2 0 i 1 b 2 2 4 4 0 0 3 0 b 4 9 3 5 3 5 1 0 1 '0 q  0 66 45 P 9 3 6 2 1 __l 0 2 b 1 \"ib 4 6 q 2 p  0 _ 4 i 6 0 2 \"o 0 0 3 1 b _5 0 0 b 3 2 4 b 2 0 0 0 1 0 2 0 9 __3 60 205 1 i _4 18 0 0 q 0 4 3 1 8 4 7 3 0 6 10 3 0 1 2 T 0 7 2 0 22 4 _ 3 0 7 3 13 ~2 _ 4 0 5 0 q 0 q 0 13 'i 18 0 190 4 15 'i 6  4 6 0 4 3 20 0 6  1 2 b 33 2 30 b _ 3 2 1 0 18 p 0 6 3 q 0 11 6 26 15 13 2 3 1 _ P 0 2 0 4 1 _4 3 3 2 126 210 _ 9 0 D C n c ra O 0 b _4 0 _p 0 0 b 4 0 0 3 0 P 0 4 0 6 0 _6 1 7 b 1 0 123 '13 1 1 3 6 3 5 1 i q 0 14 12 3 0 2 0 _1 0 6 1 b 4 0 14 0 4  i p 0 8 0 18 0 6 0 _4 0 1 0 D) C c   O 0 b --P 0 17 '3 4 2 P 0 3 i 3 2 9 0 0 b p 0 0 0 3 0 p 0 _P 0 ip3 49 _3 2 0 1 q 0 p 2 0 b 8 4 1 b 1 b 2 o It a\u0026gt; o\u0026gt; c E iu 5 3 b q '0 p o 1^ \"5 3  3 36 2 _ 1 1 P 0 3 0 5 14 16 _ 0 1 1 8 1 0 __b 5 6 75 239 9 i 1 b 0 1 1 0 _ 6 0 2 ' 0 15 2 q 0 _i b 0 b 14 0 5  0 6 b 10 0 2 b 0 0 1 b 4 i 3 b 1 b 0 b 7 b _16 Q 6 0 245 8 7 0 0 b 3 0 _5 2 IP 0 6 \u0026lt;Q 2 0 b _p 2 6 1 2 4 1 b 5 b J7 11 2p 6 _q i 0 b _ 0 b q 0 p 0 p 0 2 i _P 0 0 b 0 b 139 125 2 b 2 ' 0  o 2 0 1 6 0 3 1' 1 0 I' 1 Q p 5 6 1 6 4 p 1 _p 0 4 3 12 0 8 1 4 3 8 12 6 2 6 1 P 2 2 4 2 2 p 0 109 186 0 0 3 0 q 0  1 x (Q  2 0 b _14 5 _0 0 Ip \"2 6 0 _5 4 1 i o u 2 3 0 6 0 4 b 6 1 S o e s 1 b 3 0 Page 1 E LU (/\u0026gt; w 3 0 6 o c P 1 2 5 4 0 6 i 16 '4 5 0 6 b 9 9 i 1 0 \u0026amp; b 6 0 _8 1 3 0 5 0 3 0 1p 0 5 0 5 b 1 i 1 b 4 0 9 ' 0 6 0 1? 1 5 b 5 0 134 113 2 i 2 0 5 5 b 15 0 14 0 104 5 tt \"o 6 _ 1 2 8 0 2 0 2 0 11 5 43 7 5 4 6 0 3 b 5 i 1 b 2 b 6 ' 0 3 0 0 1 13 2 33 2i 0 b 16 '0 18 2 71 189 1 i 0 0 1 2 3 0 2 2 q 0 P 0 3 b 0 2 1 5 q 4 1 4 0 b 0 b 2 IZ 5 5 P 5 p 0 4 2 p \" 0  P 0 3 0 1 i 8 0 3 0 4 2 6 ' b 1 b 3 b 1 b 4 i 0 b 2 b 1 b 6 0 3^ 1 1 0 p 0 46 13 0 4 b 2 b 3 b 11 b 8 b 3 b 8 0) 1 or 4 ' 0 4 ' ' 0 2 _q. 6 2 4 0 3 0 4 ' 2 3 0 6 b 0 0 1 Q 4 0 0 0 4 b 6 0 3 4 1 0 2 b 2 b 4 0 3 0 2 1 0 3 e c E o or 0 0 5 ' 0 _2 b 6 i 14 '3 10 i o 0 0 1 i 2 b 0 0 19 '5 2 1 1 i 3 0 14 i P 0 0 0 2 b 4 2 0 1 1 2 9 0 p 0 2 0 q 0 3 1 b 0 2 0 2 9 2 0 2 0 1 b 1 b 8 0 5 0 3 0 2 0 9 0 0 0 2 0 15 0 5 b 0 b 11 b 1 0 2 3 4 b 6 10 5 11 5 21 2 0 4 0 9 c u ra g 2 ' b 5 2 8 1 o c 1 b 1 i 6 2 6 3 17 1'4 3 0 0 b 6 9 q 2 4 2 9 3 4 1 2 0 i 4 2 1 i V) (0 g 5 3 1 16 0 30 2 2 0 42 b 22 1 J 0, 0 0 1 2 6 0 1 2 1 PL 6 2 3 2 1 0 0 0 0 4 13 2 0 b 0 0 4  0 6 0 12 0 4 0 15 b 9 b 8 0 3 1 J2 'i 4 0 20 0 9 i c o 13 n g 0 b _2 0 8 2q 8 2 p 0 12 b 28 4 15 5 1 4 0 b 1 b 3 0 4 b 0 b 3 0 q 2 0 2 2 i i E  g 0 0 6 0 1 2 4 2 2 0 3 0 2 1 q 2 1 b 1 6 3 -Pj 0 g 0 b 8 4 0 0 4 ib 4 6 9 4 1 0 0 12 3 1 0 1 0 12 1 1 4 2 q 2 0 0 2 6 0 4 0 12 ~b 9 2 3 0 14 26 5 0 0 2 0 3 0 8 0 4- 1 1 1 3 2i ?! 0 1 b 2 0 4 ' 1 0 0 2 2 q 2 2 0 1 b q 0 0 0 3 _9 C e 5 o   c 3 o O jn 8 u jj W 1 2 5 9 1 1 0 b 2 9 1 2 1 b 0 b 7 4 q 'i 2 2 0 0 3 g p ' 0 p 0 2  0 0 2 0 p 1 1 0 0 n O) 0) 1 0 1 0 q '1 1 1 q 0 q 0 p 1 0  o z p 0 0 0 p 0 42 46 0 0 51 64 p 0 0 n w  O. _ 0 0 0 3 0 0 64 ioo _q 3 65 126 0 0 b^ 01 g Z P 0 0 0 0 0 _1 3 1 0 2 b 2 0 2 o 0 e e o \u0026lt; 135 49 '1^ 63 318 213 253 133 330 265 J48 139 295 0 0 b 0 j 0 0 0 3 b 0 0 p 0 0 0 4 0 1 0 0 b 0 0 Oi 0 0 0 0 p 0 0 0 0 0 3 0 b 0 b 0 0 0 0 1 b 0 i 0 1 3 2 b 0 0 2 0 1 b J 0 J 1 0 0 6 p 0 q 0 q 0 0 0 0 0 q 7 0 b p 0 2 0 0 0 1 0 4. 9t 14-1 0 0 1 Q 6 0 0 0i _Pi -4 18 16! 27 o' 0 0 b 0 1 0 4 q 0 p 0 0 0 0 0 0 0 151 0 '1 p 0 _0 b 0  0 0 o' 2 0 0 3 6 0 b 0 0 1 1 ii 2 0 0 i 1 i 0 0 0 0 0 85 179 ibs 195 '66 164 261 291 '45 233 2ii 178 26 214 89 1?1 129 211 289 334 214 300 178 259 249 2^ 125 J 68 23 1^ 199 189Attending Schools Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Central Kindergarten Hall Kindergarten Fair Kindergarten McClellan Kindergarten Parkview Kindergarten Grand Total Zone Schools [Race WH BL WH BL WH ' BL WH BL WH BL WH~ BL WH BL wh' BL- WH BL wh' BL wh' BL WH BL WH  BL bl WH WH BL WH BL t) e o 1 0 _ p 0 3  5 0 b 1  b p 0 _0 b 1 0 0 0 2 0 1 _b 0 0 1 b 1 p 0 0 0 1 b 0 9 4 0  0 5 * 9 4  jo 0 0 3 2 1 b 3 8 0 0 JO 0 9 3 6 1 0 2 1 0 0 0 0 _ P 0 0 135 369  c S 0 p\" 0 2 ' 1 A 0 o' 0 0 b 3 5 0 4 ^5 5 2 ' 0 6 b p  0 p 0 0 0 0 1 0 2 0 0 E 2  p ' 0 _P 1 9 \"4 _J 0 7 8 2 0 9 16 P 0 1 b 11 ib 1 i 1 4 0 0 2 _0 0 p ' 0 1 o o \"o -P 0 8 4 1 b _g 0 3 ' 1 9 3 4 8 26 7 _6 0 4 b 5 4 0 1 0 1 b p 0 p 0 1 336 361 533 LRSD Black/White Student Count by Zone Block \u0026amp; Attending Schools Zone Block Schools E e ui 1 o O b 2 1 _ J '2 0 1 0 \"o 2 0 14 ' 0 JO 8 JO '2 0 0 _ 3 b 0 0 P 0 0 _ p 0 _1 b p ~ 0 0 375 o  0 2 0 2 1 6 15 0 0 _ 1 2 0 0 2 2 _0 0 JO 2 i 9 P P P p 0 P g J 2 276 K (S 10 p ~ 0 1 1 6 0 1 Zp p 3 2 0 3 17 0 0 8 0 6 35 1 i p 6 1 1 2 0 0 P 0 0 343 e  1 5 c e oi -c 3 2 1 3 2 0 0 0 0 1 i 4 0 5 3 p 0 2 Q 2 9 1 b 16 1 1 p 0 p 0 p 0 0 0 4 0 0 4 7 6 JO 0 12 0 1 'b 3 b 0 0 JI b 12 b 11 b 10 0 p p 0 2 4 _P 0 7  _5 16 '5 3 0 9 io _P 0 9 14 0 0 2 0 _7  6 15 2 4 1 0 1 i 2 0 P 0 4 o c 5 (0 O 0 1 0 vt O) c 'C (d c o c 2 441 539 637 J 'o 2 0 10 0 1J \"o 1 0 _7 b J ' 0 JJ 0 3  0 _ J 0 5 ' 0 1 P \" 0 1 _o 0 0 \"b 9 o 0 4 0 2 1 b 1 0 2 0 11 6 3 i 0 1 ~ 0 6 b P 0 2 ' 0 0 p 0 0 0 p 0 0 2 3 0 32 1 2 6 0 1 _1 b 3 0 25 4 3 \"o _ 2 0 p io 2 b 1 Q 2 '0 1 b 0 0 2 0 2 0 6 b E o UJ e 5 9  (0 2 b _o 0 A 0 1 0 0 0 p 0 312 271 1 2 2 1 2 0 P 0 _1 0 0 1 b 2 p 2 p 1 b 1 p 2 p 0 0 0 1 b 2 1 21 2 0 0 2 2 1 2 P 0 0 p 0 p 1 594 1 0 0 2 0 0 o \u0026lt;5 u 2 0 8 0 p' 6 3 _5 6  0 -3 9 p ' 0 3 16 0 0 5 \" 0 9 _9 5 0 4 5 0 _ p 1 0 0 g 0 0 1 s 2 1 2  2 1 6 407 397 527 Page 2 S d I 0 E e ui 1 4 3 0 1 b 4 i 5 2 4 2 1 i 1 i 4 2 3 6 2 1 1 0 J 0 0 0 0 0 2 0 0 0 '3 6 3 0 p 2 4 0 0 0 0 0 2 6 9 'o 5 2 11 p 0 P 0 0 0 5 i 3 0 0 2 n  Q. 159 0 \"0 2 ' 4 2 1 0 \"b 3 2 4 0 1 4 12 4 0 0 6 0 P 2 1 0 J 0 0 J 0 2 0 1 1 450 318 551  O)  1 126 1  e 1 c 0 1 E a 0 2  1 5 2 0 0 0 6 0 0 0 4 3 0 0 0 0 2 0 26 3 -J. OI 101 '17 1 b _o 0 6 b 3 b 18 2 J 0 3 0 22 J 0 39 2 p 0 J 2 n' 0 1 b 11 o: 1 0 6 o: 0 gi t, o! 0 ft aI 0 0 8 4 3 11 1 1 0 P ~0 g p. 0 327 oL-l-: 3i 0 0 0 jO 0 6 0 2 0 ol 6 + 0. 1 1 b 16 '~3 30 0 11 \"b 1 ' 6 0 p 0 2 ~ 1 g ' 0 4 Vi   a q\u0026gt; W b p _o _g 1 0 b 62 0 12 b 2 0 3 b p 0 _5 0 3 0  3 0 0 6 2 1 1 3 1 85 261 1 b 4 id 0 b 0 0 11 \u0026lt;  b _g 0 1  3 1 0 0 0 0 0 237 66 3 4 J 2 1 .. 11- 0 5 3 0 0 0 0 0 0 0' - 0 2 j_ p 0 p 0 1 1 _b 4 Q 2 b 0 i 0 1 p 4 0 320 257 411 200 582 c  (A n $ b 3   0  26 5 1 ' b _5 0 4 0 16  ~ 0 263' 5 6 0 2 0 4 __i 11 b 1 0 __8 P 0  P 0 3 ' 0 0 457 5 0 1 b 5 0 6 0 P ' 0 0 0 7 4 5 3 235 60 1 \" b _6 b w i E i 5 0 0 0 0 1 i c E 8 I c 3 o o 690 1 1 p p p 0 1 p 2 J 0 491 2 '6 0 0 _6 1 1 0 _ 1 i _1 0 87 103 _5 __2 M i 2 0 __p P 0 J P 0 p S 5 0 _ 1\" b 3 1 ' 1 ~ is 0 b 7  lb 2' ' b 3 27 2 ~0 _13 '7 16 3 1JJ '72 0 1 __1 _ p 3 P 0 0 5 4 0 0 6 1 '0 4 ' 0 1 b _g 0 0 1 0 0 _ 0 b n S 290 1 1 b p 0 57 36 0 p 0 0 0 _0 0 0 P, p 2 1 6 0 0 0 0 p 0 1 b 4 b p 0 p ~o 0 b p 0 0 0 0 0 0 o Z i 0 b 3 4 0 b 0 1 0 6 p  0 p 35 0 0 0 ' 6 26 33 _ 1 i ) n  9 0 4 9 0 4 0 ' 1 0 g 8 z 0 J 0 p 0 0 0 0 b 0 2 0 467 153 0 8  o fl \u0026lt;/) o cn H c c c o' 0 0 0 26 0 6 0 0 6 0 0 0 0 0 0 0 1 61 0 0 0  1 44 73 0 0 p 3 0 _0 1 0  0 P ' 0 0 1 0 1 b 2 b p 0 1 i 1 b 0 1 0 p 0 0 0 0 b 0 \u0026amp; s 203 _i6g  7 254 '126 243 '92 141 4 238 315 OJO ' 108 _JJ8 212 63 _2O7 117 258 215 267 99 _JJ5 85 50 ___1 ____12 _16 3 _18 2 20 357 7851 45 14032 Printed February 1994 _ led UM Rock based tyon Morrallon s\u0026lt;43^^ by Vw Ufa Rod   I 1 \"lurwuiiled [ ~ I t r t School DIstid I \"11TEL: Jun 02.94 10:35 No.002 P.03 LilUe Rock Scliool Di*tricl Stephens ^r^^Relocation Timely Task Date 1. 2. 3- 4_ Fs. Fiia motion with Court to relocate File revisions to current filings gb Hants from Stephenx Schoc^ miatinq to Stephens which_are------- ~ ~ LRSD Board of Directors \u0026amp; approved 5/18/94 before the courts 5/18/94 5/26/94 Business Case presejtedjothgj^Sg^ggEB^^ Contact the wh-^j-hould be contacted Incl .',?i!*!^?^.^'budget reduction strategy TTotify finance person to include this as a pu ---------------- '5/27/94 Person Williams Williams ~ ~~Willlam5 Ingram 5/27/94 Modeste Williams Neal \"Wagner Wagner 5/27/94 5/30/94 6/6/94 6/6/94 building ..\u0026gt;h the Stephens community , community informolion meeting tor. 7. Inventory puiiaing --------- 8 Plan and schedule public meeting 9. 1) parents \u0026amp; students\ncommunity groups and churches, media (press release) a: b) c) 10. (neai dnor-to-door delivery ........................................ asking\" ^velop letter to Parents and community meeting. 'LlTXo^commJntt^ information meeting at S'r.phcav A'chno/ to answer for a Include invite to community---------- q uest\ngns^tch^^^-----------------------------sf^bTE^i^ti55d |..\u0026gt;-i. .He PTA president and ministers.-------------- ----------- Students who do not choose a school ------- with the principal, faculty, and staff , of all students living in the Stephen School meetings.__________ 12. De^gn follow-up plan for 13 Conduct Informational meeting attendance zone and those schedule d ,.naanco zone a) those who attend Stephens School but live outside of the attendance zone mrse Who Xd stephens School but live in the attendance zone\nand^ c) tltose Who do not attend Schon/ but live m the attendance zone b) 15.Obtairt' Gciy fir 'ii\n?.' iT send notice of relocation and d^e of community information meeting to: community groups and churches. a) b) press release students with announcement and choices asking for 17 Mail letter to parents and --------- -aunn a response by a deadline. Deadline must be after community meeting. Include invite to community information meeting at 57ep/7en.r \u0026amp;/ioo/ to answer questions about choices and the relocation. 1H noiivpr fliers door-to-door, announcing relocation and information meeting, l^implement follow-up plan for students who do not respond to request for their Choice of school______________________________________________ 20. Send assignment notices_____________________________ 21 Mail letter to parents and students (who have not responded to the first letter) with announcement and choices asking for a response with a deadline.-- 22. Remove materials and equipment from school 23. Reroute transportation of students__________________ 24. Secure building______________________________________________ 25. Reassign staff____________________ 26, Send assignment notices__________ * Remaining timeline is based on Court approval. EXHIBIT 2 6I\u0026amp;IQA 6/6/94 6/6/94 6/6/94 6/6/94 6/8/94. 6/15/94 6/20/94 7/6/94 7/29/94 7/29/94 7/31/94 7/31/94 7/31/94 7/31/94 8/1/94 Wiedower Modeste Wiedower Williams Lee Williams Wagner Lee Wagner Ingram Lee Lee Eaton Montgomery ~ Eaton Hurley LeeFAST TRACK EVALUATION PROGRAM\nSTEPHENS ELEMENTARY SCHOOL I PROGRAM DESCRIPTION\nThis specific program is the construction of the Inter-District Elementary School. new Stephens It is an aspect of the tridistrict desegregation plan and the section pertaining to inter- -------- The program is to outline all steps necessary to locate and construct the second of two (2) schools in the Little Rock School District. district schools. new inter-district II GOALS\nThe goal of this program is the successful and timely construction of a new Little Rock School District inter-district elementary school. III - EVALUATION CRITERIA\nSchool The evaluation criteria is the successful completion of the school at the date agreed upon established by the Little Rock District. IV - EVALUATION RESULTS\non time, and The most accurate and successful evaluation result of this program would be the opening and operation of the school, on time, and within the desegregation racial composition as established in the Desegregation Plan. V - OBSTACLES TO GOAL OBTAINMENT\nThere appears to be numerous obstacles to obtaining the goal of completing this new inter-district school: 1. School location 2. School necessity 3. the Time to design and construct - (The obstacles laid out under this program description deal purely with the physical requirements of locating and constructing the school and not with such administrative matters as theme, program, nor recruitment.) VI RECOMMENDATIONS\nThis recommendation does not constitute a change to the inter- concept of the Desegregation Plan, but rather requests the addition of a criteria to be considered in the construction new Stephens Elementary School, of the 1. Background\nSection III of the Tri-Dlstrict District Desegregation Plan entitled II Inter- Student Choices and EXHIBIT 3Options It district outlines the concept of construction of interschools. Within that concept is the construction of the Stephens Elementary School to be located within the Little Rock School District boundaries, and is to be one of two schools constructed by the District to support this concept. The plan further states that the existing Stephens School would then be closed. The plan does not go into the background nor the rationale nor specifically mentioned any other considerations for the location and construction of the Stephens School other than to support the desegregation effort. Historically, there are two principal considerations that lead a School District to construct a new school: 1) or The student population is such that the present number size of schools in various locations is not capable of supporting the student population\ntherefore, a new school should be constructed\nand, 2) Periodic evaluations dealing with the age and condition of the existing facilities will warrant the construction of new schools to replace facilities that are too costly to repair or expand, or have outlived their usefulness to meet the current educational needs. I am addressing in this recommendation the criteria dealing with plant replacement. By separate study, as submitted to the Board in November of 1993, it has been shown that preliminary figures do not indicate sufficient student population in certain portions of the inner city to warrant adding additional seats through new construction. This is extremely important and is a critical factor in analyzing the total area to be impacted by the construction of a new school. It would lead consolidations, student population. one because to of believe that the overall possible decrease in 2) might require new schools to be constructed convenient to students, and subsequent closure of older, smaller facilities. Objective\nmore the The objective of this recommendation is to add to the criteria for the construction of the Stephens School, a consideration that reaches beyond desegregation and attempts to encompass the District's financial state with regard to the operation of schools, its need to possibly look at rezoning attendance zones in the inner city to support new construction and the need to look at its need to the age and condition of inner city schools with a view toward replacement where renovation and expansion is ^o^~prhibitive and will not meet the educational goals of the District. 23) 4) In evaluating this objective, we will need to review a general criteria of existing facilities in light of educational programs and present needs, and compare this to anticipated costs to meet current needs and future demands. It is expected that the constiruction and operation of newer, more modern, up-to-date facilities with possible consolidation and staff and the closure of older, more antiquated schools will lead to a more efficiently run financial operation and a program that better meets the students' needs. ImpactAnalysis\nThe overall program is that of integration. Larger, more modern, up-to-date schools with more innovative programs have a record of better modern attraction of a varied student body than do older, smaller schools who have had to have been haphazardly renovated to meet educational needs. This is generally true throughout the country. It is expected that a new, modern, up-to-date school in the inner city would better attract Pulaski County Students than our present existing facilities. It is expected that a new This impact is predicated on the fact that the end result would be the closure of at least two or more smaller schools with all students attending the new Stephens The risk of considering this concept of school closure of outdated schools to support new plants are two-fold: 1) If we are successful, we could conceivably be too successful, in which case the new school may not be of sufficient size to meet our needs. Careful analysis of census projections must be made and careful rezoning must be considered during the planning stage of this school. 2) The second risk is one of not considering plant within the normal course of action of School. new construction. The continued operation of schools that are becoming outdated and outmoded most definitely causes a rise in operational costs. It is imperative that we consider normal plant replacement of an entire school as well as we consider plant replacemejit of individual items such as heating ventilation units, intercoms, windows, etc., in order to insure that we are operating in a most efficient manner. Resource Analysis\n----------------------With the decrease in student numbers in the inner city and the consolidation into larger, more efficiently run schools, they'll most certainly lessen the duplication of instructional efforts as is presently found in teaching in multiple locations. Cutting back on administrative staff is obvious, and maximizing class size will allow -- \"----- Cutting back on us to decrease teacher populations. It is expected that operating costs for newer, more modern energy efficient schools will be less than that presently 35) 6) incurred for operating multiple sites of schools as old as 1906. Although a detailed analysis has not been done, the average elementary school cost per occupant for the Little Rock School District is $173.75. There are twelve schools above the average\nof these, twelve schools, six are Incentive schools (Franklin, Rightsell, Rockefeller and Stephens). Ish, Mitchell, The District has an average energy cost per elementary occupant of $113, There are fifteen schools that exceed this average\nof those, six are incentive schools (Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens). average Little Rock School District maintenance cost is The $21,601 per elementary school, eooupent. Eight schools exceeded that average\nof those, three were incentive schools (Franklin, Rightsell and Rockefeller), maintenance figure is skewed by the large amount of dollars spent in the past couple of years through bond projects to increase the general maintenance of the schools. The District has no historical data with regard to the operational costs of newer schools\nhowever, theoretical, operational costs can be calculated The once a specified school size Is determined based on the norm. Force Field Analysis\nSupport of a new elementary school appear to be generally positive within the community\nhowever, this support is over-shadowed by the facters of location and schools possibly identified for closing. is difficult at this time to predict the strength for the new Stephens School without a careful study and much community interface regarding possible closures, identify schools at this time for possible closure, without coupling that identification to the final selected premature. site for the Identification Stephens School, would It To be Data exists showing recommendations based on perceived maintenance costs and age of facilities. C______11^ speaking, the incentive schools date back to 1906 with the last ones being constructed in the late 1950' schools constructed in the 1950's years old. General Implementation Plan\nimplemented as follows: picked primarily to Generally s. Even are forty-some odd My recommendation would be If the Stephens School site is support the needs of the Desegregation Plan, that will mandate what schools immediately adjacent to that site are considered for plant replacement. on consideration If the Stephens site is picked based of implementation would be: plant 1) replacement. then the Of after having considered 4census block projections and cost analysis of ^chool operations a community effort would begin to gather support for the closing of certain schools. It Is perceived that both goals can be reached, i.e., the one stated in the desegregation plan that the Stephens School would be closed upon construction of the new Stephens School and an analysis of existing plants which could meet both criteria. I make my recommendation so as to offer a consideration for building a new inter-city elementary school based purely on the need to decrease the schools' operational expenditures and to enhance education through modern, and to close outdated up-to-date facilities, new, facilities that are too crowded or too old to meet our current needs. DCE/rlh/ftep 5-10- RECOMMENDATIONS The cost of epb'an'cen.s:hasVeeSes^X^^^^^ - -a.lor or n.u.cc Of specialized rooms that have been prodded and that . necessaiy to bouse the K alternative proposals have been assigned to these schools. buUdi^sseach of abou/eS s?ud clpa'cT^'S \"o bnng Its capacity to 600 students. rcqulniM founeen^k^ms'^-??'?^ Garland Schools ,V?nX' capacity of about 600 students. in one new bulldlniVihYSipb^^ :ire'tf,l to Franklin Elementary School a-Kasa a^aeoiiuin tiementaiy to Accommodate King Elementary School Ss\" ^S^ddiOoSaUlassmlms.\"Se.S mSns^f 780 sX?'yf based on the new Carver Magnet _size of rooms under space. Adding the necessaiy circulation mUeSsquare feet of m about 16.000 square fcetifXss aS At S5O S-r /\"T 'uld resuk Career Magnet School, the addlTor^X7id^oS SsS OOo?eSS\"' \"\"8 fo upgrading Franklin School, first through the minnru be added the costs for 622.350 and. secondly. the^tobKeS f fSrthe^lm\n?'\"\" *\" aiObPt S Frankhn School. These costs can be detSned rno^^ Jee necessary to upgrade parted on the project. The amount of $100 000 ha Jheeirately when architectural studies The total cost is estimated to be $922,350 ' tentatively allocated for the p students is based on the are project. Major enhancement of King Elementanr capacity of 136 students. unLngedX the erJianc^^^ cost $1,187,815. With a The new Carver Magnet School W1 have a co^fmPer student and the like, of about $4,000 per student. construction, equipment, grounds, fees,. Replace Stephens and Garland Schools With a New School The new Carver School has measures of crpaciZs\"P?\" and using the same classrooms by using the staffe as a muci analysis, of about 568 students Addin? twn would result a oapaXX\nXXstl^^^^^^ for spe^al^^d'^K capacity of approximately 600 students. ^Ing the cost of the Carver School The combined budgets for enhancerr^n^ school would cost about $2 500 000 bearmg walls and wood frame. Garland School is constructed with brick It Is suggested that ^^^c^edordyPaSt^e^e^^^^ rt f Garland and Stephens e.xpand the site.  abandoned houses that could be secured to EXHIBIT 4-59- Name of School: Stenhens El. (30.954 SF) Update of Estimates of Cost for Renovation of Little Rock Public School Buildings Comments: This school is to be replaced. No further expenditures are recommended at this time.EXHIBIT 5 EXECUTIVE SUWWRY 17/11/92 thru 16/31/93 SYSTEM SITE ID SITE WANE TOTAL COST TO DATE ENERGY COST TO DATE HAINT. COST TO DATE CUSTODIAL COST TO DATE GROSS NUnBER OF OCCUPANTS GROSS I OF SQUARE FEET COST GROSS COST PER OCCUPANT PER SB. FOOT A A A 8 A A A A A A C . A A A A A C A A A C c A A A A A A A A A A A C C A A A A A A A C A A A A A A A A A 154 ADMINISTRATION 861 ADMINISTRATION ANNEl 114 ALTERNATIVE LEARNING TI4 BACKHOE 119 BADGETT 117 BALE 122 BA5ELIIE 116 BOOKER 118 BRADY 858 CAFETERIA DEPT NI4 CARP. SUPPLIES 121 CARVER 881 CENTRAL HIGH 128 CHICOT 831 CLOVERDALE ELEM 115 CLOVERDALE JR HIS CUSTODIAL SUPPLIES 132 DODD 817 DUNBAR 853 EAST SIDE 1982 ELECT. SUPPLIES HU ELECTRONICS SUPPLIES 818 FAIR 123 FAIR PARK S83 FAIR STADIUM 189 FOREST HEIGHTS 824 FOREST PARK 825 FRANKLIN 848 FULBRIGHT 826 GARLAND 837 GEYER SPRINGS 127 GIBBS 111 GILLIAM H86 GROUNDS SUPPLIES H81 H/AC SUPPLIES 812 HALL HIGH 813 HENDERSON 149 ISH 831 JEFFERSON 135 KING 174 KLRE/UALR 162 LEE HI9 LOCKSMITH SUPPLIES 846 HABELVALE ELEN 116 HABELVALE JR 813 HANN 812 HCCLELLAN SI4 HcCLELLAN STADIUM 128 HCDERHOTT 133 HEADOWCLIFF 884 HETRO 834 MITCHELL 68,232.48 23,265.53 45,894.86 192.64 44,579.81 51,624.89 58,161.38 139,843.77 47,137.49 36,575.74 9,662.58 81,743.26 264,448.68 83,662.49 49,191.58 118,345.22 1,878.42 51,461.97 123,298.77 39,167.46 5,815.18 2,316.85 155,882.88 62,524.87 16,315.77 119,645.86 68,965.83 88,258.89 75,738.88 39,122.83 39,974.39 41,796.14 6,159.23 7,468.73 2,835.43 188,429.78 191,217.13 37,478.52 68,674.65 8.88 8.88 38,293.69 2,685.42 62,836.12 71,933.53 222,797.22 ,221,649.65 21,877.83 74,788.62 54,912.12 146,531.77 6G,539.66 51,784.48 13,971.92 33,783.38 1.81 27,248.82 33,437.83 49,929.82 67,681.11 34,689.61 29,686.13 8.88 68,185.41 212,583.58 57,893.11 28,481.81 89,645.79 8.88 33,898.55 183,868.42 31,949.71 8.88 8.88 129,977.19 41,887.79 6,474.94 86,764.87 48,327.83 53,178.83 55,188.82 29,134.18 33,318.38 29,618.86 3,148.87 8.88 8.88 158,165.98 125,813.52 17,254.94 49,116.88 8.88 8.88 25,876.75 8.88 44,763.87 54,588.61 152,139.24 173,851.48 2,187.23 53,327.86 31,864.45 138,614.43 58,957.17 16,517.19 9,238.68 11,386.28 192.64 16,891.85 17,711.27 7,987.69 71,188.11 12,411.71 6,841.46 9,662.51 28,464.16 51,758.16 25,563.78 28,732.49 28,315.67 1,878.42 17,218.23 19,673.22 7,217.75 5,815.18 2,316.85 25,641.61 28,589.42 9,848.83 32,621.88 28,491.82 26,935.46 28,111.21 9,838.64 6,516.93 12,814.47 3,811.16 7,468.73 2,835.43 21,785.83 64,188.55 28,883.96 19,432.88 8.88 8.88 13,188.66 2,685.42 16,848.63 17,346.22 78,538.68 47,613.88 17,889.88 28,843.58 23,788.46 15.836.38 17,459.88 11.89 62.93 4.48 I. II 439.94 475.79 242.79 274.65 26.17 48.15 l.ll 173.71 178.86 215.61 58.11 383.76 l.ll 161.19 549.13 l.ll l.ll 8.81 184.88 287.66 1.18 258.39 146.98 135.88 518.85 157.21 147.88 171.61 8.88 8.88 8.88 478.85 212.96 211.62 124.89 1.88 1.18 36.28 l.ll 424.42 78.71 127.38 984.45 1.18 537.26 147.21 88.96 122.61 I I 446 I 212 321 339 615 398 8 I 589 1,999 535 366 775 I 314 715 I 8 8 915 243 8 787 441 411 538 256 282 333 8 8 8 994 914 187 463 8 8 I 8 518 667 858 985 8 519 448 1,818 264 26,791 26,273 37,361 I 23,414 33,626 51,455 74,531 36,259 38,456 I 61,695 266,823 59,687 33,263 81,894 I 46,712^ 99,397 89,133 I I 131,628 28,867 I 71,137 31,914 68,588 66,892 38,632 41,788 37,237 23,727 I I 152,348 113,212 31,812 43,546 I I 47,951 I 55,568 59,981 113,131 118,425 8 48,121 36,931 129,546 39,283 l.ll l.ll 111.11 l.ll 221.69*- 161.63 171.56 226.19 - 116.1B l.ll l.ll 137.19 132.29 156.38 134.41 152.71 l.ll 165.99 174.86 l.ll\n:3 172.1^ 257.31  l.ll 152.13 138.24 195.26 - 142.98 152.82 141.75 125.51 8.81 8.88 8.88 181.52 288.11 288.38 - 142.18 1.18 1.88 8.11 1.18 124.17 117.85 262.11 225.13 1.18 146.78 .124.81 146.53 259.62 - 2.55 1.89 1.21 l.ll 1.91 1.54 1.15 1.87 1.31 1.95 l.ll 1.31 1.99 1.41 1.48 1.45 l.ll 1.18 1.24 1.44 1.18 8.88 1.18 2.17 1.18 1.71 1.91 1.17 1.13 1.81 8.96 1.12 8.26 8.88 1.18 1.18 1.84 1.18 1.58 1.18 8.18 1.81 8.11 1.12 1.21 1.97 1.87 1.18 1.56 1.49 1.13 1.75SYSTEM SITE ID SITE NAME TOTAL COST TO DATE EXECUTIVE SUHHARY 87/81/92 thru 86/38/93 ENER6Y COST TO DATE HAINT. COST TO DATE CUSTODIAL COST TO DATE GROSS GROSS I COST GROSS COST NUHKR OF OF SOUARE OCCtffANTS FEET PER PER SO. OCCUPAMT FOOT C A A C C A A A C A A A . A A A A A A C A C A A A 8 B 8 B A B 8 8 8 8 8 8 8 8 8 8 B 8 8 8 8 8 8 8 8 8 - 8 8 8 HB7 ROTOR POOL SUPPLIES 135 OAKHURST 858 OTTER CREEK R28 P.H.SUPPLIES R85 PAIMT SUPPLIES 136 PARKIN/IRC 885 PARKVIEW 888 PLANT SERVICES n83 PLUHB. SUPPLIES 838 PULASKI H6TS ELEM 818 PtRJISKI HSTS JR 885 PtffiCHASINE SBl OUIELEY STADIUM 839 RI6HTSELL 836 ROCKEFELLER 848 ROMINE 119 SAFETY AND SECURITY SB2 scon FIELD H77 SMALL ENGINE REPAIR 811 SOUTHNEST H8B STADIUM SUPPLIES 841 STEPHEMS 864 STUDENT ASSIGNMENT 847 TERRY TB2 TRACTOR 82 TBl TRACTOR 1 TB3 TRACTOR 3 TBS TRACTOR 5 883 TRANSPORTATION V48 VEHICL 48 V81 VEHICLE 1 VIB VEHICLE IB Vll VEHICLE 11 V12 VEHICLE 12 V13 VEHICLE 13 V14 VEHICLE 14 V15 VEHICLE 15 V16 VEHICLE 16 V17 VEHICLE 17 V18 VEHICLE 18 V19 VEHICLE 19 VB2 VEHICLE 2 V2B VEHICLE 28 V21 VEHICLE 21 V22 VEHICLE 22 V23 VEHICLE 23 V24 VEHICLE 24 V25 VEHICLE 25 V26 VEHICLE 26 V27 VEHICLE 27 V28 VEHICLE 28 V29 VEHICLE 29 VB3 VEHICLE 3 2,453.37 7,698.62 62,433.67 127.49 1,772.9B 14,588.65 187,132.64 88,797.85 1,173.48 68,349.37 138,129.83 27,736.84 36,288.33 83,727.71 121,393.38 96,964.85 7,858.78 21,599.81 2,248.62 133,867.83 145.94 54,253.21 11,218.42 62,922.68 5,115.36 2,689.87 2,881.87 2,386.77 68,865.68 39B.73 1,593.95 1,719.44 426.41 447.58 993.55 1,483.97 817.16 511.89 1,828.39 876.28 933.28 473.47 3,449.82 138.24 1,878.78 142.88  2,897.82  692.59 988.82 1,582.28 269.98 492.23 1,839.99 B.BB 4,873.28 47,889.31 8.88 B.BB 18,988.66 159,766.18 29,264.35 B.BB 43,795.84 67,856.48 19,911.82 4,838.21 35,284.16 88,841.13 49,738.47 5,213.89 3,255.74 B.BB 88,843.86 B.BB 37,188.82 8,977.61 43,266.35 8.88 8.88 8.88 8.88 44,348.32 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.08 2,453.37 3,579.99 15,296.87 127.49 1,772.98 3,591.99 26,815.39 59,269.33 1,173.48 16,279.47 61,792.91 7,773.81 32,258.12 48,257.49 32,369.49 47,191.84 1,844.81 18,343.27 2,248.62 45,586.87 145.94 16,958.29 9 212.41 19,587.53 5,115.36 2,689.87 2,BB1.B7 2,386.77 15,437.76 398.73 1,593.95 1,719.44 426.41 447.58 993.55 1,483.97 817.16 511.89 1,828.39 876.28 933.2B 473.47 3,449.82 138.24 1,878.78 142.88 2,897.82 692.59 988.82 1,582.28 269.98 492.23 1.839.99 8.11 37.43 127.49 8.88 8.88 8.88 551.87 263.37 8.18 274.86 488.52 58.41 8.88 186.86 182.76 42.54 8.88 8.88 8,88 318.78 8.88 186.18 28.48 148.72 8.88 8.88 8.88 8.88 287.52 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 B 252 353 8 B B 888 B B 379 774 B B 249 361 361 8 B B 67B B 2B9 B 541 8 B B B 8 8 B B B 8 B B B 8 8 B B B B B B 8 8 8 8 8 8 8 8 I 33,788 36,551 8 8 8 166,477 28,914 I 58,252 73,216 28,914 I 37,638 64,561 42,314 6,881 B.BB 3B.S2 176.87- B.BB B.BB B.BB 218.73 B.BB B.BB 159.23  168.13 b.b| B.BI 336.2i- 1.88 8.23 1.71 1.88 8.88 8.88 1.12 4.25 8.88 1.84 1.78 r.33 8.88 2.23 336.27*^ 1.88 B 8' 82,968 I 268.61 1.88 8.88 8.81 199.88 8.18 2.29 I.IB 8.88 8.88 1.61 8.88 34,384 6,418 45,312 8 8 8 8 259.58*^ 1.58 19,558 8 8 8 B B B B B B B B B B B B B B B 8 B B B B 8 B.BB 116.31 B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB B.BB -B.BB B.BB 8.88 1.75 1.39 8.88 8.88 8.88 8.88 3.87 8.88 8.88 8.88 8.88 8.88 8.88 8.88 8.88 e.BI 1.18 l.ll 8.88 1.18 8.88 8.81 8.18 8.88 8.88 8.88 1.81 1.81 8.88 8.81 8.88 i ISYSTEM SITE ID SITE NAME TOTAL COST TO DATE EXECUTIVE SUNNARY 87/11/92 thru 86/38/93 ENERGY COST TO DATE HAINT. COST TO DATE CUSTODIAL COST SRDSS GROSS  COST GROSS COST NUHBER OF OF SQUARE TO DATE OCCUPANTS FEET PER PER sa. XCUPAHT FOOT B B B B B B B B B B B B B B B B C A ti A h fl A V36 VEHICLE 36 V31 VEHICLE 31 V32 VEHICLE 32 V33 VEHICLE 33 V34 VEHICLE 34 V35 VEHICLE 35 V36 VEHICLE 36 V37 VEHICLE 37 V38 VEHICLE 38 V39 VEHICLE 39 V84 VEHICLE 4 V95 VEHICLE 5 V66 VEHICLE 6 V67 VEHICLE 7 V88 VEHICLE 8 V69 VEHICLE 9 651 WAKEFIELD HU HAREHOUSE SUPPLIES 642 HASHINGTON 852 WATSON 629 HESTERN HILLS 643 WILLIAMS 644 HILSON 845 HOODRUFF 1,763.74 844.38 776.64 349.72 195.21 345.78 248.63 689.12 2,822.59 1,611.39 527.86 165.29 1,866.28 2,249.25 414.41 1,653.45 45,516.23 3,743.72 86,597.63 73,398.25 48,527.55 54,161.86 57,679.73 43,825.84 6.68 6.86 6.88 8.88 8.88 6.88 6.88 8.86 8.88 8.88 8.88 8.88 8.88 8.68 6.68 8.68 32,592.84 8.68 65,115.52 48,583.42 35,425.18 46,131.21 42,543.48 38,836.61 1,763.74 844.38 776.64 349.72 195.21 345.78 248.63 689.12 2,822.59 1,611.39 527.86 165.29 1,866.28 2,249.25 414.41 1,653.45 12,837.66 3,743.72 21,849.77 24,456.28 12,938.92 13,896.79 15,868.48 12,182.87 8.88 8.88 8.88 8.88 8.88 6.88 8.68 6.68 6.68 6.88 8.68 8.68 8.68 6.68 6.68 6.68 08.53 6.88 432.34 358.55 163.53 133.86 67.85 6.36 6 8 8 6 6 6 8 6 6 6 6 6 6 6 8 6 588 8 822 451 335 499 355 234 e 37,395 8_ 89,688 53,646 41,991 47,266 37,875 38,688 8.88 8.66 8.68 8.66 8.88 8.88 6.68 6.88 8.68 6.68 6.68 8.66 8.68 6.66 8.68 6.86 91.82 6.66 165.35 162.75 1*4.86 166.5j 162.48 183.87*^ 6.88 6.68 6.88 6.68 6.68 8.68 8.68 8.68 8.68 6.88 8.68 6.68 6.68 6.68 6.68 6.68 1.22 6.68 6.96 1.36 1.16 1.15 1.56 1.13 5,251,694.87 3,621,656.78 1,616,918.98 13,118.39 27,888 3,699,811 188.8555 1.4198 sssssu (-71- Beriod: 1949-1960 Table 26 ALTERNATE ESTIMATES FDR RENCVATICN AND REPAIR, STEPHENS INTERMEDIATE SCHOOL, LITHE ROCK PUBLIC SCHOOLS Note: All unit costs, except as noted, are correlated to total square feet of finished building based on estimated ratio of amount of each item in average single story structure of 1949-60 period. All cost figures and quantities are approximate and unit costs are based on early 1981 data. All cost A. BASIC IffiCOMXENDATIONS Category and Task Estinated Lhit Cost Estimated Quantity Estimated Cost Range - $ I. II. Sanitary Replace plunbing fixtures (kitchen not included\nserving only) Exterior Replace non-functioning window operators .32-.40 50/lkiit III. Interior Replace asphalt tile remni ning Replace suspended ceilings-1950 Install insulation-1950 bldg Refinish doors, paint walls, i Install new toilet enclosures bldg etc. 1.12 .57 .30 .65-.75/SF 275-300 ea. IV. Electro-Mechanical Replace lighting-1950 \u0026amp; '58 bldgs Replace boiler/air handling units Mise, V. 80% 20-25 40% 12-13,000 SF 18 Stalls 1.49-1.50/SF 12-13,000 SF 1.30-1.55/SF 31,000 Subtotal Building Special Conditions, A/E Fees, Contingency - 30% Ibtal Building Cost per Sq. Ft. 8,000-10,000 1,000-1,250 14,000-15,000 7,500-8,000 3,600-3,900 7,800-10,000 5,000-5,500 16,800-19,500 40,000-48,000 103,700-121,150 31,100-36,350 134,800-157,500 4.35-5.08 Site Work Develop plan for utili2a,tion and landscaping Paving-play areas -basketball area -walks 2.20-2.50/SY EXHIBIT 6 5-6 Acres 2000 SF 12,000 SF 15-1800 SF 1,500-3,000 500 - 600 3,000-3,500 400 - 500-72- Table 26 ALTERNAIE ESTIMATES, STEHIENS INTERMEDIATE SCHDOL (cont'd) V. Category and Task Estimated Ifait Cost Estimated Quantity Estimated Cost Range - $ Site Work (cont'd) Grass Area-seeding -sprinkling Planting trees/shrubs Equipment Lifting Fencing 5500/A 1500/A 7-8,000 3000-3500 1100-1200 10,50-11/LF 2 Acres 3 Acres Basic 1 Set 2 Boles 800 LF @ 6' Subtotal, Site Work Mise and Contingency - 10% Ibtal Site Work 10,000-11,000 4,500-5,000 7,000-8,000 3,000-3,500 2,200-2,500 8,400-8,800 40,500-46,400 4,000-4,600 44,500-51,000 B. LPCRADING \"Pie extent of work under (A) is essentially that required to bring the facility ip to reasonable \"as is\" standards. ~ ' ----- n S, reasonable \"as is\" standards. In the building the quality of lighting would be the cmly ipgrading resulting but the extent of site inprove- rants reconmended, while basic to a full utilization of an inteimediate level school with comnunity participation, would from the present lack of development. prove an autcmatic upgrading Looking forward to extending the proper role of this school VO extenoing me proper role of this school another 20 years, considerable ipgrading and major replacements would be in view. , present building upgrading to systenwide standards probably would involve converting to fully air conditioned environment which in turn would inply optimal insulation policies. Thus in addition to ceiling ' insulation as in (A), the balance of the buildings' roofs and all window areas should be considered. Ihns in addition to ceiling In any event, it is likely the standard steel sash of the 1950 structure would be replaced with lower maintenance aluminum insulated glazing perhaps and possibly reduced glass area. Consideration of providing a larger sized recreational unit than the limited sized (1800 SF) cafeteria, but for educational and grams, should be part of the ipgrading estimate. coranunity pro- storm drainage or diverting its location could vide grass playfield on the northwest corner of the overall site. pro--73- Table 26 ALTERNATE ESTIMATES, STEPHENS INTERMEDIATE SOEOL (cont'd) B. imiADING (cont'd) Category and Task Estimated Ifait Cost Estimated Quantity Estimated Cost Range - $ I. Sanitary Replace drinking fountains Food service (preparation) II. Exterior Replace all windows, 1950 unit Paint all trim 350-400 ea, Lunp Sum .75-.80/SF III. Interior Carpet all classrooms Refinish interior New toilet partitions IV. Electro-Mechani cal Replace present HV system, except for work under A. 1300-1500/Room As in (A) 3.50-4.30/SF 6 75% 18 25,000 SF Building Subtotal: Mise, Spec Conditions, A/E Fees, Contingency - Add 30% Building TOTAL: Cost per Sq Ft incl A., BASIC REC'S V. New Construction hiulti-purpose gym/stage A/E Fees, Contingency, Equipment 30-35/SF 20% 4-5000 SF Subtotal: VI. Site Work As in (A) Develop play field w/ baseball backstop, etc. - allow for 12\" fill Additional lighting Additional equipment Additional planting 7000/Acre 7-8/Cy 1100-1200 ea. Net 3 A 20,000 CF 4 Subtotal, Add'l work Mise, Fees, Contingency, + 15% Total Site Work 2,100-2,400 10,000-35,000 18,000-19,000 1,000-1,200 23,400-27,000 7,800-10,000 5,000-5,500 87,500-107,500 154,800-217,600 46,400-65,280 201,200-282,900 10.80-14.21 120,000-175,000 24,000-35,000 144,000-210,000 40,500-46,400 20,000-22,000 30,000-36,000 4,400-4,800 3,000-3,500 3,500-4,000 32,400-36,000 + 102,900-118,400 15,100-17,600 $118,000-136,000-1^- Ihble 26 ALTERNATE ESTIMATES, STEPHENS INTERMEDIATE SCHDQL (cont'd) SUMMARY OF COSTS Action Required Oode Range of Est Cost in 1981 Dollars A. BASIC RECCWENnATICNS R 134,800-157,500 B. UPGRADING, excluding air conditioning and energy conservation measures R 201,200-282,900 SCBTOTAL-R 336,000-440,400 Equipment E Site Development S 118,000-136,000 Construction C 144,000-210,000 C. TOTAL RENOVATION TOTAL, excluding air conditioning $598,000-786,406 The configuration of Stephens School and its siting are among the poorest of the entire system, Ihere is little or no flexibility to the plan or structure to adapt to substantial alteration such as grouping of classroOTs or expansion. The rooms, however, are good sized squares which can be equipped in numerous ways for varying assignnent. Once rehabilitated this school should serve at its present capacity for another 20-25 years at which point it will be over 50 years and, because of the above constraints, may well prove to be expendable as _ part of the total system. It is very doubtful that such a building would lend itself to the major renovation concept followed at Mitchell, for exanple. Thus it is suggested that in the 2000-2010 period the ^rd will face either demolition or another igjgrading effort to maintain the status quo. aCity of Little Rock Jim Diiley C Mayor City Hill. Room 203 SOO W. Mark him Litll* Rock, AR 72201-142T (SOt) 371-4516 FAX (301)371-4496 I February 24, 1993 Dr. Mac Bernd Superintendent Little Rock School District. 810 West Markham Little Rock, AR 72201 cws\n.nioN_ Re: Stephens Intmdistrict School Site Selection Dear Dr. Bernd: ADMKSEC. I have been informed by City staff from the Department of Neighborhoods and Planning, that the current Stephens Elementary School located at 3700 W. 18th St. has been selected as the site for the new Stephens Interdisttict School that will open in 1994-95. . .... . , ..................................... We applaud the efforts of the LMD Board and the diligence of the Site Selection Committee in the selection of this site that will provide an innovative and exeiting alternative to not only the Stephens School neighborhood students, but also to other students located in Pulaski County who wish to attend. The City of Little Rock has made a long-term commitment to revitalize and stabilize our older and traditional neighborhoods and by the selection of this new school in the Stephens School area, makes our continued commitment even more important I have taken the liberty to outline some of these programs and housing initiatives that has and will have a tremendous impact on the St^hens School neighborhoods quality of life in the current, as well as, its future realm.  Community Development Block Grant/Public Works Projects and Expenditures in the Stephens School Area The Community Development Block Grant (CDBG) Program defines iu Stephens School CDBG area as bordered on the north by 1-630, on the south by Roosevelt Road, on the east by the Union Pacific railroad traclu and the west by Elm Street. In that area the program has completed reconstruction of 16,939 linear feet of streeu (more than three miles) and 21,700 linear feet of drainage facilities (more than 4 miles) at a total cost of approximately $3,875,805. In addition, the program will reconstruct Maple Street from 25th to Asher Avenue and 26th Street from Pine to Maple within the next year at an estimated cost of $152,000. In the immediate vicinity of Stephens School itself, the improvements include underground drainage along Oak Street and reconstruction of Oak Street from 16th to 19th. The program also reconstructed Valentine from 14th to 18th and placed underground a drainage system that paralleled Valentine. EXHIBIT 7A map depicting these improvements in the first 16 years of the CDBG program is atuched. Housing Revitalization Efforts The City of Little Rock is actively involved in numerous programs to promote the revitalization of neighborhoods similar to the Stephens School area along with its housing stocL We have actively been involved in fostering neighbortiood partnerships and giving long-range planning to these neighborhoods. We have seve:^ programs, jeach design^ to meet the special ne^ in the Stephens School community - these programs include: Save-A-Home The City acquires a house and repairs it to code standards using C.D.B.G. funds, then sells it to a low or moderate income family at cost or below cost. The buyer must be able to secure bank financing to purchase one of these homes. Affordable Housing The City is allowed to build new homes on vacant lots in existing - neighborhoods. These homes are designed and constructed in a manner to keep the sale price low enough to obtain financing by low and moderate income families. (We are currently building (3) homes in the Central High Area.) ReaAal Rehab Funds Funds are made available to provide financial assistance for the rehabilitation of rental property to meet local code standards located within the neighborhood revitalization program area. Homebuyers Group The City assists 40-60 citizens by providing counseling on home purchasing and credit managing skills. Each person will participate in a 12 month consumer education program designed to train them on how to effectively use credit to improve their quality of life through the purchase of a home and/or other retail items that require a good credit history. Homebuyer Assistance Program The City provides financial assistance, paying one-half of the minimal downpayment cost, including insurance and taxes\nto assist low and moderate income families in purchasing a home anywhere within the city limits of Little Rock for a house not to exceed $55,000. Community Development Corporations CDC The City along with the banking and business community have developed a public/private partnership to provide assistance to developers and community- based organizations for building/renovating low to moderate income housing and improving commercial services in older neighborhoods similar to the Stephens School area. 2We have garnered the services of the Local Initiative Support Corporation (LlSC) which is a nationally recognized nonprofit organization with a proven track record in community development. With the 1.5 million loan pwl in place, they will provide support in three principal ways: Building neighborhood CDC's capacity through administrative support grants\nprovide project funding\nand working with others to estoblish reliable systems for volume production of housing and other CDC development projccu. The Greater Little Rock CDC has selected the Stephens School neighborhood for their initial project focus that will encompass (12) blocks of housing and vacant lots near the current Stephens School location. The major thrust of their program will be to provide affordable housing opportunities through both rehabilitation and new construction. Leverage Loon Program The City has developed a joint loan program with First Commercial Bank to provide help to low and nnoderate income homeowners to fix up their older Little Rock homes and meet City code standards. Through this joint venture arrangement an applicant, if approved, will receive a below-market interest rate loon. This is a city-wide program. .......Neighbariiood Alert Center -3924 W. 12th aad Cedar - The Neighborhood Alert System/Center is a neighborhood-based center designed for available resources and various City services to be more accessible to the residents of Little Rock. The system/ocatcr serves as a collaborative and concentrated effort between residents, religious groups, businesses, schools, neighborhood and civic organizations, youth groups, and City Hall to improve the conditions and quality of life for its citizens. Even though this Alert Center is located on the northern boundary of the Stq)hens School neighborhood, it serves as the nucleus for existing and pro^xed programs in this area. This center currently has integrated (3) city departments along with their delivery efforts to create positive image of change in this neighborhood. service Department of Neighborhoods and Planning - Offers code enforcement officers, and premise inspectors that are responsible for enforcement of environmental codes, deteriorating homes, abandoned cars and weed lots. Fighting Back InKbtive - Offers Neighborhood Alert Center Facilitators to help coordinate neighborhood-based efforts to alcohol and other drug abuse abatement and alternatives. Little Rock Police Department - Offers community policing to develop a working relationship with neighbors for overall safety and crime reduction. (Currently has 3 foot patrol officers.) Volunteers - The most important element toward the effectiveness and success of the Alert Centers is the neighborhood volunteers. There is a role for all citizens to be a part of the solution in unifying to take back our neighborhoods. 3Intensified/Sy sterna tic Inspection Program This is a program that is just getting started. It requires the code enforcement officer to regularly inspect all properties in this neighborhood for obvious code violations such as improper garbage disposal, abandoned autos, high grass, weeds, litter, and vacant we^ lots. The code officer assigned to this area is responsible for taking the necessary enforcement action to ensure conection of the violations. This program currently includes vacant and abandoned structures. Hopefully, in the future we will have the resources to expand the program to include occupied structures^ Drug House Elimination Program On February 27, 1993 this program will kick-off. It is a comprehensive effort to unite all avail^le resources, including the citizens in this naghborhood, to eliminate drug houses and drug activity in the area. This program includes participation by the Code Enforcement staff, Little Rock Police Department, Fighting Back personnel and citizens. Paiirt Your Heart Out '93 The Stefdiens School neighborhood was selected for this years program. On May 1, forty homes within a 2-3 block radius of Stephens Elementary School will be painted by volunteer citizens from throughout the City. Preceding this event on AprU 17, a neighborhood clean-up effort is being planned. This effort involves all citizens in this neighborhood having City resources available, i.e. dumpsters, knuckle boom trucks, chipper/shredder to assist them in removing discarded furniture and appliances, rutile, trash, etc. from their premises. Again, we applaud your efforts in retaining die school on the current site and we are in full support of the Stephens Interdisthet School Site Selection Committee's recommendation to the LRSD Board. Respectively Submitted, Sun Dailey Mayor JD/TP:sc Attachment DIRECTOR PAC. COOR. cc: Charles Nickerson, Interim City Manager Billy J. Bowles, Assist. Superintendent for Desegregation Doug Eaton, Little Rock School District Lou Caudell Jim Lawson Wendy Salaam Tim Polk MAJNTCNWCE _ CUSTODIAL CONSTRUCTION^ AOMIN. SEC. 4Greater Little Rock Community Development Corporation P. O. Box 192864 Little Rock, Arkansas 72219 Voice Mail (501) 664^3334 March 09, 1993 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dr. Bernd, Let the record show that The Greater Little Rock Community Development Corporation requests that Stephens Elementary School be redesigned and rebuilt on the same ground that it now occupies. Enclosed is a copy of the revitalization plan for the Stephens School area that was adopted by The Greater Little Rock Community Development Corporation (GLRCDC) last year. (See pages 7, 8, 17 and 18). Maybe it was presumptuous, but we considered it a given that Stephens School would remain as an integral part of this community. The GLRCDC is presently compiling and quantifying remodeling and new construction costs for homes in the neighborhood just north of the school. The presence of Stephens School will be one of our main marketing tools used to encourage families to repopulate this community. Thank you and the Site Selection Committee for allowing us to participate in the selection process and for the sensitivity with which you conducted yourselves at the public meetings. We also appreciate your positive consideration of our request. We are convinced that in years to come history will record that the Little Rock School District did the right thing by rebuilding Stephens School at its present site. Sincerely, --4 Foster Strong, President The GLRCDC cc: Site Selection Committee EXHIBIT 8I THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. I I COOPERATIVE COMMUNITY REVITALIZATION PLAN 1 CHARLES A. JOHNSON, JR. November, 1992 Copyright PendingTHE GREATER LITTLE ROCK COMMUINITY DEVELOPMENT CORPORATION, INC. IGLRCDC) COOPERATIVE COMMUNITY DEVELOPMENT PLAN TABLE OF CONTENTS PAGE I 1 Introduction......................................................... Building Community Capacity........................ The GLRCDC............................................ Management Structure................................... Staffing ................................................................. Financial Resources ............................................ Geographical Area Served............................... Housing ................................................................. Initial Target Area .............................................. Community Obstacles to Overcome............ Actions to Overcome Obstacles ................... Coalition Building ............................................. Network Members ........................................... Network Objectives ........................................ Actions to Accomplish Network Objectives Summary ............................................................. APPENDIX Census Tract Map .............................. Midtown Service Area Map ............. Service Area Housing Analysis Map The GLRCDC Board Profile ............... 1 2 4 5 6 6 7 7 8 9 10 10 11 11 13 18 A B C DI I I I INTRODUCTION The primary purpose of this community development plan is to provide a comprehensive procedure for the development of a network of public and private organizations to address the social, economic and housing needs in census tract 13 of Little Rock, Arkansas (see Census Tract Map, p. A, Appendix). The plan outlines a general framework for building a coalition of organizations with specific services, experiences and skills that are needed for the revitalization of the target area. The plan outlines the objectives of the revitalization effort and assigns areas of responsibility for each community network member. A description of the activities and services provided by the network is also provided. I I IBUILDING COMMUNITY DEVELOPMENT CAPACITY ! 1 Few individual organizations have sufficient capabilities to undertake the revitalization of inner city communities. A cooperative effort among community organizations with social, housing and economic development resources is needed to reverse the deterioration of our inner city communities. The composition of the cooperative network Is determined by the nature of the task, the skills required, and the willingness of organizations to collaborate to achieve together what each cannot do alone. The underlying philosophy of this network is that of connecting specific organizations with social, housing and economic resources to assist the community in revitalizing inner city neighborhoods. I I The first step in establishing a Community Cooperative Network is the identification and recruitment of a kriowledfleable and respected individual or organization to inform and organize organizations and individuals about the networking concept. The network coordinator must build trust and interest among prospective network members. The coordinator acts as an advocate and a broker. The coordinator advocates cooperative efforts arxJ brokers the services of network members to the community. A general framework for developing community cooperative networking requires the following tasks:  Gt the prospective network members to talk Establish regular communication among the organizations and those with whom they need to cooperate such as community residents and other service providers. This is done by providing timely information in a way that promotes dialogue and collaboration among organizations. Dialogue also helps each prospective network member to gain mutual respect and overcome the inherent protection of perceived territorial rights. \"Organizations arrive at a point of cooperation after a process of relationship-building and in anticipation of mutual gains (Schermerhorn 1979, p. 25). 2* Identify common and individual goals of prospective network members I I I Unless most of the prospective network members perceive benefits to be gained from the network arrangement, they may not participate. Identifying common and individual goals will enable the network coordinator to express the benefits both common and individual to the prospective members. I * Identify resources that each prospective network member is wHiing and able to allocate to the network. I Project planning and implementation strategies can to be developed with the knowledge of the availability of resources. The network coordinator can plan a variety of specialized services that no one organization could possibly afford except through network participation. [ For community groups. Community Cooperative Networks offer an opportunity to become equal partners In revitalizing Greater Little Rock's Inner city communities. I To effectively address the social and housing needs of the target area, the residents must become involved In planning, management and operation of the development activities that impact their lives. I. Community Development Corporations (CDCs) are being developed in American cities and rural areas to empower low income people to address the development needs of their neighborhoods. The formation of a CDC is a significant component to empower the residents of the service area toward development of a community cooperative network. The following CDC objectives and resources will be employed to organize the residents and organizations needed to revitalize the target area. 3THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION. INC. (GLRCDC) I I i I The Greater Little Rock Community Development Corporation was incorporated under the laws of the State of Arkansas as a non-profit organization in November, 1991. In May 1992, the GLRCDC obtained tax exempt status as a 501 (c) (3) non-profit organization from the U.S. Internal Revenue Service. The primary goal of the GLRCDC is to reverse the trend of deteriorating residential and non-residential facilities within the greater Little Rock area. To fulfill its primary goals, the GLRCDC will seek to accomplish the following: To purchase deteriorating residential/nonresidential structures and/or vacant lots for development. I i To sell renovated structures to low-income Individuals arxJ small disadvantaged entrepreneurs. I To develop and rehabilitate residential and non-residential facilities in the area. To recruit small disadvantaged businesses to the commercial service areas. To contract with and/or sponsor the services'of architects, attorneys, accountants, engineers and other professionals in the development of the service area. To contract and/or sponsor managerial and technical assistance to small disadvantaged businesses in the service area. To inform, train and facilitate housing education workshops and other training activities in the service area. To plan, promote and facilitate crime prevention programs for area residents. 4I I I INTRODUCTION i The primary purpose of this community development plan is to provide a comprehensive procedure for the development of a network of public and private organizations to address the social, economic and housing needs in census tract 13 of Little Rock, Arkansas (see Census Tract Map, p. A, Appendix). The plan outlines a general framework for building a coalition of organizations with specific services, experiences and skills that are needed for the revitalization of the target area. I I The plan outlines the objectives of the revitalization effort and assigns areas of responsibility for each communitynetwork member. A description of the activities and services provided by the network is also provided. I 1 I* Identify common and individual goals of prospective network members I Unless most of the prospective network members perceive benefits to be gained from the network arrangement, they may not participate. Identifying common and individual goals will enable the network coordinator to express the benefits both common and individual to the prospective members. * Identify resources that each prospective network member is wMing and able to aNocate to the network. I I I i Project planning and implementation strategies can to be developed with the knowledge of the availability of resources. The network coordinator can plan a variety of specialized services that no one organization could possibly afford excepi through network participation. f I i For community groups. Community Cooperative Networks offer an opportunity to become equal partners in revitalizing Greater Little Rocks inner city communities. 1 To effectively address the social and housing needs of the target area, the residents must become involved in planning, management and operation of the development activities that impact their lives. I. Community Development Corporations (CDCs) are being developed in American cities and rural areas to empower low income people to address the development needs of their neighborhoods. The formation of a CDC is a significant component to empower the residents of the service area toward development of a community cooperative network. The following CDC objectives and resources be employed to organize the residents and organizations needed to revitalize the target area. will 3THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. (GLRCDC) I I J The Greater Little Rock Community Development Corporation was incorporated under the laws of the State of Arkansas as a non-profit organization in November, 1991. In May 1992, the GLRCDC obtained tax exempt status as a 501 (c) (3) non-profit organization from the U.S. Internal Reverrue Service. The primary goal of the GLRCDC Is to reverse the trend of deteriorating residential and non-residential facilities within the greater Little Rock area. To fulfill its primary goals, the GLRCDC will seek to accomplish the following: To purchase deteriorating residenfial/nonresidential structures and/or vacant lots for development. I To sell renovated structures to low-income individuals and smaM disadvantaged entrepreneurs. I To develop and rehabilitate residential and non-residentlal facilities in the area. 1 To recruit small disadvantaged businesses to the commercial service areas. To contract with and/or sponsor the services of architects, attorneys, accountants, engineers and other professionals in the development of the service area. To contract and/or sponsor managerial and technical assistance to small disadvantaged businesses in the service area. To inform, train and facilitate housing education workshops and other training activities in the service area. To plan, promote and facilitate crime prevention programs for area residents. 4BUILDING COMMUNITY DEVELOPMENT CAPACITY ! i Few individual organizations have sufficient capabilities to undertake the revitalization of inner city communities. A cooperative effort among community organizations with social, housing and economic development resources is needed to reverse the deterioration of our inner city communities. The composition of the cooperative network is determined by the nature of the task, the skills required, and the willingness of organizations to collaborate to achieve together what each cannot do alone. The underlying philosophy of this network is that of connecting specific organizations with social, housing and economic resources to assist the community In revitalizing Inner city neighborhoods. The first step in establishing a Community Cooperative Network is the identification and recruitment of a knowledgeable and respected individual or organization to inform and organize organizations and irtdividuals about the networking concept, The network coordinator must build trust and interest among prospective network members. The coordinator acts as an advocate and a broker. The coordinator advocates cooperative efforts and brokers the services of network members to the community. A general framework for developing community cooperative networking requires the following tasks: * Get the prospective network members to talk Establish regular communication among the organizations and those with whom they need to cooperate such as community residents and other service providers. This is done by providing timely information in a way that promotes dialogue and collaboration among organizations. Dialogue also helps each prospective network member to gain mutual respect and overcome the inherent protection of perceived territorial rights. \"Organizations arrive at a point of cooperation after a process of relationship-building and in anticipation of mutual gains\" (Schermerhorn 1979, p. 25). 2To plan, promote and conduct youth activities for area youths. To plan, promote and conduct senior citizen activities for area senior citizens. Management Structure To implement the goals of the GLRCDC, a board of directors which reflects the composition of residents within the service area is in place. The board members also bring a wealth of diverse experiences and skills needed to reach the goals of the organization. The GLRCDC is governed by a board of directors, comprised of nine (9) area residents. Each director serves a term of three (3) years. The manner of selection and qualifications of directors is defined arxl controlled by the Bylaws of the Corporation. The directors are nine longtime residents of greater Little Rock who provide knowledge and experience in the areas of consumer credit counseling, real estate, social services and community activities (see Board Profiles, p. D.) They are: I i Foster Strong, President 3514 West 14th Street Little Rock, AR 72204 Pam Abrams, Secretary 5109 W. 11th Little Rock, AR 72204 Felix Thompson, Vice President 5902 Timberview Road Little Rock, AR 72204 Charles A. Johnson, Jr., Treasurer 3907 American Manor Drive Little Rock, AR 72209 Elissa Gross P. 0. Box 500 North Little Rock, AR 72115 Merle Smith 2810 Arch Little Rock, AR 72206 Frank Baugh 4110 W. 21st Little Rock, AR 72204 Robert Aycock 2405 West 13th, Apt. B Little Rock, AR 72202 James Lawson 41 5 Willow North Little Rock, AR 72114 5Under the leadership of this board, the GLRCDC will implement the goals listed in its Articles of Incorporation. Staffing I The GLRCDC is presently without a paid staff. During 1992, the work activities of the GLRCDC has been conducted by the President, Treasurer, other board members and consultants (architects, engineers, market and financial specialists). I During 1993, the GLRCDC expects to receive grant funding that will enable it to employ an Executive Director, Community Developer, and an Administrative Assistant. Technical services will be contracted to architects, engineers and other specialists when needed. Financial Resources I i- During the second quarter of 1992, the GLRCDC received a Community Incentive Grant from the Winthrop Rockefeller Foundation in the amount of $7,500. The grant provides board training and organizational development funds for the GLRCDC. A grant application to the Winthrop Rockefeller Foundation to provide not less than $50,000 for economic development will be prepared during the fourth quarter of 1992. The grant award will enable the CDC to support staff and professional costs in 1993. In August 1992, the organization received a City of Little Rock HOME Program Grant Application and is in the process of completing the grant application. The GLRCDC expects to be designated a CHDO (Community Housing Development Organization) by the city and state governments and qualify to access the 15% set-a-side of city and state HOME Program funds. The GLRCDC will seek to obtain not less than $75,000 from Little Rock's allocation of the HOME Program Grant Funds during the fourth quarter of 1 992. The city grant funds will provide the initial target area with housing development funds. In the first or second quarter of 1993, a State HOME Program Application will be submitted to the Arkansas Finance and Development Authority (AFDA) to obtain up to $500,000 of HOME Grant Funds. The 6I state HOME Grant Funds are projected to provide new construction and rehabilitation financing of housing in civil jurisdictions and unincorporated areas outside the city limits of Little Rock and North Little Rock in Pulaski County. GEOGRAPHICAL AREA OF SERVICE   The Midtown neighborhood is located in north central Little Rock and is bounded by 1-630 to the north, Elm Street to the west, Roosevelt Road to the south and Missouri Pacific Railroad tracks to the east. Like other older residential neighborhoods, the Midtown area Is experiencing a general decline and a deterioration of existing Infrastructure and private property. This trend toward a general decline is moving westward from the core city and is the most significant overall issue in the entire area. It is influencing both the physical appearance of the neighborhood and the housing stock. The problem of marginal residential has a strong Impact on the entire area, encouraging encroachment from nonresidential uses (see Service Area Map, p. B, Appendix). - The primary goal of the neighborhood and Its residents should be to preserve and strengthen the residential character of the Midtown neighborhood. A stronger effort must be made by both the city and the residents to help make this goal a reality and reverse the existing decline. ( i ! i The quality of life, including social aspects, is also negatively impacted by the physical deterioration of the neighborhood. The basic neighborhood structure could be greatly improved by the addition of amenities such as sidewalks, community spaces and recreational facilities. Preserving the existing housing stock and constructing new quality housing is critical to the existence of the Midtown area. Three sub-areas within the Midtown region are experiencing unique housing problems will require location specific strategies to achieve the network's housing goals. Housing One of the more serious problems affecting the Midtown area is the rapid deterioration of the existing housing stock. The substandard conditions are having an effect on the physical appearance of the area, and in some instances, the livability of certain neighborhoods within the 7Midtown area. This problem is rapidly increasing and must be abated. Reversing the trend of deteriorating housing is critical to the future of the neighborhood. Programs, such as Code Enforcement and Housing Rehabilitation, are needed to begin the process of improving the neighborhood's housing. Strong housing strategies and programs are needed to ensure a high percentage of home ownership. Home ownership is vital to maintaining stable residential neighborhoods, as a shift to a great number of rental units will continue to add to the deterioration of the housing. Owner occupied units will help strengthen the single family residences as the neighborhood's primary land use. I i f I I. I 1 There are three pockets of substandard housing\ntwo are small subareas but one is of significant size (see Area Analysis Map, p. C, Appendix). These areas should-be identified as priorities for any home Improvement programs that ard initiated in the neighborhood. Some type of visible upgrading in these areas should have a positive effect on surrounding areas and, in turn, the entire neighborhood. The residents of the Midtown area must be made aware that it is possible to upgrade a neighborhood through improved housing conditions. The core of the area offers a good starting point. INITIAL TARGET AREA The GLRCDC plans to initiate revitalization activities in a four square block area beginning on the north boundary of Stephens Elementary School. This enclave is experiencing security problems and physical deterioration. Some of the problems are\ngang violence, a disfunctional street system, substandard housing, poor drainage, and vacant lots. Immediate attention given to this area should be an incentive to residents of surrounding neighborhoods to believe that Midtown is of value and should be saved. 8COMMUNITY OBSTACLES TO OVERCOME I I Recognizing the need for \"bottom up planning\" (community involvement) and implementation of community development activities, the Greater Little Rock Community Development Corporation conducted a community needs assessments workshop in August, 1992. The results were used to formulate a development plan for the initial target area. The needs assessment categorized the problems of the area as follows: Critical Problems: Important Problems: Significant Problems: Crime, (especially illegal drugs). Senior Citizens fear of criminals, lack of effective Police Protection, Community Apathy\nI Code Enforcement for Housing and Vacant Lots, Absentee Landlords, Infrastructure Improvements (Streets,curbs,sidewalks, drainage systems)\n) Lack of safe and convenient recreational facilities, possible lack of adequate fire protection\nOrganization Obstacles The Greater Little Rock Community Development Corporation is without a proven track record, therefore it must obtain resourceful and dynamic leadership that can embark on a mission of addressing basic community needs in the service area. The GLRCDC must prove that things can be done and build pride and commitment among area residents. The initial objective of the Greater Little Rock CDC is to successfully undertake the physical revitalization of the Stephen's School neighborhood and reclaim the streets from crime and economic rot. The GLRCDC has identified the following barriers to organization goal attainment: Limited Financial Resources Lack of Professional Staff 9Limited Board Training Lack of Housing Development Experience ACTIONS TO OVERCOME OBSTACLES I Organization Actions A successful Community Development Corporation must build a cooperative partnership among the for-profit sector (financial institutions are of special importance), the public sector (local as well as state government), and the non-profit sector (foundations and other 501 (3)(c) corporations). The GLRCDC will play a catalytic role to build and strengthen its working relationship among these cooperative partners. I Network Actions The identification and recruitment of a respected and trusted network coordinator is crucial to the successful formation of the Community Cooperative Network. The individual or organization must be willing and capable of dispelling mistrust, and apathy among the prospective network members and the area residents. Although Little Rock does not elect its city board of directors by wards. City Board Member John Lewellen has been very active and concerned about inner city issues. He has the political status to bridge the gaps that separate organizations and individuals in their common quest. The GLRCDC will seek to secure the services of Mr. Lewellen as network coordinator. Coalition Building Despite a vast array of government and private programs designed to find solutions and deliver services to low income residents, no single entity has been able to revitalize low income neighborhoods. To overcome the barriers to revitalization of low income neighborhoods, a cooperative effort between the private and public sectors is needed to implement effective projects. 10Community Cooperative Network Members 1 The key participants in the revitalization process are the residents of the targeted areas. A practical approach to empowering low income residents is to give them the opportunity to determine what their communities need, and enable them to share in the task required to successfully implement the project. I i I The development plan for the targeted area requires a cooperative effort among the following entities\nCommunity Residents Area Churches City of Little Rock (Police Deptartment, Fire Department, Housing Authority, Code Enforcement, and Neighborhoods and Planning) Housing and Urban Development (HUD) Worthen National Bank Community Organization for Poverity Elimination (COPE) Senior Citizens Activities Today (SCAT) New Futures for Little Rock Youth Watershed Cornerstone Project Association of Retarded Citizens (ARC) GYST House Urban League of Arkansas Arkansas Power \u0026amp; Light Company Arkla Gas Company Southwestern Bell Telephone Company Community Cooperative Network Objectives The implementation process for the target area has been developed by defining the project's objectives, including those related to the project's financial costs to the GLRCDC. The objectives were identified as follows: Objective 1 Objective 2 Implement crime prevention activities\nProvide safe recreational activities and social services for youth\n11Objective 3 Objective 4 Objective 5 Provide social services and activities for senior citizens\nIncrease code enforcement\nDevelop safe, decent and affordable housing. Next, the objectives were distributed among the network members and a narrative describing how each would be obtained. I In addition to the list of objectives and network members' areas of responsibility, the implementation process has been developed according to the implementation time frames of the objectives and events planned to overcome barriers to development. I A Goal Achievement Matrix (GAM) (Syyed T. Mahmood and Amit K. Ghosh, 1979, part IV, p. 3) has been developed to provide the network members with objectives, task responsibilities, and time frames for the start and completion of each objective. I OBJECTIVE FRAME NETWORK PARTICIPANTS TIME #1 Community Residents City Churches Little Rock Police Department GYST House The Other Way 1993-1994 #4 #5 Community Residents New Futures Watershed Cornerstone (Summer) 1993-1994 COPE, SCAT Central Arkansas Agency on Aging Little Rock Neighborhoods \u0026amp; Planning GLRCDC 12 1993-1994 1993-1994 1993-1995 #2 ^2Urban League (Home Owner Training) Little Rock Neighborhoods \u0026amp; Planning HUD COPE (Weatherization Program) Local Banks Arkansas Power \u0026amp; Light (Entergy) ARKLA Gas Company Southwestern Bell Telephone Company Actions To Accomplish Network Objectives ( . |. ... I The cooperative network will conduct a marketing campaign to gain attention and arouse interest in the revitalization of the service area. Brochures and letters explaining social service availability, housing opportunities and information about the purpose and services of the network will be mailed to residents of the service area. The network will attract and motivate area residents to care about and work to address the neighborhood's problems and inform them about the market advantages of the Midtown area (proximity to the interstate, shopping malls, ' downtown and affordable homes). Objective I: Crime Prevention The Stephens School area has recently experienced gang related activities. The primary gang in the area is the \"Oak Street Posse\". A cooperative effort between the Little Rock Police, the GLRCDC and neighborhood activists will help to rid the area of drug activity. Other non-profit organizations are necessary to address the drug education and rehabilitation needs of area residents. Initial program activities for this area will be to request that the city provide street lights on high crime streets, increase police presence and assist neighborhood residents in forming crime watch and reporting groups. To decrease crime and gang activity, the network will implement a crime prevention program. The Little Rock Police Department is the designated network crime coordinator. A youth task force will be formed 13 to develop youth programs for the area. The goal of the task force is to work through the city's young people to check the tide of crime and gang activities and to channel this energy to useful purposes. I The networks' Drug Intervention Program will implement drug education training activities targeted to adults and youth in the service area. EducationaJ activities will focus on providing literature and referrals i for drug counseling and treatment. The network will maintain a list of rehabilitation or treatment organizations which provide counseling and rehabilitative programs. The list will contain the following information: 1 Name, address, and phone number of the organization. Types of services provided. Hours of operation, including emergency hours. The contact person's name and phone rximbers. I Fee structure, including insurance coverage. I The drug intervention youth activities will include providing drug free social activities, and community work activities. Weekend social functions will be provided that are properly supervised by adults and security personnel for youths up to 18 years of age. Community work activities such as the Self-Help Paint Program, vacant lot cleaning, and yard maintenance activities will provide minimum wage earning opportunities for service area youth. Adult drug education and training activities will focus on training them to recognize symptoms of drug use and provide intervention training to combat the use and sale of drugs in their neighborhoods. In cooperation with the Little Rock Police Department, GYST House, the Arkansas Alcohol and Drug Abuse Prevention Division and other drug and crime prevention programs in the community, training materials, training facilitators and training activities such as a Drug Awareness Week will be implemented. Priority drug intervention activities will be implemented in the Oak Street area and education and training activities will be conducted at Stephens school. 14Objective 11: Safe Youth Recreation and Social Activities During the summer months, there is little for the youth to do. The lack of excitement, zest, thrills, fun, and challenges have created a dull routine life that has fostered the increased involvement of youth in criminal and other socially undesirable activities. I The cooperative network will begin planning youth activities in the first quarter of 1993. New Futures will be asked to serve as youth activities coordinator. The network will implement educational, recreational and work activities for service area youth. I I I Educational activities will include career exploration and tutorial assistance for summer school youth. Recreational activities will include supervised and organized sports activities such as bowling, skating, swimming, softball and other sports-in which male and female youth can jointly participate. The disadvantaged youth in the service area win be provided work opportunities through the city's Job Partnership Training Program. Some work activities will take place in the service area with youth supporting the network's vacant lot enforcement activities. Emphasis will be placed on recruiting parents and other adults in the service area to participate as mentors, supervisors and other program support roles. Objective III: Senior Citizen Social Service Activities The explosive growth in the older population deserves our special attention. For older residents to maintain independent lifestyles, the network will have to develop a variety of housing alternatives and support systems that address the social needs and health limitations of this group. Many older residents live alone and may suffer from chronic and disabling diseases. The housing and support system needs of these mostly widowed, largely female, often frail elderly are of major concern for the network. Many of their homes are large enough to house a four or five member family, making shared housing a viable alternative that helps residents share expenses while providing them with companionship. Unused space can be converted to accessory apartments which permit the sharing of a house without requiring the merger of two nuclear families. 15For our older residents to retain their independent living status, however, a mix of transportation, social, nutrition, and health services to accompany housing programs is necessary. t Central Arkansas Agency on Aging will be asked to serve as senior citizens activity coordinator. The senior citizens network will plan and implement transportation services to aid older residents with access to supportive services and nutrition programs that provide them with at least one hot meal, frozen, or supplemental meal (with a satisfactory storage life) at least five days during the week. I i The network will provide health education, recreation, and referral services for health and recreational activities. The network will encourage and assist older residents to use the services available to them. ( Objective IV: Code Enforcement Fair Hoosing and Code Enforcement Many of the vacant lots, abandoned and boarded houses are owned by absentee landlords. Priority code enforcement will be directed toward the cleaning of vacant lots and the abandoned and boarded houses in the service area. I The GLRCDC is the designated code enforcement network coordinator and will identify vacant lots that need trash removal and grass cutting. A list of these properties will be compiled, their code deficiencies specified and the list will be presented to the Code Enforcement Department of the city. The city will provide the owners with a formal notice of the code violations and a deadline to make the needed corrections. If the corrections are not made within the specified time, the city or its designated agent will make the corrections and invoice the owner for the services. The network coordinator will also identify abandoned or boarded property in the service area. The network coordinator will request that the city inspect the properties for code violations and provide owners with a formal notification of the code deficiencies. If the owner is low income, elderly, handicapped or disabled, the program counselor will seek assistance from the city to bring the property within code. Other code violators who are unable or unwilling to make needed repairs will be asked to donate the property to the program for removal or repairs. 16Objective V: Safe, Decent, Affordable Housing A Homeowner Training Program is projected to begin during the second quarter of 1993. The Urban League of Arkansas is the designated network homeowner training coordinator for the activity. The training is projected to provide not less than 1 5 participants during the first year. I k ( f I The program will provide participants with credit counseling similar to the loan origination by a rnortgage company. The counseling will analyze a participant's sources of income and liabilities to establish whether the client's financial status is adequate to support the desired loan. A credit report on each participant will be obtained at a cost of five dollars per person. If the participant has credit problems, the program workers will assist the participant toward establishing good credit, writing letters of explanations and/or structuring payment plans. If the income of the participant is inadequate, the program workers will assist the participant in locating a more affordable house. The program will also provide pre-qualification services for people who have not selected a house, but want to know how much they can afford and if they will have problems at the bank. The program will assist participants with completing finance application documents, provide each participant with a bank referral letter and educate clients on the merits of using checking accounts. Housing Development The network will initially concentrate its rehabilitation and housing development efforts in the area bordering Stephens School. The GLRCDC is the designated network housing development coordinator. The area is experiencing a high percentage of deteriorating housing units. The structural conditions are deteriorating faster than other parts of the service area. The network will identify a four square block area adjoining the north boundary of Stephens School within the area, and seek to obtain the cooperation of block home owners. The network will seek to h\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":580,"next_page":581,"prev_page":579,"total_pages":6766,"limit_value":12,"offset_value":6948,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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