{"response":{"docs":[{"id":"bcas_bcmss0837_510","title":"Incentive Schools: Parent community involvement","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Parents' and teachers' associations","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Parent community involvement"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/510"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["11 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 August 2, 1991 PARENT'S CONTRACT My child (Complete Name) grade at is presently enrolled in the Incentive School. As a parent I agree to support the provisions of my child's educational philosophy, program, and goals of Incentive School. I will\nattend regularly-scheduled and specially-called teacher/parent conferences\n*1 cooperate with the school when disciplinary actions are . necessary\nsupport school rules and policies\nensure the student's compliance with the dress code policy\nprovide a proper study environment and require completion of homework as assigned\nensure prompt and regular school attendance\nand *be an active member of the parent/teacher organization and attend all meetings and other school function. * * * *, I agree with the fundamental principles as stated above and will assist the staff with my support. at . ____________ honoring this contract. I am aware that my child's success Incentive School is contingent upon my Date Parent/Guardian's Name Parent/Guardian's Signature Address (Home) Telephone // (Work)INCENTIVE SCHOOL PARENT SURVEY SCHOOL TEACHER .TUDENT INFORMATION: Name\nLast First M.I. Date of Birth Grade Address: Phone: Parent/Guardian: Last First M.I. PARENT INFORMATION\nEducation Completed: (please check) Grade School Post Grad. High School Vocational School ___College____ If you did not complete high school, would you be interested in help with meeting G.E.D. requirements? YES NO Would you be interested in attending a workshop or seminar on any of the fol lowing? may have.) (Please check one or more and write in any suggestions that you ___Using your Parent Skills ___^Drug Awareness ___^Successful Parent/Teacher Communication ___Disciplining my Child ___Single Parenting ___Communicating with Teens ___Personal Finances (Making ends meet) ___Dealing with Stress/Learning to Relax ___Making Family Outings Fun, Cheap, Educational ___Motivating Your Children ___^Listen!ng Ski 11 s ___Career Planning ___How to use a Computer ___^Safety in the Home I'ncouraging your Child's Creativity ___Understanding Tests my Child Takes ___Sharpening Your Math/Reading Skills ___How to Help My Child in Reading/Math ___Helping your Child with Homework ___How to be an Advocate for my Children ___Storytel 1 ing ___Healthy Body, Healthy Mind ___Diet and Eating Right! ___^How to Talk to Young People about Sex ___^Other Suggestions Circle One: Do you work outside the home? YES NO (Spouse) YES NODate and Time 10-26-91 10-11:00 \\/ Saturday Morning a.m. 11-4-91 6-7:00 p.m. vffonday Night (At Rightsell) 11-11-91 6-7:00 p.m. /Monday Night (At Stephens) 11-18-91 6-7:00 p.m. ^/Monday Night (At Rockefeller) /11-20-91 6-7:00 p.m. Wednesday Night 11-25-91 6-7:00 p.m. 'Vfonday Night (At Mitchell) ,12-2-91 ^Monday Night 6-7:00 p.m. (At Garland) 12-9-91 (At Rockefeller) 6-7:00 p.m. Incentive School Parent Workshops Fall 1991 Title How to Help my Child in Reading Mrs. Alice Stovall How to Help my Child in Reading How to Help my Child in Reading How to Help my Child in Reading How to Use the Computer How to Use the Computer How to Use the Computer How to Use the Computer 1 Location Franklin (Parents only) Mitchell \u0026amp; Rightsell Garland \u0026amp; Stephens Rockefeller \u0026amp; Ish Parents Franklin Parents only Mitchell \u0026amp; Rightsell Garland \u0026amp; 1 Stephens Rockefeller \u0026amp; Ish VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT November 8, 1991 11 i vV Ms. Lonnie Dean, Principal Stephens Elementary School 3700 W. 18th Street Little Rock, AR 72204 I A' Dear Ms. Dean: A group of young Black community people known as the Ambassadors of Life recently formed a speakers bureau. The members volunteered to speak to students in the Little Rock Public Schools about their careers, hobbies or interests at the request of a teacher. Tracy Steele is the Chairperson of the organization, however, they have charged me with the responsibility of coordinating activities for the speakers. Please share the AOL list with your school staff. If any of your teachers would like to request a speaker for their classroom or would like more information please have them call me at 324-2292. Sincerely, ZcLfed: Valerie R. Hudson Incentive School Coordinator Enclosure 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 AMBASSADORS OF LIFE. INC. Speakers Bureau Resources For information regarding the following resources, please contact Valerie Hudson at 324-2292. 1. Tracy Steele - Special Assistant for Economic Development, State Department for Economic Development. (AOL Chairperson) 2. Janice Kearney - Owner/Publisher, Arkansas State Press, 3. Fred Allen - Senatorial Legislative Aide, Senator Pryor's office. 4. Ethel D. Armstrong - Supervisor for Medicare Secondary Pay, Blue Cross and Blue Shield. 5. Troy Baker - Manager, Professional Conmunications, Entrepreneur. 6. Jerry Bradley - Family Advocacy Network Coordinator, NLR Boys Club. 7. Richard Brown - Enforcement Officer, Arkansas Beverage Control. 8. Lauren Chambers - Engineer, Entergy Operations. 9. Valerie Hudson - Incentive School Coordinator, Volunteers in Public Schools. 10. elevon Young - Planner, Arkansas Human Development Corporation. 11. Connie Cogshell - Administrative Assistant, Blue Cross and Blue Shield. 12. Greg Clay - Graphic Designer 13. Ed Coleman - Chief, Monitoring \u0026amp; Support, Employment Security Division. 14. Cassandra Curry - Speech Language Pathologist, Stephens Elementary. 15. Byron Dillard - Community/Consumer Relations, Arkla Gas Co. 16. Brenda Donald - Assistant to the City Manager, City Manager's Office. 17. Roosevelt Dobbins - Program Analyst, Harvest Foods. 18. William Deloney - PSA Director, COOL 95. 19. Allie Freeman - Special Assistant Governor's Aid, Appointments, Boards and Commissions. 20. Sandra Lilly - Employee Relations Coordinator, Blue Cross and Blue Shield. 21. Lisa Mathis - Lawyer, Justice Bob Brown, Supreme Court.Ambassadors of Life Speakers Bureau Page 2 22. Christopher Bell - Assistant Director, COPE 23. Crystal Hogan - Case Manager, New Futures. 24. Deborah Robinson - Program Director, Channel 14 BET. 25. Carla Stokes - Just Say No/Project LEAD Coordinator, Arkansas for Drug Free Youth. 26. Carla Faye Edwards - Hearing Officer, Blue Cross and Blue Shield. 27. Lott Rolfe, III - Extention Specialist for Community Development, University of Arkansas Cooperative Extension Services. 28. Pat Vincent - Claims Representative, Allstate Insurance. 29. Marty Burton - Assistant Coordinator of Mediation Programs, Arkansas Development Finance Authority. (Farmers) 30. Dionne Mitchell - Group Life Therapist, Centers for Youth and Families, Elizabeth Mitchell Division.4 111 * I X i. f. \u0026lt; X i f X X X + X' XIX X * X X X X i K X X i. t X X X X * IX .1X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X P.Ol I n! SENDER TRANSACTION REPORT DEC- 3-31 TUE 8:47 RX TINE PAGES TYPE NOTE X   i I i ii.1 I. : 8:45 501 374 7609 1'37\" 2 RECEIVE OK X X X X X X X  ' . * IH'. .1X X * X X X X X X XIX X X X X. X X Y I, X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X BSB H19:54 5111 ri 7609  L R School Dist U01 Itf aJ  L'TTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 Decenib^r 3,].,19.91. Connie Hickman Arma Hart 324-2037 Speakers Bureau Attendance (11-26-91) ,. i/MtS Tease advise whether or not this is adequate. ILL-niQU _ Out! HR 3r r.\\ PROCESSING GEE!C USE ONLY -Oaie __ _ Tirnt_____  : 17 301 374 7609 L R School 1)1 st 01)51  001 c. Dept LITTLE ROCK Fax X . Post-It brsiid fax transmittal memo 7671 i* pasas  012? yy\\ rj icbiTcin Ft^m c. Phone ir 32/\" 2-OeX) 3 -^.\u0026lt;4 - 2*05 2. Rightsell Elemen i ahy  ocmool 911 West 19\" street Phone 324-2430 Little Rock, Arkansas 72206 Novem'ber 20, 1991 LiS. Area Hart, Desegregation facilitator,^ received MOV 2 0 ^391 : Mrs. Bobbie H. Goodwin, Principal desegregation Spucikci's Bureau Robert Cook Street! -\n.e Rock, Arkansas 224 28 (BM) 8? Ms. Ann Sanders Rightsell Elementary Phone: 32A-2430 auelyn Dayidson '\nienal Parkway Rock, Arkansas 888-7042 (WF) . Frenzella Dodson  Oitseji hl\u0026amp;aientary (BP) 324 2430 ene Goetz  '1 EleTaentary 324-2430 (WP) 1 (BP) 430 rary 4 - M. Johnson me )er, Arkansas  '8-0283 72202 (V)P) md Jones . -.\nLib 12/02 91 17\nIS L R School Dlst --* ODM  002 S3 301 374 7609 '.9 I K'S .y!JSaK-?V LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 Sout*' Harrison Phone 671-6380 Little Rock, Arkansas 72204 TO: BKOM: Larry Robertson, Assistant SuperintendratJ^QjyPC h'n'/ ? 7 1SS1 Franklin A. Davis, Principal. SUBJECT: Speaker's Bureau T'.TE\nNovemtsy:- 22, 1991 The foUoxvung persons have agreeded to serve as the committee for the .rankiin School Speaker's Bureau: liJ^ENTS TCAtlHKRS i'lJda Roddy 414 Fair Pack Boulevard ittle Rock, AR 72204 J0NE_\n_ 664-6529 ACE: White\n1ENDER: Female Pam Person 5716 Randolph North lattla Rock, AR 72116 PHONE: 0887 RACE\nBlack GENDER: Female rl 'oung  \u0026lt; .t 24th ock, AR 72204 666-2472 Black -OR: Female Jade Montgomery- 2603 Lehigh Drive Little Sock, AR 72204 PHONE: 224-1836 RACE\nGENDER\nBlack- Female fc rsra Jenkins 1608 South Grant little Rock, AR PHONE: RACE\nBlack Brenda Hansnons 35 North Meadowcliff Little Rock, AR 72209 PHONE: 562-5244 CHOES: RACE: White ter GENDER\nFemale I 12 02 -91 17\n19 501 34 7609 01)51  003 I** Garland 3ei5W.25ih. Little Rock, AR 72204 L R School DlsT 'a* 'a* Incentive Mr. Robert L. Brown, Jr., Principal ' ' Rione\n(501)671-6275 lb Simply TmniifarrTUitianal' I'* t- 1^? R ED  ilK. -\nrp Av Deseg. Facilitator !.. BroliTi, Jr., Principal November 21, 1991 Speakeis Bureau t40V 2 5 B9  ?ted below are the names, addresses and gender which-you requested the Speakers Bureau: . -tta Cavis 'Charles Parents rens Address Race/Gender ee Turner Teachers Coney d_i\u0026gt;!rs. Loretta Barris Jennifer Parley I ) ie Weidow'er Crsnne Woodruff 3118 Ware St, 4101 W, 21st St. 6520 Kelley Rd. Address 6824 Honeysuckle Lane 10IB Audubon Govs 1500 S. I'yler W/M E/F W/F (unconfrrmed) itace/Gender W/F B/F 12.02 91 17:19 EPSOl 374 7609 ISH TNCES'IlVE SCHOOL 3001 \u0026gt;. Pulaski Street lii-t..e Rock, AR 72206 Nov,',. ..r 21, 1991 TO: :\u0026lt;CS. ..ia Hart ?BOM\nStar Strauss RE: Speaker.^ Buraau Participants NV- ADDRESS a L R Sclinol DI sr 0D?I  004 i--rs, Angela, Parent '--Ergrtvick, Kim, Parent 'ons.\n-ric, Parent ^..Mrch^ield, Vicki, Teacher \u0026gt; -Rilis Cl evel.ano, Teacher (,XFf, Jayrae, Teache- 1224 W. 33Td 3204 Katherine 15 Greenway Dr. 21443 Crabapple 1603 K. 23rd P. 0. Bos 25012 aca received NOV 2 5 1991 DESEGREGATION R/S B/F W/M S/M PHONE # '.-5 568-9419 B\u0026amp;Q-IQ7J 375-5431 666- 463 dil I s I I I I ! i J $ ! :\u0026gt; s i\n* I 1\na i\n117:20 501 374 7609 L R School Dl\u0026amp;t OPM @no5 \u0026lt; \u0026lt;\u0026gt; M-. .i*r s % fe h '5 J h'fir S S I ri J*\u0026gt;  Ai LITTLE ROCK SCHOOl, DISTRICT Stephens Elementary School 3700 West 18 Phone 671-6350 Little Rock, Arkansas 72204 NoveiEoer 21, 1991 geceNeo ro: Araa Hart, Desegregatiori Facilitator ^0^ \"2 5 FROM: Locnie S. Deaa, PriDcipal StBJECi: SPEAKERS' BUREAb COMMITTEE List ..cio-B-are\nthe\nSpeakers Bureau Committee for Stephens Incentive School: ms PARENTS ^5-j8 E f , 0 . r'. ColXct -eu - B/M 37th , Station - 72053 L,JlafiiiEa Wright?- B/p 1503 S. Maple LR - 'jO J' \u0026lt;::elle2Eilington - W/F 12 Green Mta.-i409S 72212 2-2178 \u0026amp;-r''5-M.r's.i-\nPh'iiiip? Whiteaker _ H'/y pt/p 1405 Jr. Deputy Road LR - 72205 224-5542 .............. . . '7 Lftj.kerson - W/F ' orge #1104 - TL07 1 3319 i^^-hilsatEarhes's  ?- w/F 13701 Denn Dr, 54 Helenwood Dr:.. i NLR - 72118 851-872512 02'91 17:20 3U1 374 7609 L R School Dlst -- ODM  006 SPEAKER'S raiRRAn Tracy Noel 2412 Marshall. St. Little Rock, AR 72204 2 5 (501)372-2032 562-6295 WORK Cheryl Kell-y 8710 Winston Dr. Iiittle Rock, AR 72209 (501)562-1627 5-^ ''Rita Dade 1523 W. 23rd Little Rock, AR (501)376-2467 T22j-. Ami Hansen 2810 State. St. little Rock, AR fSiii 'maii Soilth 2015 Center- St. Little Rock, AR (501).3\n2-4323 ranet Louise Lynch 8706 'Ainston Lane Little Rock, AR 72209 (562 .'27) ii i 1 17\n21 111 074 7609 L R School Dlst 01)51  007 LITTLE ROCK SCHOOL DISTRICT Rockefeller Eleivjentary School 700 Easi i7th Phone 374-1226 Little Rock, Arkansas 72206 ROC:-. I\"R SPEAKERS : \u0026lt;j Maginn Street - 1 \\'\n\u0026gt;\nk, AR c\n'.'.  L960(work\nHdie: Wt. i ce 72207 Mr'i. Mary Hross 310 $. Vernon l.ittle .Rork AR '2205 '7^ 33930iome) White ' -iieth Pa'ctsrscn \u0026lt;egard Dr-vc ! i'  . Rock, AR /ZEiVi i^rfortj  : Black F.i , \u0026amp; Mrs. Roy Albert !\u0026lt; .7 College Street  ttle Rock, AR 72202 '-..'2 6672lwo\u0026gt; Race\nBlack . . ' Mrs. Roxannn 'defley 58 Belmont Drive Little Rock, AR 72204 371-7459\u0026lt;v.-.^rk) Rdce\nTerry Stevenson Benui t-gar. i t -' Rnck, 3? U06(wor.k\n.1 ve  72236 R- Black SCHOOL Si'AFF: Jindergarten - Lynr iii-stitute - Eiizal' '111' th :.ry - Patric't\n ..r-'iate - -  11 09.5 4 _____ I 501 374 7609 6 L R School Dlsr. 7 .1 ^:6r ,ij r\\ I' T) r y 7\\: 4\u0026lt;\u0026lt; --7 a /, @002 i- L 6' U C./C.. ^i[fc7-k 2..^ \u0026gt;\u0026gt; -? f Zms._CJ/v^ \u0026lt;36M^Yb^^ .. ^5^!^ lCs.Q-iL...i^.'3'C-'^.33.3y. -tf il^T,1f U\\, ii dlC'b W : /'^ ^'.j- \u0026lt;(.yi3x^''-''^'^ I ' '\u0026gt;-\u0026lt;3 ! ..'\u0026gt;W 9 9 ! 1 1 i i *1.. 7z^ '! fi ''-iii^ .5'-  ---------, A 4b-h( t / f' 1 , X' /- -Z 3'^ I' \u0026gt; \u0026gt;.. AV 17^0 '. y/ty. L Z r-, - \"S. I '.'''3'c t . ) 1, W-il 374 ~l',il9 L H School Dlst.  002 I ' . .'5\u0026gt;' .v\\. 4. !  I J -r --r z U- ' J\n- O' J .. .h-j' j'., S:kx.\u0026lt;jLt-G^. 1 ) '-.s- 141 X  (/. I f f ' a I G /C? \u0026lt;2 li,. ./I U/C '\u0026lt;A^. 'f [jL^ L4.' ..^ f f' ' * - 1 ''} . r  .// 10 A4^ ll(i\u0026gt; z^- - I. t- ,\u0026lt;  f - i*?'\\ 77^ ''J i-.\n\"- V  A^.i'- ,..,x , *1 760 Ik J jtiivjtirr-' '\"k, /__I_ ^4771^01 'I-, i.. -  ' .  f 45- 17 'C/. .- ' 1 !J r / . t -------- !\u0026amp;. f. a:- L .-  r O C f.. Franklin School LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 1991-92 Parent Council List Rightsei I Denise Northcutt 4101 Holt St., Little Rock, AR Richmond Oones 1915 S. Izard St., LR, AR Phone: 445-7430 (Home) 671-7430 (Work) Phone: 372-7240 Pearl Young 4303 W. 24th St., Little Rock, AR Phone: 666-2472 (Home) Robert Cook 917 West 22nd, LR, AR Phone: 224-5128 Mitchell School Stephens Sharon Armstrong (B) 1618 West 22nd St., Little Rock, AR Phone: 375-6612 (Home) 686-9612 (Work) Doretha Grimes (B) 4111 W. 22nd St., LR, AR Phone: 663-0520 Cheryl Kelly (WF) 8710 Winston Lane, Little Rock, AR Sandra Oackson (W) 1508 Marshall St., LR, AR Phone: 375-5830 Phone: 567-1627 Rockefel1 er Ish School Rolanne Hefley (W) 58 Belmont Dr., Little Rock, AR Frankie Jeffries (BF) 1218 West 28th, Little Rock, AR Phone: 664-3116 Phone: 376-6209 Eric Simmons (WM) 15 Greenway Dr., Little Rock, AR Roy Albert (B) 1217 College St., LR, AR Phone: 375-5105 Phone: 568-9419 (Home) 377-0993 (Pager) Gari and Johnetta Davis (BF) 4101 West 21st, Little Rock, AR Phone: 664-5588 Helen Surratt (BF) 2000 Valentine, Little'Rock, AR Phone: 663-5823OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 heritage WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: James Jennings, Assistant Superintendent for Desegregation Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Incentive School Documentation Needed Thank you for agreeing to meet with our staff on November 4, 1991. During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed to complete our reports. As we indicated during our conversation on October 28, 1991, obtaining this information will require the expertise of several of the district's central administrative staff. We will need the following information: - Incentive School Program Committee- membership list and minutes #2 Incentive School Parent Council- membership list and minntps #3 - LRSD Definition of Criterion-Reference Testing - Copy of District homework policy #21 - Homework Hotline- staff list, example of materials #32 - Update on year-round school #37, #92 - Staff recruitment procedures #40, #68 - Staff development records of training in the Incentive Schools #41 - Camp Pfeifer referral guidelines and procedures #55 - Procedure for monitoring SEP's - team list #56-59  - Copy of Incentive School Staffing Needs Assessment/Recommendations #66 - Guidelines for Incentive School staff evaluation #70 - Staff Development Planning Committee - procedures/membership list #71 - Copy of Staff Development Needs Assessment - resrdts/recommendations #72 - Status of the Incentive Schools Instructional Specialist #79 - Teacher Demonstration Committee - membership and current status #77 - Master Teacher Program Committee - membership and current status #78 - Copy of the Teacher Assistance Program Plan #80 - Copy and status of the reserved kindergarten seat policy #82 - Status of Adult/Parent/Community Education #64,83,92 Status of Parent Intern Program #84 Parent Workshops - list of dates/locations, topics, participants #87 - Copy of Parent Recruitment Plan, materials, current status #96 If you have any questions and/or concerns, please do not hesitate to call on us. cc: Dr. Ruth SteeleW- I INCENTIVE SCHOOL PARENT INVOLVEMENT II Surveys of teachers, principals, parents and students identified five main types of parental involvement... have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, assistance, workshops... parent usually in connection with parent volunteer audiences. and parent attendance at A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. suggested activities are listed below: Some II (JDR 2308-2309) 83. Adult community education opportunities are offered. 2309, 2310) (JDR STATUS: 84. A Parent Internship Program recruits parents as teacher aides and other positions. (JDR 2309, 2310) STATUS:85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: 86. A Parent Center in the school is staffed and supplied with materials recommended by a staff/parent committee. Materials are loaned to parents. parents. (JDR 2309, 2311) There is a monthly communication packet to STATUS: 87. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as study skills. discipline, time management, financial management, etc. 2312) (JDR STATUS:V 3 88. Community resources are used in the instructional program. (JDR 2313) STATUS: 89. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS:11 90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar, and attend school activities and counselor/teacher and PTA meetings. Each school has identified three key communicators and utilizes community role models and mentors. (JDR 2309, 2312, 2315-17) STATUS:91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) STATUS: 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS : 93. School and community trust is raised through inservice courses for teachers and school, speakers bureau for community groups events. in school zones, and posted calendar of neighborhood Neighborhood pride is promoted through events that are coordinated by school staff. (JDR 2319-20) STATUS:t H / 94. School policies and procedures are established by a governing body of administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement. (JDR 2321-22) STATUS:t r f INCENTIVE SCHOOL PARENT RECRUITMENT n Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation reguirements. (JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS:A t r t 96. Recruitment includes use of brochures, PSA's, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speaker's encouraged activities. bureau and two for each parent school. recruiters M-to-M transfers conduct are recruitment STATUS\n(JDR 2325, 2329-32)V 97. Recruitment monitoring and evaluation procedures are in place, involving the district Bi-racial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly, committee reviews bi-monthly reports from the desegregation office on the progress of recruitment strategies and is advised by marketing/advertising experts. The receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) committee The STATUS: TUESDAY, AUGUST 30, 1994  3B Parental ties to schools vital, candidates agree 3 incumbents, rivals appear at forum I BY ADAM BIEGEL Democrat-Gazette Staff Writer Little Rock schools need more parental involvement and less court supervision, six school board candidates agreed at a forum Monday night. The group  three incumbents running for re-election and their challengers in the Sept. 20 school board election  also expressed support for decreased busing, student uniforms and efforts to combat truancy and violence. Our schools will get better only when parents are involved in every aspect of students education, said Judy Magness, who is challenging Little Rock School Board president Dorsey Jackson to represent the citys north central area. Jackson defended Superintendent Henry Williams, who has been criticized for not adequately involving parents in policy development, but said more can be done to improve communication. He explained that parents might not be able to participate in every decision to transfer a principal because some involved confidential personnel issues. But it can t be just a whim, said incumbent Pat Gee, who represents south central Little Rock. Jackson and Gee said the school districts court-approved desegregation plan needs to be amended if the schools hope to be autonomous. It is too burdensome and cumbersome to work, Jackson said. Incumbent O.G. Jacovelli added that the Little Rock School District should focus on the basics and not the race of the child. Two challengers  Ronald Doc Roland and Shelia Parker  said they were unfamiliar with the plans details but pledged to study it if they were elected. Roland, who is challenging Jacovelli in Southwest Little Rock, said a more active school board can help unite often-fractious groups of parents, teachers and administrators. I feel the tone is set from the top down, Roland said. There is no problem with the Little Rock School District but leadership. Parker called for automatic suspensions of students found carrying drugs, guns or other weapons on school property,  This is no place for Batman and Robin, said Parker, who is challenging Gee. This is a place for education. Magness said a hot line should be established for the public to report school-age children they believe to be truant Magness, who lost to Jackson in 1991, criticized him for his misdemeanor conviction on six federal duck-hunting charges in May. I think school board members should lead by example, Magness said, promising to restore personal and public integrity to the Zone 3 seat. The candidates appeared at a public forum at McClellan Community High School sponsored by the Coalition of Little Rock Neighborhoods and Southwest Little Rock United for Progress.RECEIVES MAY 1 6 1994 Office of Desegregaho?! INCENTIVE SCHOOL PARENT/TEACHER MENTORSHIP 1994  The district strives to satisfy the requirements of the Desegregation Plan through existing programs. Although no formal parent/teacher mentorship program exists, the intent of the program is being implemented through the development of parents as teachers of their children via the Academic Support Program parent component, and the development of the aides as effective supporters of student learning. (Information on actual participants is not available.)/- RECEIVED S? f- y MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL PARENT INVOLVEMENT PROGRAM 1994  See Little Rock School District Desegregation Plan, pages 205-214, which includes program description, program goals, objectives, timelines, and persons responsible for this program. Additional person responsible includes the Supervisor of Social Studies.  In addition, parent involvement is guided by the parent component of the Academic Support Program.LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM CHARTER 1, ESEA PARENT INVOLVEMENT PROGRAM CHAPTER 1 PARENT INVOLVEMENT PROGRAM CORE PARENT EACILITATORS-32 PRIVATE SCHOOLS-(4) 320 MEMBERS CHAPTER 1 DISTRICT WIDE GROUP 40 MEMBERS CHAPTER 1 PRIVATE SCHOOLS 10 REPS, FROM EACH CHAPTER 1 SCHOOLLITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM CHAPTER 1, ESEA CORE PARENT INVOLVEMENT PROGRAM (ADVOCACY PROGRAM) PURPOSE The core parent involvement program is designed to accelerate of students by encouraging parents to take the learning rate _ active role in their child's learning process. an effective parent involvement can: Help parents appreciate the school's efforts and their child's education Increase student's motivation to succeed in school 1. 2 . 3 . Improve student achievement I Help children, through home activities, concepts they're learning in school reinforce THE FOCUS  Social behavioral expectations of students  Academic learning environment -enhancing the environment environment at home and supporting the school learning Parent inservice - family literacy CORE FACILITATORS Conduct group meetings  Facilitator training the Chapter 1 Application - conducting meetings and reviewing 4 . THE CORE GROUP  Articulate the Chapter 1 program Primary contacts with Chapter 1 parents and general information meeting reminders,  Assist the local school in meeting Chapter 1 district goalsMEETING OF CORE PARENT GROUP Discuss Organizational Structure Plan Core Parent activities for the school year Schedule facilitator and Core Parent meetings for the year PARENTAL INVOLVEMENT First Semester Identifying, mobilizing, organizing, informing, and involving parents. A. B. District wide meeting of Parents of all eligible children School Base - Scheduled meetings C. Activities PARENTAL INVOLVEMENT Second Semester I. PREPARATION FOR PARENTAL INVOLVEMENT Academic learning and behavior modification experiences A. Improving family and school relations B. Helping teachers and administrators understand the positive effects of family and school relations II. MEMBERSHIP K Parents or guardians of children eligible for Chapter 1 services Recommendations by classroom teacher(s). Chapter 1 teacher(s), principal(s) III. TRAINING A. B. Discussing basic requirements of Chapter I (Federal, State and Local) Examining how the district plans its Chapter I application and who is responsible for specific programs C. Planning the Chapter I Parental Involvement Program D. Making reportsIV. ACTIVITIES A. Selecting Chapter I participants B. Services to Chapter I students C. Chapter I classroom-facilities and supplies D. Meeting place and school support V. EVLAUATION Questions parents and school officials will want to answer in evaluating the effectiveness of the core parent program. A. How were core members selected? of all Chapter I parents in the district? Are they representative B. Does the core group have regularly scheduled meetings? C. How are core group members and other parents involved in participating several activities? D. Is there a training program for core parent members? What does it involve? E. How effective is the training to parents involved in school activities? F. What is the school response to the Chapter I parent involvement program? LEADERSHIP DEVELOPMENT CORE PARENT GROUP SHOULD: 1. Decide a meeting time, date, place, and the number of meetings to be held 2 . Select a facilitator 3 . Set goals 4 . Develop activities 5. Develop a calendarTHE FACILITATOR SHOULD: 1. Preside over all meetings 2. Use basic parliamentary procedures 3 . Develop meetings based on needs 4. Participate on all committees 5. Selected by core members THE RECORDER SHOULD: 1. Notify core members of meetings 2. Keep accurate minutes of all meetings 3. Submit copies of minutes to Federal Programs Office and to the school principal ' 4. Distribute materials to core members 5. Selected by core members CHAPTER 1 TEACHER(S) SHOULD: 1. Serve as liaison to local school core parent members 2. Assist core parent facilitator/parent Coordinator in fostering parent inservice and school base meetings 3 . Attend core parent meetings 4 . Attend districtwide core parent meeting(s)(A' INCENTIVE SCHOOLS J Focus on Parental Involvement  All families are interested in their children's futures.  There are various ways in which parents can become involved in their children's education.  Reaching out to parents is important if some parents are not going into school, the school may need to go where parents are and provide them with support and opportunities to become involved.  Effective outreach requires a partnership between schools and other community organizations.  Schools must be willing to try new approaches and to restructure in order to meet the needs of families for flexible timeframes, childcare, and transportation.  Schools need to collaborate with other community and social service providers in providing educational services to parents who, due to their own life circumstances, cannot assist in their children's schoolins.PARENT ADVISORY COUNCIL (PAC) GOALS FOR 1993-94 1. To increase student attendance and academic achievement. 2. To create and implement a design for optimal parent invo1vement. 3. To mobilize parents and the community at large to become involved with their schools and to participate in setting future directions for the Little Rock Public Schoo 1s. 4. To establish and effective planning, management, monitoring, evaluation, and accountability system so that public and private funding sources will be encouraged to increase their level of financial support for public education in Little Rock. 5. To ensure a safe, we 11-organized school environment which is conducive to teaching and learning for Chapter I students, teachers, and parents. 6. To help prepare each Chapter I student to assume a productive role in a technological society. 7 , To improve staff competencies through effective staff development programs as enablier for PAC parents. 8. To improve communication and linkages between schools and their communities on the school, district and community 1 eve 1. 9. To develop interagency programs which provide a holistic approach and maximize the use of existing resources. RECEIVFO MAY 1 6 1994 Office of Desegregation Moniioring INCENTIVE SCHOOL COMMUNITY NEEDS ASSESSMENT 1994  Community needs are assessed in a variety of ways. The responsible person for Incentive School parent involvement is delivering services from the survey attached. The attached information is from the 1992-93 school year.  In addition, needs will be identified through the School Climate/Human Relations survey which was administered May 10, 1994. Results will be provided when scanning and analysis are completed.Sdhool - Rockefeller Incentive School Parent Survey Results m _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication_____________ Disciplining my Child Single Parenting__________________________________________ Communicating with Teens Personal Finances (Making Ends Meet) Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children Listening Skills - -- -  Career Planning How to use a Computer Safety in the Home Encouraging your Childes Creativity Understanding Tests my Child Takes Sharpening Your Math/Reading Skills_________________ How to Help My Child in Reading/Math________________ Helping your Child with Homework I 20 25 r \u0026gt;5 24 20 17 18 *32 21  eMi 14 6 6 35 24 20 \"S' 32 ' -29 i How to be an Advocate for my Children 9 Storytelling Healthy Body, Health Mind Diet and Eating Right! How to Talk to Young People about Sex 2 12 14 23 Other Suggestions: Teaching Children to Resolve Conflicts Among Themselves 1 Education of Parents: Grade School Post Grad. _9 16 High School__63 Vocational School 26 Need GED 9 College__51__ Working Mothers 95 Non-Working Mothers ___33 Working Fathers ___59 Non-Working Fathers ___12School 'o Ish Incentive School Parent Survey Results _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication____________ Disciplining my Child___________________________________ Single Parenting__________________________________________ Communicating with Teens________________________________ Personal Finances (Making Ends Meet)_________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children________________________________ Listening Skills Career Planning___________________________________________ How to use a Computer_________________________'_________ Safety in the Home_______________________________________ Encouraging your Child's Creativity__________________ Understanding Tests my Child Takes__________________ Sharpening Your Math/Reading Skills__________________ How to Help My Child in Reading/Math Helping your Child with Homework 8 \" It  P 5 10 8 5 7 7 6 5 . -19? 8 1 10 8 9 T I How to be an Advocate for my Children 5 Storytelling________________________________ Healthy Body, Health Mind_______________ Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions 2 3 8 -- 15 Education of Parents: Grade School Post Grad. 3 4 High School__23 Vocational School 14 Need GED 2 College__23__ Working Mothers ___ Non-Working Mothers ___ 8 40 Working Fathers Non-Working Fathers 16 7ISchool - Mitchell incentive^ School Parent Survey Results i _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication_____________ Disciplining my Child___________________________________ Single Parenting__________________________________________ Communicating with Teens________________________________ Personal Finances (Making Ends Meet)_________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children___________________________- Listening Skills__________________________________________ Career Planning___________________________________________ How to use a Computer Safety in the Home V 12 14 \u0026gt;7 t 18 8 7 12 15 r  ilRiyiI'Hli 6 6 Encouraging your Childes Creativity V n I Understanding Tests my Child Takes Sharpening Your Math/Reading Skills How to Help My Child in Reading/Math Helping your Child with Homework How to be an Advocate for my Children Storytelling______________________________ Healthy Body, Health Mind_____________ Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions Education of Parents: 9 13 32* 21 8 10 7 8 18 J Grade School Post Grad. 4 5' High School__51 Vocational School 26 Need GED 3 Co1lege__3 5__ Working Mothers _________ Non-Working Mothers ___18____ 64 Working Fathers ___39 Non-Working Fathers ___23School - Garland I Incentive School Parent Survey Results Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness Successful Parent/Teacher Communication Disciplining my Child Single Parenting Communicating with Teens Personal Finances (Making Ends Meet)_____________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children Listening Skills Career Planning How to use a Computer Safety in the Home Encouraging your Childes Creativity Understanding Tests my Child Takes Sharpening Your Math/Reading Skills How to Help My Child in Reading/Math Helping your Child with Homework How to be an Advocate for my Children Storytelling Healthy Body, Health Mind Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions - Parent Heritage Classes (African) 5 2 5 3 5 4 9 12 7 12 . 4 6 14 2 10 7 4 9 10 7 5 5 4 3 1 Education of Parents\nGrade School Post Grad. 1 i High School__18 Vocational School 7 Need GED 4 College__11__ Working Mothers ___ Non-Working Mothers 9 20 Working Fathers ___14 Non-Working Fathers 4WORKSHOP REQUEST ROCKEFELLER SURVEY RETURNS 118 1. -2. 3. 4. 5. How to Use a Computer Motivating Your Children Helping Your Child With Homework How to Talk to Young People About Sex Understanding Tests My Child Takes ^4^ V WORKSHOP REQUEST STEPHENS SURVEY RETURNS 82 ^1. ^2. 3. 4. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Successful Parent/Teacher CommunicationPARENT SURVEY RETURNS FRANKLIN INCENTIVE SCHOOL 111 RETURNS WORKSHOP REQUEST X 1 . \\2. 3. 4. 5. 6. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Helping Your Child With Homework Single Parenting Disciplining My ChildWORKSHOP REQUEST GARQAND INCENTIVE SCHOOL SURVEY RETURNS 75 \u0026gt;^1. ^2. 3. 4. 5. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Helping Your Child With Homework Understanding Test My Child TakesWORKSHOP REQUEST ISH SURVEY RETURNS 49 1. 2. 3. 4. 5. Motivating Your Children How to Use a Computer Single Parenting How to Help My Child in Reading/Math How to Talk to Young Children About SexWORKSHOP REQUEST RIGHTSELL SURVEY RETURNS 24 1. Motivating Your Children 3. 4. 5. How to Help My Child in Reading/Math Helping Your Child With Homework How to be an Advocate for My Children How to Talk to Young Children About SexRECEIW^ MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL ADULT EDUCATION OPPORTUNITIES 1994 Brochures from the Adult Education Center were distributed in the Incentive Schools. Attached are copies of:  L. R. Adult Education Center 1993-94 Schedule for Adult Education, Computer Literacy and Business Education  Brochure - \"Open the Door to Opportunity\"  Brochure - \"Adult Education (ABE/GED) - A Better Life!\"  Brochure - \"Dont Wait - Brighten Your Future\"  Flier - Community and Adult Education Courses - Schedule  Flier - FREE Adult Education Classes, Metropolitan, McClellan and Adult Education Center (Information on actual participants is not available.)DO YOURSELF A FAVOR - ENROLL IN ADULT AN EDUCATION CLASS! Would you like to: A. Get your high school diploma? B. Review and refresh your high school skills? C. Learn to read, write or do math better? D. Study computers or take some Business Education Courses? LITTLE ROCK ADULT EDUCATION CENTER If you answered yes to any of the above questions you should call 324-2260 or come by 1401 Scott Street and enroll in one of the adult education classes. You will be glad you did. 1993-94 SCHEDULE HOW CAN ADULT EDUCATION CLASSES HELP YOU? You will need good basic skills to be considered for many jobs. Good basic educational skills, such as reading, writing, and, math can be the key to advancement in your current job. a GED or high school diploma is required if you wish to enroll in a college or technical school. a diploma can help you find a better job. a better life By enrolling you may encourage your children or grandchildren to stay in school Adult Education classes can prepare you to help your children with their homework. it will help you to improve your reading, writing, and math skills. Computer or Business Education classes can help prepare you for a job. ADUL T EDUCA TION COMPUTER LITERACY oi Sd H Z u u z s u 9 a Ed H 2 H 2  S U u J -J H  F- H  H J 3 J a (S B6 BUSINESS EDUCA TION 1401 SCOTT STREET LITTLE ROCK, AR 72202 S324-2260 OFFICE HOURS Monday through Friday 8:15 A.M. - 3:15 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M.ADULT EDUCATION CLASSES COMPUTER LITERACY LOTUS 1-2-3 FEE: S60, INCLUDES TEXTBOOK The adult education classes are offered at no cost and you may enroll at any time that school is in session. INTRODUCTION TO PERSONAL COMPUTERS FEE: S50, INCLUDES TEXTBOOK You are eligible to enroll if you are 18 or older. Persons between the ages of 16 and 18 may enroll under certain conditions Nine three-hour sessions includes lots of hands-on training. Lessons include the basics of computer hardware, MSDOS operating system, software. A complete course. Starts with Lotus basics such as spreadsheet formatting and setup, saving and other bask commands, and progresses to more advanced applications. Each class is set up for one semester\nhowever, you can finish the classes at your own speed. Each class is individualized. work processing, graphics. database, spreadsheets and LOTUS, PART n FEE: S45 (SAME BOOK AS PART I) Your will get plenty of personalized attention from teachers that want to help you. You will also learn some general skills such as how to study. ADULT BASIC EDUCATION (ABE) This class covers basic reading, spelling, english, and math. GED PREPARATION This class covers all the subjects necessary to prepare a person to pass the GED test Subjects are: Writing skills, social studies, science, literature and the arts, and math. COMPUTER CLASS SCHEDULE DAYS: 8:30 AM. -11:30 AM. Session 1: Aug. 23 - Nov. 1 Session 2: Nov. 8. - Jan. 24 Session 3: Jan. 31 - Apr. 4 Session 4: Apr. 11 - June 6 EVENINGS: 6:00 P.M. - 8:30 P.M. Session 1: Aug. 31 - Oct 26 Session 2: Nov. 2 - Jan. 11 Session 3: Jan. 18 - Mar. 15 Session 4: Apr. 5 - May 31 BUSINESS EDUCATION WORD PERFECT 5.0, PART 1 Advanced Spreadsheet features such as macros. Database and graphics using Lotus. One student per computer. Hands-on experience. KEYBOARDING/TYPING FEE: S60, INCLUDES TEXTBOOK Basic keyboarding, technique building, and speed and accuracy drills. SPEEDWRITING/SHORTHAND (UPON REQUEST, MINIMUM 10 STUDENTS) FEE: S60, INCLUDES TEXTBOOK Teaches alphabetic speed writing in 20-30 lessons. Build speed and accuracy. This course can be taught at your business site. BASIC SKILLS REFRESHER Allows the student to review and refresh bask skills that they may have forgotten since leaving schooL The student may study the subject of their choice. FEE: S60, INCLUDES TEXTBOOK COMPUTERIZED ACCOUNTING Subjects are: Reading, writing, social studies. science, lierature and the arts, and math. ADULT EDUCATION CLASS SCHEDULE Monday through Friday 8:15 AM. - 12:00 P.M. 12:30 P.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. -8:45 P.M. GED TESTING SCHEDULE Monday thrmigh Thursday 8:15 AM.-3:15 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. A complete course using WordPerfect 5.0. Part I of the course starts with the basic features of WordPerfect: Setup, exit, saving, indent, bold underline, center, etc. One student per computer. Hands-on experience with business documents. Basic typing/keyboarding skills are required. WORD PERFECT 5.0, PART n FEE: $45, (SAME BOOK AS PART I) Part n covers the advanced/fun features of the WordPerfect program. It starts where Part I ends and covers such areas as newspaper columns, merge, move/copy, document assembly, sort, etc. One student per computer. Hands-on experience with business documents. Part I required. FEE: $60, INCLUDES TEXTBOOK Basic accounting principles are taught first manually and then on the computer. BUSINESS EDUCATION SCHEDULE DAYS: Monday through Thursday 8:30 AM. - 12:00 P.M. Monday and Wednesday 12:30 P.M. - 2:30 P.M. EVENINGS: Tuesday and Thursday 6:00 P.M.-8:30 P.M. Session 1: Aug. 23 - Sept 23 Session 2: Oct 4 - Nov. 4 Session 3: Nov. IS - Dec. 16 Session 4: Jan. 3 - Feb 4 Session 5: Feb. 14 - Mar. 17 Session 6: Apr. 4 - May 5These classes are provided as a service to the community by the Little Rock Adult Education Center. Textbooks are included in the fee. Each class normally meets for one-3 hour session each week. OPEN THE DOOR TO OPPORTUNITY Call 324-2261 or 324-2262 to get the schedule for each class. COMPUTER LITERACY (introduction to Computers)  O ADULT EDUCATION O 9 sessions $50.00 LOTUS 1-2-3, Part I 10 sessions $60.00 LOTUS 1-2-3, Part II 10 sessions $60.00 TYPING BEGINNING AND REFRESHER 10 sessions $60.00 WORD PROCESSING I (Word Perfect 5.0) 10 sessions $60.00 WORD PROCESSING II (Word Perfect 5.0) 10 sessions $60.00 DESKTOP PUBLISHING i 10 sessions $60.00 COMPUTERIZED ACCOUNTING 10 sessions $60.00 QC UJ H Z UJ CM O \" CM SPEEDWRITING 10 sessions $60.00 oo oz w-t 5 S ! NOTE\nA CLASS MAY BE CANCELLED IF THE MINIMUM ENROLLMENT OF 10 IS NOT MET. UJ \u0026lt; 2  I O- CO oO'* T- tr  -* LU  O ADULT EDUCATION CENTER 1401 Scott Street Little Rock, AR 72202 324-2261 8 I II SI 3 Q \u0026lt; 324-2261 Little Rock Adult Education Center Adult Education Education Programs: (ABE/GED) The Adult Basic Education (ABE) Program includes courses in: Reading Spelling Math English English as a Second Language!ESL) The General Education Development (GED) Program includes courses in: Engli sh Reading Math Science Social Studies Computer Assisted Instruction GED-ON-TV The Adult Vocational Program includes courses in: Home/Personal Computer I Home/Personal ComputeriI Typing I i II Word Processing Lotus 1-2-3 Shorthand/Speedwri t i ng Office Machines and Procedures si 0 U HD cu 0 H . I* JJ,  *\u0026gt;\u0026lt; r C (0 0 01 0 01 V* D[ The Little Rock Adult Education Center is open from 8:15 A.M. to 4:00 P.M. Monday through Friday and 6:00 P.M. to 9:00 P.M. Monday through Thursday. UI Q 2 0 ~ u  0 h J  r II 3  \u0026lt;  0 Hi J LITTLE ROCK ADULT EDUCATION CENTER 1401 Scott Street Little Rock, AR 72202 324-2260 Do Yourself A Favor Get Your GED Diploma! Are you one of the many who do not have a high school diploma? Would you like to have your diploma? If you already have your diploma, would you like to take some refresher courses? If you would like to get your high school equivalency diploma or take some refresher courses, ask us about our General Adult Education program. Through day or night classes, you will be able to study for the GED examination. When you pass the GED exam, you will be awarded an Adult Education High School Diploma. Am I Eligible? If you are 18 or older you may enroll. Under certain conditions. persons between 16 and 18 years old may enrol 1. When Can I Enroll? You can enroll any time that school is in session. How Long Will It Take? The adult education class is set up for one semester. However, you can finish the course at your own speed. You may be ready for the GEO exam in less than a semester, or you can study longer if you need to. What Are the Classes Like? Here Are Answers To Some of Your Questions You will be more employable with a GED. It wont cost you to enroll. You can work at your own speed. You will get plenty of help and you will know your are ready for the GED exam. A GED diploma is equal to a high school diploma. It is not too late for you. How Will It Help Me? * You will need a high school or GED diploma to be considered for many jobs. * Your GED can be the key to advancement in your current ix\u0026gt;b. * A diploma is required if you wish to enroll in college or technical t raining. * A diploma can help you find a better job, a better life!  May encourage your children or grandchildren to stay in school. Prepare you to help your children with their homework.  Improve your reading, writing and math skills. You will study the writing, reading, social studies, science, and mathematics you will need to pass the GED exam. You will get plenty of personal attention from people who want to help you succeed. You will also learn some general skills such as how to study. What Will It Cost? There is no cost for enrolling. The State of Arkansas pays for your study because it is so important that you get your GED Diploma. Books for the course cost about $10.00. J, I K. (I A? Inian Ml * 'III'  i i/jr.ti to/- .Ji? -liS ' 'J XJ O id hU o K) o tn n O 5Z\u0026gt; a re o70 n c DON'T WAIT BRIGHTEN YOUR FUTURE m Q. C n o' 3 n o R3* o at the Little Rock Adult Education Center 1401 Scott Street Little Rock, AR 72202 324-2260 SUCCESS AWAITS YOU The Adult Basic Education (ABE) Program includes courses in: ONLY IF YOU PREPARE FOR IT. ADULT EDUCATION HELPS YOU  improve your reading.  prepare for a GED.  prepare for a vocational or college education.  prepare for the Armed Services.  prepare for a job.  increase your opportunities for a more productive life.  help your children with their homework. The Little Rock Adult Education Center and its satellite programs are sponsored by the Little Rock School District to enable adults 16 years of age or older to improve or finish their education. Reading Spelling Math English English as a Second Language (ESL) The General Education Development (GED) Program includes courses in: English Reading Math Science Social Studies Computer Assisted Instruction GED-ON-TV Classes are held MONDAY through FRIDAY 8:30 a.m. to 2:45 p.m. Monday through Thursday 6:00 p.m. to 9:00 p.m. For further information call 324-2260 or 324-2261 or come by the Adult Education Center at 14th and Scott Streets. The Adult Vocational Program includes courses in: Home/Personal Computer I Home/Personal Computer II Lotus 1 -2-3 Typing I \u0026amp; II Word Processing I \u0026amp; II Shorthand/SpeedwritingCOMMUNITY AND ADULT EDUCATION COURSES SCHEDULE 1993-94 ADULT BASIC EDUCATION (ABE) Reading, Spelling, English, Math Monday through Friday 8:15 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.jVL - 8:45 P.M. NO FEE INTRO. TO COMPUTERS Monday (April 11,1994) 8:15 A.M. - 12:00 p.m. Tuesday (April 5,1994) 5:45 P.M. - 8:45 P.M. 9 Weeks FEE: S50.00 BASIC SKILLS REFRESHER English, Math, Spelling Monday through Friday 8:15 A.M. - 3:00 P.NL Tuesday and Thursday 5:45 P.M. - 8:45 P.M. NO FEE TYPING, BEG. \u0026amp; REFRESHER Tuesday and Thursday 8:15 A.M. - 12:00 P.M. April 5,1994 Monday and Wednesday 12:30 P.M. - 2:30 P.M. April 4,1994 FEE: $60.00 5 Weeks GED PREPARATION Monday through Friday 8:15 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. NO FEE WORD PROCESSING 1 (Word Perfect 5.0/5.1) Monday and Wednesday 8:15 A.M. - 12:00 P.M. April 4,1994 GED TESTING Monday through Thursday 8:15 AJM. - 3:00 PJM. Tuesday and Thursday 6:00 P.M. - 8:30 P.M. NO FEE Tuesday and Thursday 12:30 P.M. - 2:30 P.M. April 5, 1994 Tuesday and Thursday 5:45 P.M. - 8:45 P.M. April 5,1994 5 Weeks FEE: $60.00 FOR MORE INFORMATION, CONTACT THE LITTLE ROCK ADULT EDUCATION CENTER 1401 SCOTT STREET LITTLE ROCK, AR 72202 324-2260 OR 324-2261FREE ADULT EDUCATION CLASSES AUGUST 23,1993 THROUGH JUNE 3,1994 OPEN ENTRY/OPEN EXIT ADULT BASIC EDUCATION(ABE) GED PREPARATION BASIC SKILLS REFRESHER GED TESTS SCHEDULE MONDAY THROUGH FRIDAY 8:15 A.M.- 12:00 P.M. 12:30 P.M. - 3:00 P.M. TUESDAY AND THURSDAY 5:45 P.M. - 8:45 P.M. OFFICE HOURS: MONDAY THROUGH FRIDAY 8:15 A.M.-3:15 P.M. TUESDAY AND THURSDAY 5:45 P.M. - 8:45 P.M. COMMUNITY EDUCATION CLASSES HCOMPUTER LITERACY (Introduction to computers) HTYPING /KEYBOARDING (Beginning and refresher) awORD PROCESSING (WordPerfect 5.0) BLOTUS 1-2-3 aCOMPUTERIZED ACCOUNTING ^HORTHAND/SPEEDWRITING CALL 324-2260 FOR A SCHEDULE OF CLASSES METROPOLITAN VO-TECH Monday through Friday 8:30 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. LITTLE ROCK ADULT EDUCATION CENTER 1401 SCOTT STREET LITTLE ROCK, AR 72202 324-2260 McClellan high school Feb. 1 - May 12, 1994 Tuesday \u0026amp; Thursday 6:00 P.M. - 8:30 P.M.RECEIVED MAY I 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL PARENT INTERNSHIP PROGRAM 1994  Attached is a list of parents of Incentive School students who have been hired as aides at the Incentive Schools.PARENT INTERNSHIP PROGRAM PARTICIPANTS SCHOOL NAME POSITION FRANKLIN Tammy Fleming Martha Hood Instructional Aide Instructional Aide Sadie Henry Gloria Jackson Instructional Aide (4- yr. old program) Instructional Aide RIGHTSELL Pamela Timms Annette Merrill Writing to Read Aide Computer Lab Attendant ROCKEFELLER Charlotte Lee instructional Aide Cynthia Antoun Rhonda York Instructional Aide Instructional Aide Carol Brown Instructional Aide Connie Bledsoe Instructional Aide Roselyn Harshaw Sandra Amos instructional Aide Instructional Aide Harriett Redmon Instructional Aide Ester Lee Instructional Aide STEPHENS Gloria Carroll Instructional AideRECEIVED MAY I 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL MENTOR TRAINING RECORDS 1994/ Volunteers in Public Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year ^3 Date Name Address Phone Sex*Race* Please print Street or PO Box aty ZIP M/F B/W/0 Age* A*' under IS B-l^24 C-2M0 Dover 60 Activity or Volunteer job Time In Out I Total I Hours /15 /h Ejumftif Lnmqr' 39OS \\A4 /z^it S|-r^ek Lttfe. Kxx^k^ 7227\u0026gt;4 3ZI - 11'15 I.Z5 'il.1 73/ /^L/ G\u0026lt;7Ar\\rji5.ei^ ^0cit- fA.ac'zKu.ii /iS Xr/r 37-5 \" 5^6- 7^70 7.00 3(77/^ 7770 \u0026lt;3 \u0026gt;iZ /U. 3^^\" I n A4 Co i f u.,n^ /Vm ^t\u0026gt;bA -j- 17// fjO\u0026lt; 377 - y(xU^ 70 f / IaJ e\u0026gt; /y\\cr\\7\u0026gt; M'lenk'i' ^'30 w . V J I /1 yC^acti'K ) T H ^T777 m a Q 6 6 c c L C e c 5 ii3^ A ^V\u0026lt; 3 n ' \u0026gt; 7 cf'I \"t Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. Were glad you're here!Volunteers: sign in please! Volunteers in Public Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year Date Name Address Phone Sex*Race* Q 5 ' '^iL. 171 221 / 7x, . a ^1 'iiL ' ^1/ h t Please print Larn cir~ U- tr-i Street or PO Bax Oty 23P 3^s \\A4 t zeh Litffe. Kock, Ait 722i^ M/F B/W/0 Age* A\u0026gt; under 18 B18\u0026gt;24 C-2S-60 Glover 0 Activity or Volunteer job Time In Out Total Hours Uhl o rn J enni ftr JjKnsoyx CefQ\\d:fs\u0026amp; ,\\n\\Avx5pr\\ k.ttig 3u3s k- Jjr. '........... ... I uiiiiifci..|.i.*iiifc............*JsiflTuurife eiver?r\u0026lt;xiV 7ZZDZ. no* 5. Clei/tlitcvA 13.XP4 _________ /on' f^hlaUercfAj CrIZ, Wl'e 'Il s I 7n^a'c '}Z'L0^ 3ZI- ^77^ 3^'4- I'ttn ?/\u0026lt;a- M h F r 6 B (xy (3 V e c- c i3 . J C J Infonnation on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. AV fl lor rfl-njt\u0026gt;r n'i5 Ui' S\u0026lt;J b,', be 'pcoi^A/t, r^CnA-ov^ P''Oia\u0026lt;^i,rrt f^erto J________ IZ'.^ IZ5 L'.3O th , xVs' M \u0026amp; uV 3 7. jyr.l 'N lb'30 I e Thank you. We're glad you're here!Little Rock School District VIPS Mentoring Program Orientation September 28, 1993 6:00 - 7:30 p.m. 1. Welcome \u0026amp; Introductions II. The VIPS Mentoring Program III. What is Mentoring? (Brainstorming session) IV. Sensitivity to Cultural Diversity V. Where do we go from here? VI. ClosureJi- ^iS Volunteers tn Public Schods Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are nearest 1/4 hour. recorded. Please round off service time to the Please complete shaded area if this is the first time you have volunteered at this school during the current school year 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 School HWr/^ i f itLAbxkc\\ L Month and Year .IF 1^73 Date Name Address Phone SexRace* Age* IS pg -II Please print Example Larry ar- Street or pohox CHy w M/F /w/o Attnder 18 C2S^ Activity or Volunteer job Time In Out Total Hours /ZHt Crim t s:Sddl l.-h.k UtHe\u0026gt; Kock, Afea 53 ^'em'eAi CT\"' '\" ' LiltM Y?(V. e 7221^ SiT\" 6 e iTaezilcir i:i5 IZ'.^ 1-2,5 1 -3 r P tL. JZiXZjfe. 9^ 'Sf^i ct-tf'i l^'^ t (%S - 3*^0 bi^3- flL- T?5'i F p (e /oa 7 \u0026amp; \u0026amp; Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. nLC.nP^\u0026lt; If Thank you. We're glad you're here!na Volunteers in Public Schools 501 Sherman Ultle Rcx?k, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year Date Name Address Phone Sex*Race* IS Please print Ltanaar- Of r a I street  PO Box 3905 aty M/F B/W/O Age* A-under 18 C\"2S^ D\u0026gt;veT60 Activity or Volunteer job Time In Out Total Hours titfb Kock, Ait 72204 tl, -7? 2 04 321- 3-314 53^*^ 11'15 /2,-5c IZ5 ^dey /2^ SlriwH' 6 e F P 6 lOcrWi^ V^f\u0026gt; d Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. We're glad you're here!msffl Volunteers m Riblic Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schixil during the current schixil year School Month and Year Date Name Address ftenc Scx*Racc* Age !* Activity or Time /A 'll M h 'In Please print Lnrvi a\u0026gt;^ Sat ley t?vtt^5-0A^ I /ilk J Q:,CQ?-Q\u0026gt;e. S^b fumAS' Ia).'Ic/- tt  Street or PO Box m M/F /w/o A- under IS C2S^ D-ovvrtO Volunteer job __ In Out Total I lours 5^\u0026lt; vz /0i Liifk Kock, Afc AUkyotH\u0026lt;jt\"A- AL TXOOi t-ZK^ \u0026gt;4.zf 870/ J-i-yU ds, 4f. -ZZ2pf rrJe C'i-Me. fix. C70(e Aif-TU aJUcU. ! /\u0026lt;) iZ.. isr- ^rrtf O*^lo7. 3 ^-5572. ri M yvt 6 D B Q G e C. 8 Informahon on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. I 11-15 1-2.5 1 V-O-IIO f*v\u0026lt;^ r^5 M r-\\^ Vru, 1 M  G?OC'^ II I'j 7.'/O ^'.OD n'5o i I'OC r I I I i I Thank you. Were glad you're here!Mentor Training 93-94 Margaret Williams, counselor at Rightsell Elementary School, recruited 6 mentors and conducted orientations at her school on the following dates: November 16, 1993 - 3 mentors January 25, 1994 - 1 mentor January 27, 1994 -2 mentorsLittle Rock School District VIPS Mentoring Program Orientation February 15, 1994 6:00 - 7:30 p.m. 1. Welcome St Introductions - V cu IL What is Mentoring? \" (Brainstorming session) VcJ, III. The VIPS Mentoring Program  IV. Sensitivity to Cultural Diversity Where Do We Go From Here? '  y-. VI. ClosureVolunteers m Public Schools 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Date Name Please print 9/15 Lamar Bailey j! L'--5 ' A f IS. /\\ 6^ 6. C' i!- V ' /^ f 1^ V, il','' f-.,: ' r :i 2) I L 0 s i Ix't' Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please comfrfete shaded area If dtis is the first time you have volunteered at this school during the current school year. School AddreM Month and Year VA r' \u0026gt; ':14V- Street or POBok liHtiW lii* RKUie Ceroier^ Race* M/f tfW/O Age* Ao iMwUrlS ^18-ai C-Ml DxwwCO Activity or Volunteer job Time In Out Total Hours 3805 W. 12m Stre^ Uttte RodCyAR M B C mentor 11:15 12:30 1.25 M 0 !#\u0026gt; ........... F kJ 14/ // l^- / \u0026gt; * ......................................... S' . c I'C/ iW\u0026lt;^faVi i F B iS 'I 1\u0026gt; *t $ ^^FtfrXSj-\ni %  UShi 6 c |V\\ J? tA B iz r.i Information on gender, race and age is needed for evaluation of volunteer programs. TfUink yOlt. ^^6 ^TC gld^ hCTC! 1-^ 1'/^ ]^c4Volunteers: sign in please! Volunteers m Public Schools Arkansas law requires tt\\at all volunteers sign in and drat all hours are recorded. Please round off service time to the nearest 1 /4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year. 501 Sierman Little Rock^ Arkansas 72202 Phone 324-2290 School Month and Year Date Name Address Ptione Gender* Race* Example 9/15 ,5- Please print Lamar Bailey z-kr-^./v./c Street or PO Box ZJP M/F B/W/O Age* A- under 18 B.18*24 C-J5^ Dm3Vct60 Activity or Voiunteer job Time In Out Total Hours 3805 W. 12th Street Little Rod\u0026lt;, AR 7^ 32}- 9776 mentor 11:15 12:30 1.25 J! 'it/,, u) 3o lii t M B C w i F^iiiM^^i^'**^*******^ n '3c^ s Information on gender, race and age is needed for evaluation of volunteer programs. Thank yOU, Wc glad yOU'rC hcfe!sign in please! \\bkinteers in Arka Kiblic Schools Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schixtl during the current school year. SCI Sherman l ittle Rixk. .Arkansas 72202 Phone .^24 22t\u0026gt;0 School (\u0026gt;/\u0026lt; Month and Year Date Name Address Phone Gender* Race* 9/15 7, \u0026gt;'/ n i\\ I Please print Lamar Bailey r A, ~Z^ r? Ku) A-\ni I //S i- Street or PO Box aty ZIP M/F B/W/0 Age* A under 18 B 18-24 C2S4\u0026gt;0 D-over 60 Activity or Volunteer job Time In Out Total I lours , ! ' I Z l-L 3805 W. 12th Street Little Rock, AR 72204 32}- 2i77Q M b B C mentor 11:15 12:30 1.25 1 \nF F F W C ' I \u0026lt; I / ' f I Information on gender, race and age is needed for evaluation of volunteer programs. T7l\u0026lt;lfc yOU. Wc 'fC glud yOU 're here! 11 ! I l/^ I/. /Z 1Volunteers: sign in please! \\bkinteers in Hiblic Schools Arkansas law requires that all volunteers sign in and that all hours are recorded. Please mind off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schcxtl during the current schixil year. 50i iherir.an Li 1 tlf Kock, Arkansas 72202 Phene .124-22OJ School Month and Year a iAALCi. Q3, iWt. Date Name Address Phone Gender* Race* [xjmpie 9/15 Please print Street or PO Box ZIP M/F B/W/O Age* A\u0026gt; under 18 B-18-24 Cx25^ D'-^over 60 Activity or Volunteer job Time In Out Total Hours Lamar Bailey 3805 W. 12th Street Little Rock, AR 72204 321- 9776 M B C mentor 11:15 12:30 1.25 a 17: C 7 )/ ('0 1 c. \u0026lt; C'i /I. I'i-r Information on gender, race and age is needed for evaluation of volunteer programs. Thunk. yOU. WcVc yOU tC hctc!Little Rock School District VIPS Mentoring Program Orientation March 15, 1994 6:00 - 7:30 p.m. I. Welcome \u0026amp; Introductions. n. Why Mentoring? in. What is Mentoring? The VIPS Mentoring Program. IV. Communicating with Youth. How to listen to kids. Dealing with diversity. V. Where Do We Go From Here? The first meeting between the mentor \u0026amp; mentee. VI. ClosureVolunteers: sign in please! Volunteers m l\\iblic Schods 50! Sherman Little Rock, Arkansas 72202 Phone 324-2290 Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year. School Month and Year IS. Date Name Address Phone Scx*K.ace* Please print Street or PO Box Qtx w M/F B/W/O Age* A under IS a-lS-24 C-2M0 Drover SG Activity or Time Volunteer job____ In Out Total Hours q/ 715 Example Laryyar- seog /Ze*! #wF\" LiifU Kock, Alt ' 3 I e I  iI t ! I I /. fh, A 31/ sW i-- 6 \u0026amp; e C vncrflor A b /v '}d- 11-15 iz-.sc 1.2.5 ' A\"' 7:^0 ( 7- 5 7 7 :C Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. I 'j \u0026gt; - Thank you. Were glad you're here!lyjawi Volunteers m Public Schools Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first lime you have volunteered at this school during the current school year. 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 -I'-io- 7 7 ^School Month and Year / zl Date Name Address '' y- Phone Sex*Race* 15 '7. Please print Example L\u0026lt;^nrieir' BaJey fTnt j CaSors Street or PO Box ZIP M/F B/W/O A* under 18 C-25^ D\u0026gt;vertiO Activity or Volunteer job Time In Out Total Hours 3ss'\\AZ'72rs^ LitHc Kock, Ait 321- 9 776 \u0026lt;L lll5 iz-^ I.Z5 f/ noo W Cap'/a I L.-Hie 1?ocR, AR (L i. tA Sl / ! 9. i / lOO l^. di 6 [j / //i r i l/\u0026lt;^t'/ice. CVfl Acs 'J^U (f  (hcei, iv\\ bJ. A 6 -700 ^\u0026gt;9^ jEi'-'u- J, /k. 71 h/ 311L c Q Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. We're glad you're here!Mentor Orientation Introduction: Self \u0026amp; Participants Warm-up - ...Think of someone who you admired or wanted to be like who today would have been called your mentor... History - \"It has been said that kids drop out of school physically by the 9th grade and mentally before the 7th. tl 1991 How the VIPS Mentoring Program got started. Goals of the program - a) Improvement in attitude toward school b) Improvement in attitude toward learning c) Increase in self-esteem Who can be a mentor? - No one is exclude, we are inclusive. Should be at least 21 years of age. Responsible/respect alternative lifestyles. Listen well. Willingness to commit 1 hour a week Willingness to work w/kids. Choice of school and grade Screening Process - 2 References (Not related to you) * Driving Record * Police record - (criminal record) * Reported child abuse Selection of Students - Teachers, counselors or parents. Criteria: School reasons - poor attendance/lack participation Personal - unmotivated/seeking attention Social - unhappy/poor eye contact/poor communication Training - Orientation 1.5 hours (formal orientations are given) Support sessions - feedback, address concerns, issues, etc. Matching - Parent/Guardian permission * Volunteer interest sheet * Student interest sheet * Going to the school * 1st meeting - share forms * Tour of school bldg, policies and procedures. * Set goals w/student * Set next visitation date w/teacher Activities - Reading in library * Lunching $1.25 or $1.50 W/Milk * Playground - (Tennis shoes) * Job shadowing - get parents permission \u0026amp; let VIPS know. * Out of school activities * Gift Giving - (books, pencils or crayons. Educational toys) Recognition - EFTS and mentor/mentee appreciation picnic - May 17. Evaluation - Feedback Formal orientation - dealing w/Cultural Diversity Video - \"Mentoring Works Q\u0026amp;ARECEIVED MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL COMMUNITY MEETINGS 1994  Attached is a list and documentation of community meetings conducted during the 1993-94 school year. Some community meetings are reported through the parent involvement program (parent workshops).SCHOOL FRANKLIN GARLAND/ STEPHENS RIGHTSELL ROCKEFELLER COMMUNITY MEETINGS MEETING LOCATION DATE Parent Workshop Parent Workshop Community Forum Employment Seminar Stress Reduction Seminar Laptop Computer Inservice Community Health Clinic Home Study Guide Community Meeting Community Involvement Meeting Disability Services Outreach Meeting Franklin Franklin Garland Philander Smith College Canaan Baptist Church Rightsell Rightsell Rightsell Eastside Church of Christ Philander Smith College Holiday Inn Airport 10/16/93 12/04/93 12/06/93 03/19/94 04/09/94 11/20/93 Each Wednesday, 2:45 - 4:30 10/09/93 and 10/14/93 11/21/93 11/16/93 02/22/94SCHOOL ROCKEFELLER (continued) MEETING Career Development Day Central Ark. Black Data Processing Associates Community Forum LOCATION Philander Smith College Rockefeller DATE 02/16/94 02/15/94 11/30/93 STEPHENS Law Students for Literacy Picnic Parent Community Service Workshop McArthur Park Stephens 10/21/93 11/20/93 01/22/94 02/19/94 03/19/94 04/30/94 Chapter I Parent Meeting (CORE) Community Meeting Grandparents Recognition Stephens First Baptist Church Highland Park Stephens 02/03/94 and 02/17/94 02/15/94 First and third Friday of each monthc.lKBB0 LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 October 5, 1993 Dear Parents, Franklin School is planning something special just for you. We are having our first parent workshop for 1993-94. It includes parents/guardians of students in grades Kindergarten, One, Two, and Three. 11:35 A.M. The date is Saturday, October 16, from 9:00 A.M. until Let's meet in the Library. Some of the topics are \"Laptop Computers Techniques.\" II and \"Teaching and Learning Please complete the form at the bottom of this letter. Return it to your child's teacher tomorrow morning. We need to know how many parents are planning to attend. We look forward to your response. Erma Bayley, VIPS Chairperson Carol Brown, Media Specialist Pamela Person, Curriculum Specialist Franklin Davis, Principal YES. I WILL ATTEND THE PARENTING WORKSHOP ON SATURDAY, OCTOBER 16 AT FRANKLIN SCHOOL FROM 9:00 A.M. UNTIL 11:35 A.M. IN THE LIBRARY. MY CHILD (CHILDREN) IS TEACHER (TEACHERS)_____ GRADE (GRADES)__________ MY NAME______ ,____________ ADDRESS PHONE# NO. I WII NOT BE ABLE TO ATTEND THE PARENTING WORKSHOP ON SATURDAY, OCTOBER 16 AT,FRANKLIN SCHOOL. M^JAM^f^Sohr^^ PLEASE MY CHILD INFORM ME ABOUT,FUTURE WORKSHOP? tCHILDREN^^^^4^^^^^^f^2^ (IFrankiin School WarKnt Workshop Parent 'arent^ Child\u0026lt;ren\u0026gt; Teacher y*v^s \"T^dzA/v) 5 5. 6. s\u0026gt;QXt,o42\u0026gt; 8.\n9. ft  10. IO V 12. i  /^l Cl. , tL- 'a^a I 1 o n o S'v, i-'ly  ^hi2j^ i 13. 14. 15. 16. 17. 19. 20. 21. 22. 25.LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School h I '3 1 J I $4 ? I 5 J J ? fl I 1701 South Harrison November 18, 1993 Dear Parents\nPhone 671-6380 Little Rock, Arkansas 72204 Franklin School is planning the second parent workshop. The parent evaluation forms all agreed that the first parent workshop was great, but we need more parents! Please make every effort to be with us this time. All parents are invited. SATURDAY, DECEMBER 4y 1993 9:00 A.M. 11:35 A.M. FRANKLIN LIBRARY The date is: We will allow more time for the \"Make-n-Take\". A question and answer period regarding \"Parenting\" will be an.important part of this workshop. \"Communications Technology and Franklin Students\" will be presented by Mrs. Pam Person, Theme Specialist. We will need to know how many parents are planning to attend. Please complete the form at the bottom of this letter and return it tomorrow to your child's teacher. sincerely, *5 Erma Bayley, VIPS Chairperson Carol Brown, Media Specialist Pamela Person, Theme Specialist Tab Phillips, Vice-Principal Franklin Davis, Principal Yes, I will attend the Franklin Parent Workshop on Saturday, December 4, 1993 from 9:00 a.m. until 11:35 a.m.. No, I will not be able to attend the workshop on Saturday, December 4, 1993 from 9:00 a.m. until 11:35 a.m.. !) fi I I S mi JI fi MONDAY 7:45 A.M. 3:05 P.M a a TUESDAY 7:45 A.M.-3:05 P.Ma WEDNESDAY 7:45 A.M.- 3:05 P.Ma Ks HURSDAY 7:45 A.M.-6:00 P.M. FRIDAY 7:45 A.M.-3:05 P.M. Hours may be extended for parents. baaa Please Join Us Little Rock School District Garland \u0026amp; Stephens COMMUNITY FORUM Monday Dec. 6 7 p.m. Location: Garland Incentive School Cafeteria 3615 West 25th Street Little Rock. AR 72204 :NTS and community members\nYour ideas are im\"p o--r-t-a-n\\t-.------- I'v |,RSD Superintendent Dr. Henry Williams in a discussion of issues and . .4. Mnnc fn.- nhinnirid fnr thp piirrpnt vear and bevond for the Litt Aa' w Alt your ideas for planning for the current year beyond Little School District. Date: / \u0026lt;^2-  4 z NAME SIGN IN SHEET XT ADDRESS PHONE # SCHOOL T I L?\u0026lt;S\\} /I J \u0026lt;\u0026lt;Hit.O.''P 'P' (K v'l/c. X L^'^lr Vv. \u0026lt; ~7 c\\ V' ^ooo Ti\n^CJ Go y 'j 'r Pps ^1M' 21iJd^ Pa-i/- C '\u0026gt; ^1 U/ ff \u0026lt;7 f Wv. t 373 } P 6 6f PtIP' '^'T' I M(iq^ laold^A Pu^A^P \\aA^j3L^ ) r IHI cP ?2J^3 2,7i,-'^'\n i \u0026lt; Pirrh ^Pp ! rev o.p^S-y, zA^r/v (PAOJ SIGN IN SHEET X. NAME ADDRESS Date: !-'Cy-,l t'V' PHONE # SCHOOL 6q\u0026lt;^ f^oU?-.C-S V)x\u0026lt;aA^VV C?^VvA^cW ) isfZ ' V c/^'\" [fj' c O\u0026gt;\\v-* 29 H vC^ c^. /J 7^h 14 /C} fj' /^A ^709 ClLl\u0026lt;^ 212 I Cvi2^(A,l, 'yi i)j I '( !/, T T e [V J I T~ 1 Co / /O^ffx.'.-y T CC,^- AijoA\nk\\\\ s P (I o.Pc4^\u0026lt; ,J-^ UC^ Ce 1') I I A.. c 'i\u0026gt; L cZo^ 0 Clai-k CC'C'-CZ /^tcirZ-c-L Z^i^ k^../\\ / V ' Qycsj\\99^i'^\u0026lt;0___ Qoov^llcu-'A- ^rDate: NAME i^Lbi \\ SIGN IN SHEET ADDRESS / ! PHONE # 'r.\u0026gt;^ A-l SCHOOL Xii/j. i.Parent Employment Assistance Seminar 1 I Saturday March 19, 1994 Philander Smith College Student Union 9:30- 11:00 a.m. Free Free Free Free Sponsored by Arkansas Employment Register Newspaper The Rightsell Incentive School Parent Center Pick up you free copy today! (Available in the office.)? pl l\u0026gt; s ia? IE R ? FREETTWONE! FREE! NW ARKANSAS PROFILE OVERVIEW Register Welcomes Fayetteville Readers The Arkansas Employment Register is now available to workers and companies in the Fayetteville area. The paper has received numerous requests from businesses and readers for northwest Arkansas distribution. Thanks to some wonderful individuals and businesses in Fayetteville the Register will begin circulation with this May 9 issue. Many residents in central Arkansas are also interested in finding out more about the employment opportunities available in the northwestern part of the state. Central Arkansas businesses want to recruit from the students at the University of Arkansas. The Register will help employers and candidates in these two parts of the state find each other through these pages. Readers may pick up the Register at the Red Continued on Pase 7 SNELLING Temporary Services One Financial Center, Suite 312 Does Your Current Employer Offer Benefits? BENEFIT PACKAGE Prescription Cord  Long Term  Medical Insurance 80/20  Dental Insurance  Retirement 125 Cafeteria Plan  Vision ADVERTISING RECEPTIONIST Little Rock company likes to promote from within. Great opportunity for a \"Foot in the Door\". Medical, Dental, Vision and Vacation are only a few of the great benefits offered. Temp to Hire means NO COST TO YOU! Call Nicki @ 223- lOBS or 223-3753. WORD PROCESSOR Computer training available for a temp to hire position. NO COST TO YOU! Starting as high os $15,000.00 p/yr. Benefits include Life, Medical, Dental, 2 weeks vacation after 1 yr., paid holidays, profit sharing, savings plan and even sick days. Call SHELLY 223-JOBS or 223-3753. PERSONNEL ASSISTANT Corp, office in LR area seeks parttime and fulltime individuals to operate payroll and assist in other administrative duties. Starting to $7.50. Temp or Temp to Hire. NO COST TO YOU. Call Nicki 223-fOBS or 223-3753. Call Nicki Rix or Shelly Martin 223-JOBS or 223-3753 Snelling Temporary Services #7 Financial Center, Suite 312 1-630 at Shackleford NEVER A COST TO YOU! CALL NOW FOR AN APPOINTMENT! Williamsons Roles On and Off the Court Corliss Williamson is pursuing a Communications major with a minor in Drama. Williamson based his choice for his second career on the experience he will have accumulated in the NBA and his love for the game. \"Basketball is not always going to be there,\" Williamson says. \"Jlopefully 1 will get a chance to go into the broadcasting field doing play-by-play for games. 1 have been around basketball all of my life. 1 have got a lot of knowledge that I can give to people. Whatever 1 do, 1 hope that 1 can always stay around the sport.\" Williamson also hopes to break into the film industry somewhere along the way. He enjoys the diversity and spontaneity of acting out scenes in class. \"Those types of things can catch you off guard sometimes,\" he says. \"You have to be on your toes and be able to react. You have to be able to do what is asked of you at that given moment.\" Drama also provides a light-hearted balance to the intensity of the basketball court. \"Basketball is very physical. You have to work hard and sacrifice your body. When you get in the classroom it's more fun, because it's not really putting in pressure on you to perform in a certain way. You just go up there and do the best you can do. You can do whatever comes freely.\" Williamson thoughtfully notes the similarities between his approach to his game and to the dramatic field. \"It's kind of like basketball in the sense that whenever I'm inside those four lines on a basketball court 1 block everything else out. The whole world is those ten guys that are on the floor. It's the same way with drama class.\" Williamson is known for his generosity to everyone he meets. He notes that his participation in skits and scenes in class has given him a greater understanding of the diversity of challenges faced by those around him. In acting, you can be a kid, you can be an older person, you can be another race, a woman, whatever they ask you to do. You get to put yourself in another person's shoes and act out their life and see the differences between your life and someone else's.\" Williamson found that Nolan Richardson's concept of the importance of each player on the team came naturally to him. \"You have to look at the team concept,\" Williamson explains. \"If 1 was to play 40 minutes and all of our starters played 35 or 40 minutes, that Continued on Page 8 Arkansas NCAA Basketball Champions Razorbacks Discuss Their Future Plans and the Mental Dynamics of a Championship Team An impressive majority of the Razorback basketball team will play basketball professionally following their college career at the University of Arkansas. Their commitment to their current \"career training\" led to the 1994 NCAA Basketball Championship. These links are self-evident to the fans who have watched and listened to their games, consequently the Register chose to explore those aspects of this team that are less apparent, though more accessible to Register readers. Most Arkansans will hold multiple careers in their lifetimes. This radically alters the way that most of the workforce to date has viewed their occupation and career planning. Those Razorbacks who pursue professional athletics look forward to brilliant and profitable careers, that if highly successful, may last 15 or 20 years. These men will then be in their late thirties or early forties with yet another one or two careers ahead of them. Today, when not on the court, they are studying and preparing themselves for their next vocation. The Register asked them to explain their choices and methods of conditioning themselves for their lives after basketball. The team's athletic superiority has been the subject of many articles and television stories throughout the country. Yet, Razorback fans in Arkansas choose to laud the team's selflessness and willingness to sacrifice as the key to their national success. These characteristics are rare in a team filled with superstar college athletes. In an era where Total Quality Management and team building merit the investment of thousands of corporate dollars, the Register asked these youthful heroes to explain in layman's terms how their team developed their unity. Their answers are moving\ntheir methods available to any Arkansas worker who opts to try them. Continued on Page 4 AER ISSUE Volume 2, NumberlO ir Publication Date May 23,1994  Advertising Deadline  May 18,1994 IH THIS ISSUE Fayetteville Readers.............. Corliss Williamson............... NCAA Basketball Champs... Employment Empowerment Davor Rimae......................... Roger Crawford.................... Lee Wilson............................. Page 1 Page 1 Page 1 Page 2 Page 2 Page 3 Page 6 VOL 2, NO. 9 FREE! TAKE ONE! FREE! MAY 9,1994 [ Pages ARKANSANS WORKING TO KEEP ARKANSANS WORKING\" Arkansas Employnient Register j GIVE US GUEST WRITER PROFILE A CALL! If you are interested in taking the first step towards a successful career with a growing and dynamic financial institution please call our REAL JOBLINE for the latest career opportunities. The jobline will inform you of available positions 24 hours, 7 days a week. For the most up'to-date job information call\n688-1111 Your #1 Career Opportunity is with TCB! AA/EEO If WEST LITTLE ROCK We are expanding our food service opportunities and seeking 2 persons to manage new areas of responsibility. Restaurant Manager - need 3-5 years of high-volume restaurant management experience. Great customer relations and st^ training skills are a must. Catering Director - at least 2 years experience as Director in a very fast-paced environment. Coordinating back and front of house communications is essential in this busy job. We offer an excellent benefits package including medical, life, disability, credit union and travel discounts. Salary of both positions is commensurate with experience. We are a leader in the hospitality industry!! Please apply in person to Human Resources at 201 S. Shackleford, Little Rock. AR. Employment Empowerment Part 14 by David Flake The job interview is a personal conversation between you and a potential employer. The interview is the time for you to talk about your qualifications for the job opening in detail. It is also a time for you to ask questions about the job and find out what will be expected of you should you be hired for the position. Preparing for the interview takes a lot of time and energy, but the better prepared you are, the better your chances of interviewing well. If you are prepared, you will present yourself confidently and make a favorable impression. During the interview, the interviewer will form opinions about your maturity, stability, tactfulness, adaptability, discipline, honesty, assertiveness, and sincerity as well as your eagerness and ability to work. Keep in mind that interviewers often reject applicants who make poor first impressions. Interviewers will try to determine how well you will fit in with the company and existing workers. The typical interview lasts less than thirty minutes. Often times, you will be required to make a series of interviews. This is a process by which companies screen out seemingly equally skilled applicants. The further along you are in the series of interviews, the stronger your chances of being offered a job. Keep in mind that interviewers are looking for the \"right\" person, and hope that the next person seen will be who they are looking for. More on interviewing in part 15. David Flake is an Employment Specialist at Mainstream Living, a non-residential independent living center serving persons with disabilities. Mainstream living operates a Projects with Industry program offering free placement services for consumers and welcomes any job listings from area businesses. Call 371-0012 voice or 372-3575 TDD. On-Line with Davor Rimae u u 'TiiyirSSl 7 1/1 3 n TO PLACE YOUR AD IN THE REGISTER CALL 228-0436 route delivery \u0026amp;FRIENDLY SALES We are a National Food Service Co. specializing in route delivery and friendly sales. No Experience Required. Finally! Enjoy your own business with no investment. You'll never have a boss again! Can you handle controlling your future? We Provide:  Company Vehicle  Advancement  Bonus Program  4 vacations per year  Insurance  Great Reputation  Over 52 Protected Routes  Complete Gourmet Product Line WeNesd:  People for 18 New Routes  Good driving record  Sales experience not necessary  Outgoing personality  A will to listen and learn  Someone who wants a future with excellent pay and stability CaU 753-0512 Local 1-800-354-8262 Outside AR Ask for Mr. Reale io set up an appointment. Relocation Also Available Tulsa, Springfield, Dallas, Jackson, Memphis, New Orleans, Shreveport, Austin \u0026amp; Houston. Davor Rimae has chosen an academic schedule that is as challenging as his athletic endeavors. Fans have seen his game improve dramatically year after year at Arkansas - the result of his hard work and commitment to personal improvement. His familiarity with the process of patiently working day by day towards his goals will no doubt serve him well once his professional basketball career is over. Majoring in Computer Science requires a great deal of additional study outside the classroom. Rimae admits that the work is demanding. \"There can be a lot of research involved and papers to write,\" he says. \"But I have always been interested in computers. I've always wanted to own one. I am most interested in programming applications.\" That is not the typical picture fans might hold of this athlete off of the court. He agrees that in many ways the inner workings of an athletic team resemble the inner workings of corporate America. \"There is a lot of competition for position within the team,\" he says. \"Coach Richardson says that if two guys have the same ability, but one works harder in practice, there is a good chance that the one who works harder will be more successful. Its the same way in the job market. You compete every day to be one of the ones that plays the most.\" \"Professionalism\" is evident on his team. \"Guys might get in a fight or get angry with one another on the court, but it's completely forgotten once we are in the locker room.\", he says. \"If you look at basketball as a job, and you are professional about your job, then work is completely forgotten once you get home.\" Rimae believes that each member's ability to set aside their differences and remain committed to their common goal as a team helped them achieve the national championship. Focusing on a single purpose athletically came naturally for a team that had a tendency to travel as a single unit socially. \"It's not unusual to see seven or eight of us together at night at a movie,\" he says. There may be other teams like this, but I have never seen them.\" Rimae values his relationships with his teammates almost as much as the national champi- Continued on Page 7 EMPLOYMENT REGISTER Post Office Box 25622 Little Rock, Arkansas 72221-5622 Phone (501) 228-0436  Fax (501)227-7502 Publisher Jana Greenbaum Advertising Sales Beth Welshans Graphic Design Plan B Consulting Distribution Manager David Wood The Arkansas Employment Register is published and distributed bi-weekly to locations throughout the state of Arkansas, as well as mailed to areas outside Arkansas. Advertising rates, space reservations, and distributorships may be obtained by contacting Jana Greenbaum at the number listed above. Unsolicited editorial submissions may be mailed to the address above. These manuscripts become property of the Arkansas Employment Register and will not be returned. Articles may be edited for content and/or length. I r I Arkansas Employment Resister 'ARKANSANS WORKING TO KEEP ARKANSANS WORKING\" Page 3 I FROM THE PUBLISHER EMPLOYMENT PREPARATION Crawford Wants to Teach Senior to Seek both Classroom and Courtside Assijnments Roger Crawford will graduate from the University of Arkansas in about a year with a degree in kinesiology. He intends to use his degree to seek both coaching and teaching opportunities. His choice is based on his strong love of kids and the respect he has had for both his teachers and his coaches. Crawford's dreams have always included a professional career as a player and then as a coach. He hopes to start at the junior college level, and then move up through the assistants' ranks of a major college program. Crawford points out that many junior college coaching positions allow the coach to also teach classes. \"I like kids, so if 1 can coach, 1 wouldn't mind teaching,\" Crawford says. Crawford investigated the field of kinesiology at the suggestion of his academic advisor. The two discussed it extensively\nthe more he heard about the field, the more interested he became in the degree. He has approached his career in coaching with the same determination that he has approached his career as a player. He frequently agrees to visit schools in the Fayetteville area to work with students. \"1 go to the schools around here and talk and play with the kids,\" he says. While the effort is mandatory for one who wants to have a strong body of experience when seeking employment, Crawford also does it because he enjoys it. \"It's fun,\" he says. \"1 like to play with kids. I like to watch them play and have a good time.\" He also learns by watching other coaches during games. \"I don't just watch the players, 1 also watch the coach,\" he advises. \"You can learn a lot about the way he controls his team.\" Crawford is also preparing for his \"second\" career by utilizing the mentors available to him through the university. \"I find people I can look up to. I look up to Coach Richardson and the way he teaches. I also look up to some of my teachers and the way that they teach,\" he says. Coach Richardson has taught him many things, but most importantly, an effective way to motivate his players. \"When he's talking to you, he stretches his point out and it gets to you,\" Crawford explains. \"Some coaches tell you, come on you can do it. Coach Richardson tells you that the other guy isn't better than you, that you play better than he does every day. Il gets in your head and motivates you.\" Richardson has also been Crawford's role model for his relationship with his team. He provides his players with direction and support that have nothing to do with basketball. \"His off the court teaching skills and his love and respect for his players are two of the things that I admire about him the most,\" Crawford says. \"He talks to me off the court. He really helps me focus on the things I have to do while I am here at Arkansas.\" Injury sidelined Crawford at the end of the 1994 season. He watched his teammates battle for the crown from the sidelines. Crawford's number, 31, was on their jerseys. Though he did not take the floor of the championship game, he was as much a part of the victory as any player that suited up that night. Today his cast has been removed, and Crawford is on the mend. He credits his teammates with helping him recover from the disappointment of his injury. \"My teammates really helped me a lot,\" Crawford says. \"1 really wanted to play. But my teammates let me know that I was still a big part of the team.\" \"Respect\" became a watchword for this team in the Continued on Page ? Contractor's License Center, Inc. Are you preparing for a state contractor's examination or do you find the application process too time consuming? We can help. We offer licensure assistance up to and including examination preparation in (he following states: Arkansas, Mississippi, Louisiana as well as many others. For additional information call (501) 375-8219, HELP WANTED Bakery N.L.R. Bakery has several openings for energetic individuals. Must be able to work M - F first shift. Individuals will be required to wear white slacks and white shirt each day. Call Carol at 664-8903. Olsten Staffing Services. Banquet Servers Part Time. Requires black slacks, white collared shirt. Bowtie and experience helpful. Great as a second job!! 664-9585 Interim Personnel. Car Washers/Drivers Flexible hours, easy job!! Must havovalld driver's license. Some openings ate only after five and weekends. This won't interfere with your full time job!! 664-9585 Interim Personnel College Grads Got your degree and ready for the chance to put your education to earning you money and a career? Come see the experienced personnel consultants al SNELLING PERSONNEL SERVICES in Uttle Rock located at One Financial Centre. Phone 223-2069. Customer Service Rep Locally owned national franchise seeking Customer Service Representative. Sales or telemarketing experience a plus, but not necessary. Apply in person at Fast Signs, 240 S. Shackleford, Little Rock. Forklift Operator Laid back NLR co. needs experienced operator for gas and electric forklifts. Great pay when permanent. Good working conditions. Call Mitchell at 224-9424. Snelling Personnel ASAP in Breckenridge Village. Never a Feel General Laborers $5.00 Per hour. Positions available  jogger - Grounds Keeper  Forklift Driver - Warehouse. BEST TEMPORARIES 221-BEST (2378). Heavy Lifting We have temporary positions available for warehouse/production jobs. Ist shift. Little Rock area. Call Tempus at 223-5100. Kitchen Help Dishwashers, clean up and cooks helpers. Little or no experience required. 2nd shifts only. Call today!! 664-9585 interim Personnel. If you have THE SKILLS, WE HAVE THE JOBS S Olsten has high paying and exciting short or long-term positions waiting for you at some of the most prestigious companies. Whether you're a secretary, receptionist, clerk or switchboard operator, well keep you busy with challenging assignments. Well evaluate your skills and find a position thats perfectly matched to you. And our same week pay policy means you get paid the week you work. Call Olsten at 664-8903 415 N. Mcklnley, Suite 650 Little Rock. AR 72205 Olsten staffing Services The Working Solution American Red Cross CLERICAL OPENINGS Two clerical positions available to perform general ofiice and clerical duties, including t^ing correspondence, sorting and processing mail, and maintaining accurate records and files. Will act as receptionist for department, including answering phone and greeting visitors in a pleasant and courteous manner. High school graduate with at least one year of previous general office experience. Competency in general office procedures. Ability to type 45 wpm. (Competent in Word Perfect and other word processing equipment. Excellent organizational skills required, as well as good written and verbal communication skills. Send resume' by Friday, May 13 1994 to: Department of Human Resources 401 S. Monroe Little Rock, AR 72205 (501) 666-0351 ext. 250 EOE M/F/D/V MZ^rteyour own ^et! XEROX Xerox Safes Agent seeks exceptional sales representatives. Ourexcli : us a primary source for Xerox copiers and fax machines io North Pulaski County. Now, were seeking sales representatives to attract new customers and expand our existing customer base. Complete sake training, selling tools and demo equipment are provided. Successful candidates will enjoy substantial commissions! To begin seiling - either full or part-time - and profiling from the first name in ofTice products, call today for an interview: XEROX [ Authorized Safoz A*ont Metro Imaging Systems 5401 JFK Blvd. Suite C-2 No. Little Rock, AR 72116 (501)791-2284 XEROX* is alrdHrnark ol XEROX CORPORATION ACCOUNTING CLERK Immediate opening! Temp to perm! Must have at least 1 year bookkeeping experience. Accounting knowledge necessary. Lotus 1-2-3 skills and 10-key by touch required. Type 45 wpm. Excellent company and benefits. Position starts temporary at $8.00/hour. Call Sherry at 664-8903 today! Olsten Staffing Services. SECRETARY Immediate opening in Marketing Department with an great company. Temp to perm! Must possess 4-6 years secretary experience, type 55 wpm, excellent communication skills. If you have experience with Powerpoint, Pagemaker or Desktop please call Sherry at 664-8903 today! Olsten Staffing Services. SET-UP CREW Be a part of a winning team! Excellent driving record needed to do delivery and set-up. Applicant needs to be available to work 4 days during the week and on Saturdays. Applicant will be working inside and outside. Call Carol at 664-8903 for details. Olsten Staffing Services. \"o .Si o O o X IZ! (l\u0026gt; u PLAZA WEST Suite 650 Park Plaza Mall CST sCT North McKinley I Page 4 \"ARKANSANS WORKING TO KEEP ARKANSANS WORKING' Arkansas Employment Register | SALES *** HELP WANTED HELP WANTED BE THE JUDGE Decide if this isn't a saies person's dream We think is! EARN $50,000 to $150,000 As a Rep $100,000 to $400,000 As a Manager  Immediate weekly cash  Call on business owners who have requested to see you  Prestigious product  Qualified Leads weekly  No prospecting  No wasted time on non-sales activities  No charge backs  Management opportunities  International vacations  Outstanding wealth accumulation  Stock ownership  Lifetime vesting  Retire in 10 years with close to $1 million in continuous earnings If you are well groomed, hard working and have a desire for a true opportunity you are the person we are looking for. For interview cail 501 -370-9800 Laborers Outdoor, indoor, some in SWLR, WLR and downtown. Excellent pay and benefits, with temp to full time on some. Requires heavy lifting on most. Call today. 664-9585 Interim Personnel. Landscapers, experienced or not! Apply today, start tomorrow, several different work locations with excellent pay. Reliable transportation a must. Call todayl! 664-9585 Interim Personnel. Light Industrial Jobs Kelly has long and short term assignments available. Great pay! Stop by today. 10800 Financial Center Parkway, Suite 315. Never a fee. EOE. M/F/H. 224-0090. Light Industrial Positions Available West LR Company, 1st shift, $5.00 hour. Can't beat this opportunity. Call Tempus at 223-5100 ASAP. Maids/Housekeepers Hotel and private homes available. Clienl requires reliable transportation, temp to full time opportunity for those with good experience. Call today! 664-9S85 Interim Personnel. Maintenance Personnel HOLIDAY INN WEST is seeking full-time AM and PM Maintenance personnel. Must have verifiable general building maintenance experience, HVAC preferred. Also seeking Painters. Good pay and benefits including medical, life and disability. Please apply in person to 201 S. Shackleford, Little Rock, AR. Maintenance Supervisor \u0026amp; Maintenance Asst. WLR Apt. complex needs two maintenance people. Must have HVAC experience and working knowledge of refrigerators, heated pools, pool pumps, etc. Will lay vinyl and work with sheet rock. Great opportunity and discount on a beautiful apartment. Call Mitchell at 224-9424. Snelling ASAP in Breckenridge Village. Never a Fee! Mechanic  Second Shift Ryder Truck Rental is seeking a 2nd shift mechanic. $11-$13 per hour with experience. Full benefits. Apply 32001-30, Little Rock. 374-0351. EOE. M/F/H/V. Production Work 5 Assembly and 11 factory, 1st, 2nd and 3rd available. No experience required!! Must be able to lift 35 lbs. Call today. 664-9585 Interim Personnel. Rental Business If you are mechanically inclined with excellent customer service skills. Available to work Saturdays. Looking for a permanent job. This SWLR company is for you. Call (\u0026gt;rol at 664-8903. Olsten Staffing Services. Resident Manager Strong personality needed to manage beautiful WLR apartment complex. Experience preferred. Will supervise staff, do light boo^eeping, use AMS! computer system, etc. Great salary plus bonuses and perks. Call Snelling ASAP. 224-9424. 1301 N. Rodney Parham, Breckenridge Village. Second Shift - Data Entry Second shift, data entry 2:30 to 10:30, 10,000 keystrokes or higher only need apply. Temp to full time, with great pay. Call today!! 664-9585 Interim Personnel. Security Officer Full-time or part-time. Burns International Security Services has full/part-time positions available. Must have a phone, reliable transportation, no felonies with a good work record. Apply in person: Suite 400, Plaza West Building, 415 N. McKinley, Little Rock, AR 72205. Shipping/Receiving Clerk Knowledge of machine tools. Energetic individual needed for this temp to permanent job. Starting salary $6.00 hour. Room for advancement. Cali Carol at 664-8903. Olsten Staffing Services. Soldering Extremely good soldering skills needed for delicate assembly. Military spec. \u0026amp; ability to read schematics. Call Carol at 664- 8903. Olsten Staffing Services. Students You and Kelly equal an unbeatable combination! Let your free time earn you money this summer. Call today and work tomorrow! Never a fee. 224-0090. Kelly Temporary Services. EOE. M/F/H/V. Summer Jobs! We are seeking people in our Food \u0026amp; Beverage operations. If you like working with the public in a pleasant atmosphere, come see sll We need Waiters, Bartenders and Banquet Slaff. Part-time or full time available. Apply in person to HOLIDAY INN WEST, 201 S. Shackleford, Little Rock, AR Warehouse/Office Trainee SWLR Company has long term possible perm position available. Customer service, pulling orders loading and unloading. 30 hoursaweek+. Call Tempus at 223-5100. Warehouse Workers Our great clients are always looking for dependable people to work long term assignments. Must have reliable transportation and good work ethics. Good working conditions and good people to work with. (Lail Mitchell at 224-9424. Snelling Personnel ASAP in Breckenridge Village. Never a Fee! Warehouse Workers Forklift and Pallet Jack operators who don't mind doing all aspects of warehouse work  weve got a great temp to \u0026amp;11 time opportunity for someone who's reliable and ready to work!! Excellent pay. 664-9585 Interim Personnel. Welders 1st and 2nd shift, MIG welding will also perform fab shop duties, brake press, drill press, etc. Great starting pay, temp to full time for the right experience and work production. Call todayl! 664- 9585 Interim Personnel I  X Division of Perfonnance Personnel Agency, Inc. Performance  ' TEMPORARY SERVICES \u0026lt;1^ V Students, 'l OFFICE SUPPORT OFFICE SUPPORT DIVISION Receptionist Doctor's Office front desk. Some experience necessary. Great phone and people skills. God organizational skills. $6-%6.50 per hour. Temp to Perm Receptionist/Switchboord Lorge WLR corp looking for professionalism. Excellent benefits and great location. $7-$7.50 per hour. Temp to Perm Sales Secretary Great opportunity for person with communication and clencal skills. Dota entry experience, WP \u0026amp; 10 key. Entry-level, will train. $6.00 per hour. Temp to Perm. ASAP! Administrative Secretary Excellent LR organization. Excellent growth potential and great benefits. Need MS Windows. Lotus 123 and MS Word. 2-3 years Secretary experience. $17-18K. Temp to Perm. Data Entry Clerk II Experienced Data Processor for Law Firm. $7-$8 per hour. Monday - Friday 8 to 5. Will be training other Data Entry Clerks, Pertormonce Temporary Service FEE PAID. Word Processor Temp Io Perm. Great WLR location. S7-$8 per hour+ benefits. 60+ wpm and prolicienl WordPerfect 5.2 or 6.0. Needed ASAPI Temp to Perm. For these and other fee paid opportunities call 374-7144 for confidential appointment. TCBY Tower, 425 W. Capitol Suite 3813, 38th Floor Little Rock, AR 72201 Phone (501) 374-7144 Fax (501) 374-7136 Retirees \u0026gt; \u0026gt; Homemakers! How Soon Can You Start? Kelly has many assignments with local businesses. Plus with Kelly you get:: He He He Great Pay Flexible Schedules Holiday Pay Vacation Pay Free Training 24 Hour Voice Mail Earn Great Pay and enhance your skills. You and Kelly equal an unbeatable combination! Call or stop by today! 224-0090 or 1-800-734-1311 10800 Financial Centre Pkwy Suite 315 Little Rock, AR 72211 KELiy\u0026amp; The Kelly Girl* People- The First and The Best /! \\ 'I An Equal Opportunity Employer \\ \\ Administrative Assistant WordPerfect for Windows and Lotus 123 will land you this great position in WLR. Must be sharp, professional and dependable. We're looking for someone with Personality +. Up to $15,000 to start. Call Llie at 224-9424. Snelling'ASAP in Breckenridge Village. Never a Feel Administrative Assistant $15K! Fee Paid! Top Company in town needs your nice appearance to handle computer duties. Best Benefits! Turnage Employment Service - 224-6870. Accounting Assistant A well known co. needs a person for accounts receivable, heavy filing, data entry, invoicing and working with sales. If you can do all of this, call today for an appointment! TEMP-TO-PERM! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Accounting Clerk Accounting experience will put you on an assignment with excellent future potential!!! Knowledge of Lotus 123, A/R and A/P required. QUALITY EMPLOYMENT SERVICES. 663-8200. Accounting Wizard WLR distributor needs a sharp motivated employee for their accounting department. Duties mil include collections, posting, data entry, general office and mote. 10 Key by touch is required. QUALITY EMPLOYMENT SERVICES. 663-8200. Arkansas NCAA Basketball Champions Razorbacks Discuss Their Future Plans and the Mental Dynamics of a Championship Team There can be no doubt, however, that as remarkable as each of these players may be, their attitude towards the team and each other originates with their leader. Coach Nolan Richardson. His belief that each member of the team is equally important to the overall success of the program is shared by every player on the team. Coach Richardson allowed the Register to interview the players because of his belief that this story was worthwhile and might help workers and students here in Arkansas. Coach Richardson teaches his team that their commitment to these principles prepares them not only for a championship in basketball, but also a championship in life. The results of the implementation of the philosophy within this team are self-evident. The Register hopes that these stories help Arkansas workers and companies implement the same philosophy in the Arkansas workplace.msa\n XRiR^w6RkiFmm\u0026lt;EiF\u0026gt;i^ OFFICE SUPPORT Activity and productivity never stop in the ofOces of this industry leader!! Requires the ability to handle customers, generate spreadsheets, word processing, and back-up the switchboard... all at the same time!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Administrative Assistant Administrative Assistant to owner, great pay, needs exceptional clerical skills including WP 5.HI Call for details, we have several openings like this. 664-9585 Interim Personnel. Benefits Specialist $20,000 per year, temp to perm assignment with large financial institution. Must have experience in 401K, Medical Insurance, life insurance, customer service. Must have 2 years experience in human resources environment. Call for more information 221- BEST (2378) 8500 W. Markham, Suite 216, Little Rock, AR 72205 Clinic Receptionist Great NLR clinic needs a dependable, energetic person to man front desk and phones. Will do light data entry. Prefers medical office experience. Starting salary to $12,500. Call Snelling ASAP. 224-9424. 1301 N. Rodney Parham, Breckenridge Village. Credit Analyst Temp to perm. Must have experience with processing credit cards. Great location $7.50 hour. Call Tempus today for an appointment at 223-5100. Customer Service Representatives Heavy phones with light computer experience. We need your outgoing, willing-to-work attitude. Hours are 3-9 pm M-F, 10-6 Saturday or Sunday. Great company with excellent full-time opportunity for the right people!! Call today for your interview. 664-9585 Interim Personnel. Data Entry Clerk Long term position available for fast \u0026amp; accurate data entry clerk. Great company, downtown location, parking provided. Call Tempus at 223-5100. Data Entry Operators Excellent data entry skills will earn you an excellent pay rate! 10-key by touch requited. All data entry positions start $6 to $7 per hour. Get paid the same week you work! Temporary and temp/perm jobs available. Call Sherry at 664-8903. Olsten Staffing Services. Engineering Secretary Temp to perm positions. Excel experience needed. 65wpm. $14,500 year. Call Tempus al 223-5100 for an appointment. Engineer's Secretary Off 4:30 each day. Fast paced company with lots of job security. This company offers medical insurance for employee \u0026amp; family plus pension plan. $16,000. Call Julie 223-2069. 1 Financial Center. SNELLING PERSONNEL AGENCY. OFFICE SUPPORT Executive Secretary Here is your chance to show them how it's done!!! Put your executive skills to work now in this long term assignment. We are offering Free Parking, $7.70 per hour with overtime paid at lime and a half. Receive your paycheck the same week you work. We never hold back a week because we know you need your money NOW!!! Call for more information 221.BEST (2378) 8500 W. Markham, Suite 216, Little Rock, AR 72205. File Clerks Kelly has many clerical jobs with leading local companies. Call today and work tomorrow. Let your skills earn you money. Never a fee. 224-0090. EOE. M/F/H/V. Front Desk Busy office needs your organizational skills to take care of hectic phones and greet customers. Must have strong WordPerfect skills! NO FEE!! QUALITY EMPLOYMENT SERVICES. 663-8200. Fun Office - Receptionist Be office manager type individual for this very successful business. Very elite clientele. Lots of personal contact. Fun, laid backgtoup. $14,000. Call Julie 223-2069. 1 Financial Center. SNELLING PERSONNEL AGENCY. General Office We have a variety of \"immediate openings\" for experienced office workers! Short... and long term assignments available in all areas of Little Rock!!! QUALITY EMPLOYMENT SERVICES. 663-8200. General Office Positions SHORT TERM, LONG TERM, TEMP-TO-PERM. Enjoy the variety of general office work and the flexibility of temporary assignments! Many positions available for experienced applicants. Duties include answer phones, typing, light accounting, filing and much much more!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Homemakers Turn your extra time into money with Kelly. Our service offers you the chance to choose when and where you work. Free training. Call or stop by today. 224-0090. Never a fee. EOE. M/F/H/V. Marketing Jobs If you like selling. Kelly has a job for you! Call today and work tomorrow. With Kelly there is never a fee! 224-0090. EOE. M/ F/H/V. Medical Medical environment needs professional person with A/R, A/P, managerial and clerical skills. Will be front desk and office manager. Make appointments, type, file, light transcription. Will be trained on new computer system. Great pay, temp to full time - call today!! 664-9585 Interim Personnel. * Managers  Pto  Assistant Managers  'Hut For Dine In and Delivery \u0026gt; If youre not earning what youre worth then take a dose look at Pizza Hut career opportunities. National Pizza Company, the largest franchise erf Pizza Hut, is expanding its franchisee in Little Rode If you are an energetic and enthusiastic individual looking for Tire Career\" opportunity, dien we want you on our team.  Major Medical and Dental Insurance  Stock Purchase Stock Options  Pension Program  Disability Insurance  Vacation after 1 year Send Resume to: Nation\u0026lt;d Pizza Co. 11324 Arcade Drive, Little Rock, AR 72212 Attn: Debbie Kaeser or Fax Resume to: (501) 228-0419 EOE M/F/H $ looking $ FOR A PART TIME JOB RlQS -Hut. Turn your EXTRA TIME into EXTRA CASH! Take a closer look at WE NEED Drivers, Cooks. Servers, Bus/dish, Hosts/ Hostesses. We offer: Flexible full or part lime hours  work one day or several.  Competitive pay  Medical insurance plan  Paid vacation for full lime  50% employee meal program  Stock ownership plan. Drivers Can Make $10  $15 Per Hour (Includes drivers commission \u0026amp; tips) Drivers need your own vehicle, auto insurance, clean driving record and must be 18 years or older. Apply in person at all locations: Pizza Hut 2912 S. University (Broadmoor Shopping Center) 7600 South University 9th Street off 1-30 301 Millwood (Maumelle) 5804 Baseline 3024 Cantrell 5921 West 12th Street 3900 Camp Robinson 4704 Camp Robinson 3701 Warden Road (McCain Mall Shopping Center) SUCCESSFUL Students: Build your Resume Gain real life work experience that will put you ahead PEOPLE of the competition after graduation. Work for Manpower this summer aUop local companies. Offering: Flexible hours, free training, comprehensive benefits and more. Call today. 25 Data Entry Operators Needed Will 25 data entry operators please call! We have jobs in Northwest Arkansas at choice companies. Great pay \u0026amp; benefits. Call manpower 756-6830 or 636-0732. BUILD SUCCESSFUL Secretary I, II, III Levels Manpower is an exclusive supplier to a large WLR data processing company!!! Several positions are available for secretaries w/MICROSOFT WORD W/WINDOWS \u0026amp; EXCEL W,'WINDOWS. Must be PROFESSIONAL \u0026amp; a hard woiRer. Both long \u0026amp; short term positions. NOW TAKING APPLICATIONS. Front Desk Must be able to handle busy phones. Looking for excellent personality, WP 5.1. Long Term assignment. 225-0044. Customer Service Rep Answer Service Calls. Field questions \u0026amp; information from customers. Clear speech required. Computer literate. Professional environment. Nights and weekends. Cail 225-0044. Tape Operator/Tape Librarian WLR co. needs several persons to mount tapes on mainframe computer. Must respond to the console and load tapes. Must be energetic \u0026amp; professional. Call 225-0044 for an interview. 20 Production Workers Needed We need 20 production workers to start at $6.00 per hour. 1st \u0026amp; 2nd Shifts. Bonuses \u0026amp; benefits. Call 756- 6830. Our hands on training gets your foot in the door. The training is quick, free, hands-on and available to Manpower temporaries who want to learn word processing and other computerized office skills. SWIIs that will help open lots of doors career-wise. We have immediate assignments available at top local businesses. Call Manpower 756-6830 or 636-0732. Attention college students \u0026amp; teachers. Lots of summer jobs to chcxjse from at choice companies in Northwest Arkansas. Great pay. Call Manpower at 75\u0026amp;6830 or 636-0732. Bookkftftning Approximately 1 year of COMPANIES general bookkeeping, clerical skills. Filing, photocopying, phones, typing \u0026amp; data entry. Free parking. Long term assignment. Call 225-0044. (501) 756-6830 408 West Emma Avenue Springdale, AR 72764 (501) 225-0044 10809 Executive Center Dr. Little Rock, AR 72211 o (501) 225-0044 10809 Executive Ctr. Dr. Little Rock, AR 72211 MANPOWER Temporary Services NEVER A FEE! (501) 756-6830 408 West Emma Ave. Springdale, AR 72764 Member AR Association Temporary Services  EOEI Page 6 ARKANSANS WORKING TO KEEP ARKANSANS WORKING' Arkansas Employment Register | OFFICE SUPPORT OFFICE SUPPORT PROHLE Medical Jobs Many Openings! Office Manager $17K-Fee paid. Medical Transcriptionists... to S20K. Medical Insurance (Need 3).. To $16K. Medical Secretary... SISK - Fee Paid. Receptionist... S14K. Optician... To $20K DOE! Turnage Employment Service  224- 6870. Medical Transcriptionist - Full Time Heights clinic needs an excellent typist to do tape transcribing. Must have medical terminology and good spelling skills. Professional appearance necessary. G.I. experience a plus! Call Snelling ASAP. 224-9424. 1301N. Rodney Parham, Breckenridge Village. Medical Transcriptionist - Part Time NLR Doctors office needs a great typist with strong medical terminology and WordPerfect 6.0 to work daily from 1:00 PM to 5:00 PM. Must be flexible with hours. This fun office needs a person who can do a variety of duties. Call Snelling ASAP. 224- 9424. 1301 N. Rodney Parham, Breckenridge Village. Microsoft Word Miaosoft Word knowledge and experience! If you type 40+ wpm and have Microsoft Word skills you qualify for assignments (temporary and/or temp to perm) at some of the most prestigious companies in Little Rock. Earn at least $6.25 to $8.00 per hour. Call Sherry at 664-8903 for details. Office Manager/Bookkeeper - SISK Beautiful offices! Brush shoulders with celebrities! Nice position for someone ready to move up! Turnage Employment Service  224-6870. Office Support Office workers all over LR ate taking a break. We need YOU to help with the workload! Receptionist/Front Desk, Legal Secretaries, Data Entry operators. Accounting Clerks, Mailroom and many, many mote!!! QUALlTi' EMPLOYMENT SERVICES. 663-8200. Office Support We are needing to fill all types of positions\nword processors, receptionists, bookkeepers, general office, etc. Please give us a call! Short term, long term and temp to hire! Call Leslie at 224- 9424. Snelling Personnel ASAP in Breckenridge Village. Never a Fee! Part-Time Receptionist (Need 2) 8 am  12:30 pm or 12:30 pm - 5 pm. Receive full benefits. $6.50 per hour. No cost to you. Temp to Perm. Call 221-BEST (2378) Best Temporaries 8500 W. Markham, Suite 216, Little Rock. People Person Work with LR's most respected Cos!!! Duties include heavy typing, Wordperfect and lots of people contact. Detailed and well-organized people call for an interview!! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Best Temporaries lists with most of the top companies in the greater Little Rock area. Our companies are seeking individuals with the following skills listed below:  Wordperfect  Proficient in Typing  Secretaries (Executive and General)  10 Key by Touch  Switchboard Operators The list is endless! Give us a cal! today for your future tomorrow. 221-BEST (2378) 8500 W. Markham, Suite 216 Little Rock, AR 72205 Never a fee! Executive Secretary Here is your chance to show them how its done!! Put your executive skills to work now in this long term assignment. We are offering Free Parking, $7.70 per hour with overtime paid at time and a half. Receive your pay check the same week you work. We never hold back a week because we know you need your money NOW!! Call for more information 221-BEST (2378) Benefits Specialist $20,000 per year, temp to perm assignment with large financial institution. Must have experience in 40IK, Medical Insurance, life insurance, customer service. Must have 2 years experience in human resources environment. Harvest Wki Markham Worthen Bank BEST TEMPOAARIES I PR Secretary Not really PR but working with celebrities who ate visiting Little Rock. Work Closely with Ad agencies also. Ready to hire now! Start to $14,500. Call Karen 223-2069. 1 Financial Centre. SNELLING PERSONNEL AGENCY. Receptionist Requites a highly motivated self-starter with excellent communication skills. Answer busy phones, input info... lots of people contact!!! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663- 8200. Receptionist Petonnel department of large company needs your outgoing personality, accurate typing, good work history and strong work ethic. Great opportunity for growth and could go perm. Start $6.00 per hour. Call 221-BEST (2378). Best Temporaries, 8500 W. Markham, Suite 216, Little Rock, AR. Receptionist Long and short term positions available. Must be able to handle busy phones and type 45 wpm. WLR \u0026amp; Downtown. Call Tempus at 223-5100 for an appointment. Receptionists If you have receptionist skills and i professional image we have positions for you! Typing skills a plus. Excellent skills earn an excellent pay rale. Paid the same week you work! Temporary and temp/perra jobs available. Call Sherry at 664-8903. Olsten Staffing Services. Sales Secretary Temp to Perm at no cost to you. This company is looking for someone to take care of their valuable clients. Your ability to handle pressure and possess skills in word-processing, 10 key by touch are really going to be appreciated. Knowledge of spread sheets is an added plus, but not a must. Call 221-BEST (2378) 8500 W. Markham, Suite 216 Little Rock, AR. Secretary Let your office skills pul you to work for Kelly! We have several positions available. Stop by today. 10800 Financial Center Parkway, Suite 315. Never a Fee. EOE. M/F/H. 224-0090. Secretary To $18K! Need 3! Polished person with secretarial experience on PC + Lotus. Turnage Employment Service  224-6870. Secretary/Bookkeeper To $18K! Fee Negotiable! One Girl Office. Answer phone/ Dispatch Techs/Ap - AR on computet! Casual Dress. Maumelle area! NEED ASAP! Turnage Employment Service - 224-6870. Secretary Positions Typing skills 50+ wpm, WordPerfect or Microsoft Word experience, excellent phone skills, legal or medical background. If you possess these skills, we have jobs for you. Temporary and temp/perm jobs available. Call Sherry al 664-8903. Olsten Staffing Services. Telephone Sales Reps. ----Sears leleraarketiug--- _____ center-is- seeking-____  professTonal? enthusiastic __ Lele43bone sales reps*___ l\u0026lt;(eniiu|4in4JSeebfl(L -sh'rfh^vaHaWe? We^e - Intervi fnamiCr --SCCe5S4\u0026gt;W lli:p3rsQfiat_ Sears Product Services '----- -EOE-M/* Wilson Wants to Contribute Through Coaching A. tf nn I n*. Lee Wilson's high school basketball coach had such a profound impact on him that Wilson intends to coach high school students himself once retiring from professional basketball. He is certainly the type of person that students will look up to, and it will not just be because of his 6'11\" height. The high school rankswill be lucky to land a seasoned, professional basketball player who wants to influence athletes both on and off the basketball court. \"1 want to be a coach because 1 believe that 1 can do a great job at it,\" he says. \"1 want to help kids out. I want to be a father figure to them and show them how to be a better person and make it to college.\" Interest in this level of basketball is due to the influence of his high school coach in Waco, Texas. Although there were opportunities for him to move up to the NBA, he preferred to remain at the high school level. \"My high school coach really influenced me through the things he did and the way he lived. He still thinks coaching is fun. 1 don't want to just work.\" Wilson also points out that professional athletes frequently retire physically exhausted from years of sacrificing their bodies for their profession. Mentally, however, the NBA will provide him with valuable knowledge and experience he can share with younger athletes. \"I'm pretty sure that when 1 get out of the NBA I'll be kind of banged up. But being in the NBA will give me the knowledge from actually doing,\" he says. Wilson is already taking advantage of opportunities to work with kids. He helped coach a group of Special Olympic athletes that came through the Arkansas Razorback bask\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_516","title":"Incentive Schools: ''Rites of Passage: A Program for Incentive Schools''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Lesson plans","School improvement programs"],"dcterms_title":["Incentive Schools: ''Rites of Passage: A Program for Incentive Schools''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/516"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["20 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nClass activities to discover historical and cultural knowledge of Africa or student's ancestral\nRITES OF PASSAGE K PROGRAM FOR INCENTIVE SCHOOLS LITTLE ROCK SCHOOL DISTRICT 1991-921 RITES OF PASSAGE PROGRAM Introduction The Rites of Passage Program has been designed for all students in the Little Rock School District's Incentive Schools. This program, coupled with the skills in the Family Life Education Program and the District's i social studies curricululm, clearly addresses the emotional, physical, and social developmental changes in young students. The preparation of these young students for their role as active and participating citizens in our global society, with emphasis on the whole child, is the primary goal of this program. 11 The 21st century is quickly approaching. Students must have the appropriate knowledge and skills in order to adequately function as contri- II buting citizens. This knowledge extends to information about their cultural and historical backgrounds to acquiring skills of displaying behavior that articulates a positive concept of self and their responsibilM ity to self and society. It is through programs such as a Rites of Passage that educators can HI assist parents and guardians in educating and developing the whole child. n n I I I I I 2I RITES OF PASSAGE PROGRAM GOAL To develop active and participating citizens through a Rites of Passage Program OBOECTIVES  Display historical and cultural knowledge of ancestoral homeland/heritage of students  Articulate a positive concept of self fl  Recognize duty of responsibility to self, family, school, and community  Implement a Rites of Passage Awards Program fl TIME FRAME fl Infusion through curriculum and one day per week, November through June fl fl fl fl fl fl 3fl RITES OF PASSAGE PROGRAM fl OBJECTIVE 1: Display historical and cultural knowledge of ancestoral homeland/heritage of students fl GRADE ACTIVITIES - All activities apply to Africa or students' ancestoral homeland. fl Students will: fl K-6 K-6 fl  use a map to identify and locate ancestoral homeland.  listen to stories from teachers and family about ancestoral homeland (Attachment //I) K-6 fl  illustrate family cultural events (K-3)\ndiscuss family cultural events (4-5) describe and K-6 K-1  listen to African Folktales audiotape and discuss (Childrens' Press)  use an outline map to illustrate examples of life in ancestoral homeland (Attachment Z^2) fl K-1  make an African drum (Attachment //3) 1-3 1-3  discuss family roles in African society  compare and contrast the role of African families with the role of African-American families today 2-3  decorate an ancestoral coat of arms (Attachment //4) 2-3  create African masks and discuss their use in African culture (Attachment 5) 4-6  construct a family tree 4  use a map of Africa to identify various countries in ancestoral homeland (Attachment #2) __ 4 5  journey on an imaginative African safari (Attachment //6)  discuss historical figures of Early Africa and recognize their contributions (Attachment //I) 5  compare contributions of Early African figures with historical contributions of African Americans past and present 4RITES OF PASSAGE PROGRAM OBOECTIVE 1 (cont.): GRADE ACTIVITIES 6 6 6 Students will:  write reviews about one book about Africa and one book about African American history  select African American periodicals (magazines or newspapers) to be read each month and give oral reports of them  present a pictorial one-act play entitled \"Places and Sounds of Africa\" at end of year (Attachment //7) 5RITES OF PASSAGE PROGRAM  OBJECTIVE 2: Articulate a positive concept of self I GRADE ACTIVITIES  Students will: K-6  create a collage to illustrate their characteristics and personality that would make them a good friend to cl assmates K-1 K-1 K-1  draw a picture of themselves and their families and share with the class why they are an important member of their family  share with the class a fun activity or event that they have experienced  draw a picture of themselves being happy at school and at home 2-3  write five (5) things that make them feel good about themselves 2-3 4  create a Pride Booklet or Poster to illustrate background and anything they feel proud about  make a list of adjectives to describe themselves 4 keep a  make a list of things they would like to do better\ndiary of their progress with strategies used for improvement 5  choose from a list of African or African American role models one person and a career that they would like to pursue and discuss with teacher, mentor, and class 5  create a poster or flyer to describe themselves now and in the future  6  keep a journal of achievements, activities, personal goals, thoughts, and feelings throughout the year (mentor assigned to the student should review the journal weekly and discuss with student) 6 I  read and discuss books about African values and philosophies 6  prepare a project to symbolize the completion of their Rites of Passage experience c 6 JRITES OF PASSAGE PROGRAM  OBJECTIVE 3: Recognize duty of responsibility to self, family, school, and community GRADE ACTIVITIES Students will: K-6  prepare a list of behaviors which show respect for self and others K-6  brainstorm a list of student responsibilities to self, their family, school, and community K-2  choose a chore(s) that they can regularly perform at home K-2  keep a calendar of the chores they complete at home 4-6  make a list of things to do to improve school grades invite speakers representing different service agencies to class  talk with parents, teachers, spiritual leaders about some service they can perform  pledge to perform volunteer service in the school or community  keep records in their journals of their volunteer service experiences 6 6 6 6 e 7 zRITES OF PASSAGE CEREMONY OBJECTIVE 4\nGRADE Implement a Rites of Passage Awards Program ACTIVITIES K-5 6 The student will:  participate in an awards program and receive recognition for successfully completing activities for identified grade 1evels  participate in Rites of Passage Awards Program, which consists of the following: (1) (2) (3) send invitations to parents, relatives, friends, district officials fifth grade students will serve as ushers and hosts design and print a program (4) decorate room with African-African American theme (5) display students' work relating to theme (6) students will dress in attire representing how they feel about themselves\nattire should be acceptable to local school and LRSD dress codes (7) mentor, teacher, or counselor should escort student into room where guests are assembled (8) soft music should be played when students enter the room (9) students present one-act play, \"Places and Sounds of Africa\" (Attachment //7) (10) principal gives a motivational speech offering praise to students  (11) principal awards certificates to students acknowledging their completion of the LRSD's Rites of Passage program (12) a reception follows 8ATTACHMENT 1A  Early Africa General Gebal-Tarik  Conqueror of southern Spam  lO.OOOBX. ElKMPtO TimbwCtoo Oldwvsi I GorQ* \u0026lt; ij\u0026amp;o.oooee D \u0026lt;0 Z imMbw* Historical Figures of the African Past Pupils should know the role played by the foUowing historical personages: Osiris Isis Horus Kushites divinated by Egyptians Nefertiti  Egyptian queen Imhotep First father of medicine  Egyptian Pharaoh Khafre  Sphinx built in his image Pharaoh Cheops  Pyramid at Giza buUt under his orders Thothmes III  Kushite pharaoh of Egypt, military conqueror Amenhotep III  Pharaoh, patron of arts Pharaoh Akhenaton (or Ikhnaton) psalms and mentor of monotheism Cleopatra  Egyptian queen author of Sheba  Also known as who visited Solomon Mekada, a biblical queen Menelik I  King of ancient Ethiopia, son of Sheba and Solomon Piankhi, The Great  Kushite conqueror of Egypt Hannibal of Carthage  Military genius (247-183 B.C.) Pope Melchiades  Roman Pope (A.D. 311-314) (711) after whom named Prince Tin-Yeroutan  the Rock of Gibraltar is Ghana ruler (961-971) Tenkamenin  King of Ghana (1062 67) Yusuf Upper Senegal King, military leader, defeated King of Spain in 1086, saved Moorish civilization in Spain Sundiata Keita  Ruler of Mali (1230-55) Mansa Musa  Ruler of Mali (1307 or 1312-37) Sunni Ali Ber Ruler of Songhay (1464-92) Askia Muhammed, or Askia The Great Ruler of Songhay (1493-1528) Afionso I  King of Congo Empire (1506-45) Shaka-Zulu King (1773-1828) - military leader, developer of strategy still in use early AFRICAN HISTORY When assessing the cultures of early Africa, many historians have sought convenient means to discredit by various techniques the black people Chained to the confinement of slave-trade justifications and colonial ideologies and fostering such words as  primitive,  savage,  heathen,  ~in human, th. ese writ_e_r_s _w_ere 6 child like, and limited from the begin-and tolcd, too often, to give the black African just ning Pp raise for hisd aectrcaocmt pfrloismhm reanthtse.r than add to what was - , As a result, where Africa exhibited were taken immediately to On the contrary, the trend was to already known.  j  - siens of greatness, steps stress that the responsible people were not Ne^oes, rarely Negroid, but Semites, Hindus, Muslims, or some instead Hamites, Arabs, dark whites, other name which avoided the apparent qualities of black skin and woolly On other occasiow positive facts from the - purposely overlooked, and ancient menu -  J--1 \"s  tall tales  hair. raanu-can past were p  . scripts which told of such were dismissed or simple glorifications. In short, the few observers break from the acceptable approach and report the facts without colorations were forced to overprove their convictions or to mention them vagu y who attempted to Suc^h^ been the fate of reports African expeditions to the Americas. While this infor-mation has escaped the attention and interest of many, 9 ATTACHMENT 1B Africans may view it with more concern. They are not so prone to overlook facts that have been treated as  nonsense  by others, and in this respect, it is their point of view which really matters.- Consequently, the possibility of early African excursions to the Americas must be approached from this perspective. TRANSATLANTIC VOYAGES That Africans voyaged across the Atlantic before the era of Christopher Columbus is no recent belief. Scholars have long speculated that a great seafaring nation which sent its ships to the Americas once existed on Africas West Coast.\" Details still remain scant, but those available leave little doubt that such a venture took place. This can be attributed to the fact that more information about African history has been published and that modem archeologists and anthropologists have deepened our awareness of the variQUS peoples and cultures of pre-Columbian America. We can now positively state that the Mandingoes of the Mali and Songhay Empires, and possibly other Africans, crossed the Atlantic to carry on trade with the Western Hemisphere Indians and further succeeded in establishing colonies throughout the Americas. During the 13th century, Mali, the earliest of these two great empires, building on the ruins of Ancient Ghana, arose to become one of the leading nations in the world.* Its importance to the Middle Ages should not be underestimated. Under its authority. West African civilization flourished with learning and trade. Timbuktu, a commercial center, became the most popular university city on the face of the globe, entertaining noted scholars close to 200,000 well-equipped men to do battle. His royal court, literally, overflowed with pupils, readers, and poets,\" Ibn Battuta, a Moorish traveler who visited Mali during the 14th century, commented on the complete security of the country and the surpassing beauty of its women. Though he had spent most of his life visiting the most advanced civilizations of that time, he added that he knew of no other nation more civilized 12 except, perhaps, his own Morocco.' MALI EMPIRE Mali started on its road to world importance during the reign of Sakura (1285-1300), the usurper, who vastly extended his domain to include much of Mauritania and established diplomatic relations with Moroc- co. From this new contact, advanced maritime tech- niques and the concept of the earths rotundity filtered into the fast-growing empire. This was made possible through the geographies and astronomical theories of such Arab writers as Abu Zaid, Masudi, Idrisi, Istakhri. Abulfeda, and those from the court of Harun-al-Rashid with whom the Moroccans were thoroughly familiar. Both Idrisi and Abulfeda stressed the rotundity of the earth, and the latter even spoke of  voyages around the world.  It was not until several years later, however, that a little known and seldom mentioned ruler elected to make use of this empire-stirring information. monarch, Abubakari II (1305-07),' This daring did not believe that it was impossible to conquer the limits of the neighboring ocean. Employing Arab navigators who had a from all parts who went there to compare ther manuscripts, Books on all subjects were written in both Mandingo and Arabic, Djenne, Malis second most important metropolis, could boast of having 4,200 0 knowledge of longitudes and latitudes, the compass, quadrant, and sextant,' he equipped 400 ships with men, food, water, and gold, in sufficient quantity for an 10 extended duration, and sent them sailing across the teachers at the close of the 12th century.' This was an empire of black people and was remarkable in that it demonstrated the Negros large capacity for government and commerce. Reaching into the Atlantic Ocean from the Senegal and Gambia tributaries, it covered an area about the size of Western Europe, from Portugal to Germany, and dwarfed its contemporary, the Holy Roman Empire.* There were well kept roads, resthouses, and a postal system.\" Superb agricultural techniques, such as crop rotation, irrigation, and soil conservation, were employed, and numerous Atlantic. His captains were informed not to return vegetable varieties were produced.' in The people wore fine original clothing as well as imported Egyptian fabrics, and soldiers adorned themselves with golden armor and weapons. The emperor was capable of mobilizing until they had discovered land, or had exhausted their supplies. After a long absence, a sole ship returned, and its captain informed Mansa Abubakari that the other ships had been caught in a violent current, like a river in the middle of the ocean, and had been carried away by it. Irritated by his captains failure to follow the others, the king equipped a fleet of 2,000 more ships in the same manner of the first expedition and decided to lead them personally across the perilous sea. He was so certain of his return that he temporarily conferred power in the hands of his brother, Musa, until he might come back to reclaim it.\" Thus, the people of Mali opened the way for West African trade relations with the American Indians. 10 iiMII ATTACHMENT 1C   aa Mansa Kankan (Gonga) Musa, who reported these exploits of his adventurous brother, eventually became absolute master of the Empire (130737). Nothing is known of his interest in conquering the Atlantic, but during his reign, Mali reached the apogee of its power. Aside from making new territorial conquests, Musa did much to develop commerce and education. The wealth of Mali soon became known as far away as Egypt, and Sankore University at Timbuktu attracted the most learned professors in the world of that time. Long after Kankan Musas death, maps of Europe carried his name SONGHAY EMPIRE In the 15th century, another powerful people emerged to challenge Mali supremacy. These were the Songhay who had for over 200 years been Mandingo vassals. They eventually overthrew their Mali masters and, .under the leadership of Sonni Ali (146492), started an empire which was to claim authority over the entire West African 'bulge. The borders of the empire stretched to a size approximately that of continental United States.'10 This was not a new empire, for a great and attributed the whole of West Africa to his domain.le GHANA 300-I050 deal of the old Mali structure remained intact. At the onset, only the ruling lineage was changed. Askia Mohammed Toure (1493-1529) gained control of Songhay after the death of Sonni Ali and devoted his energies to strengthening the empire. He recruited a professional army of prisoners and slaves which allowed the rest of his population to develop commerce, fanning, and other industries. Learning was encouraged through contacts made with doctors, scientists, mathematicians, and scholars throughout the Muslim world. Schools were established everywhere, and the intellectual level of the empire was raised enormously. The practice of medicine advanced to the point where doctors were performing some operations, such as the removal of cataracts, which were not known in Europe for another i Wolata Senegal River Air A SWi' ^Lake Chad Wausa Forest Line Bure Gold Mines WALI 1357 Tegoro Rio de Oro nghazi Lake Chad Bongo Forest Line SONGHAY 1529 ___ Timbuktu and Djenne retained the academic vigor which they had inherited from Mali, but 250 years.-'!0 their supremacy in education and commerce was contested by such other fast-growing metropolises as Gao, Walata, Mopti, Bourem, Goundam, Sansanding, and Bandiagara. Despite this intellectual challenge, Timbuktu still remained the academic hub of all Africa, and perhaps that of the entire world. Under Askia the Great, Songhay developed a very complex system of government and administration. In fact, in some respects, its structure gave the appearance of a constitutional monarchy with democratic tendencies. Elected governors, called FARI, were assigned to rule over subdivisions of the empire, and chiefs, or NOI, were appointed to administer provinces and large cities. Economically speaking, banking and credit were well managed and controlled. A uniform system of weights and measures was establi^d, sales were inspected, and laws for the entire empire were codified.'21 ATLANTIC VOYAGES RESUMED It is more important to note here that voyages across the Atlantic were resumed, or continued, during the reign of Askia. Proof of this is evidenced by the fact that Columbus was informed by some men, when he stopped at one of the Cape Verde Islands off the coast 11 an 4 ATTACHMENT 1D  had been known to set out into to  of Africa, that Negroes------------ the Atlantic from the Guinea coast in canoes loa^d with merchandise and steering towards the west. The same Christopher Columbus was further informed by the Indians of Hispaniola when he arrived in the West Indies that they had been able to obuin gold from black men who had come from across the sea from the south and southeast.\" The dates of these accounts coincide Christopher Columbus was The them at war with neighboring Indians. This report was made before the first importation of African slaves to t e Antilles, or before any Spanish colonics were ffoouunnddeedd.. Other Negro colonies of that time were discovered in Northern Brazil among the Charuas, at_St Vincent in the sided, Gulf of Mexico where the Black Caribees re-around the mouth of the Orinoco River in Venc- I. 25 These zueta. and among the Yamasees of Florida.-  precisely with the time that Askia the Great held sway over Songhay. It must also be added that Amerigo the Americas witnessed these  Vespucci on his voyage to------- *,  .3 same black men out in the Atlantic returning to Africa.- sixteenth century Spanish explorers zueia. diiu auivMu M.w A - ----------- colonies, it must be stressed, were aU reported by the first Europeans who reached the Americas. Even as late as 1775, Francisco Garces was able to come upon distinct race of black men living side by side with the He related that a Fifteenth and Si/v***--- ------ .u and early American art, legends, and burials provide the principal sources of information on what happened to these African seamen after their arrival in the Americas. Zunis of the New Mexico pueblos, the first inhabitants of the area, and that the description he gave of them This ob-the blacks were incse Ainvdu avuiuv.. ---------- In effect, the Spanish conquistadores found dispersed all over the New World small tril?es who were from the very first considered Negroes.= ' The largest Negro colony appears to have been a permanent settlement at where Balboa, who saw them in 1513, reported the New World small trifles who were suffice it to say doubt that they were Negroes. made about the same time the French similar phe-leaves no servation was explorer, La Perouse, was witnessing a nomenon in California. He also found there a race of blacks whom he immediately denoted as Ethiopians. Darien  .C.U,  ** T\u0026lt; t /rocAk. A 12 ATTACHMENT 2 '11 3 V\u0026gt;M 13 1 I I 1 [ ATTACHMENT 3 Music Materials: Reference books on African music Pictures of African instruments (optional) (oatmeal box or juice can) per student 1 round cylinder 1 piece of muslin per child (12 x 12\") Masking tape Diluted white glue or Mod Podge sealer Construction paper Crayons or markers Procedure: 1. music Introduce the letsor by discussing the importance of Music has been used to accompany within African culture. legends, tales, and morals. festivities. and communicate traditionally been celebrations. messages, It has 2 . used with ceremonies. and Present pictures of African instruments and explain of instruments that Africans have created many different types using materials from their immediate surroundings. One instrument, the drum, was often made of wood and covered with skins. 3 . authentic surround!ngs. the drum. that although they cannot make an Explain to students dJ. Lull, they will be able to make found in their own classroom environment. African drum a drum that utilizes materials 4 . mu s1 in. Provide each student with a of After taping the muslin firmly over one end of the the cloth surface with diluted white glue each student cylinder and iiiece cylinder, paint Podge to stiffen the surface. or Mod 5. While waiting for the glue or Mod Podge to dry, provide each student with a cover sheet of construction paper with which to Have students decorate the paper t)ie cylinder of the drum. colored construction paper designs. with crayon or cut paper around the cylinder. 6. Glue the Use completed drums to accompany songs, storytelling. creative dramatics activities. 14 ori! ATTACHMENT 4 Personal Coat of Arms I i T L I I I ATTACHMENT 5A Masks Materials: Reference books on African art African artifacts (optional) Student copies of mask patterns (on heavy paper) Procedure: Review information about the type of geographical features found in Africa. Emphasize climate and that climate and physical features affect the lifestyle and culture of people. 1 . 2. Display pictures of African art and artifacts that provide students examples of primitive as well as modern African art and craftmanship. 3. Explain to students that African masks are one type of African artistry that utilizes natural materials. objects found within the immediate environment. plant fibers, horns, and animal hides patterns, and Wood, ivory. are a few materials available to the African artisan. 4. Discuss the uses of masks in our own culture and those of African cultures. 5. Ask students to identify materials within the classroom that are available for them to use to create a mask. Emphasize that they will not make an African mask, but will use some of the classroom materials they identified. 6. Direct students to independently create individual masks using materials in their classroom environment. or distribute  copies of mask patterns' included decorate and assemble. 7. in this unit for them to Display classroom masks on a bulletin board. 16 ATTACHMENT 5B AFRICAN MASK I A A I B M I II M B nMn I I I % I I I I t 1 7 1 ATTACHMENT 5C AFRICAN MASK 6 18 ATTACHMENT 5D AFRICAN MASK o ATTACHMENT 6A AFRICA'S COUNTRIES 1. Students will understand that Africa is composed of many different countries. 2. Students will identify various countries in Africa. Materials: Classroom map of the world Ci assroom map of Africa Encyclopedias Reference books on African countries Student copies of passport booklets Multiple copies of Country Summary sheets Procedure\n1. Ievi ewing Introduce world map and the lesson by looking at a continent made up of many different countries, and a country. the fact that Africa is a . . Review the distinctions between a continent 2. Explain to s to go on an African \"safari.\" at a port on one of the bodies tudents that they will have the opportunity They will \"travel\" to Africa, dock of water suriounding Africa, travel through several countries. and depart Africa from a different port. 3 . students Distribute copies of the Passport Booklet. fill out the personal information page. Review the following students begin their \"journeys\n\" a. Have travel guidelines before having They will enter Africa from a port on one of the major bodies of water surrounding Africa. the name of b. Each student will write _ _ the country and date of his/her \"varS-it\" on the Visa sheet and complete a Country Summary Sheet using encyclopedias and other reference materials. When the Country Summary Sheet has been completed, the student will this country by having the teacher sign When depart and date the passport in the Departures column. 20 4 . cr 4 ATTACHMENT 6B 4 1 d. The student may then travel to a bordering country and repeat the above steps. e. The goal is to reach a port of exit on I a different body of water than the entry port. 5. A large classroom map of Africa should be available to assist students in planning their travel. 6. Conclude the lesson by displaying the passport books on a bulletin board. A large map of Africa could illustrate the travels of each student by using yarn pieces to connect passport books to various locations on the map. I I I i AFRICAN SAFARI 21 ATTACHMENT 6C PASSPORT UNITED STATES OF AMERICA NAME 22 NAME SEX BIRTHDATE (PHOTOGRAPH) ATTACHMENT 6D BIRTHPLACE ISSUE DATE SIGNATURE OF BEARER VISAS Entries Deoartures II fl 23ATTACHMENT 6E q Name COUNTRY SUMMARY COUNTRY CAPITAL FLAG i 1 I I I POPULATION MONEY ! 1 1 I I I J LANGUAGE CHIEF PRODUCTS: AGRICULTURE MINING MANUFACTURING 24 JATTACHMENT 7A 4 PLACES AND SOUNDS OF AFRICA (A pictorial play in one act for middle or upper elementary grades) Edwina Chavers Johnson Characters: There can be as few as sixteen and as many Inquisitive: (interrupting hastily) Just a moment. I as thirty, depending upon the size of the class. PROLOGUE  a map of Africa Reader Inquisitive Pyramid of Giza Pyramids of Kush Zimbabwe Palace Timbuctoo Musicians Dancers dont understand a thing youve said. Reader: Oh, Im so sorry. Ill show you some pictures, if you like. (Putting book down, uking Inquisitive by the hand now.) Here, just look this way. 4 Judges, clerics, doctors of Timbuctoo Musical dolls Costumes: Characters of African sites and roles dressed accordingly. Inquisitive and Reader dressed in school attire. (Curtain drawn, speaker at center of stage.) FLUTE MUSIC HERE (Curtain opens partially to reveal desert scene in a picture enclosure, with actor dressed as famous pyramid, centered in the scene.) Prologue: There are in Africa monuments of great cities and empires which stand today and serve as testimonials to the advanced civilization which flourished on that continent before the 16th century. The family of man was born in Africa  and from that binhplace, traveled to all other parts of the earth. DRUM BEAT Western civilization is actually based upon one of these ancient African civilizations  Egyptian civ- STOP FLUTE MUSIC HERE Inquisitive: My, oh my (great wonder in his voice), I know what you are, you are a triangle. Pyramid: (angrily, without any body movement, however) I am not a triangle. I am a pyramid. A triangle has three sides. I have four sides. See? (turning slowly to show four sides) Inquisitive: I beg your pardon. Where do you belong? Pyramid: I belong in Egypt. I was built 5,000 years ago for the great Pharoah, Cheops. Two and a half million blocks of stone were used in building me. I am one of the most amazing engineering feats in the world. ilization. This history of black peoples reveals the beginnings of the arts and sciences as well as of aesthetic expression. Those were borrowed and developed by others, mainly in the Western World. DRUM BEAT For what is the present, but the past? FLUTE MUSIC HERE (Curtain opens fuUy now, several additional, but smaller pyramids are now seen scattered about the stage.) Pyramid: There are hundreds of other pyramids in east Africa, but none so famous as I! (Inquisitive and Reader withdrew, to stage left now.) DRUM BEAT Reader: I am reading African history  about places in Africa that were built by men long, long ago. Some of these places are thousands of years old! Its really quite exciting material. Inquisitive: Read to me, please. Reader: AU right. The pyramid of Giza was ordered to be buUt during the fourth Memphite dynasty by the Pharoah Cheops. No doubt, the sphinx w^ buUt by another Memphite Pharoah, Khafre, in his own image. - - - The ruins of Zimbabwe, covering an area of approximately 70 acres represents still FLUTE-MUSIC HERE Pyramid of Kush: (Choral Speaking) MUSIC STOPS NOW We are the pyramids of Kush, the ancient name for Ethiopia. Kings and queens were buried within our walls. We stand, a tribute to the remarkable past of the African people. We stand, 5,000 years now, amid palaces and temples, one of the worlds largest collections of royal buildings and tombs. Our royalty went northward, down the Nile, and taught the, once backward people in Egypt the ans of life. 25 ATTACHMENT 7B q (Curtain closes to reveal the single pyramid again. Small pyramids leave stage.) RETAINED VISUAL IMAGERY OF THE AUDI-ENCE. FOR APPROPRIATE SCENERY, FIND FLUTE MUSIC HERE MUSIC STOPS Pyramid: People have come to visit me throughout the ages. There is something inspiring about seeing me, so they say. Would you also like to visit me? Inquisitive: Oh, yes. Pyramid: Ill be seeing you. (Chirtain closes) PICTURES OF THESE HISTORIC SIGHTS IN BOOKS OR REFERENCE MATERIAL. Reader: Here is another picture. (Bells may be rung as cunain opens here.) (Curtain reopens, two actors stand, facing one another and speak simultaneously in this picture.) Inquisitive: Zimbabwe: circles. BELLS STOP NOW I know what you are. You are a circle. (turning as bells ring) No, we are not We are half circles. (Backstage, Sphinx steps onto picture frame as Pyramid steps out.) Reader: Here is another picture for you to see. Look! (Curtain reopens, as before, revealing picture frame. Inquisitive: Zimbabwe: Oh, dear, what is your name? We are the walls of Zimbabwe. 300 feet This time, Sphinx is centered in frame. There can be an adaptation here. The frame may be removed entirely, the curtain opened fully to reveal the Sphinx upon a raised platform, or a covered ladder. A dancer may move gracefully as the Sphinx speaks and hollow instruments such as wooden blocks are struck intermittently during the speech.) Inquisitive: Ooooooooh! Who are you? Sphinx: I am the Sphinx. I was built in the image of another great Pharoah  Khafre. I have the head of a man and the body of a lion. The sands of the Sahara Desert submerged my body  as they did the paintings and rock carvings of the TassiUi cul-long, 200 feet wide, 20 feet high  and 20 feet thick. Although we are still considered a mystery, we are the remains of the marvelous Monometapa empire of 1,500 years ago in South Central Africa. We are considered so amazing because no mortar was used to construct us. We are truly a work of art. Inquisitive: Where would I find you? Zimbabwe: You could find us in what is now called ture to my west. I have seen nearly all of mans Southern Rhodesia. Perhaps you will come and solve our mystery. Inquisitive: Thank you. Thats a challenging idea. I just might do that. (Curtain closes as before.) history unfold, due to my great height and position in the East. There is not time to tell you all. Yet, linger and listen. The craftsmen, the farmers, the astrologers, the soldiers, the rulers, the philosophers  all I have met in the past. Shall I meet you, too, one day? Inquisitive: I should like that very much. Sphinx: Good, I will look for you to come. I am quite near to the great pyramid in Egypt. (Curtain closes again. Flute music, or East African music here until curtain is entirely closed.) FOR THE REMAINING  PICTURES, THE CURTAIN OPENS AND CLOSES AS IN THE PRE-CEDING ACTION. IF DANCERS OR ACTORS ARE AVAILABLE FOR APPROPRIATE ?lND RELATED INTERPRETATION OF THE PICTURES AND THE CULTURES THEY REPRESENT, SUCH DANCERS OR ACTORS, DRESSED APPROPRIATELY MIGHT ADD GREATLY TO THE 26 (Bells ring as curtain closes.) Reader : I have two more pictures for you to see. Here is the first of the two. (Curtain reopens. Palace stands centered in frame of tree-lined streets.) Inquisitive: Dear, dear, what a beautiful building you are! What is you name and where is your location? Palace: I am the palace of King Tenkamenin of ancient Ghana. As you can see, I am made of stone and wood. If you could step inside the portals, you would see the sculptures and excellent pictures of the king. My stained glass windows are extraordinarily lovely, too. Before the Sahara Desert encroached upon me from-the north, I was able to be a pan of a marvelous people. Our music and dance are well known in the U.S.A., but the desen and the wars we suffered destroyed an enormous amount of our buildings and towns. During the 11th century, our empire was at its peak of glory. New Ghana is located to the south of old Ghana. You could reach me by jet quite easily. ATTACHMENT 7C Bl Inquisitive: Wow! Id never thought the past was so near to the present. (IF THERE ARE DANCERS FOR THIS PICTURE, MUSIC BEGINS NOW. DANCERS APPEAR SI-MULTANEOUSLY. INQUISITIVE APPLAUDS THEM AT THE END OF THE DANCE.) (Curtain closes) Reader\nAnd here is the last picture 111 show you now. Look! (Curtain opens, revealing Timbuctoo, the ancient university.) Inquisitive\nI am simply overwhelmed at this point. Timbuctoo: Thank you. I am rather overwhelming when you think about it. Inquisitive: Who are you? Timbuctoo\nI am Timbuctoo. I was a part of the ancient empire of Ghana. I notice you are a student. I was the home of students of law, science and medicine about a thousand years ago, youd be interested to know. Judges, clerics and doctors walked my corridors. Men of learning were drawn to me. There was a greater profit in the book trade than in any other commercial venture in my days of fame. By the way, not too long ago, some United States Congressmen came to see me. Inquisitive: Where are you to be found? Timbuctoo\nIn the present day Mali Republic. Will you come to visit me, too? Inquisitive\nI want to. Timbuctoo: Ill be looking for you. (Curtain closes) (Curtain opens, revealing two sets of actors  on stage left are male music dolls  on stage right are the female dancing dolls.) (Reader takes Inquisitive by the hand again, walks over to the music dolls.) Reader: These are the music dolls. The music they play is as ancient as the culture they represent. They are Nigerian dolls and play instruments from Nigeria. Inquisitive: Id like to hear some of their music now. Reader\nCertainly. Ill just press the music button over here. (Crosses stage to right, presses button.) (Music begins promptly. OLANTUNHS  Drums of Passion includes an excellent band entitled  Oye  which can be played for about 60 seconds and then stopped.) MUSIC DOLLS PANTOMIME PLAYING INSTRUMENTS THEY HOLD IN THEIR ARMS AS RECORD IS PLAYED. WHEN MUSIC STOPS, DOLLS RESUME IMMOBILE POSTURE. Reader: These are the dancing dolls. Inquisitive: They are beautiful. Id like to see the Reader: How did you like the pictures? Inquisitive: Oh, great! Reader: I have some dolls to show you now. Inquisitive: Good. Where are they? Reader: Right here, just be a bit patient. dancing, too. Reader\nOK. Ill just press the dance button for you. DANCING DOLLS DANCE AS MUSIC DOLLS PLAY TO THE SAME RECORDING AS ABOVE. WHEN SAME PORTION OF RECORDING HAS BEEN COMPLETED, RECORD IS STOPPED. ALL DOLLS RESUME THEIR IMMOBILE POSITION. (Both move to left of stage  walking towards right as they talk.) Inquisitive\nThat was terrific. Reader\nNow you know why I like to read so much. Inquisitive: Youve got company now! I would never dream that all I saw could be gained through reading a book. Do you know of a book I could begin with? Reader: Youre challenged! Finish this one with me. (05 on right) n wM THE END H I I 27 4 4 RITES OF PASSAGE PROGRAM 4 MATERIALS AND RESOURCES Beyer, Barry et al. The Eastern Hemisphere. York, 1991. Macmi11an/McGraw-Hi11, New This book is the social studies basal textbook for grade 6 and is currently located at all incentive schools. Beyer, Barry et al. Neighborhoods and Communities. Hill, New York, 1991. Macmi11an/McGraw- This book is the social studies basal textbook for grade 2 and is currently located at all incentive schools. Ellis, Veronica F. Readers. First Book About Africa: An Introduction for Young OUST US Books, New Oersey, 1989. This book was ordered for use with the African/African American program. Hare, Nathan and Julia Hare. Bringing the Black Boy to Manhood: The Passage. African American Images, Chicago, Illinois, 1985. ISBN: not listed Cost: $6.00 Lewis, Mary C. Herstory: Bl ack Female Rites of Passage. African American Images, Chicago, Illinois, 1988. ISBN: 0-913543-08-X Cost: $7.95 Murry, Jocelyn. Africa: File, New York, 1990. Cultural Atlas for Young People. Facts on This book was ordered for use with the African/African American program.  Musgrove, Margaret. Ashanti to Zulu. Il 1 i no i s. African American Images, Chicago, ISBN: not available Cost: $4.95 This book is suitable for students in grades 2-5. 28RITES OF PASSAGE PROGRAM MATERIALS AND RESOURCES (cont.) Our Multiethnic Heritage: African and African-American Folktales audiotape. Children's Press, Chicago, 1990. ISBN: 0-516-06920-9 Cost: No confirmation Our Multiethnic Heritage: Guide, Levels 1 and 2. African and African-American Studies Teacher's Children's Press, Chicago, 1990. II ISBN: 0-516-06918-7 (Level 1) Cost: 0-516-06919-0 (Level 2) No confirmation A Salute to Historic African Kings and Queens, II Publications. 520 N. Michigan, Chicago, IL 60611. EMPAK's Black Hi story ISBN: 0-9616156-5-6 Cost: Depends on number ordered Little Rock School Di strict Family Life Education Curriculum Guide, K-6. School Counselor. Wellness Clinic - School Nurse. 29\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_p15728coll3_21852","title":"James I. Chatman individual file","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":["Chatman, James I."],"dcterms_spatial":["United States, 39.76, -98.5","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, Dunbar High School, 34.73231, -92.28654"],"dcterms_creator":null,"dc_date":["1991/1993"],"dcterms_description":["This folder contains documents and photographs donated by James I. Chatman.","This 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."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African American--History--Arkansas","African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--History","Education--Arkansas--Little Rock","Education, Secondary","School integration--Arkansas--Little Rock","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["James I. Chatman individual file"],"dcterms_type":["StillImage"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/p15728coll3/id/21852"],"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":null},{"id":"bcas_bcmss0837_1129","title":"Joshua Intervenors, Preliminary School Report, North Little Rock School District and Pulaski County Special School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, North Little Rock, 34.76954, -92.26709"],"dcterms_creator":null,"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","North Little Rock School District","Pulaski County Special School District","Education--Arkansas","Education--Evaluation","School integration"],"dcterms_title":["Joshua Intervenors, Preliminary School Report, North Little Rock School District and Pulaski County Special School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1129"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["20 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nJOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT NORTH LITTLE ROCK SCHOOL DISTRICT AND PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1991-92 CURRICULUM JOSHUA J IJ'l'ERVENORS PRELIMINARY SCHOOL REPORT Rjdgeroad Mi.ddle School 1) Ljmited number of Africun-American displays. 2) Ljmited examples of multicultural infusion into lesson plans. J) There is a di sproporti 011.l te number of blacks in resource 1 Lasses. '1) \\vltites exceed blacks two to one in gilled/talented ('lasses . 5) Whites exceed h 1 ucks tin ce to one in honors cl asses. DISCIPLINE 1) There is a dispcoport io11ate number of long [ arms issued lo black utudents, more blacks a1e sent to Alternative School, and more are giv 11 in-house suspension. 2) '1'11 is school i ~\nreported as one who refers the most students to tile Alternutive School. STAFF AND S'l'UDEU'l' DEVEI.OPMEH'I' 1) There is a need for more black teachers\nonly 4 of 38 are black. 2) A 1 I specialty I t'uchcrs il 1e while. 3) '1'11  giftedital e nted p1oqrum is not represent,1live of lhe ,verall blacl. stuclenl population. l'AREtf'l'AL l llVOLVEMEl!T 1) 'l'ltcre is no dtH..:umentc:1 l i 011 of parental contact regarding interim repo1 ts. 2) Ulc1ck parent pt1tl.icipalion is extremely low. I XTRACURR I l 'ULAR ACTIV I 'I' I ES 1) 'l'hc chec1 lead i 111J squad ltc1s too few black memlJP u\n. 2) Gi 1 ted/t\u0026lt;1 lf-ntcd proqr\u0026lt;1m is not representa ti (' o [ over\u0026lt;1 l l popula ion cc 11cer11i1HJ black students. \u0026lt; ENERAL SC:IIOOL CLIMATJ. 1) l'rincipal s ems resistant: to the inco1 poration of multicultural education\nthis is reflecled in the :~taf fs' sel J -expecta lions re9arding this a 1cc.1. ,JOSHUA 1 ll'rERVENORS PRE I ,TMINARY SCHOOL REPORT CURRlCULUll 1) 1,j mited amount of Africa11-American displays. 2) I. i mi ted documontatio11 of Al rican-America11 activities infused into daily lesson plans. DI SCI PLitll: 1) Black stude11ls were qiven twice as many behavior documents and referr,1 I ~\nas were whites. 2) Bl ,1ck students 1 lso rec\u0026lt;  i ved more in-house suspensions. STAFF AND ~\n'l'UDEN'l' DEVEI.OPMEll'I' 1) Al I specialty l oachet-s .ite \\Jhite except one. 2) Al I functional 1esource  l.udenls are black. J) All mentally 1 Ptarded 1 source students are black. 4) 'l'lle G/'r progr\u0026lt;1m has sj x whi Le students and only three black\nthis is disproporLionate when compared to the black populalion of the school, which is 62%. 5) 'l'llere is a need for 11101 e black teachers. (On I y 2 of tile 11 teachers ,11 e bl acf~.) GENERAL S\u0026lt; IIOOL CLIMA'l'I~ I) A large di t\u0026lt;'ll l ocn t ed to he east of t Ile school 's e ntrance pos s an exL1cme danger to any student who may be in that pc1rticula1 c1rea. Hext to thi s ditch is a tJUlley that is apptoximately fifty feet deep, whjch c reates an i 11tolernl\u0026gt; I P and hazardous set ti 11tJ. CURR I ('I I I I I I ,J OS II ll A I ll'l'ERVENORS PR1:r.1M fl !AR\\' SCHOOL REPORT HQli i n!,O i l t-:1 ementary 1) 111iled c1mount ot At t i,:,111-American displays. :i) i,11i l vd d ucu menld l i \u0026lt;\u0026gt;1l ,it Afri can-American activities in t o .t , i I y I es sun p le, 11:\n. DISC!l'l,1111 t) 11,....,1e are no p\u0026lt;11L!nls or students involv ed in pl an , t,,vu 1 op men t . STAFI /.,1', ,'l'llllEl!'I' DEVF.1.O1'111-:11'1' I) ,1, 1 L! is a need lnr rnoi,, b lack teachers  . n , 11 il clusses .ti\" piul ,ILllld t ic . l) 1 I, 1!11Li 1e sch llo I \u0026lt;1.trn i 11 i s trative s t aff is white. ,1 1 i I 1'\" uncl I-IP'I' s, 01 ,.:\n,\u0026gt; I I, I acks are d isproporti onate ,) ,,,ly tlin~e ot tli...., si,:Leen non-certified p ersonnel \u0026lt;1re I, I dCk . PAREll'l'A I I I !VO t.VE11El1'1' I) i 111_\n1: putent p,1rli\u0026lt;:ip11l1on i s not i n p r oport ion wi t h t llu t ,il whites . :i) 11 l''l'A oft icc,1s .i,,, \\Jl1il.e . ,JO'.illllA 11l'l'ERVENORS PREI.I fl I IIAl~Y :\nCHOOL REPORT CURRl CIJ 1.111 I 1) 1111,1sion isn 't hiCJllliqllled in lesson plans. ~) 1.11,ilt.:tl documenLal ioll lli African-American activities into d,ii ly lesson pli.111~\n. DISCTl'l.111 1. l) 'l'l1\u0026lt;! 1e is a cti~\np1opu1tionate number of disciplinary .,, :l ions taken u\u0026lt;Jd i 11sl black students. STAFF Alli :,'l'lJl)E ll'J' DEVELOPtll:11'1' l) '1'l1,1c js a necct 101 more black teachers: 3 white male , ,placements we1 u 111\u0026lt;11llc. 2) 1,, :\n1..!t1\u0026lt;..:e of one ro1c\" clc1sses . J) 11 1'1', c1ml MPT sl..:or,s ol ldacks are disproportionate. l) 1 ,,1e is a dist,iopu1t ionate number of whited in G/T ,.lo1:\nses cornpc11 t.:,I tu 1,1.tcks. PAREll'l'/1.1 I IIVOLVEMEtl'l' l) 11i1 uri m reports c.ll'C nut tequired to be signed by parents . 2) 1111 monitoring p1u t~s:_\nin place for the use of interim 1 upoets , ie. fol lll\\J up phone cal ls , visits, or lette1s. EXTRAClJI ' I' It '\\l LAR ACTTV1 'l'l E:i 1) I' ,1 L:iciputi,)n ot !Jlt1cl. acti,1il 1, is dispropo1Li,i11.il\u0026lt;. students in most extracurricular CURRl('lJI 1111 , I 0:\n11tIA l ll 'l'ERVENORS l'Rl:\n1,llllll i, 1~'.' :iCIIOOL REPORT R~):j!d._ c: 1 l y 11 i dd le School 1) 1 i 111 i Led amount o L l\\ l t i , \u0026lt;111-American displays. 2) 1.i11il8d documenlaliun \"l African-American activities into .i.1 i I y l esson pl \u0026lt;1n~,. 01SC1l'LlIII, 1) 111, 1e are no rcco1 cb m.i i ntained when students are removed 11um c.\n]assrourns ,.111d i11Lo hallways. 2) '!,'\" hers are able Lu Lice students in hallways. 1) 'll1on.? ure no im.:L,nl ivc!, or reward programs to recogni ze 1 Ill..) enlire stud, nl p,q,11lation. S'l'AFI l\\1111 'i' l't)l)Etl'l' OEVEl.01 '111:ll'I' l) 111,,1e js only one lllc1c..:I: male in the G/T program. i) 'l'l1L! ass ignmenl o I 1111 i l es compared to blacks to honors ,: l osses is Jisp1 opoi l ionate  .l) :\n, '/L! t ,11 speci u I L!d11,:\u0026lt;1 l ion classes are all bl ack . \u0026lt;1) 11/1.'1'1\u0026gt; \u0026lt;1nd MP'I' sco1,~~\n111 lilacks are disproportionate. CURRl ClJ I ,1,11 ,JCJ:\nllllA i ll'l'ERVENORS J\u0026gt;Rl ' l.111111/\\H'i :\nCIIOOL REPORT 1) 'I'll 1 :_\nschool j s i.-1c\u0026lt;1l: i 11 Lhe areas of defined correctives ,111d goals/objectives. 2) \"~ 1y limited mulli1.:11IL111\u0026lt;1l displays. l) ,\n1~' limited c.l 0r:u111l.!11li.1l iun of African-American activiti es Il l d,li ly ]CS!:.\u0026gt;011 pl.111.\u0026gt;. DISC! Pl , l lll. 1) 1t.i11dbooks are nol qiven the attention needed\nthere is 1 il.tlc emphasis pl.i ,:don them. 2) 1li.:1e is no progr\u0026lt;1111 lllttl promotes good behavior as of yet ,, l l ll is school . !) 111, 1e \u0026lt;1rc only 2 l ,J.1cl: \u0026lt;1dvisory council members. STAFI /,Iii ,1 lJllEtl'l' DEVEl.01'111:jl 'I' I) 111,,n~ is nor qui1emc.rnl in place to ensure the return of 111Lcrim repo1 ts, v1\n11 it the student is failing. 2) '1'11,! school's \u0026lt;1dmi11isln1Live staft is virtually white\n1l1cn.! is only u vice principal who is black. :3) tlf\\l' t, :.\ncores of bl.ic\nl,s .11~ disproportionate. PARE! l'l'A I. I II VO r.v1-: r-u:N'l' 1) 1!, l.! 1c js no acliVl: l ''IA ttL this school. EXTRAClll t' l t'll l.AH AC'l'lVl'l ll-':\n1) 11,e 1e arc scvc1\u0026lt;1 I 11 I \u0026lt;1ck students who vo iced concern 1 ,'(Jdnlinq ttldl111e 11l 11 um teacher:.\n. CURRl Cl! I 1111 ,J(l:\nllllA I ll 'l'ERVENORS PRE'I.l MI IIAW, SCHOOL REPORT ]{Q\u0026lt;! c  L~ y E1 ementary 1) 1 i1111L ..,u display!..i ol IJlt1cl~s in media center. 2) .,\u0026lt;:'-, Lc11 Leacher::, voi L:ed concern regarding split classes. 3) 1,i111ILL!d multicultut,tl di::,plays . 4) 1 i ,11 i ted docume11Li.1 l i un u I African-American activities in d I i l y lesson::... DISCl PLI 111: l) 1.11 L!nts and students ate not fully utilized in developing l l1L! ::,chool's di!..icipl i11..\nplan. STAFF Alll1 :,' l'l)f)EN'I' OEVEI.OPlll: 11'1' L) ,1 1 tllree replacenwnt ~\n.ind one addition to the staff, none 11,! 1._\nblc.1cJ.::. PARE\nIl 'l'/\\ 1, 111 1/0!.VEMEll'l' 1) '\" I 1111leer program i ~\nn,) l where it should be. ClJRRl\u0026lt;'IJI 1111 ,Jo:\nJI\\JA I IIITERVENORS PRl:r.1 fl I IIAH'.' ~\nC BO0L REPORT I) 11,, lilJ1ary ls lhclo11 ~.1.utdards and needs to be complet c,d .illll 11pdc.1t,~d. 2) 11i1,imal rnulti-cullu1,1l l ist\u0026gt;lays. l) 1 i 111 i LL!d documentul i u11 u 11 Aft\"ican-American activities into ,l.1ily lesson pl\u0026lt;1n~\n. DISCll'l.lill' I) ,,1 llle seventy-Lll1L!L! l11. .. :l1avior documents issued, all wet-e qivL!n to blacks. 2) 111.ic:ks recei vcd \u0026lt;1 11~ i gber percentage of counseJ or , ,_\n1 e 1-ra ls th\u0026lt;1 n \\Ill i l C!.\n, .. l) 1111 IL!r Junior lliyll :\n,LhooL and Oak Grove High School ,,.:tL!rrred t:hL! must !.il~1.dents. STAFF Alli\u0026gt; :i'l'lJDEtl'r DEVELOl'llEft'I' l) ,n,ly one black tt1clw1 uut of twelve on staff. PAREff'l'A I. 1 IIVOJ.VEME!l'I' l) 'I 11, ~ l L! is no acL i V,! i''I'/\\ ,..i r E\"I'O. CURRl C'll l I JI I ,I0'.illll/\\ I ll'l'ERVENORS PRE1.I f-1I11/\\ll'/ t\nC!IOOL REPORT l} 11,il much diversity S\u0026lt;.:!Cll in the classroom. 2) 1. i 11, i l \u0026lt;.:!d mu1 ti cul tu Lc1 I in l us ion in lesson plans. orsc111 1.IIII 1} 11\" 1t.!cords m inlai,1cl 101 \"time-out\" periods. S'l'AFF Alli\u0026gt; :,'l'lJDEll'I' OEVELOPflEll 'l' 1) \u0026lt;J11 I y four of t\\-1cnl y c1 c1ssroom teachers are black. 2) 1111 I y i.,\nevcn of Llie Lld 1Ly-two students in G/T are black. 3) 111 the three reso11n\ne L\u0026lt;.:!ucher , all are white. 4) 'I'll\u0026lt;.:! cnli1c adminh\nl1.itive school staff is white. !J) 11/\\'l'l) und MP'r sconss ul lJlacks are disproportionate. 6) \u0026lt;111ly two of Llie l11t11teen non-certified personnel are Ii I c1ck. ,J0:\nIIIIA II1'I'!::RVENORS PREl.1I-l I llAl\u0026lt;Y '.\nC!IOOL REPORT ~, ol ~ 1-: l ementa:ry I) 1 1 u1 i LL\nd mu] ticu 1 t11 ,u I di :..\nplays  .n I i111il.ed documL\n11L,lio1, of multicultural infusion int o , I .i i I y l cs son [\u0026gt; l c1 11 ~\n DJSCl l'Ll III I) . 111, 1\u0026lt;!11l.s i.tr~ plc1cud in I Ile hallways. S'i'AFF Alli . ,' l'lJJ)Elfi' DEVEi ,Ol'lll'l l'I' l) 111 ll1e 19 studcnU\nin lllc G/T program, only 4, or 21% are 2) 1 'J'() and MP'!' s,\not:-es of black students a1e .t I Llproport i 011..1 tL\n. 1) 't'li. ntirc admini:,t1\u0026lt;1tivc school staff is white. CURRl CUl.1 111 .ro~\n({I IA 11 l'l'ERVENORS PRELI 1-11 !I A l~V :iCHOOL REPORT 1) 1 i 111 i t.ctl amo1 int o J At I i cc1n-American displays. 2 ) 1.111,ttl.!d doc11menLal 10 11 u l African-American activities. 3) 1,11~ spl j t cLas::\n, \\Jl1id1 needs to be eliminated. 4) 111~ 1 L! is a di spropoL l j u11c1te number of blacks in resource. ~) 'I' program has d di Gpruportionate number of whites based \u0026lt;\u0026gt;11 U1e black sL11dL11L pupulation. CURRl ClJ I ,lJI I ,ro~\n!ltlA I tl'l'ERVENORS PRELTMlllARY SCHOOL REPORT\niyly911 !liJ ls Elementary 1) 1,1milcd djsplays ot At-i-ican-American culture. ?. ) l ll1 IL j cu1 tut a I c.1cl iv i ty is minimal in some lesson pli.111 t ,ool, s. DISCJ PLI I l l : I) '1'11, populat1.on oE Ute school is approximately 18% blacl., \\1. L blacks slil I 1uceive more discipline than whites. S'T'AFF Allll 'i' l'lJllEN'l' DEVELOPl-ll'. 11 '1' J) 1l1 c- f1A 'l'6 und MP'l' scutu ::.\nuf blacks are disproportionate. 2) 'll1 t.: 1c is a neecJ fuL 1110L e black teachers. J) 'I'll,, number of b] dcl sltlllents in G/T is disproportionate in compariso11 lo the total black population at this :a\nhool . CURRl ClJT.1111 ,JOSlllJA I N'l'ERVENORS PRELTM III/\\HY SCHOOL REPORT Sylvan II i l Is ,Junior High 1) 1.iltle emi,,hasis placed on infusion of multicultur\u0026lt;1l \u0026lt;1,\ntivitie::\nin lesson plans by principal. 2) f.lul it.cultural resoun\ne quides aren't being utilized. 3) 1.i111iled multicultu1c11 dit.\nplays. 4) ~\n'-'vera l leachers did not have their lesson plan books. DTSCJPT.I1II~ 1) 'l 'll 1e is no student input in developing the handbook. 2) 111I L!S ure nnl poslL!d i11 Lhe classrooms. S'l'AFF Allti ~. l'lll)l'.tl'l' OBVE1.0PMl:tl'I' l) 'l 'l1e, e are no records m\u0026lt;1 intained for short periods of ti me :,p8nl outside tile classroom\nther school has 1,0 t 1111cti oning policy re(Jdrding this area. 2) f-11\\'l0 and MPT scores ot blacks are disproportionate. PAREl1'1'A I. I IJVOLVEMEN'l' 1) '!'here j s no toll m,-up documentation regarding parent - l L!acher conferen,\n'-'s. EXTRACUl\u0026lt;l\u0026lt; I C'llLAH AC'I'IVI'I' rE:\n1) lll\u0026lt;1ck students'pc1rl:.icipation on the drill team isn' t tl:!presentative at llw school 's population. GENERAL :\nc!IOOL CLIMA'l'E l) ~\n~vc.:ra 1 students don I t t eel welcomed as M to M transfers. JOSIIUl\\ l lJ 'l'ERVENORS PRELTM fNARY SCHOOL REPORT ~yly~rn !Ii l ls High CURRICUT.IH1 1) t.imited mult.icultural displays. 2) 1.i111ited do---umenlation uf multicultural infusion int o d\u0026lt;dly Jesson pltrns. 3) '1'11,. teilcher in 1oorn I 08 did not have her plan book. DISCJPI.J m: 1) '!'here have been 51 s uspensions this year, of which 32, or 1,2. n, have been b 1 ack. 2) !I,\u0026gt; purents or sl:uuents involved in development uf dis...:ipJiri\"' plan. J) l{ulus aren't posLL\nd in most classrooms. STAFF 11111, , l'llDEN'l' Dt:VEJ.Ol'lll: 11 I' 1) 'l'l!Ln:! are no blacl. cuu11selors at the school. 2) 'l'l1ete is a need tu1 11101 1.\nblack teachers. J) 'l'lll'te ure no bluck AL' leachers. 4) '!'Ill\nof Lice supporl slal t is virtually all white. !::\u0026gt;) '!'here are no b lacl~ !::i Ludents in the G/T program. 6) '!'l1ere were sever..il classes with no black students t\nnrol 1 ed--AP EnyJ i sh, Algebra, \\Jriting, Calculus, a11J /',Lt. 7) '!'ht.! office still f i~\nvirtually all white with tl1e ..,,:ception of 0111..! bluck vice-principal. PAREIITAL lllVOLVEMENT 1) 'l'he school h\u0026lt;1s no L''l'A, and there is no parenLil involvement. 2) 'llw VIPS program is lacking in black participation. 3) l'hone contact is seldom made for cases of faili 11g dCademics or inlerim reports. EXTRAClJHI{ I CULAR ACTIVI'l' 11::\n1) 'I Ile re is only one b I ack cheerleadet . GENERAL SCIIOOL CLIMATE 1) '!'here is a racial tension in the school. 2) '!'here was a crossburning a few days prior to our visit. 3) illack students voiced concern that the counselors are not them the same opportunities as whiLe \u0026lt;1ffording :::\ntudents. 4) '!'here is a widespread feeling that the principal isn I t receptive to bJctck students. 5) Black studenls feel that they are more strongly disciplined than aLe white sludents for the same 1easons. CURRICULUM JOSHUA rwrERVENORS PRELTMTNARY SCHOOL REPORT Tgylor Elementary 1) Hot much emphasis placed on mu1ticultural education\nt..herefore, 1 esson plans did nol L-eflect this. 2) Limited, if no, displays in classtooms. DISCIPL1NE 1) !lo responsibility for behavior placed on student\nno parent involvement. 2) Rules not L:onsistent throughout building\nmany sets of 1ules that may be difficult for elementary students Lo L:omprehend . 3) 110 records maintained for di ~\nL: iplinary referrals o r \u0026lt;1ctions . STAFF A!W S'I'UDENT DEVELOPMEll'l' 1) st..udents are responsible for rel.urning interim report s\n110 system to mon i Lor their use. 2) Administrative leadership is lacking regarding multi cul t.ura 1 eduL:ation\nthis is also evident in the classrooms . 3) Only three out of eighteen classroom teachers are black. 4) MAT6 and MPT scores are disproportionate. 6) Only three of the fifteen non-certified personnel aL-e black. PAREIITAL lllVOLVEMENT 1) !lo P'1'A . 2) Awards and rewards are viewed as a \"waste ot time\", and parents are not invited to lhe school ve L-y often l or lhis reason. CURRICULIJM JOSHUA IN'l'ERVENORS PRELIMTllARY SCHOOL REPORT Tolleson Elementary 1) very limited number of multicultural display s , pdrlicularly Lhose depjcting Afrjcan-American culture. 2 ) Very limited documentation of the infusion of mult icultural aclivitjes , particularly of African- American culture. OISCIPLTJII:: 1) 'l'he black pdncipal does all the descipline in the school, whereas traditionally, vice -principals have this respnnsibiljty. The vice-principal is white. STAFF Al!D :\nTUDENT DEVELOPME!l'l' 1) 'l'llcre are o!1ly fo11r black teachers out of the twenty-four \u0026lt;lssigned to the school . 2) llt l'l\u0026gt; and MPT scores oi blacks are disproportionate. 3) 'l'lle number of sludents in functional or academic resou1 ce is all black. CURR I ClJ 11 II I I) 1 mi ted ,JO'.ill\\1/\\ I ll'l'ERVENORS PRI-:1.1 ~1111/\\H'f SCHOOL REPORT tllll i tc.:ll I l lll\"d I diversity , ldSSl\"OOlll~. 2) i1.iilecl lliCJllliCJhl inq 0 1 lesson plans. DTSCll'l.1 111 displayed in tile I} 111\u0026lt;- 1 70% oJ the dist\niplinary suspensions have been issued '\" bluck st..udcnls. STAFF /1111 :i'l'lJl)J,:tl'l' OEVEl.Ol'lll: 11 I' I) 11 , 11,1,!/school counsv I 111s unl y make r egular contact with ) 00 . l 11d\nnts. :n I I, 1 :\nyeur , this scl1tio I replaced staff vacancies with all 111 i le leache1s. !) 111,I',' l\\-/o o r e l eve11 dt.:!p\u0026lt;11 tment heads are black. f'AREll ' I'/\\ I 111 \\: OlNEMEl~ 'r l) llu 1equirement to LL Lu111 interim reports. 2) 11, monitoring syslL:111 l u L ensuring parent contact. 1) 1111.:tc is no P'I'SA ot VII~\nat this school. 4) 1 ilerc is no 01w emp I oyed at this school to act \u0026lt;1s ,:oonJinator 101 d pc11e11tal involvement group. ~) 1 l1\u0026lt;.:Ce is no c1cl iv\" I\u0026gt; i - 1 .i...:ia l commi L tee at this school. EXTRAClJI I l,'lJIAH AC'l'IVI'l' IF:i I} 111o1cl: cheerle.idc1:\n\u0026lt;111 not representative\nneither a1e l lie schooJ ' s 11u\\h\npdpur staff, i.ldvanced placement, u r 11,il ional Honor ~ioci ly . 2) 11J.1d: pul.\"licip\u0026lt;1lio11 in lhe TAG seminar is low. GENE HA!. :,1 11001. CLTMA'I'E I} 1/1denincJ dispa1il :: l \u0026gt;\u0026lt; l1-1een black and white students. CURRl('llJ tlJJ ,J0!,111 I/\\ 11 l'l'ERVENORS PRl:I.IMlll /\\ l\u0026lt;'i' :iCIIOOL REPORT !Jo1t_l1_!ki\u0026lt;1ltt s Elementa.r_y_ I) 1. i 111 i Led amount of A 1 1 i t:\u0026lt;1 n-American displays. ~) 1.i,11iled docurnentali u 11 ,, 1 African-American activities into I Ii I y I esson pl on:,. 3) 111, \u0026lt;1teu of scicnc1.\n\\J.i:\nfound to be highlighted with the 111.i:.\nl J 1equenly\nul l1L 1 :\nneed to d ocument infusion, al so . 4) Jli, 1l! an:i lllrc-, split ,lt1ssroorns (J/4, 4/5, 5/6). S'T'Af F Al II 1 :,' l'llDElrl' I EVELOPMEll'I' I) 1Jwn\nis a need 101 111\u0026lt;\u0026gt;1~ black teachers\nonly one of tl1e 1~ are black. ? ) 1-. 1,\nllers need 1t1ore 1t111 l l i cultural ttaining on infusion c1nd identifyjng 111c.1l:cr1\u0026lt;1l tor daily l essons in all subject s. CURRIClll 1111 JOSlllll\\ i ll'l'ERVENORS PRl'.Ll fl 111 /\\1\u0026lt;\\' :\nC!IOOL REPORT !!orth Lit tl~ ){~!( ): Alternative Center I) 11111il'ed nun:!)er or A11i,:\u0026lt;111-American displays  . \u0026gt;) 1 ,1 j nslu\n,ce~\nof nn11 l i cultural infusion into lesson I' I dllS . DISCI l'I 1111 1) 11.1 spec i I i c i nccn l i 1, :\nfor good behavior have b e:cn 11H.:uq\u0026gt;o 1atcd as 01 yt l. 1) 111111,ber of bL1ck sl udu11ts present is disproportionate\n111,Jll~ thc1n 50u . CURR I C.:ll I I II I .l\"OSIIIJA I ll'rERVENORS PRl:LJMTIJAH't SCHOOL REPORT tlorth Little HOl :L Jli_gh School--East I) 1. 1111 i Lctl umuunt o L A f 1- i L'd n-American displays. :!.) 1,111tileu tlocumentatjun u l African-American activities into dtii ly l essson plc111s. 3) ,n .. classroom visHetl ,1herein the teacher did not have I L0 SSOl1 plans. DISC I l'l.1111 , I) 111.ict students receivul 49 of the 71 suspensions issued l I) Ucll.C!  :\u0026gt;.) 11 , 1 s school is repo1t1...d to be one which refers the most ., Lutlenls to the Allu111ati..ve School. STAFI' Alll1 :,' l '!JDEN'I' DEVEI.OPMEll'l' l) 11,._. 1-e is a neud to1 moLe black t e achers\nonly 15 of 78 Jl\"e black. 2 ) flf\\'l l) scores of bl acl:s d I e disproportionate. 3) 1nily 2 of the B depdLt111tan t heads are black. CURR I C'll I 111 I ,1O:\n11tlA I1/'l'ERVENORS l'Hl:J.11-IIIIAl\u0026lt;Y SCHOOL REPORT l) i 111 i ted amount of A 1-r j cd n-American displays. ~) 1 11n i Led docurnentc.J l i 0 11 of African-American activitj es i11Lu daily l esson plc1ns. 1) '1'11, ! LC \\Jere sev eta l 0 1w-1ace classes. 4) 111(.\nmedja cente1 1 ~ . African-American collection is 111,Hiequute\nove 1 u I l, not visually stimulating. ~) ,\n'I' [Jtogram does not. 1Lpresent bl ack enrollment\nsemirw r lid:..\nno black slud1.:nt :\n. DISC I !'I 1111 : I ) 111 \":k males r ce i ve l\u0026gt;\u0026lt;l\" of discipUnary actions issued. S'l'AFI-' I 1111 : :'l' IJDt:II'I' nEVEI.O!'rlEll'I' I) '!'I,, 1e i s a need 101 111\u0026lt;,1c black classroom teachers\nonly ii. al the 72 \u0026lt;11,! 1,1,\" I. l ) 11,,  mc1jorily ol ll1e \u0026lt;1d .inced placement classes are whi te\n\" l I eds t seven \u0026lt;1 t 1.: \" I I 1-1 hit e . l) l ' l, v majodty ol tile ~5fH.:,ia l education classes are blacL 4) 111,11 : I\nco..id1es \u0026lt;1te 1 0 11 i11 number. PAREl!'l'AI , 1 IIVOLVEMEU'l' 1) \n1 qnatu res aren ' t 1 d Jll i 1ed of parents on interim repor ts . EX'I'HA( 111  I\u0026lt; I\u0026lt; 'l 111\\H AC'I' LV \"l 'I' T 1 :\nI) 1 ,,e cost o I' t Ile h,\u0026gt;mecuming dance prevented a number o f ., l 11clenls 1 rum \u0026lt;1 l t L!lhl i 11cJ, particularly black students. GElll :!Ud I till()]. CLli-iA'l'J: I) 111q11oved school 1,,01\u0026lt;11 ,\numpared to previous y ear. CURRJCll I ,lll I JOSllllA I ll'rERVENORS PRl:LH1TIIARY SCHOOL REPORT No1-th Ptt l ask L.l!i.gh School 1) 1, 1 mi led amount of mull icul tural displays, particular} y l l10se depicting Al 1-iL:dn-American culture. 2) l.t111ited documentation ot the infusion of multicultural ,tlivities, parlit\nuldt ly African-American culture. J) 1., lv\u0026lt;1nced placement c I c1sses and gifted/talented classes ,te dispropot Lion\u0026lt;1lu in number. DISC! l'LI 111: 1) Tv.1d1ers are nol 1c , 111 i I l'll by the pt-incipal to post school ,H- classroom n1 I e:_\n. 2) 1,1 the five suspun:\nions, 3 or 60% were black m\u0026lt;1le :\ntudents. 3 ) '1 l1e school I s di ~\nc i p I i ne plan wcts developed by a Jew :\nu l e,_t students, L, .id1ers and the principal, but no 11ct1-ents \\Jere involvc.:d. ,J) 11 1 ecords arc mc.1 i 11Ld i 11ud for time spent away from the ,\nI dSSt\"OOliiS. STAFF All Ji :i'l'l!DEIJT DEVEl.01'111:II I' I) ,11 the 52 certified pei-...\nonnel, only 6 are black. 2) 1, 1 lhe 8 department hu,Hls, none are black. J) 'I l1 c re is only one IJ I ucl male teacher in the school 4) 1 l1L:t-e were seven nL:\\J l achers hired this year\nnone were I, l ~1ck . '.,) 'l'l1L I e are el ve11 \u0026lt;,ne 1t1ce classes at this school\nhalf \"1 c advanced c I \u0026lt;1:,:\net\n, Hhich may indicate tracking. ri) 'l'l,c: 1-u is no syst 111 in place to monitor the use of intetim , eports . /) tl'l'b :.\n\u0026lt;.\nores ol blt1cl: :\ndte disproportionate. PAREll'l 'AI t llVOLVEMFtJ'r I) 'l'l1\u0026lt;'l'C is nu P'l'A/1''1'() Ol\"\u0026lt;J,ll1iZation . EX'l'HAClll ' l'lt'IJLAR ACTIVl'l'ILS 1) 11,u student counL:il i.\nt1ll white. 2) 'l'l1un.\n! is only onL: l,lut\nl cheerleader . .l) 'l'li12re are no bli.1L:k dr i 11 team members. 4) 11.,. Pierson, Lile clleet\\ead ing sponsor, was not willinq to 1cLogni ze the i mpl i l\nutions of having only one bl \u0026lt;1ck , :lieerl eader and ma l:cs no special effort to improve l\u0026gt;lac..:k participaliun. CURR l ClJ 1.111 I Jo:\n111JA I ll'l'ERVENORS PRl:LlfHIIAHY SCHOOL REPORT 1) 1,imited mu1lic11lt11rc1l infusion into lesson plan s , , s pecially in Ll1e so~ i al studies area. 2 ) lh\u0026gt; ,HJministralive le\u0026lt;1de1ship in this area on the part of the principal . l) 1,i:\nplays not cunsistcnt in the classrooms. 1) lll1111bcrs of bl\u0026lt;1ck sludL:nts in adv\u0026lt;1nced placement and in 11,1 Li onal 1101101 ~\nuc i L! Ly are disproportionately low i n 1 L:lc1Lion lo schuol population . rnsc I l'I.111 1. I) :,t ,,dents aLe not .ii tonlcct the oppotlunity of some type of 1 emporar:\ns11spens ion before tiley are automatically ..., 11spencled fat l In L!C days for a t irst time infraction . t ll is practice Is inconsistent \\1 i th the n eed to te,1ch .11HI reteach de:\ni 1vd behavio1 that the princi p,11 , .t 111tends Lhc.1 l. Ill: L:lllfl I uys . ?.) Jl,J pc.1rents or sl 11dl: 11ls involved in developing the l1\u0026lt;1ntlbook. l) :\n111d enls are pcruli t Led Lo stand in the hallways, and no 1L:conls are ni.1i1il:\u0026lt;1ined\nalso, classwork that would l! l1\u0026lt;1bl c the :\nl:11dc1il to continue lear ning is11 1 t 11 cessarily t:al.,~n i1,tu the hall\\/o.1y. 4) tl1L:te is nu emplw:\ni~\ncrn r-eteachincJ desired b ehavior. t\nTAFl0 ' /\\1111 ~i'J'UDEN'l' OEVELOPfll~ll' l' l ) / I I counse 1 ors a I e \\Ill it e . L) 11A' l'6 and 1-11,1 s or-es of black students c1re di sp r-oportionct t ,_! . 3) l'l1L!l'L! is a need I ur mo1 e black classroom tea chers\nonl y 7 ,\u0026gt;l 4 1 are b L,cl:. PARl ll'l'/1 I I IIVOVEMl::ll'P I) 11inima1 p\u0026lt;1renl: involvement expected regarding inte1im 1o.\nports\nuo to l I u11-11p after required nine \\leek contact. EX'I'l\u0026lt;ACIII 11,1JJ.AH AC1 lVl 'l' l l.:i I) tll\u0026lt;1ck paet!cipc1l:io11 i11 c heerleadi11tJ is low. CURR I C'lJ I t If I ,JO!illllA I ll'l'ERVENOHS PRl:f.l 111 IIAHY SCHOOL REL10RT oc\nil.llrogl,~ Elementary 1) 1.imit..cd amounl ot multicultural displays, particularly l llosc depicting A Id c,111-American culture. 2) 1,i111ited documunL1tion of the inlusion of multiculturt1l \"c.\ntivjties , p\u0026lt;.11Licularly those of Afdcan-Americ .. rn ,:u I ture. 1) 1.i111ilcd review of plan books by ptincipal. DISCIPl.1111. ] ) 111 is school reporLs 58 behavior documents issued, but the ,ccords shm-1 1B. \\Jlwt is tlw racial makeup of the uthcr 20 docurne11t'.\n? STAl-F /\\llll :i'l'!Jl)I-:IIT IJ8VEl.0l'lll\nIJ'I' l) c,1 the six d 'pi.It L1t1l~nl chairper!c.iuns, there was only one I) I clCk, ,!) I1!,'l ' l\u0026gt; und MPT sco1,~s 01 lilacks ar ... , disproportionate. PAREll'l'AI. 1 IIVOLVEMENT 1) 'I'll ere is only one IJ I ucl~ out of s Ix persons serving on L11e l''l'A board. CURR T cu I ,l I r-1 ,JO!\nl(llA I lfi'ERVENOR~, PRELIMTl!ARY SCHOOL REPORT 1) Limited multicultun.1) displays. 2) Limited documentation of the intusion of multicultur,il \u0026lt;1ctivities, part iL-ult11  ly Afric\u0026lt;1n-American culture. STAFF Allll S'l'LJDENT DEVEJ.OPHEll'l' 1) 'l'llere j s a need fot- more black tL:c.1chers. 2) 'l'ltere is a wide di!:_\npurity in Lest scores for bla c k :\ntudents. J) 'l'he school 's entire administrative staff is white. PAREll'I'A L 11 !VOLVEMENT 1) ll l.1ck parent participalion is lo\\/. CURR I Cl 11 .I II I ,JOSllllA I ll'l'ERVENORS l'RF:LIMTtlARY i,CIIOOL REPORT 1) 1 i111ilcd multiculturul displays. 2) 1.i111iled d,Jcumentatio11 of multicultural infusion into .tc1ily lcs--\non plans. DISCIPr.IIII 1) 11, incent.i\\2 programs .. ,hool .~Ltcndanc..:\ni 11 place for students excelling in unly Honor Roll and academic 2) ,:.lL:llcnc-., . '1'11 is scllool lids a 1111111lJer .:,:Jiau]. STAFF 11111, . i'l'llI\u0026gt;Ell'l' DI::VEJ.OPMEll'I' of referrals 1) l'I, 1c j s \u0026lt;.1 need for 11101 e black teachers. to Alternatj ve 2) 1. I .ven new teachers \\1e1 e hired this year\nall were while. J) 11 ...\nL 01' tlw Al' classe...\nre white. We observed one 10th . 1,,Hle Enc:\nJjsll c]a::.\ns ll1\u0026lt;.1t was all white. ,1) \"'1 I y J ot the :!2 no11-ce1 t ified personnel are black. :...) 11 ,1'\u0026lt;, dtHl Ml''I' scores ot !,tacks are disproportionate. EXTRAClll l( I\u0026lt; 'II LAH AC'J'JVI'l'IES l) 'l'IIL te are no black cllL:erleaders and only two blacks on l Ii , d t i I 1 t e \u0026lt;1 m . GENEl~AI. :i\u0026lt;'IIOOL Cf.IMA'rE 1) 111 .icl\nstud nts do not I eel welcome in the school. 2) 111i~\nschool cu1rently l1\u0026lt;1::.i a white male vice-principal \\1!10 ,,scs dctog tut y l \u0026lt;11HJlt\u0026lt;11Je toward black students. ClJRRTC'lll 1111 ,1OS 11\\JA I l l'l'ERVENORS PRJ:I.TM TII AW/ SCHOOL REPORT P~g)L]I i I I Elementary 1) 1 i111ilL!d amo!111t of Al 1 i ,c1n-American d isplays. 2 ) 1. i .. , ill'-Ll documentatiun ,, 1 Afri can-American act i vitie s i nto .i 1i l y lesson p)ans . \"3) 'l'I,, schoo) has sevL!t.il split cla sses which need to be , I i 111 i nu ted . ,1) 111,, Chapter one pt oqram is o v erl oaded with black ., tudents\ntr,1ckinrJ SL!1.: 111s apparenl . STAFF Al l i ,\n\"J 'llDEJl 'l' DEVE!.OPMEll'I' J) 1J 11 1c is a need fo1 mu 1u b l ack teachers\nonl y one of t en 1 :\nblack . .IOSllllA I ll 'l'ERVENORS PRE! ,TM1 tlAHY :\nCHOOL REPORT Pi.!s.~Y i ~\\I ]:1 ementary CURRT CU I l 11 I 1) 11,1 i ted amount of Af d cdn-American displays. 2 ) 1,11 ilLld doc:.:menlation ul African-American activities into I.ii ly les\"'on plans . J ) 11,, n ~ are f our spliL ,:lasses in 2/ 3, 3/4, 4/5, and 5/ 6 , 1, c.1d es which need Lo IJLl eliminated. 4) 'I' ll ,, c.\n/'l' cl ass a L t..h i :\n:\ncl1ool is nol racially balanced. STAFF All\\ 1 :,' l'lJDEN'l' DEVELOPMEll'l' 1) I lf\\.' 1'6 and MP-1 scores of blacks are disproportionate. 2 ) 11. ,, , e is only one blut:I\nteacher oul of eighteen on staff il 1 his schoo I . 3 ) 1 1. -:.wrv j ce.::\nhc.1ve l i U I e to do with the importance o f ,o111lt..icultural infu s i u 11 and educat..ion. PAREll'l'A I. 1 IIVO I.VEMEIIT 1) 11, ,, 1c are no bl ack urti cers on the PTA. CURR I Clll ,111 I JOSIIIJA I ll'!'ERVENORS PRELTMIIIARY SCHOOL REPORT 1) 11111itcd mulUc11ltural displays. 2) 1,1mitcd docu111entat.io11 of multicultural infusion into ,l.i ily lesso,1 pl\u0026lt;1n~, particuldrly African-Americiln ,unlcnt. J) 1111.,ed on the populal iu11 of the school, the black student l\"'llu1ation in the G/'1' pt:'ogram is too low. D[SCIPl.1111 1) '1'11,., d iscipl inc pl ttn 11c1s developed by administrators, \"nly\nno parunts ut :..\nludents involved in this process. 2) 1111 .tucumentatiun fat l i111e spent oulside the classroom . S'l'AFI\" Al Ii 1 .\n'l'lJDl:: 11'1' LJl.::VEf.OPMEll'I' 1) 11, ,~ school's adminh\nt1\u0026lt;1live staff is totally white. 2) 1,,. I-IA'I'6 s ..... orL!s at bl\u0026lt;1cks are disproportionate. Also, t lw blacJ~ 6th grildc 1-11''1' scores in mathematics, science .i11d sociul studiec.\n,1tL! disproportionate. 3) 1111~tc is a need for 11101 e black teachers. 4) Tl,L!te are no !JI ck :..\npL't\nialty teachers on staff. CURR I Cll 1.1111 1 ) I i Ill i ted JOS!llJA I ll'T'ERVENORS PRET.IMIJIARY SCHOOL REPORT Pim~~v0gd Elementary documentation .id j I y lesson p I dn:\n, of multicultural infusion into particulurly African-America n , 11 l ture. 2 ) 1. i111ilcd multic11ltur\u0026lt;1I displays DISC I PLI Ill , 1) 111, : 1c were ,10 current :\nl utistics rega rding discipline. STAFF Al 11 \u0026gt; ~i'l'UDENT DEVET.OPMEll'I' I) '1' 11 , MAT6 and MPT scores of blacks are disproportionate. PAREll'l'A I 11 IVOLVEMENT I) ' 1'111\nP'l'A board is lol\u0026lt;1l ly white. JOSIIII /\\ I ll 'l'ERVEtlORS Ptn:J.TM 111/\\1\u0026lt; / S 11001, REPORT CURH I\u0026lt; '1 1 i 1111 I) 1 1111 i Led m11 lt i cul tutc1 I 11 111\u0026lt; ' 1 ic,111 c11ll11r u . 111lctmu clic1Lt! le vc! I I , Vt! I . 1 1111ilcd documcntal i u 11 displays, particularly '!'here were very few ,111\u0026lt;..l almost none at the l\\fricanat L he prinwry of multicultural infusion into ,l1ily l ess u n pl ,111 :\n, particularly African-Ameri can , 11 I L111 e . l ) , ,, wil e , i\n\\-Jere not \u0026lt;1 \\/ \u0026lt;11e of their role regarding the i1it11:\nio11 o [ multi c 11ll 11r,ll \u0026lt;1ctivjties. DISC'l l ' l ,I Ill I 1 11, 1 t: 1 :\n110 cluct11ne11l i t1 11 reg\u0026lt;1rding the time students spend 111 tile \"co 11f e 11 11\u0026lt;  room\" used for discjplinary I f , I (' l I , I I !\n. i ll L! I c i :\n110 ,,.pc c l. ud ol e mpl1 \u0026lt;1 :\ni :, !j l11d v 11l \n. S'l'AI F , Ill :\n t'IJDt-:11 '1' IJt-:Vl'. t.OPMl: 11 '1' Oil retea c hing desired behavior I 1 111 c ,e ii\n011 l y 0 11  l\u0026gt; Lack cla s sroom teacher out of 11,i J\"l.ecn.\n, J 111 ,. 1t! 11 i1~\na11 e x c ,~~ :. i ve numl\u0026gt;er of substitute teacl1ers t1 111  imJ the v i s it. J) 1l1t: 1e 1-mre f.i vc ne11 l1i1es fot this school year, of which 11 c1 11c \\/C l , hlt1 c k. I 1 11 ,'l' c, , lnl !JI .ide 111 1 .i 11d several of the 6Lh grade 11PT :,c1, 1e!\no l IJl.i c l~ :, l 11d , 11ls arc di!\nproportionate. CtJRRI('lll 1111 JOS!lllA I ll'l'ERVENORS PR1':LTM1!1 Al\u0026lt;'i' :\nCl!OOL REPORT l) 11 ,11 itecJ number of AJ1 i, :c1 n-American displays. 2 ) 1 i 1,1 i l.1.\nJ Jocurne11Latiu11 \u0026lt;1 I African-American activities into .t.ii ly lesson plan~. STAFF Al11, i' l'!JI)EIJ 'l' DEVEI.OPME!l 'I' I) 11, lIA'l'6 t1nd Ml '' !' scu1 l,:, o l blacks are disproportionate. :n 11, l\"t.! is \u0026lt;l need tor 11\\(ill black teat\nhers. CURR I ('Ill I II clO!:jllll/\\ 11/'l'ERVENORS l'JH:L IMil/ fll\u0026lt;, :\nCHOOL REPORT lementary I) t y limitc:d a1110111il of multicultural displays, 1,.itl icu1ui-1y Lhos, \u0026lt;1,1 icting Afri c an-American culturC::. :n ,,, ,y 1jndLeJ lllOlllll ,1 documentation of multicultUldl \":LivjUcs , pt.1rlic1i1.11-1y those of Afri can-Americc1n ''II l l: tl l\"C . STAFF Alli, :\n'l'lJDL: IJ'l' DEVEI.OPMEII'I' I) 11 l'u urn.1 several c.1 ,~-1.\nof the 6th grade MPT scores o f til,1cl(s are dispropo1 l innate . . i I 1111 ~ one of th~ c I e 1 e11 11011-certified personnel is blacl'.. PAREII I \"1 t 1JV\u0026lt;ll.VEMEtl'l' I) 111 1,11cnt 01cJ,1niz,1l i .. 11 lioard is all white. CdRRl( 'lll 1111 .JOSI!IIA I ll'l'ERVENORS t\u0026gt;Hl :I.lMill/\\1\u0026lt;'.' SCHOOL REPORT I) 1 1,11 il ed mulitc11Jlur,tl '11 :..\nplays . .:. ) 1 1,.i ih:!u docunwntati un \u0026lt;\u0026gt; L multicultural activities bejng 111Jt1sed into dail y l, :,:\nons. STAFI' .l\\ l 11, \" l'IIIH'.I1'I' DEVEi ,OPMEll'I' I) 11,, (ntire sch ool adrni111:..\ntrative staff is white. L ) 11, ,  1 '-' c1re only t\\10 l , lt1 ,: I. classroom teachers. j) I I ll! un] Y suspension l 11 j '., year was a black male, -1) 111\\'1'1) \u0026lt;rnd MP'l' ~.:., n.!s of black students ate , Ii :..\npi-oporL ion a Le . CURRl('lll 1111 ,JOSI!llA I ll'l'ERVENORS l'RELTM111fll{'i' :\nC!IOOL REPORT 1) 1 1 ,11 l1ooks ,1re not Ji iql, I iyhted in some classrooms . . n 11,1.\niLl Llll! unly :,cl,u\u0026lt;\u0026gt;l in the district \\Jith a MA'.\n'r 1,,ut.Jium, but its e111,,1 lment is primarily white. q 11,, Al t,ll.t cl c1s~cs a1 '-- 111,,.,tly white. ,I) 1, I ,il\nl:Ll oulnu111ber uli i l es in all areas of resource ,11cl.! compuced lo l 1!1 l utal percentage of blacks in l11e . ,\nl100 1. ~,) 11,'-' number ol b)acl::\nin G/T classes falls below tile 1\u0026lt;:cL:plc1b1e level ul p,itticipation when compared to tile I\" 1,\nenl\u0026lt;lCJ'c: ol blacI.:, 111 the school. D[SCI i'i.1111 I) 11, , number of susp, 11!, i u11s and beh vior documents issued tll IJl\u0026lt;.1cl:s e,:ccecl l),.,:L.! given t o whites, although tile 1,l\u0026lt;1.:I: populacion J!, ,,1tlnumbeced lJy the while. S'l'AFF /\\1111 .,'l'lll)Ell'I' DEVE!.OL'Ml:11' 1' I) 1 I,, fIA'P6 and Ml'l' scu1 v:\nof blacks i.1re disproportionate. :i) 1, , d toL more Ii I ack l v 11 !1ers . PARE!l'l'/11 I tl'/\u0026lt;\u0026gt;LVEMEIJ'l' 1) ,,,ily one of the six olliLers of the PTA is black. 2) 11., t,ysl.cm is in 1,l,11 Lo monitor the use of interim 1 ,ipotLs . EXTl\u0026lt;A\u0026lt;'lll I 1 'Ill.AH AC'l'IVl'l'I ES - I jlldle-- GE!lhl\u0026lt;AI  ll\u0026lt;H\u0026gt;L C:LlM/\\'f'I'. I) effort:\n11.il\"l ici)hil iu11 sl1u11 I be made to encourage in l Ii, .a.\nhool Is breakfast program. more CURRI CIJI 1111 ,TOSllllA I ll'l'ERVENORS PRl-:LTMHl !\\H'i SCHOOL REPORT Bi1you J:Ic t d Elementary 1) , , , y 1 ind ted rnul ti \u0026lt;..\n11 l l 111al displays of African-American , 11 l Lure . 2 ) , , 1y J i r.1 1 ted doc u111 L,ntation of the infusion o f ,11 111 itc11ll,1r-al acti v il i ~s, particularly African-Americ n , 11 I l.11 c c . CURHl('IIJ IIJJ ,TOSII\\JA I ll'l'ERVENORS PRl:L1MIIIAI{'.' :\nCIIOOL REPORT !Jeh1ood 1: I ementary I) 1 1111i led number 01 Al I i ,:.1 11-American displays. -~) 1 1 \"' i Led drn:11me1,lali u11 ,, 1 African-American activities inlo . lc1 i l y 1 e~.:\non pli.rn: , . STAFI' /1111, ,' l'IJl)J::11'1' t1EVEl,OPMEll'l' I) 1J,.1e are r.o black cl\u0026lt;1~\n:,\nt-oom teachers at this school. ~) 11,, MA'l'6 and Ml''I' sc,,1 v~, of blacks \u0026lt;1re disproportionate. J) 11 ..  1 ,, c.1te Jive !Jlcll 'I.., uut oL twelve students receiving ,J\u0026gt;e,~ ittl prog1ams . . J) . , t1uu 1 honot-s dnd .111.i Id:\nare disproportionate to bL1ck .\ntudenl.s. EX'l'HACIJI I ' 1  'Ill.AH l\\C'i'J VI 'I' I ES I) 1111: te is onli one 1,1.i,\nI male setving on the schooJ 's .,l11dc11l council . ,J OSlllJA 11 l'l'ERVENORS PRJ-:T.TMIII.I\\H'! :iCIIOOL REPOR'r CURRI 'lJ1.1111 I) 1 ,, .. 1lc\u0026lt;l number of Af1i,:\u0026lt;1n-American displays :~) 1 1, .. ilt.:d dou1mentatiu11 ,11 African-American activities inlo l,:_\n~\nun plans. j) ,1, 11,.\ne nl 1nc.111ipulaliv,:_\nis given unwarranted emphasis ,1s , J ,e cur~ ol mu] l i l\"lJ I Lural education. According) y, , ,\u0026lt;11\nlH.!l\"!.i sho111d l,l! t 1,dned, vi c.1 in-services, on tile , ... ,tllod:_\nc,f te\u0026lt;1chi111J 11111lti-cultural education. STAFl' i\\111 ,'l'lllll:IJ'I' f\")f:VELOPMEll 'I' l) 2) 11,, ,l toL more lJlack ll:.t\u0026lt; l1crs. 11 1,, :..\ncott2s in CJlad,:\n' l) are disptoportionate for bl,wk , t 1tdl!t1L:_\n. 'l'lle sc\"1 L'., 1 n grades l -3 are low, overall. JJ 111, !,cotes ot lilac!:: .,, , disproporl ionate . I) ,.1,,1 im teporl:_\nill, 11ul reviewed by the administrati ve I d(.ll I Ly. l'AREll'l'/,i t liVOf.Vl'Hl-:11'1' I) 11. 1u is only one l\u0026gt;l,11!, PTA ofticer out of the seven t ul c.1 l mernbct :_\n. 2) i I I tJ1d on Paci I i c '1'\u0026lt;,\u0026lt;1111 1111Jmbers are Hhi te. J) 1 d,q11\u0026lt;1tc cmpht1:\ni!ci i.\n111,l placed on Lhe return of intet im 1 .ports 01 t 1112 nol i Ii, 1tion of t1rents regarding the t e. CURRl Cll 1,111 I .fOS!ll If\\ l ll'l'ERVENORS l'Rl:LTM11lf\\H't :\nC!IOOL REPOl\u0026lt;'l' cerit 1 ,1 I I, 1 ementary 1) 1 , .. ,il.ud t1rnc1rnt of Al I i,.111-American displays. 1) 1 j,,.ilcd doc.:111ne11tatju11 \"' At:rican-American actjvities into , 1.1 i I y 1 cs:3on plan:c\n. l) Tl, , chapte, One p1 uCJ 1 \u0026lt;11\\\\ appears to be tracking black . l11llL,11Ls\n24 stutl111l~. ure encolled and 21 of them ate 1, I -1,I,. DTSCll'l.llll I) 11 .. 11\u0026lt;1 t-ents or stll(k11l :\n11ere involved in the development . ,1 lllc djscipline pl.111. Sl'AFI' /,1111 .\nl'lll)l:ll'I' 1.,EVEl.Ol'MEll'I' I ) 2) I I,, I'-' is , \\/cl-d I , \"Ulll j I\\Cj , 1 ,orn:\n. a need tot tec1cl1ers ll'Olll tine PAREl!'l'AI I 1I\\/l11.VEMEt:\"I' 111l\u0026gt;1, black teal\"hers. , 1, 1,,,d concern that those teachct s ~\nLI L'l!t received better equipment und I) 111\\ otticers an.! p1-,clc,i,1inantly whil.e. JOS!lll/\\ I ll'l'ERVENORS PRl'.LTMTII/\\H't SCHOOL REPORT Col I ege_ ~\nl c1 l i Q!1 Elementary CURR! Clll .111 I I) 'I I, i:.\nsc..:houl 's ,l \\lllcnls--27 ,inimurn uf 1,,o,11am. giftcLl und talented program serves 152 black \u0026lt;11111 125 white. There should be a 50 b I acl, students participating in t..he 2) 1 i 1,1 i LL!d Africa11-Ame1 i c..:.i11 displays. l) 1 i111iLecJ c.Jocumentation ul African-American activities inLo ,l-1ily lesson plan:,. DISCI l'I.1111 I) 11, school is~\n11ed 111u1\u0026lt;..! behavior documents and counsel or 11..!IL!LT\u0026lt;1ls l:o LJlu,l.:\nllldn to \\lhitl!s. srAFI' /,Iii . :\"t'llDEll'l' DEVEI.OPMEll'I' I) , 111..! MAT6 and MP'r scot\u0026lt;..!~, of blacks are disproportionate. II1e Ml''!' sc..:or\u0026lt;.Js a1\u0026lt;..! \"l I ocious . :~) 1!1\u0026lt; :\ncllool needs mo1\u0026lt;.J t,l\u0026lt;1ck teache1s. j) 1111 1,~ \u0026lt;1tI..! S\u0026lt;...!Vt.:11 spcL:i.tl isls at this school, and only one I.\nI\u0026gt; I ,H\nl. CURRl CU I I 111 JOS!llJA l ll'rERVENORS l'Rl: f.l MTIJ/\\HY '.,CIIOOL REPORT l) 11 i:\ni1Jle multiculturc1I displays are lacking throughout the .. d100I. 2) 1,illliled dor.urnuntat:ion ut the infusion of multicultural 11Uvitie::\n, pdrticuL11 ly African-American culture. DISC! 1'1.1111 1) t lie t\\10 behavior du1 :11ments issued by the school, they ,,_, ,e issueu lo bL1\u0026lt;:I: 111,1les, only. STAFI' /Ill :\n' l'lll)l-:11 '1' DEVEI.OPMEIJ'I' I) 11,.,n~ a,-e only sevlalllvl' l1 blacks assigned to G/T out of l l1L! 11 i ncLy-t\\-10 st11dL1il :.\n. 2) '11,...,rc are only two lJldl\nks out of Lhe twenty-three nonL! ttitie~ personnel \u0026lt;1l this school. 3) 1'11 lucull~ advisory l 1,111mittee has only one black membu. ,1) 11 /.' l'C, ond Hu q1.i , I,, MP'I' scores of blacks t11e , I i~\np1-opo1tio11\u0026lt;1te. CURR r C'IJ I .111 I JOSl!llA I ll 'l'ERVENORS PRl-:L1MT!IAWt :,CIIOOL REPORT l) 1,i 111 i tcd c1mo11nt of Al 1 i1.in-American displays. 2) 1.i 1,1 i Led documentation ul African-American activities into .t,1 i I y 1 essons. 1) 1 ,,, 11 uf Ll1e eleven clti:\n:\ntoom teachers are split K/1, 2/1, 1/:.i I and 5/6) . DISC! 1'1.1111 I) ,.1 nine suspensions issued thus Jar have been given to 1, lack students . 2) , di spropo!:Li onate 11u111l,er of long forms were issued to I, I \u0026lt;1(:k students . STAFF t.1111 'lllDE ll'l1 OEVEI.OPMEll'J' 1) '!'I,, t L: is a need ior mu1 L! black teachers  . n 11 spc..:c ialist:\nare \\lililc. J) .1 1 Ll1c school ' s\n-,1.tlf members are :-:cept ion ol 2 lJ I \u0026lt;1t\nI. teachers and one white with the blac k lunchruom , ide. 1) , ,1, I'/ 5 ol l he 29 st11dL 111 s assigned to G/T are black. l AREll'l't.I i llVOLVEMElll' l) 111, l''l'A has no blacl\n,,I I icers . EXTHAC'l II 1  I 1 'II I.AH AC'l'l Vl 'I' 11:S l) I I t lw student cou1,c i I otficers a1e white. ,JOSllllA 11l'l'ERVENORS l'RELTMT!I/\\R\\ :iC!IOOL REP01\u0026lt;1' p11pr i\u0026gt;e I: I cmentary CURR I CIJ 1,1 IM M \\ ,1(.1 ~I 11 1 ) 2) 1,i111itcd rnu1i.t~uJtuc\u0026lt;.1l displays. 1, 1 rn I led document.at. i rn1 of rnulticu1 tural \\ \\iy\\( ' c1 ) 1,,:~~ 1nfus1on inlo d,ii I y lesson pl ans. 1) 1111,Ju disparity in fllpha program between blacks and \\/ l1 ites. DISC I l'l 1111 I) 11, tl.! is a feelinrJ ,1111O1HJ several students that discipline .it this sd10ol is 111u1L: punit..ive than strict, ie. rul es 1u11liddi1ir:\nt,ilkin\u0026lt;J i11 Lhe cafeteria. S'l'AFI Alli, i' l'IJDl:Jl'l' DEVELOPME!l l' 1 ) 11,  , 1 1 or m0,:-e IJ 1 ack I L'd' llcrs. ~) 1,,l'--'1im rcporL,\nall' qi vu n only Cdsual attention by llie i ,1i nci pa 1. j) ,1 1,, .ind 111''1' sco1es ,,1 !, lacks are disproportionate. PARE!l'l'/11 , 11\\/01.Vl 11E11'1' I) 1,,111rnitt:cet, have a cli:,1,orportionatc number of white Lo 1 I ,,cl: me1,,l)C1 :, . CURR I Cl JI ,11 I I ,fOSllllA IIl'l'ERVENORS PRELIMil!AH'{ SCHOOL REPORT 1) 1,i111ited ctocumcntatjnn ot the infusion of multicultural .icl i v it i es , partj cu I \u0026lt;1 1 I y African-American culture. DISC I Pl.I 1W l) '1'11.: l hree suspension 110\\ cd were black males. STAFF Alli) :\n'f'IJl)EU1' OEVELOPMEtl'I' 1) 'tl1,,1e is a neeu for moru black teat:hers. 2) '1\"11\u0026lt;.!Le are 26 or 74% bl.ick students enrolled in r e source ,\nI asses . 3) 111'-' principal and vh:e-principal are white and four of l lie olher five oft ice administrative staff persons ,He 1lso wllit.e . 1) 111 11, \u0026lt;.1nd Mi 'I' test scoI :, of blacks are disproportionate. GENEl\u0026lt;AL :\n1 ll\\)(}I, cr.rr-iA'l'E 1) 11HlerCJart!:'n :\ntudcnl::, \\1cre observed lying on the b\u0026lt;1 re t I ou L. in t1s . Pere i l t 11 I ' s class. CURR I ClJ l ,I 11 J ,JOSllllA I IJ'l'ERVENORS PREL1MTNARY SCIIOOL REPOHT Fuller ,1,mio1 High School r 1~ I ' l ' . \\1'11 '  1) 1,i1,,ited mulitcultural di::.\nplays. 2) I. i mi Led docurnentat i 011 of multicultural .i.aily lesson plans. STAFF Alli, :\n' l'lJllEU'l' DEVET.OPMEtl'I' infusion inLo 1) 1,.vim-1incJ of lesson pl\u0026lt;1ns are not a part of monitorjng dune by the prjncip\u0026lt;1l ::.\n. 2 ) 111,11\nt1nd MP'l' scores ol IJlacks are disproportionate. EXTRAClJl, 1 1, tJ I.AR AC'l'IV f'I' I ES l) 11, -mbership in the llt1Lional .\nquad c1nd d 1 i 11 LL:dlll are l\u0026gt;luck stuuenl popult1Lion. Honor Society , cheerleadi ng not representative of ll1e GENERAL :, 11oo r. CLIMATE I) 1 1 ,, Englist1 d c partrne 11l chairperson, Ms. Porter, voices 1lw opinion thut \u0026lt;1I I !\u0026gt;lack people speak poorly. she 1 I ::.\no has i I I -de I i 11 L:d objectives for the English depar-tment tega td i 11q multicultural infusion \u0026lt;111d ,,d ivities . CURRTCU f.1111 J\"OSlllJA l ll'l'ERVENORS PRELIMIIH\\HY SCIIOOL REPORT Gl~UlY i QH 1nementary 1) Limited amount of Aft\"ican-American displays in the ,: 1 ussrooms. 2) 1.i111ilcd documentation ol African-American activities into di1ily lesson plans. 3) '111, ! n .! ure three splil \u0026lt;\nl .1ssrooms (1/4, 4/5, 5/6). 4) 'Jli,, G/ 'l' progl'.\"am should lJe more in line with the school's lilacl: enrollment ol ') (,% . DTSCIPJ.1111' l) I 1,11ents and students sl1ou 1 d be involved in developing the discipline plan. S\"rAFF Alli\u0026gt; :i'PllDENT DEVELOPME!l'r l) 'l 'l1ete is a neetl for 11101e black teachers\nall those in !' - 6 ,11'.\"C white. 2) fl i\\'1'6 aml l-lP'l' scan:,:.\nof blacks are disproportionate. 1\u0026gt;vcn1ll MAT6 scores i11 grade 3 and MPT areas of reading ind soci.:d sludie~\ni 11 CJtade 6 are particularly low. PAREll'l'AJ. I 1IVOLVEMEN'r 1) I 1Jleri m reports should l ie sent at least once per year lo ,,very sludenL insle.id on only at times of tailure. ,fOSHLJA l lJ'PERVENORS PRELTMUJARY SCHOOL REPORT !!9.:rrl I: I ementary CURRT Cll I ,I II l 1) llcither mulUcultur\u0026lt;1l infusion nor displays ate t:onsistent in the cl \u0026lt;1ssrooms. 2) 1111usjon into lesson pl\u0026lt;1ns isn't adequate in many of the 1) 4) 1 ooms. l\u0026lt;t \nource guides were Ii brary antl v1er-e nul 'I 'll'-' media center \\hlS , 11Llures, especially STAFF Alli\u0026gt; :\nJ'llDEtl'l' DEVEl.OPMEll'I' 1ocated in an anteroom of the \u0026lt;1ccessible to the teachers. I acking in emphasizing different Atrican-American culture. 1) tli1ly seven out of l\\1e 11ty-three bl\u0026lt;1ck classroom teache1s .ite on staff at this\nl'hool. ?.) 111 J'c, and MP'l' scores ul blacks are disproportionate. GENERAL :\n1I1oor. CLTMA'T'E 1) l h\".!dia center was I cH.:king in emphasizing different ,\n1lltures, especially Alrican-American culture. CURR l Cll I ,l Ii I JOSIIIJA I ll 'l'ERVENORS PREI.IMI!IAH '/ ~\nC!lOOL REPORT Tnd i an 11 i I I ~\nElementary 1) 1,i111itcd amount of Af1 i,\n\u0026lt;1 11-Amerlcan displays. 2) 1, illlited Jocumenlation ul African-American activities inlo d-ii ly lesson plans. 3) 'I'll, L.L! urc Liu-cc spJ il , l \u0026lt;1ssrooms ( K/1 , 2/ 3, 4/5). OTSCI Pl.I Ill. 1) .. d111inistrative inpul, u11ly , in developing the disc ipUne ,,1 an . STAFI-' Allli :i'l'(J[JEtl'I' DEVEI.OPMEll'I' 1) '1'11\u0026lt;: 1e:: is a need for mon.i black teachers . 2) 11111',' 10 ot the 32 slutknls assigned to G/T are black. 3) 11 111cipl does not rL!vi1..:11 interim reports. PAREll'l'/\\1. 111\\/O1.VEMEtl'l' 1) !It.di to increase b) ctcl, Jl\u0026lt;l rent participation. 2) 'll1v1c is only one lil.t, I officer out of five on the l''l'A t,uarcl . EXTRAC'll I{ I' I 1 :ll LAH AC'i'T VT'I' f ES 1) 1111ly 14 of the stucknl ctmbassadors are black. CURRJCUl,llll ,JOS illlA I IJ'l'ERVENORS PRELIMINARY :\nCIIOOL REPOR'r J~gKsonyil I~ Elementary 1) t.irnitecl infusjon of rn11tticultural activities in lesson 1lclllS. 2) 11t1ILic11ltural clisplc1y~ ,1ren 1t consistent throughout the :,d)UOI . S1'AFF Alll1 :\n\" l'IJDEN'l' DEVEI.OPMEtl'I' 1) 1111ly 12.6% of the std! are black\nthere is a need mo r-e t, lack teachers. 2) 'l'vuchers had j nadcqui..l t e knowledge of their roles in luuching mullicult11tc1l perspectives. J) 11 /\\' l'b and r1P'l' scores ut blacks are disproportionate. PAREll'l'AI I IIVOLVEMEII'!' 1) 11!,1,:J~ pnrent participalion is low. 2 ) ,11,I',' one of five P1'A l\u0026gt;ut1 n.l members is black. CURR I ClJ !.l 111 ,fOS!lllA 11l'l'ERVENORS PR~:1.1 MTNAHY ~iCJIOOL REPOR'r ,Tacksonvi 1 le [!grth Junior !!i.911 l} 11ut much emphasis placed on infusion at the principal 's level of administrdlion. 2) 1.i111ilcd amount of AJticun-American displays. :3) 1.i111ilcd documenlation ol African-American activit..ies in I t, S.ciOn pl [1115. DTSCIL'l.llll, l} 'l 'llete are no records tn\u0026lt;dntained ior time spent outside llle classroom. S'l'AFF Alll l :i\"l'lJDEN'I' OEVEI.OPMEll'I' 1) I\u0026lt; ,\nords for th is sclwo L show that there are only seven lilack classroom ledci1ers\n3 white slaff members wete .odded\nancl only on  of the staff replacements wete 2) ' 1'111..!te is no consisl.e1H~Y among stdff members concerning lhe use of interim t~uorts. 3) 11 /,' 1'6 and MP'r scores o t 111 acks are cl isproporti onate. 1,1 acl . . PAREll'l'A I, I IIVOLVEMEtl'l' 1) 'l'ilerc is no active l\"l'A or VIP' s program. 2) 11,,~i-e is minim\u0026lt;1l bl\u0026lt;1ck pdrticipation in PALS program. 1) 111,mber of black stmlenl office monitors and gifted c1nd t\u0026lt;1l cntcd parlicip\u0026lt;1t1l !\nis disproportionate. GEt1ERAL :i \u0026lt;'ll001. Cl,l!'!A'l'E 1) :,.! vctal CJ t.he te.id1ers visited displayed resist\u0026lt;1nt ,tULude~-- One \\1llite male coach, in particuldr, I i tera 11 y Wtl 1 ked d\\lt1Y from me as I approached Iii m l,etore class to t...c1ll. \\/ith him. CURR fClJl.llrl JOSlllJA I 11TERVENORS PRELIMINARY SCHOOL REPORT\nJct~k2 o!)vi1 lg ~outh Junior Higl1 J) 1. i 111 i ted African-American displays. 2} 1.imited documentation of multicultural da i 1 y lesson plans, particular] y of ,\n111 Lure. J) Al I specialty teachers \u0026lt;lre white. D1SC [PLI 111-: activities into Afrjcan-American 1) 'l'lle school's racial nwkcup is only JO% black, yet blacks 1cceive more behaviu1 documents, counselor- referrals, Alternative School and jn-house suspensions. STAFF Allll ~\n' l'lJDEN'r OEVELOPMEll'I' 1) 11 i lh the exception of the principal, the school 's administrative stail is all white. 2) 011 l y one of the seventeen non-certified personnel, Lhe custodian, is black. J) '!'here is a neeLl for more black teachers. 4) (l1ily eleven of the litly-three students assigned to G/T ,u-e black. 5) 011ly Lhirty-nine of the one hundred sixty-seven students assigned to honors cl.isses are black. 6) 'I'll~ MAT6 and Ml''l' scores of blacks are disproportionate. 7) All certified additions and replacements to staff were \\lh i te. EXTRACUlrn I ClJLAR ACTIVI'l'IES 1) cl\\eerleading and dri 11 team squads are not represented 11 i th an cqui table nurnber of blacks. GENERAL :,('l!OOL CLH1A'I'E I) !IL~ cafcteda needs to be renovated. CURRTCUT,llfl iTOSJllJA l llTERVENORS PREL1MTtlARY SCHOOL REPORT ,Tacksonv i l 1 Llli.gh School J) 1,imited multicult11r\u0026lt;1l displays, particularly those dup i c\ntj ng Afr ican-Ametican culture. 2) Limited documentatio11 of multicultural infusion into daily lesson plans, particularly African-American ,\nu l ture. OISCIPLIIJE l) 110 parent involvement in school's discipline plan. 2) 1 \u0026gt;1 the 22 .c\nuspensions j ssued as of 11/1/91, 12 or 54. 5% \\Jere black. J) uv e r 50% of di sci pl i ndry referrals were issued to bla c k ,.\ntudents. STAFF Alli) ~\nruoENT DEVET.OPMEll'l' 1) Advanced placement classes are predominantly white . During our visit, \\-Je saw one all white European Histoly class. 2) 'l 'h8re are three counsel ors and all are white. J) 'l'here are no blacks on the faculty advisory committee. 4) Only 10 of the 64 certitied personnel are black. ~) '!'here are only 11 black students in the G/T program. 6) I-IA'l'6 test scores of black students are disproportionate. 7) The re is no moniotoring system of interim reports. PARENTA I , I INOLVEMENT 1) I'll ere is no PTA/P'l'O org,rnization. 2) communication with patents is poor. J) 'l'l1ere is a lack of total parent involvement. 4) 'I'll(.\n! parent advisory/Bi-racial committee is selected only liy teachers. EXTRACUl\u0026lt;R I CUT.AR AC1'IVITES 1) 'l 'l1e school's student council is 84% white, while Lhe sLudent ~opulation is 24% black and 76% white. 2) 'l't.ere is only one block cheerleader and one black dd ll L cam meml..,er. 3) 'l'ltere are five head coaches at this school\nnone are l.Jlack. 4) c\nyrnnastics should not be permitted in the try-out process 1or cheerleadjng. Allowing it to remain still creates \u0026lt;1 bias for those v ho hove training in this area. GENERAL :\nc 1100L CLTMA'rE J) :\nul11e teachers voiced concern regarding the school's JO\\:/ 111ora le. CURRIC!J I ,llM JOSHUA 1 tJTERVENORS PRELIMINARY SCHOOL REPORT Lke~QQ~ Elementary 1) l.irnLted amount of African-American displays. 2) l,imited documentation of African American activities infused into daily lesson plans. STAFF Alli) S'l'UDENT DEVET.OPMEtl'l' 1) 11eed for more black teachers\ncurrently, there is only une black out of Lhe 12 teachers on staff . 2) Al I Lhe specialists ilre white. CURRICIJJ.llH JOSilllA l llTERVENORS PREf.TMJtlARY SCHOOL REPORT L 9~ewood Middle School l) Limited amount of African-American displays. 2) 1. i 11ti tcd documentation of African-American activities daily lesson plans . J) 11 lack resource students outnumber their counterparts two lo one. 4) 'l'lw fourth period resource class is all black. 5) u t the 73 resource students, 68 are black. 6) c\n/' 1' classes total opproximately l 83 students, of only 28 are black. According to the school's population, there should be a minimum of 64 :..\ntudents in this program. DISCIPLJ 11 I~ a wide between black and into white which black black whjte 1) '! 'here is djsparity referrals (6/7 students at the Alternative School are black.) 2) !lo parenl::, were involved in the development of the discipline pl an. STAFF Alli\u0026gt; S'rUDENT DEVELOPME!l'r 1) '!'here is a need for more black teachers\nonly five of the thirty-five teachers are black. 2) 11 1\\'1'6 and MPT s c ores for blacks are disproportionate. PARENT A I, 1 NVOLVEMENT l) '!'h ere are 110 blac k officers on the PTA. EXTRACUl{I\u0026lt; I CULAR AC'l'IVI'l'I ES l) 'l'he number of black students involved in office monitoring is low in comparison to white participation\nthe same is true for student council. CURRICULlJM JOSIIllA fNTERVENORS PRELIMTIJARY SCHOOL REPORT La11dmark Elementary 1) 'l'hcre was limited displays on African-American culture. 2) l,j111ited documentation of African-American activities into daily lesson plans. srAFF Atll) STUDENT DEVELOPMENT 1) 'l'lle school's administrative staff is totally white. 2) 'l'liere is a need for more black teachers. J) 'l'he MAT6 and MP'L' scores of black students are disproportionate. 4) All of the students in resource (MR) were black. 5) 'l'he school needs to review interim reports. PARENTAL ltJVOLVEMENT 1) '!'here are only two blacks out of the seventeen PTA board otficers . CURRICUL!JM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT r~wson Elementary 1) 'l'lle school ueeds more in-service training on the infusion uf multicultural activities into daily lesson plans. 2) r1i1iimal displays of African-American culture. 3) '! 'Ile principal should monitor curriculum more than l!lonthly. STAFF AND S'l'UDENT Dt:VELOPME!l'L' 1) '! 'here is a need for more black teachers. 2) 'l 'hc school's adminj strati ve staff is completely white. 3) only two of the iourteen non-certified personnel are black. 4) '!'he MAT6 scores of blacks are disproportionate. 5) '!'he MPT scores of 6th grade black students in the areas of language arts and science are disproportionate. 6) only three of the twenty-three G/T students are black. 7) All specialty personnel are white. CURRICULllM JOSlllJA INTERVENORS PRE LIM CNARY SCHOOL REPORT .LYn~tLDri ve Elementary 1) Limited amcunt of African-American displays. 2) Limited documentation of African-American activities into daily lesson plans. 3) 'l'hLs school has several split classes which need to be eliminated. DISCIPLTIIE 1) 110 parent jnput in discipline plan. sl'AFF Alli) STUDENT DEVELOPrIEll'P 1) '!'here is a need for more black classroom teachers\nonly two of tile thirteen are black. PARENTAL 1NVOLVEMENT 1) '!'here are no blact PTA officers. CURRICULUM JOSHUA INTERVENORS PRELIMTNARY SCHOOL REPORT Meadow Park Elementary 1) r.i nd ted amount of African-American displays. 2) r,j i,ii ted documentation of African-American activities in lesson pJ.-1ns. 3) There are tnree split classrooms (K/1, 2/3, 4/5). STAFF AIID S'l.'UDENT DF.VELOPMENT 1) There is a need for more black teachers\nonly 3 of the 12 are black. 2) All specialists are white. 3) 'l'he two new hires were white teachers.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1085","title":"\"Joshua Intervenors Preliminary School Report,\" Pulaski County Special School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991"],"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","Pulaski County Special School District","Education--Arkansas","Education--Evaluation","School integration"],"dcterms_title":["\"Joshua Intervenors Preliminary School Report,\" Pulaski County Special School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1085"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["46 pages"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nCURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Meadow Park Elementary 1) Ljmited amount of African-American displays. 2) Lh1ited documentation of African-American activities in lesson plans. 3) There are three split classrooms (K/1, 2/3, 4/5). STAFF At!D STUDENT DEVELOPMENT 1) There is a need for more black teachers\nonly 3 of the 12 are black. 2) All specialists are white. 3) The two new hires were white teachers. JOHN W. WALKER RALPH WASHINGTON MARK BURNE'ITE wrLEY A. BRANTON. JR. AUSTIN PORTER, JR. JOHN W. WALKER, P.A. ATIORNEY AT LAW 1723 BROADWAY LITILE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 DEC 9 1991 Office of Desegregation Monitoring  Also admitted to Practice in Gt'orp:ia \u0026amp; the District of f-0lumbia December 5, 1991 Ms. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown: Enclosed are monitors during District and the our final report copies of some of the concerns noted by our their visits to Pulaski County Special School North Little Rock School District. A copy of is forthcoming. I would appreciate your sharing similar concerns and findings with this office as they become available to you. Thank you for your cooperation in this matter. I remain, Sincerely yours, OaJ~~I{- 2J~tlt\u0026lt;l{r_ti)p, Walker JWW: lm Enclosure I CURRICULUM JOSHUA JJJTERVENORS PRELIMINARY SCHOOL REPORT R]dgeroad Middle School 1) Li111ited number of African-American displays. 2) Limited examples of multicultural infusion j nto lesson plans. 3) Ther-e is a disproportionate number of blacks in resource classes. 4) Whites exceed blacks two to one in gifted/talented classes. 5) Whites exceed blacks thr-ee to one in honors classes. DISCIPLINE 1) There is a disproportionate number of long forms issued to black students, more blacks are sent to Alternative School, and more are given in-house suspension. 2) Th is school is reported as one who refers the most students to the Alternative School. STAFF AND STUDENT DEVEJDPMENT 1) There is a need for more black teachers\nonly 4 of 38 are black. 2) Al I specialty teachers are white. 3) Tltu gifted/ta]cnted proqram is not representative of the overall blacL student population. PARENTAL IIIVOLVEMEl~T 1) Tile re is no documentation of parental contact regarding interim reports. 2) Black parent pilrticipation is extremely low. EXTRA CURR J CULAR ACTIVl 'l' I ES 1) The cheerle:1di11g squad has too few black membc r-s. 2) Gifted/talPnteJ program is not representative of overall population concerning black studenls. GENERAL SClIOOL CLIMATE 1) Pr-incipal seems resistant to the incorporation multicultural education\nthis is reflected in staffs' sel f-expecta U ans regarding this area. of the CURRICULUM JOSHUA ItlTERVENORS PRELIMINARY SCHOOL REPORT Redwood ~lementary 1) Lj111ited amount of African-American displays. 2) Limited documentation of African-American activities infused into daily lesson plans. DISCIPLHIE 1) E3lack students were given twice as many behavior documents and referrals as were whites. 2) Black students also received more in-house suspensions. STAFF AND STUDENT DEVEIDPMENT 1) All specialty lcachers ,ire white except one. 2) All functional resource students are black. 3) A]l mentally retarded resource students are black. 4) 'l'lie G/T program has sj x white students and only three black\nthis is disproportionate when compared to the black population of the school, which is 62%. 5) '!'!Jere is a need for mo1 e black teachers. (Only 2 of the 11 teachers nre black.) GENERAL SC IIOOL CLIMATE 1) A large Ji tel1 loc\na ted to the east of the school's entrance poses an exlteme danger to any student who may be in that particular area. Next to this ditch is a qulley that is approximately fifty feet deep, which creates an intolerable and hazardous settin\u0026lt;J. CURR1 C(l It 11 I JOSHUA ltl'rERVENORS PRELIMUIAR\\' SCHOOL REPORT Hohinson 81ementary 1) 1 i1,1ited amount of Al ric\u0026lt;1n-American displays. 2) 1 i,11ilud documenti.1l iu11 ul African-American activities into .i .1i ly 1esson pL1n~\n. orscrpr.1111 : 1) 1t1\u0026lt;.erc are no pi:!rents or students involved in pl an ,l,Nelopment. STAFF fa.I I I, .\n1'UDEM'r DEVE LOPl-1EI 1'1' 1) 1 11 ,! t\"E:! j s a need f()r mace black teachers. 2) :: 1, I it classes urc p1 0I, I umatic. J) '1'l1 ' entire school administrative staff is white. 4) 111 1t:i and MP1' scor0s ol' I, Lacks are disproportionate ~) 111ly three or l11c si\n..:teen non-certified personnel are ti lack. PAREll'rJ-1.1 , I tlVOT.VEMENT 1) 1:1\u0026lt;1ck parent participi.iLion is not in proportion with that \"t whites. 2) :. 11 P'L'A oftice1s \u0026lt;11  ,2 \\lllite. CURRICll f.l 111 ,JQ~\nlltlA l ll 'l'ERVENORS PREl.11 fllARY :.\nCHOOL REPORT Hob i nson ,I unior High 1) 111111sion isn't hi9hligllt0d in lesson plans. 2) 1.i111ite:cJ documentation ()t African-American activities into d\u0026lt;1 i l y lesson p] ans. DIS CT PL I 111: 1) 'l'l,.:?re is a dh\np1opo1tionate number of disciplinary ,,,\nt i ons taken a\u0026lt;Ja inst black students. STAFF AIJl1 :i'l'UDE!IT DEVET.OPMEll'P 1) 't'l1L!rc is a need for more black teachers\n3 white male , '-'Pl a cements we 1e mc1dc. 2) l't ,,:.\nunce of one r\u0026lt;1cc.\nclasses. 3) 11!:'l't) and MPT scores o t Li lacks are disproportionate. -1) 11 \",te is a di sptopol\"l. i onate number of whited in G/T , : l \u0026lt;1sses compc1 red lo Ii I acks. PAREtl'l'A t. I I !VO LVEMEtlT l) 11,I erim reports aLe not required to be signed by parents. 2) 11-, monitoring process in place for the use of interim n.:ports, ie. fol luv, up phone calls, visits, or letters. EXTRA CUI ' I\u0026lt; 11 :lJLAR ACTIVJ'rIE:\nl) l'.i1 ticipati0n of blact students in most extracurricular acti Jilt,: .. is dispropotti~\u0026gt;n.,tL,. CURRIClJ 1.1111 ,JO::ltlJA l ll'l'ERVENORS PRJ::l.rtlllll\\l~'1 SCHOOL REPORT Roki_g__ U LY 1-l i_ddle School J) 1.i111ited amount of Atd,:\u0026lt;111-American displays. 2 ) 1.i1,1iteJ documentaliun \u0026lt;\u0026gt;L African-American activities into .i. , i l y 1 esson pl.in~. DISCTPT.1 111: 1) '1'l1\u0026lt;:1e are no records mc1j ntained when students are removed 1 ,om classrooms a11Ll into hallways. 2) '1'1.\n,n:hers are able tu p I uce students in hallways. 3) 11,__,1.-e are no jncent ivu~ or reward programs to recognize l lie entjre stuclt.:nt pnp11lation. STAFF Allli ~i' l'IJOE tl'1' DEVELOPflEll' I' 1) 11,ere is only one black male in the G/T program. 2) 'l'l1e assignment o t \\viii tes compared to blacks to honors ,\nlasses is disp1oportionate. 3) :iL:'Jeral special edu..:ution classes are all black. 4) 111'.'l'o and MPT scores o t lJ lacks are disproportionate. CURRJCU r,1111 ,10'.:llllA i ll'l'ERVENORS PRT::1.lfIIIIAI~\\' ~\nCHOOL REPORT Hc1h i 11son High J) 'I'll i:..\nschool is wec1k j n the areas of defined correctives ,,11d goals/objecLives. 2) l.'-.:. 1y limited multi...:ult11rul displays. 3) 1. '-' 1 y limited dm:un,entu ti un of African-American activities i 11 daily lesson plt1n :.i . DISCJPLI 111 : 1) 11.illllbooks are not uiven the attention needed\nthere is 1 itt]e emphasjs plucL!J on them. 2) '1'11,~te is no program L11c1 t promotes good behavior as of yet ,,L this school. 3) 'l'll,1e are only 2 lJ1ack advisory council members. STAFF Alli :\n1tJl)EtlT DEVELOPlIEll'I' 1) 11t,,re is no requj cement in place to ensure the return of interim repoits, L:Ve11 if the student is failing. 2) 'l'l1L! school 1s adminisLtative staff is virtually white\nl l1et-e is only a vi cc-principal who is black. 3) 11,.:,1u scores of bL1cl(s d te disproportionate. PAREIITAI. 1111/0LVEMEN'J' 1) 11tL!1e is no act ivu i''l'A at this school. EXTRACUI I' I 1 :lJ LAR ACTIVI'l' (E'.\n1) 111e1-e are severt1 l bl t1ck students who voiced concern 1 erJardiny trea trne11t t ,om teachers. CURR T CU I .l II I Jo:\nl!llA l ll 'L'ERVENORS PRE'LTMTllAWt SCHOOL REPORT 1) 1. i 1,1 i ted displays o E l.Jlacks in media center. 2) :\n'-''- ~td l teachers voiced concern regarding split classes. 3) 1. i111ited multicultural displays. 4) 1 i111ited documentcitil\u0026gt;n oE African-American activities in ,111ily Jessons . DISCIPLllll: l) I 'u n::nts and st11dents a re not fully utilized in developing lite school's discipline plan. STAFF AJIIJ :i'l'lJOENT DEVELOPflEtl'l' l) lit three replacements and one addition to the staff, none \\J\u0026lt;.!te black. PAREtlT/\\ 1. 111'/0LVEMENT 1) 1/ul11 nteer program js not where it should be. CURRTC(J 1,111 I JO:,I!lJA fllTERVENORS PRELI n r t/AH'L SCHOOL REPORT Scott. A I tt, 111ative School 1) Tl, ,, I ibrary is be I 011 ~\ntc1ndards and needs to be completed .,nu updated. 2) 11i1,imal multi-cultural Llisplays. J) 1.i111i.ted documentatiun ol' African-American activities into ,ldi Ly lesson pldn:..\n. DISCIPLllil': ] ) ,i1 the seventy-thi:-ee lK:llavior documents issued, all were qi.ven to blacks. 2) 11 I ucks recej ved a higher percentage of counsel or 1aferrals th~n whites. 1) F1111 er Junior II i gll ~\nchool and Oak Grove High School ,cterrred the mosl. sludents. STAFF Allll :\n'l'UOENT DEVEl.OPtlEl/'l' l) \u0026lt;\u0026gt;11 I y one black tet.1chcr out of twelve on staff. PAREtl'PAI. I /IVOLVEMENT J) ' l 'l,,J ce is no active l''l'A or PTO. CURRICU 1.1111 ,fOSlllJA l ll'l'ERVENORS PRE L TM 1 tlAllY SCHOOL REPORT She n-100\u0026lt; ! __ Elementary 1) Ii,)\\ much diversity seen in the classroom. 2) t.i111ited multicu)tut ... il infusion in lesson plans. DISCIPLI m: 1) 110 1\u0026lt;::?c...:ords main ta i ,1cd I ot 11 time-out 11 periods. STAFF Allll :i'l'llDEl'l'I' DEVELOPMEll'l' 1) only four of t\\1enty clc1ssroom teachers are black. 2) crn1 y seven of the thirty-two students in G/T are black. 3) llt the three resource Leacher, all are white. 4) 'l'he entire administ1ative school staff is white. 5) HA't'G and MP'r scort..:s of ulacks are disproportionate. 6) n11 l y two of the fo111Leen non-certified personnel a re lilack. CURR] Cl! 1,1111 ,IO~:l!llA I tl'l'ERVENORS PRELl tl l JJARY ~\nCHOOL REPORT ti~:Q ~-L t\nl ementa ry 1) 1.i11,ited multicultucal dbplays. 2) 1,i111ited document.ition of multicultural infusion inlo d.i i I y lesson plc111s. DISCJPLI Ill:: 1) :\nL11dents arc placed in the hallways. STAFF Allli ~\n1CJDEN'I' OEVET.OPMEll'I' 1) \u0026lt;11 the 19 students 111 Lile G/T program, only 4, or 21% are 1,1 ack. 2) 11 \\'1'6 and MP'l' scores of black students a re .1 i sproportionate. 3) 'I'll .... enU re a\u0026lt;lmini s trati ve school staff is white. CURRI CUl.111I ,TOSIIIIA lll'rERVENORS PRET.H11 II AR'f SCHOOL REPORT Sevent_h_St1..,et Elernenta.r.y 1) 1.i111itcd amo'..!nt of African-American displays. 2 ) 1.1111ited documentation ot African-American activities. 3) (J11c split class, whjch needs to be eliminated. 4) 'l'llcre is a dispropo1tion\u0026lt;1te number of blacks in resource . 5) 1\n11 program has a uispcoportionate number of whites based un the black student population. ,lOSlllJA ltl'rERVENORS FRET.IM EN ARY SCHOOL REPORT full V.2.!L!! i 11 s Elementary CURRICU LlJlI J) Limited displays of Afdcan-American culture. 2} 111,lUcultural i.lCLivity is minimal in some lesson plc1n l,ooks. DISCIPU Ill: 1) 'l'hc, population of the school is approximately 18% black, y~t black~ still receive more discipline than whites. S'i'AFF Allll :i'l'lJDENT DEVELOPMCll'l' J) l'llL: MA'l'6 and MP'I' scores of blacks are disproportionate. 2) 'l 'hc.!rc is a need for mote black teachers. J) 'I'll\u0026lt;-! number of black students in G/T is disproportiona Le j n comparison to the total black population at this school. JOSlllJA TN'PERVENORS PRELIMillARY SCHOOL REPORT Sy1 va1L1!ills Junior High CURRICUT.1111 l) r.ittle emphasis placed on infusion of multiculturul ilctivitie~ in lesson plans by principal. 2) Mu1jtcultural resource quides aren't being utilized. J) I. i 11d ted mu 1 ticuJ tu ca I displays. 4) s~veral teachers did not have their lesson plan books. DISCIPLJ!I I'. 1) 'l'il '-'ce is no student input in developing the handbook. 2) l{t!l~s are nnt posted j11 the classrooms. srAFF Atlll ~i 'l'UDEtl'I' DBVELOPMEN'l' 1) 'l'hete are no records maintained for short periods of time spent outside tile classroom\nther school has no I imctioning policy regarding this area. 2) MA'l'o and MPT scores of b1acks are disproportionate. PARENTAL I IIVOLVEMEN'P 1) '!'here is no fol] ow-up documentation regarding parentteacher conferences. EXTRACURIHCULAR ACTIVITIES 1) Ulack students'purticipation on the drill team isn't representative of the school's population. GENERAL SCHOOL CLIMATE 1) Several students rlont feel welcomed as M to M transfers. JOSl!UA 111TERVENORS PRELIMfNARY SCHOOL REPORT ~lvari Hills High CURRICULUM 1) Limited mult.icultural displays. 2) Limited documentation of multicultural infusion into dc1i]y lesson pluns. 3) 'I'll'-' teacher in room 108 did not have her plan book. DISCIPLIIIE 1) '!'here have been 51 suspensions this year, of which 3 2, or 62.7% have been black. 2) lhJ parents or students involved in development of disL:iplin1:: plc1n. 3) Hul\u0026lt;..!S aren't: posted in most classrooms. STAFF Allll ::\n'J'IJOENT Dt:VEI.OPflEtl'l' 1) '!'here are no black counselors at the school. 2) 'l'h\u0026lt;..!Le is a need fur moLe black teachers. 3) 'J'llde are no black AP teachers. 4) 'l'he office support staff is virtually all white. 5) 'l'here are no black students in the G/T program. 6) 'l'llere were sever a 1 classes with no black students E:::nro1 l ed--AP English, Algebra, Writing, Calculus, and Art. 7) 'f'he office staff is virtually all white with tile exception of one bluck vice-principal. PARENTAL IIIVOLVEMENT 1) 'l'he school has no PTA, and there is no parental involvement. 2) The VIPS program is lacking in black participation. 3) Phone contact is seldom made for cases of failing academics or interim reports. EXTRACURIUCULAR ACTIVI'L'IES 1) '!'here is only one black cheerleader. GENERAL SCHOOL CLIMATE 1) 'l'here is a racial tension in the school. 2) There was a crossburning a few days prior to our visit. 3) Blc1ck students voiced concern that the counselors are not affording them the same opportunities as white students. 4) 'l'here is a witlespreatl feeling that the principal isn't receptive to bJack students. 5) Black students feel that they are more strongly disciplined than are white students for the same reasons. CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Tay_lor Elementary 1) Not much emphasis placed on multicultural education\ntherefore, lesson plans did not reflect this. 2) LimLted, if no, displays in classrooms. DISCIPLINE 1) No responsibility for behavior placed on student\nno parent involvement. 2) Rules not consistent throughout building\nmany sets of rules that may be difficult for elementary students to comprehend. 3) No records maintained for disciplinary referrals or actions. STAFF AND STUDENT DEVEIDPMENT 1) Students are responsible for returning interim reports\nno system to monitor their use. 2) Administrative leadership is lacking regarding multicullural education\nthis is also evident in the classrooms. 3) Only three out of eighteen classroom teachers are black. 4) MAT6 and MPT scores are disproportionate. 6) Only three of the fifteen non-certified personnel are black. PARENTAL INVOLVEMENT 1) !lo PTA. 2) Awards and rewards are viewed as a \"waste of time\", parents .ire not invited to the school very often this reason. and for CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Tolleson Elementary 1) Very limited number of multicultural displays, particularly those depicting African-American culture. 2) Very limited documentation of the infusion of multicultural activities, particularly of African- American culture. DISCIPLitlE 1) The black principal does all the descipline in the school, whereas traditionally, vice-principals have this respnnsibility. The vice-principal is white. STAFF AND STUDENT DEVELOPMENT 1) There are o!1ly four black teachers out of the twenty-four assigned to the school. 2) MAT6 and MPT scores of blacks are disproportionate. 3) 'l'he number of students in functional or academic resource is all black. CURRTCU I .I Ii I l ) Limited JOSl!lJA rll'l1ERVENORS PRI::LJM WARY SCHOOL REPORT !'.! i L1 ~- !! i 9D School 1mlj tcu I ti1r\u0026lt;11 diversity ,:lussrooms. 2) i1o1ited higllliCJhtinq ol Lesson plans. DISC(PT.11 11 . displayed in the l) 1\n,1 ,, 1 70% ot the disciplinary suspensions have been issued tu black studenls. STAFF Alli, :i'l'lJDEt1T DEVELOPMEll'I' 1) I lu111t::i/ school counsc l ui:-s only make regular contact with )00 .,tudents. 2) 'l'li i s year, this schoo l 1eplaced staff vacancies with all lillite teachers. 1) \u0026lt; 11, I y tHo of eleven dcp\u0026lt;1rtment heads are black. f'.ll.REtl 'I'A I , I II VOLVEMENT 1) llu requirement to rL!tucn interim reports. 2) II,\u0026gt; rnonitoring sys te111 b.H' ensuring parent contact. 3) 'l'l1ere is no PTSA or V l PS at this school. 4) 'l'l1ere is no one emp I oyed at this school to act u s ,:oordinator tor u pi.nental involvement group. 5) 111L!l'.'e is no activL: IJi-1\u0026lt;1cial committee at this school. EXTRACUI :I, I CU LAR ACTIVI'l' [E:\n1) ISl.tck cheerleude1s an2 not representative\nneither are L11c school's J1 L!v1spile r staff, advanced placement, or ll\u0026lt;1tional Honor Society. 2) 111 -1ck participati on in Lhe TAG seminar is low. GENERAL :i\u0026lt;:I IOOL CLIMATE l) l/idening disparities between black and white students. CURR I Cll I I 11 I ,JOSJIII/\\ IIl'rERVENORS PRl~LTMTIIAH't SCHOOL REPORT North lleiqllts Elementaa 1) 1, i 111 i ted amount of A It i c ,111-American displays. 2} t.i111ited documentation 01 African-American activities into , L1 i I y lesson plan:.\n. 3) 111 ,. urea of scjence v1.i:..\nfound to be highlighted with the ,,,ust tcequency\nol lll:1 :.\nneed to document infusion, also. 4) '1'1,,  n ~: are thee'-' sp) il L: lassrooms (J/4, 4/5, 5/6). STAFF Alllt : i'l'llOEN'l' [JEVELOPMEll'I' 1) 'l'l,c,1-e is a need fo1  n1ti1 ~ black teachers\nonly one of the l':J are black. 2) 'l\\:.ichers need more mu 1 ti cultural training on infusion and iJentifying materiul tor daily lessons in all subjects. JOSlllJA I ll'l'ERVENORS PRELIM111AWt SCHOOL REPORT llorth Utt le Hod, Alternative Center CURR [CU I ,III I 1) 1.i,11ited nurr.ber of A11iciln-Arnerican displays. 2) 1, ,1 instai,ces of 11H1 I l.icultural infusion into lesson 1, I ,1 ns. orscrr,r.IIII 1) 1I.i specific jncenl:i 11L!:\nfor good behavior have been incorporated as o I Y'-' t  Gf.:NERAT. : ii 'IIOOL CLIMA'fE 1) II,1n1ber of black students present is disproportionate\n,11urc than 50 :i. . CURR I CU 1.1111 JOSIIIIA I ll'rERVENORS PRELIMDIAR'l SCHOOL REPORT tlorth Little Rock High School--East ]) 1.111iited amuunt of Af'riL:dn-American displays. 2) 1. i111i.teu documentation uL African-American activities into ,lu i ly lessson plans. 3) 1111 ..\ncl assruom vj sited \\1herein the teacher did not have IL!SS0l1 plans. DISCTPLI 111 : 1) 111c1c.\nk students received 49 of the 71 suspensions issued to date. 2) 111 is school is repor:-ted to be one which refers the most ~tudents to the Altecnative School. STAFF Allli S'L'UOEN'r DEVELOPMEH'l' l) 'l'l,L!re is a need for more black teachers\nonly 15 of 78 ,n.-e black. 2) 11A'1'6 scores of blacks u ce disproportionate. 3) 111il y 2 of the 8 depu rhnent heads are black. CURR l ClJ I .l i I I c10SllllA I ll'rERVENORS PRELTMTtlAl\u0026lt;Y SCHOOL REPORT t!orth Li tt1 e_ Ro,\nI: High School--West 1) I , i 11li ted amount of Afri c,rn-American displays. 2) 1, i 111 i ted documentation of African-American acti vi ti es into daily lesson plc1ns. 3) 'l'l,,,ce were several one-tace classes. 4) 111c media cente1 1::\nAfrican-American collection is 1 nadequate\novet-a 11, not visually stimulating. 5) ,\n1 program docs not i:-0present black enrollment\nseminar 1,a~ no black studl:!nt:::.\n. DISC[PJ. I 111 -: l) 111.ick males receive Gu ~ of disciplinary actions issued. STAFF P.llll :\n'l'lJDEtlT nEVEJ.OPMl::11'1' 1) 11,'-'rc is a need fat- rno1e black classroom teachers\nonly 12 of the 72 are l\u0026gt;!\u0026lt;icl: 2) '1'l1L! majority of the ildvc1nced placement classes are white\n\u0026lt;1t least seven arc \u0026lt;11 I white. 3) 11,\"\" majority ol' tlle spe,.:ial education classes are black. 4) 111 .... ck coaches are 10\\-1 i1l number. PAREtl'l'A I. I IIVOLVEMENT l) ~\ni qnatures aren I t r0quj red of parents on interim reports. EXTRACl 11 \" I ClfT ,AR AC'l' [Vl 'l'I E::\nl) '1'11c cost of the homecoming dance prevented a number of :\ntmlents from i.1 tt L!nd i 11g, particularly black students. GEN!-:l\u0026lt;AI . :\n, 1100L CLii-iATE I) 1111pcoved schoul rnott1L compared to previous year. CURR I CU 1.l 11 I JOSllllA l llTERVENORS PRELJMTtlARY SCHOOL REPORT North_ Ptl lask i High School 1) Limited amount of multicultural displays, particularly lhose depicting Africun-American culture. 2) I. i ,ni ted documentation of the infusion of multicultural .,cti vi ties, parti cul ,u-ly African-American culture. J) ! ,, lvanced placement classes and gifted/talented classes .ire disproportionate: in number. DISC I PL I Ill : 1) 'l'L.: clChers are not reqtd nJd by the principal to post school oc classroom rule!\n. 2) l\u0026gt;t the five susp~nsions, 3 or 60% were black male students. J) 11ie school's discipline plan was developed by a few :.\nelect students, tL.:,1chers and the principal, but no parents were involvc.:u. 4) 1i.-, records are ma i ntu i 11ed for time spent away from the classroorr.s. STAFF Alli\u0026gt; STUDENT DEVELOPMEll'T' 1) l\u0026gt;I the 52 certified personnel, only 6 are black. 2) lJ 1 the 8 department heuJs, none are black. J) 'l'l1cre is only one black male teacher in the school 4) 111ere were seven new teachers hired this year\nnone were 111 ack. ~) 'l'ltere a re eleven Cine race classes at this school\nhalf dt'C advanced clQsses, which may indicate tracking. 6) 'l'l,ere is no systern in place to monitor the use of interim 1eports. 7) lft..'1'6 scores of b 1 aclzs a 1e disproportionate. PAREN'T'P. t . 1 IIVOLVEMENT 1) 11t,\nre is nu P'l'A/PTO onJnnization. EXTRACllld\u0026lt; I CU LAR ACTIVl'rIES 1) '1'l,e student counci\"l is ull white. 2) 11,cre is only onc.: IJ lack cheerleader. J) 11,~re are no black dr j 1 l team members. 4) 1-L\n. Pierson, the cheer:leading sponsor, was not willing to Lecognize the imp) ications of having only one black ,:heerleader and makes no special effort to improve blacl( particjpati011. CURR ICU l .llll JOSl!lJA l l!TERVENORS PRELHI fllARY SCHOOL REPORT tlort-hwuocl Jr. High l) Limited multic11ltur\u0026lt;1l infusion into ~,specially in tile social studies area. lesson plans, 2) llu ctdministrati ve 1 eadership in th is area on the part of the principal. 3) lli:...\np]ays not consistent in the classrooms. 4) lll1111bers of black students in advanced placement and in 11.::itional Honor Suci l:ty are disproportionately low in n,lation to school population. DISCJPT.IIII\n1) '.ii m'lents are not afforded the opportunity of some type of Lemporar:/ suspension before they are automatically :...\nuspended for three uays for a first time infraction. 'I'll is practice j s inconsistent \\ti th the need to teach iind reteach llE:si red behavior that the principal ,:ontends that he l:lllp I oys. 2) tl\u0026lt;J parents or s l.11dents involved in developing the llandbook. 3) ~\nl tHJents are pernd tted to stand in the hallways, Lecords are muilltained\nalso, classwork that enable the student to continue learning 11ecessar i.ly taken i11to the halh,ay. and no would isn't 4) 'l'l1o..\nre is nu empha::\nis 011 reteachinrJ desired behavior. ::\nTAFF Atlll STUDENT DEVELOPMEll'I' 1) All counselors are \\thite. 2) l-1A'L'6 and Ml''l' scores of black students a re di sproportionat..:!. 3) 'l 'l1ere is a need tor mon~ black classroom teachers\nonly 7 ut 47 are bluck. PAREWI'A I, I ~IVOVEMENT 1) Ninimal pctrent involvement expected regarding interim reports\n110 follow-up after required nine week contact. EXTHACIJl,I, I CUT.AR ACTIVI'l' f E~\n1) lll\"ck participation in cheerleadinrJ is low. CURR I CU 1.1111 JO~llllA I ll'l'ERVENOl\u0026lt;S PRE:LHl ltlARY SCHOOL RElJORT Oakl)looke Elementary 1) Limited amount of multicultural displays, particularly l.hose depicting Africun-American culture. 2) 1.imited docume ntation of the inLusion of multicultural u cti vi ties, pa L-ticu la rly those of African-American , :u1 ture. 3) l.i11iited review of plan books by principal. DISCIPI.1 !II: 1) 'l 'l1 is school reports 58 behavior documents issued, but the L-ecords show Jll. \\Jhat is the racial makeup of the other 20 documents? STAFF Alli \u0026gt; S'l'UDEtlT UVELOPME!l'L' 1) \u0026lt;\u0026gt;t the six department chairpersons, there was only one !Jlack. 2) ll!,1'6 and Ml.-'T s c ores at blacks are disproportionate. PARENTAi , 1 IIVOLVEMENT 1) 'I'll ere is only one black out of six persons serving on Ll1e lJ'rA board. ,JOSllllA THTERVENORS PRELIMINARY SCHOOL REPORT Oakgrove Elementary CURRICUI.lJH 1) Limited multicultural displays. 2} Limited documentaUon of the infusion of multicultural c1ctivities, particularly Afric\u0026lt;1n-American culture. STAFF Atll\u0026gt; S'PUDENT DEVELOPMEtlT 1) 'l'here is a need for more black teachers. 2} 'l'l1ere is a wide disparity in test scores for black students. 3) 'l'he school's entire administrative staff is white. PARENTAL INVOLVEMENT 1) nlack parent participation is low. ,JOSII\\JA I rnERVENORS PRELIMINARY SCHOOL REPORT CURR1 cu I .I II 1 l) 1 i111ited multiculturn1 displays. 2) 1,i111ited documentation of multicultural infusion into , l-1 i. I y lesson plans. DISCTPLI Ill 1) 1\", i ncentha programs . :l:hool\nc.ttendanc~\ni 11 place for students excelling Ln only Honor Roll and academic , .,:cullenc:::. 2) 1 11 is school has a rn1H11Jer of referrals to Alternatj ve :\nchoo). STAFF Alli :\n'l'llOEtlT DEVEl.OPMEll'l' J) r1, , Le is a need for mon:! black teachers. 2) 1. I .aven new tea{.\nhers \\Jen:! hired this year\nall were white. 3) 11 \" :.\nt of thP AP classes are white. We observed one 10th ,Jrade English class Lhat was all white. 4) 1111ly 3 of the 22 non-cettified personnel are black. 5) 11 11'6 ,mu MP'l' S{.\nores ol l\u0026gt;lacks are disproportionate. EXTRACUl, I\u0026lt; I c:llLAR ACTIVI'I'IES l) 'l'l1~re are no black cheerleaders and only two blacks on L11e drill team. GENERAL :\nc 'IIOOL CLIMATE 1) ll I c1ck students do not l C:!el welcome in the school. 2) 111 i::\nschool cut:-rent I y llc1s a white male vice-principal 1\n1ho 11scs derogatory L1nCJlld(Je toward black students. ClJRRJ ClJ I ,lll l JOSllllA 11l'rERVENORS PRELTMitlAR'l SCHOOL REPORT Park II i l I _ Elementary 1) J.i111ited amount of Al d c i.ln-American displays. 2) 1. i ,,,ited documentation 0 1 African-American activities into dc1ily lesson plans. 3) '1'I ,,~ school has sevcr.i I split classes which need to be , , I i min a ted. 4) '1'l1 \u0026lt;.1 Chapter One pt-ogram is overloaded with black ,\nl_udents\ntracking s e E:ms apparent. STAFF Alli  \n1uoEMT DEVELOPME!l'l' 1) '1'11 .: r:e is a need for mu1 e black teachers\nonly one of ten i:\nblack. CURRIC(Jl ,I It I ,TOSHIJA l ll'PERVENORS PRELTMitli\\RY SCHOOL REPORT Pikev i e\\/ 1nementary l) 1.iuiited amount of African-American displays. 2) 1 i \"' i ted docclrnentation ot African-American activities into , 1 ... j 1 y 1 es:=\non plans. 3) 'l'l,,~ce are four spUt classes in 2/3, 3/4, 4/5, and 5/6 i 1c1des which need to I.Je eliminated. 4) '1'11,, G/'l' cl ass at this sdwol is not racially balanced. STAFF Alli\u0026gt; ~i'l'UDENT DEVELOPMEll'l' 1) llP.'1'6 and MP'f scores of blacks are disproportionate. 2) 11 .. , i:-e is only one b1ack teacher out of eighteen on staff ., t this schoo L. 3) 11.-services hi..!Ve Uttle to do with the importance of 11111 l ti cultural infusion and education. PARE1l'1'At. I l!VOLVEMEN'r 1) 'l'ltc!Le are no black oftic.\ners on the PTA. CURRTCIJ I .I lil JOSl!llA I ll'l'ERVENORS PRELIMHIARY SCHOOL REPORT Elrie Fur~~t Elementary J) 1.i111ited multicultural displays. 2) t. i 111i Led documentat i.011 of multicultural infusion into .i,d ly lesson pl \u0026lt;.111::..\n, particularly African-Americun , :untent. 3) ts .. ..\ned on the population of the school, the black student ,,opulation in the G/'l' program is too low. DISCTPLI 111-: 1) 'l'l1c discipline plan ,,as developed by administrators, unly\nno parents o~ sludents involved in this process. 2) Ill, documentation foL ti 111e spent outside the classroom. STAFF Allll :i'PIJDEN'I' DJ::VELOPMEll'l' 1) 'l'I, ,~ school 1 s adminjstralive staff is totally white. 2) 1,\"~ MAT6 scores of blacks are disproportionate. Also, tile blacl-: 6th grade MPT scores in mathematics, science dt1d sociul studies ari.\ndisproportionate. 3) 11i~re is a need for 11101-e black teachers. 4) Tl1L!re are no blacl\u0026lt;: sc.:cjalty teachers on staff. CURRTCU 1,111-1 1 ) Limited JOSHUA 111TERVENORS PRELIMINARY SCHOOL REPORT Pinewood _ E1ementary documentation of multicultural infusion into du i Ly lesson plan:.\n, particularly African-American l:ulture. 2) I, i ,,ii ted multi.cu 1 tur,11 di splays DI SCI PI:I I I I: 1) 1'l1L!re were no current statistics regarding discipline. STAFF Allll STUDENT DEVELOPMEJI'[' 1) 'l'l1\u0026lt;! MAT6 and MPT scores of blacks are disproportionate. PAREt-!TA I I IIVOLVEMENT 1) 'l'l1c P'PA board is totally white. JOSI Ill/\\ I rl'l'ERVEtlORS PHl:L1MJ 11/\\1, '/ SCHOOL REPORT CURHICll11111 I) 1 i111ited multicult11Lcil /1111c1 ican c11ltun~. i11tennediate levl..!l l\u0026lt;3ve1. 1. i111ileu documental i o n displays, particularly '!'here were very few .inu almost none at the l\\fricanat l:he primary of multicultural infusion into il\u0026lt;1ily lesson planLl, particularly African-American , :11 I ture. J) 1, \u0026lt;1chers were not ,n1,1 re of their role regarding the i11f't1sion of 111ulticull11ral activities. DISCll ' l.1111 is no document io11 regarding the time students spend Lile 11 confe1 e11, 1. room 11 used for discipli11ury I 11 I (! f\" e 1 J\" il I S . 111~1e js no e111pl1 ,1si :\n, ,,:pected of studl..!11L\n. STAFF f..111, :\n'l'lfl)Ell'l' DEVELOPMl:11'1' on reteaching desired behavior I) 'l'l1cte is 011ly u11e black classroom teacher out of L It i 1teen. . ) 'l 'liu 1e \\JaS an excl..!s~\ni ve number of substitute teachers it11i:-ing the visit. 'I) 111,!te \\vere five neu l1i1 es for this school year, of which 11O11e v1ere bl nck. l) 111\\'1'6, :ird g1: t1de fll ''I' ,ind several of the 6th grade MPT :\ncot e~\no I: b I aclz !\nl.11, lt:11 ts a re disproportionate. C1IRR fClJ 1.1111 JOS!lllA I ll'PERVENORS PRtLIMTIIAl\u0026lt; 'i SCHOOL REPORT .Am!\u0026gt;.(\u0026gt;Y 1-: I ernentary l) 1.11,1ited number of Al r-ic \u0026lt;rn-American displays. 2) 1 i 111 i ted documentatiun o t African-American activities into ,1 ,ii Ly 1 es son plan::\n. STAFF Al I I , : i' l'lJDEtlT OEVELOPMEI l' l' l) 1 1, ,, MA'1'6 and MP'r sca n\n:, of blacks are disproportionate. 2 ) 11, ,, n.i is n neeJ for mc ,n, black tea(\nhers. CURRlCIIJ 11 11 JOSIIIIA l ll'l'ERVENORS PRl:LIMill /\\ 1,, ~CHOOL REPORT Ar!] \u0026lt;~ h1 ! lementary l) ~,ry limited a1110 1111L of multicultural displays, 1,c1 Lticu la cly thosL, d ,\nf\u0026gt; i cting African-American culture. 2) 11 , 1 y limited mount ,, J documentation of multicultu1al 1L:Livjties, partic11l.11ly those of African-Americ,rn ,\n111 ture. STAFF Alli \u0026gt; :i'l'lJDEtlT DEVELOPME!l'l' l) 11.1, 16 and sevecal a Le-1:.\nof the 6th grade MPT scores of I i I acks are di spropo1 t i onate. 2) , 1111 y one of the eleven ,,on-certified personnel is black. PARE!l'I'i, 1. 11 IVOLVEMEtlT l} 11, L, 1,::ircnt orguniznl ic111 board is all white. JOSHllA IIITERVENORS PRl:LIMitlAHY SCHOOL REPORT B\u0026lt;d\u0026lt;er I: I e,,,l'ntary School CtJRR I Cl) I I I i I I) 1 111,ited mulitc11ltur,tl di::..\nplays. 2 ) 1 111,ited documentati on u t multicultural activities being 111fu~ed into Jaily 1....,:...,::..\nons. S'T'AFI~ l'\\ 111, :: 'l'lJOEtlT DEVEI.OPMEll'l1 1) T l ,,. entire school adnd 11 i strative staff is white. 2 ) 11i.,t\"\u0026lt;2 .1re only t,-10 !Jl i.1,:L classroom teachers. 3 ) 4) 11 .. ~ only suspension t.l,i ~\nyear was a black male. 1 IA'L'6 and MP'l' s,:u ces of black students disproportionate. CURRJ Cll I .1111 JOSI!lJA I ll'l'ERVENORS PRELTMitl!\\W/ !\nCHOOL REPORT I) 11,11 l\u0026gt;ooks r1re not hi9l1lighted in some classrooms. :n '!'Iii:..\nls the only ~\nc.\nl,uul in the district with a MAST 1LOCJram, but its e11t,JI lment is primarily white. ::J) '1'11, Alpha classes arL.: 111ustly white. 4) 11 I \u0026lt;1cks outnumber ult i l.es in al 1 areas of resource .. 11cL! compar-ed to l l!L, l otal percentage of blacks in the ,.d1ool . 5) 'l'l,L! number of blackt\nin G/T cl asses falls below the .,L:ceptable level u L 1i.1 r-ticipation when compared to the 1.,_,n\nentage ot blac:I:~ in the school. O[SCIPl. 1111 : 1) 'l'I,,~ number of suspL~,1~ i uns and behavior documents issued 1t.1 blacks exceed Ll1use given to whites, although the 1, I c1ck population is u11 tnumbered l.Jy the white. STAFF J\\1111 :\n'l'llDENT DEVELOPMEll'l' l) '1'l1L.: MAT6 and MPT scuru:.\nof blacks are disproportionate. 2) 1 I, ,.:d for more black tL:,1cl1ers. PAREtl'l'l\\ I. I I 11/0 LVEMEtl'l' 1) ,\u0026gt;i1ly one of the six 011 icers of the PTA is black. 2) 11 .. system is in plc.1,:u to monitor- the use of interim 1eports. EXTRACll 1,1: 11 ' IJ I.AR AC'rJVl 'I' 1 ES - -1 ,t, qua te-- GENEHl\\ I. :\n, 1 IOOL CLTMl\\'PE I) :iume effort~_\nsl1 ou ld be made to encourage 1,i11t ici pation in l:lk :..\nchool 's breakfast program. more CURRlCIJI 1111 JOSllllA 11l'l'ERVENORS PRELIMINARY SCHOOL REPORT Bc1y5?1L 1:1et.c1 Elementary 1) .. , 1 y limited 111ultic11l l 111-al displays of African-America n 2)  11 l ture. \" ,a Ly lir:,ited docum0ntation of the infusion of ,1111JjtcultaraJ actjvjties, particularly African-American .11 l ture. CURRIClll I'll JOS!lll/1. 1 ll'l'ERVENORS PRELJMIIIAl\u0026lt;Y SCHOOL REPORT fiel \\:!OQ\u0026lt;I I: I ementary l) 11111iled num\\Jer of A1ticL111-American displays. ~) 1 1, .. itcc.l doc11rne11tatiu11 ,,1 African-American activities into 1__. i ly le~\n:\non plan:..\n. STAFF /I.I II I \n J'(JDENT llEVEf.OPMEll'l' I) Tl\".:te are r.o black cl d:..\nsroom teachers at this school. L) Tl1L! MA'l'6 and MP'l' scan.:~\nof blacks are disproportionate. J) 11,ctL! are fiv\u0026lt;2 blac.:J:.\nuut of twelve students receiving\npecia l prog cams. -l) \" 11001 honors and c1\\1.i 1ds are disproportionate to blc1ck . .\nt11dents. EXTRACIJI I: 1, 'llLAR ACTJVI'l'JES I) 11,L!re j s only one lJ I dc.:k male serving on the schoo I I s :..\ntudenl council. CURR I ClJ 1,111 I JOSHUA I ll'rERVENORS PRELIMIIIAHY SCHOOL REPORT Boone Pu 11: Elementary 1) 1.i111ited number of Afd,:\u0026lt;1n-American displays 2) 1.iu1i tc,u documentatio11 ul African-American activities into l esson plans. 3) 11, .. 11:..\ne of munj pulat i Ve.!::\nis given unwarranted emphasis us 1l1L.: con, of multjc1iltural education. Accordingly, , ,~achers should lie L Lained, via in-services, on the ,, .. ~Lliot.ls of teachin,J 11111Lti-cultural education. S'rAFf A111, : :'1uDrt1'r DEVE1.OPME111 l)\n1, ,:d for more bluck te\u0026lt;11 l1ers. 2) 11, 1,, scores in gradL:::.. :~ -6 are disproportionate for black .\nll1\u0026lt;lentl::\n. 'l'lJe scun, :..\nin grades 1-3 are low, overall. J) 111 1 scores of \\Jlack:..\n\u0026lt;11 L.: disproportionate. 1) 11.LL.:tim reporls arL: 111\u0026gt;l reviewed by the administrative ldClllty. 1-'AREll'rAI . I IIVOLVEtIEll'l' 1 ) Tl,cte is only one bl\u0026lt;1 c k PTA officer out lolal members. of the seven 2) !. I I Union Paci L ic '1'0am members are white. !.d ..:q11ate emphasis i :\n11ut placed on the return of interim 1L:ports or the not i I i, ution of parents regarding these. 3) CURRTCU 1,1111 JOSillJ/\\ 11 l'l'ERVENORS PRELTMIII/\\HY SCHOOL REPORT Centr~l !: 1ementary 1) 1 i .. , i ted amcrnt of At d ,:an-American displays. 2) 1.i, .. iL~J docnmentatio11 ut African-American activities into , 1, 1 i I y 1 es son plan::\n. 3) 'l'li..: Chapte1~ One prog 1- \u0026lt;1rn appears to be tracking black .. Lllllcnts\n24 stuJ unL\nure enrolled and 21 of them aLe 1,1 \u0026lt;.1 c k. DISCJ PLI Ill . l) 11 ,, pc.1rents or students v1ere involved in the development ., 1 the disci1Jline pL,n. SCAFF Alli\n'l'UDE!l'P CEVET.OPME!l'I' 1) 1 !,, ,e is a need for 111 c, 1~ black teachers. 2) ::,,veral teachers vo i ..\n,~d concern that those teachers ,:oming from Pine ::il L\"l.: \u0026lt;3t received better equipment und ,oorns. FAREH'1'A I , I IIVOLVEMEt:r 1) !'I'.'\\ officers are prL~do1t1inantly white. CURRTClJ f .I Ii I JOSllllA 1 ll'l'ERVENORS PRELIMINARY SCHOOL REPORT College [_\ntc1l\"ion Elementary l) 1 11is schoul's gifted and talented program serves 152 .,Ludents--27 black and 125 white. There should be a .. 1 i.ni mum uf 50 b I ack students participating in the 1,1-ogram. 2) 1. i 11ii ted African-Amer ic.:.:.in displays. 3) 1.i111ited documentation ut African-American activities into , 1,1 i ly ) es son plan::\n. DISC[PLI Ill , 1) Tl. ~, ::\nchool issued rnor...: behavior documents and counselor , I..! rerra ls to blacl:~ Llwn to whites. srAFF Alli : i'l'(JDEll'I' l)EVELOPMEll'l' l) 111(! MAT6 and MPT scor0::\nof blacks are disproportionate. '1'11e MP'l' scores are: c.1 Ltocious. 2) 1'li., school needs mote Ii I uck teachers. J) 11,.-' L.I..! are seven speci.il ists at this school, and only one i :_\nblack. CURRTCU I .I 111 JOSHlJA l llTERVENORS PRELTMIIIAHY SCHOOL REPORT 1) \"i :\ni ble mu] ticu 1 tura l di splays are lacking throughout the .,diool. 2) 1.1111 i ted documentation of the infusion of multicultural .,c..:ti v j tie::\n, particu 1 u L. Ly African-American culture. DISCTPT.I 111 1) , , 1 tlle two behavior cloc11ments issued by the school, they .1._\nn\nissued to b 1 t1cl. 111\u0026lt;.l les, only. STAFF JI.Ill :\n' t'lJDEtl'r DEVELOPMEll'I' 1) Tl,-..\nre are only sevc.:nl L:L:11 blacks assigned to G/T out of L lie ninety-t\\vO studc.:11 ls. 2) Tl,\u0026lt;..!re are only two blucks out of the twenty-three non- . :erti fie~ personne 1 i..tl this school. 3) Tl,'-' faculty advisory cu1nmi ttee has only one black membc.:L 4) 11NI'6 and Jr-d q1.i1k MPT scores of blacks i.1re , l i sproport ion ate. CURRTCU I .I ii I JOSHUA l lJTERVENORS PRELTMTIIAl\u0026lt;Y SCHOOL REPORT l) 1.i11ti ted amount of Afric\u0026lt;1n-American displays. 2) 1.i1t1ited documentation uJ African-American activities into ,I,1jly lessons. 1) 1-\u0026lt;,11c ut the eleven clc:i~\n:.\nLoom teachers are split K/1, 2/3, I/ 5, a nu 5 / 6) . DIS CT PT.1111 : 1) ~ I I nine suspensions issued thus far have been given to 1, I ack students. 2) !, di spropo:!'.\"tionate n11ml\nc r of long forms were issued to l , lack students. STAFF l\\III1 ,:'t'UDEIIT OEVELOPMEll'l' l) 11,,an, :is a need for 11\\0LL! black teachers. 2) ,. II specialists are uliilc. 3) ,. II the school's sl:dff members are ,,,.:ception ot 2 b] acl. teachers and one white with the black lunchroom .iide . 4) 1J11ly 5 of Lhe 29 st11dcnts assigned to G/T are black. PAREH'l'AI. I IIVOLVEMENT l) Tl,,: P'I'A has no blacl: lJ I J i cers. EXTRAClJi 1: I l:lJl.AR AC'I'l V1 'l'IES l) !. I I the student counci I officers ar-e white. CURRTCll I ,1 IM JOSII\\IA l ll'l'ERVENORS PRELIMHIAR\\' :\nCl!OOL REPORT R!.![ffnQ !: \\gmenta ry ~( \\ ,1 (,I\" ~i' l ' I l ,, .. - l) 1.iu1itcd mnlit~ultural displays. 2) I, i 111 l. ted documenta t ion of multicultural daily lesson plans. 3) 1111,Je disparity in Alpha program between \\/liites . DISCIPI.I Ill': blacks and 1) 11, ,Le is a feeling amon':J several students that discipline o1t this school is mo1l! punitive than strict, ie. ru]es 1orbid,Ung talkinCJ in the cafeteria. STAFF Al I I l :\nI'lJDENT DEVE LOPMEll'l' 1) 11, ,:d for mere black te\u0026lt;.1chers. 2) 111l.l!r im reporls aru CJ i ven only casual attention by t.lle i'cincipal. 3) 11!.'1'1, and ME''l' scores o l I\u0026gt; I acks are disproportionate. PAREWl'A I. I I 11/0LVEMEll'l' 1) 1 , ,uun i ttees have a \u0026lt;.Ii :\nporportionate number of white to 1,lack me1Pbers. CURRTCO 1.1111 ,TOSIHJA I IITERVENORS PRELIMINARY SCHOOL REPORT Ful]g_r Elementary 1) 1, i rni ted documentat:i on of the infusion of multicultural .activities , part:icular1y African-American culture. DISC1 Pf.I 111-: 1) 111c.: three suspension noted were black males. STAFF Alli\u0026gt; :\nruDEN'l' DEVELOPMEtl'l' l) '1\"I 12r-e is a need for rnote black teachers. 2) Tl,s2r-e are 26 or 74% b1clck students enrolled in resource ,\nlasses. 3) '1'l10..:: pr:incipal and vice-principal are white and four of t.lle other five office administrative staff persons a re 1 Lso white. 4) I I!, l'G and MrT test sc..:oL(.! ~\nof blacks are disproportionate. GENERAi. :\n1 \"ll()OL CLHiATE l) 1' i 11c.lergarten students \\-,ere observed lying on the bare 1 loor in Ms. Percil/11! 's class. JOSHUA TtlTERVENORS PRELIMINARY SCHOOL REPORT Fuller cTunior High School l\\ .... ,t 11 ,,. CURR I ClJ I.I If 1 (i \\1 1 1i 11 f\"II'' 1) 1,i111itcd mulitcultural1 displays. 2) 1.irniled documentaUon of multicultural infusion into , 1.1 i l y lesson plans. STAFF Al JI l\n'I'IJ[)EN'I' DEVELOPMEtl'l' 1) l,L!v iewing of lesson pl.,rns are not a part of monitoring done by the pr-incjpc1]s. 2) 11/.'t'G and MPT scores of blacks are disproportionate. EXTRACUl,I, I i:ll LAR ACTIVITIES 1) llc.\nlllbership in the t-fa ti anal Honor squad and drill te:\u0026lt;.1111 are not black stuJent populc1Lion. GENERAL\n, IIOOL CLIMATE Society, cheerleading representative of the 1) ' t '!\" ! English department chairperson, Ms. Porter, voices Ll1e opini.on that al I black people speak poorly. She -..11.so has ill-defined objectives for the English department reg a nl i 11,J multicultural infusion and \u0026lt;1ctivities. CURRICUT.l lM JOSHUA TIJTERVENORS PRELIMINARY SCHOOL REPORT g_lenvi\\-J . Elementary 1) Limited amount of Afcican-American displays in the ,:lass rooms. 2) l,indted documentation of African-American activities into daily lesson plans. 3) '1'l1, ! te are three spUt clussrooms (3/4, 4/5, 5/6). 4) 111'\" G/T program should be more in line with the school Is !,lack enrollment of ~6%. DISCIPLI Ill\u0026lt; 1) 1a1ents and students should be involved in developing the discipline plan. STAFF Allll :\nTUDENT DEVET.OPMEll'P 1) 'l'lwre is a need for mon~ black teachers\nall those in I, -6 ure white. 2) MA'P6 and MPT scores of blacks are disproportionate. 1)verall MAT6 scores j n grade 3 and MPT areas of reading ,rnd social studies j 11 grade 6 are particularly low. PAREIITAI. I 1IVOLVEMENT 1) I 11terim reports should be sent at least once per year to ~very student inste\u0026lt;ld on only at times of failure. ,JOSHUA T ll'I'ERVENORS PRELIMINARY SCHOOL REPORT Harris E}ementary CURR ICU I ,lll-1 1) ll e i.ther multiculturi.11 infusion nor displays are c onsistent in the classrooms. 2) 1111usion into 1esson pldns isn't adequate in many of the 3) 4) ,ooms. l{L,source guides were library and were not 1110 media center \\Jas c 11ltures, especially STAFF Alli \u0026gt; :\n'l'UDENT DEVET.OPMEM'l' located in an anteroom of the uccessible to the teachers. lacking in emphasizing different African-American culture. 1) , \u0026gt;11 I y seven out of twenty-three black classroom teachers .ir-e on staff at this school. 2) tl!'.' l'G and MP'f scores or blacks are disproportionate. GENERAL :\n( 'IIOOL CLIMATE 1) l-1cdia center was 1 \u0026lt;.lcking in emphasizing different cultures, especially African-American culture. CURR ICU f.l Ii l JOSHUA I ll'l'ERVENORS PRELIMIMAR'! SCHOOL REPORT Indian _!! i I Is Elementary 1) I, i 111 i ted amount of Atril\n,111-American displays. 2) 1. i 111 i ted documentation u l African-American activities into dujly lesson plans. 3) t'll,L-e are three split clnssrooms (K/1 , 2/3, 4/5). DISClPT.1111 : 1) 1\\d1ninistrative input, only, in developing the discipUne plan. STAFF Allli :i'l'!Jf)EtlT OEVET.OPMEtl'l' 1) 'l'lt~re is a need for moi:c black teachers. 2) 111ily 10 of the 32 studc:nts assigned to G/T are black. J) ,,, i nclpl does not rev j L:\\I interim reports. PARENTA I. i llVOLVEMENT l) llc\u0026lt;...!d to increase black parent participation. 2) '1'11\u0026lt;...!re js only one 1Jl\u0026lt;1cl_ officer out of five on the PTA !Juar-d. EXTRACUlrn I l :ULAR AC1'1VI'l'IES 1) l11il y 14 of the student ambassadors are black. CURRICUT.1 111 JOSillJA l ll'l'ERVENORS PRETJMINARY ~CHOOL REPORT Jagkso~yiJle Elementary l) 1,i111ited infusion of multicultural activities in lesson 1 I ans. 2) llt1llic11ltural clisplc1ys ~1 ren 1 t consistent throughout tile ,.chool. STAFF Al'II 1 :\n\"L'UDEN'l' DEVELOPMEtl'l' 1) n nly 12.6% of the stat f are black\nthere is a need more l, 1 ack teachers. 2) 'l\\.\nachers had inadequate knowledge of their roles in Leaching multiculturul perspectives. 3) 11/\\' l'b and MPT scores of IJ lacks are disproportionate. PARENTAL I IIVOLVEMENT 1) 11l.i c.:t parent participation is low. 2) 1,1,ly one of five PTA boiled members is black. JOSHUA I ll'l'ERVENORS PRELIMINARY ~iCIIOOL REPORT ,Jacksonville tlorth Junior High CURRJ CUl.1111 1) llol much emphasis pl acec.l on infusion at the principal' s level of administration. 2) 1,i111itcd amount of Africdn-American displays. J) 1.i11dtec.l documentation of African-American activities in I esson pl ::ms. DISCI PL 1111: 1) 'l'llere are no records maintained for time spent outside l l1e classroom. STAFF Atlll ~\n'rlJDENT DEVELOPME!l'I' 1) for this school show that there are only seven classroom teachers\n3 white staff members were and only Oil\u0026lt;.! of the staff replacements were !.:cords Ii lack ,idued\nlj Lack. 2) 'l'l1ere is no consistency among staff members concerning Lhe use of interim reports. 3) M/\\'1'6 and MPT scores of blacks are disproportionate. PAREtl'l'AI. IIIVOLVEMEtlT 1) '!'here is no active PTA or VIP's program. 2) '!'here is minimal black participation in PALS program. 3) 1111rnber of black student office monitors antl gifted and Lalented participant~ is disproportionate. GENERAL :i\u0026lt;'IIOOL CLIMA'PE 1) :\n,.,vera l of the tea1\nhers visited displayed resistant .ittitude~.. one vildte male coach, in particular, I iterally walked a\\1ay from me as I approached llim l,efore class to talk \\1ith him. JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT JdCkSQIWil 1 e South Junior High CURRTCUJ.llfl 1) Limited African-Amer ici.ln displays. 2} Limited documentation of multicultural daily lesson plans, particularly of c 11lture. 3) A l I specialty teachers are white. DTSCIPLl Ill'.: activities into African-American 1) 'l'hc school's racial makeup is only 30% black, yet blacks teceive more behav j or documents, counselor referrals, Alternative Schoo] an~ in-house suspensions. STAFF Alli\u0026gt; S'I'UDENT DEVELOPMEIIT 1) Wjth the exception of the principal, the school's udministrative staff is all white. 2) Only one of the seventeen non-certified personnel, the custodian, is black. 3) '!'here is a need for more black teachers. 4) 0111 y eleven of the fj fty-three students assigned to G/T ure black. 5) Only thirty-nine of the one hundred sixty-seven students assigned to honors classes are black. 6) 'l'he MAT6 and MPT scores of blacks are disproportionate. 7) All certified additions and replacements to staff were \\\nhi te. EXTRACUl\u0026lt;l\u0026lt;'I CULAR ACTIVI'l'IES 1) Clleerleading and dri 11 team squads are not represented with an equitable number of blacks. GENERAL :WIIOOL CLIMATE 1) 'J'l.u cafete1ia needs to be renovated. CURRICUT.IJII JOSII!JA TIITERVENORS PRELIMHIARY SCHOOL REPORT Jagksonvjl]e High School 1) I. i mi ted multicultural displays, particularly those depicting African-American culture. 2) Limited documentatLoll of multicultural infusion into daily lesson plans, particularly African-American .\nnlture. DISCIPL 1 !JE 1) !lo parent involvement in school's discipline plan. 2) 1\u0026gt;1 the 22 '5Uspensions jssued as of 11/1/91, 12 or 54.5% \\Jere black. 3) over 50% of disciplinary referrals were issued to black :..\ntudents. STAFF Atll\u0026gt; STUDENT DEVELOPMENT 1) Advanced placement classes are predominantly white. During our visit, we saw one all white European Histoc:-y class. 2) 'l'here are three counselors and all are white. 3) 1'here are no blacks on the faculty advisory committee. 4) Only 10 of the 64 certified personnel are black. 5) '!'here are only 11 black students in the G/T program. 6) 11A'l'6 test scores of black students are disproportionate. 7) 'l'llere is no moniotor ing system of interim reports. PARENTAL fllVOLVEMENT 1) 'l'llere is no PTA/PTO organization. 2) communication with parents is poor. 3) 'l'llere is a lack of total parent involvement. 4) '! 'Ile parent advisory/Bi-racial committee is selected only !Jy teachers. EXTRACUfUU CULAR AC'l'IVITES 1) 111e school's student council is 84 % white, while the student ~opulation Js 24% black and 76% white. 2) 'l'l.\u0026lt;2re is only one black cheerleader and one black drill Learn memrer. 3) 'l'l1\u0026lt;.!re are five head coaches at this school\nnone are l.Jlack. 4) c\nyrnnastics should not be permitted in the try-out process 1or cheerleading. Allowing it to remain still creates \" bias for those v1l10 have training in this area. GENERAL :\nt~IIOOL CLIMATE 1) :\nu111e teachers voiced concern regarding the school's lm-1 111orale. CURRICULllM JOSHUA TU'I'ERVENORS PRELIMINARY SCHOOL REPORT Lakewood Elementary 1) Li 111 Lted amount of African-American displays. 2) Limited documentation of African American activities infused into daily lesson plans. STAFF AtlD S'l'UDENT DEVELOPMENT 1) lleed for more black teachers\ncurrently, there is only one black out of the 12 teachers on staff. 2) All the specialists are white. CURRICULllM JOSHUA TNTERVENORS PRELIMINARY SCHOOL REPORT Lakewood Middle School 1) 1,j 111 i ted amount of African-American displays. 2) Li11iited documentation of African-American activities daily lesson plans. 3) Ulack resource students outnumber their counterparts two to one. 4) '!'Ile fourth period resource class is all black. 5) lH the 7 3 resource students, 68 are black. 6) c\n/ 'l' classes total approximately 183 students, of only 28 are black. According to the school's population, there should be a minimum of 64 students in this program. OISCIPL111 E a wide between black and into white which black black 1) '!'here is disparity white referrals (6/7 students at the Alternative School are black.) 2) !'lo parents were involved in the development of the discipline plan. STAFF AtlD S'ruDENT DEVELOPMENT 1) '!'here is a need for more black teachers\nonly five of the thirty-five teachers are black. 2) MA'l'6 and MPT scores for blacks are disproportionate. PARENTAL INVOLVEMENT 1) There are no black officers on the PTA. EXTRACUIW rcuLAR AC'l'IVI'l'IES 1) 'l'he number of black students involved in office monitoring is low in comparison to white participation\nthe same is true for student council. . ' .. JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Landmark Elementary CURRICULUM 1) There was limited displays on African-American culture. 2) T,irnited documentation of African-American activities into daily lesson plans. srAFF AN I) STUDENT DEVELOPMENT 1) '!'he school's administrative staff is totally white. 2) 'l'here is a need for more black teachers. 3) 'l'he MAT6 and MPT scores of black students are disproportionate. 4) All of the students in resource (MR) were black. 5) The school needs to review interim reports. PARENTAL INVOLVEMENT 1) '!'here are only two blacks out of the seventeen PTA board officers. l I I Ill CURRICULlH-1 JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Lawson Elementary 1) The school ueeds more in-service training on the infusion uf multicultural activities into daily lesson plans . 2) Minimal displays of African-American culture. 3) '!'he principal should monitor curriculum more than rnonthly. STAFF AND STUDENT DEVELOPMENT 1) '!'here is a need for more black teachers. 2) 'Pile school's administrative staff is completely white. 3) Only two of the fourteen non-certified personnel are black. 4) The MAT6 scores of blacks are disproportionate. 5) 'L'he MPT scores of 6th grade black students in the areas of language arts and science are disproportionate. 6) Only three of the twenty-three G/T students are black . 7) All specialty personnel are white. CURRICULUM JOSHUA INTERVENORS PRELIMINARY SCHOOL REPORT Lynch Drive Elementary 1) Limited amcunt of African-American displays. 2) Limited documentation of African-American activities into daily lesson plans. 3) 'l'h Ls school has several split classes which need to be eliminated. DISCIPLIHE 1) No parent input in discipline plan. STAFF AND STUDENT DEVELOPMENT 1) There is a need for more black classroom teachers\nonly two of the thirteen are black. PARENTAL INVOLVEMENT 1) There are no black PTA officers.\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":"ndd_holsaertfaith_r4wd3q764","title":"Klekota Interview materials, 1991","collection_id":"ndd_holsaertfaith","collection_title":"Faith Holsaert Papers 1950-2011","dcterms_contributor":["Holsaert, Faith"],"dcterms_spatial":["United States, Georgia, Dougherty County, Albany, 31.57851, -84.15574"],"dcterms_creator":null,"dc_date":["1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["fhpst01003","https://repository.duke.edu/iipsrv/iipsrv.fcgi?IIIF=/srv/perkins/repo_deriv/multires_image/6/a/67/6a675536-67c7-4c34-a06d-051d2468042b/fhpst01003001.ptif/full/!350,350/0/default.jpg"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["Faith Holsaert papers"],"dcterms_subject":["Holsaert, Faith","Feminism","Civil rights","Social justice","Women political activists","Women's rights"],"dcterms_title":["Klekota Interview materials, 1991"],"dcterms_type":["Text"],"dcterms_provenance":["Duke University. 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Nonetheless, as these materials are accessible to the public, certain limitations on subsequent usage may be in effect. Authorized uses for these items are confined to research, educational, and scholarly endeavors by U.S. Copyright Law Title 17, §108 U.S.C. In addition to educational purposes, individuals seeking to engage in other forms of utilization must secure explicit permission from the Susie McClure Library by contacting us at 615-687-6935."],"dcterms_medium":["yearbooks","school yearbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_47737","title":"[Lee Iacocca speaking at the NAACP Freedom Fund dinner, Detroit, Michigan, 1991] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, Michigan, Wayne County, Detroit, 42.33143, -83.04575"],"dcterms_creator":null,"dc_date":["1991"],"dcterms_description":["Title devised by Library staff."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":null,"dcterms_title":["[Lee Iacocca speaking at the NAACP Freedom Fund dinner, Detroit, Michigan, 1991] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.47737"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1990-2000.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":["Iacocca, Lee A."],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_526","title":"Little Rock Schools: Baseline Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2001"],"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","Baseline Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Baseline 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/526"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["70 pages"],"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\naI'Kau'Sas DtpartKci-n or coucaiiom AiJwuAi. ociiooi. lilPRovr.l-irNT i'lau VLRiriCAlIOlJ FORM '1991-1992 School Building: (Name, Address, Zip) Pul a ski County Tel epiione: 60-01-052__________ LEA Number J.5Q] l-STo-Ai sn School.Di strict: (Name, Address, Zip) Little Rock School District October 1.. DATE 1QQ1 810 West Markham Little Rock, AR 72201 Telephone: (501 ) 32'1-2000 Please submit one copy of the AnnualSchool Improvement Plan for each school iln the dist by October 15, 1991.* TJi 111 F  Finn Pr1ncipal Sicnarure of-.Principol Dr. Ruth Steele______________ Superintendent  Signature of Superintendent  School Building Task Force I Please send to: llargarpr NaUpv. Chairperson Srarpy Yniino, Srhoni Climare h-a Crenshaw, Sriidenr Aobipvement Associate Director Instructional Services. Arkansas Department of Educ. 4 Capitol Mall Little Rock, Arkansas 72201 William Smith. Teacher Effectj\\-eness Maria MitclicLI, Hi ph Expectations Six-Year Plan Pcport Fci'in, Revised 0/89 If District Goals 1. To increase educational achievement for all students v/ith 2. specific emphasis on closing disparities in achievement. To establish climates of educational excellence' in all schools J 1 through: i ! 3. a) b) c) providing equitable educational opportunities for all students in a desegregated learning environment enabling all students to develop a lifelong capacity and love for learning 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 ' To enhance human relations skills for principals, teachers, and central office administrators. i I I I I I i'S' I i i i LITTLE ROCK SCHOOL DISTRICT EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT To 1) a program of The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential, that end, the Little Rock School District will provffie\n( / basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and.athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. I Adopted 1-26-84 If baseline elementary school VISION statement tt? WE AT BASELINE ELEMENTARY ENVISION A CHILD, PARENT, AND 3 COMMUNITY CENTERED ENVIRONMENT IN WHICH INDIVIDUAL GROWTH IS INTEGRATED INTO EDUCATIONAL EXCELLENCE and equality. It i 1 J i 4 i A i 4I  f BASELINE ELEMENTARY SCHOOL STATEMENT OF PHILOSOPHY Tl-IE FACULTY AND STAFF OF BASELINE ELEMENTARY SCHOOL BELIEVE THAT EVERY CHILD HAS THE CAPABILITY TO LEARN. WE WILL PROVIDE A SAFE ENVIRONMENT, THE BEST INSTRUCTIONAL METHODS, AND THE MOST POSITIVE ROLE MODELS TO ASSIST THE STUDENTS IN OUR CHARGE IN THEIR QUEST TO DEVELOP INTO LIFELONG LEARNERS AND TO BECOME'PRODUCTIVE MEMBERS OF OUR SOCIETY. WE BELIEVE THAT BY WORKING WITH THE PARENTS AND OTHER SIGNIFICANT ADULTS WE WILL PROVIDE A PLACE FOR EDUCATIONAL EXCELLENCE FOR ALL STUDENTS. I i I II I ! I I ! PART ONE ASSESSHENT/ANALYSIS OE LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN Rl^LATION TO ESTABLISHED DISTRICT GOALS Baseline Elementary School in its fourth Rock School District entered year as part of the Little at a time when all available data file perception of courts had taken their' the ' the Comprehensive Outcomes Evaluation  -r- indicated a need for res true turinp a significant number of patrons ,  Other perceptual i process was that the federal its desegregatipn problems. ............................. Tliere was treating ^as a general overall lack of indicators teachers and students lacked climate was surveys, was that there of effective schools, both _ respect for one another, the overall irhnn! poor, there was low expeetatlone ot and by teadSa Parents, students and teachers did safe, clean, well-maintained learning opportunities. environment not perceive Baseline to be the ATT necessary to promote optimum All three groups indicated acore3!T:t:ndat^.S:e:t: ee: of race, sex student aoeial l8uogearts, = M\u0026amp;S oooorred 2.SS iSe\" s R be given to them. increased attention should While the lowest rate of overall achievement listed above, all and separation is ap^rStin*^il^histori^l^'7^^^^ feelings of isolation community feelinps and iMoni nisLorical and perceptual data. Strong took Baa^lSe oS? oFthe \"'Id only the \"wora? ^tod^nL'^L^^rn^Khtrh^T^^ \"'t o hp,- Students from the neighborhood and the other areas of the city attend Baseline.\" Another very strong fear of the school while most overflow from parents was the open space design of noise from adjourning tracted by the 'overHo.' _____y-Ldss spaces. Students have littlp nroMom Students have little problem instruction, r impact upon the overall perception of our school. a negative iI  2 i I 1 J 4 i ! 1 I I j 3 1 As the staff of Baseline Elementary School worked through the formulation of our plans for the Comprehensive Outcomes Evaluation, an attempt was made to address all of the areas which have hindered the school from being effective. Leaving unreal expectations behind, this staff is committed to working through all the steps which will lead to the fulfillment of our vision. j4:^ 1991-1992 ANNUAL SCHOOL IMPROVEMENT PLAN SECOND YEAR PLAN OF THE FIVE YEAR (1990-1995) COMPREHENSIVE OUTCOMES EVALUATION PLAN FOR Baseline Elementary School 3623 Baseline Road Little Rock, AR 72209 A LITTLE ROCK SCHOOL DISTRICT SCHOOL William F. Finn, Principal June 14, 1991 ! I i ) 1 I 1 1 jTARGET OUTCOME: SCHOOL CLIMATE -J i ,1 I J yt- J, TARGET NARRATIVE On June 7, 8, 11, 12 and September 24 of '90, the committee reviewed the eight correlates of educational effectiveness and the results of parent, student, and teacher responses to the Little Rock School District's School Climate and Human Relations Survey. A plan of action was devised for Baseline Elementary School to improve the school climate by incorporating parental involvement into all areas of school life. Examination of the above data revealed four major areas of need for Baseline Elementary School. Listed below are the areas of need. 1. 2. 3. 4. According to the above survey, the committees' first priority was to increase the level of respect for both students and teachers. According to the above survey, the committees' second priority was to improve the climate for the excitement of learning. According to the above survey, the committees' third priority.was to decrease the discipline disparity between black and white students. According to the above suirvey, the committees' fourth priority was to improve race relations. On September 24, 1990, the committee reviewed and analyzed the results of the Comprehensive Outcomes Evaluation Survey in relations to the information from the previous survey. Information gained from this comparison led to verification or revision of the targets and actions selected. On June 7, 1991, the committee met to finalize the 1991-92 school improvement plan.TAJiCET: SCm*'L CLIMTE IMnO/tHhNT PLAN OUTCCME: TO 1\u0026gt;:CRFASE niE l.EVEL OF RESPECT FDR BOTH STin)ENTS AND TF.ACinn^S ACTIONS RESFONSIBILnY TMUNE RESOURCES STAFF DEVELOPMENT EVALUATICM DATA 1. Create improved self-esteem for all members of Baseline Elementary staff to include the following: 2. a. Licensed psychologist b. c. Staff gatherings twice a year Activities sptn^ored by Sun.shine Cotmittee 1. Birthday Calendar 2. Secret Pala Assemblies and Sunshine Conrnittee a b c d e h September - 5th Grade October - 4th Grade November 1st Grade December - Specialists Januarx' - 3rd Grade February - 6th Grade March - Kindergarten April - 2nd Grade i. May - General Staff (Talent .Show) School Climate Counselor Staff/Sunshine . Sunshine Committee August 1991 September 1991- May 1991 August 1991- June 1992 Counselor Staff Staff Workshop Evaluation form Number of participants Scrapbook number with attending Bulletin Boards Number of activitiesIMPROVENHfT PLAN TARGET: scni'vL cLirtvrr. TO T\\rrASF nfT I HTi or prsprrr pgr both sTunrvrs A\\'n Tr-'^rnFRS ACnCKS RESPONSIBimY TDLINE RESOURCES STAFF DEVELOIfffiNr EVALUAnCN QATA 3. Create inprovemeni in positive communication among stafJ and students through: Staff School Climate March 1992 Staff Sunshine Committee a. Positive remarks activity with staff Explanation at staff meeting or gathering Positive remarks fom Staff survey Number of staff responding b. Positive remarks activity with students Teachers Weekly September 1991- June 1992 Teachers Students Explanation at staff meeting or gathering Lesson Plans and observed by principal c. Friendship Club Peer groups Staff August 1991- May 1992 Counselor Minutes of Friendship Club meetings and number of partici- pants Number of articles in Our Neighborhood d. Just Say No Club Staff September 1991- June 1992 Student Council Minutes from meetings Number of participants e. Student Council Staff/students August 1991- June 1992 Classroom Sponsc rs Minutes from meetings Number of participants f. Banners Staff/principal August 1991- June 1992 Counselor Principal Number of banners displayedIMTRCVtMhNr IIZN TARGET: SCUfmi. Cl, I MAT! (XyCQg: TO Till- CLIMATE FTIR TIfT ryCITrMr\\T OF LEARXINg ACnONS RESPONSIBItm TTMEIINE RESOURCES STAFF DEVELOrMENT EVALUATION EiATA 1. Increased recognition of school expectations a. Monthly good citizens awards assembly a. Principal and and staff a. September a. 1991 - May 1992 Teachers and and staff a. None a. Number of a5ards given the awards assembly 2. b. c. Baseline newspaper Banners displayed Improved public relations between school and conmunity a. School Key Cornmunicator b. c. a. b. Our Neighborhood, community publication b. c. \"Welcome to school\" postcards c. Staff/ selected students b. January - b. May 1992 Gifted/Taient\u0026lt; d Students Principal and staff c. August 1991 - June 1992 c. Key Communicator Key Communicator Staff/prin- cipal Secretary a. b. c. September 1991 September 1991 - June 1992 August 1992 a. b. c. Children's Writing and Publishing Program Computers Baseline School School Staff School Staff Class Roll b. c. a. b. c. None None None None Pre-School staff b. a. b. c. Number of newspapers and copy of newspapers on file Banners will be on display throughout school Number of articles publishec in LRSD Focus and other Our Neighborhood articles on file Number of postcards returnee 1TARGET: SaiOOL Cl. 1 MATE IMPROVEMENT I^AN 1 TO IMPROVE 'niE CLIMATE FOR TIIE EXCITEMENT OF LEARNING ACnONS RISFONSIBIinY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA 3. Academic achievement will be recognized a. Display honor roll a. Principal/ Teacher a. November 1991 - June 1992 a. Teachers/ Report Card: Grade Book a. None a. Honor roll displayed with number of students on roll b. Our Neighborhood Honor Roll recognized b. Key Cotrenunir cator b. November 1991 - June 1992 b. Teachers b. None b. Number of honor students recognized in Our Neighborhood newspaperTARGET: SCHOOL CLIMVIi\nIMKOWMOrr ITAN OTTOCME: TO DECREASE llfE DISCIPLINE DISPARITY nETl%T'EN BLACK AND WJITE STUDENTS ACTIONS RESPONSIBILITY TTMn.TNF. RESOURCES STAFF DEVELOPMENT EVALUATION DATA 1. Teach the Discipline Plan I Teachers November 1991 Behavior Plan LRSD Handbook policies procedure of Basel: i Best Behavior R ne an Copy of Discipline Plan on file Reduction of behavior problems indicated on quarterly report Number of signed agreements from parents 2. Teach the LRSD Rights and Responsibilitie\nHandbook Teachers September 1991 LRSD Handbook Number of signed agreements returned and filed in PRF's 3. Train staff, student^s and parents in conflict management Staff Parents Students 4-6 Cotjnselor September 1991 February 1991 4. Increased cooperation among staff and students a. 'Team Bviilders' Workship School Climate Ctximittee August 1991 Conflict management procedures Counselor 'Team Builders' Trainers Workshop Workshop Workshop Evaluation form Evaluation form Minutes from workshop Decrease in conflicts as measured by quarterly discipline reports Workshop evaluation forms and the number of workshop participantsIMPROVEMHfT IWi TARGET: SCHOOL CLIWTi: Ol^rCCME:, TO IMTROXT RACE RELATIONS AT BASELINE ACnONS RESFONSIBILTIY TMLINE RESOURCES STAFF DEVOjOFMENT EVALUAHON QATA 1. Encourage parental involvement a. Apple Parent Workshop Counselor VIPS Coordinator March 6 1992 Workshop Sigp-in guest list b. VIPS VIPS Coordinator August 1991- June 1995 Sign-in guest list 2. Encourage parental involvement in PTA meeting through student performances a. b. c. d. e. f. 8- h. i. j- September - 5th Grade October - 4th Grade November - 1st Grade December - Specialists January - 3rd Grade February' - 6th Grade March - Kindergarten April - 2nd Grade May - General Staff June - General Staff 3. Encourage parental involvement a. Back to School Picnic b. VIPS Program c. Spring Carnival Teachers Music Specialist September 199 Number attending Pictures Students May 1992 Sunshine Conmit- tee Staff Baseline staff Baseline staff August 1991 August 1991 May 1992 Partners in Education PTA Conmunity donations Brochure/Infor. Community/Staff Workshop Guest list Number of persons attending Number of volunteers signing VIPS sign-in log VIPS list Number of participants attendin VTARGET: SaiOOL CLIMATE IMTOWtMtXr llAN ^liniCCME:. TO IMPROXT R.ACE RFl^TIONS ACnCKS RESPONSlBILnY TTMtUNE RESOURCES STAFF DEVELOPMENT EVALUATION DATA 4. Encourage parental involvement in PTA meeting a. Student performances Teachers Music Specialist Students September 199^ - May 1992 Guest list Number of persons attending b. Spaghetti supper Baseline staff Students October 1992 Conmunity PTA council Guest list indicating number of persons attending 5. Increased awareness of interracial differences a. Cultural Awareness Workshops September 1991 Shirley Freeman Workshop Evaluation sheets b. Tv,o staff functions per year 1. Christmas party 2. End of school party Patricia McGraw Staff December 1991 June 1992 Staff Parties Guest list/scrapbook with number of staff members participatingTARGET\nCCTCCKE: SCHOOL CLIMATE IMPROVEMENT PLAN THE SAFETy AST) SECURITY OF BASELINE ELETIENLARY WILL BE ENHANCED Acnoe RESPONSTBELTrY TIMHLDE RESOURCES STAFF DEVELOPMENT EVALUAHCN DATA 1. School building and campus will- be campus will be thoroughly inspected Principal Custodians Aides August 1991 Staff None Report 2. All hazards are to be removed from building and grounds Custodians Plant Services August 1991 Staff None Hazard-Free Building and Grounds 3. All doors shall be placed in proper working order and inspected on a daily basis \u0026gt; 'Head Custodian Plant Services August 1991 Plant Services Kone Custodial Log 3. Proper disaster plans for open-space schools will be developed and taught Principal Teachers Safety and Security Department September 1991 Safety and Security Department Inservice Copies of plan 5. Evasive actions will be taught in order to limit the number of persons exposed to danger Safety and Security Department September 23, 1991 Safety and Security Department Inservice Inservice Agenda 6. All exterior doors will be locked with the exception of one which will be monitored at all times Head Custodian Daily Staff None Entry Logs 7. All persons not on staff at Baseline or wearing a LRSD identification badge will be required to sing-in at door and then be escorted to destination Staff serving as door monitor Daily Staff Inservice Observation Daily Logs I' r I. 1 nt: i \" .r .V  .if' .'f iTARGET\nSCim, CT.TMATF IMPROVEMENT PLAN oSgME: -nTF SAFTTY AX'D SEniPTTY OF MSn.TNE ElJ^EfTARY WILL BE ENHANCED. ACTIONS RESPONSTBIinY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATICW QA3A 8. Distinctive verbal codes will be developjed and given to all staff members. These codes will identify the different kinds of emergencies 9. Appropriate respKjnses to all coded situations will be given to all staff 10. 11. Parents will be advised of added security measures in bulletin sent home Students will be taught their responsibilities during emergencies by classroom teachers and periodic ALL-CALL announcements 12, Playground and playground equipment will be checked daily by an aide and a cus todian 13. Needed repairs will be inade on equipment or area of campus restricted from use lA. PTA, Student Council or Speical Funds will be directed toward maintaining playground equipment Principal Staff Principal Principal Couinunicator Teacher Other staff Aides Custodians Custodians Principal Club Sponsors PTA Officers I I- I'  September 30, 1991 September 23. 1991 October 15, 1991 September 23, 1991 throughout school year Daily As needed As needed w - '.X i J' Staff Copier Staff Staff Staff Custodians PTA funds Student Council Funds Activity Funds Monthly Inservice Inservice Staff Bulletin None None Non-certified Inservice None None List'of codes on each teachers desk List of responses Copy of Parent Bulletin fTARGET AREA: Teacher Effectiveness TARGET NARRATIVE This committee has met 9 times. On June 7, 8, 11, and 12, 1990, our meeting was held to review the past school year in light of the desegregation efforts made by the Little Rock School District.  On June 11, the Teacher Effectiveness Committee met as a committee for the first time. At the June 11 meeting, the committee reviewed a survey furnished by the Little Rock School District. written at this time. A target narrative and outcome was We met again on September 24 to consider data from our school survey and to compare this data with the Little Rock School District's survey. We then decided that both surveys were very similar in the areas that we had pin-pointed. were: Data collected from these surveys confirmed that the top priorities that teachers, parents and students were concerned about more I excitement taking place in learning\nstudents did not enjoy attending school, were concerned about progressing satisfactorily, and needed extra time to do school work\nstudents and parents felt that there should be fair and equitable punishment for all students who break rules and that everyone in the school have a sense of pride in working together. I The target committee met again on December 3, 1990 to begin to re-write and finalize data and set up more meetings after school to review and finalize the target narrative, outcome(s), and actions of this committee. In these meetings we decided to modify and limit our actions to high expectations of students by teachers and to work more diligently to decrease disparity among subgroups of students. I OUTCOME: To improve teacher effectiveness through high expectations of student performance as evidenced by each student making a significant increase on the MAT-6 and AMPT and decrease the disparity among identifiable subgroups of students. 1 1 1 iTEACHER EFFECTIVENESS ADDITION TO TARGET NARRATIVE fl On June 3, 1991 the Teacher Effectiveness Committee had a short meeting of thirty minutes to discuss the 1991 overlap, changes and additions to our plan. other actions that may cost money. We also had to make decisions on workshops and June 7, 1991 to complete the ensuing year's plan. The committee had a final meeting on We moved classroom management for open space schools and discipline/ conflict management to the 1991-92 school year. This was necessairy because there was no time in 1990-91 school year to have these workshops. 1 aTARGET\nir.Acnrp ! iTH riVL\\-Esg I ! IWnWfcHUfr PLAN TO i':!p'-vr TL\\cin:R EFrrGTivENESS 'niRoncH men i:xrirTATinNs nr siin)ENT PERroR^iANcr as ivTorscrr) by each suTirNT making signtfic-wi- ixcri'ase r: TPP WT) AMPT AND llFGRrAPF ACnOtiS A^y\u0026gt;NG GROIIPS OP ST1T1P\\TS RESPONSIDItnY TTMELINE RESOURCES STAFF DEVELOPMENT EVAIHAHON DATA 1. Iril'leriPr.t a. b. d. r.- ning. in i\u0026lt;lpni i Tied b'.* IK.l lilliilk'd l.-'i TESA/IESA rcfi .ner courses Clas'ro'r. schools :r Dis. 1 igc'iont for o]ien .space if.'roble training 'lent /conf] ict I i Prine j ivsl .^taff Teacher Effectiveness Conriit Principal Staff Teache Effec- OP tiveness Coninit- ice Principal Staff Teacher Effectiveness Committee Comnittee Teaclier Effectiveness Committee September 1991  January 1993 March 19\u0026lt;i2- June 1992 October 1991 Teacher Effectiveness Corii!:..il- IRC Staff IX'XXlopiK'JIt Personnel Principal Staff Arkansas State Department of Education St.nff Develointient stM-ios at local student schools AEA Teacher-To-Teacher v.orkshops In-housp training by by staff Principal Staff State Department of Education Inservice in local schools and monthly meetings January 1992- Staff Develop- ^rjl 1002 ment Counselor L-partmeni lion Inservice .\\g,oii-'.-i  Roster of 'inservice p.:rii.'i- pants Inservice Evaluation by staff on file in office v\niih number attending Post intervent .ion ci-\\-ey of students, parents and staff Inservice n^onda. Roster of attendrjice |Xiinber of pariicip?.\nJ  tiCfl I I 1 t 1 t ViMpRGVhia-xr iw TARGET: Ti^\\CI 11 'TFF\u0026lt;'I1VF\\TS.S------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- TO I Ml ROVi: TE-.CHER EFFECTIVENF-SS THROUGH HIGH ENPITTATTONS OF STlTiENT PFRFOR.nANCE AS nlDENCED BY STlTiENT M-MaNG SIGNIFICANT rrEF.V^E ON THE MVr-6 AM) AMPT AX'D WrRIASE THE piSP/\\Rm' AMONG GRQUPS OF S'nFDENTS I  Acnc RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOIMENT EVAWATICN IWTA E?tabli!=i F nsc f pridn and unity and : sliuk'nrs, tc.-ichcr, principal, parents and consnunitv ihm: Stndcnt.s Principal Parents Conmiunity BCC Teacher Effectiveness Team VIPS Staff Principa] Student Council Active PTA Facilitators where needed Comnmnity Resource .-V.areness :nc t j August 19Q1 - lifUo Number of parti ci activities s in Ptafi b. Staff-principal interaction September 1991-1995 Number of times principal participate.? in staff acti' itit c. Corr\n. y input September 1991-1995 Community Partners Comniuiity and school needs assessrtont and nvrber returned d. PT.\\ Sept ember 19\u0026lt;^1-1995 Nenbersbip rcs' e. rv.mcil ? -'-.I\n.\n- i-p Sep:eml\u0026gt;er pfl-lt\u0026lt;^\u0026lt;5 Student Cotuicil President ry r-\u0026lt; l- ril uder.L Coi 'c\nber of Staff i:it\nI 1 I cer Increased f. nee? as meas\ntxisr tets 1 I IiMnwhMwr TARCTT: 1 r .\\furp 1 iTpr- t\\T\\T\u0026lt;^s________________________________________________________________________________________________________________________________ TO 1nRovE Ti:\\Cfn^RErnicrin?G^ssTiiRoi!ciiinGiu^pECTAnox^^ OX TJiE M\\T-6 AXD AMPT .-1X1) DECRE\n\\SE 'T\nin\nDlSPARnV A\u0026gt;K)NC, GROUPS OF STiyiCT'S ACnCNS RESPONSIBILm TIMELINE RESOURCES STAFF DEVfUDIMENT EVALUATION Ii\\TA h. Family H!- Sept \u0026lt;*nilH'r H''d-l\u0026lt;l92 Fariily Life Special isL Increased studeni awareno.ss a.s lic. and post tests r-v-'-lopncnt.-.l c\n.by pn- 'i -R.btn- 1991-1992 BCC Xuiabef u! I.ii'fLi: j- Clear expoctat.ons and direction are comunicated to staff Principal August 1991- June 1992 Directive.s on file Checkli.st.s on file k. iii'.p siudeuts to accept jtcrsonal responsibalitifs* and respect the Tea\nrigins of othej s 1. Sta act Stu\nUc. Ininist ratnr i ntcr- -.ill un 1 Twicliars Staff, students principal 1 January 1902- ly92-bi-Keekly August 1991- 1995 each nine weeks Menos Calondar.s Parent Involvement Team \u0026gt;!enios Calendars Directives Cliecklists Din Cle. lives J i.st.s rtified staff Lncul school insorvices uov!\nehf7 Pre and post tesi-^ nf Riyhis and Re.spon.sibilities Handbook Post .survey.s of students, pareni and teachers Evaluations - building observed by students,-tea administrators diers and ! 1 her Fffec- tiveness Team Teacher-To- an?. leachi'r vorksho I 1IWTOJVHttWr PLAN TARGEf: arrcEME:  TO IMPRCAT Tr.ACITR EFFECTTVrNFLSS THROUGH HIGH EXPECTATIONS OF SIWIiM PERFORMANCE AS EVTDENCEP RY EACH STIT)EXT MAKING SIGNIFICANT INCRFA^E ON THE :L\\T-6 ant AMPT .ANT) DECREASE THE DISPARITA .A.*JON-C GROUPS OF STUDENTS i T5iP to\nACTIONS h'inf laf'\" fill under.stand that !i.' Pa eline plan for in- creased teaclu r ef fectivencs.s ind student achievemen': begins with -iit-hcu level ui mastery for each objective, vill be implemente-i by: ibis plan a. b. c. RESFONSIBILTIY Princi]ial Staff Teacher Effectiveness Team TIMELINE RESOURCES STAFF DEVELORIEirr FYALUATION HATA Augii.st 11Al- j'une 1002 Certified staff Communiiy leaders Teacher Effec- iiveneas Tc\u0026lt;im Sinff in.iprvicc Hnndbctok and di data Htcd Reteaching v.iien 'ver mastery is net achieved G  .ac!'i ohjectix'c V.sing er.riciu'iiejr \\ict3viLie.s lu meet needs for HOTS '.o include: 1. Rcr. occ\nLse of ..bol lan'niage approach ?eveK-:':r.= skills ef ritical listening . udents ,! -valnations i.ill jsse= :'\nCtainmont of goals to c Stsaff i .11 Aunist 1001- .luue 1003 .August 1991- June 1992 Auj-ust 1001- Junc 1002 .Au* ,11 \u0026lt; I '1- Memorandum to staff Objective made in standarized 1(7.'^ r fojTiat Objective test made in standarized test fen-nat Ixtra learning time p.r areas with improv-i critical .tudenc eiicrgoncy\n?e fund Staff rieetin? to update ilr.ble r.e I II TARGET AREA: HIGH EXPEGTATIONS Target Narrative After collecting and examining Baseline Elementary School data, including parent, student, and teacher survey forms, 1989-90 school improvement plan, and standardized test results, and needs relating to high expectations were determined, appropriate outcomes, actions, and all processes were established. The above data confirms that high expectation in several areas need to be strengthened. ~ needs: 1. 2. 3. The survey forms indicated the following priority Interpersonal relations will improve in the school environment. Students will treat all staff with respect. Teachers and students will have a sense of pride in our school and work together to increase learning. The High Expectation Committee met dime 4, 1991 and June 7, 1991 to discuss changes in COE Plan to adjust timelines to 1991-92. We discussed the following: 1. 2. 3. 4. 1990-91-Celebrations - We had parties, but due to limited funds available, the planned evaluation of scrapbook and photos was not accomplished. 1990-91-Peer Tutoring - Change evaluation - Teacher/Student Survey form should be compiled from computer. High Expectation Committee is responsible for making a form for meetings and getting signatures of Council Members (computer). 1990-91-Birthday - Teachers will be given a form to wite student birthdays to be announced, and it will be turned in monthly to be announced over the Intercom. High Expectation Committee is responsible for saving Honor Roll that comes out in \"Our Neighborhood \" newspaper. These changes will be implemented in the 1991-92 school year.TARGET: HIC!! E\\Pp-|.VriH\\S INTOITRS ACnONS IMPROVIM-KT PlATi \\L 1 n.ATlOX? WILL IMPROVE IN THE SCHOOL r^^XIRON'lENT RESPONSIBILITf TIMELINE RESOURCES STAFF DEVELOPMENT EVAWAnCN QATA 1- Cek-br .^tinshini Conmii t tec/GiiKk?- Icvel nssienment .\\i!\u0026lt;nst lOMl- Jiine b'92 InfftiTial ion on each staff nKmibers' birth- None Srnff ntJendnncr by scrapbook photos .nid nun.: attending a. Christmas party b Staff pothicks P^ab\\- nd v.v f 2 h Ros. Day ing rhovers e\n-!  ni-nt.s .Secretary's Day Secret Pals Staff introdvicting at PTA Fricndsb C]u- vit\ntuclcnt celebrations -August I9ST- June 1992 a. b. c. Chri.stna.s Txarty Valer Eirtb nc\nn-ty cogni Lion Peer Tk:-? Student Ccttncil 'hers and -.1^1 inoi- :ne r'2 j Coi.rutcee .'tudent Council. .\\dvi.ors and officers High Expecl.nl i\u0026lt;iii CorHiiittee J'..ne Staff calendar or memo Stmshine funds Teachers and classroom mothe*s Iki fron clnss- fl-'r and tutoring I.\n.nt C'\"uncil .Adv.i Completion of mor.thly bulletin boards t ITARCFT: HIGH r.xpK i.vrj CQ.-Firrnj: IMKOVmEKr ilAN OOTCCME: SllTexTS k-IIJ. TREAT ALL STAFF KITH RF^PFCT ACTIONS RI-SPONSIBILITY TOfi-riNE RESOURCES STAFF DEVOOPMENT EVALUATIOM DATA 1. Tench rulr-'-\niTS nn'l rGn.:\u0026lt;'-'jiiences Increased siipervisi n by all staff member? Cornel-:: A-d duty roster b. Classroor.s v.'ill not be left i:n- sxipervised c. Visible passes for all hall traffic Staff Pareiii s Staff Anr.usl 11G- .lnne I'l'C Anf\nisr V\u0026gt;^1- Juno 1992 I i Rase line lk?bavi( Plan for 1991- LRSD Rights and Resionsibi 1 i tit ItandIxKjk siarr 1 s \"if,natures of jKirenis iiivl students in PKFs Vrrf\u0026gt;a5n in ninnhp- rf rcferrnls jecrease in liall ir.. and v.nnperv i 'd t the bniIding I -iTARGET: inGHrxpEHAn^ IMPlJWhMfcWr PLAN OUTOCME: TEACinTS AND SirriENTS Ull.l. HAVE A SENSE OF PRTDE IN 01'R SCHOOL AND UiORK TOGETHER TO INCREASE LEARNING ACnONS RESPONSILL ITY TTKELINE RESOURCES STAFF DEVELOmENT EVALUATION OATA 1. Di-lny -tn. Clnssronni ti'iichers Ainnsr IbOl- June ]on2 Bulletin hoards Ntimber of bulletin board displays I . Modifv apsjfTjmcntp Cl.assroom August 19^1- June 1992 Special EducatiCT supervisor PRF information Improved perfonnance on skill and concepts as\n:k asurvu by classrocHn monitoring report a. Peer Tutoring Snort J 'ipr.oniont s . Rej^eacfri rvview/i'ilill d. Identification cf unmascered concepts and skills 5. Recognitior. Mr ?'.ejp,hborhoo(l Teachers Key Communicaior Hi.gh Expectation Committee August H('l- June 1992 Local publications Pitblication of ^indents' aebievt- nents in local puhlicaticns and number of itens published .evemont ?PGnblv ncipal chers Augi-^C 19^1- June 19^2 End of e.ich Certificates Ribbons Increase i: receiving veeks b n: Ir.rl M'='nt T Principal I.KSD Scaf A'.irauif V91- Ju.nu Staff Development TESA (for chose vho have not had it) Listed in v\nhon com se Q'. Ivted ile iiKo.i nCT.un-y.j'* \u0026gt;'TARGET OUTCOME: STUDENT ACHIEVEMENT TARGET NARRATIVE The Student Achievement Committee met June 7, 8,-11, and 12, 1990, to discuss and establish anticipated outcomes for student achievement for Baseline Elementary for the school years 1990-91 through 1994-95. After collecting and examining MPT and MAT-6 achievement test results for the school years 1988-89 and 1989-90, we determined areas where growth is needed. The 1989-90 MPT results showed that 89% of students in third grade passed in both reading and math. Strategies will be implemented to reteach the 11% that did not pass in math or reading until mastery is achieved on the MPT test. The same strategies will be used for MAT-6. The sixth grade results revealed that 89% of the students passed in reading, 93% passed in math, 68% passed in language arts, 55% passed in science and 64% passed in social studies. The results of the 1988-89 MAT-6 showed that 35.6% of Baseline students were on or above level in reading. In 1990, 36.8% of the students were on or above level, resulting in a net growth of 1%. In math, the 1989 test results showed 58.5% of the students on or above level, and the 1990 results showed 67%, a growth of 8.5%. In 1989, 52.5% of the students were on or above level in language arts, and in 1990, 56% were on or above level, representing a 3.5% growth. In science. 37.7% of students were on or above level in 1989, and 47.1% were on or above level in 1990. This was a growth of 9.4%. The results of the 1989 MAT-6 in social studies showed 56.7% of students on or above level, and the 1990 results showed 61% of the students on or above level in social studies. This was a growth of 15.3% The results of 1991 MPT scores, 85% of third grade students passed reading, 82% passed in math which is 3% below district requirements. Strategies will be implemented to reteach the 15% in reading and 18% in math. The same strategies will be used for MAT-6. ! The sixth grade results revealed 88% passed in reading, 93% in math, 54% in language arts, 44% in science and 54% in social studies. School improvement strategies will be implemented as part of the school improvement plan to improve students' learning of basic concepts and raise these scores to at least the state minimum.TARGET: 1. IMlWVfcMtNr IW rn Tii'P^AT \\.\n.M.T-Mic ,Annm:jnT nr ..ri- q'li:ni?:\u0026gt;:cg. ACnONS Staff nemiv-rs vill receive copies of ohjeciivc-s on die AlPT and MAT-6 to insure skills are targeted. 2. All instructional concepts are mastered by each student vill be identifier! from the -A^IPT test results All academic skills p^an vill be developed for each student that did not master a subject areas on th'\"' .AMPT. Skills \\c:ll be reta:ht lunil each child masters skills that they have not mastered Acadenic skills rlau vill follov\nsiudeni s.nd be skills are nast.-red. RICSPONSIDILITY Tiuchers C.i\niptiier L.li Principal Counselor Principal Teacher Counselor Teacher Counselor Principal Teacher PAL teacliers Principal Counselor Conputer l^ab acher inci pal xinselcr TIMHJNE Xoveiiilwr 1l .lunuuJly throup.h 1^05 August/ September 1991 annually through 1'- October annually through 1905 October 19^1 Ongoing through 1995 iVtober 1901 Ongoing throufdi r''5 RESOURCES Sluie rkiKntment Cu iile MAT-6 compendiums MPT/mT-6 Test results Teacher made .A'^IPT results Textlv)oks Worksheets Peer tutors Conputer Lab STAFF DEVELOmLT Curriculum .'^iiixTvisor Principal Principal Principal Counselor EVALUATION mTA Class tosi |(SI|1 t s LAT-fi/.VlPT resuliK Principal's records lesson Plans List of skills not mastered for each student's class File/Profile \\SP sheets on file vith list of skills missed and signatures fPRF) Fest results \u0026gt;sson plans documentation \\SP inclusive of signature and dates of mastery ' '^ocurv-'Ut i-- n I I i I IlAFCEr: Acni iaimem WKuvtutwr OUTCCHE: TC\u0026gt; IMPROVE ACADEMIC ACIITrATfENT OF .UL Snn)i:\\TS ACnOfG RESPOteiBIUIY TIHELIKE RESOURCES STAfF DEVELOIWTT 6. Parent conferences will be held for signatures at the completion of ASPP. I. MAT-G/MPT skills rt-sourco packet will be The resource packet will consist of practice laaierials on skills. 8.* Tpac'tlSr-vnnnSfnict their students in test-takin?: skills. 9. .At the beginning of school vear, teachers will work on skills identified by .MAT-^b/ MPT and r. those skill.s \u0026lt;1\nver\n. system.sl. ac a 10. Cj oss-aop ri.=k propr EVALUAnCN. QMA and inpl' instnict\n?nts will be dewtlr. ed chrciuphout the program Teacher Principal Counselor Staff Teacher .Counselor Teacher Princi ]y51 Specialist Tacher Co inselor Principal .'indent Council June HfI ^T.oi:./. - 1\u0026lt;IM5 ASDP sheets Document parent conferences Parent .signature June 1991 .-.:'.r,ually ilirough 1995 - Jan. Hifi: annual t lu'oiigh 19^'5 Augti.sf 19^1- Jiine ] 1 MAT-6/.A.MPT ~k I 11 packec.s from IRC IRC Coun.selor'.s manual/iest- tak.ing Turtle Reading teacher MAT-6 MPT Cluster analysi.': ioun.'^e 1 or' s iTunnunl v-er tutt'fing hand boo)\nPrincipal Grade level Ccunselor' EriT .-nl Fieetin^s Er\u0026lt;\noin,' Leaclier. irincipal Set of eoinnlerp  Resource pacliets fm- each student ijesson-plahS\" I Lesson PlAans 'r,F .-i teacher, anci ?, - Improved grades .'.nd Peer tutor::: Teacher eval Copy of plan iel--r. test resu^ ! ITARGET: y\\TTnPT\\G AM' AS*^FSSMfV1' 01' SIliPENT .ACHflTFMl^'rr IMIROVkMfcHr IbVJ OrrCCME: TO IMPROXT ACADPIIC ACHTHTMEKT OF ALL STrnJ^crS Acnotis RESFONSIBimV TIMELINE rj-TURCES STAFF DEVELOPMENT EVALUATION EVATA I 11. n. 14. 15. The princi .amount : f i1 will .nend a sinii fir.anr r:e in ihe cla5:.srnnn cih.^erv- jng and noniioring the academic program. jiie iXij Team vjIj ist teachers in developing .strategie.? to meet Che referred .students' individual needs. A lost o: to encovU' fJe rioi-ls will h-\" f'cvoloped improvericnc. P.AL vea: Prinrip.Tl Pupil Scr Team Teacher Principal .Sponsor.? MudejJs LOVurd \u0026gt;\u0026lt;'31 :g and naJi teacher? vill work with students in the classroom during P.AL time (flexible schedule) Laser r.\n6th gra: :h will be done with 5th. and Teacher.? iTincipal Princi pal P.AL teacliers Princi pal Vigii^'t r'i Isrgvmg, - 19*5 Sci.ivmlHr l.'N (mgoing - )9i i'opiJ i\nr.sonnel Pupil Per.sonnel workshop Pupil Service.? Team |(t9|-](itr .^i']Uepihcr l\u0026lt;^'l-b'92 .^ept enher i -I-I'- . Informal /J'orriis 1 cv..lii.ii\nrecord.? Record.? oi meet mg/deci -n Record of workshop date Teacher documentation of effect\nof strategie.s PST updates Local universil and colleges, churches, bu.sinesses and parents PA!., curriculum PAL curriculum\n'rincij\\:l' s .schedule ifS Role model List Calendar of, visits Lesson Plan Test results I 1 I I I IOJ? 1 5 sC\ni,. .A ft-'r 7 or ~irnr?.T Ar.mr.-Ru TO r\n-f.:jr.Agr. pTSPArm* i^CTv-r.r .1 utilize a vaj ii 'J SLACK ALT) LUITE ST iciy of dsliveiT.' proven to he post eficctivc jn ers list \\\nill be developed. TnS IN LA* RESTOrCIBILirf icacner Princpal Counselor Principal Selected staff ARTS\nSOCIAL STi.DIES ALT) SCIP-CL I Aunssr 19-zi On.TOin,\", through 95 Sept. 1991 - June 1992 riAJiLATZCfi. I\u0026gt; I I ! clssRtSs?ill he as.signed a nur.bsr oi re\ncr!\nns te. co c: 5ers \niStt .e efforts to vices Cour.selor Selected sc\np. F\niCbers I v-ili ) ksh io2 ' '.c:\n1 2 let: 1 :y :-j5S  h sfc r.cs sc- vp a her?.\njacl'.ec level sep fi  S Tci\nrs p. ^1/St\nork pockets .ts absent 11 be ailcble to pore t'nan thfec n\nk-nt. 1?91 - June 1992 LkSD Jtciti- cuLturol yiide center Local tinivcrsi- ties and collect bocal churches NeoT'bbori b'jsinesf. Parents'* jst 19=1 - iO 1992 1592 Coope\nlean Texth 'SS Sept  CT CT Equity a.s.sistfmce center s sen' :sh inC-PI-A cudget\ntboc*f\u0026lt; ,S' :provo(i f/. lontor's iist I Tc'nccule /Ips\nsjis: I\n5\nrc ss Czic-^Z2ti\\ vorkshop p '.ise: I' sets ss\nS :e) 1 ling Kt\nsr.op '.oer c. :Stv.n as\n5.s\nii:\\T or snii)r-\\T /\\f:nir?.' D\u0026lt;rrXr/i\u0026gt;:.T riA :f\u0026gt; riri.r\\r r,: :p\\RnY Brr.-, S' i-iAn:' .w!\u0026gt; UH nr sivnr\nIN' i.\\\\\":i!Acr sriCfM. gTiirjrs A\\7) S^rD\ncr I .\\zncx^ F^5?0fCISLLI7Y RESaj?.( :il cilJ lake a lr.-min styles wnrk.shop Principal Tenchc\".'- '! end '.h '95 for nc./ staff IRC Staff r^velonnen ?S? profile rnrec h: Si S ICi ies co-jfsc Agenda Schedule !es invr-n\n?rincinnl Coinmaior  ?.AL Sent. Ongoin? 1955  1992 SPS? profile itaff Develop- i^onc Incentive Plan Principal tcr.t.-.ir,\n? Si Teacher's 1\nInventory r\u0026lt; us chserv.-.tif. .vies .?t 01 stud\nsuits I ?\nS  cr s: GO ..ii: t'o tea\n.1 be ic'ned r-ians (1. eS. ,) s Principal P.U C'n'^oin\" 1955 ' Principal Incentive Plan ociiice lists 'art All stratr.^ics for student c^: :rove.T.nc'' .Teecbe\n0=t- 1951 Onnoir.c - 1595 el r's 'a: :te instr ionai Peacin\" ir to'ry \u0026gt;?T/MAT-6 Skills .list. PR? j'.en- Principal lest : Grade Cbser' .s i 1IMPRWtMhWr VLAN TARGET: OUTQCFC: 1 TO nrCRF.ASE DfSPARlTY BlMViEN BLACK AM) UH ITE SITDiyrS TN I^ANGPACE ARTS, SOCIAL S'nmiES AND SCIENCE ACnCNS Rl-5P0NSIBILnY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATICW EATA d. Parent ..ill iirlieaie at'.reenn-nt tn nse bone, rk pack.ct.*?. Teacher Parent Se)it ember 1091 - May 1995 Pl I pl leal ing Paper Ko reams per teacher.s Principal Xiiriber of parent .K:lur XumbiJr of complete homevork packets Student nroyresc e. Additional computer time v.ill l\u0026gt;e scheduled for student.*? in PAL Teacher Computer Lab August 1991- 19^5 MPT results PAL list Ijcsson Plan will document additional scheduled time Canputer Lab schedule r. Pnpil S. ee.\nTe.Tn vill vork witli each grade levt1 monthly to make/ strategies to improve student revise achieveriGnt Principal PST Grade level.s September 1992 Pupal Per.sonnel office PST inservice ir macion :lenx Minutes of meetin*' Student progress report. i I iTAROn*: IMnttJVhMWr PLAN dtpUHE: TO DFCRE.SE hl. TAR 117 RlTl.ErJ BLACK AXh UTIITF. SITDIXl'S l'^ LANCHAGE ARTS, SOCIAL SThPTiy AND SCTENCE ACnONS Rl^PONSIBILTTf TIMELINE RESOURCES STAFF DEVELOIMENT EVALUATION OATA 1 . Tr -..ill in-n n all '.1 n .fades ivicr carb k \"lales and feriales iii social studies, sci'.'nco and lanf^inge arts '':iai' n-'p-iiis cn progress ciib JAipil Sorvice.s letim. hUidt'iiL 3. A. T-acbof Principal Counsel or Pupil Services Team Principal Ocldbri' 1 -'radr Bnnk lav l--i June 19h2 .^indent in social f\niucs sludie.s, science and lanj^iage arts Ir inri pal Trnpfovenent on cl. rioni['fin\n'', feprf!*5 PST mcci in\n', -chc ' .    report.s shared b\u0026gt; cuun.selor Pupil Services Irani ijill track each black and black riales' pr.,gress cvice each 9 . weeks in Ian,innage, social studies, and science. Teacher ..'ill !=e cirnulative review to maintain areas. ent ion .-nd roteach deficit Selected persrnnel -.ci 11 test black sttident-s once each nine weeks in social studies. 1 e arts and science. PST Teacher Principal Selc-cied staff Principal T will a -.raph for rec-\"rdjng al -'tudies, lang\nge arts and .^elected sta progress anfi f \\.-ill graph the srndent.s' counsel with a limited number of black femdes/males about pro- gres'' m''nt\n'.1... PST Principal Selected stall October Ma\\ 1992 Ortobef V''l- Junc 19'2 Intefi.in reports Reinforcement acti\\'itics .oveiiibcr VPl- Compilation of May 1992 kA r-: \\\\'vvn\n5w\u0026gt;r 1- -'-I - [uqj IRC Staff Development leaeher made r Test/Textbook ?sr Documented track.i PST recorcs tt. if. reconnenda t i ons Lesson Plans Report Carrls Princi ixal's observ. Ccmpleted tests Test schedule IList of studentr t-? Compjeted 1 .Student .sc''i'e= a . Agenda oi teochc-rs students List of stu,\u0026gt;''\n: c- '.erking with ?\\uniber of students r.aking prrWRWEHtKr iw TARGET: __________________________ TO DECRr.ASE PI\u0026lt;PARriy Bnu-r^i black ami UTITTE STTPExTS in LA\\n.ACE ARTS, SXTAL STUDIE.S .AM) SCIENCE ACnOfiS RESPONSIBILTIY TIMIirNE RESOURCES STAFF DR'ELOIfffNr EVAUJATICW aXTA a. Tonchors .-ill ri-ccivc irnininp Tm' \"High 11 kk-! IL' I.: control their ovn behavior lo rioiuicr and 10. I 1 .A plan for remediation will bo de.signed foi' each student un Iqrachieving in language arts, soci'il studies, and science ill. I 12. I'rincip.'il Coi inselnr Sent eriber |W1 IAl.R Admini.sI ration Dej'jarLRient \"High Gain\" Teachers Workshop Attendance list Lesson Plans i'nncipal I I'rancipai Counselor Pulaski Sheriff'.? Department .Scpie\n:ibcr 1993 Pula.ski Coxuity Sheriff Department LRSD .Security S.E.P.T. Program Plait.? Attendance List Number of certificates issued Parents vill sign a llomevork Learning contract to monitor their child's homework in above subject ar'as Teachers -cill teach thinking skills/ reasoning skills Newsletter and progro' bet'.\neen bl\nif-'i'r.iu' parents .bout plans ising the disparity '.nd /'iite studenc.s .A variety related = field .rips and .speaker.? in Staff Principal P.AL Counselor Parent Parent.? .Uff PTA Principal .Staff .Student rep(,riers 3-6 .Sponsor Coun-selor rrincipa.1 Principal Teacliers August Axigust 1995 Augu.st 1993 Ongoing - 1995 iVluber Onp.iung - liirough InconLivo Plan LRSD Curriculum PST records Graphing result.? Progress reports .^cpt ember 199 - .Jui'te b-'C VTP.'? Principal timber of plans coripl eted \\ximber of signed contract.? Student progros.? Teacher's gradeb'\u0026gt;f4\nLesson Plans Principal'.? observation lopy of nex.slet ler Schedule r di SI 'amber of issues Zalendar of trip\nIIMHRWtM-Nr IW TARCTT: QUTOCME: ?'y)Nnvprj: am- assfssmi'nt oi- s'lvni^r Afiiii-vi-\u0026gt;\u0026gt;irNT__________________________________________________________ TO nrCRFASE niSPARin Rrn\u0026lt;rrN black and KIITTE STltPENTS tn lANCltACr arts, social studies ANT) SCIENCE 4. ACTIONS RTSPONSIBIUTV TIMELINE RESOURCES STAFF DEVELOPMENT EVALLWnON CATA 1. The kinderg.arien cl.asses will go lo the fair to see farm aniria.ls. Teachers Principal rk'l.-bci- Ark.insas .State Pair - Barton Coliseum VIP.S Art Vork Pictures Book (story) Writing Language Experience Oral Discussion 2. Tlie kindergarten classes will go the airport to see the .airplanes as .a tx-pe of transportation. Teachers Principal Jnniinry 1992 LR Airpf^rt VIPS 3. Tlie kindergarten classes will take a field trip to the In^pital, fire station, and post office to .show examples of coimunity heli'\u0026gt;ers. Tencliers Principa] April 1992 Mabelvalc area VIP.S I , The kindergarten classes will eo the zoo to see pets and will animals. Students will participate in Heifer Project in PerrxTille. I Teachers Principal Principal Mav 1992 November 1991 LR Zoo VIPS VIPS ITARGET: iMTl^OVhMtNr IW dC^CCME:. TO DECREASE DlSPARin I.I.TCIT^^ BLACK AND KIIITE STITENTS TN LANCHACE ARTS. SOCIAL STLIDTF5 ^\\T) SCIENCE ACTIONS RESPONSIDIUIY TIMFLINE RESOURCES STAFF DEVELOPMIOT EVALUATION [IATA 1. Tie first cla!s:es Kill -\u0026gt; le the fire station to siiuiy coi:i!iiuni ty Iwlpers for social studies. r\u0026lt;*:i\u0026lt;'hers Priuciiiiil x'pl(inl'er V'l Fire Station Photographs\nind \u0026lt;.rul iiseu.'-. about field trip l\u0026gt;- fire station The first e cl.nssc's will go lo Toltec Mounds co study Indians for Social Studies li-achers Principal Toliec Mounds Photograph.s anil luscu'^sjkinr about objectives learned at Toltec Mounds 3. The first grade classes will attend tlio Jungle Book Play Correlating Unit. \u0026gt; Teachers Principal .Ai-t Resource Language Experience and picture book 4. Tie first grade classes will go to Pinnacle Mtn. State Park to study animals for science. Teachers Principal May 1992 Pinnacle Mtn. State Park Photographs, oral discussions and responses ahokic trips I t- \u0026lt; V v f ro I TTTARGET: 1. IMIlWhMI-Kl IIZN MfM'b'RiNC AMI As.srssMixi Hr s'nnuvr -v:ii!iATMiyr____________________________________________________________ Tn DFCREASE rlSPARlTT- nnTTEN HUCK AM) WllTE STITIENTS IN lANCt'ACr ARTS. SflCTAL STliniES AND SCIENCE ACnCNS RESPONSIBELlTf TIMELINE RESOURCES STAFF DEVELOEMENT EVALUATION EVkTA Second radc trip to V.ALR clas.u\n- will lake a fj(?ld i'lantarium to siudy pl\nuiei.s I(\nicncrs ninl November b'\"! and stars for science unit. Second gr5\u0026gt;.jv classes Kill the the LR Zoo to study animal life and habitat for a life science unit. Iriiicipnl Tejicbers ami principal April 199J I'Al.R Plnneiarium school bus LR Zoo school buses Oral quizzes to ewJuaie objectives learned on the field trip fjral quizzes and vTicten test over life science objectives I 1TARGET: WTCCME: Ji 1. 2. 3. IMIRXWhMINr FLAN MONITORING ANH .AS.SES.SMENr PF S'lllPENT ACIIIBH^MENT____________________________________________________________ TO DECRLV:E DISPARITY RETlvTEN BLACK AND LIIITE STTDENTS IN lANGUAGE ARTS, SOCIAL STUDIES AND SCIENCE ACnONS RI-SPONSIDILITV TIMELINE RESOURCES STAFF bVyrfWWBTT EVALUATION DATA Student? will attend a st. at tlie .Arts Center lo correlate witli selections taught in the reading .series. Arts Center schedule will determine exact da Lu. Students will visit the UALR Planetarium as a part of the science unit on heavenly bodies Students will visit a local dairy or other food processing plant* in conjunction with our Science Unit on the digestive system and Nifty Nutrition Students will participate in an environmental program from the .Arkansas Department of Health 3rd Grade Tencbei and princjpa] 3rd Grade Teacher\nand principal 3rd Grade Teacher\nand principal 3rd Grade Teacher\nand principal LRSD bus VIPS Class booklet depict in,\u0026gt; student art \\\nork Class discussion Fehruar\u0026gt; 1992 \u0026gt;by 1992 ?xovomber 19^ LRSD bus VIPS LRSD bus VIPS 1 Ixjs Patterson Arkansas Department of Health Language Experience Chart Unit test Make posters showing well- balanced meals Student thank-yon notes to Mr. PattersonTARGET: 1. 2. 3. 4. 6. IMPWJVFHFNr ITAN MCMKiRlNG AND .ASSESSMENl OF STIDEKT ACHII^'EMENT__________________________________________________________ TO DECRFASE DISPARITY nimEI?\nBIJ^CK AND WHITE STI'nENTS 1N UNGIIAGE ARTS, S(X:1AL STUMES AND SCIENCE ACnONS RESPONSIBUnY TIMELINE RESOURCES STAR' DEVELOPMENT Ek'ALUATION CATA Fourth Grade will take a trip to Aikansas Territoral Music and Old State House to correlate with the unit on .Arkansas History settlement Fourth Grade will take a trip to UALR Planetarium to correlate with the Science Unit on the solar system. Fourth Grade will take a trip to the MidAmerica .Musuem to coijrelate with the earthquake unit in science. Fourth Grade will take a trip to Indian Mounds to correlate Kith the unit on Native Americans in Social Studies. Fourth Grade \\\nill take a trip to the State Capitol to correlate with the social studios unit on government. Fourth Grade will t.ike a trip to the zoo to correlate with the Science Unit on anir-ial adaptation. Aih Grade Teacher .and principal 5 September J 01 Ath Grade Teacher and principal Ath Grade Teacher .and principal October 1991 November 199 Fobniary 199 Mircb KiQl April 1991 School Budget .LRSD bus VIPS Tost Test results Science Display Pictures Pictures, Test Pictures, TestTARGET: .SIUDLJ1CHIIIDI^ IMPiJDVEHENr PLAN GtfOM:: : .qTIT\u0026gt;F\\T.q TV THE THIRD GR-WE WILL IMPROXT :V\\TinMATICS MASTERY AS ^TTASLT^ED BY THE ARKANSAS \u0026gt;fPT ACnONS RESPONSIBTLITY TT\u0026gt;g=I.TNE RESOURCES STAFF DEVEIOPMEOT EVALUATICN EVYEA 1. IDENTIFY Subject Area Skills tested on Arkansas Minimum Performance Test Principal September Classroom teachei s 1991 Skills lists 2. IDENTIFY correlated skills in the grade level curriculum guide Principal September Classroan teachei s 1991 Little Rock Curriculum guid\u0026lt; Skills lists 3. Prepare profile of each class A. Show each area a student did not master on previous class MAT-6 Principal . Teachers September 23 1991 Staff Development Day Inservice Slass Profile sheets B. Show each area a student did not master on previous grade assessment oi checklist A. Prepare skills progress chart for each grade level's skills to be available or displayed in each class Teachers Principal -September 30. 1991 Folders Progress Charts Progress charts 5. Teachers will highlight MPT skills in plai book Teachers On-going High lighter Highlighted plans 6. Teacher will use intermittent practice and evaluation techniques to ensure retention Teachers As needed Teacher's plan book Classroom observation 'I 5\n- s n H I - .a S:- s-TARGET: STUDENT ACHIEVEMENT IMPROVEMEOT PLAS CXITCCME: STUDENTS IN THE THIRD GRADE WILL IMPROVE MATHEMATICS MASTERY AS MEASURED BY THE ARKANSAS MPT ACTICKS RESPONSIBILnY TIHELIHE RESOURCES STAPP DEVELOEMENT EVAUWnCN EWTA 7. Teachers will use reteaching techniques for all students failing to maintain 85% mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199 January 1992 Febmary 199 1 Copies of skill sheets sent home I. 9. STUDENT WILL BE GIVEN practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given I  f 10. All appropriate items from available item b^cs or item specifications will be used to assess skill mastery Teacher Principal On-going from Octobe 1991 Northwest Arkans is : Ed. Serv. Coop' \u0026gt; Arkansas Basic Skills item ban: Arkansas Departnent of Education \" Hue Prints for Te.scing\" Copies of test given Copies of item banks 11. Teacherrs class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance from subject area supervisors and staff development specialists in working vrith teachers to improve the teaching of poorly mastered areas. 1 Principal Principal f-W- October 21, 1991 Subject area Supervisor Staff Development Day Inservice MPT class summary sheets ( Staff Developmen: Specialists Copies of letters requesting assistance o ' .'J** \"4 s . -ITARGET: ST. T)EXr ACHTEA^ENT IMPRCWEHENT PLAN OUTCCME: STt^ENTS IN THE THIRD GRADE WILL IMPROVE MATHDLATICS MASTERY AS MEASURED BY THE ARKANSAS MFT A- St ACTIONS RESPONSIBILHY TUdJNE RESOURCES STAFF DEVEUDEMOfT EVALUAnON DATA 13. Specific skills packets will .be developed for students who have difficulty learning that skill 14. Stress reduction counselling will be given to students who exhibit signs of test anxiety Teachers Counselor November 1991 On-going January 1992 On-going W Copies of skill packet ounselors Log 1 '-M- 9 \u0026lt;1 t 1 4TARGET: gTT-nrvT ArWTFVP-tFVT IHPROVEHENr PLAN ----STTF^TS TV PH\nSIXTH GRADE tJILL. IMPRO^T lANGlIAGE ARTS MASTERY AS MEASURED BY THE ARKANSAS MPT ACTIONS RESTONS IBUJTY Timi^ RESOURCES STAFF DEVEUOEMENT EVALUATION DATA 1. IDENTIFY Subject Area Skills tested on Arkansas Minimum Performance Test Principal Classroom teachei: September s 1991 Skills lists 2. IDENTIFY correlated skills in the grade level curriculum guide Principal September Classroom teacheis 1991 Little Rock Curriculum guid\u0026lt; Skills lists 3. Prepare profile of each class A. Show each area a student did not master on previous class MAT-6 Principal Teachers September 23 1991 Staff Developnent Day Inservice Class Profile sheets B. Show each area a acudent did not master on previous grade assessment 01 checklist 4. Prepare skills progress chart for each grade level's skills to be available displayed in each class or Teachers Principal September 30. 1991 Folders Progress Charts Progress charts 5. Teachers will highlight MPT skills in plar book Teachers On-going High lighter Highlighted plans 6. Teacher will use intermittent practice and evaluation techniques to ensure retention Teachers As needed Teacher's plan book Classroom observation I  -r /-.S  5 7 ! 'iS I I. I' r a W: -a  -4^ 1TARGET: STUDENT ACHIEVEMENT IMPROVEMENT PLAN OUrCCKE: h. ---------- STUDENTS IN THE SIXTH GRADE WILL I^!PROVE J.ANGUAGE ARTS MASTERY AS MEASURED BY THE ARKANSAS MPT ACTIONS RESPONSIBILriY TT\u0026gt;ffI.TNF. RESOURCES STAFF DEVELOEMENT EVALUAnCN DATA 7. Teachers will use reteaching techniques for all students failing to maintain 85% mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199 January 1992 February 199 i Copies of skill sheets sent home 9. STUDENT WILL BE GIVDJ practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given 10. All appropriate items from available item banks or item specifications will be used to assess skill mastery Teacher Principal On-going frcxn Octobe . 1991 Northwest Arkans is : Ed. Serv. Coop'3 Arlcansas Basic Skills item ban\u0026lt; Arkansas Depart of Education \" : nent '31ue Prints for Te.s:ing\" 11. Teacherrs class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance from subject area supervisors and staff development specialists in working irith teachers to improve the teaching of poorly mastered areas. 4 f f Principal Principal I'. October 21, 1991 Subject area Supervisor W Staff Development Day Inservice Staff Developmer: Specialists Copies of test given Copies of item banks MPT class summary sheets Copies of letters requesting assistance 1 AS' .1TARGET\nSTUDENT ACHIEVEMENT IMPROVEMENT PLAN ^UrCCHE: ti______ STUDENTS IN THE SIXTH GRADE WILL IMPROVE LANWAGE ARTS MASTERY AS MEASURED BY THE ARKANSAS MPT ACnONS RESPONSIBILnY TTMELINE RESOURCES STAFE DEVELOEMENT EVALUATICN DATA 7. Teachers will use reteaching techniques for all students failing to maintain 85% mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199. January 1992 February 1991 Copies of skill sheets sent home 9. STUDENT WILL BE GIVEN practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given 10. All appropriate items from available item banks or item specifications will be used to assess skill mastery Teacher Principal On-going from Octobe . 1991 Northwest Arkansis r Ed. Serv. Coop' s Arlcansas Basic Skills item banc Arkansas Depart of Education \"\nnent 'Blue Prints for Testing Copies of test given Copies of item banks 11. Teacherrs class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance from subject area supervisors and staff development specialists in working xjith teachers to improve the teaching of poorly mastered areas. T 'i? '4  i Principal Principal 'Si October 21, 1991 Subject area Supervisor X- w Staff Development Day Inservice MPT class summary sheets Staff Developmen t Specialists Copies of letters requesting assistance 1 J ATARGET: CT?nF\\T AnfTFVF^iFVT IKFKTVEHEOT PLAN ityrccME: .g:TlTFvr.\u0026lt;\nT\\- 7^7 .qTTrTK C^ADE WILL RtPRQVE SCIENCE MASTERY AS MEASURED BY THE ARKANSAS MPT ACTIONS RESPONSIBILnY TMlDiE  RESOURCES STAPT DEVELDEWENT EVALUAnON EATA 1. IDENTIFY Subject Area Skills tested on Arkansas Minimum Performance Test Principal September ClassroOTi teacheis 1991 Skill's lists 2. IDENTIFY correlated skills in the grade level curriculum guide Principal September Classroom teacheis 1991 Little Rock Curriculum guid\u0026lt; skills lists 3. Prepare profile of each class A. Show each area a student did not master on previous class MAT-6 Principal Teachers September 23 1991 Staff Development Day Inservice Slass Profile sheets B. Show each area a Student did not master on previous grade assessment oi checklist 4. Prepare skills progress chart for each grade level's skills to be available or displayed in each class Teachers Principal September 30, 1991 Folders Progress Charts Progress charts 5. Teachers will highlight MPT skills in plar book Teachers On-going High lighter Highlighted plans 6. Teacher will use intermittent practice and evaluation techniques to ensure retention Teachers As needed Teacher's plan book  Classroom observation Ai X f 1 i I : l-l' /I'' Ai  'iA' a \u0026amp; - A?* . -'ITARGET: IMPRDVEMQfT PLAN OUraCME: SKTENT ACHIEXTMEXT_____________________________________________________________________________ STUDENTS IN THE SIXTH GRADE WILL IMPROVE SCIENCE MASTERY AS MEASUBED BY THE ARKAHSAS HPT ACnONS RESPONSIBILnY TTMEUNE RESOURCES STAFF DEVELOEMENT EVAlilATICN DATA 7. Teachers will use reteaching techniques for all students failing to maintain 85% mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199 . January 1992 February 199 I Copies of skill sheets sent home 9. STUDENT WILL BE GIVEN practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given 10. All appropriate items from available item banks or item specifications will be used to assess skill mastery Teacher Principal On-going from Octobe 1991 Northwest Arkans is : Ed. Serv. Coop' \u0026gt; Arkansas Basic Skills item ban c Arkansas Depart nent of Education \" Slue Prints for Testing\" Copies of test given Copies of item banks 11. Teacherrs' class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance from subject area supervisors and staff development specialists in working with teachers to improve the teaching of poorly mastered areas. Principal Principal October 21, 1991 Subject area Supervisor Staff Development Day Inservice MPT class summary sheets Staff Develojxnen: Specialists Copies of letters requesting assistance\n4.  'i'  1 fe-i '-i  \n TARGET: STITDFNT ACHIEVEMENT L^PEOVhHENT PLAN CUICCME: STUDENTS IN Tl-IE SIXTH GRADE HILL IMPROVE SCIENCE MASTERY AS MEASURED BY THE ARKANSAS MPT ACnONS RESPOtBIBILnY TTMELIIE RESOURCES STAFF DEVELDPHENT EVALUATICN DATA 13. Specific skills packets will .be developed for students who have difficulty learning that skill 14. Stress reduction counselling will be given to students who exhibit signs of test anxiety Teachers November 1991 On-going Copies of skill packet Counselor January 1992 On-going Counselors Log P - i I IHFEOVEHEhT FIX.' CUTCCHE: H q-nT-^rr? TV Acncte 1. 2. 3. 5. 6. HTI.L PFPROVi: social studies mastery as measured by the ARKANSAS MPT IDENTIFY Subject Arsa Skills tested Arkansas Minimum Perfoirmance Test on IDENTIFY correlated skills in the grade level curriculum guide  Prepare profile of each class A. B. RESPCtSTSrLTIY Principal Show each area a student did not master on previous class 6 Show each area a student did not master on previo^js grade assessment oi checklist Prepare skills progress chart for each grade level's skills to be available or displayed in each class Teachers will highlight MPT skills in plar book Teacher will use intermittent practice and evaluation techniques to ensure retention \"I . 'i i. 4'-'. S' TDCLD RESOURCES STAFF DE'/E1OE^T EVAiUAIICN DATA September Classroom teacheis 1991 Principal Classroom teacher September s 1991 Little Rock Curriculum guid\u0026lt; Skills lists Skills lists Principal Teachers Teachers Principal Teachers Teachers September 23. 1991 September 30. 1991 Folders Progress Charts On-going As needed 4 1 1'' fp .mV' High lighter Staff Development Day Inservice Slass Profile sheets Progress charts Highlighted plans Teacher's plan book Classrocm observation f-- i'-*TARGET: STITJENT ACHIEVEMENT IMPROVEMENT PLAN QUPXME: STUDENTS IN THE SIXTH GRADE WILL IMPROVE SOCIAL STUDIES MASTERY AS MEASURED BY THE ARKANSAS MPT ACnONS RESPONSIBILnY T3MEUME RESOURCES STAFF DEVELOPMENT EVAUIATICN DATA 7. Teachers will use reteaching techniques for all students failing to maintain 85Z mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199. January 1992 February 199  Copies of skill sheets sent home 9. STUDENT WILL BE GIVEN practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given 10. All appropriate items frcm available item banks or item specifications will be used to assess skill mastery Teacher Principal On-going from Octobe 1991 Northwest Arkans as Ed. Serv. Coop' 5 Arlcansas Basic Skills item banc Arkansas Depart nent of Education \"Blue Prints for Tes:ing\" Copies of test given Copies of item banks 11. Teacherrs class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance fran subject area supervisors and staff development specialists in working with teachers to improve the teaching of poorly mastered areas. \"I Principal Principal October 21, 1991 Subject area Supervisor Staff Development Day Inservice MPT class sunmary sheets Staff Developmen c Specialists Copies of letters requesting assistance a  \"Ms* I TARGET: STUDE^T ACHIEVEMENT IMFROVa^ENT FLAN OUrcctE\nr4 STUDENTS IN THE SIXTH GRADE IHLL IMPROVE SOCIAL STUDIES MASTERY AS MEASURED BY THE ARKANSAS MPT ACnONS RESFONSIBILnY TIMELINE  RESOURCES STAFF DEVELOFMEIfr EVALUATION DATA 13. Specific skills packets will .be developed for students who have difficulty learning that skill 14. Stress reduction counselling will be given to students who exhibit signs of test anxiety V if I Teachers Counselor c  J November 1991 On-going January 1992 On-going  Copies of skill packet Counselor's Log  1'LITTLE ROCK SCHOOL DISTRICT Baseline Elementary School 3623 Baseline Road Phone 570-4150 Little Rock, Arkansas 72209 May 25, 1993 RECEIVED MAY 2 8 1993 Ms. Ann Brown, Metropolitan Supervisor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Oifice of Desegregation Mcnitcring Little Rock., AR 72201 Dear Ms. Brown, Enclosed you will find letters sent to Little Rock School District Superintendent of Schools Dr. Max Bernd, as well as the Board members and Judge Susan Webber-Wright protesting this ill-advised budget maneuver to cut library media clerks. I want to add my voice to Mrs. Ann Keck's, (who recently called your office) as well as other library media specialists throughout the District, to express my concern and frustration with the lack of strong leadership for the library program, which was approved in the original Desegregation plan, and which Is now being dismantled, little by little. We are professional, certified library media specialists who want to do our job right, who want to provide our students with hands-on library media experiences Involving reference, study and locational skills as well as literary involvement. We want to assist our teachers by suggesting and providing appropriate resource, extension and enrichment materials. This year, the District made it very difficult, for those of us who were required to provide release time for the teachers, to function effectively. If our library clerk services are even partially removed, our functions as teachers and professionals who can provide much needed guidance and assistance to teachers and students will be more than impaired, functions will be stifled. Those You can make it possible for us to do our jobs, careful consideration. Please give this matter your Sincerely, Margaret R. Nalley Library Media Specialist Enc. I i Dear Dr. Bernd, May 24, 1993 We are writing to protest cutting library-media clerks as a budget reduction measure. invaluable services. The media clerks provide especially in the elementary schools. The proposal to provide schools with only partial clerk services, render the if enacted, will seriously hamper the effort to library services that are needed to continue effective implementation of the ABACUS curriculum. The LRSD Mission Statement for Elementary Media Programs states that the program will enrich and extend the classroom curriculum by offering students learning opportunities at individual learning levels and serve as an avenue to provide resources to students and teachers. These functions mesh well with the goals and objectives of the ABACUS curriculum, which calls for optimal infusion of literary and thematic instruction via library media materials, enhancing. enriching, extending and supporting curricular materials. How will the certified libray media specialist be able to offer the services and professional expertise called for by the LRSD Mission Statement and the ABACUS curriculum if that person is suffused with the clerical responsibilities of running the library media center? How will the specialist have the time to suggest appropriate materials and plan instruction with the teachers? How will the specialist be able to provide viable instruction to the students? will assist the teachers with the delivery. classroom to classroom, Who transfer from and operation of audiovisual equipment if the media specialist is busy with and responsible for a group of students? working alone in the library, will be unable to The media specialist, respond to many. possibly most, requests from teachers concerning materials and equipment assistance. Nor will students be able to have free and ready access to the library at their point of need. Such \"freezing\" of accessibility of library materials and professional assistance will drain the curriculum of its lifeblood. After all. is the curriculum\nreading is the heart of the curriculum\nlearning and teaching is language. for the principal ingredient of all reading Attached is a list. although not by any means comprehensive. of some of the many important tasks performed by the library media clerk. We budget maneuver. implore you to please reconsider this S incer^b', )ROCK SCHOOL DISTRICT I. is Baseline Elementary School 3623 Baseline Road Phone 570-4150 Little Rock, Arkansas 72209 May 25, 1993 Dear Dr. Bernd, We also wish to add our protest to the recent proposal to cut library media clerk services. Our library media clerk provides important and necessary services that are directly related to the implementation of curriculum. We would like to suggest that the Board consider budget cuts removed from the buildings, that will not directly impact on students and teachers. Could you consider cutting the length of contract time for most of the supervisory and administrative personnel? If they are on contract 10 months, or 11 months or whatever, cut their contracts each by one or two weeks. This could probably save a lot of money, and these cuts would not negatively affect teachers or students. Sincerely, I I I i 6 DUTIES OF LIBRARY CLERK. I t I Places borrower's card in each of the returned books, nonprint materials, and/or equipment DAILY. Arranges books in order on book cart so they are ready for shelving DAILY. Shelves books DAILY. Shelves nonprint materials DAILY. Stores returned equipment. Stamps the borrower's cards for EACH book, nonprint material, and/or equipment checked out DAILY. Types new borrower's cards for books, nonprint materials, and equipment as they need replacing DAILY. Maintains a record of periodicals as they are received. Makes borrower cards for magazines received each week. Writes overdue notes. Keeps track of lost books. Checks out films, kits, and videos from downtown each week. Checks in films, kits, and videos to return to downtown each week. Reads the shelves to check for books out of place. Types book orders. Types nonprint orders. Types supply order. Repairs books. Changes A-V bulbs. Keeps a record of burned out bulbs that are replaced. Organized semester film, kit and video orders from teachers. Sends in weekly order for video from downtown. Keeps record and display of Charlie May Simon books. Laminates materials. Changes bulletin boards. Changes monthly displays. Does housekeeping chores, such as watering'plants. Processes new books. The following process is REPEATED for EACH BOOK: Removes the book's jacket. Arranges the books in alphabetical order. Types the book information in the accession record. Writes the accession number and call number in each book. Stamps the school's name in each book. Types the book pockets and borrower's cards. (continued)DUTIES OF LIBRARY CLERK (continued) Types the spine labels. Glues the pockets in the book. Attaches the spine labels. Types 4 catalog cards for those books not having cards. Types the accession numbers on the catalog cards for the shelf list. Alphabetizes all the subject, author, and title cards. Alphabetizes all the shelf list cards. Files the shelf list cards. Files the catalog cards. (This process takes a minimum of 30 minutes PER BOOK). The following process is REPEATED FOR EACH ITEM: Processes the nonprint materials. Types information in the accession record. Writes the accession number and the call numer on each item in the set. Stamps the schools name on each item in the set. Types the pocket and borrowers cards. Types the spine label. Slues the pocket. Attaches the spine label. Types 4 catalog cards for each set. Types the accession ninnbers on the catalog cards for the shelf list. Alphabetizes all the catalog cards. Alphabetizes all the shelf list cards. Files the shelf list cards. Files the catalog cards. (This process takes a minimum of 45 minutes per item). Discards weeded materials. The following process is REPEATED for EACH ITEM: Stamps discard on each Item. Blacks out each spine. Removes each card and pocket. Locates each title in the aecesslon record. Writes discarded and date by each title in the accession record. Writes discard by its accession number on the shelf list card. If it is the only copy, withdraws each of its cards from the catalog cards and the shelf list. Documentation of students dally visits to the library is maintained through use of Free Flow Book. Categories(fiction, easy, pewey Decimal) of books checkedout are documented each. day. Monthly reports showing students visits and the number and kinds of books checked out are forwarded to the Districts Instructional Media Center. Assists students and teachers with reference materials. Keeps encyclopedias, dictionaries, etc. in proper order on shelves. Provides a learning center in the library for students consisting of audio visual machines, tape players, etc. Tapes and films are changed at regular intervals. Monitors and assists students with use of library computers.A,- J\"-' Little Rock School District NEWS RELEASE June 3,1994 For more information: Jeanette Wagner, 324-2020 TWO LRSD SCHOOLS HOLD PARENT MEETINGS Parents of new and currently enrolled students at Stephens Incentive Elementary and Baseline Elementary Schools will meet to discuss plans for the 1994-95 school year with LRSD administrators. The meetings will be held at the schools and are scheduled as follows: Stephens Incentive Elementary - Monday, lune 6 - 6:30 p.m. Baseline Elementary - Tuesday, Tune 7-7 p.m. ###06/03/94 r\" \u0026lt;  15:59 501 324 2032 L R School Dist ODM 002/002 Little Rock School District NEWS RELEASE June 3,1994 For more information: Jeanette Wagner, 324-2020 TWO LRSD SCHOOLS HOLD PARENT MEETINGS Parents of new and currently enrolled students at Stephens Incentive Elementary and Baseline Elementary Schools will meet to discuss plans for the 1994-95 school year with LRSD administrators. The meetings wUl be held at the schools and are scheduled as follows: Stephens Incentive Elementary - Monday, June 6 - 6:30 p.m^ Baseline Elementary - Tuesday, June 7-7 p.ul ###TO: FROM: SUBJECT: 1. Baseline Elementary School 3623 Baseline Road Little Rock, AR 72209 Baseline Staff t-- June 6, 1994 Mary Jane Cheatham, Principal Packing DO NOT PACK CURRENT TEXTBOOKS!! Do not pack computer equipment. Turn in to the library any computer equipment in the classroom no later than Wednesday morning. Central office personnel will pack the computer lab. 2. Personal items are to be taken home. Three boxes per teacher are allocated for this purpose. Please do not remove school supplies etc. purchased with school money. If you bought it, you may take it with you. If you are in doubt ask Mrs. Cheatham. If there is something you don't want lost, check with Mrs. Cheatham for instructions. 3. Please turn in your ADD Aritlimetic Developed Daily booklet to Mrs. Me Donald. Turn in to the appropriate teacher any Chapter One material that may be in your classroom. 4. Wlien packing a box be sure to do an inventory of what goes into the box. Label the box for each box. of___ boxes for grade. Fill in the appropriate number Also list the contents on the side of the box. put a packing list inside the box. DO NOT FILL THE BOX TOO FULL,. You may want to Turn in a copy of all inventories to Mrs. Cheatham. 5. equipment. Inventory your furniture by the Tag Number if one is on the piece of Tag all broken equipment and/or furniture for removal. 6. Everything must be removed from cabinets and file cabinets. A rule of thumb is one drawer per box. Label the boxes as directed in item 4.Aifaisas Democrat (gazette WEDNESDAY, JUNE 23, 1993 Copyright 5 1993. Uttte flock Newspapers, Inc. William Farris Finn, age 49, of Sher- wood, died Monday.  Mr. Finn, was princi- 9 pai at Baseline Ele-  mentaiy School, and I a member of the 9 Board of Trustees of 9 Mount Pleasant 9 Baptist Church. Sur- 9 vivors are his wife, 9 Brenda Collins Finn\n9 2 sons, Terry and 9 Jason i^nn, both of 9 Little Rock\nparents, ti- Lawrence and Ruth Rnn, II, of Little Rock\nbrother Lawrence Finn, III, of Elizabeth, New Jersey\nsister, Rosalyn Zeigler, of Little Rock. Arrangements: Ruffin and JarrettAricansas Democrat 7^ (gazette SATURDAY, MAY 28. 1994 LRSD considers closing Baseline 7\nBY CYNTHIA HOWELL \u0026lt; 1 Democrat-QazeHe Education Writer 7 'Little Rock School District administrators are considering the possibility of closing Base-line Elementary School in Southwest Little Rock at the end of this year. * - The idea has been floated to School board members but has not been discussed at a public board meeting or submitted to the federal courts for consideration. If such a proposal is adopted by the school board, Baseline could be the second school to be closed this year and the third in two years. Baseline, at 3623 Base Line Road, has 343 students and a budget this year of $974,301. Mary Jane Cheatham has been the principal at the school but was notified earlier this year she would not be reassigned to the building. Superintendent Henry Williams indicated last month that Barbara Means, currently the principal at Fair Park Elementary, would be moved to Baseline. Baseline is an area school that serves children who live in the surrounding attendance zone and does not have the special academic themes that magnet and incentive schools have. The school has a 77 percent black and 23 percent white enrollment this year. The school board voted Thursday to close Stephens Incentive Elementary School to save $1.6 million in costs for next year. That proposal, plus any other school closing, would have to be approved by U.S. District Judge Susan Webber Wright. The judge has scheduled a hearing on the closure of Stephens for June 7. Stephens would be the second incentive school closed in as many years.^Arkansas Democrat THURSDAY, JANUARY 19, 1995 Copyright O Little Rock Newspapera. Inc. 1 New alert center opens at Baseline school BY DANNY SHAMEER Democrat-Gazette City Hall Reporter Little Rock celebrated the grand opening Wednesday of its first neighborhood alert center in a school building. The Upper Baseline Neighborhood Alert Center is in Baseline Elementary School at 3623 Base Line Road. The center is just inside the schools front doors in an office on the right side of the main lobby. Officials believe its a good idea to put an alert center in a school because it will help link the community and its people with their neighborhood school. Pat Gee, a school board member, believes the center will help draw more volunteers to the school. JoAnn Parker, the centers acilitator and a former special iducation teacher, said she was inconcerned about the poten- ial for residents with sub- tance abuse problems who eek help at the alert center oming into contact with school lupils. She said the buildings layout separates classrooms from the alert center office. Mary Anderson, the officer assigned to the center, said she can serve in two roles: as community police officer and school resource officer. Anderson said she planned to occasionally work with school pupils. Already, she said, her presenc Although the city held a grand opening Wednesday, the center actually opened its doors last month and city staff assigned to the center have begun serving the area. Two code enforcers, Carl Pettus and Kenny Bowman, round out the staff. Alert centers are neighbor- hood-based facilities designed to give residents more immediate access to some services. Alert centers provide a central location for a police officer trained in community policing techniques: code enforcement officials who inspect deteriorating houses, rental property, abandoned cars and vacant lots\nand a neighborhood organizer. The Upper Baseline center will serve an area of Southwest Little Rock east to Arch Street, west to Stanton Road, north to Interstate 30 and south to the city limits. Office hours are 8 a.m. to 5 p.m. Monday through Friday. I '^Arkansas Democrat C^azette THURSDAY. JANUARY 19, 1995 Copyright O Uttio Rock Newspapers. Inc. 1 New alert center opens at Baseline school BY DANNY SHAMEER Democrat-Gazette City Hall Reporter Little Rock celebrated the grand opening Wednesday of its first neighborhood alert center in a school building. The Upper Baseline Neighborhood Alert Center is in Baseline Elementary School at 3623 Base Line Road. The center is just inside the schools front doors in an office on the right side of the main lobby. Officials believe its a good idea to put an alert center in a school because it will help link the community and its people with their neighborhood school. Pat Gee, a school board member, believes the center will help draw more volunteers to the school. Jo Ann Parker, the centers acilitator and a former special iducation teacher, said she was inconcerned about the poten- ial for residents with sub- tance abuse problems who eek help at the alert center oming into contact with school 'upils. She said the buildings layout separates classrooms from the alert center office. Mary Anderson, the officer assigned to the center, said she can serve in two roles: as community police officer and school resource officer. Anderson said she planned to occasionally work with school pupils. Already, she said, her presenc Although the city held a grand opening Wednesday, the center actually opened its doors last month and city staff assigned to the center have begun serving the area. Two code enforcers, Carl Pettus and Kenny Bowman, round out the staff. Alert centers are neighbor- hood-based facilities designed to give residents more immediate access to some services. Alert centers provide a central location for a police officer trained in community policing techniques\ncode enforcement officials who inspect deteriorating houses, rental property, abandoned cars and vacant lots\nand a neighborhood organizer. The Upper Baseline center will serve an area of Southwest Little Rock east to Arch Street, west to Stanton Road, north to Interstate 30 and south to the city limits. Office hours are 8 a.m. to 5 p.m. Monday through Friday. I ' i 1Arkansas Democrat 7^ C^azcttc i THURSDAY, MARCH 2, 1995 -iwH* A I Mtto Onfit NMMnAnMw Jrw Irate father charged s in school disturbance\nwas A father upset oyer a disciplinary note about his daughter was charged with assault and disorderly conduct after threatening Baseline Elementary Schools principal and an employee Tuesday, Little Rock police said. PT XXl Clifford York Jr., 28, of Little Rock threatened to have an employee fired, held his fist to her and cursed her, police said. York told the employee he was angry about his daughter s report. police said. York also cursed at the schools principal and slammed her office door, police said.\"Arkansas Democrat (gazette  FRIDAY. NOVEMBER 20, 1998 - Waterline problems\nforces school closure Baseline Elementary School at 3623 Base Line Road will'-\"be closed today because a waterline serving the school was broken late Thursday and water service to the school was expected to be disrupted for several hours. *\nThe school is scheduled to reopen Monday, said Suellen Vann, a spokesman for the Little  Rock School District.Baseline school closing not a done deal, public told Democrat-Gazene Staff Little Rock School District officials want community opinion before deciding whether to close Baseline Elementary School but say they must convince the public a decision has yet to be made. Supporters of the school and community residents complained about the possible closing during a federal court hearing Tuesday and again at a crowded, emotional public meeting at the school Tuesday night. The school is in chaos, one parent. Victoria Garrett, told U.S. District Judge Susan Webber Wright during a court hearing on another school district matter. There are boxes everywhere, and the children are helping to pack. Im tired of every single one of yall, Beverly Nelson, an area resident, told administrators at the public meeting. I dont trust you because I don't think you give a damn about Southwest Little Rock. Leon Modeste, special assistant to school district Superintendent Henry Williams, tried to allay the fears of the crowd of more than 70 people. Its not a done deal, Modeste said. Theres a whole process involved in getting a school closed down. Modeste said the district is exploring options to cut district Arkansas Democrat-Gazens/Karen VanDonge from packing up her classroom materials Tuesday afternoon to fill out report cards on the last day of school. TAKING A BREAK  Dianne Glason, a third-grade teacher al Baseline Elementary School in Little Rock, takes a break expenses. The district is faced with making $7 million in cuts next year to balance the budget and avoid an illegal deficit. The staff packed boxes for reasons other than the possible closure of the school, Mod-este said. Because Pulaski County and the Community Organization for Poverty Elimination are sponsoring a summer youth program at the school, employees packed their belongings to protect them. Also, since the school is to get a new principal next year, school equipment must be inventoried. And the rearranging of some classes requires packing. School district administrators last month circulated a memorandum among school board members on the feasibility of closing Baseline. Williams told Wright that the memorandum was prepared in response to a board request that school closings be considered as a way to save funds. The district could save almost $1 million by closing Baseline, the memorandum states. Baselines enrollment has declined from 389 to 344 since 1989, and its location close to the Little Rock-Pulaski County Special School District boundary line makes the school somewhat inaccessible to Little Rock pupils. The memorandum states that closings of Cloverdale Elementary and Wakefield Elementary, also in Southwest Little Rock, were considered but not pursued. Pat Gee, a member of the Little Rock School Board, said she was concerned the community was not given ample notice of the meeting. This school is not going to be closed because Im still alive. This school will be closed over my dead body, Gee said. Joa Stafford Humphrey, chairman of Southwest Little Rock United for Progress, opposed the closing and said, If you take the thing that a community is based\non, you break it. J.R. Perrifoy agreed. If you do close our schools, then our churches and businesses will leave too.' DRAFT Little Rock School District Baseline School Relocation Business Case Baseline has become inadequate as a public school because of its declining enrollmejtt, increasing costs, and location. It is one of several schools annexed from Pulaski County in 1987. It was built in 1975 and experienced minor renovations in 1991. The building sits on 8 acres and houses 50,455 square feet It is located in the southwest area of the ] City of Little Rock near the boundary between Pulaski County Special School District (PCSSD) and the City of Little Rock. Unfortunately, this location prevents the proper desegregating of this school under our plan. Further, student enrollment has declined and costs increased during the last five years at Baseline. In recent years, enrollment at Baseline School has declined. Since the 1989-90 school year, the number of students attending Baseline School has dropped from 389 students to 344 for 1993-94. The number is expected to be 282 next year while its capacity is 390. Parallel to declining enrollment is the increasing costs per pupil at Baseline. The cost for 1993-94 is $2,841 per pupil. If the same amount is budgeted for 1994-95, the per pupil cost will be $3,455. By closing this school, a savings of almost $1 million can be realized. One intent of desegregation is to bring children of different cultures together for common opportunities. ~ Recruitment of white students to this school has not achieved the desired results. Baseline's location causes it to be difficult to desegregate. On the south and east side of the attendance zone is the PCSSD boundary fine. M-M transfers across that fine to Baseline are not possible because PCSSD needs the whites in that area of the county for their own desegregation purposes. Surrounding the Baseline attendance zone within the city are neighborhoods and attendance zones that are predominately black. These two circumstances cause Baseline to be \"zone locked\". Additionally, Baseline's attendance zone is 72% black. Though the current enrollment of the school does not come only from the attendance zone, the school is at 77% black. The recommended solution is to: / Relocate students from Baseline immediately to solve the problem. This alternative addresses all three areas of the problem. a) b) c) d) A plan to redraw attendance zone lines in this area will be devised\nAn immediate savings of approximately 1 million dollars wUl be realized by ehmmating the need for management staff, food service, building maintenance, and utilities to name a few\nStaff will be relocated according to the provisions of the negotiated contract The curriculum offered at Baseline wUl be offered at other schools under the program for that particular school. To implement this solution, the desegregation plan must be modified. The district is aware of the concern that wUl rise in the Baseline community about the closing of the school. A number of school buildings have been abandoned in the city. This and the fear that city services such as police and fire will not be as efficient are of paramount concern to many in the community. Some will want to know if a plan 3/4/MBaseline School Relocation Business Case 2 DRAFT 5/4/94 exists for use of the building when the students are relocated. While these -lie otuueiiu\u0026gt; are reiocatea. wniie these concerns are understandable, we believe we can offer our students equal opportunities in a more economical way. Negatives o' 1. Students and staff will their friends\nexperience some disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the 3. community as mentioned above\nThe building may stand vacant for a period of time if not used bv an agency on the 4. 5. community\nCriticism of closing a relatively new facility (1975) may arise\nand. The general southwest community may react to the redrawing of attendance in that general area of the city. zones Positives 1. Students will receive assignment to schools equal to current J.. ictcivc aaaigiLuieiiL scRoois equal co cuiTent programs\n2. Special activities will be planned and implemented by each newly assigned school 3. to make new students and patrons feel welcomed\nPatrons will be included in appropriate school correspondence and activities 4. currently enrolled patrons in that school\nas are 5. Baseline is not located emotional reaction\nin a residential area and therefore its closing may receive less Children who walk will no longer have to cross school\na major thorough fare to get to 6. 7. Elementary schools in contiguous areas are capable of absorbing the student population of Baseline\n8. Immediate and million\nand. year-to-year cost savings be realized of approximately $1 The Baseline School facility may be available to the community for use pending court approval. It is critical that the process be complete before the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their new assignments, and a number of other tasks as noted in the timehne included must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment No additional personnel are necessary to implement this proposal. Instead, positions will be eliminated. No one will lose his or her iob. however A cain'nrrr -..'ii\n__ one will lose his or her job, however. A savings of 1 million dollars is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the total budgeted cost of Baseline School for 1994-95 is expected to be saved. This savings is a year-to-year savings. SuMuRad Or. HVT F. W.i as/o\u0026lt;/M acjsuaBaseline School Relocation Business Case DRAFT 5/4/94 The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. 1. 2. 3. 4. 5. 6. 7. 8. 9. Milestone Business Case presented to the LRSD Board of Directors for approval______________________ Contact the pnncipals of surrounding schools who may be affected by the relocation___________ Develop a list of key people in the community who should he contacted immediately___________ Notify finance person to include this as a budget reduction strategy_______________ File motion with the U. S. Federal Court to relocate students at Baseline School__________ Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers._____________________ Conduct informational meeting with the principal, faculty, and staff about the process__________ Compile list and mailing labels of all students living in the Baseline School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Baseline School but live outside of the attendance zone b) those who attend Baseline School but live in the attendance zone\nand. c) those who do not attend Baseline School but live in the attendance zone._________________ Develop notice of relocation and date of community information meeting to send to: Pate 5/12/94 5/13/94 5/13/94 5/13/94 5/18/94 5/20/94 5/20/94 5/18/94 10. 11. 12. 13. 14. IS. 16. 17. 18. 19. 20. 21. 3} b) =) d) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) door-to-door delivery in the neighborhood Develop letter to parents and students with announcement and reassignment. Mail notice of relocation and date of community information meeting to\na) b) \u0026lt;:} d) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) door-to-door delivery in the neighborhood Deliver fliers, door-to-door, announcing the relocation and date of the information meeting Conduct community information meeting by_______________________________________ Inventory building________ Design plan for new attendance zones in southwest. __________________________ Mail letter to parents and students with announcement and assignment________________ Remove materials and eouipment from school_____________________________________ Reroute transportation of students________________________________ Secure building___________________________________________ Reassign staff__________________________________________ Send final assignment notices___________________________________. XuknuiM by Or. Huy f. Wiibaotk S\u0026lt;ipiAi\u0026lt;nti 5/20/94 5/20/94 5/24/94 5/24/94 S/27/94 5/30/94 712-094 7n-\\l94 7IZM94 8/1/94 Person Williams Ingram Modeste Williams Williams Modeste Williams Mayo Mayo Mayo Mayo Mayo Williams Neal Mayo Mayo Eaton Montgomery Eaton Hurley Mayo BC..S5LMIBaseline School Relocation Business Case 4 DRAFT 5/4/94 I Background \" \" \" Baseline Elementary School was one of several schools included in the annexation of Pulaski County land by the City of Little Rock in 1987. It was built in 1975 and experienced minor renovations in 1991. The building sits on 8 acres and houses 50,455 square feet It is located in the southwest area of the City of Little Rock near the boundary between Pulaski County Special School District (PCSSD) and the City of Little Rock. Unfortunately, this location prevents the proper desegregating of this school under our plan. Further, student enrollment has declined and costs increased during 4-U^ 1 _______-j.n____7. the last five years at Baseline. I Problem Definition Baseline has become inadequate as a increasing costs, and location. public school because of its declining enrollment, In recent years, enrollment at Baseline School has declined. Since the 1989-90 school year, the number of students attending Baseline School has dropped from 389 students to 344 for 1993-94. The number is expected to be 282 next year while its capacity is 390. This decline is illustrated in Figure 1. Figure 1 Baseline Elementary Enrollment (October of each year) sSchooli Baseline 1989 389 1990 ' f :1991 370 337- 1992\\ 339| 1993 344 282 Parallel to declining enrollment is the increasing costs per pupil at Baseline. The cost for 1993-94 is $2,841 per pupil. If the same amount is budgeted for 1994-95, the per pupil cost wiU be $3,455. By closing this school, a savings of almost $1,000,000 can be realized. One intent of desegregation is to bring children of different cultures together for common opportunities. P ....... achieved the desired results. Baseline's location causes Recruitment of white students to this school has not it to be difficult to desegregate. On the south and east side of the attendance zone is the PCSSD boundary Une. M-M transfers across that Une to Baseline are not possible because PCSSD needs to keep whites in that area of the county for their own desegregation purposes. Surrounding the Baseline attendance zone within the city are neighborhoods and attendance that are predominately black. These two circumstances cause Baseline to be zones \"zone locked\". Additionally, Baseline's attendance zone is m black. Though the current Suto\u0026lt;und ky Or. Hatry P. Wtlhun^ SvpvMlaMaN BC.suaBaseline School Relocation Business Case 5 DRAFT 5/4/94 enrollment of the school does not come only from the attendance zone, the school is at 77% black. I AnnZysfs of Alternatives Solutions were discussed with a committee representing administrators in the Data on attendance zones, enrollment, percentage of black students in the school as well as in the attendance zone has been reviewed. LRSD. Upon careful consideration, three aspects had to be considered in resolving the problem. They were declining enrollment, increasing costs, and location. Addressing one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. The alternative solutions considered are listed below: 1. 2. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\nRedraw the attendance zone to increase the number of students attending Baseline School. This reduces the per-pupil costs at Baseline but will increase costs elsewhere since another attendance zone must be reduced to enlarge Baseline's. Tl__ L__ address the imbalanced attendance zones surrotmding Baseline created bv its location. Further, it would imoact in npo'afivA xvaizc s. This does not schools. impact negative ways the enrollment of other 3. Relocate students from Baseline immediately to solve the problem. addresses all three areas of the problem. This alternative a) b) A plan to redraw attendance zone lines in this area will be devised\nAn immediate savings of approximately 1 million dollars will be realized by eliminating the need for management staff, food service, building maintenance. c) d) and utilities to name a few\nStaff wlU be relocated according to the provisions of the negotiated uiaxi wm ue reiocarea accoramg tne contract The curriculum offered at Baseline will be offered at other schools under the program for that particidar school. 4. Intensify recruitment ^ts. Recruitment has been tried. The results have not been significant If the enrollment of Baseline -were increased by this effort, the location is still a problem. I Reccmtmendation  Alternative 4 is recommended. 3. Relocate students from Baseline immediately to solve the problem. This alternative addresses all of the problem areas. SodnurtM Dr. HwvryP. WiUum, rrlmf CBAH/M acjsu\u0026lt;Baseline School Relocation Business Case 6 DRAFT 5/4/94 I Objective By the opening of school for 1994-95, Baseline students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Using this proposal will require a modification in the LRSD Desegregation Plan. This proposal supports the school district goals relating to securing financial resources necessary to fully support schools and the desegregation program. The problem will be considered solved if the following list of criteria are met 1. New attendance zones will reflect a reasonable racial balance for the area\n2. The community is given the opportunity to be heard on the decision\n3. Transportation is re-routed to accommodate these students\n4. Special activities are planned and implemented by each school to make the new students and patrons feel welcomed\n5. Patrons are included in appropriate school correspondence and activities currently enrolled patrons in that school\nas are 6. Key members of the community are made aware of the relocation plan and have the opportunity for input\n7. Immediate cost savings is realized\nand, 8. The relocation of students and staff at Baseline will be complete before the opening- of school for 1994-95.  Most of these benefits will occur when the process begins. Desegregation Plan goals will not be altered and parent concerns about the process and their newly assigned school will be minimal. I Impact Analysis The desegregation plan must be modified to accommodate this proposal. The district is aware of the concern that will rise in the Baseline community about the closing of the school. A number of school buildings have been abandoned in the city. This and the fear that city services such as police and fire will not be as efficient are of paramount concern to many in the community. Some will want to know if a plan exists for use of the building when the students are relocated. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience their friends\nsome disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nSuMmRM Or. Hatry ?. Willumh SupauuaMaM tt/IM/M ac_a5LNBBaseline School Relocation Business Case / DRAFT 5/4/94 3. The building may stand vacant for a period of time if not used by an agency or the community\n4. Criticism of closing a relatively new facility (1975) may arise\nand, 5- The general southwest community may react to the redrawing of attendance zones in that general area of the city. Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school to make new students and patrons feel welcomed\n3. Patrons will be included in appropriate school correspondence and activities as are currently enrolled patrons in that school\n4. Baseline is not located in a residential area and therefore its closing may receive less emotional reaction\n5. 6. 7. Children who walk will no longer have to cross a major thorough fare to get to school\nElementary schools in contiguous areas are capable of absorbing the student population of Baseline\nImmediate and year-to-year cost savings will be realized of approximately $1 million\nand. 8. The Baseline School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs and not realizing the expected goals of desegregation. The risks of implementation of this solution are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibihty that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their new assignments, and a munber of other tasks as noted in the timeline included must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment SuMtutad by Dr. Hsuy P. WtlUami. SopanMandwl (B/04/M BC.SSLN1Baseline School Relocation Business Case s DRAFT 5/4/94 [Rgsofzrcgs Analysis Personnel No additional positions are necessary to implenient this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Financial A savings of approximately 1 million dollars is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the budgeted cost of Baseline School is expected to be saved. See attachment. This savings is a year-to-year savings. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget j Force Field Analysis Primary supporters of this proposal will be those not directly affected by the solution. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunity and cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They will argue that too many buildings have been closed, abandoned, and now are eye-sores in communities. That schools which are closed are those located tn the black community, and that a school is the life of a wholesome community. Some say that removing a school from a community that is already experiencing economic difficulty removes the last hope for the survival of that community. The Joshua Interveners may oppose the relocation of these students. The position of the City of Little Rock is unclear at this time. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. SukouXM Dr. Henry F. WdhtmL SupennUMm BCJ5LNBBaseline School Relocation Business Case 9 DRAFT 5/4/94 I General Iniplettientation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. 1. 2. 3. 4. 5. 6. 7. 8. 9. Milestone ________________ Business Case presented to the LRSD Soard of Directors for approval_________ Contact the principals of surrounding schools who may be affected by the relocation Develop a list of key people in the community who should be contacted immediately______ Notify finance person to include this as a budget reduction strategy File motion with the U. S. Federal Court to relocate students at Baseline School______ Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers._________________ Conduct informational meeting with the principal, faculty, and staff about the process________ Compile list and mailing labels of all students living in the Baseline School attendance zone and those scheduled to attend the school. Sort the lists by\na) those who attend Baseline School but live outside of the attendance zone b) those who attend Baseline School but live in the attendance zone\nand, c) those who do not attend Baseline School but live in the attendance zone._____________ Develop notice of relocation and date of community information meeting to send to: Date 5/12/94 5/13/94 5/13/94 5/13/94 5/18/94 5/20/94 5/20/94 5/18/94 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. a) b) 0) d) parents a students\ncommunity groups and churches\nmedia (press release) door-to-door delivery in the neighborhood Develop letter to parents and students with announcement and reassignment. Mail notice of relocation and date of community information meeting to\na) b) o) d) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) door-to-door delivery in the neighborhood Deliver fliers, door-to-door, announcing the relocation and date of the information meeting Conduct community information meeting by____________________________ Inventory building___________________________ Design plan for new attendance zones in southwest._________________ Mall letter to parents and students with announcement and assignment_______________ Remove materials and equipment from school__________________ Reroute transportation of students_______________________ Secure building________________________________ Reassign staff__________________ Send final assignment notices 5/20/94 5/20/94 5/24/94 5/24/94 5/27/94 5/30/94 6/1/94 6/15/94 7/31/94 7/31/94 8/1/94 Person Williams Ingram Modesle Williams Williams Modests Williams Mayo Mayo Mayo Mayo Mayo Williams Neal Mayo Mayo Eaton Montgomery Eaton Hurley Mayo Mvounad M Dr. Hanry P. WiHuno. $upmniaM\u0026gt;\u0026lt; OifH/n BCJSU4BBaseline School Relocation Business Case 10 DRAFT 5/4/94 Attachment 1 Copxj of pages from 1994-95 Tentative Budget relating to the cost of Baseline School SuMuu^ Or. Hout P. WUUum. $yifHwi 8C.9SU\u0026lt;EDate: 03/23/9h Time: 13:44 Little Rock x\u0026gt;l District BOG: BUD002 Oepsrtment Budget - OOH FiDCt ion Department Code - Description Object Code - Description Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 FIE 1994/95 BASELIME ELEMENTARY 0022 Page 59 1105 ^rrrr 1120 1124 1195 FOUR YEAR OLD PROGRAM 0110 I 0120 I 0210 ! 0240 0380 I 0410 ! 0416 ! 0540 I 0548 I REGULAR CERTIFICATED REGULAR NOH-CERTIFICATED SOCIAL SECURITY TAX INSURANCE FOCO SERVICES SUPPLIES SUPPLIES  SUPPLY CENTER EQUIPMENT-PERSONAL PROPER 11^5 EQUIPMENT fOUR TEAR OLD PRCXRAH SUPPLY CENTER TOTALS so.oo so.oo so.oo so.oo so.oo so.oo so.oo so?oo lOo so.oo $41,754.00 S20j22.00 $3,18938' $3,149.37 $0.00 $37955717 $0.00 $7,200:00 16.36 16676763? $636' $8,570.80 $65536 $835.24 $1,548.90 $5,039.19 $370.63 $490.26 $1,836.11 $19,346.7? $62,510.00 $20,822.00 $6,374.90 $5,200.00 $0.00 $689.00' $0.00 $0.00 $0.00 $95,595^90 2.00 2.00 k.QO tlNOERCARTEN MIO REGULAR certificated\" \"OjlO SOCIAL SECURITY TAX 5746' 0410 INSURANCE SUPPLIES -------------------------6116 1110 . KINDERGARTEN ELEHEMTARY 1120 GAU local supplies $f\u0026gt; TRACKIN SUPPLIES SUPPLY CENTER TOTAU S106,176.00 S8,122.76 S6,13636~ S4S6.44 so.oo ----------I6?r5 S116\n6as3r $112,575.00 \"n^5:iR737\" $141.46 $206.00\" 1957W\" $12^75:77' $46,906.29 $3,531.36 \"lO5T3y so.oo Silo.00 611975? 157,522.66 U2,57O.OO $4,786.61 $2:600700 $480.00 $0.00 ---------$636 $70,436.61 2.00 2.00 ffuy oUo\" 0210 0245 0326 633? O34r 0360 ono\" 0416 047? OSZ? ELEMENTARY REGULAR CERTIFICATED REGULAR HON-CERTIFICATED SOCIAL SECURITY TAX INSURANCE ______________ REPAIRS-EQUIPMENT PUPIL TRANSPORTATION POSTAGE PRINTING t BINDING-INTERN SUPPLIES SUPPLIES SUPPLY CENTER OAla PRIOR ENCUMBRANCES TEXTBOOKS - LOCAL SOURCES EQUIPMENT-PERSONAL PROPER EQUIPMENT - SUPPLY CENTER TOTALS ELEMENTARY MUSIC ~ 6116 REGULAR CERTIFICATED ---------------------6716 SOCIAL SECURITY TAX 0240 1124 ELEMENTARY MUSIC ACCELERATED LEARNING 6120 INSURANCE TOTALS REGULAR NOH-CERTIFICATED n5B7i5?75i\" ----- $29^76675? $27,052.57 S295?40 $429.40 S266716 i76.OO $1,49r.7T $2,662.5? SO.OO so.oo -----------$17527:7? lasnr $452,916717' i34'f,W5:W \"nfiTJiSTT? $^558.61 $24,597:4? $5i5:6o $o:65' $257.50 $25775 0 \"^179113? S4j\n^o.oo $1,892.19 $25736' $772'36' $0.00 $433,424:7? 11163573? $10^68974? $9^25037 $5,97637 $636 U5.97 $Hl.28 $0.00 IHETT $1,95136 $0.00 $0.00 $1,864.19 $0.00 $140,748.69 $347,000.00 $36,416.70 $29,331.38 $23,400.00 $500.00 $0.00 $200.00 $0.00 $1,669.00 $2,900.00 SO.OO SO.OO SO.OO $0.00 UAl,437.0a 13.00 5766 18.00 so.oo or so.oo so.oo SIO.206.00 $30,512.00 U\n33r55 si.lssToo S34,0Ti76Q S1O.411.OO so.oo 15765' so.oo so.oo so.oo 15765 so.oo so.oo t4.33Z.9O SO.00 0.60Date\n03/23/94 Time: 13:44 Little Rock School Dletrlct Depertment Budget - OOM PROG\nBtD002 . Function Deptrtinent Code - Peacrlptlon Object Code BASELIHE ELEMEMTART - Description 0022 fl2io soi^iAL igajftnrnpr Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 flE 1994/95 Page 60 1210 TOT 1560 1910 2120 2154 2222 1195 0240 IMSURAMCE ACCELERATED LEARHtHG ITINERANT INSTRUCTION 0110 I ~ii2T0 ! _____________ 021.0 I 1210 iTiMERART IMSTRUCTIOM RESOURCE ROOM Ollft ' 0^10 RESOURCE ROOM TOTALS REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE TOTALS REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE ACADEMIC PROGRESS GRANTS 1560 oTTT 02Tcr oBT TOTALS STIPENDS SOCIAL SECURITY TAX PUPIL TRANSPORTATION ACADEMIC PROGRESS GRANTS TOTALS CIFTEO AHO TALENrEP ~snir 0210 ________________02A0 CiflEO AND TALENTED OJIDAKCE SERVICES OHO 2120 REGULAR CERTIflpiIEO SOCIAL SECURHV TAX IWSURARCE TOTALS REGULAR CERTiyiCATEO 0210 SOCIAL SECURITY TAX 0240 GUIDANCE SERVICES HlffiSIRG SERVICES 0120 syre\" 0240 2134 INSURANCE TOTALS NURSING SERVICES REGULAR HON-CERTIFICATEO SOCIAL SECURITY TAX INSURANCE   SCHOOL LIBRARY SERVICES 2222 0110 0120 0210 0240 0410 0416 SCHOOL LIBRARY SERVICES TOTALS REGULAR CERTIFICATED REGULAR NON-CERTIFICATEO SOCIAL SECURITY TAX Tnsurance ' ^PLIES SUPPLIES - SUPPLY CEN'TER' TOTALS $740.96 I 47?Or $1.404.00 I $1,292.94 $127390.96 I $12750036 S20.006.00 _j2,142.47 $4,526.20 $5i~6?r23 $29,649.00 $2,114.28 $1,302775^ $357o60F l7ffT7r Tift,636.ftp \u0026gt;l,?66.?0 19,966.11 ~i331.ft5- \u0026gt;417.94 \u0026gt;5,067.64 M.OO \u0026gt;760.00 \u0026gt;780.00 0.60 $0,167.30 U2rio' S1j?20.6r SIO.ST^I TTJ5r9C sa67?6r S4767or T?796Or S2O,429.5o ^T.ssris SoBTof S22\nw7ir 11,514.02 S605.85 13,000.69~ j31,134.2l \u0026gt;13^606.00 \u0026gt;3J22.66 \u0026gt;2^940.46 \u0026gt;27^5^7 S97.Zr 347165.64 pw?. fffrswf SO.OO SO.OO SO.OO SO.OO ITfJftft.M si J6o.oa s5Jr3r irrrgggjr 429,500.40 si.Tssryg- $1?5o2.o9 $327906.60 111,173.65 U6571 \u0026gt;517.01 \u0026gt;i2,is^sr S32.692.44 S9,396.42 S2.420.19 S22?24.4r Si?6.65 S257.SO~ t\u0026lt;6,070.23 If\"I\" $l2,3557?r $467.16 $13,5609 \u0026gt;15.226.00 \u0026gt;1,1609 ____\u0026gt;650.00' \u0026gt;17,040.79 qTJo T12,441.46 TTItS^o' tip,290.3r 59.106.00 S4.J2T776 7ii.9?O(r 665,579.76 ITTo TT^ 1729. sn?89 io.00 S7ei.O4 SO.00 SO.00 to,00 so.oo 6.769. ft 1^ sm7?56 ~Sl60.Z7 ?57335.W 2*1 J5S.B sB^oo 535 413^692.10 \"SMlTTo\" 4474.20 ~si3,nT?oa~ Bl, 664.00 S23Z5.fO~ SI Joo.00 S37j39j0~ T5d 1.00 S5.075.33 S164.77 \u0026gt;5,646.40 \u0026gt;12.502.00 __i9?J7ty \u0026gt;520.00 \u0026gt;13,976.40' 0.40 0.40 SI4,4\u0026lt;A.42 SO.OO S1,l97.i4 Sdorof S222?jr _ SZO3 sii3^o?ijo~ \u0026gt;33.716.76 \u0026gt;4,635.20 *2,949.22 \u0026gt;1,620.00 \u0026gt;3,000.00 \u0026gt;300.00 46\n^7ir 1.00 0.40 0 iDate: 03/23/94 Time: 13:44 Little Rock School District Department Budget - OOM h...u: BUD(K)2 Function Department Code  Description Object Code - Description Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 FIE 1994/95 lASElIHE ELEMEkTARY 0022 2410 OFFICE OF THE PRINCIPAL 0110 0120 0210 0240 REGULAR CERTIFICATED REGULAR NON'CERTIFICATEO SOCIAL SECURITY TAX INSURANCE SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL TOTALS \u0026gt;52,566.06 Tfi 029.85 \u0026gt;5.5.9S \u0026gt;5,0217(14 JOO jSToo \u0026gt;81,114.26 \u0026gt;60,544.09 \u0026gt;14\n561.65 35,370.54 \u0026gt;2350:5^ \u0026gt;126.85 \u0026gt;252.50 \u0026gt;85,220.15\" \u0026gt;29,325712  \u0026gt;,026.62 12,7^.52 \u0026gt;1,135.09 \u0026gt;0.00 \u0026gt;0.00 \u0026gt;41.263.35 \u0026gt;59,816.94 \u0026gt;16,239.25 \u0026gt;5,818.30 $2,600.00 $300.00 \u0026gt;200.00 \u0026gt;84,974.49 1.00 1.00 TocT JOT UPKEEP OF BUILDINGS -------------------------on5\" 0210 ----------------535 0240 B32V REGULAR NON-CERTIFICATED SOCIAL SECURITY TAX PUBLIC EmFlOTEES RETIREKE INSURANCE__________________ UTILITY SERVICES-NATURAL lOT 55^5 UTILIir skvicei-elcctkic (S3I3 UriLITT lEE-UATEE/JEUACE/ UPKEEP Of miLOINGS OTHER SUPPORT \u0026gt;ERVICtS-\u0026gt;U TOTALS s5:i7rr ii\n024:36 \u0026gt;7,530.65 \u0026gt;1,4901 la2\n277:2i \u0026gt;51,600:54 \u0026gt;2,448?26' 4i\nw575r \u0026gt;2,433.92 \u0026gt;9,300.60' U4\n606:66 \u0026gt;1,800.00 \u0026gt;94,Mk61 \u0026gt;19,522.44 \u0026gt;1,497.25 ^28235' \u0026gt;945.30 $2,245.26 353760630' \u0026gt;991.26 \u0026gt;52,541.25 \u0026gt;36,226.20 \u0026gt;025.17 ISTOf \u0026gt;3,900.00 \u0026gt;9,300.00 \u0026gt;46,000.00 \u0026gt;1,800.00 \u0026gt;100,051.82 Tm 3.00j ---------------------------------------------- 6(14 XJPELIM - nJPPir CEHIE* \"' 2590 0TWE8 mPPOlIt \u0026gt;EVICE$-IU IOTAl\u0026gt; EASELIHE ElEMEIIlt tOT\u0026gt;t\u0026gt; \u0026gt; Psge 61 \u0026gt;174613^ \u0026gt;1,6413^ wirarw \u0026gt;2,500.60 \u0026gt;2,500.00 \u0026gt;131535^ Tt3li36' \u0026gt;7\nMT:ir \u0026gt;2,500.00 \u0026gt;2,500.00CITV* OF MANAGER TEL:501-371-4498 Jun 07 94 8:20 No .002 P.Ol I \\' . City of Little Rock Joan Adcock City Director V City Hall. Room 203 500 W. Markham Lillie Rook, AR 72201-1427 (501)371-4516 FAX (501) 371-4498 June 7, 1.994 The 1-tonorabie Susan Webber Wright Federal Judge Federal Building 600 W. Capitol Little Rock, AR 72201 Dear Judge Wright: It has been brought to my attention that the Little Rock School District is considering the closing of Baseline Elementary School, as well a,s possible other Southwest Little Rock schools. It is my opinion that, at a time when the Little Rock Board of Directors and the Little Rock School Board should be closely aligned in working together to solve mutual problems within the city and school district, the City Board members should be notified when closing is under consideration. any school More importantly, in this situation, where there ha.s been no study conducted to determine why this particular school has been selected for closing, there has also been no input solicited from the affected community or the parents of the children involved. Southwest Little Rock citizens, over the past 18 months, have been involved in a concerted clfort to stabilize and revitalize their community. During this time, 17 neighborhood associations have been officially formed, specifically in areas where a school is located, lire schools are utilized as meeting places for these groups, comprising of 7.5-100 concerned neighbors at each meeting. It is through these association meetings that we hope to be able to secure volunteers for the schools, strengthen the safety of the neighborhoods surrounding the school grounds, and educate the neighborhoods on special issues such as the need for school millage increases. Baseline ^'iseline Elementary School has been the meeting place for the Upper Baseline cighboihood Association since its formation. It has also been suggested and approved by the Superintendent of the Little Rock Schools, Dr. Henry Williams, as the site for a new alert center.CITY' OF.,L.R. MANAGER TEL : 501-371-4498 Jun 07 94 8:21 No.002 P.02 1 Speak lor myself and other Southwest area representatives in soliciting your serious consideration in proposing that a study be conducted R 7 r, at a study be conducted as to the feasibility of maintaining Baseline Elcmentaiy as a strong component of the overall community, and that mcctinc? 1 lu J rr.  , ----------------------I community, and that meetings between school board officials, parents, and community representatives be conducted before any action is taken to close this school. Thank you for your interest in this matter. Sincerely, Joan Adcock City Director JA:acd cc\nAnn Brown Dr. Henry Williamsh, ivV \u0026gt; / .3-! * ' .  *. 4A Vl- i/y I f. t-  .5  L d 1  '\u0026lt;-a. \u0026gt;  These are the memos that . - V i i'  went out at Baseline Elementary A 'J .r, 1.  * U. \u0026gt; 1 *^4 ' D I  I I 1 1 RECRV^O I JUN 9 1994 ii LLLCBBBi B I ! A Office d Etesegregaiori i.. LITTLE ROCK SCHOOL DISTRICT Baseline Elementary School 3623 Baseline Road Phone 570-4150 Little Rock, Arkansas 72209 June 2, 1994 To: From: Mary\u0026gt;3ane Cheatham, Principal Subject: NEWSPAPER REPORT CONCERNING CLOSING BASELINE Due to the serious financial problems of the school district, members ,of the school board requested the superintendent to look for additional schools that might be closed. The newspaper report was pot generated by the school district. NO decision has been made. Baseline is one of the school being discussed but ? I am generating a list of key parents and community members who need to participate in any discussions about the possibility of closing Baseline. If you have any recommendations, please let me know. The following are my best recommendations: 1) Take all personal items home. 2) 3) 4) 5) Discard any materials and/or equipment that you did not use this year and/or do not think you may use next year. Discard any tattered books, etc. Tag any broken furniture and have Mr. Rendel remove it from your area. Inventory all books and materials to be left in the classroom space. Inventory all furniture, bookcases, etc. that are in your space. V) As soon as the board directs Dr. Williams to develop a business case related to closing Baseline, a time/events calendar will be developed similar to the one in the May agenda for Stephens. At that time procedures will be implemented according to the district PN agreements concerning reassignment of staff. Baseline. No one is expected to lose his/her job due to the closing of I I I I i t I  I I I I 1RECEIVPO JUN 9 1994 Oaice of Desegregation Mo-..'-' icig Baseline Elementary School 3623 Baseline Road Little Rock, AR 72209 June 6, 1994 TO: Baseline Staff FROM: Mary Jane Cheatham, Principal SUBJECT: Packing 1. DO NOT PACK CURRENT TEXTBOOKS! ! Do not pack computer equipment. Turn in to the library any computer equipment in the classroom no later than Wednesday morning. Central office personnel will pack the computer lab. 2. Personal items are to be taken home. Three boxes per teacher are allocated for this purpose. Please do not remove school supplies etc. purchased with school money. If you bought it, you may take it vzith you. If you are in doubt ask Mrs. Cheatham. If there is something you don't want lost, check with Mrs. Cheatham for instructions. 3. Please turn in your ADD Arithmetic Developed Daily booklet to Mrs. Me Donald. Turn in to the appropriate teacher any Chapter One material that may be in your classroom. 4. When packing a box be sure to do an inventory of what goes into the box. Label the box for each box. of____ boxes for grade. Fill in the appropriate number Also list the contents on the side of the box. put a packing list inside the box. DO NOT FILL THE BOX TOO FULL. You may want to Turn in a copy of all inventories to Mrs. Cheatham. 5. equipment. Inventory your furniture by the Tag Number if one is on the piece of Tag all broken equipment and/or furniture for removal. 6. Everything must be removed from cabinets d file cabinets. A rule of thumb is one drawer per box. Label the boxes as t rected in item 4. I I i I i ILITTLE ROCK SCHOOL DISTRICT i Memorandum JUN 9 1994 Date June 4. 1994 Office of Desegregation Monitoring From Ja Cheatham, Principal To AU I 1 I Re LAST WEEK'S EXPECTATIONS OF SCHOOL - OUNE 6 - OUNE lOi Teachers' supplies such as stapler machines, tape dispensers, excess copy paper, staple pullers, Section paper, etc. should be boxed and abeled_ as directed by thepacking bulletin and left in the classroom. You are expected to teach both days, Monday and Tuesd\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_540","title":"Little Rock Schools: Fair High","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","J. A. Fair High School (Little Rock, Ark.)","School facilities","Educational planning"],"dcterms_title":["Little Rock Schools: Fair High"],"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/540"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["31 pages"],"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\nODM Visits to LRSD Schools, Opening Days 1994 Fair Park Elementary School We -were pleased to note that:  The building was spotless.  Corridors were clean and well-lit.  Restrooms were clean and well-supplied.  Classrooms were attractively decorated with bulletin boards welcoming students.  The playground contained some new equipment.  Students were friendly and well-behaved. We also noted some areas needing attention:  Monitors noticed several teachers who were gruff or testy in their dealings with students.  A third grade class walking down the hall was separated by gender.  The principal's office lacked a computer which could be used for all sorts of word processing, including contributions to the program budget document.  Eaves in one section of the exterior had been damaged by rain, and required repair, waterproofing, and repainting.  Trees at the rear of the building extended over the roof of the school.  A broken downspout was located at the rear of the building.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Division of Schooi Services Sadie Mitcheil, Associate Superintendent received SEP 1 3 2Q00 TO: Ice of Desegregation Monitoring OFFICE Of FROM: Carnine, Superintendent of Schools DESEGRESAliOii WOMHOWMQ DATE: September 7, 2000 SUBJECT: Magnet Schools Assistance Program Grant The Little Rock School District is in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The schools, along with the District's Director of Planning and Development, will aggressively seek resources to support the themes. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. The Little Rock School District is preparing to submit an application which will include the schools listed above. If you have questions, please call Sadie Mitchell at 501/324-2007. c: Junious Babbs, Associate Superintendent - Student Registration Dr. Terrence Roberts, Desegregation Consultant Dr. Stephen Ross, Desegregation Consultantaecesved SEP 1 3 2000 OmCEOF desegregation monitoriwg J. A. Fair High School  Medical and Environmental Sciences  Systems Engineering  Information -Processes A Comprehensive Program Design for Accelerated StudiesJ. A. Fair High School Accelerated Studies in Medical and Environmental Sciences, Systems Engineering and Information Processes COMPREHENSIVE PROGRAM DESIGN Overarching Theme: Accelerated Studies in Medical and Environmental Sciences, Systems Engineering and Information Processes Programmatic Strand: Systems Engineering - Pure Science Applications  Experience Base A first step in successful program design is to broaden the background knowledge of students so that they have common areas understanding upon which to build new levels of learning. At the beginning of the year, an initial field trip to sites that utilize specialized high tech engineenng   ' _____ ,1 f 1 1 _L  - J11 rvn 1 ohr\\rn+r(np5 This and subsequent field trips will focus on laboratories. systems technology will occur. UICU, --------------------------------------- , ,  J it, applications sci architectural, engineering and construction firms, as well as construction sites and large structures of note. Each of these will be viewed for their appEcations of mathematics and the pure sciences of physics and chemistry. Good examples of the various parts of complete systems willbe analyzed as to system design, networking, programming, communications and constructions. Analyzmg the different areas that make up a completely engineered system will enable students to see how any change in the parts wiE change the outcome of the whole system. Partnerships with the University of Arkansas, Little Rock and Autozone will open up a range of higher education and business exposure. The overall goal will be for students to develop an understanding of systems concepts and their applications. First there will be many opportunities to practice identifying the parts of a vamety of things how they connect and how parts affect other parts, in order to gam m appreciation for systems. After this, systems thinking can be made expEcit- suggesting analysis of parts, subsystems. Descriptions of parts and their interaction are important as students interactions, and matching. Descriptions of parts and their mteraction are unpuiLaxxu begin to analyze their observations in the field. Once a mindset for systems engmeenng evolves, students will be motivated to engage in the important curricular activities that wiU enable them to understand appEcations of mathematical and pure sciences and become student systems engineers. Curricular Activity Many well planned, related activities will add in-depth meaning to the students experience base and provide opportunities for higher level applications of learning. Student projects will involve designing, assembling, and trouble-shooting systems (mechanical, chemical, electrical) with easily discernible components, Project based learning will engage students in authentic problems, allow them to learn and practice inquiry and problem-solving skills, and acquire advanced academic content and SCANS skills in the project context. Activity driven student coursework will include Introduction to Networking, Introduction to Programming, Introduction to Systems Design, Technical Writing, Physics, and Computer Math Applications. CBL units and TI83 plus calculators will be used by students to collect and analyze data. Students will implement and maintain a new computerized sound system for the school and take part in the planning and project design for the system. They will judge how changing different components affects the systems output. Students will also follow larger projects funded by the city to see more networking, programming, and design in action to give them experience working alongside professionals in the field. Intensive practices involving aU forms and levels of networking, programmings design, construction, and maintenance of a complete system will ensure relevant, authentic learning in systems engineering. The most sophisticated activities will involve projects that make connections among systems, either internally or extemally-subsystems increasing the power of mega systems, or serial systems making each more effective. Small scale models will be compared with mathematical models displayed on computer to determine actual quality of design. The value of systems simplicity versus systems complexity will be assessed through modification of elements within the system. Computer technology will be invaluable due to the time consuming aspects of long, complicated, repetitive steps within systems. Also, computer testing of devices and structures parallels real life need for safety, durability, and longevity in systems support. Interactive Environments Specialized areas will be developed for students to engage in real world situations over time. Equipment is usually unique and too expensive or invasive to be used in regular classrooms. Simulated environments and learning centers, both inside and outside the classroom at Fair, assist students and their teachers in maintaining the mindset that is beneficial to systems engineering. An on-campus lab, Systems Engineering Control Center, will include 30 student computers and provide students with specialized tools and resources for the construction and maintenance of a high tech system that networks the schools computers. The mainframe for the schools networked computers and the sound system will be stationed in this lab and to be monitored and maintained by students. Students will also have access to a Robotic Systems Unit on campus which will include a laboratory equipped with techno logical tools, materials, and equipment for construction, discovery, and research of human prosthetics and other robotic entities that aid humans in their work (student- made computers that perform simple tasks or functions). A third lab area, Interactive Satellite Systems Lab, that includes video and audio equipment for transmission and reception will enable students to participate in distance learning with other high schools, universities, and the Corp of Engineers. This lab will supply digital equipment, earphones, microphones, video taping equipment, monitors and other telecommunication equipment for distant learning. In addition, the J. A. Fair school staff will apply for an EAST grant to establish an independent problem based studies technology center. This library media center based function will allow all students to pursue interests in specific areas while conducting long term research. This application will provide the next level of sophistication beyond the already strong academic comparative studies at Fair.  Curricular Content Advanced coursework will be available and within the reach of al students through affiliation with two outstanding nationally and internationally recognized programs. Strong primary sources that focus on design, formatting, networking, and trouble-shooting for a variety of system types will serve the students need for background knowledge. Extension into reference materials from professional and trade sources will round out curricular content, with the use of specialized textbooks for specific types of systems. Appropriate technology hardware and courseware that utilizes mathematical applications and related scientific concepts will be integrated throughout to emphasize how math and computer technology come together to produce systems engineering. Terminology relating to inputs, outputs, positive and negative feedback, systems properties, systems analysis, subsystems, and systems stability will be internalized as a result of constant, meaningful use.tilsoexV /M2^ r m/xit-slFJZAMCS iTrojceP *4 Aho Vic\u0026gt;ec\u0026gt; pi^aJetnor ^C\u0026gt;crr\\r\\ /  + pOSlTlOhU Cot^xPLrreTZ. iMoCULJt -----------\u0026lt;S.t2^pjC. ) Vzii^e^-cxz\u0026amp;p ir 5t\\jDV AIREA V/iT-rt ivjTetzACTr've eKrrp=v rvldim J. A. Fair High School - Systems Engineering Control Center Tliayer Design Inc. 1495 High Peak Road Monroe, VA 24574 804/929-6359  Best Instructional Practices A few selected practices that match techniques to content and that are employed consistently, are more effective than trying many different approaches simultaneously. The primary best practice that will be employed at Fair is the Project Based Learning approach. PBL is a strategy that draws on different learning styles and intelligences and incorporates experiential learning. A final product or presentation that demonstrates learning and incorporates instruction, reflection, and assessment will be essential. Project-based learning can be defined as follows: B learning experiences which engage students in complex, real world projects through which they develop and apply skills and knowledge B a strategy which recognizes that significant learning taps students inherent drive to learn,  Q  capability to do important work, and the need to be taken seriously learning in which the results are not predetermined or fuUy predictable learning which requires students to draw from many information sources and disciplines in order to solve problems learning which requires students to coordinate time, work schedules, and project outcomes in order to accomplish project goals on a predicted time schedule PBL Network, The Autodesk Foundation, 1998. Teachers will engage the students in guided practice and peer collaboration for the learning of new material and procedures. Teaching techniques/strategies will employ the cognitive-constructivist classroom approach shaped around systems engineering projects, research, testing, and presentation. Students will focus on problem-based learning and systems analysis activities to learn about networking and programming procedures and the basic principles of systems engineering. Simulations of systems design and development will combine the strong content base with skills applications in solving systems problems.  Formative and Summative Assessment Accelerated studies are based on high expectations which are made clear to students in carefully drawn rubrics prior to each unit of study. A variety of assessment formats will be employed throughout the various units of study and will serve as authentic measures for teachers to determine exactly what and how students learn about systems engineering. The assessments will include pre/post testing, matrices of skills, rubrics to evaluate projects and oral presentations, rubrics to evaluate communication and presentations, LRSD exit exams, traditional tests (multiple choice, short answer, and essay), and student selfevaluations. Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure.  Staff Training and Curriculum Writing Programs are only successful if their staff members successfully complete appropriate training and apply what has been learned. School personnel will receive intensive training on skills that are pertinent to this systems engineering strand. This training will include Overview of Systems Engineering, Introduction to Prosthetics and Robotics, Distance Learning, Philosophy and Implementation' of Teaching throughaProject/Product-Based Approach, Formative and Summative Assessment approaches - How to effectively match curriculum to each one, Meeting the needs of all students through Multiple Intelligences, and Organizing and Managing a Classroom for Project-Oriented Learning. Diann Taylor and Jim Collins, field consultants with Phale D. Hale Education Consulting Inc, will provide leadership in systems engineering lab development and curriculum writing. They will collaborate with the science department IRC and the staff at J. A. Fair in integrating specialized lab area functions with related thematic classroom activities and Arkansas Benchmarks and Standards. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will serve as program facilitator, coordinating the varied staff training activities from various sources, the leadership roles and responsibilities at the school, and authentic project design implementation.J.A. Fair Accelerated Studies High School ~ continued ~ Overarching Theme: Accelerated Studies in Medical and Environmental Sciences, Systems Engineering and Information Processes Programmatic Strand: Information Processes  Experience Base Students will participate in a series of field trips to sites that represent the importance of information processing through computer driven technology. Among these sites wiU be a visit to Geographic Information Systems (GIS) and to large computerized businesses (such as the airport). Multimedia and related graphics wUl come alive with meaning as students are immersed in exciting uses in information sciences. Technologies integral to the manipulation of information sources will be seen in action including operating systems, visual imaging, computer-assisted drawing, computer composition, real-time movement segments, and text-image manipulation. Advanced data base manipulation and spread sheet applications wiU be observed with sophisticated charting and table Ulustrations as the necessary skeletal structure that strengthens the information science experience base.  Curricular Activity Many varied activities will motivate students and enable them to use a broad range of exploratory techniques. Through hands on experience, planning independent projects, and exploring appropriate software that pursue a variety of applications, students will acquire a wide variety of technical skills that are an integral part of the information sciences programmatic strand. Specific student activities will involve video conferencing, designing a school website, designing graphics, learning web page languages (HTML), utilizing web building tools with Internet technology (webbing), drafting, and the collection and manipulation of experimental data. Coursework will include studies of computer language skills and technical information relating to programming abilities. Student projects wiU include creation and design of programs that coUect, analyze, synthesize, and format information in unique ways. These pertinent student involvement-intensive practices, as weU as a wealth of authentic classroom projects, offer students opportunities to investigate, experiment, and construct relevant meaning within the overall framework of the area of information sciences. Interactive Environments Simulated environments and learning centers, both inside and outside the classroom, assist students and their teachers in maintaining the mindset that is beneficial to information processes thematic studies. Students will have access to an Information Processes Center on campus. This will contain various work areas to support sophisticated and distinct functions. Due to the size and desired capability to have multiple classes going on simultaneously there will be sound baffles that double as signs. Two different work areas will consist 20 computers each, for a total of 40 networked computers. Smart Boards will be available in four areas of the lab for use by both students and teachers. The laboratory will also be equipped with technological tools and computer driven applications for data and graphic manipulation and web-budding. Students will be able to participate in distance learning through the use of telecommunications and other equipment available in the Information Processes Center. Some video conferencing will take place from individual student desktop computers, while other large group video conferencing will occur from an arena seating arrangement. The school win have a networked computer system, with 10 computers per classroom, that will allow for school-wide communication between classrooms and between students and teachers. The school website will be expanded by students who work in a dedicated area of the lab. There will be multiple screens for viewing various websites simultaneously. There will be experimentation in developing user friendly means for communicating sophisticated projects and providing a place for sharing samples of original and creative approaches to information processing. This electronic collaboration facility will nurture information processes as students work together on intellectual, academic, or practical endeavors. People from different parts of a building, state, country, or continent will exchange information, collaborate on shared documents and ideas, study together, or reflect on their own practices. fElectronic Collaboration: A Practical Guide for Educators, LAB Northeast and Islands Regional Educational Laboratory at Brown University, 1999 - a primary source used throughout this document.)'' i fVVA. tXT* O o V*4TU lWTUBACTI\u0026lt;a 7ouc\u0026gt;+ $MiteeM5 - A IT* o ODia ceti LAf^T^P- /^\u0026lt;WSTr'i I - ' it~\\\nipeo PfZxaJ. IB EO Blon aia n 0[a B t^r5\u0026gt; \"llo ____ 2*^3 .T:icrio\u0026gt;4^ ElO BlDD ora E) ]Q HEa B EQ- BOE Qlla B t-a.t3 o ____ 20 STAnciKt^ ^rotSA^-e E] EO oEa BOE oca 000 HE a BE a ]D B e ]0 j XJ J  o :t Gt VIPEO dJOMFei2eW\u0026lt;:'l46 AlzeA a TJ N\\OW jtor 0B! B] 1E BOB J NtUirriPCXi hAOMiTOH.'S^ KWi'TW ^i*.kApL-e \\vetfi-re J. A. Fair High School - Information Processes Center, Thayer Design (no. 1466 High Peak Road Monroe, VA 24574 804/^29-6359  Curricular Content Studies in the Information Processes strand wili be based upon electronic collaboration that takes many forms.  Discussion groups will be focused around a topic or a specific activity, goal, or project. Some groups will be open-ended and unmoderated, allowing users to solicit information from each other. Other, more structured groups may use a moderator to guide the discussion by filtering and posing questions and/or making comments.   suggestions, and connections. Data collection and organization activities will use databases and search engines to organize and retrieve data. Users will contribute data individually to a shared database and retrieve data from it as needed. Data will be in the form of references (such as pointers to related work and Web sites), information (such as weather conditions or whale sightings), curriculum projects, research papers, and contact information for fellow students. Some projects will involve sharing documents - from simply displaying them to having several people work on them simultaneously. Collaborators will display documents online and discuss the contents via email, video conference, or chat. ' They will use annotation systems to comment on shared documents and editing tools to co-edit documents online. Synchronous communication activities such as Internet chat and video conferencing differ from other types of activities in that they happen in real time, over a short period. In text based chat environments participants see what the other person is typing on the screen in real time. Video conferencing is like a conference call with pictures. These technologies wUl allow students to discuss ideas, debate problems, and share information electronically when face-to-face interaction is desired but not possible. This wiU occur in large group settings as well as through individual desktop video conferencing. Students will participate in online courses or workshops to gain dual credit at local specialized schools of study, junior colleges, and universities. These courses wUl be like traditional courses and workshops, but without face to face meetings. The instructor will distribute assignments, guide the conversation, and respond to students questions. The discussions will take place via discussion groups through integrated distance learning tools. Students will use a variety of techmeal manuals during their information processes studies. Appropriate technology hardware and courseware that focus on the manipulation of video, graphics, text, and programs will provide the tools to build web pages. Computer software featuring appropriate vocabulary related to web page building, as well as emphasizing writing and journalism skills, will help to integrate basic core subjects within the information processes theme. State-of-the-art industry standard equipment supporting high-level data collection, analysis and formatting of information, commumcation, groupware, shareware and graphic interaction software will be the necessary skeletal structure for advanced studies in information processes. Mini-conrses in computer languages and programming will provide the background needed by students who wish to explore the possibilities of program writing. Students will internalize technical terms and process sequences through many meaningfill repetitions in context. Best Instructional Practices Teaching techniques/strategies that employ the use of computer driven technologies will be the primary methods emphasized in this Strand. Peer collaboration, independent study, and teaming will be additional models used by teachers to fecilitate learning. Students wiU use their Information Processes Center to create web pages, school publications, and support classroom mvestigations and experiments. The best instructional practice in this strand of information processes will be the application of knowledge and skills across all subject areas. Manipulation and collaboration in the processing of information will become integral to all learning and will underscore the importance of information processes.  Formative and Summative Assessment Assessment formats that match each set of activities, such as computer portfolios, serve as authentic measures for teachers to determine exactly what and how students learn. Teachers will use objective and subjective criteria for assessment formats in the form of rubrics and matrices. The computer portfolio that includes the information processes learner products will be assessed with strict, precise controls as befitting the accuracy and quality desirable in information sources. The portfolio approach will help teachers to determine whether students are internalizing higher order thinking related to the information processing theme. It will be reviewed as a global evaluation measure, a summative assessment, concluding the unit of study. The portfolio will serve as a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during information processing studies.  Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure. 1 Staff Training and Curriculum Writing School personnel will receive intensive training on various computer programs that include information sciences content and process. The University of Arkansas at Little Rock will partner with J.A. Fair through its school of Information Sciences. They will conduct a series of high involvement activities for LA. Fair High School students. Their expert staff will provide authentic training in all areas of information sciences. Sophisticated visual imaging and text programs will be basic to development of a curriculum document that appropriately reflects the best that an information science program should offer. School personnel will receive intensive training on skills that are pertinent to this information processes strand. This training will include Overview of Electronic Collaboration for Effective Information Processing, Distance Learning, Philosophy and Implementation of Teaching through a Project/Product-Based Approach, Tormative and Summative Assessment approaches - How to effectively match a curriculum to each one, and Organizing and Managing a Classroom for Electronic Collaboration and Information Pro cesses-based Learning. 5? Diann Taylor and Sheila Gragg, field consultants with Phale D. Hale Education Consulting Inc, will provide leadership in information processes lab development and curriculum writing. They will collaborate with the science department IRC and the staff at J. A. Fair in integrating specialized lab area functions with related thematic classroom activities and Arkansas Benchmarks and Standards. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will serve as program facilitator, coordinating the varied, staff training activities from various sources, the leadership roles and responsibilities at the school, and authentic project design implementation.J. A. Fair Accelerated Studies High School ~ continued ~ Overarching Theme: Accelerated Studies in Medical and Environmental Sciences, Systems Engineering and Information Processes Programmatic Strand: Medical and Environmental Sciences  Experience Base Environmental science studies will bring coherence to the complex array of relationships among living things that students have learned about in earlier grades. Just as J. A. Fair students are learning about systems thinking in regard to information services and engineering, they will need to examine systems that exist within environmental sciences. Students will experience an overall immersion into major areas of environmental science through a series of field trips. These trips will include visits to a local nature center, fish hatchery, Arkansas State Plant Board, Arkansas Garrie and Fish - Aquaculture, Arkansas Highway Department, Arkansas Project Globe, EPA (Weyerhauser and recycling). Data Stream (NLR weather), and meteorology departments at television stations. These site visits will extend the knowledge base acquired at Mabelvale School of Advanced Studies during the middle school years. The in-depth experiences will provide students with a broad base for observing environmental aspects of fife systems and will prepare them for comparative studies within the programmatic strand of medical and environmental science. Field trips to high tech health institutions and agencies will occur also. Subsequent field trips will focus on local hospitals, laboratories, clinics, physicians offices and related health services. Each of these will be viewed for their applications of mathematics, earth and life sciences, areas such as nutritional science and biotechnology as well as their dependence upon knowledge of chemistry, biology, anatomy, and physiology. These trips will also include experiences relating to comparative studies in animal science and anatomy within the programmatic strand of environmental sciences.Experience Base (continued) Experiences provided through a variety of real, virtual, and imaginary field trips wUl\ndemonstrate what is meant by natural niches, habitats and biomes by observing plants and .animals in a variety of settings compare human environmental needs and functions to those of other living things review industrial processing relating to material and energy sources lead to an appreciation of how human activities, conscious or inadvertent, are seriously impacting pl^et Earth examine individual and collective roles in jobs and agencies that relate to the natural environment recognize how environmental factors meet needs assess common, everyday activities as appropriate use of resources, inappropriate acts resulting in abuse, or sensitive plan/schedule of resource use for conservation raise awareness as to how the development of scientific thinking and technology increases ability to utilize the environment wisely develop and understanding that aU environments, whether they are small communities, global areas, or part of the universe, are continually evolving Ip  Curricular Activity Project based learning wifi engage students in authentic problems, allow them to learn and practice inquiry and problem-solving skills, and acquire advanced academic content and SCANS skills in the contexts of environmental and medical studies. Student projects will emphasize the use of scientific technologies relating to ecosystems and in the medical field. Students will also study how the application of these technologies supports investigation and research of critical medical diseases of both plants and animals. Studies will also include discussion of medical ethics and government regulations on medical experimentation using animals Students wifi learn how scientists use labs to support their studies and experiments to find cures and solutions for medical problems and illnesses. Course appropriate hardware and software such as Body Works wifi be used to integrate technology throughout the accelerated anatomical and physiological studies. Mathematical and scientific applications wifi also be emphasized to complement the high tech approach to medical studies. These studies will focus on an experimental science approach to research and learning, with students acting as the facilitators and scientists leading the studies. Students will compare animal anatomy to human anatomy and discover the various physiologica designs of different animals systems and how they compare to human systems. Activities to be included during lab time will be physiological testing of nerves, training on patient techniques in medical situations, dissection, and learning universal precautions in lab and medical areas.Curricular Activity (continued) Student projects will emphasize the use of scientific technologies and how the application of these technologies supports investigation and experimentation of crucial environmental problems. Students will discover what variables lead to higher life expectancies and more productive environments with an emphasis on water, plants, and fish. They wifi participate in Arkansas Project WET and WILD Program for high school age students which will enable them to do a long-term study of a real environment. These programs require that students visit a sampling point once each month and conduct 26 different tests. The data is then compiled in a state-of-the-art computer that is provided -with the program. Students are scientists first hand. Overlapping areas of knowledge for these projects are chemistry, physics, and biology. Students will analyze the chemical, physical, and biological conditions of the land and body of water to be studied. Coursework wUl consist of learning how to -write creatively and descriptively while also paying attention to the technical aspects of writing lab reports and formal experiments. Students will also learn what factors influence the stability of an ecosystem and how different variables can impact this balance. And finally, students will implement safety features and other changes based on their research that will improve the conditions of the studied environments. A variety of activities will motivate students to use a broad range of exploratory techniques while learning about environmental science. Activities planned around outdoor and indoor water tanks win include maintenance of the fish and plants that inhabit them. These areas will also be used for research and data collection, as weU as for experimental purposes. The greenhouse and outdoor pond win provide active areas for students to help produce and maintain different plant species. Students will also take an active role in the planning and development of landscaping for each lab area by taking into account the environment, temperature, and available sunlight. Also, a schoolwide beautification project that incorporates landscaping and architecture with design, implementation, and maintenance 'wiU utilize what students have learned about growing plants and successful environments. Through these interactive experiences and involvement-intensive immersion experiences, students will be pro'vided the opportunities to investigate, analyze, experiment, and construct relevant meaning within the overall framework of environmental science. A ten hour internship, in specific environmental or medical professional roles, 'will involve students in a real life settings over the course of the semester. Through these interactive experiences and involvement-intensive immersion experiences, students wiU be pro'vided the opportunities to investigate, analyze, experiment, and construct relevant meaning -within the overall framework o: this accelerated learning strand. - Interactive Environments There will be a central area, the Ecosystem and Environmental Lab, that will support this accelerated curriculum of environmental studies. Included in this lab area wiU be specialized representations of a desert, a coastal region, river bank with subsidiaries, and rainforest environments. These interactive environments within high tech climatariums wUl have the capabilities ofmanipulationandexperimentationthroughthe change of existing variables. For each specialized environment and experiment, students will perform background research, hypothesize, coUect initial data, make predictions, manipulate the variables, coUect experimental data, record the data (by computer and on video), and then analyze their findings. A variety of advanced measurement devices will be employed at the lab area for experimental purposes and for high tech science support. Additional water labs will be available in the form of classroom aquariums and an outdoor pond so students may study the ecosystem of a real aquaculture in action. The outdoor pond wUl also consist of a variety of plant species with a connected greenhouse and lab to assist with the growing, maintenance, and manipulation of plant environments for the purpose of experimentation and study of botany. Miniature aquatic stations can be placed in each classroom as sub-studies of the larger picture of environmental science. Mathematical and scientific appEcations will be emphasized to complement the high tech approach to environmental studies. An agri-science lab wiE be included in the greenhouse to learn about how food sources can be affected by changes in the environment. An outdoor classroom for students wiU complement the other lab areas and wiE feature a nature traE to be designed and maintained by students. The pond, greenhouse, and nature traE wiE be enhanced by landscaping that is designed by students annuaEy with special attention to architectural design of planters, flower beds, and the waters edge to avoid erosion and the loss of plant life. These lab areas wiE also include pumps for water treatment (water purification), proper heat/air/water necessities for aE lab areas and fish, microscopes, and projection systems. The progress and growth of the pond, greenhouse, and nature traE wEl be documented using video equipment and digital cameras for further study. Students wiE have access to an on campus lab center that is buEt for specified research and experimentation in the human systems of biotechnology, anatomy, physiology, and nutritional science. This sophisticated center, created by Scientific Innovations, Inc., will contain sixteen activity modules containing specific tools and technology. Technological equipment avaEable in these modifies wEl include tools for organ dissection, animal dissection, computerized microscopes, high resolution/computerized graphics for pictures of tissue samples, computers for compEing scientific data, EKG equipment, CPR learning tools, mannequins of human torsos, electrophoresis equipment, histology slides, and a lab area designed for special use with identifying strands of DNA. Curricular Content Teachers will use desk references on environmental and medical sciences as primary sources to support daily planning. Teachers will utilize a wealth of reference books and materials that include National Geographic Pubheations, National Science Magazine, Field Study Guides, and the Arkansas Governmental Agencies Pubheations (Game, Fish, and Forestry). By searching the Internet, teachers and students will find authentic and up-to-date related maps and models. Course material to be included in the study of plants will be pollination, genetics, gardening, hydroponics, cloning, climate, and adaptation. These will naturally overlap with the subjects of entomology, pesticides, and agriculture. Knowledge to be learned about fish will include information about hatcheries, water purification, life cycles, water pollution, fishing culture, and economics. Knowledge about ecosystems will include learning about balance, adaptation, biomes, geography, human body system, and weather/climate. A series of visits from local professionals in the areas of horticulture, botany, biology, marine biology, and landscape architecture will provide key insight to the new developments in the high tech world and how those contributions have affected society. Course appropriate hardware and software such as Body Works will be used to integrate technology throughout the accelerated medical studies program. Mathematical and scientific applications will also be emphasized to complement the high tech approach to medical studies. Handbooks on medical technology and the human anatomy will serve as primary sources for all teachers to support daily planning. Course material and training to be included in medical studies wfil cover nerve and muscle analysis, CNA program, CPR training, EKG training, shde, preparation, BIP analysis, DNA assessment, and electrophoresis sampling and sequencing. Animal science and anatomy course content will overlap with human studies where appropriate including dietary needs, vaccinations, behavioral science, and habitats. Curriculum content wfil also focus on the training for specialized lab equipment in each area, including safety training. A series of visits from local professionals in the areas of veterinary, biology, nutrition, and other health professionals will provide key insight to the new developments in the high tech world and how those contributions have affected society and medical research Best Instructional Practices Teaching techniques/strategies at Fair High School will be based on problem-based learning Blooms Taxonomy, and scientific inquiry. Techniques for student learning wiU include self- discovery, peer coUaboration, independent study, open-ended lab activities, and expository reportmg Through scientific research. The schoolreform model. High Schools that Work (HSTW), the SECME consortia (Science, Engineering, Communication, Math, Enrichment), Coordinated Career Education organization (CCE), and Cooperative Office Education group (COE) will be used as sources of matching philosophy and procedures to strengthen practices within this strand. The p^ary best practice that will be employed at Fair is the Project Based Learning approach. PBL is a strategy that draws on different learning styles and intelligences and incorporates experiential learning. A final product or presentation that demonstrates learning and incorporates instruction, reflection, and assessment wiU be essential. Project-based learning can be defined as foUows: D   a  learning experiences which engage students in complex, real world projects through which they develop and apply skiUs and knowledge a strategy which recognizes that significant learning taps students inherent drive to learn, capability to do important work, and the need to be taken seriously learning in which the results are not predetermined or fully predictable learning which requires students to draw from many information sources and disciplines in order to solve problems learning which requires students to coordinate time, work schedules, and project outcomes in order to accomplish project goals on a predicted time schedule PBL Network, The Autodesk Foundation, 1998. Teachers will engage the students in guided practice and peer collaboration for the learning of new material and procedures. Teaching techniques/strategies will employ the cognitive-constructivist classroom approach shaped around medical and environmental projects, research, testing, and presentation. The greater number of activities wiU use the higher order thinking areas at the top of Blooms Taxonomy. Students wiU focus on problem-based learning and scientific analysis in combining strong content knowledge base with skills applications. The accelerated studies associated with this program strand requires that a number of best practices be melded for optimal results.  Formative and Summative Assessment Assessment formats that match each set of activities, such as a rubric assessment for evaluating projects based on the productivity of a lab environment, serve as authentic measures for teachers to determine exactly what and how students learn. Such formats will allow a teacher to evaluate, for example, whether students have produced harmonious ecosystems (balanced systems with little decay and loss of life) while also serving as a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during environmental studies. Performance assessments, such as in student planned projects, oral presentations, daily journals, planned experiments, and portfolios (on disk or video) will also help teachers to determine whether students are internalizing higher order thinking related to environmental principles. These performance assessments will be graded by rubric and matrix evaluation techniques. A portfolio assessment, using digital pictures to represent the stages of progress and growth, will serve as a global evaluation measure, a summative assessment, for each student.  J Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The find draft of this program design wffl correlate benchmarks, standards, text and ancUlary materials in order to ensure a tightly aligned curriculum document that is practical and user friendlv within a creative and advanced content structure.  Staff Training and Curriculum Writing School personnel will receive intensive training in a series of mini-workshops that consist of trammg by local professionals in the areas of horticulture, botany, biology, marine biology and landscape architecture. Some of this training will be in the field and will include visits tosites outside of the school. Teachers wUl also participate in AP training, mini courses, team building and brief training on multiple inteUigence and implementation. Staff wifi also be trained in how to use specialized equipment/tools and application software to integrate this new technology and information into the students working framework of knowledge. In the Ecosystem and Environmental Lab, this training wUl include the use of machinery, tools, and heat/water/air systems. Teachers wiU be able to see the total picture of the schools program through a curricular outline that shows the programmatic flow of the medical and environmental sciences. In the Ecosystem and Janice Meyer, field consultant wkh Phale D. Hale Education Consulting Inc, will provide leadership in the Ecosystem and Environmental Lab development and curriculum writing. She wiU coUaborate with the science department IRC and the staff at J. A. Fair in integrating specialized lab area functions with related thematic classroom activities and Arkansas Benchmarks and Standards. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will serve as program facilitator, coordinating the varied staff training activities from various sources t n d 11 1  * -  T 1 installation of the Innovative Sciences Lab, the leadership roles and responsibilities at the school. and authentic project design implementation.1 LRS - Little Rock School District School: Term: 008 FAIR HIGH SCHOOL Suaaary Haster/Teacher Schedule/Race \u0026amp; Sex SUMMAS Page: I Teacher BAILEY Per Iod 00 Per i od 01 e. X F T B W 0 T B W 0 T Period 02 M04021-i02 BIOLOGY B U 0 T B 1 1 10 Period 03 M06001-104 Teacher Period 00 BARNHI M F T B U 0 T Period 01 814001-108 EW6 RRIQ.11 B U 2 2 5 7 2 0 T 4 5 9 8 1 16 2 9 1 19 PHYSICS B U E 12 4 4 16 5 0 T ib 5 21 Period 04 M0402i-i01 BIOLOGY B W 0 T 10 s 1 16 Period 05 M06001-103 PHYSICS B U 0 T Period 02 815001-101 Period 03 S20501-101 9 2 19 1 11 1 27 2 6 3 1 5 7 4 12 Period 04 816001-108 CQVERMMMT RR E SCIEHCE RR MATH RRIQ B U 3 3 4 0 T 6 2 8 B 5 1 6 U 0 i 5 2 7 B 4 2 b U 0 T 4 3 1 Period 05 814001-112 EMC RRIQ.11 B U 2 1 3 5 1 0 T 3 3 6 Teacher Period 00 BARNHO Period 01 KllOOl-101 Perifld 02 K1100i-i02 JPsrlfld_fi3_ K09001-101 Periad Q4 K09001-102 .Periad 05 K09O01-105 M F T B U  T TRIG/ADV ALC TRIG/ADV ALG ALGEBRA II R ALGEBRA II R ALGEBRA II R B U S 6 5 4 0 11 9 20 B U 6 10 8 4 16 12 0 T 14 14 28 B U 3 5 4 i 7 6 0 T 8 5 13 B U 0 T 8 4 4 3 12 7 12 7 19 B U 0 T 6 7 5 3 11 10 13 8 Teacher Period 00 Period 01 Per i od 02 Period 03 X F Teacher BEYAH M F T B U 0 T B U 0 T B U 0 T B H 0 T Per i od 04 P24301-1Q2 TV PROD I B U 0 T X 2 1 2 Period 00 B U 0 T Period 01 P2900i-10i MflRP PROC 1 B U 0 X 1 T Period 02 P29O01-101 HORD PROC 1 6 U 0 T Period 03 P2900i-l0l MORP PROC I B U 0 T Period 04 P29001-i02 MORP PROC I 6 U 0 T 1 1 1 1 1 3 3 1 1 4 Teacher -arlfld. J0. BLACKN Period 01 P0550i-101 Period 02 P05501-101 Period 03 P05501-10i Period 04 P0S50ii02 M F B M 0 T COMPUTER GPI COMPUTER CPI COMPUTER GPI COMPUTER GPI B M 0 T 1 X 1 X 1 X Teacher Period 00 Period 01 B M 0 T 1 1 1 X SHOT 1 X 1 X 1 X Period 02 Period 03 B W 0 T 1 3 2 J__a. 4 2 X Period 04 Period 06 M04021-114 BIOLOGY B U 0 T Per i od 07 Per Iod 08 Period 09 10 4 5 5 15 9 XX 10 24 Period 06 B U 0 T Period 06. B W 0 T B U 0 T B U 0 T B U 0 T Period 07 Period 08 Period 09 U 0 T 6 U 0 T B U 0 Periflii 08 Period oy B U 0 T B U 0 T 6 HOT Period 05 P24301-102 JV PROD I B W 0 T 2 2 Per Iod 05 P29001-102 WORD PROC 1 B U 0 T 3 3 1 4 4 Period \u0026lt;g P05501-102 Per i od 06 P24301-102 TV PROD 1 Period 07 Period 08 Period 09 B U 0 T X 1 2 X B U 0 T B U  T B W 0 T ss. 30 u. 93 2 Period 06 P29001-102 WORD PROC I B U 0 T Period 07 Per i od 08 Per i od 09 3 i 3 1 Period 06 P0550i-102 COMPUTER GPI COMPUTER CPI B W 0 T 1 3 4 B W 0 T B  0 T B U 0 T B U 0 T Period 07 ferijQdJffi. Period OT 2 J__5. 2 X 1 3 2 1 S 4 2 X B W Q T B W 0 T P . W.. ..Q. .T Period 05 Period 06 Period 07 Period 08 Per i od 09 sa *0 ai 71 72 7JCn 'IS School: Terra: -=- J. 111 le.Kock- Brhnnl ftietrtrt CALLAU M X T CARTER M 1 008 FAIR HIGH SCHOOL B U 0 T B U 0 T 108101-101 INP. LIVING B U 0 T 14 5 -6- 3 20 8 19 SL 28 Parinrt M -BN 0 T Per I nd 01 P02001-10i AUTO BODY II B W 0 T 2 2 A 2 -SuMB^ry Mjit\u0026gt;r/T\u0026lt;rhr Scharfu Io/RAf A S BUMMflfi Pa^e\n\"IO * Teacher Period 00 CASTEE 3.7 X F T Teacher CHRIST M 2- B U 0 T Period 01 TO2001-102 LIBRARY SCI B 1 WOT 2______3. 2 2 4 Period 00 B U 0 T Period 01 H0402i-103 RTOinGY_____ SHOT 9 4 U 3 2B 0 = Teerher Per I nd 00 CLEVEL 18 7 13 42. 25 IiOOOl-102 PARENTING K 090700-101 090700-102 109001-101 T N F X B W 0 T farind Ql 080920-101 HEALTH B M 0 T 7 7 11 4fl 5 14 16 20. Teacher - COOPER Per i od 00 B W 0 T Period 01 204001-101 INTRO TO ART (0- T B W 7 5 8 S 15 10 0 T 1 13 13 1 26 O 80 Cr Teacher COX Per i od 00 H X T Ta^rhor B W 0 Period 00 Per i od 01 314001-101 -ENG PP\u0026lt;0,0 B U 0 4 2. 6 1 T 5 2- 7 Peri nd 01 Peri nd 0? P02001-10i AUTO BODY II PHOT 2 2 2__2. 4 Period 02 .102001-103 LIBRARY SCI B W 0 T 1 1 1 1 Period 02 B U 0 Per I nd 09 080920-103 HEALTH ..R HOT 11 5 9 2 20 7 16 11 22. Per i od 02 B W 0 T Period 02 B W 0 Par I nd 07 B 1 X 5 w 1 D T 2 ------4. 6 2erlod 03 PO2001-101 XLOTH \u0026amp; TEXT CLOTH \u0026amp; TEXT PARENTING RL B U 0 6 1 10 1____ 16 2 T 41- 18 B W 0 6 10 1 16 1 T 6 44- 17 B 6, U 0 43....1 19 1 T 6 44. 20 B U 0 T B U 0 T B W 0 T e Period 04 P0i00i-i03 AUTO BODY II AUTO BODY I B HOT 2 2 2 ? 4 -A- Period 03 T0200i-104 LIBRARY SCI B U 1 1 0 T 1 2 Period 03 M04021-105 RTni nr.Y____ B W 7 4 4-..1. 11 5 0 T 11 ------5- 16 Per I nd OX 080920-105 HEALTH R HOT 8 5 5 43 5 8 10 48. Period 03 204001-102__ INTRO TO ART B U 0 T 15 S 4 2 2L -1__U__0__T 2 3 Per I nd 05 POlOOl-103 AUTO BODY I -B- W n T 2 1 3 Period 06 POiOOl-103 AUTO BODY I R H n T 2 3 2. 4. JL 2 1 JL 21 -PerJod 07 Per i od Oa. Period 09 ,B W n T B MOT -B- H n T to ti \u0026lt;)  I i9 1 7 1 27 Period 03 S14001-102 EWG B U 0 2 2 X 5 4 3 T 4 -4- 8 Period ftX Period 04 T07001-105 LIBRARY SCI B W 0 T Per i od 05 402004=406- LIBRARY SCI B W 0 T 1 1 1 2 Period 04 M0402i-106 BTOt nr.Y a Q 10 5 7 3___ 17 8 T 15 4X 25 Period 04 B- .N. 0 T Period 04 B W 0 T Per i od 04 514001-103 FNC BBlO.n B U 0 4 4 4 X 5 Period Q4 -t 1 2 1 X 2 3 Period 06 J02001-107 LIBRARY SCI B W 0 T Period 07 Period 08 Period 09 M 1 B U 0 T B U 0 T B W 0 T Period 05 M0402i-107 . BIOIjr.Y B W 0 T 6 5 -7__1- 13 6 11 -8. 19 Per I nd 05 080920-107 HEALTH PHOT 9 4 13 10 3 1 14 19 7 A 77 Period OS 204001-103 INTRO TO ART B U 0 10 4 3 2 13 6 T 44. 5 19 Period 05 S16001-105 NATH RRIQ B U 0 1 4 7 T 4 X 1 Period OB Period 06 HO4021-104 PTOi nr.Y B W 0 T Per i od 07 Period 08 Period 09 11 3 5 3 16 6 14 -8. 22 B U 0 T B WOT B U 0 T 90 li. 98 H Period .06. Period 07 Period 08 Period. 02. * i -B u ft T BM...n T 2__U ft T 2 M .0__r Period 06 Bfl40A1-1fl4__ INTRO TO ART B W 0 T Period 07 Period 08 Per Iod 09 1 42 5 7 2 19 7 42. 9 26 B WOT B W 0 B U 0 T s * Period 06 314001-105 ZNC RRiO,ll, SHOT Period 07 Period 08 Period 09 5 X 6 1 1 6 X 1 B U 0 T B WOT B U 0 T Period OA PerQd 07 Period Oft iod 09 lySchool: Tern: -=-Li11Ut-Rock School District DECKAR M -E- T 1 008 FAIR HIGH SCHOOL B U 0 T Teacher Period 00 DELAMA M F i Teacher FNDEBI H Teacher ESKOLA M A_ a u Q T Per i od 00 B U 0 T Period 00 B U 0 Teacher Period 00 FARRAR M F i B U n T Teacher Period 00 FINCH--------------------------- -M- F B U 0 T ____Sumry /Teacher Schedule/R\u0026lt;c \u0026amp; S\u0026gt; J____3 L31001-101 CHOIR III B 13 -15- 28 U 0 T 2 8 15 -21- 36 L29001-101 MADRIGALS__ B U 0 T 021101-103 L33001-101 FWE ARTS HUS CHOIR 1 Teacher FLINN Per i od 00 06151-101 1 3 4 7 S 10 -H 15 6 10 W 3 -51. 15 6 0 T 13 -------8- 21 B U 0 1 10 5------- B U 0 T 110001-108 PARENTING K B 11 S -15. 16 U 1 1 0 T S 1 U 0 T 3 U 0 T B U 0 T M r T Pariod 01___ 080520-101 PE 9-12 B M 0 T 7 3 4 2 Al i 1 11 6 1 17 Period 01 K05011-107 ALGEBRA I R B U 8 1 6 1 14 2 0 T ____9. 7 16 Period 01 K10041-101 CEQHETRY GT B M 0 T 3 6 4 9 7 15 1 10 __11 1 23 Period 01 B M 0 T Period 01 S4ft351\u0026gt;riQ?,. V DOMAIN SC B U 4 2 2 6 7 0 T ____h. 2 8 Per Iod 01 E06021-102 ENGLISH g-EA ENGLISH R 12 B U 0 T 3 10 ,5....5. 8 15 13 -liL 23 B U 10 6 7 A 17 12 0 T 16 ___11 29 Teacher Period 00 Per i od 01 Period Q2 080520-103 PE 9-12 8 U a T Period 03 11 5 8 3 19 8. 16 11 22. Period 02 U 0 T Period 02 KlOOOl-101 GEOMETRY R B U Q T 6 10 ....7.....4.. 13 14 16 -U_ 27 Period 02 FllOOi-101 FRENCH I R U 0 T 5 3 8 4 6 1 11 9 g__1-19. Period 02 MB301-103 B U n T Period 03 K05011-108 ALGEBRA I R B U 0 T AQ____ 5 4 15 4 Afl. 9 19 Per i od 03 KlOOOi-102 -GEQMEIRY^ B U 8 9 ft 2 16 11 0 T i7 1 11 1 28 Period 03__ F1300i-i02 FRENCH III B N fl....I 3 6 3 12 h 9 -15- Period 03 .348251=102. D DOMAIN SC C DOMAIN SC B U 0 T 4 2 2 6 2 A- 2 8 B U 4 2 2 6 2 0 T ____6. 2 8 Period 02 Period 03 E06021-103 B U 0 T Period 02 -EeE-Lui_Q4__ IlOOOl-iOl PARENTING K B N n T 1 A. Period 04 K10401-101 Period 05 080520-105 PE 9-12 B U n T 11 5 7 1 a -4- 16 8 Period 05 K10101-iO2 f.er I nd 06__ H0800i-i02 PE B U n T. Period 07 Period OS far i nd. 0.9. 5 5 2 7 5 10 2 -12- Period 06 K05011-109 GEOMETRY CPT GEOMETRY CPT ALGEBRA I R B U 7 2 6 1 13 3 0 T ____9. 7 16 B U 2 3 3 5 3 0 T 3 8 B U 3. 4.. 8 11 4 0 T 8 IS B U n T B -M 0 T B M 0 T Period 07 Period 08 Per i od 09 B U 0 T B U 0 T B U 0 T Per i od 04 B W 0 T Period 04 VOlOOl-104 STUDY HALL B N 0 T 5 5 3 1 11 3 s 5 11-4- Period 04 S4fl?51-103 C DOMAIN SC B U 4  Z 2 6 2 D T ____6. 2 8 Period 04 E05021-112 EMCLISH B \u0026lt;9 FMCLTfiH R 11 B U 0 T 5 3 13 4 18 7 8 AZ 25 B U 10 3 14 7  T 13 J__2. 1 22 Period 03 Period 04 Period 05 K1004i-i02 GEOMETRY CT B U 0 T Per i od 06 Period 07 Period 08 Period 09 5 6 11 B U 0 T B U 0 T B U 0 T B U 0 u. it 30 I , 3 91-13. 8 15 1 24 Per i nd 05 FliOOl-103 FRENCH I B M n T 4 4 8 Period 06 Fi200i-i04 FRENCH II B M 0 T Eflr.j.Qd.. 07 Period OB Pariod 09 3 4 7 a 7 -15. 10 5 11 -21- 2 15 1 14 7 A.2g- B M 0 T B M....a-.3.. -BU0I- Period 05 348401.-152 R/LEISURE SC B W 0 T Period 06 Period 07 Period 08 Period 09 4 2 2 6 2 -6. 2 8 B U 0 T B U 0 B W 0 T B U 0 T Period 05 06021-104 ENGLISH B 12 Per i od 06 Per i od 07 Period 08 Period 09 B 6 2 t 1 13 3 U 0 T e -8- 16 B W 0 B W 0 T B U 0 T B U 0 T EeriQd 05 Per i od 06 Period 07 Period 08 Period 09- e 21I LRS - Litt_L_ Rock School District School: Tera = 1 008 FAIR HIGH SCHOOL Suaaary Motar/Teichcr Schdu L\u0026lt;/ft\u0026lt;ce \u0026amp; Sex SUMMAS Piqe: FORMER P15001-101 P15001-101 M F T 6 U 0 T COMPUTER P I COMPUTER P I B u 1 0 1 B U 0 1 T. \u0026lt;Cu Stu I .2. 40 2a I K O tr I Pi5001-10i COMPUTER P 1 163800-101 163800-101 B U 1 0 1 B U 0 T B U 0 B U 0 T B WOT COMPUTER PCX COMPUTER PCX B X 1 U 1 0 T 1 1 2 B U 1 0 T i 1 1 1 2  Teacher Per Iod 00 FORTSO Period 01 Period 02 Period 03 M F T Teacher W_____ B M 0 T- B U 0 T B U 0 T B W 0 r Period 04 P2700i-102 MELDING I B H 0 T 1 X Period 00 Per i od 01 Per i od 02 Period 03 M F T B U 0 T 6 U 0 T B U 0 T B U 0 T Period 04 P23001-iQ2 RADIO BRD I B U 0 T Teacher GLASSC Period 00 Period 01 1 2 2 M F T B W 0 T B W 0 T Per i od 02 816001-101 MATH RRIQ SHOT Per i od 03 816001-102 HATH RRIQ B M 0 T Period 04 S16001-103 MATH RRIQ Teacher Period 00 GRAHAM Period 01 4 1 3 1 7 2 5 4 4 2 X____ \u0026amp; 2 6 X. 8 B U 3 X- s 1 0 T 4 ____2. 6 Period 02 Period 03 090600-101 Period 04 090600-102 M F JL Teacher GRAY JL F T Teacher GRUHME M B H 0 T B M 0 T B M 0_T Period 00 B U 0 T Period 00 B W 0 T Teacher Period 00 Period 01 FOaO?l-tO4 ENGLISH R 10 B U 7__X 6 3 13 7 0 T 11 9 20 Period 01 030500-101 KEYBOARDING B H 7 5 X__2. 8 0 T 12 ____i 15 Period 91 Period 02 EQBQ21-1Q1 ENGLISH R 11 B .,,.7.6. 9 2 16 8 MOT Xi 11 24 Period 02 030500-103 KEYBOARDING B U 4 2 X_L 5 6 0 T 6 ____5. 11 Period 02 Per i od 05 P27001-102 MELDING I SHOT 1 X Period 05 P23Q01-102 RADIO BRD I 6 U 0 T 1 1 2 X 2 Period 05 316001-104 MATH RRIQ B U 0 ' 6 i 9 1 T _3. 10 Per i od OS 090600-103 FOODS \u0026amp; NUTR FOODS \u0026amp; NUTR FOODS \u0026amp; NUTR BMP T 14 2 10 1 2.4 _3. 16 11 XL Period 03 6 U 0 T Period 03 C16001-101 B W 0 T 13 1 10 1 14 1 12 g M 0 T 23 2 1 26 Period 04 E05Q21-103 10 2 10 20 2 12 10 22. Period 05 FQSO71-1O4 ENGLISH R 11 ENGLISH R 11 B 12 5 6 MOT 17 1 11 IB 9 1 28 Per i od 04 Ci650i-102 COE - RELATE CQE - COOP- B U 0 T 12 6 14 6 2 XB. 20 Period 93 B M 0 T J_2. 4 3 7 7 Period 04 B U 7-^ 5 1 12 5 0 T IL 6 17 Period 05 C16501-i03 COE - CQQP- B H 4 2 4 2 0 J. 6 Period 05 Period 06 P27001-102 MELDING I ,B.,  .P-L. 1 X Period 06 P230Q1-1Q2 RADIO BRD I B U 0 T I 2 1 2 Per Iod 06 517751-101 LEARNING RR B U 1 X- 3 1 0 T 2 ____2. 4 Period 06 B W 0 T Period 06 EQ4Q21-102 ENGLISH R 10 B U 0 T ? X 1 2 16 S 12 1 10 1 22 Period 06 Cl6501-104 CQE - CQQPl B M 0 T Period 07 Period 08 Per i od 09 B  0 T B W 0 T B W 0 T  Period 07 B U 0 T Period 07 B M 0 T Period 07 B M 0 T Period 07 B M 0 T Period 07 Cl650i-i05 CQE - COOP 2 1 3 1 1 B U 0 T X. 2 X. 2 Period 06 Period 07 Period 08 163900-101_ TV PRODCT EX B U 1 2 0 2 Period 08 6 MOT Period 08 B U 0 T Period OS B U 0 Period 08 B U D T Per Iod 08 Period 09 163900-101 TV PRODCT EX B U 1 0 T 2 2 Period 09 I B WOT Period 09 B M 0 T Period 09 B U 0 T Per i od 09 B U 0 T Period 09 \u0026lt;  9 c M ( 0 cr~' 7'  I XRS - X School: Term: i tile Rock .School Diatr-ieX 008 FAIR HIGH SCHOOL Sii*ry \u0026gt;Uter/Teacher Schdulg/Rjce A San .\u0026amp;UHMA\u0026amp; Pi^e\n5 GRUHKX 163700-101 163700-101 M X- B U 0 T B U 0 T 3 U 0 T B U 0 T B U 0 T B U 0 B W 0 T B U 0 T COMPUTER DEX COMPUTER DEX B U  T B U 0 2 J** Teacher. Period 00. HAAS M F i B H 0 T Period 01___ P0?00i-101 COM FOODS I B H 0 T 3 -X 2 3 Period 02__ P07001-101 COM FOODS I B H__0__I- 1 3 X- 1 2 3 Per i ad Q3 P07001-i0i COM FOODS I BHAT 3 X- i 2 3 Period 04 P0700i-102 COM FOODS I BHAT 3 4 -2- 3 2. Period 05. . P07001-102 COM FOODS I B H fl T 3 4 1 3 4 2. Period 06 P0700i-102 COM FOODS I R H 0 T Period 07 160705-101 Teacher Period 00 4\u0026lt;AU.----------------------------- Period 01 E0402t105 Per i od 02 EO4021-1O6 Period 03 JL B U 0 T ENGLISH R 12 ENGLISH R 12 Period 04 EO6021-107 Period 05 05021-114 T B U a B 10 2 18 10 0 T ___iX 12 28 B U IQ 5 8 4 18 9 0 T ___15. 1 13 1 28 B W 0 T ENGLISH R 12 ENGLISH R 11 B U 0 T 14 7 3 3 17 10 JX i, 21 B U 10 5 7 1 17 6  T __15, 1 9 1 24 Teacher HARTNE Per i od 00 Period 01 Per i od 02 008021-101 Period 03 008021-102 Period 04 M B U 0 T B W 0 T AM GnVFRHMFH AM CnVERNMEW B U 0 T 12 8 16 12 20 -8- 26 BHD 17 8 5..1____ 22 9 25 -X 31 B W 0 T Period OS VOiOOi-lOi STUDY HALL SHOT 8 1 4 2 12 3 9 _X 15 TearherParixul 00 HAVENS Period 01 Period 09 Per 1 ad 03 X 1 d. Period 08 160705-101 Period 09 COMM FOOD EX COMM FOOD EX 3 4 3 4 B U n T B M 0 T J....M....0 T 1 X 1 M F 4L Teacher HICTT JL F T Teacher HOBBS M XL T B . H .0 T -BU0X. B H 0 T B M 0 T Pari ad 04 P0050i-i02 AIR\u0026amp;HEAT TCI B H 0 T Per i ad 05 P00501-102 1 X Period 00 Period 01 B H 0 T B U 0 T Period 02 004111^101 AP.AMaHIST. 6 6 3 9 5 15 8 U 0 S. 14 23 Period 00 B W 0 T Period 01 40001-101 JflURHAI ISM I B W 0 T Period 02 6 3 -3.__B- 13 11 9 X5- 24 B U 0 Xaechac__Period 00 Period 01 Period 02 Period 03 004021-102 AM HISTORY 6 U X2__Z 1 4 19 6 0 T __iX 1 12 1 26 Per i od 03 E42501-i02 jnilBNAI RM RP B U 4 XX 15 4 J. 7 0 8 XX 22 Per I nd 03 Period 04 004021-103 AM HISTORY B U 7 R 0 7 6 14 14 T X5. 13 28 Per i od 04 40001-103  iniIBNAi TRM T B W 0 T 7 9 11 13 8 XX 24 Per i nd 04 Period 06 xomi=xo8_ ENGLISH R 12 B U 0 T 4 3 t B 3 3 7 6 6 1 14 Period 06 B U 0 T Pari ad 06 P0050i-i02 AIR4HEAT TCI AIRiHEAT TCI B U 0 T X Period 05 B U 0 Per i od 07 Period 08 Period 09 1 X T Period OS 42001-104 .milBNAI RM YB B U 6 4 3 12 9 16 0 T 10 ___15. 25 Period 05 SHOT X 1 X Period 06 004021-104 AM HISTORY B U fl 6 8 1 16 7 0 T ___tx 9 23 Period 06 B U 0 T Period 06 B W 0 T B U D T B U 0 T Period 07 Period 08 Period 09 B U 0 T B U 0 B U 0 T 2 2S 27 u. 2S 31 az. 3B aa. 37 Period 07 Period QB Period 09 SHOT SHOT SHOT Period 07 Period 08 Period 09 B U 0 T B U 0 T B HOT Period 07 Period 08 Period 09 B U 0 T B U 0 T B U 0 Period 07 Period OB Period 09 0L* - I ft? - f SchM Tern: School: Roch School Diatrtct OOe FAIR HIGH SCHOOL Suary MBT/.Te^hT Schadulo/ftaci \u0026lt; Sni fiUMMAS Pt9- I HULLUH O M X- T B U 0 T K0B501-i01 IMT AL\u0026amp;eBRA B W 0 10 3 13 a 3 1 12 18 6 1 25 K050it-103 ALGgBRA 1 R B U 6 2 0 Jeachai:,, far tod oo. INMAN Par Iod 01 Ki -101 10- M F B U 0 T KND A.H. B H 0 T 5 1 11 2 46 3 6 13 -12- O  Teacher JEUUIK Period 00 -t F T Teacher JOHNSM M -E- T Teacher JONES H F Teacher JQMESA __________1 F Teacher JONESJ B U 0 T Period 01 M04021-108 BIOLOGY B U .11. 11 4 22 7 0 T 44- 15 29 Period 00 B U 0 T Per i od 01 004021-105 -AM_HtaTORY B U 9 8 -4__1- 13 9 0 T 17 ------5- 22 Per i cid QQ Period 00 B U 0 T Period 00 'i w M -E- T B U 0 Teacher Period QQ 'U IP c* la 2 16 4 T 8 -12- 20 Period Qg Ki -101 KND A.M* -BU0I. 4 1 13 1 -12__2- 5 14 X2- Period 02 M04021-109 BIOLOGY B U 1 k 5 2 12 8 0 T X3- 1 2Q Period 02 004021-106 AM HISTORY B U 0 ' 11 6 ...9.... 3 20 9 T 17 -12- 29 K08501-102 IMT ALCEBRft B U D T K05011-104 ALCFBRA 1 R 9 2 -93- 18 5 11 -12- 23 B U 8 6 2 1 10 7 0 T 14 ------3. 17 B U 0 K0850i-103 IMT ALGEBRA B 8 WOT 2 3...5 1. 10 B U 0 T B U 0 T 6 U  T 11 7 1 19 Par Ind, Q3 Ki -101 KND A.M. B H 0 T Period 04 IiOOOl-105 PARENTING K B H 0 T 3 1 -11 X 10 44. 2 1 -3- 2 J. c Period 03 MO4O21-110 BIOLOGY B U 7 2 8 2 15 4 0 T ____9. 10 19 Period 04 M04021-lli BIOLOGY B H a 5 5 2 13 7  i T 43- 8 i 21 Period 03 004021-107 HTgTORY Period 04 B W 0 T 1 BUG 1 1 Period 01 P31001-101 HEALTH OC I B H n T 1 1 1 2 1 2 1- Period 01 I 24001-105 FIRST BAND B U 0 T IQ 3 7 2 17 5 43. 9 22 Period 01 E05021-105 Period 02 P31001-101 HEALTH OC I BHAT Period 03 P3i00i-101 HEALTH OC I BHAT Period 04 1 .2__L 2 -3- 1 1 2 1 1 2 -3- B H__0__I- Period 02 Period 03 Period 04 B U 0 T Period 02 04051-102 EHGLISH R 11__ewCLISH CT/H B 11 W 8 ..4.. 4 IS 12 0 T 19 ____B- 21 Period Ql B U 0 T 4 1 1 h 11 13 11 Ji 24 Period 02 BUD T B U 0 T Period 03 Period 04 04051-103 B U 0 T Period Q-T Period 05 110001-106 PARENTING K B H 0 T Period QA Period 07 J?e,r.iod QB Period OP 2 2 X 3 2 SWOT B M 0 T B HOT B HOT Period 05 Period 06 Period 07 Per i od 08 Period 09 B U 0 T B U 0 T B U 0 T B U 0 T B HOT 20 21 C Per i od 05 004021-108 AM HISTORY B U 0 T Period 06 Period 07 Period 08 Per i od 09 10 5 -25- 12 10 15 -2- 22 Period 03 B U n T Per i od 05 B U 0 T Period 05 E04051-104 B U 0 T B W D T B U 0 T B W 0 T . u. 2S u. zs w 11 HL S3 34 at. 37 C c c Period Q6 Per Iod 07 Period Qfl Period 09 SHOT B H 0 T B H 0 T SHOT Period 06 Period 07 Period 08 Period 09 B U 0 T B U 0 T B W 0 B U  T Period 06 E0502i-106 Per i od 07 Period 08 Period 09 EMCLI8H CT/H FMCI TRH r.T/H FMOLTSH P H B W 0 T 5 7 5 11 1 13 1 17 SHOT 10 18 2 30 Period 04 2 5 2 a 9 13 7 4i 22 B U 0 10 2 5 ?___ 15 4 T 12 2. 19 Period 03 Period QA B U 0 T B W 0 T B W 0 T 87 Period 07 Per I nd OP Per I nd 09 1 71  7. Izy 1 1LRS - LIttte Rock School District School: Tern: 008 FAIR HIGH SCHOOL Suaaary Waster/Teacher ScheduLe/Race \u0026amp; Sex SUMMAS Paae: *1 KHARRI M F T B U 0 T K05011-111 ALGEBRA I R B U 0 T 1 4 1 11 2 8 J. 13  28 34 M Bl ^se Teacher LOGAN Period 00 K05011-li2 ALGEBRA I R B W 0 T 3 3 1 1 3 7 A 4 6 i 11 B U 0 T K05011-113 ALGEBRA 1 R B U 0 T 8 2 _2____ 10 2 10 -2. 12 B U 0 T K05011-li4 ALGEBRA I R B U 0 9 1 5 2 14 3 T 10 _L 17 B U 0 T B U 0 T B U 0 T M F J. g W 0 T Period 01 130825-101 PHYSIOLOGY B M 0 T 2 5 7 4 9 9 1 8 11 1 19 Period 02 M0B75i-101 BIOLAB HONi B W Q T. Period 03 M0875i-102 BIOLAB HON. Per i od 04 B U 0 U Q Teacher Period 00 LOONEY______________ Period 01 M F B U 0 T B U 0 T Teacher LUCAS Period 00 M F Teacher MAGEE M F i Teacher HCDANI JL Teacher MCGflVE M F T B W 0 T Period 01 024001-101 DRAFTING B 12 10 U 0 T 22 13 10 23 Period 00 B U fl T Period 01 F05001-i01 SPANISH II B M Q T 7 3 9 10 7 1 17 16 10 1 21 4 5 6 10 10 15 9 16 25 2 7 9 7 7 1 15 9 14 1 24 Period 05 M04021-li2 BIOLOGY B 8 Q 1 6 \u0026lt; Perlod 06 M04021-113 BIOLOGY B U 0 T Period 07 Period 08 Period 09 7 13 2 2 (, 9 15 11 3 3 2 14 5 14 5 19 SHOT B W 0 T B tf 0 T Period 00 gQAtSl-140 ENGLISH R EA B U 1 1 8 4 9 11 0 T _ja. 12 20 Period 00 B W 0 T Teacher Period 00 Period 01 EQSfl41-tQ7 ENGLISH GT B U .,4 7. 9 8 13 IS 0 T 11 17 28 Period 01 B U  T Period 01 Period 02 KQ5Q11-1Q2 ALGEBRA I R B U 0 T Period 03 K11O41-1O1 AD/HON TRIG B W 0 T Period 04 K1Q0Q1-1Q3 GEOMETRY R B U 0 T Period 05 K10Q01-1Q5 GEOMETRY R B U 0 T 10 6 16 11 6 17 6__ 4 5 10 11 12 9 21 4 10 14 4 2 6 8 12 20 3 5 8 9 2 1 12 12 7 I 20 Period 02 B W 0 T Period 03 826001-102 ICT RELel B 3 15 ____L 3 22 WOT 18 25 Period 02 B H 0 T Period 03 F0500i-102 SPANISH II B . iL-n I. 1 2 10 b 1 10 16 17 8 1 26 Period 04 028001-103 Period 05 028001-103 IND COOP C I IND COOP C I B 1 U h JL 1 9 0 T 7 -J. 10 B W 0 T 1 14 ___7- 1 21 15 22 Period 02 05021-108 ENGLISH R 11 B 5 6 U 5 2 0 T 1 11 8 Period 03 EQSQ41-109 ENGLISH CT 11 7 1 19 Per i od 02 K08501-104 INT ALGEBRA B W 7 4 Alls JL 5 0 T 11 12 23 Period 02 Period 06 KlQQOl-104 GEOMETRY R B U 0 T Period 07 Period 08 Period 09 7 4 11 B H 0 T B WOT B U 0 T 6 5 1 12 13 9 1 23 Period 06 028001-103 IND COOP C I B U 1 16 ____2. 1 23  T 17 ____L 24 Period 07 028001-103 IND COOP C 1 Period 08 Period 09 B U 3 16 ____1 3 23 0 T 19 ____1. 2b 6 U 0 T B U 0 27 u. 0 u. 3S afi. 37 B U 4__2. 10 7 14 10 0 T _-Z- 17 24 Period 03 K05011-105 \u0026lt;M.6EBRA 1 R B U 0 11 2 7 3 18 5 T 13 -111. 23 Period 03 Period 04 F0500i-103 SPANISH II B M 0 T 5 6 11 9 5 1 15 14 11 1 2b Period 04 TQtOQt-lQl___ STUDENT CNCL B U 5 5 14 4 19 9 0 T ___ifi. 18 28 Period 04 K08501-105 INT ALGEBRA B 13 _2. 22 W 5 5 0 T 1 19 ____2. 1 28 Period 04 Period 05 F06001-106 SPANISH III B M -tl-T- 3 5 7 2 9 9 10 7 1 la Period 05 B W 0 T Period 05 K08501-106 IHT ALGEBRA B H 0 T 12 3 15 8 1 1 10 20 4 1 25 Period 05 Period 06 F07O11-101 SPANISH IVAP B W 0 T 3 1 9 5 12 A 14 la. Period 06 B U 0 T Per Iod 06 K05011-106 ftUSEBRA 1 R B 6 U 2 0 A 3 12 5 T 8 -2. 17 Per lftd-Q6. Per i od 07 Period OB Period 09 B M 0 T B U 0 T Period 07 Period 08 Per Iod 09 B U 0 T B U 0 T 6 U 0 Per i od 07 Period 08 Period 09 B U 0 T B W 0 B U 0 T Perlptl oy Period 08 Period 09LRB.-.Xittle Rnck-SctuMUJU\u0026lt;lrJx.t- School: Term: 1 008 FAIR HIGH SCHOOL Suaoi HJ0HN3 F04001-111 RPAMTSH T K X T B WOT 8 9 U 9 3 18 9 0 T 15 12. 27 B U 0 T B U 0 T B U 0 T 8 U 0 T BUG T 8 U 0 T B W 0 T B U 0 T -\u0026lt; 0 Teerher__Raclod-QIL MOREY Period 01 Period 02 M0850i-i01 Peri ad Q3 M08S0i-i02 Period 04 M08501-103 Period 05 M08501-i04 Per lad 06 848401-110 PBriod 07 Parlpd 08 Period 09 M F B W 0 T B W 0 T SCIENCE/TECH SCIENCE/TECH SCIENCE/TECH SCIENCE/TECH R/LEISURE SC B M n T 12 4 7 7 19 11 16 1 IS 1 31 B M n T 8 5 9 3 17 a 13 12 J25. 8 U 0 T 8 12 3 1 12 12 B M n T 20 3__1-24. 6 4 8 2 JJ. X. 10 10 .20. J__U__n T 8 6 8 2 16 B 14 10 B M n T B M n T B JL..-0- T o- o Teacher Period 00 HAHIiga------------------------- X B W 0 T Period 01 CO4501101 KEYBOARD A I 20 T 8 U 7 3 7 2 14 5 0 T XL 9 19 Period 02 C11501-.i01. COMP.TECHBS B U 0 T 4 4 7 1 13 5 J8. 8 18 Teacher NORTH Period 00 Period 03 Period 04 Period OS 011175-101 Period 06 XSOASS\u0026amp;iXU. Period 07 Period 08 Per i od 09 B W 0 T B WOT COMPUTER APL WORD PRS I S B U 0 A. 1. 14 1 J__a. IS 8 W 0 T 20 2 1 23 9 2 18 3 IQ 11 21 6 W 0 T B W 0 T B W 0 T C 2t 2* M X T B W 0 T Period 01 R04101-10i REAPTMC/EMG 8 U 0 T Per i od 02 R04101-102 READIMC/EHC 5 1 6 9 1 10 8 5 J. 8 U 0 T 5 -------3. 8 Period 03 R04101-103 READIWC/EMC B W 3 1 4 0 T 4 -------1_ 5 Period 04 R04101-104 REAPINC/EMC Period 05  PALMER Period 00 .Earod_0i Peri ad 02 006001-101 Pgr.iQd.,Q3,, 006001-102 M F X B a 0 T Teacher -RGRRY Per i od 00 Period 01 paisouioi O-' E i\" X F T 8 W 0 T (p 8 W 0 4 8 4 8 Perlod,,0.4 ,. 006001-103 B U 0 T Period 05 006001-104 Teacher Period 00 PEYTON M JE. T 8 W 0 Tearher Per iod, 00 Period 06 R04101-105 READINC/ENG B W 0 T Period 07 Period 08 Period 09 27 1. c A X 7 h 7 8 WOT B U 0 T 8 U 0 T Pur, Iod .06 006001-105 Parinil Q7 Period 08 Period 09 ULD GEOGRAPH WLD GEOGRAPH ULD GEOGRAPH WLB GEOGRAPH ULB CEOGRAPH B a 0 T 8 4 12 2 20 6 12 14 .26. Period 02 pai5Oi-ioi COMPUTER PTI COMPUTER PTI B W 0 T j- 3 3 Period 01 C0800i-10i ACCOUaT I B W 8 2 0 T 10 1 12 IS 6 1 22 Period,,01 8 W 0 T 3 Period 02 8 W i 3 D T Period 02 .Ba0r 8 9 6 3 17 9 14 12 .26. B a 0 T 13 3 7 4 2Q 1 16 11 B W n T 8 8 1 lA 2 9 9 .18. B a 0 T 8 3 8 3 16__6. 11 11 B a n T B M n T B a__0__r Period 03 P21501-101 COMPUTER PTI Period 04 Period OS Period 06 Period 07 Period 09 163650-101 Period 09 163650-101 B J. 3 W 0 T 3 Period 03 C045O1-102 8 W 0 T B U 0 T 8 U 0 T B W 0 T COMPUTER PEX COMPUTER PEX 8 U 0 B W 0 T 1 1 1 1 1 Period 04 C04501-103 KEYBOABD A TKEYBOARP A I B U 1 2 0 T B W fl ? 1 11 15 4 1 20 1 5 7..4 14 9 0 T 12 __il_ 23 Period 05 C02501-101 IWI.OWe-JEC 8 U 0 T 13 2 1 16 5..1., 18 3 ____6. 1 22 Per i od 06 Period 07 Period 08 Period 09 8 W 0 T 8 U 0 T 8 U 0 T B U 0 T Period 03 Period 04 Period Q5 Period 06 Period 07 Period 08 Period 09 lx c c W * cJ-RS- School: Tere: Llttla-Rock 3chooX-l\u0026gt;4fttr ic- 008 FAIR HIGH SCHOOL -5- PICKER 9 M X T B WOT 05021-110 EMCLISH R 11 B W 5 4 _2__4- 12 8 0 T 1 10 __IX 1 21 B WOT 05021-111 ENGLISH R 11 B U 0 T 7 4 S 1 12 5 11 -6- 17 B U 0 T E06101-109 ENGLISH AP B U 0 T E0502i-113 FMCLISH B 11 S *7 *0 Teacher__Period QQ PURDY Per I nd O1 P17001-10i Per I nd 02 P17001-101 M X Teacher RIVER .... X F T Teacher RMRUTH M X T B W n T Per i od 00 B W 0 T Period 00 B W 0 T ELECTRONCS I ELECTRONCS I -B80X 1 1 B M 0 T Periad 03___ P17001-10i ELECTRONCS I B .. R-.-q....T- Period Q4 Pi8001-102 1 X X Teacher Period 00 ROBERT M i Teacher RUTHER M F T Teacher SHEHAN M F J__U. JI__T Per i od 00 B W 0 T Per i od 00 B W 0 T Teacher__Period 00 4 2 9 8 13 10 6 XX 23 B U 8 3 7 3 15 6 0 T 11 XXl- 1 22 B U 0 T B U 0 T B U 0 T -5 Period 05 P18001-i02 Per i od 06 P18001-102 Period 07 Period 08 Period 09 ELECTRONC 11 ELECTRONC II ELECTRONC II -B80X 1 1 2 B W 0 T 10 1 3. X i X 1 1 1 2 8. ..0..T- 1 2 SHOT B W 0 T B W 0 T __t 3^ ? 1 1 X Period 01 DOlOOi-101- MQNITOR 1 B W 0 T ____X 2 3 2 5 X 5 7 Period 02 001001-102 MONITOR 1 B W 0 T Period 03 MiOOt-103 MONITOR 1 X X 4 3 5 4 1_1 7 1 10 B U 4 1 5 1 0 5 6 Period 01 Per Iod 02 04021-105 Period 03 E04021-106 B W 0 T Period 01 P03001-10t AUTO TECH I R M n T 3 4 3 1 Per i od 01 vol 001-106 STUDY HALL B W 0 1 8 3 14 9 XX 11 23 Period 01 B W 0 T Period QI Period 04 001001^104 MONITOR 1 B W 0 T 2 2 1 5 9 7 _X 12 16 Period 04 04021-107 Period 05 POtOOl-105 MONITOR 1 B X-X 2 3 3 WOT X 2 6 Period 05 E04021-108 Period 06 B01001406 MONITOR 1 B W 0 T Period 07 Period 08 Period 09 6 3 6 5 12 8 -2- 11 20 B W 0 T B W 0 T B WOT Per Iod 06 04021-109 Period 07 Period 08 Period 09 FNGLTRH R 10 FHCLISH R 10 EM61TSH R 10 EHGiISH R 10 FMCI ISH R 10 B 9 W 1 0 5 4 14 5 10 S- 19 6 U 0 6 3 -8- 14 3 T 9 -8- 17 B W 0 12 4 6 3----- 18 7 16 25 6 W 0 8 4 -71------- 15 5 T 12 -8- 20 3 U 0 T 8 5 1 14 B U 0 T B WOT B W 0 T 30 2. -\u0026gt;------- 18 5 IX 1 24 Period 02 . P03001-101 AUTO TECH I B R Q T 3 1 4 Period 03 P03001-i0i AUTO TECH I BM__0__X 3 1 Period 04 P03001-102 AUTO TECH I R 8 n...T... 4 5 Period 05__ P03001-1O2 AUTO TECH I B W n T 4 5 Period 06 P03001-102 AUTO TECH I B 8 n T Period 07 Per i od QB 163550-101 Period 09 163550-101 1 5 ,B. M...a, I AUTO TECH EX AUTO TECH EX B W D T 2 3 B W 0 T 1 2 3 X X X 3 X X X A X X X X X Period 02 B W  Period 02 30001-101 COHMUNICTN I B W 7 3 XX 18 X 5 0 T 10 ___13. 23 Period Q2 Period 03 cn7.oot.Tjoi BUSINESS LAW B U 0 T Period 04 \u0026amp; 3 13 8 1 13 9 1 22 B U 0 T Period 05 C0700t-102 BUSINESS LAW B W 0 T Period 06 H08O01-101 Period 07 Period 08 Per i od 09 Per i od 03 E30001-i02 Period 04 30001-103 COMMUWICTW T nOMHUWlCTW 1 B 3 W 0 T _2__5. 10 11 6 1 10 __iX 1 22 BUG 9 4 6 S _ 15 9 13 XX 24 Per IOd 03 Period Q4 11 5 3 14 14 1 21 8 1 29 PE B W 31 24 3 1 34 21 0 T __5X 4 61 B W 0 B W 0 T B WOT Period 05 period 06 35001-101 Period 07 Period 08 Per i od 09 B U 0 T B W 2 1 .a__2- 10 8 0 T 3 ___iX 18 B W 0 T B W 0 B W 0 T Period 05 Period OA XexXod-XX Per Iod 08 Per I nd 09 S'LR8 ~ L i 111e_Rqck School.District School: Term: 1 008 FAIR HIGH SCHOOL SuoBary MastT/Teachor Schedule/Rice \u0026amp; Son 3UHMAS Page: 10 SHELLS Ca M -L T B U  T 004021-109 AM HISTORY B U 9 4 0 T 13 V01001-i02 STUDY HALL 2 2 15 11 6 i 18 B U 0 8 5 5 1 13 6 13 -4. 19 B U 0 T B U 0 T 005021-101 ULD HISTORY BUG 7 5 6 4 13 9 T 12 22 004021-110 AM HISTORY SHOT 4 4 2 10 10- 1 1 12 14 5 3 22 B U 0 T B W 0 B U 0 T c Teacher Period 00 SKIPPE M F T B M 0 T Period 01 POiOOl-106 AUTO BODY I SHOT 5 5 Period 02 POlOOl-106 AUTO BODY I B HOT 5 5 Period 03 POiOOl-106 AUTO BODY I B H 0 T 5 5 Period 04 POlOOl-107 AUTO BODY I SHOT 2 1 3 Period 05 POlOOl-107 AUTO BODY I B H 0 T 2 3 Period 06 P0i001-t07 AUTO BODY I B U 0 T 2 1 3 5 5 5 5 5 5 2 1 3 2 1 3 2 1 3 Period 07 Period 08 Period 09 B HOT -B - -H 0 T SHOT H 13  t Teacher Period 00 BMmmE H B H 0 T Period 01 BlQOQl-101 CCE REL.I B U 0 T Period 02 T 7 5 4 3 12 B U 0 T Period 03 VOlOOl-105 STUDY HALL B U 0 1 Period 04 612001-103 CAREER ECOPl 11 8 7 19 2 2 3 4 2 14 B WOT Per Iod 05 612001-103 CAREER ECOPl 1 8 1 2 1 3 2 2 4 B U 5 2 3 2 8 4 0 T 7 S 12 i Teacher i SODERL Per i od 00 Period 01 P13001-101 Period 02 P1300i-t01 Period 03 P13001-i01 Per Iod 04 P13001-102 Period 05 Pi3001-102 M -E. T 6 W 0 T Teacher Period 00 STEELE M F J. B H 0 T Teacher Period 00 BTFFLM______________ JL F T B U 0 T Teacher STROUD Period 00 K B U 0 T JBiCDAI__Period QQ o. r Period 06 aUOQl-lQS CAREER ECOPl B U 7 2 3 2 10 4 0 T ____9 5 14 Per i od Q6 P13001-102 C08M0T0LCY I COSMOTOLGY I C08M0T0LCY I COSMOTQLGY I CQBHOTOLCY I COSHOTOLCY 1 B U 0 1 T 1 4 2 17 S 2 1 8 Per i od 01 -B H 0 T Period 01 648301-101 D DOMAIN SC SHOT -1 2 5 3 JL 5 8 Period 01 B U 0 Period 01 B U i  T 1 ^-2 1 7 5 2 8 Period 02 617501-101 MKT.REL.I B H 0 T 15 5 6 S 21 10 20 11 -2k Period 02 646351-101 V DOMAIN SC BUG 1 2 4 1 5 3 T J. 5 8 Period 02 B U 0 T Period 02 B 1 W 0 T 1 4 2 17 5 2 8 Period 03 -B- H 0 T Period 03 646251-101 C DOMAIN SC B W 1 2 4 1 5 3 0 5 8 Period 03 B U 0 -Period 03 B U 0 T SHOT B U 0 T 1 1 J. 7 1 7 7 1 7 1 Period 07 612001-106 CAREER ECOPl Period 06 Per i od 09 B W 0 8 3 4 3 12 6 T 11 1 18 B U 0 T B U 0 T Per Iod 07 Period 08 Period 09 .iS. SI 2S . 21. 7 . aa. s t \u0026lt;L 11 B U 0 T B MOT B W 0 Period 04 617001-102 MKT.COOP I B H 0 T Period 05 017001-103 MKT.COOP I B W 0 T 2 2 2 2 2 2 3 5 5 . 7 4 8 12- Per Iod 06 617001-104 MKT.COOP I ....g....H Q T 4 4 4 5 8 9 8 9 17 Per i od 07 617001-104 MKT.COOP I B H 0 T 8 5 4 5 12 to 13 9 22 Period 08 Per i od 09 32. 33 34 Ji M 3 (I 1, B HOT SHOT Period 04 546401-111 Period 05 S48301-102 Period 06 Period 07 Period 08 Period 09 a R/LEISURE SC 0 DOMAIN B U 1 2 4 1 5 3 0 T ___1 5 8 SC B W 0 T t 2 1 5 3 3 5 8 B U 0 B M 0 T B U 0 T 6 W 0 '1 33 Pl Period 04 P25001-102 Period 05 P25001-102 Per Iod 06 P25001-102 Period 07 Per Iod 08 Period 09 CONSTRUCTS I CDHSTRUCTN I C0N8TRUCTN I B U 0 T 1 1 1 Period 04 2 2 B U 0 1 1 1 2 2 BUG 1 1 1 T 2 2 B U 0 B U  T B U 0 T -Period 05 Period 06 Period 07 Period 08 Period 09 91 \"I l 01School: Term\n- ) jnI Rock School Diitf'ct_____ 008 FAIR HIGH SCHOOL guaaary /TftAchBr Rrhxlulw/R*rg t San -SUMMAS- It 0 THOMPS la I |. |m 1 ao 3J 39 t' 1 M T B u 0 E0402t-il0 ENGLISH R 10 E0402l-ili E0402i-ii2 E0402i-il3 E04021-U4 B 9 y 1 7 .2 16 3 0 T 10 -------a. 19 B y 0 T EMCLISH R to ENGLISH R 10 ENGLISH R 10 ENO-ISH R 10. B W 6 2 -51- 11 3 0 T 8 A. 14 B y 0 9 4 A 2------- 15 6 T 13 -8. 21 B 8 3 7 2 15 WOT 5 11 9. 20 B y 0 8 2 A ?------- 14 4 T 10 -8. 18 B U 0 T B H 0 T B U 0 T Teacher__Period 00 VERTIN M F B B q-X .Pariod 01____ M0512i-101 CHEMISTRY AP B W 0 T Perind 02 Teacher -WAGE------ Period 00 1 3 8 5 9 a 13 IX Period 01 B H 0 T. Period 03 M0500i-102 CHEMISTRY B W 0 T Per Iod 04__ M05001-i03 CHEMISTRY B N 0. .T 5 4 4 1 9 11 9 11 XO- 3 6 12 2 15 R 3 14 XX JL F T B U 0 T B U 0 T Period 02 F040O1W1O7 SPANISH I B W 0 ' 10. 1. T Period 03 X04001108- SPANISH I Teacher WALKER Period 00 Period 01 S48301-104 8 5 18 12 XX 13 30 B U 9 4 17 12 0 T ___16. 13 29 Period 04 FQ400i-109 SPANISH I B U 0 T 1 2 9 i 16 e _2. 15 24 Period 02 848301-105 Period 03 S48251-104 M -F- T Teacher WILDER M F X B W 0 Period 00 B H 0 T Teacher Period 00 -UIUJA------------------------- JL F T B WOT D DOHAIN 8C D DOHAIN ST. C DOHAIN SC SHOT 3 2 -2l- 5 3 5 -X 8 B y 0 T 3 2 -2- 5 3 5 -X 8 6 U 0 T 3 2 X1- 5 3 5 X 8 Teacher WILLIS Period 00 M X B W 0 Teacher__Period 00 Period 01- K09001-i03 Period 02 K09001-i04 Per.j.Qd. 03 Ki3011-101 ALGEBRA HR ALGEBRA HR CALCULUS AAP B y 0 T 5 8 7 5 12 13 13 12 Xi- .BU0X 9 5 5 7 14 1? 14 12 X6. i M ti. T. 3 3 6 JL 1 5 9 1 14. Per i od 04 S4B401-103 Period 05 M05001-i05 CHEMISTRY SHOT 5 2 1 8 14 16 6 6 2 14 Period 05 F04001-1Q6- SPANISH I B W 0 T 9 5 8 4 il 9 XA. 12 26 Period 05 348351-103 B/i FISiJRF SC V DONAIN SC B y 3 2 Xx 5 3 0 T 5 ------3. 8 B U 3 2 -2i- 5 3 0 T 5 -------X 8 Period 04 -BU0X Per. Lod ,05,, K050il-li0 ALGEBRA I R B N n T 10 8 xa. 3 1 13 9 XX EarJ ad, .0.6 , H05001-104 CHEMISTRY B H 0 T Pgriod 07 Per IPd 08 Pgr iod 09 IO 4 5 7 10 11 15 9 17 JL u n__r B M. 0 T R M n T Period 06 F0400t-ti0 SPANISH I Period 07 Period 08 Period 09 B U 7 S B (\u0026gt; 15 11 0 T JX 14 26 B H 0 6 W 0 T B U 0 T Period 06 Per i od 07 Period 06 Period 09 B H 0 T B U 0 T B U 0 T B WOT 20 za. 30 32. 33 33 3fi. 5 Period 06__ VOlOOi-107 STUDY HALL ...B....W . IL...X Period 07 Period .OS Period 0? 6 7 1 13 5 10 8 IS. B H 0 T R H 0 T JB__y__0__x Period 01 -005051-44- INDEP STUDY B y 0 T -IX 11 23 XX 11 23 Period 01 B U 0 T Period 01 Period 02 0Q4021n-llt AM HISTORY B y 0 T Period 03 -J.6- 13 4 20 10 XX 17 30 6 W D T Period 04 004021-112 AM HISTORY Period 03 004021-113 AM HISTORY B W 0 9 10------- 6 5 1 12 B y 0 8-4------- Period 06 D04021-114 AM HISTORY Period 07 Period 08 Period 09 15 15 1 31 4 3 12 7 T -IX 7 19 B y -6L 10 5 16 6 0 T -------X 15 22 B U 0 T WOT B U 0 T Period 02 B04001-105 Period 03 021100-101 Period 04 804001-106 TMTPn rn apt fmf abtr art__INTRO TO ABT__ARX Period 05 BOSOOi-lOl B 14 y 2 0 T 16 A 4 2 12 20 6 2 28 B W 12 7 A 2 18 9 0 T 19 ____8. 27 B y 12 5 6 2 18 7 0 T 17 __a. 25 DESIGN__ASX B U 0 T 4 4 X 5 7 3 1 8 1 13 Period 02 Jariod 03 Jeriod 04 Par I art 05 Per i od 06 B05001-102 Period 07 Period 08 Period 09 DESIGN B W 0 T 6 4 5 3 1 1 11 B W 0 T B y D T fi w 0 T 11 7 JL 2 2Q Par ijid 06 Pari nd 07 .EflXlQxi-OS. Period 09 12D I RS School: Tern: UOOO Littla Rock School Dlstrici. 008 FAIR HIGH SCHOOL flMMJirv-Mfar/Tajrhar I  \u0026gt;. - SUHHA8 42- 1 1 ( ( \u0026lt; 17 S1 82 38 \u0026lt; \u0026lt;  I 1 1 \u0026lt; H -X SHOT 005021-102 ULP HTaTflPY B 5 6 U 0 T ii -St..3 1 13 i4 9 i 24 003021-103 -ULP HISTORY B U 0 T 005021-104 ULB HTSTOPY 4 10 9 5 12 15 1 15 IX 1 28 B U 5 5 B 3 13 8 0 T 10 W- 21 005021-105 ULP HTBTQPY B U 0 T 6 8 12 14 14 -13- 26 B U 0 T 005021-106 kU n HISTORY B U 3 6 9 13 0 T 9 i9- 22 B U 0 B U 0 B U 0 T u. 81 IL U. 97 I\"' I 1\" S' 1  \u0026lt; K 1'I Records seLected Records written : 1 : 1  I*. 1  1 1 ! 1 1 io 2S 1 1 2e ao *0 1 1 sc If co SI Records selected Records sorted Records written : S495\n5495 : 364  Can't ghayiaa gOQotBd file attr ibu-tett. Records selected Lines printed____ Pages printed : 364  575 : 12 24 u. za SI IS. ssREF: sen.560 PATE: 10/15/92 TIME\n12:15:11 000 LITTLE RUCK SCHOOL TISTRICT FMR HIGH SCHOOL COURSE master schedule PAGE 1 \u0026gt; COURSE------TTTCT CLASS sex MAI CH TFKTUT GROUP SEC TERM MAMES JAYS LUOM TfACH^R jAMr. MAX CAP MALE ENKULLHfcNl SbAIS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 ADMIN AOIOOI A01003 A02001 A02003 A030'\u0026gt;i A03003 l?C4001 P.04003 B05001 B050n3 B06O01 ADH-CONDUCT 1 1 1 102 10? 102 103 103 103 104 104 104 HOMEROOH-IO HOMEr.noM-ii H0MER03*-!! HOMEROOM-IZ HOHEROO.M-IZ I T 3 09 W 09 09 MTWRF MTW'RF KTWRF MTWRF NIVbN NIVEN NIVEH y Te quests NI 71N 'ilVtf'l NIVtL  TJTAL 100 Txnr 100 100 400 100 TOIT 100 100 rOU T Y ** NO SECTIONS DEFINE SECTIONS OEFINEO * ** NO SeCTIQ.MS DEFlNfO ** ** NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED ** INTRO TO ARI----------- lOl 101 101 192 102 102 10^ 105 1J3 104 104 104 105 105 105 106 1'06 106 INTRO TO ART 101 101 101 -------------102 102 102 103 103 133 104 IDA 104 105 105 105 106 106 106 ART - OeSIGK 101 101 IJl 102 102 102 ART_DESI6N 101 101 lol 102 102 102 WATERCOLOR -------------101 lOTTIl 102 102 102 1-2 1-2 1-2 1-2 1-2 3-4 3-4 3-4 3-4 3-4 1-2 1-2 01 03 06 02 01 173 05 06 92 04 05 06 3-4 3-4 05 06 1-2 06 1 REQUESTS 1 Re^USSTS 0 REQUFSTS ? REQUESTS 9 RFrVJSSTS 0 REQUESTS MTWRF .MTWRF MTWKF MTWRF .TWRF HTWft'F .MTWRF MTwRF MTWRF MTWRF MTWRF MTWPF MTHRF MTWRF MTWRF MTWRF 140 140 140 141 \"FTT CnOPFR COOPER C'^Of^ER COOPER WILLIS '-IILL-I5 149 RFJJESTS CDUPEP. J CQ JPfR J CrriPFK J COOPEP J WILLIS L WlLLtS I * T'lTAL 30 30 30 30 30 TT 160 13 20 14 17 16 TT 97 13 6 12 S 51 26 26 TT 24 28 \"TT 148 4 TT b 2 T 32 T Y T 10 6 6 -H' 42 15 19 TT 18 20 TT 103 iS. 22 u. 28 *0 2L n SA. 140 w 140 140 141 141 COOPFR C('5Pf.R cnopr.r CPQPFR- WILLIS WILLIS 150 REQUESTS CUOPPp J CO'TPf.ll J COOPER J COOPER J WILLIS L WILLIS L * TOTAL 30 30 3Q 30 30 180 14 TT 13 17 17 17 97 14 6 5 7 12 8 52 28 TT 18 24 29 25 149 2 T 12 6 1 5 31 Y Y Y 12 T 5 6 T 42 15 XT 13 18 18 104 141 141 1,'ILLIS WILLIS 33 REQUESTS WILLIS L WILLIS L * TUTaL 30 30 60 8 11 19 5 9 14 13 20 33 17 10 27 7 1 5 11 16 \"TaT 141 WILLIS WILLIT 33 REQUESTS WILLIS L WILLIS L * TOTAL 30 30 60 8 11 19 5 9 14 13 20 33 17 10 27 T 7 14 S 11 16 PTT 140 errPTT CCGPtfP 3 REQUESTS COllPLi* * TOTAL J 35 70 T 2 3 T Z 3 34 33 67 1 1 1 1 5c* PEFs SCH.560 DATE: 10/15/92 TIME: 12:15:11 COURSE title hatch CLASS SEX GROUP SEC TERM 'MMES 806003 PllOOl C02001 C02O03 COIOOI C01003 C01501 C01503 C02001 C02003 C02501 C02503 C04251 009 OAYS WATERCOLOR 101 101 101 102 102 102 FINE ART HU INTR.COH/TEH INTR.COHP/TE CLERICAL RFC CLFPICAL REC COMP.TECH BS COMP.TECH 9S INT COMP.TEH INT.COMP.TEH INT.COMP TEC 3-^ 03 06 MTWRF MTWRF LITTLE ROCK SCHGUL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE ROOM 140 PAGE 2 * TEACHER NAME COOPER COOPER J 3 RE-3UESTS ccom j * TOTAL\nENftGLtMS.MTSSATS AVAIL CLASS ETHNIC BALANCE CAP HALE 35 IT 7Q FEMALE TAKEN SEATS ROLLS 01 02 7^ * NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED ** ** LINK DEFINITION ( } ** ** LINK DEFINITION ( ) ** ** NO SECTIONS DEFINED ** ** NO SECTIONS OEFINEO ** ** LINK DEFINITION (M) ** ** LINK DEFINITION (M) ** 101 101 101 INT.COMP.TEC 101 101 101 KEY90ARDI/II C04253 KEYOOARn/lI 1-2 3-4 05 05 MTWRF mTWRF 146 TERM 1 TERM 1 TERM 3 0 REQUESTS 0 REQUESTS 0 REQUESTS 0 REQUESTS 0 REQUESTS C02G0X C02301 C02003 PEYTON 22 REQUESTS PEYTON E * TOTAL 30 30 16 16 146 PEYTON 21 REQUESTS PEYTON E * TOTAL JO. 30 IS. 15 ** NO SECTIONS OEFINEO ** * ND SECTIONS OEFINEO ** C04501 KEYBOARD A I 101 101 101 102 102 102 ___________________103 103 103 C04503 C04751 C04753 C07001 0 REQUESTS 3 REQUESTS 1 T 3 1 T 3 34 bl T T 1 T 1 4 6 6 A 6 ZZ ZZ 8 8 3 3 18 18 \u0026gt;s as. 7 21 21 9 9 3. 3 17 17 1-2 1-2 1-2 01 03 04 HTWRF MTWRF MTQRF 143 148 146 NAHLEN PEYTON PEYTON 63 REQUESTS NAHLEN M PEYTON e PEYTON E # TOTAL\" 30 30 30 90 10 9 12 31 9 11 11 31 19 20 23 62 11 10 7 28 5 9 13 14 15 14 43 KEYBOARD A I 101 101 101 _______102 102 102 133 103 103 WORD PRSI/II HORD PRSI/ir BUSINESS LAW 3-4 3-4 3-4 01 03 04 MTWRF MTWRF MTWRF 143 146 146 NAHLEN PEYTON PEYTON 62 REQUESTS NAHLEN M PEYTON E PEYTON E * TOTAL 30 30 30 90 9 9 12 30 9 11 11 31 18 20 23 61 12 10 7 29 Y 5 4 9 13 13 15 14 42 ** NO SECTIONS DEFINED * ** NO SECTIONS DEFINED ** 0 REQUESTS 0 REQUESTS lyREF\nSCH.560 DATE: 10/15/92 TIME: 12J15:11 008 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 3 COURSETTTTEMATCH CLASS sex PERIOO GROUP SEC TERM '4AMPS DAYS ROOM TEACHER NAME MAX CAP HALE EURULLMENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 C07Q03 to 21 W -K 101 101 101 102 102 102 BUSINESS LAW 101 101 101 102 102 102 G08001 ACCOUNT I__________ 101 101 101 C08003 ACCOUNT.I ________101 101 101 C10501 C105Q3 C11501 C11503 C145O1 C14503 C16001 C16003 C16501 OFC TECH LAB OFC TECH LAS 1-2 1-2 3-4 3-4 1~2 3~4 03 05 03 05 01 01 MTWRF MTWRF MTWRF MTWRF HTWRF HTWRF 400 107 RUTHER RUTHFR 52 REQUESTS RUTHERFOR P RUTHERFOR P * TOTAL 30 30 60 14 21 35 9 8 17 23 29 52 7 1 8 Y 9 14 23 13 14 27 400 107 RUTHER RUTHER 51 REQUESTS RUTHERFOR P RUTHERFOR P * TOTAL 30 30 60 14 20 34 9 8 17 23 28 51 7 2 9 9 14 23 13 13 26 14o PEYTON 22 REQUESTS PEYTON E * TOTAL 25 25 10 10 12 12 22 22 3 3 6 6 15 15 22 REQUESTS PEYTON PEYTON E * TOTAL 25 25 10 10 12 12 2^ 22 3 3 Y 6 b 15 15 *# LINK OEFINITION ( ) * * COMP.TECHBS 101 101 101 COMP.TECHBS. 301 101 101 JUNIOR EXEC JUNIOR EXEC COE COE COE LP4X DEFINITION ( \u0026gt; * 1-2 3-4 02 02 MTWRF MTWRF 1A3 NAHLEN 18 REQUESTS NAHLEN M * TOTAL 30 30 10 10 3 a 16 13 12 12 5 5 13 13 143 NAHLEN 19 REQUESTS NAHLEN M * TOTAL 30 30 11 11 3 3 19 19 11 11 5 S 14 14 * LINK DEFINITION I ) ** ** LINK DEFINITION ( ) **  RELATE 101 101 101 RELATE 101 101 101 COOP 102 102 102 1-2 3-4 1-2 03 03 04 MTWRF MTWRF MTWRF 14 GRUMME 20 REQUESTS GRUMHLR W * TOTAL 30 30 2 18 AS 20 10 AS. 6 6 14 14 148 GRUHE 20 REQUESTS GRUMMER W * riTAL 30 30 2 Z 18 18 20 20 10 10 Y 6 6 14 14 148 GRUHME GRUMMER H 30 7 7 23 Y 3 4 zo 21 27 u. t l 32. SB aa as. ss 40 B8RFF: SCM*560 DATE: 10/15/92 TIME: 12:15:11 003 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SC IDOL COURSE MASTER SCHEDULE PAGE 4 Ik CDURS'E nTTF CLASS sex HAILH PfcRlUU GROUP sec TERM NAMES DAYS ROOM TEACHER NAME TWT CAP MALE ENKULLNENI SEATS AVAIL CLASS ETHNIC BALAHC6 FEMALE TAKEN SEATS ROLLS 01 02 % 21 aa to 1^3 103 103 104 104 104 IOS 105 105 1-2 1-2 oF 06 07 mTkrf MTWRF MTWRF Trnn- 0000 0000 CRUMHf GRUKME GRUMME IV HE^SUfcSI^ Gft'.r:4fR ti GRUMMER W GRUMMER W  lUIAL----- jy 30 30 Tzir 1 T 6 3 2 ry \"S' 2 TT Z4- 26 26 Txrr y Y y I F ZT 3 2 TT 10 C1A?O3COE - C'6'o\u0026amp;---------------- 102 102 102 103 103 103 ---------------------------------104 132\n10^ 105 105 105 001001 P01003 E04021 F04023 3-4 3-4 yy 3-4 04 05 TF 07 MTWRF MTWRF HI'WRF MTWRF 143 0000 wnir 0000 GRUMME GRUMME SRUHMt GRUMME 19 REQUESTS GRUMME-\u0026lt; W GRUMMER GRUMMER W GRUMMER  * TOTAL 30 30 \"nr 30 120 T 1 7 6 \"n 2 18 7 6 V 2 19 23 24 ~zy 28 101 Y y 3 2 T 6 4 4 y 2 13 MONITOR 1 -------------101 101 101 132 102 102 103 103 103 -------------104 104 104 105 105 105 106 106 106 MONITOR 2 101 101 101 102 102 102 -------------103 103 133 104 104 104 105 105 135 106 136 106 ENGLISH R 10 101 ini 131 102 me 102 105 105 105 106 106 106 -------------107 107 ICT 108 103 108 lOP 109 139 110 110 110 111 111 111 112 112 112 \"m 1-2 1-2 1-2 1-2 3-4 3-4 T=y 3-4 3-4 3-4 1-2 ry 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1X3 113 113r=r 114 114 114 ENGLISH R 10 1-2 irr 02 03 yy 05 06 01 02 TT 04 05 C6 01 C6 02 03 TF 05 06 01 03 04 TV 06 wmF MTWRF MTWRF MTWr.C' HTWRF MTWRF MTWRF MTWRF TCrWAF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF naRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF --------------------rrvnr RIVER RIVER --------------------rpTTT RIVER RIVER RIVER RIVER --------------------rrrvFTT RIVER RIVFR RIVER 65 REQUESTS 125 125 102 102 Tuy 102 102 142 142 142 Try 142 GRAY GRAY PMRUTH RHPxUTH HlVcKS 5. RIVERS S, RIVERS S, \u0026lt;lvF{k5 5. RIVERS S. RIVERS S. * r/XTAL RIVERS S. RIVERS S. RXVERS S. RIVERS S. RIVERS S. RIVERS 3. * TOTAL GRAY V GRAY y RUTHERFORD .M RUTHERFORD,RM SMRUrH 1UJMVRFBRb,RM RMRUTH Rutherford,RM RMRUTH THOMPS THOMPS THOMPS I HUMPS THOMPS 242 REQUESTS RUTHERFORD,RM THOMPS IH P THOMPSON P THOMPSON P TH-JMPS'JN P THOMPSON P * TOTAL \"nr 30 30 yy 30 30 Tnr 30 30 3Tr 30 30 40 190 30 3y 30 30 TT 30 30 30 30 30 jy 30 360 y 1 y 4 8 zr 4 n 3 6 9 26 11 yr 10 9 yy 12 14 10 8 13 yr 10 136 1 5 yy 2 11 ^z\" -~r 10 6 ly 6 19 yy ~Z3' 20 24 TV 24 11 TTF y Y y y Y S 4 1 y 3 7 yr y 5 5 y 3 12 35- as. ai it i? IL i9 31 IL  % % 1 4 7 11 2 11 39 5 T 14 8 7y 65 25 19 ZT 16 22 125 y Y y 4 5 ~r 6 3 T 23 1 5 y 8 5 TT 35 % 9 10 8 -----T 8 10 6 8 -----T S 103 20 2y 19 17 yr 20 24 ~TT 14 21 \"nr 18 239 10 y 11 13 r 10 6 \"TT 16 9 nr 12 121 y T y y 7 T 5 3 y 5 5 T 3 6 y 4 13 TT 14 14 TT 15 18 yy 11 15 IT 14 53 . 179 % Aref: SCH.560 DATE: 10/15/92 TIMES 12:15:11 008 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 5 COURSE TITL5 CLASS SFX MATCH PERIOD GROUP SEC TERM NA-'\u0026lt;eS DAVS ROOM TEACM'ER .MAME CAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 -k E04051 101 101 101 102 102 102 105 105 105 106 106 16^ 107 107 107 103 108 108 109 109 109 110 110 110 111 111 111 112 112 112 113 113 113 114 114 114 ENGLISH rrT/H 102 102 102 103 103 103 104 104 104 3-^ 3-4 3-4 3-4 3-4 3-4 3-4 3-4 3-4 3-4 1-2 1-2 1-2 01 06 02 04 0 5 06 01 03 04 05 06 02 04 05 w 2 27 E04053 ENGLISH GT/H 1-02 10^ 103 103 103 104 104 104 3-4 3-4 04 05 04061 ENGLISH HOUR F04063 -ENGLI-SH BONR E04071 E04073 ENGLISH GT ENGLISH GT EO5O21 E05023 l\u0026gt; B MTWRF MTWRF MTWRF ' \"mTTpT' MTWRF MTWRF MTWRF MTWRP MTWRF MTWRF MTWRF MTWRF. 125 125 102 ------PTT 102 102 102 142 142 142 142 GRAY GRAY R.MRUTH GRAY V GRAY V RUTHERFORD,RM RMRUTT RMTTERFQROtRM RMRUTH RUTHERFORO.RM RMRUTH THOMPS THUMPS THOMPS THORPS 241 REQUESTS MTWRF MTWRF MTWRF 115 115 115 -MTWSE MTWRF MTWRF RUTHERFORD,KM THOMPSON P Tf'UMPSON P THOMPSON P T.HDMPSCN P THUMPS THJMPSON P * TOTAL 30 30 30 TT 30 30 30 30 30 30 30 360 11 13 11 9- 14 12 15 10 8 12 11 _iS. 136 9 10 9 ___ 10 9 6 8 9 _S. 103 20 23 20 23 20 25 19 14 20 20 18 239 10 7 10 TT 7 10 5 11 16 10 10 12 121 Y V 7 7 5 6 T (\u0026gt; 5 h 3 3 5 5 53 13 17 14 I 17 15 18 16 11 15 15 14 179 JONESJ JONESJ 76 REQUESTS JONES J JONES J JONES J * TOTAL 30 30 30 90 11 13 7 31 13 17 15 45 24 30 22 76 6 8 14 Y 13 18 13 44 11 10 9 30 115. 115 115 jaNt.--SJ- J JONESJ JONF.SJ le, REQUESTS JOMuS J JONES J * TOTAL 30 30 30 90 11 13 7 31 13 17 15 45 24 30 22 76 6 Y * NO SECTIONS DEFINcO ** ** NO SECTIUN5 D^FINEO * 0 REQUESTS 8 14 13 18 13 44 11 10 9 30 20 21 22 ii. 2S 27 20. 31 BO. 87 ** NO SECTIINS DEFINED ** * NO SECTIONS DEFINED ** ENGLISH R 11 101 101 101 103 AQ3 -103 104 104 104 IOS 105 105 106 106 106 108 103 lOR 110 110 110 111 1X1 111 112 112 112 113 113 113 114 114 114 ENGLISH R 11 101 101 lOl 103 103 103 0 ^U^STS 0 REQUESTS 0 REQUESTS 1-2 Ari. 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 3-4 3-4 02 04 05 01 06 02 01 03 04 06 05 02 04 MTWRF MTWRF MTWRF HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 125 125 125 115 115 106 123 W. 122 123 124 GRAY GRAY GRAY JONESJ JONESJ MCOANI PICKER PICKER FLINN PICKER MALL REQUESTS GRAY V GRAY V GRAY V JONES J JONE? J MC0AT31EL 8 PICKERING J PICKER IfiO J FLINN T PICKERING J HALL L * TOTAL 30 30 30 30 30 30 30 30 30 30 330 13 17 12 20 12 11 10 13 11 15 145 11 JX 6 a 7 8 11 _k 9 11 9 97 24 18 28 19 19 21 -JJ- 22 22 24 242 6 2 12 2 11 11 9 13 8 8 6 38 Y Y Y 8 9 6 13 4 7 3 5 7 6 6 79 16 18 12 15 15 11 12 12 14 15 157 125 125 GRAY GRAY GRAY V GRAY V 30 30 14 16 11 II 25 27 5 3 9 3 16 13 70 71 nREF: SCH.560 DATE: 10/15/92 TIME: 12:15:11 003 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 6 % COURSE TTTlF CLASS SEX MATCH PERIOO GROUP SEC TERM NAMES OAYS ROOM TEACHER -JANE MAX CAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE FeMAtS TAKEN SEATS ROLLS 01 02 104 104 104 105 105 105 106 106 106 3-4 3-4 3-4 05 01 06 108 108 103 ST 110 110 110 111 111 111 112 112 112 113 113 113 114 114 114 3-4 3-4 3-4 3-4 3-4 01 03 04 06 05 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 125 115 115 106 123 12 3 122 123 124 GRAY JONESJ JONESJ GRAY V JONES J JONES J MCDaNI ^iSANIEL 8 PICKER PICKER FLINN PICKER HALL 2A.it- REQUESTS PICKERING J PICKERING J FLINN T PICKERING J HALL L_______ * TOTAL IB IB 05041 ENGLISH GT 107 107 107 _______109 109 109 1-2 1-2 01 03 NT4RF MTWRF 106 106 HCDANI MCOA-NI 20 21 52 REQUESTS MCDANIEL 6 MCDANIEL 9 * t^AL F05043 ENGLISH GT 107 107 107 _______109 109 109 3-4 3-4 01 03 MTWRF MTWRF 106 106 HCOANI HCDANI 32 REQUESTS MCDANIEL B MCDANIEL B TOTAL ae  E05051 E05053 E05061 E05063 F06021 E06023 E06031 06033 30 30 30 12 20 12 30 11 30 30 30 30 30 330 10 11 13 11 IS 145 6 8 8 3 11 6 9 10 9 97 18 26 20 19 21 17 22 21 24 242 12 2 10 11 9 13 8 9 6 88 Y Y Y 'f 30 30 60 30 30 60 11 7 18 17 17 34 28 24 52 2 6 8 Y 11 7 18 17 17 34 28 24 52 2 6 a E?jGLISH HHRS ENGLISH HNRS ENGLISH GT ENGLISH GT ** NO SECTIHHS \u0026amp;FI?jS ** ** NO SECTIONS OEFINEO ** * NO SECTIONS OEFINEO ** ** NO SECTIONS DEFINED ** ENGLISH R 12 _______102 102 102 103 103 103 104 104 104 _______105 105 135 106 106 106 107 107 107 103 108 103 ENGLISH R 12 102 102 102 0 RFgUESTS 0 REQUESTS 0 REQUESTS 0 REQUESTS 6 13 5 7 3 5 7 5 6 79 15 10 25 15 10 25 1-2. 1-2 1-2 1-2 1-2 1-2 1-2 3-4 103 103 103 3\u0026gt;4l 104 104 104 105 105 105 106 106 106 107 107 107 108 lOa 108 ENGLISH IS R ENGLISH IS R 3-4 3-4 3-4 3-4 3-4 01 03 05 01 02 04 06 01 03 05 01 02 04 06 HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTwat MTWRF MTWRF MTWRF MTWRF MTWRF 122 122 122 124 124 124 Aik -FLI^ FLINN FLINN HALL HALL HALL HAVL.... 170 REQUESTS FLINN.T FLINN T FLINN T HALL L HALL L HALL L HALL L * TOTAL 30 30 30 30 30 30 30 210 16 6 9 15 15 21 32 13 17 8 12 13 h 7 76 29 25 17 27 28 27 15 168 1 5 13 3 2 3 15 42 Y Y Y 12 7 3 10 9 10 6 57 122 122 124 124 124 124 FLINN FLINN FLINN HALL HALL HALL HALL 16^ RSQUeSTS FLINN T 1 FLINN T HALL L HALL L HALL L HALL L * TOTAL 30 30 30 30 30 30 30 210 16 _a. 9 15 15 21 8 92 13 JJ. 8 12 13 6 7 76 29 25 17 27 28 27 15 168 1 -_s. 13 3 2 3 15 42 12 7 3 10 9 10 6 57 ** NO SECTIONS OEFINEO ** ** NO SECTIONS OEFINEO ** 0 REQUESTS 0 REQUESTS 12 15 15 11 12 12 14 15 17 157 H * 13 14 27 13 14 27 20 21 27 za. 29 i 17 18 14 17 18 17 ___a. 109 rA 49 BO SI C 17 18 14 18 17 8 109  C \u0026lt;REF: SCH.560 DATE: 10/15/92 TIME: 12:15:11 008 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 7 COUffSF I IJLt CLASS SEX HMtH' PFRIUU GROUP SEC TERM NAMES OAVS ROOH TEACHER NAME IVJiT CAP HALE ENRULLHcNl StAIS AVAIL ttASS eTHNIC\"B7n\nJ5NCF FEMALE TAKEN SEATS ROLLS 01 02 as *0 M to I* E06053 fcOfclUl E06103 e06151 E06153 E30001 E30003 E31001 E3i003 E33Q01 F33003 E35001 F35OO3 ENGLISH GT ENGLISH GT ** ND SECTIONS JEfl..-O * ** NO SECTIONS DEFINED ** EMCLTSH RP---------------- 109 109 109 ENGLISH AP -------------10 109 104 ENGLISH R EA 101 101 101 -------------liU lie iiO ENGLISH R EA 101 101 101 -------------no 110 115 COMMUNICTN I 101 101 101 -------------102 1U2 lUa 103 103 103 COMMUNICTN I -------------101 101 101 102 102 102 103 103 103 COMMUNCTN II COKHUNCTN II I COMMUNICTN I communictn RAMA 1-2 1-2 T=T 3-4 1-2 1-2 3-4 3-4 05 ITT 00 TT 00 00 02 TT 04 or 03 04 HTHRF HTMRF MTWRF Hiwirr MTWRF MTWR\" MTWRF TTTWr MTWRF Tmnrr MTWRF MTWRF 123 0 Requests 0 REQUESTS PICKER 23 REQUESTS PICKERINS J * TOTAL 30 30 6 6 17 17 23 23 1 1 Y 10 10 13 13 T to TTT ZU REQUESTS 122 nrr PICKESPICKtRIMC J * TOTAL Tir 30 b TT 17 TT 23 1 T nr 10 TT 13 FLINN HCDANl 44 REQUESTS FLINN T xcuznrmr * TOTAL 30 XT 60 13 T 21 10 TT ZZ 23 ZT 43 nr 17 x 15 TT 26 8 17 122 TUT FLINN FLTNN T 42 REQUESTS mcoamiMcwncL n * TOTAL 30 XT bQ 12 20 10 TT 22 22 TT 8 TT 18 Y X 16 TT 26 6 TT 16 S2. 126 TXT 126 SHEHAN S'HtHAN' SHEHAN 7Q REQUESTS SHEHANE M SHgHANg SHEHANE H * TOTAL 30 XT 30 90 10 TT 13 33 13 TT 11 35 Z3 TT 24 69 F b 21 X Y 5 TT 9 25 18 TOIS 43 TIT 126 126 SH5HAN SHEHAN SHEHAN 69 REQUESIS SHSHANg M SHEHANE M SHEHANE M  T3TAL TT 30 30 90 TT 10 12 32 TT 12 11 36 TS zz 23 68 b 1 22 X y Y T 11 9 TT TT 10 14 5T ** NO sections defined ** ** NO ggCTlBHS DLFUJLiJ \u0026gt;* * NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED ** 101 101 101 ORAMA\" 101 101 101 1-2 3-4 06 06 MTWRF MTWRF 126 0 REQUESTS 0 RgQJSSTS 0 REQUESTS 0 REQUESTS SHEHAN 18 RSQiJkSIS SHEHANE m * THTAt 30 TT 3 15 TT 18 TT 12 TT Y 8 T 10 TT 126 SHEHAN 18 REQUESTS SHcHANE M * TOTAL 30 30 3 3 15 15 18 18 12 12 8 3 10 10REF: SCH.560 DATE: 10/15/92 time: 12:15:11 008 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 8 Tnrr CLASS sex MATCH PEftlOO' GROUP sec TERM NAMES DAYS ROOM TEACHEft *iAM sat CAP MALE EHRCitLHENTSEATS AVAIL CLASii fclHNit BALANtfc FEMALE TAKEN SEATS ROLLS 01 02 l\u0026gt; E* eisioi E35103 35251 DRAMA IS DRAMA IS RAMA 11 635253 DRAMA II ** NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED ** * flO SECTIONS DEFINED ** ** NO SeCTIOUS OEFINEO ** 0 REQUESTS 0 REQUESTS 0 REQUESTS : 6 E40Q01 JOURNALISM I 101 101 101 103 103 103 40003 JOURNALISM T 101 101 101 103 103 103 E42001 J0URMAL5M YB 104 104 104 E42003 642501 E42503 F04001 F04003 1-2 1-2 3-4 3-4 1-2 01 04 01 04 05 MTWRF MTWRF MTWRF MTWRF HTHRF 117 117 HOBBS HOBBS 49 REQUESTS HOBBS P  HOBBS P * TOTAL 30 30 60 9 6 17 15 16 31 24 24 48 6 6 12 Y 11 13 24 13 11 24 117 117 HOBBS HOBBS REQUESTS HOBBS P H0B8S P  TOTAL 30 30 60 9 8 17 15 16 31 24 24 48 6 6 12 11 13 24 13 11 24 117 HOBBS 25 REQUESTS HOBBS P * TOTAL 30 30 10 10 15 15 25 25 5 5 16 16 9 9 JOURNALSM YB _______104 104 104 JOURNALSM SP 102 102 lOZ JOURNALSM SP 102 102 102 SPANISH I 106 106 106 3-4 1-2 3-4 1-2 107 107 107 1^2 108 10\u0026amp; 108 109 109 109 110 110 110 111 111 111 SPANISH I 106 106 106 107 107 107 _______108 109 109 1-2 05 03 03 05 03 1-2 1-2 3-4 3-4 3-4 MTWRF HTwRF MTWRF 117 HOBBS 25 REQUESTS HObBS P * TOTAL 30 30 10 10 15 15 25 25 5 5 16 16 9 9 27 zi. 20 a. 27 117 M08SS 23 REQUESTS H038S P * T3TAL 30 30 8 8 14 14 22 22 8 8 'f 7 7 15 15 % 117 H0B3S 23 REQUESTS HOBBS P * TOTAL 30 30 8 8 14 14 22 22 a a Y 1 1 15 15  06 01 05 02 03 MTWRF HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF HTWRF MTWRF 118 118 119 JJJ. 118 118 WAGE WAGE WAGE WAGE WAGE MJOHNS 162 REQUESTS 118 118 118 WAGE WAGE WAGE WAGE M WAGE M WAGE- * WAGE M \u0026lt;\nWAGE M MARY JOHNSON * TOTAL WAGE H WAGE M WAGE M 30 30 30 30 30 30 ISO 14 17 16 9 12 15 83 12 13 13 15 14 12 79 26 30 29 24 26 27 162 Y 30 30 30 15 17 16 12 12 13 27 29 29 1 6 4 3 18 Y Y 9 12 12 8 11 9 61 17 18 17 16 15 18 101 3 1 Y 9 11 12 18 18 17REF\nSCH.560 date\n10/15/92 TIME: 12:15:11 008 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 9 CQOR^?rnrrssto\" class sex PERf^O GROUP SEC TERM NAMES GAYS ROOM TEACHER NAME MAX CAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE female taken seats rolls 01 02 109 109 109 110 110 110 111 111 111 3-4 3-4 3-4 04 06 01 MTWRP HTWRF MTWRF 118 II8 111 WAGE WAGE MJQHNS 162 REQUESTS WAGE M WAGE M MARY JOHNSON * TOTAL 30 30 30 130 9 12 14 83 16 14 12 79 25 26 26 162 5 4 4 18 9 11 9 16 15 17 loT F05001 F05003 F06001 F06003 F07011 F07013 F08011 F08013 FllOCl SPANISH ri 101 101 101 102 102 102 103 103 103 104 104 104 1-2 1-2 1-2 1-2 01 01 04 05 MTWRF MTWRF MTWRF HTWRF 119 119 119 119 MAGEE MAGEE MAGEE MAGEE 76 REQUESTS MA3EE Q MAGEE S MAGEF 5 MAGEE 8 * TOTAL 34 34 34 30 10 10 11 9 40 17 16 15 8 27 26 26 17 96. 1 8 8 13 Y Y Y 10 8 11 6 16 17 14 10 57 SPANISH II 101 101 101 102 102 102 _______103 in? 103 104 104 104 3-4 3-4 3-4 3-4 01 03 04 05 MTWRF MTWRF MTWRF HTWRF 119 119 119 119 MAGEE MAGEE MACEE MAGEE 96 REQUESTS MAGEE 6 MAGEE 8 MAGEE 6 MAGEE B * TOTAL 34 34 34 30 132 10 10 11 9 40 17 17 14 8 56 27 27 25 17 96 7 7 9 13 36 Y 10 9 10 6 35 16 17 14 10 57 SPANISH III _______105 105 105 106 106 106 SPANISH III 105 105 105 106 106 106 SPANISH IVAP _______101 101 101 SPANISH rVAP 101 101 101 SPANISH V SPANISH V 1-2 1-2 3-4 3-4 i~2 3-4 06 05 06 05 06 06 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 119 119 MAGEE MAGEF 11 REQUESTS MAGEE 8 MAGEE S * TOTAL 30 35 65 1 1 9 1 10 10 1 11 20 34 54 Y 3 4 1 7 iS. 7 u. 39 91 u. S 99 SL 97 112. 119 MAGEE MAGEE 11 REQUESTS WA S MAGEE 3 * TOTAL XS. 35 65 1 9 1 1 10 10 1 11 20 54 X 3 1 4 7 ii2. MASEE 10 REQUESTS MAGEE 3 * TOTAL 2^ Z5 X 3 X 5 J. 8 JX 17 X 3 3 5 5 119 MAGEE a REQUESTS MAGEE 3 * TOTAL Z5 25 3 3 5 5 3 8 17 17 Y 3 3 5 X * NQ SECTIONS DEFINED **  NO SECTIONS DEFINEO * FRENCH I 101 101 101 103 103 103 1-2 1-2 02 05 MTWRF MTWRF 116 116 0 REQUESTS 0 REQUESTS FARRAR FARRAR 34 REQUESTS FARRAR E FARRAR E * TOTAL 30 30 60 8 8 16 11 18 19 15 34 11 IS 26 V 9 8 17 9 7 16P.EF: SCH.560 DATE: 10/15/92 TIME: 12:15:11 008 LITTLE ROCK SCHOOL DISTRICT FAIR TIGH SCHOOL COURSE MASTER SCHEDULE PAGE 10 Luuk^E TITLE' % CLASS sex hailh PfcKlUU GROUP SEC TERM NAMES DATS ROOM TEACHER .'iAME TWC CAP MALE tNHOLLHENT stAl6 avail CLAb:\u0026gt; ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 20 21 e F11003 F12001 F1P003 F13001 F13003 F14011 TIAOIST F15C11 F15013 H08001 H08003 106501 mSSTJT 108101 FRENCH I 101 101 101 -------------103 103 1U3 FRENCH II 104 104 104 FRENCH II 104 104 104 FRENCH III 102 102 IJ^ FRENCH III 102 102 102 FRENCH IV AP FRENCH IV AK FRENCH V AP FRENCH V AP PE PE 3-4 1-2 3-4 T=T 3-4 02 W 06 06 03 MTWRF MIWRF MTWRF HTWRF HT'Jft'P MTWRF 116 Trr FARRAR FARRAR 34 REQUESTS FARRAR E FARRAR e * TOTAL 30 Ttr 60 8 16 11 T 13 19 TT 34 11 TT 26 9 T 17 9 -y 16 116 FARRAR 29 RfcflUtSTS FARRAR 6 * U1AL 40 w 15 TT 14 TT 29 W 11 TT 7 y 21 TT 116 FARRAR 29 REQUESTS FARRAR E * TOTAL 40 40 15 15 14 14 29 29 11 11 7 1 21 21 Try FARRAk 16 REQUESTS FARRAR E * TOTAL Tq 30 b 6 10 16 TT 14 y TT 12 116 FARRAR 15 RF3UESTS FARRAR E  r:TAL 30 3 0 6 6 9 V 15 TT 15 TT Y 11 TT 4 V 70 SI SB. SO 91 is. 5B Bfi. S7 4k % ** NO SECTIONS DEFINED * * NU SFCIIdNS OFFIMEP ** ** NO SECTIONS DEFTNED ** ** NO SECTIONS OEFINEO ** 101 101 101 102 102 102 103 103 103 101 101 iur 102 102 102 103 103 103 FOODSCNUTR. FUUUSHNUrR. INO. LTV TNG 1-2 y=y 1-2 06 IFF 06 3-4 06 3-4 06 MTWRF MTWF MTWRF HrWRF HTWRF MTWRF 200 TTCr 200 0 REQUESTS 0 RLUUfcSlS 0 REQUESTS 0 REQUESTS RUTHER RUTHERFOR P OFLAMA iirLAMAR\"t' JOHNSM 74 REQUESTS JOHNSON M A TOTAL 150 40 230 58 nr 68 y 6 4 62 TT 74 88 ZF 40 156 Y y 28 T 34 -y 33 41 20Q 2Q0 RUTHER OeUMA JOHNSM 74 REOUeSTS RUTHl-ftFQR P DtLAMAR C JOHNSON M * TOTAL TST 150 40 340 5F 12 63 V 2 6 W 14 74 9tr 136 40 y^ yr \u0026gt; JF 8 33 ^r ** NO SECTI3NS DEFINED * ** HU SfcCnU^'S OfFINbU * 0 REQUESTS 3 RLUJfcSTS 101 ini HI yy T7T wr c'xmy\n? 28 REQUESTS CALlaUA'Y\" L' * TOTAL TT 30 pT 19 T 9 ?F 23 T 2 y T 8 20 t 4 tREF: SCH.560 date: 10/15/92 TIME: 12:15:11 003 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 11 0 TTTUT CLASS sex MATCH PF.ftlOa GROUP SEC TERM NAMES DAYS ROOM TtACHER -lAH-J HAiT CAP MALE NftOLLHENT SCATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 2\u0026lt; it 2* 2S *0 0 r* IORIOS 109001 109003 IlOOOl 110003 IND. LIVING 101 101 101 PARENTING RL 101 101 101 PARENTING HL 101 101 101 PARENTING K 101 101 101 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 107 197 107 108 108 108 PARENTING K 101 101 101 102 102 102 103 103 103 104 104 104 105 105 135 106 106 106 3-4 1-2 3-4 1-2 1-2 1-2 1-2 1-2 1-2 02 06 06 C4 03 01 02 04 05 1-2 06 1-2 06 3-4 04 3-4 3-4 3-4 3-4 3-4 107 107 107 3-4 IOS 108 108 03 01 02 04 05 06 06 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 144 CALLAW ZirX: quests CALLAWAY 6 TcTal  30 19 9 26 T Y 8 T 20 TIT 144 CALLAW 20 REQUESTS CALLAWAY E * TOTAL 30 30 6 6 14 20 20 10 10 Y 1 19 19 144 CALLAW 20 REQUESTS CALLAWAY E  TOTAL 30 30 6 6 14 14 20 20 10 10 1 19 19 K09041 HON/GT ALGII K09043 HON/CT ALGIT K05011 200 144 105 105 105 105 105 136 DELAMA CALLAW INMAN INMAN INMAN IN'^AN INMAN DECKAR 26 REQUESTS DELAMAR C CALLAWAY E INMAN A INMAN A INMAN A INMAN A INMAN A DECKARD K * TOTAL 30 30 30 30 30 30 30 30 240 1 2 2 1 2 3 4 3 4 1 2 1 6 5 5 3 5 1 12 14 1 Zb 29 24 25 25 27 25 30 29 214 Y Y Y 1 1 2 1 1 1 7 5 3 4 3 4 19 H. n UL js \u0026gt;0 at. a SB at 97 200 144 105 105 105 105 10? 136 PELAMA QgLAMAR C CALLAW IN^AN INMAM INMAH INMAN INMAN DECKAR 26 REQUESTS CALLAWAY E INMAN A INMAN A INMAN A INMAN A INMAN A DECKARD K * TOTAL 30 30 30 30 30 _20 30 240 2 Z 1 2 3 3 h 1 2 1 6 5 5 3 5 1 12 14 26 29 24 25 25 27 25 30 29 214 Y Y X ** NO SECTIONS OEFINEO ** ** NO SECTIONS OEFINEO ** ALGEBRA I R 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 107 107 107 108 108 108 109 109 109 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 02 02 04 03 06 01 03 06 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 112 113 113 114 114 112 115 111 0 REQUESTS 0 REQUESTS LOONEY HULLUM KULLUW MCCOVE M. LOONEY HULLUM B HULLUM R MCGOVeRN U MCGOVe MCGOVERN U ENDERL ENOERL ENOERL ENDERLIN E. ENDERLIN E. ENDERLIN E. 30 30 30 30 30 30 30 30 11 6 14 13 9 10 7 b 12 3 10 9 7 8 17 20 17 23 17 16 19 15 13 10 13 7 13 14 11 15 1 Z 1 5 3 1 1 7 1 5 5 2 4 4 3 4 19 16 16 10 18 12 14 15 11 e. 79 7tref: SCH.560 OATF: 10/15/92 TIME: 12:15:11 000 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 12 G0URS6riTie MATCH CLASS SEX GROUP SEC TERM NAMES 110 110 110 111 Ill 111 112 112 112 113 113 113 114 114 114 1-2 1-2 1-2 1-2 1*2 05 01 02 04 06 K05013 K08501 K08503 K09001 OAYS ROOM TEACHER NAME haT CAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE n FEMALE TAKEN SEATS ROLLS 01 02 MTWRF MTWRF MTWRF MTWRF MTWRF 110 116 117 108 108 WILDER KHARRI KHARRI KHARRI KHARRI 224 REQUESTS WILDER R HARRISON K. HARRISON K. HARRISON K. HARRISON K. * TOTAL 25 35 35 35 35 13 9 10 10 405 -129_ 9 5 2 7 91 22 14 11 12 17 220 3 21 24 23 18 4 3 6 2 3 13 11 4 10 14 50 169 ALGEBRA I R_______ 102 102 102 103 103 103 _______104 104 104 105 105 105 106 106 106 _______107 107 107 108 108 loe 109 109 109 110 110 110 111 ill 111 112 112 112 _______113 113 113 114 114 114 INT ALGEBRA 101 101 101 102 102 102 103 103 103 3-4 3-4 3-4 3-4 3-4 3-4 i-4 3-4 3-4 3-4 3-4 3-4 3-4 1-2 1-2 1-2 104 104 104 1-2 105 105 105 106 106 106 INT ALGEBRA 101 101 101 102 102 102 _______103 103 103 104 104 104 105 105 105 _______106 106 106 ALGEBRA II ft 101 101 101 _______102 102 102 103 103 103 104 104 104 _______105 105 105 1-2 1-2 3-4 3-4 34 3-4 3-4 02 02 04 03 06 01 03 06 05 01 02 04 06 01 03 06 02 04 05 01 03 06 02 04 3-4 05 1-2 1-2 1-2 1-2 1-2 03 04 01 02 05 MTWRF MTWRF MTWRF MTWRF HTWRF MTWRF MTWRF MTWRF HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF HTWRF HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 112 113 113 114 114 112 115 111 JAS. 116 117 108 108 LQQMEY RLLtJM H- LOONEY NULLUM 8 HULLUM HULLUM S MCGOVE MCGOVe ENPERL MCGOVERN b MCGOVERN 6 ENDERLIN E, EMOERL EfDERLIN . ENOERL ENOERLIN E. WTLOER W1L3CR R KHARRI KHARRI KHARRI KHARRI 225 RSWESTS HARRISON K. HARRISON K. HARRISON K. HARRISON K. * TOTAL 30 30 30 30 30 30 30 30 25 35 35 35 35 405 10 8 14 13 7 11 10 7 13 9 7 10 10 129 6 12 3 10 9 10 3 9 5 4 2 7 92 16 20 _AI. 23 16 18 20 15 22 14 11 12 17 221 14 10 -AA 1 14 12 10 15 ___3 21 24 23 18 184 Y Y y Y Y 1 4 7 5 5 2 4 4 4 3 6 2 3 50 15 16 AS. 18 11 16 16 11 18 4 10 14 170 go 29 S 2S 27 u. 2B u. 113 113 113 11^ 114 114 HULLUM HULLUM HULLUM HULLUM 8 HULLUM 8 UULLUH 8 MCGOVE MCGOVERN 0 MCGOVE MCGOVE 143 REQUESTS MCGOVERN 8 MCGOVERN 3 * TOTAL 30 30 30 __ao 30 30 160 13 10 10 AX 19 15 76 12 12 9 12 9 10 64 25 22 19 23 28 25 142 5 8 11 7 2 5 38 Y y Y Y 6 5 7 5 5 4 32 18 17 11 18 22 20 106 113 113 113 114 114 114 HULLUM NULLUM HULLUM MCGOVE MCGOVE HULLUM B HULLUM B HULLUM 3 MCGOVERN 8 MCGOVERN fi 141 REQUESTS MCGOVE MCGOVERN H * TOTAL 30 30 30 30 30 _20 180 13 10 10 11 19 15 78 12 11 10 11 9 10 63 25 21 20 22 28 25 141 5 9 10 8 2 5 39 Y Y Y Y Y 6 4 8 5 5 4 32 18 17 11 17 22 _AS. 105 111 111 110 110 111 BARNHO BARNHOUSe C BARNHO 8ARNHQ.US.e C WILDER WILDER BARNHO in? REQUESTS WILDER R WILDER R 8ARNHQUSe C * toIal 30 30 30 30 30 150 8 12 13 14 13 60 5 7 12 12 8 44 13 19 25 26 21 134 17 11 5 4 9 46 Y Y Y Y 6 7 13 12 10 48 7 12 12 14 11 56 c    nREF: SCH.560 DATE: 10/15/92 TIME: 12:15:11 ooa LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 13 L'JURSt I HLL CLASS SEX 'lAtCN' PtKI MU GROUP sec T?RM NAMES DAYS ROOM TEACH!} MAMc CAP MALE bNKULLHbNt StAIS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 -7\u0026lt; to M 27  2* ao I .0 SI K09003 R09041 K09043 KI KlOOQl K10003 K10C41 K10043 KIOIOI ALGEBRA II R 101 101 101 -------------102 101' IU2 103 103 103 104 104 104 IPS 105 ALC II/HON ALC II HON KNO A.M. 3-4 YY 3-4 03 01 3-4 C2 HTWRF MTWRF MTWRF MTWRF MTWRF 111 TTT 110 110 111 105 REQUESTS BARNHO lARMUO WILDER WILDER barnhD' QARNHOUSE C nARIHnJST WILDER R WiLOCi R 'r-AR'\nH'^'iJSEC * TOTAL 30 30 30 30 150 8 TT 13 14 TT 60 5 12 12 Y 13 19 25 26 YT 104 17 TT 5 Y 46 y Y Y 6 ~r 13 12 TT 48 7 TT 12 14 TT 56 10 9 A* FK3 SeCTfONS OEFINFb * ** NO SECTIONS DEFINEO 101 101 101 1-2 01-03 MTWRF 105 INM, 16 REQUESTS GEOMETRY R T\u0026amp;riynT 102 102 102 103 103 103 104 104 IHA 105 105 105 1-2 1-2 \"T^ 1-2 03 06 TT 05 MTWRF MTWRF MTWRF HTWRF MTWRF TTY 137 112 TTY 112 0 RSQUeSTS INMAN A * TOTAL 35 35 4 12 12 16 16 19 19 1 1 15 15 fe'skoLA 0 ESKOLA LOONEY ESKOLA G M. LOONEY LflfiMey II. LO'.'SCV LOONEY 117 REiUESTS M. LOO MEY * TOTAL YT 30 30 \"YT 30 151 TT 17 8 TT 8 bO TT 11 12 TT 12 58 2T 28 20 ZT 20 118 T 2 10 \"Y 10 33 T T TY 11 6 \"Y 7 47 TT 16 14 TT 12 68 21 22 21 26 26 21 2S 22. 21 S7 GFOMETRY R -------------101 101 101 102 102 102 103 103 103 104 104 104 105 105 105 GEOMETRY GT 101 ici 101 102 102 102 GEOMETRY GT 101 101 101 102 102 102 GEOMf-TRY CPT 101 101 ini 102 102 102 T=T 3-4 3-4 3-4 1-2 3-4 1-2 GT 03 04 06 05 01 05  1 05 TIT 05 MJWKF MTWRF MTWRF MTWRF MTWRF nwKF MTWRF MTWRF HTWRF MTWRF MTWRF TJT 137 112 112 112 eSRULA ESKOLA LOONEY LGHNEY LOONEY 113 REOUeSTS tSKULA G FSKOLA G L3'.M5Y 1. LOS^EY M. LOONEY * TOTAL YIT 30 30 31 30 151 TY n 8 12 9 60 TT 11 12 TT 12 58 29 20 2Y 21 118 T Z 10 \"Y 9 33 Y y Y TT 11 6 TT 3 47 TT 16 14 TT 12 68 137 137 ESKOLA ESKOLA 47 RC1J6STS ESKOLA G ESKOLA G * TOTAL 30 30 60 10 11 21 13 13 26 23 24 7 6 13 15 15 30 7 8 15 137 137 ESKjjLA ESKOLA 4 7 RC-qUESTS eskuLa 'g ESKOLA G * TjTAL 30 30 60 10 11 21 13 13 26 23 24 47 Y b 13 Y Y TT 15 30 Y 8 15 SI a 61 BS SO TT7T 113 ENOERL ?4 REQUESTS e. ENDERLIN E. * TOTAL TT 30 60 Y 5 14 Y 3 10 TT 8 24 TY 22 36 Y T 3 b TT 5 18 71 72 73REF: SCH.560 date: 10/15/92 TIME: 12:15:11 008 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 14 \u0026gt;7 COURSErnrr CLASS sex HATCH PERIOD GROUP sec TERM NAMES OAYS ROOM TEACHER NAME TOT CAP MALE EHROLLHENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 SI 02 K10103 KllOOl K11003 K11041 K11043 GEOMETRY CPT 101 101 101 04 102 102 102S-4 '03 TRIG/ADV ALG 101 101 101 102 102 102 TP.IG/AOV ALG _______101 101 101 102 102 102 AD/HON trig _______101 101 101 AD/HQN TRIG 101 101 101 K13011 CALCULUS AAP 101 101 101 K13Q13 K13511 K135I3 K2 1-2 1-2 3-4 3-4 3-4 1-2 CALCULUS AAP 101 101 101 CALCULUS BAP 101 101 101 CALCULUS BAP 101 101 101 KND. P.M. 102 10? 102 3-4 1-2 3-4 3-4 01 02 01 02 03 03 03 03 03 03 04-06 MTWRF HTWRF MTWRF MTWRF MTWRF MTWRF HTHRF HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 110 TTT\" ENOERL REQUESTS 111 TIT ENOERLIN E. ^NflgRL...g.  TOTAL 30 TT 60 9 F 14 7 \"T 10 16 T 24 14 TT 36 Y T 3 T 6 13 13 EARNHO BARNHOUSE C 50 REQUESTS BARNHO ?ARNHOUSE C * TOTAL 30 W bQ 11 14 25 9 TF 24 20 \u0026lt;^9 10 T 11 Y 10 TT 22 10 TT 27 IS * 111 111 BARNHO BARNHOUSE C 50 REQUESTS BARNHO 3ARNHOUSE C * TOTAL 3^ so 11 14 25 10 14 24 21 28 ^9 9 2 11 Y Y 10 TT 21 11 TT 27 112 LOONEY 21 REQUESTS M. LODNL\u0026lt; * TOTAL 30 30 12 12 9 9 21 21 9 9 Y 11 H 10 10 37 u. 29 31 22. 33 112 LOONEY 21 REQUESTS M. LOONEY * TOTAL 30 30 10 10 6 6 16 16 14 14 9 9 7 1 SB 2a. 37 A C 110 WILDER 14 REQUESTS WILDER R * TOTAL 30 30 5 5 9 9 14 14 16 16 Y 9 9 4 14 REQUESTS wiLstn HiLoeS-R- * TOTAL 30 5 9 9 14 14 16 16 y 9 9 4 4 S3 S4 ss  110 WILDER 0 REQUESTS WILDER R  TOTAL 30 30 30 30 Y 110 WILDER 0 REQUESTS WILDER R  TOTAL 30 30 30 30 Y 105 INMAN 16 REQUESTS INMAN A *'TnTCL 35 3T 4 4 12 IT 16 TT 19 TT 1 T 15 T?\"REF: SCH.560 ATE: 10/15/92 TIME: 12:15:11 000 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 15 I* to 21 7 to it 7 22 to COURsS TITLE CLASS SEX LUNCHl L21001 L21003 MATCH PERXOO GROUP SEC TERM NAMES LUNCH 1 FANO III BAND III L22661iiee SaHo L22003 L24001 L24003 L29001 L29003 L310Q1 L31003 L33001 3EG BAVD DAYS ROOM TEACHER NAME MAX CAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 ** NO SECTIONS OEFINEO * ** NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED * * NO SECTIONS DEflNETT** ** NO SECTIONS OEFTNEO ** FIRST BAND 105 105 105 FIRST BAND_________ 105 105 105 MADRIGALS _______101 101 101 MADRIGALS 101 101 101 CHOIR III 101 101 101 CHOIR ITI _______101 IQl 101 CHOIR I 101 101 101 L33Q03 CHOIR 1_____________ 101 101 101 M04C21 BIOLOGY _______101 101 101 102 102 lOZ 103 103 103 104 104 104 1-2 3-4 1-2 3-4 1-2 3-4 1-2 1-2 1-2 1-2 1-2 01 01 02 02 01 01 04 04 04 02 01 06 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 1 34 0 REQUESTS 0 REQUESTS 0 REQUESTS 0 REQUESTS 0 REQUESTS JONESA 23 REQUESTS JONESA * TOTAL 60 60 13 13 9 9 22 22 38 38 5 5 17 134 JONESA 23 REQUESTS JONESA * TOTAL 60 60 13 13 9 9 22 22 38 38 5 5 17 17 136 15 REQUESTS DECKAR DECKARD K * TOTAL Jfi. 30 4 4 JLl 11 15 15 15 15 Y 10 10 5 5 136 DECKAR 15 REQUESTS OECKARO K * total -- 30 4 4 11 Ji 15 15. 15 25. 10 5 5 136 OECKAR 35 REQUESTS OECKARO K * TOTAL 45 45 15 15 21 21 36 36 9 9 Y 8 8 28 28 to 21 27 U. 22 90 12. 39 8. Sfi. 92 40 41 136 OECKAR 36 REQUESTS DECKARD K  TOTAL 45 45 15 15 21 21 36 36 9 9 8 8 28 28 136 OECKAR 16 REQUESTS OECKARO K * TOTAL 30 30 1 1 15 15 16 16 14 14 5 5 11 11 136 OFCKAR 16 REQUFSTS OECKARO K * TOTAL 30 30 1 15 15 16 16 14 14 Y 5 5 11 11 131 131 129 129 BAILEY PAILEY CHRIST CHRIST BAILEY M BAILEY M CHRISTENS R CHRISTENS R 30 30 30 30 16 10 13 14 11 9 12 8 27 19 25 22 3 11 5 8 Y 7 2 1 6 19 16 18 1620 31 3? REF: SCH.560 DATE: 10/15/92 TIME: 12:15:11 COURSE TITLE CLASS SEX .M04023 M05001 HO5OO3 M05121 008 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 16 TTTrmr HfcHIUU GROUP SEC TERM NAMES 16^ 105 IOS\" 106 106 106 107 107 107 108 1U8 iO'J 109 109 109 110 110 110 111 111 111 112 112 112 113 113 113 114 114 114 BIOLOGY 101 101 101 -------------102 10? iUZ 103 103 103 104 104 104 -------------105 TOTTYT 106 106 106 107 107 107 * * OATS ROOM reACHER NAME CAP MALE LNKULLNbNI SkAIS AVAIL CLASS E1HN1C BALANCE FEMALE TAKEN SEATS ROLLS 01 02 1-2 1-2 1-2 \"r=Y 1-2 1-2 1-2 1-2 1-2 qT 04 05 YT 02 03 04 05 06 T=2SF MTWRF MTWRF MTWRF YTWF MTWRF MTWRF MTWRF MTWRF MTWRF HTWRF 129 129 129 TW 130 130 130 128 128 TJT CHRIST christens H CHRIST CHRIST JliNNlN JENNIN JENNIN .jr-.NNIN LOGAN LOGAN OAIL\u0026amp;V 301 REQUESTS CHRISTENS R CHRISTENS R JENNINGS C JENNINGS C JENNINGS C JcTunk^Gsc' LOGAN V LOGAN V sATtrv H * TOTAL To\" 30 30 YF 30 30 30 30 30 YT ^20 11 15 TY 13 9 TT 6 14 TY 173 ------5- 10 8 TY 7 10 9 5 TY 127 TY 25 19 TT 20 19 TT 15 19 TY 300 TY 5 11 r 10 11 T 15 11 Y 120 Y y Y Y y T 8 b lOfl 103 108 109 109 109 110 110 110 111 111 ill 112 112 112 113 113 113 114 114 rrg CHEMISTRY 102 102 102 -------------lOJ 103 lOJ 104 104 104 105 105 iOS CHEMISTRY------------------ 102 102 102 103 103 103 104 104 104 105 105 105 CHEMISTRY AP 101 101 101 Y y a 4 T 2 5 Y 83 TT 17 13 ZZ 12 15 IT 13 14 TY 214 ss. 3-4 T=Y 3-4 3-4 -3Z5- 3-4 3-4 3-4 3-4 3-4 3-4 3-4 TY 1-2 T=T 1-2 1-2 3-4 3-4 3-4 3-4 TYT 04 YT 01 06 YT 04 05 02 03 04 05 06 W 03 OY 06 05 03 04 06 05 TTT MTWRF HJWHF MTWRF MTWRF MTkftF MTWRF MTWRF RTWir MTWRF MTWRF HTWRF MTWRF MTWRF MIWHF MTWRF MIURF MTWRF MTWRF MTWRF HTWRF MTWRF MTWRF MTvJRF 131 TTT 129 129 T?Y 129 129 T3Y 130 130 130 128 128 TTT BAILEY TA ILEY BAILEY M SAItEY H CHRIST CHRISTENS R CHRIST CHRISTENS R TkTYT CHRIST CHRIST JENNIN JENNIN JENNIN LOGAN LOGAN BAILtV 302 REQUESTS CHRISTENS R CHRISTENS R CHRISTENS R JCNNINY5 r\" JENNINGS C JENNINGS C J( c LOGAN V LOGAN V UAlLbY H-------- * TOTAL 30 TY 30 30 TY 30 30 TY 30 30 30 30 30 \"TY 420 17 TT 13 14 9\" 15 11 TY 13 9 14 6 13 TY 174 11 ----- 12 8 ------Y 10 8 TY 6 10 Y 9 125 28 ZT 25 22 TY 25 19 ~ZF 19 19 jy 15 17 ~ZT 299 2 T 5 8 TY 5 11 T 11 11 T 15 13 T 121 T Y Y Y y Y T 127 TTT 127 127 VERTIN VERTINO fi, VERTTMVbRIlNU H VERTIN VERTIN 34 REQUESTS VERTINO A VERTINO A  TOTAL 30 YTT 30 30 TIo 9 Y 8 TT 11 TY 17 6 48 20 TT 26 14 TT 10 T 4 16 TT T Y 127 127 127 127 VERTIN VERTING A VERTIN VERTtN VERTIN 84 REQUESTS VERTINO A VLRTIf.'O A VERTINO A  TOTAL 30 30 30 30 120 9 9 9 6 35 11 14 TT 6 43 20 23 IF 14 83 10 7 16 37 Y Trr 17 REQUESTS VcRTIH ThRTPinr * TOTAL TT 30 4 TV 13 TT n TT 13 Y 3 Y 7 6 T 9 6 7 5 T 2 3 T 84 11 Y 15 6 YY 11 a 6 40 Y 8 19 rr 18 16 r 16 13 Z1 12 14 TT 13 14 TY 212 9 TT 11 6 YT 9 15 TT 6 41 Y 9 * 27 Zfi. 2 SB afi. ST % 4 \u0026lt; cref: SCH.560 DATE: 10/15/92 time: 12:15:11 003 LITTLE ROCK SCHOOL DISTRICT FAIR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 17 \u0026gt;.] COURSETTTCT CLASS sex MATCH RERfOft G^OUP SEC TERM MAMES DAYS ROO** teacher name RaXENROtLHeNTSEATS AVAIL CLASS ETHNIC BALANCE CAP HALE FEMALE TAKEN SEATS ROLLS 01 02  M05123 CHEMISTRY AP 101 101 101 3-4 01 MTWRF 127 VERTIN 17 RfiQU5T5 VERTINO A 30 tt 4 13 TT 17 TT 13 TT 8 'W 9 T 10 to M06001 IS PHYSICS 103 103 103 104 104 104 1-2 1-2 05 C3 MTWRF MTWRF 131 131 BAILEY 3AILEY 33 REQUESTS PAILEY M SAILEY M TOTAL 30 30 60 8 16 24 5 9 12 21 33 18 9 27 Y 7 5 12 5 16 21 M06003 PHYSICS 103 103 103 104 104 104 3-4 3-4 05 03 MTWRF MTWRF 131 131 3AILEY BAILEY 33 REOUE'STS BAILEY M BAILEY M TOTAL 30 30 60 8 16 24 4 5 9 12 21 TT 18 9 27 7 5 TT 5 16 TT M0Q501 SCIENCE/TECH 101 101 101 10? 102 102 103 103 103 104 104 104 1-2 1-2 1-2 1-2 02 03 04 05 MTWRF MTWRF MTWRF MTWRF 133 133 133 133 MOREY MOREY MOREY MOREY 101 REQUESTS MOREY D MOREY D MOREY 0 MOREY 0 * TOTAL 30 30 30 30\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_585","title":"Little Rock Schools: Forest Park Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Forest Park Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics"],"dcterms_title":["Little Rock Schools: Forest Park 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/585"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["39 pages"],"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\nRECEIVED DEC - 9 Ml LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL: Forest Park Elementary GRADES: Kindergarten through Sixth (K-6) PRINCIPAL: Virginia Ashley \u0026lt; Race/Gender B/F ASSISTANT PRINCIPAL(S): Race/Gender None3 3 TABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (Aft^r October 1) 2. Enrollment\n- School - Special Services - Class/Course 3. Attendance Data: - Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. 6. Honors/Awards (Schoolwide) Committees/Parental Invoivement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School PlantI CERTIFIED PERSONNEL 1 WHITE BLACK OTHER TOTAL POSITION MALE FEMALE MALE FEMALE MALE, i 1 Administrator(s) I 1 Classroom Teachers J_L 5. XI 1 Counselor f s) I Librarian f s) K', i ! I I Reading (Compensatory/ Remedial) J. I: N i I I X I Mathematics (Compensatory/ Remedial)_____ I X Gifted (Elementary only) X X I Speech Therapist I f 1 i Other Special Education 1 I ! 'I ? TOTAL 16 26 0 1 9 0 0 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above/ indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. I 'ii j ACADEMIC AREA (English, History, etc) WHITE MALE FEMALE B I. A g K MALE ZEMALE OTHER MALE FEMALE T .Q T A L TOTAL I I I The official date for staffing information is October 1, 1991. Complete and return to Planning/ Research/ and Evaluation office.POSITION SUPPORT PERSONNEL w H : MALE T E FEMALE BLACK MALE FEMALE O T MALE HER FEMALE TOTAL Attendance Clerk 0 Cafeteria Workers 1 2 3 Custodians 2 1 3 Instructional Aides 1 1 Media Clerk 1 1 Nurse 1 1 Registrar Secretary 1 1 Security Officerfs) Social Workerfs) ! Superyjsion Aides 2 2 4 Other Computer Lab Attendant\n. 1 1 h TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research. and Eyaluation of^STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted black M F WHITE M F OTHER M F Total Ji 0 N E I I TOTAL i Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted BLACK M F WHITE M OTHER D. K . F M F Total TOTAL Duplicate if needed.SCHOOL ENROLLMENT GRADE LEVEL K 1 2 3 4 2 2 WHITE MALE 17 19 13 14 in 2 11 FEMALE black MALS FEMALE OTHER MALE FEMALE total 19 21 17 10 12 12 2 16 18 7 9 22 11 12 8 0 0 60 14 9 13 21 12 12 1 1 0 2 2 1 0 0 1 1 2 0 7 3 4 7 4 7 56 45 I . I I PERCENT SPECIAL ED,  Self Contained Resource Room Speech/Vision or Hearing Impaired, etc. Indirect Services *GIFTED/TALENTED REMEDIAL/ COMPENSATORY TOTAL PERCENT 92 .23 114 .28 ENROLLMENT 96 95 3 2 402 .24 .24 . 007 . 005 - SPECIAL SERVICES WHITE MALE FEMALE BLACK MALE FEMALE O T MALE H .5 R FEMALE TOTAL 1 2 5 4 3 4 1 9 11 2 9 39 17 23 2 110 32 . 25 44 2 4 28 2 0 130 . 34 .18 70 . 002 0 * those students who have been identified as Gifted by the G/i: office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research A and EvaluaHonoff^CLASS ENROLLMENT (Elementary Schools Only) 1991-92 SCHOOL Forest Park Elementary PRINCIPAL Virginia B. Ashley GRADE ROOM TEACHER'B GENDER/RACE CLASS ENROLLMENT WHITE BLACK OTHER 103 105 110 115 111 114 IXU. 215 214 204 205 2 12 2 16 2 17 2 01 202 MALE FEMALE MALE FEMALE MALE FEMALE TOTAL 20 20 20 25 24 2. 2A 24 24 28 28 22 TOTAL 91 113 97 96 402 K K K 1 1 1 2 2 3 3 4 4 4 5 5 6 6 F F F M F Z. F F F F F F F F F F W W W B W B K W B W B W K B B 5 6 6 6 6 6 7 7 3 3 4 4 4 5 6 7 6 6 7 6 8 4 5 1 1 8 8 9 5 3 6 5 5 6 7 6 A A 5 4 6 8 6 8 6 \u0026amp; 6 2 3 3 5 5 4 2 A 8 6 1 7 7 8 9 6 1 0 0 0 1 0 0 I A 0 1 0 0 0 0 0 1 0 4 0 0 0 0 0 0 n A 0 0 1 0 0 0 0 0 0 1 2 4 2 3 2 5 2 5 2 3 education, etc.). Do not include teachers of pull-out classes (art, music, physical List each class separately. ] The official date for enrollment data is October 1, 1991.CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or have available master schedule or current print-out entitled \"Summary Master/Teacher Schedule Report - Race and Sex.\" N/A Do not send to Planning, Research, and Evaluation office.1 ! l.-r ATTENDANCE DATA Please insert or have available current attendance data for: Staff - Certified - Support student Provide most current student data, including withdrawals by gender, race, and grade level. I tEXTENDED EDUCATIONAL PROGRAMS 1 PROGRAM GRADE BM BF WM WF OM OF TOTAL Governor's School AEGIS Bovs^ State GirlsState Summer Laureate Odyssey of the Mind *Math Olympiad Others (Please Specify^ TOTAL 20 20 List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office. 6 5 3 8 4 1 0 6 5 3 8 4 1 0I 3 SCHOOLWIDB STUDENT HOMOR8/AWARDS Complete one each grading period. First Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL a TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I Do not send to Planning, Research, and Evaluation office.SCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Second Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. send to PlanninR, Research and Evaluation office. AI a SCHOOLWIPE STUDENT HONORS/AWARDS Complete one each grading period. Third Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. 0 * iSCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Fourth Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOL COKMITTEE8/PRREHTRL INVOLVEMENT COMKITTBE- WHITE MALE Biraclal Committee Parent Teacher Assoc VIPS Parent Workshops (Please Specify ___others) employees FEMALE BLACK male FEMALE O TH B R MALE FEMALE W H MALE T B__ FEHALB- PARENTS ! PATRONS BLACK wale .TEiSMiS. OTHER- MALE female W H MALE O, : T E  FEMALE F F I C E R S BLACK MALE female 0 T H E R__ MALE FEMALE J, 1 1 1 1 i- qPVT P AT. 1 I t I I ^1 List membership of all school committees, including committees composed of parents/patrons, staff members, or a combination of parents and staff. Note: or a Have available upon request documentation concerning physical involvement. Examples of such documentation are the VIPS* Sign-in Roster, notices of various school functions, items of publicity about parent participation, etc. It is not necessary to provide monitors with a sign-in sheet of attendance at PTA meetings. Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.ACTIVITY -g-E. CLUB _H_1L MALE JL\nT B 2BHAUL E K B E R fl H __i L C H KALB FEMALE J_2. g.T H B R MALE female EXTRACURRICULAR ACTIVITIES w H MALE : T E FEMALE. fl P P N 8 o R e -B E A C K -HMcE. female O T JIALB. [ E R W H JIALB. OFEICER8/LSADERSHIP PO8ITION8 LT E -B-L-A C y Choir Student 2. 2. J. -o-u- ir4- Flag Mnn i ny Just A.a.y Mo 3- s 3 A A 3- -4 2. -6- -0- 9. A J. JL 1. 3 2. J, 4. -4- AG- 221 AL. 22. 2^ 2A 32 3 1 1 1  A H. 9 is report should include membership information. garding sponsors and officer positions, abers of coRunlttces. Include information In addition, include student plicate as needed. )raplGte and return to Planning, Research, and Evaluation office. iS'. O T HER_ lALE IfeMAL eI TOTA L__ 28 28 22, 25 J:LQ_ STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department.I STUDENTS.KETAINED I f^Z nc secondary ic-vel level. Do not , include only thos include failures of lent.5ta i nf'.l c. individual cou -.PG I ! GRADE LEVEL WHITE 1 2 3 4 5 6 RETAINED MALE FEMALE BLACK other HALE FEMALE MALE FEMALE ' TOTAL' MALE.FEMALE' n. 0 1 XI 0 0 n 5. 1 -0- jl 0 L XI 0. 0 A 0 XI Xl 0 .O. 0 XI XL XL 0 0 XI XI XL 0. 0 XI n XL Xi -\u0026gt; XI XI XL Xi e- n XI XL XI I TOTAL 1 0 9 1 0 0 Xi .CL PERCENT . 3 0 2 . 3 . 3 0 0 Xi I Provide the nost current information SECONDARY SUBJECT AREA COURSES FAILED 9 WHITE !SUBJECT AREA Grade Male Female BLACK Hale Female OTHER Male Female Male TOTAL Female\nEnglish 7/10 I English 8/11 ' English 9/12 Math History/Social Studies I I I Science i I________________ Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) TOTAL NLTMBER OF STUDENTS GRADUATING: BM BF WH WF OM OF TOTAL TOTAL TOTAL Duplicate as needed. Complete and return to Planning, Re-search, and Evaluation office.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: FOREST PARK ELEMENTARY READING 1?09_ 1990 1991 _ 1900 MATHEMATICS 1909 1990 _199.1_ ALL STUDENTS No. Tested No. Passed 58 49 66 64 63 59 69 64 58 51 66 65 63 56 69 68 Per cent Passed black males No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed WHITE MALES No. Passed Percent Passed WHITE FEMALES No. Passed Percent Passed 8.4, 45 17 85 17 100 lOQ. 94 93 88 98 89 99 16 89 24 100 15 100 100 13 76 22 100 100 16 100 15 79 18 95 11 100 19 100 17 14 19 73 17 05 17 100 100 94 24 100 15 100 100 82 18 82 100 16 100 100 18 95 11 100 19 100 5 7 8 6 8 7 8 6 OTHER MALES No. Passed Percent Passed OTHER FEMALES No. Passed *1 * 2 * 3 * 1 * 1 * 3 * 1 * 1 Percent Passed 100 100 100 100 50 100 100 100 Total of aJ_X students in the \"Other\" race category. These scores were not reported by gender.Cl too L: FOnRST PARK Et.EHENTARY, _ I?. READING 1S69 1P90 II. iJo. TuEted Ho. passed 45 42 51 47 49 43 51 50 45 41 jc^ccnt_Ps5d_ _9L_ J 2. 88 98 91 i  A-rf JiftVK- Uo. 1.osod 12 i 8 15 11 10 92 5- 1 :lo. Passed 7 Percent Passed, 78 V iTf .HALF! :o. r iced 10 ejccnt 2.353Bd_\n:'l!rrX_FiAbES Ho. Passed Passed OTJlRRJlALE'i Uo. Passed I I J 80 16 89 10 80 9 75 9 T t 100 17 94 10 77 8 89 10 100 13 0 100 13 0 90 10 0 100 11 100 100 13 100 0 pec^e.nt_Passed_____ c.TiiEP,TIiiLtS Iio. passed 1 0 0 0 * 1 0 Percent, Passed, 1___ lotnl 4 9.11 rcoi'T. V' 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 WATliiJlATICS 1909 51 44 86 8 80 15 83 9 90 12 92 0 0 1990 IJkNGUAGE ARTS SCIEHCe r.uidcnts in the \"Other\" rare cncrgory. . nut rept'f.ert by gender. 49 42 86 14 82 9 75 9 51 51 100 11 100 18 100 10 90 100 10 100 0 0 11 100 * 1 J 100 n'l -------------SO^AL STUUl Es um- 190B 1 awj-l-ina- _U2X- 45 35 51 38 49 31 51 47 45 31 51 33 49 31 51 38 45 32 51 38 49 33 51 41 I 70 6 46 6 67 10 100 13 100 0 0 75 63 8 40 4 7, 12 67 10 100 12 92 0 0 5 42 8 80 10 100 0 0 92 8 73 18 100 10 100 10 91 * 1 100 69 65 63 75 71 75 07 80 5 4 8 7 3 10 S 38 40 47 64 23 40 59 1 73 4 1 3 11 6 11 3\n13 44 39 25 61 67 61 25 72 i! 9 90 13 100 0 10 100 12 92 0 10 100 10 100 0 10 10 10 I 10 ' 10 100 100 100 I 9 82 13 100 0 13 100 0 too  100 ii 10 i 911 100 ! 82 1------ 1 1 0 1 11 0 r_ 0 0 * 1 0 0 0 - j- ! 1 I IJ. 100 100 1II t k k b  p 1142, Alii- READING 1990 GRADE 6 No. Tested No. P. iijcd 1202 1063 1765 1533 1799 1590 1709 1542 pTssat-Ps?el- __88 J.7. 88 1?67 1988 READING .989 5RAeE_g No. Tested No. Passed 1326 1130 1811 1679 1799 1623 EfiXSSDi-Jsase'i 85 Ji- JO. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS DISTRICT SUMMARY FIVE YEAR COMPARISON 1987 THROUGH 1991 1907 1998 READING in 1990 llii 1?7 ASfia HATUEHATICS lUi. 1991 GRADE 3 No. Tested No. Passed percent Pagsed 1991 1722 1615 90 1990|1991 1756 1562 89 1202 999 1274 1103 1844 1541 1946 1683 1958 1709 1863 1616 1275 1081 1844 1566 1946 1735 1950 1694 1B63 1620 87 -81. 87 87 i5 85 89 87 B7 MATHEhtATICS 18 1989 199011991 1987 LANGUAGE ARTS 1988 1989 .1190. i2?i llfii .il\u0026amp;l SCIENCE 1989 laio mi 1987 SOCIAL STUDIES ISO? 158? 1990 15?l Ji 1765 1518 1798 1602 1709 1544 1722 1550 1201 836 1765 1301 1790 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 176*, 17'JJ 1709 1 3 UI I ^6 .987 |1988 .^Oii__10 MATHEMATICS 1989 Ai 70 75 77 70 67 -TJ -li 60 -_-i8 .70 199011991 1987 LANGUAGE ARTS 1988 198911990 1987 SCIENCE 1900 1989 .I99fi 1111 .19 87. SbClAL^TUDlES .198U 1989 i??g 1 1991 I 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1811 1560 1799 1537 1756 1470 1792 1467 1326 724 1811 1272 1799 12 07 1756 1298 1792 1121 1326 866 IBl I 1275 1337 8.1 J 9. Ji 87 JiU___7 A 86 J5 J4 __01 JL 2a __ __ _4i .--70LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 DISTRICT SUMMARY GRADE 3 187 IBBB READING 1111 1111 . HB7 HOB 'mathematics Ult. 1120 Illi AU, STUDENTS No. Tested No. Passed 1274 1103 1844 1541 1946 1683 1958 1709 1863 1616 1275 1061 1844 1566 1946 1735 1950 1694 1863 1620 Percent passed 11 04 __Ofi 07 07 OS OS 11 07 B7 BLACK HALES No. Tested No. Passed 556 395 625 482 665 525 585 462 557 429 619 514 670 536 585 480 EISB4ES 33cd IX n __ 79 21 Q3 13 82 DL\u0026amp;CE-EEMA LBS Ho. Tested No. Passed 631 537 632 649 571 634 539 631 524 635 559 652 548 634 534 Percent Passed___________OS __86 fll 0 3 08 __04 __04 WHIIL. KAIES No. Tested No. Passed 318 293 326 316 294 290 318 296 341 331 314 292 317 293 PgEnS_Paaaed_ _25 u 14. 11 11 11 WHITE FEMMAS No. Tested No. Passed 311 293 330 317 306 300 304 295 309 294 329 316 306 300 304 292 Percent Passed __ OTHER MALES No. Tested No. Passed Percent Passed OTHER FEMALES No. Tested No. Passed Percent Passed IS 11 95 11 96 **24 23 **17 16 1 *20 19 **23 22 **24 23  *18 15 **20 23 18 21 11 111. Jai 11 10 11 Infornatlon by raco/gonder not available for 1987. ** Total of all students in the \"Other\" race category, not reported by gender. The scores were1241 1284. READING 999 i2ifi. - ,99  9B8 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 DISTRICT SUMMARY GRADE 6 MATHEMATICS B9 '011991 lANGUACE ARTS .9871198811,989 11990 1221. i2Bl. 1288 SCIENCE 1909 1282: 'sociKi. sTuniEf. 1900 1282. 1229 1221 AM. STUDENTS No. Tested No. Passed 1202 1063 1765 1533 1799 1590 1709 1542 1722 1615 1202 999 1765 1518 1798 1602 1709 1544 1722 1558 1201 836 1765 1301 1790 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 17G5 1157 12GS 1709 11IH ____88 bl ACK MAI.ES No. Touted Ho. pauNftJ P?C?fiDi- Ess?Oil I'tAVK.J-.fHAf.r.S No. Tcr.te-I Ho. P.^uufd Percent Passed KIItTE MALES No. Touted No. Passed PeCSSQt.PS??^ ''iTE tTA!.K5 !Jo. TeiitoU No. Paused PetSSQt., Passed oriiER hai.es No. Tcutct (Io. Pass* d PCS6nt..pa3sed '.THEP? FFHATES No. Tested No. Passed PeCS8IlL.Passe4._i_____ .81 98 90 96 93 09 90 10. 2.0. T4 71. n 78 67 66 73 ___6 0 __66 .70 -.22 553 4 32 535 423 575 483 531 467 553 432 574 494 532 447 550 330 536 327 571 377 533 341 556 317 538 318 572 370 533 352 554 305 \\\u0026gt;I2 593 515 14 311 296 95 270 262 11  *30 28 T9 84 631 562 577 520 88 621 590 89 18 95 78 82 86 81 60 6L 66 _Si _52 _.6\u0026lt;j _.4S a 08 I 602 512 631 562 579 516 618 569 597 4 30 632 468 570 428 621 4U4 602 295 635 337 581 337 617 389 630 19 I S /J! 95 __89 12 JI 72 78 12 __53__50 6: _53 62 69 \u0026lt;\u0026gt;0 295 278 275 264 277 269 308 287 295 273 276 263 276 259 309 269 296 252 276 242 276 238 306 273 295 257 27G 254 276 254 307 280 29!, 263 27 6 2 (.7 96 97 07 05 __go.__06 __09 _41 _44 __91 82 93\n 1 90 308 302 259 254 263 258 270 262 300 296 257 250 2G3 253 260 247 308 204 259 249 2G3 245 269 229 300 262 23G 265 233 270 2 35 111* 98 __90 96 97 96 92 92 96 93 85 __65 __21 18. __0? 82 - 87 **26 25 *22 21 *30 **2C 25 25 **22 21 30 **30 25 **26 23 **22 **31 19 28 **30 21 **26 22 **22 18 **31 27 30 2G 22 -1| 14. .24 100 11 96 9i 93 18. 8.6 12- 7 0 __81 fil __07 U .HO 0 Information by raco/gendcr not available for 1987. Total of 41J students in tt\u0026gt;e \"Other\" race category, not reported by gender. The scores wereI  LITTl.E ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PEREORM/d/CE TEST RESULTS 1990-91 DISTRICT SUMMARY CH/.DK 8 Ml SlUin.'-Ti No. N\u0026gt;. 1---- ISJ7 :\nitud Passed 1326 1130 1 9 it 8 RfiAO'lHC\" 1281 \u0026gt;2 a. 1991 . T 1241 1244 MATHEMATICS 1989 1990 an aiL I.ANCUAGE ARTS all as2 190 .1142. l?.8 'science 1?99. -1121 .ail. 1181 'social si-uincs A?29 n6r AUIUIIIMKA'I IvN rAriUNi-Scyfii.:. ._i :u5. VERCEHr PASaiKd Isa? I?09 II t !\u0026amp; I I 1799 1623 1756 1562 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1011 1799 1560 1537 1756 1478 1792 1467 1326 724 1811 1272 1799 1207 1756 1298 1792 1121 1326 866 lull 12/5 1799 1337 1756 1J24 1792 1U2 I 1560 isnu t .192 PercSOl .l-as5s4 No. tested No. Passed Pci 5?r\u0026gt;t Passed 0( ACK .msMl'S No. Tested No. Passed .81 I 5?S 811 Passed . *' i*L9\n.t* t- No. Tui-tcdi i  I No. I .Vised' percent Fa?Scd No. Tested No. Passed Percent Passed, 'ZINIH HAI I.: No. T'.: No. iMuJed Pcoent pj.'.ed No. Tested No. Passed ?ccent Pesged ._24 ,_4L 87 83 42. 42. 41 41. 44 _45 _82 4J 41 .54. 70 . -.1^ _3 , fls 8^ 70 90 324 I i 3/5 I 538 541 449 539 426 528 439 538 545 442 539 410 525 405 539 394 547 394 539 372 527 322 542 309 542 358 539 291 529 328 540 540 362 533 293 800 617 537 632 537 89 87 44 41 44 41 44 77 4i 71 41 4 _S5 __iT, _S5 312 303 289 281 267 254 _.9?_. 12. 308 205 261 258 305 299 .94 __JU I :6 40 21 36 42 37 .I_.5at 44 .J. 554 482 598 527 622 523 631 511 550 473 601 511 619 532 635 515 548 318 596 316 622 392 635 292 550 330 603 392 \u0026lt;\u0026gt;16 633 3 12 87 88 Ji Qi 41 44 __S3 iS. _58 _cs 69 ...52 ill 310 301 289 278 267 248 328 299 299 290 261 267 240 328 292 3)1 290 289 272 267 238 328 289 310 295 290 264 2ft7 222 ,96 41 .IS .24 __8.9 88 25 _21 _.83 1 376 354 307 298 261 254 304 292 378 360 300 302 262 254 305 299 376 324 307 261 262 241 305 265 379 309 266 260 239 306 242 I 4i 9 *26 39 23 35 !7_ 44 95 __90 __22 _2fi ____J6. __85 __11_41_______? US .2? 72 I i I 1 411 88 42 39 *50 45 26 *39 42 23 37 **50 25 16 39 31 42 35 50 35  2ft 33 * 42 I 50 34 J5 44 44 44 44 44 44 44 42. 43. 44 65 41 _11J__7a. Inroraation by race/ger.der and \"total test\" not available for 1987. Total ot ali students in the \"Other\" race category, not reported by yonder. The scores wereSTAFF DEVELOPMENT - CERTIFIED STAFF TOTAL NUMBER OF CERTIFIED STAFF Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EDUCATIONAL EQUITY Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Infusement STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Mathematics - Elementary (Secondary Subject Areas - List Under \"OTHER STAFF DEVELOPMENT\") High Scope Computer Program For Effective Teaching (PET) 1 cycle 2 cycles 3 cycles Assertive Discipline Classroom Management Parent-Teacher Conferences EMPLOYMENT PRACTICES Equitable Staffing Practices OTHER STAFF DEVELOPMENT (SPECIFY) These data should * To be completed at the end of the third nine weeks. be for completed staff development activities. Do not include staff development activities scheduled for 4th nine weeks (1991-1992).STAFF DEVELOPMENT SUPPORT STAFF TOTAL NUMBER OF SUPPORT PERSONNEL Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY DISCIPLINE MANAGEMENT PARENT/COMMUNITY RELATIONS OTHER STAFF DEVELOPMENT (SPECIFY) * To be completed at the end of the third, nine weeks. be for completed staff development activities. These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office. QUARTERLY DISCIPLINE MANAGEMENT REPORT Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. Do not send to Planning, Research, and Evaluation office.,TE: 06/18/91 HE: 10:25:51 ELEMENTARY STUDENT SURVEY TOTALS JEST i ON 14 TEXT EXISTENCE (5) (4) (3) \u0026lt;2) (1) AVG IMPORTANCE (5) (4) (3) \u0026lt;2) (1) AVG DIFF RANK 1 People feel safe at this school. 257 378 342 PCT 24.2 35.7 32.3 63 5.9 20 1.9 3.74 313 427 207 29.8 40.7 19.7 85 8.1 17 1.6 3.89 0,15 12 2 Teachers treat students fairly and consistently. 306 341 269 PCT 29.0 32.3 25.5 101 9.6 38 3.6 3.73 363 374 205 34.8 35.9 19.7 74 7.1 27 2.6 3.93 0.20 10 3 Teachers and students have a sense of pride and work together in this school. 384 340 237 PCT 36.4 32.2 22.4 73 6.9 22 2.1 3.93 271 391 263 26.1 37.6 25.3 90 8.7 25 2.4 3.76 0.17- 38 4 Extra learning time is provided for students who need or want it. 383 270 224 124 PCT 36.5 25.8 21.4 11.8 47 4.5 3.78 317 367 232 30.8 35.6 22.5 93 9.0 21 2.0 3.84 0.06 19 5 Students have opportunities to develop leadership skills. 390 270 222 115 PCT 37.1 25.7 21.1 11.0 53 5.0 3.78 304 309 257 134 29.2 29.7 24.7 12.9 37 3.6 3.68 0.10- 32 6 Teachers feel accountable for students who do not understand the work. 367 331 232 PCT 34.9 31.5 22.1 71 6.7 51 4.8 3.84 290 395 227 27.8 37.9 21.8 99 9.5 31 3.0 3.78 0.06- 27 7 Teachers expect low achievers to respond as often as other students. 297 240 246 PCT 28.3 22.8 23.4 132 136 12.6 12.9 3.40 226 268 288 145 107 21.9 25.9 27.9 14.0 10.3 3.34 0.06- 28 6 Slow learners receive as much praise as more advanced students. 299 262 245 147 PCT 28.6 25.0 23.4 14.1 93 8.9 3.50 270 329 248 120 26.4 32.2 24.2 11.7 56 5.5 3.62 0.12 14 9 Students in our school are excited about learning. 171 190 354 226 PCT 16.5 18.3 34.2 21.8 95 9.2 3.11 323 311 210 116 31.7 30.5 20.6 11.4 60 5.9 3.70 0.59 2 10 The school rules are fair. 385 221 227 106 106 PCT 36.8 21.1 21.7 10.1 10.1 3.64 363 323 177 109 35.6 31.7 17.4 10.7 46 4.7 3.82 0.18 11 11 Student work is proudly displayed throughout the school. 352 276 255 100 PCT 34.1 26.7 24.7 9.7 50 4.8 3.75 209 257 302 157 20.6 25.4 29.8 15.5 88 8.7 3.33 0.42- 47 12 Learning is seen as the most important reason for attending school. 725 170 PCT 69.1 16.2 95 39 20 9.1 3.7 1.9 4.46 546 299 126 52.8 28.9 12.2 39 24 3.8 2.3 4.26 0.20- 41 13 Students are treated in ways which encourage failures. success rather than focusing on 327 353 236 78 59 PCT 31.1 33.5 22.4 7.4 5.6 3.77 329 332 249 31.7 32.0 24.0 87 41 8.4 3.9 3.79 0.02 22 U Teachers have the same level of expectations of academic achievement for students of all races. 515 251 153 86 44 PCT 49.1 23.9 14.6 8.2 4.2 4.05 430 309 171 41.4 29.7 16.5 85 44 8.2 4.2 3.95 0.10- 33 15 Students learn to appreciate different life styles in their classes. 279 347 265 101 42 PCT 27.0 33.6 25.6 9.8 4.1 3.69 207 327 282 20.3 32.0 27.6 135 70 13.2 6.9 3.45 0.24- 43 16 Teachers have the same level of expectations for educational accomplishments 502 251 159 72 68 of female as well as male students. 17 There'is encouragement, as well as opportunity, for students of different races and life styles. PCT 47.7 23.9 15.1 6.8 6.5 447 303 177 67 46 PCT 43.0 29.1 17.0 6.4 4.4 18 Students in this school receive equal treatment regardless of race. 486 217 171 93 67 PCT 47.0 21.0 16.5 9.0 6.5 3.99 3.99 3.93 385 319 204 36.9 30.6 19.6 340 342 222 33.0 33.2 21.6 441 301 168 42.9 29.3 16.4 79 56 7.6 5.4 3.86 0.13- 36 80 45 7.8 4.4 3.82 0-17- 39 75 42 7.3 4.1 3.99 0.06 20.TE: 06/18/91 KE: 10:25:51 ELEMENTARY STUDENT SURVEY TOTALS tSTION K TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2\u0026gt; (1) AVG DIFF RANK 9 Teachers use textbooks, materials and different ways fair to students of all races and life styles. of teaching which are 553 274 PCT 52.7 26.1 150 14.3 49 24 4.7 2.3 4.22 362 352 202 34.9 34.0 19.5 85 8.2 35 3.4 3.88 0.34- 45 0 Teachers in this school receive equal treatment. 404 297 185 88 64 PCT 38.9 28.6 17.8 8.5 6.2 3.85 321 337 224 31.6 33.2 22.0 88 8.7 46 4.5 3.78 0.07- 30 1 Custodians in this school receive treatment equal to other staff mecnbers. 408 288 196 64 72 PCT 38.9 27.5 18.7 8.0 6.9 3.83 301 306 256 116 29.1 29.5 24.7 11.2 57 5.5 3.65 0.18- 40 2 Librarians in this school receive treatment equal to other staff members. 601 269 102 48 31 PCT 57.2 25.6 9.7 4.6 2.9 4.29 344 339 221 32.9 32.4 21.1 92 8.8 49 4.7 3.80 0.49- 49 3 Secretaries in this school receive treatment equal to other staff members. 594 254 127 44 27 PCT 56.8 24.3 12.1 4.2 2.6 4.28 353 337 209 90 43 34.2 32.7 20.3 8.7 4.2 3.84 0.44- 48 4 Teachers of all races in this school receive equal treatment. 611 235 113 48 35 PCT 58.6 22.6 10.8 4.6 3.4 4.28 433 303 183 70 37 42.2 29.5 17.8 6.8 3.6 3.99 0.29- 44 5 J am clear about my rights and responsibilities in this school. 598 256 116 50 23 PCT 57.3 24.5 11.1 4.8 2.2 4.30 436 360 158 34 43 42.3 34.9 15.3 3.3 4.2 4.07 0.23- 42 6 If a student has a problem, there are people in this school who will help. 636 192 141 54 31 PCT 60.3 18.2 13.4 5.1 2.9 4.27 531 311 124 47 28 51.0 29.9 11.9 4.5 2.7 4.21 0.06- 29 7 The principal and the assistant principaKs) of this responsive to students needs. school act on and are 523 303 141 54 37 PCT 49.4 28.6 13.3 5.1 3.5 4.15 421 384 164 43 35 40.2 36.7 15.7 4.1 3.3 4.06 0.09- 31 6 Punishment for breaking school rules is handled fairly in this school. 378 258 227 PCT 35.8 24.5 21.5 99 9.4 93 8.8 3.69 389 363 186 71 41 37.0 34.6 17.7 6.8 3.9 3.94 0.25 8 9 Teachers identify discipline problems early and respond quickly and firmly. 304 307 295 PCT 28.9 29.2 28.0 94 8.9 53 5.0 3.67 279 365 260 92 41 26.9 35.2 25.1 8.9 4.0 3.72 0.05 21  Attending a school which has a student body and staff that are racially mixed will be beneficial to my learning experience. 382 293 212 PCT 36.4 27.9 20.2 75 7.1 87 8.3 3.77 310 298 249 97 86 29.8 28.7 23.9 9.3 8.3 3.62 0.15- 37 $1 There are no racial problems in this school. 269 221 262 146 141 PCT 25.9 21.3 25.2 14.1 13.6 3.31 352 285 221 79 75 34.8 28.2 21.8 7.8 7.4 3.75 0.44 5 52 In this school problems are recognized and corrected. 352 304 235 103 PCT 34.2 29.5 22.8 10.0 36 3.5 3.80 330 363 210 77 32 32.6 35.9 20.8 7.6 3.2 3.87 0.07 17 53 Teachers know and treat students as individuals. 357 310 221 PCT 34.3 29.8 21.2 84 8.1 69 6.6 3.77 340 361 204 84 44 32.9 34.9 19.7 8.1 4.3 3.84 0.07 18 34 If a decision made at your to a higher authority. school seems unfair, you have the right to take it 348 192 200 138 172 PCT 33.1 18.3 19.0 13.1 16.4 3.38 356 317 204 83 74 34.4 30.7 19.7 8.0 7.2 3.77 0.39 6 35 learning expectations are communicated to all students. 419 331 182 PCT 40.8 32.2 17.7 69 6.7 27 2.6 4.01 346 358 216 63 37 33.9 35.1 21.2 6.2 3.6 3.89 0.12- 35 36 Parents understand the school's discipline policies and procedures. 433 320 195 PCT 41.1 30.4 18.5 65 6.2 41 3.9 3.98 381 362 191 68 37 36.7 34.8 18.4 6.5 3.6 3.94 0.04- 25h - t lI \\TE: 06/18/91 IME: 10:25:51 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY STUDENT SURVEY TOTALS PACE: 3 PROG: RAS5O3 CSTIOM M TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 7 There are open lines of communication among students, teachers, and the principal's office. 394 328 195 PCT 37.4 31.1 18.5 93 8.8 44 4.2 3.88 344 352 212 33.2 33.9 20.4 84 8.1 45 4.3 3.S3 0.05- 26 8 Information on career opportunities is available to me in this school. 315 237 233 138 121 PCT 30.2 22.7 22.3 13.2 11.6 3,46 273 315 239 128 26.5 30.6 23.2 12.4 74 7.2 3.56 0.10 15 9 All students participate in college entry or college level courses in this school. 145 160 188 154 356 PCT 14.5 16.0 18.7 15.4 35.5 2.58 204 238 200 124 236 20.4 23.8 20.0 12.4 23.6 3.04 0.46 4 0 Extracurricular activities are available to students without discrimination on the basis of sex. national origin, race, or handicapping condition. 441 248 211 PCT 42.0 23.6 20.1 62 87 5.9 8.3 3.85 383 295 219 84 36.8 28.4 21.1 8.1 59 5.7 3.82 0.03- 24 1 All students are provided with opportunities for success and recognition. 432 313 183 PCT 41.5 30.0 17.6 75 39 7.2 3.7 3.98 360 348 223 80 31 34.5 33.4 21.4 7.7 3.0 3.88 0.10- 34 2 Students treat teachers with respect. 209 290 356 139 50 PCT 20.0 27.8 34.1 13.3 4.8 3.44 395 358 183 64 33 38.2 34.7 17.7 6.2 3.2 3.98 0.54 3 3 Teachers treat students with respect. 355 282 231 PCT 34.3 27.3 22.3 91 75 8.8 7.3 3.72 447 330 172 50 27 43.6 32.2 16.8 4.9 2.6 4.09 0.37 7 4 Students treat other students with respect. 151 248 358 190 90 PCT 14.6 23.9 34.5 18.3 8.7 3.17 350 323 230 75 46 34.2 31.5 22.5 7.3 4.5, 3.83 0.66 1 5 Teachers treat other teachers with respect. 668 207 112 PCT 63.7 19.8 10.7 46 15 4.4 1.4 4.39 422 336 179 58 42 40.7 32.4 17.3 5.6 4.1 4.00 0.39- 46 6 Students are satisfied with their progress in school. 278 317 323 PCT 26.5 30.2 30.8 87 45 8.3 4.3 3.66 390 321 224 68 38 37.5 30.8 21.5 6.5 3.7 3.91 0.25 9 7 I enjoy coming to this school. 362 250 264 PCT 34.7 23.9 25.3 79 89 7.6 8.5 3.68 369 316 177 91 61 35.7 30.6 17.1 8.8 7.8 3.77 0.09 16 8 Principals treat students with respect. 589 216 148 PCT 56.5 20.7 14.2 50 39 4.8 3.7 4.21 522 314 131 39 27 50.5 30.4 12.7 3.8 2.6 4.22 0.01 23 9 Students treat principals with respect. 429 299 210 PCT 41.2 28.7 20.2 61 42 5.9 4.0 3.97 476 336 125 52 42 46.2 32.6 12.1 5.0 4.1 4.11 0.14 13s 1 T Ti J r DATE: 06/18/91 IME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS PAGE: PROG: RAS5' aUESTIOH (UH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG DIFF RA' 1 People feel safe at this school. 270 527 PCT 31.0 60.5 61 7.0 8 0.9 5 0.6 4.20 564 265 66.0 31.0 23 2.7 3 0.4 0 0.0 4.62 0.42 2: 2 Teachers treat students fairly and consistently. 226 556 PCT 26.0 64.0 83 9.6 4 0.5 0 0.0 4.15 567 265 66.5 31.1 20 2.3 0 0.0 0 0.0 4.64 0.49 11 3 Teachers and students have a sense of pride and work together in this school. 185 491 163 PCT 21.4 56.8 18.9 23 2.7 2 0.2 3.96 449 356 52.9 42.0 43 5.1 0 0.0 0 0.0 4.47 0.51 1 4 Extra learning tiine is provided for students *rfio need or want it. 271 407 154 PCT 31.1 46.8 17.7 38 4.4 0 0.0 4.04 373 370 101 43.8 43.4 11.9 8 0.9 0 0.0 4.30 0.26 3. 5 Students have opportunities to develop leadership skills. 234 379 220 PCT 26.9 43.6 25.3 34 3.9 2 0.2 3.93 249 383 204 29.3 45.1 24.0 13 1.5 1 0.1 4.01 0.06 5 6 Teachers feel accountable for students who do not understand the work. 318 438 106 PCT 36.6 50.4 12.2 7 0.8 0 0.0 4.22 382 333 132 44.3 38.6 15.3 14 1.6 1 0.1 4.25 0.03 7 Teachers expect low achievers to respond as often as other students. 201 413 211 PCT 23.1 47.5 24.3 40 4.6 4 0.5 3.88 295 393 155 34.3 45.7 18.0 16 1.9 1 0.1 4.12 0.24 3 8 Slow learners receive as much praise as tnore advanced students. 290 407 139 PCT 33.5 47.0 16.1 28 3.2 2 0.2 4.10 436 359 50.9 41.9 59 6.9 2 0.2 0 0.0 4.43 0.33 2 9 Students in our school are excited about learning. 75 425 314 iPCT 8.6 49.0 36.2 53 6.1 1 0.1 3.59 447 352 52.2 41.1 54 6.3 3 0.4 0 0.0 4.45 0.86 10 The school rules are fair. 407 368 PCT 47.2 42.7 68 7.9 15 1.7 4 0.5 4.34 497 311 58.3 36.5 43 5.0 0 0.0 1 0.1 4.52 0.18 4 11 Student work is proudly displayed throughout the school. 463 307 93 PCT 53.3 35.3 10.7 6 0.7 0 0.0 4.41 330 377 141 38.5 44.0 16.5 8 0.9 1 0.1 4.19 0.22- 6 12 Learning is seen as the most important reason for attending school. 407 315 112 PCT 47.1 36.5 13.0 29 3.4 1 0.1 4.27 564 243 66.0 28.5 47 5.5 0 0.0 0 0.0 4.60 0.33 2 13 Students are treated in ways which encourage success rather than focusing on failures. 273 489 99 PCT 31.3 56.1 11.4 9 1.0 1 0.1 4.17 516 299 60.1 34.8 43 5.0 1 0.1 0 0.0 4.54 0.37 2: 14 Teachers have the same level of expectations of academic achievement for students of all races. 451 317 PCT 51.8 36.4 75 8.6 26 3.0 1 0.1 4.36 593 233 68.7 27.0 36 4.2 1 0.1 0 0.0 4.64 0.28 3' 15 Students learn to appreciate different life styles in their classes. 204 440 189 PCT 23.6 50.9 21.8 31 3.6 1 0.1 3.94 278 378 178 32.5 44.2 20.8 20 2.3 1 0.1 4.06 0.12 4\n16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 524 300 PCT 60.1 34.4 41 4.7 7 0.8 0 0.0 4.53 516 278 59.9 32.3 61 7.1 6 0.7 1 0.1 4.51 0.02- 51 17 There is encouragement, as well as opportiriity, for students of different races and life styles. 478 315 PCT 54.9 36.2 64 7.3 14 1.6 0 0.0 4.44 500 295 58.1 34.3 61 7.1 3 0.3 1 0.1 4.50 0.06 55 18 Studer.ts in this school receive equal treatment regardless of race. 451 290 97 PCT 52.1 33.5 11.2 22 2.5 6 0.7 4.33 599 220 69.9 25.7 35 4.1 2 0.2 1 0.1 4.64 0.31 32ATE: 06/18/91 IME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS PAGE: PROG: RAS5C tUE ST I ON UH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4\u0026gt; I (3) (2) (1) AVG DIFF RA\u0026gt; 19 Teachers use textbooks, materials and different Mays of teaching which are fair to students of all races and life styles. 373 396 PCT 42.9 45.6 86 9.9 12 1.4 2 0.2 4.29 449 326 52.3 38.0 78 9.1 4 0.5 2 0.2 4.41 0.12 4 20 Teachers in this school receive equal treatment. 279 370 165 PCT 32.3 42.8 19.1 42 4.9 9 1.0 4.00 538 262 62.7 30.5 55 6.4 2 0.2 1 0.1 4.55 0.55 IC 21 Custodians in this school receive treatment equal to other staff members. 316 396 120 PCT 36.5 45.7 13.9 28 3.2 6 0.7 4.14 411 325 107 48.1 38.0 12.5 11 1 1.3 0.1 4.32 0.18 43 22 Librarians in this school receive treatment equal to other staff members. 543 288 PCT 62.4 33.1 32 3.7 6 1 0.7 0.1 4.57 461 305 88 5 2 53.5 35.4 10.2 0.6 0.2 4.41 0.16- U 23 Secretaries in this school receive treatment equal to other staff members. 522 289 PCT 60.1 33.3 46 5.3 11 0 1.3 0.0 4.52 449 310 88 9 1 4.39 0.13- 62 52.4 36.2 10.3 1.1 0.1 24 Teachers of all races in this school receive equal treatment. 407 303 112 PCT 47.2 35.2 13.0 32 8 3.7 0.9 4.24 540 253 63.5 29.8 55 0 2 6.5 0.0 0.2 4.56 0.32 31 25 I am clear about my rights and responsibilities in this school. 504 291 PCT 57.9 33.4 57 6.6 17 1 2.0 0.1 4.47 526 276 61.5 32.3 50 2 1 5.8 0.2 0.1- 4.54 0.07 5\n26 If a student has a problem, there are people in this school who Mill help. 539 255 PCT 62.0 29.3 64 7.4 11 1 1.3 0.1 4.51 605 219 70.4 25.5 31 3 1 3.6 0.3 0.1 4.65 0.14 46 27 The principal and the assistant principal(s) of this school act on and are 420 345 91 responsive to studenW' needs. PCT 48.6 39.9 10.5 9 0 1.0 0.0 4.35 545 284 63.5 33.1 27 2 0 3.1 0.2 0.0 4.59 0.24 4( 28 Punishment for breaking school rules is handled fairly in this school. 233 400 178 PCT 26.9 46.2 20.6 52 3 6.0 0.3 3.93 539 292 63.1 34.2 21 1 1 2.5 0.1 0.1 4.60 0.67 6 29 Teachers identify discipline problems early and respond quickly and firmly. 191 521 143 PCT 22.1 60.2 16.5 10 0 1.2 0.0 4.03 523 306 61.3 35.9 24 0 0 2.8 0.0 0.0 4.58 0.55 n school which has a student body and staff that are racially mixed 30 Teaching in a ------------------- will be beneficial to student learning experience. 415 355 PCT 48.1 41.2 79 9.2 10 3 1.2 0.3 4.35 376 317 44.1 37.2 133 20 7 15.6 2.3 0.8 4.21 0.14- bi 31 There are no racial problems in this school. 86 313 302 127 27 PCT 10.1 36.6 35.3 14.9 3.2 3.35 381 332 122 4 1 45.4 39.5 14.5 0.5 0.1 4.29 0.94 32 In this school problems are recognized and corrected. 157 456 211 PCT 18.2 52.9 24.5 35 3 4.1 0.3 3.84 433 359 51.3 42.5 50 2 0 5.9 0.2 0.0 4.44 0.60 33 Teachers know and treat students as individuals. 326 451 PCT 37.9 52.4 82 9.5 1 1 0.1 0.1 4.27 487 327 57.3 38.5 36 0 0 4.2 0.0 0.0 4.53 0.26 37 34 If a decision made at your school seems unfair, you have the right to take it to 495 245 B higher authority. WT 57.6 28.5 83 9.7 30 7 3.5 0.8 4.38 446 315 52.6 37.1 82 5 0 9.7 0.6 0.0 4.41 0.03 5\n35 Learning expectations are communicated to all students. 476 332 PCT 55.3 38.6 49 5.7 3 0 0.3 0.0 4.48 521 278 61.9 33.0 43 0 0 5.1 0.0 0.0 4.56 0.08 51 36 Parents understand the school's discipline policies and procedures. 219 446 181 PCT 25.3 51.6 20.9 18 1 2.1 0.1 3.99 511 299 59.9 35.1 42 1 0 4.9 0.1 0.0 4.54 0.55 12(J TE: 06/18/91 ME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEHENTARY TEACHER SURVEY TOTALS PAGE: 3 PROG: RAS501 STION 4 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK There are open lines of communication among students, teachers, and the principal's office. 367 351 118 PCT 42.5 40.7 13.7 22 2.5 5 0.6 4.22 512 296 60.3 34.9 41 4.8 0 0.0 0 0.0 4.55 0.33 30 } Information on career opportunities is available to all students in this school. 123 257 291 108 PCT 15.1 31.7 35.8 13.3 33 4.1 3.40 155 225 245 126 19.3 28.1 30.5 15.7 51 6.4 3.38 0.02- 59 \u0026gt; All students participate in college entry or college level courses in this school. 13 PCT 1.9 34 5.0 59 112 467 8.6 16.4 68.2 1.56 41 6.1 54 71 92 418 8.0 10.5 13.6 61.8 1.82 0.26 38 ) Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. 454 230 95 PCT 54.4 27.5 11.4 29 3.5 27 3.2 4.26 371 261 132 45.1 31.8 16.1 35 4.3 23 2.8 4.12 0-14- 65 All students are provided with opportunities for success and recognition. 498 298 PCT 57.6 34.5 64 7.4 5 0 0.6 0.0 4.49 521 278 61.7 32.9 46 5.4 0 0.0 0 0.0 4.56 0.07 53  Students treat teachers with respect. 39 375 330 111 6 PCT 4.5 43.6 38.3 12.9 0.7 3.38 614 205 72.5 24.2 26 1 3.1 0.1 1 0.1 4.68 1.30 1 3 Teachers treat students with respect. 231 531 96 PCT 26.7 61.4 11.1 6 1 0.7 0.1 4.13 606 220 71.1 25.8 25 1 2.9 0.1 0 0.0 4.67 0.54 13 \u0026gt; Students treat other students with respect. 24 318 422 96 4 PCT 2.836.848.811.1 0.5 3.30 514 278 60.5 32.7 55 3 0 6.5 0.4 0.0, 4.53 1.23 2 i Teachers treat other teachers with respect. 227 501 119 PCT 26.2 57.9 13.8 17 1 2.0 0.1 4.08 548 265 64.2 31.1 39 0 1 4.6 0.0 0.1 4.59 0.51 16 \u0026gt; Students are satisfied with their progress in school. 51 576 223 PCT 5.9 66.9 25.9 11 0 1.3 0.0 3.77 408 373 47.9 43.8 68 3 0 8.0 0.4 0.0 4.39 0.62 6 7 I enjoy coming to this school. 307 443 90 PCT 35.2 50.9 10.3 23 8 2.6 0.9 4.16 508 315 59.1 36.7 32 3 1 3.7 0.3 0.1 4.54 0.38 24 1 Parents are welcome in this school. 695 150 PCT 80.1 17.3 22 2.5 0 1 0.0 0.1 4.77 527 267 61.6 31.2 60 1 1 7.0 0.1 0.1 4.53 0.24- 68 ? Teachers provide parents with information and techniques for helping students learn. 295 467 101 PCT 34.1 53.9 11.7 3 0 0.3 0.0 4.21 407 365 47.4 42.5 83 3 0 9.7 0.3 0.0 4.37 0.16 45 3 Student progress is reported to parents at conferences. 663 196 PCT 76.6 22.7 5 0.6 1 0 0.1 0.0 4.75 573 247 66.9 28.9 36 0 0 4.2 0.0 0.0 4.62 0.13- 63 1 Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. 440 384 PCT 50.7 44.2 40 4.6 3 1 0.3 0.1 4.45 510 313 59.8.36.7 30 0 0 3.5 0.0 0.0 4.56 p.ll 49 2 Parents voluntarily visit the school. 231 280 273 PCT 26.7 32.4 31.6 60 1 9.2 0.1 3.76 328 366 141 14 2 38.5 43.0 16.6 1.6 0.2 4.17 0.41 23 5 Parents irtderstand the school's instructional program. 116 454 256 PCT 13.5 52.9 29.8 31 1 3.6 0.1 3.76 341 389 114 4 0 40.2 45.9 13.4 0.5 0.0 4.25 0.49 19  Teachers treat parents with respect. 560 291 15 PCT 64.6 33.6 1.7 1 0 0.1 0.0 4.62 546 269 42 0 0 63.7 31.4 4.9 0.0 0.0 4.58 0.04- 60JE: 06/18/91 HE: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS P^GE\n4 PROG: RASSOl 'EST! ON H TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) I (3) (2) (1) AVG DIFF RANK 5 Parents treat teachers with respect. 113 567 178 PCT 13.0 65.2 20.5 10 1.2 1 0.1 3.89 513 296 59.7 34.5 50 5.8 0 0.0 0 0.0 4.53 0.64 7 6 Parents and connunity members are involved in school decisions through advisory conrnittees. 211 369 217 PCT 24.6 43.0 25.3 52 6.1 9 1,0 3.84 253 383 188 29.8 45.2 22.2 22 2.6 2 0.2 4.01 0.17 44 7 Parents st4\u0026gt;port the school's instructional program. 132 502 208 PCT 15.3 58.3 24.2 18 2.1 1 0.1 3.86 381 391 44.7 45.9 77 9.0 3 0.4 0 0.0 4.34 0.48 20 8 Parents promote the school's instructional program. 109 412 282 PCT 12.7 48.1 32.9 50 5.8 3 0.4 3.67 315 397 121 37.2 46.9 14.3 13 1.5 0 0.0 4.19 0.52 14 9 Adninistrators are willing to listen to the ideas and feelings of others, even when they disagree. 287 341 187 PCT 33.2 39.4 21.6 37 4.3 13 1.5 3.98 467 325 54.5 37.9 63 7.4 2 0.2 0 0.0 4.46 0.48 21 0 Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 239 495 118 PCT 27.6 57.2 13.6 14 1.6 0 0.0 4.10 397 385 46.3 44.9 76 8.9 0 0.0 0 0.0 4.37 0.27 35 1 When important decisions are made about programs in this school, my ideas are acknowledged. 221 362 208 PCT 25.6 41.9 24.1 55 6.4 17 2.0 3.82 315 390 141 37.0 45.8 16.5 6 0.7 0 0.0 4.19 0.37 26 There is encouragement and personal support among staff members in this school. 284 405 145 PCT 32.8 46.8 16.7 25 2.9 7 0.8 4.07 432 349 50.5 40.6 74 6.6 1 0.1 0 0.0 4.41 0.34 27 Principals treat parents with respect. 608 223 PCT 70.2 25.8 31 3.6 3 0.3 1 0.1 4.65 553 266 64.6 31.1 34 4.0 0 0.0 1 0.1 4.60 0.05- 61 Parents treat principals with respect. 179 539 142 PCT 20.7 62.3 16.4 5 0.6 0 0.0 4.03 501 310 58.6 36.3 43 5.0 0 0.0 1 0.1 4.53 0.50 17 Principals treat teachers with respect. 437 324 PCT 50.4 37.4 60 9.2 19 2.2 7 0.8 4.34 586 245 68.5 28.6 24 2.8 1 0.1 0 0.0 4.65 0.31 33 Teachers treat principals with respect. 430 396 PCT 49.7 45.7 35 4.0 4 0.5 1 0.1 4.44 572 259 66.6 30.2 28 3.3 0 0.0 0 0.0 4.63 0.19 41 Principals treat stixJents with respect. 534 289 PCT 61.4 33.3 43 4.9 3 0.3 0 0.0 4,55 569 258 66.4 30.1 29 3.4 1 0.1 0 0.0 4.62 0.07 54 Students treat principals with respect. 188 467 183 PCT 21.7 53.8 21.1 29 3.3 1 0.1 3.93 580 244 67.9 28.6 30 3.5 0 0.0 0 0.0 4.64 0.71 5TE: 06/18/91 ME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: PROG: RAS50 SUMMARY ESTION M TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) I (3) (2) \u0026lt;n AVG DIFF RAN 1 People feel safe at this school. 462 777 166 PCT 32.3 54.3 11.6 20 1.4 6 0.4 4.16 768 529 55.7 38.3 73 5.3 9 1 0.7 0.1 4.48 0.32 18 2 Teachers treat students fairly and consistently. 321 800 262 PCT 22.6 56.3 18.4 31 2.2 8 0.6 3.98 738 548 53.9 40.0 72 7 5 5.3 0.5 0.4 4.46 0.48 7 3 Teachers and students have a sense of pride and work together in this school. 503 691 203 PCT 35.4 48.6 14.3 19 5 1.3 0.4 4.17 578 637 143 11 1 42.2 46.5 10.4 0.8 0.1 4.29 0.12 36 4 Extra learning time is provided for students uho need or want it. 386 561 342 PCT 27.5 40.0 24.4 88 25 6.3 1.6 3.85 562 592 187 18 3 41.343.513.7 1.3 0.2 4.24 0.39 13 5 Students have opportunities to develop leadership skills. 369 606 353 PCT 26.2 43.0 25.0 66 14 4.8 1.0 3.88 412 642 275 34 2 30.2 47.0 20.1 2.5 0.1 4.04 0.16 35 6 Teachefs feel accountable for students who do not understand the work. 244 576 428 PCT 17.5 41.4 30.7 115 29 8.3 2.1 3.64 456 589 258 42 5 33.843.619.1 3.1 0.4 4.07 0.43 9 7 Teachers expect low achievers to respond as often as other students. 183 471 455 194 33 PCT 13.7 35.3 34.1 14.5 2.5 3.43 268 524 389 102 11 20.7 40.5 30.1 7.9 0.9 3.72 0.29 21 8 Slow learners receive as much praise as more advanced students. 281 493 365 149 34 PCT 21.3 37.3 27.6 11.3 2.6 3.63 505 566 190 32 3 39.0 43.7 14.7 2.5 0.2 4.18 0.55 4 9 Students in our school are excited about learning. 292 661 369 PCT 21.3 48.1 26.9 42 10 3.1 0.7 3.86 632 543 138 8 1 47.8 41.1 10.4 0.6 0.1 4.35 0.49 6 0 The school rules are fair. 466 649 228 PCT 33.4 46.5 16.3 43 11 3.1 0.8 4.08 592 589 153 15 2 43.8 43.6 11.3 1.1 0.1 4.29 0.21 29 1 Student work is proudly displayed throughout the school. 774 411 177 PCT 55.5 29.5 12.7 27 6 1.9 0.4 4.37 434 556 293 49 8 32.4 41.5 21.9 3.7 0.6 4.01 0.36- 62 12 Learning is seen as the most important reason for attending school. 837 436 PCT 60.0 31.2 115 8.2 7 1 0.5 0.1 4.50 625 444 60.4 32,5 89 7 0 6.5 0.5 0.0 4.52 0.02 47 3 Students are treated in ways which encourage success rather than focusing on failures. 448 666 224 PCT 32.3 48.1 16.2 37 10 2.7 0.7 4.08 683 538 50.6 39.9 107 16 5 7.9 1.2 0.4 4.39 0.31 20 14 Teachers have the same level of expectations of academic achievement for students of all races. 464 548 272 PCT 33.6 39.7 19.7 75 20 5.4 1.5 3.98 695 478 139 21 6 51.8 35.6 10.4 1.6 0.6 4.36 0.38 14 i5 Students learn to appreciate different life styles in their classes. 287 616 358 PCT 21.0 45.0 26.2 90 17 6.6 1.2 3.77 331 517 366 100 16 24.9 38.9 27.5 7.5 1.2 3.78 0.01 49 ,6 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 580 604 159 PCT 42.1 43.8 11.5 32 4 2.3 0.3 4.25 587 538 195 24 8 43.4 39.8 14.4 1.8 0.6 4.23 0.02- 51 7 There is encouragement, as well as opportunity, for students of different races and life styles. 491 590 221 PCT 35.7 42.9 16.1 62 11 4.5 0.8 4.08 587 532 182 23 8 44.1 39.9 13.7 1.7 0.6 4.25 0.17 33DATE\n06/18/91 TIME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS SUMMARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) . \u0026lt;3) \u0026lt;2) (1) AVG 18 Students in this school receive equal treatment regardless of race. 483 551 245 PCT 35.3 40.3 17.9 70 5.1 18 1.3 4.03 746 445 56.3 33.6 106 8.0 22 1.7 5 0.4 4.43 19 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 559 609 176 PCT 40.3 43.9 12.7 37 6 2.7 0.4 4.20 608 551 158 45.1 40.9 11.7 26 1.9 5 0.4 4.28 20 Teachers in this school receive equal treatment. 398 681 205 PCT 30.1 51.6 15.5 29 8 2.2 0.6 4.08 489 551 225 37.9 42.7 17.4 19 1.5 7 0.5 4.15 21 Custodians in this school receive treatment equal to other staff members. 327 614 251 PCT 25.7 48.3 19.8 56 22 4.4 1.7 3.91 370 526 303 29.3 41.6 24.0 53 4.2 11 0.9 3.94 22 Librarians in this school receive treatment equal to other staff members. 459 661 141 PCT 35.8 51.6 11.0 16 5 1.2 0.4 4.21 386 542 289 30.5 42.8 22.8 42 3.3 8 0.6 3.99 23 Secretaries in this school receive treatment equal to other staff members. 465 655 132 PCT 36.4 51.3 10.3 22 4 1.7 0.3 4.21 388 518 303 30.8 41.1 24.0 42 3.3 9 0.7 3.97 24 Teachers of all races in this school receive equal treatment. 463 592 187 PCT 35.9 45.9 14.5 37 11 2.9 0.9 4.13 527 498 219 41.5 39.2 17.3 21 1.7 4 0.3 4.20 25 1 am clear about my rights and responsibilities in this school. 649 539 152 PCT 47.3 39.3 11.1 25 8 1.8 0.6 4.30 593 530 185 44.7 39.9 13.9 16 1.2 3 0.2 4.27 26 If a student has a problem, there are people in this school who will help. 649 500 197 PCT 46.7 36.0 14.2 33 11 2.4 0.8 4.25 766 479 57.0 35.6 93 6.9 4 0.3 2 0.1 4.49 27 The principal and the assistant principal(s) of this school act on and are responsive to students' needs. 593 572 176 PCT 42.4 40.9 12.6 41 16 2.9 1.1 4.20 702 516 52.2 38.3 113 8.4 9 0.7 6 0.4 4.41 28 Punishment for breaking school rules is handled fairly in this school. 414 667 244 PCT 29.7 47.8 17.5 52 18 3.7 1.3 4.00 638 548 147 47.3 40.6 10.9 12 0.9 4 0.3 4.33 29 Teachers identify discipline problems early and respond quickly and firmly. 342 596 373 PCT 24.7 43.1 27.0 57 4.1 14 1.0 3.86 571 582 162 42.9 43.8 12.2 11 0.8 4 0.3 4.28 30 Attending a school which has a student body and staff that ere racially mixed will be beneficial to my child's learning experience. 563 484 243 PCT 40.8 35.1 17.6 57 32 4.1 2.3 4.07 485 436 265 36.2 32.5 19.8 104 7.8 50 3.7 3.89 31 There are no racial problems in this school. 162 407 430 242 108 PCT 12.0 30.2 31.9 17.9 8.0 3.20 539 495 196 41.4 38.0 15.0 52 4.0 21 1.6 4.13 32 In this school problems are recognized and corrected. 309 688 315 PCT 22.5 50.1 23.0 52 8 3.8 0.6 3.90 531 614 158 40.3 46.6 12.0 12 0.9 4 0.3 4.25 33 Teachers know and treat students as individuals. 417 680 239 PCT 30.2 49.3 17.3 35 8 2.5 0.6 4.06 607 585 45.4 43.8 127 9.5 13 1.0 5 0.4 4.32 34 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 847 357 128 PCT 61.0 25.7 9.2 37 19 2.7 1.4 4.42 697 473 146 51.9 35.2 10.9 20 1.5 6 0.4 4.36 PAGE: PROG: RAS' 01FF 0.40 0.08 0.07 0.03 0.22- 0.24- 0.07 0.03- 0.24 0.21 0.33 0.42 0.18- 0.93 0.35 0.26 0.06- R 1 1 5 1 2 5'TE: 06/18/91 ME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: 3 SUMMARY PROG: RAS5O2 ESTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG 5 Learning expectations are communicated to all students. IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 6 Parents understand the schools discipline policies and procedures. 7 There are open lines of communication principal's office. among students, teachers, and the 8 Information on career opportunities is available to fny child in this school. 9 All students participate in college entry or college level courses in thi school. s 0 Extracurricular activities are available to students without di\n. . - ------------.w Hiiiluuk uiscrii the basis of sex, national origin, race, or handicapping condition. iscrifnination on 1 All students are provided with opportunities for success and recognition. 2 Students treat teachers with respect. 3 Teachers treat students with respect. 4 Students treat other students with respect. 5 Teachers treat other teachers with respect. 5 Students are satisfied with their progress in school. 7 1 enjoy coming to this school. 8 Parents are welcome in this school. learn'^'\"^ provide parents with information and techniques for helping students 0 Student progress is reported to parents at conferences. 1 Teachers frequently communicate with parents on student areas of strength and weakness. progress and indicate 551 621 162 PCT 40.5 45.6 11.9 601 611 163 PCT 42.7 43.4 11.6 494 592 239 PCT 35.6 42.7 17.2 232 401 371 PCT 17.9 30.9 28.6 77 141 171 25 1.8 3 0.2 4.24 610 561 138 46.2 42.5 10.4 10 0.8 2 0.2 4.33 0.09 39 25 1.8 52 3.7 198 15.2 179 7 0.5 11 0.8 97 7.5 601 PCT 6.6 12.1 14.6 15.3 51.4 502 495 212 PCT 37.8 37.3 16.0 501 592 221 PCT 36.8 43.5 16.2 244 708 379 PCT 17.6 51.2 27.4 352 702 277 PCT 25.6 51.1 20.2 126 582 572 4.26 4.08 3.36 2.07 64 4.8 55 4.1 3.99 38 2.8 9 0.7 4.13 47 3.4 37 2.7 90 6 0.4 5 0.4 16 PCT 9.1 42.0 41.3 6.5 1.2 446 711 162 13 1 PCT 33.5 53.3 12.2 1.0 0.1 219 712 393 44 9 PCT 15.9 51.7 28.5 3.2 0.7 602 569 189 35 13 PCT 42.8 40.4 13.4 2.5 0.9 1082 265 PCT 76.8 18.8 599 502 PCT 42.6 35.7 1037 297 PCT 74.3 21.3 688 494 PCT 48.8 35.0 53 7 2 3.8 0.5 0.1 246 48 10 17.5 3.4 0.7 51 9 1 3.7 0.6 0.1 173 41 14 12.3 2.9 1.0 3.82 3.98 3.51 4.19 3.79 4.21 4.71 4.16 4.69 4.27 600 5 73 157 44.3 42.4 11.6 635 537 145 47.4 40.1 10.8 304 427 318 21 1.6 2 0.1 4.29 0.03 46 19 1.4 4 0.3 4.32 0.24 24 139 24.2 33.9 25.3 11.0 137 183 213 163 70 5.6 443 12.0 16.1 18.7 14.3 38.9 454 475 250 35.2 36.8 19.4 573 565 152 43.3 42.7 11.5 734 500 55.0 37.5 718 510 53.8 38.2 587 558 43.6 41.4 3.60 2.48 0.24 0.41 25 11 89 6.7 92 6.9 183 13.6 595 558 133 72 5.6 39 3.0 3.95 0.04- 53 24 1.8 10 0.8 4.25 0.12 37 10 0.7 13 1.0 14 2* 0.1 4.46 0.64 3 1 0.1 4.44 0.46 8 5 1.0 0.4 4.26 0.75 2 19 4 45.5 42.6 10.2 1.5 0.3 608 575 137 17 3 45.4 42.9 10.2 1.3 0.2 554 565 202 27 4 41.0 41.8 14.9 2.0 0.3 737 468 54.6 34.6 692 515 131 13 2 9.7 1.0 0.1 136 9 1 51.1 38.1 10.1 0.7 0.1 616 448 60.6 33.3 76 5 2 5.6 0.4 0.1 4.31 4.31 4.21 4.42 4.39 4.53 0.12 0.52 0.00 0.29- 0.23 0.16- 38 5 50 61 27 57 , 765 486 56.5 35.9 69 12 2 6.6 0.9 0.1 4.47 0.20 31DATE: 06/18/91 TIME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: PROG: RAS5 SUMMARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2\u0026gt; (1) AVG DIFF R/ 52 Parents voluntarily visit the school. 395 502 416 PCT 28.5 36.2 30.0 66 4.8 9 0.6 3.87 449 550 302 33.4 40.9 22.5 36 2.7 7 0.5 4.04 0.17 53 Parents understand the school's instructional program. 315 675 346 PCT 22.7 48.6 24.9 51 3.7 3 0.2 3.89 459 613 235 34.3 45.8 17.6 25 1.9 5 0.4 4.11 0.22 54 Teachers treat parents with respect. 755 518 PCT 54.2 37.2 108 12 7.7 0.9 1 0.1 4.44 657 543 137 48.7 40.3 10.2 9 0.7 3 0.2 4.36 0.08- 55 Parents treat teachers with respect. 598 650 143 4 PCT 42.8 46.6 10.2 0.3 1 0.1 4.31 664 535 49.5 39.9 130 9 3 9.7 0.7 0.2 4.37 0.06 56 Parents and community members are involved in school decisions through advisory conwittees. 274 518 394 128 27 PCT 20.4 38.6 29.4 9.5 2.0 3.65 407 542 308 42 7 31.2 41.5 23.6 3.2 0.5 3.99 0.34 57 Parents support the school's instructional program. 342 716 278 34 9 PCT 24.8 51.9 20.2 2.5 0.7 3.97 502 576 234 24 1 37.5 43.1 17.5 1.8 0.1 4.16 0.19 58 Parents promote the school's instructional program. 255 640 387 55 11 PCT 18.9 47.5 28.7 4.1 0.8 3.79 423 562 285 44 3 32.1 42.7 21.6 3.3 0.2 4.03 0.24 59 Principals treat parents with respect. 825 439 PCT 58.9 31.3 117 14 6 8.4 1.0 0.4 4.47 696 502 144 8 1 51.5 37.2 10.7 0.6 0.1 4.39 0.08- 60 Parents treat principals with respect. 651 604 PCT 46.7 43.4 124 11 3 8.9 0.8 0.2 4.35 676 517 148 10 2 50.0 38.2 10.9 0.7 0.1 4.37 0.02 61 Principals treat students with respect. 672 543 162 19 3 PCT 48.0 38.8 11.6 1.4 0.2 4.33 688 550 50.6 40.5 111 8 2 6.2 0.6 0.1 4.40 0.07 62 Students treat principals with respect. 456 679 230 24 4 PCT 32.7 48.7 16.5 1.7 0.3 4.11 722 514 53.5 38.1 102 7 5 7.6 0.5 0.4 4.43 0.32ATE: 06/07/91 IME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS5O 24 FOREST PARK ELEMENTARY UESTION UM TEXT EXISTENCE (5) (4) \u0026lt;3) (2) \u0026lt;1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG OIFF RANI 1 People feel safe at this school. 11 12 PCT 47.8 52.2 0 0.0 0 0.0 0 0.0 4.47 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.26 21 2 Teachers treat students fairly and consistently. 6 17 PCT 26.1 73.9 0 0.0 0 0.0 0 0.0 4.26 15 8 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 0.39 11 3 Teachers and students have a sense of pride and work together in this school. 7 15 PCT 30.4 65.2 1 4.3 0 0.0 0 0.0 4.26 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.43 8 4 Extra learning time is provided for students who need or want it. 10 11 PCT 45.5 50.0 1 4.5 0 0.0 0 0.0 4.40 13 7 59.1 31.8 2 9.1 0 0.0 0 0.0 4.50 0.10 37 5 Students have opportunities to develop leadership skills. 8 11 4 PCT 34.8 47.8 17.4 0 0.0 0 0.0 4.17 7 9 6 30.4 39.1 26.1 1 4.3 0 0.0 3.95 0.22- 67 6 Teachers feet accountable for students who do not understand the work. 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.00 48 7 Teachers expect low achievers to resporxi as often as other students. 5 14 4 PCT 21.7 60.9 17.4 0 0.0 0 0.0 4.04 11 9 3 47.8 39.1 13.0 0 0.0 0 0.0 4.34 0.30 17 8 Slow learners receive as much praise as more advanced students. 10 8 4 PCT 43.5 34.8 17.4 1 4.3 0 0.0 4.17 16 7 0 69.6 30.4 0.0 0 0.0 0 0.0 4.69 0.52 7 9 Students in our school are excited about learning. 3 17 3 PCT 13.0 73.9 13.0 0 0.0 0 0.0 4.00 14 8 1 60.9 34.8 4.3 0 0.0 0 0.0 4.56 0.56 6 10 The school rules are fair. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 17 5 1 73.9 21.7 4.3 0 0.0 0 0.0 4.69 0.04- 52 1 Student work is proudly displayed throughout the school. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 10 11 2 43.5 47.8 8.7 0 0.0 0 0.0 4.34 0.39- 68 2 Learning is seen as the most important reason for attending school. 15 6 PCT 65.2 26.1 2 8.7 0 0.0 0 0.0 4.56 20 3 0 87.0 13,0 0.0 0 0.0 0 0.0 4.86 0.30 18 13 Students are treated in ways which encourage success rather than focusing on failures. 9 13 PCT 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 15 8 0 65.2 34.8 0.0 0 0.0 0 0.0 4.65 0.31 16 \u0026gt;4 Teachers have the same level of expectations of academic achievement for students of all races. 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 16 7 0 69.6 30.4 0.0 0 0.0 0 0.0 4.69 0.30 19 15 Students learn to appreciate different life styles in their classes. 6 14 3 PCT 26.1 60.9 13.0 0 0.0 0 0.0 4.13 9 12 2 39.1 52.2 8.7 0 0.0 0 0.0 4.30 0.17 31 16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 16 7 PCT 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 15 8 0 65.2 34.8 0.0 0 0.0 0 0.0 4.65 0.04- 53 7 There is encouragement, as well as opportunity, for students of different end life styles. races 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 16 6 1 69.6 26.1 4.3 0 0.0 0 0.0 4.65 0.26 22DATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS50 024 - FOREST PARK ELEMENTARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1\u0026gt; AVG IMPORTANCE (5) (4) (3) \u0026lt;2\u0026gt; (1) AVG 0 If F RAN 18 Students in this school receive equal treatment regardless of race. 13 10 0 PCT 56.5 43.5 0.0 0 0.0 0 0.0 4.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.22 26 19 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 14 9 0 PCT 60.9 39.1 0.0 0 0.0 0 0.0 4.60 17 5 73.9 21.7 1 4.3 0 0.0 0 0.0 4.69 0.09 38 20 Teachers in this school receive equal treatment. 8 15 0 PCT 34.8 65.2 0.0 0 0.0 0 0.0 4.34 15 7 65.2 30.4 1 4.3 0 0.0 0 0.0 4.60 0.26 23 21 Custodians in this school receive treatment equal to other staff members. 13 10 0 PCT 56.5 43.5 0.0 0 0.0 0 0.0 4.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.22 27 22 Librarians in this school receive treatment equal to other staff members. 19 4 0 PCT 82.6 17.4 0.0 0 0.0 0 0.0 4.82 18 4 78.3 17.4 1 4.3 0 0.0 0 0.0 4.73 0.09- 60 23 Secretaries in this school receive treatment equal to other staff merrbers. 20 3 0 PCT 87.0 13.0 0.0 0 0.0 0 0.0 4.86 19 3 82.6 13.0 1 4.3 0 0.0 0 0.0 4.78 0.08- 57 24 Teachers of all races in this school receive equal treatment. 16 5 2 PCT 69.6 21.7 8.7 0 0.0 0 0.0 4.60 18 4 78.3 17.4 1 4.3 0 0 0.0 0.0 4.73 0.13 35 25 I .nm clear about my rights and responsibilities in this school. 17 6 0 PCT 73.9 26.1 0.0 0 0.0 0 0.0 4.73 15 7 65.2 30.4 1 0 0 4.3 0.0 0.0 4.60 0.13- 64 26 If a student has a problem, there are people in this school *rf)O will help. 16 6 1 PCT 69.6 26.1 4.3 0 0 0.0 0.0 4.65 17 5 73.9 21.7 1 0 0 4.3 0.0 0.0 4.69 0.04 46 27 The principal and the assistant principal(s) of this school act on end are responsive to students' needs. 14 9 0 0 0 PCT 60.9 39.1 0.0 0.0 0.0 4.60 15 8 65.2 34.8 0 0 0 0.0 0.0 0.0 4.65 0.05 44 28 Punishment for breaking school rules is handled fairly in this school. 11 12 0 0 0 PCT 47.8 52.2 0.0 0.0 0.0 4.47 16 7 69.6 30.4 0 0 0 4.69 0.22 28 0.0 0.0 0.0 29 Teachers identify discipline problems early and respond quickly and firmly. 5 18 0 0 0 PCT 21.7 78.3 0.0 0.0 0.0 4.21 18 5 78.3 21.7 0 0 0 0.0 0.0 0.0 4.78 0.57 5 30 Teaching in a school which has a student body and staff that are racially mixed will be beneficial to student learning experience. 14 8 1 0 0 PCT 60.9 34.8 4.3 0.0 0.0 4.56 12 9 52.2 39.1 2 0 0 8.7 0.0 0.0 4.43 0.13- 65 31 There are no racial problems in this school. 3 10 8 2 0 PCT 13.0 43.5 34.8 8.7 0.0 3.60 10 6 4 0 0 45.5 36.4 18.2 0.0 0.0 4.27 0.67 4 32 In this school problems are recognized and corrected. 7 15 PCT 30.4 65.2 1 0 0 4.3 0.0 0.0 4.26 14 8 60.9 34.8 1 0 0 4.3 0.0 0.0 4.56 0.30 20 33 Teachers know and treat students oS individuals. 11 11 PCT 47.8 47.8 1 0 0 4.3 0.0 0.0 4.43 15 8 65.2 34.8 0 0 0 0.0 0.0 0.0 4,65 0.22 29 34 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 15 6 PCT 65.2 26.1 2 0 0 8.7 0.0 0.0 4.56 13 8 56.5 34.8 2 0 0 8.7 0.0 0.0 4.47 0.09- 61 ADATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: J PROG: RAS50 024 - FOREST PARK ELEMENTARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) \u0026lt;1\u0026gt; AVG DIFF RAN' 35 Learning expectations are corrmunicated to all students. 16 7 0 PCT 69.6 30.4 0.0 0 0.0 0 0.0 4.69 16 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0,09 39 36 Parents understand the school's discipline policies arxi procedures. 9 13 1 PCT 39.1 56.5 4.3 0 0.0 0 0.0 4.34 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.35 12 37 There ere open lines of commwiication 8mor\u0026gt;g students, teachers, and the principal's office. 15 7 1 PCT 65.2 30.4 4.3 0 0.0 0 0.0 4.60 14 8 60.9 34.8 1 4.3 0 0.0 0 0.0 4.56 0.04- 54 38 Information on career opportunities is available to all students in this school. 3 9 4 6 PCT 13,6 40.9 18.2 27.3 0 0,0 3.40 6 5 6 3 27.3 22.7 27.3 13.6 2 9.1 3.45 0.05 45 39 All students participate in college entry or college level courses in this school. 0 2 3 2 12 PCT 0.0 10.5 15.8 10.5 63.2 1.73 2 11.1 1 5.6 1 3 11 5.6 16.7 61.1 1.88 0.15 34 40 Extracurricular activities are avciilnble to students without discrimination on the basis of sex, national origin, race, or harxJicapping condition. 11 7 PCT 47.8 30.4 1 3 4.3 13.0 1 4.3 4.04 10 6 5 43.5 26.1 21.7 1 4.3 1 4.3 4.00 0.04- 55 41 All students are provided with opportunities for success and recognition. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.04- 56 42 Students treat teachers with respect. 0 13 10 PCT 0.0 56.5 43.5 0 0.0 0 0.0 3.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 1.22 1 43 Teachers treat students with respect. 8 14 PCT 34.8 60.9 1 4.3 0 0.0 0 0.0 4.30 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.43 9 44 Students treat other students with respect. 0 13 9 PCT 0.0 56.5 39.1 1 4.3 0 0.0 3.52 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 1.21 2 45 Teachers treat other teachers with respect. 10 13 PCT 43.5 56.5 0 0.0 0 0.0 0 0.0 4.43 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.35 13 46 Students are satisfied with their progress in school. PCT 0 19 4 0.0 82.6 17.4 0 0.0 0 0.0 3.82 12 9 54.5 40.9 1 4.5 0 0.0 0 0.0 4.50 0.68 3 47 1 enjoy coming to this school. 11 11 PCT 47.8 47.8 1 4.3 0 0.0 0 0.0 4.43 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.17 3? 48 Parents are welcome in this school. 22 PCT 95,7 1 4.3 0 0.0 0 0.0 0 0.0 4.95 20 3 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 0.09- 62 49 Teachers provide parents with information and techniques for helping students learn. 10 PCT 43,5 13 56.5 0 0.0 0 0.0 0 0.0 4.43 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.17 33 50 Student progress is reported to parents at conferences. 19 4 PCT 82.6 17.4 0 0.0 0 0.0 0 0.0 4.82 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.13- 66 51 Teachers frequently cofniunicate with parents on student progress arxJ indicate areas of strer\u0026gt;gth and weakness. 14 9 PCT 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.00 49DATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS5C 024 - FOREST PARK ELEMENTARY QUESTION NIX TEXT EXISTENCE (5) \u0026lt;4) \u0026lt;3) (2) (1) AVG IMPORTANCE (5) (4) . (3) C2) CD AVG DIFF RAN 52 Parents voluntarily visit the school. 12 10 PCT 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 10 12 43.5 52.2 1 4.3 0 0.0 0 0.0 4.39 0.08- 58 53 Parents understand the school's instructional program. 7 13 3 PCT 30.4 56.5 13.0 0 0.0 0 0.0 4.17 12 11 52.2 47.8 0 0.0 0 0.0 0 0.0 4.52 0.35 14 54 Teachers treat parents with respect. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.00 5C 55 Parents treat teachers with respect. 8 14 PCT 34.8 60.9 1 4.3 0 0.0 0 0.0 4.30 16 6 72.7 27.3 0 0.0 0 0.0 0 0.0 4.72 0.42 10 56 Parents and conwunity members are involved in school decisions through advisory coTOiittees. 8 13 PCT 34.8 56.5 2 8.7 0 0.0 0 0.0 4.26 7 14 30.4 60.9 1 4.3 1 4.3 0 0.0 4.17 0.09- 63 57 Parents support the school's instructional program. 11 11 PCT 47.8 47.8 1 4.3 0 0.0 0 0.0 4.43 11 12 47.8 52.2 0 0.0 0 0.0 0 0.0 4.47 0.04 47 58 Parents promote the school's instructional program. 9 11 3 PCT 39.1 47.8 13.0 0 0.0 0 0.0 4.26 9 13 39.1 56.5 1 4.3 0 0.0 0 0.0 4,34 0.08 41 59 Administrators are willing to listen to the ideas end feelings of others, when they disagree. even 11 10 PCT 47.8 43.5 2 8.7 0 0.0 0 0.0 4.39 15 6 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 0.26 24 60 Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 9 13 PCT 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 12 10 54.5 45.5 0 0.0 0 0.0 0 0.0 4.54 0.20 30 61 When important decisions ar6 made about programs in this school, my ideas are acknowledged. 8 12 PCT 34.8 52.2 2 8.7 1 4.3 0 0.0 4.17 7 13 3 30.4 56.5 13.0 0 0.0 0 0.0 4.17 0.00 51 62 There is encouragement and personal support among staff members in this school. 11 9 3 PCT 47.8 39.1 13.0 0 0.0 0 0.0 4.34 13 8 56.5 34.8 2 8.7 0 0.0 0 0.0 4.47 0.13 36 63 Principals treat parents with respect. 20 3 PCT 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.08- 59 64 Parents treat principals with respect. 12 10 PCT 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.26 25 65 Principals treat teachers with respect. 15 8 PCT 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.08 42 66 Teachers treat principals with respect. 16 7 PCT 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.09 40 67 Principals treat students with respect. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 18 4 81.8 18.2 0 0.0 0 0.0 0 0.0 4.81 0.08 43 68 Students treat principals with respect. 10 13 PCT 43.5 56.5 0 0.0 0 0.0 0 0.0 4.43 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.35 15J5J J 1 E: 06/13/91\nE: 14:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 35 PROG: RAS502 FOREST PARK ELEMENTARY STIOW TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) , (3) (2\u0026gt; \u0026lt;1) AVG Diff RANK People feel s.^fe at this school. 12 9 PCT 52.2 39.1 1 4.3 1 4.3 0 0.0 4.39 13 10 56.5 43.5 0 0.0 0 0.0 0 0.0 4.56 0.17 33 Teachers treat students fairly and consistently. 6 10 6 PCT 27.3 45.5 27.3 0 0.0 0 0.0 4.00 13 10 56.5 43.5 0 0.0 0 0.0 0 0.0 4.56 0.56 6 Teachers and students have a sense of pride and work together in this school. 5 17 PCT 21.7 73.9 1 4.3 0 0.0 0 0.0 4.17 9 13 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 0.17 34 Extra learning time is provided for students who need or want it. 5 9 7 PCT 22.7 40.9 31.8 1 4.5 0 0.0 3.81 5 16 21.7 69.6 2 8.7 0 0.0 0 0.0 4.13 0.32 18 Students have opportunities to develop leadership skills. 6 10 3 3 PCT 27.3 45.5 13.6 13.6 0 0.0 3.86 7 11 4 30.4 47.8 17.4 1 4.3 0 0.0 4.04 0.18 30 Teachers feel accountable for students who do not understand the work. 4 12 5 PCT 18.2 54.5 22.7 1 4.5 0 0.0 3.86 10 7 4 45.5 31.8 18.2 1 4.5 0 0.0 4.18 0.32 19 Teachers expect low achievers to respond as often as other students. 2 12 7 PCT 9.1 54.5 31.8 1 4.5 0 0.0 3.68 7 9 6 31.8 40.9 27.3 0 0.0 0 0.0 * 4.04 0.36 16 Slow learners receive as much praise as more advanced students. 4 8 5 5 PCT 18.2 36.4 22.7 22.7 0 0.0 3.50 12 6 4 54.5 27.3 18.2 0 0.0 0 0.0 4.36 0.86 2 Students in our school are excited about learning. 3 12 8 PCT 13.0 52.2 34.8 0 0.0 0 0.0 3.78 11 10 47.8 43.5 2 8.7 0 0.0 0 0.0 4.39 0.61 6 The school rules are fair. 7 13 PCT 30.4 56.5 2 8.7 1 4.3 0 0.0 4.13 10 11 43.5 47.8 2 8.7 0 0.0 0 0.0 4.34. 0.21' 28 Student work is proudly displayed throughout the school. 10 9 4 PCT 43.5 39.1 17.4 0 0.0 0 0.0 4.26 6 12 5 26.1 52.2 21.7 0 0.0 0 0.0 4.04 0.22- 58 Learning is seen as the most important reason for attending school. 14 7 PCT 60.9 30.4 2 8.7 0 0.0 0 0.0 4.52 12 10 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 0.05- 51 Students are treated in ways which encourage success rather than focusing on failures. 2 18 PCT 8.7 78.3 0 0.0 2 8.7 1 4.3 3.78 11 9 47.8 39.1 2 8.7 0 0.0 1 4.3 4.26 0.48 12 Teachers have the same level of expectations of academic achievement for students of all races. 6 9 5 PCT 27.3 40.9 22.7 1 4.5 1 4.5 3.81 12 7 57.1 33.3 2 9.5 0 0.0 0 0.0 4.47 0.'66 5 Students learn to appreciate different life styles in their classes. 2 10 8 PCT 8.7 43.5 34.8 2 8.7 1 4.3 3.43 5 8 8 22.7 36.4 36.4 1 4.5 0 0.0 3.77 0.34 17 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 7 13 PCT 31.8 59.1 2 9.1 0 0.0 0 0.0 4.22 9 9 3 42.9 42.9 14.3 0 0.0 0 0.0 4.28 0.06 42 There is encouragement, as well as opportunity, for students of different races and life styles. 6 14 PCT 27.3 63.6 2 9.1 0 0.0 0 0.0 4.18 10 9 2 47.6 42.9 9.5 0 0.0 0 0.0 4.38 0.20 29E: 06/13/91 E: 14:59:36 FOREST PARK ELEMENTARY ST I ON TEXT r LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) 1 (3) (2) (1) AVG PAGE: 34 PROG: RAS5O2 OIFf RANK Students in this school receive eqUtil treatment regardless of race. 6 13 3 PCT 26.1 56.5 13.0 1 4.3 0 0.0 4.04 17 4 73.9 17.4 1 4,3 1 4.3 0 0.0 4.60 0.56 9 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 8 12 3 PCT 34.8 52.2 13.0 0 0.0 0 0.0 4.21 14 5 3 60.9 21.7 13.0 1 4.3 0 0.0 4.39 0.18 31 Teachers in this school receive equal treatment. 7 11 4 PCT 31.8 50.0 18.2 0 0.0 0 0.0 4.13 10 6 5 45.5 27.3 22.7 1 4.5 0 0.0 4.13 0.00 49 Custodians in this school receive treatment equal to other staff members. 9 11 3 PCT 39.1 47.8 13.0 0 0.0 0 0.0 4.26 9 6 7 39.1 26.1 30.4 0 0.0 1 4.3 3.95 0.31- 60 Librarians in this school receive treatment equal to other staff members. 9 13 PCT 39.1 56.5 1 4.3 0 0 0.0 0.0 4.34 11 5 6 47.8 21.7 26.1 0 0.0 1 4.3 4.08 0.26- 59 Secretaries in this school receive treatment equal to other staff members. 13 9 PCT 56.5 39.1 1 4.3 0 0 0.0 0.0 4.52 11 4 7 0 1 47.8 17.4 30.4 0.0 4.3 4.04 0.48- 62 Teachers of all races in this school receive equal treatment. 10 11 PCT 43.5 47.8 2 8.7 0 0 0.0 0.0 4.34 12 6 4 0 1 52.2 26.1 17.4 0.0 4.3  4.21 0.13- 53 I am clear about my rights and responsibilities in this school. 7 12 3 PCT 31.8 54.5 13.6 0 0 0.0 0.0 4.18 14 5 3 0 0 63.6 22.7 13.6 0.0 0.0 4.50 0.32 20 If a student has a problem, there are people in this school who will help. 10 10 3 PCT 43.5 43.5 13.0 0 0 0.0 0.0 4.30 12 7 4 0 0 52.2 30.4 17.4 0.0 0.0 4.34 0.04 45 The principal and the assistant prlncipal(s) of this school act on and are responsive to students' needs. 7 13 PCT 31.8 59.1 2 9.1 0 0 0.0 0.0 4.22 13 5 4 0 0 59.1 22.7 18.2 0.0 0.0 4.40 0.18 32 Punishment for breaking school rules is handled fairly In this school. 6 11 4 PCT 27.3 50.0 18.2 1 0 4.5 0.0 4.00 10 8 4 0 0 45.5 36.4 18.2 0.0 0.0 4.27 0.27 24 Teachers identify discipline problems early and respond quickly and firmly. 4 14 3 PCT 19.0 66.7 14.3 0 0 0.0 0.0 4.04 9 7 5 0 0 42.9 33.3 23.8 0.0 0.0 4.19 0.15 37 Attending a school which has a student body and staff that are racially mixed will be beneficial to my child's learning experience. 11 9 PCT 47.8 39.1 2 8.7 0 1 0.0 4.3 4.26 9 a 5 1 0 39.1 34.8 21.7 4.3 0.0 4.08 0.18- 57 There are no racial problems In this school. 1 8 8 4 1 PCT 4.5 36.4 36.4 18.2 4.5 3.18 8 9 5 0 0 36.4 40.9 22.7 0.0 0.0 4.13 0.95 1 In this school problems are recognized and corrected. 4 14 4 PCT 18.2 63.6 18.2 0 0 0.0 0.0 4.00 7 10 4 1 0 31.845.518.2 4.5 0.0 4,04 0.04 46 Teachers know and treat students as individuals. 4 17 PCT 17.4 73.9 1 4.3 1 0 4.3 0.0 4.04 9 12 39.1 52.2 1 0 1 4.3 0.0 4.3 4.21 0.17 35 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 14 5 PCT 63.6 22.7 2 9.1 1 0 4.5 0.0 4,45 11 7 4 0 0 50,0 31..8-18.2 0.0 0.0 4.51 0.14- 56ME: 06/13/91 IME: U:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 35 PROG: RAS502 24 FOREST PARK ELEMENTARY JESTION JH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 55 Learning expectations are conmunicated to all students. 9 9 4 PCT 40.9 40.9 18.2 0 0.0 0 0.0 4.22 10 8 4 45.5 36.4 18.2 0 0.0 0 0.0 4.27 0.05 43 56 Parents understand the school's discipline policies and procedures. 8 15 PCT 34.8 65.2 0 0.0 0 0.0 0 0.0 4.34 11 9 3 47.8 39.1 13.0 0 0.0 0 0.0 4.34 0.00 50 57 There are open lines of conmunication among students, teachers, and the principals office. 7 15 PCT 30.4 65.2 1 4,3 0 0.0 0 0.0 4.26 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.13 40 58 Information on career opportunities is available to my child in this school. 6 3 6 5 PCT 27.3 13.6 27.3 22.7 2 9.1 3.27 7 6 31.8 27.3 2 6 9.1 27.3 1 4.5 3.54 0.27 25 59 All students participate in college entry or college level courses in this school.. 2 PCT 9.5 0 3 4 12 0.0 14.3 19.0 57.1 1.85 2 9.5 1 3 6 9 4.8 14.3 28.6 42.9 2.09 0.24 26 to Extracurricular activities are available to students without discrimination on th? basis of sex, national origin, race, or handicapping condition. 6 8 3 3 PCT 36.4 36.4 13.6 13.6 0 0.0 3.95 6 7 5 38.1 33.3 23.8 1 4.8 0 0.0 4.04 0.09 41 1 All students are provided with opportunities for success and recognition. 8 10 3 PCT 38.1 47.6 14.3 0 0.0 0 0.0 4.23 10 9 47.6 42.9 2 9.5 0 0.0 0 0.0 4.38 0.15 38 42 Students treat teacher^ with respect. 4 15 4 PCT 17.4 65.2 17.4 0 0.0 0 0.0 4.00 15 7 65.2 30.4 1 4.3 0 0.0 0 0.0 4.60 0.60 7 43 Teachers treat students with respect. 8 12 3 PCT 34.8 52.2 13.0 0 0.0 0 0.0 4.21 14 7 60.9 30.4 2 8.7 0 0.0 0 0.0 4.52 0.31 22 44 Students treat other students with respect. 3 8 11 PCT 13.0 34.8 47.8 1 4.3 0 0.0 3.56 13 6 4 56,5 26.1 17.4 0 0.0 0 0.0 4.39 0.83 5 45 Teachers treat other teachers with respect. 9 13 PCT 39.1 56.5 0 0.0 1 4.3 0 0.0 4.30 13 5 3 59.1 22.7 13.6 0 0.0 1 4.5 4.31 0.01 47 46 Students are satisfied with their progress in school. 2 13 8 PCT 8.7 56.5 34.8 0 0.0 0 0.0 3.73 11 7 5 47.8 30.4 21.7 0 0.0 0 0.0 4.26 0.53 11 47 1 enjoy coming to this school. 12 7 3 PCT 54.5 31.8 13.6 0 0.0 0 0.0 4.40 10 9 45.5 40.9 2 9.1 1 4.5 0 0.0 4.27 0.ISSA 48 Parents are welcome in this school. 20 3 PCT 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 14 6 60.9 26.1 2 8.7 1 4.3 0 0.0 4.43 0.43- 61 49 Teachers provide parents with information and techniques for helping students learn. 12 8 PCT 52.2 34.8 2 8.7 1 4.3 0 0.0 4.34 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.05 44 50 Student progress is reported to parents at conferences. 15 5 PCT 68.2 22.7 2 9.1 0 0.0 0 0.0 4.59 16 5 69.6 21.7 2 8.7 0 0.0 0 0.0 4.60 0.01 48 51 Te.nchers frequently contnunicatc with parents on student progress and irKlicato .areas of strength atxl weakness. 9 12 PCT 39.1 52.2 2 8.7 0 0.0 0 0.0 4.30 14 6 3 60.9 26.1 13.0 0 0.0 0 0.0 4.47 0.17 36ATE: 06/13/91 IME: 14:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 3t PROG: RAS5OJ 24 FOREST PARK ELEMENTARY UCSTION UM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) \u0026lt;2) (1) AVG DIFF RAN 52 Parents voluntarily visit the school. 8 10 3 PCT 34.8 43.5 13.0 2 0 8.7 0.0 4,04 12 7 4 0 52.2 30.4 17.4 0,0 0 0.0 4.34 0.30 23 53 Parents understand the school's instructional program. 2 15 5 PCT 8.7 65.2 21.7 1 0 4.3 0.0 3.78 11 9 3 0 0 47.8 39.1 15.0 0.0 0.0 4.34 0,56 10 54 Teachers treat parents with respect. 15 7 PCT 65.2 30.4 1 4.3 0 0 0.0 0.0 4.60 15 5 3 0 0 65.2 21.7 13.0 0.0 0.0 4.52 0.08- 52 55 Parents treat teachers with respect. 8 12 PCT 36.4 54.5 2 9.1 0 0 0.0 0.0 4.27 16 3 3 0 0 72.7 13.6 13.6 0.0 0.0 4.59 0.32 21 56 Parents and connunity n\u0026gt;efi4\u0026gt;ers are involved in school decisions through advisory connittces. 3 6 8 3 2 PCT 13.6 27.3 36.4 13.6 9.1 3.22 7 9 3 3 0 31.8 40.9 13.6 13.6 0.0 3.90 0.68 4 57 Parents support the school's instructional program. 4 13 4 1 1 PCT 17.4 56.5 17.4 4.3 4.3 3.78 10 8 4 1 0 43.5 34.8 17.4 4.3 0.0 4.17 0.39 14 58 Parents promote the school's instructional program. 2 14 3 2 1 PCT 9.1 63.6 13.6 9.1 4.5 3.63 8 10 4 1 0 34.8 43.5 17.4 4.3 0.0 4.08 0.45 13 59 Principals treat parents with respect. 16 6 PCT 72.7 27.3 0 0 0 0.0 0.0 0.0 4.72 16 4 72.7 18.2 1 1 0 4.5 4.5 0.0 4.59 0.13- 55 60 Parents treat principals with respect. 12 6 PCT 54.5 27.3 4 0 0 18.2 0.0 0.0 4.36 16 4 72.7 18.2 1 1 0 4.5 4.5 0.0 4.59 0.23 27 61 Principals treat students with respect. 12 8 PCT 54.5 36.4 2 0 0 9.1 0.0 0.0 4.45 15 5 68.2 22.7 2 0 0 9.1 0.0 0.0 4.59 0.14 39 62 Students treat principals with respect. 8 13 PCT 34.8 56.5 2 0 0 8.7 0.0 0.0 4.26 17 4 73.9 17.4 2 0 0 8.7 0.0 0.0 4.65 0.39 15DATE: 06/17/91 TIRE: 17:45:09 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE STUDENT SURVEY TOTALS PAGE: PROG: RASS' QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) (3) (2) (1) AVG DIFF RA' 1 People feel safe at this school. 1057 3834 2684 PCT 12.1 44.0 30.8 720 413 8.3 4.7 3.50 2702 3475 1642 31.7 40.7 19.2 510 6.0 207 2.4 3.93 0.43 2. 2 Teachers treat students fairly and consistently. 675 3088 3386 1119 PCT 7.8 35.6 39.0 12.9 409 4.7 3.28 3249 3264 1342 38.3 38.5 15.8 454 174 5.4 2.1 4.05 0.77 3 Teachers and students have a sense of pride and work together in this school. 1021 2548 3296 1382 PCT 11.8 29.4 38.0 15.9 426 4.9 3.27 1925 2986 2509 22.7 35.3 29.6 798 252 9.4 3.0 3.65 0.38 2 4 Extra learning time is provided for students who need or want it. 2332 2275 2191 1302 PCT 27.1 26.4 25.5 15.1 508 5.9 3.53 2535 3060 2059 30.2 36.5 24.5 535 206 6.4 2.5 3.85 0.32 2 5 Students have opportunities to develop leadership skills. 1992 2717 2460 1061 PCT 23.0 31.4 28.5 12.3 414 4.8 3.55 1849 2740 2597 1007 289 21.832.330.611.9 3.4 3.57 0.02 4 6 Teachers feel accountable for students uho do not understand the work. 904 1907 3276 1750 PCT 10.5 22.1 37.9 20.2 807 9.3 3.04 1898 2756 2640 892 323 22.332.431.010.5 3.8 3.58 0.54 7 Teachers expect low achievers to respond as often as other students. 1402 2388 2719 1421 PCT 16.4 27.9 31.7 16.6 644 7.5 3.28 1396 2210 3042 1225 561 16.6 26.2 36.1 14.5 6.7 3.31 0.03 I 8 Slow learners receive as much praise as more advanced students. 1144 2051 2439 1892 974 PCT 13.5 24.1 28.7 22.3 11.5 3.05 2117 2825 2306 25.3 33.8 27.6 714 392 8.5 4.7 3.66 0.61 9 Students in our school are excited about learning. 450 1314 3306 2534 935 PCT 5.3 15.4 38.7 29.7 10.9 2.74 2156 2712 2219 25.8 32.4 26.5 886 396 10.6 4.7 3.63 0.89 10 The school rules are fair. 909 1860 2716 1794 1299 PCT 10.6 21.7 31.7 20.9 15.1 2.91 3001 2574 1789 627 411 35.730.621.3 7.5 4.9 3.84 0.93 11 Student work is proudly displayed throughout the school. 1405 1992 2686 1687 PCT 16.5 23.4 31.6 19.8 737 8.7 3.19 1192 1988 2808 1582 759 14.323.933.719.0 9.1 3.15 0.04- 12 Learning is seen as the most important reason for attending school. 3085 2258 1889 935 PCT 36.1 26.4 22.1 10.9 383 4.5 3.78 3324 2546 1824 39.4 30.2 21.6 502 237 6.0 2.8 3.97 0.19 13 Students are treated in ways which encourage success rather than focusing on failures. 1283 2839 2890 1092 PCT 14.9 33.0 33.6 12.7 492 5.7 3.38 2502 3062 2104 29.6 36.2 24.9 521 258 6.2 3.1 3.83 0.45 14 Teachers have the same level of expectations of academic achievement for students of all races. 2210 2616 2153 1061 PCT 25.7 30.5 25.1 12.4 544 6.3 3.56 3334 2659 1636 39.5 31.5 19.4 507 306 6.0 3.6 3.97 0.41 15 Students learn to appreciate different life styles in their classes. 1097 2672 2928 1269 PCT 12.9 31.4 34.4 14.9 544 6.4 3.29 1470 2508 2708 1172 SOS 17.6 30.0 32.4 14.0 6.0 3.39 0.10 16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 2822 2956 1798 PCT 32.8 34.4 20.9 623 7.2 400 4.7 3.83 2644 2766 2036 31.3 32.7 24.1 613 390 7.3 4.6 3.78 0.05- 17 There is encouragement, as well as opportunity, for students of different races and life styles. 2216 2887 2153 872 PCT 26.0 33.8 25.2 10.2 405 4.7 3.66 2617 2810 2091 31.2 33.5 24.9 574 298 6.8 3.6 3.81 0.15 18 Students in this school receive equal treatment regardless of race. 1788 2458 2368 1174 PCT 21.0 28.8 27.8 13.8 738 8.7 3.39 3650 2528 1443 43.6 30.2 17.2 444 316 5.3 3.8 4.04 0.65TE: 06/17/91 HE: 17:45:09 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE STUDENT SURVEY TOTALS ST ION TEXT EXISTENCE (5) (4) (3) (2\u0026gt; (1) AVG IMPORTANCE (5) \u0026lt;4\u0026gt; (3) (2) (1) AVG 1 5 LJ. CJ PAGE: 2 PROG: RAS505 OIFF RANK Teachers use textbooks, materials and different ways of teaching which are fair to students of all races end life styles. Teacher in this school receive equal treatment. Custodians in this school receive treatment equal to other staff meirbers. Librarians in this school receive treatment equal to other staff members. Secretaries in this school receive treatment equal to other staff menbers. Teachers of ell races in this school receive equal treatment. 5 1 am clear about my rights and responsibilities in this school. j If a student has a problem, there are people in this school who will help. ' The principal and the assistant principaKs) of this school act on and are responsive to students' needs. J Punishment for breaking school rules is handled fairly in this school. ? Teachers identify discipline problems early and respond quickly and firmly. ) Attending a school which has a student body and staff that are racially mixed will be beneficial to my learning experience. I There are no racial problems in this school. 2 In this school problems are recognized and corrected. 5 Teachers know and treat students as individuals. 4 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 5 Learning expectations are communicated to all students. 6 Parents understand the school's discipline policies and procedures. 2472 2939 1983 PCT 28.9 34.4 23.2 1745 2783 2426 760 8.9 387 4.5 3.74 2471 2952 2094 29.5 35.2 25.0 572 6.6 293 3.5 3.80 0.06 38 905 PCT 20,6 32.8 28.6 11,6 1629 2582 2287 1228 PCT 19.2 30.5 27.0 14.5 2642 3049 1778 PCT 31.1 35.9 21.0 2759 3067 1746 PCT 32.6 36.2 20.6 2658 2785 1848 PCT 31.5 33.0 21.9 3051 2615 1732 PCT 35.7 30.6 20.3 2978 2267 2005 644 7.6 578 6.6 724 6.6 746 8.7 883 PCT 34.7 26.4 23.4 10.3 1775 2581 2393 1056 PCT 20.7 30.1 27.9 12.3 534 6.3 750 8.8 372 4.4 312 3,7 430 5.1 394 4.6 442 5.2 773 9.0 1138 2247 2700 1435 1040 PCT 13.3 26.3 31.5 16.8 12.1 1079 2175 3211 1440 PCT 12.6 25.5 37.6 16.9 2311 2598 2059 873 PCT 27,2 30.6 24.2 10.3 1446 1998 2650 1393 3.49 3.36 3.61 3.87 3.77 3.84 3.75 3.41 3.11 2021 2543 2341 843 24.3 30.6 28.2 10.2 1925 2421 2499 948 23.1 29.0 30.0 11.4 1757 2387 2536 996 21.0 28.5 30.3 11.9 1811 2387 2590 901 21.8 28.7 31.1 10.8 2622 2518 2134 31.7 30.4 25.8 3058 2680 1779 36.5 32.0 21.2 3690 2620 1474 43.8 31.1 17.5 2988 3022 1773 35.4 35.8 21.0 2915 2932 1844 34.6 34,8 21.9 556 6.7 542 6.5 699 8.5 626 7.5 3.55 0.06 39 3.50 0.14 35 3.41 3.46 0.40- 0.41- 48 49 593 7.2 413 5.0 3.76 0.01- 43 625 7.3 657 7.7 951 PCT 17.1 23.7 31.4 16.5 11.3 1017 2265 3178 1410 PCT 12.1 26.9 37.7 16.7 1227 2645 2888 1109 PCT 14.5 31.3 34.2 13.1 3.19 3.59 3.18 1890 2761 2622 22.6 33.0 31.4 2223 2305 2200 496 5.9 360 4.3 371 4.4 3.90 0.06 40 556 6.6 586 6.9 2156 1998 1990 1308 1044 PCT 25.4 23.5 23.4 15.4 12.3 1730 2961 2477 863 PCT 20.6 35.2 29.5 10.3 379 4.5 3.21 3.33 3.34 3.57 1665 2765 2487 1140 PCT 19.5 32,4 29.2 13.4 465 5.5 3.47 281a 4.07 3.3 390 262 4.6 3.1 448 284 5.3 3.4 709 380 8.5 4.5 888 729 26.6 27.6 26.4 10.6 8.7 2936 2399 1842 35.5 29.0 22.3 2129 3015 2228 25.8 36.5 27.0 2577 2839 2075 31.0 34.1 24.9 3063 2755 1700 36.7 33.0 20.4 2113 2877 2383 25.6 34.8 28.9 2194 2845 2289 26.3 34.1 27.4 0.32 26 3.95 0.54 16 3.91 3.60 3.52 0.80 0.41 0.07- 3 25 46 598 487 7.2 5.9 617 276 7.5 3.3 547 280 6.6 3.4 503 330 6.0 4.0 591 294 7.2 3.6 685 341 8.2 4.1 3.81 0.65 12 3.73 0.52 17 3.82 3.92 3.71 3.70 0.49 . 0.58 0.14 0.23 18 14 36 29TE\n06/17/91 17:45:09 LITTLE ROCK SCHOOL DISTRICT PAGE: 3 DISTRICT-WIDE STUDENT SURVEY TOTALS PROG: RAS5O3 ZSTION 4 TEXT EXISTENCE (5) (4) \u0026lt;3) (2) (1) AVG IMPORTANCE (5\u0026gt; (4) (3) (2) (1) AVG DIFF RANK ' There are open lines of conwunication among students, teachers, and the principal's office. 1347 2347 2679 1434 PCT 15.9 27.7 31.6 16.9 680 8.0 3.26 2200 2889 2283 26.4 34.7 27.4 648 7.8 316 3.8 3.72 0.46 21 1 Information on career opportunities is available to me in this school. 2258 2447 2208 986 PCT 26.6 28.9 26.1 11.6 575 6.8 3.56 2384 2755 2135 28.7 33.1 25.7 680 8.2 367 4.4 3.73 0.17 32  All students participate in college entry or college level courses in this school. 697 1538 2601 1916 1660 PCT 8.3 18.3 30.9 22.8 19.7 2.72 1710 2311 2402 1011 833 20.7 28.0 29.1 12.2 10.1 3.36 0.64 11 Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. 2685 2473 1924 PCT 31.6 29.1 22.7 831 9.8 577 6.8 3.68 2818 2635 1952 33.8 31.6 23.4 589 7.1 350 4.2 3.83 0.15 34 AU students are provided with opportunities for success and recognition. 1912 2769 2502 878 PCT 22.6 32.8 29.6 10.4 388 4.6 3.58 2440 2877 2207 29.4 34.7 26.6 542 6.5 235 2.8 3.81 0.23 30 Students treat teachers with respect. 747 2043 3393 1601 PCT 8.9 24.2 40.2 19.0 651 7.7 3,07 2419 2798 2044 29.2 33.8 24.7 573 6.9 455 5.5 3.74 0.67 8 Teachers treat students with respect. 954 2301 3018 1393 PCT 11.3 27.3 35.8 16.5 754 9.0 3.15 3001 2757 1783 36.2 33.3 21.5 459 5.5 288 3.5 3.93 0.78 4 Students treat other students with respect. 578 1990 3273 1766 847 PCT 6.8 23.5 38.7 20.9 10.0 2.96 2307 2746 2188 27.9 33.2 26.4 613 7.4 426  3.71 5.1 0.75 6 Teachers treat other teachers with respect. 2456 3065 1982 584 PCT 29.1 36.4 23.5 6.9 343 4.1 3.79 2343 2618 2143 28.3 31.6 25.9 681 8.2 505 6.1 3.67 0.12- 47 Students are satisfied with their progress in school. 908 2234 3553 1175 PCT 10.7 26.4 42.0 13.9 599 7.1 3.19 2845 2681 1973 34.2 32.2 23.7 478 5.7 351 4.2 3.86 0.67 0 1 enjoy coming to this school. 1370 2348 2528 1018 1048 PCT 16.5 28.2 30.4 12.2 12.6 3.23 2756 2298 1765 33.8 28.2 21.6 631 7.7 708 8.7 3.70 0.47 19 Principals treat students with respect. 1720 2384 2262 1066 866 PCT 20.7 28.7 27.3 12.8 10.4 3.36 3386 2684 1429 41.5 32.9 17.5 360 4.4 295 3.6 4.04 0.68 7 Students treat principals with respect. 1344 2342 2606 1226 771 PCT 16.2 28.3 31.4 14.8 9.3 3.27 2688 2534 1717 33.0 31.1 21.1 573 7.0 640 7.9 3.74 0.47 20TE: 06/17/91 ME: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: PROG\nRAS50 SSTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG DIFF RAN' 1 People feel safe at this school. 363 950 PCT 24.9 65.1 120 8.2 21 1.4 6 0.4 4.12 953 436 66.7 30.5 37 2.6 3 0.2 0 0.0 4.63 0.51 24  Teachers treat students fairly and consistently. 277 1005 165 PCT 19.0 69.0 11.3 7 0.5 2 0.1 4.06 956 436 67.0 30.6 35 2.5 0 0.0 0 0.0 4.64 0.58 17\nTeachers and students have a sense of pride and work together in this school. 214 802 364 PCT 14.8 55.4 25.1 65 4.5 3 0.2 3.80 700 622 49.4 43.9 93 6.6 1 0.1 0 0.0 4.42 0.62 12  Extra learning time is provided for students who need or want it. 437 675 277 PCT 30.0 46.3 19.0 68 4.7 2 0.1 4.01 582 633 197 40.8 44.4 13.8 14 1.0 0 0.0 4.25 0.24 45  Students have opportunities to develop leadership skills. 377 652 370 PCT 25.9 44.7 25.4 54 3.7 4 0.3 3.92 406 671 317 28.5 47.2 22.3 28 1 2.0 0.1 4.02 0.10 56 Teachers feel accountable for students who do not understand the work. 396 756 272 PCT 27.2 51.9 18.7 29 3 2.0 0.2 4.03 559 604 241 38.7 41.8 16.7 36 5 2.5 0.3 4.15 0.12 5?  Teachers expect low achievers to respond as often as other students. 246 643 424 PCT 16.9 44.3 29.2 129 11 8.9 0.8 3.67 433 654 305 42 3 30.1 45.5 21.2 2.9 0.2 4.02 0.35 31 I Slow learners receive as much praise as more advanced students. 376 641 319 PCT 25.9 44.2 22.0 104 10 7.2 0.7 3.87 666 621 46.5 43.4 134 11 9.4 0.8 0.0 0* 4.35 0.48 2  Students in our school are excited about learning. 83 576 637 154 4 PCT 5.7 39.6 43.8 10.6 0.3 3.39 698 609 48.8 42.6 118 6 0 8.2 0.4 0.0 4.39 1.00 I The school rules are fair. 541 707 165 PCT 37.3 48.8 11.4 28 9 1.9 0.6 4.20 801 532 56.0 37.2 94 2 1 6.6 0.1 0.1 4.48 0.28 4 i Student work is proudly displayed throughout the school. 583 548 265 PCT 40.0 37.6 18.2 57 4 3.9 0.3 4.13 458 654 282 34 4 32.0 45.7 19.7 2.4 0.3 4.06 0.07- 6 ! Learning is seen as the most important reason for attending school. 506 547 301 PCT 34.9 37.7 20.8 90 6 6.2 0.4 4.00 897 445 62.7 31.1 86 2 1 6.0 0.1 0.1 4.56 0.56 1 Students are failures. treated in ways which encourage success rather than focusing on 335 870 230 PCT 23.0 59.7 15.8 21 1 1.4 0.1 4.04 789 552 54.9 38.4 93 2 0 6.5 0.1 0.0 4.48 0.44 , Teachers have the same level of expectations of academic achievement for students of all races. 616 593 190 53 5 PCT 42.3 40.7 13.0 3.6 0.3 4.20 958 415 66.5 28.8 64 4 0 4.4 0.3 0.0 4.61 0.41 i Students learn to appreciate different life styles in their classes. 253 688 418 82 6 PCT 17.5 47.5 28.9 5.7 0.4 3.76 418 636 330 37 7 29.3 44.5 23.1 2.6 0.5 3.99 0.23 . Teachers have the same level of expectations for educational accomplishments of female as well as male students. 778 584 PCT 53.3 40.0 86 10 2 5.9 0.7 0.1 4.45 808 502 56.0 34.8 120 8 4 8.3 0.6 0.3 4.45 0.00 There is encouragement, as and life styles. well as opportunity, for students of different races 692 577 154 32 2 PCT 47.5 39.6 10.6 2.2 0.1 4.32 786 525 54.6 36.5 120 7 2 4.44 0.12 Students in this school receive equal treatment regardless of race. 617 553 215 55 11 PCT 42.5 38.1 14.8 3.8 0.8 4.17 963 392 67.2 27.4 8.3 0.5 0.1 72 5 1 5.0 0.3 0.1 4.61 0.44ll lJ TE: 06/17/91 IE: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: 2 PROG: RAS501 EST ION 1 TEXT EXISTENCE (5) (4) (3) (2) (1\u0026gt; AVG IMPORTANCE \u0026lt;5) (4) 1 (3) (2) (1) AVG DIFF RANk \u0026gt; Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 516 718 186 PCT 35.5 49.3 12.8 28 1.9 7 0.5 4.17 709 585 49.3 40.7 133 9.2 9 0.6 2 0.1 4.38 0.21 47 ) Teachers in this school receive equal treatment. 391 626 301 PCT 27.0 43.2 20.8 105 7.2 27 1.9 3.86 853 460 59.5 33.5 92 6.4 6 0.4 3 0.2 4.51 0.65 10 i Custodians in this school receive treatment equal to other staff members. 427 670 254 PCT 29.7 46.6 17.7 72 5.0 14 1.0 3.99 632 573 188 44.4 40.3 13.2 25 1.8 4 0.3 4.26 0.27 42 Librarians in this school receive treatment equal to other staff members. 785 558 PCT 54.6 38.8 81 5.6 11 0.8 3 0.2 4.46 695 546 166 48.8 38.4 11.7 10 0.7 6 0.4 4.34 0.12- 65 Secretaries in this school receive treatment equal to other staff members. 726 569 PCT 50.4 39.5 122 8.5 23 1 1.6 0.1 4.38 696 532 174 49.0 37.4 12.2 16 1.1 3 0.2 4.33 0.05- 62 Teachers of all races in this school receive equal treatment. 574 563 209 PCT 39.7 38.9 14.4 76 25 5.3 1.7 4.09 875 439 61.5 30.9 103 7.2 3 2 0.2 0.1 4.53 0.44 29 I an clear about my rights and responsibilities in this school. 780 517 PCT 53.5 35.5 115 7.9 42 4 2.9 0.3 4.39 859 466 60.0 32.6 99 4 3 6.9 0.3 0.2 4.51 0.12 54 If a student has a problem, there are people in this school who will help. 841 460 PCT 57.7 32.9 119 6.2 16 1 1.1 0.1 4.47 977 396 68.0 27.6 59 3 4.1 0.2 0.1 1 a 4.63 0.16 49 The principal and the assistant principal(s) of this school act on and ere responsive to students' needs. 569 670 184 PCT 39.3 46.3 12.7 20 5 1.4 0.3 4.22 843 514 58.8 35.9 72 4 0 5.0 0.3 0.0 4.53 0.31 39 Punishment for breaking school rules is handled fairly in this school. 296 669 344 PCT 20.4 47.6 23.8 106 13 7.3 0.9 3.79 855 509 60.0 35.7 56 4 1 3.9 0.3 0.1 4.55 0.76 t Teachers identify discipline problems early and respond quickly and firmly. 234 897 286 PCT 16.2 62.2 19.8 24 1 1.7 0.1 3.92 823 534 58.0 37.7 59 2 0 4.2 0.1 0.0 4.53 0.61 13 Teaching in a school which has a student body and staff that are racially mixed will be beneficial to student learning experience. 666 599 154 PCT 46.1 41.5 10.7 22 3 1.5 0.2 4.31 616 527 227 34 20 43.337.015.9 2.4 1.4 4.18 0.13- 66 There are no racial problems in this school. 114 504 550 216 47 PCT 8.0 35.2 38.4 15.1 3.3 3.29 630 549 206 13 4 44.9 39.2 14.7 0.9 0.3 4.27 0.98 4 In this school problems are recognized and corrected. 190 746 415 PCT 13.2 51.7 28.8 79 12 5.5 0.8 3.70 688 616 48.8 43.7 101 6 0 7.2 0.4 0.0 4.40 0.70 E Teachers know and treat students as individuals. 415 823 190 PCT 28.8 57.2 13.2 9 3 0.6 0.2 4.13 755 574 53.3 40.5 83 5 0 5.9 0.4 0.0 4.46 0.35 57 If a decision made at your school seems unfair, you have the right to take it to a higher authority. i ) 800 413 151 PCT 55.6 28.7 10.5 55 21 3.8 1.5 4.33 734 527 143 13 1 51.837.210.1 0.9 0.1 4.39 0.06 57 Learning expectations are conmunicated to all students. 633 671 PCT 44.0 46.6 125 8.7 11 0 0.6 0.0 4.33 786 534 55.7 37.9 87 3 0 6.2 0.2 0.0 4.49 0.16 5C Parents ixiderstand the school's discipline policies and procedures. 270 739 367 PCT 18.7 51.1 25.4 63 7 4.4 0.5 3.83 787 531 55.2 37.3 106 1 0 7.4 0.1 0.0 4.47 0.64 11TE: 06/17/91 XE: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: PROG: RA iSTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;S) (4) 1 (3) (2) (1) AVG DIFF There ere open lines of conmunication among students, teachers, and the principal's office. ' 1 Information on career opportunities is available to all students in this school. 511 629 234 PCT 35.3 43.5 16.2 61 4.2 12 0.8 4.08 785 534 55.3 37.6 99 7.0 1 0.1 0 0.0 4.48 0.40 339 503 386 PCT 24.3 36.1 27.9 128 9.2 35 2.5 3.70 347 470 25.4 34.4 353 146 25.8 10.7 52 3.8 3.66 0.04-  All students participate in college entry or college level courses in this school. 42 146 275 225 542 PCT 3.4 11.9 22.4 18.3 44.1 2.12 126 220 243 159 467 10.4 18.1 20.0 13.1 38.4 2.48 0.36 I Extracurricular activities are available to students without discrimination the basis of sex, national origin, race, or handicapping condition. on 749 439 155 PCT 52.9 31.0 11.0 38 2.7 34 2.4 4.29 627 463 227 45.0 33.3 16.3 49 3.5 26 1.9 4.16 0.13- All students ere provided with opportunities for success and recognition. 703 572 PCT 48,8 39.7 140 9.7 21 1.5 6 0.4 4.34 801 511 56.6 36.1 101 7.1 3 0.2 0 0.0 4.49 0.15  Students treat teachers with respect. 43 629 567 191 PCT 3.0 43.6 39.3 13.2 14 1.0 3.34 966 395 56 68.0 27.8 3.9 2 0.1 2 0.1 4.63 1.29  Teachers treat students with respect. 287 942 203 PCT 19.8 65.1 14.0 14 1.0 1 0.1 4.03 946 421 56 66.4 29.6 3.9 1 0.1 0 0.0 4.62 0.59 Students treat other students with respect. 26 530 708 172 PCT 1.8 36.7 49.0 11.9 10 0.7 3.26 816 497 57.4 35.0 104 7.3 5 0.4 Oa 4.49 0.0 1.23 Teachers treat other teachers with respect. 299 875 237 PCT 20.7 60.5 16.4 33 2.3 3 0.2 3.99 872 475 79 61.1 33,3 5.5 0 0.0 1 0.1 4.55 0.56  Students are satisfied with their progress in school. 54 839 515 PCT 3.7 58.1 35.7 34 2.4 1 0.1 3.63 649 639 125 10 1 45.6 44.9 8.8 0.7 0.1 4.35 0.72 ' I enjoy coming to this school. 449 769 178 PCT 30.9 52.9 12.2 47 12 3.2 0.6 4.09 826 526 78 6 2 57.4 36.6 5.4 0.4 0.1 4.50 0.41 5 Parents are welcome in this school. 1102 300 PCT 75.8 20.6 50 3.4 0 1 0.0 0.1 4.72 838 472 58.6 33.0 117 3 1 8.2 0.2 0.1 4.49 0.23-  Teachers provide parents with information and techniques for helping students learn. 375 745 292 PCT 25.9 51.5 20.2 34 1 2.3 0.1 4.00 588 635 195 12 0 41.1 44.4 13.6 0.8 0.0 4.25 0.25 ) Student progress is reported to parents at conferences. 919 427 PCT 63.6 29.5 60 5.5 20 0 1.4 0.0 4.55 837 476 58.8 33.4 105 5 1 7.4 0.4 0.1 4.50 0.05- Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. 535 699 192 PCT 36.9 48.2 13.2 21 3 1.4 0.2 4.20 720 590 50.5 41.3 112 4 1 7.8 0.3 0.1 4.41 0.21 . Parents voluntarily visit the school. 275 415 532 213 11 PCT 19.0 28.7 36.8 14.7 0.8 3.50 479 615 33.7 43.3 282 41 4 19.8 2.9 0.3 4.07 0.57 Parents understand the school's instructional program. 135 674 517 PCT 9.4 46.9 36.0 105 5 7.3 0.3 3.57 517 649 237 14 0 36.545.816.7 1.0 0.0 4.17 0.60 Teachers treat parents with respect. 827 584 34 PCT 57.1 40.3 2.3 2 2 0.1 0.1 4.54 852 493 82 2 59.6 34,5 5.7 0.1 0 0.0 4.53 0.01-TE: 06/17/91 HE\n17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: 4 PROG: RAS501 eSTION TEXT EXISTENCE (5) (4) (3) (2) \u0026lt;1) AVG IMPORTANCE (5) (4) 1 \u0026lt;3) (2) (1) AVG OIFF RANK 5 Parents treat teachers with respect. 138 943 348 PCT 9.5 64.9 24.0 22 1.5 2 0.1 3.82 806 537 56.2 37.4 91 6.3 1 0.1 0 0.0 4.49 0.67 9 6 Parents and comnunity members are involved in school decisions through advisory committees. 274 596 426 PCT 19.1 41.6 29.7 115 8.0 22 1.5 3.68 410 640 318 29.0 45.3 22.5 42 3.0 4 0.3 3.99 0.31 40 7 Parents support the school's instructional program. 167 811 406 PCT 11.6 56.3 28.2 53 3.7 3 0.2 3.75 587 655 173 41.3 46.1 12.2 7 0.5 0 0.0 4.28 0.53 22 ) Parents promote the school's instructional program. 134 650 515 PCT 9.3 45.3 35.9 127 8.9 8 0.6 3.54 494 667 230 34.9 47.2 16.3 23 1.6 0 0.0 4.15 0.61 14 ? Adninistrators are willing to listen to the ideas and feelings of others, when they disagree. even 432 595 310 PCT 29.8 41.1 21.4 81 5.6 30 2.1 3.91 747 553 52.3 38.7 126 8.8 3 0.2 0 0.0 4.43 0.52 23 J Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 328 841 254 PCT 22.6 58.0 17.5 28 1.9 0 0.0 4.01 625 658 149 43.6 45.9 10.4 1 0.1 0 0.0 4.33 0.32 38 Uhen important decisions are made about programs in this school, my ideas are acknowledged. 293 582 391 PCT 20.3 40.2 27.0 129 8.9 51 3.5 3.64 501 651 253 35,2 45.8 17.8 15 1.1 2 0.1 4.14 0.50 25 : There is encouragement and personal support among staff members in this school. 383 674 299 PCT 26.5 46.6 20.7 78 5.4 13 0.9 3.92 656 616 149 46.0 43.2 10.4 6 0.4 Oa 0.0 4.34 0.42 30 Principals treat parents with respect. 933 438 PCT 64.6 30.3 66 4.6 6 0.4 1 0.1 4.59 871 479 61.2 33.6 71 5.0 2 0.1 1 0.1 4.55 0.04- 61 Parents treat principals with respect. 231 914 281 PCT 16.1 63.6 19.6 11 0.6 0 0.0 3.94 785 542 55.1 38.1 96 6.7 0 0.0 1 0.1 4.48 0.54 21 Principals treat teachers with respect. 647 582 166 PCT 44.6 40,1 11.4 42 2.9 14 1.0 4.24 915 457 63.9 31.9 57 4.0 2 0.1 0 0.0 4.59 0.35 36 Teachers treat principals with respect. 597 742 PCT 41.2 51.2 94 6.5 16 1.1 1 0.1 4.32 899 469 62.7 32.7 64 4.5 2 0.1 0 0.0 4.57 0.25 44 Principals treat students with respect. 763 573 PCT 52.6 39.5 104 7.2 10 0.7 1 0.1 4.43 870 487 60.9 34.1 69 4.8 3 0.2 0 0.0 4.55 0.12 55 Students treat principals with respect. 228 774 376 PCT 15.7 53.3 25.9 69 4.8 5 0.3 3.79 894 468 62.6 32.8 64 4.5 2 0.1 0 0.0 4.57 0.78 5ITE: 06/17/91 IME: 17:49:57 1 SUMMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS PAGE: PROG: RAS5C EST ION M TEXT 1 People feel safe at this school. EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) ( 3) (2) (1) AVG 01FF RAK 2 Teachers treat students fairly and consistently. 3 Teachers and students have a sense of pride and work together in this school. 4 Extra learning time is provided for students who need or want it. 5 Students have opportunities to develop leadership skills. 6 Teachers feel accountable for students who do not understand the work. 7 Teachers expect low achievers to respond as often as other students. 8 Slow learners receive as much praise as more advanced students. 9 Students in our school are excited about learning. 3 The school rules are fair. 1 Student work is proudly displayed throughout the school. 2 Learning is seen as the most important reason for attending school. 5 Students failures. are treated in ways which encourage success rather than focusing on 523 1063 305 PCT 26.8 54.5 15.6 373 1107 390 PCT 19.2 57.1 20.1 581 939 360 PCT 30.0 48.5 18.6 512 756 4 78 PCT 26.8 39.6 25.0 475 804 515 PCT 24.7 41.8 26.8 274 734 640 47 2.4 12 0.6 4.04 1041 720 55.1 38.1 114 6.0 13 0.7 1 0.1 4.47 0.43 14 59 11 3.0 0.6 3.91 990 749 52.7 39.8 123 6.5 12 0.6 6 0.3 4.43 0.52  50 7 2.6 0.4 4.05 746 872 39.8 46.5 235 12.5 21 2 1.1 0.1 4.24 0.19 35 131 33 6.9 1.7 3.82 759 791 286 40.7 42.4 15.3 24 5 1.3 0.3 4.21 0.39 16 107 21 5.6 1.1 3.83 555 843 418 29.6 45.0 22.3 52 4 2.8 0.2 4.01 0.18 36 195 52 PCT 14.5 38.7 33.8 10.3 2.7 230 652 615 269 50 PCT 12.7 35.9 33.9 14.8 2.8 327 643 518 249 64 PCT 18.2 35.7 28.8 13.8 3.6 341 819 576 PCT 18.3 43.8 30.8 558 910 344 PCT 29.3 47.8 18.1 870 587 334 PCT 46.1 31.1 17.7 1049 610 206 PCT 55.2 32.1 10.8 544 905 357 115 17 6.2 0.9 67 26 3.5 1.4 80 18 4.2 1.0 33 3 1.7 0.2 67 16 3.51 3.40 3.51 3.72 4.00 4.17 4.40 607 789 374 32.9 42.8 20.3 371 681 559 20.9 38.4 31.5 662 762 297 65 8 3.5 0.4 4.04 0.55 7 139 22 7.8 1.2, 3.69 0.29 24 47 4 37.4 43.0 16.8 2.7 0.2 815 746 229 13 4 45.1 41.3 12.7 0.7 0.2 780 804 235 24 5 42.2 43.5 12.7 1.3 0.3 524 722 454 113 16 28.6 39.5 24.8 6.2 0.9 1121 586 60.3 31.5 140 12 1 7.5 0.6 0.1 4.14 0.63 4 4.30 4.26 3.88 4.51 0.58 0.26 0.29- 0.11 5 27 62 42 5 Teachers have the same level of students of all races. PCT 28.8 47.9 18.9 3.5 0.8 4.00 905 730 49.1 39.6 180 23 7 9.8 1.2 0.4 4.35 0.35 21 Students learn to expectations of academic achievement for 557 762 398 131 28 PCT 29.7 40.6 21.2 7.0 1.5 3.90 924 670 202 30 10 appreciate different life styles in their classes. 50.3 36.5 11.0 1.6 0.5 4.34 0.44 13 349 813 534 138 PCT 18.8 43.8 28.8 7.4 \u0026gt; Teachers have the same level of expectations for educational accomplishments of female as Well as male students. 738 840 253 45 There is e^ouragement, as well as opportunity, for students of different races and life styles. 22 1.2 3.71 430 670 540 154 23 23.736,929.7 8.5 1.3 3.73 0.02 50 8 PCT 39.2 44.6 13.4 2.4 0.4 614 795 351 88 19 PCT 32.9 42.6 18.8 4.7 1.0 4.19 4.01 780 725 301 36 11 42.1 39.1 16.2 1.9 0.6 783 722 273 32 12 43.0 39.6 15.0 1.8 0.7 4.20 4.22 0.01 0.21 51 35fl fl DATE: 06/17/91 TIME: 17:49:57 SUMMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS PAGE\nPROG: RASSf OUeSTION MUM TEXT 18 Students In this school EXISTENCE (5) (4) (3) (2) 19 20 receive equal treatment regardless of race. Teachers'use textbooks, materials end different ways of teaching which fair to students of all races and life styles. ceacning uni ch 583 759 384 PCT 31.2 40.7 20.6 111 5.9 are (1) 29 1.6 AVG 3.94 Teachers in this school receive equal treatment. 691 836 285 PCT 36.6 44.3 15.1 67 3.5 10 0.5 4.12 21 Custodians in this school receive treatment equal to other staff members. 496 936 308 PCT 27.5 51.9 17.1 48 2.7 14 0.8 4.02 400 834 375 99 22 Librarians in this school receive treatment equal to other staff members. PCT 23.0 48.0 21.6 5.7 30 1.7 3.84 571 917 228 27 10 23 Secretaries in this school PCT 32.6 52.3 13.0 1.5 0.6 4.14 receive treatment equal to other staff menbers. 24 Teachers of all races in this school receive equal treatment. 576 899 228 PCT 33,1 51.6 13.1 33 5 1.9 0.3 4.15 596 818 282 52 16 25 I am clear about my rights and responsibilities in this school. PCT 33.8 46.4 16.0 2.9 0.9 4.09 831 748 237 41 12 26 If a student has PCT 44.5 40.0 12.7 2.2 0.6 4.25 a problem, there are people in this school who will help. 814 696 307 58 16 IMPORTANCE (5) (4) I 993 626 54.7 34.5 806 737 43.7 40.0 (5) (2) (1) AVG DIFF RAF 163 9.0 27 1.5 8 0.4 4.41 0.47 11 253 13.7 37 2.0 10 0.5 4.24 0.12 41 652 746 329 36.8 42.1 18.6 482 701 451 27.8 40.5 26.0 502 720 428 32 1.8 14 0.8 4.12 0.10 80 4.6 19 1.1 3.89 0.05 4} 73 28.8 41.4 24.6 4.2 505 696 441 68 18 1.0 17 29.2 40.3 25.5 3.9 1.0 708 673 314 32 12 40.7 38.7 18.1 1.8 0.7 785 719 275 26 3 43.4 39.8 15.2 1.4 0.2 3.92 3.92 4.16 4.24 0.22- 0.23- 0.07 0.01- 59 60 44 52 22 The principal and the assistant principalis) of this school responsive to students' needs. PCT 43.0 36.8 16.2 3.1 0.8 4.18 1034 645 56.3 35.1 146 9 3 7.9 0.5 0.2 4.46 0.28 25 act on end are 717 828 264 67 25 28 Punishment for breaking school rules PCT 37.7 43.6 13.9 3.5 1.3 4.12 929 705 50.5 38.3 187 12 7 is handled fairly in this school. 10.2 0.7 0.4 4.37 0.25 30 495 907 372 85 29 Teachers identify discipline problems early end respond quickly and firmly. PCT 26.2 47.9 19.7 4.5 33 1.7 3.92 846 756 218 20 45.8 41.0 11.8 1.1 6 0.3 4.30 0.38 18 414 785 543 106 23 30 Attending a school which has PCT 22.1 42.0 29.0 5.7 1.2 3.78 757 780 256 17 6 wi11 be beneficial to Te racially mixed my Chud's learning experience. a 737 657 346 91 48 51 There are no racial problems in this school. PCT 39.2 35.0 18.4 4.8 2.6 4.03 41.7 43.0 14.1 0.9 0.3 652 583 379 152 71 35.5 31.7 20.6 8.3 3.9 4.24 3.86 0.46 0.17- 11 58 12 In this school problems are recognized and corrected. 206 522 643 327 140 PCT 11.2 28.4 35.0 17.8 7.6 3.17 706 677 305 66 30 39.6 37.9 17.1 3.7 1.7 4.10 0.93 1 366 902 486 89 12 13 Teachers know and treat students PCT 19.7 48.6 26.2 4.8 0.6 3.81 707 812 250 28 4 as individuals. 39.3 45.1 13.9 1.6 0.2 4.21 0.40 15 498 920 380 65 12 54 If 3 decision made at your school seems unfair to a himhmir sH.ke.i.,. * PCT 26.6 49.1 20.3 3.5 0.6 3.97 802 801 204 43.8 43.8 11.1 18 5 1.0 0.3 4.29 0.32 23 to a higher authority. you have the right to take it 1088 509 194 67 PCT 57.6 27.0 10.3 3.5 30 1.6 4.35 933 645 228 25 7 50.8 35.1 12.4 1.4 0.4 4.34 0.01- 53 1 1  1 DATE: 06/17/91 TIME: 17:49:57 SUMMARY DISTRICT PARENT SURVEY TOTALS PAGE: PROG: 41AS5( QUESTION NUM TEXT 35 Learning expectations are communicated to all students. EXISTENCE (5) (4) (3) \u0026lt;2) (1) AVG IMPORTANCE (5) (4) (3) (2) 36 Parents ii)derstand the school' s discipline policies and 674 848 284 PCT 36.3 45.7 15.3 47 2.5 4 0.2 4.15 37 There are open lines of communication principal's office. procedures. 817 750 226 45.0 41.3 12.5 18 1.0 38 Information 39 (1) AVG DIFF RAI ernong students, teachers, and the on career opportunities is available to ny child in this school. participate in college entry or college level courses in this 764 832 260 PCT 39.9 43.4 13.6 604 817 353 PCT 32.0 43.3 18.7 359 591 509 PCT 19.9 32.8 28.2 45 15 2.3 0.8 4.19 804 772 246 43.4 41.7 13.3 26 98 17 5.2 0.9 235 110 13.0 6.1 4.00 3.47 818 756 214 4 0.2 4.29 0.14 3i 5 1.4 0.3 4.26 0.07 45 38 44.6 41.2 11.7 2.1 470 618 431 160 26.8 35.2 24.5 9.1 7 0.4 4.27 0.27 26 40 Extracurricular activities are available to students sex, national origin, 131 250 331 271 665 PCT 7.9 15.2 20.1 16.4 40.4 2.33 the basis of 41 All students race nr discrimination on race, or handicapping condition. are provided with opportunities for 686 692 303 PCT 37.5 37.8 16.5 89 61 4.9 3.3 4.01 success and recognition. 623 803 353 62 42 Students treat teachers with respect. PCT 33.5 43.2 19.0 3.3 17 0.9 4.05 43 Teachers treat students with respect. 296 918 564 88 PCT 15.7 48.8 30.0 4.7 16 0.9 3.73 417 943 438 66 44 Students treat other students with respect. PCT 22.3 50.3 23.4 3.5 9 0.5 3.90 153 743 812 150 45 Teachers treat other teachers with respect. PCT 8.1 39.4 43.1 27 8.0 1.4 3.44 46 Students are satisfied with their 556 994 241 PCT 30.6 54.6 13.2 26 2 47 I enjoy coming to this school. progress in school. 258 935 604 1.4 0.1 4.14 67 PCT 13.7 49.7 32.1 3.6 16 0.9 3.71 48 Parents are welcome in this school. 737 791 308 PCT 38.4 41.3 16.1 57 24 3.0 1.3 4.12 77 4.4 3.70 0.23 32 49 Teachers provide learn. parents with information and 1357 443 102 15 PCT 70.7 23.1 5.3 0.8 )0 Student progress is reported to parents techniques for helping students 2 0.1 4.63 at conferences. 693 659 405 125 PCT 36.2 34.4 21.1 6.5 33 1.7 3.96 259 336 321 220 479 16.0 20.8 19.9 13.6 29.7 641 652 353 36.0 36.6 19.8 769 743 256 42.4 41.0 14.1 961 702 151 52.4 38.3 8.2 959 698 150 2.79 0.46 12 91 5.1 45 2.5 3.98 0.03- 54 31 13 1.7 0.7 4.22 0.17 37 14 7 0.8 0.4 4.41 0.68 3 18 2 52.5 38.2 8.2 1.0 0.1 776 745 288 26 42.1 40.4 15.6 1.4 794 758 207 29 44.2 42.2 11.5 1.6 815 765 226 23 4.41 0.51 9 8 0.4 6 0.4 7 44.4 41.7 12.3 1,3 0.4 728 755 316 45 9 39.3 40.7 17.1 2.4 0.5 948 662 222 18 2 51.2 35.7 12.0 1.0 0.1 874 720 238 19 2 47.238.912.8 1.0 0.1 4.22 4.28 4.28 4.15 4.36 4.31 0.78 0.14 0.57 0.03 0.27- 0.35 2 39 6 49 61 22 '1 Teachers frequently communicate with parents areas of strength and weakness. on student progress and indicate 1214 476 PCT 63.9 25.1 132 54 23 7.0 2.8 1.2 4.47 1031 631 55.9 34.2 163 12 7 8.8 0.7 0,4 4.44 0.03- 55 773 656 324 118 PCT 40.3 34.2 16.9 6,1 49 2.6 4.03 975 687 52.5 37.0 171 21 4 9.2 1.1 0.2 4.40 0.37 19DATE: 06/17/91 TIME: 17:49:57 SUKMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS QUESTION NUM TEXT 52 EXISTENCE \u0026lt;5) (4) (3) (2) 53 54 55 Parents voluntarily visit the school. Parents understand the school's instructional program. Teachers treat parents with respect. Parents treat teachers with respect. 56 Parents and coninunity menbers advisory conmittees. are involved in school decisions through 57 Parents si^rt the school's instructional program. 58 Parents promote the school's instructional program. \u0026lt;1) AVG IMPORTANCE (5) (4) \u0026lt;3) (2) \u0026lt;1J AVG 59 Principals treat parents with respect. 60 Parents treat principals with respect. 61 Principals treat students with respect. 62 Students treat principals with respect. 455 646 617 PCT 24.0 34.1 32.6 376 917 493 PCT 19.8 48.4 26.0 940 757 PCT 49.4 39.8 748 923 PCT 39.3 48.5 148 7.8 26 1.4 3.71 . 577 713 457 31.4 38.8 24.9 74 4.0 15 0.8 3.96 99 5.2 11 0.6 3.81 599 828 361 32.6 45.1 19.7 41 2.2 7 0.4 4.07 178 9.4 22 1.2 4 0.2 4.37 871 749 207 47.2 40.6 11.2 16 4 0.9 0.2 4.33 215 11.3 12 0.6 4 0.2 4.26 872 740 210 17 5 47.3 40.1 11.4 0.9 0.3 4.33 330 696 561 191 56 PCT 18.0 37.9 30.6 10.4 3.1 415 981 418 54 14 PCT 22.1 52.1 22.2 2.9 0.7 314 850 563 99 PCT 17.0 46.1 30.5 5.4 1044 650 PCT 54.6 34.0 809 862 PCT 42.7 45.5 180 26 3.57 3.91 543 739 441 64 12 30.241.124.5 3.6 0.7 665 779 353 34 2 36.342.519.3 1.9 0.1 3.96 4.12 18 1.0 3.72 549 760 425 63 7 30.4 42.1 23.6 3.5 0.4 3.98 11 9.4 1.4 0.6 4.40 921 701 216 14 1 49.7 37.8 11.7 0.8 0.1 4.36 194 24 5 10.2 1.3 0.3 810 792 257 36 11 PCT 42.5 41.6 13.5 1.9 0.6 554 908 360 65 6 PCT 29.3 48.0 19.0 3.4 0.3 4.29 4.23 4.02 891 715 227 16 4 48.1 38.6 12.3 0.9 0.2 922 734 188 14 3 49.5 39.4 10.1 0.8 0.2 949 698 178 14 8 51.4 37.8 9.6 0.8 0.4 4.33 4.37 4.38 5 PAGE: PROG: RASSC DIFF 0.25 0.26 0.04- 0.07 0.39 0.21 0.26 0.04- 0.04 0.14 0.36 RAK 31 28 56 46 17 34 29 57 48 40 20I / Nomn I 1 Hoorn 105 Office Room 110 Faulkner Kindergarten Ashley S. Lusby Moore Kindergarten r~pn I Speech I I Restroom fl s I s 13 S! El IB Room 103 Dooms Grade 2 Room 102 Kearney Grade 2 Room 101 Machen Grade 2 I*? r Ai Restroom Room 111 Cajetorium K i tchen Cole Harris Rogers Room 115 Turner Grade 1 Wenger r Room 112 Alexander Computer Lab Roon 114 jWhite Grade I V\\un+ Musi c. Tr\u0026lt;ult\u0026lt;NORHI 1 FAM liJ\n.fc Room 205 Col1i ns Grade 4 Room 204 I Clements Grade 4 Room 203 B o y q e Med i a Center Room 202 Wallace Grade 6 Room , '2O6 \u0026gt; ^oom 207\noom 210 Room 211 Room 212 I? Gord o-n G h a n t Sp,.  Res .  Stair Boys Girls Jtair J \"htlies PAL ReajdJ p^L ing Math borkroom T Lounge Staff A Attic Room 201 L eml g Grade 6 ' E'zans Counsel 1 Robinson Grade T Room 213 Combs ! Stair Girls ' Boys Roon 217 Wilson  Grade 5 / Stair Holmes Room 214 Russel 1 Grade 3 Room 215 J enk i ns Grade 3 Roon 216 Capps Grade 5 I IMarch 25, 1996 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 Dear Ms, Brown\na , (PC iWa. received M- 2 r Office of Desesfesauc, 'icriiiCiinc Many parents, teachers and staff at Forest Park Elementary School have expressed an interest in school uniforms for our students. It is our objective to conduct a fair and unbiased survey of any interest in a school-wide uniform policy . A committee is being formed to assess the information gathered. A tentative schedule and our intent have been outlined as follows: 1) April 1 - PTA meeting to be held at Forest Park at which the research data and the concerns of parents and faculty members regarding implementation of a uniform policy will be addressed. 2.) April 2 - Survey to assess the interest in or opposition to a School Uniform Policy to be sent to all parents. 3.) April 11, 6:30 pm - Meeting to be held at Forest Park with open discussion concerning uniform policy and style show/presentation of possible uniform choices. 4.) April 15 - Official Ballot forms to be sent to ail parents, including pre-registered parents, to be returned by April 18. 5.) April 25 - If approved by parental vote, committee members will request to come before the Little Rock School Board to present results and seek approval. If you have any concerns or recommendations, please contact Beth Munsey or Paige Rystrom. Thank you for your consideration of this matter. Sincerely, Paige Rystrom 666-5444 Beth Munsey 664-1936  cc\nKatherine Mitchell, Michael Daugherty, Judy Magness, John Rigss, Linda Pondexter, Pat Gee, Sue Strickland, Dr. Henry Williams, Virginia Ashley, Laura Doramus, Mim Hundley, John WalkerArkansas Democrat (gazette WEDNESDAY, JUNE 9, 1993 Copyngnt 5 1993, UWe Rock Newspapers. Inc. ARKANSAS TIMES  APRIL 21.1994 j The Arkaiisas REPORTER - i WHITES NEED NOT APPLY At one LR school, desegregahon proves loo successful. BY JUDITH M. GALLMAN D *anny Johnson wauled his son Io attend Pulaski llcighls Junior High School next year, but Ihere's no room for his son at Ihe school bccaii.se hc'.s while. That's what die school told Johnson on MarchZI whenhcwenttopre-regislerhis II- year-old son Jeremy for next year. It seems die Pulaski I Icighls parents and school officials have Ikcii so successful al rcciuiling whiles dial theirenrollmcntnowrunsafoulof court-ordered racial guidelines. Uie result is a supreme irony in a majority black school district that ha.s struggled for years to hold while parents. Denied admission Io Pulaski Heights, Johnson says he is planning Io buy a house in Conway and enroll his children dicie next year, continuing a ticiid dial has seen Conway explode with whiles fleeing Little Rock. Ralph Hoffman, the principal of Pulaski llcighls Junior High School, says the school has swung from a luiiior high that was roughly 65 Io 67 iKiceiil black in 1988 to a school that's 54 Io 5.5 percent black now. Based on pre-regisiration figures for next year, however, Ihedislrict projects the junior high will Ik 51.8 percent black, which, the disli ict says, nican.s loo few black students will Ik enrolled. The projection pronipled Dr. Russ Mayo, associate supcrinlendcnt for desegregation. Io draft a memo saying that sludenis who pre- rcgislcrcd on or after May 14 will be assigned by Ihe Sludeiil Assignment Office. \"Basically, we will reserve vacant seats for black students while nonblack students will receive allernale assignments,\" Mayo wrote in die mciiio. \"Students who cannot be assigned will Ik placed on wailing lists.\" The memo also went to four eleiiKiitary schools, Terry, PulbrighI, Forest Park and OllcrCrcck, Mayo said, iKcaiisc all will likely sliplKlow die coiiil-appiovcdiiiinimiiin black enrollmenl |Kicenlage. Jefferson doesn't meet 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 the minimum black enrollment should not fall below 40 (Krccnt for elementary schools and 51 percent for junior high schools. Mayo agrees on 40 iKrcent for elementary schools, but he insists the minimum for junior highs is 52.5 pcrceiiL More importantly, Brown believes diecourt intended to set racial guidelines, not quotas. Mayo see.s lliem as a quota from which the dish ict may not stray. Mayo said Ihe freeze is a temporary measure that may be lifted once Ihedislrict has a clear understanding of next year's enrollment. Though the policy ap|)ears to stale otlierwise, Mayo said the district does not intend to exclude while studeiiLs who are rightful residents of a school's attendance zones, only those who live outside llic iillcn- dance zone. But at the same lime, he says only that those in tlie zone will lie pul on Ihe waiting list. He also says Ihe district wants Io lie sure all sludenis in a scliool righlfully deserve Ilie assignments. \"I'm told that it has nol been watched a.s carefully by the Student Assignment Office in die past,\" Mayo said. We cannot continue ignoring the plan or the court.\" Brown said the disU ict should look al oilier options beforeexcluding while patents, whose loss could harm Ihe racial composition of Ilie whole disti icl. One option is adding poitable buildings, allhough dial's impossible foi some of the schools and Mayocounlers such additions peipetuale dual education. Some school patrons, parents and teachers worry dial die policy will drive whiles Io private schools or other cides. \"There's no such thing as a school loo white in Little Rock,\" one parent said. But die School District has now ruled odierwise. And the result may Ik at least two more transfers to 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 Jelferson Elementary School 40.4 percent Oller Creek Elementary School 44.7 percent If pre-registration enrollment figures for the 194-95 scliool year for the above Little Rock schools hold true, these schools could end up with too few black students, which is why additional white students aren't being enrolled temporarily. The percentage)! indicate what percentage of the student body is expected Io be black. Elementary schools cant have fewer than 40 percent, but the bottom limit for junior highs i.s in dispute. The district seLs the limit al 52.5 percent\nthe Office of Desegregation monitoring uses 51 percent.Arkansas Democrat ^(i^azettc | THURSDAY, JUNE 15,__1995 Vote on closing 2 schools put off The Little Rock School Board wont vote until June 22 on closing two elementary schools next fall and employing a private\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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