{"response":{"docs":[{"id":"bcas_bcmss0837_554","title":"Little Rock Schools: Garland 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":["1990/2001"],"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","Garland Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics","School improvement programs"],"dcterms_title":["Little Rock Schools: Garland 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/554"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nLittle Rock School District G arland is the only elementary school with a multimedia technology theme. By using state-of-the-art technology, Garland students learn to become effective users of ideas and information. Multimedia technology and educational research are incorporated into the Little Rock School District curriculum at Garland to enhance learning and better prepare students for a changing social and technological environment. Educational diversity and a multicultural focus creates an environment of interest in other cultures and an anticipation for learning about various customs, holidays and celebrations. \"Learning with dignity through technology is our motto. A caring, encouraging atmosphere is our specialty. ) Garland Multimedia Technology and Educational Research Elementary School First Class Schools For World Class KidsTheme-Focused, Multimedia Technology Adds Interest, Enhances Learning SPECIAL ATTRACTIONS Gifted/Talented Program Students at Garland Multimedia Technology and Educational Research Elementary School learn reading, math, social studies and science via multimedia technology. Computer labs are available for students pre-K through sixth grade. Multimedia technology is available in classrooms with each grade level focused on a theme, such as: Literacy Through Technology Early Literacy Through Technology Researching America Through Technology Telecomputing Technology Media Productions Exploring the World Through Technology We at Garland are preparing students for a changing social and technological environment in a caring atmosphere. We have a low pupil-to- staff ratio which helps increase interaction between students and staff. Extended Day and Extended Week Activities - Activities Include: Individualized Academic Assistance, Clubs, Field Trips and a Homework Center Before and After School Care Program Parent Workshops - Training parents to Assist their Children with Homework, Computer Literacy, and Nutrition Four-Year-Old Program Special Skills Program - Chess, Spanish, Choir, Dance, Aerobics and Taekwondo Multicultural Program - Intensive Study of Various Cultures Achievement Recognition Tutoring in the Classroom Media Center - with an Electronic Encyclopedia Parent Link - A Voice Mail Link For Parents and Teachers Special Programs Garland offers special programs that include a gifted and talented program, speech therapy, resource classes, community based instruction, an academic support program for reading and math, comprehensive counseling and nursing, a library media specialist, social worker and multimedia theme specialist. From health to resources - from academics to discipline - Garland is in the forefront. *Garland Multimedia Technology and Educational Research Elementary School 3615 W. 25th Street Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Garland Multimedia Technology and Educational Research Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. R s I 1^4 Garland 361SW. 25th Uttle Rock. AR 72204 Incentive Mr. Robert L. Brown. Jr.. Principal Phone: (501) 671-6275 A nxm^/brmational'* id \"fij ?i! iii'j it*' I BWSglSSI Ji i' iliSchedule of Events 4:30 - 6:00 6:10-6:30 6:30 - 7:00 7:00 - 7:30 7:30 - 8:00 8:00 - Until POWER 92 Live Remote Broadcast Dr. Hank Williams, Incoming Superintendent of LRSD Mr. Jimmy Pritchett, Little Rock Fighting Back Program Mr. Robert Brown, Jr., Principal of Garland Incentive School Classroom Tours Dinner Served Come share in the excitement of a New and Progressive year at Garland Incentive School Open House Monday, September 20,1993 Pre-open house activities begin at 4:30. Door Prizes to be given away!! OB B BS\niCl ^'2! VfJ = \\\u0026lt;'l B'-y-s' jVxV w' Would Like Garland Incentive Schoo! :^l a OS kd invite WrfTfcU T aaj?^ tlnaniiB^^ InfH ST 3 ,TIME-9:00 A.M, - 2:30 P.M. ADDRESS-3615 West 25th Little Rock, Arkfinsas 72204 *'HAT - Multicultural Celebration feHEN - May 27 \u0026amp; 28, 1993 la-HERE-Garland Incentive School PARTICIPANTS-Pre-K - 6th ,W--/-W-Zft/rZrAt*fi.it it ttut/f - -J . i iS ^2? fe' sskS B. PS'S I i I VHY - To Celebrate Cultural Awareness Robert L. Brown Jr. Prinoipal ilK ACCOLADES Garland's Certified Staff Academic 4 #1 in Growth for 93 MPT Reading \u0026amp; Math 4 #1 in Growth for 93-Stanford 8 Overall #1 in Growth for 93Standford 8 2nd Grade 4 #1 in Growth for 93Standford 8 4th Grade A Top 10 in Growth for 93-Standford 8 6th Grade MULTIMEDIA TECHNOLOGY II Discipline F 7J% Reduction in Behavior Referrals (From 1045 to 285 in 93) 86% Reduction in Suspensions (From 65 to 9 in 93) AND A Few of Garland's Special People Diversity r 250% Increase in Enrollment of Hispanic Students F Multicultrual Focus EDUCATIONAL RESEARCH 'V Fiesta Celebration \"I Cinco De Mayo 'V Three Kings Day KWANZAA Day V Chiness New Year 'I Russian Day 4 Japanese Celebration V Jewish Celebration V Korean Celebration V Jamaican Celebration 'V German Celebration V Native Amer PowWow Garland Incentive School 4 Learning with Dignity through technology!! CALL 671-6275 FOR MORE INFO. First Class School for World Class Kids. Little Rock School District Garland Incentive School Computer-Assisted Instruction with Theme Focus Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for Kindergarten and first grade. Computers are also available in each classroom with each level focused on a theme enhanced by technology. Themes include: Emergent Literacy Through Technology. Early Literacy Through Technology. Researching America Through Technology. Telecomputing Technology. Media Productions Exploring the World Through Technology. We are preparing students for a changing social and technological environment in a caring, encouraging atmosphere Parent Link This allows 24 hour accessibility to homework, school news, and teachers through voice mail technology. Extended Day \u0026amp; Week Classes after school (homework center, special skills, clubs and leisure activities and on Saturday, as well as field trips, enhance learning. . Before and After School Care Program Supervised activities from 7:00am to 5:30pm. Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development. Four-Year-Old Program The four-year-old program offers certified teachers, and instructional aide and an age appropriate curriculum enhanced with computers that prepares for kindergarten level learning. Special Skills Program Foreign language, band, choir, dance, Tae Kwon Do and Chess are offered during and/or after school. Multicultural Program Intensive study of various cultures that make up our world culminating with a school wide multicultural celebration. Achievement Recognition Students are recognized for improved efforts and academic growth with high frequency throughout the school year. Tutoring in the Classroom Tutoring is provided through community volunteers and school peers. Media Center Provides technologically advanced resources with exceptional research capabilities. Special Programs Gifted and Talented Program Speech Therapy Resource Classes Community Based Instruction Academic Support Program for Reading and Math Full Time Counseling Program Full Time Nurse Multimedia Educational Technology Research and Academy infuses multimedia technology into the Little Rock School District Curriculum that enhances students' learning to better prepare them for a changing social and technological environment. Students will become effective users of ideas and information through intellectual and physical access to materials in all formats with emphasis on multimedia technology. Garland's Multimedia Technology and Research Academy is located at 3615 West 25th Street, Little Rock, Arkansas and is open to the community and all which comply with desegregation requirements.ACCOLADEl Garland's Certified Staff Academic MULTIMEDIA Outstanding Growth! TECHNOLOGY Discipline 73% Reduction in Behavior Referrals (From 1045 to 285 in 93) 4 86% Reduction in Suspensions (From 65 to 9 in 93) A Few of Garland's Special People Diversity r 250% Increase in Enrollment of Hispanic Students r Multi-Cultrual Focus 'I Fiesta Celebration 'i Cinco De Mayo 'I Three Kings Day KWANZAA Day 'I Chiness New Year 'I Russian Day 'I Japanese Celebration 'I Jewish Celebration V Korean Celebration Jamaican Celebration 'J German Celebration V Native Amer PowWow EDUCATIONAL RESEARCH Garland Incentive School 4 Learning with Dignity through technology!! Gariand Incentive School Multi-Cultural Celebration Moy 26 \u0026amp; 27. 1994 CALL 671-6275 FOR MORE B^FO. Little Rock School District OPEN HOUSE 10:00 AM to 2:00 PM Each Day Come Check Us Out!!! Garland Incentive School Computer-Assisted Instruction with Theme Focus Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for Kindergarten and first grade. Computers are also available in each classroom with each level focused on a theme enhanced by technology. Themes include: Emergent Literacy Through Technology. Early Literacy Through Technology. Researching America Through Technology. Telecomputing Technology. Media Productions Exploring the World Through Technology. We are preparing students for a changing social and technological environment in a caring, encouraging atmosphere Parent Link This allows 24 hour accessibility to homework, school news, and teachers through voice mail technology. Extended Day \u0026amp; Week Classes after school (homework center, special skills, clubs and leisure activities and on Saturday, as well as field trips, enhance learning. Before and After School Care Program Supervised activities from 7.00am to 5\n30pm. Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development. Four-Year-Old Program The four-year-old program offers certified teachers, and instructional aide and an age appropriate curriculum enhanced with computers that prepares for kindergarten level learning. Special Skills Program Foreign language, band, choir, dance, Tae Kwon Do and Chess are offered during and/or after school. Multi-Cultural Program Intensive study of various cultures that make up our world culminating with a school wide multi-cultural celebration. Achievement Recognition Students are recognized for improved efforts and academic growth with high frequency throughout the school year. Tutoring in the Classroom Tutoring is provided through community volunteers and school peers. Media Center Provides technologically advanced resources with exceptional research capabilities. Special Programs Gifted and Talented Program Speech Therapy Resource Classes Community Based Instruction Academic Support Program for Reading and Math Full Time Counseling Program Full Time Nurse Multimedia Educational Technology Research and Academy infuses multimedia technology into the Little Rock School District Curriculum that enhances students' learning to better prepare them for a changing social and technological environment. Students will become effective users of ideas and information through intellectual and physical access to materials in all formats with emphasis on multimedia technology. Garland's Multimedia Technology and Research Academy is located at 3615 West 25th Street, Little Rock, Arkansas and is open to the community and all which comply with desegregation requirements.GOALS a DEGREES \"Rites of Passage\" To be ceremoniously initiated into the \"Rites of Passage,\" these goals must be consistently practiced by the individual. * To give one's undivided attention and respect to elders * To observe and ponder the meaning of ail things * To recognize the one source greater than yourself * To seek knowledge, wisdom and understanding * To respect mother, father, authority, life and truth * To be responsible for one's own actions/consequences * To encourage self-love and self respect * To respect the humanity of all people * To practice personal grooming/cleanliness * To develop higher learning capacities by\nGARLAND INCENTIVE SCHOOL'S 6TH GRADE CLASS OF 93 PRELUDE a. developing better thinking and memory skills b. acquiring an interest in the dictionary * To practice correct methods of classroom participation * To adhere to rules and regulations and show respect for policies * To learn self-identity: a. Who am I? b. Where am I? c. Where did I come from. How did I get here. d. What do I want to be and how will I get there. * To demonstrate appreciation for one's culture and heritage * To actively participate in the organized development of one's community To use and manage money properly within the community * To develop a spirit of self determination and cooperative economics etc.) research foods their * To develop survival skills (husbandry, crafts, farming, carpentry, To develop a life-long love for learning through study and I * To develop the discipline needed to select and consume healthy * To teach others what you have mastered and serve as a guide for PASSAGE \"In America. Black la a country.\" \"RITES OF PASSAGE\" Garland Incentive School's 1993 6th Grade Graduates Rites of Passage Awards Program 0 Males Robert Allen Stephen Buford Richard Burton Marvin Collins Denaro Cook James Fields William Green Ronald Harris Jerome Hunter Michael Hunter James Ivey James Johnson Vernon Jones Kelvy Matthews Steve Preston Joel Rodriguez Jose Rodriguez Steven Smith Keith Tucker Gary Vanderbilt Clifton Watson 101 * 0 Females Latasha Butler Holly Carroll Valencia Coleman Ashley Hill Terri Jackson Eva King Alisha Lemons Tameka Lewis Simona Matthews Eryn Surratt Theme: Children Are the Reward of Life -African Proverb Processional Libations Salute Musical Selection Rites of Passage Overview Recognition of Guest Speakers Musical Selection Motivational Speech Presentation of Awards 6th grade students Pele Shonowa, Entrepreneur The Liberation Flag Mr. Rickey Banks Steven Preston Student Council Vice-President Valencia Coleman 6th Grade Student Mr. Rickey Banks Mr. Robert L. Brown, Jr. Principal, Garland Incentive School * Passed MPT (Reading) * Passed MPT and Stanford-8 Mr. Robert L. Brown, )r. Principal, Garland Incentive School First Annual Overcomer's Award Mr. Terrence Hardin C.AA.P. 6th Grade Teachers for 1993: Ms. Yolanda Anderson Mr. Leroy Slater Remarks Closing Song \"Lift Every Voice and Sing\" Recessional 6th grade students Reception - Media Center Garland incentive School For Guest and Sth and 6th grade students only.The Liberation Flag was created by Marcus Garvey. Red stands for the blood and struggle. Black represents the people and their color. Green stands for land and the future. There can be no future without struggle, and there can be no struggle without people. It is your responsibility to know who you are (Black), know that your purpose is to struggle (Red), and know that your goal is liberation and a better tomorrow (Green). Every flag has meaning and Garvey was careful in selecting yours. Salute II This Flag Is Mine Here's to this flag of mine the Red, Black, and Green Hopes in its future bright Africa has seen Here's to the Red of it. Great Nations shall know of it In time to come. Red blood shall flow of it Great flag of mine. Here's to the Black of it Four hundred millions back of it Whose destiny depends on it The Red, Black, and Green of it Oh, flag of mine. Here's to the Green of it Young men shall dream of it. Face shot and shells of it. Maidens shall sing of it Waving so high Here's to the whole of it G\u0026gt;lors brought and pole of it Pleased is my soul with it Regardless of what is told of it. Thanks God for giving Great flag of mine. I LIFT EVERY VOICE AND SING Lift every voice and sing Till earth and heaven ring. Ring with the harmonies of Liberty\nLet our rejoicing rise High as the listening skies. Let it resound loud as the rolling sea. Sing a song full of the faith that the dark past has taught us. Sing a song full of the hope that the present has brought us. Facing the rising sun of our new day begun Let us march on till victory is won. Stony the road we trod, Bitter the chastening rod, Felt in the days when hope unborn had died\nYet with a steady beat, Have not our weary Feet Come to the place for which our fathers sighed? We have come over a way that with tears has been watered. We have come, treading our path through the blood of the slaughtered. Out from the gloomy past. Till now we stand at last Where the white gleam of our bright star is cast God of our weary years, God of our silent tears. Thou who hast brought us thus far on the way: Thou who hast by Thy might Led us into the light. Keep us forever in the path, we pray. Lest our feet stray from the places, our God, where we met Thee, Lest, dur hearts drunk with the wine of the world, we forget Thee\nShadowed beneath Thy hand. May we forever stand. True to our God, True to our native land. i James Weldon Johnson This poem has been put to music and is now our Black National Anthem. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: GARLAND ELEMENTARY READING 1988 1989 1990 1991 MATHEMATICS 1988 1989 1990 1991 ALL STUDENTS No. Tested No. Passed Percent Passed BLACK HALES No. Passed Percent Passed GLACK FEMALES No. Passed Percent Passed 39 32 82 13 76. 11 79 51 35 69 16 55 16 89 44 29 66 15 65 13 65 26 18 69 57 80 39 32 82 12 71 12 86 51 34 67 17 59 15 83 44 24 55 15 65 40 26 15 58 50 70 8 8 8 7 7 WHITE MALES No. Passed 1 1 0 4 4 1 0 1 Percent Passed 100 100 100 100 100 100 WHITE FEMALES No. Passed 0 2 0 3 1 3 0 0 Percent Passed 100 100 100 50 OTHER MALES No. Passed 0 0 Percent Passed OTHER FEMALES No. Passed 7-1 1 1 1 0 1 0 0 Percent Passed 100 100 100 100 100 100 k Total of all students in the \"Other ___ - race category. These scores were not'reported by gender.SCHOOL: garland elementary READING 1988 1989 1990 j 1991 1988 ALL STUDENTS No. Tested Ho. Passed 31 25 81 PercenX Passed I__2. BLACK EALES No. Passed 8 Perc-.\nnt Passed 73 SLACK EEKALES No. Passed I 12 percent Passed 80 'fflITf. KALES l.'o. Passed i I 0 Percent Passed I___ WHITE FEMALES No. Passed 3 Percent Passed OTHER MALES No. Passed percent Passed OTHER EEK.a.LES No. Passed Percent Passed. 100 * 2 100 36 19 53 9 47 9 56 0 0 1 100 31 25 81 12 80 13 81 0 0 0 0 34 31 91 10 77 18 100 1 100 2 100 0 0 31 24 77 7 64 12 80 0 3 100 * 2 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 HATH EI-IAT ICS 1989 36 20 56 8 42 11 69 0 0 * 1 100 1990 31 29 94 14 93 15 94 0 0 0 0 1991 34 26 76 8 62 16 89 1 100 1 50 0 0 1988 31 20 65 5 45 11 73 0 3 100 LANGUAGE ARTS 1989 36 10 28 4 21 6 - 38 0 0 0 1990 31 22 71 10 67 12 75 0 0 0 1991 34 17 50 7 54 9 50 0 1 50 0 1988 31 17 55 5 45 8 53 0 2 67 SCIENCE 1989 36 6 17 4 21 2 13 0 0 0 1990 31 26 84 13 87 13 81 0 0 0 1991 34 20 59 7 54 10 56 1 100 2 100 0 1980 31 17 55 5 45 8 * 1 0 0 0 * 2 0 0 0 SOCIAL STUDIES 1989 36 6 17 3 16 3 1990 Tl -I 53 0 3 100 * 1 19 0 0 0 0 Total of a.ll students in the \"Other\" race category. 'ceres '..an not reported by gender. i 50 100 i 50 31 19 61 8 53 11 - 69 0 0 0 0 3A 18 53 6 46 9 50 1 100 UU J 2 100 ... 0 0 I j i I2 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 1 WHITE FEMALE 1 991 MAT-6 Di st ri but 1 on J6431 M6BYSC 10/07/91 PAGE 351 1! po r' I H' k.- Cl- Percentile Summary ._Z6 50 26 - 01-..: 75 49 -25 Number Tested TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N 0 0 1 0 1 Mean, NatL_NCE_______48.3 WHITE MALE Percentile Summary 76 50 26 99 75 49 __-_25 __ Number Tested Mean NmV L. NCE_. ALL WHITE Percentile Summary _____ 50 26 75 49 _ 01 -_-e5_____ Number Tested Mean -Nat_Lr_NCE_. _ ox ____ ox 1 oox ox TOTAL READING N X 1 i 1 33X 33X 33X __Q_____OX . 3 54.5 TOTAL READING N X .1____25X 1 2 0 asx SOX .._0X 4 .53.1 0. 1 0 0_ 1 1 OOX OX ox - Q_ 0 1 0 ox ox 1 oox ox 0 0 1 0 OX ox 1 OOX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 oox OX ox 1 1 1 1 1 -55.3______ TOTAL MATHEMATICS N X 1 0 -_O_. 3 65.9 .3 48.9 60.4 53.7 50.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X N 33X OX OX _ 1 1 0 1 33X 33X OX 33X 1 1 1 0 33X 33X 33X OX 3 0 0 0 1 oox ox ox ox 1 0 2 0 33X OX 67X OX 2 0 1 0 67X OX 33X OX 3 52.0 3 56.8 3 78.1 3 56.5 3 60.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 2____BOX__ 2 0 0 SOX OX ___OX____ 4 ..63.2._ 1 1 1 1 e5x_.... 25X E5X 25X I____25X 1 2 0 25X SOX OX 3 1 0 0 75X 25X OX OX 1 1 2 0 25X 85X BOX OX 2 1 1 0 5 OX 25X 25X OX 4 - 49.4 ... 4 _____54,8 ... 4 73.7 4 55.8 4 57.9 I . r1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 35 I-' i=' I t*r 'I \u0026gt;'i SCHOOL: GRADE: OAKLAND INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary 50 26 01 75 49 25 Nuaber Tested N Z N Z N X N Z N N Z N Z 0_____ 9Z. 2 1 5 8 Mean NatJ_l_NCE_____ _35.9, . BLACK MALE Percentile Suaaary 76 50 26 ?9 75 49 01.-.25.- Nuabe Test ed Mean Nat'1 NCE ALL BLACK 25Z 13Z 63Z TOTAL READING N Z 0_____QJi___ __ 4 1 3 50Z 13Z 38Z 1 3 1 3 13X 38Z 1 3X 38Z 0 3 3 OZ S5Z 38Z 38Z 2 1 1 4 25 Z 13Z 13Z 50Z 1 2 0 5 13Z 25Z OZ 63Z 0 3 3 OZ 25Z 38Z 38Z 8 44.3 8 __41\u0026lt;5_ 6 39.4____ 8 42.3 8 39.2 8 37.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N Z N Z N X N Z 2 0 3 17Z OZ 25Z 2 3 3 . .. 7. -__.58Z 12 ___ 3?. e TOTAL READING Percent lie Suaaary N Z 76..^99_______ 50 S6 75 49 _ 2 2 4 .. lOX 1 OZ 20Z 01 t,25_.,. 12 . 60Z.. Nuaber Tested 20 __ Mean_NatJ_l .NCE_________38.1 17Z 25Z 25Z 2 2 4 4_.33X__________4 12 45 P 1 2 42.6 TOTAL MATHEMATICS N Z .2____lOX___ 74 35Z 20Z 1.___ 35X_____ SO ______ 44. J?_____ 17Z 17Z 33Z 33Z 2 0 5 17Z OZ 42Z 5__ 4 ex 12 42.0 TOTAL LANGUAGE BASIC BATTERY N Z N Z 35 57 15Z 25Z 25Z 35Z 2 28 8 10X 1 OZ 4 0Z 40Z so .___-42. SO 41 .0 2 4 3 3 17Z 33Z 25Z 25 Z 2 1 7 2 1 7Z 8Z 58Z 1 7Z 2 0 5 5 17Z OZ 42Z 42Z 1 2 45.2 12 47.7 1 2 41.4 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 4 54 7 SO 44.1 Z N Z N Z 20Z 25 Z 20Z 35Z 3 3 7 7 15Z 15Z 35Z 35Z 2 28 8 lOZ 1 OZ 40Z 40Z SO 44.3 20 39.8 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT6 Distribution J6481 M6BYSC 10/07/91 PACE 353 SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 1 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suaeary N Z N X N X N X N X N X N X 76 50 26 01 99 75 49 25 3 '3 6 12 13X 13X 25X SOX 4 9 4 1 17X 38X 17X 29X 4 6 6 6 17X 25X 25X 33X 3 3 1 0 6 13X 1 3% 42X 33X 7 6 4 1 29X 25X 17X 29X 4 4 9 7 17X 1 7X 38X 29X 4 3 9 8 17X 1 3X 38X 33X Nunber Tested Mean Nat'1 NCE 24 40.6 24 47.8 24 43.4 24 43.3 24 49.0 24 46.2 24 42.8 i\n! i I ..J\n^lI *1 -J i I ( I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 white female TOTAL READING TOTAL MATHEMATICS TOTAL language 10/07/91 PAGE 354 Percentile SumBary BASIC battery N X N X N X SCIENCE SOCIAL STUDIES COMPLETE battery - - -76_-. a9_____________~ 50-75 \"o' 26-49 I ------QL - 0 75 49 25 _ . OX OX 1 oox . _ ox 0 1 0 __OX 1 OOX OX 0 N X N X N N Number Tested 1 Mean Nat.'l_NCE_______4q.i____ white male total reading _P____ 0 1 0 OX OX 1 OOX - ox X 1 -62.3____ 1 ..3T.7 total MATHEMATICS Percentile Sumnary TOTAL language N X N X N 0 0 1 0 1 OX OX 1 OOX OX 1 0 0 0 100X OX OX OX 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX ox OX 45.8_______ BASIC battery 1 84.6 SCIENCE 1 54.2 SOCIAL STUDIES 1 50.0 COMPLETE battery 76 50 26 01 99 75 49 25 , N X Number Tested Mean Nat'I NCE ALL WHITE 0 0 0 1 1 ..35.8 Percent He SuaiKary 76 =_aa____ so 26 01 75 49 25__ Number Tested --- Mean Natll_tiCE. QX ._______0 ox OX 1 OOX TOTAL reading N X N X N 1 0 0 1 52.1 ox 1 oox ox - ox 0 1 0 .0 1 -50.0 Z N TOTAL MATHEMATICS N X J----??-----------0-_____ox 1 1 _ OX SOX sox 2 0 lOOX OX - Q_____ox 2 38..-a____ 2 51.2 OX 1 OOX OX . OX 0 0 1 0 1 42.5 total language N Q ____OX 1 1 0 SOX SOX OX 2 43^J8_____ ox ox 1 oox ox 0 1 0 0 1 53.2 BASIC battery N 0 0 2 0 2 -..44.2 X - OX OX 1 OOX ox OX 1 OOX OX OX 0 1 0 0 1 54.2 SCIENCE N X OX 1 OOX OX OX 0 0 1 0 1 45.2 SOCIAL STUDIES N OX OX 1 OOX ox COMPLETE battery N X 1 1 0 0 50X SOX ox ox 0 2 0 0 OX 100X OX OX 0 1 1 0 OX SOX SOX OX 2 68.9 2 54.2 2 47.6I ( I I I I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 355 COMPLETE BATTERY Percentile Sunmary 76 _-_9i____ 50 26 01 75 49 25 Number Tested N 7. N X N X N X N X N X N __0 4 4 5 1 3 Mean Natfl NCE________41 .2 BLACK MALE Percentile Summary 76 - 99.._ 50 26 01 75 49 25___ Number Tested Mean Nat'l NCE ALL BLACK Percentile Summary ___76 99_. 50 26 01 75 49 25 Number Tested t_____ ---0X,_. 31X 31 X _ 38X _ TOTAL READING N X 1 6 3 3 8X________2 _ 46X 23X 23X 3 5 3 15X 23X 36X 23X .0 5 ft OX 38X 46X 1 5X 0 1 8 4 OX 8X 62X 31 X 0 6 6 1 OX 46X 4 6X 8X 0 4 7 2 OX 31 X 54X 1 5X 13 48.3____ TOTAL MATHEMATICS N X 1 3 46.3.__ 1 3 ___44.2 1 3 39.8 13 48.5 1 3 43.7 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X 0 6 2 .8 1 0 26.6 OX OX 20X SOX TOTAL READING N X 0 4 6 0 2 0 S 1 0 25.5 ox_ 26x OX ____ TOTAL MATHEMATICS N X OX_________1_____4X__.. 17X 26X 8 3 -13.. . 57X_____ _ .1 1 .. 35X 1 3X 23 -Mean Nat il NCE_______34.8 23 38.4 . 1 0 2 7 1 OX OX 2OX 70X 0 1 1 8 OX 1 OX 1 OX SOX 1 0 1 8 1 OX OX 1 OX SOX 1 1 1 7 1 OX 1 OX 1 OX 7 OX 0 1 1 8 OX 1 OX 1 OX sox 1 0 24.0 1 0 23.5 1 0 30.7 1 0 33.2 1 0 22.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N N N ____3 . 3 7 ___10 23 ___36.6 .. 13X 13X 30X 43X 0 6 7 1 0 OX 26X 30X 43X 1 1 9 1 2 4X 4X 39X 52X 1 7 7 8 4X 30X 3 OX 35X 0 5 8 1 0 OX 22X 3SX 43X 23 ____35.2._,. 23 .,35.8 23 41 .8 23 34.4 I I .1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 356 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I j-------- Percentile Summary N N 7. N Z N Z N N Z N I I I f ! I 1 J i____ 76 50 26 01 99 75 49 25 0 4 7 1 4 OZ 1 6Z . 28Z 56Z 1 10 3 1 1 4Z 40Z 12Z 44Z 3 4 8 1 0 12Z 1 6Z 32Z 40Z 0 6 9 1 0 OZ 24X 36Z 40Z 2 2 9 1 2 8Z ez 36Z 48Z 1 9 7 8 4Z 36Z 28Z 32Z 0 6 9 1 0 OZ 24Z 36Z 40Z Number Tested Mean Nat * 1 NCE 25 35.1 25 39.9 25 37.2 25 35.9 25 38.5 25 42.8 25 35.5 I J 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 WHITE MALE TOTAL READING 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 357 Percentile Suanary N ____76 ._- 99___ 50 26 75 49 _____0 ____01 ^.25 1 1 P _ _.ox sox sox I Nuaber Tested 2 1 . Mean Nat It NCE.________47_.,5. ALL WHITE TOTAL READING Percentile Sunmary N X 76 -.59____ 50 26 75 49 0 1 1 01 25 _ OX SOX SOX .._.QX I .1 I ,1 Number Tested Mean Nat'1 NCE____ BLACK FEMALE Percentile Summary .76 - ,99 50 26 75 49 ____01 r,25_____ Nuaber Tested Meaa NatJ.!. NCE 2 47.5 TOTAL READING N X TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N P 2 0 0 2 _..60.8 X N N X N X N X N .l . 0 4 _8X___ OX 33X 7 _ 58X 1 2 J6.3_ __PX 1 OOX OX px 0 1 1 0 OX SOX sox OX 0 1 1 0 _0X SOX SOX OX 1 0 1 0 SOX OX sox OX 0 1 1 0 OX BOX SOX OX 0 1 1 0 OX BOX SOX OX 2 52,____ 2 53.6 2 55.6 2 49.8 2 53.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 2 0 0 S 60.8 X N X N X N X N X N X OX 16 ox ox ox __ 0 1 1 ___0 2 52.9 TOTAL MATHEMATICS N X 1____8X_____ 1 3 1 12 5,1_.0, 58X 25X _ 8X___ OX SOX sox OX 0 1 1 OX SOX SOX 0____OX 2 53.6 TOTAL LANGUAGE BASIC BATTERY N N X 1 0 1 0 SOX OX SOX OX 0 1 1 0 OX SOX BOX OX 0 1 1 0 ox sox sox ox 2 55.6 2 49.8 2 53.7 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N . _ 1 2 6 3 8X 17X SOX 25X 1 1 5 5 OX Q7. 42X 4 EX 0 3 6 3 OX 25X SOX 25X 1 1 4 6 8% 8X 33X BOX 1 1 5 5 8X 8X 42 X 42X 12 46.0., 12 42,3 .. 1 2 41.7 12 39.5 12 40.9 i II 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 358 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentlie Sumnery N X N X N X N X N N N X 50 26 01 - 75 - 49 25___ 0._____OX , 1 1 1 Q 8X dX 83X 1____,8X_. 3 2 25X 17X .-.1, , _8X NuAber Tested 1 S Mean Nat/I NCE_______25.8 .. ALL BLACK TOTAL READING ,fi! _ .50X 12 40.5 r Percentile SusBary N X ..I 76 50 26 99 75 49 1 1 5 4X 4X 21X 1 I 01 -_25.,_ _____1.7......71X Number Tested Mean Nat1 NCE 24 31 , Q 1 A 8 8% 33X SOX _.l.... 8X 1 1 9 8X 8X 75% 1 0 5 6 8X OX 42X SOX 0 2 5 5 OX 1 7X 42X 42X 1 0 2 9 8X OX 17X 75X 1 2 .35.^9 12 30,7.. 1 2 34.7 12 34.7 1 2 30.2 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X N 2 16 5 8X 42X 21X 2 3 1 0 ex 13X 42X .. ._.7.__29X._ 9___38X 2 2 b 14 8X 8X 25X 58X 1 3 1 1 9 4X 13X 46X 38X 1 3 9 1 1 4X 13X 38X 46X 2 1 7 1 4 8X 4X 29 X 58X 24 45.7 24 41.0 24 36.5 24 38.2 24 37.1 24 35.6 iH i i I .J LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 3S9 1 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Suaairy N X N X N X N N X N X N X i \u0026gt; I 4 -r ,I L_... 76 so 26 01 99 75 49 25 1 2 6 17 4X 8X 23X 65X 2 12 5 7 8X 4 6X 1 9X 27X 2 4' 1 1 9 8X 15X 4SX 35X 2 3 7 1 4 8X 1 ex 27X 54X 2 3 1 2 9 ex 12X 4SX 35X 1 4 1 0 1 1 4X 15X 38X 42X 2 2 8 1 4 8X 8X 31X 54X Number Tested Mean Nat'1 NCE 26 32.3 26 46.9 26 41 . 9 26 37.8 26 39.5 26 38.1 26 36.9 'I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 360 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 4 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summery N X N X N X N N X N N X 50 26 01 75 49 25 ___ 0 6 t 0 _ OX OX 1 OOX _ QX 0_____^OX _ 1 0 Q 1 OOX OX ox 0 i 0 0 OX i oox ox OX 0 i 0 0 OX 1 OOX OX OX 0 0 1 0 OX OX 1 OOX OX 0 0 1 0 OX OX 1 OOX OX 0 1 0 0 ox 1 oox ox ox Number Tested 1 1 1 Mean. Nat U NCE________4.9. 5 .58,_7 6 0,4 1 1 ALL WHITE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE _._55.9 41 .3 1 1 48.4 52.6 Percentile Sunnary N X N X N X 76 50 26 75 49 P____OX_____ 0 1 OX 1 oox 01 r-25 _ 0_____OX .. 0 1 0 p OX 1 oox OX ___ox 0 1 0 0 OX 1 OOX OX OX Number Tested Mean Nat'1 NCE I 1 1 BLACK FEMALE Percentile Summary . 76 50 26 01 99 75 49 25 Numbe Tested Mean Nat f.l NCE_. 49-5 58.7 60.4 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N y. N TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE N X N X N X ___0_____OX______ 4 5 8 24X 29X 47X . 4___8,4_x___________2__ 5 5 3 29X 29X 18X 6 2 7 12X 35X 12X 41 X 1 7 .38., 5... 17 ____50.4 17 .45.3 0 1 0 0 1 55.9 OX 1 OOX OX ox 0 0 1 0 1 41.3 BASIC BATTERY N 3 3 6 5 17 42 X 18X 1 8X 35X 29X OX OX 1 OOX OX 0 0 1 0 1 48.4 SCIENCE N X 0 3 6 8 OX 1 8X 35X 47X 1 7 36.8 OX OX 1 OOX ox 0 1 0 0 1 52.6 SOCIAL STUDIES N 0 3 6 8 17 40,1 X OX 1 8X 35X 47X OX 1 OOX OX OX COMPLETE BATTERY N X 0 5 6 6 OX 29X 35X 35X 1 7 41 . 5 ^'11 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 1 0/07/91 PAGE 361 I i , t 'L_ SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 4 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N N X N X N X N X N N X 50 S6 - ^3 01 Nunbe 75 49 1 5 1 0 _4 . 5X 25 X SOX SOX ___5____25X . 7 4 4 35X BOX SOX 2 8 6 1 QX 40X 30X 4 _20X 3 5 7 5 15X S5X 35X S5X 5 4 6 5 S5X SOX 30X 25X 2 6 6 6 1 OX 3 OX 30X 3 OX 3 5 6 4 15X 25X 40X SOX Tested Mean Nat_'l NCE 20 ____45.4 _ SO 5S . e____ 20 ...47.4. SO 47.7___ 20 ._47.1 20 45.7 SO 47.4 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Summary 76 50 26 01 99 75 49 25____ Number Tested Mean Nat*1 NCE N X N X N N X N N X N 1 9 15 _ 12 37 42.2 S4X 41X 32X , 9 12 9 24X 3SX S4X 7__._19X 37 51.4 4 14 8 1 1 37 46 4 1 IX 38X 22X _30X 6 8 13 1 0 1 6X 22X 35X 27X 5 7 12 13 14X 1 37. 35X 2 9 12 14 5X S4X 3SX 38X 3 1 0 1 4 1 0 8X S7X 38X ^17. 37 45.5 37 42.4 37 43 . 1 37 44.7 I i II LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 368 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I r Percentile Suanary N X N N' X N X N X N N X *1 '1 I L____ 76 5 0 26 01 39 75 49 25 1 9 1 6 1 2 3X 24X 42X 32X 9 13 9 7 24X 34X 24X 1 8X A 11X 15 39X 8 11 SIX S9X _6 9 13 1 0 1 6X 24X 34X Z67. 5 7 13 1 3 13X 18X 34 X 34X 2 9 13 1 4 5X 24X 34X 37X 3 1 1 1 4 1 0 8X 29X 37X 26 X Number Tested Mean Nat * 1 NCE 38 42.4 38 51 .6 38 46.8 38 45.8 38 42.4 38 43.3 38 44.9 r . 1 H1 LITTLE ROCK SCHOOL DISTRICT t 991 MAT-6 Distribution DJ6481 M6BYSC 1 0/07/91 PAGE 363 t SCHOOL : GRADE: GARLAND INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summery N X N X N X N X N X N N ______7k 50 26 01 75 49 25 g 14X 4 4 4 29X 29X 29X 4.___a?x__. 7 2 1 SOX 14X 7X _3 7 3 1 21^_ BOX 21X 7X __ 3 7 1 3 21X 5 OX 7X 21X 2 4 5 3 14X 29 X 36X 21 X 1 6 3 4 7X 43X 21X 29X 3 5 3 3 21 X 36X 21X 21 X Number Tested 14 - Mean Nat * I NCE________48..3__.. 14 ____58.1 1 4 ____56,0. 14 54.3 1 4 47.1 14 48.5 1 4 52.2 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N N X N N X N 76 50 26 99 75 49 01 -.25 0 3 5 _ ,17_ OX '12X 20X 68X 3 6 9 7 12X 24X 36X 28X 1 5 1 0 9 4X 2DX 40X 36X 0 6 7 12 OX 24X 28X 48X 1 1 1 1 12 4X 4X 44X 48X 0 5 1 1 9 OX SOX 44X 36X 0 5 9 1 1 OX 20X 44X Number Tested Mean Nat'1 NCE 25 33.8 25 44.3 25 40.2 25 38.0 25 35.9 25 41 .8 25 37.7 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N 'A N X N X N X N X N X . . 76 50 26 01 99... 75 49 25 -2.__5X.. 7 9 21 1 8X 23X 54X _ 7_ ____ 13 1 1 8 33X 2ex 21X 4 12 13 1 0 1 OX 3ix 33X 26X 3 13 8 15 8X 3rx 21 X 38X 3 5 1 6 15 ex 13X 41X 38X 1 1 1 14 13 3X 28X 36X 33X 3 1 0 12 1 4 8X 26X 31X 36 X Number Tested __Mean Nat M NCE. 39 .39.\u0026lt;.fl____ 39 49..3___ 33 ____45,9 39 .43.9 39 39,9 39 44.2 39 42.9I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J64d1 M6BYSC 10/07/91 PAGE 364 i -.t \" I ^'1 .4 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 99_._. 50 26 01. 75 49 25 Nueber Tested N X N X N X N X N X N N X 2 5X 1 9 S1 39 18X e3X 54X .7____1 8X 13 1 1 8 33X 28X 21X 4 12 13 1 0 10X 31X 33X 26X 3 13 8 15 8X 33X 21X 38% 3 5 1 6 15 8X 1 3X 41 X 38X 1 1 1 14 13 3X 28X 36X 33X 3 1 0 12 1 4 8X 26X 31 X 36X Mean Nat/,1_NCE_______39 \u0026lt;0 __ 39 .. -49 ,3 _ _ 39 ... 45.9 39 43.9 39 ___39.9 39 44.2 39 42.9 i . I .*T------------------ -1 I -^1 I J I J '1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 365 J- I t- I SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 6 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamary.... 76 50 6 01 99 75 49 25 Number Tested Mean Nat/1 NCE WHITE MALE Percentile Sumeary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE N 0 1 1 0 2 46.2 X OX SOX SOX OX TOTAL READING N 0 0 1 0 1 41 .3 N X N X N X N X N X N X ox ' ox 1 oox ox TOTAL READING N 0 1 2 0 3 44.6 X OX 33X 67X OX ^0 ' 0 1 1 OX OX SOX 50X 0 0 2 0 OX * OX 1 OOX OX 0 0 a 0 OX OX 1 OOX ox 0 1 1 0 OX 50X SOX OX 1 0 1 0 SOX OX 50X OX 0 0 e 0 OX OX 1 OOX OX 2 39.9 2 44.6 2 43.3 2 so. 0 2 57.6 2 46.6 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 0 1 0 1 46.8 x' N N X N N X N OX OX 1 oox ox ___0 o'' 0 1 OX OX OX 1 OOX 0 0 1 0 ox OX 1 OOX OX 0 0 0 1 OX OX OX 1 OOX 0 1 0 0 OX 1 OOX ox OX 0 0 1 0 OX OX 1 OOX OX 1 1 1 1 ao.4 36.5 31 .5 51 . 1 1 37.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 0 2 1 3 42.2 X N X N X N X N X N X _0X OX 67X 33X 0 0 2 1 OX OX 67X 33X 0 6 3 0 _0X OX 1 OOX OX 0 1 1 1 OX 33X 33X 33X 1 1 1 0 33X 33X 33X OX 0 0 3 0 OX OX 1 oox ox 3 36.5 3 41 . 0 3 43.8 3 55.4 3 43.6 ' I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 366 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ! i Percentile Summary N % N X N N X N X N X N 50 26 75 49 P1 - es 1 3 1 0 ...4 17X 56X 22X 3____l.TX 1 1 4 0 61 X 22% OX 6 5 7 0 33X 26X 39X OX 4 3 1 0 1 22X 17X 56X 6X 4 3 3 8 22X 17X 17X 44X 4 4 5 5 22X S2X esx 28X 4 3 1 0 1 22X 1 7X 56X 6X I. Number Tested Mean Nat:1 NCE 18 . - 44.3 1 6 .. .57.2 18 . 57,.7^ _. 18 52,4 1 8 45.0 18 49.4 1 8 50.9 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X 76 50 26 99 75 49 __01 - 25 1 4 3 _5, 8X 31X 23X 38X 3 2 5 23X 15X 38X 3 _23X 2 5 2 -4 15X 38X 15X 31X 1 5 2 5 8X 38X 15X 38X 4 2 4 3 31X 15X 31 X 23 X 2 6 3 2 15X 46X 23X 1 5X 1 5 3 4 8X 38X 23X 31 X Number Tested Mean Nat * 1 NCE 13 41 . 6 13 47.8 1 3 46.8 13 44.6 1 3 48.8 13 52.9 13 46.5 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N X N X ____T6 -_99 50 26 01 75 43 25 _ 2 7 13 ^3 6X_ 23X 42X 97,,. .6____L9X__ 13 9 3 42X 29X .1 0?! 1 0 9 32X 29X t3X 5 6 12 6 _16X_. 26X 39X 1 9X 8 5 7 1 1 26X 1 6X 23X 35X 6 10 8 7 19X 32X 26X 23X 5 8 1 3 5 1 6X 26 X 42X 1 6X Number Tested Mean. Natll NCE. 31 43.2 .. 31 -__ .53 J5. 31 .._.53.1 31 49.1 31 46,6 31 50.9 31 49.0 I \u0026gt;I I t- ! i l- I '1 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Di st ribut ion TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 1 0/07/91 PAGE 367 COMPLETE BATTERY Percentile Suanary -76 -^99 ... 50 26 01 - 75 - 49 - 25 Nuaber Tested Mean Nat'1 NCE____ I________ N X N X N X N X N X N N X 2 8 15 _? ._6X 24X 44X -6- ...ISX____ 1 3 1 1 4 3ex 32X 12X . Q 1 0 t 1 5 S4X 29X 32X 15X 5 8 15 6 15X e4X 44X 1 8X 8 6 8 1 2 24 X 18X 24X 35X 7 1 1 9 7 21 X 3 EX 26X 21X 5 8 1 6 5 15X 24X 47X 15X 34 .43.3 34 52.3 34 _ .51..7 .- 34 48.4 34 46.4 34 51 .3 34 48.5 I I - I I1 GARLAND SCHOOL ENROLLMENT GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK WHITE OTHER M F M F M F TOTAL % BLACK 3 8 3 2 2 18 61% 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 15 2 285 94% 211 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%Q recewep\noct 2 8 '992 GARLAND INCENTIVE SCHOOL AND ARKANSAS HUMANITIES RESOURCE CENTER Office of Desegregation Moimoring PRESENTS .. PERSISTENCE OF THE SPIRIT PRESS RELEASE PHOTO EXHIBIT OFFERS NEW INSIGHTS INTO BLACK ARKANSANS EXPERIENCE IN ARKANSAS A traveling version of the photographic exhibit featuring 300 years of Arkansas black history, Persistence of the Spirit. wUl be on display at Garland Incentive School, 3615 West 25th Street, in Little Rock, from October 26 through November 1, 1992. This traveling exhibit was funded by a grant from the National Endowment for the Humanities with 'research funding from the Arkansas Humanities Council. A special cocnmunity presentation will be held on Sunday, November 1 ---------------- _____ .. ___ _ WMXivAwjr } vut Mvv A 1^92 from 2:30 p.m. to 4\n30 p.m..in honor of Dr. Ruth Polk Patterson, a former employee of the Little Rock School District. The exhibit and the accompanying video was done to honor Dr. Patterson In her efforts to include black studies as an integral component of the district's curriculum. The forty-eight exhibit panels, designed as a free-standing exhibit have been touring Arkansas since June, 1986. Again, Persistence will be on public view November 1, 1992, from 2:30 j).m. until 5:30 p.m. for area residents. This first-ever statewide research effort puts the experience of black Southerners west of the Mississippi into the lairger national context. It covers Arkansas history beginning In the sixteenth century with Desoto's famous expedition (that {passed through the Arkansas territory) up through contemporary times. 'Maps, diaries, engravings, letters, newspapers, and photographs reveal the extensive role blacks played lnj the making of Arkansas history and culture.0. I- Noted African-American historian, John Hope Franklin, commented: \"...Persistence of the Spirit is a landmarkan important achievement.\" The traveling version of this exhibit contains over 300 images of people and scenes, including the first recorded photo of a black Arkansasa Little Rock servant holding a small child in 1859. I i Viewers will discover many famous people who are native Arkansans. They are portrayed in a continuum of dedicated men and women who embody the spirit of their times. The exhibit is organized around five time periods: \"Black Pioneers\" (pre 1721 - 1803), \"No Share in the Harvest\" (1803 - 1860), \"First Freedom\" (1860 - 1900), \"tell em Were Rlsln'\" (1900 - 1954), and \"We Speak for Ourselves\" (1954 - 1986).. This first-time collection of photographs and essays reveals the breadth and depth of black life in the state of Arkansas. It demonstrates a legacy of struggle which persists in our time. The spirit of \"freedom and liberation\" continues to propel black Arkansans toward self-determination and justice in education. For more information, contact the Arkansas Humanities Resource Center, 10816 Executive Center'brive, Suite 310, Little Rock, AR 72211, (501) 221-0093 Mr. MalvinVdones President - Garland PTA t. RECE5VSD TO: FROM Mrs. Janet Bernard, Associate Superintendent Mr. Robert L. Brown, Jr. DATE: May 16, 1993 MAY 1 3 1993 Oifica of Oessgregation Monitoring SUBJ: AMPT Test Summary/Six Years I am providing you with, the results of Garleind's sixth grade (Black male)student performance over a six year period. The results from 1988 -1991 reflect the progress of Black male students under the instructional leadership of another principal. Particular focus on Black males is being used because of the enormous gender disparity in performance between black students. Detailed results of the performance of Black male students from 1988 to 1993 can be obtained from the office of Planning, Research, and Evaluation. The results in reading are being provided for you because they are the single most important predictor of future success in educational attainment. The District Summary results are being used as a standard to normalize the results at Garland. READING 1988 1989 1990 1991 1992 1993 District Summary Percent Passed Garland School Percent Passed Difference 78 73 -5 79 84 88 86 84 47 -32 80 -4 77 -11 91 +5 95 +11 The major difference in the variables impacting the results for the last two year has been the emphasis placed on culturally specific content in the school's curriculum. The students at Garland School, in grades 4 through 6, responded to this statement \"African-African American History is taught in this school\", on the Incentive School Student Survey with 80% favorable response as \"ALWAYS\". When the outcomes of the MPT performance in Reading and Math were shared with the sixth grade students, they were asked to explain the cause of the difference. They responded by saying that school was about them. They learned a lot about Africa and Africein Americans. When you compare the District Summary with Garland's progress for the same period. you find a significant difference in gains for Black males, uncharacteristic of the performance level during the tenure of another principal. I would like to get on the agenda to share this with the Board of Directors. I am asking your assistance in making this happen. We can close the gap before the year 2000. cc Monitoring TeamsOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 28, 1993 Ms. Aletha Cirila 6310 Asher Avenue, Apt. 524 Uttle Rock, AR 72204-7746 Dear Aletha: 1 enjoyed meeting you over the phone last week and talking with you about your experiences in the Uttle Rock School District. Im so glad youre pleased with whats happening for your child at Garland Incentive School. Enclosed is the information I promised you: excerpts from the Little Rock School District Desegregation Plan (incentive school section) and the Interdistrict Desegregation Plan (public relations section). 1 think these sections contain the most information about your concerns and questions regarding incentives schools and the districts relationship with the community. 1 have asked a member of my staff, Mr. Bob Morgan, to look into your questions about the money allotted to Garland. Bob is out of state this week, but has already begun looking at the numbers and should have some information to share with you next week. He will either call or write you about what he finds. In the meantime, 1 hope youve heard from Mr. Millhollen and gotten at least some of your questions answered. Im very impressed with your interest and involvement. Tfianks for being persistent the issues you raise are important and deserve to be addressed. Please dont hesitate to let me know if 1 can be of any further help. Hang in there! Sincere yours, Ann S. Brown Enc. 5'. LmiE Rock School District OFFICE OF THE SUPERINTENDENT i Novesiber 4, 1993 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown: This document Included in this document is the information requested relative to Garland Incentive School as well as the Romine Interdistrict School. represents the best thinking of those ^V(^ved at the school level as to what programs might be helpful to the _ recruitment and retention of students at each of the facilities. I,' a--n--d- -I sur e that you would agree, UtLhLdaVt we TTmlTlugTst do all in our p__o-w---e-r-- --t-o--- --i--n--c--r--e--a--s--e-- --t-h--e-- ---v--i--a--b---i-l-i--t-y--- --a--n--d- --v---i-s-biobtihl itoyf othfese schools _ as we try to grow them in population and make them more S'ttractive to parents and students. whether or not the acquisition of lie technology equipment will meet their intended purpose, that achievement, the inclusion of this technology does signa- to parents and the community that we are serious about our commitment to toese spools and are willing to support them in this effort to meet the instructional these schools. needs of students enrolled at I would also like to assure you that it is not the intent to ignore the practice of submitting business expenditures are necessary. requested in your 10-19-93 letter, that business or desire cases when program In the case of those that you , we were under the impression cases for these three projects were not necessary because they wree*r*r4e:i approved a-kvnszd^ khra^dJ .e.__ a_ _-t-i . - . implementation in the previous year'sf ubnuddsg eat.llocated to t-hpm for However, be that as it may, I assure you that you will receive all future ^d required documents on a timely basis as they relate to tthhiiss aanndd no+t-hbiaei-r* f\u0026lt;inan4cial c_ _o__n__s_i__d__e__r_a__t_i_o__n__s_ .. . .. ^*^2 -i-xa.ue uu in the budget decision making process. so that they might be used In this regard Finally, in your letter you also requested that we append other business cases for new positions since 10-28-93- in th^s recrard I Zin di created only one new position, Zhich later in this letter, but we have adjusted people currently on staff to meet some of these instructional and support services that are required by the 810 West Maridiam Little Rock, Arfcansas 72201 \u0026lt;501)32^000 U M X I- A wUUUX VlbU 4^ UU0/ UU4 Mrs. Ann Brown November 4, 1993 Page 2 District eind the Superintendent to meet needs and to help us focus our day to day operational more clearly on meeting the goals of the Changes ttit haTeiS. oS^S that will follow will use existing funds that have been an ?????? ftued or XJtloS 4at 22 t. changes have allowed us to free un funds to yhat ever changes that are nade, as we Jeo^gaSS^ f2 maxiinum efficiency. as we reorganize for With regard to the position that I like to suggest to you that I, as xx beginning to evaluate existing personnel require other.people in this organ!^tion, wno are capable of discharging specific i----- ..... . referred to earlier, I would as a new Superintendent who is and the needs of the _ +.\u0026lt;4. 1 , , . responsibilities and who staff have not been trained to perform, or be accountable for. Therefore, I will propose to the Board allowed to o^anize with the addition of filled immediately or I will continue to of Directors that i be reorganizing for majcimum efficiency, one new position to be as soon as the position can be advertised, review our organization with the mind-set of recommendations in the future. and perhaps make other The following programs did not have business provided are the reasons for such decisions. Truancy Pick-up Program cases developed\nproposed was presented to the Board of S LS regularly-scheduled X.... meeting. The Board susmended the rules a. ' ' * to implement this program. Funds were' available in thi^^vlXw: SSi implemented since we were unabl? to place police resource officers in all of our hm suspended and voted moved to suspend the rules, and it carried in.all of our schools. Mrs. Pat Gee Hamilton seconded the motion, unanimously for suspension of the rules. ____ , -----:-------...wo, ai wie ri? i Ag St??? for implementation of the program, Dr.' Katherine chell seconded the motion, and it carried unanimously. Mr. John BPP^he Interdistrict School Commuaicatien Station project. after of ^tation ..s n^Sd ?o' a encouraged to enhance this Windows on Future,\" and that we had11/04/93 13: 33 301 324 2032 L R School Dlst ODM @ 004/004 . Ann Brown November 4, 1993 Page 3 led to believe ^at would allow that We only needed to ua to sell Si SSiS -arfcetins coman.^J 4-..-^?? Educational Management have^ finalized tool that will this ----------coinmuni tv purchase and - We '^ill begin highly pi to develop publicize this communication Garland , ^loation technology. Research ' Multimedia Teehnnln, MuItlBifidi a a marketing ghueational been ul We did not believe IS allocated to that a fdnd the first pr puroSS\"\"*'\"/ =u\u0026lt;:4-S. int??n^ needed to infuse into incentive school ----- case 5S-JSSS V^?..E-=lact. into i It was our\"oDi7r^n and support the 2.tegret?on''\nrSSi: our reasonable are reguirerSyT^ tusSS =- --------- cost of nearly two min inn Robert Brown e requested a conference to diicSj I as funds could be fSmatter, we Of tSe'SX^J?.^ -i-ting cases, as we projected therefore, a cost of proposal could be Phase' --lop his\" considered by the It was also Of some of the proposal. the expertise their Should you call. i^eguire further document Bos-/I zq Proposal. ____ eoa^d during the _ recommended that otrriculum supervi 1994-95 Garland utilize isors as they develop explanation, please d co not hesitate to Sincerely Henry HPW:nr Encl. 'Williams superintendent SchoolsODM Visits to LRSD Schools, Opening Days 1994 Garland Incentive School We were pleased to note that: The hallways were clean, bright, and decorated with posters and signs of welcome. Classrooms were neat, attractive, and prepared for children. All staff and students we encountered were welcoming, friendly, and polite. Children were busily engaged in learning and play activities\nsome were quietly eating lunch in the cafeteria. Many students were wearing the attractive school uniforms. Bilingual signs were posted throughout the halls, showing sensitivity to the school's significant Hispanic population. The staff is more racially balanced this year with the addition of five white teachers, two of whom are male, Fresh St, Augustine sod recently had been installed near the building's entrance, and new stands of grass were evident on the playground. We also noted some areas needing attention: The exterior doors on the north side of the building were badly faded, and had suffered considerable water damage which caused the wood to become separated and shredded. The boys bathroom on the first floor smelled strongly of urine, and accumulated dust covered the eye-level tile border. One sixth grade classroom had a ceiling leak. Brackets for the televisions and VCR's had not been mounted on the walls, inhibiting progress toward theme implementation, Hallways throughout the building were marred by numerous small patches of missing paint, apparently where tape had been removed.April 18, 1994 Jerri Jo Tackett 23 Rio Grande Forest Dr. Little Rock, AR .72212 Dear Board Member\nI received a copy of this letter and the attached program at a meeting of the Arkansas School Counselor Association that 1 attended on Saturday, April 16,1994. I am forv.arding each of you a copy thinking that you may not have received your own. As an elementary counselor in this school district I am embarrassed for the principal and sad for the students at Garland Incentive School who experienced this public display of their test scores. I hope that you have worked with Mr. Brown and can assure the Arkansas Counseling Association that this blatant disregard of students rights to privacy will not occur again. I appreciate you handling this matter in a professional manner. Sincerely, I Jo Tackett Occ I F r Qi COUNSELING 0 JUSLii 1 F March 16, 1994 Little Rock School Board 810 West Markham Little Rock, AR 72203 J Dear Board: The attached copy of a graduation attention of the Arkansas program has come to the Counseling Association and we have page where it lists the XuSSt'S.r' some serious concerns. r U.U ixsts rne student that passed the Minimum Performance Tests and passed (sic) the Stanforts^ ^s^lea ieil as Buckley Amendment and FERPA, like vou to ^iso, would illegal and violates both the is clearly , ------------3 guidelines. like you to note that people do not as 'ass an achievement test. As a counseling association, of this we would like to see the creators program provided education and guidance and sensitivity to multi-cultural issues. on legal issues We appreciate your attention and issue. allowing us to present this Sincerely\", Counseling Association R. Blair Olsen Executive Secretary Arkansas Counseling Association Sonya Howard Ethics Chairperson cc to: Little Rock School Board President ACA Board President ASCA ________A Branch of the American Counseling Association________ 1421 Wilson Arkadelphia Arkansas 71923 (501) 246-7222* Garland Incentive School's 1993 6th Grade Graduates Males Robert Alien * Saphen Buford ** Richard Burton Marvin CoHfos r I EsbuIs Latasha Buder * Holly Carroll * Rites of Passage Awards Program Theme Children are the Reward of Life - -African Proverb DenaroCook V * Jaipes Fields * Wn^m Green * Ronald Harris Jerome Hunter Michael Hunter * James Ivey * James Johnson Vernon Jones ** Kdvy Matthews ** Steve Preston JodRodtiguei Jose Rodriguez * Steven Smith * Keith Tucker Valencia Coleman Ashley Hill Terri Jackson Eva King Alisha Lemons * Tameka Lewb * Simona Matthews * Eryn Surratt Gary Vanderbih * Qifton Watson f I I '.J\"? Processional Libations Salute Musical Selection Wtes of Passage Overview Recognition of Guest Sp\u0026lt;akrt Musical Selection Motivational Speech Presentation of Awards 6th gPade students - Peie Shonowa, Entrepreneur The Uberation Flat' Mr. Ridtey Banks Steven Preston Student Council Vice-President Valencia Coleman 6th Grade Student Mr. Rickey Banks * Passed MPT (RK^ * Passed MH* and Stanford-8 6ih Grade Teachers for Ms. Yolanda Andkrson Mr. Leroy Slater Remarks Closing Sok \u0026lt;a-.' \\ S'- ' Recessional Mr. Robert L Brown, Jr. Principal, Garland Incentive School Mr. Robert L BTown, Jr. Principal, Garland Incentive School First Annual Overcomcr's Award Mr. Tetrence Hardin CAAJ. TJft Every Voice and Sing\" 6th grade students Recepdon-Media Cen ter Gland Incentive School Sth an/16th grade students only. i5-24-94 RECE5V HAY 2 6 1994 Office of Desegreg: idu ... \u0026lt;u Mrs. Ann Brown Office of Desegregation Monitoring Heritage West Building 201 E. Markham, Suite 510 Little Rock, AR 72201 Dear Mrs. Brown: I must confess my enjoyment in reading one of your letters to a member of my staff. Their decision and response to the allegations shared with me by Dr. Henry Williams was accepted with much gratitude. The adversity has provided opportunities for this staff to grow closer together. We are hke a family, and all the children belong to us. Now it has fallen upon my shoulders to defend their honor and integrity. The enclosed letter from Ms. Elizabeth Boyter, Staff Attorney with the Arkansas Department of Education, reveals a serious allegation from within the Little Rock School District upper management. In response to the statement \"... because of past allegations of documents being altered,\" I have spoken with Dr. Bernd, Dr. Steele, Dr. Cannon and Mrs. Mary Guinn. None of them recall any problems with the testing program at Garland Incentive School. So the past allegations never reached the previous superintendents' level. Why has it come about at this time? I know what I think, but if a resolution is to be reached, my thoughts are insufficient to warrant a change in how matters are approached. If you can help us remove this illusion of dishonesty, we would appreciate your effort. Respectfully, tx Robert L. Brown, Jr.'IJJ iOS Il Aiiansas .4? DEPARTMENT of EDUCATION ----- 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (501) 682-447.5 GENE WILHOIT, Director, General Education Division May 16, 1994 Mr. Henry Williams Little Rock School District 810 W. Markham Little Rock, AR 72201 Mr. Robert Brown Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Mr. Williams and Mr. Brown: I am forwarding you a copy of the Department's SAT 8 investigative report. If you need any additional Information, please let me know. Sincerely, Elizabeth Boyter STATE BOARD OF EDUCATION: Chainnan - EIAINESCOTT, Utile Rock - Vice Chairman - RICHARD C. SMITH, JR. Tillar Members CARLE. BAGGETT. Rogers WILLIAM B. FISHER. Paragould JAMES M. LLEWELLYN, JR.. Fort Smith .JAMES A. McLARTY III. Newport RAE RICE PERRY. Arkadelphia SHERRY WALKER. Utile Rock NANCY M. WOOD, Lillie Rock An Equal Opportunity Employer ADMINISTRATIVE INVESTIGATION Requested By: Elizabeth Boyter, Staff Attorney Arkansas Department of Education District Investigation: Little Rock School District Investigative Team: Vicki Gray, Administrative Advisor Student Assessment Yvette Dillingham, Supervisor Teacher Education and Licensure ATTORNEY'S OFFICE Summary of Allegations: Dave Floyd, Supervisor School Plant Service On April 19, 1994, the Arkansas Department of Education (ADE) received a letter concerning possible irregularities or violations of the Stanford Achievement Test, Eighth Edition The letter was written by Mr. Robert L. Brown, Jr., Principal, Garland Incentive School. school. Mr. Brown expressed concern about test security for the Summary of Investigative Activities: 1. On April 27, 1994 , a letter was sent to Dr. Williams, Superintendent, Little Rock School District, scheduling the investigation. 2 . On May 4, 1994, Vicki Gray, Yvette Dillingham and Dave Floyd interviewed individuals in the Little Rock School District. These individuals included: Dr. Superintendent\nDr. Research and Evaluation, Robert Glowers, and Hr. Principal, Garland Incentive School. Findings of Fact: 1. Dr. 2 . 3 . Henry Williams, Director of Planning, Robert L. Brown, Jr. , williams stated that Stanford 8 answer documents were picked up early from Garland Incentive School because of past allegations of documents being altered. Dr. Glowers did adjust the document pick-up for fourth grade to adhere to state guidelines. Mr. Brown was frustrated that his staff did not have time to tl clean up I the documents (i.e. etc.) before being picked up. erase stray marks. erasures, Mr. Brown was also concerned at the lack of an explanation for the early pick up of materials. * Conclusions: 1. There is no evidence that the security of the Stanford Achievement Test, Eighth Edition, was violated.06/02/94 17:15 Q FRIDAY LAW FIRM 002 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTER' TNORS The attached PRE-HEARING SUBMISSION draft Stipulation and Agreement Regarding Stephens and Garland Schools\" is hereby submitted as a document which, if finally agreed upon by the parties, will be presenlied to the court at or before the scheduled June 7, 1994 hearing. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By Christopher HellerJ ---- Ra-r Mn m n Q T Bar No. 8108306/02/94 17:16 FRIDAY LAW_JFIRM_____ @003 CERTIFICATE OF SERVICE I certify that a of the foregoing Pre-Hearing Subnlssion \"\"\" followin^pVopiri^dirositing in the United States mail on this 2nd day of June, 199c4o\npy cf same Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roache11 Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor -H---e--r-i-t--a-g-ae- West Bldg. Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Heller/^ 06/02/94 17:16 FRIDAY LAW FIRM @004 DRAFT IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAI*ITIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION AND AGREEMENT REGARDING STEPHENS AND GARLAND SCHOOLS The Little Rock School District (LRSD) has filed a \"Motion to Close Stephens School\" and has notified the court of its intention to seek permission to construct new school on the prtjsent a Stephens site. The parties have met to consider the issues re.'.ated to LRSD's motion and have reached the following stipulatior and agreement: 1. Stephens Incentive School will be closed at the er.d of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School will be assigned to Garland Incentive School but will have the option of attending ether Schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred students06/02/94 17:17 FRIDAY LAW FIRM 0005 and will be constructed as soon as possible but shall be completed no later than July 31, 1996, 3. The new Stephens school will be a magnet school and the student body will consist primarily of black and white LRSD students and some majority-to-minority transfer students from PCSSD. PCSSD will attempt to recruit students to attend Stephens Magnet School but will not be required to provide a predeternined percentage of the student population of that school. 4. Garland Incentive School will be closed when Steohens Magnet School is opened. The former Garland students shaLl be assigned to Stephens Magnet School. The Garland building shall be used for school district purposes such as an instructional res-jurce center and/or parent training center. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. 5. Stephens Magnet School shall provide a basic education program which may be modified upon an educationally justifiablt and financially feasible recommendation of Dr. Henry Williams. This provision shall not apply to any other superintendent unless same has been negotiated with the Joshua Intervenors \u0026lt; use for the school has been jointly determined. and an appropriate Stephens Magnet School shall have a bi-racial faculty with at least forty percent black faculty members. The educational program and other programs shall be conducted from perspective of integration among a principals, faculty, other staff members. parents and students. 206/02/94 17:18 FRIDAY LAW FIRM 006 Q The school will promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. 6. Stephens Magnet School benefits which will provide the following are found in LRSD incentive schools: a. Extended Day Program including extra compensation for b. c. d. e. g- h. staff where necessary and appropriate\nExtended Week Program including extra compensation for staff where necessary and appropriate\nExtended Year Program including extra compensation for staff where necessary and appropriate\nEarly Childhood Program\nCurriculum Specialist\nStudent Educational Plans\nComputer Loan Program\nParent Programs including parents as tutors, aides and advisors. The parties do not intend that these positions will be reserved exclusively for parents. Parent support work shops shall be provided at least once each quarter of the school year. Parents shall be employed as aides with the expectation that they nay, in accordance with the desegregation plans, complete college teaching dagree programs leading to teacher certification at L-^SD's expense and enjoy possible career district. opportunities in the f. Upon a final court determination that scholarships for incentive school students are required by the desegregation p..ans. 306/02/94 17:19 FRIDAY LAW FIRM @007 scholarships shall be extended to Stephens Magnet School stidents on the same basis as they are made available to incentive /school students. 7. The goal for the racial composition of the new Stdphens Magnet School shall be fifty-five percent black student enro\n.lment with a target racial composition sixty-five percent black. range of fifty percent bleick to 8. The Office of Desegregation Monitoring has identified potential sources of magnet school funding which could be used to help support the Stephens Magnet School. LRSD will pursue federal magnet school grants and funds from other potential funding sources. 9, In the event that disputes arise with respect to this stipulation and agreement, they will be resolved among the parties and by the court in a manner consistent with the principals and expectations of the original settlement plans in this case. This agreement and stipulation made this 2nd day of June, 1994. Respectfully submitted, PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 By:. M. Samuel Jones By:_________________ Christopher Heller 406/02/94 17:20 Q FRIDAY LAW FIRM 008 JOSHUA INTERVENORS NORTH LITTLE ROCK SCHOOL DISTRICT JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 JACK, LYON \u0026amp; JONES, P.A. 3400 TOBY Bldg. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 By:^_________________ John W. Walker By:______________ Steve Jones KNIGHT INTERVENORS Mr. Richard Roachell Roachell and streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Richard Roachell 506/02/94 17:14 FRIDAY LAW FIRM 001 HERSCHEL M. RRIDAV, ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A, JAMES W. MOORE BYRON M. SISEMAN. JR., P.A, JOE D. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE, P.A. OSCAR E. DAVIS, JR. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS, P.A. A. WYCKUFF NISBET. JR., P A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL ill DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON It. P.A. BARRY e. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT $. SHAFER. P.A. WILLIAM M. GRIFFIN 111, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL DIANE I. MACKEY. P.A. WALTS I M. EBEL III. P.A. KEVIN t. CRABS, P.A. WILLIA A A. WADDELL. JR.. P.A CLYDE TAB* TURNER. P.A. CALVIL J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY . MALONE. P.A. LITTLE ROCK, ARKANSAS 72201*3403 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 [ ] Copy and return with P.O.T. [ Return P.O.T. only TELECOPY TO FOLLOWING NO: THE FOLLOWING PAGES ARE FOR: TO: 4//A/ .zgAoVA/ FIRM NAME: FROM: MESSAGE: TOTAL NO. 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P.A VRITiH'a OlHiCr NO. 7 PAGES __AM/PM IF YOU DO NOT RECEIVE ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM: EXT. 215 TELECOPY OPERATOR: FOR OFFICE USE ONLY: AUTOMATIC FAX MIDA CANON -560 -770 RAPICOM-200 (CLIENT NUMBER) - 501/376-2147 (MATTER number: U /J: ar capy of traarmUtlhrRECEIVER IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 8 1994 Office of Desegregation Mo, ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND SETTLEMENT REGARDING STEPHENS AND GARU The Little Rock School District (LRSI Close Stephens School\" and has notified tl to seek permission to construct a new school on the present Stephens site. The parties have met to consider the issues related to LRSD's motion and have reached the following stipulation and agreement: 1. Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred kathy\\LRSD-At,.SQ J RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 8 1994 Office of Desegregation Mu... ...ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION AND SETTLEMENT AGREEMENT REGARDING STEPHENS AND GARLAND SCHOOLS The Little Rock School District (LRSD) has filed a \"Motion to Close Stephens School\" and has notified the court of its intention to seek permission to construct a new school on the present Stephens site. The parties have met to consider the issues related to LRSD's motion and have reached the following stipulation and agreement: 1. Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred kathy\\LRSD.Atr.Sl2students and will be constructed as soon as possible but shall be completed no later than July 31, 1996. The new Stephens school shall be a magnet school and the student body shall consist primarily of black and white LRSD students and some ma jority-to-minority transfer students from PCSSD. PCSSD will attempt to recruit students to attend Stephens Magnet School for purposes of desegregation but will not be required to provide a predetermined percentage of the student population of that school. 4. Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened. The former Garland students shall be assigned to Stephens Magnet School. The Garland building shall be used for school district purposes such as an instructional resource center and as parent training center. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. 5. Stephens Magnet School shall provide a basic education program with an appropriate theme which may be modified upon an educationally justifiable and financially feasible recommendation. Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including 3 . administrators. The educational program and other programs and activities shall be conducted from a perspective which promotes racial integration, rather than simply racial desegregation, among principals, faculty, other staff members, parents and students. laiiv\\LRSD-Atr.Sl2 2The school will also promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. 6. The double funding provisions for Stephens and Garland schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. In accordance with the standard established by the Eighth Circuit Court of Appeals, double funding will not be required if and when the racial composition of the student population is at or below eighty percent black. The provisions of paragraph 7 of this agreement shall remain in effect after the double funding requirement has ended. Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD. 7. Stephens Magnet School shall provide the following benefits which are found in LRSD incentive schools: a. Extended Day Program including extra compensation for staff where necessary and appropriate\nb. Extended Week Program including extra compensation for staff where necessary and appropriate\nc. Extended Year Program including extra compensation for staff where necessary and appropriate\nd. Early Childhood Program\ne. Curriculum Specialist\nf. Student Educational Plans\ng- Computer Loan Program\nImtbyXLRSD-Agr.StZ 3h. Parent Programs including parents as tutors, instructional aides and advisors. The parties do not intend that these positions will be reserved exclusively for parents. Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. Upon a final court determination that scholarships for incentive school students are required by the desegregation plans as contended by Joshua, scholarships shall be extended to Stephens Magnet School students on the same basis as they are made available to incentive school students. 8. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black. 9. The Office of Desegregation Monitoring and LRSD are aware of potential sources of magnet school funding. The parties believe that this funding could be used to help support the Stephens Magnet School. LRSD will pursue federal magnet school grants and funds from other potential funding sources. lathy \\LRSD-Aif.Sl2 410. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. LRSD will cooperate with the parties to ensure that the new Stephens Magnet School is a properly utilized and efficiently operated educational facility from the onset and thereafter. 11, In the event that disputes arise with respect to this stipulation and agreement, they shall be resolved among the parties and. if necessary, by the court in a manner consistent with the principles, expectations, and goals of the original settlement plans in this case. 12, The parties believe that this stipulation and agreement is not only consistent with the settlement plans for Stephens and Garland schools, but that it provides a desegregation and education plan which IS superior to that contained in the settlement agreement. 13, The parties pledge their good faith cooperation in implementing this stipulation and agreement. 14, The parties agree to withdraw their appeal regarding Stephens school. 15, LRSD filed its Motion for Approval of Four-Year Old Program Sites on April 6, 1994 and filed a substituted Exhibit 1 to that motion on April 21, 1994, The parties agree that early childhood programs within LRSD should be located in accordance with LRSD's motion and substituted Exhibit 1, lutfay\\LRSD-A^,Si2 516. The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution. to have the amount of same referred to the Court for disposition at the cost of the LRSD. 17. The parties agree that the combination of the operation of Washington Interdistrict Magnet School and the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and educational opportunities of Stephens Magnet School. This agreement and stipulation made this day of June, 1994. Respectfully submitted, PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 By: M. S el\\ Jones Christopher Hell kalhy\\LRSD-A,i.St2 6 \u0026lt; r JOSHUA INTERVENORS NORTH LITTLE ROCK SCHOOL DISTRICT JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Bldg. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 ^ohn W. Walker By: Jones KNIGHT INTERVENORS Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 By: Richard Roachell kBthyKLRSD-ART .SC 7 JUL-13-94 WED 9:34 SUSAN W WRIGHT FAX NO, 5013246576 P.Ol FILED U.S DISTRICT COURT eastern district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES w. MCCORMACK. CLERK _______ LITTLE ROCK SCHOOL DISTRICT OEP CLERK PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS M - 1 / / KATHERINE KNIGHT, ET AL INTERVENORS little ROCK SCHOOL DISTRICT RESPONSE TO JOSHUA PROPOSED. ORDER REGARDING STEPHENS AND GARLAND SCHOOLS For its response, the Little Rock School District (LRSD) states J 1. The Joshua Intervenors have provided the Court a proposed order concerning Stephens and Garland schools. a The proposed order follows stipulation and agreement among all the parties concerning the stephens and Garland issues and a June 7, hearing concerning those issues. 1994 2. LRSD is in agreement with the proposed order. WHEREFORE, for the reasons set out above, LRSD prays for the entry of an order approving the stipulation and agreement of the parties such as the order proposed by the Joshua Intervenors. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICTJUL-13-94 WED 9:35 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol street Little Rock, AR 72201 (501) 376-2011 Christopher Heiier CERTIFICATE OF SERVICE I certify that a copy of the foregoing Little Rock School and Joshua Proposed Order Regarding Stephens and Garland Schools has been served on the following people by depositing copy of same in the United States mail on this 7th day of July, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 kiky\\P-SkU3,,.ftD 2JUL-13-94 WED 9:35 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 stopher Hell 3LITTLE ROCK SCHOOL DISTRICT QU1Z:SSPLST POSITION SUPPORT POSITIONS ______STAFF A! GARLAND BLACK M F CAFETERIA WORKER CUSTODIANS MEDIA CLERK SECRETARY NURSE SOCIAL WORKER INSTRUCTIONAL AIDES SUPERVISION AIDES OTHER SUBTOTAL SUPPORT POSITIONS 0 2 0 0 0 02 0 1 3 10 0 0 1 11 2 0 :l 5 18 SUBTOTAL PERCENT 16.67 60.00 nF 11/10/94 WHITE M F OTHER M F TOTAL % BLACK 0 00 0 0 00 00 0 0 1 1 1 0 2 00 0 0 000 0 0 0 0 0 00 0 0 0 1 1 0 3 3 1 11 1 16 31 100.00 100.00 00 00 00 100.00 81.25 66.67 . 100.00 b 5 0 2 30 76.67 00 16.67 00 6.67 30 76.67 MAP-3 1-95 FR I 01:16 PM UUkLBBBB G A R L A D 5016716295 P - 0 .2 LITTLE ROCK SCHOOL DISTR ICT Garland Incentive School Multimedia Technology and Educational Research 361$ West 2$th 1-27-93 Little Rock, Arkansas 72204 Dear Garland Parents, In an effort to provide our students. , '* wfll implement the program on Monday January 30 new policy to all ' \" environment 1995. for counselor. students on Monday mornlna 4-b.r% ______________.. behavior management The teachers will teach the Mrs. Jones, school reinforce the rul.: Sfth vouMihf.d,/\n' Pleeii that we are all working Woether a^^^^ =''\" ^'em the most important thing to happen at school e rules to all As our discipline plan suspension room and lunch detent! The in-school suspension will be used school suspensions part of behavior. to out of we will establish __ an ln-3chool on as a consequence for negative (please refer to your Responsibility Handbook), receive an expulsion Rock Police Department will also committing category three offenses. , - as an alternative for category one and two offenses of the Student's Rights copy uiiB oruaent's and in category three In-School will recomaiendatlon. be notified for The Little students Suspension will be Mnned by a certified teacher. Students will report as soon \\ * certified teacher, until the close ^of school Reou\\a^r nd remain there the in-achool teacher their S^ve the assignments In-school and the tearh ' will complete back to the classroom teachi^ for students to maintain their ^^i '*ill enable assigned to in-school will grades while on %uape\\on^ computer, G.T., or other clashes \"ft, will also be prohibited from utt Activities until they complete principal will Students P.E., music, assign students to In-school. _ J . ^cr.d a conference with the principal before the student call if the time required to^ attend except resource classes. attending assemblies and Extended Dav \u0026gt; their in-school days. * ' Students Only the child, Parents will be teacher, return to the classroom. scheduled is not convenient. and Please recess wrltt.n .nd ou_l and ,,.t.d K V '-------- ' remain quiet and Students who choose not to behave---------- assigned extra iyi. TeVcSJr \"\" detention may be hall. leacners will make assignments to detention IMAR-31-95 FR I 01:17 PM GARLAND 5016716295 P . 04 GARLAND INCENTIVE SCHOOL DISCIPLINE PLAN CLASSROOM RUT\u0026gt;ES\nSTUDENTS WILL: FOLLOW THE DIRECTIONS OF ALL STAFF MEMBERS. RESPECT THE RIGHTS, FEELINGS, AND PROPERTY OF OTHERS KEEP HANDS, PEET, AND OBJECTS TO MYSELF. WALK QUIETLY IN THE BUILDING AT ALL TIMES. CAFETERIA RULES\nSTUDENTS WILL: STAY IN ASSIGNED AREA UNTIL DISMISSED BY SUPERVISION AIDE. USE QUIET VOICES AND GOOD MANNERS. LEAVE EATING AREA CLEAN. NEGATIVE CONSEQUENCES: FIRST OFFENSE - WARNING SECOND OFFENSE - RECESS DETENTION THIRD OFFENSE - CALL PARENTS/BEHAVIOR DOCUMENT FOURTH OFFENSE - TIME OUT IN BUDDY TEACHERS RGOMZBEHAVIOR DOCUMENT POSITIVE CONSEQUENCES: EACH classroom TEACHER WILL DEVELOP AND POST CLASSROOM CONSEQUENCES POSITIVE A STUDENT RECEIVING THREE BEHAVIOR DOCUMENTS IN A FIVE DAY PERIOD SHOULD BE REFERRED TO THE PRINCIPAL'S OFFICE ATTACH THE THREE BEHAVIOR DOCUMENTS TO THE LONG FORM AND SEND TO THE OFFICE. UPON RECEIPT OF THE THIRD BEHAVIOR DOCUMENT A CONFERENCE WILL BE SET-UP BETWEEN THE STUDENT PARENT TEACHER, AND PRINCIPAL. UPON THE FOURTH BEHAVIOR DOCUMENT IN A FIVE DAY PERIOD, A STUDENT WILL BE ASSIGNED TO THREE DAYS INSCHOOL SUSPENSION. SEVERE BEHAVIOR SHOULD BE SENT TO THE OFFICE IMMEDIATELY! ONLY SEVERE BEHAVIOR OR THREE BEHAVIOR DOCUMENTS IN A FIVE DAY PERIOD SHOULD BE WRITTEN UP ON A LONG FORM. ALL CATEGORY THREE OFFENSES SHOULD BE BROUGHT TO PRINCIPAL'S ATTENTION IMMEDIATELY. THE MEiiMrii^R-3 1-95 FR I 0 1:16 PM GARLAND 5016T16295 P , 0.3 Students who continue to break the rules may receive a different deemed appropriate by the principal.' nDrICSDPLT AAYV ErYXrTnRDEPMiiPE BBEPtHrwAVr\u0026gt;Ii\u0026gt;OARn MAY _B_E_ _ _R__E__F__E_R\u0026lt; R.. E_ D TrO STUDENTS THAT THE OFFICE IMMEDIATELY. Since we are serious about improving student achievement nt taught conflict resolution by Mrs. ---------- Ms. Webb, Social Worker, will work with them respect themselves and other Jones. people. students to help Thank you for your help in making importance of a good educatl on. your child aware of the Sincerely, Karen Buchanan, Principal Amm4cie* Wright, resi nt c% Cher nselor JiOnes, ------------------------- Catherine Webb, Social Worker Mic el' Green, Discipline o. ittee 7^ Di ipline Co ittee ^aylor, Discipline Committee Faye/ Norviopd, Discipline Committee Mary Smith Discipline jiommittee i. 1. m.-VtXzXGEMI-.N 1 QIJAKIi.rly KEIOIU Sctiodi Garland Beginning Period I rin\u0026lt;ipj|_tWard Ending Period _Aiigiist 21,199 5 October 17,1995 PART I. Please indicate number of suspensions by race and category. A. Out of School Suspensions - Category I Violations j Gtik. R:\u0026gt;.k F Total Black While F Total While Spanikh M F Ttiial Span Aaia/Pav M F Total Alia/ Pac ind/E\u0026gt;k M F Tula! Ind/ Elk Other F Total Other Tou J. i 1 1 1 1 r d h - ... ,tliL rv 3|fiCi CL twiiiwo a. T.-al.n Ciliii.m 2 'X H. l-ong-Term Suspension - Category 11 Violations Gradct Black Total Black While Tmil While Spanikh Total Span Aaia/Pac Total Alia/ Pac Ind/Eik Total Ind/ Elk Other Total tXher Tola: F M F M F M F M F M F L____ r Total! P='' column C. Expulsions - Category III Violations GiaJei Black Xi F T.il.l Slick White M F Total White Spaniah M F Total Span Aaia/Ptc M F Toiel Alta/ Pac Ind/Esk M F Total Ind/ Kak Other M F Total Other Totah I- L T.xah volutnn NOPE: Period. Quarterly Reports are due in the Hearing Office one (1) week following the end of each (Ir.ulir SEE RIAERSE FOR PARTS 11, III AND IV.Sewt Himut PART II, Please complete. NOTE: These llgiircs are to be included in Part I. NO! E. Students on Sent Homes M lolal Black Wbiu M F Ttal While 'xnrlMund \u0026gt;5lms(irn luk bun tab arc not included in Part I. Spanish M F TMI Span Aiia/p.u M F Tia| Asia/ Pac Ind/Esk M F Tt'ial InJZ F k (iihcf M F Toijl Oihcr T.t.. 1 1 1 1 I i! !l !i 1 II II J T It ll 'I PART in. Personal Data - Please indicate recommending the various suspensions. race, sex and experience of staff members- . ichinf 0-3 . 4 10 lt-I5 16-20 21-25 26-30 JO Over Total! Je I Black M * 1 F 2 PART IV. Black M F JJ, 16 11 IB 15 19 15 -Lh lA 4 12 16 4 3 127 )tDU\u0026lt;'UCMr,CBB Total Black 2 U-hiitf M F Total Wliite Spanish M I- Total Span Aaia/Pac M F Total Asia/ Pac IntPEsk M F Total lod/ Fxk , Other F Txttal Other Toul* I 1 3 3 Enrollment Data - Please indicate and Race. your schools enrollment by Grade Level, Se: ex Total Black WJtiie M F Total White Spanish K1 F 1 la. 32. 32 23. 29 35 1 0 1 0_ 0 7 108 P).3S^ 1 A 1 1 2 1 13 Tout Span 5. 0 AtiaZPac M F Total Asia/ Pac InJ/Fsk F Total InJ/ Fsk Other F Total Other Tetais Per C.M.Ie 18 J 2. 0 A 1 2 1 1 6 3 3 2 29 38 30 35 29 32 38 -7 255c,! Garland loc.QnLlVfl - negiuhirtl PFrioii J^a\u0026lt;EiLria26-_______ fcy F E^FEL,-,___ tndinj 1i'j PART I. Ibrcli-ll, 1996 Pleave indicaic number of suspensions by race and category A. Out of -School -Suspensions - Caiegoi'y I Violalion s Black M F Bu\u0026lt;k M f Ts^ti WUiu Sfinith H T.iul Spn Aiii'F*\nM f LMtl Aau/ hkbFkX ~\nrr~ li\u0026gt;J/ Fkk V \u0026gt;ih\u0026lt;r Ki TiHii (Hh^e T,.. I T -n Crrinnrrt B-^SSfes-Term Suspension - Category il Violations (3-10 days) 6 Ka:k x\u0026lt; rm Kk Tom ww IL 0 Tdel AM/rr T(l Atia/ Ftk- IL -fi.- tr'4'f k Told IlKlf Other rm F.k M 1. JI,- \u0026lt;'\u0026gt;she( ______IL... T.'Ul* -I 15 XU 0 _0_ F M r M M F F 2 8 0 X 1 0 7 0 0 lull r\" TC't\u0026gt;ar\u0026gt;\u0026gt;n 1 14 21 0 0 0 X-siL. C. Expulsions - Category III Violations G\u0026gt;a\u0026lt;il F Tout (wk M TMd WMU M r T,.l Jptu Ak/FH M M'Fik Fk crriiai M F Tsaul Fak OUtir KI F foul (Xhvf r-uu mr. A-ii.. .:rtbz NOTE: Quarterly Reports are due in the Hearing Office one (I) neck following ihe end of each tu.uiuip Pcno.t, SEE REVHKSK for r-ARTS II. Ill AND |V.PAH r ii. Pic.ivc coinpklc. NOTH: These hgurcs nrc (a be irwludod in Part I. **NOTF.: Siudenia on Sent Homes arc not included in Part 1. ni.A M 1iU4| I',lit I Wutt! T\u0026lt;4O M .tpAniifc rz: fl i n rti^ I wMzm^ \u0026lt; -1 n M r- T.ImI Spirt Aiii'Pmc H f T.rtl Ami/ r.- H F Ti'isl InJ' cn Other h( F l..nl llili.'r -A J PAR7' HJ. Personal |\u0026gt;aia - Plcatc indicate race, sex and experience of iiaff members rceomniending the varioxit tuspciisions. Tdivkinj Expefjcrx e Bilik Tu.il CliA u-hiiv' T.-.I VkStiK Srni-4i TvUI Srsrt Aaa/Pu Tixil AlIV F*v Ud'F'k Tout (k Other Kf T.Mll (KB.I \u0026lt; tn 1. .L 0 11 0 Ills isjo .2. IIJS !*.sn so fXtl 0 3 Tiu)* M I F M F M F F F 1 1 0 0 0 0 0 0 0 0 0 1 2 2 6 8 1 0 1 0 0 0 0 9 PART IV. Enrollincni Dau - Please indicate your school's enrollment by Grade Pevei, Sex and Race, .wjiTs. a' - nr 3. Grd MKk M f T.l tiuk WIhU til r Tout S*I11M ^..lA Pre-K J... T M F ToM **\u0026gt; AateiTM M F Tout A*u/ Fk M/Crt M F Tixt U4I ek Oi*\u0026lt;f r.Ki Fl F (kiKi hl CiMj K 12 17 29 JI 0 3 2 5 0 0 0 0 0 .0 0 18 29 lat IBIS 33 0 . 4 0 4 0 0 0 37 2nd 16 11 3rd 27 0 Q 1 1 0 2 1 3 0 0 ...._0_ 28 4 th a_lXL.27, 0 0 5 til 6th CBl 20 5 TOTAL 0 0 0 0 16 3 36 8 n^i. 128 111 239 ,tAA 1 1 0 0 _0____J59.. 0 ._27., 1 0 2, 1 i 1 2 2 0 \"o 0 0 0 0 o' 0 39 8 1 11 6 17 0 0 0 257S'-t'Qc' GAPLAW) TNCENTIVE-. lUftinrtine Pt'io'i A?.5_..... r\n' r '^l.U.QSEL- WA(W-.. Tridhg rei''!!.QECEMBEK, 19,12?5,_____ f'AKT I Plejie indicate nurnbei of suspensions by race and category A. ()iii 01 School Sijs|)ensinns Category I Vlolaiiisns t Btr Ki T.riI 6i(k M F TsMd WfciM M F TcUl bj'sn Axft/Nc T'Atl I.U'bh M F j\n' ' Aua/ Fd Tuul ItvJ^ Fak K T..ii Oihv-f T,- .0. X!. 1 .-.S-ftO- T -I., f ' 1 1 0 0 0 0 2^ 1 B' JS^jjg-Term Suspension - Category 11 Violations (3-10 days) \u0026lt;jrJ A. 5 T.-iwft.n tick KI 1. 1 4 Teu) a^k 1 i. Wkiu ToiH Ta4l AaiAfftr\n9\u0026lt; I Tout Alia/ Fif E\u0026gt;k XL Oth4r *3 r\u0026gt;(tl -Q_. ______0_ -a Touh 1- _,L .(! F M F 0 0 M F UlJff.k H r r M F 6 0 A 0 0 0 0 A 0 1 C. Expulsions - Caiegory HI Violations n/a M F T*(l aw* HX M F WlHH M F Toui IIMPHH A4WrM M F T^l Ama/ F\u0026gt;i M\u0026gt;Fk M F TsMkI Fkk OOitr K( Thul (HH.r T ol. r.\n=t\nNOI E: Quittcriy Reports are due in the Hearing office one (i) week lolloping the end of cadi (.i.uhng Pf not. \u0026lt;\ni E RE\\ I'RSB for parts II, HI ANb |V.WWW\" PAH r 11. Plc.isc coinpluic. NO! P: These figures are ie\u0026gt; be iiKludcd in Pari I. 'NOi r,.' Siudeiiis on Sent Homes arc nol included in Part I. D kt' ni.A niitk T.Jsl SVhIK $pahiak T.'Ul S|isn Ati*/P4s- Tl*l A'tl/ rue T..4SI inJI t*fc Oihdf Kt T.'OI I Still I T,v.'. M M r M F F PART Id. Personal Data - Plcatc indicate race, sex and experience of Jiaff membeu tcccmtnending the various suspensions. Tehin/ EjpcncfKc 0-5 10 II 15 lA-lO 11 isjo mo. Toul. f.^il Oil. I Whj\u0026lt; Tuul $r*n Tool Ati*/ am Jrtd-F'k Kf TmI I|i4/ Ilk ntMr Kt T.\u0026gt;il (Wi.r T.Ub 2 0., iL . JI 0. .n. M F 2L M F 0 H 0 0 0 0 M 0 F F F 1 9 1 3 4 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 0 0 5 PART IV. Lnrollincnt Oabi - Please indicate your schools enrollment by Grade Level. .Sex and Race. Cr4 Tnul f4\u0026lt;K SI ToU ~ WhtW TiM AU/Kh Tout AmZ Fk U4/C4 \u0026gt; Tmil l\u0026gt;4/ Elk CiMf \u0026gt;77 F T.aal 01X0 r,i OrkJ-- Ji M 16 Li. U. 12 Ai 28 33 28 18 16 34 15 12 27 (I 0 J3_,. J)_ U.,,. ,JA_ _____AL -..JJ_____LSL, 0 __3L 5 6 CM 17 18 5 fl2 17 .3 _0 1) 0 0 o' 0 BW TOTAL 125 110 2.55 12 5 1? 38 1 jj 253 lllxiww^rrwian (Sa M f Pre=K_ii\u0026amp;. 1 1 3 4 8 1 1 r 0 0 M r M a M 0 i 0 X 0 A 0 0 0 0 0 0 T 0 1 4 1 1 T 0 0 2 1 T 4 1 3 0 3 0 0 0 0 0 0 0 0 0 0 li__ ...2S-.. 0 0 0 0 IGARLAND INCENTIVE SCHOOL EXTENDED DAY SATURDAY SEX/RACE BREAKDOWN Date I fXctivity October 21, 1995 IMAX Theater November 18. 95 Mid-Amer Musewm - Hots Springs January 20, 1996 Franklin Tech February 24, 1996 Aoril 13, 1996 Extravaganza ___ AR Ans Center and Science Museum Pariv in the Park Sponsor Rightsell Rockefeller j Franklin I Garland Mitchell Total 97 92 72 67 I BM I BF I WM I WF 40 42 28 1 34 ll O.M OF 44 41 30 1 0 0 0 0 0 0 0 0 0 2 3 0 1 I 2 3 3 2 3TO: FROM: SUBJECT: Ms . kt Little Rock School District\nOctober 24, 1996 J'- 2 J997 0 Office of Desegregaiion Monloring Lionel Ward, Principal, Garland Incentive Carla Miranda, Aide, Garland Incentive Margaret Gremillion, Assistant Superintendent Frank Martin, \u0026lt;1 Executive Director, T.P 'Brady Gadberry, Director of Labor Relations Abuse Complaint Made By Carla Miranda Miranda in a workers' compensation claim made that she was physically and verbally abused by her r allegations Mr. Ward. Based on workers' compensation the claim. written icipal, Mr. report attache Mark Milhollen, to Manager the of Support Services, needed to review. informed me that there was a claim that I I interviewed Ms. Miranda in the presence or Dr. Director of Human Resources and her union representatives. Hurley, In the interview Ms. Miranda reiterated the claims that she had made in the attachmenr she put on the claim form. 1 asked Ms. Miranda a direct question. \"Do you believe that Mr. Ward intentionally shoved the door into you or struck you with the door?\" She answered. \"No. \" Ms. Miranda gave me the names confirm her allegations because of people of their she believed could incidents she alleged. proximity to the The review of the site where the door was allegedly slammed into Ms. Mr. Miranda showed that there was no possible way that Ward or anyone else could have known that Ms. Miranda was behind the door. The door is solid. without a window. and opens so that it is behind it. impossible to see anyone who might be 810 West Markham Street Little Rock. Arkansas 72201 (501)324-2000 I interviewed Mr. Ward at the school and informed him of the allegations happened. Miranda. 1 and asked him to tell me his version of what He denied any verbal and/or physical abuse of Ms. He told me that he would cooperate completely and understood the need for the investigation. As evidenced by the attachments, follow-up interviews were done by Dr. Hurley with the people that Ms. Miranda said could support her allegations. In an October 21, 1996, memo to me. Dr. findings do not support any allegations Hurley stated, of any incident \"My of striking or grabbing Ms. Miranda or of any profane or loud, abusive language directed at her by Mr. Ward.\" There is no basis for any disciplinary action against Mr. Ward related to claims of abuse made by Ms. Miranda. Additionally, the evidence shows that if Ms. Miranda's arm was struck by Mr. Ward opening a door into her. it would have been for him to know she was standing behind the door. impossible If it occurred, it could not have been an intentional act. By copy of this memo and the attachments. I will also inrormi the LRSD workers' compensation carrier or these internal findings. cc: Mark Milhollen Workers' Compensation Carrier AttachmentsARKANSAS CENTER FORSURGERK OF TH.E HAND AND UPPER EXTRE3im Eduard R. Weber. M.D. Michael M, Moore. M.D, G. Thomas Frazier. M.D. Joseph E. Sheppard. M.D. Marcia L. Hixson. M.D. October 8, 1996 Members of the American Societs forSurcerv of the Hand Dioiomais of the .Amcncan Board of Orthopaedic .Surgeons with .Added CcntHcation in Hana Surgers Fefiows of the .American Academy oi Onhopaedic Surgeons Public Employee Claims Division 217 University Tower Building Little Rock, AR 72204 Attention Alan McClain JAN 2 W Office of Desegregation Monitoring Re\nCarla Miranda Claim #PE941608 WCC File #E410054 Dear Mr. McClain\nI re-examined Carla Miranda on 10/08/96. Her arm is much better following her injury at work. She has been off work since the accident on 08/30/96 until the present time. She is currently under the care of Dr. Sherman at DAMS and, at this time, she is off for psychological and emotional reasons. I will be happy to see Ms. Miranda back as needed. Please let me know if I can supply any additional information. PATIENT INFOR.MATION. SCHEDULING soil 66U-40SS 18001 SSn-4088 Sincerely yours, -z Marcia L. Hixson, M.D. E.MERGENCY HAND HOTLINE S(X) 1 84-W.A.VD i5011 663-8400 MLH/ph/lO15 1008mira.c LITTLE ROCK Doctors Plaza Suite 200 VX) S. .'VlcKinley Little Rock. AR 72205 15011 664-4088 '8001 880-4088 Fa.x: (501) 664-7113 cc: Pamela S. Brown, M.D. 9501 Lite Drive, S-195 Little Rock. AR 72205 Zan Davis Attorney at Law 400 West Capitol, S-2422 Little Rock, AR 72201 PINE BLL'FF 1801 W. 40th 5-C Pine Bluff. AR 71603 '501)535-7231 Allen Sherman. M.D. UAMS, Slot 543 4301 W. Markham Little Rock, AR 72205 Carla Miranda 13006 El Rd Little Rock, AR 72206 HOPE 4()7 W. I6lh Hope. AR 71801 501)777-8110 Fax: (501 \u0026gt;722-2231 Municipal League of Workers' Compensation P.O, Box 37 North Little Rock. AR 72115 Attention Amy Boswell I I interviewed Mr. Ward at the school and informed him of the allegations happened. Miranda. 1 and asked him to tell me his version of what He denied any verbal and/or physical abuse of Ms. He told me that he would cooperate completely and understood the need for the investigation. As evidenced by the attachments, follow-up interviews were \u0026amp; done by Dr. Hurley with the people that Ms. Miranda said could support her allegations. In an October 21, 1996, memo to me. Dr. Hurley stated, \"My I 8 I I I findings do not striking or grabbing Ms. support any allegations of any incident of Miranda or of any profane or loud. abusive language directed at her by Mr. Ward.\" There is no basis for any disciplinary action against Mr. Ward related to claims of abuse made by Ms. Miranda. Additionally, the evidence shows that if Ms. Miranda's arm was struck by Mr. Ward opening for him to occurred, a door into her. know she was it would have been standing behind the door. it could not have been an intentional By copy of this memo and the attachments. the LRSD workers' compensation carrier act. I will of impossible also these If it inform nternal findings. c Mark Milhollen Workers' Compensation Carrier Attachments I 4 IOctober 21, 1996 J RECEIVED To: Brady Gadberry, Director of Labor Relations 2 1995 Hurle' From: Dick Hurley, Director of Human Resources ^Office ot O339grega\ni\u0026amp;n Monitcriiig r Subject: Garland investigation Per your request, I went to Garland elementary school to investigate an alleged incident involving Mr. Lionel Ward and Ms. Carla Miranda. Ms. Miranda had alleged that Mr. Ward had hit her with a door and, later, had grabbed her arm forcefully. My initial involvement was to attend a meeting in your office with Ms. Miranda. My notes from that meeting are attached. Ms. Miranda provided the names of three people that she felt could corroborate her version of the incident. At least, she said, they were in the area and would have heard something. When I went to the school, Mr. Ward met me and asked me into his office and proceeded to provide me with background documentation regarding his relationship with Ms. Miranda. I informed him that my participation was narrow in scope and was only intended to follow up on Ms. Mirandas allegations. He insisted that even a narrow focus investigation would necessitate understanding the overall picture, so he provided several documents which I kept. I interviewed the school secretary (Ms. Pat Crosslin) and Mrs. Harshaw, an aide who also works in the office. These were two names provided to me by Ms. Miranda. The third person, Ms. Rogers was out of the building for staff development and I decided to interview her by phone later when she was available. Mr. Ward asked me to interview Ms. Thelma Coleman because she works in the library and would have been present during any incident occur in that area. .'hich may My interview notes are attached. My findings do not support any allegations of any incident of striking or grabbing Ms. Miranda or of any profane or loud, abusive language directed at her by Mr. Ward.Interview of Ms. Thelma Coleman (Note\nThe question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I did not observe anything at all. There was no problem in the library that I am aware of. I did not see or hear any incident. I did not hear any loud conversation.Interview of Ms. Harshaw (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) Mr. Ward and Ms. Norwood were in the office. Ms. Miranda was walking around out in the hallway and looked as if she was distressed. Like she didnt want to go into the office, but was going to go in anyway. It was a morning when I came over here (the office) to work. Mr. Ward had put me in the office a couple of hours each day before I go to my classroom as an Aide. I think the other Aides were jealous because Ms. Miranda would shun me....That is not the Christian thing to do. I quit speaking to Ms. Miranda, because she would not speak to me. My daughter said ms. Miranda was mean to her in her classroom. I went to Mr. Ward to get my child moved but he said no and he would speak to the teacher, Ms. Arnold. The teacher is nice to me and my daughter but Ms. Miranda is not. The teacher talked to Ms. Miranda and she started being better to my daughter. The social worker told me there were other problems with ms. Miranda but I only care about my daughter. I saw Ms. Miranda when I walked down the hallway. I was going to the busses when I saw her. I was in the main hallway, and she was outside Mr. Wards office in an agitated mood. Mr. Ward was in the office with Ms. Norwood. I didnt see or hear anything else.Interview with Ms. Pat Crosslin (School secretary) (Note\nThe question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I know nothing about anything that might have happened in the library. I do know that Ms. Miranda came into the office and leaned on the counter with her arms full. She said \"I am waiting for Mr. Ward. She went in his office and the door was partially closed. She was there twice on the same day, about 10 or 15 minutes apart. I did not see or hear anything improper. If she was hurt, I dont know anything about it. I give out the workers comp forms and she did not ask for one. She didnt appear to be injured at all when she came into the office and leaned on the counter.Interview (by phone) of Ms. Rogers (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I saw and heard nothing myself. Mr. Ward.had made a schedule change, so me and her came in to ask him about it. He said he wasnt going to change it, so we left. I was going to get moved into the room she had and she wanted to keep it, so I didnt care and that is why we went. But, he is authority, so I knew it was no use. There is nothing I seen or heard. I am not a witness to anything. I heard stuff through the grapevine, but I did not see anything. We came from the library together and we left his office together.Meeting with Carla Miranda October 10, 1996 Brady Gadberrys Office B.G. I have talked to Mr. Ward. I did not talk to the others. C.M. Will you do it please? B.G. C.M. Do you still wish to transfer? I want my job back and for him to go home. I dont believe he hit me intentionally. I believe you are responsible for your actions. You dont blow up...You maintain control. If someone blows up because you called the Union, they are out of control. B.G. Do you want to transfer out of the building? Previously, you agreed to a transfer but when we made it possible, you backed out. Now I am asking you Do you want to transfer? C.M. If he is staying, yes, I want out! I dont think I should have to move out. B.G. I want this to be perfectly clear...Mr. Ward is the building administrator and, as such, has the authority to place you where he wants for the betterment of the school. What is done regarding Mr. Ward will be confidential. Any action, up to and including Board action, is private according to law. We will follow-up and take whatever action is deemed appropriate. If you want to transfer, we will make every attempt to move you. If nothing is found within two weeks, we will make a place until something can be found. C.M. Im under Doctors care just to get out of the house. My surgeon is Marcia Hickson. My Counselor is Allen Sherman at the Medical Center.C.M. I want you to ask the others about the things going on. B.G. Give me their names and I will ask Dr. Hurley to follow up and interview the people. Note: Ms. Miranda provided the names of Mrs. Rogers, the School secretary, and Mrs. Harshaw.Interview with Ms. Faye Norwood (School CTA Representative) (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I was not aware of any incident at all. I was called in as a witness because of my Union position. Nothing out of the way was said or done while I was present. Mr. Ward passed a letter to her to sign. She signed it and I signed it as a witness. I didnt even read the letter. There were no loud voices or profanities or anything. I had got called on the intercom to come to the office and I came. Mr. Ward had previously had a meeting with the Aides to tell them he was reassigning them. Some did not get changed. I did not and a pre-K Aide did not get changed. Ms. Miranda is a representative for the Aides, so she may have talked to Mr. Ward about the changes. I personally saw nothing at all out of the way.Mark Stodola Prosecuting Attorney Sixth Judicial District Pulaski \u0026amp; Perry Counties October 11, 1996 State of Arkansas OFFICE OF THE Prosecuting Attorney 122 S. Broadway Little Rock, Arkansas 72201 Phone 501 / 340-8000 Fax 501 / 340-8049 Lionel Ward 3912 Tudor Drive Little Rock, AR 72204 Dear Mr. Ward: This office has received a complaint concerning Ms. Carla Miranda. Ms. Miranda alleges that you have been harassing and have made several harassing calls to her home. If this complaint is verified and either of you persist in such behavior, this office may be under a duty to issue a criminal information charging you with a violation of .\\rk. Code ,4nri. 5-71-208 Harassment which could result in your arrest and appearance in Municipal Court. Be advised that you should limit any contact with Ms. Miranda to relevant matters only. If this complaint is untrue or you have an explanation for your actions, please bring it to my attention immediately. Sincerely, 1 Prosecuting Attorneys Office Sixth Judicial District Dan Turner Complaints Department LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 24, 1996 TO: Mark Milhollen, Manager of Support Services FROM:, Brady Gadberry, Director of Labor Relations SUBJECT: Carla Miranda, SSN: 431-23-4688 It has been confirmed with Lionel Ward, principal at Garland, that Carla Miranda did attend the workshop on the days of August 6, 7 and 8. Please pay her at the rate of pay the other instructional aides w'ere paid for that workshop. Thank you. J- /JAMES W. DANIEL CHAIRMAN PAT WEST HUMPHREY, COMMISSIONER ALICE L HOLCOMB. COMMISSIONER JOHN A. KENNEDY INTERIM CHIEF EXECUTIVE OFFICER DAVID GREENBAUM CHIEF ADMINISTRATIVE LAW JUDGE of FORT SMITH DIVISION 616 GARRISON - ROOM 207 FORT SMITH, AR 72901 TELEPHONE 501-783-7970 SPRINGDALE DIVISION 244 SOUTH 40TH SPRINGDALE, AR 72762-3845 TELEPHONE 501-751-2790 WORKERS' COMPENSATION COMMISSION 4TH \u0026amp; Spring Streets P.O. BOX 950 Little Rock, Arkansas 72203-0950 Telephone 501-682-3930! 1-800-622-4472 Arkansas Relay System TDD 1-800-285-1131 November 12, 1996 Ms. Carla Miranda 13003 El Road Little Rock, AR 72206 RE: Carla Miranda vs Little Rock School District WCC FILE: CARRIER: E612750 #541 24267 Dear Ms. Miranda: Ne enclose for your information a copy of the AR-2 form insurance company which indicates an intention to controvert, filed by the that is deny, the injury of August 30, 1996. You should review the controversion section of the AR-2 form for the carrier's position in this matter. You have two options under the Arkansas Worker's Compensation law if you wish to pursue your claim: 1. 2. You may request a conference of the parties with a Legal Advisor/ or You may request a formal hearing before an Administrative Law Judge. If you have any questions, you may call our toll free number 1-800-622- 4472 or (501-682-3930) and an Advisor will assist you. Yours very truly. FAYDEANE GRAY Director Operations/Compliance Enclosure FG/sn cc: Municipal League WCT P O Box 37 North Little Rock, AR 72215 Form AP-2 Authoruy ACA 11-9-803 ana ACA 11-9-810 Aevisec 3.15.93 ARKANSAS WORKERS' COMPENSATION COMMISSION 625 Marshall Street, 2nd Floor Justice Building Little Rock. Arkansas 72201-1073 EMPLOYER'S REPORT OF INITIAL PAYMENT OF COMPENSATION OR INTENTION TO CONTROVERT Initial Filing I I Amended Filing Awnr^ ciio Mrt r.^irripr (Tlaim No F AWCC File No. Carrier Claim No. '^*1\"_*c Employee Name (Last. First. Ml) \u0026gt; .' I* iQ.Z4J?~: Employee SS No. ^/Li, '73 Ao I Employer Nai Na^ Fed. Employer I.D. No. State Zip Cope h Carrier Or Self-Insured Name NAlC or Seif-insureo Fed. Emotoyer t.D. No. Claims Office Location (City. State) COMPENSATION (if not applicable, skip to next section) I I Cate of Iniury City, State of Iniury Dates Covered by First Check a -I o-.-I-. I First Date inaemniiy Triggereo Body Part Iniured : Oisap.iitv Oaiei Date of First Comp. Check Average Weekly Wage Weekly Comp. Rate Check condition applicable: __.Medical Only Claim (no indemnity duel PPD Only Case CONTROVERSION SECTION DATE OF INJURY OR DEATH: REASONFOR CONTROVERTING CLAIM:__/ A J r^L_Q -Q' Tin SI t..:\nI-\n4 DEATH CASE DATA NOV -Jy\" List all Dependents below: Attach Death If no dependents, check here: N.AME OF DEPENDENT Certificates and Birth cei^icat^.Jofl^ependent Children 'lONSfiiP ^og^^i di DATE CF 3IRTH : RcLATi iEASED WEEKLY BENEFIT AMOUNT CERTIFICATION i i (If more space is needed, attach supp e^ental sheet) 1' I certify that the foregoing is a complete and accurate reoort according to the records of the insurer pertaining to first W\u0026lt;wl M f LI lU I LI Ik- I V-\u0026gt; I I y LA WW W . payment, controversion and beneficiary information. I further certify that a copy, of this report'br'equivalent ntrtrmntii'M'i r \u0026lt;-\u0026gt; if/i am l/*\\\\zOO /*ir hiC Hpnpf I f?l fl TIPP nformation has been provided to the employee or his beneficiaries. Signature Printec or Typewritten Name 'He Date* iaUniqa MUNICIPAL LEAGUE w WORKERS COMPENSATION TRUST P.O. BOX 37 NORTH LITTLE ROCK, ARKANSAS 72115 PHONE (501) 374-3484 November 4, 1996 Ms. Carla Miranda 13003 El Road Little Rock, Ar. 72206 Re: Carla Miranda vs Little Rock School District Claim No: 541-24267 Dear Ms. Miranda: Thank you for your cooperation during the investigation into your claim for workers compensation benefits. As you know, your claim was initially accepted as a compensable medical claim. However, after further investigation it has been determined you did not sustain a compensable work-related injury. As I stated in our telephone conversation, if you plan to persue your claim the proper procedure is to retain an attorney and request a Hearing before an Administrative Law Judge at the Workers Compensation Commission. Attached is the only medical bill we have received that has not been paid. Respectfully Yours, Ms . Tommie Purdom Sr. Claims Representative Enclosure District No. 1 Trustee Mayor John Patrick Pocahontas District No. 3 Trustee \u0026amp; Group Manager City Clerk Sandra Fearman Rogers At-Large Trustee Mayor Emmitt J. Conley Cotton Plant District No, 2 Trustee Mayor Harold Maclntire Shannon Hills District No. 4 Trustee Mayor Gene Yarbrough Star City Assistant Director Sheryl! D. Lipscomb LR SCHOOL DISTRICT ' 810 W MARKHAM TQ! ATTN JUANITA DRIVER 7 n i'! IE ... . w tZ . s XXKCA .c- LITTLE ROCK AR 72201 1 057736 MeJ-CSe Mec c3-o Ssc's:: s SSf'J C~AMP.A A.AP H S 3= cr C 2 PATIENTS NAMS .as: Na*-'? 's: Na-^e M'ac-c iniiia : eiT=\\Sg,= MIRANDA CARLA ! ' MM DO : =A-,ENT S a\n5: 13003 E L ROAD LR = CODE 72206 c q'L-cn- jyr / U HE^uTH INSURANCE CLAIM FORM J'y ' c f c 02 25 57 iEN RE-AO'.S- A ? t =i.-'E\\TS\"i AR TElP'O\\E A^ea Cose ( 501 888 2373 -as:\\a'-r -\"w'r M30F'''t3 ' 3P .P- SE** X X REAC SAC !E EoRr.i before COMF.ETiNG i SIGNING TH'E SIGNATURE ON FILE X - SE* ' X C-- X X 10 15 96 431-23-4683 4 .\\Sj=i! S NAMi .a'f't: M co - LR SCHOOL DISTRICT NSjP=2 5 Arr==?S S--er- 810 W MARKHAM LITTLE ROCK 72201 I C: I AR 501 671 bZlS i LR SCHOOL DISTRICT I , AR WORKER'S COMP I X SIGNATURE ON FILE X 726 31 f -------------- X r 10 08 96 3 1 99213 1 I 56 00 1 10 08 96 3 1 WC103 1 25 00 1 I.UMEEF 710758074 X I I I -fSiClAN EES OP C.P: S MA-RC I A ^HIX'SCN, ' MO 710758074 10 15 96 c LC L C c ? 710758071 --------------- 71075807A c c t Of c 1223455 X 31 00 0 00 t 31 00 PEN ' MARCIA HIXSON, MO . 600 SO MCKINLEY, SUITE 200 ! LITTLE ROCK, AR 72205 L-,. 710 75 8074 Please\" indicate accountr when '^AViflG''p5\u0026gt;'vWf^T LITTLE ROCK SCHOOL DISTRICT Garland Incentive School Multimedia Technology and Educational Research 3615 West 25th Little Rock, Arkansas 72204 August 30, 1996 TO\nCarla Miranda, Instructional Aide FROM: Lionel Ward, Principal SUBJECT: Conference Follow-Up This communication is in response to our meeting after you received your schedule for this school year. Initially, you were invited and challenged to accept the decision for the strengths you have displayed in your assignments before. It would seem, tthheenn., that you would take the changes and begin thinking about how it can be done rather than what you could do to keep it from getting done. It is unfortunate cnat you chose the low road. I have a real problem with you making any trouble for the positive school climate desired. You were told earlier that changes in schedules were likely. Today, the changes happened following deliberations that consider your strengths and the strengths of' others.. More to the point. this decision was made in relevance to students' lives and implementation of Incentive School Programs. IS an administrative decision that provides Again, the decision support for the strategic plans outlined in the Little Rock School District. Mrs. Miranda, you have been a part of the lives of students and teachers of Garland for a long time. If you decide that you would prefer not continue your linkage to Garland, you are perfectly within your right to seek a transfer or tender your resignation. That choice, Mrs. Miranda, is yours. Should you choose to continue your tenure at Garland, be prepared to give each day your very bes t. All you have to do is enroll your immediate energies. If yoir me. / .ave questions. strongly encourage you to raise them with 1 a\nW ESSED BY: DATE/TIME: NCIP, ' S SIGNATURE ARKANSAS CANCER RESEARCH CENTER Behavioral Medicine Program 4301 West Markham. Slot 543 Littl\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_615","title":"Little Rock Schools: Gibbs Magnet Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2003"],"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","Gibbs Magnet Elementary School (Little Rock, Ark.)","School management and organization","Students","School improvement programs"],"dcterms_title":["Little Rock Schools: Gibbs Magnet Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/615"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nk B I M \\ I t ^y :\u0026gt;l ,4 ?'/ 1 \u0026lt;2. i b t I \\ 1 LArtists: Principal: Art Specialist: Clockwise from Mermaid Cassie Baldwin Katrina Finn John May Laura Sanders King Stratford Donna Davis Susan Turner Purvis Photographer: Dixie Knight RECHV\"' NOV JO 1996 Office ol Desegre^aiion h-iondOfHt^ f SibbS Kids All proceeds from these cards go to Gibbs Magnet School of International Studies and Foreign Languages, Little Rock, Arkansas Concept, printing and paper compliments of Fairfield Communities, Little Rock, Arkansas and the Printing Source, Knoxville, Tennessee. luGHM n^ JAM VGOiO 40 A4.q iu \u0026gt;iUO A(H LU Vljbt or U*?/ w !?/. UUZ JAnUT.IU7 T^5E PJ.A. OF 6188/ MAGNET /CHOOL iNViT\u0026amp;l YOH TO JOIN 11/ 608 OLIH NINTH ANNL^Ai, CULTURAL ART/ FLfnVAI 1TH\u0026gt;IJ Ji4^VIW i .AiOlr'i INDIzJu FSmVM OF LIGHT/ \u0026lt;C .VOX ,YAt\nrE4 00i\u0026lt;-GL\nn TB3RT1 HTd: .V/ ,\u0026lt;JOOT 1X3 I UTAn\u0026gt; tikU 3TWAU MONDAY. ins W, i6TH /TROY PEmSTittTG sNE^SAN ?^OOS\u0026gt;, AND CE^Fl/ -LSf JM7 ,V^OrAhtMOHAi JU*i\n^ b:*\nR\u0026gt;^ MOPiE INK^^MATION. CALL 324-?4^'\u0026gt;.Parents, too, are required to sign a contract with Gibbs Magnet to confirm their support of Gibbs Magnet A sample of the parent contract follows. PARENT CONTRACT As a parent I agree to provide positive support for the philosophy, program, and goals of Gibbs Magnet School. I will: - attend regularly-scheduled and specially-called teacher/parent conferences\n- cooperate with the school when disciplinary actions are necessary\n- support school rules and policies\n- ensure a proper study environment and require completion of homework as assigned\n- offer volunteer assistance to Gibbs as it is compatible with my personal schedule\n- ensure prompt and regular school attendance\n- be an active member of the Gibbs PTA. - ensure that my child gets adequate rest each night. I agree with the fundamental principles as stated above and will assist the staff with my support. Date Parent/Guardian'sName Student's Signature Parent/ Guardian's Signature Address (Home) Telephone Number (Work) SPECIAL ACTIVITIES Ambassadors General Assembly Just Say No Club Choir International Festival Honor List International Fair Math Olympiads Geography Bee Fire Marshals Flag Patrol Active PTA Field Day Flag Team Advocates for Language Learning (ALL) Media Center Student Assistants 1^* GIBBS STAFF 'The Gibbs staff is comprised of one principal, one vice-principal, fifteen regular classroom teachers, thirteen specialists. and thirteen support staff. Specialists support the intemabonal studies program through foreign language, global studies, physical education, music, art, media, and remediation, gifted/talented. 1115 West 16th Little Rock, AR 72206 \u0026lt; 'On AV \u0026lt;0 Donna Davis, Principal NEW NUMBER 324-2490 r ^IBBS MAGNET SCHOOL OF INTERNATIONAL STUDIES AND FOREIGN LANGUAGE PHILOSOPHVAND OBJECTIVES Uecause the complex world today is constantly changing and becoming increasingly interdependent, children need special skills to function as citizens of the world in the twenty-first century. Gibbs Magnet School of International Studies and Foreign Languages provides educational experiences that will enable each child to develop to his or her highest potential. Utilizing a global perspective, the Gibbs program expands and enhances the multi-ethnic core curriculum through the infusion of international studies and foreign languages. Learning activities, which promotes the social, emotional, and intellectual growth of each student, result in a child who appreciates commonalities and diversities among the peoples of the world. The intent of this program is to assist each child in acquiring the skills needed to function as a citizen of the world. ZNTERNATIONAL STUDIES PBOGBAM ^he Gibbs International Studies Program is designed to assist each child in developing an understanding of and appreciation for the similarities and differences among the peoples of the world. The International Studies Program is based on essentials common to all people (universals of culture). As students learn these universals of culture, they apply their knowledge of these basics to people around the world. A sixty (60) minute block of time is allocated daily for the study of international studies concepts, including the study of foreign languages. Resource speakers, field trips, correspondence with children of other countries, and exposure to peoples from other cultures are utilized to enrich and extend classroom instruction. Language specialty will begin at the kindergarten level. Conversational language instruction serves as the basis for the language program. However, some reading and writing of the specialized language is required to equip students with language skills essential for advanced placement in a junior high program. (Gibbs students will be required to pass a Level I language test for advanced placement at the junior Wgh level.) A French teacher, German teacher, and Spanish teacher are a part of the Gibbs staff. Each teacher works with students at all grade levels in direct foreign language instruction thirty (30) minutes daily. All Gibbs students sign a student contract with Gibbs Magnet when enrolling for the first time. Each year, the student will be asked to reaffirm his/her commitment to Gibbs Magnet by signing another contract. One copy will be kept at school and the student will keep his/her copy at home. A sample of the student contract follows. STUDENT CONTRACT I, (complete name) , am presently enrolled in the grade at Gibbs School of International Studies and Foreign Languages. As a student at Gibbs School I agree to the following: - I will be at school every day possible. - I will be at school on time every day. - I will bring my completed homework with me every day and give it to my teacher. - I will always try my best even when I think the work may be easy or when I think the work is difficult. - I will take care of the books and school equipment provided me to use in my schoolwork. - I will follow my classroom rules. - I will follow my cafeteria rules. - I will follow my playground rules. - I will use my new language at home whenever it is possible. I agree with those things I am asked to do as a student at Gibbs School. Date Parent/Guardian'sName Student's Signature Parent/Guardian's Signature Address (Home) Telephone Number (Work) Continued... Advocates for Language Learning Gibbs International Studies School 1115 West 16th School Little Rock, Arkansas 72202 February 22, 1990 Mr. James Jennings Associate Superintendent Little Rock School District UsS. 810 W. Markham Little Rock, AR 72201 Dear James: We sincerely appreciate you meeting with us regarding everyone's concerns and hopes for a superior school at the new Dunbar International Studies Magnet School. I have not been able to reach you directy by telephone, however, it is my understanding that next Thursday there will be a metting regarding the planning of this new school. ' group would again like to thank you for allowing us to The ALL participate and the persons that we discussed attending are Ms. Lucy Robinson and Ms. Diane Woodruff. As parent and community representatives, we would like Ms. Beverly Wittenberg to be considered as the foreign language teacher representative. If it will be possible for these volunteers to meet with the planning committee at its next session I would appreciate you leaving a message at my office regarding the date, time and location. My office numer is 371-0068. Please let me know if ALL or I can be of service to you during this project or to the Little Rock school district in any way. Very truly yours, Charles R. Hicks President V?6 16 CRH:j z cc: Mr. Eugene Reville iMetro. Superintendent 201 East Markham, Suite 510 Little Rock, AR 72201 Gibbs Magnet School PTA 1115 West 16th Street Little Rock, Arkansas 77906 324-2490 May 25, 1993 Working Together for a Better Future bsceived MAY 2 7 1993 Office of Cesegrec-aficn Moniloring Office of Desegregation Monitoring Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Director: The patrons of the Gibbs International Magnet School very concerned about the proposed elimination of the computer lab attendant position from our school. are Since our teachers do not have time to assume the responsibilities of the computer lab, this decision could result in an inferior program in which our children might not receive the full benefits of the lab. The computer lab attendant is the heart of our computer program. Therefore, we strongly urge you to reject the district's proposal to eliminate the computer lab attendant position. At a recent meeting, several of our patrons wanted to show their support by signing a petition urging the Little Rock School Board to reject the proposal, your information. A copy is attached for Thank you for your time and consideration in this matter. Sincerely, Annette Thomas-Jones Co-President Attachment Petition to the Little Rock School Board ^Q, the undersigned pavons of Gibbs Intemational Ma\u0026amp;net School urge the Little Rock School Board to reject the districts proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab IS a valuable asset to our students, and we fear that the program will greadv 3uffer without a computer lab attendant. ' ' 7 S / c. Cuk, la. ( r I 3i^ \" TJ il.L t O- 7^ y / X I ^_V i ^(7yr^'^ya/^==^ I --^!r ' /X Ji_ 22x12313^ lUujiiiyy Cd i44Ul 1 ii ' / - V ' \"V y .r-r I Petition to the Little Rock School Board ^Ne, the undersigned patrons of Gibbs International Magnet JCgb***?!, urge the Little Rock School Board to reject the district's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab is a valuable asset to our students, and we fear that the program will greatly suffer without a computer lab attendant. fA^ w c -i2. d ,1 ~^:i^ji.dx7^A/A Ciaa-^^ (y S^fri'''-' P 0 C _______________ \\l\u0026lt;. a2. -T-' 2. WLr V Oi-hd [\\.Q,CL^JiL) \u0026lt; tte , Petition to the Little Rock School Board We, the undersigned pavons of Gibbs International Magnet School, urge the Little Rock School Board to reject the distnct's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab is a valuable asset to our students, and we fear that the program will greatly suffer without a computer lab attendant. iij-l ---- oca u V' rPetition to the Little Rock School Board SI We, the undersigned patrons of Gibbs International Magnet Sebool, urge the Little Rock School Board to reject the district's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab IS a valuable asset to our students, and we fear that the program will greatly suffer without-a computer lab attendant. Jt-compiler lai /! ti \\ . *- - - .J ' -ajYj\nT A/ Ojia02 25 'll I w\n24 2 2 C''!'': -b i'l'l OD'I iSnoi 002 M1 8iiJ \u0026gt;tarkhFi Si. JI . Ai I ,. b-.+z)! ' r i \u0026lt;km Hr t Lie Rock. Ar 5 : .'-S \u0026lt; - 22U1 (501)324-2000 04-07.as 09:31 O'.'l 32i 202.3 LRSP CCDraVXICATI ODM 002002 I i'ttle FLock School District News Release Apnl !99S For more infoimadon\n^Zeornee Herts, 324-2020 Eic... GiBhS TO HOST STUDENTS, TEACHERS FROM FH iNCE LIIILE ROCK - Gibbs Foreign I.acgtiages/lntemational .Studies Magnet aiy -wiii greec students and teachers from Lyon. France, at the Little Rock National . v-jporL today at 5\n44 p,m. a.5 the arri^'e for a Wo-and-a-half week Adsit to and at.\" Seventeen -tudents and two teachers will live with host families from Gibb i classes at th.e school dunng their visit. rite hrot-hand inlormaiion shaiing is a -wonderitil e.xperience for both Gibbs stLjeriU and Qe french visitors.' said Felecia Hobbs, principal ar Gibbs. This is the eighth year we .have hosted French students and teachers in rhe exchange program. We very excised. 3.bour the .lew friercT^h^p'^ The visitors will he involved in many Gibbs activities including the Earth. Dav Parade on f nday, April 17, and a field tnp with their host.s to the Museum of Discoveig/ end the Rw'ermarKet Tuesday, April 21. The gijests will also attend an Ark-an.sas Travelers basebili game or a rodeo while in Arkansas. nnbbs is planning a European hip for students for foe 1998-99 school year. 8J.0 West riarkham Street * Little Kock, Arkgjisas 72201 1501)324.2000 02/05/1999 10:06 02/04/1991 08:59 501-324-2023 50184719G5 LRSD COMMUNICATIONS GONTERMAN PAGE 01/01 PAGE 82 February 4, ATTENTION\nNews RELEASE 1999 GIBBS' STODEHTS ARE JUMPROPING FOR HEART (Little Rock Gibbs) O' Friday, February K-6 students at Gibbs Magnet School of International Studies \u0026amp; Foreign Languages are pariticpating in the American Heart Association's \"jump rope for heart\" campaign. Students have collected donations for certain number of minutes that they will spend jumping in the cafatorium from Boo a.m. to 2\n3Q p,m. Friday. This is an annual event for Gibbs' students through our physical education specialist. Nancy Hamilton. Students have been practicing their jump roping skills in P.E. classes this week. Students watched a video from the Heart Association. School nurse, Pam Jackson, visited classrooms with the heart and lungs of a hog to explain how healthy hearts and lungs should work in prepartion for their \"Jump Rope for Heart Day.\" For additional information, please contact Ms. Hamilton or Vicki Gonterman at Gibbs Magnet School turn a j umprope for us! at 324-2490. Come Submitted by Gibbs' PR Representative04/08/1993 16:31 Dc-16-OO O1:OAP 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 P.Ol April 8,1999 TO COMMUNICA TIONS DEPARTMENT: GIBBS CELEBRATES FERI A DE SEVILLA (Little Rock Gibbs) On Friday, April 9. 1999 beginning at 10:05 a-m., student.s al Gibbs Magnet School of Intcmationfll Studies and Foreign I.anguagcs will be celebrating the Spanish festival Feria de Sevilla. Spanish foreign language specialist, Senora Gianella Millsap, will conduct the festival in the Gibbs Foreign Language Building. Students, kindergarten thniugh sixth grade, will watch l lamcnco dances by local dancer, Mi.sty Leigh Williams. They will eat traditional Spanish foods prepared, donated, and served by Gibbs parents. Spanish olives and fresh fruit will be houniiful. For the past two weeks students have been .studying about Spain, especially the city of Seville. This April festival features horseback riding and Flamenco dancing in Spain. Gibbs students learned about Don Quixote and watched an animated version of the tales. TTicy learned about the land regions of Spain and the major cities. The festival will be the culminating event for this year's study of Spain. For additional information contact Senora Millsap or Vicki Gonlerman at Gibbs al 324-2490. Wc hope to see you there! Submiiied by Gibbs Public Relations Coordinator'WC. a 810 West Markham Little Rock, AR 72201 For Immediate Release May 14, 2002 For more information: Kayren Baker, 324-2490 The Barber of Juarez Performed by Gibbs Students On Sunday, May 19,2002, fourth and fifth grade students at Gibbs Mag-net School of International Studies and foreign Languages will enact their version of the opera, The Barber of Seville aptly named The Barber of Juarez. Through a grant provided by Wildwood Park for the Performing Arts, fourth and fifth grade students have created and choreographed a unique opera based on Mexico, the nation of focus for Gibbs this school year. The opera will be performed on stage at Wildwood Park on Sunday at 2\n00 p.m. and in the Gibbs Cafetorium on Monday at 1:00 p.m. Please contact Kayren Baker, Music Specialist at Gibbs Magnet School, 324-2490, for additional information. 00/ i/ zooz 14: zi ooi-jz4-:\nozj LK5D tUMMUNlUAIiUNO 01/01 8 i 0 '^'est Markham Little Rock, AR 72201 For Immediate Release May 14, 2002 For more information: Vicki Gonterman, 324-2490 Mid-East Meets West at Gibbs Magnet School On Thursday, May 16, the Arkansas International Center will bring a group of representatives from the judicial systems of nine nations of the Middle East and North Africa to visit with students at Gibbs Magnet School of International Studies and Foreign Languages. Morocco, Algeria, Tunisia, Jordan, Lebanon, Yemen, Oman, Kuwait, and the West Bank are the nations represented. These visitors are coming through the LF.S. Department of States Office of International Visitors Bureau of Educational and Cultural Affairs, Gibbs Magnet school will be the first stop on their Little Rock visit. This visit will help reduce a tendency to stereotype Arabs and Muslims, especially at this poignant time in our nations history. Students will be able to learn about the work and family lives of this diverse Middle Eastern group. Fifth graders will have an opportunity to have lunch with the group of attorneys, magistrates, and judges. The group is visiting Arkansas and the United States to study our judicial system at the national, state, and local levels. After their 8:30 a,m. amval, the group with their interpreters will tour our elementary international school. A question and answer session is planned for the fifth grade foreign language classes at 10:00 a.m. Classroom visits to lower grade levels will follow, and there will be an opportunity for questions to and from students. Though Arabic is not taught at Gibbs, starting in kindergarten students begin a six-year study of a second language. Please contact Vicki Stroud Gonterman at Gibbs at 324-2490 for additional information. Gibbs Magnet School is located at 1115 West Sixteenth Street, one block west of Chester Street. (J fi Ij Trfttf f GIBBS .^1 20 7(oi\u0026gt;em^e ifjs' i.QQ-lf.ZO Arkansas Democrat liy, (gazette D _ _ ..\u0026lt;\u0026gt;kinAV ecOTCKjIDCa 1QQO MONDAY, SEPTEMBER 21, 1992 Children need more physical education time which is not sufficiGnt for kids to stay in During the last week of the school year for 92,1 had the opportunity to visit the Gibbs Magnet School. I had volunteered as a coach for the relay rBC6S The first thing I noticed as I walked in the gym was the high intensity of the noise level caused by the kids cheering for their respective teams. The level of enthusiasm generated by the competing physical activities was incredible. It was like having a 15- inch loudspeaker blast directly in your ear. The kids were clearly having a great time. . . . A handicapped student participated in the races, and with the help of his classmates, he was very active in the different events, some of which they won. I thought, why dont we allow kids more time for physical activities? It should not replace the learning of the three Rs, but can complement them. , , . , The elementary school curriculum should allow at least three hours a week for physical education. The benefits are tremendous. The kids will not only build on teamwork, but the physical workout is beneficial, particularly for our TV generation of kids. , , . Currently, only one hour a week is dedicated towards physical education. shape. , So parents, get involved now. These precious school years go by quickly! ED ORTIZ JacksonvilleASansa^^moc^^^(6azcUe FRIDAY, OCTOBER 8. 1993 , Japanese teacher learns new vision of U.S. BY CYNTHIA HOWELL Oemocrat'Gazette Education Writer Stereotypes have been shattered for Akihito Tamura, a first-grade teacher from Sapporo, Japan, who is in the United States and Little Rock for the first time in his life. Tamura is one of 22 people from Sapporo to visit Little Rock for two weeks to tour schools and become acquainted with American culture. The trip was organized by the Metropolitan Chamber of Commerce in Little Rock and a similar organization in Sapporo. The trip is part of a cultural exchange program begun in 1988. Eight Arkansas teachers visited Sapporo for 10 days in 1991. Tamura said Thursday that, in making his decision to come to the United States, he was fearful of the violence that has ! been described in worldwide ! news reports. Such reports included the random murders of tourists in Florida and the shooting death last year of a Japanese exchange student in Louisiana. The student was shot when he became lost and went to the wrong house while looking for a party. So far, Tamura said, he has not encountered any violence. He said that while violent acts occur in his home city in northern Japan, deaths are fewer because people dont own guns. Tamura said he also feared black Americans before he ar- ArKansas Democrai-Gazetle/Pick McFarland TEACHERS PAT Gibbs Magnet School second-grader Starkisha Watkins gets a pat on the head Thursday from Yoko Fujine, one of 22 teachers from Sapporo, Japan, taking part in a teacher exchange program with teachers from public and private schools in Little Rock. rived in Arkansas, at least part- ' ly because of the depiction of blacks on television and in the movies. He said that in Japan virtually everyone is of the same race. While in Little Rock he has been a guest in the home of a black teacher at Gibbs International Studies Magnet Elementary School. He said his fears have been eliminated. He said his greatest surprises are that blacks and whites are friendly with each other and the general friendliness of people to him. Tamura and the other Japanese citizens are spending most of their time in Arkansas by visiting public and private schools, meeting children, and demonstrating Japanese arts such as origami, the ancient art of folding paper into cranes, stars and other objects. The group also has been shopping. Trips to a country western bar and to Hot Springs were among the events planned for the group. The differences in the Arkansas and Sapporo schools are many, Tamura said. In his school, he has more than 30 children in his class each year. The children are noisier than j their American counterparts at\nGibbs, he said. The Japanese children at- i tend school from 8:30 a.m. to 2:30 p.m. six days a week. However, beginning last year, one Saturday a month has been declared a school holiday. The children have four weeks of winter vacation and four of summer vacation and two weeks for spring break. The Japanese school does not have counselors or specialists to teach physical education or computer skills. Tamura stays with his pupils all day and teaches them all subjects. There are no computers for students in his school. A foreign language isnt taught until seventh grade, and the only one taught is English. Tamura said that as a teacher of six years he earns what he said was a small salary of about $40,000 a year. He pointed out that food and property are much more expensive in Japan than here. A more experienced teacher may earn almost $100,000, he said. A teacher in Little Rock with six years of experience earns about $24,000. [Arkansas Democrat ^(i^azcttcj THURSDAY, SEPTEMBER 7, 1995 Bowing to culture 8 7' k\\tl \"}^ \u0026amp; I Arkansas DemocraWSazetta/STATON BRBDENTHAL Rfth-graders bow to Japanese teacher Yoshikazu Iwakata as he leaves the classroom Wednesday at Gibbs Foreign Languages International Studies Magnet Elementary School in Little Rock. Iwakata, who teachM an English foreign language class to junior high students in Japan, is giving students a glimpse of his nations culture on his two-day visit to the school. .. -13-4Arkansas Democrat (gazette WEDNESDAY, NOVEMBER 8, 1995 News wrap-up Gibbs seeks to name library for Clinton The staff at Gibbs International Studies Magnet Elementary School has asked the Little Rock School Board for permission to name the ! schools library/media center in honor of President Clinton. When he was governor of Arkansas, Clinton lived in the Gibbs area, faculty member Vicki Gonterman Gibbs said in a written nomination to the school board. He visited the school several times and donated cultiu-al artifacts to be displayed on the schools international wall. On the day Clinton was elected president, he visited Gibbs. A picture of his visit hangs in the West Wing of the White House, Gonterman said. Clintondonated a Japanese doll to the school, wrote a letter to the Gibbs students during Geography Awareness Week and gave a radio -\naddress about education last April from the Gibbs Media Center as 30 ' pupils, their parents and their teachers looked on. If the board approves the proposal and the president gives permission to use his name, the school will invite the Clinton family to attend the dedication ceremonies. Also, school officials plan to stock a Clinton Comer in the media center with books and mementos about the president and his family. IArkansas Demcxrrat '^azcttc FRIDAY, SEPTEMBER 4, 1998 ' (I I-* i J. - V !) { J if' f f Arkansas Democrat-Gazene/STEVE KEESEE Japanese visitors. Antomon Watklns (right), a fifth-grader at Gibbs Magnet Elementary School, learns a judo hold from two students from Ryukoku University in Japan. Yoshiyuki Ikawa (left) and Yasuhiro Kimura, along with five other Japanese students, visited the Little Rock school Thursday.. FRIDAY, MAY 14, 1999 Gibbs school aide loses job over scuffle ARKANSAS DEMOCRAT C.AZETTE A supenision aide at Gibbs Magnet Elementarj- School in Little Rock lost his job after apparently trying to break up a scuffle between two students. Little Rock I School District spokesman Suellen Vann said Thursday. When the 3o-year-old man tried to break up the fight, one of the students apparently was knocked down, Vann said. The encounter was reported to police, but no charges had been filed late Thursday. The man began working for the district at the start of the school year. Because teachers in the Little Rock School District are e.xempt from playground and cafeteria duty, the district hires aides to su- per\\ise students during recesses and lunoh. Vann said.F e b r u a r y 1 5, 2 0 0 1 August 2 3, 2 0 0 1 -a 0 c t o b e r 1 6, 200 3 Program links reading, helping worlds poor Gibbs, first lady get the challenge rolling 5 BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE chickens, llamas and rabbits to impoverished families as sources Two real goats, a Chinese for milk, food, labor and income. dragon and a larger-than-life This is going to provide a furry red dog converged at way for students here at Gibbs Gibbs International Studies and for students across Arkan- Magnet Elementary School in sas to help other families some- Little Rock on Wednesday to where else in the world, Janet kick off a national reading in- Huckabee, Arkansas first lady centive program that is designed and a spokesman for the read-to help feed hungry families ing initiative, told about 300 A worldwide. cheering pupils. Its going to Children who participate in provide an opportunity for your the new Arkansas Read to Feed teachers to get information Challenge will collect financial about global issues, and its pledges from their families and going to help [your schools] get friends for the books that they books. You will see and learn Arkansas Democrat-Gazette/STEVE KEESEE new things from these books. Kindergartners at Gibbs International Studies Magnet Elementary School --- ---- Scholastic Corp., the worlds jp Rock hug childrens book character Clifford, the Big Red Dog, donated to Heifer International, largest publisher and distribu- during a Wednesday ceremony at the school kicking off the Arkansas the Little Rock-based organiza- tor of childrens books in- Read to Feed Challenge. Scholastic Corp., publisher and distributor of tion that provides life-sustaining eluding Norman Bridwells sto- children's books including those about Clifford, is working with Heifer In-read. The money they raise will be animals such as goats, cows, Reading Continued from Page 1B ries about Clifford, the Big Red Dog is a partner in the reading incentive program. The company will donate tens of thousands of books to public, private and parochial elementary schools that participate in the program, as well as make an unspecified financial contribution to Heifer International, said Brock Bridges, a company representative. Only 31 percent of Arkansas See READING, Page 5B ternalional to promote the reading incentive program. . children think about philanthropy, Luck said. A former first-grade teacher in Texarkana, Luck said she hopes to establish the reading program in as many Arkansas schools as possible this year and expand it throughout the country in coming years. I think it will go national because so many people are concerned about the literacy issue, and if you can tie that in to helping others and also put books in the library its the biggest win-winwin arrangement that Ive heard sixth-graders scored at a proficient Heather Smith (foreground) and Betsy Conner, both with Heifer Interna- Afkansas Democrai-Gazette/STEVE KEESEE of in a long, long time. More information about the or better level on the state Bench- tional, relax Wednesday with two young goats before a ceremony at Lit- reading program is available by mark Exam in literacy last year. tie Rocks Gibbs International Studies Ma_g net Elementary, School kick- callinwg (877-) 275-7323 or by v_i_sit- By putting books into the hands ing off the Arkansas Read to Feed Challenge. Gibbs pupils are the first ing wwwjeadtofeed-oig/arkansas. of children at an earlier age, we participate in what organizers plan to make a national reading incen- ------------------------------------------------ firmly believe that can change those program. ^atistics and m^e an important land, Bolivia and Peru to see first- tional, they will want to get indifference in children s lives, hand the work that Heifer Inter- volved, Huckabee said. It wont Bridges said. Our goal is to instUl national has done in those coun- take a lot on their part. They dont a love of learnmg and reading in tries, will travel around the state have to go out and raise millions children that will last a lifetime. with the Clifford mascot to pro- of dollars. Tliey just have to lend Felicia Hobbs, principal of the mote the program. their names to it and promote it. school where French, Germ^ and and Gibbs pupils have al- Jo Luck, president and chief exSpanish are taught daily in kinder- ready starred in a public service ecutive officer for Heifer Inter-garten through fifth grades, said announcement about the initiative, national, said the program not on-she expects all pupils to pamcipate. she also intends to present the ly encourages children to read but Fifth-grader Trevor Wine con- reading program at the National offers them the opportunity to vis-firmed that he would be among diem Governors Association meeting in it the Heifer ranch to get a feel for I am going to try to read February and encourage spouses living conditions in the worlds around 50 books and raise $50, of the nations governors to initi- poorest communities and see how She and Gibbs pupils have al-the 10-year-old said after the kick- ate the program and serve as the animals can help. off program. I liked what [they] spokesmen for it in their states. I think it is important that in said about helping children around the world. I believe that when they see our country, where we are blessed the Scholastic name and see the to have a lot of opportunities, that Ashley Plummei\n10, also a fifth- partnership with Heifer Interna- our future leaders who are these grader, said she knew a lot about ------------------------------------------------------------------------------ ------------- Heifer International even before the assembly Wednesday because her class visited the organizations Perry County ranch last year and raised money to donate a water buffalo to a foreign community. It helps people around the world to eat, Ashley said about Heifer International. And we love to help people. Janet Huckabee, who has traveled to Cambodia, Vietnam, Thai- j PAPER TRAILS LR magicians prized guillotine stars in surprise disappearing act Randall Eller is a master at i making things disappear, but hes not quite as proficient in making them reappear. Eller is a Little Rock magician who performs across the state with his traveling guillotine his prize illusion. He travels in a van with the guillotine and several other illusions he uses in his act. Last week, Eller visited Gibbs Magnet Elementary School where he planned to attend a field trip with son Aaron and perform magic BY CARRIE RENGERS for two classes of second-grade students. When I airived at the school, both second-grade classes were already outside waiting to get on the bus, so I parked the van and left it running, and all I did was cross the street, Eller says. I wasnt 15 feet from the van. Eller commented briefly to a teacher that Aaron would ride with him. Aaron and I turned around to get in my van, and it was gone, Eller says. Whoever stole it slipped in right there, right under our noses. Eller wasnt impressed with the disappearing act. Devastated is more like it. He lost costumes, illusions and all sorts of items that just help make a show. Losing the guillotine hurt the most. Its not a guillotine like the French guillotine, Eller says. I call it a guillotine for lack of a better name. Its actually a more-than-3-foot sword that is bolted to two pieces of wood with a handle at the top. Theres also a stockade where a head can fit. When someone was in the contraption, Eller says, The sword plunged through their necksafely, I might add. Eller estimates the custom-made item to be worth as much as $8,000. He had liability insurance on the van but couldnt afford business insurance for the belongings. Eller isnt sure what hell do next See TRAILS on Page 3E Randall EHer (standing) won't be able to play tricks on anyone for a while, at least not with his CL^tom-made guillotine. Trails Continued from Page 1E except visit a man who was found\nwith his van in El Dorado to just\nkind of plead with him, let him know the situation. The man told police he got it from someone in Little Rock. Ellers checkbook has been: found in Louisiana, so it may not look good for his equipment. He still has hope, thou^, especially for his guillotine. Its floating around, Eller says, maybe somewhere here in Little Rock if we could just find it.\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_685","title":"Little Rock Schools: Ish 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":["1990/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Ish Elementary School (Little Rock, Ark.)","School enrollment","Educational statistics","School management and organization"],"dcterms_title":["Little Rock Schools: Ish 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/685"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nIsh Elementary was open from 1965 to 1993.\n1 S r. A a 1 2 3 4 5 b VAI't MRi WALKER. THE COURT I know, when I 6 V 7 8 6 Yes, ma'am. -7 that has not been addressed. As you permitted the district to.survey.the students. suggested that OJ 10 J / 11 F.i t ( .* !. 8.1 ' 81 91 OS SS es AS iJS IZ !? I \u0026amp; ? f 13 14 IB 16 17 18 19 20 21 22 23 24 2B I,, as an incentive,.they might offer some of these benefits that are offered to incentive .school as get the kids to go to Ish. an ,incenti,ve to I have not in any wayiruled with\nrespectto that motion, however, and I had assumed that the\u0026gt;incentive school of one thing and that the interdistrict magnet is another with.' respect to this 1 can t the magnet program called? remembe r. but I some MS. BROWN. THE COURT. remember what it's called. High Intensity learning. High intensity learning. But, in any event, I What is I couldn't will be addressing that later, did not intend to address it today. preliminary questions about King. MR. WALKER. the COURT. although 1 do have Al 1 right, your Honor. And with respect to scholarships. I know Mr. Walker keeps reminding the Court that we have not ruled.on schoIarshi ps. The scholarship issue is a in terms of how to real ly hard one:fori me administer the schoI arships, and also, as I recall, the Plan does not commit the Litt la.Kock Oistrict to scholarships absolutely. to discuss it. MR. WALKER. but commi ts That's the district in good-faith where we differ, -That's why we )LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: ISH ELEMENTARY 1988 READING 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed 17 13 76 75 83 28 26 93 12 92 11 92 27 25 93 10 91 15 94 16 12 75 67 80 17 16 94 88 100 28 28 100 13 100 12 100 27 24 89 11 100 13 81 16 12 75 67 80 6 5 A 8 7 6 4 8 WHITE MALES No. Passed 0 2 3 0 3 3 0 0 Percent Passed 100 100 100 WHITE FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER MALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed * Total of all students in the \"Other -- race category. These scores were not reported by gender.SCHOOL: ISH ELEMENTARY 19..88 ! READING 19 8^ 1990 199 1 T 1989 No. Tested No. Passed 24 23 24 17 12 10 13 11 24 23 Perc.en^P^ss^______2^-___ 71 83 85 96 BL.ACK MALES i:o. Passed 11 6 4 7 11 Percij t Passed 100. SO. 100. I mn. BLACK FEMALES No. Passed 7 7 6 3 7 711ent Passed WHITE HALES Ho. Passed Percent Passed __\nWHITE FEMALES No. Passed Percent passed OTHER MALES No. Ptissed _a8. 70 100 0. 88 2 2 0 0 2 100 3 100 0 Percent Passed____ OTHER FEMALES No. Passed 0 Percent Passed ______ Total cf 0.1a 50 2 0 0 100 0 0 0 0 0 0 100 3 100 0 0 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUIdMARY GRADE 6 MATHEMATICS 1989 24 19 79 1 AB. 8 80 2 50 2 100 0 0 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 I 1988 SCIENCE 1989 1990 1991 ----------SO^AL STUDIES 1988 1969 1990 1991 12 10 83 4 AJ. 6 100 0 0 0 0 13 11 85 7 100 3 60 0 0 0 0 24 13 54 4 36 5 63 1 100 2 67 0 0 24 17 12 10 13 11 24 13 24 15 12 10 13 12 24 10 24 12 12 10 13 10 71 1 88 6 60 2 50 2 100 0 0 83 4 67 6 100 0 0 0 0 85 7 100 3 60 0 0 0 0 .. 54 6 55 4 50 1 50 2 67 0 0 63 83 92 42 77 6 4 7 6 4 4 6 75 5 50 2 50 2 100 0 0 67 6 100 0 0 0 0 100 4 80 0 0 0 0 55 2 25 2 100 0 0 0 50 5 50 1 25 2 100 0 0 67 6 100 0 0 0 0 86 1 3 60 I 0 0 0 0 1 I I students in the \"Othei-\" race category. vcK not reportocI by gender.I 'I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL : GRADE: ISH INCENTIVE SCHOOL 1 WHITE FEMALE Percentile Summary so 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE WHITE MALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Summary 76 5 0 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE 1991 MAT-6 Distribution #46481 M6BYSC 10/07/91 PAGE 788 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N % N N X N \" Z N X N X N 1 0 0 0 1 67.7 1 OOX OX OX OX 1 o' 0 0 1 93.3 TOTAL READING N X 0 0 1 0 1 36.5 ox ox 1 OOX ox TOTAL READING N X 1 0 1 0 SOX bx SOX OX 2 52.1 1 OOX ox ox OX 1 0 0 0 1 65.6 TOTAL MATHEMATICS N X 0 1 0 0 1 55.3 ox 1 OOX ox ox TOTAL MATHEMATICS N X 1 1 0 0 SOX SOX OX OX 2 74.3 1 O^OX bx ox ox 1 0 0 0 1 73.7 TOTAL LANGUAGE N X 0 0 0 1 1 26.3 OX OX OX 1 OOX TOTAL LANGUAGE N* X 1 b 0 1 50X bx OX sox 2 46.0 100X_ OX OX OX BASIC BATTERY N 0 0 1 0 1 40.1 ox ox 1 OOX ox BASIC BATTERY N X 1 0 1 0 5 OX OX Qy. 2 56.9 0 1 0 0 1 50.0 OX 1 OOX ox ox 0 0 1 0 1 48.9 SCIENCE N X 0 0 0 1 1 27.2 OX OX OX 1 OOX SCIENCE N 0 1 0 1 ox sox ox sox 2 38.6 OX OX 1 OOX OX 1 0 0 0 1 74.7 SOCIAL STUDIES N X 0 0 0 1 1 31 . 5 ox ox ox 1 OOX SOCIAL STUDIES N X 0 0 1 1 ay. ox sox sox 2 40.2 1 OOX ox ox ox COMPLETE BATTERY N 0 0 0 1 1 35.8 OX OX OX 1 OOX COMPLETE BATTERY N 1 0 0 1 SOX ox ox sox 2 55.3 h- I- i I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 789 I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnery .....76 50 - 26 ' 01 75 49 5 Number Tested N X N X N X N X N X N X N 1 10X 2 2 5 1 0 ___flean NatU.llCE_________43.0 BLACK MALE Percentile Summary 76 50 26 01 99 75 49 -5_ Number Tested Mean Nat'1 NCE ALL BLACK Percent lie Summary ___76 -.59. 50 26 01 75 49 25_____ Number Tested 20X 20X SOX 4 1 0 5 40X 1 OX ox sox 2 2 2 4 20X 20X 20X 4 OX 3 0 3 4 30X OX 30X 40X 1 0 2 6 1 1X OX 22X 67X 2 0 3 20X OX 3 OX SOX 3 0 3 3 33X OX 33X 33X TOTAL READING N X 1 0 45.7 1 0 43.9 1 0 43.8 9 27.7 1 0 36.2 9 39.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 1 2 4 1 0 6X 12X 24X 59X 2 5 3 7 12X 29X 18X 41X 1 3 2 12 67, \\77 1 1 X 677 1 2 6 8 6X 12X 35X 47X 1 4 4 9 6X 22X 22X SOX 2 3 3 1 0 1 IX 17X 1 7X 367. 1 3 5 8 6X 1 QX 29X 47X 17 35.6 17 37.4 1 8 34.6 17 35.1 1 8 35.5 1 8 34.3 1 7 33.0 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N 4 6 1 5 15X 22X 56X_ .6_^ 6 3 12 22X 22X 1 IX 44X 3 5' 4 1 6 .11X isx 1 4X 57X 4 2 9 12 1 5X 7X 33X 44X 2 4 6 15 7X 15X eax 56X 4 3 6 15 1 4X 1 IX 21 X 54X 4 3 8 1 1 ISX 1 2X 31 X 4ex 27 MeaQ-Nat_Ll_lCE________3ft.^___ 27 4Q..4______ 28 37.9 27 38.2 27 .32.7 28 35.0 Z6 35.31 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 790 I I SCHOOL\nGRADE: ISH INCENTIVE SCHOOL 1 ALL STUDENTS Percent i1 Sumnary TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N 76 50 26 01 99 75 49 25 3 4 7 .15 1 OX 1 4X 24X 52X _7 7 3 12 24X _ e4X 1 OX 41X___ 4 5 4 17 13X 17X 13X 57X 5 _ 17X 2 1 0 1 2 7X 34X 41X 2 5 6 1 6 7X 1 7X 21X 55X 4 3 7 1 6 13X 1 OX 23X 53X 5 3 8 1 2 187. 1 1 X 297. 43X Nuaber Tested 29 ___Mean NattL NCE_________23 , Z 29 ..42 ,.6 30 38.4 29 ____ 39.5_____ 29 33.1 30 35.3 28 36.6 p- r j--------- I I I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PACE 791 SCHOOL: GRADE: ISH'INCENTIVE SCHOOL 2 UNITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL....... LANGUAGE BASIC BATTERY Percentile Suaiary SCIENCE SOCIAL STUDIES N X N COMPLETE BATTERY % N X N X N X .of 1 76 5 o' 26 01 99 75 49 25 N X Number Tested Mean Nat^lNCE ALL WHITE I 2 I 0 0 1 56.4 Percentlie Summary' 76 50 26 01 99 7S 49 25 Number Tested Mean Nat'1 NCE BLACK FEMALE Percent Ue Nummary 76 50 01 99 75 49 25 Number Tested Mean Nat * 1 NCE OX 1 OOX OX OX N TOTAL READING N X 0 T 0 0 1 56.4 0 0 1 0 1 47.9 OX 1 OOX OX OX TOTAL READING N X t 0 3 2 17X OX SOX 33X 6 45.9 OX OX 1 OOX OX 0 i 0 0 1 62.3 TOTAL MATHEMATICS N X 0 0 1 0 1 47.9 OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X OX 1 OOX OX OX 0 0 1 0 1 49.5 BASIC BATTERY N X ox ox 1 OOX ox 0 0 1 0 1 46.8 SCIENCE N X ox ox 1 OOX ox 0 1 0 0 1 55.9 SOCIAL STUDIES N X OX 1 OOX OX OX COMPLETE BATTERY N X OX OX 1 OOX OX 0 1 0 0 1 62.3 TOTAL MATHEMATICS N X 1 2 1 2 17X 33X 17X 33X 6 47.7 OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X ox 1 OOX ox ox 0 0 1 0 1 49.5 BASIC BATTERY N X OX OX 1 OOX OX 0 0 1 0 1 46.8 SCIENCE N OX OX 1 OOX OX 0 1 0 0 1 55.9 SOCIAL STUDIES N X ox 1 OOX ox ox COMPLETE BATTERY N 2 0 0 4 33X ox OX 67X 1 i 2 2 17X i7X 33X 33X 0 2 2 2 OX 33X 33X 33X 2 1 1 2 33X 17X 1 7X 33X 1 1 2 2 1 7X 17X 33X 33X 6 39.1 6 44.7 6 _____42.2 6 47.7 6 43.5 . )I I It/ It*: {'I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: iSH INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL reading 1 991 TOTAL MATHEMATICS MAT-6 Distribution #J6481 M6BYSC I 0/07/9 I PAGE 793 Percentile Su n n e r y 50 26 75 49 -O t^ -_ S .. Number Tested Mean Nat:i_MCE. N Z N Z ------------------ ---------------3___.16J!_ 6 3EZ 7 6 32Z 6 3EZ 32Z 4____1Z___ 1 9 -4a.a. 37X 32X 19 -52 . i TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N N N Z N COMPLETE BATTERY N z 5 5 7 6X 377, 7 6 3 16Z... 37X 32X 16X . _1 6 8 4 5X 32X 42X 2tX 1 h 3 3 37X 32X 1 6X 1 6X 3 6 7 3 t 9 42.9 1 6X 32X 37X 1 6X 1 9 ... 49.0 1 9 46.8 1 9 53.2 1 9 48.9 I ( J N 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ribut Ion J648I M6BYSC 10/07/91 PAGE 792 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 2 BLACK MALE L i TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamery N X N X N X N X N X N X N X I IO 50 26 75 49 B____17X I\" i' Q1 _r..25__. 5 3 2 42X 25 X 17X 2 5 4 1 17X 0 OX 42X 33X 8X 4 5 3 33X 42X 25X 2 5 4 1 17X 42X 33X 8X 1 4 5 2 8X 33X 42X 17X 5 5 1 1 42X 42X 8X 8X 2 4 5 1 1 I 7. 337 42X 8X P \u0026lt;0 I -S I7wr- I. rw, Nunber Tested Mean . NAt_Ll_NCE. 12 .49.6, - 12 _54.1. 12 -.._43.2 .. 12 50.5 1 2 ____48.8 12 56.4 12 51 . 1 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sumaary 50 26 ..-01 75 49 25, Nunber Tested Mean .Nat/,l._NC_E__ N X N X N N X N X N X N 3 5 6 _4 18 48 r4 17X 28X 33X eex. 3 7 5 3 18 52.5 17X 39X 28X -L7X______ 2 4 5 7 1 8 41 . B 11X 22X 28X ....39X 3 6 6 17X 33X 33X 3____17X 18 48.6 1 6 7 4 6X 33X 39X 22 X 7 6 2 3 337. 337, 1 IX 17X 3 5 1 3 17X 28X 39X 17X 1 8 46.6 18 53.5 18 48.6 1 : I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J\u0026amp;481 M6BYSC 10/07/91 PAGE 794 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY 1^2 ^1 I Percentile Sunnary 76 so' 26 01 99 75 ZS Number Tested Mean Nat * 1 NCE BLACK MALE Percentile Sumaary 76 SO 26 01 99 75 49 as Number Tested Mean Nat * 1 NCE ALL BLACK N 0 a 5 3 1 0 39.a X N N X N X N X N X N Percentlle Sumaary 40 41 I I* so 26 0 1 99 75 49 as Number Tested Mean Nat * 1 NCE OX 2 OX SOX 30X 3 5 0 20X 36x SOX OX a 5 2 1 aox sox aox 1 ox 0 5 3 a ox sox 30X aox 0 3 3 4 OX 30X 30X 40X 0 4 2 4 OX 4 OX aox 4 OX 0 4 4 2 ox 40X 40X aox 1 0 52.1 1 0 57.8 1 0 47.0 1 0 41.5 1 0 41 . 4 1 0 45.1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I !! N X N X N X N X N X N X N 1 _ 0 0 3 3 OX OX SOX SOX __a__ 0 1 3 33X OX 17X SOX 1 1 1 3 17X 17X 17X SOX 0 2 0 4 OX 33X OX 67X 0 a 3 1 OX 33X SOX 17X 1 1 2 2 1 7X 1 7X 33X 33X 0 2 1 3 OX 33X 17X SOX 6 32.8 6 47.7 6 45.2 6 38.9 6 42.5 6 46.4 6 39.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 a 8 6 1 6 36.8 X N X N X N X N X N N X OX i3X SOX 38X 4 3 6 3 25X 1 9X 38X 1 9X 3 '6 3 4 19X 38X 1 9X asx 0 7 3 6 OX 44X 1 9X 38X 0 5 6 5 OX 31 X 38X 31 X 1 5 4 6 6X 31X 25X 38X 0 6 5 5 OX 38X 31 X 31 X i. i 16 50.5 1 6 53.1 1 6 44.0 16 41 .9 1 6 43.3 1 6 43.0 I 1 J\nI j W i1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 795 I I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 3 ALL STUDENTS ft--- I t r I Percentile Suweary .7^.^ SO - 26 - 01 - -sa 75 49 25 Number Tested Mean NatM.JiCE. TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 S 8 6 1 6 -36 X N X N X N X N X N N X _ QX 13X 50% 38X 4 3 6 3 25X 1 9X 3QX 19X 3 6 3 4 19X 38X 19X 25X 0 7 3 OX 44X 1 9X 38X 0 5 6 5 OX 31X 38X 31 X 1 5 4 6 6X 31 X esx 38X 0 6 5 5 OX 38X 31 X 31X 1 6 50 ._5 1 6 53.1 1 6 44.0 1 6 41 . 9 1 6 43.3 1 6 43.0 I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 796 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 4 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaery N X N X N X N X N X N N X 50 26 01 75 49 25 _ _____OX 0 0 .1 OX OX 1 OOX ._._L_____OX, 0 0 OX OX 1-. 1 QOX._. 0 0 0 1 OX OX OX 1 OOX 0 . OX 0 0 1 OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 OX OX ox 1 OOX J -i r Numbe Tested 1 __ Mean MatM.NCE________2.1.8. 1 1 ALL WHITE TOTAL READING ___21.. 8 _ TOTAL MATHEMATICS 1 1 29.9 ____20.4 85.3 1 1 38.3 83.0 I Percentile Summary N X N X 76 t_99____ 50 26 75 49 0 0 0 OX OX OX _01 .T. 25____ 0 0 0 . . 1. - lOOX .OX_____ OX OX . .1 _ 100X _ -! . . Number Tested Mean Natll. MCE__ BLACK FEMALE Percentile Sunaary 50 26 75 49 ___0125_____ Number Tested Hean ,MatM. NCE 1 21 .8 TOTAL READING N X 1 21^8 TOTAL MATHEMATICS N X i___ TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N N N 1. 4 5 _7X___ 27X 33X 5 ......33X._. 15 ^4.2.____ ____4____2.7X_____ 6 2 4 OX 13X _ . 3.__ 20X_ 15 ________55^4 0 0 0 1 1 29.9 OX OX OX 1 OOX 0 0 0 , -_1 OX OX OX lOOX 0 0 0 1 OX ox OX 1 OOX 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 OX OX OX 1 OOX 1 1 20.4 25.3 1 1 38.3 23.0 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N N X N X . .3 .... 20X 5 5 2 33X 33X 13X 3 3 7 2 20X 20X 47X 13X 2 4 5 4 13X 27X 33X 27X 3 4 4 4 20X 27X 27X 27X 3 3 7 2 2 OX 20X 47X 1 3X 15 53..0 . 15 49.6____ 1 5 _____45.3 15 47.8 1 5 48.81 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 1 0/07/91 PAGE 797 I I 0 jU SCHOOL: GRADE ISH iNCENTIVE SCHOOL 4 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary N ' X N N X N X N X N N 76 50 ze 01 99 75 49 25 0 3 3 4 OX 30X 30X 40X 4 4 2 0 40X 40X 20X OX 0 4 4 2 OX 4 OX 40X 20X 0 5 3 2 OX '5 OX 30X 20X 2 ' 2 3 3 20X 20X 30X 30X 3 2 2 3 3 OX 2 OX 20X 3 OX 2 2 4 2 20X BOX 40X 20X NuBber Tested Mean Nat'l NCE 1 0 41.7 10 62.7 1 0 44.3 1 0 48.2 1 0 47.1 1 0 51 . 2 1 0 48.4 ALL BLACK TOTAL READING TOTAL' MATHEMATICS TOTAL--------- LANGUAGE BASIC .... BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i- Percent lie Suaaary 76 50 26 01 99 75 49 25 Nuabe Tested Mean Nat * 1 NCE N 1 7 8 3 25 43.2 X N X N N X N N X N\n I 4X 28X 32X 36X 8 32X 10 4 OX 4 3 16X 12X 3 9 9 4 yzx 36X 36X 16X 3 8 1 0 4 1 2X 32X 40X 1 6X 4 e 8 1 1SX 24X 32X 28X 6 6 6 7 24X 24X 24X 28X 5 5 1 1 4 20X 20X 44X 16X ^'1 25 58.3 25 49.5 25 49.1 25 46.0 25 49 . 1 25 48.6 3 7-]1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Oi st ri but ion #J6481 M6BYSC 10/07/91 PAGE 798 I i.... SCHOOL: GRADE: ISH INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnery ____76_.r_99., 50 26 ____01 75 49 25. Number Tested Mean Nat?X_NCE________ N X N X N X N X N X N N X .._1 7 8 10 26 -4X 27X 31 X 38X .8 . _.31X_, 1 0 4 4 38X 1 5X 15X 3 9 9 5 12X 35X 35X 19X 3,_12X 8 1 0 5 31X 38X 1 9X A h 8 8 I5X 23X 31X 31 X 6 6 7 7 23X e3X Z17. 5 5 1 1 5 1 9% 1 9X 42X 1 9X 26 56.9 ____ Zb 48.8 Zb 48.0 26 45.2. 26 48.7 26 47.6\n I I 1 1 I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 WHITE MALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE 1tJ6481 MSBTSC 10/07/91 PAGE 799 Percentile Sunaery 76 99 50 26 01 75 49 : 25_ Nuaber Tested N X N X N X N X N X SOCIAL STUDIES COMPLETE BATTERY N X -0 0 1 ,0 N 1 Mean Net* I .NCE________47.4 ALL WHITE Percentile Sunnary 76 50 26 99 75 49 Nuaber Tested _____n Nat^l NCE_ BLACK FEMALE Percentile Sunnary Th..- 93.___ 50 26 75 49 .-QI - 25_____ Number Tested Mean NaiM KCE. OX ox 1 OOX . OX -J 0 0 _100X _ ox ox _0_ OX . 0. 1 0 0 . OX 1 OOX OX OX 0 1 0 0 ox 1 OOX OX OX 1 0 0 0 1 oox OX ox ox 1 0 0 0 1 OOX OX 07. 07 0 1 0 0 X OX 1 OOX OX OX 1 _^7,vQ____ 1 58.1______ 1 S6.4_________ 1 78.2 1 82.7 1 64.2 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N X N X N N X N X N X COMPLETE BATTERY 0 0 1 a. N 1 .47.4 OX ox 1 OOX OX. TOTAL READING N X ~ Q_____OX 1 2 1 4 1 -100X_ 0 0 1 67.0 25 X BOX .25X__ OX OX .OX 0 i 0 . 0 1 52. 1 TOTAL MATHEMATICS N X -1____25X 1 1 25X 25X 1 .__25X 4 ____48. OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X ox 1 OOX ox ox_ _ BASIC BATTERY N X 1 0 0 0 1 78.2 1 oox ox ox ox 1 0 0 0 1 82.7 SCIENCE N X 1 OOX OX ox ox 0 1 0 0 1 64.2 SOCIAL STUDIES N X OX 1 OOX ox OX COMPLETE BATTERY N X 1 0 1 . 2 25X ox 25X BOX 0 1 1 2 ox___ 25X asx BOX 0 0 4 0 ox ox 1 oox ox 0 0 1 3 OX ox 25X 75X 0 1 2 OX 25X 25X BOX 4 4 42,2 . 4 ____ 45,7____ 4 33.3 4 40.6 L I'i r IN I .,1t LITTLE ROCK SCHOOL DISTRICT 1 991 MAT6 Distribution *J6481 M6BYSC 10/07/91 PACE 800 I i\ni------ t J I I I r SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL BLACK Percent 1le Summary Th 33 SO - 75 26 01 49 25 Number Tested Mean Nat'I NCE N Z N Z N N Z N N Z N J 1 '! I r I r 1 4 1 1 14Z 57 Z 1 4Z 14Z 4 2 0 1 57Z 29Z OZ 1 4Z 2 2 1 2 E9Z 29Z 14Z 29Z 3 2 1 1 43Z 29Z' 1 4Z 1 4Z 1 4 2 0 1 4Z 57Z 29Z OZ 2 1 3 1 29Z 1 4Z 43Z 1 4Z 2 3 1 1 29Z 43Z 1 4Z 14Z 7 53.2 TOTAL READING N Z 7 65. t 7 49.7 7 56.9 7 53.5 7 52.5 7 55.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N Z N Z N N Z 1 5 3 2 3% 45Z 27Z 18Z 5 45Z 3 27X 1 2 9Z 1 8Z 3 2 Z 4 37% 18Z 18Z 36Z 3 3 2 3 7Z 27Z 18Z 27Z 1 4 6 0 9Z 36Z 55Z OZ 2 1 4 4 1 8Z 9Z 36Z 36Z 2 4 2 3 18Z 36Z 18Z 27 Z 1 1 48.7 1 1 59.0 1 1 45.4 11 51 . 6 1 1 50.7 11 45.5 1 1 50.2 t I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 801 4- 4 i SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 -_-99___ 50 26 01 75 A3 25 Number Tested Mean Natil.NCE. N X N X N X N X N X N X N 7. .1 J------ I t- J.------- | k ! 1, 5 4 2 1 2 J8.6 ____8X,. 42X 33X 17X .6 1 2 SOX 25X 8X J7X 3 3 2 4 25X 25X 17X 33X 3 4 2 3 25X 33X 1 7X 25X 2 4 6 0 17X 33X SOX OX 3 1 4 4 25X 8X 33X 33X 2 5 2 3 1 7X 42X 17X 25 X 12 _____52.6 1 2 46,0 12 ____52.0 1 2 53.0 12 46.6 1 2 51 .4 i- ' i i i 3I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 802 I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 6 f, i: I hr r i.^ i r^' BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 50 26 pl 75 49 25 Number Tested N N X N X N X N N X N _ 2- 0 1 2 40X OX 20X 40X __e___4ox____ 1 0 2 20X OX 40X 2 1 2 0 _ 40X____ BOX 40X OX 2 1 0 2 40X 2CX OX 40X 2 0 1 2 40X OX BOX 40X 2 0 1 2 40X OX BOX 40X 2 1 0 2 40X BOX OX 4 OX 5 Mean Nat ' L,NCE...............44.2. 5 _______58.2..._ 5 58.7 5 52.6______ 5 44.8 5 47.2 5 50.8 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 50 26 75 49 01 - .25 Number Tested Mean Nat'l. NCE ALL BLACK Percentile Summary N X N X N X N X N X N N X 76 50 26 99 75 49 Ol.r e5_. Number Tested Mean NatlI^NCE 0 4 1 OX 57X 14X 1_____t 4X 2 4 29X 57X 2 .._ -29X 0 OX 1 B 4 .0 14X e9X 317. OX 0 5 2 0 OX 71 X 89X OX 3 3 1 0 43X 43X 14X OX 1 4 2 0 1 4X 57X 29X OX 1 4 a 0 1 4X 57X 29X OX 7 49.2 7 53,5 7 49.9 7 50.7 1 3h . 8 1 33.1 7 53.1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N X 2 4 2 4 .. 17X____ 33X 17X 33X . 3 _ .25X 3 4 25X 33X 2 -_.17X ._3__25X 3 6 _ 0 25X SOX OX 2 6 2 2 17X SOX 1 7X 1 5 3 2 2 42X 25X 1 7X 17X 3 4 3 2 25X 33X 25X 1 7X 3 5 2 2 25X 42X 117 117. 12 J7^1._ IB ________55.5. 12 ____53.5____ 12 51 .5 12 51.8 12 53.5 1 2 52. 1 .t i I ' I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 803 ! I r I 'i [ I I ) I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat*1 NCE I--------- 1- I I. N X N % N X N X N X N N X 2 4' 2 4 17X 33 X 17X 33X 3 3 4 2 asx asx 33X 17X 3 3 6 0 25X 25X SOX 2 17X SOX 17X 17X 5 3 a a 42X 25X 17X 1 7X 3 4 3 2 asx 33X asx 1 7X 3 5 Z 2 25X 42X 17X 17X 12 47.1 12 55.5 12 53.5 12 S1 .5 12 51.8 12 53.5 1 2 52.1TO : Mr. Stan Strauss Principal, Ish Incentive School FROM: Ms. Sandra Thomas Members Present: President, Ish Incentive School PTA ~~ and PTA Members Present on 3/9/93 DATE : March 12, 1993 RE: Concerns of Parents/Patrons At concerns the last PTA meeting, held March 9, 1993, Issues and were raised by members present, not only their concerns, but also concerns expressed by many parents not present. The by following is a list of these present. concerns . 1 . Second Grade Students Formerly Taught by Mr. Ellis Many parents \"passed out\" and there or lack thereof. feel that the second 9-weeks grades were is no Indication of advancement We want a special meeting with you, the new teacher. the appropriate district administrator, parents of these students to discuss the present classroom situation and the grading procedure. and the 2 . Extended Day There Is concern for what occurs It is our primarily for understanding that this during Extended Day. the extension program 3 . either as of classroom a tutorial or for accelerated learning. provides academics, At the December PTA meeting you stated that Extended Day would was being Implemented to foster \"higher level thinking\". writing. However, arithmetic) we want learned children need extension of what we want to take place. the first. basis And (reading. if our classroom learning, that is We want to be assured that the classroom coordinates each child's Extended Day activities. acknowledge and desire leisure children but not in lieu of academics. activities teacher for We our Music Instruction The number of children who are participating in choral music has diminished significantly.The children are expressing that the music presented is not interesting or relevant to their experiences. Why are these children expected to sing along with recorded music played on a low quality system? Why is there not a musician on staff available for these students? We want a meeting with you. the music teacher, and the appropriate district administrator to discuss this situation. 4 . Building Maintenance Restroom facilities for boys and girls were observed during the meeting time, earlier on the meeting date. and numerous other times 3 . found to be unsatisfactory during this school and paper towels, flushed clean floors toilets : soap dispensers environment) . toilets ( {especially around obviously over (bar soap is not lacking warm after school the base a long period of year and water, hours), 0 f the time), and satisfactory in this The bathrooms were also odorous. want these deficiencies corrected) During the PTA meeting roaches were We observed abundantly around the base of the water fountain in the cafeteria. during spring break. We want this building exterminated Water fountains were found to not be running continuously, or to have very low pressure. We recommend all fountain sites. that cups and dispensers working, be Installed at Classrooms are not being cleaned after school ends (trash emptied, bathrooms cleaned, floors mopped and waxed on a routine basis). perform these tasks. haven to situation. only as well. We We have personnel hired to our We chi 1dren want them want this building regardless of to experience in a warm supportive environment, Campus Facilities There area 1 s for no playground equipment or to be their a home learning not but a clean one Pre-K students. What designated play forthcoming to alleviate this situation provi sions are as spring will be here shortly and these children will spend more time out of doors? Non-students are utilizing grounds during school hours or otherwise loitering on the and non-parent.s utilizingcampus . We want this stopped IMMED I ATE LY. We want the grounds properly maintained during this season . These are some very specific concerns that we have about the overall operation and administration of this institution. As this is an Incentive School, we feel compelled to bring this next item to your attention, as it has been brought to our attention. During Mrs . Redwood's Black History program. Mr . Ford, a grasp singing new teacher in this school, was observed choosing not to the hands of the children standing around him during the of \"We Shall Overcome\" and \"Reach Out and Somebody's Hand when all other members of the audience Touch did so . We were told that he ultimately \"slipped out\" of the assembly. THIS IS A PROBLEM. Mr. Strauss, we do not want you to feel that the PTA is not proactive. We want you to know that we want this school to be the best that is can be and we are willing to help. However, it has been expressed that if a parent comes to or a problem his/her child may soon come home you with a concern with a Behavior Document. THIS IS A PROBLEM. In keeping with our time day to inform you that the PTA proactive stance, we want to take this has scheduled a campus clean up for April 3, 1993 from 9a,ra. to support in this clean up effort and 4p.m. your We solicit attention to concerns detailed above. March 24, 1993. We anticipate a written response your the by cc : Ms. Janet Bernard Ms. Arma Hart Ms. Gill South Little Rock Community Development Corp.received June 6,1993 JUN 7 '993 Honorable Susan Webber Judge of the United States District Court Federal Building 600 W. Capitol Little Rock, AR 72202 Office of Desegregation Monitoring Dear Judge Webber\nAs stated, in the December 12,1990 order of the United States Court of Appeals for the Eighth Circuit, submitted September 4,1991, and filed November 14,1991, that there should be no retreat from the elements of the 1989 plan, better known as the Desegregation Plan. The elements related to the incentive schools are as follows: \" (J) Double funding for students attending the incentive (virtually all-black) schools\n.., (5) the agreed effort to eliminate achievement disparity between the races\n(g) the agreed elements of early childhood education\nat least in the incentive schools\nand (?) appropriate involvement of parents.\" Because the district administration has not effectively monitored and/or implemented the strategies and timelines to assure that the objectives of the plan were attained, the objectives have not been met and thus our children have not been granted the opportunities afforded them under the plan. Further, because the Little Rock School District administratoKof Ish Incentive School have failed to live up to the quality and spirit of the orders, of the District Courts, which are established to assure access to an equitable, quality education in an environment conducive to the elimination of achievement disparity between the races, we appeal to this Court to deny approval of the proposal assignment zones for the new King school which includes the present assignment zones of the Ish Incentive School. The ineptness, insensitivity and lack of commitment of the assigned Building Administrator is reflected in:S. Facen to Judge Webber - page 2 1. The presence of an ineffectively administered school facility: (the building not maintained in a clean and sanitary manner. 2. The grounds never being fully cut, trimmed or cleaned, even though parents have brought this to the attention of the principal\nand parents have volunteered to assist in cleaning the grounds\non one occasion parents cleaned the grounds with no assistance from any staff member. 3. The repair of the building roof at a large cost during this current school year, only to have the roof continue leaking. 4. The building remaining unsecured for about five weeks even though this was brought to the attention of the principal. 5. School being infested with roaches, both around drinking fountains and in the classrooms for a period to exceed at least three months after being brought to the principals attention by teachers and parents. 6. Unsightly appearance around cafeteria door for the entire period of this school year even though it has been brought to the attention of the principal. 7. The drainage ditch on the south side of the building, cleaned recently for the first time since 1991, even though it was brought to the principals attention\nwith emphasis on the adjoining fence line which is weed covered and together create hazards to our children from mosquito and other insect bites. 8. Grounds never cleaned of glass and other hazardous items, until April 3,1993 when parents performed the tasks, but designated as play area for four year olds. These deficiencies could reflect the need for more custodial staff\nhowever, our observations are that these inefficiencies are tolerated. The neighborhood is willing to assist when needed, but not used. 9. The disrespect and insensitivity shown the neighborhood and parents whose desire it is to be accepted as equal partners in the education of our children. 10. Failure to provide funds to teachers so that curriculum can be effectively implemented. 11. Failure to provide leadership which encourages and/or enhances effective and quality cooperation between and among parents and teachers. 12. Failure to make a commitment to an effective curriculum and/or environment that supports and encourages the celebration of ethnic and cultural diversity. 13. Failure to assure that staffing provides the children cultural identity of persons in leadership.S. Facen to Judge Webber - page 3 Examples\nExcept Environmental Education Specialist, who occassionally acts as the assistant principal, every person in the building who interacts with every student is white. The Media Specialist The Media Clerk The Computer Lab Tech The Art teacher The Music teacher The Principal The Nurse The Physical Education teacher Others who do at one time or another interact with every student are: Counselor Speech teacher In one class room both the teacher and the instructional aide are white male. Every menial employee task is Black. The result is these children always see white people as the people in charge when there is cooperation between the classroom teacher and the specialist. And all the unskilled tasks are performed by Black people. Although there are many negatives in this building the community is committed to appropriate involvement to maximize the opportunities made accessible to our children. When the school is allowed to remain at its present location\nand the inclusion of the Ish zones are disallowed in the proposed zones for King, we will be the recipients of: 1. time for the full implementation of the advantages granted our children under Court order\n2. a process by which the busing experience is minimized\nS. Facen to Judge Webber - page 4 3. The elimination of a hardship on parents - transportation out of the neighborhood, an objective originally expressed in the Little Rock School Districts suit\n4. Accessibility to a gifted and talented program\n5. adequately and sensibly ^^jlaftdod funds for meeting recurring and special needs of the children 6. maximum advantages of smaller class sizes 7. a quality before and after school care program 8. a full-time counselor 9. School nurse 10. Certified auxiliary teachers. 11. Instructional aides 12. Supervision aides 13. Special interest clubs 14. an environmental curriculum These things will assure our children of all the advantages and opportunities for eliminating the achievement disparities between the races. It would be a miscarriage of justice for this Court to change the course set forth in the guidelines of the order of the Eighth Circuit Court regarding the Incentive schools, particularly Ish. The time and energies expended in putting forth the plan certainly justifies assuring that the spirit and the letter of the order is attained toS. Facen to Judge Webber - page 5 assure that opportunities are granted our children. Further, we appeal to this Court to acknowledge and give credence to the expressed needs and concerns of the community, which will give support to previous expressions of the Federal District and Appeals Court. All for the sake of the children. Sincerely yours, Sarah Facen I cc: Mac Bernd, Little Rock District Superintendent President - Little Rock School District Board of Directors Ann Brown, Desegration Monitor, Little Rock School District ,undersigned residents of the Southend of Little Rock and supporters of Little Rock Public Schools desire the continuance of public school The education within Ish Incentive School at its' current location. With consideration This request is supported by the attached narrative, to our expressed concerns (see attached), we are confident that this (see attached), we school can be among the best in the district. NOME ftDDRESS PHONE # .Li^i VAa.... i' i r i /.I \\ ! in.! hi - lA. h. ..Ai--------- \u0026lt;r L'l-___ L /'! y.:' A'A 3 y - OlyL\u0026gt;0 31jm-. '1V3. ^3 rr y : y,' \" I ' ( I i .A.'7' 5 / L i 2- 1 \u0026lt; ] U17.' ., 1 V\n .\u0026gt;\u0026lt; ' I Xd. } , t-v r ,33 /S^iXLy \u0026lt; ,1 i\u0026gt;7i, 7 1 J- 7 '3.c'33 -r-r f '7 ro S.1 ()ja'j yL- _____________ '^.ce/iahi 7)3(1^ ^4\n\"XTT- J. -'' A LjkXLr er 7 ' 7' rUL 7' :jaci-3. f :isr/ 'J- a Lil yo. ^R.y^72$' I 'r / ,^jLr 1 '2\u0026gt; \u0026lt;1 C\u0026gt;73 (3\u0026gt;-.-\u0026lt;!1-^1.^_______ 377/7yy? S ']^-\u0026lt;^773 373i-ZTl^ 31The undersigned residents of the Southend of Little Rock and supporters of Little Rock Public Schools desire the continuance of public school education within Ish Incentive School at its current location. This request is supported by the attached narrative, With consideration to our expressed concerns (see attached), wwee aarree confident that this school can lae among the best in the district. NAME ADDRESS PHONE ' .7' ''7cz,, . \u0026lt;O\n- Z7. h 3(73j7 1 \"i t i,. I ' .2. ''? I /hi'J Lt ( ?LkcC-i riL 7/7'73 -Pchha h 5-77 ri 31 7 77Z72_1__ , / Ll7_ .1 ~Ji 'll' /.tl lih- 'j -h, I h' \u0026gt; A\n/ 7 )\u0026lt;3L7h.'A.'' CH / ) 1 I. t ) 4,f4 !/ , -L_ J t. 6 7'2 2 \u0026lt; ,f . 3') 7 \u0026lt;'/hi'h-D/- I Jf ! // ' f y /'IJ 3y(/^ 7c y J)\u0026gt;: ^.13.^.. ! 1 /hkhk,, IL /C^Th-______ \"AftcLsi .^76 - 7'^4-)i5c7 7 r. X)^-DO^7-^ 7 / 2-^- I j_ / \u0026lt;f ,y'-) ./ \u0026lt; 2 ! h)hl. J t V ! J-n' .''y ----- '\\i V . I Ch- J. A il I ^.'jl Cl IL.J J_1__ L. S (. 7 I - ' S ^12 7S't' . \u0026gt; The undersiqned residents of the Southend of Little Rock and supporters o^ Little Ruck Public Schools de^sire the continuance of public school educa tiun w.} thin Ish Incenti e School at its' current location. This request is supported by the attached narrati With consideration to our expressed concerns (see a t tac hed ) , we are confident that this school can be among the best in the district. NHML hDDRESS PHONE H _ ......... V:- _.3Q00 Mb- Lrp,3S. 4- 4^5. actd3 'Sj j~I [v 3 f b r J 41^1\nBlSq , The undersigned residents oT the Southend of Little Rock and supporters ot Little Rock Public Schools desire the continuance ot public school education within Ish Incentive School at its' current location. This request is supported by the attached narrative. With consideration to our expressed concerns ((sseeee aa tt ttaacchheedd)) ,, we are confident that this school can be among the best in the district. NAME ADDRESS PHONE # I V\u0026gt;--^ \u0026lt; ALii. 7/n 2^0^ 1 UALiOu jLLx_J_2^q| Z. 57^-35/r The undersiqned residents of the Southend o-f Little Rock and supporters o-f Little Rock Public Schools desire the continuance of public school education within Ish Incentive School at its' current location. Ti ^|)ues __ __ p oufr expressed c ithoo\\/'can is SU bk arnon H/tt NAME -K - 'lU-tt f' \u0026gt;^1\n^- t by t^^ attd'c^hed narrat. ( see\\attac}i6d ) , ( wi^ are' (see\\attad best'' in'''-the\" ADDRESS Jilt. 7 Ai4i tlV'Bonai^^rt^tiion I e on A^fen ty t ha ____________ PHONE ') 0:7 [J\". 1 T' 7C 7\u0026gt;it7 '7~! T- y ^7 3,-,. -,,_______ TZ':ix5\u0026lt;^ /. '/ f ! i-CTTr-y^ 2b-^ 7if/ y/rcT^ yr. lei l-cdyiACCf cTy^f 'C ^-7________ _71iy7U77ij^^____ i' I 57 S7^ ~/^ oKeeb /Memorial \u0026lt;. (tburcfj 3101 South Izard Street Little Rock, Arkansas 72206 (501) 375-8687 Rev. Dr. W.H. Graves, Presiding Bishop Rev. J.W. Johnson, Presiding Elder Rev. W.S. Jones, Pastor Parsonage Phone. (501 ) 372-0604 Evanda Evans, Steward Board Chairrnan W.C. Washington, Tnistee Board Chairman Ruth Evans, Missionary President Stephanie. Coleman, Secretary May 3, 1993 Mr. John Moore, President Board of Directors Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Dear Mr. Moore: The membership of the Reed Memorial CME Church is pleased to lift our voice in support of maintaining Ish Elementary as an operating school. Ish Elementary has served the families of South Little Rock since 1965. integral part of the community. It has, over the years, become an Ish, in conjunction with other institutions in the neighborhood, has developed many solid, contributing citizens. The mood of the country and, indeed, of this community, is support for strengthening and rebuilding the family. In south Little Rock, Ish School is considered a part of the neighborhood family and provides a focal point for many self-esteem building activities. community. The four year old program is a real plus for the The K-6 program coupled with the after-school incentive effort is a program that is valued and respected. The trend of more community and parental involvement, of which the Reed Memorial Family will be a part, will only serve to increase the academic achievement of the students. We ask that you accept this letter as the official position of the Reed Memorial Church family. We ask that the Ish Elementary School remain open as an operating school that can continue to serve the citizens of South Little Rock. Sincerely, Rev. WilJJram S. Jones, Pastor * . v FILED -E ASTERNO DISISTTRRICICTT C AORUKRATNSA\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN J 11993 carl h. brents, clerk 3y.-_Ay . Jk(7 .AAr^/v OEP. CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER The Court held a hearing on June 8 and 9, 1993, on plaintiff's motion for approval of the attendance zones for the King Interdistrict School Interdistrict School. and the site selection for the Stephens Most of the testimony addressed the King attendance zones\nadditional testimony on the matter of the Stephens site will be taken at a later date. The Court issues the following Order concerning the attendance zones for King. The Little Rock School District hired Dr. Leonard Thalmueller, a former LRSD employee, to draw up several proposed attendance zones plans for the new King Interdistrict School. The plan approved by the LRSD Board of Directors assumed that the Ish Incentive School would be closed unless 100 or more students in the Ish attendance zone wished to attend that school for the 1993-94 academic year. The Court finds that the zoning changes approved by the LRSD are acceptable. They were drawn in such a way as to minimize changes in the attendance zones for other schools. The Court approves the plan, however, only on the condition that Ish remain open unless the LRSD establishes. according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993-94 academic year. The incentive schools are an integral part of the desegregation plan and the LRSD failed to present sufficient evidence to justify the closing of Ish at this time. The Court further f inds that it would not be appropriate to close Ish according to the criteria set forth by the LRSD at the hearing. The Court orders that Ish will remain open during the 1993-94 school year if 100 or more students want to attend Ish. The 100 students who will decide the immediate future of Ish will come from the following groups: 1. Students now attending Ish who reside within the Ish attendance zones\n2. Students not attending Ish but who live within the Ish attendance zones\nand 3. Students now attending Ish but who live outside the Ish attendance zones. The Court is adding this third group of students, which is significant in number. because it believes it is only fair to recognize that these students have a stake in the closing of Ish. Student assignments are confusing and are in a state of disarray for a number of reasons, including grandfathering leftover from the earlier controlled choice student assignment plan. The LRSD has the burden of recruiting students to populate the King Interdistrict School from the above three groups of students. The LRSD also has the burden of proving that fewer than 100 -2-students in the above-mentioned groups wish to attend Ish. Within 10 days from June 9, 1993, the LRSD must submit to the Court its proposed survey of these students along with its plan for executing the survey and implementing the survey results. This plan must include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close. Because the district's student assignment plan for King includes closing Ish and reassigning those students to King, the LRSD must develop an amended student assignment plan for assigning students to King in the event Ish remains open. The district must submit this amended plan to the Court by July 16, 1993. The Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan. The Court notes that at the hearing the LRSD committed to a total of four four-year-old classes at King if Ish is closed. The Court believes this is a wise decision that will aid the LRSD's King recruitment efforts. The Court is not approving any expansion of the capacity of Jefferson Elementary School by approving attendance zone changes in this Order. DATED this //~ day of June, 1993. JUDGE -3- THIS DOCUMENT ENTERED ON DOCKET 3H^ IN compliance WITH RULE 56 AND/QR 79\u0026lt;a).FRCP ON., BY rIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs, No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students* along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process, the revised form letter with attachments, and the revised school selection form. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has 1 The Court determined that the 100 students who will decide the immediate future of Ish will come from the following groups: (1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside the Ish attendance zones. indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the LRSD's motion is well-founded and that the goals of the settlement plan will not be adversely impacted by the granting of the motion. The motion to close the Ish Incentive School therefore is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 2 objections. Joshua has not submitted a brief in support of its response setting forth any autliority that would support its -2-part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is far too late at this time to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately African-American neighborhoods. While such concerns certainly are valid, the Court would point out that the King Interdistrict school, which will be desegregated, is a new school in an African-American neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately African-American neighborhoods with respect to the Y the settlement plan which precludes the closing of incentive^ schools when there is an insufficient student population to j closing of Ish. The Court would also note that there is nothing in support the school. The Court does reiterate. however. that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by African-American citizens while increasing the capacity of schools in areas largely inhabited by white citizens. IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this day of 1993. UNITED STATES DISTRICT JUDGE -3-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WES'lLIP.W Division LITTLP: POCK SCnOOr, IJISTlCrCT, FT AL. PLAINTIFFS V. i,P-C-82 - 0 6 6 PULA-SK I COUNTY .SPPXIIAL SClIOCjl, DISTRICT, FT AI,. DEFENDANTS I.OREHE JOSHUA, ET A[.. INTERVENORS KATHERINE W. KNIGHT, ET Ai,. INTERVENORS JOSHUA INTERVENORS' OPPOSITION TO STATUS REPORT The Joshua Intervenors respectfully oppose the Status Report of the Little Rock School District filed herein on or about July 16, 1993. For cause we respectfully show the Court that: The survey was not extended to all potential students of Ish School. Although the Court may have approved the survey form and process, there was no effort made, on information and belief, to reach pre-school children which may or may not have included kindergarten children. The concept of one hundred necessarily has to take into account this group of students. Joshua strenuously opposes the Court's intent to close an incentive school in view of the Order of the Eighth Circuit herein. The incentive school benefits which were promised to the present enrollment has not been delivered and stand not to be MRS . 1. 2 . 3 . no. delivered. This includes the scholarchip benefits which the Court has not ruled upon despite the commitments by the school district to the Eighth Circuit and the community. 4 . The process was designed to fail. It is reasonable to assume that an equal percentage ofthe students who did not return the forms would have opted for Ish to that percentage which actually did i.e., 55.4%. On that so, basis, the actual number of preferences which may be presumed is 145 . Joshua continue to object to the closing of schools which are located in predominantly African American neighborhoods. WHEREFORE, Joshua recjuest a hearing, after an opportunity for discovery, to present its position and to present the position of parents as representative ill the attached letter from Mrs. Sarah Facen. Respectfully submitted, JOSHUA INTERENORS By: John' W. Walker, Bar #6404 6 joAn w. walker, p.a. 1723 Broadway Little Rock, AR (501) 374-3750 72206 6 .CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document lias been served upon all counsel of record by U.S. Mail on this 23rd day of July, 1993. ( John W. WalkerIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION/' (, LITTLE ROCK SCHOOL DISTRICT V. S NO. LR-C-82-866' PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL received JUL 19 1993 Office of Desegregation Monitoring PLAINTIFFS DEFENDANTS DEFENDANTS INTERVENORS STATUS REPORT ON THE ISH INCENTIVE SCHOOL BY LITTLE ROCK SCHOOL DISTRICT Comes the Little Rock School District and for its Status Report states: 1. In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend Ish Incentive School. If fewer than 100 students in the listed groups did not wish to attend Ish then the Court authorized the Little School District to close Ish. 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process, the revised form letter with attachments. and the revised school selection r,i / t I form. 3. The Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the -1- cvaUndjfLittle Rock School District has followed in implementing the survey process. 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend Ish Incentive School 5. In accordance with the above the Board of the Little Rock School District voted on July 15, 1993, to close Ish Incentive School. 6. Pursuant to' the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event Ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 BY: FREDERICK S. URS^Y 67055 -2- cvaUrtdjf CERTIFICATE OF SERVICE I, Frederick S. Ursery, hereby certify that a copy of the foregoing has been served upon the following by depositing a co of same in the United States mail, postage prepaid, on this day of July, 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 7220.1 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 'REDERICK S. URSERY -3- cviUndar AFFIDAVIT Comes the affiant, Marie Parker, and after being duly sworn. states: I am the Associate Superintendent for Organizational and Learning Equity for the Little Rock School District. The following is a list of the actions which have taken place in regard to implementing the Ish assignment survey: June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established. according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993-94 academic year. June 21, 1993 Filed a timeline ^or implementing the King/Ish survey process. a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the Ish Incentive School, and a school selection form. June 1993 Compiled a list of: 1) students now attending Ish who reside within the Ish attendance zone\n2) students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door. . to persons. door by recruiters and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about schools. access to Ish and King June 30, 1993 July 1993 Court approved the King/Ish survey process, the revised form letter with attachments, and the revised school selection form. Press release to announce July 8 community meeting.July 1993 Fliers distributed door to door throughout Ish neighborhood to announce July 8 community meeting. July 7, 1993 Mailed letter to parents of students with Ish Fact Sheet, King Fact Sheet, stamped and addressed return envelope. Survey Form, July 8, 1993 Conducted second community meeting at Ish to provide additional information regarding access to King and Ish schools and to allow parents to register at that time, chose to do so. if they July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. July 1993 Developed amended student assignment plan (in the event Ish remained open). July 9-14, 1993 Conducted Assignment telephone Office survey encouraging complete and return survey form. via Student parents to July 14, 1993 Survey foirms compiled and results submitted to the LRSD attorneys and the Interim Superintendent for further action. July 15, 1993 The LRSD Board voted to close Ish. The following are the results from the survey process: 260 Survey Forms Mailed 148 Received 82 Requested Ish 66 Requested King Respectfully submitted, MARIE PARKER WITNESS MY HAND AND SEAL this day of..-July, 1993. NOTAR' My Commission Expires: Cyd. /Q\nJUL-19-93 MON 9:21 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 drk IN THE UNITED STATES PXstrict\ncourt :\u0026gt;F,'7ik^SA's . I'erAtr' 1. EASTERN DISTRICT. pF, WESTERN DIVISION' 93 JUL 15 Pfl |: Li'f LITTLE ROCK SCHOOL DISTRICT V. CARL n. BRENTS, cr I NO. LR-C-82-866 PLAINTIFFS PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL I. DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS STATUS REPORT ON THE ISH INCENTIVE SCHOOL BY LITTLE ROCK SCHOOL DISTRICT Comes the Little Rock School District and for its Status Report states: 1, In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend Ish Incentive School. If fewer than 100 students in the listed groups DiiA, i I did not wish to attend Ish then the Court authorized the Little School District to close Ish, 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process. the revised form letter with attachments, form. and the revised school selection 3. The Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the -1- e*iUnd.MJUL-19-93 NON 9:21 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 Little Rock School District has followed in implementing the survey process. 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend ish Incentive School 5. In accordance with the above the Board of the Little Rock School District voted on July 15, School. 1993, to close Ish Incentive 6. Pursuant to the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event Ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE i CLARK 2000 First Commercial Building 400 West Capitol Little Rock, TVrkansas (501) 376-2011 72201 BY: FREDERICK S. URS 67055 -2- /JUL-19-93 HON 9:22 SUSAN W WRIGHT FAX NO, 5013246576 P. 04 CERTIFICATE OF SERVICE I, Frederick S. Ursery, hereby certify that a copy of the foregoing has been served upon the following by depositing of same in the United States mail, postage prepaid, day of July, 1993. on this Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 7220.1 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR -7-2-2-01 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 'REDERICK S. URSERY a c -3- 0v*\\lMd.\u0026gt;r JUL-19-93 MON 9:22 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 affidavit Comes the affiant, Marie Parker, and after being duly sworn, states\nI am the Associate Superintendent for Organizational Learning Equity for the Little Rock School District. and The following is a list of the actions which have taken in regard to implementing the Ish assignment survey: place June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established, according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993*94 academic year. June 21, 1993 Filed a timeline -for implementing the King/Ish survey process, a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the Ish Incentive School, and a school selection form. June 1993 Compiled a list of\n1) students now attending Ish who reside within the Ish attendance zone\n2) Students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door. - to door by recruiters persons. and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about access to Ish and King schools. access June 30, 1993 Court approved the King/ish survey process, the revised form letter with attachments, and the revised school selection form. July 1993 Press release to announce July 8 community meeting.93 HON 9:23 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 July 1993 Fliers distributed door to door throughout ish neighborhood to announce July 8 community meeting. July 7, 1993 Mailed letter to parents of students with Ish Fact Sheet, King Fact Sheet, Survey Form, stamped and addressed return envelope. July 8, 1993 Conducted second community meeting at Ish to provide additional information regarding access to King and Ish schools and to allow parents to register at that time, chose to do so. if they July 1993 July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. Developed amended student assignment plan (in the event Ish remained open). i I July 9-14, 1993 July 14, 1993 July 15, 1993 260 14 8 82 66 Conducted telephone survey Assignment Office encouraging complete and return survey form. via Student parents to Survey forms compiled and results submitted to the LRSD aattttoorrnneeyyss aanndd tthhee Interim Superintendent for further action. The LRSD Board voted to close Ish. The following are the results from the Survey Forms Mailed Received Requested Ish Requested King survey process\nRespectfully submitted, MARIE PARKER WITNESS MY HAND AND SEAL this day of^July, 1993. NOT. My Commission Expires: Cy JUL-20-93 TUE 8:24 I SUSAN W WRIGHT FAX NO. 5013246576 P. 02 U.S. D II. L? RIC I I. li\n . I I ,\n- ' . i : s I . * IN THE UNITED STATES DIS'IRicT' COCRT EASTERN D-I-S-T--RI COTFcAKKANSA^!.| q. r.q WESTERN DlVISlbhf\"^ CARL ERENTS ' Ft-' LITTLE ROCK SCHOOL DISTRICT BY__. V. NO. LR-C82866 cilPrcLi\n? PLAINTIFFS PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS MOTION OF LITTLE ROCK SCHOOL DISTRICT TO CLOSE ISH INCENTIVE SCHOOL Comes the Little Rock School District and for its Motion to Close Ish Incentive School states: 1. In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend ish Incentive School. If fewer than 100 students in the listed groups did not wish to attend Ish then the Court authorized the Little School District to close Ish. 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process, the revised form letter with attachments, and the revised school selection 4 form. 3 . The Amended Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the Little Rock School District has followed in implementing the survey process. -1- evi'Ind.Ar JUL-20-93 TUE 8:25 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend ish Incentive School. 5. In accordance with the above the Board of the Little Rock School District voted on July 15, 1993, to close Ish Incentive School. 6. Pursuant to the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. WHEREFORE, LRSD prays that the Ish Incentive School be closed and for all other just and proper relief to which it is entitled. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 pv'hd.if BY: -2- FREDERICK :K S . URSER^, \\ #67055JUL-20-93 TUE 8:25 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 I, Frederick s. CERTIFICATE OF SERVICE , , Ursery, hereby certify that a copy of the foregoing status Report on the ish Incentive School by Little Rock School District has been served upon the following by depositing a copy of same in the United States mail, postage prepaid, _L3. day of July, 1993. on this Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 FREOrfRICK S. URSERY -3- ev'ld.er JUL-20-93 TUE '8:26 SUSAN U WRIGHT FAX NO, 5013246576 P. 05 AMENDED AFFIDAVIT Comes the affiant, Marie Parker, and after being duly sworn, states: I am the Associate Superintendent for Organizational Learning Equity for the Little Rock School District. and The following is a list of the actions which have taken place in regard to implementing the ish assignment survey: June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established, according to the Court's criteria, that fewer than lOO students wish to attend Ish during the 1993-94 academic year. June 21, 1993 Filed a timeline for implementing the King/Ish survey process, a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the ish Incentive School, and a school selection form. June 1993 Compiled a list of: 1) students now attending Ish who reside within the Ish attendance zone\n2) students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door to door by recruiters persons. and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about access to Ish and King schools. to June 30, 1993 Court approved the King/Ish survey process, the revised form letter with attachments, and the revised school selection form. July 1993 Press release to meeting. announce July 8 communityJUL-20-93 TUE 8:26 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 July 1993 Fliers distributed door to door throughout ish neighborhood to - * meeting. announce July 8 community July 7, 1993 Mailed letter to parents of students with JI IsTx Fact Sheet, King Fact Sheet, Survey Form, stamped and addressed return envelope. July 8, 1993 Conducted second community meeting at ish to provide additional information regarding access to King and Ish schools and to allow information parents to register at that time, chose to do so. if they July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. July 1993 Developed amended student assignment plan (in the event Ish remained open). July 9-14, 1993 Conducted telephone survey via student Assignment Office encouraging parents complete and return survey form. via to July 14, 1993 Survey forms compiled and results submitted to the LRSD attorneys and the Interim Superintendent for further action. attorneys July 15, 1993 The LRSD Board voted to close Ish. The following are the results from the survey process: 260 Survey Forms Mailed 173 Received 82 Requested Ish 66 Requested King 25 Requested to remain at their current school Respectfully submitted, Ik marie parker WITNESS MY HAND AND SEAL this /^day o Uly, 1993. Mi^^oWiissior. Expires: NOTARY7PUB CJUL-20-9'3 TUE '8:27 SUSAN W WRIGHT FAX NO, 5013246576 P, 07 U.S Cl IN^'ltHE^-UUlTED STATES DISTRICT COURT eastern CT 33 ' WESTERN PIVISION OF AJRKANSAS LITTLE ROCK SCHOOL lyiSTRICT. B I -- V. '3 PLAINTIFFS NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS - KATHERINE KNIGHT, ET AL INTERVENORS ^lEF IN SUPPORT OF MOTION OF LITTLE ROCK SCHOOL DISTRICT TO CLOSE ISH INCENTIVE SCHOOL~ In its order of June 11, 1993, the court stated that \"Ish will remain open during the 1993-94 school year if lOO or more students want to attend Ish.\" The court further noted that LRSD \"has the burden of proving that fewer than 100 students ... wish to attend Ish.\" The court required that LRSD submit within ten days from June 9, 1993 \"its proposed survey ... along with the plan for executing the survey and implementing the survey results\". The court also required that LRSD's plan include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close.\" Order June 13, 1993, p, 3. LRSD's plan for determining whether 100 to attend Ish school for the 1993-94 school or more students wish year was approved by the court in an order dated June 30, 1993 . The amended affidavit CM3L IT 1 \" 1 of Marie Parker shows that LRSD followed its court approved plan for determining the number of students who wish to attend Ish. -1-JUL-20-93 TUE 8:27 SUSAN W WRIGHT FAX NO, 5013246576 P, 08 I Only S2 students selected Ish school. Therefore, in accordance with the court's order of June 11, 1993 and the survey process which was approved June 30, 1993, Ish Incentive School should be closed and those students who would otherwise have been assigned to Ish should be assigned to King Interdistrict School. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 BY: -2- FREDERICK S. URSERY/ #670551, JUL-20-93 TUE 8:28 SUSAN W WRIGHT FAX NO, 5013246576 P. 09 -CERTIFICATE OF SERVICE ^^sery, hereby certify a copy of the SchoS bv Report on the Ish Incentive School District has been served upon the depositing a copy of same in the United States mail postage prepaid, on this . day of July, 1993. Frederick S. Ursery, that Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr, Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Su 201 East Markham Street Little Rock, AR Suite 510 72201 FREDERICK S, URSERY -3-06/28.-93 09:20 0301 324 2032 L R School Dlst ODJI @002-002 a Little Rock School District NEWS RELEASE JUNE 28, 1993 For more information\nJeanette Wagner, 324-2020 LRSP SCHEDULES COMMUNITY MEETING AT ISH SCHOOT A special meeting will be held for Ish School and interested community members Tuesday. Tune 29 atJsh School. 3001 Pulaski street. parents, patrons at 7 p.m Parents of clhldren currently attending Ish School and those who are assigned to the Ish attendance zone but do not attend Ish wiU discuss and be given information on school assignment options for the 1993-94 school year. Students assigned to the Ish attendance zone for the 1993-94 school year have the option of attending Ish School or Martin Luther King, Jr. Interdistrict School opening in the 1993-94 school year. For more information call 324-2272. ### 810 West Markham Street Little07/07/93 12:39 301 324 2032 L R School Dlst ODM @002/002 ?l\nii Little Rock School District NEWS RELEASE July 7, 1993 For more informatioii\nJeanette Wagner, 324-2020 LRSD SCHEDULES COMMUi r MEETING AT ISH SCHOOL A special meeting will be held for Ish School parents, patrons and interested community members Thursday July 8 at 6 p.m. at Ish SchooL3001 Pulaski Street. Parents of children currently attending Ish School and those who are assigned to the Ish attendance zone but do not attend Ish will discuss and be given information on school assignment options for the 1993-94 school year. Parents may also register tbpir children at the community meeting. Students assigned to the Ish attendance zone for the 1993-94 school year have the option of attending Ish School or Martin Luther King, Jr. Interdistrict School opening in the 1993-94 school year. ### BIQ We.t Markhan, Street . l.ltt.P Rnrk 722Q1 f5Q1^324.7nnn07/12^93 14:22 501 324 2032 L R School Dlst ODM 001/001 Little Rock School District NEWS RELEASE July 10, 1993 For more information\nJeanette Wagner, 324-2020 Which School will your child attend: Ish. King or some other. school. The Little Rock School District is asking all parents to complete and return the surveys that were mailed out on July 7, which discussed school assignment for Ish attendance zone students for the 93-94 school year. The surveys included: 1) students who now attend ish and live in the Ish attendance zone 2) students not attending Ish but who live within the Ish attendance zone 3) students now attending Ish and live outside the Ish atendance zone. The deadline for returning the surveys is July 14, 1993 . If you have any questions, please contact Marie Parker at 324-2272. ###'RECEIVED J LSTHi.to TCCURT if\n!!:ANAS JUL 2 8 1993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 211993 Office of Desegreja'ucn MoMiSfina GAF f jTS, CLlRK CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Before the Court is the motion of the Little Rock School District for Court approval to close the Ish Incentive School filed on July 19, 1993. Any party wishing to file a response to the E ! motion must do so no later than Wednesday, July 28, 1993. r\u0026lt;4 DATED this day of July, 1993. united SiTtAATtEeSs 'dist'rRiIgCT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET N OMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP yN BY_^ 1 .b 1 i -3 i'\"\n1 1 Office of Desegragation Monitor 201 E Markham, Suite 510 Heritage West Bldg Little Rock, AR 72204 vjt Case: 4:82-cv-00866WH IB. M2 rn H M IN THE UNITED STATES' DISTRICT COURT EASTERN DISTRICT. OR ARKANSAS' WESTERN DlVi'slOi * SY, LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS RESPONSE TO ORDER On July 23, 1993 at 5:00 p.m. undersigned counsel received a copy of the court's order of this date. United States District Court all day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, it was not filed until July 27, 1993, Moreover, counsel did not receive a copy of Little Rock School District's (LRSD) motion until approximately 5:15 p.m, on this date. Under the circumstances, therefore, with particular emphasis upon the time left for reply, the Joshua Intervenors respectfully oppose the motion for approval to close the Ish Incentive School and respectfully request that the court accept as the response in opposition the pleading filed by Joshua on July 23, of that document is attached hereto. 1993. A copy Respectfully submitted, JOSHUA INTERVENORS j^hn W, Walker #64046 John W. Walker P.A. 1723 BroadwayUS Dis I Cl Little Rock FAX NO. 5013246096 P. 03 CERTIFICATE OF SERVICR I, John w. Walker, hereby certify that a true and of the foregoing document correct copy record by U.S has been served upon all counsel of Mail on this 23rd day of July, 1993. Jgnn W. Walker Iz' HU. WUUU IN the united STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. plaintiffs NO. LR-C-82-866 PULASKI COUNTY SPECIAL DISTRICT, ET AL. SCHOOL MRS. LORENE JOSHUA, ET AL. dependants KATHERINE W. KNIGHT, INTERVENORS ET AL, INTERVENORS JOSHUA INTERVENORS The Joshua Intervenor of the Little Rock School s -OPPOSITION TO STATUS REPORT respectfully oppose the Status Report Ai16, 1993. ^S-Chool. For cause we District filed herein on or about July respectfully show the Court that: The survey was not extended to all potential students of Although the Court may have approved the a, survey form process. there was no effort made. i^Vto reach pre-school children which on information and belief, kindergarten children. may or may not have included The concept of one hundred to take into account this necessarily has 2. group of students. line Joshua strenuously opposes the Court's intent to ncentive school in view of the Order of the Ighth Circuitt herein. 3. Aerexn. The incentive school benefits present enrollment has delivered. has not whicn re promised to the been delivered and stand not to be This includes the schol ruled upon despite the a^hip benefits which the Court to the Eighth Circuit and the \u0026gt; commitments by the school district community. / 5. 4. It is reasonable to 5 The process was designed to fail. assume that an equal percentage of us DisI Cl Lillie Rock FAX NO. 5013246096 P. 05 the students who did not return the forms to that would have opted for Ish percentage which actually did SOy basis, the actual number 145. i.e., 55.4%. On that Ul 6. of preferences which may be presumed is Joshua continues which are located in WHEREFORE, Joshua to object to the closing of schools predominantly African American neighborhoods. request a hearing, after an discovery, to present its opportunity for position and to present the parents as representative in the attached latter from Facen. position of Mrs. Sarah By: Respectfully submitted, JOSHUA INTERENORS Joh JOffi Walker, Bar #64046 --- W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (501) 374-3758 JUL-M IHU 1UU4 Uh. LUny\u0026lt;lBU!) w Little Rock, AR (501) 374-3758 122^^ CERTIFICATE OF SERVICE John W. Walker, hereby certify that of the foregoing document has been served a true and correct copy upon all counsel of record by U.S, Mail on this 28th day of July, 1993. n W. Walker I 1John w. Walker, I.a. AnoRNEY At Law 1723 Broadway ijTrLE Bock. Arkansas Tei.E'PIIONE (501) 371-3758 I'AX (501) 371-1187 received JUL 3 0 1993 JOHN W. WALKER RALLil WASHINUWN MARK Bt'RNLTIK AUSTIN PORTER. -II\n. July 29, 1993 Office of Desegregation Monitoring Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Little Rock, /vR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Richard Roachell, Esq. Roachell \u0026amp; Streett 401 West Capitol Ave. Suite 504 Little Rock, AR 72201 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 Re: LRSD V. PCSSD\nNo. LR-C-82- 866 Dear Sirs or Madam: Enclosed please find a copy of Joshua's Response to Order which has been filed in the above matter. Sincerely, A- John W. Walker JWW:Ip Enclosure cc: All Counsel of Recordo' \\995 THE UNITED STATES DISTRICT COURT racteRN district of ARKANSAS EASTERN DISTRICT OF WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS LR-C-02-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS On July 28, RESPONSE TO ORDER 199 3 al\n5:00 p.lu. undersigned coun el received a copy of the court's order of this date. United States District Court. a.I 1 day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, jt was not filed until July 27, 1993. Moreover, counsel did not receive a copy of Little Rock School District' s (LRSD) motion unt.il approximately 5:15 p.m. on this date. Under the circumstances, therefore. with particular emphasis upon the time left for reply. the Joshua Intervenors respectfully oppose ttie motion for. approval to close the Ish Incentive School 50 and respectfully request that the court accept as the response in opposition the pleading filed by Joshua on July 23, 1993 . A copy of that document is attached hereto. Respectfully submitted. JOSHUA INTERVENORS j^hn W. Walker #64046 John VJ. Walker P.A. 1723 BroadwayI , 111 title Rock, AR (501) 374-3758 (JI': KJ' I. P' I (JATE jOEJSER'/ACE Joli 11 W. VJo.lkci', Ik\nI oljy '-er 72206 tify a true uud correct copy of I Ik- lorofjoinq dt?cuiiieiit liac I 'Cell seivod upon all counsel of record by d . Ma 1.1 OU tli.i u 2111 h day of July, 1993. I'' 3 6,. ) t i b I. Jolin W. Walker'RECEIVED t c. . OiST \"J 3 FD asr^ '^xsz\u0026amp;n rn\nCT COURT fS:'CT ARKANSAS JUL 2 8 1993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS JUL 2 7 1993 WESTERN DIVISION OtiicQ of Desegregation Monitoring OAF?:.. Ti, ii-r 3 LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER Before the Court is the motion of the By: 'jT3, CLlRK L'^P. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Little Rock School District for Court approval to close the Ish Incentive School filed on July 19, 1993. Any party wishing to file a response to the motion must do so no later than Wednesday, July 28, 1993. nJ DATED this day of July, 1993. united SiTtAATtEeSs 'disTRrIicCT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN \u0026gt;N OMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP by 1 1 J T 50 Olfes c' ,^N THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS On July 28, RESPONSE TO ORDER 1993 at 5:00 p.m. undersigned coun el received a copy of the court's order of this date. United States District Court all day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, it was not filed until July 27, 1993. Moreover, counsel did not receive copy of Little Rock School District's (LRSD) motion until approximately 5:15 p.m. on this a date. Under the circumstances, therefore, with particular emphasis upon the time left for reply. the Joshua Intervenor respectfully oppose the motion for approval to close the Ish Incentive School and respectfully reque t that the court accept as the response in opposItion the pleading filed by Josliua on July 23, 1993 . A copy of that document is attached hereto. Respectfully submitted. JOSHUA INTERVENORS Walker #64046 jjbhn W. John W. Walker P.A. 1723 BroadwayI , Joliii of the Lilt tie Rock, AR (501) 374-3758 cisicjM.r.ior service Vb'.i .1 ker, 72206 iKii f\nby \u0026lt;\nej-tify l.liiiL a true and correct copy f.'fjr erjo i.nq docuiiieiit liar: leell SC) V('il upon all counsel of recoi. 11 l.r/ IJ Ma 1J oil th j \n2!il li dcij' of Ju I y, 1993 . \u0026lt; L I I .folin V\\l. WalkerAUG- 2-93 HON 15:4! SUSAN W WRIGHT FAX NO, 5013246576 P. 02 ua.oiSTmcT count EAsrenN district Arkansas IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 0 2 1993 CARLfi,BR By J13 ENTS, CLERK P. CL LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER By Order dated June 11, 1993 [doc,#1848], the Court approved the Little Rock School District's (\"LRSD) attendance zones for the King Interdistriot School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993 , the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/lsh survey process, the revised form letter with attachments, and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has 1 The Court determined that the 100 students who will decide the immediate Future of Ish will come from the following groups\n(1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside die Ish attendance zones.AUG- 2-93 HON 15:42 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties^ pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order, the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan. II In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 1 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-AUG- 2-93 MON 15:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King Interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan. The plan states the following with respect to incentive schools: There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending those schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. to these elementary area The recruitment of white students percentage schools may increase the of white students in these schools to maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens, The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany -3- aAUG- 2-93 HON 15:43 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. shall utilize the services To meet that goal, the parties of a consultant who has demonstrable experience in developing and successfully implementing such educational setting. programs in maj ority-black Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan, the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature\nIt may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools ,.. Appeal of Little Pock School District^ 949 F.2d 253, 256 (Sth Cir. 1991). However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting by electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab. electronic-assisted instruction, and an automated a media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4-AUG- 2-93 MON 15:43 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 increase the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standards for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, suprsi 949 F.2d 253. There, the Court stated: To modify [a] consent decree[], the court need only identify a defect or deficiency in its original decree which impedes experience has achieving proven its goal. either it less effective because [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree. modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. A Td. at 258, quoting with approval Heath v. De Courcy, 888 F.2d 1105, 1110 (6th Cir. 1989). Here, the Court finds that the insufficient number of Ish students (fewer than 100} IS changed circumstance which a constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. Th closing of Ish, when considered in light of the opening of the desegregated King Interdistrict school, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5-AUG- 2-93 MON 15:44 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 students to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens. The motion to close Ish does not evidence such a pattern. IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. UNITED STATES DIStfRIC' 'RI CT JUDGE -6-h \u0026lt;\u0026gt; U.S. OfSTAlCT COURT EASTERN DISTRICT ARKANSAS AUG 4 1993 On'ics oi Deses^^S\"'-'*^^ vi:or..tor'!\n'.g IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS AUG 0 2 1993 WESTERN DIVISION KC!RK LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL I INTERVENORS ORDER By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process. the revised form letter with attachments. and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has fell students who wiU decide the immediate future of Ish will come from the toUowmg groups\n(1) students now attending Ish who reside within the Ish attendance who live within the Ish attendance zones\n(2) students not attending Ish but zones, and (3) students now attending Ish but who live outside the Ish attendance zones. I indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua) have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that tl [t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 2 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-part because no objections had been filed. J oshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King Interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed. is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan. The plan states the following with respect to incentive schools: There shall be a limited number of incentive schools, a period of at least six years, that number of black students for sufficient to accommodate _ ------ who, by attending those schools, make it possible to achieve a student population the remaining Little Rock schools y an schools) of 55 percent black and 45 percent white with variance of 5 percent. (elementary area a to these elementary The recruitment of white students _ - area schools increase the percentage of white students in these schools to maximum percentage of 60 percent. T V, incentive schools shall be: r^.J.li,,, Ish, Mitchell, Rightsell, Rockefeller, and Stephens may a Franklin, Garland, Kigniseii, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in into the incentive , / iVxiiy d uesignauea numneir of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools --established those seats attributable t.. LL.1:, available for those students who otherwise would have been assigned to an incentive school\nAs are to LRSD will be incentive or could any -3-assignment shall be in accordance district's student assignment plan. Funding for the incentive schools shall be f incentive schools shall be set at two elementary area schools to ensure ---------racially-isolated settings are provided meaningful opportunities for desegregated of a consultant who has aemonstrable \u0026lt;---- implementing that the children who are experiences/activities. services of educational setting- experience in developing and successfully such programs in a majority-black Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan. the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature\nhelpful for us to state those elements of the K- , that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double fundinrr -fnr fa 4-4- the ------ They are (1) double funding for students attending incentive (virtually allblack) schools ... Appeal of Little Rock School District, 1991). 949 F.2d 253, 256 {8th Cir. However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab. electronic-assisted instruction. and an automated media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4- Iincrease the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standards for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, supra, 949 F.2d 253. There, the Court stated: To modify [a] consent decree[] lo moairy [a] consent decree[], the court need only defect or deficiency in its original decree which impedes achieving its goal, either because e^erience has proven it less effective [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree, modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. has its either [or] A Id. at 258, quoting with approval Heath 1105, 1110 (6th Cir. 1989). V. De Courcy, 888 F.2d Here, the Court finds that the insufficient number of Ish students (fewer than 100) is changed circumstance which constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. The closing of Ish, when considered in light of the opening of the desegregated King Interdistrict School, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5- a i Istudents to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens, not evidence such a pattern. The motion to close Ish does IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. unite\n'ATES D :s2r^t judge THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79\u0026lt;a) FRCP ON BY^ -6-U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS AUG 4 \u0026gt;993 IN THE UNITED STATES DISTRICT COURT AUG 0 2 1993 OH'iCS oi OeseGifcG: icr. n^oC'VjritiQ EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION By: ^ents, clerk OH. CieRK LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS VS . No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than students wish to attend Ish during the 1993-94 academic year. 100 In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process, the revised form letter with attachments, and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has The Court determined that the 100 students who will decide the immediate future of Ish will come from the following groups. (1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but U/kzs lia.a. .L* T-U ___l_ . .. ' ' Who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside the Ish attendance zones. .'-aaindicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. presumed is 145.^ the actual number of preferences which may be Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process. in 2 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan, states the following with respect to incentive schools: The plan There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending those schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with variance of 5 percent. The recruitment of white students to area schools may increase the percentage of white students in these schools to these elementary maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany a a -3-recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. programs a Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan. the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature: It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools ... Appeal of Little Rock School District, 949 F.2d 253, 256 (8th Cir. 1991). However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting by electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab, electronic-assisted instruction. and an automated media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4- increase the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standeirds for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, supra, 949 F.2d 253. There, the Court stated: To modify [a] consent decree[], the court need only identify a defect or deficiency in its original decree which impedes achieving its goal, either because ej^erience has proven it less effective [or] disadvantageous, or because circumstances and conditions either ] effective have changed which warrant fine-tuning the decree, modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. A Id. at 258, quoting with approval Heath v. De Courcy, 888 F.2d 1105, 1110 (6th Cir. 1989). Here, the Court finds that the insufficient number of Ish students (fewer than 100) is changed circumstance which a constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. The closing of Ish, when considered in light of the opening of the desegregated King Interdistrict School, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5-students to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens, not evidence such a pattern. The motion to close Ish does IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. united states'DISTRIC' STRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON 1^1321 -6-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER LbU uAS-R.\\ ofsTRrZJ^APMNSAS I 0 1993 CARL S. dHENTS, CLERK 0P. PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Joshua Intervenor's (Joshua) motion [doc.#1929] for this Court to reconsider its order granting the Little Rock School District's motion to close the Ish Incentive School. The Court has carefully considered Joshua's motion and finds that it should be and hereby is denied. Joshua has not set forth any facts or legal conclusions that would justify I I I reconsideration of the Court's order. IT IS SO ORDERED this /O day of August 1993. UNiT^ ST^Ss d':^:'RICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLI^CE WITH RULE 58 AND/OR 79(al FRCP ON by I I II I i IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER filed caste^oisSSnsas AUG 1 0 1993 CARL .ihl DP. .fcRK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Joshua Intervenor's (Joshua) motion I [doc.#1929] for this Court to reconsider its order granting the Little Rock School District's motion to close the Ish Incentive School. The Court has carefully considered Joshua's motion and finds that it should be and hereby is denied. Joshua has not set forth any facts or legal conclusions that would justify i^i^NTS, CLERK ( I I I I ( I I reconsideration of the Court's order. IT IS SO ORDERED this /O day of August 1993. I UNITED STATES DIST?'RICT JUDGE 3N THIS DOCUMENT ENTERED ON DOCKET SHEET MM COMPLI^CE WITH RULE 58 AND/OR 79/al FRCP - ^-10-Q--, BY W ' 1 SE^H-gS TUE 14:27 SUSAN U WRIGHT FAX NO, 5013246576 P. 02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS VS . No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER By Order entered August 10, 1993, this Court denied the Joshua Intervenor's (\"Joshua\") motion for reconsideration of its order granting the Little Rock School District's (\"LRSD\") motion to close the Ish Incentive School [doc.#1934]. Counsel for Joshua has let the time for filing a notice of appeal from the Court's order lapse. Now before the Court is Joshua's motion for an order granting them an extension of time until October 10, 1993, in which to file a notice of appeal. As grounds for its motion, counsel for Joshua states that he was confused by the following statement made by the Court in a hearing on August 12, 1993, regarding the resolution of Joshua's motion for reconsideration: I have not in any way ruled with respect to that motion ... Transcript, at 6 (August 12, 1993). The Court frankly does not understand how counsel could have been confused about the parameters of his own motion for reconsideration. As counsel knows, the motion is comprised of twoSEP-14-93 TUE 14:28 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 parts J First, Joshua asks the Court to modify its opinion by rescinding its order closing the Ish incentive School. Second, Joshua states that \"[i]n the absence of modification, the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, fallow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships [doc.#1929]. When the Court's statement is not taken out of context as counsel has done, it becomes clear that counsel's confusion is not justified: The children Court\n[Y]ou are entitled mentioned to promised incentive school benefits, have a motion pending on that whether receive Ish their Now, you Mr. Walker: Yes, ma'am. The Court\nthat has not been addressed. As you know, when 1 permitted the district to survey the students, I suggested that as an incentive, they might offer some of these benefits that are offered to incentive school as an incentive to get the kids to go to Ish. 1 have not in any way ruled with respect to that motion. Transcript, at 5-6 (August 12, 1993). 1 The motion is captioned as follows\n\"Motion for Correction of Finding of Fact or Conclusion of Law aiut Motion for Ruling on Request that Incentive School Benefits Including Scholarship Benefits Follow the Incentive School Children.\" (Emphasis added.) -2-SEP-14-93 TUE 14:28 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 The Court clearly was not speaking to Joshua's motion asking that the Court reconsider its order to close Ish, but was speaking to Joshua's motion requesting that the Incentive school benefits follow the Incentive school children. Moreover, the order denying Joshua's motion for reconsideration was entered on August lo, 1993, two days prior^the hearing in which the above statements were made and well in advance of the deadline for filing a notice of appeal. Counsel does not contend that he failed to receive notice of the order. Nevertheless, because the LRSD does not object, the court will grant Joshua's motion for an extension of time. Joshua is hereby given until and including October 10, 1993, in which to file their notice of appeal. IT IS SO ORDERED this 14th day of September 1993. 'judge 2 Ths mailing certificate of the Clerk states tliat the order was mailed to Mr. Walker on August 10, 1993. -3- SEF14-93 TUE 14:27 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U.S. DISTRICT JUDGE SUSAN WEBBER WRIGHT FAX LINE (501) 324-6576 DATE\n9/14/93 TO\nAnn FROM\nBarry NUMBER OF PAGES INCLUDING COVER SHEET 4 Message\nOitice SEP 1 5 o! Dese5'C8-''' IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 1\" 1993 LITTLE ROCK DISTRICT PLAINTIFFS VS No. LR -C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR EXTENSION OF TIME IN WHICH TO FILE NOTICE OF APPEAL The Joshua Intervenors respectfully move the court for an ORDER allowing them to have 30 days from August 12, 1993 in which to file a notice of appeal herein. For cause. Joshua shows the Court that on August 10, 1993, the Court entered an ORDER denying Joshua's motion for reconsideration of the Court's order of August 2, 1993 authorizing the Little Rock School District to close Ish Incentive School. When the parties appeared before her Honor on August 12, 1993, 30 days ago taking into account the weekend which just passed, the Court stated that: \"I have not in any way ruled with respect to that motion \" (p. 6, Transcript of Proceedings, a copy of which is attached hereto.) Joshua's motion for reconsideration was filed on August 2, 1993. The Court has not entered a judgement in this case. Therefore, an ORDER allowing Joshua thirty additional days in which to appeal the court's order would be both appropriate and of no prejudice to the Little Rock School District. Joshua's counsel has spoken with the Little Rock School District's counsel regarding this motion and counsel is authorized to state to the court that Mr, Jerry Malone has no objection to this reguest. Wherefore, the Joshua Intervenors respectfully request that the court enter an ORDER granting them until October 10, 1993 in which to file their notice of appeal from that order. Respectfully submitted. CERTIFICATE OF SERVICE I, John W. Walker, certify that a copy of the forego!^ has been served on September, 1993. all counsel of record on this RECEIVED fir\" Hr OCT 1 3 1993 IN THE UNITED STATES DISTRICT COURtF\"X1thi^w^, OJfice of Desegregation Monitoring EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. C^Rt R- TEAINTIFFS-V. NO. LR-C-82-866 BV-PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, As next Friend of Minors Leslie Joshua, Stacy Joshua\nSARA MATTHEWS\nAs Next Friend of KHAYYAM DAVIS\nALEXA ARMSTRONG\nCARLOS ARMSTRONG\nALVIN HUDSON\nTATIA HUDSON\nMRS. HILTON TAYLOR, As Next Friend of HILTON TAYLOR, JR., PARSHA TAYLOR and BRIAN TAYLOR\nREV. JOHN M. MILES, As Next Friend of JANICE MILES and DERRICK MILES\nNAACP\nand ROBERT WILLINGHAM, Next Friend of TONYA WILLINGHAM INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS NOTICE OF APPEAL Notice is hereby given that the Joshua Intervenors appeal the Orders of the Court entered herein on August 10, 1993 and September 27, 1993, respectively, to the United States Court of Appeals for the Eighth Circuit. Respectfully submitted, ! . B 5995 No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 I. 111' Hr I CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of October, 1993, Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Co\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_626","title":"Little Rock Schools: Mitchell 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":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mitchell Elementary School (Little Rock, Ark.)","School facilities","School management and organization"],"dcterms_title":["Little Rock Schools: Mitchell 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/626"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nMitchell PTA Meeting January 21,1999 6:00 p.111. Mitchell Incentive School 2410 Battery Little Rock, AR (Plans for the new Stephens School will be available) RECEIVE FEB 2 t OFRCEOF i:Si3.aGATiGN.M0SlT0Rj!^ LITTLE ROCK SCHOOL DISTRICT STUDENT REGISTRATION OFFICE 501 SHERMAN LITTLE ROCK, AR 72202 February 16, 1999 Mrs. Narcissus Tyler 1922 Battery Street Little Rock, AR 72202 Dear Ms. Tyler\nThis letter is being provided to follow-up on your communication and to avail information regard in g pre liminary plans that the LRSD wishes to consider toward the inclusion of Mitchell School. on 2/4/99. The following projects were listed for LJon review ofy^r letter being noted within the cabinet, an initial meeting of designated administrative staff persons took place - ------- k vi uesignaiea possible consideration\n1. 2. Archive for the LRSD It was agreed on that designated space could be established for Mitchell History Early Childhood Education Site School 3, 4. This option is being considered to be housed within established structures outside the mam building (program housing guidelines prohibits use of the main building) Relocation for the LRSD Annex Building The Annex presently houses LRSD Exceptional Children It may be possible for other department Charter School program areas in Care, Student Services and areas to be relocated This option is possible\nhowever, more information must be sought. just entering initial stages of planning options being considered for the 2000 school year. Funding toward building modification does abilities upon recommendation of our , , - ---- exist, however, our designer findings, will dicute options f3oDr1 c foacnilsitiidese srtautdiy\u0026lt; a\nn\nd\n^ cfo^ntracSte:d.Z arLch?itec:t /\\ necessary to access a number of possibilities, i.e. light, heat water, spmaoced iufitcilaitziaotnios n)(It is Item 3.6 - Revised Desegregation Education Plan \"fVhen a school identified in Section 5.S will be closed, L/iSD shall exercise its best efforts to find a community or educational use for the property , Please be reminded of LRSDs intent to comply and ensure that all operations are coherent with the provisions of our plan. Areas listed in this letter by no means, precludes others that may warrant future consideration. We appreciate and commend efforts of you and the advisory committee. It is our full intent to keep you abreast, while seeking input throughout this process toward Mitchell School and its inclusion. Junious Babbs Sincerely, I Associate Superintendent 5013744187 WALKER LAW FIRM 443 P02/O2 JUL 07 99 '15:27 I i ! John w. Walker, EA. attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 Fax (501) 374-4187 JOHN W, walker Ralph Washington MARK BURNETTE AUSTIN PORTER, JR I Via Fax I July?, 1999 I I Hon. Susan Webber Wright 600 W. Capitol Ste. 302 i Little Rojik, AR 72201-3325 ! Dear Judge Wright: I Ms. Springer and I are in the midst of a monitoring visit which brings us to the former Ish _ ** **\u0026amp; TIIAAVAX vHUgiJ Uw kW UtXv Xwl hlementaiy School. It is now the Instructional Resource Center for the district. One of e reasons advanced by the district for closing Ish was the difficulty and cost of maintenance. I am impressed that unde,r the able leadership of Mr. Doug Eaton, the facility is now well air conditioned, newly roofed and well maintained and all of the faults previously identified have been corrected. I brino this to the courts attention because a school in the area which has not received the courts approval tor closing, we believe, has been deliberately poorly maintained by the Little Rock School District in order to justify its closing. That school is Mitchell Elementary School. I ask you to independently monitor or direct the monitoring of that-anticipated event because under the purported neighborhood school plan, schools were promised to the black community which were neighborhood as well as to e Ia a \u0026lt;9 f A X. A - -- 2 * 9k the white,community. Maintenance is a reason being proffered for the closing of Mitchell, I Thtink you for your attention to this matter I i Sincerely, V I / W. Walker i jwwilp\ncc\nAll Counsel Ms. Ann Brown Dr. Les Gamine iOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 July 16, 1999 Mr. John Walker 1723 Broadway Little Rock, AR 72206 Bv Fax Dear John: On behalf of Judge Wright, I am acknowledging receipt of your letter dated July 7, 1999, in which you expressed concerns about the maintenance of Mitchell Elementary School in the Little Rock School District. Your letter has been placed in the Judges correspondence file. I have directed one of my associates to look into the maintenance status of Mitchell Elementary. .After I have received her report, I will share the findings with you and Judge Wright. Sincerely yours, Ann S. Brown cc: Judge Susan Webber Wright BUILDING INFORMATION Little Rock School District - Facilities Master Plan Study School Name fcklC 11 Street Address bCLKtrci Of received Surveyor Date Site Size acres AUG 2 1939 Permanent Buildings Building Identification Orioj'ng 1 Building Identification Firsl Ad/j iHlDn Building Identification Building Identification Building Identification Building Identification 3 dlOi.'ytroofyj C er i d. OFHCEOF desegregation MONlTOWme Gross Square Footage Gross Square Footagei Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Year Constructed 1*^ 0^ Year Constructed Year Constructed Year Constructed 1^5 :i Portable Buildings 'o+ccl Year Constructed Year Constructed Building Id. Building Id. Building Id. Building Id. Building Id. Building Id. Building Id. Building Id. UI Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage ^0 Year Constructed Year Constructed Year Constructed Year Constructed Year Constructed Year Constructed Year Constructed Year Constructed Condition Codes: X - good, 3 - fair, 2 - poor, 1 - dead Number of Rooms Number of Rooms Number of Rooms Number of Rooms Number of Rooms Number of Rooms Number of Rooms Number of Rooms Condition Condition Condition Condition Condition Condition Condition ConditionROOM CONDITIONS Little Rock School District - Facilities Master Plan Study Scliool Name M Surveyor Date Room Overall Condition Comments Typical Classroom Laboratory Classroom 3 A/16^ Cafeteria/Cafetorium 2^ Gymnasium Locker Rooms ^r.iou5 izjgsr Library Kitchen Toilet Rooms Corridors 2. 2 Offices /\u0026lt;fAJD\u0026lt;\u0026amp;\u0026lt;eDg/J -I 4 Condition Codes: d - good, 3 -fair, 2 - poor, t - dead01 - SITE V^ONDITIONS ! INFRASTRUCTURE Little Rock School District - Facilities Master Plan Study School Name . Surveyor Date Item Approx. Quantity Condition Action Action Qty 01 Roadways 02 Parking Lots 03 Sidewalks 04 Curbs \u0026amp; Gutters 05 Striping 06 Fencing 07 Retaining Walls 08 Site Grounds Priority 09 Playgrounds 10 Tennis Courts 11 Athletic Fields 12 Running Tracks 13 Site Lighting 14 15 Comments: Condition Codes: f Qgo sf sf If If sf If If ac ea ea ea ea ea d - good, 3 - fair, 2 - poor, I - dead s J Z. I repair / replace _________ repair / replace__________ repaiKZ^pI^^J2aA^ repair / replace repair / replace repair / replace repair /(replace^ *^00 repair / replace Deficiency Checklist (enter item numbers) .......... settling / uplifting .......... cracks/holes .......... inadequate drainage /slope .......... inadequate number parking spaces .......... loading / unloading problems inadequate site drainage erosion repair / replace repair / replace repair / replace repair / replace repair / replace add Priority Ratings: inappropriate base material damaged equipment inadequate at parking lots inadequate around building inadequate around site I-year I (critical), 2-year 2, 3-years3-S, 4 - years 5-1002 - EXTExUOR WALL Little Rock School District - Facilities Master Plan Study School Name I LL- Building IO 1 Surveyor M Date 4221:7s Item Approx. Quantity Condition Action Action Qty Priority 01 Brick Veneer 02 Cone. Masonry Unit 03 Wood 04 Stucco 05 EIFS 06 Metal sf sf sf sf sf sf repair / replace Z. repair ! replace fep^Iip/ replace repair! replace '' ' repair / replace Deficiency Checklist (enter item numbers) .......... settlement / movement damage 'moisture pene (ration 2. ^fepa^ replace 07 Paint 08 Caulking 09 Moisture Protection 10 Insulation spalling cracks tightness / fasteners corrosion stains rotting 11 Cur 12 CgAJCg.^T^ 13 pBb cKrr TAin ^7\u0026lt;2 Comments: sf sf sf sf 2^ repair / replace repair! replace repair / replace repair / replace AS5LgfD (SuriFA.5 UUVy l^.lo' c2f c,c/n-tA- ______________ M67^ Strf-f-ir' Ar ^''^r laerr' fhAZltr. Condition Codes: 4 - good, 3 - fair, 2 - poor, 1 - dead ..........................(.P^./Ar, IB Priority Ratings 1-year I (critical), 2-year 2. 3-years 3-5, years S-IO02 - EXTE.uOR WALL Little Rock School District - Facilities Master Plan Study School Name Building ID 2 Surveyor Date '4 - Z/ Item Approx. Quantity Condition Action Action Qty Priority 01 Brick Veneer 02 Cone. Masonry 03 Wood 04 Stucco 05 EIFS 06 Metal Unit /(:\u0026gt; ^0 7^ sf sf sf sf sf 3. repair ! replace repair ! replace repair / replace repair / replace repair / replace repair / replace Deficiency Checklist (enter item numbers) .......... seitlemeiil / movement .......... damage .......... moisture penetration .......... spalling .......... cracks .......... tightness/fasteners .......... corrosion .......... stains .......... rotting 07 Paint 08 Caulking 09 Moisture Protection 10 Insulation sf sf sf sf repair / replace repair / replace repair! replace repair / replace II 12 13 Cuninients: Condition Codes: d - good, 3 -fair, 2 - poor, I - dead Priority Ratings: I - year i (crillcal), 2 - year 2, 3-years 3-5, t- years 5-1003 - EXTEkUOR windows Little Rock School District - Facilities Master Plan Study School Name Building ID ) Surveyor Date ^'2.1 Item Approx. Quantity Condition Action Action Qty Priority 01 Aluminum 02 Steel 03 Wood 04 Single Glaze 05 Double Glaze 06 Operable sf sf sf sf sf sf a (^j^yTeplgsfi. repair / ,i|pn^ repair! replace repair / replace repair / replace repair / replace D^ciency Checklist (enter item numbers) A z Z- 07 Paint frame poorly fitting damagedframe caulking poor broken/cracked glass moisture penetration corrosion/decay cleanliness poor inoperable sf repair / replace 08 09 10 Comments: fc K/4ok.3Lt7X3FAAAf:. Condition Codes: 4 - good, 3 -fair, 2 - poor, I - dead Priority Ratings: i-year I (crilical), 2-year2, 3-years3-5, 4-years5-IO03 - EXTc jOR windows Little Rock School District - Facilities Mask, Plan Study School Name I L- Building ID Surveyor Date - 9 S Item Approx. Quantity Condition Action Action Qty Priority 01 Aluminum 02 Steel 03 Wood 04 Single Glaze 05 Double Glaze 06 Operable sf sf sf sf sf sf j-2. repair / replace repair ! replace repair / replace repair / replace repair / replace repair! replace 07 Paint Deficiency Checklist (enter item numbers) .......... frame poorly filling .......... damaged frame .......... caulking poor .......... broken/cracked glass .......... moislure penelralion .......... corrosion/decay .......... cleanliness poor .......... inoperable sf repair ! replace 08 09 10 Comments: Condition Codes: 4 - good, 3 -/air, 2 - poor, i - dead Priority Ratings: I - year i (critical), 2-year 2, 3 - years 3-S, 4-years 5-1004 - EXTEm JOR DOORS Little Rock School District - Facilities Master Plan Study School Name Building ID Surveyor ^/\u0026lt;JM Date Item Approx. Quantity Condition Action Action Qty Priority 01 Glass Swing ea pr 02 Metal Swing ea pr 03 Wood Swing ea pr 04 Overhead 05 Sliding 06 Revolving 07 Paint 08 Hardware 09 Closers 10 Panic Devices ea ea ea 11 12 _____________ 13 M- 14_ iz JQ. -4-. ea ea ea ea z 3 repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace f^aif/ replace repair / replace repair / replace repair / replace add 2. Comments: Pfttr /l) '7~ Condition Codes: 4 - good, 3 - fair, 2 - poor, ! - dead Deficiency Checklist (enter item numbers) .......... door/frame poorly fitting poor finish damaged door/frame corrosion/decay moisfure penetration poor operation Priority Ratings: 1 - year I (critical), 2 - year 2, 3 - years 3-5, 4 - years 5-1004 - EXTL.oOR DOORS Little Rock School District - Facilities Master Plan Study School Name Building ID Z Surveyor Date 4-2^-76' Item Approx. Quantity Condition Action Action Qty Priority 01 Glass Swing ea Pr 02 Metal Swing ea Pr 1 03 Wood Swing ea pr 04 Overhead 05 Sliding 06 Revolving 07 Paint 08 Hardware 09 Closers 10 Panic Devices 5. 11 12 13 Comments: Condition Codes: ea ea ea ea ea ea ea 3 repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair ! replace repair / replace repair / replace repair / replace repair ! replace repair / replace repair / replace add Deficiency Checklist (enter item numbers) .......... door/frame poorly filiing .......... poor finish .......... damaged door/frame .......... corrosion/decay .......... moisture penetration .......... poor operation 4 - good, 3 -/air, 2 - poor, I - dead Priority Ratings: I - year I (crillcal), 2 - year 2, 3 - years 3-5, 4 - years 5-1005 - FOU^*/ATION Little Rock School District - Facilities Master Plan Study School Name . Building ID Surveyor Date Item 01 Cone. Pier \u0026amp; Beam 02 Slab on Grade 03 Load Bearing Mason. Approx. Quantity _____________ sf _______________ sf _______ sf Condition Action Action Qty Priority 04 05 06 Comments: SSL Pc4x/j floe- rc ^\u0026amp;eo/ir E\u0026gt;y Condition Codes: repair / replace repair! replace repair / replace Deficiency Checklist (enter item numbers) .......... seillemenl .......... deflection .......... cracks .......... exposed reinforcing .......... corrosion .......... decay/rol .......... spalling .......... stains flbXCfC'-y / aJ iVcb// /V/'TV a/a 4 - good, 3 -fair, 2 - poor, 1 - dead Priority Ratings: 1 -year I (crilical), 2 -year 2, 3 - years 3-5, 4 - years 5-1005 - FOUN. il ION Little Rock School District - Facilities Mastei M^lan Study School Name MiraHecL ecM, Building ID a Surveyor Date 4'?/-75 Item 01 Cone. Pier Sc Beam 02 Slab oil Grade 03 Load Bearing Mason. Approx. Quantity Condition _______________sf ________ _______________sf ________ __________ sf Action Action Qty Priority 04 05 06 Comments: Condition Codes: 4 - good, 3 - fair, 2 - poor, I - dead repair ! replace repair! replace repair / replace Deficiency Checklist (enter item numbers) .......... selllemenl .......... deflection .......... cracks .......... exposed reinforcing .......... corrosion .......... decay/rol .......... spalling .......... stains Priority Ratings: I-year I (critical), 2-year 2, 3 - years 3-S, 4 - years S-1006 - STRL . i URE Little Rock School District - Facilities Master Plan Study School Name r Building ID i Surveyor Date *4' 2.1 Item 01 Concrete Columns 02 Structural Steel 03 Structural Timber 04 Load Bearing Mason. 05 Light Steel Framing 06 Concrete Walls Approx. Quantity Condition _______________sf _________ _______________sf _________ _______________sf _________ _______________sf ________ _______________sf _______________sf Action Action Qty Priority 07 08 09 Comments: Condition Codes: repair / replace repair ! replace repair / replace repair / replace repair / replace repair / replace Deficiency Checklist (enter item numbers) .......... settlement .......... deflection .......... cracks .......... exposed reinforcing .......... corrosion .......... decay/rot .......... spalling .......... stains ic\u0026gt; PcaaJ 4 - good, 3 - /air, 2 - poor, I - dead Priority Ratings: I - year I (critical), 2 - year 2, 3 - years 3-5, 4 - years 5-10 a06 - STRL - . URE Little Rock School District - Facilities Master Plan Study School Name Building ID Surveyor Date Item 01 Concrete Columns 02 Structural Steel 03 Structural Timber 04 Load Bearing Mason. 05 Light Steel Framing 06 Concrete Walls Approx. Quantity _______________sf ___________ sf ________________sf _______________sf _______________sf . sf Condition Action Action Qty Priority 07 08 09 Commenls: Condition Codes: d - good, 3 -fair, 2 - poor, I - dead repair ! replace repair / replace repair / replace repair / replace repair / replace repair t replace Deficiency Checklist (enter item numbers) .......... selllemenl .......... deflection .......... cracks .......... exposed reinforcing .......... corrosion .......... decay/rot .......... spalling .......... stains Priority Ratings: 1 - year I (crillcal), 2-year 2, 3-years 3-5, 4-years 5-1007 - interior walls Little Rock School District - Facilities Master Plan Study School Name I ' Building ID i Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority 01 Masonry / Concrete 02 Gypsum Board 03 Plaster 04 Wood 05 Light Steel Framing 06 Concrete Walls 07 _______________ 08 Io % % % % % % % % A 09 Paint lb Wall Covering 11 Tile 12 ____________ 13 31 % % % repair! replace repair! replace repair / replace repair ! replace repair / replace repair / replace repair / replace repair! replace repaint repair / replace repair! replace % % % % % % % % % % Comments: % Approximate Quantity -%of total walls in building Condition Codes: d - good, 3 - fair, 2 - poor, I - dead DeFiciency Checklist (enter item numbers) .......... evidence of moisture .......... damage .......... cracks .......... rips/tears .......... discoloration .......... broken/loose pieces .......... spalling .......... unstable ........ caulking damaged/missing % Action Quantity - % of that type of wall needing repair/replacement Priority Ratings: 1 - year 1 (crilical), 2 - year 2. 3 - years 3-5, d - years 5-10)7 - INTEm.iOR walls Little Rock School District - Facilities Master Plan Study kliool Name MiTC-dtLL Building ID Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority 1 Masonry / Concrete 12 Gypsum Board 13 Plaster 4 Wood 5 Light Steel Framing 6 Concrete Walls 7 _______________ '8 % % % % % % % % 3 9 Paint 0 Wall Covering 1 Tile 2 ____________ 3 % % % repair / replace repair! replace repair! replace repair / replace repair / replace repair / replace repair! replace repair / replace repaint repair! replace repair / replace % % % % % % % % % % % Comments: . Approximate Quantity - % of total walls In building ondition Codes: 4 - good, 3 fair, 2 poor, I - dead Deficiency Checklist (enter item numbers) .......... evidence of moisture .......... damage .......... cracks .......... rips/lears .......... discoloration .......... broken/loose pieces .......... spalling .......... unstable caulking dantaged/missing Action Quantity - %of that type of wall needing repair/replacenienl Priority Ratings: I -year I (critical). 2-year 2, 3-years 3-S, 4 - years S-IO08 - INTEiviOR DOORS Little Rock School District - Facilities Master Plan Study School Name M / pS 1/ C- \u0026gt; Building ID L Surveyor Date 4'^/'75 Item Approx. Quantity Condition Action Action Qty Priority ) 1 Metal Frame )2 Aluminum Frame )3 Wood Frame % % % 3 )4 Metal Door )5 Wood Door )6 Metal w/ Glass Inset )7 Wood w/ Glass Inset 5 G5 30 % % % % 3. 3 )8 Paint/Finish )9 Hardware 10 Closers 1 Panic Devices 100 100 17- % % ea ea i 5 3 3 repair / replace repair / replace repair! replace repair ! replace repair / replace repair / replace repair / replace repair ! replace repair / replace repair / replace repair / replace add % % % % % % % % % 1 3 4 Zomments: \u0026gt; ApproMmate Quantity -%of total doors in building 'ondition Codes: 4 - good, J - fair, 2 - poor, 1 - dead Deficiency Checklist (enter item numbers) .......... unstable .......... damaged .......... inoperable .......... code violation .......... less than 36\" wide % Action Quantity - % of that type of door needing repair/replacement Priority Ratings: I - year I (critical), 2 - year 2, 3 - years 3-5, 4 - years 5-108 - INTEk oR doors Little Rock School District - Facilities Maste. Flan Study cliool Name Building ID 2 Surveyor Date ' z / -75 Item Approx. Quantity Condition Action Action Qty Priority 1 Metal Frame 2 Aluminum Frame 3 Wood Frame % % % 3 4 Metal Door 5 Wood Door 5 Metal w/ Glass Inset 7 Wood w/ Glass Inset /\u0026lt;pg\u0026gt; % % % % 3 8 Paint/Finish 9 Hardware 0 Closers 1 Panic Devices 100 100 % % ea ea 3 repair / replace repair / replace repair! replace repair! replace repair I replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace add % % % Va % % % % % 2 3 4 omments: Approximate Quantity -%of total doors In building onditiort Codes: 4 - good, 3 - fair, 2 poor, I - dead Detlciency Checklist (enter item numbers) .......... unstable .......... damaged .......... inoperable .......... code violation .......... less than 36\" wide Action Quantity -%of that type of door needing repair/replacemenl Priority Ratings: I -year I (critical), 2-year 2, 3 -years 3-5, 4 -years 5-1009 - LM E.-.OK FLOORING Little Rock School District - Facilities Master Plan Study School Name Building ID L Surveyor Date Item 31 Resilient (tile/sheet) 32 Carpet (tile/sheet) 33 Ceramic/Quarry Tile 34 Masonry/Stone Paver 35 Terrazzo 36 Wood 37 Subfloor Approx. Quantity 357c Condition Action 38 gO/\u0026lt;\u0026gt;C.. 39 10 11 6A\u0026lt;v Coa\u0026gt;C' 25% Comments: Condition Codes: 3 a (Tepaii^/ replace re^ir! replace repair ! replace repair! replace repair / replace repair! replace Action Qtv Priority Deficienc __3-^^__ ... ........ 52^ 1 1\ny Checklist (enter item numbers) evidence of moisture irregular surface tripping hazards accessibility hazards deteriorationAvear holes/tears slains/discoloration broken/loose pieces shrinkage warping cracking [tJcx:\u0026gt;C\u0026gt;eA/ 5(2FiFLClD/^ HAS r\u0026gt;cE, 4 - good, 3 - fair, 2 - poor, i - dead Priority Ratings: 1 - year I (crilical), 2 - year 2, 3 - years 3-S, 4 -years 5-109 - INTEm.mOR flooring Little Rock School District - Facilities Master Plan Study chool Name Building ID a Surveyor ^Jc)M Date -^'71' 7 Item 1 Resilient (lile/sheet) 2 Carpet (tile/sheet) 3 Ceramic/Quarry Tile 4 Masonry/Stone Paver 5 Terrazzo 6 Wood 7 Subfloor Approx. Quantity S57^ Condition Action Action Qty Priority 5^ 3 repair! replace repair! replace repair / replace repair / replace repair / replace repair! replace repair / replace Deficiency Checklist (enter item numbers) .......... evidence of moisture .......... irregular surface .......... tripping hazards .......... accessibility hazards .......... deteriorationAvear .......... holes/tears .......... stains/discoloration .......... broken/loose pieces .......... shrinkage .......... warping .......... cracking 9 D 1 'omments: ondition Codes: 4 - good, 3 - fair, 2 poor, i - dead Priority Ratings: 1 - year I (critical), 2-year 2, 3-years 3-5, 4-years 5-1010 - INTEmuOR ceiling Little Rock School District - Facilities Master Plan Study School Name fV\\! rC-^f Building ID I Surveyor Ai Date 4-^/-75' Item Approx. Quantity Condition Action Action Qty 01 Lay-in Acoustical Tile 02 Gypsum Board 03 Plaster 04 Wood / Fiber Board 05 Direct Glue Ac. Tile 06 Exposed Structure \\2. (repairjfreplace. Priority Deficiency Checklist (enter Item numbers) replace repair / replace 37 38 COTTPAJ '39 (qSIo \\Olo [Comments: Condition Codex: repair ! replace repair / replace repair! replace l/e^'/ tyeici/JC'jS zpc^r 4 - good, 3 - fair, 2 - poor, t - dead sagging cracks/deterioration evidence of moislure stains/discoloraiion missing elemenis/units acoustic quality poor attachment loose misalignment Priority Ratings: 1 - year 1 (crilical), 2-year 2, 3-years 3-5, 4-years 5-10 O-INTE...0R CEILING Little Rock School District - Facilities Mastei Plan Study cliool Name Building ID 2 Surveyor Date 4-^/-7S Hem Approx. Quantity 1 Lay-in Acoustical Tile 2 Gypsum Board 3 Plaster 4 Wood! Fiber Board 5 Direct Glue Ac. Tile 6 Exposed Structure Condition _______ Action Action Qty Priority 7 S 9 'omments: \u0026gt;ndition Codes: d - good, 3 - fair, 2 - poor, I - dead repair / replace repair / replace repair / replace repair / replace repair ! replace repair / replace Deficiency Checklist (enter item numbers) .......... sagging .......... cracks/delerioralion .......... evidence of moisture .......... stains/discoloralion .......... missing elements/unils .......... acoustic quality poor .......... attachment loose .......... misaligtiment Priority Ratings: i - year I (critical), 2-year 2, 3 - years 3-5, d-years 5-1011 - SPECiriLTIES Little Rock School District - Facilities Master Plan Study School Name Building ID i Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) DI Toilet Accessories D2 Toilet Partitions D3 Lockers D4 Signage D5 Window Coverings D6 Chalk/Tack Boards D7 Projection Screens D8 Millwork/Casework D9 Laboratory Equip. 10 Kitchen Equip. Il _______________ 12________________ 13 _______________ 14 rm sf kit. Comments: JondUion Codes: 4 - good, 3 - fair, 2 - poor, 1 - dead 2. Z 2. S 2\u0026gt; S repair /(replay repair Xjeplace^ repair ] replace repair / replace repair! replace repair / replace repair! replace repair / replace repair! replace repair / replace tF- rm rm % % % rm rm If rm % appearance vandalism inoperable unsuitable missing components poor attachment code compliance Priority Hatings: I - year I (crilical), 2-year2, 3-years3-5, 4-yearsS-IO1 - SPEC lTIES Little Rock School District - Facilities Master Plan Study cliool Name MircHecL Building ID Surveyor Date item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 1 Toilet Accessories 2 Toilet Partitions } Lockers t Signage 5 Window Coverings 5 Chalk/Tack Boards 7 Projection Screens i Millwork/Casework i Laboratory Equip. ) Kitchen Equip. nn sf kit. S 3 JI repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair! replace repair / replace rm rm % % % rm rm If rm % appearance vandalism inoperable unsuilable missing components poor atlachment code compliance I 2 1 omments: indition Codes: 4 - good, 3 - fair, 2 - poor, 1 - dead Priority Ratings: I - year i (crilical), 2-year 2, 3-years 3-5, 4-years 5-10IZ-STAL /MY EXIT SYSTEM Little Rock School District - Facilities Masici Plan Study School Name Building ID L Surveyor Date 4 -2/ - 7^ Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 31 Open 32 Enclosed 33 Restricted Access A ea ea ea 3 )4 Stair Nosings )5 Handrails )6 Floor Finish )7 Firewalls I (52o7e\u0026gt; ioc\u0026gt;7f repair / replace repair ! replace repair / replace repair /(fepla^ fepairV i^ace ................................ repair / replace repair! replace )8 )9 10 Comments: 'ondition Codes: 4 - good, 3 - fair, 2 - poor, I - dead Priority Ratings: I - year I (crilical), 2-year 2, 3-years 3-5, 4-years 5-102-STA1kiVAY exit system Little Rock School District - Facilities MastCf Plan Study iciiool Name Building. ID Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 1 Open 2 Enclosed 3 Restricted Access ea ea ea 4 Stair Nosings 5 Handrails 6 Floor Finish 7 Fire Walls repair / replace repair ! replace repair / replace repair / replace repair / replace repair / replace repair t replace 8 9 0 'omments: audition Codes: 4 - good, 3 - fair, 2 - poor, I - dead Prlorily Ratings: I - year I (critical), 2 - year 2, 3 - years 3-3, 4 - years 5-1013 - hand.cap accessibility Little Rock School District - Facilities Master Plan Study School Name Building ID \\ Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 01 Adequate Parking 02 Exterior Ramps 03 Curb Cuts 04 Thresholds 05 Elevators 06 Corridor Widths 07 36 Door Widths 08 Interior Ramps 09 Drinking Fountains 10 Toilet Access/Fixt. 11 Visual/Audible Alarm 12 Braille Signage 13 Adequate Seating 14 Door Hardware repair / add repair / add repair! add repair ! add repair / add repair! add repair / add repair! add repair / add repair / add repair / add repair / add repair / add repair / add 15 16 17 site Accessibility building Accessibility Comments: A^CC.i55$/\u0026gt;L.E Ar fon t r OJJC-f 'ondiiton Codes: 4 - good, 3 - fair, 2 - poor, I - dead Priority Ratings: 1 - year I (crilical), 2 - year 2, 3 - years 3-5, 4 - years 5-! 0 213 -HAh\u0026gt;\u0026gt;iCAP ACCESSIBILITY Litde Rock School District - Facilities Masief Plan Study School Name BuildiiigID Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 1 01 Adequate Parking 02 Exterior Ramps 03 Curb Cuts 04 Thresholds 05 Elevators 06 Corridor Widths 07 36 Door Widths 08 Interior Ramps 09 Drinking Fountains 10 Toilet Access/Fixt. 11 Visual/Audible Alarm 12 Braille Signage 13 Adequate Seating 14 Door Hardware 41 repair / add repair / add repair / add repair / add repair ! add repair / add repair! add repair / add repair! add repair / add repair / add repair / add repair / add repair ! add 15 16 17 Site Accessibility Building Accessibility 2- A Comments: Condition Codes: 4 - good, 3 - fair, 2 - poor, I - dead Ptioriiy Ratings: I - year I (crilical), 2-year 2, 3-years 3-5, 4-years 5-104-PLUM. Little Rock School District - Facilities Master i lan Study cliool Name E-L\u0026amp;m, Building ID 34 Surveyor Dale ^4/^4/H-^6 llem Approi. Quantity Condition Action Action Qty I Supply Piping 2 Sanitary Piping 1 Storm Piping 1 Gas Lines 5 Pumps 5 Waler Heaters L. - ea ea repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace Priority 2 2 2 2 Deficiency Checklist (enter item numbers) I I I Toilets S Lavatories ) Drinking Fountains ) Classroom Sinks I Sprinkler System 2 Fire Hose Cabinets 1 Fire Pumps t Jp-iHA-L^________ 5 5 Ic? ea ea ea ea (fepak)) replace / add SZZ ommen^s: inrfitlon Codes: Z z fV. MA a af ea ea 1*7 repair / replace / add repair Zfleplacey add / (p Cf^S^^place/ addiT^'rf.i repair! replace ! add _________ repair! replace / add _________ repair / replace / add ,^-fepajf7 replace / add repair / replace Z add repair Z replace! add i^ir ^j\\) I pc/ 4 - good, 3 -fair, 3 poor, I - dead z Z 2 z I I biadeqiiale pressure Inadequate drainage rusling leaks odors galvanized lead Inadequate quantity none handictqf accessible leaks damage Priority Katings: I - year I (crilical), 3-year 3, 3-years3-S, 4-years 3105 - llEATi. J, VENTILATING, COOLING Little Rock School District - Facilities Mastei * laii Study cliool Name M iit-U e:U., Building ID Surveyor k.a.M. Dale Item Approx. Quantity Condition Action Action Qty Priority 1 Chilled Water 2 Direct Expansion 3 Heat Pump 4 Evaporative Cooler 5 Window Unit 5 Central Heat 7 Radiant Heat sf sf sf sf ea sf sf 'Z repair i^eplace) ,2^22^ repair / repine ________ repair ! replace Z repair ! replace ________ repaii^Tl'e^Iac^ repair replace J Pneumatic Controls ? Electric Controls 3 Chiller 1 Pumps 2 Boiler 1 Piping 4 Ductwork ) Air Handlers 5 1 ) _____________________ ) ' omments: z. IZ. (b sf sf ea ea ea sf sf ea 3 i \u0026gt;n Jition CoJes: 4 - good, 3 - fair, 2 - poor, I - dead repair! replace repair ! replace repair / replace repair! replace repair / replace repair! replace repair / replace repair ! replace repair / replace 5^ 3 3 3 Deficiency Checklist (enter item numbers) ........ lemperalure problems ........ humid .......... noisy .......... drafty .......... unreliable .......... leaking pipes .......... swealing Priority Ratings: 1 - year I (critical), 2 - year 2, 3 - years 3-5, 4 - years 5-10ELECTIh\u0026lt;.AL Little Rock School District - Facilities Master Plan Study lol Name M n e-'a Building ID Surveyor .G Dale 4- - 2 4- lent Approx. Quantity Condition Action Action Qty Priority 4ain Distiibulion iecondary Distrib. tinergency Generator 'onduit Viring 'anelboards Iwitchgear luorescent Lights ncandescent Lights ire Detection/Alarm iinergency Lighting 4anual Pull Stations ^inoke Detectors I Me M Q P bsf ea bsf bsf ea ea __________________ incuts: bsf bsf z. \\ bsf 1 tJ o M 6 O. e. PfcvJ KA'E-c-M 'Q-oat^ bsf ea bsf Uhiw- repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace / add repair / replace repair / replace / add repair / replace / add repair / replace / add repair / replace repair / replace / add ihAfcg- 'AoafeS, O'ff'ic-e,\u0026gt;\u0026gt; MO' a\u0026lt;ioM f 2.M0 Pvoo\u0026lt;l\\ Viftc Po^ep- \u0026lt;?,. A t-S O-r ' I. f. hA\\S^' Mi- t5P. Vflo '' p. F (JdrfeOS FodMO OM V \u0026gt;.) K h , 31H y-a g, c. tion Codes: 4 - good, 3 - fair, 2 - poor, I - dead i Deficiency Checklist (enter item numbers) .......... inadeqiiale cajKicily ....S.'t?.. safety violations code violalions \u0026lt;^\u0026gt;V-DC, o.^s-n\u0026gt;c'KM OAUS\u0026lt; ^T/Jy \u0026gt; Ptlorliy Ratings: I - year I (crillcalj, 2 - year 2, 3- years 3-S, 4 - years S-IO17-LIFE SAFETY Little Rock School District - Facilities Master Plan Study School Name Building ID Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency )1 Fire Exits )2 Sprinkler System )3 Fire Hose Cabinets )4 Fire Extinguishers )5 Fire Detection/Alarm )6 Emergency Lighting )7 Fire Pumps )8 Manual Pull Stations )9 Smoke Detectors ea sf ea sf sf repair! replace ! add ________ _____ repair / replace ! add ________ _____ repair / replace! add ________ _____ repair / replace ! add repair! replace / repair! replace repair / replace! add _____ repair / replace ! add repair / replace ! add 10 II 2 3 4 Comments: 'ondition Codes: 4 - good, 3 - fair, 2 - poor, I - dead Priority Ratings: I - year ! (crilical), 2 - year 2, 3 - years 3-5, 4 - years 5-10URVEY NuTES Little Rock School District- Facilities Master Plan Study iwolNanM MircHCCC- Sotveyor /g /a-I M Date l^fCexKX. lx vT C- t -!\u0026gt; \u0026lt;=c4\u0026gt; 8^ A. 5b\u0026gt;5rt^zcrC.* 'f-V/- CtAS^Aci^ /p /pce\u0026gt;^ cn^O-^ 06 P'^'fPC r/\\PBCt^ : ?Npr SP\u0026lt;-IT3 6 1 6 i ''Pf\u0026gt; in 6 r./'^ ' I' i J i I F I u rMay 03, School Name Mitchell Elem. CROV AR CHI 1995 Bldg.ID 034 surveyor K.A.H. Date 04/24/1995 Notes: #1. Old school building (1908) Plumbing in fair shape. tf2. The addition (1912) is in similar condition. #3. The HVAC systems have been renovated and look to be in good shape.I 1! -.'t'( r'\"' I (d-tpl (/ i I \u0026amp;. t !A,7-r' rMA,A.f ,^^-r i'-if i-A L -i t/ 7. i'\n}_ I ,\u0026lt;\u0026lt;- 5rd7. T 1 \u0026lt; - - STAAt r.u ^ig| BA-jeME-MT LztsweR level - S L c^a=^-F ,\u0026lt; I t CK. ' EBL \u0026lt; ^E-L|-a3------ VWl \u0026lt;\u0026gt;R. J5? \u0026lt;. JM I 'WI1^ nrmn CR X rYl kir. 5WB3 S. 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M '1 M 5rc B\u0026gt;A.5EMeMr FL.\u0026lt;\n6?r\u0026lt; 'jii- -. gg. fi^ ?.#'- hrst MITCHEUL. E.L.6M. 1^4/- I 44, c IS' T.U Z t I i I i I I L.- T 5 I 4 (K f WL (4^)'3 gzxf\u0026lt;^.z f ..\u0026gt;e \u0026lt;5 P P5H' il'-J- .. -1a^ ly\"! P\u0026gt; gR. m 1:^ t x/3a0 ^4 V R f^'n.3 C\\T Rs^-ER. Cl^ - ri1l\nil's 11111?? E !f\u0026gt;'\" P.4! ^VA fi 4- M V ,'[ r w I f Lw'l f^-i ^.ZC OR \u0026gt; 7 9t Pc Lll A FL^7\u0026lt;2R ^4^414//4':^ Kmi WtWI .cry insa tj (I .IV f - l!''\u0026lt;i\u0026gt; ^ \u0026lt; ', H-'^ I ^ii p.P f \u0026gt;1 VfV, / 'Z! Sr- -t/ 7. \u0026lt; - I 1,1 I 1 . \u0026lt;- BA^EMG.MT Utvzer level V\\ \\ ! t'A-rv' !,,',iA r-Ai ?-' .-1 . V- STAAt.-lr y I I-' (IgTZl WJ \u0026lt;\u0026gt;R. C-? hr- u . .i-\u0026gt; Vir. Wr-4z ? I'OOT' IV'l '\u0026gt;/s /v -AI-- w--'? \u0026lt; nnnn CR i I i 5PW 41 '.C M 5 W r?^4rc M X B\u0026gt;A.5EMeMr FL:67R., MlTCH^UL. VP (Z Si/-? JZ L-r\\ \\iC''^ C'^ fi fo ^^wnifBir NiuilllH\n'z' |C'3 'T'\u0026lt;^r. 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OIL cf \u0026gt; T.l. 2 L 5 -I et OR. fg^ ET CR I S R^\u0026gt; r (Sa M V \u0026lt;, 5\u0026gt;^B4 CR. i. E A @r FL\u0026lt;f7^R Kmi wtwi Cf\\ 1IJB71 HkST FL\u0026lt;2\u0026lt;2f\u0026lt; pbcJ/J OAT/o/J 5r,. T 1 \u0026lt; - - BA^eM\u0026amp;M T U^A/ER LEVEL cn Ttc uW: nnnn. CR SIXAt \u0026lt; X t(6^1J c:-R. ET F VM ryt Si Kir, laSol C4AM $PSM u H a 2 eg. fg^ nd tro M X BA.6EMgMr FL.\u0026lt;?C7F\u0026lt; MiTcueui- E-LE-m, f.U CR. T~V I P1RST FL(?\u0026lt;?K M V CR F'l^ iiJ A CR 71 ja A LI5 T Cf\\ Kmi WtWI ^EeSz^ND MEMORANDUM 4/24/95 TO: FROM\nRe: Joe Johnson, Cromwell Joe Hilliard, Cromwell LRSD Masterplan - Structural Items Cromwell Project\n95-022 Joe, I visited the schools listed below to follow up on the latest structural items reported to me fitjm the field surveys for the schools. The following is my report\nMitchell Elementary Site visit: Thursday, April 20 Bob McClains notes - cracks in brick at west side due to foundation settlement and expansion/coniraction Structural notes: The original main building was buHt around 1908 with additions added in 1912 and 1952. The building appears to be constructed with masonry bearing walls and wood floor and roof framing. The building was built without control joints in e masonry. Cracks have developed in several placed due to foundation settlement, expansion and contraction of the brick, and moisture infiltration. The wood in the attic has some water damage due to previous leaks. Structural concerns\nThe following 3 areas noted below and indicated on the attached sheet are e primary structural concerns: A B / The exterior brick has a vertical crack approximately 3/8 in width running from the top of the cafeteria window to the foundation. The masonry piers in the cafeteria between the windows have deflected to the south and have cracks up to 1/4 on the north side of the pier. These cracks are due to the expansion of the brick masonry. The brick wall south of the window has moved approximately 3/8 to the south. This is due to the lack of control joints in the masonry. The only concern at this time is the water intrusion which may damage the wait The crack should be sealed with a flexible sealant. In addition, the crack should be monitored for further movement. If sufficient additional movement occurs, the masonry piers between the windows could fail due to high compressive forces on one end of the pier. An approximately 1/4 horizontal crack has developed at the base of the wall. It appears that this crack is due to foundation settlement or expansion of the brick above. This crack is not a major concern at this time. It should be filled with sealant to avoid moisture intrusion. CROMWELL ARCHITECTS ENGINEERS ONE SPRING STREET LITTLE ROCK, ARKANSAS 72201 (501) 372-2900c The decorative veneer on the south side of the downspout approximately 8 above the floor in the second floor classroom at the northwest comer appears to have shifted outward. The plaster on the inside of the wall has bowed out approximately 1 from the brick backup. It appears that this movement is related to possible water leaks from the downspout. The structural concern is that the decorative veneer and the piaster are no longer adequately attached to the building and could thus frdl and possibly injure children in the area. The downspout should be removed and repaired. The veneer checked and reanchored if required. The plaster in the classroom should be removed and replaced. Mitchell summary. The structural items noted with the exception of the decorative veneer on the exterior and the plaster on the Interior appear to not be urgent concerns, but the school district should plan repairs and minor maintenance work to those items so they wont become long term problems. Note that in addition to the problems noted above, the classroom on the second floor at the northwest comer has a strong odor of bird droppings. This could be a health hazard. I If A * I t SIAM. ij T.U mg BA^eMfeMT t CR U^A/BR LEVEL cR ?- tSHl WpM fA' \u0026gt;1^ Mipwi- \u0026lt; mu JS 1w nntin. e 11 lar. C J\u0026gt;M M M i-\u0026lt;-1. B\u0026gt;A.6EMEMr FLCC^R, MiTcHeUL- Ue.M. U CR. iggir a CR, r\u0026gt;nillUE' UII CR ri CR tS \u0026lt; cr Bl rwER Ro PIRST FL(^6K Rxj/J r\u0026gt;s\u0026lt;r?\u0026lt;^/J S' \u0026gt; \u0026gt; I 3E Mti ar Sv CR. ilSflI 7 ^EC^PNP FLf?C?R in Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 August 9, 1999 The Honorable Susan Webber Wright U.S. District Court 600 West Capitol, Suite 522 Little Rock, AR 72201 Dear Judge Wright: As you know, last month Joshua raised concerns about the maintenance of Mitchell Elementary School in the Little Rock School District. As a result, I dispatched one of my associates to visit the school and assess the status of its facility. Her comments, in the form of a memo, are attached. By copy of this letter and memo, I am informing Dr. Les Gamine and Mr. John Walker of our findings. Sincerely yours, Ann S. Brown cc: Les Carnine John Walker Memo To: Ann Brown From: Melissa Guldin Subject: Mitchell Date: July 28, 1999 Despite numerous calls back and forth to Doug Eatons office, I have not yet been able to talk to him, but I was finally able to visit Mitchell school at 8:00 a.m. on July 26, 1999. Overall, the school looked OK. The building was neat and clean. Below is a list of problems I noted at the school. Nearly all of these problems are water related. Room 103 has serious water damage to the southwest comer of the room. Room 204, which is directly above 103, also has water damage on its south wall. The math room, which is in the addition attached to the main building, has water damaged walls and a terrible musty smell. Serious water damage is evident in the stairwell at the north end of the building. A large section of plaster has fallen away, revealing the underlying brick. The surrounding area also shows signs of water damage: paint peeling back to bare wood, eroding plaster, and wood rot. The library, which has had a history of leaks and damage, has had its ceiling repaired, but one wall has a large water stain. The hall ceiling above the library office area is marred by a large metal plate that has been attached to cover, rather than correct, some ceiling problem. While the hall paint is still serviceable, it is starting to look worn in spots. Several classrooms had paint peeling from their ceilings. Although the hall carpet is relatively new, the carpet at the top of the stairs was frayed and loose. In the four-year-old classroom and some rooms in the K-1 building, the carpet is stained, worn, and unsightly. The cafeteria ceiling has a large section where ceiling texture material had fallen off.Ann Page 2 July 28, 1999 The principal reported that the computer lab could not be used due to fluctuating electrical levels in the classroom. He was planning to send an immediate notice to the Facilities Services Department. Many of the flourescent light fixtures lacked covers. The plumbing problems associated with the bathrooms located on the second floor landing continue. The ceiling directly below the bathroom had lost all paint and the musty odor of urine filled the area around and below the bathroom. One of the custodians indicated that district workers had been trying to correct the problem, but he did not know if they had finished work. It appeared that the second storey gutters were clogged and overflowing water was damaging the roof overhang and decorative brackets. The covered walkway between the main building and the four-year-old classroom had a damaged roof. The roofing shingles were missing, and the exposed decking was rotted in some spots. The exterior door to the storage area under the K-1 building had a broken lock and could not be secured.SEP 1 ^^39 Little Rock School District OitiCE O'f DESBGRESATOHMOmORIMG September 15, 1999 Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Brown: 1 am in receipt of your August 9, 1999, correspondence to Judge Wright regarding the maintenance of Mitchell School and the attachment from Ms. Guldin. I have also reviewed the August 11, 1999, Report on the LRSDs Preparations for Implementation of its Revised Desegregation and Education Plan. In the section on Incentive Schools, pp. 17-99, you refer to the state of repair of Mitchell School. I concur with your assessment on p. 18 of the degree of cleanliness at Mitchell, but need for repair, and with your statements on page 19 where you conclude, As in many areas of school operations, the quantity and quality of help available to schools is restricted by the school districts allocation of its funds. Given the age of most of the incentive schools, facility maintenance and repair will be an ongoing issue for these schools. It is certainly true that Mitchell School, as one of the districts oldest, has several maintenance needs. The district has identified a number of costly repairs that need to be made on this building. One of those is to waterproof the exterior. While this would not solve all the water-related issues you raise in the monitoring report, it would eliminate several of them. The cost to waterproof this structure is beyond the reach of the budgeted repairs that are currently scheduled for Mitchell at this time. Following receipt of your correspondence, I met with Mr. Doug Eaton, Director of Facilities Services, and directed that repairs be made to the Mitchell building addressing the areas identified in Ms. Guldins observation. Mr. Eaton surveyed the building and has provided me with a report on eleven different types of repairs that will be made. These include: plaster repair\ncleaning and repainting of several areas\ncarpet repairs\nceiling repair\nreplacement of light fixture covers\nchecking and repairing the electrical levels in the computer lab\ncleaning gutters\ntrimming trees\nshingle repair\nair conditioner service and repair\nand general maintenance. 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000Ann S. Brown, Federal Monitor September 15, 1999 Page 2 In addition to this discussion, I reviewed the work order history on the building for the period September 1998-August 1999. The data revealed that 132 work orders were scheduled and completed at Mitchell School during that period. A review of open work orders for the same period yielded 15, of those only three were for conditions cited in Ms. Guldins report. The District will continue to process routine work orders for repair and maintenance at the school during the 1999-2000 and 2000-01 school year. Mitchell School was originally constructed in 1908, with additions in 1912 and 1952. It was renovated in 1979. In the 3DI study conducted in 1995, comments about the structure are as follows: This fine old structure is an example of a building that has outlived its useful life as a school and should be considered for restoration and alternate use. Surveyors found this school to be so far below acceptable standards that it was ranked last, 35* out of the 35 elementary schools surveyed. Needed renovations and repair include substantial replacements of every building system, which when completed would still render the building inadequate for an elementary school of the 90s. ... Based on the age and condition of the facility, closure and alternate use of the facility is suggested. The Little Rock School District has begun the work to create a new school building for the children and families of the Mitchell School attendance zone with the construction of the Stephens school. The district is committed to maintain the existing Mitchell building to a standard of maintenance and repair that is equitable to that of other buildings in the district. During the period of time that the Mitchell School continues to operate, pending the opening of the Stephens School, the Little Rock School District will honor its commitment to equitably repair and maintain the building. Following the opening of the Stephens School, the district will exercise its best efforts to find a community or educational use for the building. The District is in the process of working with groups in the Mitchell School community to determine an acceptable alternate use for the building following the opening of the Stephens School. Sincerely, Victor Anderson Associate Superintendent, Operations c: Leslie V. Gamine Junious Babbs Sadie Mitchell Brady Gadberry Doug EatonTuesttav, Scpieiiiotr 28, i\u0026gt;99 RECEIVED To\nSuperintendent Leslie Caminc From\nMable Sealer Park Street Neighborhood .Issociaticn Dear Sunenntendent (amine. OCT 4 1999 OffiCEOr DESEGREGATIOM MONITORING Please fnd enclosed .i copy of the letter sent to Attorney John Wallccr regarumg his resnonsiminies lo the Afro-Ameruan Commumties, LRSD ano to me The purpose of sending you this couy is to make die District aware of the fact-s in requesting immediate attention to e fallowing cancams. This letter that E addressed to John Walker mentions that the 1RSB suspends the agreemt made wiih \"..hn V/aiker to do nliaiever the School Huard is pay ing him io do. As you wm note in the letter to 'Walker, this request E due to c fact that hE sen-iccs has The purpose presenieri no oeneiiis lo me Airo-Amencan Comniuiuiy. Since it appears that the ilfro-American Community is without proper legal represenlaiiun, it has become necessary for parents in me community la bruig m me DEtricts and the Courts attention of our concerns of possible non-compliances bj represenuiiun, the District in the LRSD and Joshua Court Agreement. Since we do not posses the legal knowledge in the legal procedures in bringin\nforth this matter, we must rely solely on the layperson understanding of the , agreement that states written notiHcation must first be submitted to the DEtnct s Superintendent or his designee. 1 his letter addressed to you is for this intention. As composer of this letter, I shall submit a following letter outlining the reasons for the concern of possible non-compliances by the Distnet However the letter will follow only after the DEtrict recognize thE association hi our community. Your staff has reftiscd to personally address thE association, lids is beyond our rea.saning since we are the neighborhood of parents and students that this agreement directly and personally affects. \"We feel that all matters coaccrahig the closing of Mitchell Academy should be first directly to the Park St Nei^borhood and Central High Neighborhood Associations. Not only because our neigliborhood school, xVliihced ........... . L-----=a us the sohiMoa to regaining E the heart of our community, but this school has neiohborhood mvolvement, neighborhood concern, and neighborhood pride. MiuheU E ihe only school in tlie LRSD where the oeiglihors are the higiiesl pay oig property taxes in the Afro-American Communities. Our families have owned these small mansion homes for over twenty-five years, and under no circumstances are wi property owners going to agree to die plan of closmg ^LlcIleli as an Cxcmcnlarj school in which the results would be devastating to our community's closeness and we XixvOo, ,E Kthe tremendous loss of property vaiue. No further correspondence will be issued until a reply from the District's agreeing to communicate directly with the Park Street Neigiiborhoud Association. In case you are unaware, the 1999-2000 rezoning has affected only our neighborhood thus far. Last year, students north of Wright Ave., were zoned to Mitchell, (his year we are zoned to King but there are students right next door are zoned to .Mitchell. 1 ast year our children could walk to school, and the majority were involved in after school activites. One of tiiose activities was a program I sponsored wiiii a grant from the city. 1 his year our children have no transportation to school. I here is no way lor Them to walk. Even thougit die mileage is approxiaiely one and a iiah mile, they would have to cross five major streets. I have had to almost beg Laidlaw to response, no hick even after suomitting many safeiv form requests from the parents, (fur nniy solution is to form cur pools and those who do not cutch a ride don't go to school Chci ic attendance at Kin\" of this nei\"hborhond. But what has hurt the students the nwst is to' to the after school invoivemenu These students can not participate in after school actitities because they would not have a way home. This leaves our children with too much idle time after school and the results are becoming very destructive. 1 hasc personally voiced these concerns ss^th almost all of your department neads. h ram Sadie Mitchell when she was quoted in the Democrat last year of me certain closing of Mitchell due (o low turnouts of parents w hen she first infuriued tlie community of the plan to close our school, to my lastest September 1999 letter to .1. Babus of our committment to stop this plan, and Sue Ellen Vance by informing her of the procedure we parents of Mitchells students considered the respectful method in giving notice of meeting to discuss the closing. I suggested to her to use the same melliod used by (lie District in getting information about (lie district to the parents. Milling the notices of meetings to discuss the closing. This is more important to us than the District's newletters. I he method that she was using by sending flyers home with the students, may or may not get in cur bands. Some students used tlicm tu make paper airplanes, and thats what they should have done with them. However one consistent behavior tiiat your staff never deviated from and that was giving different versions and explanations of why the District plan on closing MitcheU. None of the explanations were acceptable. 1 have probably spoken with all of your dcsigecs and I do not wish to be further patronized with yet another personal explanation of the necessity to close Mitchell, tlicrefore T trust you will personally respond to (Ids letter by first acknowledging this neighborhood. We are at a disadvantage in following the legal requirements in addressing possibly non-compliances, therefore we will submit a letter to Judge Webber to approve our request to employ other counsel Wallccr may be able to convince the District and the Board of his labor in satisfying his salary, but it is much to lute for Iiim to even attempt to uuult our imelligencc with a hope of any reason for him to remain the Afro-American legal counsel I have sent copies of the court agreement to several outionully known civil rights attorneys around the country They all seem to believe that our best interest is not included in this ai\u0026gt;reenietii and they have offered their assistance in any way possible. Regardless of any decEioos recently made about our school closing, I lurst I will hear from you at your earliest convenience. I can be reached at 1815 S. Park, Little Kock, Arkansas 72202,376-1733. cc, .luda^Vebber LRSB Members RECEIVED OCT 1999 4 Attorney John Walker 1723 S. Broadway Little Rock, Arkansas QrriG 2F Dear Juiu Waiker, 7 here are now two issues that are still not resolved due to your unwillingness to respond to them in a honorable manner. The first issue you refused to address is the matter of my financial .physical and business losses in the personal injury cases you claimed representation for, yet refused to service. As 1 was preparing to file a court claim of these losses, I became aware of another matter more scroius than my personal losses where once again you claimed representation yet refused to service. 1 hi.s of course is the mailer of LRSD and die Afro-American Neigiiborhuod. As you are well aware of, the LKSD is planning on closing Michell Academv. I conuc'ted you regarding tliis approximately one year ago and your advice to me was to write a letter to Judge Webber objecting to this plan and reasons. After beginning composing this letter, 1 decided not to continue becau.se 1 tell tn is was vour responsibility since you arc the one who has received an exuberant amount of legal fees for it However, I began to correspond with several District's department heads to become informed of the facts. These people included Sadie Alitchell, Julius Babbs, Sue Ellen Vance, and Lillian SculL Even though I had several conversations with these people, I have yet to receive any results. Therefore I decided to wait until this year to see if the District was going to continue with this plan. At the beginning of the year's school year, the District is still planning on closing Mitchell as an elementary school So I began stepping up my efforts to prevent this. 'Ihese efforts now include meetings with neighbors in my community. I have constantly informed the District's of the existance of Park St Neighborhood dissociation where I am the spokesperson, designated to perform this task by over 100 signatures of parents in my community. Still we are yet to be recognized. In fruslratioo, I contacted Melissa Goulden of tlie office of desegregation monitoring. She immediately sent me a copy of the court agreement behveen the District and Joshua, ( Afro-American Community). This is the agreement that you approved for the commiuuty. After examining it, I noticed a section in it that required tire District to make available, procedures to communicate with the Afro-American Communities. Believing the District had not, I contacted Kaiherine Miicheii, uur school board representative. She informed me that the LRS3 has a court order to pay you to service the community in protecting our rights and for the parties to adhere to the agreement. I tlien contacted aH different groups opposing lire closing of 5ktchcll, aslving if you had been in contact with them. They all said no, including John Lewellen's grouo. I asked Mrs. Goulden if this was a court order for the District to pay you, she said no. This Ls an agreement made between you and the School Board. I then contacted Mr. Bradley, the school board president. He agreed with Mrs. (Tilden. Your S40,9CO.OO salary had been issued io you since die a^reeuient was signed and still had some time to go on it Juhn Wadicr, after contacting many residents in the Afro-A merimn Communities, inchiding the Wright Ave Neighborhood Ass., Central High Neighborhood Ass. and Mitchell's PTA, ail have staled that thev have never had your involvement, ackaowkdgcmcnt, assistances, or attendance ny meeting to intorm them of the District's plans, ^or any knowledgement that vou are receiving this lee tu help us. All of tiiese groups including die Park St. Neigliboriiood Ass. iiave personal expenses for supplies used in providing information to the Afro-American l.ornmunilies. 1 sent you a letter of my personal SJud.urt expenses where 1 requested *o be reimbursed. Y ou ignored me and I went to Judge Vaughts small claims court The Court suggested a mediator contact you before I file my complaint This oiediaiur did and was mid by you that you were not interested in discussing this with me or him. You refuse to meet, discuss, explain or have any business involvement with me. Smcc I am the Park St Neighborhood Ass. representative in opposing the LRSD community, this refusal not only hurts me as a oareni with a second grader in the District, but hurts all parents whom I speak for. Because of (his, I have no other alternative but to notify the Superintendent of LRSD, School Board Members, Judge W ebber and her office, and ail groups in my community, to began a formal investigation into this matter, including suspending your contract until you can provide proof of your service to the commimtiy after the agreement was signed. Also because (he money used to pay your salary ni (his arrangement is public funds money, I feel it is my responsibility to my community and my state that the Attorney \u0026lt;eneral's Office and the Federal Bureau of Investigation also be requested to began an investigation into this matter. Sil Mabl^Bealcr cc. Supertendent of LRSD School Board Members Judge Webber Attorney General Office FBIreceived TO: Superintendent Carine: Melissa Gouldcn: Dr. Vic Anderson: OCT 4 1999 QFHCEOf From: Mable Bcalcr Park Street Neighborhood Association: .-cren m Um ,eree the iCS. the was done so with ic^sh^a ^ant for ^^re foUowed. Since consents ,f fte majority .f Wiohh^ \"Tt*\"\" pnkesnersnn for the Park Street Association. Tins organization had to be formed because of the Districts reiuctants to recognize our existance. We iac XrSTn'\" T*' rea whose chtldt^en to Xing Magnet for the i999-^o, m^tZ, I?\"\"Shbors are not being personally informed p trying to close our neighborhood school It i Babbs, do we receive are the parents and propertj were zoned out of the 1999-2000 school year. of the District's . , . ----------is only by my insLstins to Mr regarding this matterani even then, only a copy of the letter addressed to Mrs TyleHs^J^to me At rT with a child .udh,8 Jnuhcil, mrd iL.. udl \"'' address her about our children and not us. 's coniiiiue to contact AtL Walker about the I have ^rsonally tried numerous times to contact AtL Walker about th/. oZ:\u0026amp;Th.*s:::T^ s^.,her ____1*** personally contacted all persons that Mr. Babbs informed regarding AEthchefl and all Alithchefl and aU states that Att Walker has never Sin Att Walker has not performed this responsibility that Is required in biBing the District for this service, this action. A action rt^is'on^e community has agreed to aUow me to take up Airo-^Vmcican Community and the LRSD. Since yive hn^e no information to (lie compliances of the LRSD to the agreement, we believe there may be a possibility th.a^hS-v1\nm n complamce with the following sections. If prove of these sections are in :ct IS m ncn-1. 2.1. Please identify the person retained to work with the LRSD in Lhc development of the programs. Also please state the process used bv the Afro- AniPru'un fr\u0026gt; *.inrkM\u0026gt;7.\u0026lt;v __ American to approve tliis persuiL 2. 2.3. Please identify the policies to desegrate all schools in the district and Communities. Also please state r easons why u District plans on erratrng not only a seg-egnted school in the Afro-.American CoDimumty but a school that will create a dangerous leaniing enviornment reasons why the for Afro-zVmerican students. 3. 2.^.3 Piease identify the meliiod of approval by Uie Afro-American t.ommunity which alowcd the Distrii\nc' t to C-ttend the dc-odUnc of the agreement in putting in place the \"ombudsman\" from the 1997-98 school J'\"- \"\u0026lt; available for our use until the 1999-2WOb school year. par:\nc:p.:-on b, Afncan-Amencan m eTtranimcular activities. In the Park Neighborhood ourelemenury students urc prevented from participating in after school extracumeuJar activities. 2I huge change from last year. 5. 2.6.3. riease identity the program to provide transportation for ut pruviue transporuiUon for our elementeiy students for after school Because there is no transportation available for our elementary students, U,ev cannot participate in these activities. 2.8. Plea^ identify the programs to promote and encourage parents and Afro-American .Ncishborhoods in tht operation of the I .K I Maaw _ J....__A.? _ . * LRSD and our children education. 7. 2.9.1. Please identify this section documentations approval to the Court with our J 2.12.1. PlMse identify this traning program in the Afro-American Community that will reduce prejudice and cultural sensitivity. '*\"^1 programs that ensure LRSD substantial^ complies with Its obligations under this revised plan. This program should list reimbursements for personal funds used to pay expenses in informing the Afro-Amencan Communities of this condition of compliances of the LRSD. 10. 2.13.1. 1 he documentation of the approval from the superintendent of InPti* rnnvnlioM.ww * these compliances. 11 3.1.3. Please identify the entire plans and procedures of this section. 12. 3.2.3. Please identify the Magnet elementary schools in the majorityWhite Communilies. 13. 3.6. Please identify the exact reason for the District's plan for dosing Mitchell Academy. Our neighborhood has been advised it is due to the poor maintenance. Also identify what the \"same general area is to the District\". Closing our neighbortiood school will foixc our children to attend tlic closest available school which will be almost 3 miles away from our neighborhood. To us, this new school is not being built in the same general area. 14. 3.7 Please identify the District's modification standard that is already occuring with the approval of the Afro-Anicrican and the procedure in receiving this approval. 15. 3.8. Please identify why the District's plans arc to only to provide racially balance schools in the Afro-American community and not the White cum in unity. 16, 3.9. Please identify this promotion of the I .RSD in desegregating housing patterns. 17. 4.6. Please identify the plan that allows a minority students in the Pulaski County District to tal%c the seat of a minority students at a neighborhood Magnet School. 18. 5.2. letter L. Please identify' the plans allowing our students in the Afro- American communities to exhibit their academic training in a public setting. 19. 5.5. Please identify the remaining and refocusing of flte incentive schools. All incentives schools are located in the Afro-American communities. 20. 5.7. Please identify the Districts linkage system to the Afro-American parents and communities. The only one in operation that is of any benefit to us is the one that I have provided. 21. Please identify the Distict's plans for the entire Section 6. 22. To the office of ODM, please identify the procedures the Afro-^Vtnerican can use to employ the services of another legal representation to monitor the District's compliances in this agreement 23. To the office of ODM, please submit the higher court decision on the fairness of this agreement According to the agreement, the District has fifteen (15) days to respond to the opposing party who submits a non-complaincc. This is our written notice and therefore please respond to the Park Street Neighborhood in care of, .Mable Bealcr,1815 S. Park, Little Rock, Arkansas 72202, Thank You. cc. Wrihr Ave. Neighborhood Ass. Ccnirai Nei^iboriiuud Ass. .MtchcU 1^'A Board Members of the LRSD Judge Webber 2. Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 7, 1999 To: Vic Anderson From: Ann Brown^'^j^^y__ Re: Maintenance of Mitchell School Thanks for your letter of September 15, 1999 about the maintenance of Mitchell elementary. It was good of you to write, and I apologize for not having acknowledged your correspondence until now. As youll see by the attachments, were continuing to follow-up on conditions at Mitchell. We understand the difficulties and expenses inherent in keeping this old building up and running so that it can effectively serve those who use it. Nevertheless, some of the problems we still see can be solved without huge expenditures and need immediate attention. For example, having to dodge bats in the building and inhale the foul odor of their excrement and dead bodies would drive anyone to distraction. I particularly worry because bats are potential carriers of rabies, so rousting them from Mitchell is likely an ounce of prevention that could be worth an untold amount of cure. I don t have to tell you that parents of Mitchell students and neighborhood residents have serious concerns about the future of the building that many see as not only a symbol, but also a citadel for a multitude of reasons. Earning and keeping the trust of those folks is a tough job, but one I hope the district takes seriously. I understand a forum for the neighborhood is the offing, which is a good thing to do. But if Mitchell isnt adequately maintained for the use of its students, staff, and parents, no amount of words or promises will speak louder than actionor lack of it.Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Octobers, 1999 The Honorable Susan Webber Wright U.S. District Court 600 West Capitol, Suite 522 Little Rock, AR 7220 Dear Judge Wright: In the course of monitoring the condition of school facilities, we have continued to follow up on the maintenance of Mitchell Elementary School in the LRSD. As youre aware, the issue of this schools upkeep has been of particular concern to Joshua and to Mitchells patrons. Since our July 1999 visit to Mitchell, when we listed the observations we made at that time and shared them with you. Les Carnine, and John Walker, we have made two return trips to the school, once on September 2 and again on October 7. Attached is a copy of the observations we made on those two occasions. Also attached is a letter to me from Dr. Vic Anderson, who is the LRSD associate superintendent responsible for facilities upkeep. As you can see, this mid-September letter reiterates the districts commitment to equitably repair and maintain Mitchell while it continues to operate, pending the opening of Stephens School, which is presently scheduled for November 2000 at the earliest. Sincerely yours, Ann S. Brown Enc. cc: Les Carnine Vic Anderson John WalkerMemo To: Ann Brown From: Melissa Guldin Subject: Follow-up Visit to Mitchell Date: October 7, 1999 Yesterday I stopped by Mitchell to see whether or not any improvements or repairs had been made since we last visited the school in early September. Very few of the areas noted as needing attention had received any. One of the most serious problems, the bat infestation, had not been dealt with, and staff members reported seeing bats inside the building. Even simple items, such as removal of the fallen tree limb, had not been attended to. Workers had patched the damaged plaster wall in the stairwell, and the principal said that painters were coming to repaint the wall, which was still very unsightly. The odor found in the main hall had lessened, but the principal indicated that is had been much worse earlier in the week when some plumbing backed up. During our conversation, the principal told me that the district was hosting a meeting at the school on October 26 to discuss both Vlitchell and the new Stephens Elementary. I am planning to attend the meeting, which is scheduled for 6:45 p.m..ODM Observations Mitchell Elementary School September 2,1999 We were pleased to note that: The campus was free of litter, and district workers were repairing a damaged section of the chain link fence that borders Roosevelt Road. An easel in the foyer displayed a group portrait of the school staff. Attractive bulletin boards, flags, and banners brightened the entryway. Floors were clean, waxed, and shiny, and the carpeting throughout the.building was generally clean and in good condition. The principal indicated that the director, as well as workers from the LRSD Facility Services Department, had been to the school to evaluate the buildings problems. According to the principal, new covers were being ordered for the flourescent light fixtures. Students evacuated the building in an orderly fashion during a fire drill. The media center was well lit and attractively decorated with various book displays. A single computer station provided access to the Internet for staff or student research. A bulletin board outside the cafeteria recognized all student birthdays for the month of August. We also noted some areas needing attention: No flags were flying from the school flagpole. A very strong, unpleasant odor permeated the area where an addition adjoined the original structure. The principal said that district workers had called an exterminator to deal with an infestation of bats in the attic, which presumably was causing the strong smell. The exterminator was expected to eliminate the bat population and remove any carcases. Overflowing water, apparently from clogged gutters, had damaged the roof overhang and decorative brackets. The covered walkway between the main building and the four-year-old classroom had a damaged roof. The roofing shingles were missing, and the exposed decking was rotten in some spots. A large tree limb had fallen to the ground near the K-1 building. The air conditioning in a portion of the building was not working\nonly four of six upstairs rooms were cooled. Paint was peeling from the ceilings in passageways throughout the building, and several classrooms had paint peeling from their ceilings. Room 103 had serious water damage to the southwest comer of the room. Room 204, which is directly above 103, had water damage on its south wall. The math room, which is in the addition attached to the main building, had water damaged walls. Pronounced water damage was evident in the stairwell at the north end of the building. A large section of plaster had fallen away, revealing the underlying brick. The surrounding area also showed signs of water damage: paint peeling back to bare wood, eroding plaster, and wood rot.Mitchell Elementary School Page 2 The hall carpet at the top of the stairs was frayed and loose. In the four-year-old classroom and some rooms in the K-1 building, the carpet was stained, worn, and unsightly. The hall paint was worn in spots. The hall ceiling above the library office area was marred by a large metal plate that had been attached to cover, rather than correct, some ceiling problems. The media center, though clean and attractive, was extremely small and crowded. Carpet near the windows was tom and the ceiling showed residual stains from leaks. The cafeteria floor near the waste barrels was wet with milk from breakfast. The textured ceiling in the cafeteria was in a deplorable state with areas where the textured material was entirely missing and others where the material hung perilously over the tables. The girls restroom on the second floor landing lacked soap, was not accessible to the handicapped, had one sink with very low water pressure, and the toilet paper rolls were simply propped up rather than being placed on the roller. The boys restroom on the second floor landing still had an odor problem, which has been chronic.as\" 'KCBfig SEP 1 O(tiC 0i dsegoh monitoring Little Rock School District September 15, 1999 Ann S. Brown. Federal Monitor Office of Desegregation Monitorin\n201 East Markham, Suite 510 Heritage West Building Little Rock, .AR 72201 Dear Ms. Brown: I am in receipt of your August 9, 1999, correspondence to Judge Wnght regarding the maintenance of Mitchell School and the attachment from Ms. Guldin. I have also reviewed the August 11, 1999, Report on the LRSDs Preparations for Implementation of its Revised Desegregation and Education Plan. In the section Incentive Schools, pp. 17-99, you refer to the state of repair of Mitchell on incentive icnoois, pp. i/-??, vuu iwu uu School. I concur with your assessment on p. 18 of the degree of cleanliness at Mitchell, but need for repair, and with your statements on page 19 where you conclude, As in many areas of school operations, the quantity and quali^ of help available to schools is restricted by the school districts allocation of its funds. Given the aae of most of the incentive schools, facility maintenance and repair will be an ongoing issue for these schools. It is certainly true that Mitchell School, as one~of the districts oldest, has several maintenance needs. The district has identified a number of costly repairs that need to be made on this building. One of those is to waterproof the exterior. While this would not solve all the water-related issues you raise in the monitoring report, it would eliminate several of them. The cost to waterproof this structure is beyond the reach of the budgeted repairs that are currently scheduled for Mitchell at this time. Following receipt of your correspondence, I met with Mr. Doug Eaton, Director of Facilities Services, and directed that repairs be made to the Mitchell buildin,r addressing the areas identifred in Ms. Guidins observation. Mr. Eaton surveyed the building and has provided me with a report on eleven different types of repairs that will be made. These include: plaster repair\ncleaning and repainting of several areas\ncarpet repairs\nceiling repair\nreplacement of light fixture covers\nchecking and repairing the electrical levels in the computer lab\ncleaning gutters\ntrimming trees\nshingle repair\nair conditioner service and repair\nand general maintenance. Little Rock, Arkansas 72201 (501)324-2000Ann S. Brown, Federal Monitor September 15, 1999 Page 2 o In addition to this discussion, I reviewed the work order history on the building for the period September 1998-August 1999. The data revealed that 132 work orders were scheduled and completed at Mitchell School during that period. A review of open work orders for the same period yielded 15, of those only three were for conditions cited in Ms. Guldins report. The District will continue to process routine work orders for repair and maintenance at the school during the 1999-2000 and 2000-01 school year. Mitchell School was originally constructed in 1908, with additions in 1912 and 1952. It was renovated in 1979. In the 3DI smdy conducted in 1995, comments about the strucmre are as follows\nThis fine old structure is an example of a building that has outlived its useful life as a school and should be considered for restoration and alternate use. Surveyors found this school to be so far below acceptable standards that it was ranked last, 35* out of the 35 elementary schools surveyed. Needed renovations and repair include substantial replacements of every building system, which when completed would still render the building inadequate for an elementary school of the 90s. .. Based on the aae and condition of the facility', closure and alternate use of the facility is suggested. The Little Rock School District has begun the work to create a new school building for the children and families of the Mitchell School attendance zone with the construction of the Stephens school. The district is committed to maintain the existing Mitchell building to a standard of maintenance and repair that is equitable to that of other buildings in the district. During the period of time that the Mitchell School continues to operate, pending the opening of the Stephens School, the Little Rock School District will honor its commitment to equitably repair and maintain the building. Following the opening of the Stephens School, the district will exercise its best efforts to find a community or educational use for the building. The District is in the process of working with groups in the Mitchell School community to determine an acceptable alternate use for the building following the opening of the Stephens School. Sincerely, Victor Anderson Associate Superintendent, Operations c: Leslie V. Carnine Junious Babbs Sadie Mitchell Brady Gadberry Doug Eaton5013744187 WALKER LAW FIRM 545 P02 DEC 07 99 17:51 I I I H h JOHN W, WALKER RALPH Washington MARK BURNETTE AUSTIN PORTER, JR. John w. Walker, P.a. Attorney At Law 1723 Broadway Littu Rock, Arkansas 72206 Telephone (5O1) 374-3758 Fax (501) 374-4187 1 I Via Facsimile - 324-2146 December 7, 1999 I Dr. Leslie Gamine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 I J Dear Dr. Gamine: On November 10, 1999, a copy of the attached letter to Ms. Anri Brown was faxed to your office. I understand that Ms. Brown has been out of her office due to personal circumstances, however, I have not heard from you. I In order that there will be no misunderstanding regarding our intentions, this is to once again advise you that the action that is being contemplated by the District with respect to MitcheU school, we believe, is a violation of the revised plan. In accordance with page 21 of the revised plan, please be advised of the foUowing in response to items a through e: I a) Sections 2.2\n2,8\n2.9\n2.10\n2.12\n2.13.2\n3.1.2\n3.6\n3.7\n5,4\n5.5\nand 5.7. Joshua hereby reserves the right to supplement these provisions\nb) students of Mitchell school, students who live in the Mitchell attendance zone but have been assigned to schools other than Mitchell based upon a student registration form and students in the MitcheU school attendance zone and surrounding zone. Joshua hereby reserves the right to supplement the students involved\nI c) Dr. Leslie Gamine, Doug Eaton, Dr. Victor Anderson, Junious Babbs, Sadie Mitchell, Bobby Jones, Mike Martello, Julie Wiedower, and d) please refer to attached information sheets released by the District dated November 8, 1999 and November 22, 1999 respectively, the information submitted by the District to parents of Mitchell school regarding the new Stephens school and the presentations by Little Rock School District officials at the Mitchell/Stephens on October 26,1999\nand I I e) see response to item d. Joshua reserves the right to submit additional k5013744187 WALKER LAW FIRM 545 P03 DEC 07 99 17:51 documentation as it is received. Sincerelj^? 'Joim W Walker \u0026lt;7 JWW\njs Attachments cc\nMs. Ann Brown Mr. Chris Heller Mr. Junious Babbs Ms. Sadie Mitchell Dr, Victor Anderson 1 t t 5013744187 WALKER LAW FIRM 545 P04 DEC 07 99 17:52 ... W, TALKER, P.A. Attorney At Law 1723 Broadway Little Rock, .Arkansas 72206 Telepkcne (501) 374-3758 Fax (501) 374-4187 JOHN W W.^LKEH Ralph Washington MASK 3URNETTE AUSTIN PORTER, JR. Via Facsimile 371-0100 November 10. 1999 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 LirJe Rock, Ar 72201 Dear NIs. Brown\nThe attached correspondence, we believe, reflects the District's bad feith with respect to neighborhood schools. Schools in black neighborhoods are not to be closed under the revised plan. This demonstrates the Districts bad faith. I request that you urgently bring this matter to the attention of the court with a notation that we believe that this is a plan violation. I also respectfully request that your office intervene and schedule a meeting with the relevant parties from e school district. I would like for the matter to be dealt with so that it can be brought to the attention of the court before the so-called survey is undertaken by the District. There is a parent meeting at 6:00 p.m. this evening in the boardroom. I also request that you or someone from your staff be present at this meeting. Sincerely, 1 JohnW. Walker JWW-.js Attachment - Letter to NCtchell School Parents dated November 8, 1999 cc\nMr. Chris Heller Dr. Les Camine Ms. Sadie Mitchell Mr. Junious Babbs Mr. Gus Taylor I 5013744137 WALKER LAW FIRM 545 P09 DEC 07 99 13:10 URIGHT five fiLS?T CTR. Fax:L-501-37424l5 Nev LO '99 9:33 P.OoxS final draft final draft FINAL draft MITCHELL SCHOOL IH FORMATION SHEET 11/08/99 I 1. 3. 4, 6. I LRSD plans to continue to operate Mitchell as an elementary school as long Mitchell attracts enough students to make it feasible to maintain Itself. as It will require a minimum of one class (18 students) per grade level fa order for LRSD to continue to operate Mitchell as an elementary school Students will enroll for the 2000'2001 school year during the regular LRSD enrollment period, beginning on January 24 and ending on February 4'. Students who reside in the Mitchell school attendance zone will be provided a choice to remain at Mitchell, attend the new Stephens Elementary or seek other school options available to LRSD students. LRSD will maintain an educational presence within the Mitchell community. If there is not sufficient enrollment to justify continuing its operation as an elementary school, the district plans to expand the Pre-K program. Other plans for the building include a parent center, an archive for the history of Mitchell School, and LRSD administrative offices. , LRSD will provide the maintenance and upkeep necessary to preserve the comparable physical equality of this building to other school buildings of the District, whether or not the Mitchell building is used as an elementary school or for the alternative purposes described above. t I k I 01/10/2000 13:19 501-324-2281 LRSD SRO PAGE 02 LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone\n(501)324-2272 ---------- E-Mail: ichabbs@stuasn.lrsd.kl2.ar January 7, 2000 Dear Parent: 0^ 2000-2001 class space for this fall! Your child is scheduled to attend Mitchell Elementary School. A choice is available for him/her to enroll at Stephens Elementary. If you wish to take advantage of this option, you must complete and return the attached card. Please note that this is not a survey! Your response will be considered reserve your childs space at the selected school this fall. a commitmeiit and will If your adless is outside the one-mile walk zone, bus sendee will be provided. Keep in mind ho wever, that this assignment status is tied to your current address. If you move to a new address, your child wUl be reassigned to a school based on the new address. Hease find school mformation attached to assist you with questions that you may have. Information regarding other choice options has also been included. CHECK US OUT-January 18* and 19*'-9.00 a.m. - 1:00 p.m. OPEN HOUSE-January 10* -6:30 p.m. -8:30 p.ra. 2000-2001 REGISTRAUON - January 24* - February 4 I th If y ou have a child who will be starting school this year, please enroll during the registration n^rtnn lanttanF '/A a -i. . .. . _ . penod, January 24 - February 4, at the Student Registration Office, 501 Sherman. utuj, - rc^uiuaiy ar me siuaent Kegistration Office, 501 Sherman. Also if your address is listed incorrectly, contact your school immediately with proof of address to update this iniormation. Please complete the enclosed card and return it by January 19* If you do not return the card, t*fL**?^* n Elementary School. If you have questior^, Sa o Registration Office at 324-2272 or the Parent Recruiters at 324-2147 or 324-2438 for assistance. Thank you for aUowing us to serve your familys educational needs next year. Sincerely, labbs01/10/2000 13:19 501-324-2281 LRSD SRO PAGE 03 Mitchell Creative Dramatic Academy 2410 Battery Street Little Rock, AR 72206 Creative Dramatics encourages self-expression through writing, speaking, performances and other student presentations. Activities enhance learning by personalizing the dramatic experiences. Students develop a respect toward all individuals and an appreciation for their uniqueness. Creative Dramatics Instruction Puppetry, movement and music Costuming and makeup Story adaptation Improvisations Creative scene work Oral reading and story telling Designing sets and backdrop paintmg MITCHELL BRAGS ABOUT: Small Classes Pre-K Class Success for all Reading Program Before and After school CARE Voyager Expanded Learning Program Full-time Counselor and Nurse Gifted and Talented Program Computers in each Classroom Parent Center-provides materials for parenting skills Full-time Math, and Reading Specialist Full-time PE, Music, and Art teachers Student Uniforms Incentive Scholarships For Information Contact: Darian Smith, Principal Essie Middleton, Parent Recruiter Becky Rather, Parent Recruiter 324-2415 324-2438 324-2417 Thursday. June 22. 2000 4 04 PM To Ms Ann Brown From: Dr George T Blevins, Jr, 374-8183 Page 2 of 4 P. 0- (AR 72206 (P) SD1 (F) 501 Ha*. Wm. June 22, 2000 Dr. Leslie Carnine, Superintendent Little Rock School District 810 West Markham Little Rock. .AR 72201 Dear Dr. Carnine. It is our belief that very shortly, national attention w ill be focused on Mitchell School due to its historical significance. I have been authorized to convey the concerns of parents and community members w ith regard to .Mitchell Elementary School, one of the anchors of our community, such that the national exposure will be as positive as possible. -As you are aware, the Wright .Avenue Neighborhood .Association. Save Our School Committee worked with Little Rock School District .Administrators and Board of Directors to save .Mitchell from closing. In view of recent events, the decision wa.s made that the Save Our School Committee would continue to meet on a regular basis. We believe the district must be careful to ensure that no decisions are made that will undercut or eliminate enrichment activities that are so important for the enhancement of academic achievement. The effort to maintain Mitchell as a viable school hinged on the parents, of students attending Mitchell School, demonstrating a desire to keep the school open by enrolling our students there. We overwhelmingly demonstrated that we did want to keep Mitchell Elementar\\ as a functional part of our community'. One of the primaiy pieces of literature used to convey to parents the positive environment of Mitchell Elementary is attached. This literature, produced by the Little Rock School District, was taken as a promise of what was to be offered should the school remain open. We now find that a number of the items on the brag list have been eliminated. .Additionally, the positions of the Creative Dramatics Specialist and the PE teacher have also been eliminated, without offering these verr experienced teachers other options for remaining at .Ahtchell School. We believe that without a Creative Dramatics Specialist. it will be virtually impossible to successfully maintain the theme. The other teachers are already overloaded and just do not have the time to incorporate creative dramatics into their teaching to antwhere near the extent that a Creative Dramatics Specialist can. We believe that it is unfair to both teachers and studcnt.s to ask them to do so.Thureday. June 22. 2000 4 04 PM To Ms Ann Brown From Dr George T Blevins Jr. 374-8183 Page 3 of 4 Prior to the millage election, the level of mistrust parents had for the school district had begun to decrease, probably reaching its lowest levels in many years. During that lime, the District promised time and time again that Mitchell would receive additional resources which would be used to enhance the educational experience of our children over and above any previously allocated. Since the passage of the millage, there has been no further mention of these resources. The press conference held at Mitchell to get the message out and gamer support for the millage increase gave Mitchell parents and the community an increased level of confidence and trust in the school district. .A number of pa rents have voiced the sentiment that perhap.s the District only wanted our support during the millage election and that there are still those who wish and will attempt to close Mitchell Elementary , we hope that this is not the case. The occurrences outlined above appear to be broken promises, resurrecting the issue of mistrust by parents and community members who believe that they may have been deceived again. This mistrust is not only at Mitchell Elementary School, but is district wide. It is our understanding that the Little Rock School District desires to increase parental involvement in the educational process. In particular, the Creative Dramatics Specialist, Mrs. Dade, has been the single most important individual able to get parents involved at Mitchell School. This was exhibited by the poor attendance (3 parents) at the PT.A meeting that she was not asked to participate in organizing. This was supposed to have been the meeting at which officers were elected. For years. Mrs. Dade has been the adhesive, which held the Mitchell School together, making it more than just a school, but also a community. Her vast talents and experiences can make an immeasurable contribution to the recovery of our school. In her absence, this will be very difficult. Moreover. Mrs. Dade's service on the Save Our School Committee was instrumental in carrying forth its efforts. The question has also arisen as to whether this might be retribution for her service on this committee. We are also concerned about plans to replace the PE teacher Mr. Gonterman. who has also been at Mitchell for a number of years, with an uncertified individual. AVill this have any impact on accreditation considering the recent legislative mandate requiring certified teachers? In addition, one of the primary determining factors for enhancing student achievement is the utilization of experienced teachers. How many seasoned, experienced teachers will be leaving Mitchell School? Are they being transferred, and will they be replaced with teachers of equivalent experience? We'd hoped that this would be the end of this problem (closing of Mitchell), allowing us to work with the faculty and staff to make .Mitchell the successful elementary school that it once was and that we believe it will be again. However, the occurrence of the events mentioned above does raise the specter of a building devoid of children. It might be said that the Campus Leadership Team sanctioned these actions. But, it must be taken into account that this is the same Campus Leadership Team that was in place during the time that the school was to be closed. Air. Smith has asked me (Dr. Blevins) and I have agreed to serve on the Campus Leadership Team\nhowever, under the new conditions, we believe that the formation of an entirely new Campus Leadership Team should be considered. .Additionally, we are formallv requesting a list of the members of the Campus Leadership Team, who sanctioned the above changes, as we believe that it was done without the input of Mitchell parents. We do not think that the Campus Leadership Team was designed to be a body that rubber-stamps the wishes of District administration and hope that this has not been the case. We would also like to suggest that the Campus Leadership team hold regular monthly- meetings with advance notification of the members, rather than holding impromptu meetings. Moreover, all parents should have advance notification such that they may plan attend and present any concerns andThursday. June 22. 2000 4 04 PM To\nMs Ann Brown From Dr George T Blevins. Jr. 374-8183 Page\n4 of 4 parents should also be sent copies of the minutes of the meetings. Are there written guidelines governing the Campus I.eadership Teams? We would like to request a copy of those guidelines. We are also requesting an outline of how the Creative Dramatics Theme will be maintained and incorporated into the curriculum without a theme specialist. We recognized that the school report card that will be so important for assessing overall academic achievement will necessitate the intensification of teacher's efforts to enhance academic achievement. rhe already overworked circumstances of teachers will not allow them tlie leeway to adequate!) infuse creative dramatics. Therefore, we believe that it will be esTremely difficult to maintain this theme without a theme specialist. In view of the fact that much of what has occurred may indicate a problem with communication between the district and parents and community, we would also like to know the plans for enhancing communication with parents and community, and enhancing parental and community participation at Mitchell School. We believe that the Study Circle that has been initiated has potential. However, we would like to have information on just what types of schools has this approach been successful in and whether there are schools in which it has not. Into which of these categories of schools does Mitchell fall? It was indicated to us that the Mitchell School Zone was added back to the school zone map. However, when we go to the school district School Zone web page (http://www.lrsd.kl2.ar.us/Zones/Zones.asp), there is no link for Mitchell School and upon downloading the zone map in Adobe Acrobat, the Mitchell School Zone is not there. This page last updated Tuesday, .Xpril 25, 2000 8:18:24 .AM. We would like to request that this be corrected. was It is our understanding that parents of students eligible for the college scholarships were to be notified. We are requesting a timeline for notification of parents that their students are eligible for these scholarships. The former plans to close Mitchell school were devised without adequate consultation with parents and community- members, which turned out to be a mistake. These events appear to follow the same pattern. We hope that these actions will be reconsidered. Sincerely George T. Blevins. Jr., Ph.D. President cc: Mrs. Frances Cawthon-Jones Principal Darien Smith Senator John .A, Riggs, r\\' Bishop Steven .\\1. .Arnold Ms. Sue Strickland Dr. Katherine Mitchell Mr. H. Baker Kurrus Ms. Judy Magness Mr. .Michael Daugherty- Mr. Larry Berkley- Mr. .Mike Kumpuris Joshua Intervenors c o John Walker. Esq. Ms. .Atm BrownOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: July 14, 2000 To: Junious Babbs From: Ann Br\u0026lt; Re: Attendance Zone Changes Since the LRSD has decided that Mitchell will remain open, Td like to have some information as to how the district may have subsequently realigned the attendance zones to accommodate Mitchells continued functioning as an elementary school. Id appreciate a written description of any zone changes and corresponding maps. Id also like to know the building capacities and projected enrollments, by grade, of all schools that are affected by the zone changes. Please give me a call if you have any questions. Thanks very much. t WtZn-y*-- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 RECEIVED Division of School Services TO: FROM: THROUGH: SUBJECT: DATE: JUL 1 4 2000 OfflCEOf DESmAnON MONITORING Dr. George T. Blevins, Jr., President Wright Avenue Neighborhood Association Frances Cawthon Jonesj^^ssistant Superintendent-Elementary die V. Carnine, Superintendent of Schools Response to Letter of June 22, 2000 June 26, 2000 The Mitchell community has a number of accomplishments that occurred during the past school year of which I am sure they are proud. Among those are the successful ' .1 _________lx_____*.Uz^ r\\\n*-4-'lr+ i-rv ronn\\/afa rhp effort to have Mitchell remain open, the commitment by the District to renovate the building, specific plans to improve technology and their successful request to r^ain an enthusiastic, dedicated young man as the principal and instructional leader of the school. I will attempt to address each of the concerns stated in your letter of June 22, 2000. 1. Additional resources that will be provided from the millage increase. Because we are still in the planning and designing phase of expenditures of these revenues, no school has seen any improvements at this time. We have just begun the design work on the largest capital projects. It will be several months before we are able to begin the construction work on these projects. Dr Anderson has directed that several projects be completed this summer at Mitchell in advance of other capital projects work. He has reserved funds from the second lien projects for Mitchell that will allow for water proofing and the painting of the exteriors of the building. Other projects that are to be completed this summer include the cleaning of the exteriorDr. George T. Blevins letters June 26, 2000 Page 2 SSSSSlKlSS-!^^ attached list of improvements specific to Mitchell Academy. 2. Plans to close Mitchell. There are no current discussions or plans that would support the closing of Mitchell list and amount of money dedicated to remain a viable, operating school. 3 .. ftimniie I pndershio Team's role in the decision and particularly the principal's copy of the school's Improvement Plan, which was developed by the Included is a c-,, . school staff. You will note that the 3 priorities are. 1) improvement of achievement in reading 2) improvement in mathematics 3) improvement in the overall climate of the school You can see that there are specific actions in each of these areas that address the concerns involvement. of the handbook for the implementation of the Campus pleased that you school year. have agreed to serve as a representative on Also included is a copy of last year's Campus Leadership Team. 4. How the Creative Dramatics Theme will be incorporated in the curriculum. I w. ------------------- deal with the tremendous social, emotional increased as they work collaboratively.Dr. George T. Blevins letter June 26, 2000 Page 3 How will this be achieved? This will be accomplished through the implementation of the Great Expectations of Arkansas Methodology. The Great Expectations Teaching Model is an eclectic approach to teaching that encompasses the very best of what is known about teaching today. Drawing from many learning theories, teachers do whatever it takes to teach the students. Through an integrated, holistic curriculum, students become self-directed productive citizens, effective communicators, critical thinkers, and cooperative learners, -------- - , , .. contributors to the classroom as well as society. Students will be provided daily ODDortunities to recite, demonstrate ability to speak in complete sentences, affirm the school creed and accept the challenge to function at a level of excellence which enhances their feelings of self-worth. Building self-esteem of students is the key to helping the children believe that they are capable of learning and motivating them to try. Students must perceive that there are high expectations of them and when they see those expectations, they will respond to reach upward to those expectations. With all of this said, our ultimate goal at Mitchell Academy is student achievement. 5. Mitchell attendance zone has not been updated on the web page. According to Junious Babbs, Associate Superintendent for Administrative Services, necessary corrections are in progress through the City of Little Rock Public Works of the Mitchell School Zone warranted necessary realignment that is Office. Retention c. --------------------------- initiated through their office. It is expected that this process will be completed very soon. 6. Notification of college scholarships to eligible students. According to Dr. Marian Lacey, chairperson of that committee, parents of students eligible for the college scholarship will be notified during the beginning of the first guarter of the 2000-01 school year. Thank you for your continued interest in and support of Mitchell Academy. Although -... . _____J\n.in m IK niefri students at Mitchell have had some of the lowest achievement indicators in our District, it is our belief that improvements will continue and Mitchell students will make great gains. More importantly, Mitchell has a principal who believes in those students, is attempting to build a staff who believes and who has developed specific goals. He also has a vision of how to achieve those goals and needs the support of you and the community to implement them. Please contact me if you need further information. Attachments (5)MITCHELL ACADEMY RECESVEO 2000-2001 JUL 1 9 2000 3ICEQF SCHOOL IMPROVEMENT PLAN SUBMITTED BY DARIAN L. SMITHIntervention: Great Expectations of Arkansas .O'T.lU'F'--, f. .1 J SrlttliTiSWfiif*!.' ' 1 ' J S. ffnr* I -*i1p -^*1'- -*-\u0026gt; - Staff will attend the Great Expectations Summer Institute Principal Staff Jlc * * * til\" jHr't.'.k.ijnh Parent Workshop/Conferences for students having behavioral difficulties The Family Support Team will meet weekly to identify students that need additional assistance. Principal Counselor Institute a Friday Club Day to involve students in extra-curricular activities __________ Implement the Getting Along piece of Success For All Staff will have a quarterly retreat/celebration gathering Family Support Team Success For All Facilitator Principal Counselor Principal SFA Facilitator Principal Program Committee .............LiLo 'I ' ' ' -' X .* J . 4'- -'.i* '^L . I V '' '' \\ ' July 2000 On-going On-going Bi-monthly August 2000 On-going J 1 If sain- y. Great Expectations Handbook GE Offices Parenting videos Speakers Success For All materials Staff SFA materials iSchool: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 3: Improve the overall climate of the school. Supporting Data: School Climate Survey Goal(s): Reduce the number of send homes and out-of-school suspensions to 5 /o. Build better staff cohesiveness. One-Year Benchmark(s): In 1998-99 Mitchell Academy had a send home and out-of-school suspension rate of 8.1%. We shall reduce our suspension rate to 5%.Intervention: Hiring a Curriculum Specialist ill 1! it* l s. r ..tote . -....................... J, Develop a series of parent workshops to teach parents how to assist their children with school work. Provide students opportunities to respond to open-ended questions. Implement the use of a daily math problem. Design schoolwide incentives for improvement. Monitor and make adjustments in the plan as necessary to ensure improvement before the April Benchmark examinations Conduct summative evaluation of the plans implementation, make adjustments for following year. Curriculum Specialist Counselor Family Support Team Classroom teachers Classroom teacher Campus Leadership Team Principal Curriculum Specialist Classroom teachers Campus Leadership Team September 2000 February 2001 April 2001 IRC Staff Current Research Videos $500 August 2000 - June 2001 September 2000 - May 2001 August 2000 Ongoing June 2001 TERC materials IRC Staff ACTAAP released items IRC Staff Workbook $500School: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 2: Improve Student Achievement in Mathematics Supporting Data: 83% of the fourth grade students scored at the below basic level on the grade 4 Benchmark Exam. 13% of the fourth grade students scored at the basic level on the grade 4 Benchmark Exam. 7% of the fifth grade students scored at or above the 50th percentile on the SAT9. Sontf the students will perform at or above the prof'cient level on the grade 4 Benehmark Exam. 90% of the students will perform at or above the proficient level in Mathematics each semester on 65% of the students will perform at or above the 50th percentile in Mathematics on the SAT9. the District adopted CRTs. One-Year Benchmark(s): In 1999-2000 Mitchell Academy shall improve 10 points so or above the proficient level on required improvement = 14%) at rvQVIirCQ JIIiLllVVdllvliu r having 1 students out of a possible 43 students score at or above the proficient level. that at least 14% of the students (4% - 1998-99 performance + 10% - the grade 4 Benchmark Exam. This Benchmark will be achieved by ,.0.00IMi.ebellAeadem.sHa 14% of the students (7%- 2000-2001 performance + 7% - required improvement = 14%) at or of a possible 46 students score at or above the 50th percentile on the SAT9.Benchmark examinations. Conduct summative evaluation of the plans implementation, make adjustments for following year. Campus Leadership Team June 2001Intervention: Success For All 7-:27 lOil : 5i' tl Assign tutors to the bottom 30% of first grade students. Principal SFA facilitator SFA tutor September 2000 - June 2001 SFA placement exam data Provide tutoring for an additional 100 students. Principal SFA facilitator Classroom teachers October 2000 - May 2001 VIPs Young Lawyers Association Develop a series of parent workshops to teach parents how to assist their children with schoolwork. Implement cooperative learning strategies to encourage a linkage between teacher-directed instruction and child-centered learning. Enhance the implementation of the Success For All reading program through staff development. Provide students opportunities to be assessed on a bi-weekly basis using open-ended questions. Design schoolwide incentives for improvement Monitor and make adjustments in the plan as necessary to ensure improvement before the April Counselor Family Support Team SFA facilitator September 2000 February 2000 April 2000 IRC Staff Videos SFA Assessment $500 Principal SFA facilitator Principal SFA facilitator Classroom teachers Campus Leadership Team Principal Classroom teachers August 2000 - June 2001 SFA Assessment Early Learning Manual Self-Assessment Checklist Ongoing IRC Staff Title 1 August 2000 - June 2001 August 2000 Ongoing ACTAAP released items $500School: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 1: Improve Student Achievement in Reading Supporting Data. hpinw bAsic level on the grade 4 Benchmark Exam. 52% of the fourth grade students scored at the below basic levei on me giau 35% of the fourth grade students scored at the basic level on the grade 4 Benchmark Exam. 4% of the nilh grade studcnl.s scored at or above the 5()tli pcrccnlilc on the SAT9. 100% of the students will perform at or above the proficient level on the grade 4 Benchmark Exam. 90% of the students will perform at or above the proficient level in reading each semester on the District adopted CRTs. 65% of the students will perform at or above the 50th percentile in reading on the SAT9. One-Year Benclimark(s): ctndents fl3% - 1998 -99 performance + 9% - having 10 students out of a possible 43 students score at or above the proficient level. ..000.00,MnAeaae.,,.^ least 14% of the students (4% - 1999-2000 performance + 10% - required improvement - 14%) at or of a possible 46 students score at or above the 50th percentile. RECBVEO JUL 1 9 2000 OFHCEOF OfSFGnEG.ATfON LITTLE ROCK SCHOOL DISTRICT Campus Leadership Institute 2000 Sessions I \u0026amp; II, July 24-28, 2000 *List of Participants School: MITCHELL Name of Participant Address (include city/zip) Phone Number Position (Principal, Teacher, Parent, Broker, Business Partner, etc.) Mr. Darian Smith Ms. Alice Bradberry Ms. Patricia Brooks Ms. Kimberly Potter Ms. Veta Flanagan Mr. Rickey Jackson Ms. Connie Whitfield Ms. Sue Walls 3909 Cobb Little Rock, Ar 72204 2106 Raintree, Bryant Ar. 72022 1701 Westpark Dr. Apt 21 Little Rock, Ar 72204_______________________________ 15 Lendl Loop Little Rock, 72207 6305 Longwood Rd., Little Rock, 72207 3434 S. Battery Little Rock, 72206 3023 S. Battery, Little Rock, 72206 3300 Foxcroft Little Rock, 72227 *Maximum number on team including principal - 8 565-3961 847-6018 663-2431 614-6656 614-6656 374-2130 372-0693 224-7266 Principal Teacher Counselor Teacher Teacher Parent Community Broker 407/20/2000 08:13 501-324-2281 LRSD SRO PAGE 01/0: n LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET little rock, ar 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent TO: Ann Brown, Feder^ Monitor\nder^ FROM: Junious Babbs SUBJECT: DATE: Phone: (501)324-2272 \" E-Mail: jcbabbs^stuasn.lrsd.kl2.ar.us Attendance Zone Changes (Response to 7-14-00 Memo) July 20, 2000 RECEIVED JUL 2 0 2000 UR-ICE Of DESEGREGATION MONITORING In response to your July 14*^ request regarding realigned attendance zones to accommodate Mitchell s continued function as an elementary school, the following information is provided. The original Mitchell School Attendance Zone has been adjusted to include what was the old Otter Creek satellite zone. Upon review of proximity and '99-00 realigned school zones, a northern section of the Mitchell zone wns removed and absorbed in Martin Luther King. To date (7-18-00), projected school enrollments for each grade at these schools reflect: School I (CapacitsO , T K 1 2 3 4 5 t : Mitchell (298) Otter Creek (351) King 18 18 61 36 58 41 77 41 61 49 44 517 47 52 (728) I Stephens (692) j 37 98 97 52 104 39 105 I 44A 101 42 71 46 ! 37 ' I 1 1 Copies of updated elementary, middle and high school attendance zone maps have been provided to your attention. Further review (September October) of student attendance zones to address enrollment, building composition and plan compliance within the 2000-2001 Work Plan for LRSD Priorities is being addressed. If questions come up or additional information is needed, please feel free to give me a call.rOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 October 7, 1999 Ms. Mable Dealer 1815 South Park Street Little Rock, AR 72202 Dear Mable: I am responding to your letter which we received on October 4, 1999. The letter, which was addressed to Dr. Carnine, Dr. Anderson, and myself, indicated that a carbon copy had been mailed to Judge Susan Webber Wright. Although she is sensitive to the concerns community members have about desegregation and other educational issues, as a matter of policy, Judge Wright does not correspond directly with citizens. Instead she relies on us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. In reading your letter and recalling our earlier phone conversations, I understand your sincere dedication to keeping Mitchell open as a neighborhood school. As you know, our office is not charged with making that decision. The Little Rock School District Board of Directors will have to decide the future of the school. When visiting Mitchell yesterday, I learned that the district will host a meeting on October 26, 1999, at 6:45 p.m. to discuss both Mitchell and the new Stephens School. Perhaps this meeting will give you an opportunity to voice your concerns and to have district personnel answer your questions. As we have discussed before, you also have some other options for making your position known. I know you have been speaking individually to many of the Board members. You also have the right to address the Board at a public meeting during the time period set aside for citizens comments. The Board meets at 6:00 p.m. on the fourth Thursday of every month (except November and December, when they meet on the third Thursday to avoid holidays). Individuals wishing to speak must sign up in advance. The superintendents executive assistant, Beverly Griffin, can provide any additional information you might need regarding the standard procedures. Her phone number is 324-2012. Several other individuals who are also concerned about Mitchell school have addressed the Board in recent months. In one of our phone conversations, I also explained that you may petition the Board to hold a special meeting devoted exclusively to Mitchell, if you present a petition signed by 50 registered voters.Mable Bealer page? Item 22 of your letter asks ODM to \"identify the procedure the Afro-American can use to employ the services of another legal representative to monitor the Districts compliance in this agreement. While any individual or group of individuals is free to retain legal counsel for the purpose of offering advice or pursuing litigation, any dissatisfaction you may have regarding the current counsel for the Joshua Intervenors is not within the purview of our office. In item 23 you request that ODM please submit the higher court decision on the fairness of this agreement. By this agreement I assume you mean the LRSD Revised Desegregation and Education Plan. In response to this request, I am enclosing a copy of the April 10, 1998 District Court Order approving the revised plan. I hope the information I have provided is of some help to you. Please feel free to call if you have any additional questions. Sincerely, Melissa Guldin enc. cc: Les Carnine Vic Anderson* J Z jzw: '.TX -m-' T?.: 'ft rt * i\\ 4 1998 filed CFiCE Uf DEScGHEWTlGfi MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OISTRIcTaRXAnS^s 0 1993 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. * Cy: w McCO, '^CK. CLERK 0 CLERK No. LR-C-82-866 PUTLASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. MEMQRANDUNf QPINTON AND ORDER Before the Court are the initial joint motion and e renewed joint motion filed by the Little Rock School District (LRSD\") and the Joshua Intervenors (Joshua) requesting that this Court approve the LRSDs proposed Revised Desegregation and Education Plan dated January 16, 1998 (LRSD Proposed Revised Plan\" or proposed Plan\").' L Approval of the Proposed Plan After evaluating the LRSD Proposed Revised Plan, this Court hereby grants the joint motions filed by the LRSD and Joshua and hereby approves the proposed Plan. Docket Nos. 3107 and 3136. 1 A. In 1990, the Eighth Circuit Coun of Appeals approved the current version of LRSD Desegregation and Education Plan or the 1990 Plan. In 1996, after the LRSD had operated under the 1990 Plan for six (6) years, this Coun scheduled a series of hearings to gather evidence upon which to evaluate the success of the 1990 Plan, along with the settlement plans of the other districts, and the desegregation remedies endorsed therein.\" At that time, even though the Coun had withdrawn supervision over cenain aspects of the 1990 Plan, there remained ponions of that Plan which were of concern to the Coun. Therefore, the Coun called expen witnesses to testify. and invited the parties to call other expert witnesses to testify, regarding desegregation remedies in general in an attempt to aid the Court and the parties in evaluating the effectiveness of the 1990 3 Plan. Those evidentiary hearings were held in May of 1996. At those hearings and on several other occasions, the Court has noted that the parties themselves must develop and present for Court approval any proposed modifications to the desegregation and education plans under which they operate. In December of 1996, the LRSD requested and this Court approved a plan development period in which the LRSD could concentrate its efforts on developing such modifications to the 1990 Plan, in an attempt to 2 Docket No. 2631. The following expert witnesses testified: (1) Herbert J. Walberg, Ph.D., then a Professor at the University of Illinois at Chicago. See Docket No. 2692. (2) David J. Armor, Ph.D., then a Research Professor at George Mason University in the Institute of Public Policy. See Docket Nos. 2693, 2694. (3) Gary Orfield, Ph.D., then a Professor of Education and Social Policy at Harvard University and the Director of The Harvard Project on School Desegregation. See Docket No. 2768. 2improve education and desegregation within the district/ Some time during this period, the LRSD commenced negotiations with Joshua regarding modifications to the 1990 Plan. As a result of those negotiations, the LRSD and Joshua agreed upon the provisions included in the LRSD Proposed Revised Plan currently before the Coun. B. The LRSD and Joshua have agreed that, if approved, the proposed Plan\nshall supersede and extinguish all prior agreements and orders in the Little Rock School District v. Pulaski County Special School District, U.S.D C. No. LR-C-82-866, and all consolidated cases related to the desegregation of the Little Rock School District (LRSD) with the following exceptions: a. The Pulaski County School Desegregation Case Senlement Agreement as revised on September 28, 1989 (Settlement Agreement)\nb. c. d. The Magnet School Stipulation dated February 1987\nOrder dated September 3, 1986, pertaining to the Magnet Review Committee\nThe M-to-M Stipulation dated .August 26, 1986\nand. e. Orders of the district court and court of appeals interpreting and enforcing sections a. through d. above to the extent not inconsistent with this Revised Plan. Based upon this provision, this Court considers the LRSD Proposed Revised Plan an entirely new consent decree or settlement agreement between the LRSD and Joshua. The Eighth Circuit Court of Appeals has determined that because the law strongly favors settlements, courts should hospitably receive them, especially in cases such as this in which the parties have engaged in protracted, highly divisive litigation and in which any lasting solution necessarily depends up\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_644","title":"Little Rock Schools: Mitchell 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":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mitchell Elementary School (Little Rock, Ark.)","School enrollment","Educational statistics","Educational planning","School management and organization"],"dcterms_title":["Little Rock Schools: Mitchell 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/644"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nT he Creative Dramatics Program at Mitchell encourages self expression through writing, speaking and per- forming creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and dance, while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The Mitchell Merry Makers,\" a drama club that meets during lunchtime, in addition to plays, puppetry and reader's theatre, provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchell's Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push onto the stage of life. It's a setting for the future. Little Rock School District Mitchell Creative Dramatics Elementary School First Class Schools For World Class KidsMulti-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, giri/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations. Full-time Creative Dramatics Specialist Extended Day Program Care Program - Supervised activities until 5:30 P.M. Academic Support Program for reading and math Gifted and Talented Program Speech therapy Resource classes Full-time counseling program Low pupil-to-staff ratio Pre-K Program with imaginative play Special Activities Special activities include The Mitchell Merrymakers\", a drama club, and the Mitchell Children's Ballet (after school program). To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. *Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Parent Workshops - Special training sessions, family puppetry activities and computer check-out materials Comprehensive nursing * Additional Programs - Saturday enrichment activities Excellent Core Curriculum Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. !T]aJb^ n 1^ Pc^-h 'Ty]!'/xJuctSL. 'PTA Qb Mil-d^-(/^- 3.i/c\u0026gt; Qi.tt\u0026amp; ^1 ttl(. liaJ- yc\\:x c\u0026gt;(^ C//^ c^/ -X 4z /-tv uu-h \u0026gt; /Ccc^^Great News for Mitchell Academy Parents and Students! Please come to a meeting for Mitchell Academy parents to hear the exciting plans for a new school for our students! We need for you to bring your ideas to a meeting on Tuesday, September 29, at 6:00 p.m. Please come to the Mitchell Academy cafeteria, 2410 South Battery, and share your thoughts.77 z-A MITCHELL SCHOOL ENROLLMENT GRADE BLACK WHITE OTHER TOTAL % BLACK LEVEL M F M F M F 4 yrs 7 6 3 4 20 65% K 17 12 3 3 35 83% 1 19 25 2 46 96% 2 24 17 3 2 46 89% 3 24 14 1 2 41 93% 4 28 16 1 1 46 96% 5 14 16 1 31 97% 6 24 13 1 38 97% SC* 7 2 9 100% TOTAL 164 121 12 15 312 91% PERCENT 53% 39% 4% 5% 1989-90 1990-91 1991-92 B 0 T % Blk B W 0 T % Blk B W 0 T % Blk 220 19 0 239 92% 183 24 0 207 88% 285 27 0 312 91%I. i' EXTRACURRICULAR ACTIVITIES - W- -.r? \u0026lt; T activity Drill Team H H MALE JL 7 B _ FEMALE 2 B L A HALE 1 . C K FEMALE 20 1_E____ O T HALE 1 I P B FEMALE W H MALE : T B__ XEiSAiE. BPOMBORII B L A MALE 1 . C K FEMALE OTHER HALE rBMA3bE. OrFICERB/LEADERBHIP VOemOVS. T E FEMALE BLACK FEMALE 0 T MALE IB R female TOTAL 23 'Drama Club 40 45 94 _Flag-Hnnl tor.s- /Fire Marshalls ^~Peer Tutoring Video Club Boy .Smuts------ ' Cub Scouts Girl Scouts * Wehnlns TOTAL 12 15 20 16 9 18 12 12 1Q2 100 12 20 14 14 12,1^ E M B E R 8 H T.JLfi. W H JI\u0026amp;IiS. 2 4 1 2 2 2 1 2 2 1 1 5 8 2 6 1 1 1 9 7 I 1 i 1 1 i 1 1 1 I I 1 4 3 7 This report should include membership information, regarding sponsors and officer positions. In add_ members of committees. Include information In addition, include student Duplicate as needed. Complete and return to Planning, Research, and Evaluation office. jl,. i\n14 I D A' ' . x\u0026gt; c(/ f*\" t V i' rt* i ? SCHOOL: GRADES: PRINCIPAL SCHOOL PROFILE 1991-92 t ? ? J }t 'f Ii MITCHELL 4 YEAR OLD- 6 DONITA HUDSPETH - 7 Race/Gender WE ASSISTANT PRlNGIPAL(S) (y. '. - Race/Gerider f' NA A T t I 1\nI -1 - V ''- .T\" \"i't - ' TABLE OF CONTENTS 1. Personnel\n- Certified Staff - Support Staff - Staff Changes (After October 1) 2. Enrollment\n- School - Special Services - Class/Course 3 . Attendance Data\n- Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. Honors/Awards (Schoolwide) ( 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data t 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 1 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School Plant J i iVi -ir JK' w- t A I i LITTLE ROCK SCHOOL DISTRICT A SCHOOL PROFILE 1991,-92 4 i i I SCHOOL: MITCHELL I GRADES: 4 YEAR OLD- 6 1 PRINCIPAL: DONITA HUDSPETH Race/Gender WF r\ni ASSISTANT PRINGIPAL(S) Race/Gehder NA : K a 'V T-S' 2.-. A\u0026lt; / '4 '80 X CERTIFIED PERSONNEL 4 POSITION WHITE male FEMALE BLACK MALE FEMALE other MALE female TOTAL Adwinlstratorfs) 1 1 Classroom Teachers I 7 1 16 Counselor(s) 1 1 Librarianfs) 1 1 Reading (Compensatory/ Remedial) 1 1 Mathematics (Compensatory/ Remedial) 1 1 Gifted (Elementary onlv) 1 1 Speech Therapist 1 1 Other Art 1 1 Music 1 1 - TOTAL P.E. Auxilllary Teacher Resource Teacher 12 13 28 1 1 1 2 2 2 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English, History, etc) WHITE MALE FEMALE black MALE OTHER TOTAL male FEMALE ,i TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.e\u0026gt; '.'i POSITION W H MALE Attendance Clerk Cafeteria Workers Custodians Instructional Aides Media Clerk Nurse Reaistrar Secretary Security Officerfs) Social Workerfs) Superyjsion Aides Other total SUPPORT PERSONNEL T E FEMALE BLACK MALE FEMALE 15 OTHER MALE FEMALE TOTAL 11 .1 I- 21 3 3 1 1 2 3 5 1 7 1 1 1 1 3 1 1 1 i I i ! i The official date for staffing information is October 1, 1991. \u0026gt; I I i t 1 4 Complete and return to Planning, Research, and Evaluation office.I STAFF CHANGES (After October 1) I. Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F 4 Year Old Teacher 1 1 1 Resource 1 1 1 TOTAL 2 Added/Deleted Support Staff Positions During Current School Year POSIT IO N Added Deleted BLACK M F InstriirM'nnal AiHo n 2 1 WHITE M F 1 OTHER M F Total 4 i Instructional Alde-4 Year Old 1 1 1 ( TOTAL 5 2 2 1 5 Duplicate if needed. )* STUDENTS RETAINED At the secondary level, include only those students retained at grade Do not include failures of individual courses. level WHITE RETAINED GRADE LEVEL MALE 1 FEMALE BLACK MALE 2 FEMALE other TOTAL HALE FEMALE MALE FEMALE 1 K 1 3 i i 2 3 2 1 2 i 2 TOTAL L 1 6 0 0 2 1 5 1 PERCENT .005 .005 .02% .019% .029 .014 0 0 Provide the most current information SECONDARY SUBJECT AREA COURSES FAILED WHITE SUBJECT AREA Grade Male Female BLACK Male Female OTHER Male Female Male TOTAL Female English 7/10 English 8/11 English 9/12. Math History/Social Studies__________ Science i Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) 1 TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM WF OM OF TOTAL TOTAL TOTAL I Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.1 { CLASS ENROLLMENT (Elementairy Schools Only) 1991-92 SCHOOL MITCHELL PRINCIPAL DONTTA HnnSPF.TH I GRADE 4 YR. ROOM 35 TEACHER'S GENDER/RACE F W WHITE MALE 3 K 1 F W 2 K 2 F 1 1 3 F W 0 1 4 F B 0 CLASS ENROLLMENT FEMALE 4 3 0 2 0 BLACK MALE 7 9 8 8 11 OTHER 2 . 104 F B 1 2 12 2 106 F B 2 0 12 3 107 F B 1 1 13 3 103 F W 0 1 11 4 201 F B 0 0 15 4 204 F B 1 1 13 5 205 F B 0 0 7 5 6 6 SC TOTAL 202 206 203 108 F F F F B B W B 0 1 0 0 12 1 0 0 0 15 1 13 11 7 164 FEMALE 6 4 8 13 12 8 9 1 7 8 8 9 1 5 8 2 121 MALE FEMALE TOTAL 20 18 17 23 23 23 23 22 19 23 23 16 15 19 19 9 312 ( 1 I ? 1 S ! I i I I 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. Duplicate if needed. A A AI Mt\nSCHOOL ENROIiIiMENT GRADE LEVEL WHITE MALE FEMALE BLACK MALE FEMALE OTHER MALE FEMALE TOTAL 4 Year 20 SC ^OTAL 12 15 17 19 24 28 14 24 164 12 25 17 14 16 16 13 121 35 46 46 41 46 31 38 312 PERCENT ENROLLMENT - SPECIAL SERVICES white BLACK OTHER SPECIAL ED. Self Contained FEMALE MALE FEMALE MALE FEMALE TOTAL Resource Room Speech/Vision or Hearing Imoaired, etc. Indirect Services *GIFTED/TALENTED REMEDIAL/ COMPENSATORY TOTAL PERCENT 1% Ik 57 96 27 42 14% la 20. 18 86 146 46% K 1 2 3 4 5 6 * 3 3 0 3 1 1 0 1 0 1 1 1 1 4 4 3 2 2 2 1 1 0 0 1 0 1 1 4 n 7 6 7 2 9 7 1 2 1 0 0 30% : 2 1 1 0 Q a 0 0 0 0 0 a 0 0 0 0 0 3 Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.i\nI: BCHOQL eOMMIWBBa/PARBHTXL mVOLVEMBin\nA COMMITTEE Blraclal Conunlttee Parent Teacher Assoc Xl. Parent Workshops ^Please Specify Others) T.E___ 1 BKPLOYBBB BLACK t\u0026gt;LE FEMALE 1 1 OTHER WHITE FRREMTB ! PATRONS BLACK MALE 0 FEMALE 0 HftLE FEMALE 3 (FIG' MALE 1 IRES female 2 !^0T OTHER WHITE orFICERB BLACK MftltE. FEMALE VAI LA BLE 7 MALE ST) FEMALE FEMALE MALE FEHALB W B 1 1 2 3 5 I / i- .- 7 0 T B B R 1 X I List membership of all school committees, Including committees composed .^Note: of parents/patrons, staff members, or a combination of parents and staff. iSHave available upon request documentation concerning physical Involvement. ^Examples of such documentation are the VIPS' Slgn-ln Roster, notices of various yschool functions. Items of publicity about parent participation, etc. It Is not necessary to provide monitors with a sign-in sheet of attendance at PTA neetings. . Duplicate as needed. * ^Complet e and return to Planning, Research, and Evaluation office. IOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To\nFrom: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Documentation Needed for Monitoring Visit During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed for our site visit. We will need the following information: - SEPS - curriculum guides - extended day schedule - counseling documentation - field trip documentation - learning style inventories - peer tutoring documentation - mentor/role model documentation - calender of neighborhood events - Boy \u0026amp; Girl Scout membership lists - student evaluations (forms \u0026amp; findings) We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Documentation Needed for Monitoring Visit During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed for our site visit. We will need the following information: - SEP'S - curriculum guides - extended day schedule - counsehng documentation - field trip documentation - learning style inventories - peer tutoring documentation - mentor/role model documentation - calender of neighborhood events - Boy \u0026amp; Girl Scout membership lists - student evaluations (forms \u0026amp; findings) We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsEXTENDED BPPCATIONM, PROGRAMS PROGRAM GRADE BM BP WM MF OM OF 1I \"43^ J ' 1 ( i f TOTAL Governor's School AEGIS Bovs^ State Girls' State Summer Laureate (2-3) 1 3 0 0 0 0 4 Odyssey of the Mind Math Olympiad (WILL BE UN L. kTER) Others (Please Specify) Extended Dav 1-6 106 90 Saturday Program 1-6 14 Art Center 2-3 209 2/ -30 5 UALR Summer Gifted 2-1^ ' 14 2 1 2 2 4 2 1 0 9 0 0 0 0 0 0 0 0 0 0 0 4 Summer Camp 1 0 0 0 0 0 7 TOTAL 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. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: MITCHELL ELEMENTARY READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed 20 17 36 31 23 20 28 26 20 19 36 29 23 21 28 28 Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed AS. in 10 lAQ. 86 14 .28 15 88 87 86 12 92 93 10 83 12 100 95 80 10 100 81 14 88 12 71 91 100 12 92 100 12 100 12 100 3 6 4 7 WHITE MALES No. Passed 2 4 3 1 1 3 1 1 Percent Passed 75 67 50 100 100 100 50 100 WHITE FEMALES No. Passed 1 0 1 3 1 0 1 3 Percent Passed 100 100 100 100 100 100 OTHER MALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed Total of all students in the Other\" race category. These scores were not reported by gender.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 SCHOOL: MITCHELL ELEMENTARY INDIVIDUAL SCHOOL SUMMARY GRADE 6 1988 READING 1989 1990 I 1991 1988 MATHEMATICS 1989 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 1988 SCIENCE 1989 1990 1991 1988 SOCIAL STUDIES 1989 1990 199 1 ALL STVDENTS No. Tested No. Passed 16 14 27 23 29 24 17 16 16 14 27 21 29 25 17 15 Pt Passed n r ACK MALES j:o. Passed perc_n b Passed BLACK FEMALE.S No. Passed Percent Passed WHITE MALES No. Passed e 88 4 100 9 82 1 cent Passed 100 85 8 73 13 93 2 100 83 12 71 12 100 0 94 5 83 11 100 0 88 4 100 9 82 1 100 78 7 64 13 93 1 50 86 14 82 11 92 0 88 5 83 10 91 0 16 12 75 3 75 8 73 1 100 27 18 67 6 55 11 79 1 50 29 16 55 9 53 7 58 0 17 14 4 52. 10 91 0 16 12 75 3 75 8 13 1 100 27 17 63 6 55. 9 64 2 100 29 15 52 12 3 25 0 17 12 Ji 4 5Z 8 25 0 16 9 .5.6 2 5Q. 6 55 1 105 27 16 -52. 5 55 10 71 1 55 29 14 58 10 59. 4 55 0 17 13 76 4 31-. 9 ii .52___[i 0 I WHITE FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent Passed OTHER MALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent passed OTHER FEMALES Uo. Passed I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent Passed 1 1___L- i .. Total of all students in the \"Other\" race category. These scores were not reported by gender. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: MITCHELL ELEMENTARY READING 1900 1909 MATHEMATICS 1990 1991 1900 1909 1990 1991 ALL STUDENTS No. Tested Ho. Passed 20 17 36 31 23 20 28 26 20 19 36 29 23 21 28 28 Percent Passed 86 07 93 95 81 91 100 BLACK HALES No. Passed Percent Passed BLACK FEMALES Ho. Passed Percent Passed 60 10 100 14 15 18 16 12 92 io 83 12 100 14 12 80 10 100 88 12 71 100 12 92 100 12 100 ^5 3 6 ' 4 7 88 WHITE HALES No. Passed 1 1 3 4 1 1 2 3 Percent Passed 75 67 50 100 100 100 50 100 WHITE FEMALES No. Passed 3 3 1 - 1 0 1 0 1 Percent Passed Ill 100 100 100 100 100 OTHER HALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed * Total of all students in the \"Other\" race category. These scores were not reported by gender.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 IIOOL: MITCHELL ELEMENTARY INDIVIDUAL SCHOOL SUMMARY GRADE 6 READING MATHEMATICS LANGUAGE ARTS SCIEIICE SOCIAL STUDIES . MAA MM MAA M?I MSA MM. IMA MM. _1MA H89 AMA I8M. IMA 15t 1114 -mx- LL_aTi:UEUXS Iio. Tested No, Passed 16 14 27 23 29 24 17 16 eront !ACK EALES No. Passed ercwnt Pessed LACK EEHALES No. Passed arcent Passed HITE HALES l.o.' Passed .ercent PasssA 88 4 100 9 82 1 100 85 8 73 13 93 2 100 83 12 71 12 100 0 94 5 83 11 100 0 16 14 88 4 100 9 82 1 100 27 21 78 7 64 13 93 1 50 29 25 86 14 82 11 92 0 17 15 88 5 83 10 91 0 1 16 12 75 3 75 8 73 1 100 27 18 67 6 55 11 79 1 50 29 16 55 9 S3 7 , 58 0 17 14 4 SO. 10 91 0 16 12 75 3 Ji 8 13 1 IJO 27 17 63 6 9 64 2 IQQ 29 15 52 12 21 3 25 0 17 12 JI. 4 R7 8 JJ 0 16 9 27 16 -52. 29 14 _1A 17 13 2_. 2 5 10 4 ill. 6 55 1 1I111 Ai 59. i2. 10 JL 1 ill- 4 JI 0 9 - \u0026amp;2 0 I I I J HITE FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 /ercent Passed ITHER HALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 /ercent Pissed \u0026gt;THER FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ecEsent TamM .u * Total of Mi students In the \"Other\" race category. Those scores were not reported by gender. '1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 510 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 1 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N N X N I\nI i h 76 r_.99 50 26 QI 75 49 25 ___75X_ 0 1 0 OX 25X ._QX .1. i 2 0 25X_____ 25X SOX OX 2____BOX 1 1 0 25X 25X OX 2 2 0 0 SOX 5 OX OX OX 0 3 0 1 ax 757. 25X 1 I 1 1 25X 25X 25X 25X 1 3 0 0 25X 7SX OX OX I r .! j- I Number Tested Mean NatiL.NCE. WHITE MALE Percentile Summary 76 50 26 99 75 49 QI -.25______ Number Tested Mean Nat*l NCE ALL WHITE Percentile Summary 50 26 75 49 QI r. 85_______ Number Tested JJean NatLk RCE 4 __T1.2 4 63.0 4 61. ._1. 4 67 = 2 4 51.7 4 48.7 4 66.7 I\". TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N 0 i 1 OX 33X 33X 1 6 0 _____L____33X____________2____ 3 43.4 3 48.1 TOTAL READING N X 33X OX ^7. 0 i 0 2 OX 33X OX 67X 0 1 1 1 OX 33X 33X 33X 0 2 0 1 OX 67X OX 33X 1 1 0 1 33X 33X OX 33X 0 1 1 1 OX 33X 33X 33X 3 42.7 3 44.6 3 42.4 3 47.6 3 43.6 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N ______3 __ .43X___________8_____?/_____ 1 2 ! . 14X 29X -.1 4X_ 1 2 2 14X 29X e9X ____ 2 1 2 97. 14X 29X __ 2 3 1 1 29X 43X 1 4X 1 4X 0 5 0 2 OX 71X OX 29X 2 2 1 2 29X 29X 1 4X 237. 1 4 1 1 1 4X 57X 1 4X 14X 7 53.^3._ 7 56^6. 7 53.^2______ 7 . . 57.5 7 ...^7,7 7 48.2 7 56.8 -I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 511 t SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY j------------- Percentile Summary .. JIB 50 26 99. 75 49 N X N X N N X N X N X N QI Number Tested Mean. NatiL NCE BLACK MALE Percentile Sunaary 76 -,?9__ 50 26 75 49 01 Number Tested ___________________________Q____53:^___________5 2 3 .4 1 3X 20X 27X 2 3 ... 2 13X 20X 1 3X 5 0 33X 33X OX ___33X .7___47X____ 2 3 3 13X 20X 20X 2 5 1 7 13X 33X 7X 47X 3 1 5 6 2 OX 7X 33X 4 OX 7 1 3 4 47 X 7X 20X 27X 15 .51.^____ TOTAL READING N X 15 62.1________ 15 .._.-50.^7- TOTAL MATHEMATICS TOTAL LANGUAGE N X N 15 57.3 1 5 -..44,0 15 46.1 15 56.2 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N 2 i 1 ISX 54X 8X 0 B 3 .__..3-_.e3X OX ^3.7: 23X . .,2____15X _ ___1 2 1 8X 15X 54X 83X 1 6 5 8X 46X 38X )_____8X_ 2 3 2 6 15X 23X 15X 46X 1 8 1 3 8X 15X 54X 23X 1 5 5 2 8X IBY. IBK 15X 1 3 Mean Nat'l_ NCE_______51.6 _ 13 4?, 6 1 3 44.6 1 3 49.5 1 3 44.5 13 45.0 1 3 48.3 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumsary N X N X N X N X N X N X N X .76 - 99 50 26 75 49 8._,9X.__ 9 4 32X 14X a___29X_____ _01 -.25______ 1 0 6 36X 21 X ___6 7 7 Nusber Tested 7 _.e5X-. ... 1___.1.4X__________a. 21 X. ... 25X 25X 23X____ 8 .. 29X 8 8 4 29X 29X 14X 4 8 3 1 3 14X 29X 1 IX 46X 4 3 12 9 14X 1 1X 43X 32X 8 6 8 6 29X 21 X e9X 21 X 28 Mean Nat2_l.NCE_______S4..6____ 28 56^X 28 __47.9______ 28 53.7 28 44.2 _ 28 45.6 28 52.5 fI I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELLINCENTIVE SCHOOL-------------- 1 ALL STUDENTS TOTAL READING PercentlYSuary N X 1991 TOTAL MATHEMATICS N X MAT-6 Distribution TOTAL LANGUAGE N X *16481 M6BYSC 10/07/91 PAGE 512 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N 76 50 26 01 99 75 49 25 1 1 1 0 6 8 31X 29X' 17X 3'/. 1 0 1 1 8 6 29X 31X 23X 17X 8 *9 8 1 0 23X S6X 23X e9X 1 0 1 1 9 5 29X 31X 26X 14X 4 13 3 15 1 IX 37X 9X 43X N X N X Nunber Tested MNat * 1 NCE 35 55.6 35 56.4 35 48.9 35 54.4 35 44.9 6 5 13 1 1 17X 1 4X 37X 31X 9 1 0 9 7 26X 29X 26X 20X 35 46.1 35 53.4\ni h.i 'I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 513 J .! I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sunnary ____ 50 26 ____01 J 9. 75 49 25 Number Tested Mean.NatJJUCE ALL UHITE Percentile Summary N N X N X N X N N X N ]. ... 1 76 50 26 99 7B 49 01 -_25- Number Tested Mean Nat1 NCE BLACK FEMALE I ! -I Percentile Summary -lb 99 50 26 75 49 .......,Ql r as Number Tested Mean NatlL NCE 1 0 0 1 OX ox BOX 1 0 1 0 OX BOX ox 1 0 1 0 _ BOX OX BOX OX ____1......_50X 0 0 1 OX OX BOX 0 i 1 0 OX BOX BOX OX 1 0 0 1 SOX OX OX BOX 1 0 0 1 BOX OX OX BOX 2 5,9.3.. 2 71x9.._ 2 68,4 2 65.3 2 -49,7 2 56.9 2 64.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N X 1 0 0 _____! 2 59,3 BOX OX OX BOX. TOTAL READING N X _____j___BOX 0 1 OX BOX 0 OX 2 71 .9 TOTAL MATHEMATICS N X 1 0 1 0 2 BOX OX BOX OX 1 0 0 BOX OX OX ____1_,_. BOX 2 65.3 TOTAL LANGUAGE BASIC BATTERY N X N X .4___36X__________4_36X___________4____36X 3 1 __3 27X 9X S7X a 5 0 1 8X 4BX _QX 4 1 ___e 36X 9X 1 8X 3......27X.._, 4 1 3 36X 9X 27X 1 1 .-56-^,_.. 11 ___57.. 5_. 11 ._.s4..a 11 57.5_____ 0 1 1 0 OX BOX BOX OX 1 0 0 1 BOX OX OX BOX 1 0 0 1 BOX OX OX BOX 2 49.7 2 56.9 2 64.5 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 1 . _9X 2 4 4 18X 36X 36X 0 2 4 5 OX 1 8X 36X 45X 3 4 1 3 27 X 36X 9X 27 X 1 1 41 .2 1 1 38.8 1 1 53.9 I I L1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 514 I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 BLACK KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary . .76- -.9.9- 50 26 01 75 49 2.5. Number Tested N X N X N N X N N X N g___.13X__________g____1.3X_____ 5 4 5. 1 6 31X 25X 31X 4 8 25X SOX ____2 5 4 .13X 31X 25X ___1 ...... 7 3 44X 1 9X g 13X ____5__31 X 5_. 31X 0 1 6 9 OX 6X 38X 56X 0 5 1 1 0 OX 31 X 6X 1 4 e 5 6X 25X 38X 31 X ____Htan NatM. NCE_________________ 1 6 ____4.TL4 1 6 44.5 . 1 6 44,9.. 1 6 33. 1 1 6 34.9 1 6 41.9 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N N N , X N X N X 76 - ^3 _ so 26 75 49 6 . - gax. 8 5 30X 19X h___22X 01.-.2E____ 6 13 22X 48X ___6 9 5 ____30X __ ___g_____.7X _ 22X 33X 19X ___1___26X 4 1 1 4 8 15X 41 X 15X 3 OX 1 3 1 0 13 4X 1 1X 37X 46X 0 7 5 15 OX 26X 1 9X 5 6X 4 8 7 8 15X 30X 26X 30X I,\n.r-.. 1 Number Tested Mean NatU.NCE 27 - 48-5 27 51 .5 27 48.5 27 50.0 27 36.4 27 36.5 27 46.8 I i\nI J I J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution KJ6481 M6BYSC 10/07/91 PAGE 515 'i SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunmary N N N N Z N Z N Z N 76 50 26 01 33 75 49 25 7 8 5 9 24Z 28Z 17Z 31Z 7 6 14 2 24Z 21Z 48Z 7% 7 a4Z 9 \"3YZ 6 7 21Z 24Z 5 1 i 4 9 17Z 38Z 14Z 31Z 1 4 1 1 1 3 3Z 14Z 38Z 45Z 1 7 5 1 6 3Z 24Z 17Z 55Z 5 8 7 3 1 7Z 28Z 24Z 31 Z Number Tested Mean Nat*l NCE 29 49.3 29 52.9 29 49.8 29 51 . 1 29 37.4 29 37.9 29 48.0 i -Ir 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 3 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS HAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #16481 M6BYSC SOCIAL STUDIES I 0/07/91 PAGE 516 COMPLETE BATTERY Percentile Sumaary _76 50 26 75 49 N X N X N X N N X N A. N X ._Q1 0 2 1 .0. -.PX 67X 33X - OX ______3___lOJK 0 0 0 OX OX OX 2_ i 0 0 67X 33X OX OX 2 1 0 0 67X 33X OX OX 1 2 0 0 33X 67X OX OX 0 2 1 0 OX 6 7X 33X OX 1 2 0 0 33 X 67X OX OX Nuaber Tested Mean Natil. NCE, 3 52.8____ 3 ______67-.2- 3 ___67.._6_______ 3 62.6 3 62.9 3 51 . 1 3 61.2 WHITE KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaery N X N X N N X N N Z N 76 ,r .,?? so 26 75 49 __0____OX 01 - 25___ 0 0 ____t. OX OX 0 0 1 OX OX 1 OOX 0 6 1 10OX__________0_____OX _ox OX 1 OOX __p.........______ 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX I------- Number Tested Mean Nat*1 NCE 1 1 ALL UHITE Percentile Sunaary 50 26 01 75 49 ,25 Number Tested 20.4 46.3 1 1 41.3 30.7 1 1 33.7 29.9 1 29.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N X N N X ___0______OX, 2 1 1 SOX 25X 25X :?___^75X._. 0 1 0 OX 25X OX 2 1 1 0 .... 50X 25X 25X OX 2 1 0 1 SOX 25X OX 25X 1 2 0 1 25X SOX OX 25X 0 2 1 1 OX SOX 25X 25X 1 2 0 1 25X SOX OX 25X 4 Mean Natll..NCE_______4A*_7,_ 4 62^0 4 ,._6U0,. 4 54,7______ 4 .-55.6 4 45.8 4 53.4 J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 517 SCHOOL: \u0026lt;1 GRADE: MITCHELL INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY . I l-\u0026lt;. i-i I .,3 '-I ,,.i Percent ile Sunnary . _78 50 26 01 .39_ 75 49 S5 Number Tested N % N X N N X N X N X N X 2 20X 2 3 3 1 0 ______ttsn N.tLl_NCE____47_.8- BLACK MALE Percentile Sunmery 76 50 26 99 75 49 91_r:_2S. Number Tested Mean Nat'1,NCE__ ALL BLACK Percentile Summary .__76. 50 26 75 49 ___01_ .- 2S. Number Tested - N.CE. 20X 30X 30X 4 3 3 _4QX 30X 30X . 6 _.60X____ 2 1 1 BOX 1 ox 1 ox 4 ....40X___ 2 B 20X 20X eox Z 3 3 2 BOX 30X 30X BOX 2 3 4 1 BOX 30X 4 OX 1 OX 4 2 2 2 40X 20X 20X 20X TOTAL READING N 0 2 3 J. OX 17X 25X 58X 12 31 .1 TOTAL READING N X 1 0 _____67. 1 0 ____63.2_____ TOTAL MATHEMATICS TOTAL LANGUAGE N 4 2 4 X N X 1 0 58,3...... BASIC BATTERY N X 1 0 ____53. 1 SCIENCE N 1 0 53.7 1 0 56.9 SOCIAL STUDIES COMPLETE BATTERY N N 'k 2. 4 6 _9X______ 18X 27X 19_.__ 45X 22 .38_7_ 33X 17X 33X ________17X 4 4 . e ___ 12 51 .8 TOTAL MATHEMATICS N X 8___36X___ 5 7 23X 32X . 2_____9X ... 22 59^ 33X 33X 2___17X .. 1 2 48.0 TOTAL LANGUAGE N X .. .Q____36X 6 5 27X 23X ____3___14X____ 22 54. 9 0 4 4 4 IB 40.7 OX 33X 33X . 33X BASIC BATTERY N X - 4........18X 27X 27X 27X 22 48.7____ 1 4 3 4 8X 33X 25X 33X 0 2 3 7 OX 1 7X 25X 58X Q 4 2 6 OX 33X 1 7X BOX 1 B 41.8 12 35.8 1 2 39.3 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 3 7 6 6 14X 3ex 27X 27X N 2 5 7 8 X N 22 4 6.9 22 44.0 9X 23X 32X 36X 4 6 4 8 1 8X 27X 1 8X 36X 22 47.3 i-: I ,f I I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 518 I L- SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL ' 3 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i'l Percentile SuaiBery N X N X N X N X N X N X N X H I 76 50 26 01 99 75 49 25 0 1 0 0 ox 1 oox ox ox 0 1 0 0 ox 1 oox ox ox 0 1 0 0 OX 1 OOX OX OX 0 r 0 0 OX '1 OOX OX ox 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 ox ox ox 1 oox 0 0 1 0 OX OX 1 OOX OX I i i-*f r\nNunber Tested Mean Nat'1 NCE 1 1 1 1 1 ALL OTHER Percentile Suaeary 51 . 1 51 . 1 61 .7 54.2 41 . 3 1 1 29.9 48.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N r p 76 50 26 01 99 75 49 25 0 OX 1 10 ox 0 0 OX OX I I 0 ox 1 1 oox 0 0 OX OX OX 1 1oox 0 0 OX OX 0 1 0 0 OX 1 OOX OX OX 0 0 1 0 ox ox 1 oox ox 0 0 0 1 ox ox ox 1 oox 0 0 1 0 ox ox 1 oox ox Number Tested Mean Nat'1 NCE 1 1 1 1 1 51.1 51 . 1 61 .7 54.2 41.3 1 1 29.9 48.9 .1 I 53I I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ri button J6481 M6BYSC I 0/07/91 PAGE 519 H SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I' I, I'\" I. PF' r' n\nt\u0026gt;v bl Percent lie Summary N N Z. N N Z. N N N i I _____ 50 26 75 49 01 25_. _2. 7 7 1 1 _7%. 26% 26% 41% n. 6 8 AtX_________10____37% 22% 30% 7% 8 6 3 30% 22% 11% ___6 8 6 7 22% 30% 22% 26Z. 4 9 7 7 15% 33% 26% 26% 1 8 1 0 7% 26% 30% 37% 5 8 5 9 19% 30% 19% 33% Number Tested Mean NatJ_l_NCE. 27 AO.* 0. 27 _59^,2,___ 27 _56.1 27 49.8 27 48.0 27 43.7 27 48.3 ! I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution HJ64S1 M6BYSC 10/07/91 PAGE 520 '1 Sb k- 4e. 37 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 4 BLACK FEMALE Percent 11 Sunaary 50 26 75 49 01 _^.25 Nusber Tested TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N X N X N X N X N ! - I I I _a_ 3 3 ^.2X 33 X 33X 1 IX Z 1 0 22X 1 IX OX _5___56X____ 2 S. Q 22X 22X 4___44X 2 3 OX_________0 22X 33X OX 2 4 2 1 22 X 44X 22 X 1 1X 2 4 2 1 22X 44X 22X 1 1X 3 4 2 0 33X 44X 22X OX 9 Mean NatJ.l^NCE________55.6 . BLACK MALE TOTAL READING Percentile Suaaary 50 26 75 49 as___ Number Tested _____Mean Nat * 1 NCE ALL BLACK Percent 11 Sunaary _ 76 _-.-a9___ 50 26 75 49 ____91_-^ 25. Nuaber Tested Mean Nat * 1 N1 N X 9 .6 6.1_._ 9 __69_.5 9 62.8..__, 9 53. 1___ 9 57.6 3 61.0 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N 1 5 0 14X 71X OX 4 2 1 _J____L4X ..57X 29X 14X 4 Z 0 ____0_____OX____ 57X 29X OX ____1__ ,14X 4 Z 0 1 57X 29X OX - 14X____ 2 4 0 ..... 1 29X 57X OX 14X 3 3 1 0 43X 43X 14X OX 4 0 1 57 X 29X OX 1 4X 7 57^3 7 68.5 7 67.2 7 64.0 7 58.9 7 65.6 7 64.0 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N ._-3 ^A9Z_________10____63Z__________9____56Z . 8 3 SOX 19X 4 2 25X 13X ____2___13X_________^0, 16 .56.2 1 6 67.2 4 2 25X 13X 8 _ 50Z____ __________I_____6Z 1 6 .68.5___ 4 3 .... 25X 1 9X _ 4 8 2 2___I3Z 25X_____ SOX 13X 5 7 3 1 31 X 44X 1 9X 6X 7 6 2 1 44X 38X 1 3X 6X 1 6 63.3 . 1 6 ._ 55.6______ 1 6 61 . 1 1 6 62.3 'I i i:.i .y 10 'J 't I -I .:6 -I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE ttJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 521 COMPLETE BATTERY Percentile Sunnary 76 'so 26 01 99 75 49 25 Nuttber Tested Mean Nat'1 NCE N Z N N N Z N N Z N 3 8 3 2 19Z 'soz 19Z 13Z 1 0 4 2 0 63X 25Z 13Z OZ 9 4 2 1 56Z 25 Z 13Z 6Z 8 soz 4' 2SX 3 1 19Z 6Z 4 8 2 2 25Z SOZ 1 3Z 13Z 5 7 3 1 31Z 44Z 1 3% 1 h 2 1 44Z 38Z 1 3X 6Z 1 6 56.3 1 6 67.2 1 C 68.5 1 6 63.3 1 6 55.6 1 6 61 . 1 1 6 62.3 i| i I ,1 BB.1 I h -r I J- 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE *J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE see COMPLETE BATTERY Percontllo Suaaary 50 26 75 49 0 I 2 5___ Number Tested Mean Nat *..l .NCE UHITE MALE Percentile Sumaary 76 - 99___ 50 26 75 49 _01 .25.___ Nuabe Test ed Mean Nat*1 NCE ALL UHITE Percentile Suaaary -._.76-r_99 50 26 75 49 01 - 25 Number Tested Mean. NatJ.JL. NCE. N N X N X N X N X N X N X 0 0 1 0 1 _ _ox bx 1 oox - _ox ___ TOTAL READING N X 0 1 0 0 1 0 0 1 ___62.3 OX___ 1 box ox _______0______QX 1 55.3 TOTAL READING N X .0. 1 1 _GX SOX SOX ...,Q_____0X_ 2 .51^4____ ox 1 0 ox ox ox ___ TOTAL MATHEMATICS N X 0 1 0 ox _ 1 box ox 9_____OX 1 52.6 TOTAL MATHEMATICS N 0 2 0 0 2 ._..57..5. X _QX 1 oox ox __ox 0_ 1 0 0 1 OX 1 OOX OX OX 0 i 0 0 1 .. 57.5 TOTAL LANGUAGE N X _0 0 1 . 0 1 36.5 OX i 66x ox OX 0 0 1 0 1 48.9 BASIC BATTERY N ox ox 1 oox _ ox____ TOTAL LANGUAGE N X _0_____QX^_. 1 1 0 2 SOX 50X OX 0 1 0 0 1 50.0 ox 1 oox ox ox BASIC BATTERY N X _.Q____ OX 2 0 1 OOX OX 0____ OX 2 53,8 OX ox 1 OOX ox SCIENCE N X 0 0 0 1 1 29.9 OX OX ox 1 oox SCIENCE N X 0 0 1 1 OX OX SOX SOX 2 39.4 0 1 0 0 1 64.2 OX 1 OOX ox ox 0 1 0 0 1 57.5 SOCIAL STUDIES N X 0 0 1 0 1 44.1 OX 1 OOX OX OX COMPLETE BATTERY N X ox OX 1 oox ox 0 0 1 0 1 45.8 SOCIAL STUDIES N X 0/. OX 1 OOX ox COMPLETE BATTERY N 0 1 1 0 OX SOX 5 OX OX 0 1 1 0 OX SOX SOX OX 2 54.2 2 51.7 zt1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 523 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N N X N 76 -.99___ 50 26 01 75 49 25 ___0._ 1 6 4 OX 9X 55X 36X __1 1 7 2 ___9X.. 9X 64X 1dX ____1__......9X_________Q 3 5 2 27X 45X 18X 2 5 ox_ iex 45X 4___36X, 0 0 4 7 OX OX 36X 64X 0 3 7 1 OX 27X 64X 9X 0 2 5 4 OX 18X 4SX 36X Number Tested _ .Mean Nat.Cl. NCE._ 11 ____37.. 5____ 11 46..0.. 1 1 ..45.8____ 1 1 42.1 1 1 ________31 .8 1 1 46.2 1 1 40.9 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X 76 50 26 99 _ 75 49 1___ 6X_. -Ot - 85. . 5 2 31X 13X __8.....5PX 2 8 3 3 13X BOX 1 9X t9X.._ 1 8 6 1__ 6X BOX 3dX 6X 1 7 6 2 6X 44X 38X 13X_ 1 4 5 6 6X 25X 31X 38X 3 6 5 2 19X 38X 31X 1 3X 1 5 7 3 6X 31 X 44X 1 9X Number Tested Mean Nat'1 NCE 1 6 42.1 16 ._5k3 1 6 __A3.1 1 6 47.3 1 6 43.4 I 6 53.3 1 6 47.6 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N N X N N X N N X N . 76. -_.99_. 50 26 75 49 ____1_____JX____ QI - 25____ 6 8 22X 30X ..._3.___11X,._ 9 10 18.. .44X 33X 37X . . 1 1 1 1 5..._19X 7X 41X 41X 1 9 1 1 6 . 4X_..... 33X 41 X 22X 1____4X_ 4 9 13 15X 33X 48X 3 9 1 2 3 1 1X 33X 44X 1 1X 1 1 1 2 7 4X 26X 44X 26X Number Tested ____Mean.. Nat LI NCE 27 40.2___ 27 _____49^.1_______ 27 _____48.,1 .. 27 45.2 27 .... 3Q.1 27 50.4 27 44.91 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 524 I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X .1 i 76 50 26 01 99 75 49 25 1 7 9 1 2 S4X 31X 41X 3 '1 i 1 0 5 J OX 16% 34X 1 7X _2 1 S 12 3 7X 41 X 41 X lOX 1 1 1 1 1 6 3X 38X 38X SIX 1 4 1 0 1 4 3X 1 4X 34X 46% 3 1 0 13 3 1 OX 34X 45X 1 OX 1 8 13 7 3X 28 X 45X 24X I f I Number Tested Mean Nat*l NCE S3 41.0 S3 49.7 29 48 . S 29 45.8 36.7 29 50.7 3 45.3 1 .1 ..I- I iI 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 525 -I T J .1 'i SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary N X N N N X N X N N X ' I r 50 26 01 75 49 25 ____ ... 1 ._..1 IX. 4 1 3 44X 1 1 X 33X 5 i 3 0 .56X 1 IX 33X OX 3 2 4 0 33X 22X 44X OX 3 2 4 0 33X 22X 44X OX 3 1 1 4 33X 1 1 X 1 1 X 44X 4 1 2 2 4-.. 1 1X 22X ZZ'X 3 2 3 1 33 X 22X 33X 1 1 X Number Tested 9 Mean Nat2.1._NCE_______49.9 BLACK MALE TOTAL READING Percentile Sumaary 76 50 26 93 75 49 ___01 - 25 Nuaber Tested Mean Nat * 1 NCE ALL BLACK Percentile Suaaary ... 76 50 26 _01 - .99____ - 75 - 49 - 25_ Number Tested _ Mean Natll.NCE n N X 9 . . 66,- 5____ TOTAL MATHEMATICS N X 3 TOTAL LANGUAGE N 9 ___58.4____ BASIC BATTERY N X 9 47.4 9 57.3 9 57.3 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N X _ 0 1 1 _4 6 40.6 OX 17X 17X 67X-- TOTAL READING N X 1 5 2 33X 13X 1___47X_ 15 .46 . I. 3 0 2 1 SOX ox 33X 17X 1 a 2 1 7X 33X 33X t____17X .. 2 1 0 3 33X 17X OZ _50X 2 2 0 2 33X 33X OX 33X 2 1 1 33X 17X 33X 17X 2 1 1 2 33X 17X 1 7X 33X 6 59.1 \u0026amp; 47.3 6 47.9 6 50.4 6 52.7 6 49.0 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X ____.0___53X____ 1 5 1 7X 33X _ 7X _4_...27X 4 6 1 e7X AfiX 5___33X 3 4 3 2 OX 27X 20X 5 3 1 6 33X BOX 7X 40X 6 2 4 3 4 OX 1 3X 27X 2 OX 5 3 4 3 33X 20X 27 X 20 X 15 ____63.5._. 1 5 ______55.2.,, 15 54.2____ 15 48.6 15 55.5 1 5 54.0 HB n1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 526 ! , I- 1 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary . 76 ^.95. 50 26 75 49 Qt ,.Z25 Number Tested Mean NatM. NCE__ ALL OTHER N % N X N y. N X N N X N Q_____OX___ 1 0 0 1 ___62.9 Percentile Sumnery J k I 76 50 26 99 75 49 01 -..25_ Numbe Tested Mean Nat1 NCE__ J-------------- .\nr~ '! 1 OOX OX _0_____OX 1 0 0 1 ._52,t TOTAL READING N X 1 0 OX . 1 OOX OX 1 OOX OX OX _ 0____OX 1 0 1 oox ox Q_.. _ O''- 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 1 1 1 1 1 .....59.9..... TOTAL MATHEMATICS TOTAL LANGUAGE N X N X 58.1 54.8 63.5 59.3 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X 0 1 0 ._.0X____ idox ox __0____ OX.......... 0_____OX _ 1 0 .__..o. 0____ox 1 OOX OX OX 0 1 0 0 OX 1 OOX ox ox 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 ox 1 OOX ox OX 0 1 0 0 ox 1 OOX OX OX 1 1 1 1 .62:9 __52.1 59.9 58.1 1 1 1 54.8 63.5 59.3 j 01 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 527 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N.... X N X N N X N X N X N 76 50 26 01 99 75 49 25 1 6 2 7 6X 38X 13X 44X 8 2 5 1 5 OX 1'3X 31X 6X 4 \"5 6 1 31 X 38X 6X 5 31 X 4 2SX' ___5 4 4 3 25X 1 9X 1 6 31 X 25X 6X 3ex 6 3 4 3 1 9X esx 1 9X 5 4 4 3 31 X 25X 25X 1 9X Nuaber Tested Mean Nat * 1 NCE 1 6 47.2 16 62.8 1 6 55.5 1 6 54.5 1 6 49.0 1 6 56.0 1 6 54.3 I It# MIT CHELU. ELEIVIE3SrTA.R Y IlHEEOVEMEISIT EL-A-ISI T992-93 DISTRICT MISSION The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. will provide\n2) To that end, the Little Rock School District (1) a program of basic education for all students\nthat address the special needs of students (2\nprograms ------- ------- . . (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. program of studies, each student will and will learn and appreciate responsibility and .inities Through an crganizea experience academic succes productive citizenship. PHILOSOPHY OF THE LITTLE ROCK SCHOOL DISTRICT sound and comprehensive philosophy, based on the personal and jcaticnal needs of students, is essential to a viable and effective public school program. The Little Rock School District statement of philosophy is hereby presented to promote a better understanding of and appreciation for the principles on which the present and future programs of the district are being developed. The school district instructional and supportive programs should: 2. Se designed, organizedanC implemented to provide all students with success-oriented, comprehensive, and sequential educational opportunities. Emphasize and continually reinforce the values of our democratic society, worthy citizenship and ethical behavior. 3. Provide each student with the opportunity for maximum intellectual and inter-personal development. 4. Reinforce positive goal-oriented learning by and rewarding student systematically recognizing success at all levels of achievement. 5. 6. Place emphasis on an intra-competitive system of education wherein each student competes with his own potential to enhance internal motivation and positive self-image. Present a diversified curriculum, under the board career education concept, to provide students with a maximum range of options in choosing careers. A 1.DISTRICT GOALS 1 . To Increase educational achievenient for emphasis on closing disparities in achievement. 11 students with specific 2 . To establish climates of educational excellence in all schools through: a) providing equitable educational opportunites for all students in a desegregated learning environment b) c) d) enabling all students to develop a lifelong capacity and love for learning leading a student to be productive contributors in the school, the community and the workplace providing a disciplined, structured learning environment all students 3. for To enchance human relations skills for principals, central office adminstrators. teachers , and BUILDING GOALS: 1. The number of students demonstrating mastery of basic skills competencies will increase during the 1992-93 school year as measured by the AMPT and Stanford Achievement Test in each of and these curricular areas: math, and science. reading, language arts, social studies, o A safe and orderly climate will be established to ensure the safety and well-being of the students as well as the quality of their education. 3, 4. To secure Mitchell for the safety of students, staff*\nand parents. Parental involvement will increase during the 1992-93 school year.mission rrATEMENT MITCHELL ELEMENTARY SCHOOL We, at Mitchell Elenientary School, recognize the uniqueness of each student. We believe we must 'enable all students to develop all that makes them unique to the maxirnum of their abilities. we believe that Mitchell Elementary School should create an environment which encourages cur children to develop as thinking. caring individuals. We provide learning experiences that stimulate our students to coninunicate their intellectual, emotional, social and creative strengths in speaking writing, cind listening. We believe a. positive self-concept is of great importance'in the development of each student\ntherefore, we encourage each student to have worthwhile goals, self-discipline, concern for his fellowman and a dedication to our democratic.way of life. /GLthouoh we realize that our goals and objectives must be flexi ble so that our students will be prepared for a constantly changing society, we also realize that malting our philosophy compatible with that of the Little Rock School District is essential in order to assure continuity between Mitchell and other schools in the District ** expecially when our students leave our school and transfer to other elementary schools in the District or go onward toward the secondary level of learning experiences. -It is our intention to do all in our power to assist our students in learning how to best serve themselves as well as their community. oMITCUELL ELEMENTARY SCHOOL OBJECTIVES The objectives of Mitchell Elementary have been formulated to give each child the opportunity to learn, grow, and function in his present and future environments. Develop positive self-concepts. Develop the student's capacity to discipline himself to work, study, and play constructively. 3. Develop the social skills necessary for adjusting and adapting to our ever changing world. A. Encourage mutual respect and concern for others. 5. Provide situatic.ns in which problem-solving skills are encouraged. 6. Increase efficiency in all areas of instruction. 7, Enhance an appreciation for the multi-cultural heritage in our world. 8. Provide opportunities for creative expression in speaking. writing, and listening. 1. 9. Encourage each child to recognize his responsi- bilities as a citizen of the community and country. 10. Provide opportunities for exposure to enriching experiences in and 'around the community.ASSESSMENT/ANALYSIS of LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOAL An assessment of the 1991-92 school year at Mitchell Elementary can on ly be considered through an understanding of the changes that Our school occurred in our population from the previous two years. population increased fifty-one (51) per cent in 1991-92 over the population of the two preceding years. What that meant for us is that, effect, we were working with an entirely different group of students, that information even further we had more new students to in To illustrate Mitchell at some grade levels than 'we had returning. Additionally, students leaving Mitchell was not a What these numbers even more significant is that sixty three (63) per Mitchell last year entered reading below rade we factor -in these numbers. makes cent of those students enterin grade level. o While a lot cognizant of the need academic achievement. or progres occurred, we are extremely we We must address to move Mitchell toward high incorporated the effective schools have and , on the mastery in particular, will forcu correlates into our plan, of basic skills, a safe and orderly climate as well a involvement as we work with our students. parental Students in grade (85) per cent mastery three achieved eighty-fiv six pass rates did not meet the minimum state standards on any'^ea oV the teSt.-----STS' UXpH'CL.rhis performance to improve tlTT^yearu----duf atCAdhed plan conc'entrates largely on strategies for the mastery of basic skills in the following curricular areas: reading, math, language arts, social studies and science. While, we believe the large number of new students last year functioning below grade level hampered our performance, we are equally confident our combined efforts with a constant population and .our newly revised on the AMPT. tlrtKyear. in grade TTS' uxpyeL this year coupled curriculum will yield significant improvement. Each grade level at Mitchell scored considerably below the national ayera^ on the Stanford AchievemerTL ThiJ' maj diJuppiJTiitii'ij, Lu uur s'cRooi, particularly in light of* our steady gains during the three preceding years. Again we were working with a remarkably different Additonally, the change in test and format of the test administered added to our decline. students, and population. 1 d t\nL. Our school staff, parents feel confident our concerted efforts will move our students forward during the current year. sense of ownership and pride is critically important to a learning environment. This, of course, the influx of students from many different areas, must develop over time. school's With the achievement of this,.goal was difficult, but it was realized. Visitors to Mitchell often commented on the positive feeling tone observed and felt throughout the building. Monitoring visits'often reported climate as a strength. While we had nine (9) out of school suspensions, increase was only proportional to the increase in membership, many new students came with a history of behavior problems. the Additional 1y It is cleardid impact behavior positively, watch as the various factions unified group. This factor will greatly assist in understanding of cognitive to emphasize strategies for building a to see w rewarding to We continue Additionally, it was of students melded into information as we begin and orderly climate in thi plan. a the delivery and the 92-93 positive, year. saf e, are strategies identified needs and accompanying the overall success of our students. to ensure that each student masters the basic skills in an All of our instrumental in It is our goal tudent environment that supports each student's strengths. We expect our school improvement plan together with the newly revised curriculum will ensure our success. fTARGET: OUTCOME\nIMPRO VEMENT ri^N To iirrensR etiiraticrHl addec'Einnt for all students yith special cglYisis at rcaling.________________________________ He nuiiisr of sbilnts at Mitchell Sdwl doimstrating mastery of basic skills axi ccmpetencies will increaso ciiring Ue 1992-93 school year as nEasured by the AMT and Stanford Achiewerngnt Test. actions RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMEITT EVALUATION DATA Students \\flll be assessed to detetnrirE strengths and weaknesses as \\11 as their instnicticnal lecels in reading utilizing the Principal dassroon Teachers Reading Specialist August 31- Septaiter 15 Rearliqg Specialist ass FtoFiles foUadrig resources: -Stanford lest Results -Reading PLacaient lasts -IjeadET made diagnostic tests of skills tested cn Arkansas Mininun Fferfcrmance Tests -i-Jriting sanples -leadTer observaticn Stud3Tt Bducaticnal plans will be cfe\\lopQd by eadi edassreon teader in cooperatiai with paroits, .qperifllists, as W^ as tte building principal and irdividual student. Qassrocm Teachers Specialists Principal Ihcents Students Ajgust 31- Septenter 25 Developing EEfecti\\e SEP'S Developed SEP's Student Itogpess TaadTers will de\\^il3p teadiing strategies to targpt deficit areas. Principal Staff AjgLBt 31- Cpgaing Iteading Dept. Curriculun Guides Curriculun Training Abacus Training AMT Staiford 8 Teacher Gbsen.aticn 1 I i1 TARGET: OUTCOME: ACTIONS IMPROVEhlENT riAN To increase edratinrol adTievaimt for all students yd th special enphasis on i oading.________________________________ The nnter of students at MitdEll Sdrol daimstrating mastery of Insic skills \u0026lt;and coipetcncies will irarease during ths 1992-9.3 school year as neasired ly tlie AMPT and Stanford Adiievoimt Test. RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA leadTerB viill review test results fcr students failiii\nPrinciFol Staff Sqjtenfcer 18 AMPT results Axidanic Soils Plans areas cn the Arkansas MLniiam DerfccmaToe Test and develop academic skills plans as needed. Teachers will road aloud to their stufeits cn a regular basis to madel reading for their students cni help them develop an appreciation for literature. l^oi ingA-ti t ing experienoe win be interrelated. All classroom teachers will inplanent the LEAR program in the classrocm schedule. Oassrocm Teadiers ^Ecdalists Classrocm Teachers Ffedia Specialist Reading Specialist Roncipal leadTets Argust 1992- (Igpdig Argust - Chgpiig Septaer 1- Cb^ipg Literature bocks Ifedia Specialist COrridiluii Training tteading Specialist (IPC) Library Student Process Principnl Gbservation Lessen Plan Ecdes Student Progress AMPE Scores Stanford Test Student ProgressTARGET: OUTCOME: ACTIONS IMPRO VEA/ENT PJAN To irare^vie edrmticml adiievarent for all, students yith special onpirifns aTreahi^G------------------------------------------------- Te ruiter of studcaits at Mitchell SdraL demonstrating mastery of bcsic skills ard conpetencies will increase during the 1992-93 sclrol ypsr as measured ty the A^PL and Stanford Afhiexonent lest. RESPONSIBILITY TIMELINE RESOURCES STAFE DEVELOPWEITT EVALUATION DATA Students in grades ore and two diall have reading twice a d^. (L. Art block ard agpin in content area.) All students shall read a tirinumn of 4 literacy selections fron tlie Ore Literature List.. Elect-lb-Read readathen as well as otlier reading prorotions will be held throu^xut Che year. The ptincipal will make instruction the majr focus and will observe teachers a nuninun of ei^ times allowing for more collaborative supervisicn. Students will week in confute c lah three times a week cn progcaiB desagped to assist stutots in the remediation of ddlls as well as increasing Inkier level thinkiiTg skills. ____________ Grade 1-2 leachers Principal Teachers Reading 5^TPria1ist ifedia fecial i st Staff Principal Mncipal CoTfuter S^ialist dassrocm leachers Septenisr- Q^pdng Septentea?- Chgaing October,1- Chgaing AigiBt 31- Chgping Aygust 31- digping Literature Lists/CUrriculur Ftrlia Center ELsct-Tc-Read Pronotiai materials Ourriculun IrairriiTg . Increased adiifi^'enrait Increased afdjsvnTBit Increased achievaient Greater partidpatlcn in reading for enje^nent Record of teadTer obeervatiais Eicreased adiiewmsnt lixxeaaed aehievement ..J r1 TARGET: OUTCOME: ACTIONS IMPROVEMENT PLAN To increaga edraticnal adiig.engnt\nfor all studenLs ynlh special nuim-is cn realiry. The rrmber of studaits at Mitdiell School doncnstratiqg mastery of basic .ski 11: 1992-93 school year as measured ly the AMPT and Stanford Adiievarent Test. atl canpetencies will inersase Airing tl^ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA PAL teader will wok with classrmn teachers to cocr- dinate effertd to ensure the optimal delivery of services to stvdents. Cross agp/peer tutcring tall operate thrai^rut the instructienal pcogran. Thstrueticnal aides will targpt stuAnts who are in greatest need in reading. Teaders will Identify the leaniirg styles of Uieir stuAnts and utilize this infocmaticn fee instructim. PAL Teadiers Principal CLassroon Teadiers Rdncipal Staff Reading Specialist Cbmsalor CLassroon Teachers Insttuctional aides Classnxm leaciTers Ajgust 31- Septaiier 15- Chepiog Septente 15 Septaiier 12- Qi^ing iffiists Reading Socialists Learnirig Stylet Inventcry Student Pepgpess Test Scores StuAnt Etx@:ess (. Tutoring Tips for Instructior^ aides Student Progress histructional aide Reoccds Intentccies cn file IrRentcries cn file1 TARCETI': OUTCOME: IMPRO VEMENT PLAN To incren:^ educational adiievnnent for all students ^-dth spxdal aiphasis ------------------------------------------------ Tie miter of stucfents at Mitchell School denmstratirig mastery of basic dcills and canpetencies will increase clilng the 1992-93 sdcol year as maasured by the MT and Stanford AiucM^irnt Test., ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Schxl-wide Ebstal Service \\dll be inpLanented to lnp33\\e larigLHgp arts skills as well as to unify the student body tluxr^ a sdtolwide ocnnirricaticri system. Studants will be. gi\\^ frequent oppcctmites fcr interacting with each other regprdirg literature selections. Selected students will provide infamatlm throj^ die school interccm about books/sslectims d-Ey would reconiEnd. Reading Specialist Ffedia SpecdsUst C. Quin J. Calhotn K. Cafe Principal Oassroaii leachers Special j.Sts lYincipal K. cede Teachers Studaits October 15 ChgpuTg /ijgust 31- ChgDing Septeiter 14- Qlgaiiig U.S. Ibst Offic! Eeudepirig a sdiool-irzide Ebstal Service Media Center Increased ad-iifiVHisnt Increased achreraenC Increased interest in readiiTg Student Progcess t1 TARGET: lb incrensg Hie ruiter OUTCOME: .aetoal ACTIONS StuintS wUl be assessed to determine strengths and weaknesses in math utilizing the AMT, Stanford Tiest resiits together with teader cteervaticn end other assesenent criteria. bbrofulati'ves will be usad extensively to teadi nathanatics across all grade levels. JMrROVEMENT ELAN edLcatiaH-l adiievEment: foe all stiAnts wlQi spacial oitj-asis in imth. will ijwaase diring tie W-93 of , at ^33jmdTyJl^-AtET-2Dd.2taifci^^ RESPONSIBILITY Oassrocm Teachers Ihth Specialists Principal Teachers ifath Specialist TIMELINE resources STAFF DEVELOPMENT EVALUATION DATA AjgiBt 31- Septaiber 15 AugLBt 31- Chgaing Class Profiles Using Ihth ^fenipulatives effectively (Phth tfept./IK) Principal Cboarvatixn Increased adiievenent Cooperative learning teedniques will be utilized Principal Staff August 31- Cklgping 'linical Supervisicn /WI scares Stanford sccces by staff in woridrg with sttrients. All staff menbers will receive item specificatlcn cepdfis of aU objectives tested cn AMPE so that teadEcs can ensure skills are targeted. Teaers will utili2E a variety of technixiues to encouragp hi^ier level tiTirldng Keills with all students. Principal Principal Oassroon Teadiers G/r Teacher Ffatli St^ecialist Septenfcer 1 August 31- Chgcdxig ^fath Dept. (IKC) Tridi KtUingpw^rth (ffath Specialist Carver) Student Progeess lest llesults Principal obeervaticn Student achievaiEnt1 TARGET: OUTCOME: IMPRO VEh'IENT To intreasd edicatiord adri.evfnent fcr aU students crith special grTiiasis in matli. He rurber of students at 4g(ixx3L^on^as.uiEaam3ilyJ13S-A::EI-a^^ ^ti t-fjyl 1 (inwsttating master of tasic ddlJs and corpetencies will ircreass during the 1992-93 ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Specifie'.AMT objectives will be T-plrgged in the ccmpiier lab to determine skill mastery periodically. Oppqrtmities will be available during extended day fee increased atteition to dpfirlt areas in math. Stiiknts will select and use appropriate approaches and tools for solving ptoblare, inrliiding mental coiputaticn trial and erra, paper and pencil, calculator and cenputer. Ihl Teader will wade with dassrocm teachers to coordirate effects to ensure tie optimal delivery of services to students. Conputer Specialist asErocm teachers dassrocm leachers .Math Specialist Teachers Ibl Teacher Edncdpal October 15- Chgaihg Octeber 1- Chgoing Septser.l5- ttigring AjgiBt 31- Chgaing Irtreased test scores Increased achievement Ffeth Specdaldst (HC) Increased student ahrifivement Student Progress Test sccres) 1 OUTCOME\nACTIONS IMPRO VEMENT PLAN To increase educational achievenEnt for all stvrlents yith special oipfijsis qn social stuiias._________________________ ^nuto of studaits at Mitdiell Sdiool demonstrating mastery of basic skills and oorfctencies will increase Airirg the 1992-93 sdeeJ. year as evidenced by the AMT and Stanford Test._________________ RESPONSIOILITY TIMELINE RESOURCES STAEE DEVELOPMEITT EVALUATION DATA Biphasis cn activities that will nave stulents to (kma'strate attitudes and lahits (pride in gsod worknandiip, dependahility), and other skills that will assist the students in beccmirig productive participents in aacdety will occur. Principal Staff Ctigoirig liipnved self-esteem Stufait Progress c Zetivities to assist student\nin vrrierstandiog the roles plagpd by varicus racial and etlTiic grocp's in developdng a pluralistic society. s Staff Ctigping Stxrient Pcogpess Discussirg to lead students to apply critical thinking skiljs and knowledgp firm history to the deci si m making process. Principal Staff Gocnailcr Chgping Increased self-esteem Student progress 3CK will be utili2Bd in the delivery cf am'al stiriles ccntent. Taachers Septarber 15- Cheoirig Incxeased test scares I 1 T.ARCET: OUTCOME: ACTIONS IMPROVEMENT PLPvN To increasg educaticnal achievjnsrl' ftjr all stidents special gniiasis (yi socJal stirlies. Mitdell Scliool darmstratirg nostcry of basic skills and caipetcncics will ircrca^s durijK- tip cW-irV-vl T.rso- QO n* U-, i-l KYJlTKr __1 r..__e* .. rj ' 1992-93 schoQ], yaar as evjfaTaad by tic AMP! and Stanfcri I^t. RESPONSIDILITY TIMELINE RESOURCES STAFF DEVELOPMENT evaluation data The contributitns of Africai Aiecicans and other cultures will becoie an Integral part of the cucriculun throu^ tte use of Gore Literature Ifcoks, suipLemental textbooks a^ resource peakers. Rxihlan-based learning strategies tdll lirit the school curriculun to work, jobs, and a chance at a better life. Field trips related to curricular learning experiaxEs will be schaiikd to eo^and aid extend sCudenl i krowled^. Oassroon Teadiers vns Oassroon Teachers Specialists G/T Teacher Oassrocm Teachers s' October 1992- Cfcgaing Septaifcer 1992- Ct^ing Septenfcer 1- CfcgDing VIES Resource Speakers IhpxivGd avoreness of various cultures IncEeased achievencnt Record of Field Trips (O ITARGET: OUTCOME r ACTIONS JMPRO VEA/RNT ELAN To increase educational adiievanenl\nfor all shidgits with special oni-.r^is in scifincG.____________________________ 'D'e n liter of students at Mitctell School cbra-igtrativie nestery of basic ddUs err J oenpetaxies will increax during die 1992-93 school year as eviderced by tie MT and Staifccd Test._____________________________________________ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Test results vdll be examined to determine areas of greatest need. Staff Septaiber 15 lest results Ibeds identified ferm test results Individual inventcries of 6th grade students cn scierce concepts tested cn AlPT vdll be ccnpleted. Sixth Gfcade liaacher Special enpiiasis vail be plao d Ftincipal on providing learning experiences thcau^xut the curricular areas to prorote reading fee pleasure, protilem solving skills, demonstraticn learning, investigative projects, leal-wcrld learning and hand^ labcratcry experiences. Staff Septenter 15 Ctiaairg Ifesource Guides Garpleted inventories Stufent Prqgpess e V Ihtegcaticn of science ccnoepts vdth mere lends-tn scierce experiaxes vdll occur, ffire scienoe equtpiEn: Principal Classrran Teadxrs G/T Specialist Ajgust 31- Chgaiqg Currioulun Chide 3 Resource Student Progress AMT'Scores Observation Lessen Plans vdll be used to assist teachers in the delivery of instruotiai. I1 TARGET: OUTCOME: ACTIONS IMPRO VEMENT PLAN Hb nrixx of strricnts at Mi tdrill Sdwl cfaimstratixe mastery of basic .-idlls and ccrririeixifis wiil iivrease duniig tic 1992-03 scl-col year as evidfaioad by the AMT and Stanfccd Test. RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Sdcol-wide science fair Super Science Vfeekly will be utilized at all grade levels. Science centers will be utilized in all classrocms. Science cucriculim will be enpiesized throu^ extended day ptegram. Principal I^xil 15. Inservice with Lola fbrrltt (Carver Science Specialist) Student Ihrticipaticn Ejdrihi ts of Studait Projects leaders Science leachers Staff Principal Septoiber 15- CbgaiiTg Septenber 15- ChgpdiTg Septenber 28- Ch^ihg Increased interest in Science Increased test scores Student Progress Student Progress AMT Scctes Staaferd Soares 1 1 TARGET: OUTCOME\nACTIONS IMPROVEMENT PLAN To establida a climate cf edvraticnal exoellgnce,______________________,-------------------------...........------ A safe and orderly clinnte will be estsUieted to ensure the safety aai well-beipfj of the students as \\11 as the (Tinllty of their edjcatico.... -----------------......................................... RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Ihe principal and staff will utilise a variety of positive recogniticn strategies to erhanoe and prnnote student self-worth: -Positive phene calls -Positive notes -Stixtnt of the Itedc -Aadaiiic and Cit-12aTship Harr Rcdl Hi^i expectaticns caxEmiiTg attendanoa and beipg on tine will be connrricated to students and parents. At risk studaats will be included as nmitocs, fire marshals, aitBssadccs, aid othsr positive redes in the schcnl. Students will receive canseling (vhole gretp, anall group, and in- dividal) to assist in the developTHit of self-wccth as well as pirohlem solving ati coping skills. Staff Staff Principal Cctnaalcc Staff Ffenters Goinselnr Ajgist 31- Olgplng Oigsing Aagpst 31- Qlgpihg Qagaing Rositixe bdaaxlcr So ident/Parent Feedback Letters to Parents Extent Handbook Pecocd of students in activities Inpxived bebavicr c1 IMPROVEMENT PLAN TARCCT: OUTCOME: To establi.di a clirete of educational excellence, ____________________,_____________________________________ A safe and orderly climate will be estahUshed to ensure, ths afety and well-h\nirig of the stiriants as well as Hie qaaLlty of UiaU edratim.-------------------------------------------------------------------------------------------------------------------------- ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA The nintcring prolan will be expanded to include mote active participants. SJcecial activities/leaming experioices will be develped and inplemented to mete sPidents aware of their own vrriqiE cultural teritagp and imce avare of the diversity and nultiple perspectives of otlier cultures throu^ curricular infusicn. PecogiizB each porsn's birthdity over the intercon as well as witli a card. ^Bcial activities each 9 weeks for students cn citizariup honcr roll. Students will be given the oppcctvnity to participate CoLTBelcc Principal Principal Staff Ocunsslca: Staff in extra-ojrricLilar activitifii\nOTgaing Chgping August-31- Chgaing KbvHiher 1- Chgcdng October 1- Chgcdng VIES Principal Staff Hjltiadtural Ffaterials RecEtd of Ffentccs Bulletin boards di^pl^ Ibsitive school climate Recctd cf resource persons Increased sebf-^odh Ihpxwed cliuHte IirpTOvcd clinate Ibsitive student participa ticn that will Include: -QTesrleading/ii-ill lean -Science Club -School NswBpEjper 1 -Just Say No -Drara Club ! -St?. I 'ilUiT .ij.Dprans1 IMPROVEMENT PLAN TARGET: OUTCOME: To estah1di a cUirete of edir-aticnal excellence.--------------------------------------------------------------------------------------------- A safe and orderly dirate will be estdii^ to ensure tbe safety and ueU-beirg of the students as well as the qiHUty rf their eAcation.------------------------------------------------------------------------------------------------ ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Bctensive strategies wlU be inplaiEnted to erhstice student/student interacticn. 1 Teadiers CoLffisekr Ajgust 31- Chgptibg Improved studait/student relatienshipe Districtwide Hjnen Relaticns Survey J.TARGCT: OUTCOME: IMrRO VEMENT PLAN Tn dilutes of eAcatlnm,! exceUenpe in all sdcqls. lb secure MitcfElI foe tie safety of students, staff, and parents. actions RESPONSIBILITY TIMELINE RESOURCES STAFP DEVELOPMEITT EVALUATION DATA Safety aid security drills yrill be inpflaiEnted cn a regular basis: -fire Drill -Torailo Etill -BuUet EtiJl -Reverse lire Drill Safety aid security buildingwide plan will be updated and djared with all staff (lenhers. - Principal Staff Principal Staff Ajgust 31 digpiuig AugLJSt 31 Qigpirig Inprc^ed performanoe ojrir^ restive occucrences Irrptwed respond to vrptedicahle occurenoes All LRSD Staff not tasad at MLtchell Jdll J\u0026gt;ear ic^tifioaticn tadgps. (Miintenanoe, bus drivers, etc.) LRSD Ahrinistrative August 31 Qjgaing Inpxwed Security AU doors to the main building aid auxilliary buildiiig wiU be kept locked, except the main entrance. AU guests and visLtors will enter the buUding thrci#i the frait entrance. Mrcipal Qjstodians Instructienal Aides AugLBt 31 Ctig3iJTg Secured baildJjTg Rdncipal Staff August 31 Chgripg Secured buildirigTARGET: OUTCOME: JMPROVER/ENT PLAN Tn Psrnblirfi rlimates of educat:icn4 e2C--llenoe in ai\nsdrolg. lb secure Mitdiell for the safety of students, staff, and parents. actions RESPONSIBILITY TIMELINE RESOURCES STAFI- DEVELOPMENT EVALUATION DATA AU visiters and volvnteers to the building will sigr in at liTB office and r^iear visitcr/guest badgps. Principal leaciiers Augjst 31 Secured biiiding AU dsors to classrocms with glass will be kept clear. Principal Tfiadiers Ajgust 31 Secured building I 1 TARGET: * OUTCOME: lb inoJBase parental ccmntilty actions terent Ibndbocks will be distributed to all parents. Rrrent Ni^ will be held to ergpxkr parental sn^xxt foe tie year. terent Seminars (1 per 9 vedcs) will be held to assist parents with ^dlls for building self-esteem AS ^11 as nntivaring theic chilciren. Learning letters fee parents cn a variety of educaticnally- related issues wUl go Ime edcly. Check Lb Out Day each nine wedrs fcr paiEnts to visit school. IMPRO VEMENT PLAN invoKgrgit at btitdisU. ELementary during 1992-93 school year^ RESPONSIBILITY TIMELINE resources STAPH DEVELOPMENT EVALUATION DATA Principal Principal Principal Oxreelcc ferent Ifendbock SepteniET 8 tfavaiber 1- Chgaing Navenber 1- Chgping P^C VIPS teccid of parental attendance Ibrent Feedtack Eferaital Attendance tene visits will be utilised by all staff maibers to er^der parental iiKrolrement, Staff Septenfcer 28 Chgping [fecord of hmc visits teoogaiticn of Itont of tte nonth. Tfiaers OairBsloc Septenber 30 Chadng tecord cf arardsT.ARGET: OUTCOME: actions IMPRO YEMENI' ELAN Th irY^ mtoiral caminltv irrolx^mL at.MitcfeU Elgnentary Ariiy, 1992-93 sdwljg^ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA * 1 Teachers will assess and utilize the talents and resojcoes of jBcents and schxl patrens ty foonal and infcunal to aid in developdng a rescurce directory. dasstoon Teadiers Principal P.TJL Ctmseloc Septenter \u0026amp;- Ch@3ihg Ccrrpilatien of school-wide resource directccy Priiripal's Ifesitive Hxne (hl Is. PcincitHl Tiaachets Ajgjst 31- . Ctgaiiig Reoocd of time calls PTA bfaifcerdTip Hl will a PEA Beard Etwcifal AjgLBt 31- CtT^:ing . Record of atterdanoe njiter of strategies will be anplDyed to encouragp attendance at parent neetingslODM Visits to LRSD Schools, Opening Days 1994 Mitchell Incentive School We were pleased to note that: The interior of the building had been freshly painted in a blue and white color scheme that coordinated with the carpet installed during the spring of 1994. The school's new creed was prominently displayed in the foyer. New carpet had been installed in the second-floor hallway. Students were well-behaved and friendly. We also noted some areas needing attention. ODM observed several of these same problems during our May 1994 visit to the school and documented them in a letter filed with the Court on June 2, 1994. The problem areas now include: Exterior paint was peeling badly around the second floor windows. Extensive roof leaks had caused great damage to the ceilings and carpet in both the reading and math labs. These leaks began over a year ago. The library also had a serious problem with a roof leak that has left a gaping 4' x 3' hole in the ceiling. Window screens were missing. Exterior doors badly need repainting. Florescent lights in the cafeteria were missing their covers. Part of the campus fence was in such a poor state of repair that passersby had easy access to the school grounds. Work that should have been completed before children returned to school was left unfinished. Painters still had work to complete during the first week of school, and the contractor had not begun work on the re-roofing.5 ^11 LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24*\u0026amp; Battery Streets Phone 324-2415 Little Rock, Arkansas 72206 May 12, 1994 Dr. Henry Williams LRSD Superintendent 810 W. Markham Little Rock, AR 72201 PEC r3ST\\ NT,!-'! 7 MAY 17 199A Dr. Williams, OflicQ of Desegrei: h. 'J We, the undersigned have drafted this letter in response to the article in the Arknasas Democrat-Gazette, dated May 7th, regarding principal assigments. In reading the article, we found that our current principal. Dr. Samuel Branch has been reassigned and we're writing to let you know of our displeasure with this news. Dr.Branch has come to this year, from an institution of higher learning, far removed from the atmosphere and operation of elementary school. We want to let you know that we feel he needs at least another year at Mitchell School, before being moved, for two reasons:!) it sends a message to the community that our school is an unstable environment for students of any race and this thinking impairs our ability to recruit and 2) we would like for him to have an opportunity to perform the duties of a principal to the best of his ability since we trust that he was assigned to Mitchell initially for his ability. He has spent this year learning the ins and outs of the fairly complex Little Rock School District system. We wish to let you know that we want to give him a chance to utilize his strengths as an administrator. us, year an Please consider giving him an opportunity to do just that. Sincerely, Mitchell Elementary Parents cc: Judge Weber-WrightOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 2, 1994 Fli-eo, eastern district The Honorable Susan Webber Wright U.S. District Court, Eastern District of Arkansas P.O. 3316 Little Rock, AR 72201 JUM - 2 139+ Bl/:. OEP CtERK Dear Judge Wright: During the process of monitoring the six incentive schools in the Little Rock School District (LRSD) this year, we recently concluded visits to Franklin, Garland, Mitchell, Rightsell, Stephens, and Rockefeller. We are presently preparing a comprehensive incentive school monitoring report that will include findings based upon ese on-site inspections. During our May visits to the incentive schools, we noted problems with the Franklin and Mitchell facilities that alarm us. Because our complete report will not be published until later this summer, I am filing this short, preliminary report to alert the Court and the parties to conditions at Franklin and Mitchell that need immediate correction before staff and students return to those buildings next school term. The comments are excerpted from the draft Facilities Section of our incentive school report and, therefore, include our positive observations as well as notations describing conditions needing prompt attention. The LRSD is presently petitioning the Court to close Stephens Incentive School, citing the declining condition\" and \"structural problems\" of that facility as among the reasons for seeking to close it. By immediately tending to needed repairs at Franklin and Mitchell, the LRSD will be able to prevent declining conditions that could lead to structural problems at those two buildings. Quick attention to facility needs should help the district avoid any appearance that it is failing to maintain incentive schools as a basis for eventually closing them due to deterioration. Sincerely yours, Ann S. Brown Enc. CC: All Parties and Counsel of Record ODM Observations of the Facilities at Franklin and Mitchell Incentive Schools When the monitors visited the incentive schools in the spring of 1993-94, we noted several problems with the facilities at both Franklin and Mitchell. Below is our description of the conditions we observed at those two schools, followed by a summary list of problems that require immediate attention. Franklin: The Franklin facility has deteriorated visibly since the last monitoring visit we made during the 1992-93 school year. The roof leaks that have plagued the school for years persist, leaving damaged ceilings throughout the building. Gaping holes mar the cafeteria ceiling, and the ceiling of the principals office collapsed a few weeks prior to our visit. Rainwater also floods under doors into one office and a classroom on the third level of the building. On the first level, both ceiling and floor tiles have deteriorated and are unattractive. Walls throughout the interior are grubby and unattractive. The Franklin custodians have spot- painted some walls, but the spots stand out conspicuously because the new paint does not match the old. The district made several improvements to the schools exterior during 1993-94. Workers removed some old, dangerous wooden equipment from the playground and replaced it with more modem equipment salvaged from Ish Incentive School, which closed at the end of the 1992-93 school year. Four-year-olds received an additional climbing structure in their play area and the assistant principal reported that the PTA and Student Council were working cooperatively on future projects for playground improvements. Mitchell: Our previous reports on the incentive schools have praised the Mitchell facility. Indeed the 1908 structure designed by Charles Thompson, Arkansas most noted architect, is beautifully designed and appears structurally sound. But several areas of the building have fallen into disrepair. During 1993. we noted a severe ceiling leak in the reading room. During the past year, the math classroom next door developed a similar problem. Teachers told us that district workers made several attempts to correct the problem, but the leaks have nevertheless persisted. The district installed new carpet in each classroom during the spring of 1994, but the unabated leaks ruined the ceilings and the new carpet in both these classrooms, leaving an objectionable musty smell. The new carpet in other parts of the building looks fresh and neat, but its slate blue color clashes with the earth-toned walls. When the district renovated Mitchell several years ago, the architects took care to select a color palette appropriate to the period of the schools construction. The new carpet ignores those earlier efforts, and gives the interior a rather hodgepodge appearance. The multi-story building includes a basement that houses the cafeteria, kitchen, and minimal classroom space. The stairs leading down to one section of the basement have become so tilted, due to settling of the building, that they present a danger to solid footing. Workers had replaced the broken floor tiles noted in our 1992-1993 report, but several of the brown and white floor tiles, used throughout the first floor of the building, were loose when we visited this time.The exterior of the building includes some commendable improvements and some obvious needs. The schools entry area is now pleasantly adorned by a large flower bed planted with blooming annuals. The four-year-old children have an additional play structure designed for their use, but it is inconveniently located and inaccessible from their classroom. The youngsters must leave their room and walk into the main building to find the only exit that leads to this fenced play area. The buildings exterior trim paint has begun to flake off in some areas, signaling the need for scraping and repainting. Summary Listing of Conditions Requiring Immediate Correction Franklin: 1. 2. 3. 4. 5. 6. 7. 8. Ceiling leaks Ceilings damaged by leaks Holes in the cafeteria ceiling Collapsed ceiling in the principals office Dirty walls Mismatched spot painting Flooding from rainwater on the third level Deteriorated ceiling and floor tiles on the first level Mitchell: 1. 2. 3. 4. 5. 6. Ceiling leaks Ceilings damaged by leaks Carpets damaged by leaks Tilted basement stairs Loose floor tiles Peeling exterior paintsw % 9f Little Rock School District OFFICE OF THE SUPERINTENDENT June 21, 1994 JUN 2 4 1994 a 3 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham Street, Suite 520 Heritage West Building Otiics cf Dssegreg\nion iw '3 Little Rock, AR 72201 Dear Ann: I have enclosed for your perusal and records a copy of a document that was forwarded to me by Mr. Eaton in response to your partial report on the physical condition of particularly Mitchell and Franklin. the incentive schools. The report provided by Mr. Eaton seems to suggest that the buildings are not being neglected and are on a regular maintenance schedule and obviously do receive special consideration when circumstances warrant special attention. It might be a good idea, Ann, for us to meet with Doug regarding the incentive schools so that you and your people are aware of what the capital plans call for with regard to the repairs of all District facilities. Should you require additional information on the incentive schools. please let me know, and 1*11 get it for you. In the meantime. please consider the possibility of scheduling a meeting with Doug to look at all of the facilities. Sincerely, H. P. Williams Superintendent of Schools HPW:nr Encl. 810 West Markham Street Little Rock, .Arkansas 72201 (501) 834-2000 10/21/94 09:07 .501 324 2032 L R School Dlst ODM @002.-002 October 21,1994 Little Rock School District News Releasp For more information.- Dina Teague, 324-2020 The Dallas Opera presents the students at Mitchell Creative Dramatics puppet opera, tAonkey See, Monkey Do foi performance is a sneak preview of the Elementary School today at 1:00 pjn. The International Children's Festival at WUdwood Park this program which will be presented at the Based on a Mexican folktale, weekend. provide an entertaining introduction the work uses both English and Spanish to Commissioned by The Dallas to opera for elementary school students. created by Dallas composer Robert Xavier opera in 1986, Monkey See, Monkey Do was features music recorded and performed by Voices Rodriquez and librettist Mary Duren, and of Change. ### 810 West Markhaiu Street Little Rock, Arkansas 72201 \u0026lt;501)324-2000FIELD TRIPS TAKEN AT MITCHELL ACADEMY OF EXCELLENCE 1995 - 96 SCHOOL YEAR AUGUST OLIVER\" at Murray's Dinner Playhouse - 6th Grade SEPTEMBER Goodson's Apple Orchard - Kindergarten Heifer Project International - 3rd Grade Aerospace Center/IMAX Theatre 4th Grade OCTOBER Weather Station - Sth Grade Arkansas State Fair - Kindergarten and 1st Grade Pumpkin Patch - Kindergarten and Pre - K Rightsell Elementary Communication Fair - Ms. Stubblefield's 4th Grade Wildwood Park for the Performing Arts, Children's Festival - Sth and 6th Grades Central Arkansas Library - 1st and 2nd Grades Memphis Botanical Garden and Pink Palace Museum - 6th Grades Aerospace Center/IMAX Theatre - Sth Grades Toltect Mound State Park - Sth Grades NOVEMBER Safari Park - 2nd Grade DECEMBER Caesar's Pizza - Pre- - KJANUARY Arkansas Arts Center Children's Theatre, Three Little Pigs/Billy Goat Gruff 1st and 2nd Grades FEBRUARY Arkansas Arts Center Children's Theatre, African Tales - All Grades Shorter College, Fargo Agricultural Museum Play - 5th Grade MARCH (Spring Break 81-22) Liberty Hill Taekwondo - 2nd Grade APRIL Museum of Science and Natural History/Arkansas Arts Center Art Exhibit Ms. Regnier's Class Little Rock Zoo - Kindergarten MAY Riverfest - Kindergarten and 1st GradesSPECIAL PROGRAMS AT MITCHELL ACADEMY OF EXCELLENCE SEPTEMBER Ashanti Tale in Movement with Music - Ms. Stubblefield's 4th Grade Taiwanese Dancers Assembly Yoruba Naming Ceremony - Mr. Calhoun's 4th Grade OCTOBER Pre K- 3rd Grades Dancing, Singing and Storytelling Assembly Mrs. Peaches, Storyteller Assembly Wildwood Performance with 5th and 6th Grades Halloween Assembly for Pre-K through 3rd Grades NOVEMBER American Education Week and Book Week Assembly Game Show - 4th Grades Traveling to the Planets - Ms. James' Sth Grade The Regions of the United States - Ms. Walker's Sth Grade DECEMBER Original Play by Extended Day Drama Class for Sth and 6th Grades Holiday Program JANUARY Martin Luther King Day Assembly FEBRUARY Parents' Appreciation Luncheon Creative Dramatics Sharing Time Pre-K through 3rd Grade African American Heritage Assembly Martin Luther King Speech Contest - Kindergarten Boy Scouts Blue and Gold BanquetMARCH Concert Pianist, Mr. Patton (Assembly) Girl Scouts Induction and Fashion Show Signs of Spring Creative Dramatics Sharing Time Pre K - 3rd Grade Chef Michelle de Preux, Capitol Hotel, (Assembly) Fireman, Mr. Benton, Fire Prevention (Assembly) APRIL Arkansas Arts Center Actor, Eileen Doss, Kindergarten Hats Off Program Pre K - 3rd Grades Hats on Parade - Kindergarten MAY Creative Dramatics Festival Mitchell Olympics \\ COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 1st Quarter School: Mitchell Academy of Excellence Specialist: Mary Trulock, Creative Dramatics AUGUST Made plans with teachers on presentations for the upcoming year in creative dramatics. Fourth through sixth graders will present their activities as \"Umojo time every other Friday. The younger grades will present from class to class. Met with Wildwood Center for the Performing Arts, our partners in education, to discuss possibilities of joining four other schools in their Children's Festival. Ms. Hansen, our Music Specialist and Mr. Milton, our Art Specialist will take part in the planning process. (As will our 4th through 6th grade teachers.) Began scheduling Field Trips for the entire school. Met with teachers on their planning times to provide curriculum based activities in creative dramatics. Released my schedule which will place me in every classroom each week for thirty minutes. SEPTEMBER Ms. Hansen and myself met with artists involved with the Children's Festival and decided upon Nigeria as a country which we would represent. I then scheduled three artists to come into the fourth through sixth grades. Faye Hansen, a story- teller worked with our fourth grades, Zinsi Agini, an African dancer worked with our fifth grades and Marsha Wallace, a visual artist, worked with our sixth grades. Other Creative Dramatic Activities: Pre K - Began teaching students a warm up and general ballet movements. Kindergarten - Kindergacen - Creative Movement/Apple Seeds, Trees, Foods. Acted our Mrs. Wishy Washy. Animal Movement. First Grade - Creative Movement/ Acted our The Barn Danee by learning Square Dance. Second Grade - Creative Movement/Mirroring. Created our own restaurants and used play money and our own menus to order from. OCTOBER Third Grade - Acted out \"Imaginary Animals which students named, drew. invented habitats, foods the animals ate and original movement. October was another month that the Wildwood artists worked with our fourth through sixth grade students. The students went to Wildwood October 22nd and 22rd to perform and help with the craft table. The event was a huge success. Other Creative Dramatic Activities: Pre K - Continued teaching pre-ballet movements. Kindergarten - Creative Movement/Animal Movement. First Grade - Storytelling with Flannel Board/Rainbow Crow. Second Grade - Wrote Haikus and put movement to them. (Recitation and Movement) Third Grade - Acted out The Big Pumpkin and made up skits to reinforce safety at Halloween. Fourth Grade - Performed Anansi at performed at Rightsell Elementarv. \"Umojo\" time for Mitchell students and alsoSchool: COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 2nd Quarter Mary Trulock NOVEMBER Pre - K - Pre-Ballet Kindergarten and First Grades - Storytelling with Flannel Board/ The Girl That Loved Wild Horses and The Dream Catcher Story. Second Grade - The Five Senses in Creative Movement Third Grade - Introduction to Opera rt Fourth Grade - Fifth Grade - Sixth Grade - Game Show and Yoruba Naming Ceremony Hansel and Gretel\" Build Gingerbread House Umogo - \"Traveling to the Planets Tt Introduction to Opera - tt 'Aida\" Scenework and \"The Regions of the U.S. (Info. Plavs DECEMBER (On Maternity Leave) K, 1, 2, Teachers continued work in storytelling and extended day activities 3 - Continued work on Hansel and Gretel 4-6 Continued work on extended day activities Umojo - Sth and 6th graders performed original musical for holiday program! JANUARY Pre- K - Pre Ballet Review and walks, jumps Kindergarten - Began work forlFebruary Program Counting in Swahili and Jafta with First Grade - Acted out The Miller's Sons, a French folktale and the Bear and the Owl moving picture puppet\nSecond Grade - Painted Imaginary Boxes with four different kinds of music, then drew to the same music/A music interpretation activity. Third Grades - Began work on February Program reciting Shadow with movement and music. Fourth Grades - Recited excerpts from Maya Angelou's Wouldn't Take Nothing for Mv Journey Now. Fifth Grades - Worked on Conflict Resolution Scenes Sixth Grades - Began studying what it takes to attain their future professions... Went through college guide books to look into different courses, finally put together scenes from the future. Performed for Umojo.COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 3rd Quarter School:Mitchell Academy of Excell Mary Trulock FEBRUARY Pre- K - Ballet jumps and leaps, practiced warm up and presentation. Kindergarten - Continued work on program. Counting in Swahili with African clothing and Jafta,with African Clothing as well. (See January_ First Grades - Worked on The Ants and the Grasshoppers with movement and masks for the presentation. Second Grades - Worked on Movement and Science.... Diffemt Forms of Energy. Students were beams of light traveling and electrical currents! Another class worked on a Tribute to Louis Armstrong for presenting. They sang and did movement to\"What a Wonderful World\". Third Grades - After presenting Shadow, they began working on making their own puppets and doing skits about magnets, force and gravity. MARCH Fourth Grades - Presented two skits, one on Harriet Tubman and one on the Underground Railroad. Presented for Umojo. Fifth Grades - Continued Conflict Resolution Scenes. Sixth Grades - Performed their scenes from the future for Umojo. March - Planning for a short tt through 3rd March 13th. Signs of Spring Presentation\" for grades Pre-K Students will be presented puppet show, dances with the parachute, storytelling. Fifth Graders will be presenting scenes from Roll of Thunder Hear My Cry and Famous African Americans with a Spiritual Dance for Umojo. APRILVIDEOS AVAILABLE (Documentacion of Special Programs) Umojo Programs - 4th through 6th Grades Stubblefield - 4th Grade Tales from the Ashanti, September 95 and Excerpts from Maya Angelou, February 96 Calhoun - 4th Grade Scenes from Harriet Tubman and the Underground Railroad, February 96 Walker - 5th Grade History Presentation, March 96 James - 5th Grade Scenes from Roll of Thunder Hear My Cry, March 96 Glover - 6th Grade Class Scenes from the Future-Careers, March 96 Whole School Programs African American Heritage Assembly Program, February 96 Girl Scout Inductions, March 96 Concert Pianist, Mr. Patton, March 96 Martin Luther King Speech Contest I Have A Dream\" Kindergarten Performs and Whole School is invited, February 96 II, February 29, 1996 Dear Teachers and Parents, After looking at the attached document, please complete the survey below. Also, feel free to make notes and suggestions on your copy of Che document. We are in the third year of our Creative Dramatics' theme and would like your input on reviewing the program. We appreciate your time and efforts. Please return the survey by March 8, 1996. 1) Do you think our theme of Creative Dramatics is working to provide students with opportunities to work together, become better listeners. and effective speakers? Give examples. Yes, they are learning to speak in front of a group and work together. Yes, our students are learning to perform in many ways, speaking, listening, acting, memorization skills, etc. 2) Do you believe that students are becoming bettef speakers with the use of Creative Dramatics? Be specific. Yes, I believe they are learning to enunciate more clearly and think about what they are saying. Yes, they are learning to articulate and control their tone to project to an audience without a microphone. Yes, I noticed this during your recent salute to African Americans. 3) Are students provided with opportunities to be spontaneous, creative and critical thinkers? Yes. I have noticed in my daughter how she is more outspoken around family and Yes, in theclassroom we \"act out words\netc.-------------------- tt friends. small passages or even pantomime different 4) Are students Involved in making choices in dramatic situations? Yes. Yes, many times they create their own plays or dances.5) Fourth through sixth grade students only - When taking on the role of a character are students understanding values and beliefs from other cultures and/or other times in history? Yes, we discuss in depth the meanings of the different fables and folktales from around the world. 6) Kindergarten through third grades only - Are students understanding the importance of effective communication through memorizing I believe they need more practice in these things. and recitations? Finally, parents, are your students informing you about \"sharing times\" performances here at Mitchell? and Are you receiving the flyers from Mitchell Academy of Excellence? Please list the performances or which you have been invited to attend. If sharing timesIt PTfl Wildwood Park for the Performing Arts 20919 Denny Road Little Rock. AR 7221 I USA [5011 S21-PARK (72 7 51 FAX [501J 821-7230 -Ann C'.horard Founder/Artisttc Director October 26, 1995 Mitchell Elementary Mary Trulock 2410 Battery Little Rock, AR 72206 Dear Mary, On behalf of the staff and patrons of Wildwood Park for the Performing Arts, I would like to give you a round of applause for giving so much of your time and talent to the fifth annual Wildwood International Childrens Festival. This year was the best year we have ever had and it is all due to everyones participation and effort. The children had a grand time learning from the various areas as did the adults. We hope that you will join us again in the future. Again, thank you so much for the gift of your time and talents to help make our International Childrens Festival possible. Sincerely, Ann Chotard Founder/Artistic Director Wildwood Park for the Performing Ares is a non-profit ^01 -cl i charity regiicercd in /.lttl\\ Hoik. XrLinv.\n' \\\\ .lev I'oJ Park tor thi tninu ,\\rt\u0026gt; i \\h WiuW^Di? I August 9, 1995 Ms. Mary Truelock 28410 Kanis Little Rock. AR 72208 Dear Mary, Thi.s is in reference to our phone conversation on August 4, 1995. We are so pleased to have your class participate during this year s Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. At this time I have not been able to gather enough information to schedule events in the African Village so I am unsure of your performance time. I should be able to provide you with this information after August 31, 1995. There will be a \"dressing\" area behind the dance stage in the Celebration Tent that is 30 ft wide and approximately 10 ft deep. Please let me know of any other requests by August 31, 1995 so that I can compile all the requests to determine if we can provide everythin\ng- Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anytiiiiig else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, Ann Spatz ' Artistic Administrator I i.iTk : ! II 'IIIiJ Park for ihi rf.'pnnnu .Arts '*! i H tun R.kuI v-a. \\R raiI rAKK r\n : I I ' . I'\n' August 9, 1995 Dear Music! Words! Opera! Participant, What an incredible week folks! To begin with I think you should all be commended for having given so much of your time. I am a firm believer in time being the most precious gift a person can give. Many of you requested a contact base. We are going to slart with this \"newsletter.\" As a reminder I need a copy of your Partnership Plans by August 15, 1995. (I have not received any yet.) I will then put them in your ne.\\t \"newsletter.\" Please be sure to state whether your Partnership Plan is your plan for this year or a dream plan. I am also taking suggestions for a title of our newsletter. The only suggestion so far has been \"Standing O Vations.\" In respect of your time I plan to keep ese letters to the point. If you need to call me (and feel free to do so!) my number is (501) 821-PARK(7275) ext 261. I certainly enjoyed meeting ail of you. Take care, i v V. \\nn Spatz-^ \\ / Artistic Administrator at Wildwood Park for the Performing Arts P.S. Concerning the International Children's Festival, I have enclosed a separate letter. V' r k I k \\ \\ 'A I Ju I I,irk hir \u0026lt; lu I, rlortniiiu ,1 11 1 \\rr\nI . August 10, 1995 Dear Music! Words! Opera! Participant, We are so pleased to have the participants from your school during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. We are trying to lay out the space and time requirements for the Childrens Festival. I have only heard from approximately 15% of you as to how you plan to participate, which is creating some difficulty in planning this Festival. Please let me know by August 31, 1995 so that 1 may ensure that there are adequate provisions made. For those of you who are sending a visual display, we are now setting up a \"gaUery\" in the park for that weekend. What you plan to bring will determine where you will be at Wildwood. Visual displays will be in the \"Gallery\n\" African related performances will be in the African Village\nNonAfrican performances will be in the Celebration Tent. Once 1 receive how you plan to participate, 1 will send you a letter confirming your performance time or your space provisions (for visual displays). I would like to emphasize that bringing these \"performances\" from your schools is a learning experience for all of us this year. I don't want you to feel pressured. Please bring whatever you are comfortable with. Performances can be five to thirty minutes. Remember that we are exploring this year to find out what works. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, 5 4- Ann Spatz' J ( J Artistic Administrator I I [Ju o\u0026gt;d Park lor liu-i\\' rt.'rniin Arts . !' Pl. un\\ lU :\u0026lt; k. \\(\u0026lt; ?2-* \u0026lt;! nr 'A t'!i -u cn 1 ? 1996 1 i 0 Battery tie Rock, Elementary School St . AR \"2206 r Mary: e loc to ta rng 1 sr'.vard to our inie e this opportun,\nwith you and your recon irm the particulars Cl IJ 1: :a) and time I. 1996 I c: r :45 Total cost : $000.00 .-ncutc ved: 000.00 ance due: $000.00 performing artii ts wi 1 need access pro' mately one hour prior to the performance to the performan appreciate having fou or Live Also, load-in an students available to heir \u0026gt;- won Ir\niir iclosed i out, bef o a no -'I L the performance. (are) one (1) study guide. Please feel duplicate these materials as needed and distribute to participating teachers. to :b uld you have questions concerning any aspect of our vis lease direct your calls 1 at 501/321-7275. to either me or the Associate Dr t Cl .-.OC Gideons Market ng Director losures LV X. 75^- ieOi t^ir. ir ** '*N'*^*iw' **\u0026gt;^'\"** iBBiswrawww 7\u0026gt;W 9 \u0026lt;( .ri' ' - Lu\u0026lt; - t: \u0026lt;! wimwooo ** ^'T' \" iJ V.U^'.' 3 r-'-?. r f. I ,r=^ \u0026lt;- nw rS. si at\ni.f'-\"' A-u tsps- O T ^CTober 22 ' -\u0026lt;5:. \\:r- ' =O- - Shuie)y:^iKg^ :i\n* I W^^iS?a1?arfc for the Pei^rmhiig Rrad Little. sf^.i' t N-luJ -i t- ----------1' ?i5 On TheSradioi^i Qdunce^dOO Goown'^Baj^lkV yj. ira 9\u0026amp;l r^' M- \" fe^tmii Dance '^2*S fr^ . Kt.- 3^ b:?. ''^~ !4 ig\u0026lt;il- ^. fe^ri^ Jti i\n? a ss 'S' On The Puppel^^^ Chameieon The Dall^Op \u0026gt;- '^3?' The/!^rSm^ i. Aciiyi^^X^ yi \u0026gt;rf-'l a.* iaas 1. ki^ JLih :\nti ?Si: ternational Music .A^'.x^ \u0026lt;ii ' ' ^'1 ainera^ !} ? -fli - rf i^ent hfe]f:j^lelo\u0026lt;Mras Rea \u0026amp; ' St\u0026amp;myrandB^toc Potters ^:'^''*'\n^^'Vt I T k*--'. . y-i ^l^^^^turdStory Telling ^Iri^SAround e Worid WfijSwas^ii' \u0026gt;' \n '^'v'S v4, -?r!^i'ir.i-'K -ryg?*\nI\n:*\n^4^Mg3 rrjKjwH rr i-r r(4' nit t\n\u0026gt;1 ' i i* 'r-i ^irJU8f3f?ii V.r.i\nSSirLiA3Si: rj 3J ^^iCWi AduIts'^l^^^^Jjani^ ^1 gs-l^z y'=*4?M\u0026gt;.S ^K\u0026amp;ail^le e day of Sss^i|'1.' \u0026amp; 1^' V '15 'ii^ I t j eH^L*^ U ? '3-'' ^or^^^ 'jrJ i '.\"' b ' '^i iif t\nK *A ^-fesih '.^Xt^t-^Wyt^nn*! i! I -nr i'^ t 'ft ifirS tr^^r Ji B Gy^p* k\nINCENTIVE SCHOOL THEME COMMITTEE LITTLE ROCK SCHOOL DISTRICT ACADEMIC YEAR 1995-1996 4PR / 6 }9% Office of ^^segregsiio^i MITCHELL ELEMENTARY INCENTIVE SCHOOL 1. Principal Dr. Marjorie Bassa 2. Theme Specialist Mary Trulock 3. Primary Teacher Ms. Ross, Ms. Shorter, Ms. Govan, Ms. Allen, Ms. Blackwell 4. Intermediate Teacher Ms. Stubblefield, Ms. James, Ms. Glover 5. Parent S (V\\s. O^cG Caoo (joc.\\ I , Uorrcune- LoctcKtirA- 5^ 6. Non-certified jryVa.\\ vtrfis CJt Support Personnel Ms. Guinn 7. Certified Specialist(s) Mary Ann Hansen, Ken Milton, Chris Gonterman 8. Partner(s) in Education Wildwood Park for the Performing Arts MacDonalds on AsherAUGUST 'OLIVER' FIELD TRIPS TAKEN AT MITCHELL ACADEMY OF EXCELLENCE 1995 - 96 SCHOOL YEAR received A/ APQ 1 61996 at Murrays Dinner Playhouse - 6th Grade SEPTEMBER onice of Desegregation Monitoring Goodson's Apple Orchard - Kindergarten Heifer Project International - 3rd Grade Aerospace Center/IMAX Theatre 4th Grade OCTOBER Weather Station - 5th Grade Arkansas State Fair - Kindergarten and 1st Grade Pumpkin Patch - Kindergarten and Pre - K Rightsell Elementary Communication Fair - Ms. Stubblefield's 4th Grade Wildwood Park for the Performing Arts, Children's Festival - 5th and 6th Grades Central Arkansas Library - 1st and 2nd Grades Memphis Botanical Garden and Pink Palace Museum - 6th Grades Aerospace Center/IMAX Theatre - 5th Grades Toltect Mound State Park - 5th Grades NOVEMBER Safari Park - 2nd Grade DECEMBER Caesar's Pizza - Pre L KJANUARY Arkansas Arts Center Children's Theatre, Three Little Pigs/Bllly Goat Gruff 1st and 2nd Grades FEBRUARY Arkansas Arts Center Children's Theatre, African Tales - All Grades Shorter College, Fargo Agricultural Museum Play - 5th Grade MARCH (Spriftg Break 81-22) Liberty Hill Taekwondo - 2nd Grade APRIL Museum of Science and Natural History/Arkansas Arts Center Art Exhibit Ms. Regnier's Class Little Rock Zoo - Kindergarten MAY Riverfest - Kindergarten and 1st Grades \u0026lt;1SPECIAL PROGRAMS AT MITCHELL ACADEMY OF EXCELLENCE SEPTEMBER Ashanti Tale in Movement with Music - Ms. Stubblefield's 4th Grade Taiwanese Dancers Assembly Yoruba Naming Ceremony - Mr. Calhoun's 4th Grade OCTOBER Pre K- 3rd Grades Dancing, Singing and Storytelling Assejj^ly Mrs. Peaches, Storyteller Assembly Wildwood Performance with Sth and 6th Grades ' J Halloween Assembly for Pre-K through 3rd Grades NOVEMBER American Education Week and Book Week Assembly Won/for/ng Game Show - 4th Grades Traveling to the Planets - Ms. James' Sth Grade The Regions of the United States - Ms. Walker's Sth Grade DECEMBER Original Play by Extended Day Drama Class for Sth and 6th Grades Holiday Program JANUARY Martin Luther King Day Assembly FEBRUARY Parents' Appreciation Luncheon Creative Dramatics Sharing Time Pre-K through 3rd Grade African American Heritage Assembly Martin Luther King Speech Contest - Kindergarten Boy Scouts Blue and Gold BanquetMARCH Concert Pianist, Mr. Patton (Assembly) Girl Scouts Induction and Fashion Show Signs of Spring Creative Dramatics Sharing Time Pre K - 3rd Grade Chef Michelle de Preux, Capitol Hotel, (Assembly) Fireman, Mr. Benton, Fire Prevention (Assembly) APRIL Arkansas Arts Center Actor, Eileen Doss, Kindergarten Hats Off Program Pre K - 3rd Grades Hats on Parade - Kindergarten DRuaamia/o CowcBKn\" MAY Creative Dramatics Festival Mitchell Olympics \\ School: COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 1st Quarter h,!' \"A J t 6 W6 =\u0026gt; 01 o.,., Monitoring AUGUST Mitchell Academy of Excellence Specialist: Mary Trulock, Creative Dramatics Made plans with teachers on presentations for the upcoming year in creative dramatics. Fourth through sixth graders will present their activities as 'Umojo\" time every other Friday. The younger grades will present from class to class. Met with Wildwood Center for the Performing Arts, our partners in education, to discuss possibilities of joining four other schools in their Children's Festival. Ms. Hansen, our Music Specialist and Mr. Milton, our Art Specialist will take part in the planning process. (As will our 4th through 6th grade teachers.) Began scheduling Field Trips for the entire school. Met with teachers on their planning times to provide curriculum based activities in creative dramatics. Released my schedule which will place me in every classroom each week for thirty minutes. SEPTEMBER Ms. Hansen and myself met with artists involved with the Children's Festival and decided upon Nigeria as a country which we would represent. I then scheduled three artists to come into the fourth through sixth grades. Faye Hansen, a story- teller worked with our fourth grades, Zinsl Agini, an African dancer worked with our fifth grades and Marsha Wallace, a visual artist, worked with our sixth grades. Other Creative Dramatic Activities: Pre K - Began teaching students a warm up and general ballet movements. Kindergarten - Klndergaren - Creative Movement/Apple Seeds, Trees, Foods. Acted our Mrs. Wlshy Washy. Animal Movement. First Grade - Creative Movement/ Acted our The Barn Dance by learning Square Dance. Second Grade - Creative Movement/Mirroring. Created our own restaurants and used play money and our own menus to order from. OCTOBER Third Grade - Acted out Imaginary Animals\" which students named, drew. invented habitats, foods the animals ate and original movement. October was another month that the Wildwood artists worked with our fourth through sixth grade students. The students went to Wildwood October 22nd and 22rd to perform and help with the craft table. The event was a huge success. Other Creative Dramatic Activities\nPre K - Continued teaching pre-ballet movements. Kindergarten - Creative Movement/Animal Movement. First Grade - Storytelling with Flannel Board/Rainbow Crow. Second Grade - Wrote Halkus and put movement to them. (Recitation and Movement) Third Grade - Acted out The Big Pumpkin and made up skits to reinforce safety at Halloween. Fourth Grade - Performed Anansi at performed at Rightsell Elementary. \"Umojo time for Mitchell students and alsoCOMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 2nd Quarter School* Academy of Mary Trulock NOVEMBER Pre - K - Pre-Ballet and First Grades - Storytelling with Flannel Board/ The Girl That Kindergarten Loved Wild Horses and The Dream Catcher Story. Second Grade - The Five Senses in Creative Movement Third Grade - Introduction to Opera Hansel and Gretel Fourth Grade - Fifth Grade - Sixth Grade - Game Show and Yoruba Naming Ceremony Umogo - \"Traveling to the Planets n Introduction to Opera - \"Aida\" Scenework Build Gingerbread House and \"The Regions of the U.S.\" (Info. Plays) DECEMBER (On Maternity Leave) K, 1, 2, Teachers continued work in storytelling and extended day activities 3 - Continued work on Hansel and Gretel 4-6 Continued work on extended day activities Umojo - Sth and 6th graders performed original musical for holiday program! JANUARY Pre- K - Pre Ballet Review and walks, jumps Kindergarten - Began work forUFebruary Program Counting In Swahili and Jafta with First Grade - Acted out The Miller's Sons, a French folktale and the Bear and the Owl moving picture puppets. Second Grade - Painted Imaginary Boxes with four different kinds of music, then drew to the same music/A music interpretation activity. Third Grades - Began work on February Program reciting Shadow with movement and music. Fourth Grades - Recited excerpts from Maya Angelou's Wouldn't Take Nothing for My Journey Now. Fifth Grades - Worked on Conflict Resolution Scenes Sixth Grades - Began studying what it takes to attain their future professions... Went through college guide books to look into different courses, finally put together scenes from the future. Performed for Umojo.COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 3rd Quarter SchoolMitchell Academy of Excelleni^P^^^^^^^, Mary Trulock FEBRUARY Pre- K - Ballet jumps and leaps, practiced warm up and presentation. Kindergarten - Continued work on program. Counting In Swahili with African Clothing and Jafta,with African Clothing as well. (See January_ First Grades - Worked on The Ants and the Grasshoppers with movement and masks for the presentation. Second Grades - Worked on Movement and Science....Dlffernt Forms of Energy. Students were beams of light traveling and electrical currents! Another class worked on a Tribute to Louis Armstrong for presenting. They sang and did movement to\"What a Wonderful World\". Third Grades - After presenting Shadow, they began working on making their own puppets and doing skits about magnets, force and gravity. MARCH Fourth Grades - Presented two skits, one on llarrlet Tubman and one on the Underground Railroad. Presented for Umojo. Fifth Grades - Continued Conflict Resolution Scenes. Sixth Grades - Performed their scenes from the future for Umojo. March - Planning for a short \"Signs of Spring Presentation for grades Pre-K through 3rd March 13th. Students will be presented puppet show, dances with the parachute, storytelling. Fifth Graders will be presenting scenes from Roll of Thunder Hear My Cry and Famous African Americans with a Spiritual Dance for Umojo. APRILVIDEOS AVAILABLE (Documentation of Special Programs) Umojo Programs - 4th through 6th Grades Stubblefield - 4th Grade Tales from the Ashanti, September 95 and Excerpts from Maya Angelou, February 96 Calhoun - 4th Grade Scenes from Harriet Tubman and the Underground Railroad, February 96 Walker - 5th Grade History Presentation, March 96 James - Sth Grade Scenes from Roll of Thunder Hear My Cry, March 96 Glover - 6th Grade Class Scenes from the Future-Careers, March 96 Whole School Programs African American Heritage Assembly Program, February 96 Girl Scout Inductions, March 96 Concert Pianist, Mr. Patton, March 96 Martin Luther King Speech Contest I Have A Dream\" Kindergarten Performs and Whole School is invited, February 96 February 29, 1996 .d I . - - Dear Teachers and Parents, il After looking at the attached document, please complete the survey below. Also, feel free to make notes and suggestions on your copy of the document. We are in the third year of our Creative Dramatics' theme and would like your input on reviewing the program. We appreciate your time and efforts. Please return the survey by March 8, 1996. 1) Do you think our theme of Creative Dramatics Is working to provide students with opportunities to work together, become better listeners. and effective speakers? Give examples. Yes, they are learning to speak in front of a group and work together. Yes, our students are learning to perform in many ways, speaking, listening, acting, memorization skills, etc. 2) Do you believe that students are becoming bettef speakers with the use of Creative Dramatics? Be specific. Yes, I believe they are learning to enunciate more clearly and think about what they are saying. Yes, they are learning to articulate and control their tone to project to an audience without a microphone. Yes, I noticed this during your recent salute to African Americans. 3) Are students provided with opportunities to be spontaneous, creative and critical thinkers? Yes. I have noticed in my daughter how she is more outspoken around family and Yes, in theclassroom we words, etc.------------ act out friends. small passages or even pantomime different Of Gst^.. 4) Are students involved in making choices in dramatic situations? Yes. Yes, many times they create their own plays or dances.5) Fourth through sixth grade students only - When taking on the role of a character are students understanding values and beliefs from other cultures and/or other times in history? Yes, we discuss in depth the meanings of the different fables and folktales from around the world. 6) Kindergarten through third grades only - Are students understanding the importance of effective communication through memorizing 'and recitations? I believe they need more practice in these things. //vtcx Finally, parents, are your students Informing you about \"sharing times\" performances here at Mitchell? and Academy of Excellence? Are you receiving the flyers from Mitchell which you have been Invited to attend. Please list the performances or \"sharing timestl (J' Wildwood Park for the Performing Arts 20919 Denny Road Little Rock. AR 72211 USA 1501] 821-PARK (7275) FAX [501] 821-7280 Ann Chotard Founder!Artistic Director October 26, 1995 received Mitchell Elementary Mary Trulock 2410 Battery Little Rock, AR 72206 1 61996 Office of Desegregation w Dear Mary, On behalf of the staff and patrons of Wildwood Park for the Performing Arts, I would like to give you a round of applause for giving so much of your time and talent to the fifth annual Wildwood International Childrens Festival. This year was the best year we have ever had and it is all due to everyones participation and effort. The children had a grand time learning from the various areas as did the adults. We hope that you will join us again in the future. Again, thank you so much for the gift of your time and talents to help make our International Childrens Festival possible. Sincerely, A Ann Chotard Founder/Artistic Director Wildwood Park for the Performing Arts is a non-profit 501 (c) 3 charity registered in IJctle Rock. Arkansas CS?WilJuooJ Park for the forming Arts I''- 1 l\\nnv Ro.tJ . :-il- Ko.k, AK 72211 rECBVED .\u0026lt;'11 ^2l.PARK (72 1AX .501 ^2l-72fie S) 1 6 1996 P I k Ottice oi Mo.u\noring\nAnn \u0026gt; /i.i.irj : tn. .r/A:tsfic /)irAr ''WiiiWbi) August 9, 1995 Ms. Mary Truelock 28410 Kanis Little Rock, AR 72208 Dear Mary, This is in reference to our phone conversation on August 4, 1995. We are so pleased to have your class participate during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. At this time 1 have not been able to gather enough information to schedule events in the African Village so I am unsure of your performance time. I should be able to provide you with this information after August 31, 1995. There will be a \"dressing\" area behind the dance stage in the Celebration Tent that is 30 ft wide and approximately 10 ft deep. Please let me know of any other requests by August 31, 1995 so that I can compile all the requests to determine if we can provide everything. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, X Ann Spatz Artistic Administrator Park for ,h.- '.rf niu'j .Arts is j n.-n I churtiv .{ inWildxMtoJ Park for ihv Pvrt.rming Arts Pvitnv R.'.iJ i uk Roa. AR 72 RECEIVED : 'A 1 A\\ s M'ARK 17 11 \u0026gt;21 APR 1 6 1996 [ I Office of Desegregation Monitoring '/b't.jrJ vi'.Xrii'ri.. Dire, f. ,iui \u0026gt; nr .. WiiiMto3 August 9, 1995 Dear Music! Words! Opera! Participant, What an incredible week folks! To begin with I think you should all be commended for having given so much of your time. I am a firm believer in time being the most precious gift a person can give. Many of you requested a conuct base. We are going to start with this \"newsletter.\" As a reminder I need a copy of your Partnership Plans by August 15, 1995. (I have not received any yet.) I will then put them in your next \"newsletter.\" Please be sure to state whether your Partnership Plan is your plan for this year or a dream plan. I am also taking suggestions for a title of our newsletter. The only suggestion so far has been \"Standing O Vations.\" In respect of your time I plan to keep these letters to the point. If you need to call me (and feel free to do so!) my number is (501) 821-PARK(7275) ext. 261. I certainly enjoyed meeting all of you. Take care, ^nh Spatz-rj h Artistic Administrator at Wildwood Park for the Performing Arts P.S. Concerning the International Children's Festival, I have enclosed a separate letter. V'.ikiu nui I\\irk /or t/i. /\\r/ '-ntn':\n.Arts is a n in-/'roht '.'i ' I K:haTiiy I in ArLiirWildwood Park for the Performing Arts Denny Ro.ul l.utU Koa. AR 72211 I SA |\\'1J \u0026lt;1-PARK (72751 PAX 1IJ 821-7280 ' nn t hiitjT.l RECEIVEI^i I APR 1 6 1996 August 10, 1995 Office of Desegregation Monitoring Dear Music! Words! Opera! Participant, We are so pleased to have the participants from your school during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. We are trying to lay out the space and time requirements for the Children's Festival. I have only heard from approximately 15% of you as to how you plan to participate, which is creating some difficulty in planning this Festival. Please let me know by August 31, 1995 so that I may ensure that there are adequate provisions made. For those of you who are sending a visual display, we are now setting up a \"gallery\" in the park for that weekend. What you plan to bring will determine where you will be at Wildwood. Visual displays will be in the \"Gallery\n\" African related performances will be in the African Village\nNonAfrican performances will be in the Celebration Tent. Once I receive how you plan to participate, I will send you a letter confirming your performance time or your space provisions (for visual displays). I would like to emphasize that bringing these \"performances from your schools is a learning experience for all of us this year. I don't want you to feel pressured. Please bring whatever you are com.fortable with Performances can be five to thirty minutes. Remember that we are exploring this year to find out what works. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, Ann Spatz' J Q Artistic Administrator A ihii ii.ij Park fitr the '.rf lining Arts is a \u0026gt;i -i pm/it .J ntPark ihv Arts I\\nns Ro.id Littk Roa. AR 72:i I i \".A I'Cll sa park (727^' F W p?li sa-7?K' \\nn ( hotafJ f III .:ir/.Aiti\u0026lt;tk' nitCii-'' WiuWi) March 12, 1996 APR 1 6 1996 Mitchell Elementary chool 2410 Battery St. Little Rock, AR 72206 Office of Desegregation Monitoring Dear Mary: vie are looking forward to our time with you and your student .s and want to take this opportunity to reconfirm the particulars of our visit : Performance date(s) and time(s): May 2, 1996 12:45 P.M. 1:45 P.M. Total cost: $000.00 Amount received: 000.00 Balance due: $000.00 Our performing artists will need access to the performance space approximately one hour prior to the performance. Also, we vzould appreciate having four or five students available to help our cast load-in and out, before and after the performance. Enclosed is (are) one (1) study guide. Please\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_564","title":"Little Rock Schools: Rightsell 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":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Rightsell Elementary School (Little Rock, Ark.)","Educational statistics","School management and organization","Educational planning","Student activities"],"dcterms_title":["Little Rock Schools: Rightsell 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/564"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nRightsell Elementary... A Great Place to Learn!MAY 1 8 1995 yOtUNTEERS IN EDUCATION lice of Desegregation Moniioring\nCHI LO\u0026gt;RREENN nRST 'Sl YOU ARE CORDIALLY INVITED TO AHEND OUR APPRECIATION RECEPTION FOR OUR \"VOLUNTEERS IN EDUCATION DATE: WEDNESDAY. MAY 31. 1995 TIME: 3:00 P.M. - 5:00 P.M. PLACE: RIGHTSELL SCHOOL - _______ CONFERENCE ROOM rWf RECEPTION IS TO SAY \"THANK YOW TO OUR MENTORS AND VOLUNTEERS! i ! t Little Rock School District s tudents in kindergarten through the sixth grade benefit from Rightsell's career awareness and mass media r activities which are integrated into the prescribed Little Rock School District's core curriculum. Rightsell's theme provides learning opportunities that foster social growth and produce responsible and productive citizens. The program promotes the development of a positive self-concept, and good problem solving and decision making skills required for independent learners. Students are given opportunities to develop emotional and social skills essential for life-long learning. Since this program permeates all subjects, career awareness is promoted early as students learn to identify responsible and successful work behaviors and acquire knowledge of economic and free enterprise principles. They learn of the diverse occupations available and how to apply basic skills to career decisions. Rightsell also offers a host of extracurricular activities, special incentive programs and strong community involvement. Student activities include Student Council, lust Say No Club, Ambassador Program, Conflict Managers, Student Mentor Program, Math Olympiad, Book Fair, Career Mentors Club, industry site visits and a school newspaper. Awards for performance and behavior include Honor Roll, Citizenship/Attendance Awards, Good Citizens Tea and Student of the Week. PTA, Volunteers in Public Schools and Partners in Education are just three of the many community-based programs. Rightsell is a place where students plant the seeds for a successful life. (T\u0026gt; JO o o \u0026gt; JO tsJ o (O LZl O QC 3* Q 00 S CD r CD \u0026gt;0 o o 00 S CL a \u0026gt; cza cz\u0026gt; fro 3- CTQ 3 2 3 o a ^2 O n t r o (t 3 z p NJ O' o 00 \u0026gt; c 0 o v\u0026gt; dQ rti o cu 3 n tu o' z o 3 o First Class Schools For World Class KidsCareer Awareness And Mass Media Technology Promote Learning SPECIAL ATTRACTIONS Career Awareness and Mass Media Technology are infused throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. The grade level career clusters are: _ Theme - Career Awareness/Mass Media Awareness Computer LabAVriting to Read Lab Kindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade: Sixth Grade: Community Helpers Occupations Around the World Human/Public Service Occupations Environmental, Science, and Agriculture Technology Career Occupation Exploration/Research Health Professionals/ Arkansas Employment Opportunities Communication and Media Technology/Employability Skills Education. Closed Circuit Network System/ Channel 36 Industry Site Visits Career/Mentoring Program Counseling/Social Services After School Phonics Program Gifted/Talented Program Before and After School Care Involvement of the business community provides students with practical experience, exposure and information. 4-Year-Old Program Fine Arts Instruction - Art, Music, Band '0 aid Ui Health Education - Comprehensive Nursing ZU I f Physical Education Program Low Student-Teacher Ratio Extended Day Program Student Uniforms Faculty And Other Unique Assets The certified staff at Rightsell includes a counselor, gifted specialist, speech therapist, resource teacher, math specialist, theme specialist, social worker and permanent substitute teacher. In addition, there are two aides for every three classrooms. Rightsells before and after school CARE Program (7 a.m.-6 p.m.) includes a nutritious breakfast and snacks. Righteell Career Awareness/ Mass Media Technology Elementary School 911 West 19th Street Little Rock, AR 72206 501/324-2430 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 C) Si 4^ Rightsell Career Awareness/Mass Media Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: RIGHTSELL ELEMENTARY READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed 30 27 22 18 27 26 26 25 30 26 22 20 27 26 26 24 Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed 90 11 100 82 63 13 93 96 12 100 13 93 96 15 100 10 91 87 91 96 92 12 92 75 12 14 88 13 93 100 93 13 93 10 91 55. 8 5 7 6 WHITE MALES No. Passed 1 0 3 0 0 1 0 3 Percent Passed 100 100 100 105 WHITE FEMALES No. Passed 0 0 5 0 0 0 0 5 Percent Passed 83 55 OTHER MALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALE'S No. Passed 0 0 0 0 0 0 0 0 Percent Passed * Total of a.15 students in the tf These scores other II were not reported by gender. race category.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 SCHOOL: RIGHTSELL ELEMENTARY INDIVIDUAL SCHOOL SUMMARY GRADE 6 1988 READING 1989 1990 I 1991 1988 MATHEMATICS 1989 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 1988 SCIENCE 1989 1990 1991 19BB SOCIAL STUDIES 1989 1990 1991 No. Tested No. Passed 35 30 33 28 31 24 15 14 35 33 33 32 31 28 15 14 35 27 33 24 31 21 15 12 35 29 33 20 31 17 15 12 35 29 33 22 31 14 15 12 Percent Passed BLACK MALES Ho. Passed P e r c K n t Passed BLACK FSNALES Ho. Passed Percent Passed WHITE MALES No. Passed Percent Passed WHITE FEMALES Ho. Passed Percent Passed 86 6 75 13 87 4 100 7 88 85 8 80 13 81 3 100 4 100 77 12 80 10 71 2 100 0 93 7 100 7 88 0 0 94 7 88 14 93 4 100 8 ' 100 97 9 90 16 100 3 100 4 100 90 14 93 12 86 2 100 0 93 7 100 7 88 0 0 77 4 50 13 87 4 100 6- 75 73 6 60 12 75 2 67 4 100 68 10 67 9 64 2 100 0 80 7 100 5 63 0 0 83 7 88 11 73 4 100 7 88 61 6 60 8 50 3 100 3 75 55 80 83 67 45 80 10 67 5 36 2 100 0 7 6 5 7 6 100 5 63 0 0 75 50 47 86 11 12 11 5 6 80 69 36 75 4 3 2 0 100 7 88 100 3 75 100 0 0 0 0 I i li i! OTHER MALES Ho. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent passed OTHER FEMALES No. Passed 0 0 0 1. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent_Passei i 11 Total of all students in the \"Other\" race category. scores were not reported by gender.I 7 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: RICHfSCLL INCENTIVE SCHOOL 1 WHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL studies 10/07/91 PAGE 587 COMPLETE BATTERY Percentile Sumnary N X N X N X N N X N N 50 26 01 99 75 49 25 0 1 0 0 OX 1 OOX OX OX 0 00 1 OX OX OX 1 OOX 0 o' 10 OX \"ox 1 OOX ox 0 01 0 OX OX 1 OOX OX 0 00 1 OX OX OX 1 OOX 0 01 0 ox ox 1 OOX ox 0 01 0 ox OX 1 OOX OX Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Suanary 76 5 0 26 oi 99 75 49 25 Number Tested Mean Nat * 1 NCE BLACK FEMALE Percentile Suanary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE 1 1 1 !.\"1 S3.7 35.8 47.9 1 1 1 47.4 31 .5 39.6 1 44.7 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i N N X N X N' 'X' N X N 7, N 0 10 0 1 53.7 ox 1 OOX ox ox _0 0 0 1 _ OX ox ox 1 OOX 0 01 0 ox OX 1 OOX ox 0 01 0 OX OX 1 OOX ox 0 00 1 ox OX ox 1 OOX 0 01 0 ox OX 1 oox ox 0 01 0 OX OX 1 OOX OX 1 1 35.8 47.9 1 1 47.4 31.5 1 1 39.6 44.7 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL studies COMPLETE BATTERY N X N X N X N N X N N X 6 52 6 32X 26X IIX 32X 10 33 3 53X 1 6X 16X 1 6X 5 71 6 26X 37 X 5X 32X 6 s' 35 S6X 1 ex 26X 2 54 3 1 IX 26 X 21 X 4ex 1 2 5 1 1 5X 1 IX 26X S8X 554 5 26X 26X SIX S6X 1 9 49.9 19 59.5 1 9 49.9 1 9 52.3 1 9 41 .5 1 9 35.1 I I I I i 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE see I SCHOOL: ! GRADE: RIGHTSELL INCENTIVE SCHOOL I 1 BLACK KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY .-' 11 J ' i Percentile Sunsary N X N X N X N X N 7. N X N lu 1 1I ......76 50 26 ___01 .33. 75 49 25 26 4 _8X 15X 46X 31X 2 15X 1 21 54X 23X 8X 1 71 4 SX 54X 8X 31 X 0553 OX 38X 38X 23X 2 515 15X 38X 8X 38X 10 6 6 8X OX 4 6X 4\u0026amp;X 0 55 3 OX 38X 38X 23X i: Number Tested Jln_N*tLl..NCE_ 13 .42..4--, 13 13 -48.3____ 1 3 46,8 1 3 46.6 13 40 . I X3 i ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I-Percentile Sumaary 76 - 33 50 26 75 49 or - 25 Number Tested ______Mean_Mat.' 1 NCE __ N X N X N X N X N X N X N X J 78 JUL 22X 22X 25X ^3L 12 38X 1 0 6 -A 31X 1 37. xzx. 14 2 10 ^9% 44X hT. _6___ 1?X 10 8 31% 25X ___ 8 25X . 4 1 05 13_ 13X 31 X 16X 41X 2 2 1 1 17 6X 6X 34X 53X 5 1 098 16X 31 X 28X 25X -1 32 46.9 32 57.4 32 49.2 32 50.1 32 43.6 32 37.1 i --I I i J 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M68YSC 10/07/91 PAGE 589 I .r'- SCHOOL: GRADE: RICHTSELL INCENTIVE SCHOOL 1 H I t ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suanary N X N X N N X N X N X N 16. 50 26 75 49 01 - 2S____ J. 8 8 1 0 24X 24X 30X 12. 1 0 6 5 18X L5X 6 1 4 3 J8Z 42X 9X _ 6 iex. _J.O____30Z _ 1 0 9 8 30X e7X 24X 4 1 0 5 14 12X 30X 15X 42X 2 2 12 17 6X 36X 52X 5 1 0 1 0 8 15X 30X 30X 24X I' r I,: Number Tested Mean_Natl.-NCE 33 _47 J______ 33 ____56^8. 33 ________49..2.. 33 .... 50,P___ 33 ^_43.______ 33 37.2 33 48.3 r pl I i-i I I l.i 1 ri i1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 590 SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N X N I H 76 50 26 01 99 75 49 25 2 3 4 1 20X 30X 40X 1 OX 5 3 1 1 SOX 30X 1 OX 1 OX 6 3 1 0 60X 3 OX 1 OX OX 4 \"3 21 4 OX 3 OX 20X 1 OX 10 6 3 lOX OX 60X 30X 14 23 1 OX 40X 20X 30X 4 3 21 40X 30X 20X 1 OX Number Tested Mean Nat*1 NCE BLACK MALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL BLACK Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'I NCE 1 0 52.7 1 0 70.0 1 0 69.3 1 0 63.3 1 0 40.8 1 0 48.2 1 0 59.8 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i- N X N X N X \"N X N X N N X 2 \"6 1 03 1 OX 29X 46X 14X 13 6 EX 4 19X S s 1 OX 1 OX 9 \"6 42 43X____ 29X 19X 1 OX 5 12 22 24X 57X 1 OX 1 OX 3 594 14X 24X 43X 19X 5 5 5 6 24X 24X 24X 29X 6 85 2 29X 38X 24X 1 OX I\"! 21 48.4 21 68.7 21 59.5 21 57.5 21 48.6 21 49.2 21 56.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X M X N X' N N X N X 49 1 4 4 13X 29X 45X 13X 18 733 58X 23X 1 OX 1 OX 15 9' 52 ^X___ 29X 16X 6X 9 29X 15 48X 4 3 13X 1 OX 45 - 1 57 13X i6X 48X 23X 6 1 9 29X 7 9 23X 29X 1 0 1 173 32X 35X 23X 1 OX .1 31 49.8 31 69.1 31 62.7 31 59.4 31 46 . 1 31 48.9 t\nl 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 591 I -I \"I SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 2 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sunnary 50 26 01 75 49 25 Number Tested Mean NatM _NC. ALL OTHER Percentile Sumnery 76 50 26 01 99 75' 49 N X N X N N X N X N X N n 0 1 0 ___0 _.QX_ 1 OOX OX _ ox 1 0 0 0 10 QX OX ox _ ox 0 1 0 0 OX 1 OOX OX OX 1 0 0 0 1 oox ox OX ox 0 0 1 0 ox ox 1 OOX OX 0 0 1 0 ox ox 1 oox ox 1 0 0 0 1 OOX OX OX OX b. 1 1 1 54.8 TOTAL READING N X 1 1 ______99,,.Q .._.57.0 . 68.5.__. 45,2 1 1 43.0 64.9 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 0 1 0 ox 1 box ox 25__________________Q_____QX______ 1 b 0 1 OOX OX OX __0______OX__ 0 i 0 0 ox 1 box ox ox 1 0 0 1 oox bx ox _0_____OX . 0 0 1 0 OX OX 1 OOX OX 0 0 1 0 ox ox 1 oox ox 1 0 0 0 1 OOX OX OX OX f , Number Tested Mean Nat'1 NCE 1 1 54.8 33.0 1 1 1 57.0 68.5 45.2 1 1 43.0 64.9 I . 1., : I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE HJ6481 nesYsc 10/07/91 PAGE 592 Percentile Sunnary N N X N X N X N X SOCIAL STUDIES COMPLETE BATTERY N X N ____76 50 26 01 9.9 7S 49 25 1 Q 14 ...4 31 X 44X 13X L? 7 3 3 5SX________15.__47X 22X 9X 9X 1 0 5 2 31 X 1 6X 10 _ 31X 15 4 47X 13X 3____?X , .4 5 1 6 7 13X 16X SOX 22X 3 e 3 1 9X 28X 2SX 28X 1 1 1 1 7 3 34X 34 X 22X 9X Nunber Tested 32 _____Mean Nat_Ll.,NCE_______ 32 _____70 .a. 32 .... 62.5 32 _____59.6 _____ 32 ..46.1 32 48.7 32 57.8 \u0026lt;! I::'f i 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 593 TO SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC' BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ' i Psrontile Sussary N 76 50 26 01 99 75 49 25 1 2 3 5 X N X N \" X N X N X N Number Tested Mean Nat * 1 NCE BLACK MALE Percent 11 Sunsary 1 1 39.3 76 50 26 01 99 75 49 25 Nunbe Tested Mean Nat*1 NCE ALL BLACK Percent lie Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE 9X 18X 27X 45X 2 5 2 2 18X 45X 18X 18X 2 5 3 1 iex 45 X 27X 9X 1 3' 4 3 9X 27X 36X 27X _ 0 2 4 5 OX iex 36X 45X 2 2 2 5 18X 1 \u0026amp;7. 1 8X 45X 1 2 4 4 9X 18X 3(\u0026gt;7. 36X I- 1 1 47.5 1 1 47.9 1 1 43.3 1 1 33.5 1 1 38.6 1 1 40.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N X 0 '2 4 8 14 32.9 _ OX 14X 29X 57X 3 B1X 5 36X 1 5 I'K 36X 2 4 3 5 14X 29X eix 36X 0 S 3 6 OX 36X SIX 43X 1 3 4 6 7X 21X 29X 43 X 0 4 5 5 OX 2 9X 36X 36X 0 4 4 2 OX 29X 29X 43X 14 50.0 14 47.5 14 40.6 1 4 39.8 1 4 40.8 1 4 39.7 \"I TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X N N X N 1 4 7 13 4X 1 6X 28X 52X 5 1 0 3 7 20X 40X 12X 28X 4 9 e 2 6X 36X 24X 24X 1 8 7 9 _ 4X 32X 227. 36X 1 5 8 1 1 4X 20X 32X 44X 2 6 7 1 0 8X 24X 2Q7. 40X 1 6 8 1 0 4X 24X 32X 40X 25 35.7 25 46.9 25 47.7 25 41 .8 25 37.0 25 39.9 25 40.2 73 74 7aI I I 'i I H ( 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 DI st rlbut ion TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 594 COMPLETE BATTERY ) .'I i J Percentile Sunnary N N X N X N N X N X N X I 50 26 01 Si 75 49 gg. _l. 4 7 13 _.4X_ 16X 28X 5SX _5. 1 0 3 7 40X 12X 28X 4. 9 6 6 ,W e4x a4x 1 8 7 9 4X 32X 28X 36X _1 5 8 1 1 4X 20X 3ex 44X 1 1 0 8X 24X esx 4 OX 1 6 8 1 0 4X 24X 3X 40X Nunber Tested . _ Mean Nat/ L MCE 25 25 .48\u0026gt;1_____ 25 ....,4.7.7. 25 41.8____ 25 . -37.0 25 39.9 25 40.2 It LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ri button #J6481 M6BYSC 10/07/91 PAGE 595 SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 4 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sueeary N X N X N X N X N X N N X _____76 - 93 50 26 75 49 01-25 _L 2 5 5 ____ 15X 38X -.38X J3 3 5 2 23% 38X 15X 1___ex. 7 4 ,1 54X 31 X . 8X ,1____ 8X.___ 4 5 3 31X 387. 3 2 3 5 23X 15X 23 X 38X 3 1 5 4 23X 87. 387. 31X 1 6 3 3 8X 46X 23X 23X Number Tested Mean.NatJ 1_.I1CE 13 13 JO ^3_______________51,.1 13 _____49.8 13 ..........45.7,., 1 3 _______42.9 13 45.9 1 3 45.5 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile SuBnary N X N X N X N X N X N N ____76 50 26 33 75' 49 _.O1 r_25_ 1 3 4 6X 18X 24 X _ 3 _ 6' 5 18X 35% ^3'A 7 6 12X 41% 35X 3____53X ____3____ISX__________2........12X 2 5 5 12X 29X 29X 5_,. 29X 2 4 6 5 12X 24X 3SX 29X 1 6 6 4 6X 35X 35X 84X 2 4 6 5 12X 24X 35 X 29X Number Tested Mean Nat/1 NCE _ 1 7 40,3 17 54*6 1 7 4.8:3 17 46.2 1 7 43.3 1 7 44.9 1 7 45.5 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary N X N X N X N X N N X N X ...76 j::, 33. 50 26 75 49 ____2______7X____ 5 9 17X 30X ____6____20X___________3 .. 91. 25. ... 14____47X_, 9 1 0 30X 33X 5____1.7X 1 4 1 0 3 lOX 47X 33X 10% 3 ....lOX .. 9 1 0 30X 33X 5_.....17X 8 27X 6 9 1 Q 20X 30X 33X 4 7 1 1 8 13X 23X 37X 27X 3 1 0 9 8 1 OX 33X 30X 27X Number Tested ____Mean- NatJ l__NCE 30 30 .53^ 30 30 46.0____ 30 ,__43.2_____ 30 45.3 30 45.5 i \u0026lt; i I J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ri but ion J6481 M6BYSC 10/07/91 PAGE 596 SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suminary N X N X N X N\" N X N N X i - 76 5 0 26 01 99 75 49 25 2 5 9 1 4 7X 17X 30X 47X 6 9 1 0 5 20X 30X 33X 17X 3 1 4 1 0 3 10% 47X 33X 1 OX 3 1 OX 9 ZOX 1 0 8 33X 27X 5 6 9 1 0 17X 20X 30X 33X 4 7 1 1 8 13% 23X 37X 27X 3 1 0 9 8 1 OX 33X 30X 27X I Nunber Tested Mean Nat * 1 NCE 30 40.6 30 53.1 30 49.0 30 46.0 30 43.2 30 45.3 30 45.5 I ! ! I I I ! i I I..' 1 \u0026gt;1i 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: RICHTSELL INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J648t M6BYSC SOCIAL STUDIES 10/07/91 PAGE 597 COMPLETE BATTERY Percentile Sunaary ___^9 50 26 01 75 49 25 Number Tested ________Mean Nat-U,_MCE. I BLACK MALE N X N X N X N N X N X N X r J Percentile Summary 76 50 S6 99____ 75 49 _ QI I r Number Tested Mean Nat * 1 NCE I ALL BLACK Percent i1 Sunaary ____7L^99 50 26 01 75 49 25 Number Tested _____np._Kat.*l NCE 4 3 5 _01 33X 25X 42X A 5 2 2 42X 17X 17X 4 5 1 33X 42X 8X 1 6 2 8X 5 OX 17X 25X 0 6 8 4 OX OX 67X 33X 0 6 2 4 OX BOX I7X 33X 0 6 2 4 r/. 50X 17X 33X 12 4 ft. 2__ TOTAL READING N X 12 .54.S, 12 52.2 12 48.2 12 38. Q_ 1 2 45 . b 1 2 46.0 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N N 0 2 3 4 OX 22X 33X 441 1 1 5 11X 2 1 IX 56X 22X 2 3 2 22X 33X 22X 1 i 4 3 1 IX i ix 44X 33X Q 3 1 5 OX 33X 1 1 X 56X 1 1 4 3 1 1X 1 IX 44X 33X 1 1 4 3 1 IX 1 tx 44X 33X 3 39.9 9 45.9 3 50.9 9 44.7 9 31.1 9 42.7 9 43 . Q TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N X ____ft_ 6 6 ____? _, .. 01 29X 29X 43X -4___1.9X_________4 6 1 4 29X 33X J9X 6 8 19% 29X 38X 3 . .14X 2 7 e 6 1 OX 33X 29X 29X 0 3 3 3 OX 14X 43X 43X 1 7 6 7 5X 33X 29X 33X 1 1 7 5X 33X 29X 33X 21 21 SO. 8 21 1L4 21 .__46.7_________ 21 .._-37.9 . 21 44.3 21 44.1 I I- I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 598 SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 5 ALL STUDENTS -1 1----- Percentile Sunnary TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N X N X N X N N N .1 i ^T I .1 t- I L 4 50 26 LL 75 49 M. 1. e 6 3% Z3X 43X 1 4 xai 29X 33X 19X 6 8 1 29X 38X 14X _ 8.......IPX 7 33X 29X 29X 0 3 9 9 OX 14X 43X 43X 1 1 h 7 5X 33X 29X 33X 1 7 6 7 5X 33X 29X 33X H'i 1 Number Tested Wean_ MatMJlCE. 21 21 5_o.a_. 21 21 ____46.7. 21 -.37,9 . 21 44.3 21 44.7 i:j I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 599 SCHOOL: RICHTSELL INCENTIVE SCHOOL GRADE: 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY r Percentile Suomary \"N X N X N X N X N N X N 76 50 26 01 99 75 49 25 0 2 5 1 OX ~25X 63X 13X 4 3' 0 1 50X 38X OX 1 3X 2 2 3 1 25X 38X 13X 1 13X 4 \"sox' 2 1 25X 13X 1 1 3 3 13X i3X 38X 38X 0 3 2 3 OX 38X 2SX 38X 1 S 4 1 13X 25X sox 13X Number Tested Mean Nat 1 NCE BLACK MALE Percentile Sumaary lb 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL BLACK Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'l NCE 8 41.4 8 59.7 8 53.6 8 51 . 0 8 38.6 8 41 .2 8 47.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X N N N X 2 29X 1 i4X 3 1 43X 14X 4 2 1 0 57X 29X 14X OX 4 i 2 0 57X 14X 29X OX 3 3 0 1 43X 43X OX 1 4X 2 2 2 1 29X 29X 14X 3 2 1 1 43X 29X 14X 1 4X 3 3 0 1 43X 43X OX 14X 7 55.4 7 72.6 7 62.3 7 62.9 7 55.6 7 57.7 7 61.4 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 2 3 8 2 13X z6x 53X 13X N X N X N X N N X N 15 47.9 8 5 1 1 53X 33X 7X 7X 6 3 5 1 40X BOX 33X 7X 4 7 2 2 27X 47X 13X 13X 3 3 5 4 20X 20X 33X 27X 3 5 3 4 20X 33X 2 OX 27X 4 5 4 2 27X 33X 27X 1 3X I 15 65 7 15 57.6 15 56.6 15 46.5 15 48.9 1 5 54.0 i 4 I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution ftJ6481 M6BYSC 10/07/91 PAGE 600 SCHOOL: GRADE: RICHTSELL INCENTIVE SCHOOL 6 ALL STUDENTS ( TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ( [- 1 Percentile Summary - 76 ^_95L 50 26 75 49 01 - 2S Number Tested Mean NatM. NCE N X N Z N N Z N N N 2 UZ 3 8 2 20X 53Z 1 3Z 8 5 1 1 53X 33Z 7Z 6 40Z 3 5 1 20Z 33Z 7Z 4 7 2 2 27Z 47Z 1 3Z 13Z 3 3 5 4 20Z 20Z 33Z 27Z 3 5 3 4 20Z 33Z 2 0Z 27Z 4 5 4 2 27X 33Z 27Z 13Z 1 5 AT. 9______ 15 ___65..7 1 5 ..57.6_ 15 . 56,6____ 1 5 4 6.5 15 48.9 1 5 54.0 |.V I J \u0026gt;RIGHTSELL SCHOOL ENROLLMENT GRADE BLACK WHITE OTHER TOTAL % BLACK LEVEL M F M F M F 4 yrs 4 7 2 3 16 69% K 16 14 0 1 31 31^ 1 21 21 0 0 48 100% 2 17 19 0 0 36 100% 3 27 15 0 0 1 43 98% 4 23 14 0 0 37 100% 5 21 22 0 0 43 100% 6 19 16 0 0 35 100% TOTAL 154 128 2 4 1 289 98% PERCENT 53% 44% 1% 1% B 194 1989-90 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk B W 0 T % Blk 16 1 211 92% 191 1 1 193 99% 282 6 1 289 98%w eeKs DISCIPI.INE MANAGEMENT QUARTERLY REPORT School RKHISEIL ELEMENTARY Beginning Periixi. 10-19-95 Principal S_i\u0026gt;qei\u0026lt; A BmJipg Period PART I. Plejse indicate number of suspensions by race and category. A. Out of School .Su.\npcn$ions - Category 1 Violations CraJus tl9.k F TCal g:*a SMiiU T\u0026lt;lal SpOinah M F F Tulsi Span Asia''FBu Nf F TuUl Aai*/ Fa: M F T\u0026lt;UI |r.J/ E:k M F Ovhtf K 1 2 .3 4 5 ll I r li I j r. T 1 .1 i 1 It ThIhIi cobioifl 1 1 1 1 B. Long-Term Suspension - Category II Violations Oridif eitck M h Tflitt eiftck W'htic M F Tola! \\VhiiB SpAniiih M F Total Span Alil/PiC M F Tout All*/ Pac L-id.-Edic M F Totil IniJ/ EA OlF.f M F Ttxjl OJi^r roiti* coiurrin\nS3* C. Expulsions Category III Violations Or'K X\u0026lt; P Toat 0l*k Tout Sp9A\u0026gt;Rh Toil M F M F K( P Total Aia/ Fas Ind'Eik M F ToUl ind/ Eit Oiher M To:*! Ov.\u0026lt;r T\u0026lt;au II B I * r.d4i\u0026gt; coli'inn .-J NOlk\nQuarterly kepi)rl.s are due in the Hearing Office one (I) week following the end of each Grading Period. si'p RLVLP.sr' rok rAitis n, hi anp iv./?,^K+seH PART H. Please complete. *NOTE\nThese figures Are to be included in Psrl I. **NOTB\nSludcnis on Sent Homes are not included ir^ Part I. Kt T'.-isi B'.cL Kt Trrttl Whiti SfOm^h M T-'bl Span Aii.'Pj\nM F Pa raa.-L', F Ttittl Ifld/ E5k Oin.*r T.ul LKkde jb **l\u0026gt;rc-|-jKy f(rra*ik HnrrtS'Mfwt Sp\u0026lt;.i Ed \u0026gt;X) I a fnUU PART III. Personal Data - Please indicate race, sex and experience of staff members rcconirncnding the various suspension.^. TutL'hmf EYp\u0026lt;ri\u0026lt;\nR{4 Bl(k ToisI Bluk Tyltl WhMt FpJnish Tiy.i pin Tola! Asia/ Pad In-J'Etk Tcul Ind/ E\u0026gt;k O'.hif Tq-jI 0-} 4-10 U-\u0026gt;5 16-20 I- ik n-it 26-30 30-O .1 iL. TcUIm A\u0026lt;ii/PC T H\n M 2 2 P 2 4 M F M F M F M F M 2 4 PART IV, Enrollment Data - Please indicate your ichools enrollment by Grade Level. Se and Race. ^.=x_= 1 Cn3 t I GIi\u0026lt;k hi F Trriti nit.k White M r Totti While Spanish ht r Tdltl Spin AsiiPic Kt F Tolit Aii*/ Psd /Kgs Ind'UV K\u0026lt; F Tolil Ind' Ek 0\u0026lt;r T.'di Kt F OUi\u0026lt;r i.iiii K 1 3 4 5 6 TrXtll fcr tA 17 3,1 0 0 0 1 0 1 32 iO 11 20 12 21 10 98 20 30 0 0 0 ,30 j| 09 20 0 0 0 20 13 33 0 1 1 1 1 2 36 13 1 39 0 1 0 0 0 1 23 40 09 99 19 u 0 0 0 1 1 20 19? 1 I 2 2 4 JQ3 8 V-U AYtOIl I'LSCMCMt .CBb3rd a/\nne Ms DISCIPLINE MANAGEMENT QUARTERLY REPORT School. RIGHISELL ELEMENTARY Beginning Period Ql-03-$i6 Principal SkortOf/ Ending Period 03-13-96 4 PART I, Please indicate number of suspensions by race and category A. Out of .SchfH^l Suspen.^iqus Category I Violations GroJv* OU'.k M F Talal black M F rcial Whii 5pknat M P TuUl Span A:lie/Fatf Ft P TvUI Asia/ Pac InJ/.-\u0026gt;k K\u0026lt; P TvUl Elk Xh\u0026lt;f \u0026gt;\u0026gt;1 F K 1 1 .1 2 3 4 i 1 1 TiHal T, 1 1 1 1 1 li r!* i. I 4 TiLil.\u0026lt; fCT 1 3 1 1 4 B. Long-Term Suspension - Category 11 Violaiions Grsdei Biack KI r iQllI (JLAvk M Tclat ' WUw F Spanbh M F Tcial Span AA(/p4e KI F Tout Fac 14k M F Total hJ/ Ed CAher KI r T.Xil T?ui Tniaii cotumn ,,_J C. Expulsions - Calcgnry III Violaiions Cradci Black M F Total OlUk UlsUc M P Trial While Spanish M F Tjlal Span AaU/Ptc M P Tobi Alia/ Pas Ind/Fjk M F Ti\ntal Ind/ Elk Oihtr KI F Toul O-hir TuUb 1 I Lb J .(itUlrtl NOIL. Quarterly licporls arc due in the Ikarinj\nOflicc one (I) week following (he end of c.kH Gr.Khi Pcri()d. :ng 'e sr-i- id-vrpsn fok parts u hi and iv3rd A/i'we . Pz\\RT II. Please complete. *NOTE: These figures aie to be included n Pdit I. \"NOTE: Students on Sent Homes are not mchidcd in Part I. Blnvk M- Tx'lsl BlieL M Tclal WhUu |\u0026gt;Rni}h M Ttl Span F Aiti/ Pac M F T.ta bJ' E\u0026gt;k Oth.-r M P T..JI lltp.f Ti- Kuncrxtb H*Tkk4M Ifx'UVvOXt *Stn-:V\nna 5|.bI Tolkb PART IB. Personal Data - Please indicate race, sex and experience of staff members recommending the various suspensions. Tiichiftj E*ptrit\u0026lt;va Black Te\nal Elauk ^T\" Tout While Spiiiifch Tj\u0026gt;u1 Span Ajii/Pac Tell! Ai/ Pae lAj/e^k kf Tuul ird/ Oiher Tuial Dirtcr T--U4 F F M F F M f 3 OJ 4.t0 16-10 2 t 21 2S 26-30 30-Osf Touli 2 PART IV. d Enrollment Data - Please indicate your school's enrollment by Grade Level, Sex and Race. Grille Black F Tex a! Blat:k M F TM-1 Wh:t4j Spanish M F Tcial Span Afla/Pac M f T\u0026amp;ial Ai*^ Pae Ind Eik M F TquI Ind/ E\u0026lt;k Other F T.'tftl OJtvr P.f K 1 2 3 4 5 6 izubntn 14 11 11 21 12 21 10 too 17 31 0 0 0 1 0 1 32 20 10 13 15 18 9 102 31 21 34 27 .39 19 202 0 n 0 0 I 0 1 0 0 0 0 0 31 0 0 0 0 0 21 1 I 1 1 2 37 0 0 0 1 0 1 0 2 0 0 0 2 0 0 27 0 O' 40 I I 20 2 4 206 C'TAVio* j,\u0026gt;isrMCMt ckaODM Visits to LRSD Schools, Opening Days 1994 Rightsell Incentive School We were pleased to note that: The school had a very orderly environment. The new school creed was prominently displayed on a bulletin board near the main entrance. All areas of the school were clean and free of litter. We also noted some areas needing attention: Plaster and paint have continued to fail on the same section of basement wall that has been mentioned in every ODM report on the incentive schools. As has been noted before, the problem is caused by moisture from an improperly placed downspout. The library ceiling suffers from several serious leaks.OCT 31 '94- 10:24AM BARNES QUINN ELAKE P.l MEMORANDUM DATE: TO: FROM\nRE\nOCTOBER 24,1994 ROCKEFELLER PARENTS ANT) STAFF MELANIE GIBSON AND THE PTA EXECUTIVE BOARD SUPPORTING DR. WILLIAMS Thursday night, October 27,1994, the Little Rock School Board will vote on extending Dr. Henry Williams' contract. As you all know, stability is probably the one area thai has been lacking in the district for a number of years. Dr. Williams wants to be here and wants to stay here to provide the stability so badly needed. As a parent with many concerns for the direction of the district, I can truly say that Dr. Williams' door has always been open and his ear always bent to listen. The new statistics just released on enrollment indicate that there was not a mass exodus to leave the district this year. 1 hat says to me that people feel comfortable with staying in the district and that problems are being addressed. Let us not forget that parents must also be satisfied with the progress their children are making in school, Learning and providing an environment conducive to learning are top priorities. Will you join the Rockefeller PTA Board by signing this memorandum and return it to the school tomorrow. This is one way we can show the school board our unified support for Dr, Williams. I will present our stack of signed memos to the Board. Thank you. The parents and staff at Rockefeller Incentive School support Dr. Williams and hope the Little Kock School Board will do the same. Date Name Post-It* Fax Note 7671 Date i To, From Co/DLbI Rhone # Fax* Co. Phone # Fax#C.C: CP Dr. Henry Williams, Superintendent Little Rock School District May 25, 1995 JUN 1 2 1995 Dear Dr. Williams, Office oi Desegregation Monitoring We, the parents of Rightsell Incentive Elementary Pre-Kindergarten class of 1994-95, would like to congratulate you on having such an outstanding team of educators as Ms. Clarice Woodley and her aide, Ms. Tonya Hawkins, working to achieve the goals of the LRSD. With the excellent leadership and support of our principal, Ms. Sharon Brooks, our children have had a very successful year and are well-prepared to meet the challenges of Kindergarten. are strong believers in the Pre-Kindergarten programs in the district and urge you to continue to fund them fully and give them your support. We believe that Pre-Kindergarten gives our children a head-start on success in school and can help prevent costly remediation in later grades. Our children have received the very best of care from their dedicated teachers who have given generously their expertise, their time and energy and perhaps most importantly, their love and concern. We salute them for their high ideals and their unfailing professionalism. Tlie Rightsell Pre-Kindergarten Class of 1994-95 PARENT: ini:^ C. lA/i CHILD: Letter of Support to Rightsell Pre-Kindergarten Teachers Pareijits f Child--' T c 1:'' C-t 1 3 c\\c V htoclcKrcX } I / , .. QY171/). \u0026gt; i) ' tr C'A- ~\nr~1995 - 1996 RIGHTSELL INCENTIVE ELEMENTARY Pmincital: Shoron A. Brooks Phone: 324-2430 Addmess: 911 W. 19ih St., 72206 Counselor: Margaret Williams Phone: 324-2430 Parent Contact: Mr. \u0026amp; Mrs. Baker Phone\nSchool Colors: Blue \u0026amp; White Mascot: Roadrunner Enrollment: 250 Grades: 4 yr. old- Grade 6 Av. Class Size: 20 School Sequence: 7-9: Dunbar, Henderson\n10-12: Hall, . Central. McClellan OUTSTANDING FEATURES/ PROGRAMS . Educational Only 4-year-old Program Gifted/Talented Enhanced Funding for Each Quid Computer Labs Readin g/Math Labs SdeoccLabs Self-esteem Music Instroction Library Research Program Health Education Program Physical Education Program Write to Read Lab Pilot Program far Jostens Software Individual Student Education Plans Media REACH Program Saturday Program Renaissance Readers After School Phonic Samrfay Enrichmeat Activities Rites of Passage Program Visiting Author Readers Theatre Future Teachers of America School Newspapa SPECIAL INCENTIVES Awards for pcrformacce or behavior Educational Field Trips Honor Roll - Qtizeaship/Attendance Awards Awards Assemblies Homework Hotline Good Citizens Tea Student of the Week . Quarter^ Positive Behavior Recognition Young Authon Principals Hotwr Roll Citizenship Honor Roll Volunteers in Public Schools (VIPS) Room Mothers and Fathers Girl and Boy Scout Troops Field Trips to Art Museums Volunteers and Menton Resource Speakers School Newspaper Parent Workshops Parent Center Retired Teachers Industry Site Visits EXTRACURRICULAR OFFER. INGS - Clubs Student Council Just Say No Ambassador Program Educational Field Trips Flag Moniton Conflict Monitors Peer Helpers Student Mentor Program Math Olympiad Red Ribbon Week Book Fair RIF Program for 4ih grade. (Reading is Fundamental) Career Mentors Program Project DARE DEAR\nDrop Everything and Read Extended Day Tutoring FACULTY INFORMAHON Certified Staff Computer Lab Attendant Counselor Gifted Specialist Speech Therapist Resource Teachers School .Nurse Reading Specialist Two Aides for Every Three (Tlassrooms Permanent Substitute Staff Has Received Grants from Rockefeller Foundation Faculty Handbook Theme Specialist COMMUNITY INVOLVEMENT- Commuaily sponsorship Panncr-in-Educauon Parent Teacher Aisociatton (PT A) UNIQUE ASSETS CARE Program Art Materials Musical Instruments and Sound System Quarterly Newslettcr/BuUetias Before School Breakfast Program Extended Day Programs Student Uniforms * Great Expectations Progra'0 ? : 0 4 P I G H T S E L. ! .SCHOOL THU F- M yc h:)i) I S 2 4 O!: P . 03 ifioWseH J PAR I !1. ilccic compicic. Hi NOrt' These f.g'jres are io be inclLderJ in Part I. NOT ti S'bdf.ili or. Sept Home' are no: ircludsO in Part I. T az J.I r*.- !rd-\u0026gt;k T....I h\n- T.'ejI i I ! L. PART Hi. t I I Jl ,-L -------1 ! Ferscnal Data PJease irGiesre race, sex and cx|\u0026gt;erence of scafr nemberi '^^tiecrit\\edd:ng I'ie various suspec ior.. Ti'.i S-\u0026lt;k I- .bl. To'ji Sra't.sh f mI? foal $rn i^jiaTsc I TrUt IrtJ Cjk fkia' .t Ten\ni lm/ f O'Zsr Twu: OJ\u0026lt;r S F i ^.tu A.\u0026lt;P*, M F M F . j P F t I q f I J I T ! t I I f I I i I + t a + 4 I I T i 1 T 7 F I M F I I 4 (-J j. li b 20 .'iT? 1.?. PART W ErioKmcnt Data - Please indicate your .school's cnrOilment by Grade Level. Sex and Race, \u0026lt; 19 \u0026gt;. )u Ti\u0026gt;u!i I 2 I i I 1 I ! i _ I f. T8[ Gi*k b- T?'l i S?n\u0026gt;h Ti! tolil ft-' fnd.Esk ToJ*i hd/ fi4 cxr.*\u0026lt; T.vt, I T, Xf.er i ^-4 11 i* .f H r\n101 20[ 30 ssj in ' 30 Trills LI ?0 i- 13 13 2.1 10 luf-in I 53 20 3.3 25 C 2C 35 25 6 39 09 19 20 f T.WUOft'rwcWCMT CH r-' 20 i Ct^c R'-ii. T iJ T 1 3 5 6 : \\i 0 0 0 0 0 1 F 0 0 1 0 0 0 r w F } xr * F M 0 0 0 1 0 I 0 197 1 2 T I t I I 1 0 0 1 i 1 2 1 2 6 60 10 3 *04 T HI ..I F-N R T H T S E I. L . SCHOOL 2 4 O 5 P . 0 4 3rd NI rie Wee hs niSClfUXP MANAGEMENT QVARTEKLY REPORT Scn\u0026lt;oi___ F\u0026gt; ELifn^NTAR': feginntr.j Period,_01-05-96 Pnn\u0026lt; .psi 3b Bnchng PenocI______ 03-13-96 irt'iL\n-ttfliolis PART 1. please indicace number suspensiuns by race and category. A C(!i of School Suspens'ons - Catcgcry i Violations T 7 ij Cnd.-s 'r^ C:rk I T.bJ n'Kc 'AT.\nl0 T V 'I li :54ii ..5 . . r \u0026gt; 4 1. Tp'il 'A'hii? fpinix'v T Ul I Xg.'Pic Sm\nt7 TcLiJ Fk Te'.il IrJ' Eik OuSif Xi TtHlJ li i! I -r I r 4- U-U- ----------_r._. 4- \u0026gt; 3 M { F M M r F F K 1 I I I T ' I ) i I i .f ti.r.in ! 1 il 3 I i I B Lviig-Tcfni SupCili.on - Caicgary !I VioSauons u } r } i r 4 I I' GnJ'i G li I- T' H -iJ UltH 4.-.- .i- Tv,., '.3 i- - I f ToiM Viiils K.J.. f A\u0026lt; Pec M. -i- Ti'Ui I 1?4 Ejk Alli' Tcut hJ/ C*k [7 7~ 0-1.6 f Tj.| T t T I T\nu:i r i f A'ij-'irt T'-.lfl I \\'''hiie F I St.5'':Mn i Tc'ai T I T a Sf'f* ( M F r J I I I T 1 . .'xpubicns C.ik\nory IH Vujlaliuns j T ( T^-'ai Blick Irfti T.viJ TUi Alii/ F.c ipd.'Eik * To'ai hil/ OuVf To.^' ii I i* r 4 :1 T-v*!\nKiili.mn j T I izcizbf -ij G r*-.fc M M F M F T X I 1 H I NQIU\nPeUnd. QuafLcrly Ucporls are due in Ihc Hearing Ofhec me (I) week foliowjng ibc end el vACb Grading sr Rl-Vi FOR PARTS H. UI AND IV.THU R I GHTS Ei_L. . C: H U Cl L 3 rd 1' we ( \\KT ! toirip'i 'c. ' R K'i se 1! c hoo I D.\u0026lt;* \u0026gt; ToUM These fjgi're^ ro he incluCeJ Fa:^ 1 NOTE: SiudtnU on Ser Ho.rcs ^re .-.ot mcladeo tn FMrt 1 \"I T.\u0026lt;-l AP.te '41 I *ru'Ps: .,--- T-'-al ex,/' 1 T..S4I Xf Ft\n--------- ___ I I i T I i part ih. Personal Daia ' FJeose indicate ute, sey and experience of sufY fcccr.'n-cr.dng tbe varicu\nsuspensions. . BKrats: 0.4 wlO i\u0026lt;.?c 21-2^ 6 trk F* \u0026amp; t.k Ti?s{ Spin V.vP: i_Li To,.I A5'' Pjz U. K-HTTiJA.. iij Lit\n! Teut\n7T7 Inj/ E.l 1- zL kJ PART IV. Eur.lnie?\nE Dtfla Please tndtcaEe your schovls enroHmcni by Grade Level, Sex and Race. f!j\nk i TiM.I 'A'Ftls *~P VSTi-lu i Tc:l ( A\u0026gt;m P.i !-k1. Et) P#' Ta,11 liU. Fsk Oih\u0026lt;r 7.m1 O-Jwf T.va!* P.'f Of.J-\n17\n31 It yC 11 10 0 21 21 13 37 \u0026gt;\u0026lt; ] - .1? r..\nr-'- 21 10 |100 15 27 LS 39 19 102 202 0 I O' 4- 27 40 20 208 K A P . 05 *NCT ti Effci/r.'* I I K 2 M.i-gjl i T.-.l F 1 { H ? , F I 4 P { { I y e I T I 1 i 1 I I 3 i 1 I I 1 1 Vk'hltf *' r i y I T + T I i I T I F\n31 21 9 0 i 0 0 0 0 1 0 1 0 1 c 0 0 0 0 I 1 0 I I M I ^r* f i 1 I t j M e t 4 I I I M i I u r I I I I F I n ' T I J 5 f I i I t I M 1 0 C 1 0 0 0 2 F c 0 1 0 1 1 0 0 2 0 I 3 I I 1 I I 8 2 J l-O I tASl.wfO.iaCMC'rfTtB* F\u0026gt;- JVED :\u0026lt;J C ' CJ4A C*V^ / c/ '^1 f \"^0/\nOffice of Desegregauon .viuijuvuug Little Rock School District Rightsell Elementary PTA Career Awareness/ Mass Media Technology School ocr 4 \u0026lt;w \"^TT West'19tFvSt-reet Phone 324-2430 '\"-v ?: 1996 Of Desegregation f^onitoriny Little Rock, AR'^72206- Dear Please join the Rightsell P.T.A. in celebrating the 90th Birthday of its existence, making it the oldest Elementary School in the Little Rock School District. The P.T.A. would like to erect a marquee with the School's name and to display school events. This project will cost approximately $4500.00 plus shipping and handling, which will total approximately $5,050.00. We need your financial support. You may be asking yourself. Why so much? Well, this sign has a 20 year warranty based on experience - not speculation. This warranty also covers vandalism of sign and will be replaced free of charge if such happens. Also group participation goes up. Community communication increases, school image enhanced and public recognition of student and faculty accomplishments. This is only a few reasons why WE need this sign. Please make your checks payable to: Rightsell 's P.T.A. Birthday Celebration. Send to Rightsell Incentive School, 911 West 19th St. Little Rock, Ar. 72206 The 90th Birthday Celebration will be December 5, 1996, therefore, we would appreciate it very much if you would try to send your donations by October 25, which is our deadline for ordering and having the sign in place by December 5th. Be a part of a Positive image for our Public Schools, contribute today. Sincerely, resident Please pres I P.S. Enclosed is a copy of the sign that WILL be in the front of our school with your support. ORIGINAL J.M. STEWART CORE DESIGN DO NOT DLTLJCATE 1 -S\u0026lt;)O-23T-3\u0026lt;\u0026gt;2S Dii: DJ75:6 SxS'is 20 YEAR WARRANTY VANDAL RESISTANT THANK YOU PTA WE LOVE IT! i' o. MASCOT STD. . Riiilitsell ElemeDtar^ Scbool -5.iE fe '5-^ ' 4* \\ *''^ h? J* e \u0026lt; I I 8 i 5 I K 20 YEAR WARRANTY! VANDAL RESISTANT 28TEARS EXPERIENCE I11/21/96 11:15 QoOI 324 2023 I.RSI) COMMCMCATI ODII @002 003 Little Rock School District Press Release November 21,1996 More Information: Zeomee Herts, 324-2020 Little Rocks Oldest Elementary School to Celebrate 90th Year Rightsell Elementarj School will celebrate its 90th year with homecoming activities December 2-6, 1996. Everyone who has been a part of the Rightsell legacy is invited to attend activities. This includes parents, students, faculty, former students, former faculty and any of the schools many dedicated volunteers from throughout the years. Some of the activities that have been scheduled are: Monday, Dec. 2 Kickoff celebration assembly Tuesday, Dec. 3, 5\n00 - 8:00 p.ni......Family nightZSpaghetti Dinner Wednesday, Dec. 4. Thursday, Dec. 5.... Friday, Dec. 6........ Dress up (from previous decades) day ...............Rightsell History Quiz Bowl ..................Birthday Assembly/Parties Students will also participate in an essay contest, using the topic School Days at Rightsell. There will be an art contest with students illustrating What Rightsell Means to Me. Classes will compete in a door decorating contest in honor of the school. Another highlight of the week will be a time capsule which will be buried Monday, December 9, for ten years. Students and alumni other material for the capsule. are encouraged to bring pictures and (more) 810 West .Markham Street Little Rock, Arkansas 72201 (501)324-2000(1 11:16 Q.jOl .324 2023 l.RSl) COMMIMCATI OD'I Press Release - Rightseil Birthday (11/21/96) Page 2 Rightsell, located at 911 ^Vest 19th Street, was opened in 1906 and is the oldest elementary school in Little Rock. The school is named for J.R. Rightsell, who served many years as superintendent of the Little Rock School District. He first was listed among the employees of the LRSD in the Assignments for Fall Session, 1870, assigned to Peabody School. He later became principal of Peabody and Sherman High Schools, and in 1871 became Little Rock s second Superintendent of Schools. He served as superintendent from 1871 to 1880, later returning to that position and ser\\'ing from 1885 to 1905. Today Rightsell is one of five Little Rock School District Incenti\\e Schools. The school theme is Career Awareness and Mass Media Awareness. The mission at Riuhtsell is to provide educational experiences that will help each child reach his or her potential.h (\nr / SAS DriARTMCNT C-i' LDUCAiicr\nZiNi.xzM SCHOOL lI'ii'ROVLHrS'T i-'CAS' VERIFICATION FORM 1091-1992 School Building: (Name, Address, Zip) Pulaski County 60-01-039 LEA Number Tel ephone: 324-2430 % School District: (Name, Address, Zip) Little Rock School District 810 West khem M October 1, 1991 DATE Little Rock. AR 72201 Tel ephone: (501 ) 324-2000 Please submit one copy of the Annual School Improvement Plan fcr by October 15, 1991 .* each school in the di stri. (Mrs.) Bobbie K. Goodwin Pr 'i nc 'Pel Dr. Ruth Steele Superi ntendent Signature of Superintendent School Building Task Force Plesse send to\nMrs. Frenzella Dodson, Parent Mrs. Bobbie Goodwin, Principal Mrs. Richmond Jones, Parent Ms. Ada Keown____________________ Mrs. Nell Page Mrs. Sue Walker__________________ Mr. George West Mrs. Margaret Wi11iams Associate Director Instructional Services Arkansas Department of Educ. /I Capitol Mali Little Rock, Arkansas 72201 Si.v-Y I' HLiii F Il't F(,i''-'\n .1! /MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District i to provide an educational program p-2 To that end, the Little that enables each child to achieve his/her highest potential. (1) a program of basic education for all students\nRock School District will provide: , . . (2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. Through organized program of studies, each student will experience academic success and will an learn an appreciate responsibility and productivfe citizenship.DISTRICT GOAI^ 1. To increase I RIGHTSELL ELEMENTARY SQIOOL 91i West 19th Street Little Rock. Arkansas educational achievement lor all tudents with specific empliasis cn closing disparities in achievement. 2. To establish climate, of educational excellence in all schools through\na) providing equitable educational oppOrtunitie for all students in a b) c) d) desegregated learning environment enabling all students to develop a learning lifelong capacity and love for leading all students to be productive contributors in the community and the workplace the school, providing a disciplined, structured learning environment for all students 3. To enhance human relations skills for principals, teachers, and central office administrators.p-4 RIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street Little Rock, Arkansas 72206 SCHOOL GOALS FOR 1991-92 1 . By the end of 1991-92 school year, there will be an increase in students who will master skills and potencies on ESPF, AMPT, AND Stanford. 9 To continue establishing climates of educational excellence by providing educational opportunities for all students, enabling students to develop a life-long capacity and love for learning, leading student-, to be productive contributors in school, community and workplace, and providing a disciplined, structured learning environment for students. 3. To cnliance Human Relation Skills for Rightsell Staff.p- \u0026gt; PHILOSOPHY OF RIGHTSELL ELEMENTARY SCHOOL The philosophy of Rightsell Elementary School is to provide educational experience that will help each child reach his/her highest potential. This philosophy is in compliance with the Little Roch. School District's philosophy which boasts an overall program that promotes Intellectual growth, ial interaction, development of self-worth, acceptance of responsibility for learning, and ap- pr' elation for others. The school helps children acq.-ire skills of behavior which a majority oi so iety deems worthwhile.p-0 \u0026lt; assessment/a:A! ysi s or hk: I SCHOOL ACCOM?. 1 ENTS A.ND I NEEDS IN RELATION TO ESTABLISHED DISTRICT COALS An analysis vas made of the data received 1990-91 school concern year. The data revealed the follov O otr school ng: for the Our Minimum Performance Test results were very positive. Grade 3 Reading 96^ Math 92X Grade 6 Reading 93% (+16) Mathematics 93% (+3) Language Arts 80% (+12) Science 80% (+12) Social Studies 80% (+35) Ninety (9010 percent of our kindergarten students successfully completed the Early Prevention of School Failure Program. cf our students scored at or above the norm on KAT-6. Seventy (70%) percent With the e?:cep- ticn of Grade 4, all grades Total Basic Battery increased between 1.1 and 1.9. Attendance for 1991-91 was 96%. The Disciplinary Management Quarterly Report reflects the following: Out-of-School Suspensions - 3 Sent Homes 0 This infcmaticn was shared with the staff. After review o tudent records and student performance a needs assessment was made to determine areas cf strength and areas of concern, student, with parental input. A student educational plan was made for each The District's Mission Statement and our school philosophy were also reviewed. for kindergarten and grades 1 through 6. Specific objectives were established We feel that we have a very positive environment for living and learning. Our P.T.A. is active. Parents volunteer when possible. A committee composed of representatives from each grade level, the counselor, parents and principal reviewed the areas of strength, concern. District s Mission Statement, District Goals and School Philosophy's Statement. As a result, the following school goals and educational priorities are submitted for cur school for 1991-92.V J Bill Id inn Goal T p-7 There will be an increase in students who will master skills and competencies on EPSP, AMPT and Stanford , ACTION 1, Identify student are high risk. that 2. Make individual Student Education Plan (SEP) to address areas of concern. 3. To enhance the self es- t eera of all students through the use of a. Multicultural materials . b. Materials of interest to both boys and girls 4. To actively involve students in communication skills through a. Use of basal reading program b. reading/writing con- C'. nect'on, daily journal, writing, illustra- jting of scripts and plays. Reading aloud to chil- ^dren and engaging stu- dents in oral reading. RESPONSIBILITY 1. All staff and parents 2. Teachers Principal 3, All staff Parents 4. Principal, Teachers Volunteers Parents TIMELINE 1. 3 weeks of enrollment 2. Oct. 1, 1991 3. Ongoing 4, Ongoing RESOURCES 1. Behavior doc Attendance Rec.. , All test data in PRC, STAFF DEVELOPMENT 1. Inservices on identifying at risk students. Teacher test - ing and observation. 2. Student records 3. Counseling Program New Futures Multi Cultural guides Library Gifted PAL Resource Recognition Achievement Awards 4. Daily class work, VIPS, Jr. League DEAR Program, IRC, Basal Program EVALI'AT f ' TA 1. Improved ht-havior and acade.iic performance on Stanford scores 9i-92. report car.ls, s t u - dent perinraanc\n, classroeii. monuor- ing report. 2. Inservice to complete SEPs 3. Inservice on developing self esteem in 'at risk stu- dents 4, Pre-School A other workshops 2. Same 3. ame A. Improved reading., wr i t ing, speaki ng skills, Srandford Language .Arts/ Reading Scores Report Gardsp-8 i Biillding Goal I : 0: There will be an Increase In students who xvtll master skills and competenr 1 ps on F.PSP, AMPT and Stanford___ ACTION____________ 5. To involve all students in the computer lab. library media and visiting artist program to foster student achievement 6. To utilize extended day program to include: a. reinforcement of skills in classroom b. enrichment activitie RESPONSIBILITY 5. Computer attendant, teachers, math, \u0026amp; PAL specialists 6, All staff TIMELINE 5. Ongoing 6. Sept. '91 May '92 RESOURCES 5. IBM Writing to Read Program, PAI. Computer Library Pro. Visiting Artist STAFF DEVELOPMENT EVALUATl'T, I'ATi 5. Improved behavior and academic performance in Stanford stun?-. 91-'J..' report curd\n-\n. ru- dent -pert, rtiam t-, classroom monitoring repo!I. 6, Homework Center PAL Program Computer Program Resource VIPS Intermural Activities 6. Pre School Workshop 6. MPT, Report Car\u0026gt;i\n., Classroom Mon it or- ing Repc.rtr r Building Goal / p-9 To increase success for all students in social development, behavior, math readiness, visual, verbal communi- cation. fine/gross motor, and auditory skills. ACTION KINDERGARTEN GOALS: Learn to interact effectively with others. Role playing activity cen- ters in classroom. Outdoor play Accept responsibility for one's behavior a. Discussion of school rules frequently b. Behavior modification 1. velcp Math Concepts Teacher made games and materials Small and large group instruction Current math series Commercial materials Develop visual skills Writing to Read Early Prevention School failure Develop verbal communication through: Group discussions Telling stories Nursery Rhymes Fingerplays Role Playing WTR Music Writing \u0026amp; IIlus. Book PPVT-vocabulary RESPONSIBILITY Teachers Instructional Aides Parents Counselor All staff Principal Teachers Parents Teachers WTR Attendant Parents Teachers Parents Jr. League readers TIMELINE On-going On-going On-going On-going On-going RESOURCES Recess Classroom Activity Centers School Rules Games Math books WTR Lab EPSF Materials Books Units Games Centers STAFF DEVELOPMENT EVALUAT T ' Teacher ob* . rvat i ci Report card developm !! . Ibservat ions soc. ia 1 lath Skill.. Ciiccllist Report C..rd EPSF Skill.-\nChe. bl is Teaciier 01 er'.'\ni t iuii EPS! Post tp.sr UTR journals Observat ion ERSE kill\n., checHisT:rGc: EuilOing, Coal / p-10 '1, To increase success for all students in social development, behavior, math readiness, visual, verbal communis.i- tion, fine/gross motor, and auditory skills. ACTION Develop use of fine and gross motor coordination Manipulatives Teacher made\nactivities, records, songs Physical Education activities A r t c 1 a s s Develop auditory skills Teacher made materials Listening center activities Jusic Library (REACH) Program Read aloud daily (DEAR) UTR itilize multicultural Curriculum Guides. RESPONSIBILITY Teachers Parents Teachers Teachers Principal TIMELINE On-going Qn-golng On-going RESOURCES Manipulatives P. E. Music zlctivi- ties Art Activities Listening centers T.M. Materials Music Library Multicultural Guides STAFF DEVELOPMENT EVALUATI O\nTeacher obsvrvation EPSF skill check 1 i' Report cards Same as abi Plan book I Ip-ii Terget: Building, Goal orr.e: We expect to see considerable growth in the areas of science and social studies by incorporating these areas with reading and language arts instruction. zlCTION - PRIMARY 1 . In reading we will focus on the following areas of development : Vowels, con- sonants, following directions, and the higher level skills of predicting, inference the students will show considerable growth. . We will Improve our math skills by focusing on basic concepts, problem solving, and accuracy in computation, the students will show considerable growth. . In the area of language arts, we will work toward better oral, written, and listening skills. . In the areas of science and social studies, we will utilize the curricu- lum guides. The students will show considerable growth. . In each area we will utilize instructional methods,, learning styles, cooperative learning and whole group instruction. RESPONSIBILITY Teacher Teacher Teacher Teacher TIMELINE On-going 91-92 Qn-going 91-92 Ongoing 91-92 On-going 91-92 RESOURCES Reading Lab Math lab. Computer lab Principal Librarian Reading Specialist Principal IRC Reading Department IRC, Science and Social Studies Depts. STAFF DEVELOPMENT Enhancing Reading through Literature IRC Inservice Workshops EVALUATIw'. iATA Instructional g,rouping each report ir.r. perio^l Magazine tests Standord Principal and Iea. h. observaci.ias llomev/ork Observat ions Student Ai-Lie'/cr.r-nt Test ing, Jr. League Readers Teacher and Principal ObservationsI cfc^t: Building. Goal 1 IJ iccT.c-: To increase educational achievement Cor all students in the areas high level of math mastery. ACTION imary 2 Goals I. Reading of students will be improved by placing emphasis on work recog- nitioi\nskills and reading comprehension through literature and basic skills. 2. Language Arts Skills will be improved by emphasizing writing and grammar 3. Math Skills will be maintained by placing emphasis on basic skills and providing enrichment ' p-12 of reading and language arts and maint\u0026lt;iin RESPONSIBILITY 1. Teachers Reading Specialists Librarian Computer Lab Principal 2, Teachers Reading Specialist Librarian Computer Lab Principal 3. Teachers Math Specialist Computer Lab Principal TIMELINE 1. On-going 1991-92 2. On-going 1991-92 3. On-going . 1991-92 ' RESOURCES 1. IRC Computer Library Basals Supplemen- tary materia 1 s Multi-Cultural Guides 2. IRC Computer Library Multi-Cultural Guides Media Literature Jr. League Volunteers 3. IRC Computer Textbooks Manipula- tives STAFF DEVELOPMENT 1. Writing Across the Curriculum 2. LRSD Workshops 3, Hands-on Math workshop IRC Mini-Courses EVALUATIr'. 1. Maga/in. T It :: s Stanf ord Teacher ode te/t: Principal Obser\"\n!- t ion Teacl\ner ohser'..i- tion Homewori, SEP Data 2. Stanford Teachei i\n, ide Teai b -r tion r c- s r \u0026lt;.hser''i- Journal writ inn Homework Story Writ in,' SEP Paia 3. Stanford Teacher-made r i- terials Homework Texts Math Skills list SEP Data .:k-p-13 Bi.ii 1 din\nC'.'.il 1 To increase educational achievement for all students in the areas of science and social studi ACTION Irirr.arv 2 Goals Science anJ Social Studies skills will be improved by using our textbooks and utilizing the multicultural guides. RESPONSIBILITY Teachers Principal TIMELINE On-going 1991-92 RESOURCES IRC Textbooks Manipulatives Multl-Cultural Guldes Current events STAFF DEVELOPMENT Hands-on Science Workshops IRC Mini-courses EVALUAT! Stanford Teacher-m:!dc mat . r- ials Tests Teacher ol SEP Data rvat iuiip-l-'l Bu i 1 J i ni'. Goal //I To increase arlsT educational achievement for all students in the areas of basic skills: reading, math, and language TICN Primary 111. I . We will strive to attain mastery in the following .ireas of reading\n1 . Il ntif' suffixes 2. Identify antonymn 3. Improve ilecoding skills 2. In order to attain mastery in the following areas of math we will focus on maintaining our high level of achievement. 3. We will strive to attain master'. in the following areas of Uinguage arts: 1 . The students will in- crease skills. glossary RESPONSIBILITY 1. Teacher Reading Specialist Computer lab Librarian Principal 2. Teacher Math specialist Computer lab Principal 3. Teacher Reading specialist Librarian Computer lab Principal TIMELINE 1. On-going 1991-92 2. On-going 1991-92 3. Ongoing . 1991-92 RESOURCES 1. Textbooks Computer lab IRC Media Supplementary materials Multi-cultural guides 1. Textbooks Computer lab IRC Media Supplementary materials Multi-cultural guides 3. IRC Computer Library Multi-cul- tural guides Literature Jr. League Volunteers STAFF development 1. MPT workshops LRSD workshops IRC Mini Courses 1. MPT workshops LRSD workshops IRC Mini courses 3. LRSD Workshops EVALU/'T!','\n: TA 1. Teacher and. Principal ('bser. :. t i .. Skill rc I MPT Stanford scores SEP 1. Teacher ci pa 1 Skill I ind prin- iserv.at i t i .s MPT \u0026amp; Stanford scores SEP 3, Stanford scores I\"' Teacher-made rc=t Teacher observa Journal Writing Homework Story Writing 1. -nP-I 5 c *\nBti i illnn Coal fl To increase educational achievement for all students in the area of Science and Social Studies. TICN Primary III. 1. Scien\nc and Social Stu- dios skill will be im- proved by using our text- bo^' along with the multicultural guides. l.a. The tud.ents v/ill be able to interpret maps. RESPONSIBILITY 1. Teacher Principal TIMELINE 1. On-going 1991-92 RESOURCES 1. IRC Textbooks Multicul- turial guides Current events Manlpula- tlves STAFF DEVELOPMENT 1. IRC Mini Courses Hands On Science Workshops I EyALUATf--. : 1. Hat-6 ! '\"1 score:-. Teacher na !o teria! Teacher t ion SEP , and ti'-,rs Oh a.-r i-i- 'i L1 ct ing Coal 1 To increase educational achievement for all students in the area of word recognition and research shills. A'lTICN IntermC'Liate IV. ampL.as i/e consonant/vowel sounds tl.rough English, Spell in.\n, and Reading Re- source Skll Is Schedule pupils who are reading one or more years below grade level into the I - Writing to Read Pro- cram at a time when it will se t emb.irass them (if possible). Emphasize ba.sic computation skills through skill games and drill. RESPONSIBILITY Teacher PAL Teacher Gifted Teacher Media Specialist Computer Lab Resource Teacher - each on a scheduled basis. (Same as above) Teacher PAL Teacher Gifted Teacher Computer Lab Resource Teacher Principal TIMELINE On-golng 1991-92 On-going 1991-92 On-going 1991-92 RESOURCES Basic and Supplementary Texts, Charts, Audiovisuals (Same as above) Basic tests Charts Audiovisuals and math resource sheets STAFF DEVELOPMENT Demonstration by Reading Specialist Resource Teacher Media Specialist Gifted Teacher- Demonstrations - IRC, Math Lab, Cl ted Computer Lab and Resource Teacher.s E7ALUATI \nClassi'ooni T'- I),.la and Standf. rd S ores SEPs Test data Magazine t\no . Teacher made te Observat ions Stanford iicit SEPsId! i UI inp, Coal 1 To increase individual growth in reading, math, social ACT I ON intermediate V. 1. Individual growth will be increased by emphasiz- ini' priority skills as recognized by the LRSD. 2. Students will show indi- Videal tains in math as evidenced by Stanford 3. 'nd ic i'h.al growth in :' oc i a I S' I ii'-e \ntodies and as evidenced through Stanford p-17 tudies and science as evidenced by achievement L :i f\n. RESPONSIBILITY 1. Teachers Reading lab Computer lab Principal 2. Teacher Math lab Computer lab 3. Classroom teacher TIMELINE 1. 1991-92 2. 1991-92 3. 1991-92 RESOURCES 1. Reading texts Workbooks Library Supplemental materials Reading lab Jr. League Readers Multi ethnic, guides 2. Math text Math lab LRSD 9 weeks test Suppl emental Materials 3. Library Field trips Multi-ethnic guides IRC STAFF DEVELOPMENT 1. Activities, Curriculum Inservice 2. Mini-courses offered by IRC 3. LRSD in-service EVALUzM IG 1. StanfIO Magaz iuu scorcf t eSt s Teacher made tests SEPs 2. Stanford Teaclier and Principal obser- vat ions (SEPs aua t s t ) 3'. Stanford Student per for:,i.i nee Tenche-r-made 11, t s SEPsbiii Rilnv, Coal 1 .J leer To increase Language Arts, reading, math, science and social studies scores as evidenced through .AMPT and ritan- lord scores. ACTION ^.ntermediate VI. I. Total reading scores will increase as evidenced by Stanford scores. 1. liatli .iccres will increase as evidenced through Stanford and AMPT. 3. Science and social stu- dies scores will inas evidenced through Stanford and .AMPT scores. 4 . Language Arts scores will increase as evidenced through Stanford and ZiMPT scores. RESPONSIBILITY 1. Teacher Reading lab Computer lab 2. Teacher Computer lab Math lab 3. Teacher Principal A. Teacher Principal TIMELINE 1. 1991-92 2. 1991-92 3. 1991-92 A. 1991-92 RESOURCES 1. Reading texts, workbooks Library Reading lab Multiethnic guides 2. Related staff 3. Multi-ethnic guides Textbooks Library Supplementary materials A. Multiethnic guides Textbooks Creative writing Journals School Newspaper Computer lessons . STAFF DEVELOPMENT 1. District inservice Mini courses 2. District In-service Math Department Mini-courses 3. District in-service District In-service English Department Mini courses EVALUATn\n'ATA 1. Stanford AMPT Teacher L Prirri- pal obsi' -rvat ions Magazine t.-sts O' SEPs 2. Stanford AMPT LRSD 9-wfeks test' Teacher i.,ade test\n3. Stanford AMPT Teacher made tc A. Stanford /AMPT Teacher made test Published newspaper every qinir ter.i BuiIdlng Goal 1 (RIGHTSELL) To increase social studies scores as evidenced through AMPT and Stanford Scores. Intermediate VI ACTION Students vjill be able to define culture and recognize the characteristics of all cultures. 3 . Students will recognize the characteristics of good leaders. Students economic will recognize and social chances in a society. 4, Students will be able to distinguish the cardinal ani .d intermediate direc- t ions. 5. Students will be able to compare zones. and contrast time 6. Students will be able to define the different reference terms. RESPONSIBILITY Teacher Principal TIMELINE 1991-92 1st Quarter' 2nd Quarter 2nd Quarter 1st Quarter 3rd Quarter 4th Quarter RESOURCES Textbook Multi-ethnic guides library filmstrips supplementary material STAFF DEVELOPMENT District in-service Mini-courses EVALUATICN PATA_ Stanford AMPT teacher-male testsFa rget: Bail fling Gnal 1 X2. (RIGHTSELL) J J r.e: Tn increase science scores as evidenced through AMPT and Stanford scores. ACTION !. Students will have a knowledge of heridity and how it is used. 2. Students v.'ill be able to identify the body systems of each. iind the function 3. Students will have the knowledge of natural resource, how they are caused and how pollution affc'vts them. c nd en f s will identify i basic food chain and how food is consumed. 5. tuJents will identify the insulator and conduc- tor and tell how each is used in the election flow. 6. Students will identify different types of weather types and the instruments used to measure each. 7. The students will recognize the three rock types, how each is form- ed. and be able to identi fy each. RESPONSIBILITY Teacher Principal TIMELINE 1991-92 1st Quarter 3rd Quarter 2nd Quarter 2nd Quarter 2nd Quarter 3rd Quarter 3rd Quarter RESOURCES Multl ethnic guides Texts Filmstrips Experiments Field trips Guest speakers STAFF DEVELOPMENT District In-service Science Department mini-courses EVALUATlOfi L Stanford AMPT Teacher-\nTA dt\nEC\n.'Target:___ Building Goal 1 (RIGHTSELL) P. 18 jtCOTG\nTo increase 1anguage arts scores as evidenced through AMPT and Stanford scores^ ACTIO ?! . . Students will be able to know the difference between main verbs and help- ing verbs. . Students will be able to label the parts of speech in a sentence. 1. Students will be able to L Cl\" rbine sentences and fine the difference between a fragment and run-on. -I , The students will be able to use subject verb agree- r.tnt in writing sentences. RESPONSIBILITY Teacher Principal Compuber lab specialist TIMELINE 1991-92 1st Quarter 4tli Quarter 3rd Quarter 3rd Quarter RESOURCES Multi ethnic guides Textbooks Library Supplementary materials Journals Creative writing School newspaper STAFF DEVELOPMENT District In-service English Department mini courses EVALUATL'iQ DATA Stanford AMPT Tcaclicf-n.adc-i ent Published news- paper f.icli cp: I'ffl p-19 sift - Bull ding Coal 2 To '.evelop program at Rightsell which will promote excellence and educational opportunities for all . TICN RESPONSIBILITY TIMELINE RESOURCES s tudc nts. utilize current research modified to our educational building al. Principal and faculty Professional Growth Committee On-going Profe ional journals and conferences STAFF DEVELOPMENT Sharing at staff meetings EVALUATI'd\n! a- Evidence of innie- mentation i1 search utted reTo develop a program which .akes learning relevant by: .Planning and implementation of monthly assemblies Teachers, Students Principal, Assem- blie.s \u0026amp; Special Extended day activity Monthly Record of tion par i 1 c I r.i- M-C Guides Monthly P r o r a r.t s Event Conmiittee. .Coord inate ext racurricu- Teachers On-going M-C Guides 1 a r our activities with the r icu 1 urn. Produc in\nscht'oi newspaper Principal, Teacliers Students Four issues of Newspaper Computer Producin.: us 1 d video, i.i projects radio and other V. equip-ent To promote and publicize Richtsell by: .At ten ing Conferences Present i ng ces at conferen- Cettin pidilicity in lo- cal paper and on T.V. Incentive School Workshops None P u b 1 i s h i-' d . I?s p a il ( j Principal, Teacher Students, Media \u0026amp; G/T Specialists Principal, Teacher Students Principal, Teachers Students Teacher, Students^ Ms. Keown, Sch. Comm. Relations and Publicity Comm. On-going On-going On-going On-going Media \u0026amp; G/T Specialist equipment None None None None Completed P'redui is Documentation Docunicntat ion Documentation DisplaysBuilding Goal 2 To integrate multi-cultural progrmas, Art, Music, Library Media and P. ACTION Planning as a team to nt-it core curriiailum objectives T RESPONSIBILITY Principal Total staff E. into the core curriculum. To provide read aloud progra Renais through Roading\nance To have C C 1- 11 . -isiting author light sell If provide field trips r e r ..oru class related to eurrieu.1 urn To attend artistic per-\n er man Ci.\nand/or exhibits TIMELINE On-going RESOURCES M-C guides Achievement and MPT scores STAFF DEVELOPMENT Staff meetings EVALUAT I : Mastery i oh i et- tives tauulit tn core curric'ulum Principal, Jr. League, Friends of Library, Teachers, Students Principal, Central Library, Reading Renaissance All staff, VIPS Principal Teachers VIPS Oct.-June, 2'2 hrs. per week of reading a-. loud by 2-train- ed readers from Jr. League Spring On-going On-going Jr. T.eague VIPS Arkansas Arts Center and other facilities None None None Visit\n.\n,.liei!ul( ! V i s i t a t ill r. ment ed Field trip Annual. Pitpert Comp!etc! .'-.C I i' i t hl i 1 d {nu Glial 2 1.e:idership and incentive programs to produce contributors in the school, ACTIO- Announcers and Fire Mar- sl.alls will be models of ccod c i t enship- t y,' Club will be es- ished. .\\n Ajnbas idor Club to greet guests and new students will be established. Ri'J.t sell' s will bv act Student Council e, p- the community, and the workpiaci?. de r Iri ?ram will pro- ..'odels for select- Lud.entn. Conflict Managers will be trained and acrivated. Honors Tea and Awards will be given for: Citizenship Attendance, Scholarship, .'.ost Improved Student, and Positive Classroom Behavior. RESPONSIBILITY Student Council Coordinator and Clerk, Counselor, Principal and Staff Counselor Counselor Student Council Sponsors \u0026amp; Members, Staff, Students, Counselor, Principal Counselor, Community volunteers, college students and adults Teaching staff Counselor Principal Principal Counselor Teachers Aides All staff TIMELINE September June October June October June September Juno On-going Witliln the . first semester Each 9-weeks RESOURCES Staff Counsel or Counselor S.C. Sponsorc Special Career Kits and other materials Counselor STAFF development Mentor workshop for volunteers Conflict Managers Workshop EVALUAT r--\nReport card\n- Improved . it izc-n Record of h.i-.liiL-r-, and ac tiviI i es List of sill!ent presentat J '. cs III' reRecord of r..\nI'Ors act i V it ic s Awards Positive foedh.t.l from parents Oh\niorvat ion : (' ':i- p : filets on the pl a - ground will be h.audl- ed by students. Improved citizenshipir .-'C liii i 1.1.1 111 Co.il 2 T 1 develop a program for school discipline which is 1 lie Lircd by fewer student referrals. p-J rcflecL.i.ve of consistent and easily understood school r 1 ACTION 1 develop building rules to read s and i d. signed by par- udents. 'I. p remote iiude i n t a positive at- . cichers about di iplinc To correspond '..'ith parents .in a po tive m.anner. kind alt.- .. I sc . rr.ativc solutions d i'.ie problems To improve school climate ti'.rougii boards, banners, re war cis y-enshin cif the week v/ill be recognized. tit icr.sh. i'p irds RESPONSIBILITY Staff Staff All Staff All staff Discipline team All staff members, parents, community, Resources, PTA P.E. Teacher TIMELINE September On-going On-going August End of year Weekly RESOURCES staff development Pre-school incentive workshop Cuest speakers Interpersonal skills In School incentives Conflict Managers Behavior Strategies Workshop for Instr. Aides Signal uro.\nObservati on Parent-tea.iier ference fori..s Sfhool. record'. Parent-Teacier Pupil surve'.' A\\ ardn - - irc.-r riiiildiiii'. 2 r \\ et fort be macle to increase .sl udeiit: .'iltcndancG and reduce .stiident tardies. Students are r.-'quested to an a note siened by '.iroiil v!\nen they return to -ch.cfl after being absent .!r patc-nt ray call stating rea n for the ciiild's end letter hone after 3rd inexcused absence. arent-T. '.eld oitir er Conference ith une used lerti Ii'.'.ates v.'i 11 be issued er pirfeet attendancez ctu.ilitv will be rev.'arded t t'ne end cf the year. RESPONSIBILITY Parent Principal, Teacher Counselor, Secretary, Aides, Volunteers and Social Worker Principal Teacher Parent Counselor Teacher Counselor Principal Teacher Counselor Principal TIMELINE Day following any absence Day following third absence Following the 5th unexcused absence End of the year Annually RESOURCES STAFF DEVEIOPMENT EVALUAT! L : Total numla ' \u0026gt; cu.sed ab-enr* s Documentation of letter Parent/Teac la r Confert-nc c 1 (,r::. Number of Perfect Attendance .'n.-ard\n. Certi f icatesT c c t\nSchool Cliinale / Through increased awareness the building will be safe and secure for all students in attendance. ACTION____________ . . Request official ID tags for all staff. . Maintain established procedure for \"drop in\" visitors, parents, tutes, etc. substi- 3. Provide security for evening/night meetings. 4. F.stabl sh procedure for iergency playground safe- ty in the event of a .! r ive ) weapons attack 5. Establish procedure for entering building when emergency dictates. 6. Maintain procedure for lire, tornado, or earthquake drills. 7. Request alternate emergency communication sys- tea, (walkie-talkie) which will include Crises team. Playground aides, and classes in portable buildings. RESPONSIBILITY 1. staff 2. Staff 3. L.R.S.D. 4. Staff - parents 5. Staff 6. Staff 7. Staff TIMELINE 1. September, 1991 2. September, 1991 and throughout' 3. Ongoing 4. September 5. September, 1991. 6. September, 1991 7. September, 1991 RESOURCES 1, L.R.S.D. 2. Crises Plan 3. L.R.S.D. Security Rightsell Custodians 4. Staff 5. Staff STAFF DEVELOPMENT 1. Encoursge staff members to wear badges daily. EVALUAT II' DATA 1. Quarterly floor level survey of badges worn. 2. Staff remind parent2. An eff to stop by the office, sign in and receive visitor's pass. 4. Meeting on the Crises Plan Practice procedure 5. Practice with staff and a. students: Before school b. Recess c. Lunch 6. School Emer- 6. Practice procedures gency Plan A handbook 7. L.R.S.D. Administca- tion r. 1 iv edu- cational criv iron- ment, sign in sheet in offic\u0026lt;. 3. Effective condur- tion of meet i ng.s. Increased, attendance . 4. Two-minuie playground evacuation. Note: It usual 1y takes longer to stop plav than 1 start it. 5. Implementation Same as //A throughout the year 6. Sixty' second built ing evacuation drill. 7. Orient staff in use of walkie-talkies. 7. Ability to effectively communi c.itf coordinate during drills.Scliool ClJin.ite .CC7C-:__Through Increased awareness the building will be safe and secure for all students in attendance. ACTION \u0026lt; Implement a school emer- goncy code. \"Code Blue. The code is RESPONSIBILITY 8. Staff TIMELIME 8, September., 1991 RESOURCES 8. Staff School Emergency Plan STAFF DEVELOPMENT 8. Code was decided by staff members. EVALUATION DATA 8. Periodic Code Blue\" alerts to cnsure tinderst and- ing by : tuff/stu- dent w i L11 a t a r - got implcjTientat ior time ot tions. sixty scc-1' 0: Btiildinq Coal 3 To improve Human Relations of staff and school coinmiinlcntion ihirin.r the 1991-92 sclicxn year. ACTION L. Promote opportunities for parents, central office staff to see our children perform through class- r'.'om and/or school pre- ntacions (assemblies). 1. Human Relations workshop (confliet-resolutions workshops) Provide opportunities 'which facilitate a sense I tb.e coopcra.tion between schi \u0026lt;1, the family ..nd the e.'mmunity through \"H.-.m Care wor\n|Program\", \"Day , \"Talent Time\", I mil'.' Xicht\", Banquet\" Field D.i'.'\" ?. Pro','ide (.atron involvement through classroom lecturer on citizenship, careers, etc. 4. Teacher contact with each parent at the beginning J. RESPONSIBILITY 1. Principal and Staff Parents Children VIPS 1. Principal and Staff Parents Page M. Williams Falls Keown Field Day Committee 3. Principal and Staff Parents, Patrons Pupils, COA VIPS li. Teaching Staff of school via cards, tele- phone, V i s i t s confercnce, home Promote promptness and regularity of attendance as aids to achieve through positive rewards, praise, and parental notification of excessive xcusi'f* tardies or ab- TIMELINE 1. On-going - 2. On-going November 1991 May 1992 3. On-going 4. On-going September 1991 RESOURCES 1. Mass Media Activities Local Media 2. Grade Level Workshops Newsletters shared Local Media 4. Successful Conferencing with parents STAFF DEVELOPMENT 2. District Inservice on 'Human Rela- tions\" EVALillTIf\".' 1 . Record of ['.art i - cipat 1 on Attendanci: 2. Record of I'arci- cipat ion 3. Documentation cf volunteer time. A. Conf erence I'orn:S1 SagMaoO HansssaSSw S(iSi@S I I j i a. ipigSMg a. (gma'safflB ^uaaa^aa /?!/ n co 5m n co I! i Lfe^s\u0026lt;sii 911 Yt^'esl 19th Street Little Rock, Arkansas 72206 August 26, 1991 Welcome? Every time you enter, your teachers \u0026amp; staff are here to help you learn \u0026amp; grow \u0026amp; succeed! The doors of this school are always open to you! You can help by fulfilling the rules \u0026amp; responsibilities in this Handbook! Welcome! Parents Students? 7E'LL HAVE GREAT YEAR! _v,jjjr~r7\u0026lt;tf?jTi^'r\u0026gt;flr.ytaj.xjiWX*a\u0026gt;sMayf:gTa*mr\u0026lt;wiraH5wJT--74J0.-33^'cwBT.UJ\"- / ^innccocrreellyy Ml) Mrs. nB\u0026gt;o^buub.Ti.e\u0026lt; 1I1I. Goodv/in Principal Rif'.ht.sel 1 P I ementary School bH I LITTLE ROCK SCHOOL DISTRICT Rightsell Elementary School 911 West 19 Street Phone 324-2430 Little Rock, Arkansas 72206 August 26, 1991 Dear Parents and Students, 11 'J Welcome to Rightsell (\"The Right Place To Be\"). to an exciting and successful school year. We are looking forward We have prepared this hand- book so that we may bring about a better understanding between the school and parents/students. We ask for your cooperation so that we may provide your child with a rewarding and enriching experience. Please take time to read this handbook thoroughly. On behalf of the faculty and staff I would like to extend an invitation for you to visit our school, attend your child's programs, and become an active member in the PTA and volunteer program. you and your child with us at Rightsell Elementary School! Sincerely, (Mrs.) Bobble H. Goodwin Principal We are happy to haver. T ALL VISITORS 1 ARE REQUIRED TO REGISTER AT THE PRINCIPAL'S OFFICE BEFORE GOING TO ANY CLASSROOM. THANKS FOR YOUR COOPERATION. Mrs. B.H. Goodwin, PrincipalRIGHTSELL ELEMENTARY SCHOOL FACULTY/STAFF (1991-92) BOBBIE GOODWIN, PRINCIPAL Minnie Vault, Secretary PRE-KINDERGARTEN 1. Clarice Woodley Room 207 KINDERGARTEN 1. 2. Brenda Croft Frenzells Dodson Room 104 Room 103 PRIMARY I 1. Stephanie Bentevengo 2. Rosalyn Zeigler Room 102 Room 101 PRIMARY II 1. 2. Sharon Bryant Barbara Fincher Room 204 Room 202 PRIMARY III 1. 2. Ann Sanders Jo Ann Wilson Room 201 Room 203 INTERMEDIATE IV 1. 2. Eva Fairchild Sue Walker Room 206 Room 205 INTERMEDIATE V 1. Nancy Dailey Room B-9 INTERMEDIATE VI 1. LaDonna Falls Trailer 1 SPECIALISTS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Joy Baker - Music Alene Goetz - Media Specialist Ada Keown - Reading Nancy Mitchell - Resource Marjorie Moore - Art Evelyn Nash - Auxiliary Nell Page - Math Amos Rochelle - Physical Education Gall Shelton - Speech Therapist George West - Gifted/Talented Margaret Williams - Counselor 'J Room B-5 Library B-1 Room 200 Room B-6 Room B-2A Room B-4 Room B-8 Room B-3 Room B-2BFACULTY/STAFF (continued) Page 2 12. 13. Valerie Willis Lillian Whlttenburg Sue Sheppard Library B-1 Nurse Nurse Health Room Health Room INSTRUCTIONAL AIDES 1. 2. 3. 4. 5. 6. 7. Maggie Brown Tonya Hawkins Pearl Lewis Dladra Lindsey Annette Merrill, Computer Lab Pamela Tims Kathy White CAFETERIA 1. 2. 3. Willie Baker Juanita Breedlove Mentha Gilliam, Manager lU STOP I ANS 1. 2. 3. Carolyn Lee John Mickles, Head Custodian Lloyd Williams i JSCHOOL CALENDAR FOR 1991-92 SCHOOL YEAR LITTLE ROCK SCHOOL DISTRICT ULY 4 Independence Day, Legal Holiday DGUST 19 26 Teachers Report to Work. First Day School BPTEMBER 2 23 30 Labor Day, Legal Holiday Staff Development Day, Students Out Parent Conference Day - No School STOBER 21 31 Staff Development Day, Students Out End First Quarter Member 1 7-8 28 -29 Teacher Record Day, Students Out AEA (In-Service Day, Students Out Thanksgiving Holidays cember 23 Christmas Holidays begin at end of school day (December 24 - January 5) Ruary 6 2 20 School Reopens End First Semester King, Legal Holiday, Students Out Teacher Record Day, Students Out ICH 2 26 Parent Conference Day, Students Out End of Third Quarter ttL Spring Vacation I 25 IE Memorial Day, Legal Holiday 5 Students Last Day of School i h RIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street Little Rock, Arkansas 72206 DAILY SCHEDULE 1991-92 7:45 Teachers arrive in classrooms 7:50 Students enter classrooms. Each teacher is asked to stand at his/her door to receive children, lunch count, etc. Homeroom period, attendance. 8:00 Tardy bell/Instructional day begins 9:30 - 9:45 Kindergarten and Primary I recess 9:45 - 10:00* Recess for Primary II and III classes 11:00 - 11:45* Lunch for Kindergarten and Primary I classes 11:30 - 12:15* Lunch for Primary II and III classes 12:00 - 1:00* Lunch for Intermediate IV, V, and VI classes 2:35* Dismissal of students. Teachers are asked to supervisie students to the nearest exit. Extended day begins at 2:35. *Asterisk indicates when bell will ring.IHl PTA Our Membership Drive Kick-off will begin during registration. plan to become an active member. Please ment as active partners in education. We value your support and involverepresented by a parent. Our goal is to have each student September 24, 1991. The first P.T.A. Open House is scheduled for Please plan to attend. PTA dues are $2.00 per person. If you have not paid your dues for the 1991-92 school year, you still have the opportunity to send your dues to your child's teacher today. The following are our 1991-92 PTA Officers: RIGHTSELL ELEMENTARY SCHOOL 1991-92 PTA Officers President Mr. Robert Cook 1st Vice President 2nd Vice President Ms. Jacquelyn Finley Ms. Donna Fudail *4 3rd Vice President Recording Secretary Treasurer Mrs. Margaret Williams Ms. Shirley A. Norman Mrs. Mattle Blackman fl 4 jT PHILOSOPHY OF THE LITTLE ROCK SCHOOL DISTRICT A sound and comprehensive philosophy, based on the personal andeducational needs of students, effective public school program. is essential to a viable and The Little Rock School District statement of philosophy is hereby presented to promote a better understanding of and appreciation for the principles on which the ed present and future programs of the district are being develop- The school district instructional and supportive programs should: 1. Be designed, organized, and implemented to provide all students with success-oriented, comprehensive, and sequential educational opportunities. 2. Emphasize and continually reinforce the values of our democratic society, worthy citizenship and ethical behavior. 3. Provide each student with the opportunity for maximum intellectual and inter-personal development. , , 4 . Reinforce positive goal-oriented learning by systematically recognizing and rewarding student success at all levels of achievement. 5. Place emphasis on an intra-competitive system of education wherein each student competes with his own potential to enhance internal motivation and positive self-image. 6. Present a diversified curriculum, under the board career education concept, to provide students with a maximum range of options in choosing careers^T PHILOSOPHY OF RIGHTSELL ELEMENTARY SCHOOL The philosophy of Rightsell Elementary School is to provide educational experiences that will help each child reach his/her highest potential. This philosophy is in compliance with the Little Rock School District s philosophy which boasts an overall program that promotes intellectual, growth, social Interaction, development of self-worth, acceptance of responsibility for learning, and appreciation for others. children acquire skills of behavior which a majority of society deems worth The school helps while. CURRICULUM Rightsell Elementary Schools ultimate objective is to ensure that each lYXKritSeXX LXCmcULai. y ----------------------- ~ J 1 student obtains a minimum of 85% mastery of the basic skills curriculum. The areas of mastery are mathematics, social studies, science. manifested in reading, writing, grammar, spelling, fine arts, and physical education. Id LI tcUlcl LiUo I ovuxaj. ft* w**.* Within each subject area and at each grade level, skills are Identrfie \u0026lt; three instructional levels: ziovolnnmental and extention. The basic basic, developmental and extention. They are also the Bkllls are those skills which all students must master. Bkills on which the Arkansas Minimum Performance Test is based. A comprehensive guide exceeds minimum levels of expectation. developmental skills are skills beyond the basic level that are introduced nd taught, but not necessarily mastered by all learners. Development grade level become basic skills at a later grade or in a more The skills are reinforced by utilizing Reading through Ikills at one Idvanced course. 7..^ --------------------------------- - literature, field trips. Writing Across the Curriculum, Math Ol^piads, lomputer Lab, Odyssey of the Mind, Resource people, and Extended Day frogram. ORGANIZATION lightsell Elementary School has one pre-kindergarten, dasses, two (2) first grade, two (2) second grade classes. two (2) kindergarten two (2) third, two 2) fourth, two (2) fifth, and one (1) sixth. enhance learning opportunities with the These Include an Ripport personnel is provided to providing for the special needs of all students, music specialist, auxilary computer lab attendant, a speech therapist, \" a reading specialist. loal of rrt specialist, a Tccial education specialist teacher, I'ysical education specialist, a math specialist, ---- instructional aides. a a part-time a ibrarian, a library clerk, a part-time nurse, rid a secretary.T LITTLE ROCK SCHOOL DISTRICT EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK'SCHOOL DISTRICT iKo Of the tutu program that enables each chil nrovide- (1) a program of Vlend. 2 progr^ basic education for all students, v j p y mental)\nand (3) enrichment needs of students (emotional, physical . and ment . organized pro- (1) a program of learn and appreciate re Distrlet Goals 1. educational achievement for all students v/ith To increase _________ specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence' in all schools through: a) b) c) d) 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 providing a disciplined, structured learning environment for all students 3. To enhance human relations skills for principals, teachers, and central office administrators.---9TI Vest jyth itreet Little Rock, Arkansas 72206 SCHOOL GOALS FOR 1991-92 1. By the end of 1991-92 school year, there will be an increase in students who will master skills and competencies on ESPF, AMPT, AND Stanford. 2. of educational excellence by providing educational opportunities for To continue establishing climates of educational excellence by providing eaucationax opporuunxux.o ... 11 students, enabling students to develop a life-long capacity and love for learning, leading students be productive contributors in school, community and workplace, and providing a disciplined, struc a to tured learning environment for students. 3. To enhance Human Relation Skills for Rightsell Staff.INCENTIVE SCHOOL PROGRAMS I COMPUTER LITERACY AND COMPUTER PROGRAMMING INSTRUCTION I I sS? The opportunity for experience with the tools of the future. Children learn computer-based instruction in elementary school reading, mathematics, so- 0 cial studies, science, and art. I EXTENDED DAY, WEEK, AND YEAR LEARNING ORRORTUNSTIES I Enhancing the traditional learning environment by offering free classc,s after a school and providing learning experiences on Saturday. EOREIGN language INSTRUCTION Ei \u0026lt; paring children for the future by providing students with foreign language skills necessary for global interaction. A PERMANENT SUBSTITUTE TEACHER ASSIGNED TO EACH SCHOOL A permanent part of the team. The substitute adds stability and uniformity to the classroom. ADDITIONAL INSTRUCTIONAL AIDES Additional aides provide help in the classroom and increase the amount of interaction between students and trained adults. emphasis ON HIGHER LEVEL THINKING SKILLS Increased emphasis on thinking skills including decision making, problem ''C'h'ii'ig, and creative thinking skills. STUDENT EDUCATION PLANS FOR EACH STUDENT Tailoring the learning plan to fit each individual student's style, interests, and needs. SATURDAY ENRICHMENT OPPORTUNITIES Additional learning opportunities at new times. I^OUR YEAR OLD PROGRAMS .'dinners. An early start for an important job - beginnings for bright begi ''ariuiu t(' If'arn. \u0026gt;. 5 I riGENERAL INFORMATION SCHOOL HOURS The instructional day begins at 8:00 a.m. Students should not plan to arrive at school before 7:45 a.m. Students are not to be in the building before 7:50 a.m. classrooms. In bad weather, students go to the cafeteria until dismissed to NOTE: If your children walk or if you bring them to school, please arrange to let them leave home or bring them so that they will not arrive earlier than 7:45 No provisions are made for playground activities prior to the opening of school. VJe are sure that you are concerned about their safety as we are, and a.m. feel that unsupervised play can be dangerous. appreciated. Your cooperation is needed and CARE The Care Program is a non-profit, self-supporting program of child care provided for elementaryage students and parents of the Little Rock School District. The program operates before and after school and all day on most school holidays. The Care Program provides a structured program of creative activities and re- Varied group and independent activities creation in a nurturing environment. Students in grades are planned according to the student's age and interest. first through sixth are encouraged to participate in our Extended Day Program. A CARE Program is located in the LRSD elementary schools where there are a mini- Our program operates mum of 15 participants between the ages of 5-12 years. from 7:00 a.m. until school opens and from the close of school until 6:00 p.m. During most school holidays CARE is open from 7:00 a.m. on regular school days. to 5:30 p.m. at specified schools when LRSD schools are closed due to severe When school is closed for any reason before the normal dismissal Weather. time, CARE begins operation at the earlier time. 1' The CARE Program is supervised by a certified elementary teacher-supervisor. A ratio of one adult instructor to every 18 children is maintained at each i site. Care provides a nutritious breakfast and snack prepared by the Little Rock School District Food Service Department. The registration fee is $6.00, and the daily rate is $3.00 to be paid in ad t'ance on a monthly basis. A $6.00 daily fee is charged for school holidays The cost to attend on a drop-in basis (less than 10 days and bad weather days. per month) is $3.25 to be paid at the end of each day. able at our school for the CARE Program. Applications are avail- breakfast program The cost is 50 cents Breakfast will be served from 7:25 a.m. until 8:50 a.m. The breakfast program will begin September and 30 cents for reduced. 1991. 16.f Attendance When vour child is absent or tardy, he/she misses an important part of instruction. Students are expected to be in school except in cases of emergency or for reasons as explained below: 1. - The school may require a doctor's Personal illness . - . . statement or other supportive data varifying the reason fQi\nrhe absence to be presented to the attendance office the day \u0026lt; le student returns to schoo? on 2. Illness in the family - All school work should be kept current. 3. The absence arising from this Quarantine in the home - ---- - j-.j limited to the length of quarantine as fixed condition is by the proper health official. 4 . Death of a relative - The absence arising from this condition is limited to three days, unless reasonable cause may be shown by parent on a longer absence. 5. of a religious holiday - Any student of any Observance c_ _---------------- _ religion shall be excused if his absence was for the purpose of observing a religious holiday consistent with his creed or belief. religion 6. ANY OTHER REASON MUST BE EXCUSED BY THE SCHOOL PRIOR TO THE ABSENCE. Absences A written excuse is required for each absence and should be Presented to the childs homeroom teacher. It is It is the responsibility of the school to make a reasonable effort, such as calling by telephone, to notify the parent when the student is absent from school if the parent has not contacted the school. J^diness Students are to be in Promptness to class is very important. their seats and ready to work when the tardy bell rings. If your kJ kJ X 4 kJ J kJ k* J W kJ Child does not bring a note with your signature stating the reason for tardiness, the teacher will confer with student after school^ After the third tardy, the teacher will Concerning the tardiness. then counsel the student and notify the parent.Reduced-Price Meals Extra Milk Elementary Student Reduced-Price Meals a -y. 9 RIGHTSELL ELEMENTARY SCHOOL LUNCH PRICE LIST - 1991-92 Elementary Student . 1.00 BREAKFAST PRICE LIST - 1991 - 1992 .40 25 50 .30 LUNCH PROGRAM All students may participate in the hot lunch program, the school kitchen. Meals are prepared in Applications for free or reduced lunch must be made through the school office. Eligibility will be determined according to federal guidelines. Students who wish to pay for their lunches may purchase them daily or weekly. Weekly lunch tickets may be purchased on Monday. Daily rates: PLEASE NOTE: Full price lunch Reduced Price Lunch Milk c $1.00 .40 .25 Candy, gum, etc. may not be brought to school to exchange or to sell to other students. lost and found Please be sure your childs belongings are last names. Proper identification can assure the return of lost items. items should be brought to the office where \"'found is maintained. Lost items are periodically turned over to charitiable organizations if not clearly identified with first and names. II lost\" and It \"Found It claimed. SCHOOL VISITATION The staff oJ f Rightsell School welcomes and appreciates visitors. VISITORS MUST check into the office BEFORE GOING INTO CLASSROOMS.School Safety only: Instruct your child to cross the streets at intersections Walk (not run) across the street (especially when slippery). Where there are no sidewalks, ask your child to walk along the left side of the street facing traffic. street in the middle of a block or travel down He/she should never cross the the middle of the street, the school. Plan with your child the safest and shortest route to i c Bicycles travel on the right side of the street in line with traffic. Class Assignments Students are assigned to classes by the principal, are notified of the student's assignment at registration. Parents Assignnients are subject to change to balance classes or to place students according to their instructional level, notified immediately of any changes. The parent (s) will be Conferences We encourage regular parent/teacher conferences because we feel it is important and necessary to COMMUNICATE. 'desire a If you should conference with your child's teacher to discuss his/her Progress, please contact the teacher. t)y note or by telephone. Conferences may be scheduled Parents are required to attend regularly Scheduled and specially called teacher/parent conferences. Parent/ I teacher conferneces will focus on the skills being taught through-out the curriculum and the individual student's progress. Egrent/teacher conference dates will be announced later. Special ^udent Appearance and Dress Code Experience indicates that there is a real and reasonable con- ^ection between proper dress and grooming and the successful operation of the educational system. Students will be expected to maintain their personal and clothing in a modest, clean, and orderly \"anner that will reflect pride in self and school. This policy is 'Assigned to assist students in setting a standard for their personal appearance which directly affects one's attitude and behavior and indirect-iy affects the learning process. ^$.t and Found Please be sure your child's belongings are clearly identified with first last names. Proper identification can assure the return of lost items. Pound\" items should be brought to the office . SCHOOL ACTIVITIES Assemblies Assembly Programs will be scheduled for each grade level. We will have programs based upon interest from the classroom teachers and the special teachers. We will have Martin Luther King Assembly and a Black History Celebration. We would like to schedule some of the programs for PTA Meetings. Each grade level should selerj-. a time. SCHOOL PARTIES Little Rock School District Policy allows for two (2) parties during the school year. These parties are held for the celebration of Christmas and Valentine's Day, and they will be held at school. Dates will be announced later. Each party will be held the last hour of the school day. your child is not allowed to participate. TO BE IN CHARGE OF ACTIVITIES. Please let us know if ROOM MOTHERS ARE ASKED Messages and Telephone It is important that your children are informed of after ! school activities and transportation before they leave home. In case of an emergency the office will deliver messages to students. Students will only use the office phone for personal calls in cases of emergencies and with staff permission. Pets and Toys Pets and toys may be brought to school only when permission is given by the teacher in advance. Illness at School/Medication The parent (s) will be notified if a child becomes ill or has an accident while at school. current emergency numbers. The office must always have Medication must be in its original, labeled bottle or preScription container. All medication must be accompained with a Permission slip which includes name, medication, time to be taken, reason and dosage. the nurse or office personnel! All medication is dispensed through E^rly Dismissal Students who are to be dismissed prior to the close of the School day must be picked up by the parent or their designee. The designee must have a signed permission slip from the parent. ALL PERSONS who check-out students must come to the office to DO NOT GO TO CLASSROOM TO PICK UP STUDENTS!! sign-out his/her child. Student Discipline School is the place where children come to live and learn. Learning can best take place in an orderly environment where children practice self-control, show respect for adults and other children, honor property rights, and display honesty and integrity. We are soliciting your cooperation in maintaining the best learning environment possible at Washington School. Training that develops self-control, character, orderliness, and efficiency is one of the lost important lessons learned. A student who develops the habit of self-restraint will become a better functioning adult. ALL children are expected to abide by the school rules. 1 School rules apply on the school grounds, going to and from school, and at any event where the school is represented. ^ghtsell management system includes school-wide rules and consequences. 5ie rules are sent home on the first day of school. ^porting Guidelines and Interim Reports The main purpose Report cards arc issued every nine weeks. cr report cards is to Indicate to the parent(s) the childs Achievement. Letter grades are assigned for every subject on ^he report card. GRADING SCALE A B C D F 93-100 83-92 70-82 60-69 59 and below u Interim reports are sent home during the fifth week of each 'Ine weeks for children working below their capacity and/or any fbher time a students average drops below 70%. A parent con- ffence is required after every unfavorable interim report and Aen a \"D\" or \"F\" is recorded on the report card. It ^^S^ework Policy be The Little Rock School District maintains that homework can important activity to help students learn. Homework must be in'ffluded as an integral part of the instructional program and |jy ijhich students are provided extended times to master j^^f^ning concepts and objectives. Homework must be a positive P^rience and provide students the opportunity to: fling concepts and objectives. - reinforce skills development\n- manage learning time away from the school setting\n1 communicate to parents learning activities provided during the school day\nand - involve other adults in helping them to learn. In the Little Rock School District, all homework assignments will be: directly related to the curriculum and the current learning objectives\n. explained throughly in terms of content, process and expectations\n. Reasonable and will not preclude pupils from assuming other homework and community responsibilities\n designed to encourage and support efforts to develop the skills to learn independently. The following guidelines should be followed in giving homework assignments at the Primary Level: Kindergarten - Generally, students are not given assignments at the kindergarten level. Primary I Students may be assigned homework for a minimum of 30 minutes a night. Primary II Students may be assigned homework for a minimum of 30 minutes a night. Primary III Students may be assigned homework for a minimum of 45 minutes a night. Homework assignments for Intermediate Level students should not be any longer than one hour. An after school Homework Center is available at Washington School. Vandalism and Property Damage Students who destroy or vandalize school property will be required to pay losses or damages. If students willfully destroy school property, suspension may be necessary. If a student should damage something by accident, it should be reported to a teacher or the office immediately. Textbooks All basic textbooks are loaned to students for their use during the school year. Workbooks are provided for students.1 other supplies are paid for by the student or parent. are to be kept clean and handled carefully. Textbooks Please be sure the student's name, grade, and school are written in the book in case the book is misplaced, pay for lost or damaged books. Students will be required to School Insurance Q School insurance is available to all students. A packet will be available for each student at registration and on the first day of school. Purchase of this program is optional. However, it is a good program and we urge you to consider it. Buses Please refer to the bus schedule to note pick-up points and the time schedule. NOTE: Please have your child at the bus stop a little earlier than the designated time in early. the event the bus should arrive to school, every day. reasons. Should your child miss ths bus, please try to get him/her It is very important that your child attend school Proper behavior is expected at all times for safety Discuss the bus rules with your child. School bus' niGHTSELL INCENTIVE SCHOOL Dear Parents): It Is with pleasure that we welcome your child/children to our school this year. We are all looking forward to an exciting and productive school year. In order to provide every student at Rightsell the excellent educational climate they deserve, we have developed the following Building Discipline Plan. To be effective, this Plan will be enforced at all times, and all staff membem at our school are authorized to enforce the Plan. A A A I A J A Classroom teachers will have incentive plans to encour'a.ge cooperation and respect. Students who behave appropriately will be positively rew'arded with: 1. Positive reports to parents fror'n principal 3. Praise and recognition in class from teachers 4. Special privileges (such as Student-of-Week, Good Citizens Tea) 5. Citizenship awards- 6. Movies and videos T J A ------------------------------------------anjaa School rules and consequences are listed below for' each area of our school and the school day\nRules 1. Respect the rights and property of students \u0026amp; adults: 2. 3, A. Language - no cursing, teasing, name calling, arguing or threatening(spoken or written) B. Keep hands and feet to yourself C. Use own materials \u0026amp; have them ready D. Don't destroy or defa.ce school property, the property of others, or your own E. No fighting** No talking or playing in the halls ^alk quietly at all times in the halls Oh the Stair'S. No sliding on the hand rails Consequences 1. Verbal warning 2. Name on board 3. Check by name = time out(K-2) no recess play (3-6) 4.2nd check by name = call to parent 5.3rd check by name = behavior document and detention hall 6. Continuing disruption = send to principal Don't bring candy, gum, toys, or exlm J thoney to school Do not bring weapons of any kind to school** Detention Hall Students assigned to D-Hall for 3rd time must come with parent for meeting with the principal to re-enter school ** Severe Behavior Consequences for' fighting will be decided on an individual basis but will be in Sgcordance with the Little Rock School Dish ict Student Rights c\u0026lt; Responsibilities tjaiKibook, bringing weapons on campus will result in expulsion.RIGHTSELL INCENTIVE SCHOOL Page 2 Rules Consequences I. Follow directions of all lunchroom adults 2. No talking in lunchroom o. Stay in seats until dismissed by lunchroom aides 4. Rernov tray and b'ash 1. Verbal warning 2. S it at separate table 3. Miss recess 4. Add check by name on board in classroom 5. Behavior document Rules Consequences 1. Play in assigned areas only 2. Follow diredions of supervision aides 3. Line up quietly when bell rings and enter- building with your teacher 4. Throw nothing (except authorfeed equiprnent) 5. Play games that are not dangerous 1. Verbal warning 2. Timeout 3. Add check by name in in class 4. Behavior document 5. Send to principal upervision aides must approve) S, No fighting** I Rules 1. Enter and sit down quietl 2. Showapproval by clapping 3. No d isrespect or rude ness a llowed Consequences 1. Verbal warning 2. Time out in hallway o. Behavior document FA'tleWajncj\u0026amp;i Regular attendance at school is essential for your\" child/children to master basic skills and to have opportunities for*special enrichment activities. School policies are: irfe:gsi Promptness to class is verj/ important. Students are to be in their seats and ready, tp_ Work when the (2nd) tardy bell rings. If your child does not bring a note with your Signature stating the r ason for the tardiness, the teacher will confer with the student i after school concerning tardine\n5 After the third terdv, the teacher will counsel with the student and notify the parent. After the fifth tardy in an^/ nine-week period, the student Will not be readmitted to class until a conference is held with the student, parent, and , Principal. I 1 a Written excuse is required for each absence and should be given to the classroorn '-aCher. The office staff will call every day a student is absent. i^ent after the third consecutive absence if the parent cannot be reached by phone. it. A certified letter will beRIGHTSELL INCENTIVE SCHOOL r?\nWIgglHi a Eoaso Page 3 Bi Ptease review the above policies :arefijHy. It is in your child's best interest that v.'e work together' regarding his or her education. Therefore, you will be informed about your child's progress in school conduct as well as in academic .achievement. .'Vill discuss this Plan with your child, and we will .appreciate it if you would review the Plan with your child/children before signing and returning this page. Thank you for vour 1 hank you for your s^p\u0026gt;M fv^. Bobbie Goodwin. Prineioal s. Bobbie Goodwin, Principal Parent's signature Child's signature Teacher's signature IBOOKSTORE SUPPLIES 1991-1992 1101 A Writing Tablet $1.00 1102 B Writing Tablet 1.00 1103 C Writing Tablet 1.00 1104 D Writing Tablet 1.00 1105 J Writing Tablet 1.00 1108 C Theme Book 1.00 1109 J Spelling Tablet 1.00 1110 D Spelling Tablet 1.00 Composition Book 1.00 Duo-Tang Folders W/pockets/ prongs .50 Novelty Pencils .15 each Regular Pencil (Yellow) .10 each Red checking Pencil .20 each Cap Erasers .05 Crayons #16 .50 Crayons #8 .35 Elmer's Glue .50 Ruler 12\" .25 SCHOOL SUPPLIES AND BOOKSTORE: The school bookstore sells most of the supplies that your child need. You may secure a supply list frcm your child's teacher, these supplies may be purchased at our school bookstore. For your convenience Each teacher will Supervise bookstore purchases for his/her class at the beginning of the school The School Bookstore will be open each morning at 7:40 responsible for purchasing their supplies. a.m. Studentsa BH sasBSiiiaoiia natssaaS'^ g@2i@afl I I ! en a 191 RIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street Little Rock, Arkansas 72206 August 12, 1991 TO: Rightsell Elementary Staff FROM: Mrs. Bobbie H. Goodwin, Principal ( Welcome to the 1991-92 school year. I hope your summer was pleasant and an enjoyable one, and that you are enthused and looking forward, as I am, to a challenging, exciting and rewarding new school year. Our first priority is quality instruction, high expectations for students' work, for their behavior and of course for teacher performance. The challenge is to somehow combine positive expectations with realistic feedback. This is not an easy task, but one that can be accomplished. Your ideas, suggestions and cooperation are solicited, needed and appreciated as we cooperatively plan and implement our goals for this year. I look forward to working with you and believe that together we can and will provide many successful experiences and the best education possible for our boys and girls. t i I I I i 1 RIGHTSELL ELEMENTARY SCHOOL FACULTY/STAFF (1991-92) BOBBIE GOODWIN, PRINCIPAL Minnie Vault, Secretary PRE-KINDERGARTEN 1. Clarice Woodley Room 207 KINDERGARTEN 1. 2. Brenda Croft Frenzells Dodson Room 104 Room 103 PRIMARY I 1. Stephanie Bentevengo 2. Rosalyn Zeigler Room 102 Room 101 PRIMARY II 1. 2. Sharon Bryant Barbara Fincher Room 204 Room 202 PRIMARY III 1. 2. Ann Sanders Jo Ann Wilson Room 201 Room 203 INTERMEDIATE IV 1. 2. Eva Fairchild Sue Walker Room 206 Room 205 INTERMEDIATE V 1. Nancy Dailey Room B-9 INTERMEDIATE VI 1. LaDonna Falls Trailer 1 SPECIALISTS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Joy Baker - Music Alene Goetz - Media Specialist Ada Keown - Reading Nancy Mitchell - Resource Marjorie Moore - Art Evelyn Nash - Auxiliary Nell Page - Math Amos Rochelle - Physical Education Gall Shelton - Speech Therapist George West - Gifted/Talented Margaret Williams - Counselor Room B-5 Library B-1 Room 200 Room B-6 Room B-2A Room B-4 Room B-8 Room B-3 Room B-2B !FACULTY/STAFF (continued) Page 2 12. 13. Valerie Willis Lillian Whittenburg Sue Sheppard Library B-1 Nurse Nurse Health Room Health Room INSTRUCTIONAL AIDES 1. 2. 3. 4. 5. 6. 7. Maggie Brown Tonya Hawkins Pearl Lewis Diadra Lindsey Annette Merrill, Computer Lab Pamela Tims Kathy White CAFETERIA 1. 2. 3. Willie Baker Juanita Breedlove Mentha Gilliam, Manager CUSTODIANS 1. 2. Carolyn Lee John Mickles, Head Custodian 3. Lloyd Williams I IRIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street Little Rock, Arkansas 72206 DAILY SCHEDULE 1991-92 7:45 Teachers arrive in classrooms 7:50 Students enter classrooms. Each teacher is asked to stand at his/her door to receive children, lunch count, etc. Homeroom period, attendance. 8:00 Tardy bell/Instructional day begins 9:30 - 9:45 Kindergarten and Primary I recess 9:45 - 10:00* Recess for Primary II and III classes 11:00 - 11:45* Lunch for Kindergarten and Primary I classes 11:30 - 12:15* Lunch for Primary II and III classes 12:00 - 1:00* Lunch for Intermediate IV, V, and VI classes 2:35* Dismissal of students. Teachers are asked to supervisie students to the nearest exit. Extended day begins at 2:35. *Asterisk indicates when bell will ring.JULY 4 AUGUST 19 26 SEPTEMBER 2 23 30 OCTOBER 21 31 NOVEMBER 1 7-8 28 -29 DECEMBER 23 JANUARY SCHOOL CALENDAR FOR 1991-92 SCHOOL YEAR LITTLE ROCK SCHOOL DISTRICT Independence Day, Legal Holiday Teachers Report to Work First Day School Labor Day, Legal Holiday Staff Development Day, Students Out Parent Conference Day - No School Staff Development Day, Students Out End First Quarter Teacher Record Day, Students Out AEA (In-Service Day, Students Out Thanksgiving Holidays Christmas Holidays begin at end of school day (December 24 - January 5) 6 2 20 24 School Reopens End First Semester King, Legal Holiday, Students Out Teacher Record Day, Students Out MARCH APRIL 2 26 ^3 Parent Conference Day, Students Out End of Third Quarter Spring Vacation MAY 25 Memorial Day, Legal Holiday JUNE 5 Students Last Day of SchoolPHILOSOPHY OF THE LITTLE ROCK SCHOOL DISTRICT A sound and comprehensive philosophy, based on the personal and'educational needs of students, is essential to a viable and effective public school program. The Little Rock School District statement of philosophy is hereby presented to promote a better understanding of and appreciation for the principles on which the ed present and future progr^ ns of the district are being develop- The school district instructional and supportive programs should: 1. Be designed, organized, and implemented to provide all students with success-oriented, comprehensive, and sequential educational opportunities. 2. Emphasi2e and continually reinforce the values of our democratic society, worthy citizenship ahd ethical behavior. 3. Provide each student with the opportunity for maximum intellectual and inter-personal development. 4 . Reinforce positive goal-oriented learning by systematically recognizing and rewarding student success at all levels of achievement. 5. Place emphasis on an intra-competitive system of education wherein each student competes with his own potential to enhance internal motivation and positive self-image. 6. Present a diversified curriculum, under the board career education concept, to provide students with a maximum range of options in choosing careers,.PHILOSOPHY OF RIGHTSELL ELEMENTARY SCHOOL The philosophy of Rightsell Elementary School is to provide educational experiences that will help each child reach his/her highest potential. This philosophy is in compliance with the Little Rock School District s philosophy which boasts an overall program that promotes intellectual growth, social interaction, development of self-worth, acceptance of litv fnr leamins. and appreciation for others. The school helps responsibility for learning, skills of behavior which a majority of society deems worthchildren acquire while. CURRICULUM Rightsell Elementary School's ultimate objective is to ensure that each student obtains a minimum of 85% mastery of the basic skills curriculum. The areas of mastery are manifested in reading, writing, grammar, spelling, mathematics, social studies, science, fine arts, and physical education. Within each subject area and at each grade level, skills are identified at mathematics, social studies three instructional levels: basic, developmental and extention. The basic skills are those skills which all students must master, skills on which the Arkansas Minimum Performance Test is based. They are also the A comprehensive guide exceeds minimum levels of expectation. Developmental skills are skills beyond the basic level that are introduced ana (-a.iaht-. blit not necessatllv mastered by all learners. Developmental and taught, but necessarily grade level become basic skills at a later grade or in a more The skills are reinforced by utilizing Reading through skills at one advanced course. Writing Across the Curriculum, Math Olympiads, Literature, field trips, Wlxuxhb ...... ----------------- --------- - * , Odyssey of the Mind, Resource people, end Extended Day Computer Lab Program. ORGANIZATION Rightsell Elementary School has one pre-kindergarten, two (2) kindergarten classes, two (2) first grade, two (2) second grade classes, two (2) third, two (2) fourth, two (2) fifth, and one (1) sixth. Support personnel is provided to enhance learning opportunities with the goal of providing for the special needs of all students. These include an art specialist. a a music specialist, auxilary computer lab attendant, . speech therapist, a part-time a special education specialist teacher, . math specialist, a reading specialist, a physical education specialist, a . library clerk, a part-time nurse, instructional aides. librarian, a and a secretary.little rock school district EPS CODE: ADA MISSION STATEMENT of the little rock school district . The program that enables each to ach e e ( program of ?hat end. the LHtle Rock School D strict address the special education for all stuoencs, a mentall: and (3) enrichment of students (emotional, physic . and . TUrouah an organized pro basic flBSdS _________ opportunities such as art, music and athletics. Through an organized pro- ............ academic success and will citizenship. District Goals 1. educational achievement for all students with To increase - - -- , specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through: a) educational opportunities for all providing equitable ---------- . _ students in a desegregated learning environment b) enabling all students to develop a lifelong capacity and c) love for learning leading all students to be productive school, the community and the workplace contributors in the d) providing a disciplined, structured learning environment for all students 3. To enhance human relations skills for principals, teachers, and central office administrators.911 West 19th Street Little Rock, Arkansas 72206 SCHOOL GOALS FOR 1991-92 1. By the end of 1991-92 school year, there will be an petencies on ESPF, AMPT, AND Stanford. Increase In students who will master skills and com- 2. To educational excellence by providing educational opportunities for rnntlnue establishing climates of educational excellence by provioing eaucaiwu.x to tured learning environment for students. 3. To enhance Human Relation Skills for Rightsell Staff. 3PROMOTION/RETENTION GUIDELINES Little Rock School District Regulations for student promotion will be used in determining promotion and retention of students. STUDENT PROMOTION The sequential nature of the Little Rock School District's educational program, K-12, necessitates the identification of specific criteria for student promotions from one level or grade to another. These criteria shall ensure that students acquire specific competencies as they progress through the instructional program. The Board authorizes the Administration to develop and enforce promotion regulations that will reflect this commitment to maintaining high educational standards. I. Purpose The purpose of the following regulations is to provide guidelines for teachers and administrators to use in promoting a student from one instructional level or grade to the next. II. Regulations A. Promotion in Elementary School 1. Students being promoted from one elementary grade to the next should have completed the adopted reading curriculum materials for current grade placement, demonstrating at least -80 per cent skills mastery. 2. If a student has not achieved 80 percent skills mastery of current-grade-placement materials, he may be promoted based on an evaluation (by the teacher and principal) of the following. 3. a. b. c. d. e. f. 8. Criterion reference tests Placement inventories Standarized tests Teacher, principal anecdotal information. Student characteristics (physical, and social) Scheduled parent consultation Attendance record Accelerated Promotion emotional, The decision to promote a child: - to the fourth-grade in fewer than three years, - to the junior high school school infewer than six years or will be made in consultation with the parent, teacher, principal(s) , elementary supervisor, and the Associate Superintendent for Curriculum and Instruction.r I ELEMENTARY PROGRAM SCHEDULE (TIME ALLOTMENTS) .'gradTlevel fmphasis 11-6 f I 1-6 1-6 1 13-6 i 1 I CURRICULUM AREAS Language Arts Reading Mathematics Science COMPONENTS Spelling Handwriting Oral/Written Coim.-nication (social studies, science, music, art) [1-3] Listening Skills (social studies, music) [1-3]* Exercises in foreign language** Higher-Order Thinking Skills (social studies\nscience) [1-3]* Information Skills Vocabulary Development Comprehension Literature Content Reading Skills in science, social studies, fine arts [1-3]* Physical Activities (enactment of plays, etc.) [1-3? Computation Problem Solving Higher-Order Thinking Skills Measurement Numeration Whole Numbers Rational Numbers Geometry Probablity/Statistics Practice Arts Activities [1-3]** Physical Activities, Games, etc.* General Science Health/Safety Conservation/Nature Study Effects of Alcohol, Drugs, and Tabacco Fire Prevention t.U TIME ALLOTMENT Meekly Primary I. II Primary III Intermediate Primary Intermediate Primary . Intermediate Intermediate 750 min. 625 min. 400 min.' 525 min. 400 min. 225 min. 300 min. 170 min.4-5 Social Studie? Geography o Arkansas and U.S. History Economic Education Family and Community Relationships Citizenship Intermediate 170 min. i I I I 1-6 4-6 3-6 I Fine Arts/ Practical Arts** Physical Education Information Skills** 1 I Music Instruction and Listening Art Appreciation and Instruction Activities in Practical Arts** Exercises Games/Dance Movement Activities Art and Music Activities Dictionary Skills Maps, Charts, Graphs Tables of Content Knowledge of Computers Use of Media Equipment/ Materials Reference Skills Intermediate and Primary Intermediate Primary III and Interm. 60 min. 60 min. 30 min. SCHOOL LUNCH PROGRAM A well-balanced menu is provided for everyone, lunches are $1.45 W/milk, $1.25 without. Adult DAILY HOMEROOM PROCEDURES Class preparation is from--7:45 - 8:00 a.m. Daily Attendance... should be taken and ready for pick-up by 8:55 a.m. ATTENDANCE/TARDINESS/EARLY DISMISSAL Staff Regular attendance is essential for program continuity. Absences must be reported to the Principal and to SOS when a substitute is 'NOTE: required. Employees who DO NOT require a substitute are not to call SOS but are required to call the principal, port absences prior to 6*30 a.m. Teachers should reTeache\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_666","title":"Little Rock Schools: Rockefeller 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":["1990/2002"],"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","Rockefeller Elementary School (Little Rock, Ark.)","Educational statistics","School management and organization","School enrollment","Educational planning"],"dcterms_title":["Little Rock Schools: Rockefeller 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/666"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nLittle Rock School District nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advantages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The \"Writing to Read\" computer lab enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital part of the staff. Comprehensive school nursing provides a fitness and wellness program. An onsite Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. First Class Schools For World Class Kids Rockefeller Computer Science Elementary School Computer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS Computer Science Theme developed by the staff and directed by a computer specialist Double funding Full computer lab with 25 computer stations plus computer lab stations in every classroom Gifted instruction by a certified gifted teacher Low teacher-to-pupil ratio Continuous computer tracking of student progress in all subject areas Science Laboratory Full-sized gymnasium Numerous educational field trips (theme and non-theme related) Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Comprehensive nursing Extended day, week and year activities \"Writing to Read Computer Program for Kindergarten and I st Grade Special Education services with certified Resource teacher and Speech Therapist Strong Parent Teacher Association Rockefeller Computer Science Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. I 1 1 Little Rock School District fV\\ Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child- (- 00 r* H m zo o rn o nf I s hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual child's interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the children's cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected fortheir ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isn't just pre-school daycare it's much, much more! tn 0) to KJ O !u n 3 I o o tn 2 n Rockefeller Early Childhood Magnet School nJ For Children Ages 6 Weeks through 4 Years o O73 n a 3 c o 0 tfS Z i o P O iil JO O' o 00 \u0026amp;l (TO cu n O) o3' z o3 O First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. It's just one way the Little Rock School District is assuring that today's kids will have a good start in tomorrow's world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every child's basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal\na vice principal\ncertified classroom teachers\nmedia, music, art, and physical education specialists\na counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the program's ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the District's so-called \"incentive\" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch \u0026amp; Snack Time children arriving prior to 7:20 a.m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules \u0026amp; Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m., also. It operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, lust contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of this program, there may not be an opening at first inquiry. If not, your child's name will be put on a y waiting list and you will be contacted as soon as an % opening occurs. SPECIAL ATTRACTIONS 9 The only Early Childhood Magnet program in the District accepting children as young as six weeks of age. Accessible location for working parents. Exceptional student-to-staff ratio. Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds. Well-developed philosophy and appropriate age-related goals. Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books. Diverse teachers and students, and a varied curriculum provides many learning experiences. Each child receives individual attention. A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a \"learning experience\" at Rockefeller Early Ckildkood Magnet Sckool, 700 E. 17tk, Little Rock 72206. For Information, Call 324-2272 Little Rock School District fV\\ Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child-r co r H \u0026lt; n oXI co m r\u0026gt; tn XJ S2 O 3- hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual childs interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the children's cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected for their ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isnt just pre-school daycare its much, much more! CD tn CD tn 0) n 3 X o o tHn 2 n Rockefeller Early Childhood Magnet School n For Children Ages 6 Weeks through 4 Years fC 73 O 3 P Ifi cQfo) 73 o Oc ol/l 0\u0026amp;0 o 3 0n)' 3o z o3 O First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. Its just one way the Little Rock School District is assuring that todays kids will have a good start in tomorrows world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every childs basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal\na vice principal\ncertified classroom teachers\nmedia, music, art, and physical education specialists\na counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the programs ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the Districts so-called \"incentive\" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch \u0026amp; Snack Time Children arriving prior to 7:20 a.m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules \u0026amp; Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m., also. It operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, lust contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of this program, there may not be an opening at first inquiry. If not, your childs name will be put on a^ waiting list and you will be contacted as soon as an opening occurs. SPECIAL ATTRACTIONS 9 The only Early Childhood Magnet program in the District accepting children as young as six weeks of age. Accessible location for working parents. Exceptional student-to-staff ratio. Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds. Well-developed philosophy and appropriate age-related goals. * Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books. Diverse teachers and students, and a varied curriculum provides many learning experiences. Each child receives individual attention. * A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a learning experience\" at Rockefeller Early Ckildfwod Magnet Sckool, 700 E. 17Wi, Little Rock 72206. For Information, Call 324-2272 ss. T- LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: ROCKEFELLER ELEMENTARY READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALT, STUDENTS No. Tested No. Passed 25 24 35 28 30 24 29 25 25 24 35 28 30 29 29 28 Percent Passed 96 80 80 86 96 80 97 97 BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed 14 93 10 100 10 71 12 80 10 71 11 85 10 83 12 86 15 100 90 10 71 12 80 13 93 13 100 11 92 14 100 9 WHITE MALES No. Passed 1 1 0 4 0 4 0 0 Percent Passed 100 100 100 100 WHITE FEMALES . No. Passed 2 2 2 2 2 0 0 2 Percent Passed 100 100 100 100 100 100 OTHER MALES No. Passed 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 * 1 0 0 1 Percent Passed 100 100 * Total of all students in the 11 Other\" race category. These scores were not reported by gender.SCHOOL: ROCKEFELLER ELEMENTARY _19.88_l READING 1989 1990 1991 1988 ALL STVDE!}TS No. Tested No. Passed 37 30 36 33 23 22 22 21 37 35 Percent Passed BLACK KALES Iio. Passed Percent Passed Pl-ACK FEMALES No. Passed Percent Passed WHITE KALES l.o. Passed Percent Passed WHITE FEMALES No. Passed Percent Passed OTHER MALES No. Passed Percent Passed OTHER FEMALES No. Passed Percent Passed 81 11 73 8 73 9 100 2 100 0 0 92 8 80 18 95 5 100 2 100 0 0 96 9 90 10 100 1 100 2 100 0 0 95 7 88 13 100 0 1 100 0 0 .. 95 14 93 10 91 9 100 2 100 0 0 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 KATiiEHATICS 1989 36 35 97 9 90 19 100 5 100 2 100 0 0 1990 23 22 96 10 100 9 90 1 100 2 100 0 0 1991 22 21 95 8 100 12 92 0 1 100 0 0 1988 37 26 70 8 53 7 64 9 100 2 100 0 0 LANGUAGE ARTS 1909 36 27 75 7 70 14 74 4 80 2 100 0 0 1990 23 22 96 10 100 9 90 1 100 2 100 0 0 1991 22 16 73 6 75 9 69 0 1 100 0 0 1988 37 25 68 9 60 5 45 9 100 2 100 0 0 SCIENCE 1989 36 24 67 6 60 12 63 4 80 2 100 0 0 1990 23 20 87 9 90 8 80 1 100 2 100 0 0 199 1 22 15 68 6 75 8 62 0 1 100 0 0 198B 37 25 68 9 60 5 45 9 100 2 100 SOCIAL STUDIES 1989 36 25 69 6 60 13 68 4 80 2 100 1990 23 21 91 9 9 90 I I 100 I 2 100 0 0 0 0 0 0 Total of a,U. students in the \"Other\" race category. These scores were not reported by gender. 22 15 68 6 75 8 I i I 62 I 0 1 100 0 0 u 1 I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution 4J6^81 M6BYSC 10/07/91 PAGE 528 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 1 * I I WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnary N X N X N N X N N X N X 't 50 26 Pl 75 49 25 6 75X 0 1 1 OX 13X 13X 7 1 0 0 88X 13X fiA OX ..7 0^ 1 0 86X OX 13X OX 6 1 1 0 75X 13X 1 3X OX 2 5 1 0 25X 63X 13X OX 4 2 1 1 SOX 25X 1 3X 1 3X 6 1 1 0 75X 1 3X 1 3X OX J .r- I Number Tested Mean NatJJ NCE_______ 8 8 ..-_.75_,5___ 8 74,4 8 73.4 8 60,2 8 61 . 6 8 74.9 UHITE MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X I 76 50 26 99 75 49 ____1____8X f 01 5____ 1 6 .5 8X 46X _.38X.. 7 3 3 SOX 21X 21X _____TZ 3 i 4 6 21 X 7X 29X 43X 2 3 5 3 15X 23X 38X 23X 1 1 1 1 1 79X 7X 77. 7X 6 3 4 1 43X 21X 29X 7X 3 3 4 3 23X 23X 31 X 23X Number Tested ___Mean Nat'l NCE.... 13 40,0____ 1 4 65.3 1 4 43.8 13 46.1 1 4 73.0 1 4 63.9 1 3 48.2 ALL UHITE I 1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnary N X N X N X N X N X N X N 7. ..... *! 16^-. 99 50 28 75 49 I Qt - 25____ 7 1 7 b _33X___ 5X 33X 29X ___S4X____ 4 3 1 1 8X 1 4X _5X ___1.0. .45X 1 5 5X 23X - 27X B 4 6 3 38X___ 1 9X 29X 14X 13 6 2 1 59X 27 X 9X 5X 1 0 5 5 2 45X 23X 23X 9X 9 4 5 3 43X 1 B7, 24X 1 4X Numbe Test ed 21 1 Mean Nat/.L NCE________5A.O. . 22 ____69.0_____ 22 ______54.9..... 21 ____56.1_ _ 22 68.3 22 63.1 21 57.9 Ii 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT~6 Distribution J6481 M6BYSC 10/07/91 PAGE 529 I I SCHOOL\nGRADE: ROCKEFELLER INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Suaaary .7$ _____ 50 26 75 49 N X N Z. N X N Z N Z. N Z N Z. .Q____QX._... J----------- QI -_,5__ 3 5 9 18X 29X 53X ...5___29Z 5 5 2 29Z 29Z 12Z 1 7 5 4 _6Z .. 41X 29Z 24X 0____OZ 5 8 4 29X 47Z 24Z 3 4 2 8 18Z 24Z 12Z 47X 3 3 3 8 18Z 18X 18Z 47Z 0 5 6 6 OZ 29X 35Z 35X Nuabe Tested 17 __ Mean Natl L NCE_______31.J_ 1 7 53.1. 17 ,45,0______ 1 7 __44.2 1 7 43.6 1 7 40.7 1 7 42.3 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N Z N Z N Z N Z N X N Z N Z I I T- I I L 76 50 26 99 75 49 01. r.es____ Number Tested Mean Nat/1 NCE ALL BLACK Percentile Summary _,76 .99, 50 26 75 49 01-2$ Number Tested . Mean Nat_CLJiC. 1 1 5 i'A 31X _____3____50X 1 6 36.2 TOTAL READING N X J.____3Z__.. 4 1 0 12X 30X .. t 8 55Z..... 33 37^.7._. 7 5 1 44X 31Z 3____19Z - 1 b 56.3 TOTAL MATHEMATICS N X 1 6 6 .3 6X 38X 38X 19Z 1 5 7 6Z 31 Z 44X 3__ 1?Z , 5 7 2 2 31X 44Z 13X 13Z 7 3 2 4 44X 1 9Z 13X 25Z 1 5 7 3 6X 31Z 44Z 1 9Z 1 6 .43.6 1 6 43.5 1 6 59.3 1 6 55.7 1 6 44.8 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N X N Z N ____12___36Z________2 , . .6Z__________1 1 Q 6 .5 30X 18Z 15Z 13 11 39X 33Z 7 . 21 X___ 1 0 15 7 3Z_____ 30X 45Z 21X S .,._24X 1 1 4 1 0 33X 12X 30X 10 6 5 12 30Z 18X 15Z 36X 1 1 0 1 3 9 3Z 30X 39Z 27X 33 .54^ 9_, 33 33 _____43.9 33 .... 51 . 33 47.9 33 43.5 fI 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution nj\u0026amp;481 M6BYSC 1 0/07/91 PAGE 530 ' '0 SCHOOL:' ROCKEFELLER INCENTIVE SCHOOL' GRADE: 1 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TDTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamary 76 5 o 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE OTHER MALE Percentile Suaaary 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE ALL OTHER Percent 11 Suaaary N X N 'X N X N X N X N N X I n .. I 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE 0 1 0 0 1 62.3 OX 1 OOX ox ox 0 1 0 0 1 57.0 TOTAL READING N X 0 i 0 0 1 62.3 OX 1 OOX OX OX TOTAL READING N 0 2 0 0 2 62.3 X ox 1 OOX ox OX ox 1 OOX ox ox 0 1 0 0 OX 1 OOX OX ox 0 1 0 0 OX lOOX OX OX 0 ox 1 lOOX 0 0 OX OX 1 0 0 0 1 OOX OX OX OX 0 ox 1' 100X 0 0 OX OX f/r ?1 52.1 1 58.7 1 1 50.0 64.9 1 60.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N \"'1 0 1 0 0 1 62.9 OX To OX OX ___ 1 0 0 0 1 73.7 TOTAL MATHEMATICS N 0 2 0 0 2 60.0 X ___ 1 OCX ox ox 1 OOX OX OX OX 1 ... 0 0 1 OOX ox OX ox 0 1 0 0 OX 1 OOX OX OX 1 0 0 0 1 OOX OX OX ox 1 0 0 0 1 OOX OX OX OX I 1 1 1 64.9 50.0 1 1 t i 89.6 68.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I N L 1 1 0 0 X N X N X N X N X 2 62.9 50X SOX OX OX 1 T 0 0 50X sox ox ox 0 OX 2' ioox 0 0 ox ox _2 0 0 0 lOOX ox ox ox 1 1 0 0 50X 50X OX OX 2 61 .8 2 50.0 2 77.3 2 64.5 /y1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #16481 M6BYSC 10/07/91 PAGE 531 ) I i SCHOOL: GRADE: ROCKEFELLER^INCENTIVEsCHOOL 1 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percntll Sunaary 76 -r. 31 50 26 75 49 - 25___ Nuaber Tasted Mean NatM. NCE N X N X N X N X N X N X N ___9 7 17 -_24 56 ,43.7_. -14X. .. 13X 30X _43X_ 16 9 46X 2dX 1 6-A 6 1 1X 57 .60.5 13 15 1 6 1 3 57 t 23X 26X 28 X 23X 10 15 21 1 0 56 49.2 _18X 27X 3QK 1 8X 21 19 e 11 37X 33 X 11 X 1 9X 22 1 1 1 0 14 39X 1 9X 1 8X 25X 1 1 15 1 8 1 2 20X 27X 32X 21 X 57 57 . Q 57 54.8 56 49.8 ! I I\": iI 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE S32 nil I SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Susnary 76 _-_59- N X N X N X N X N X N X N 74--------- BO 26 01 7B 49 25 0 0 _ 0 __ OOX OX OX _px 1 0 1 BOX____ OX BOX .__p____px 0 0 0 ....100X,. OX OX OX 0 0 0 Qpx , OX OX OX 2 0 0 0 lOOX OX OX OX 0 1 1 0 OX BOX BOX OX 2 0 0 0 1 OOX OX OX OX -l -I Lt k k p' e Number Tested nean.NaV_r NE. UHITE MALE Percentile Sumaary __le 9 3____ 50 26 75 49 Number Tested . Mean Nat'1 NCE ALL UHITE Percentile Sueeary __76 50 26 99 75 49 0t_:^-25_____ Number Tested Mean. Hat/ 1 NCE. 2 _.77.4__ TOTAL READING N X 2 .._.66.8_- 2 ____7J_,2.._.. TOTAL MATHEMATICS TOTAL LANGUAGE N X N X 2 75.5_,. BASIC BATTERY N X 2 91,8 2 46.5 2 75.8 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 1 1 0 BOX BOX OX P 1 1 ____9X 2 63,3 TOTAL READING N X .3___7SK____ 1 0 - 0. . 4 OX BOX BOX J 0 T BOX OX BOX J ____5_____OX . 0____OX. 1 0 BOX BOX OX - .0 , OX____ 1 1 0 0 BOX BOX OX OX 0 1 0 1 OX BOX OX BOX 1 1 0 0 BOX BOX OX OX 2 53, B 2 56,8__ S 61 8 2 63.0 2 39.8 2 60.3 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N 25X OX .0X,_.. 1. 1 2 4 60.3 .2SX__.._ 2BX BOX ___3_. 0 1 __75X.-__. OX 25X P_____PX . 4 __ - 3 1 0 ____P .75X____ 25X OX Q5J 4 . .68.3____ 3___ 1 0 0 .. 75X____ 25X OX OX 4 11^4___ 0 2 1 1 OX BOX esx 2BX 3 1 0 0 75X 25X OX OX 4 43.1 4 68.1 J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di St ri button #J6481 M6BYSC 10/07/91 PAGE 533 SCHOOL: GRADE: ROCKEFELLER'INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I' Percentile Sunaary N Z N N X N X N X N X N X :: .11 4 I- I 4b !- 5 76 '50 26 01 99 75 49 25 0 7 4 OX 54X 15X 31 X 3 8 2 0 23X \"62X 1 5X OX 15X '7' S4X 3 3 1 23X 8X 4 5 1 23X 31X 38X 8X 0 4 4 5 OX 31X 31 X 38X 0 4 3 6 OX 31X 23X 46X 2 5 5 1 15X 38X 38X 8X Number Tested Mean Nat^l NCE BLACK MALE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL BLACK Percentile Summary 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE k:'/l_____ 13 45.5 13 59.2 13 53.2 13 51 .6 13 43.3 13 36.7 1 3 49.4 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X \"n X N X N X N X N 0 1 2 6 OX 1 IX 22 X 67X 1 3 5 0 1 IX 33X 56X OX 0 '3 3 3 OX 33X 33X 33X 0 2 1 6 OX 22X 1 1X 67X 1 2 4 2 1 1X 22X 44X 22X 1 0 2 6 1 1X OX 22X 67X 0 2 1 6 OX 22X 11X 67X 9 32.3 9 49.6 9 44.7 9 38.7 9 45.3 9 38.3 9 38.3 I TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N % M X N X N X N X N X 0 8 4 1 0 OX 36X 18X 45Z 4 1 1 7 0 3ex OX 2 Y6 6 4 9X 45X 27X 18X 3 6 6 7 14X 27X ziy. 1 6\" a 7 5X 27X 36X 32X 1 4 5 12 5X 18X 23X 55X 2 7 6 7 37. 327. 77. 32X 22 40.1 22 55.3 22 49.7 22 46.4 22 44.1 22 37.4 22 44.9 j- 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 OTHER FEMALE Percent 11 Suoaary 1 991 WAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 534 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X W % N X N X N X N d i,. I ... -.76 50 26 JI 75 49 01 ,-.es__ Number Tested Mean NatM_HCE ALL OTHER Percentile Sunaery 76 - 99 50 26 75 49 ,_25- Nunbe Tested Mean Nat'1 NCE .0 1 0 0 1 __5X_______ 1 OOX ox ox 62.u3____ TOTAL READING N X 0 1 0 0 1 ___0'4 1 OOX ox OX 1 0 0 0 1 67., TOTAL MATHEMATICS N X 0 i 0 0 1 62.3 ox 1 OOX ox ___ox, p i 0 0 1 52.1 ox 1 OOX OX ___ox 1 OOX ox ox OX TOTAL LANGUAGE N X 0 0 ____p _ 1 OOX OX ox ox 1 67.7 0 i 0 0 1 62.9 _ OX 1 OOX OX OX 0 0 1 0 1 BASIC BATTERY N X 0 1 0 0 1 62.9 _0X ox 1 OOX ox 0 1 0 0 1 _49.5__ SCIENCE N X 57.5 OX 1 OOX OX OX 0 1 0 0 1 62.3 SOCIAL STUDIES N X ox 1 OOX ox ox l-l COMPLETE BATTERY N X OX 1 OOX OX OX 0 0 1 0 1 49.5 OX ox 1 OOX OX 0 1 0 0 1 57.5 ox 1 OOX ox ox 0 1 0 0 1 62.3 ox 1 OOX ox ox I . 12 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE *J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 535 COMPLETE BATTERY Prc*nt1! Suaaary 15. 50 26 la. 75 49 _____Q1^_25 Number Tested ttrL-M4ril_NCE. N N X N X N X N X N X N i i I 11 I I _3 10 4 1 0 .ux. 37 X 15X 37X 13 9 0 48X 33X OX 6 10 7 4 22X 37X 2\u0026amp;X 15X 6 __ 22X 8 6 7 30X 22X 26X 4 7 9 7 15X 26X 33X 26X 1 7 e 13 4X 26X 22X 48X 9 6 7 19X 33X eax 27 -45,._4 27 27 52.5 ... 27 .50,2_____ 27 _____49.3___. 27 39.0 27 48.9 ii'i I ! I I 1 j -1 to LI 1 LITTLE ROCK SCHOOL DISTRICT I 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 536 : I SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL... 3 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentlls Summary N X N Z N Z N Z N Z N Z N .1 1 ! 76 50 26 01 99 75 49 25 0 0 2 0 _0X OX 1 OOZ ax 0 6 1 1 OZ 50Z SOX 0 2 0 0 OX 1 OOX ox OX _0 ' 0 2 0 OX 1 OOZ OX 0 1 0 1 OZ SOX OZ SOX 0 0 2 0 OZ OZ 1 OOZ OZ 0 0 2 0 OX OX 1 OOX OX Number Tested Mean Nat'1 NCE UHITE MALE Percentllm Summary 76 50 26 01 99 75 49 25 Numbs Tested Mean Nat'1 NCE ALL UHITE Percent lie Summary 76 5 0 26 01 99 75 49 25 Number Tested Nat *J_NCE 2 40.1 2 35.3 2 54.0 2 41 . 6 2 43.9 2 39.2 2 41.1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N Z N X\" N Z N Z N Z 1 0 0 1 50X OX OX SOX 1 0 0 1 SOX ox ox 50Z 1 0 0 1 SOX OX OZ sox 1 0 0 1 SOX OZ OZ SOX 1 0 1 0 SOX OZ SOX OZ 1 0 1 0 50Z OZ 50Z OZ 1 0 0 1 SOX OZ OX SOX 2 50.0 2 47.8 2 43.6 2 47.8 2 58.1 2 52.1 2 49.3 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N X N Z N X N Z N J 0 2 1 4 45.1 25 Z OX SOX 25X 1 0 1 2 25X OX 25X SOX 1 2 0 t 25X 50X OX 25X 1 6 2 1 25Z ' OX 50Z 25Z 1 1 1 1 25Z \u0026amp;5X 25X 25X 1 0 3 0 25Z ox 75Z OX 1 0 2 1 25X OX SOX 25 X 4 41 .5 4 48.8 4 44.7 4 51.0 4 45.6 4 45.2 ( .'.I I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 537 7 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary N Z N Z N X N X N X N X N X 7 6 -.9 9_______ 50 26 75 49 :i ... 01. _7_ e5 1 6 5 7 8X_ OX 38X 54X 4 3 3 3 _3tX 23X 23X 23X 4___31 X_. 5 3 1 38X 23X 8X L 3 6 3 _8X e3Z 46X 23X 1 2 4 6 8X 15X 31X 46X 0 4 4 5 OX 31 X 31X 38X 1 3 5 4 8X 23X 38X 31 X J r L. Number Tested _____Mean Nat:.l_J\u0026lt;CE BLACK MALE Percentile Sunnary 76 50 26 99 75 49 01 -.25, Number Tested Mean Natll NCE ALL BLACK Percentile Suanary 50 26 01 75 49 25 Number Tested Mean. NatAl NCE, 13 38.5 13 51.6 1 3 ____55,6 13 45.9 1 3 39.4 13 42.0 1 3 44.0 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N 0 2 \u0026amp; OX 15X 15X ?___637. _ 1 3 32.6 TOTAL READING N X 1 2 6 4 8X 15X 46X 3 LX 0 3 8 2 OX 23X 62X 15X 0 2 5 6 OX 15X 38X 46X 0 2 3 8 OX 15X 23X 62X 1 0 2 1 0 8% OX 1 SX 77X 0 2 2 9 OX 15X 15X 69X 13 43.3 1 3 44.6 1 3 37.7 1 3 32.1 1 3 31 .5 1 3 34.9 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N N X .1...._4X__________5.___19X 2 7 1 6 8X 27X 62X 5 9 7 1 9X 35X 27X _,4 8 1 1 3 .15X 31 X 42X 1 2X 1 5 1 1 3 ___4X . 1 9X 42X 35X 4 7 1 4 4X 15X ^77. 54Z 1 4 6 1 5 4X 1 57 23X 58X 1 5 7 1 3 4X 1 37, 27X 50X 26 35,6 . 26 ___4.7_,5 6 ,..5.0.J 26 ___41 ,8 26 35,8 26 36.8 26 39.5 .I i -I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING 1991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE HJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 538 COMPLETE BATTERY i -I Percentile Suamary J 6 50 26 75 49 25. Number Tested Mean HatAl JiCE N N N X N X N N X N 1.1 e ___ 2 9 7X 30X 17 57X 30 ,36.8 ______g.ox 5 1 0 9 17X 33X 30X 5 17X 1 0 1 1 4 33X 37X 13X 5 1 3 1 0 ____VA. 17X 43X 33X 2__l'A 5 8 15 I7X 27X BOX 2 4 9 15 7X I 3X 3 OX BOX 5 9 1 4 7X 17X 30X 47X J------- ' I .p- 30 - -46.7_____ 30 ___49^.9. 30 42.2 30 37.8___ 30 37.9 30 40.2 L1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 539 'I ' i -s' SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent 1 le Suiaiary 76 50 Zb 01 99 75 49 25 Number Tested Mean Nat * 1 NCE UHITE MALE Percentile Sunnary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL UHITE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE N 2 1 1 0 4 58.2 Z N Z N N X N X N Z N SOX 25X 25X OX 2 f 1 0 SOX 25X 25X OX 3 O' 1 0 75X OX 25X OX 2 ... 1 0 SOX '25Z 25X OX 2 1 1 0 SOX 25X 25X OX 2 1 0 1 SOX 25Z 25Z 3 0 1 0 75X OX 25X OX 4 68.9 4 71.9 4 66.6 4 66.7 4 64. 1 4 66.S TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I N 1 2 2 0 5 54.5 Z N X N X 'n X N X N X N X I-' 20X 40X 40X OX 2 4 OX 3 60X 0 0 OX OX 2 O' 1 2 4 OX OX 20X 40X 2 40X 0 * OX 3 0 SOX OX 3 2 0 0 SOX 40X OX OX 1 1 1 2 20Z 2 OX 20X 4 OX 2 0 3 0 40X OX sox ox I 5 64.4 5 49.7 5 57.4 5 62.8 5 47.0 5 57.1 TOTAL READING TOTAL........... MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N N X N X N Z N 3 3 3 0 33X 33X 33X OX 4 4 1 0 44X 44X 1 IX OX 5 0 2 2 56X OX 22X 22X 4 T 4 0 44X 1 I X 44X OX 5 3 1 0 56X 33X 11X OX 3 2 1 3 33X 22Z 1 IX 33Z 5 0 4 0 S6X OX 44X OX 9 56.1 9 66.4 9 59.6 9 61 .5 9 64.5 9 54.6 9 61.3 J 1 I I1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 BLACK FEMALE TOTAL READING 1 5 91 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 540 COMPLETE BATTERY Percentile Sunnary N % N X N X N X N X N X N 50 26 _______________I____1.0X .. 75 49 Q1_j:-25___ Number Tested Mean NatM.NCE BLACK MALE Percentile Sunnary 76 ___ SQ 26 75 49 _0V Number Tested Mean Nat'1.NCE ALL BLACK Percentile Sunnary 76 so 26 93. 75 49 QI -.25______ Number Tested Mean NatM_JlCE. 2 4 3 20X 40X 30X 2 SOX 3 3 2 30X 3 OX 20X 1 5 3 1 1 OX SOX 30X 1 OX 1 4 3 2 1 OX 46x 3 OX 20X 0 5 4 1 OX SOX 40X 1 OX 1 1 4 4 1 OX 1 OX 4 OX 4 OX 1 4 2 3 1 OX 4 ox 2 OX 30X 1 0 .4.4^7____ TOTAL READING N X 1 0 53.5 1 0 .._52,.2_. 1 0 __49_.l 1 0 46.6 1 0 41 . 6 1 0 47,8 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X M X N X N X N N Z 1 2 6 6X 13X 38X 3 6 4 _7_^_,44Z 1 6 39.3 TOTAL READING N X .2____8X. 4 1 0 1 0 15X 38X 38X 26 11..4___ 19X 38X 25X 2 4 3 3___19X_ 1 6 51 . 6 TOTAL MATHEMATICS N X 5_-t9X 9 7 35X 27X 5____i9X. 26 __52. J. 13X 25X 19X 2 4 7 ... 44X_. 1 6 41 .7 TOTAL LANGUAGE N X 13X ESX 13X __8_ .. 50X 1 6 42.8 BASIC BATTERY N X 3 6 8 26 3 2 6 5 1 37. 13X 38X 31 X 2 2 5 7 13X 1 3X 31X 44X 2 3 5 6 13X 1 9X 31 X 38X 1 6 42.0 1 6 41 . 3 1 6 42.5 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N 12 X 35X 23X 31X 3____12X_ 8 5 1 0 31X 19X 38X 3 7 1 0 6 12X 27X 38X 23X 3 3 3 I 1 1 EX 12X 3SX 42X 3 7 1 3 12X 17, 17 337. 26 45.3-. 26 ___43.8 ze ._.41 ,4 26 44.5 I U.l ~ J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 541 SCHOOL : GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent iI SuBsary N X N X N X N X N X N N 76 JI,??, 1 :| -[ -r .1 .1 50 S6 01 ' 75 49 S5 0 0 0 lOfiX ox ox _ fix 0 1 0 0 __ox 1 oox ox _ ox .1 0 0 0 1 OOX OX OX ox 1 0 0 0 100X OX OX OX 0 1 0 0 OX 1 OOX OX OX 0 0 1 0 ox ox 1 oox ox 1 0 0 0 1 OOX OX OX OX NuBber Tested 1 1 Mean NatM.NCE_______67a _ 63.___ ............... 1 1 1 ALL OTHER TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE Percent i1 Summary N X N X N X 7 0,9___ BASIC BATTERY N X 60.4 1 1 48.4 65.6 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 76 50 26 99 75 49 or-_25_______ Number Tested Mean Nat'INCE 1 b 0 1 oox ox ox 0 i 0 ox 1 oox ox 1 0 0 1 OOX OX OX _Q___fix ____fi_____ox , 0.. ._0J\u0026lt; 1 0 0 0 1 oox ox ox ox 0 1 0 0 OX 1 OOX ox ox 0 0 1 0 OX ox 1 OOX OX 1 0 0 0 1 oox ox ox ox 1 1 67,0 63.5 1 1 79.6 70.9 1 1 60.4 48.4 1 65.6 i\ni Jj1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 542 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 ALL STUDENTS i I i .! TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I Percent lie Sunaary 76 5 0 26 01 99 75 49 25 Number Tested Mean Nat'l NCE N X N X N X N X N X N X N I___ 6 7 13 1 0 17X 1 9X 36X 28X 9 14 8 5 25X 39X 22X 14X 9 9 8 1 0 25X 25X 22X 28X 8 9 9 1 0 22X 25X 25X 2SX 8 1 1 1 1 6 22X 31X 31X 17X 6 5 1 1 14 1 7X 1 4X 31 X 39X 3 1 1 1 9 25X 1 9X 31X 25X 36 45,8 36 56.1 36 5 0.1 36 50.0 36 49.4 36 44.9 36 49.3 i I i I i a n I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE S43 I J r 'f -I L SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Prcntile Sunsary ___7$ 50 26 J91 75 49 P! .r .25_ Nuaber Tested ____ Mean NatLl.NCE UHITE MALE Percentile Sumaary 76 50 26 99 75 49 _01 .-25___ Nuaber Tested N X N X N X N X N X N X N ._3___7SX____ 0 0 1 OX OX 25X 2 0 1 1 SOX OX 25X 25X 1 2 1 0 25X SOX S5X OX 2 i 0 t SOX 25X OX esx 1 3 0 0 25X 75X OX 0% 2 1 0 1 SOX 25X OX 25X 2 1 0 1 SOX 25X OX 25X 4 .57,2 . TOTAL READING N X 4 ,-54.5_____ 4 ____59,4 4 57.5 4 ____63.3 4 59.3 4 58.8 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X N X 0 2 0 OX 1 OOX ox 1 0____ pX a Mean Nat ',1 NCE_______5? . 3 ALL UHITE TOTAL READING Percentile Sunnary ...^76 50 26 75 49 Pl 25___ Number Tested _____Mean. NatJJL-MCE N X J___5QX- 2 0 .L 6 0 1 SOX OX SOX P_____px_.. 2 58.9 TOTAL MATHEMATICS N X 33X OX 17X .3 Q 2 1 6 ___55..9 0 1 1 OX SOX SOX ax 1 0 t P SOX OX SOX OX 2 0 Q 0 1 OOX OX OX OX 1 0 1 0 SOX OX SOX OX 1 1 0 0 SOX SOX OX OX 2 50.6 . 2 57.6 2 71 .8 2 63.8 2 61.4 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N X N N i-OX____ OX 33X 17X k 3 2 0 - 17X SOX 33X OX 6 5 6,.4___ 3 1 1 1 50X 3 t 7X 1 7X 17X 3 0 0 SOX BOX OX OX 3 1 1 1 BOX 17X 1 7X 17X 3 2 0 1 BOX 33X OX 17X 6 ____57,5_____ 6 .... P6. 1_____ 6 60.8 6 59.7 i )1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution M6BYSC 10/07/91 PAGE 544 I . SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent 11 Suaaary N X N X N X N X N X N X N X J 76^99. 50 26 75 49 2 5 01 --25___ 15X 38X .__s__e3x__ 5 3 ___4___31 X 38X 23X __5_..38X __2___15X 5 1 15X 38X 8X . 4 31X__ 1 5 dX 3dX 3_ 23X 3 2 5 3 23X 15X 38X 23X 2 3 4 4 1 5X 23X 31X 31X 3 2 5 3 23X 15X 38X 23X / i f Nuaber Tested Mean Natil NCE, BLACK MALE Percentile Suaaary 76 t_?9,____ 50 26 75 49 01 -_e5____ Nuaber Tested Mean Nat*,l_NCE___ ALL BLACK Percentile Suaaary _____26,.-.33 50 26 $1 75 49 25__ Nuabe Tested ntan_NatZl_NCE. 13 _ TOTAL READING N X 13 ____53.2____ 1 3 ____55\u0026lt;5. 13 49,9_ . 1 3 .... 48.2 13 47.1 1 3 49.2 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N X N i ___0 5 3 5 OX 38X 23X 38X- 1 8 2 - 8X 62X 15X ___2____tsx____ 2 3 5 ____3 .. 15X 23X 36X 83X____ 1 5 4 3 8X 38X 31X 23X 2 2 , 3 15X 15X 46X 23X 0 7 4 2 OX 54X 31 X 15X 0 6 4 3 OX 46X 31 X 23X I 13 42,6 1 3 51:6 1 3 45.2 13 46.3_____ 1 3 46.5 13 47.2 1 3 46 . 1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N X _____2 7 8 ______9 ___8X. 27X 31 X -35X 4 13 5 15X____ SOX 19X ,,..4____15X_ ____^7._._.27X______ 5 1 0 ...4. 1 9X 38X 15X -5 19X_ 6 9 6 _ 23X 35X 23X . 5__ 19X 4 1 1 6 15X 42X 23X 2 1 0 8 6 8X 38X 31X 23X 3 8 9 6 12X 31 X 35X 23X 26 26 52^ 26 26 48. t__ . 26 _47,3__ 26 ____47.2 26 47.6 i n 'yI 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J648I M6BYSC 1 0/07/9 I PAGE 545 i\nSCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTER/ SCIENCE SOCIAL STUDIES COMPLETE BATTERY Li L I.., a . t..! Percentile Sumeery 76 5 0 26 01 99 75 49 25 Nunber Tested Mean Nat * 1 NCE N X N M X N X N N X N 5 9 8 1 0 16X 28X 25X 31 X 7 13 7 5 eex 41X eex 1 sx 8 e ie 4 S5X esx 38X 13X 8 7 1 0 7 esx eex 31X eex 8 7 1 1 6 25X eex 34X 1 9X 5 1 1 9 7 1 6X 34X eex eex 6 1 0 9 7 1 9X 31 X esx eex 32 45.e 32 53.0 32 51 .5 32 49.9 32 50.8 32 49.7 32 49.9 I i.i i J1k r. f I\" I,.: 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 6 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE WJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 546 COMPLETE BATTERY Percentil Sunaary ...76. 50 26 Jia. 75 49 - P L r. .e5 Number Tested Mean NatJA_NCJ ALL UHITE Percentile Sunaary 50 26 75 49 01 25____ Number Tested Mean Nat'I NCE BLACK FEMALE Percentile Suaaary 50 26 -.S3____ 75 49 .....-.9L.- S5____ Nuaber Tested Mean _NaiM_NCE. N Z N Z N Z N Z N N Z N 0 0 0 1 OZ OZ __0Z_ TOTAL READING N Z 1 0 0 1 OOZ OZ OZ 0 0 p 1 ____70.1_ 0_____0Z __ 1 _77,0_____ TOTAL READING N Z 1 _ 3 6 3 _ 1 3 -44 10 0Z OZ OZ OZ 0 i 0 0 1 . OZ 1 OOZ OZ OZ - 1 ._J poz Q 0 0 1 ____6_1 .1____ TOTAL MATHEMATICS TOTAL LANGUAGE N Z N Z ____70. 1 0 0 100Z OZ OZ 0 i 0 OZ 1 OOZ OZ St_____0Z_,. ___ 1 70 lI 1 61 . 7 TOTAL MATHEMATICS TOTAL LANGUAGE N Z N Z OZ OZ OZ 1 0 0 0 1 73.7 BASIC BATTERY N Z 1 0 0 1 OOZ OZ OZ P _ , OX 1 70.3 BASIC BATTERY N Z 8Z___ 23Z 46Z 23Z 1___ex_________31X, 6 4 2 46Z 31Z 15Z 3 4 ___S _ 23Z 31Z 15Z 1._ 7 2 3 8Z_.. 54Z 15Z 23Z 13 -___52.4_____ 13 ______51.4 13 ___48,8 1 ooz OZ OZ OZ 1 0 0 0 1 81 . 1 SCIENCE N Z 1 0 0 0 1 73.7 1 OOZ OZ OZ OZ 1 0 0 0 1 73.7 SOCIAL STUDIES N Z 1 OOZ OZ OZ OZ COMPLETE BATTERY N Z 1 OOZ OZ OZ OZ 1 0 0 0 1 81 . 1 SCIENCE N 3 5 4 1 1 3 53.2 Z 23Z 38Z 31Z 8Z 1 OOZ OZ OZ OZ 1 0 0 0 1 73.7 SOCIAL STUDIES N 3 2 8 0 1 3 51 . 1 Z 23Z 15Z 62Z OZ 1 OOZ OZ OZ OZ COMPLETE BATTERY N 2 5 3 3 15Z 38Z 23 Z 23Z 1 3 50.0 I i !I 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PACE 547 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 6 BLACK KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sunnary 76 .-.Si 50 26 75 49 __ 0.1 ____ Number Tested N X N X N X N X N N X N X _____QX 2 4 2 8 Kean Nt21_NCE_______42.8 ALL BLACK Percentile Summary 76 50 26 75 49 .01 ._.e5. Number Tested Mean Nat * 1 NCE 1 25X SOX 25X 5 2 0 A-3% 63X 25X 1 3 4 0 13X 38X SOX OX ,0____OX 4 4 0 SOX SOX OX 2 4 2 0 25X SOX 25X OX 0 3 4 1 OX 38X SOX 13X 0 4 4 0 OX SOX SOX OX 1 8 57,. 1. 8 53x7____ 8 50.2 .... 8 __55,8..._. 8 46.9 8 50.6 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ! J N X N X N X N X N X N Z N Z 1 5 to 5 21 43,7 5X 24X 48X 24X____ 2 11 6 1 OX 52X 29X 5___24X 6 8 29X 38X ____2____tOX_, 2___lOX 21 54.2 21 52.3 1 1 i 6 5X 52X 29X 5 9 6 3___14X__.. 21 49.4 24X 43X 29X 1_____SX 21 54.2 3 5 12 1 1 4X 24X 57X 5Z 2 9 7 3 1 OX 43X 33X 1 4X 21 49.5 21 50.2 I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 548 SCHOOL: GRADE: ROCKEFELLER INCENT IVE'SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL ' STUDIES COMPLETE BATTERY Percentil Sunnary N ' X N\" -X- N X N N X N 76 50 26 01 99 75 49 25 2 5 1 0 5 9X 23X 45X a3x 3 1 1 6 2 14X BOX* 37, 5 7 . 8 2 23X 32X 9X 2 11 6 3 9X 50X 27X 14X 6 9 6 1 41 X 27X 5X 4 5 12 1 18X 23X 55X 5X 3 9 7 3 14X 41 X 32 X 1 4X Nuaber Tested Mean Nat' 1_ JMCE 22 45.2 22 54.9 22 52. T 22 50.3 . 22 55.1 22 51 . 0 22 51 .3 i- i Sv ' 1 ( I IJ s f r I \u0026gt; Jo ,e Rockefeller School Steering Committee February 15, 1990 OBSTACLES lack of information lack of communication lack of support and respect lack of understanding fear / distrust / anxiety uncertainty money decision makers and their decisions little or no input into decisions, especially curriculum mixed messages / conflicting information low morale not sure of permission to act little consistency\u0026lt;3\u0026gt; OFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 March 5, 1990 To: James Jennings, Assoc. Superintendent for Desegregation From: ij^^^^Ann Brown, Associate Metropolitan Supervisor Subject: Composition of Rockefeller School Principal Interview Committee As you are selecting individuals to serve on the committee which will interview candidates for the principal ship of Rockefeller School, we wish to reiterate the Desegregation Plan's provision for including certain committee. individuals on that It is our intention that parents, teachers, administrators and representatives from local universities and colleges be included on the committee which interviews principal candidates for Rockefeller. To be specific, at least one member of the interviev/ committee must be a representative from either UALR, Philander Smith College, Arkansas Baptist College, or Shorter College. Attached is a list of individuals who have been designated as representatives from these insti tutions to work wi th the Rockefeller staff in developing the school's programs, as specified in the Desegregation Plan. At least one member of the interview committee must be a Rockefeller parent, list of parents who have volunteered to serve as an interviewer is attached. A And finally, at least one member of the committee should be a member of the present Rockefeller teaching staff. Members of one of the parent-teacher committees at Rockefeller has generated the attached list of questions which they believe are important for any potential Rockefeller principal to address. Please distribute these questions to members of the interview conmittee for inclusion in the interview discussion. I understand that principal interviews have been scheduled to begin March 6, 1292, Since you were unavailable by phone today, I have talked with Estelle 1990. Mathis about interview questions and also the specific requirements for interviewing Rockefeller principal applicants. I have shared with her some names of potential interviewers. Please be sure that representatives of Rockefeller's parents, teachers and college/university liaisons are added to the interview committee immediately. Thank you.Suggestions for Parent Members of Rockefeller Principal Interview Team Brenda Donald, 371-4510 (work), 227-7628 (home) Dorothy Daniels, 374-5645 Jim or Handa Milton, 227-6453 or 378-5469 Kimberly Mathis, 374-8103 Bill Rahn, 776-8015 (work) Jeanie Leffingwell, 376-1366 (work), 771-4567 (home) Joann Buckley, 565-6166 Yolanda Hherry, 372-5790 College/Unlversity Liaisons to Rockefeller School Dorothea Davis, Philander Smith College, 375-9845 (home, 225-3846) Susanne Gamble, Arkansas Baptist College, 372-2327 (home, 664-7862) Shirley Freeman, UALR, 569-3124 Shorter College: to be appointed by Dr. Katherine MitchellSuggestions for Interview Questions for Rockefeller School Principal Submitted by the Rockefeller Staffing Committee, March 5, 1990 1. 2. What experience have you had in an open space school? What do you see as the strengths, weaknesses and potentials of Rockefeller's space arrangement? What special strengths and resources does Rockefeller have and how will you capitalize upon and develop these strengths? 3. Describe your experience in providing forthe care and education of infants, toddlers and other pre-K children. 4. What is your professional assessment of the relationship between early childhood education and a child's success as a learner? 5. What are some of the components and characteristics of a quality early childhood education program? 6. How do you feel about having infants as young as six weeks of age enrolled at Rockefeller? 7. Describe what you expect to see and hear in a successfully functioning early childhood classroom during work time. 8. What strategies will you use to unify the early childhood education (infant through K) program with the remainder of Rockefeller school? In other words, howwill you insure that there is a smooth educational continuumat Rockefeller, infant through grade six? 9. How will you get parents involved and help them stay involved? 10. How will you work with the PTA and, specifically, how will you work to expand and strengthen it? 11. 12. What ideas do you have for accelerating the desegregation of Rockefeller? Why do you want to be Rockefeller's principal and why are you the best person for the job? 13. What factors will you considerwhen making staffing decisions for Rockefeller? 14. Since some staff will likely be new and others will be returning, how will you work to build staff cohesiveness and develop a real team at Rockefeller? 15. How will you support the multiethnic curriculum and insure that all staff members fully understand and implement it? 16. Describe your management style and philosophy, especially regarding the degree of autonomy you feel is appropriate for the classroom teacher. 17. What are your ideas about how teachers' lesson plans will be developed for the diverse requirements of the school's curriculum?18. What should the role of staff be in decisions regarding developing and \"fine tuning the special curriculum and programs which will be offered at 19. Rockefeller? What type of school-wide discipline program do you envision? 20. Describe your daily, weekly and yearly curriculum monitoring procedures. 21. How will you assure that there is a fair distribution of support personnel throughout the school\nfor instance, instructional aides? 22. How much time will you spend in classrooms? you gather from classroom observations? 23. How will you use the information What are your priorities when planning your annual budget? 24. How will you assure that basic suppl ies (pencil s, paper) as well as special ized materials and equipment will be available to teachers? 25. What ideas do you have for specialized approaches or programs that will help each Rockefeller student experience success as a learner and grow toward equilibrium as a whole being? 26. What are your goals for Rockefeller as an incentive-magnet school?March 7, 1990 9 o { I r Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markhaa Little Rock, Arkansas 72201 Osar Dr. Steslei This letter i B written to intora continuity year. To already established you of the urgent need to naintain the conpri Bed accoaplish this, it at Rockefeller School during the 19B9-90 school is iaperatlve that the adainistrative teaa first of Anne Mangan and Lillie Carter be rehired to lead this school in the year of its new and Education This Deaonstration Magnet unique status as a Cooperative Early Childhood and an open space eleaentary incentive school. leadership teaa has deaonstrated exceptional ability and dedication in this diverse and deaanding educational setting. Choosing the and sections keeping of best principal and assistant principal can be the key to acquiring an excellent staff at Rockefeller, thus attracting patrons froa all Pulaski County and enhancing the desegregation process. Me believe that the best people for these positions are Anne Mangan and Lillie Carter Please assist us to ensure that Rockefeller School now and in the future will be n all that it can be*. adainistrative teaa for Rockefeller. Rehire Anne Mangan and Lillie Carter to be the winning cc I X SSiinncceerreellyy,, , Ur / 7 Little Rock School Di-sLtr.'iicct^oard of Dirotors /jc/r , Mr. Jaaes Jennings Associate Superintendent ) Mr. Eugene Reville Metropolitan Superv March 7, 1990 Dear Parent: Rockefeller School is growing! f' And we want you to be part of the exciting changes in store for the Rockefeller community of students, staff, and parents. The new Desegregation Plan enables Rockefeller to become a cooperative early childhood education demonstration magnet school next year. That means our school will become a model of creative and exciting ways to provide the very best care and education for children from infancy through grade six. Educators and college students from all over the county and the state will be able to visit Rockefeller to learn about early childhood education at its very best. And your child will be a student at this wonderful school! As a parent, your ideas about how our school will grow into an early childhood magnet are very important. Parents, teachers and other school staff, college representatives, and administrators will all work together to make suggestions and decisions about what our \"new\" school will become, based on the framework of the Desegregation Plan. A number of planning areas will be addressed through parent-staff committees. each of which will concentrate on certain aspects of the school. Attached is a list of these committees and a brief description of each one's area of concentration. Will you become our planning partner and join us as a conmittee member? Please say \"yes!\" by filling out the enclosed Committee Volunteer Form and returning it to your child's teacher by this Friday, March 9, 1990. Then join your fellow parents, school staff, and the Metropolitan Supervisor, Mr. Eugene Reville, for one hour at Rockefeller on Thursday evening, March 15, at 5:00 p.m. for an orientation and the first meeting of each committee. Thank you very much. Sincerely, The Staff of Rockefeller School P.S. Remember these two important dates: Friday, March 9, 1990: return Volunteer Form to your child's teacher Thursday, March 15, 1990: orientation and committee meetings at Rockefeller ROCKEFELLER PLANNING COWITTEES VOLUNTEER FORM Name Address ZIP Phone (day) (evening) Please join us in planning for the Rockefeller Cooperative Early Childhood Education Demonstration Magnet School. Below is a list of committees and the types of topics that will probably be considered by each one. If you can think of other planning areas you believe should be addressed, please write your idea in the space marked \"Other suggestions. Then indicate your preferences for the committee you would like to join by placing a \"1\" by your first choice, a 2 by your second choice and a \"3\" by your third choice. one conmittee but be careful not to over-comnit your time!) (You may serve on more than ___^Staffing: selection staff distribution\ncontract lengths\nresponsibilities\ncompensation\ncareer ladders\ninterfacing with colleges. process\ndi stribution\n___Early childhood curriculum: emphasis on developmentally appropriate curriculum for infants through kindergarten\nhow to link early childhood and elementary curriculum\nspecial programs and events. ___Elementary curriculum: emphasis on grades one through six\nhow to build elementary curriculum upon that of early childhood\nspecial programs and events. ___Staff development: training programs and topics\ntrainers and trainees\nstaff development calendar. ___Scheduling and calendar: organization of the school day, week, and year. ___Policies and procedures: includes those of the early childhood program: infant enrollment ages\nvacation days, private pay and lunch rates for infants and toddlers\nschool wide policies and procedures for staff, students and parents. Alternative education: al ternative incentive and discipline programs. classrooms and teaching methods\n___Public relations and recruitment: community outreach\ncommunication and information dissemination\nstrategies for student recruitment\nenhancing school racial balance. ___Parent and conaunity involvement: types of involvement\nhow to promote, support, and sustain involvement\ntraining for parents. ___^Student support systems: college scholarships\nmentoring\nservice learning (students as volunteers\n) peer and cross-age interaction. ___mother suggestions for committee topics: Please return this form to your child's teacher by Friday, March 9. Thank you!Little kock Public Schools TO: FROM: Pat Price, Incentive Schools Coordinator Rockefeller School Early Childhood Teachers DATE: September 5, 1990 RE: Early Childhood Education. Proposal for Extended Day We are submitting the attached proposal for extended day of four and five year old children at Rockefeller School for your consideration. West Markham and Izard Streets Uttle Rock. Arkansas 72201 -(501)374-3361 We, the certified teachers of the Rockefeller Early Childhood Education Cooperative Demonstration Magnet Program have great concern about the program that is being proposed at this time. It appears that 4 and 5 year old children are being excluded from extended day activities. This was one of the incentives that many parents considered when making a decision to enroll a child at Rockefeller. The 4 and 5 year old students are enrolled in the CARE Program. cafeteria When extended day begins on September 17th, the will no longer be available for CARE. This proposal is offered as a solution. It will provide a space and consistent staff for the 4 and 5 year old students. So that the needs of the children can be truly met. we feel that plan should be implemented to developmentally appropriate educare for these provide children. a Experienced staff should be available to provide this care and to train the CARE staff in early childhood education. There kindergarten are three classes four year old classes at Rockefeller and and total three of 120 children. At this point there are approximately 50 four a and five year old children attending CARE. Therefore, space for after school care is limited. The early childhood teachers Program would like s taf f in to work cooperatively with the CARE sharing materials , equipmen t, classroom space and expertise. As suggested in the Early Childhood Education portion of the Tri-District Desegregation plan on page #5 8 \"Consideration must be given to extended daycare options in connection with early childhood education programs, as well as the regular elementary grades. as service and a attraction for working parents\". We believe that it would also be desirable to follow the suggestion as stated on page 10 #5 in the desegregation plan It An early childhood education team leader or grade level chair will be appointed in each school. The team leader will be an early childhood ?f. # education teacher, with several years experience and demonstrated proficiency.... tf The five early childhood I \u0026amp; I education teachers at Rockefeller would be more than willing to serve in this capacity rotating one day per week per V r: i' teacher. We still support the recommendation made by the Metropolitan Supervisor's Of f ice Parent-Teacher Planning Committee for the Rockefeller Early Childhood Education r 8 a Cooperative Demonstration Magnet Program that was submitted if I Sfi I on March 28, 1990, that states II Early childhood children should not be required to remain in school until 5:00 p.m. if child care is not necessary. However, for many working parents extended day care is needed and should be provided by competent, experienced, and consistent staff. Rockefeller's Early Childhood Education Program has become extremely popular. This is clearly demonstrated by the number of children trying to attend and the overall 59% black and 41% white racial balance in the 4 year old and kindergarten classes. In addition to these important facts. the Early Childhood Education portion of the Tri-District Desegregation plan s tates on pages 14 and 15, As a demonstration center. Rockefeller will be used for training college students as well as for inservice. observation and training for the county's teachers, administrators, aides , HIPPY, and day care program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children.\" We think it is imperative that Rockefeller has quality educare from opening to closing and our proposal is innovative method to meet the needs of our families. an We believe that it is very important for the administration to give strong consideration to providing a program such as we have described for 4 and 5 year old children at Rockefeller.1, John w. walker, p.a. Attorney At Law 1723 Broadway Little Rix'k, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 received OCT 2 3 1991 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON, JR. AUSTIN PORTER. JR. Also a(bnitl(*d to Practice in (ieorgia \u0026amp; the District of Cohinihia October 21, 1991 Office of Desegrssafion Monitoring Mr. James Jennings Superintendent of Desegregation Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Mr. Jennings: Would you provide me a breakdown of the enrollment in the gifted classes for this year and last year at Rockefeller school by race and income status. teachers by race. Would you also give me a breakdown of the Would you also advise me why there are gifted classes being conducted at Rockefeller between 8:00 a.m. and 3:00 p.m. in an Incentive school. Our agreement clearly states that there are not to be such discriminatory programs conducted during the regular school day. Wright at the hearing and the Court of Appeals, fact, I wish to know right away. At least, that is what we told Judge If that is not the Very truly yours. Id. John W. Walker ' k., JWW:Ip cc: Chris Heller, Esq. Ms. Ann Mangum, Rockefeller Principal Mr. Bennie Smith, Chairman - Biracial Committee Ms. Ann Brown, Monitor Ms. Arma Hart, LRSD Desegregation FacilitatorLittle Rock School District January 27, 1992 Ooics Ct '1 19^2 Qi -1 TO . Ann Srown, Office of Desegregation Monitoring FROM\nSUBJECT: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Rockefeller Early Childhood Enrollment 1989/90 and 1990/91 In response to your request, please find listed below the enroll- ment figures for the Early Childhood Education Program at Rockefeller and 1990/91: School (Infant, through Three Yea: Old) for 1989/90 1989/90\nWhite Black Other Total %Black Infant/Toddler 2 Year Old 6 10 Year Old 7 13 14 36% 7 7% 3 6% Total 28 34 8 2% o 1 3 2 6 0 0 0 0 1990/91: Infant/Toddler 2 Year Old 3 Year Old 4 6 6 4 10 S 0 0 0 g 16 14 50% 63% 57% Total 16 22 0 33 58% 810 West Narkham Street Little Rock, Arkansas 72201 (501)374-3361/ - ROCKEFELLER SCHOOL ENROLLMENT GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 10 12 7 8 37 59% 16 14 25 15 17 22 24 14 157 36% 1989-90 W 0 T 15 15 13 1 60 52% 18 21 16 18 18 11 18 147 33% % Blk B 9 12 53 60% 11 12 69 67% 5 7 2 45 69% 2 7 1 45 78% 4 2 46 87% 3 5 1 44 80% 4 5 41 78% 60 71 2 3 440 69% 14% 16% 1% 33 6 39 2 2 250 86% 195 34 82% 22 284 86% 217 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 71 16 87 5 5 271 72% 282 116 5 403 70% 38 309 58% 70% 22 15 37 59% 304 131 5 440 69%Lnclusnre 'l ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IHPROVEHENT PLAN VERIFICATION FORM 1991-1992 School Building: (Name, Address, Zip) Pulaski County Rockefeller Incentive School 700 East 17th Little Rock, AR72206 60-01-050\nLEA Number Telephone: 324-2385 School District: (Name, Address, Zip) Little Rock School District 810 West Markham Little Rock, AR 72201 Telephone: (501) 324-2000 October 1, 1991 DATE Please submit one copy of the Annual School Improvement Plan for each school in the district by October 15, 1991.* Anne Mangan Principal Dr. Ruth Steele Superintendent Signaattuurree ooff -..PPrriinncciipal(j . Signature of Superintendent Scjhoo! Building Task Force Please send to: Rockefeller Staff Roy Albert Associate Director ! Instructional Services Arkansas Department of Educ. Terrie Wilson 4 Capitol Mall i Little Rock, Arkansas 72201 Brenda Donald Charlotte Lee Six-Year Plan Report Form, Revised 8/89 J District Goals 1. To increase educational achievement for all students v\ni th specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through: a) providing equitable educational opportunities for all students in a desegregated learning environment 3. b) c) enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the communi tj' 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.LITTLE ROCK SCHOOL DISTRICT EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District is to provide an educational To program that enables each child to achieve his/her highest potential. that end, the Little Rock School District will provide: (1) a program of basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and,athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. I i Adopted 1-26-84ROCKEFELLER INCENTIVE SCHOOL ANNUAL REPORT ON INSTRUCTIONAL PROGRAM PART ONE ASSESSMENT/ANALYSIS OF LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOALS I. EDUCATIONAL ACHIEVEMENT developed to assist in improving academic Completion of all strategies- was evident by the end of year. Lesson plans reflected whole instruction homework assignments on a regular basis, frequent field trips, use of math manipulatives, and laser math instruction and 6th grade students. One on one instruction was provided by the teacher, instructional aides, and other Cooperative Students and teachers took a Fifteen strategies were excellence. the school group techniques, use for Sth One on one instructional aides, specialists. learning was evident on many occasions. Teachers used this valuable information to learning styles inventory. plan instruction in a manner that would best meet the needs of the student and enhance teaching and learning. Student Education Plans (SEP) were developed, throughout the year\nimplemented. regularly up-dated. All intermediate classes and monitored received instruction in keyboarding and were able to demonstrate an understanding of the computer concepts. There were computers available in every classroom and teachers used the available software variety of Learning reading in educational math (PAL programs. Gif ted, to provide students with a Program for Accelerated (PAL Reading), Math), Special Program for Education Accelerated Learning services of resou rce for and speech, and also classroom setting the as guidance well as lessons were conducted in the regular individually and in small group during the extended day. and equipment for Staff members employed all available media services enriched educational instruction. The media program (REACH) was most effectively implemented and individually met the needs of all students on the correct level of abilities. Stimulating and creative lessons we re obse rved wi th a high level of visible among students. Rockefeller Incentive School interest students (DEAR) the first fifteen minutes observed \"Drop Everything and Read\" daily This quiet reading time for students and staff helped to get everyone focused on the seriousness of instruction for the day. Our school participated in the Convention, and Quiz Bowl. This quiet reading time for the day. The ten strategies the Inventions designed for the Science Fair, extended day program successfu1ly and opportunity to benefit thoroughly implemented. Eve ry child had were the f rom a homework/study period each afternoon. Foreign p rovided language instruction (Spanish) was offered with new for an effective approach appropriate for materials elementary children. The extension of Art, Music and P.E. during extended daywas lab was quite popular. materials developed which increased the use New science were of Other activi ties research skills, included: family 1iving Library Science skills, book activities, computer programming. story ordered and a science \"Hands on\" providing experiments. lessons on telling. making/book newspaper. binding ae robics, and conflict manager training. Saturday (Extended Week) activities included: Governors Mansion Dinosaurs Alive Exhibit Designing Jack-O-Lanterns _ w/Mixed Media and visit to the the Delta Art Exhibit Art Activities AR Art Center to see Thanksgiving Feast Arkansas Territorial Restoration Making Christmas Decorations Christmas Cookie Baking Computer Day - Study of Korea 3 times Stenciling Research on Famous Black Americans Valentine Art Decorations for PTA Meeting honoring Making Famous Black Americans Birds/Spring Kite Making/Flying St. Patricks Day/ Study of Ireland Geese Osbie/ Harlem Globe Trotters Test Taking Skills Jr. Jog at War Memorial Earth Day at the Zoo_ Mothers Day Activities Territorial Restoration The following student achievement things as we re the considered strengths contributing (successes) and factors for weaknesses (concerns) were assessed: 1. 2. 3. 4. 5. MAT-6 Scores Arkansas Minimum Performance Test Scores Student grade reports , Percentage of students at, above or below grade level Impact of long-term non i-certified substitutes in 3rd and 6 th 6. 7. 8. grade classrooms Student attendance Discipline Students new records to the district with no previous scores for comparisonGOAL 1 ACADEMIC ACHIEVEMENT ASSESSMENT OF ARKANSAS MINIMUM PERFORMANCE TESTING - 1990-1991 3RD GRADE READING (Passing Scale Score 343) (Group Average Scale Score 357) Total Number of Students Tested Total Number of Students Passed 29 25 86% RACE: Blacks Whi tes Number/Percentage Passing 22 3 85% 100% RACE BY SEX: Black Male Black Female White Male White Female Number/Percentage Passing 10 12 1 2 83% 86% 100% 100% MATHEMATICS (Passing Scale Score 341) (Group Average Scale Score 363) Total Number of Students Tested Total Number of Students Passed 29 28 ,97% RACE: Blacks Whi tes Number/Percentage Passing 25 3 96% 100% RACE BY SEX: Black Males Black Females White Males White Females Number/Percentage Passing 11 14 1 2 92% 100% 100% 100% V ASSESSMENT OF ACHIEVEMENT Reading Math 1989-1990 79% 97% 1990-1991 86% 96% Summary of results of 1990-1991 testing for 3rd grade: Four black students failed reading. - One of these BM failed by only 1 point. 2 BM and 2BF One black male failed math, substitute for two months. One class did have a / I !GOAL 1 - ACADEMIC ACHIEVEMENT ASSESSMENT OF ARKANSAS MINIMUM PERFORMANCE TESTING - 1990-1991 6TH GRADE READING (Passing Scale Score 645) (Group Average Scale Score 657) Total Number of Students Tested Total Number of Students Passed 22 21 95% RACE: Black Whi te Number/Percentags Passing 20 1 95% 100% RACE BY SEX: Black Males Black Females Whits' Females Number/Percentage Passing 7 13 1 88% 100% 100% MATHEMATICS (Passing Scale Score 644) (Group Average Scale Score 660) Total Number of Students Tested 22 Total Number of Students Passed 21 95% RACE: Blacks Whites Number/Percentage Passing 20 1 95% 1OO% RACE BY SEX: Black Males Black Females White Females Number/Percentage Passing 8 12 1 100% 92% 100% LANGUAGE ARTS (Passing Scale Score (Group Average Score 637) 644) Total Number of Students Tested Total Number of Students Passed 22 16 73% RACE: Black White Passing Number/Percentage Passing 15 1 71% 100% RACE BY SEX: Black Males Black Females White Females Number/Percentage Passing 6 9 1 75% 69% 100% I1 1 i! 3 CONTINUATION OF ARKANSAS minimum performance test 6TH grade SCIENCE 647) (Passing Scale Score (Group Average Scale Score Total Number Total Number of Students Tested of Students Passed 22 15 651) 68% RACE: Black White race by SEX: Black Males Black Females White Females Number/Percentage Passing SOCIAL STUDIES Total Number Total Number RACE: Blacks Whites 14 1 67% 100% Number/Percentage Passing 6 8 1 75% 62% 1OO% (Passing (Group Average Scale Score 642^) Scale Score 647) of Students Tested of Students Passed RACE BY SEX: Black Males Black Females White Females 22 15 68% Number/Percentage Passing 14 1 67% 100% Number/Percentage Passing 6 8 1 75% 62% 100% ASSESSMENT OF ACHIEVEMENT Reading Math Language Science Arts Social Studies 1989-1990 95% 95% 95% 85% 90% 1990-1991 94% 96% 73% 68% 68% Summary of results of 1990 1991 One black male failed roading. testing for 6th grade: One I Four black female black females and two Five Five failed males failed language arts.- black females and two black males and two black males failed science black males ------- failed social studios. 6th grade class had a certified. She was the teacher from school year. One She was _ All students except one long term substitute teacher who was non- Thanksgiving until the end of the this one class. who failed any portion of the in that Class. the \"\" \"\"niS failed -failed science and social females Arts also failed Science. In the other same four students the same 6th grade class, studies. black male failed scienceASSESSMENT OF MAT-6 TESTING - 1990-1991 1ST GRADE 56 Total Number of Students Tested on grade level Total Complete Battery was 1.7 The NCE was 50.7 with National percentile of 51 5. The average battery score for 1st grade BM BF WM WF OM OF 1.9 1.5 2.6 2.6 2.4 2.0 The greatest strength is in The greatest weakness appears to be in the area black students, black females. in .1 Math and Science. of reading (1.6) and language (1.1) for and in social studies for language for white males. 2N0 GRADE The total number of students tested compare for 23 of those students. was 27 but only had scores to Total Complete Battery was on grade level 2.7. Tntsl Basis Battery was 2.8. ^h^terlge growth as measured by total basic battery scores: BF BM OF WF WM .9 .7 1.3 1.3 1.5 The only area not on grade level was reading 2.2. 3RD GRADE Total Number of students tested for 25 of those students. 30 but only had scores for comparison Total Complete Battery was not provided. The average growth as measu red by total basic battery, scores: BF BM WF WM 1.0 .8 .8 .8 Greatest weaknesses were found in reading and social studies for black males and language for the one white male.1 4TH grade The total number of students tested was 36 but only had scores for comparison Tor 30 of those students. _ . . . Total Complete Battery was 4.4 with word recognition skills being reported is the greatest weakness. Basis Battery was 4.6. Total Basis Battery The average growth as measured by total basis battery scores: 1 3 } I BE BM OE WE 1.1 .8 2.1 1.9 Weaknesses were found in reading (3.8) especially with black females. wS ' skills scored 4.5 hich reveals another weak area. STH GRADE The total number comparison for of students tested was '33 but only had scores for 30 of those students. The average growth as measured by total basis battery scores: BE BM WE WM 1.1 1.1 2.1 1.6 The greatest weakness was found in average of only four months growth, than 7 months growth. 6TH GRADE reading for black females with an All other areas scored greater The total number of students tested comparison for 21 of those students. The average growth as BE BM WE 1.3 1-0 3.2 was 22 but only had scores for measured by total basis battery scores. in reading with black males. The greatest weakness found was -- than 7 months growth. other areas averaged greater All JSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 of 10% of the national lie Gwdl il: 85% of students will achieve scores^within arrange based on the state required standardized test. Building Goal #1: norms These test scores establish a base for future reference and guidelines for measurement of closing the disparity in achievement. Related District Goal #1: To increase educational achievement for all students with specific emphasis of closing disparities in achievement. Strategies/Activities Person Respons ible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 1) Semi-departmentalize instruction for grades 3-6 in science and social studies Teachers August 1991- June 1992 Dennis Glasgow l.How to effectively implement departmentalized instruction 2..Peer (colleague) coaching Observation of instruction 2) Follow LRSD Homework Policy Teachers Aides August 1991- June 1992 Documentat ion in teacher plan book 3) Laser Math provided for 5th \u0026amp; 6th grade students using whole group instruction. PAL Math Specialist Classroom Teach August 1991- June 1992 Lesson Plans Classroom Obsersvation 4) Student Education Plan developed for each student. 5) Regular use of computer in the classroom to enhance the curriculum. Teachers Parents Teachers Computer Specialist Completion Sept. 1991 August 1991- June 1992 Copies on file in the office. SEP'S checked for mastery Observation of computer use in the classroom.SCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller 85% of students will achieve scores Building Goal #1: --- -- - , based on the state required standardized test. norms future reference and guidelines DATE: September 1991 within a range of 10% of the national These test scores establish a base for for measurement of closing the disparity in achievement. Related District Goal #1: To increase_educational- achievement for all student, of closing disparities in achievement. To increase with specific emphasis Completion Strategies/Activities 6) Computer enhanced reinforcement of reading and math skills in the computer lab. 7) Whole group instruction of test taking skills. Parent workshops Assembly/Pep Rally before test week 8) Special Education services provided in the regular classroom and extended day. Computer lab reinforcement provided. 9) Pal reading \u0026amp; math services are provided to identified students in the regular classroom and extended day. An additional session per week in the computer lab is provided for these students Person Respons ible Date Time Line e Related Staff Development Activities Method of Evaluation Teacher Lab Attendant August 1991- June 1992 Computer lab printouts on student progress Teacher Counselor Special Education Teacher Lab Attendant PAL Specialists Teachers Lab Attendant Sept, 1991- Feb. 1992 August 1991- June 1992 August 1991- June 1992 Improved scores on MPT and Stanford Achievement Tests Observation Computer lab printouts Basic skills test results Improved student achievement Inventory Pre and Post testingSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller 85% of students will achieve scores Building Goal #1: - -- ---_ . , + based on the state required standardized test. norms future reference DATE\nwithin a range September 1991 of 10% of the national These test scores establish a base for and guidelines for measurement of closing the disparity in achievement. To increase Related District Goal #1: emphasis of closing disparities in educational achievement for all students with specific achievement. Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 10. Gifted instruction will be provided in a whole group setting as well as in small groups Gifted Specialist August 1991- June 1992 ObservationSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller BUILDING GOAL #1A: To have an increase 6th grade with special focus on the areas of language arts, weaknesses in the 199091 school year. To increase DATE: September 1991 Minimum Performance Test in the of students passing the Arkansas ---- and social studies that revealed science Related District Goal #1: emphasis of closing disparities in achievement. educational achievement for all students with specific Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation LANGDAGE ARTS Teach isolated skills through Teacher use of textbooks, practice masters, reinforcement masters, and teacher-made activities to address weak- nesses tests. revealed in previous Use district prepared AMPT test readiness materials. Teacher August 1991- June 1992 AMPT Test Results Second Semester AMPT Test Results Write an Academic Skills Development Plan for student failing any part of the AMPT. Teacher Parents Developed in Sept. 1991 Followed throughout the year. AMPT Test Results Develop games involving practice questions that could be on the AMPT and Teacher Gifted Specialist Sept. 1991- June 1992 AMPT Test Results use the buzzer system. Use computer software to reinforce skills. Teacher Auxiliary Teacher August 1991- June 1992 AMPT Test ResultsSCHOOL DISTRICT: SCHOOL: BDILDING GOAL #1A: ARKANSAS DEPARTMENT OF EDDCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: To have an increase of students passing the Arkansas 6th grade with special focus on weaknesses in the 199091 school year. September 1991 Minimum Performance Test in the the areas of language arts, science and social studies that revealed Related District Goal #1: To increase educational achievement for all students with specific emphasis of closing disparities in achievement. To increase Strategies/Activities SCIENCE AND SOCIAL STUDIES Use Hands on Approach Teach new skills Target and review skills revealed as weak areas in AMPT. Video tape science experiments and activities to help with discovery method of science. Use computer programs to reinforce skills. Make 3rd, 4th, \u0026amp; 5th grade teachers aware of concepts tested. Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Teacher Teacher Teacher Auxiliary Teacher Teacher August 1991- June 1992 Nov. 1991- June 1992 August 1991- June 1992 October 1991 Science Coordinator to give inservice AMPT Test Results AMPT Test Results Improved scores on teacher/made tests. AMPT Test Results Future AMPT test resultsSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDDCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 THa Rockefeller staff will establish educational excellence by: a) providing ine KocKeieuer wxx ___= nT environment. BUILDING GOAL #2: , equitable educational opportunities for . b) encouraging all students to develop a students to be productive contributors in a ( all students in a desegrated learning environment. X XXI W ---------------------------------------------------------- . J 11 lifelong capacity and love for learning, c) leading ail UQeniS LU uc ----- , c + nHen+e disciplined, structured learning environment for all students. the school, the community and workplace, d) providing RELATED DISTRICT GOAL #2: a) providing equitable 2: To establish climates of educational excellence by: educational opportunities for all students_in a des?-\" desegrated learning environment, -------- c) leading all students to be productive d) providing a disciplined, structured learning environment for all students. _________ Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation a) 1. Whole Group Instruction 2. Cooperative Learning 3. Homework Policy 4. Serai-departmentalization 5. Keyboarding lessons provided for grades 4,5,6 6. Extended Day Teachers Principal August 1991- June 1992 Departmentalized Training Plan book\nObservation a. Homework session Monday - Thursday b. Special skills on c. Tuesday Clubs on Wednesday D. Leisure Activities on Thursday Instructional AidesSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 RnTTDTNr COAL 2- The Rockefeller staff will establish educational excellence by: a) providing :Si?!e^^c:^ionS%:portuniti.s for an students in a dese.rated^learin.^^ ^(uSSr^rS pd:cn:eortr?:::or:\u0026gt;n'ih:\\cLo/ th/co^unity and workplace, d, providing disciplined, structured learning environment for all students. BUILDING GOAL 2: a To establish climates of educational excellence by: DVT ATTrn TiTciTRTr'T GOAL #2: To establish climates oi ecucamonai eAi.-cj.xcx ' . L SoSotive contributors in the school, the cornwunity and workplace ) providing equitable lifelong capacity and love for learning, Ipariinff all students to be productive ------------- . , d) providing a disciplined, structured learning environment for all students. Completion Strategies/Activities b) 1. Field Trips 2. Drop Everything and Read 3. REACH (Reading Extended Activities for Children) 4. RIF (Reading is Fundamental) 5. Compton' e Multimedia Encyclopedia c) 1. Establish a functional Student Council 2. Conflict Management Program 3. Community Speakers 4. Community performances by students d) 1. Establish a school wide discipline plan Person Responsible Date Time Line, e Related Staff Development Activities Method of Evaluation Teachers Librarian Computer Lab Attendant Sponsor Counselor Resource/VIPS Speakers/ Teachers Staff August 1991- June 1992 Documentation of number of field trips taken Observation Fall 1991- June 1992 August 1991- June 1991 Visit from Jr. High or Sr. High student government leaders to 6th grade before election of school officers. Keith Runion \"Establishing a Democratic Classroom\" Observation Documentation of behavior problems Teacher RecordsSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller BUILDING GOAL #3: The s relationships with administrators, parents. DATE\nSeptember 1991 taff at Rockefeller will cooperatively foster healthy working students, and one another. RELATED DISTRICT GOAL #3: To enhance human relations skills for principals, teachers. and central office administrators. Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 1) Work cooperatively with PTA to promote increased participation with parents. PTA Executive Board Sept. 1991- June 1992 Parent Night 2) Provide meaningful parent workshops. a) STEP (Systematic Training for Effective Parenting) b) Early Childhood STEP c) Successful Parenting d) Gifted Identification Counselor e Information ) Parent Workshops offered by LRSD Counselor Librarian Gifted/Talented Specialist Incentive School Coordinator VIPS Sept. 5, 199 1 Fall 1991 Spring 1992 Spring 1992 Sept. 1991- May 1992 3) Postcards sent to each family and student to welcome them to Rockefeller Teachers August 1991 4) Recognize staff member of the day, staff and student birthdays, good citizenship and academic achievement. Principal Counselor August 1991- June 1992 Partners in ^^^^^ion Participation in meetings Documentation of participation Documentation of participation Completion of task Observation Display of names of students on front bulletinSCHOOL DISTRICT\nSCHOOL\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE\nSeptember 1991 BUILDING GOAL #3\nThe staff at Rockefeller will cooperatively foster healthy working relationships with administrators, parents, students, and one another. RELATED DISTRICT GOAL ttS\nTo enhance human relations skills for principals, teachers, and central office administrators. Strategies/Activities 5) Honor Roll reception for at students and parents the end of each 9 weeks. Special activity provided for students with perfect citizenship at the end of each 9 weeks. Special assembly for all students at end of the year 6) The staff is encouraged to make home visits as needed. 7) Focus on the use of support programs to provide compensatory and enrichment activities. a) Extended Day b) Peer Tutoring c) Parent Programs 1. Make and Take 2. Parenting Classes Person Responsible Staff/PTA/ Partners in Education Staff Staff Staff Incentive School Coordinator Counselor Completion Time Lines Week following each nine week grading period August 1991- June 1992 August 1991- June 1992 Related Staff Development Activities Method of Evaluation Parent participation increased Nurse/Counselor will review proper procedures. Peer Colleague coaching -LRSD training course Home visit log will be maintained in teacher records Observation Teacher plan book Parent participationSCHOOL DISTRICT\nSCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 BUILDING GOAL #3: The staff at Rockefeller will cooperatively foster healthy working relationships with administrators, parents, students, and one another. RELATED DISTRICT GOAL #3: To enhance human relations skills for principals, teachers, and central office administrators. Strategies/Activities 8) d) Community Participation 1. Partner in Education a. Classes will 2. provide material for our partner's bulletin board on a rotating basis. VIPS (Volunteers In Public Schools) 3. Mentor, e* 9) Develop a Safety Plan that will provide security of staff and students 1. Inservice for staff 2. Fire drill practice once a month. 3. Tornado, earthquake drills each semester 4. Emergency box 5. All entrances locked from outside except main entrance. 6. All visitors must check in the office. 7. Ground checked daily for hazardous objects Person Respons ible Completion Time Lines Related Staff Development Activities MeLhod of Evaluation Teacher c Resource Personnel Principal Staff Bill Barnhouse Bobby Jones Building engineer August 1991- June 1992 Sept. 18,1991 Meeting with Partner in Education for yearly planning Safety in the school-procedures to follow. VIPS Evaluation Form Fire Drill, Tornado Drill, Earthquake Drills, Reverse drill reports Emergency Box in office area accessible for quick use. Visitor ign-in sheet in officeSCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller The staff will provide a children and parents. RELATED DISTRICT GOAL # Strategies/Activities 1. Provide developmentally appropriate educational programs for children from age six weeks through Kindergarten. 2. The Early Childhood Staff will attend staff development programs that are specifically designed to strengthen the early childhood program. DATE\nSeptember 1991 high quality early childhood education program for Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Teachers Principal Specialists Instructional Aides August 1991- June 1992 Michele French will present the revised Early Childhood Handbook. Dr. Tish Henslee will present a video covering stages of development beginning with infancy. Implementation of the objectives and guidelines followed that are provided in the Early Childhood Handbook and the developmentally appropriate practices listed in the NAEYC guide Principals Early Childhood Incentive School Coordinator August 1991- June 1992 Workshop Facilitators: Dr. Tish Henslee Michele French Educational Videos Completed staff development activities and evaluation sheets. Early Childhood Team LeaderSCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 The s children and parents. RELATED DISTRICT GOAL # Strategies/Activitie ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 taff will provide a high quality early childhood education program for Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 3. The school will be available for observations/ demonstrations and will cooperate with local colleges and universities with teacher training programs. 4. Refurbish rooms and educational equipment. A. Refinish wooden equipment presently being used. B. Paint interior walls. 5. Provide one workshop for early childhood parents each semester. Principals Teachers Instructional Aides Tish Henslee, UALR Principals Teachers Plant Services Beginning during the summer and completed by the opening of school. Principals Early Childhood Teachers PTA Committee August 1991- June 1992 Classes from the University of Arkansas at Little Rock regarding Supervision of Teachers. Consultation with university personnel and follow-up with Plant Services. The number of student groups that visit for observation and training. Physical appearance of refurbished rooms and equipment in place. Evaluation sheets from parents who attend the workshops.SCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 The staff will provide a high quality early childhood education program for children and parents. RELATED DISTRICT GOAL 4* Strategies/Activities 6. Improvement of Early Childhood playground. A. Study of age appropriate equipment and playground design. B. Plant trees for shade. C. Update or improve presently used equipment. 7. Early Childhood certified staff will meet one or two times per month. Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Principals Early Childhood Teachers P. E. Teacher Tish Henslee Expert in designing playgrounds. Designated team leader. August 1991- June 1992 August 1991- June 1992 Progressive improvement on the playground and track area. Minutes from the meeting will be submitted to the principal.rm WT |S\\, II T' 'i i.i' 'iJT^a.'r.'A' I .'0 aj I S-Ta- H Kt t'^r M.'. . i.-, ' \" -''-\u0026gt;71\n'/'yr-v-.A J I tw3 7 J ii H t'1 u x \u0026lt;' I I I '? i '1 M W',''. i I 1 .l I' ' K /Wl i' \u0026gt; X----- tf t te t *1/. I??.iri7'' O. I w? T t 7 'H \u0026gt; ,\u0026lt;1 I ^b tOCKEFELLEMM ' ''\"J ,1 1 7 {, I \n i \u0026gt; ' \u0026lt; .\n'ii\ni ,y t# .J i'-' n' 4 7' I I.W'' /' f,' T \"J? kS .K4CENTIVEMI / I JI t J' .7, W\nJ A aSCHOOL Xd W'i w c .1. '7i\n''ij'S' =7 i'.' s jWv! wx\u0026lt;: 1991-92 I UUm v I Kia* jKHHlM 11 a 111 K SB \" mxxjwxxxxxzxxx^iw xxxmttrxmx/m X: J C.!, / I' I I *A 7^ :n:\u0026lt;-,Vri'^-\n^iy''' wZ 0%' s \u0026lt; I .K f.' \u0026gt; '! V i I I*\nMl S- fl Il 'V, ,1 I 1, \u0026gt;. ' I A V. S I ,1' I 'r si' '2\nu I A i' i' I Sit.'.'' 3^ V! ^K'l '.V '.VROCKEFELLER INCENTIVE SCHOOL L I T.T L E T O O EAST_J yTH .RQCKj___A R KA N_S A RHON E 3 24- 3 8 5 --72? O 19 91 19 9 2 S C H O_O_L E AR RR_INCIRAL_ _ VICE PF^INCIPAL - ANNE MANGAN ___LI L^L I E _ C A B_T.E R S EC R ETARX___ boc5K K E E P E R N LJ R S E MELODY_ BARNES\nSU 2 _.H o LM E S C I ND .WAR RE N EDUCATIONAL RROGRAMS CHI L DHOOD THROUGH S I XTH GRADE 21 CERTIFIED TEACHERS 12 CERTIFIED SPECIALISTS Myrtle Barr - Infants/Toddlers Margaret Wilkins - Years Old Becha Evans Karen Ware Art Music Kelly Ellis - 4 Years Old Coreen Frasier P. E. Beth Foti - Lucia Jones Gina Bruce 4 years Old - 4 Years Old Ki ndergarten Lynn Miller - Kindergarten Missy Russel 1 Sarah Clark - - Kindergarten 1st Grade Martha Lowe Gail Shelton Katie Pace - Doris Sarver Ann Watson - Counselor - Speech Resource - Media PAL Math Mari 1ou McMahan 1st Grade Michelle Middlebrooks 1st Grade Pri ss Bell 2nd Grade Pat Peten-Holder Valencia Butts - - 2nd Grade 3rd Grade Linda Hays - PAL Reading Faye Reynolds - Gifted Mary Kay Roe - Computer/ Auxiliary Teacher Cindy Warren - Nurse Dana Keller - Francile Moore Ann Pollard - Teresa Taylor Melvia Mathis 3rd Grade - 4th Grade 4th Grade - Sth Grade - Sth Grade 18 EARLY CHILDHOOD INSTRUCTIONAL AIDES 10 ELEMENTARY INSTRUCTIONAL AIDES Judy Meier - 6th Grade Delois Sykes 6th Grade 1 COMPUTER LAB ATTENDANT 5 CUSTODIANS 1 LIBRARY CLERK 4 CAFETERIA STAFF 1 INSTRUCTIONAL AIDE FOR HANDICAPPED STUDENTS ENROLLMENT\nEARLY CHILDHOOD (6 WEEKS-4 YEARS) 105 ELEMENTARY (KINDERGARTEN-6TH GRADE) 339 TOTAL 445EDUCATIONAL PROGRAM COMPUTER SCIENCE Full computer lab with 25 stations Computer in every classroom Writing to Read lab for Kindergarten and 1st Grade Students Computer Specialist serving as auxiliary teacher Full time computer lab attendant Every class scheduled in the lab two times a week PAL students scheduled one additional time each week PROGRAM FOR ACCELERATED LEARNING Reading Lab - Reading Specialist Math Lab - Math Specialist Identified students are served by PAL specialists individually in the classroom and/or in small groups . Sth and 6th grade students receive Math Laser lessons. ART Art instruction is provided for all elementary students. Students are scheduled by classes for one hour of instruction each week. Art work completed by students is displayed throughout the school. Students are encouraged to enter local year. art competition each PHYSICAL EDUCATION Activitie that encourage students to become physically fit are provided to all students. Students are scheduled by classes for one hour of instruction each week. Students participate in a year long fitness program. MUSIC Students are exposed to all aspects of music and taught music appreci ati on. Students are scheduled by classes for one hour of instruction each week. SPECIAL EDUCATION Services are provided to students needing Students speech instruction. are served accordi ng to resource and/or i ndividual needs as determined by evaluation. Individual Education Plans are developed according to needs with the amount of time to be served established. COUNSELOR The counselor is available for individual, large group sessions. smal1 group, and The counselor conducts Conf 1i ct Management c1 asses and supervises an effective guidance program. Peer counseling is under the direction of the counselor.GIFTED The gifted teacher provides instruction to identified gifted students. Gifted instruction is also provided in the whole group setting where the g i fted speci ali st provi des enforcement of thinking skills. regu1 ar 1nstructi on and enrichment, h i gher re- order MEDIA SERVICES Reading Extension Activities for Children: The Media Specialist brings students to the library for extended activities to reinforce reading skills. The library is staffed by the librarian and a library clerk. Students may use the library on a free flow basis. Parents are encouraged to use the library and books for their children and books to assist in parenting skills are avai1able. DROP EVERYTHING AND READ (DEAR) All students read (school-wide) the first fifteen minutes of each morning. Students are required to have a library book at their desks to read during D.E.A.R. and any other time when work might be finished. DRUG AWARENESS RESISTANCE EDUCATION (DARE) A Little Rock Police officer is scheduled to be in the school to provide temptati ons. instruction to students on how to resist drug The officer spends all day, one day a week for several weeks in the school and interacts with all students. FAMILY LIFE EDUCATION Students are provided an educational program which helps develop self-esteem, good decision making skills, communication skills and reproductive health skills. PARTNER IN EDUCATION The Arkansas Gazette our partnership with the Gazette. partner. We work a full wi th penci 1s, certi f i cates, cake, They have provided Rockefeller cooki es, helium filled balloons, bumper stickers and shirts as rewards/incentives for honor student receptions. They have honored teachers on Teacher Appreciation Day by serving lunch and sent refreshments on other special occasions. EARLY CHILDHOOD EDUCATION Rockefeller School is the only school in the Little Rock School District that has education beginning at the early age of weeks. There are certified teachers chi 1dhood c1 ass. each early There are 18 instructional aides for the 1 s i n 6 i n five classes resulting in a very low teacher/pupi1 ratio. Child care is provided from 7:00 a.m. until 5:30 p.m. Parents may apply for federal assistance. To qualify, parents must be working, attending school and give proof of financial need.roc:keeel_i_er EXTENDED INCENTIVE SCHOO l_ DA SCH E DU L E MON DA HOMEWORK CENTER ONLY 2:35-3:15 P.M. TU E S DA HOMEWORK CENTER 3:05-3:45 P.M. SPECIAL SKILLS ACTIVITIES 3:45-4:30 P.M. DANCE 2nd, 3rd, 4th Grades DRAMA/PLAYS - 1st, 2nd, 3rd Grades ARTS/CRAFTS - 2nd, 4th, Sth, Sth Grades DANCE MOVEMENT 1st Grade INSTRUMENTS/RHYTHM - 1st Grade SQUARE DANCE GYMNASTICS - - 3rd, 4th Grades 4th, Sth, Sth Grades ART - CHOIR BAND 4th, Sth, Sth Grades - Sth, Sth Grades Sth Grade W E DN E S DAV HOMEWORK CENTER 3:05-3:45 P.M. CLUBS 3:45-4:30 P.M. SCIENCE 5th, 6th Grades ARTS/CRAFTS - 1st Grade BROWNIE SCOUTS CUB SCOUTS COOKING - 1st, 2nd, 3rd Grades BOOK MAKING - 1st, 2nd, 3rd Grades 1st, 2nd Grades 3rd, 4th Grades DRAMA/PLAYS - 4th, 5th Grades JUST SAY NO CONFLICT MANAGEMENT 4th, 5th, 6th Grades COMPUTER STUDENT COUNCIL Sth, 6th Grades 4th, Sth Grades 6th Grade TH U RS DA HOMEWORK CENTER 3:05-3:45 P.M. LEISURE ACTIVITIES DANCE 2nd, 3rd, 4th Grades SPORTS RELATED ACTIVITIES AEROBICS - GYMNASTICS BOARD GAMES 1 St,2nd,3rd,4th,Sth,6th Grades 1st, 2nd, 3rd Grades - 4th, Sth, Sth Grades - 1 st,2nd,3rd,4th,Sth,Sth Grades ERI DA NO EXTENDED DAY ACTIVITIES. STUDENTS GO HOME AT 2:35.IMPORTANT DATE S TO.REMEMBER 19911992 AUGUST 26, 1991 FIRST DAY FOR STUDENTS SEPTEMBER 2, 1991 LABOR DAY (SCHOOL CLOSED) SEPTEMBER 23, 1991 STAFF DEVELOPMENT (STUDENTS DO NOT ATTEND) SEPTEMBER 30, 1991 PARENT CONFERENCES(STUDENTS DO NOT ATTEND) OCTOBER 21, 1 991 STAFF DEVELOPMENT (STUDENTS DO NOT ATTEND) OCTOBER 31, 1 991 END OF THE FIRST NINE WEEKS NOVEMBER 1, 1991 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) NOVEMBER 7-8, 1991 AEA INSERVICE DAYS (STUDENTS DO NOT ATTEND) NOVEMBER 28-29, 1991 THANKSGIVING HOLIDAY (SCHOOL CLOSED) DEC.23,1991-JAN.5,1992 CHRISTMAS VACATION (SCHOOL CLOSED) JANUARY 6, 1992 CLASSES RESUME JANUARY 20, 1992 KING HOLIDAY (SCHOOL CLOSED) JANUARY 23, 1992 END OF SECOND NINE WEEKS JANUARY 24, 1 992 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) MARCH 2, 1992 PARENT CONFERENCES (STUDENTS DO NOT ATTEND) MARCH 26, 1992 END OF THIRD NINE WEEKS MARCH 27, 1992 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) MAR.30-APR. , 1 992 SPRING BREAK (SCHOOL CLOSED) MAY 25, 1992 MEMORIAL DAY (SCHOOL CLOSED) JUNE 5, 1992 LAST DAY FOR STUDENTSsack FARKUXr lot VI** / I I : S'cx/\u0026lt;it 2 YEAKS 1 INFANTS it r?.r? 44 4P'F f\u0026gt; fW J \\ !a\nCF j\nI\u0026amp; 1 14 12 ivA' A . L-i* 1: r V I I i it 4 i: liii!\" I J\nisf : I 4 I U) ii': ?l fi? I I .\u0026lt; f \u0026lt;1 fiD I 1 I r J I 1 I I I 1 . 1 I '\nI -V- 111 'Jit z|Tb 9^) d\u0026lt;\u0026gt;f I gYn ' 15 J j I -4^ ! D 1 I I : i'A IO I i I gatw\nspecial j i.ACTIVITY I j Room I ^TH\n7 I H \u0026lt;o4 5 8 S-4 : \u0026lt; z I NVcdiq CenFer ^/inzev'' I I 3 -'I' \u0026gt;'.y Gr.f+ed ' '4 Z-i^J \"Zzlc/ I I } :.... cake 6rFices . IvvpuiYJ', [ /I Iq\n.\\/d^^ 1 I i ^1 0^LC.e\nc Ccur^e-uc Lz)\\Aje HOfTW CrFFloG Sioprc-t --\n^1 Sn^ci 'O a. '^j3l!CS 014 I YE/ms t \\ v't ::\u0026gt; YEAt^S I '' EARLY CH ILPlloop Play AREA V 4 I I i I I 'iz U' YGARS: X' \u0026lt;\u0026gt;\u0026lt;r : K HJoeKGA R.TEN i ' 4C( ' ' I r I I X i A I fLpOrn E\u0026gt; MAYH )T 1 11 ezuii t I I I I PLAY gpwnp paI'.wFA.^ Rce\u0026gt;^*A A UO u rJ \u0026lt;? b\"' 1- iiCAi 111 r\u0026lt;vm/ UL'FijQ BIHii .. stage/ Music , \\/V\u0026lt;str..e._..! I I I \\ 1 I SGH'/iCC UKtuC. Ciapk cafeteria l^_ / Z i I*'\" co^r KOciA ori-iLL^6 1- . I U*V\u0026lt;r a: 1CCP I I' iVii I. I'KJI I \u0026lt;\u0026lt;T/ y? y WINTHROP ROCKEFELLER ci ... . Y M FrOiS I ex ICxI'Cr ELEMEMTARM SCHOOL urrTXJi KOCH 1 I_____ I Br*On oOMmN, AHOHiraorI LITTLE ROCK SCHOOL DISTRICT Rockefeller Incentive School 700 East 17th Phone 324*2385 Little Rock, Arkansas 72206 December 3, 1993 Dear Parents: We have good news that we want to share with you. We now have a full time social worker staff at Rockefeller. on We wish to welcome Ms. Evelyn Allen, who has already made a special place for herself on our staff. She is available to any children or families who need assistance and hope you will make yourself known to her when I visit the school. you students who have She will assist us with any poor attendance problems } families who have difficulty getting children to school on time, and working with students and families with special needs. requests. concerns, and/or We are very fortunate to have someone who has already demonstrated a genuine interest in our students. Let her know if you have need for any of the many services that she can provide. Sincerely f Anne Mangan, Principal OCT 31 '94 10:24AM BARNES QUINN ELAKE P.l MEMORANDUM DATE: TO: FROM: RE\nOCTOBER 24,1994 ROCKEFELLER PARENTS AND STAFF MELANIE GIBSON AND THE PTA EXECUTIVE BOARD SUPPORTING DR. WILLIAMS Thursday night, October 27,1994, the Little Rock School Board will vote on extending Dr. Henry Williams' contract. As you all know,' stability is probably the one area that has been lacking in the district for a number of years. Dr. Williams wants to be here and wants to stay here to provide the stability so badly needed. As a parent with many concerns for the direction of the district, I can truly say that Dr. Williams' door has always been open and his ear always bent to listen. The new statistics just released on enrollment indicate at there was not a mass exodus to leave the district this year. That says to me that people feel comfortable with staying in the district and that problems are being addressed. Let us not forget that parents must also be satisfied with the progress their children are making in school. Learning and providing an environment conducive to learning are top priorities. Will you join the Rockefeller PTA Board by signing this memorandum and return it to the school tomorrow. This is one way we can show the school board our unified support for Dr. Williams. I will present our stack of signed memos to the Board. Thank you. The parents and staff at Rockefeller Incentive School support Dr. Williams ' and hope the Little Rock School Board will do the same. Date Name PosWH Fax Note 7671 Date i To, Co7l From Co. Phone* Fax 3H-Q1OO Plione# Fax*Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (SOI) 371-0100 Date: December 2, 1994 To: Russ Mayo From: Brown Subject Filling Spaces in the Rockefeller Infants and Twos Program Through visits to Rockefeller Incentive School, 1 have become aware that Rockefellers Infant and Two-year-old Program has a number of openings for new children. School employees say that these openings have been available for quite a while, and that some of the waiting parents and staff are becoming very frustrated with the delays. 1 understand that a few of the waiting children are siblings of youngsters already enrolled at Rockefeller. The desegregation plan is clear that sibling preference is honored at Rockefeller. The plan also calls for evaluation of the schools early childhood education policies in terms of their impact on desegregation and educational goals. If the districts current placement policies and practices are causing delays in enrolling new early childhood students, its time to re-evaluate and change them so that classes are always at capacity. The success of Rockefeller is due to many factors, among them its fine early childhood education program. I know you share my desire for Rockefeller to continue to fulfill its desegregation role as a model for improving academic achievement and attracting a racially diverse student body. Please help me assess the assignment situation at Rockefeller by letting me know the following: 1. The capacity and number of current vacancies in the Infant and Two-year-old Program. 2. The length of time the vacancies have been open. 3. The timeline for filling the vacancies. 4. Why the Infant and Two-year-old Program has been running at less than capacity. 5. The current placement policies and practices. 6. How and when you will modify the policies and practices to expedite student placement. 7. The date as each of the current vacancies become filled. cc: Anne Mangan Pat PriceMEMORANDUM DATE: August 2, 1993 FROM: Linda TO: Staff SUBJECT: Rockefeller End-of-Sununer Enrichment Program Lillie Carter of Rockefeller Elementary is inviting the ODM staff to the end-of-summer enrichment program that will be held tomorrow, August 3, 1993 at 6:30 p.m. at the Rockefeller Incentive School. Refreshments will be served.I / '(! : .-J- Office of Desegregation Monitoring United States District Court Eastern District of Arkansas 'd' Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 Date: September 28, 1993 4 To: From: Subject: Sterling Engram, Director of Planning, Research and Development Melissa Guldin and Connie Hickman Tanner Recruitment and Enrollment for the Rockefeller Child Care Program We understand that 1993-94 enrollment in the infant and toddler program at Rockefeller School has fallen far below the schools capacity. Apparently, enrollment in the classes for infants and two-year-olds is at only 50% of capacity. Since these early childhood classes are unique to Rockefeller, and are designed to help desegregate the school, we are very interested in the programs success. An ODM representative will contact you today so that we may set up a meeting to discuss our concerns. At that meeting we will be looking for answers to a variety of questions regarding the Rockefeller early childhood program, its enrollment, and recruitment to the school. A preliminary list of questions follows. What is the current enrollment in the classes for infants, toddlers, and three- year-olds? (Please provide data that lists enrollment by class, race, and gender.) What is the capacity for each age level? What caused the drop in enrollment between 1992-93 and 1993-94? What process does the Student Assignment Office (SAO) follow in enrolling children in the classes serving infant to three-year-olds? How does SAO decide who is eligible to enroll, and when does enrollment begin? When did you inform parents of children new to the program that their children had been accepted (specific dates)?Who at SAO is primarily responsible for promoting the early childhood program and assigning early childhood students to the school? What is the current weekly charge for paying clients? How many childrens fees are paid by Title XX or other voucher programs? Does the SAO reserve spots for children funded through vouchers? If so, how many spaces are reserved, and what is your procedure? What is the recruitment plan for the Rockefeller Early Childhood Magnet? Who is responsible for implementing the recruitment plan? To whom is recruitment being targeted? What marketing tools are you using to promote the program? On what dates have you conducted recruitment activities? What types of activities have been conducted thus far? What specific plans does the district have to increase enrollment in any underenrolled early childhood classes at Rockefeller?Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: November 1, 1993 To: From: Subject: Anne Mangan and Pat Price Connie Hickman Tanner, ODM Associate Monitor Rockefeller Magnet Program Enrollment and Recruitment This memo is to confirm our meeting on Monday, November 15,1993 at 11:00 a.m. ODM is very interested in your magnet programs success, since it was designed to help desegregate Rockefeller. At this time I win be looking for answers to a variety of questions regarding your recruitment efforts and results. I will also need to review certain documentation. Please bring copies of the following information to our meeting on the 15th. If you have any questions, please do not hesitate to contact me at 376-6200. Enrollment Data: October 1 magnet program enrollment by age level, including race and gender, for the 1989-90 school year October 1 magnet program enrollment by age level, including race and gender, for the 1990-91 school year October 1 magnet program enrollment by age level, including race and gender, for the 1991-92 school year October 1 magnet program enrollment by age level, including race and gender, for the 1992-93 school year October 1 magnet program enrollment by age level, including race and gender, for the 1993-94 school year The number of new children by age level, including race and gender, enrolled in the magnet program as of October 1, 1993 The number of children by age level, including race and gender, who withdrew from the magnet program between the 1992-93 school year and the 1993-94 school yearRecruitment Data: The number of children recruited to Rockfellers magnet program by age level, including race, gender, and where they were recruited, during the 1992-93 school year Documentation of all recruitment strategies and activities during the 1992-93 school year and those planned for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: name the person(s) responsible for its development and distribution\nprovide a copy of the brochure, if it has been completed\nidentify the audience targeted to receive the brochure (daycare centers, PCSSD children, private school students, and targeted LRSD students), state the brochure distribution dates\nidentify the amount of money budgeted for the brochures development and distribution, the total expenditures to date, and any remaining budget expenses\nand explain how you will track your results. B. If an activity involves a presentation: identify the persons(s) responsible for developing and making the presentation\nidentify the audience targeted for the presentation\nbriefly describe the type of presentation, including the date and location\nprovide copies of participant sign-in sheets\nand explain how you will track your results.rc: JiOk. -1 Little Rock School District MEMORANDUM 1 5 fqoi December 6,1994 Office Gf Desi \u0026gt; TO: Ann Brown, Federal Monitor From: Thru: Audrey Lee, Coordinator of SA information Dr. Russell Mayo, Associate superintendent Subject: Filling spaces in the Rockefeller infants and Two year program 1. The capacity and number of vacancies in the infant and Two-year old program are as follows: Infant capacity Two-year old 10 17 Current vacancies Current vacancies 1 6 2. The length of time the vacancies have been open are as follows: The infant vacancy occurred in November 1994. The Two-year old vacancies occurred in September 1994 with seven vacancies, in October we enrolled (3) two-year olds and dropped (3). in November (2) seats were filled , in December (2) seats were filled and (11) two-year olds are currently enrolled. 3. The timeline for filling vacancies is as follows: Since the program is functioning on a 12 month cycle we are continuously offering seats from the waiting list on a monthly basis. Our goal is to keep the enrollment at capacity at all times. 4. Why Infant and Two-year-old programs have been running at less than capacity is as follows: The Infant and Two-year old Caucasian capacity is maximized . The remaining seats have been consistently offered to African American families from the waiting list. The cost has been the primary reason for these families declining the seats. The Department of Human Services offers assistance, but it is my understanding that the list has a two-year waiting period. 1 810 West Markham Street Little Rock, Arkansas 72201 (501)324-20005. The current placement policies and practices are as follows\nFirst preference, is given to students who live in the attendance zone and have sibling attending the school. second, is given to students who live in the attendance zone. Third, is given to students who do not live in attendance zone but have sibling attending the school. Fourth, is staff preference. Fifth, is desegregation transfer. 6. How and when we will modify the policies and practices to expedite student placement is as follows: Starting the month of December we have began to telephone parents and offer seats where vacancies exist. After the parent is called, a follow-up letter is sent to confirm the parent's response. 7. The date as each of the current vacancies are filled. Since we have started the telephone procedure we have filled the (i) infant seat and (5) two-year-old seats. These seats were filled 12/5- 12/8/94. 2EXTENDED DAY Student Name: Andrew Brown RECEIVrn Grade: 2nd Teacher: BURROUGHS JAN 51995 Dear Parents: CMioo ot Uviiuuftuasiu: Moihtuiiiij Extended day for second semester begins on Tuesday, January' 10, 1995. We are going to try' a different procedure for extended day activities. We want to focus heavily on reading and math instruction and work toward academic improvement of all students. Homework center will be in the classroom on Tuesdays, Wednesdays, and Thursdays between 2:35 - 3:05 p.m. On Tuesdays and Thursday's, the children will remain in their classroom for reading and math remediation and enrichment with equal time spent on each subject. Instruction will be determined by student needs as developed in the individual Student Education Plans. The Tuesday session will be from 3:05-4:30 p.m. and the Thursday session will be from 3:05-3:50 p.m. Wednesdays will be devoted to activities only. There will be two 45 minute sessions and students will be assigned activities according to their requests on a survey conducted earlier in the year. Wednesday activities will be from 3:05-4:30 p.m. Your child chose the following activities for the 1994-95 school year: FIRST SFjVIESTER: TUESDAY: GAMES WEDNESDAY:COMPUTER SECOND SEMESTER: 1st ACTIVITY\nSP ANISH 2nd ACTIVITY: SCIENCE I hope you will be pleased with the new program format and the assigned activities. We strongly encourage you to have your child attend extended day, especially on the academic enrichment/remediation days (Tuesdays and Thursdays). We know that this will help to boost achievement and raise individual test scores. We hope you will be cooperative as we implement the new schedule.SUMMER ENRICHMENT PROGRAM SURVEY SURVEY FOR STUDENTS/PARENTS WHO DID NOT ATTEND THE SUMMER ENRICHMENT PROGRAM Please complete this survey to help us plan and facilitate this progrsun next year. A**************************************************************** STUDENT NAME\nGRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR 1. Why did you not participate in the summer enrichment program? 2. What would most likely encourage you to attend the summer enrichment program? 3. What activities/programs would you like to see offered? COMMENTS: RECEIVF^ * Student's Name is optional. JAN 1 7 1995 Office of Desegregation MonitoringOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: January 31, 1995 To: From: Brown Russ Mayo Subject: Filling spaces in the Rockefeller Infants and Two-year-old Program On December 2, 1994, 1 sent you a memo asking a number of questions about the Rockefeller program for infants and two-year-olds, including the number of openings. Audrey Lee responded on your behalf and indicated that, at the time. Rockefeller had one vacancy for infants and six openings for two-year-olds. 1 had asked to be notified of the date as each of these vacancies was filled. In the same memo, Audrey indicated that the one opening in the infants had been filled along with five of the seats for two-year-olds. Since that time 1 have received no update as to the dispensation of any remaining empty seats. Please let me know immediately the number of any openings in the infant, two- and three-year-old program at Rockefeller. Id al\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_579","title":"Little Rock Schools: Southwest Junior 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":["1990/2002"],"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","Southwest Junior High School (Little Rock, Ark.)","School management and organization","Educational planning","School discipline"],"dcterms_title":["Little Rock Schools: Southwest Junior 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/579"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nBlack History Program at THEME: Refreshments 0 C Ctrsjj\nnc. February 19, 1990 3:00 Post Meridiem 2:30 Post Meridiem Media Center You are cordially invited to attend our annual Southwest Junior High School 3301 South Bryant Little Rock, Arkansas The Father of Black History Carter Goodwin Woodson: A Living Legacy Southwest Junior High School Gymnasium Guest Speaker: Dr. Charles Walker, Chancellor University of Arkansas at Pine Bluff School Theme: Success At Its Best At Southwest 'pur \u0026gt; 16 F E B '990\u0026gt; -I Al) 1 U.S. POSTRL J O'^FICIAL S3( iVm 1992 OLVMFIG.-W . - ibiomitc - 4. i I LITTLE ROCK SCHOOL DISTRICT Southwest Junior High Schooi ? 3301 So. Bryant Phone 565-4416 Little Rock, Arkansas 72204 February 22, 1990 SIS'' Dear Community Leader, Thank you for agreeing to participate in our \"Read Aloud Project\", Wednesday, February 28, 1990, 3:30 p.m. at Southwest Junior High School's Library. To cap off Black History Month, this program is to emphasize reading and literacy and keys to the dream described by Dr. Martin Luther King, Jr. Materials will be available for you to read upon your arrival or you may select and bring along your favorite poem. short story. or other works of blacks. We are pleased to announce that Governor Clinton will be one of our special guest also. w J If there are any questions, contact me. please don't hesitate to Sincerely, I Lynda Johnson, Counselor R E AD I NGF^ L to t/ie Q)rea/fi. International Literacy Year 1990 Martin Luther King, Jr. Read-In February, 1990 lllllfe CENTRAL ARKANSAS LIBRARY SYSTEM Book Suggestions from Central Arkansas Library System Childrens Services During the month ofFebnuiry, volunteers from all over Little Rock and Pulaski County will visit local elementary school classrooms to read from books and writings that relate to the philosophy of Dr. King. These are suggestions for reading alouil. Ask your lib-raruin for further assistance. CENTRAL ARKANSAS LIBRARY SYSTEM Litde Rock Main Library, 7CX) Louisiana Street, 370-5950 Southwest Library, 5702 Dreher Lane, 568-7494 John Gould Fletcher Library, H \u0026amp; Buchanan, 663-5457 Adolphine Fletcher Terry Library, 2015 Napa Valley Drive Sherwood Amy Sanders Library, 31 Shelby Drive, 835-7756 Jacksonville Jacksonville Library, 308 W. Main St., 982-5533 Perryville Perry County Library, Courthouse Square, 889-2554 1 All Ages Adoff, Arnold. ALL THE COLORS OF THE RACE Adoff, Arnold. I AM THE DARKER BROTHER: AN ANTHOLOGY OF MODERN POEMS BY NEGRO AMERICANS. J 811.5 Adoff, Arnold. MY BLACK ME: A BEGINNING BOOK OF BLACK POETRY. J 811.508 Bontemps, Ama. GOLDEN SLIPPERS, AN ANTHOLOGY OF NEGRO POETRY FOR YOUNG PEOPLE. 811.08 Bontemps, Ama. HOLD FAST TO DREAMS. J 821.08 Brooks, Gwendolyn. BRONZEVILLE BOYS AND GIRLS. J 821 Bryan, Ashley. BEAT THE STORY DRUM, PUM-PUM. J 398.2 Bryan, Ashley. THE DANCING GRANNY. J 398.2 Bryan, Ashley. THE OX OF THE WONDERFUL HORNS AND OTHER AFRICAN FOLKTALES. J 398.2 Coerr, Eleanor. SADAKO AND THE THOUSAND PAPER CRANES. J 362.7 Dunbar. Paul Laurence. THE COMPLETE POEMS OF PAUL LAURENCE DUNBAR. 811 Dunbar, Paul Laurence. 1 GREET THE DAWN, POEMS BY PAUL LAURENCE DUNBAR. J 811 Feelings, Tom. BLACK PILGRIMAGE. JB Feelings, Tom. DAYDREAMERS. J 811.54 Giovanni, Nikki. SPIN A SOFT BLACK SONG. J 811.54 Graham, Lorenz. DAVID HE NO FEAR. J 221.9 Greenfield, Eloise. HONEY. I LOVE AND OTHER POEMS. J 811.5 Hamilton, Virginia. THE PEOPLE COULD FLY. J 398.2 Hughes, Langston. DREAMKEEPER. J 811.5 and 811.52 King, Coretna Scott. THE WORDS OF MARTIN LUTHER KING, JR. J 323.4 Lester, Julius. KNEE-HIGH MAN AND OTHER TALES. J 398.2 Meltzer, Milton. THE BLACK AMERICANS: A HISTORY IN THEIR OWN WORDS. J 973.0496 Parks, Van Dyke, reteller. JUMP! THE ADVENTURES OF BRER RABBIT. J 398.2 Parks, VanDyke, reteller. JUMP AGAIN! MORE ADVENTURES OF BRER RABBIT. J 398.2 Steptoe. John. MUFAROS BEAUTIFUL DAUGHTERS. J 398.2 Kindergarten - 1st Grade Aardema, Verna. BRINGING THE RAIN TO KAPITI PLAIN. E Bang, Mollie. TEN, NINE, EIGHT. E Caines, Pat. JUST US WOMEN. E Clifton, Lucille, EVERETT ANDERSONS YEAR. E Clifton, Lucille. SHE COME BRINGING ME THAT LITTLE BABY GIRL. E Feelings, Muriel. MOJA MEANS ONE: SWAHILI COUNTING BOOK. E Freeman, Don. CORDUROY. E Jonas, Ann. THE QUILT. E Keats, Ezra Jack. THE SNOWY DAY. E Kimmel, Eric. ANANSI AND THE MOSS COVERED ROCK. J 398.2 Little, Lessie. I CAN DO IT ALL BY MYSELF. E Steptoe, John. STEVIE. E Walter, Mildred Pitts. MY MAMA NEEDS ME. E 2nd - 3rd Grade Cameron, Ann. MORE STORIES JULIAN TELLS. J Cameron, Ann. THE STORIES JULIAN TELLS. J Flournoy, Valerie. THE PATCHWORK QUILT. E Greenfield, Eloise. AFRICA DREAM. E Grifalcone, Ann. DARKNESS AND THE BUTTERFLY. E Grifalconi, Ann. THE VILLAGE OF ROUND AND SQUARE HOUSES. J 398.2 Greenfield, Eloise. DARLENE. E Greenfield, Eloise. PAUL ROBESON. JB Greenfield, Eloise. GRANDPAS FACE. E Greenfield, Eloise. ROSA PARKS. JB Hill, Elizabeth. EVANS CORNER. E McKissack, Patricia. FLOSSIE AND THE FOX. E McKissack, Patricia. NE l HE JOS FRIENDS. E Keats, Ezra Jack. JOHN HENRY: AN AMERICAN LEGEND. J 398.2 Mathis, Sharon Bell. RAY CHARLES. JB 4th - 5 th Grade Greene, Bette. GET ON OUT OF HERE, PHILLIP HALL J Greene, Bette. PHILLIP HALL LIKES ME, 1 RECKON MAYBE. J Hansen, Joyce. THE GIFT GIVER. J Haskins, James and Benson, Kathleen. SPACE CHALLENGER: THE STORY OF GUION BUFORD. JB Maruki, Toshi. HIROSHIMA NO PIKA. J 940.54 Mathis, Sharon Bell. THE HUNDRED PENNY BOX. J Myers, Walter Dean. FAST SAM, COOL CLYDE, AND STUFF. J Patterson, Lillie. BENJAMIN BANNEKER, GENIUS OF EARLY AMERICA. JB Patterson, Lillie. SURE HANDS. STRONG HEART: THE LIFE OF DANIEL HALE WILLIAMS. JB Sehestyn, Ouida. WORDS BY HEART. J Stewart Paul. BLACK COWBOYS. J 305.896 Sth \u0026amp; 6th Grade Taylor, Mildred. THE GOLD CADILLAC. J Tate, Elenora. THE SECRET OF GUMBO GROVE. J 6th - Sth Grade Brooks, Bruce. THE MOVES MAKE THE MAN. J Fox, Paula. THE SLAVE DANCER. J Guy, Rosa. THE FRIENDS. J Hamilton, Virginia. ANTHONY BURNS: THE DEFEAT AND TRIUMPH OF A FUGITIVE SLAVE. JB Hamilton, Virginia. THE HOUSE OF DIES DREAR. J Hamilton, Virginia. THE MAGICAL ADVENTURES OF PRETTY PEARL. J Hamilton, Virginia. SWEET WHISPERS, BROTHER RUSH. J Hamilton. Virginia. W.E.B. DUBOIS: A BIOGRAPHY. JB Haskins, James. THE LIFE AND DEATH OF MARTIN LUTHER KING, JR. JB Haskins, James. SUGAR RAY LEONARD. JB Greenfield, Eloise. CHILDTIMES: A THREE - GENERATION MEMOIR. J 920 Lester, Julius. TO BE A SLAVE. J 325.26 McKissack, Patricia and Frederick. FREDERICK DOUGLAS: THE BLACK LION. JB McKissack, Patricia. PAUL LAURENCE DUNBAR: A POET TO REMEMBER. JB Myers, Walter Dean. FALLEN ANGELS. Fie Myers, Walter Dean. MOTOWN AND DIDI: A LOVE STORY. J Ortiz, Victoria. SOJOURNER TRUTH, A SELF-MADE WOMAN. JB Petty, Ann. HARRIET TUBMAN, CONDUCTOR ON THE UNDERGROUND RAILROAD. JB Spangler, Earl. THE BLACKS IN AMERICA. J 305.8 Taylor, Mildred. LET THE CIRCLE BE UNBROKEN. J Taylor, Mildred. ROLL OF THUNDER HEAR MY CRY. J Watkins, Yako. SO FAR FROM THE BAMBOO GROVE. JCity of Little Rock Parks and Recreation Departnrent Staff Supervision 1995 SUMMER PLAYGROUND .PROGRAM Most of ihc summer playground staff is comprised of lodlviduals who have been employed by the Parks and Recreaiioo Department for several years, aod who have received a 'good* or eacelleot evaluaddn. These iodividuals are part-time, seasonal employees who may be employed full-time as teachers, coaches or recreation majors In college. We seek Individuals who have bad experience in working with children. Prpp-am Suptrrlsor Length of Program Tele. No.: 371-4442 Beglonlog Dale: Eoding Date: Eight (8) Weeks Monday, June 12, 1995 Thursday, August 4, 1995 There are al least two (2) staff nsembers assigned to each site. Guidelines require one (1) staff per (wenty-five (25) registered participants. Adequate staff will accompany the children b the away-siie* activity while the remaiolog staff will supervise cblldrea who elect not to participale In that activity. Bestroom and Water Facilities ^*'**''** cliUdxca belweeo the agti of 6 and 15 years Is conducted at the she where the ' ~:!! no pre registraiion lor this piograni. child may register myllme during Ihc suiruner providing (hal location bu not exceeded licensing requlremenu. child will attend. There Is Restroom facilities aod drinking fountains ate available al all sites. For shea which do ool have adequate accommodallons, based on licensing requiiemcnu, potta-loilels and waler coolers ate provided. Inclement Weather Playground Locations (Tentative) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. II. 12. Bale Elementary School Baseline Elementary School Dunbar Community Center East Little Rock Community Center Fair Park Elementary School Granite Mountain Community Center McDermott Elementary School Meadowcliff Elementary School Mitchell Elementary School Ottenhelmer Community Center Romine Elementary School South Little Rock Community Center 6501 West 32nd Sueel 3623 Baseline Road 1001 West 16th Street 2500 East 6th Street 626 North Harrbon 1 Granite Mountain Circle 1200 Reservoir Road 25 Sheraton Drive 2410 Battery Street 7201 Dahlia Road . 3400 Romine Road 2701 South Main Street In ihe event Incleraenl weather develops during Ihe day which prohibits \u0026gt;'/ normal programming, outdoor 'on-slle' and 'away-slle' acllvllles may be canceled. All slies have access Io an Indoor facility (classroom, J y- gymnasiufti, activity room elc.) where aclivllies can be moved lemporatily. Please call Frank J. Boyle at 371'6858 for oddJtlonal Information prior to June 17. 1995. Scheduled Uway-SHt\" Activities Bocce Skating Movies Muu Derby Fishing Bowling Everylhiog Ooes WUd River Country Basketball Swimming L. R. Zoo Softball Tournament LITTLE ROCK BOYS CLUB 1. 2. 3. TiuupofUlion will be provided by the Little Rock School Dlsulcl Buiu. transporUtloQ Is prohibited. Other WILLIAM E. THRASHER BOYS CLUB 3301 Stale Street JAMES II. PEinCK BOYS CLUB 1201 Leisure Place 4. There Is a separate admission fee for each acllvily. A daily schedule will be given Io the pauenl when Ihe child registers. This schedule will reflecl Ihc day, dale, lime and fee schedule for each iclivlly. .Activity limes are normally 9:15 - 11:15 for the morning and 2:15 - 4:15 for Ihe afternoon sessions. Activities offered are swimming, swimming lessons, table games, softball, tutoring, reading, basketball, baseball, field trips, gym activities and lots of outdoor fun. Breakfast, lunch, and snack are free each day. Scheduled on-slle activities Include various playground games and Arts and Humanities classes which relate to Music, Drama, Dance and Creative Writing, Lunch Each playground sile Is supervised by a staff member from 7:30 a.m. through 6:00 p.m. Lunches and snacks wUl be provided to all participants accordbg to licensing lequiremeots. SOUTHWEST JUNIOR HIGH SCHOOL Date: February 2, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. The grounds in front of the building and along the driveway were nicely landscaped with several mature trees and shrubs. Several plots of pansies added color to the dull winter colors of the season. The exterior of the building was in good condition, and the grounds were fairly free of litter. The school had an ample number of water fountains and all of them worked. A student ambassador greeted us at the front entrance, but she thought we were from the superintendents office. The superintendent and some of his staff were scheduled to meet with some of e districts student leaders. A sign, proclaiming the Veterans Hospital as a Parmer in Education, was prominently displayed in the entry way. Students had access to a very large field for sports and recess activities. The new lockers in the hallways helped to brighten the schools appearance, and the new science stations in the science rooms looked great. Also the hallways had been recently repainted, which helped divert attention from the brick wall surfaces that needed cleaning. The gym floor and bleachers were in good condition. Except for the floor, the surface areas such as tables and chairs in the cafeteria were clean, and a very pleasant aroma wafted from the kitchen area. For the most part, the girls restrooms had an adequate supply of paper products, and were free of graffiti. All the boys restrooms were fairly clean, and had doors on the stalls. Many of the classrooms had excellent displays of student work and multicultural materials. A brightly decorated bulletin board in the main hall enhanced the area. Many of the hall bulletin boards contained excellent displays of student work. Security was very visible in the halls both during class changes and while classes were in session. Adults were highly visible during class changes, and students moved rapidly and in an orderly fashion to their classes. The students we encountered were very pleasant, mannerly, and helpful. Areas needing attention: 1. 2. 3. 4. 5. 6. The beautifully landscaped area in front of the building is obscured by the many cars parked around the circular drive in areas not designed for parking. Several cars and trucks were double parked, blocking the driveway. Large pot holes, standing water, and uneven surfaces have kept staff members from using the schools unpaved parking lot. The flag pole was devoid of flags. Several small pieces of litter were scattered throughout the hallways. All of the halls had several broken floor tiles\nin some areas the damage was extensive. Some of the ceiling panels were missing or discolored. Some graffiti marred the paint as well as the brick surfaces in the halls. The building has many badly scratched plexiglass windows, which are unsightly and detract from an otherwise favorable first impression of the buildings exterior. The cafeteria, which has only one window, was poorly lit and looked gloomy and dull. Although we saw several waste baskets placed in the hallways, the containers were too small to hold the amount of trash placed in them, creating overflow and unsightly areas of litter. Page 197. 8. 9. One of the covered walkways had a ceiling that was falling in, due to severe water damage. In this same area, the light over the outside door was missing. The fire extinguisher was missing from its case in the technical classes wing. A tour of the gym revealed several deficiencies with the facility, such as: the absence of a door between the boys locker room and the gym floor\na lack of hot water in the bathroom\nand, even though the coach said he had two handicapped individuals, none of the stalls were handicapped- accessible. 10. The missing door between the gym and locker created a situation where individuals in the bleachers or on the gym floor could catch glimpses of boys in various states of undress. In this regard, the coach acknowledged that the boys had to sprint across the locker room in order to avoid being seen partially dressed. The coach asserted that some boys did not care if they were seen semi-dressed. 11. A water pipe running along the wall above the boys and girls locker rooms was very unsightly. Several sections of this pipe were missing insulation and, according to the coach, the pipe could become quite hot. 12. Water leakage on the outside of the health room has created a large stain down the side of the wall, and algae is growing there. 13. The floor of the cafeteria had a moderate amount of trash, including some dropped cookies and milk cartons. When we walked through 45 minutes later, a sticky residue (which appeared to be milk) was still on the floor, along with the cookies. 14. The counselors wing did not have space for group counseling and the faculty rest room was in the counselors wing. The counselors offices were very small\nwhen a counselor has a student and must close the door, the space becomes almost claustrophobic. No counseling or health 15. 16, 17. 18. 19. 20. 21. pamphlets, resource materials, or other handouts were visible. The same area housed the health office, and the two facilities shared a common small waiting area. The nurse is in the building only three days a week, but was not in the office when we toured the building. Some classrooms had new science stations, but the addition of these labs has compromised space and created a storage problem. Many large items were crammed in the rooms, such as TV monitors and several large crates and boxes. The TV monitors need to be relocated, because the students could see them from their seats. The weather during our visit was warm, and the classrooms were uncomfortably warm and stuffy. Special education students attended class in a portable building that was not handicapped- accessible, nor did it have a covered walkway between it and the main building. The top wooden step on the stairs, which led to the classroom, was rotten and chipped. On another portable, which sat next to the special education unit, the paint and veneer on the door was peeling. Special education students are isolated from the main population for a large part of the day. We noted evidence of water damage to the concrete landing, which was in front of the door to the main building, that led to the portables. The landing was chipped and worn over a substantial area. The wooden frame around the landing door showed evidence of damage from termites or water. Several of the outside doors needed replacement because of serious damage and decay, such as broken-out bottoms. The prefeb building, which housed two separate classes in algebra and learning foundations, had a ramp on only one end. As a result, students needing access to the class without the ramp had to go through the class with the ramp. Such a situation could be disruptive to the teacher and students in the ramp-accessible classroom. Page 2022. 23. A couple of rooms were unattended after the class change. In one of the rooms, the students were reading or talking quietly, but in the other, students were much louder and on the verge of being disruptive. In another classroom full of students, all of whom were girls, the children were either doing nothing or chatting with one another. An adult male stood tn the front of the room, doing absolutely nothing other than standing. When we observed the same room 15 minutes later, we saw the identical scene. 24. Classroom detention lists were displayed in the hall and on a classroom door. Such a practice violates a students privacy and could be viewed as a source of public humiliation. Girls Restrooms 25. Most of the restrooms did not have any soap, had dirty sinks, lacked stalls for the handicapped, and needed painting. The restrooms lacked receptacles for sanitary products, and the waste baskets were inadequate for the amount of trash generated. One restroom had a very unpleasant odor. 26. The counselors mentioned a persistent foul odor from another restroom, which was located in their wing. Apparently the restroom lacked an exhaust system. Boys Restrooms 27. The restrooms contained no toilet paper until it was noted that we were in the building\nthen a custodian put one roll of toilet paper and fewer than a dozen paper towels in the rack in the front restroom. One restroom had a handicapped-accessible stall, but it was devoid of toilet paper. Page 21received FEB 2 1 1995 Office of Desegregation Moui: li'ig ANNOUNCEMENT Please note the correction on the job announcement dated February 13, 1995 for Network \u0026amp; PC Manager. SALARY AND TERMS\n$30,504 - $51,224 - ADMN-12 - Range 2 - A Twelve (12) Month Position, plus Benefits Package. rCtZ. IN THE UNITED STATES DISTRICT COURT SEP 8 1997 EASTERN DISTRICT OF ARKANSCII CH OFFICE OF WESTERN U.S. DIST' LITTLE ROCK SCHOOL DISTRICT SEP 51997 PLAINTIFF JAMES W MCCORMACK, CLERK V. LR-C-82-866 By: DEP. CLERK PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD'S RESPONSE TO MOTION TO HAVE SOUTHWEST JR. HIGH SCHOOL PLACED IN RECEIVERSHIP AND FOR THE APPOINTMENT OF A SPECIAL ADMINISTRATOR LRSD for its Response states: 1. Joshua's Motion arises out of the alleged \"misfeasance and malfeasance of the [Southwest Junior High School] principal. Dr. Walter Marchalek (sic).\" Joshua's Motion, It 1. Dr. Marshaleck's competency to perform his duties is an individual personnel matter. Consistent with this Court's past practice, LRSD respectfully reguests that it be permitted to address this matter in accordance with its own internal processes. See Order filed Jan. 23, 1997, Docket No. 2915, attached hereto as Exhibit A. LRSD prays that Joshua's Motion be dismissed without a hearing. 2. LRSD admits that late summer changes in Southwest's master schedule resulted in approximately 80 registered students not having a schedule on the first day of classes. To accommodate these students. Dr. Marshaleck planned to provide hand-written schedules to these students upon arrival. This effort was slowed by the illness of Southwest's registrar who missed the first threedays of school, Southwest's attendance secretary was also absent the first day of school due to illness. The effort was further complicated by the arrival of approximately 60 students not previously registered to attend Southwest. These students also needed schedules. Students without schedules were supervised in the cafeteria without incident. Every effort was made, including 16-hour workdays, to provide all students with schedules as quickly as possible. All Southwest students had schedules and were attending class by August 27, 1997. LRSD denies the allegations set forth in paragraph 1 of Joshua's Motion except as specifically admitted above. 3. LRSD denies that \"numerous\" students were \"misassigned\" by Dr. Marshaleck. LRSD admits that one special education student was erroneously assigned to a gifted and talented class as a result of a data entry error. First priority was given to students with no schedules. As soon as all students had schedules, work began on correcting scheduling errors. The special education student's schedule was corrected on August 28, 1997. LRSD denies the allegations set forth in paragraph 2 of Joshua's Motion except as specifically admitted above. 4. LRSD admits the allegation set forth in paragraph 3 of Joshua's Motion. Individualized education plans are only prepared for special education students. 5. LRSD denies the allegations set forth in paragraph 4 of Joshua's Motion. 2i 6. LRSD admits that one student was slightly injured during an altercation with another student which occurred while a teacher left class unattended. This was against LRSD policy and a appropriate action has been taken in response to this incident. LRSD denies the allegations set forth in paragraph 5 of Joshua's Motion except as specifically admitted above. 7. LRSD admits that students without schedules were not receiving instruction. LRSD denies the remaining allegations in paragraph 6 of Joshua's Motion. The teaching staff at Southwest has been asked to make every effort to ensure that students who were assigned to class late do not fall behind. 8. LRSD denies the allegations set forth in paragraph 7 of Joshua's Motion. 9. LRSD admits that it was aware of the scheduling problem at Southwest. LRSD believes it responded appropriately by making additional personnel available to assist Southwest, and the problem has now been resolved. LRSD denies the allegations set forth in paragraph 8 of Joshua's Motion except as specifically admitted above. 10. LRSD denies the allegations set forth in paragraph 9 of Joshua's Motion. 11. LRSD admits that counsel for Joshua made LRSD aware of the allegations contained in Joshua's Motion before the motion was filed. LRSD denies the remaining allegations set forth in paragraph 10 of Joshua's Motion. 312. LRSD is willing to work with Joshua to resolve any outstanding concerns about the operation of Southwest. However, a constructive dialogue of Joshua's concerns has been made more difficult by counsel for Joshua's past threats to \"get\" Dr. Marshaleck. WHEREFORE, LRSD prays that Joshua's Motion To Have Southwest Jr. High Placed In Receivership And For The Appointment Of A Special Administrator be denied with prejudice and without a hearing\nthat LRSD be awarded its costs and attorneys' fees expended herein\nand that LRSD be awarded all other just and proper relief to which it may be entitled. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: Christopher Heller b^hn C. Fendley, Jr. 1^9: 083) 92182) 441 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States JU - : , 1997. mail on this 5^ day of Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Cl Ji\nnnistopher Heller onn C. Fendley, Jr. 5RECEIVFP SEP 8 1937 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION,, FILED OFFICE OF DESEGREGATION MONITORIMQ LITTLE ROCK SCHOOL DISTRICT U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS SEP 51997 PLAINTIFF V. LR-C-82-86^,^ES W McCORMACK, CLERK By:__________________ PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DE?, CLERK DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF LRSD'S RESPONSE TO MOTION TO HAVE SOUTHWEST JR. HIGH SCHOOL PLACED IN RECEIVERSHIP AND FOR THE APPOINTMENT OF A SPECIAL ADMINISTRATOR I. Individual Personnel Matter. Joshua's Motion arises out of the alleged \"misfeasance and malfeasance of the [Southwest Junior High School] principal. Dr. Walter Marchalek (sic).\" Joshua's Motion, H 1. Dr. Marshaleek's competency to perform his duties is an individual personnel matter. Consistent with this Court's past practice. LRSD respectfully requests that it be permitted to address this matter in accordance with its own internal processes. See Exhibit A to Motion. LRSD prays that Joshua's Motion be dismissed without a hearing. Joshua's allegations against Dr. Marshaleck are very similar to those made against Robinson High School Principal Ralph Hoffman in November of last year. As with Dr. Marshaleck, Joshua alleged that Hoffman's conduct as principal was \"in derogation of the Court approved Desegregation and Interdistrict Plans.\" See Docket No. 2848, p. 5. Without reaching the merits of Joshua's allegations. this Court dismissed Joshua's Motion without a hearing stating.\"The Court considers the allegations against the principal at Robinson High School an individual personnel matter which should be dealt with by the PCSSD according to its own processes.\" See Exhibit A to Response, p. 2. LRSD respectfully requests the same consideration in the present case. II. Receivership. It is well-established that a district court must use the least intrusive means to bring about compliance with a consent decree. See U.S. V. Michigan. 940 F.2d 167 (6th Cir. 143, 1991)(\"[I]t was incumbent upon the district court in the action sub judice to impose the least intrusive remedies available in resolving the issues reviewed on appeal.\")\nMorgan v. McDonough. 540 F.2d 527, 533 (1st Cir. 1976) (\"To be sure, direct judicial intervention in the operation of a school system is not to be welcomed, and it should not be continued longer than necessary. But if in extraordinary circumstances it is the only reasonable alternative to noncompliance with the court's plan of desegregation. it may. with appropriate restraint. be ordered.\")(emphasis supplied). See also Kendrick v. Bland. 740 F.2d 432, 439 (6th Cir. 1984)(\"[T]he district court breached fundamental principles of federalism and exceeded its authority by enjoining Hendricks, Henderson and Ashley from performing certain responsibilities of employment which had been delegated to them by the state.\"). Consistent with this principle, an entity should not be placed in receivership unless the entity willfully disobeys a court order and violates the constitutional rights of the protected 2class. See Glover v. Johnson. 855 F.2d 277, 286 (6th Cir. 1988). There is no evidence that LRSD has done either. Moreover, the scheduling problems at the heart of Joshua's Motion have already been corrected. All Southwest students had schedules and were attending classes by the time Joshua filed its Motion. Therefore, even if this Court reaches the merits of Joshua's Motion, the motion should be denied. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY\nc: J^ ihBistopher Heller/ (8 onn C. Fendley, Jr J ( 1083) Jr. (#92182) 3( CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by deposit:^g a copy of same in the United States mail on this day of \u0026gt; 1997. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr, Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Ch: (L- .r^stopher Heller' u John C. Fendley, Jr. 4FILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION u s district COURT eastern district ARKANSAS DEC 0 5 1997 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, etal.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * * * * * * * * * * * ORDER JAMES W. McCOi By\n^\u0026lt;McCORM, WCK, CLERK No. LR-C-82-866 oep CLERK iUMi: Before the Court is a motion filed by the Joshua Intervenors (Joshua) requesting that this Court convene a hearing involving the Little Rock School District (LRSD), the Office of Desegregation Monitoring (ODM), and Joshua in order to review the circumstances said to exist at Southwest Junior High School. Joshua requests that this Court, upon appropriate findings. determine that it is necessary to have the school placed in receivership or in the hands of a specially designated authority other than the present principal of the school. The time for filing a response to this motion has passed, and the LRSD has not filed a response. This motion was filed during the time in which the Court suspended monitoring of the LRSD in order to allow the LRSD to develop proposed modifications to the desegregation plan. By requesting that this Court place Southwest Junior High School in receivership, Joshua has requested a drastic, equitable remedy. Throughout the history of this case, this Court has never placed a school into receivership. After reviewing Joshuas motion and brief in support. 1 Docket No. 3038. 08 t this Court concludes that the facts as presented by Joshua do not justify the appointment of a receiver to take over the operations of the school. Therefore, Joshuas motion is denied. IT IS SO ORDERED THIS \u0026lt;3 day of December 1997. UNITED S DISTRICTr\n^UDGE iancewithri ruts DOCUMOfT ENTERED ON DOCKET SHEET IN SSrJANCE with rule 8B AN(X)fl T(a) FRCP 19^5-2^'?__ ---------------- 2 FILED U.S. DISTRICT COURT eastern district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES By\n. DEC 0 9 1997 iOflMACK, CLERK LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, etal.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * * * * * * * * * * * * ORDER Ki DEP CLERK No. LR-C-82-866 RECEIVE!^ DEC 9 1397 OFFICE OF DESEGREGATION MONITORING By previous Order dated December 5, 1997, this Court denied a motion filed by the Joshua Intervenors (Joshua\") requesting that this Court convene a hearing to review the circumstances said to exist at Southwest Junior High School and determine that it is necessary to place the school in receivership.' In that Order, this Court inadvertently indicated that the Little Rock School District (LRSD) had failed to respond to the motion. For the record, this Court wishes to clarify that the LRSD did file a response in opposition to the motion.^ After reviewing that response, this Court reaffirms its initial decision to deny the Joshua Intervenors motion. IT IS SO ORDERED THIS day of December 1997. untteBst^ dktri^Tj^ DGE Docket No. 3083. n-HS DOCUMENT ENTERED ON DOCKET SHEET IN COMPU^Ejj^^^LE 58 ANaOR 79(a) FRCP ON BY ^4 1 2 Docket No. 3044 and Docket No. 3045. 0 8 5c* Cf John W. Walker, P.A. JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED DEC 1 8 1997 omcEOf DESEGREGATION MONrrORING December 17, 1997 Mr. Michael Gans, Clerk U.S. Court of Appeals 1114 Market Street St. Louis, MO 63101 Re: Appeal No. 97-1689EALR Appeal No. 97-1700EALR Joshua, et al. v LRSD, et al. Dear Mr. Gans: Enclosed please find original and 2 copies of Joshua's motion to supplement the record and 3 copies of their supplemental appendix regarding the appeal captioned above. Also enclosed is a self addressed stamped envelope for return of the file marked copy of the motion. Thank you for your cooperation. / incerely, I John W. Walker JWW:j s Encslosures cc: Mr. Chris Heller Mr. Sam Jones Ms. Ann Brown CP IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT NO. 97-1689EALR NO. 97-1700EALR LITTLE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. V. MRS. LORENE JOSHUA, ET AL. MOTION TO SUPPLEMENT RECORD received dec 1 8 1997 OfflCEOF desegregwiom monitoring APPELLEE APPELLEE APPELLANT Pursuant to Rule 27(B)(a)(6) and Rule 30A(b)(4), Rules of the United States Court of Appeals for the Eighth Circuit, appellants respectfully request that the attached document be accepted as a supplemental appendix. Appellants believe that these documents shed light on the issues raised in the appeal. Respectfully submitted, John W. Walker Robert Pressman John W. Walker, P.A. 1723 Broadway Little Rock, AR (501)^74-3758 By \u0026gt; J oh: W. 72206 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing pleading has been sent via United States mail on this 17th day December, 1997 to Chris Heller, Friday, Eldredge \u0026amp; Clark, 2000 First Commercial Bank Building, Little Rock, AR, Sam Jones, Wright, Lindsey \u0026amp; Jennings, 200 west Capitol, Suite 2200, Little Rock, AR 72201 and Ann Brown, Office of Desegregation Monitoring, 201 East Markham, Suite 510, Little Rock, AR 72201. / lL 5 ' 4 4 4 INDEX TO SUPPLEMENTAL APPENDIX 4 Relevant Docket Entries 1 y Motion to Have Southwest Jr. High School Placed in Receivership and for the Appointment of a Special Administrator ......................... 7 4 y LRSD's Response to Motion to Have Southwest Jr. High School Placed in Receivership and for the Appointment of a Special Administrator 12 Order of the Court filed December 5, 1997 17 Order of the Court filed December 8, 1997 19 4 4 4 4 4 4 8 4 4fl fl received fl IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT DEC 1 8 1997 fl NO. 97-1689EALR NO. 97-1700EALR OFFICE OF OESEGREGAHOMMOMITORINS LITTLE ROCK SCHOOL DISTRICT APPELLEE PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. APPELLEE fl V. fl MRS. LORENE JOSHUA, ET AL. APPELLANT fl fl SUPPLEMENTAL APPENDIX OF fl MRS. LORENE JOSHUA, ET AL. fl fl John W. Walker John W. Walker, P.A. fl 1723 Broadway Little Rock, AR (501) 374-3758 72206 n Robert Pressman 22 Locust Avenue Lexington, MA (617) 862-1955 02173ri ri ri ri INDEX TO SUPPLEMENTAL APPENDIX ri Relevant Docket Entries 1 ri Motion to Have Southwest Jr. High School Placed in Receivership and for the Appointment of a Special Administrator ......................... 7 ri ri LRSD's Response to Motion to Have Southwest Jr. High School Placed in Receivership and for the Appointment of a Special Administrator 12 ri Order of the Court filed December 5, 1997 17 ri Order of the Court filed December 8, 1997 19 Proceedings 4:82cv866 include events between 8/27/97 and 12/17/97. LEAD Little Rock School, et al v. Pulaski Cty School, et al EAL LEAD APPEAL H U.S. District Court USDC for the Eastern District of Arkansas (Little Rock) CIVIL DOCKET FOR CASE #: 82-CV-866 Filed: 11/30/82 Little Rock School, et al v. Pulaski Cty School, et al Assigned to: Judge Susan W. Wright Mahm-o of quit-- Question Dkt # in 8USCA : is 90-1165EA Dkt # in 8USCA : is 90-1166/1167 Cause: 42:1983 Civil Rights Act 8/27/97 3/27/97 9/2/97 9/2/97 3/5/97 3/5/97 3/8/97 440 3038 3039 3040 3041 3042 3043 3044 3045 3046 MOTION by Joshua to have Southwest Jr. High School placed in receivership and for appointment of a special administrator (vjt) [Entry date 08/28/97] [4:82cv866] MEMORANDUM by Joshua in support of motion to have Southwest Jr High School placed in receivership [3038-1] and for appointment of a special administrator [3038-2] (vjt) [Entry date 08/28/97] [4:82cv866] NOTICE of filing of ADE's Project Management Tool for August, 1997 (vjt) [Entry date 09/02/97] [4:82cv866] MOTION by LRSD to release the vacant four-year old program seats for the 1997-98 school year to students on the waiting list (vjt) [Entry date 09/03/97] [4:82cv866] seats MOTION State\nby PCSSD for summary judgment on the issue of the funding formula (vjt) [Entry date 09/03/97] [4:82cv866] BRIEF by PCSSD in support of motion for summary judgment on the issue of the state funding formula [3042-1] (vjt) [Entry date 09/03/97] [4:82cv866] RESPONSE by LRSD to Joshua's motion to have Southwest Jr. High School placed in receivership [3038-1] and for appointment of a special administrator [3038-2] (vjt) [Entry date 09/08/97] [4\n82cv866] MEMORANDUM BRIEF by LRSD in support of motion response [3044-1] (vjt) [Entry date 09/08/97] [4:82cv866] ORDER by Judge Susan W. Wright granting LRSD's motion to release the vacant four-year old program seats for the 1997-98 school year to students, including black students, who can benefit from the educational opportunities which will be provided [3041-1] (cc: all counsel) (vjt) [Entry date 09/09/97] [4:82cv866] Docket as of Deceniber 17, 1997 11:04 am Page 1 J. SUPP. APP. -1Proceedings 4:82cv866 include events between 8/27/97 and 12/17/97. LEAD Little Rock School, et al v. Pulaski Cty School, et al EAL 9/10/97 3047 9/11/97 3048 9/26/97 3049 9/26/97 3050 H 9/30/97 3051 9/30/97 3052 M d 9/30/97 3053 d 9/30/97 3054 d 3055 d 10/7/97 3056 d d 10/14/97 3057 10/20/97 3058 MOTION by respondent Arkansas Education to extend time to respond to PCSSD's separate motion for summary judgment on the issue of the State funding formula (jad) [Entry date 09/11/97] [4:82cv866] ORDER by Judge Susan W. Wright granting ADE's motion for extension of time until 9/30/97 to respond to PCSSD's separate motion for summary judgment on the issue of the State funding formula [3047-1] [3042-1] (cc: all counsel) (vjt) [Entry date 09/12/97] [4:82cv866] MOTION by LRSD for approval of revised desegregation and education plan (vjt) [Entry date 09/29/97] [4:82cv866] MEMORANDUM BRIEF by LRSD in support of motion for approval of revised desegregation and education plan [3049-1] (vjt) [Entry date 09/29/97] [4:82cv866] RESPONSE by ADE to PCSSD's motion for summary judgment on the issue of the state funding formula [3042-1] (vjt) [Entry date 10/01/97] [4:82cv866] DECLARATION of John Kunkel in opposition to PCSSD's motion for summary judgment on the issue of the state funding formula [3042-1] (vjt) [Entry date 10/01/97] [4:82cv866] DECLARATION of Tristan Greene in opposition of PCSSD's motion for summary judgment on the issue of the state funding formula [3042-1] (vjt) [Entry date 10/01/97] [4:82cv866] NOTICE of filing of ADE's Project Management Tool for September, 1997 (vjt) [Entry date 10/01/97] [4:82cv866] MOTION by Joshua Intervenors for hearing to develop procedures for the consideration of the motion of the LRSD for the approval of a revised plan (vjt) [4:82cv866] MOTION by Knight Intervenors for extension of time to respond to LRSD motion for approval of revised desegregation and education plan (vjt) [Entry date 10/08/97] [4:82cv866] MOTION by PCSSD for release from federal court supervision (vjt) [Entry date 10/15/97] [4:82cv866] RESPONSE by Knight Intervenors to LRSD's motion for approval of revised desegregation and education plan [3049-1] (vjt) [4:82cv866] Docket as of December 17, 1997 11:04 am Page 2 J. SUPP. APP. -2 hfl Proceedings include events between 8/27/97 and 12/17/97. LEAD 4:82cv866 Little Rock School, et al v. Pulaski Cty School, et al EAL 10/22/97 3059 10/23/97 3060 (jad) [4:82cv866] RESPONSE by plaintiff Little Rock School to motion for hearing to develop procedures for the consideration of the motion of the LRSD for the approval of a revised plan [3055-1] (jad) [Entry date 10/23/97] [4:82cv866] MOTION by Joshua intervenors to extend time to respond to PCSSD's petition for release from Federal Court supervision 10/23/97 3061 10/23/97 3062 fl * w w H 10/27/97 3063 10/31/97 3064 H 10/31/97 3065 10/31/97 3066 ORDER by Judge Susan W. Wright finding the motion for extension of time to respond to LRSD motion for approval of revised desegregation and education plan moot [3056-1] (cc: all counsel) (EOD 10/23/97) (jad) [4:82cv866] ORDER by Judge Susan W. Wright setting LRSD's motion for approval of revised desegregation and education plan for hearing on 12/01/97 at 9:00 [3049-1]\ndenying Joshua intervenors motion for hearing to develop procedures for the consideration of the motion of the LRSD for the approval of a revised plan [3055-1]\nDiscovery ddl set 11/17/97\ngranting LRSD's request to continue the temporary hiatus from monitoring\nLRSD shall have 10 days after the court's ruling regarding adoption of proposed revised plan to file it's motion for reconsideration of ruling on LRSD's motion to end Federal Court jurisdiction (cc: all counsel) (EOD 10/23/97) (jad) [Entry date 10/24/97] [4\n82cv866] ORDER by Judge Susan W. Wright granting Joshua's motion to extend time until 11/24/97 to respond to PCSSD's petition for release from Court supervision [3060-1] [3057-1] (cc: all counsel) EOD 10/27/97 (vjt) [4:82cv866] ORDER by Judge Susan W. Wright directing parties to exchange exhibits with one another and to provide an exhibit list, as well as copies of their exhibits, to both the Court \u0026amp; ODM on or before the November 17, 1997 discovery deadline in accordance with the Court's Order [3062-1], which set a hrg for 12/1/97 re LRSD's motion for approval of proposed revised desegregation and education plan (cc: all counsel) EOD 10/31/97 (vjt) [4:82cv866] ORDER by Judge Susan W. Wright approving the Policy on Interdistrict Magnet School Budget Process as outlined and adopted by the Magnet Review Committee and the Interdistrict Magnet School Draft 6 Budget for 1996-97 (cc: all counsel) EOD 10/31/97 (vjt) [4:82cv866] Interrogatories filed by Joshua Intervenors' regarding LRSD's motion for approval of the revised desegregation and education plan (jad) [Entry date 11/03/97] [4:82cv866] Docket as of December 17, 1997 11:04 am Page 3 J. SUPP. APP. -3 Id Proceedings include events between 8/27/97 and 12/1^97. proceeaxiy Little Rock School, et al v. Pulaski Cty School, et al EAL 4:82cv866 10/31/97 3066 M 10/31/97 3067 10/31/97 3068 11/3/97 11/4/97 3069 11/4/97 3070 REQUEST by Joshua Intevenors' for production of documents regarding LRSD's motion for approval of the revised desegregation and education plan (jad) [Entry date 11/03/97] [4:82cv866] MOTION by Joshua Intervenors to continue hearing (jad) [Entry date 11/03/97] [4:82cv866] NOTICE by Arkansas Department of Education of filing Project Management Tool for October 1997 (jad) [Entry date 11/03/97] [4:82cv866] DOCKET NOTE: exhibit #3 to the Court's order of 10/31/97 (Doc. #3065) mailed to all parties this date as it was inadvertently omitted from the order when copied (jad) [4:82cv866] ORDER by Judge Susan W. Wright taking under advisement Joshua intevenors motion to continue hearing until the the other parties involved have filed their responses to the motion to continue [3067-1] (cc: all counsel) (EOD 11/04/97) (jad) [4:82cv866] RESPONSE by Little Rock School District to Joshua intervenors motion to continue hearing [3067-1] (jad) [4:82cv866] 11/6/97 3071 ORDER by Judge Susan W. Wright granting Joshua's motion to continue hearing [3067-1]\nthe Court will conduct a hearing on LRSD's motion for approval of revised desegregation and education plan beginning at 9:00 a.m. on 2/2/98 [3049-1]\nthe discovery deadline is 1/20/98\nthe Court will also _ conduct a hearing on PCSSD's motion requesting release from federal court supeirvision beginning at 9:00 a.m. on 3/23/98 [3057-1]\nthe discovery deadline is 3/9/98 (cc: counsel) EOD 11/6/97 (vjt) [4:82cv866] all 11/10/97 3072 uUJCA) we vacate the order awarding fees and costs to the LRSD and PCSSD school districts and remand for further proceedings (de) [4:82cv866] Opinion (8USCA) 11/10/97 3073 11/13/97 3074 11/20/97 3075 MANDATE from 8 USCA reversing and remanding the Decision of the District Court [Appeal [2905-1] (de) [4:82cv866] AMENDED MOTION by LRSD for attys' fees and for costs as to state defts (vjt) [Entiry date 11/14/97] [4:82cv866] SUPPT,FMRNTAT. MOTION by Joshua for extension of time to respond to PCSSD's petition for release from federal court supervision (vjt) [Entzry date 11/21/97] [4:82cv866] Docket as of December 17, 1997 11:04 am Page 4 J. SUPP. APP. -4Proceedings include events between 8/27/97 and 12/17/97. LEAD Little Rock School, et al v. Pulaski Cty School, et al EAL 4:82cv866 11/21/97 3076 fl 11/25/97 3077 H 11/26/97 3078 12/2/97 3079 ORDER by Judge Susan W. Wright granting Joshua's motion for a second extension of time until 12/2/97 to respond to PCSSD's petition for release from federal court supervision [3075-1] [3057-1] (cc: all counsel) EOD 11/21/97 (vjt) [4:82cv866] NOTICE of filing of ADE's Project Management Tool for November, 1997 (vjt) [Entry date 11/26/97] [4:82cv866] AMENDED MOTION by PCSSD for attys' fees and costs as to state defts (vjt) [4:82cv866] OPPOSITION RESPONSE by Joshua to PCSSD's motion for release from federal court supervision [3057-1] (vjt) 12/2/97 3080 [4:82cv866] RESPONSE by ADE to PCSSD's amended motion for attys' [3078-1] and costs as to state defts [3078-2] (vjt) [Entry date 12/03/97] [4:82cv866] fees 12/3/97 3081 12/5/97 3082 12/5/97 3083 MOTION by Joshua for an order directing ODM to provide a listing of all monitoring reports issued during the past fifteen months re PCSSD \u0026amp; NLRSD (vjt) [Entry date 12/04/97] [4:82cv866] ORDER by Judge Susan W. Wright granting Joshua's motion for an order directing ODM to provide a listing of all monitoring reports issued during the past fifteen months re PCSSD \u0026amp; NLRSD [3081-1]\nODM is directed to provide Joshua for the record a listing of all monitoring reports that it has issued during the past fifteen months or is in the process of issuing (cc: all counsel) EOD 12/5/97 (vjt) [4:82cv866] M M ORDER by Judge Susan W. Wright denying Joshua's motion to have Southwest Jr. High School placed in receivership [3038-1] and/or for appointment of a special administrator all counsel) EOD 12/5/97 (vjt) [3038-2] (cc: [4:82cv866] 12/5/97 3084 II fl 12/8/97 3085 fl fl ORDER by Judge Susan W. Wright directing the Clerk to file this Order and the attached letter, (ODM's response to Joshua's request for a listing of all monitoring reports issued during the past fifteen months), thereby making the letter a part of the record in this case (cc: all counsel) EOD 12/5/97 (vjt) [4:82cv866] ORDER by Judge Susan W, Wright reaffirming this Court's initial decision to deny Joshua's motion re placing Southwest Junior High School in receivership [3038-1] [3038-2] [3044-1] [3083-1] (CC: all counsel) EOD 12/8/97 (vjt) [4:82cv866] Docket as of December 17, 1997 11:04 am Page 5 * J. SUPP. APP. -5ri Proceedings include events between 8/27/97 and 12/17/97. LEAD 4:82cv866 Little Rock School, et al v. Pulaski Cty School, et al EAL 12/8/97 3086 12/11/97 3087 ri 12/12/97 3088 12/12/97 3089 12/12/97 3090 12/12/97 3091 12/12/97 3092 H M 12/12/97 3093 12/16/97 3094 REPLY by PCSSD to ADE's response to amended motion for attys' fees [3078-1] and costs as to state defts [3078-2] (vjt) [Entry date 12/09/97] [4:82cv866] MEMO TO FILE: finding PCSSD's motion for extension of time to respond to LRSD's motion for attys' fees and costs [3024-1] moot purs to Order entered on 7/11/97 [3025-1] (vjt) [4:82cv866] ORDER (8 USCA) motion of appellee PCSSD for attys' fees and costs on appeal is granted\nPCSSD shall recover for appellant State of Arkansas $1,646.00 (de) [4:82cv866] EMERGENCY MOTION by Joshua for order concerning the payment of attys' fees by the LRSD (vjt) [4:82cv866] MEMORANDUM by Joshua in support of emergency motion for order concerning the payment of attys' fees by the LRSD [3089-1] (vjt) [4:82cv866] MOTION by the Joshua Intervenors to quash deposition of Bonnie Brown (bt) [Entry date 12/15/97] [4:82cv866] AFFIDAVIT of John W. Walker regarding motion to quash deposition of Bonnie Brown [3091-1] (bt) [Entry date 12/15/97] [4:82cv866] RESPONSE by plaintiff Little Rock School to motion to quash deposition of Bonnie Brown [3091-1] (bt) [Entry date 12/15/97] [4:82cv866] ORDER by Judge Susan W. Wright denying Joshua's motion to quash deposition of Bonnie Brown [3091-1] (cc: all counsel) EOD 12/16/97 (vjt) [4:82cv866] M M ri ri Docket as of December 17, 1997 11:04 am Page 6 J- SUPP- APP-II t II ) IN THE UNITED STATES COURjJdisIrI^o^rt EASTERN DISTRICT OF ARK(^.^D'S'''RCT ARKANSAS II WESTERN DIVISION AUG 2 7 1997 JAMES W McCORMACK, CLERK ri LITTLE ROCK SCHOOL DISTRICT By: ri VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION TO HAVE SOUTHWEST JR. HIGH SCHOOL PLACED IN RECEIVERSHIP AND FOR THE APPOINTMENT OF A SPECIAL ADMINISTRATOR The Joshua Intervenors respectfully request that the Court convene a hearing involving the ) Little Rock School District, the O5ce of Desegregation Monitoring and the Joshua Intervenors in order to review the circumstances that exist at Southwest Junior High School including many w violations of the LRSD and Interdistrict Plans adversely affecting the education of black students, and upon appropriate findings determine that it is necessary to have the school placed in receivership, or in the hands of a specially designated authority other than the present principal of the school. For cause, the Joshua Intervenors respectfully show the court that: 1. Chaotic conditions exist at the school, including but not limited to, numerous students having been kept out of classes for the first five days of school by the principal because they have no schedules through no fault of their own and through the misfeasance or malfeasance of the principal. Dr. Walter Marchalek and the failure of the leadership of the LRSD to respond appropriatelyjto the 1 r J. SUPP. APP. -7I situation\nri 2. Numerous students have been misassigned to classes by Principal Marshalek with the ri result being that some students who were last year assigned to special education and/or resource classes are now assigned to gifted and talented classes and vice versa\n3. Many students are retained or have been retained in the same grade for one or more years without the school developing an individualized remedial plan for the student\n4. Many students are retained or have been retained in the same grade for two years or more without their parents receiving interim reports prior to their retention\n5. Discipline in the school is frequently arbitrary or in some cases non-existent. Some students are left unsupervised in classes without teachers thereby increasing the probability of diiEcult student relationships. In one of the unsupervised classrooms, at least one student has been injured due, in large part, to the absence of supervisor personnel\n6. Students are not being taught due to the delay in making schedules for them. For these students, the school has no plan for providing remediation type work. These students will necessarily be disadvantaged in meeting the educational expectations of the school, with many being unable to make up the time or work lost, due to the administrator misfeasance or malfeasance\n7. The teaching staff is fractionated and substantially leaderless. Education on an organized, systematic and educationally acceptable basis is simply not occurring at Southwest Junior High school\n8. The school district is aware of these problems. It has been aware of these problems ance the assignment of the present principal to the school. The school district has not devised a plan to correct the problems identified above and others of a similar nature. The problems impact black I 2 J. SUPP. APP. -89 II students almost exclusively, with black males being disproportionately affected by the adverse conditions at the school. Moreover, the school administration has difficulty in treating this group of ri students fairly, as a general matter. 9. The equal educational opportunities promised by the desegregation plan are not ri occurring at Southwestern Junior High School\nthe facts cited in this motion establish violations of ri the LRSD Plan, 4/92, at [pp. 2-3 (Leadership), pp. 28-29 (School Operations), and 33-35], and the Interdistrict Plan, 4/92, at [p. 21 (School Operations)]. 10. Joshua has previously served notice of the administrative malfeasance which has occurred at the school upon IJttle Rocks acting administrative superintendent Don Roberts and upon Ms. Ann Brown. See Attachment A. These efforts did not yield improvements at Southwest. Black ri students are thus in a position where their educational opportunity is being severely curtailed, and in some cases denied in violation of the desegregation plan. This action for relief is therefore appropriate and necessary. An early hearing is essential if relief is to be meaningful. WHEREFORE, the Joshua Intervenors respectfully pray that the Court a) give this matter urgent and immediate attention\nb) require the District to prepare within two days a report showing the actual school climate and the extent to which students have been assigned or misassigned to class\nc) require the District to report to extend to which black males have been adversely affected by late assignment or scheduling practices and to describe the remediation plans that the District has provided or plans to provide for make-up work, and other corrective actions\nd) require the District to establish the extent to which students have been retained in specific grades for more than one year\nand to explain by clear and convincing proof all other conditions that demonstrate racial disparity. The Court is further called upon to enjoin the District from allowing the present principal to continue J. SUPP. APP. -9 I * ) 3ri ri his asagnment at Southwest Junior High School and to have placed in his stead someone responsible ri to the Court who will establish the school as an efficient, nondiscriminatory educational institution. The Intervenors further pray that the Court require the ODM to develop a comprehensive monitoring ri report on the present educational and interpersonal conditions which exist at Southwest Junior High ri School, the extent to which there is racial division in the school, and the extent to which the principal has led and now leads the institution. ri Joshua finally prays, as a last resort, for the school to be placed into receivership. ri Respectfully submitted. ri ri JOHN W. WALKER, P. A 1723 Broadway Little Rock, Arkansas 72206 (501) 374-3758 By\nri ) Joi TWalker, Bar No. 64046 ) ri CERTIFICATE OF SERVICE ri ri I hereby certify that a copy of the foregoing pleading has been served upon all counsel of record, by placing a copy of the same in the United States Mail with sufficient postage prepaid, on this PA day of August, 1997. ri 4 J. SUPP. APP. -10 IIN W. WALKER LALPH WASHINGTON fK BURNETTE TIN PORTER. JR. ri ri ri ri ri ri ri ri ri ri ri John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 Via Facsimile - 324-2146 August 12, 1997 Dr. Don Roberts Interim Superintendent Little Rock School District 810 West Markham Little Rock, AR Dear Dr. Roberts\n72201 OI.HUUX jcai., yWB iiaa mmyyrriiaada complaints ooff\na* ^v'- racial nature from students, parents and staff regarding the-administration of Dr. Walter Marshaleck at Southwest Junior Hig@J. School. I advised him that there appeared to be a number of problems and suggested that he may wish to address them the beginning of this school year. T_he_ _s_c_h_o_o_l_ _y_e_a_r_ _is at hand and my office has already received at least three^complaint^ ftom' \u0026gt;black staff members which we construe to have racial zC believe that it would be aoDrooriate for VOll fo A Hl ----- ----------- ---- - overtones. --------- that it would be appropriate for you to address this matter at once to determine whether the Indications we have received are symptoms of a more endemic problem. We will cooperate with you in addressing the issue at your request. We will Back to the Southwest Junior High School matter, Ms. Springer and I spoke with Dr. Marshaleck today and we will no doubt have different opinions about our conversation. .__ perspective, he seeks to run the school and to interact with people as if he is still a military officer. This approach is contrary to the spirit and promises of the desegregation plan. The plan seeks and promises cooperation rather than dictatorial interpersonal and interprofessional situations. From our This approach is Your counsel and wisdom are earnestly sought regarding this matter. CltSK .f- k JWW\njs pc\nMs. Ann Brown Mr. Walter Marshaleck J. SUPP. APP. -11 \u0026gt; ri IN THE UNITED STATES DISTRICT EASTERN DISTRICT OF ARKAN^i ri WESTERN DIVISION IN WStRiCTAfflsAS ri LITTLE ROCK SCHOOL DISTRICT SEP 51997 JAMES w McCormack. V. LR-C-82-866 DEP. CLERK ri ri PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS ri KATHERINE KNIGHT, ET AL INTERVENORS ri LRSD'S RESPONSE TO MOTION TO HAVE SOUTHWEST JR. HIGH SCHOOL PLACED IN RECEIVERSHIP AND FOR THE APPOINTMENT OF A SPECIAL ADMINISTRATOR ri LRSD for its Response states\n1. Joshua's Motion arises out of the alleged misfeasance ri j and malfeasance of the [Southwest Junior High School] principal. Dr. Walter Marchalek (sic). Joshua's Motion, S 1. Dr. ri Marshaleck's competency to perform his duties is an individual ri personnel matter. Consistent with this Court's past practice, LRSD respectfully requests that it be permitted to address this matter ri in accordance with its own internal processes. See Order filed Jan. 23, 1997, Docket No. 2915, attached hereto as Exhibit A. LRSD ri prays that Joshua's Motion be dismissed without a hearing. 2. LRSD admits that late summer changes in Southwest's ri master schedule resulted in approximately 80 registered students not having a schedule on the first day of classes. To accommodate these students. Dr. Marshaleck planned to provide hand-written schedules to these students upon arrival. This effort was slowed by the illness of Southwest's registrar who missed the first three J. SDpp. App. -12tf.'. fl days of school. Southwest's attendance secretary was also absent I the first day of school due to illness. The effort was further complicated by the arrival of approximately 60 students not N previously registered to attend Southwest. These students also needed schedules. Students without schedules were supervised in N the cafeteria without incident. Every effort was made, including 16-hour workdays, to provide all students with schedules as quickly as possible. All Southwest students had schedules and were i attending class by August 27, 1997. LRSD denies the allegations set forth in paragraph 1 of Joshua's Motion except as specifically admitted above. f 3. LRSD denies that \"numerous\" students were \"misassigned\" by Dr. Marshaleck. LRSD admits that one special education student N 3 was erroneously assigned to a gifted and talented class as a result of a data entry error. First priority was given to students with fl no schedules. As soon as all students had schedules, work began on fl correcting scheduling errors. The special education student's schedule was corrected on August 28, 1997. LRSD denies the allegations set forth in paragraph 2 of Joshua's Motion except as specifically admitted above. 4. LRSD admits the allegation set forth in paragraph 3 of Joshua's Motion. Individualized education plans are only prepared for special education students. 5. LRSD denies the allegations set forth in paragraph 4 of Joshua's Motion. ) 2 J. SUPP. APP. -13 fl 6. LRSD admits that one student was slightly injured during 1 an altercation with another student which occurred while a teacher left a class unattended. This was against LRSD policy and appropriate action has been taken in response to this incident. LRSD denies the allegations set forth in paragraph 5 of Joshua's Motion except as specifically admitted above. 7. LRSD admits that students without schedules were not receiving instruction. LRSD denies the remaining allegations in I paragraph 6 of Joshua's Motion. The teaching staff at Southwest ) has been asked to make every effort to ensure that students who were assigned to class late do not fall behind. 8. LRSD denies the allegations set forth in paragraph 7 of Joshua's Motion. 9. LRSD admits that it was aware of the scheduling problem at Southwest. LRSD believes it responded appropriately by making additional personnel available to assist Southwest, and the problem has now been resolved. LRSD denies the allegations set forth in paragraph 8 of Joshua's Motion except as specifically admitted above. 10. LRSD denies the allegations set forth in paragraph 9 of Joshua's Motion. 11. LRSD admits that counsel for Joshua made LRSD aware of the allegations contained in Joshua's Motion before the motion was filed. LRSD denies the remaining allegations set forth in paragraph 10 of Joshua's Motion. J. SUPP\" APP\" -14 3fl 12. LRSD is willing to work with Joshua to resolve any fl outstanding concerns about the operation of Southwest. However, a constructive dialogue of Joshua's concerns has been made more fl difficult by counsel for Joshua's past threats to \"get\" Dr. Marshaleck. fl WHEREFORE, LRSD prays that Joshua's Motion To Have Southwest fl Jr. High Placed In Receivership And For The Appointment Of A Special Administrator be denied with prejudice and without fl hearing\nthat LRSD be awarded its costs and attorneys' fees expended herein\nand that LRSD be awarded all other just and proper i a relief to which it may be entitled. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: (L. , Christopher Heller V/^4083) Sohn C. Fendley, Jr. \u0026lt;(4'92' 92182) 4 J. SUPP. APP. -15I CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by deposit:^g a copy of same in the United States mail on this day of , 1997. :^oJ fl fl Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown - HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 C] J,\niwistopher Heller onn C. Fendley, Jr. 5 J. SUPP. APP. -16fl IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * vs. No. LR-C-82-866 fl PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, etal.. Defendants, fl * * * * MRS. LORENE JOSHUA, et al.. Intervenors, filed ... district court eastern district ARKANSAS DEC 0 5 1997 JAMES W.|McC01 By\nCK, CLERK OeP CLERK KATHERINE KNIGHT, et al.. Intervenors. ORDER Before the Court is a motion filed by the Joshua Intervenors (Joshua\") requesting that this Court convene a hearing involving the Little Rock School District (LRSD\"), the Office of Desegregation Monitoring (ODM\"), and Joshua in order to review the circumstances said to exist at Southwest Junior High School.* Joshua requests that this Court, upon appropriate findings. determine that it is necessary to have the school placed in receivership or in the hands of a specially designated authority other than the present principal of the school. The time for filing a response to this motion has passed, and the LRSD has not filed a response. This motion was filed during the time in which the Court suspended monitoring of the LRSD in order to allow the LRSD to develop proposed modifications to the desegregation plan. By requesting that this Court place Southwest Junior High School in receivership, Joshua has requested a drastic, equitable remedy. Throughout the history of this case, this Court has never placed a school into receivership. After reviewing Joshuas motion and brief in support. Ia' * Docket No. 3038. fl lb J. SUPP. APP. -17 .4 8 t J I I this Court concludes that the facU as presented by Joshua do not justify the appointment of a receiver to take over the operations of the school. Therefore, Joshuas motion is denied. IT IS SO ORDERED THIS day of December 1997. [TEDS' UDGE nue rwvMwjMgfT entered ON DOCKET SHEET IN IUANCE WIW RULE 88 AND/OR 78(a) FRCP --------------------- C(\u0026gt;UPI 3N_ 2 W' Irl J. SUPP. APP. -18 aU.S. DIS' STTffirCOUR' ISTRteTARKA * -----------------COURT EASTERN DIST^T ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DEC 0 811997 JAMES By\n. 5 W. McCORi iORMACK, CLERK LITTLE ROCK SCHOOL DISTRICT, Plaintiff, DEP CLERK vs. No. LR-C-82-866 * PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al.. Defendants, * * MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * ORDER By previous Order dated December 5, 1997, this Court denied a motion filed by the Joshua Intervenors (Joshua\") requesting that this Court convene a hearing to review the circumstances said to exist at Southwest Junior High School and determine that it is necessary to place the school t in receivership. In that Order, this Court inadvertently indicated that the Little Rock School District (LRSD\") had failed to respond to the motion. For the record, this Court wishes to clarify that the LRSD did file a response in opposition to the motion. After reviewing that response, this Court reaffirms its initial decision to deny the Joshua Intervenors motion. IT IS SO ORDERED THIS ^^^^av of December 1997. Docket No. 3083. CM rms DOCUMENT ENTERED ON DOCKET SHEET IN COUPLlANCEWr ON ILE 68 AND/OR 79(a) FRCP ___BY UNnEb^A 2 Docket No. 3044 and Docket No. 3045. 3 0 8 5 J. SUPP. APP. -19AS (T ELlCA7f\\'- L SCiiOCl. I r L RECESVED EA!FICAT1C\\ E I 99 I -1?52 OCT 2 6 1991 School Building\n(Kame, Address, Zip) flic S2ese!^atian. Monitofin^ Puloski County Southwest Junior High School 3301 So. Bryant Little Rock, AR 72204 Tei e\nr.e: 57Q-4Q70 School District\n(Kccuie , Address, Zip) ri j Li ttl 10 L C T i-C fs I Lit* 161 e U I *\u0026gt; Pleese oy Oct r.en 72201 : (501) 324-2000 ,11 15, VIne cc 1991. 1 s 1 t ?icH tri c Charity Smith c School : i 1 ci Task c I c iC 1. All Team Leaders 2. Head Counselor Associcte Director Instructionol Services Arkenscs HC tnent 3. Charon Johnson, PTSA t 5i to! Little 11 Arkens es of Educ. 72201 l Southwest Junior High School Little Rock School District Little Rock, Arkansas little KOCK SCHOOL DISTRICT EPS CODE: ADA The pro HISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT ission of the Little Rock School Distric is to provide an educational gra.m that enables each ch.ild to achieve his/her highest potential, that end, the Little Rock School District will provide: (1) _ basic education for all students\n(2) programs that 'address the special To (1) a program of needs or students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and.athletics. 'Through an organized pro- cram of studies, each student will experience academic success and will learn and appreciate responsibi1ity and productive citizenship. Adopted 1-26-84District Goals 1. To increase educational achievement or all students specific emphasis on closing disparities in achievement. v\ni t h 2. To establish climates of educational excellence in all schools through: 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, all students structured learning environment for 3. To enhance human relations skills central office administrators. for principals, teachers, and '4 IVISICN STAEEMEOTS SOUTHWEST'S MISSION STATEMENT The -mission of Southwest Junior High is to provide equal and equitable ' Aa-ming oooortunities tihat will help to er.sure the educational success az every child. 1. 2. To char end we will: Fespcnd to the needs of students at Provide enrichment, basic and ranediai isk. 3. programs needs. hat address speci .c stucent Provide a safe and orderly learning environment which models and encourages seir cisci Through our specif !.Line. C activities, programs and curriculum, students wi'' exoerience success its best at Southwest. at 7th Grade Hall (3rd) With no effort on your part, you were bom to oe scmetlning very special and set apart - not just a human bemc but a human becaninc. What you are going to do in appreciation of th-at gift is a decision only you can make. Sth Grade (Hall (4th) To achieve excellence. think excellence. Sth Grade Hall (2nd) Georce Bernard Shaw: \"Setter keep yourself clean and bright\nyou are the window through which you must see the world\". Main Hall If you have a dream, you have e'/erything. If you have everything and no dream, then everything means nothing. Sth Hall Thanas F. Buxton: \"With ord1 nary talent and extra- ordinary perserverance, all things are attainable\".PHILOSPHY The aim of Southwest Junior High School is to provide equal and equitable learning opportunities that will ensure the educational success of every child. To this end, we focus upon a few necessary coimitments which are basic to our mutual goal of \"Success at its best at Southwest\". It is our belief that instructional leaders should\nLA. Feature a program that responds to the physical, intellectual, social, emotional and moral needs of the early adolescent learner. 2A. Provide a smooth transition fron the self contained elementary school to the highly diversified schedule of the high school by developing a school-within-a-school concept. 3A. Build on the successes of the elementary education and in turn, prepare pupils for a successful experience in the high school. 4A. Pronote the belief that all students can learn and every child will learn if presented with the right opportunity to do so, and actively demonstrate visible ccmraitment to high expectations for students, teachers and staff. SA. Organize parents, cannunity and school integration by actively encouraging parental involvement, school/business partnerships and ccmmunity interest in collaborative initiatives that address issues such as equity, literacy, mentoring and the press for educational excellence. 6A. Offer a wide choice of subjects with a definite curriculum plan tha tincludes factual information or organized knowledge, and skills which provide for a broad breadth of experiences that chanllenges curiosity and creativity and prepares pupils to beccnie good citizens of the world. 7A. Evaluate the program on a regular bsisi and make changes that enhance the learning process.SA. Recognize the importance of affective education bv orcyiding a forum for the improvenent of self concept, through peer tutoring, Kid's Days, school clubs, awards ceremonies, remedial assistance, counseling, heme roems and taachpr/aenH ?rn* orograms. 9A. lOA. UA. 12A. 13. 23. 33. 43. 53. 63. 73. Qnploy teachers who focus on the learning needs of dudHs bv using a variety of teaching techniques that actively involve the student. Develop a learning climate that is safe and personalized in which academic emphases are upon individual growth, critical/ creative thinking skills, and written/oral cannunication. Develop a vision for the school and translate it to speciric grade level, student, parent and educator in the school by posting them in every hallway. Ensure that the principal is a leader of instructors bv motivating, nuturing and supporting others. / it is our belief that teachers should: Provide for the emotional, physical and intellectual individuality of students by helping each to deveioo to full potential. Provide materials and knowledge wiich will enable each student to became a responsible and participating member of a democratic society while encouraging each student's resoect for self and others. :or her/ Share with the heme and the corrmunity the resoonsibilit'z not only tor the student's intellActual growth but also his socral, moral and aesthetic deveiotnent. Work as part of a team with others to prepare students for a perpetually changing world by planning interdiscinlinarv units. Provide students with essential skills that-will enable them to cempete with their peers nationally on standardized tegts. Encourage regular parenta 1 involvement in everv area of schooling. Teach to the objective and make sure that mastery is achieved by developing knowledge level work tasks at which students are successful and assure that students engage in these tasks. Also, we believe that students should: IC. Respect the self worth and the individual right of others to a quality edneat-inn,2C. Coopera-te with school officials in ensuring tha-c a wholesome learning climace prevails at the school. 3C. Copy daily objectives from the boards or overheads and work toward mastery of all materials presented bv the classroom teacher by actively participating in guided'practice in- class and independent study at heme. 4C. Obey school rules and regula-tions regard i-ng attendance and conduct. Further, we believe that parents should: ID. Become actively involved in his or her child's education by visiting the school, arranging conferences with tearhers, reviewing progress reports, joining the PTSA or groups, volunteer as gues' school activities. parent support speakers or mentors and support 2D. Provide experiences to complement and/or suDolenent the-i r child's education, trips, books, community activities. i.e., library, tutorship, family outings/PART ONE ASSESSMEKT/AI^ALYSIS OF LOC/iL SCHOOL ACCOMPLISHMENTS ANT) NEEDS IN RELATION TO ESTABLISHED DISTRICT GOALS 'ASSESSMENT ANALYSIS OF SCHOOL ACCOMPLISHMENTS AND NEEDS Goal: To increase educational achievement for all students with specific errphasis on closing the disparities in achievement. Accorrplishments: Student achievement on the MPT test increased on the 3rd administration of the 1991 test by 8% as conpared to the 1990 score. (1990 scores - 80, 82, 85%)\n1991 scores - 69, 88, 93% o student test score increase is attributed to: A. B. C. D. E. A successful academic incentive grant which was used to design and develop an after school homework and tutorial assistance program which served 90 at-risk students. All students enrolled passed the MPT. UALR morning tutoring program which provided services to 20 students. A school wide intensive tutorial program whereby every teacher and staff marber gave up preparation time to provide volunteer tutorial services. Increased parental involvement of 15% in the test-taking seminar. Special reading and math assistance during a portion of the year for students who scored below the 25% on the MAT-6. Each grade level increased their achievement on the MAT-6 when previous years scores were criteria referenced. class of 1994 difference in disparity 1989 (7) BA^ 30-69 39 Specifically, 1990 (8) B/W 33-73 40 1991 (9) B/W 42-67 25 Analysis: Black students increased score three consecutive years. white students increased score 2 consecutive years. Disparity was reduced by 15 point. A disparity reduction of 15% was also achieved. Goal\nTo establish climates of excellence in all schools by providing a disciplined, structured environment. Achievements: 1. A 5% reduction in the nurrtDer of student referrals was evidenced when 1990 and 1991 referrals for out of school suspensions were analyzed. 2. A family-like atmosphere was encouraged which allowed for every staff member and educator to be a part of a team.page 2 3. Parental involvement increased as measured by the total number of parents who ccnpleted forms to provide volunteer services to the school. completed forms and provided services. In 1990, a total of 33 parents Goal: To enhance human relation skills for principals, teachers, and central office administration. Overall human relations were increased as measured by an overall analysis of the 1990 and 1991 climate analysis survey. The average scores for, 1990 was a rating of 2-3. The average score for the 1991 were ratings of 3 to 4. (5 is the best possible rating.) NEEDS BUILDING In order to inprove school climate, all portal and make-shift classrooms should be replaced. 1. Currently, 4 classes are being conducted in 3 portable buildings. Conditions are unsuitable for learning and space per student violates state standards. 2. Because of a lack of space, one counselor's office is housed in the parent conference roan. This space is needed. 3. One classroan is now housed in the weight room adjacent to the gym. A new classroom is needed. 4. One reading class is conducted in the math storage area. A new classroom is needed. 5. Case managers, a staff of 5, are housed in the English storage area. A new office space is needed. 6. The In School Suspension program is being housed in the school's only storage area. A new In School Suspension room is needed. 7. The library reference room is used to provide desk and file space for 6 traveling staff members and new corputer equipment. Space for traveling teachers is required by P.N. agreement.page 3 8. Currently, parking is inadequate. At least 10 staff members 9. 10. 11. STAFF park on the school yard. parking except in the fire lane. members now park on the side walk. During the day, there is no visitor Also, at least 20 staff The bus loading area is grossly inadequate, is full of rocks, gravel and broken concrete. The parking area This is also a possible safety hazzard. A new bus loading area is needed. The bleachers in the gym and school lockers need to be replaced! A special education class is being housed in the home economics living room. A new space is desperately needed. Additional staff development activities are needed in the following areas: 1. Conducting parent conferences 2. Writing behavioral modification plans 3. Iirplementing and writing academic remediation plans 4. Learning strategies for all students 5. Investigating student incidents by administrators 6. How to increase parental involvement and supervision of student homework. 7. Current trends and research in education 8. Grant writing STUDENT 1. Same students report to school hungry, the breakfast program is needed. A reinstatement of 2. Free assignment notebooks would assist students in long range planning and conpletion of daily homeworkSOUTHWEST JUNIOR HIGH SCHOOL ANNUAL SCHOOL IMPROVEMENT PLAN JUNE, 1991 CHARITY SMITH, PRINCIPAL s. J ARKANSAS DEPARTMENT DE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE RCTK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 1 '^lilding Goal : 7. ~ . ' ) To increase educational achievement for all students with specific emphasis on closing disparities in achievenent. 'Related District Goa 1: Goal #1 Strategies/Act ivi ties 1. To inprove the delivery of instruction by reducing frontal lectures and providing more learner engaging activities by providing significant technical assistance to teachers. 2. To provide tutorial opportunities that are individualized to meet the needs of the child by enabling the student to contribute (to discuss his or her work, not merely copy and/or recall facts). 3. To continue to provide the homework center. Person Responsible Principal Technical Assist, staff - Center foi Leadership in School Reform Teachers Administrators Curriculum supervisors Counselors Parents Administrators Teaching teaiTis Students Mentors VIPS Principal Teachers Teaching teams Completion Date/ Time Lines Ongoing 1991-92 school year 1991-92 school year 1991-92 school year Related Staff Development Activi ties Method of Evaluation Learning Foundatioi Conpletion of staff curriculun inservice Sunmer Instruction Institute 11 Today for Tomorrow Institute for at- risk students Pre-school workshops Dr. Jody Potts - The Lively Mind seminars Inservice for participating staff Incentive grant review inservice development activities Quarterly monitoring of students Review of student's quarterly grades IARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 2 'E^ii Iding Goal\nI 'I 'Related District Goal\nStrategies/Acti vi ties 4. To create a team homework hot- line wtiich will allow parents and students to receive daily updates regarding Iiomework. 5. To improve our in-school suspension program by providing resource speakers, self-esteem training, and behavioral management and conflict resolution skills for students. 6. To disaggregate and utilize test data for identification of academic disparity in achievement and complete remediation plans. Person Responsible Principal Teachers Teaching teams Administrators Teaching teams VIPS Seminar speakers Administrators Teaching teams Parents ConipleLion Date/ Time Lines 1991-92 school year 1991-92 school year Review by Sept. 15 Related StaTT Development Activi ties UAiLR tutoring program Quarterly \"staff development for ISSP Monthly faculty meetings and weekly team meetings Disparity reduction seminar Multicultural naterials inservice Method oT Evaluation Quarterly attendance reports Review of after school program Quarterly ISSP reports Statistical survey of student achievements School level data analysisI t:.} T J SCHOOL DISTRICT SCHOOL '^1 i1 di ng Goa I: Id 'Related District Goal\nSLrategies/Activities 7. ARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRICT SOUTHWEST JUNIOR HIGH SCHOOL To identify low achievers and provide sunmer academic enriclmnent opportunities. 8. To continuously improve the instruction delivered by compensatory instructors by providing on site instruction. 9. To continuously monitor instruction and develop interdisciplinary teaching units. 0. To reduce disparity between black and wliite students by 5%. I DATE 6/91 3 Person Responsible 3 teachers 1 asst, principal 1 New Futures liaison Math and reading specialists Administrators Staff developnent director Principal Curriculuti supervisors Teachers Staff developnent director II Completion Date/ Time Lines 1991-92 school year Ongoing 1991-92 Ongoing 1991-92 It Related Staff Development Activi ties Heifer Project Sunmer Learning Institute program and workshops Parent conferences Providing inservict!: Learning Styles Reclaiming At- Risk youth Provide inservice regarding: Method of Evaluation Review or conpletion of Conpensatory teacher's report Standardized test results Monitoring of: A. Teacher conferences 1. Teacher evalua- B, Building audit tion inservice 2. Program for effective learning 3. TESA 4. Clinical supervision 5. Writing object 6. Disparity re- 7. ^ticuitural activities 8. Strategies for GT/RR students C. D. E. F. G. Lesson plans Grade distribution Formal \u0026amp; informal observations Individual teacher inprovement plan Annual plan implementationARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITILE ROCK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 4 ' pji i 1 d i ng Gon 1 : il To establish cliirates of excellence in all schools by providing a disciplined, structured learning environment/ 'Related Di strict Goal: Goal #2 Strategies/Acti vi Lies 1. To improve school climate by empowering teachers to make decisions at the team site. 2. To reduce teacher isolation by providing time within the school day for teachers to work cooperatively with members of their teaching team. 3. To establish cooperative class- room clirretes in each room by designing appropriate tasks, observing group interaction and intervening wtien necessary. Person Responsible Teaching teams Support teams Parents Adminis trators Steering cannittee Team leader Administrators Steering conmittee Teachers Department chairpersons Team leaders Curriculum supervisors Completion Date/ Time Lines Ongoing Ongoing Ongoing Related Staff Development Activi ties Shared decision Flexible scheduling Cooperative Learning Method of Evaluation Teacher clinate survey analysis Clinate survey analysis Classroom clinate surveys Observation ((.J ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE RCXZK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUniWEST JUNIOR HIGH SCHOOL 5 Iding Goal\nI ! 'Related Di strict Goal : Strategies/Activilies 1. To develop, review and enforce behavioral expectations by: A. Re-establishing rules, ownership and identity. B. Posting and reviewing shared vision statements. C. Providing parents with copies of behavioral expectations and team discipline procedures. D. Conducting behavioral expectation assemblies for each team. 2. To reduce the occurrence of out of school suspensions and maintain a continuous flow of learning by operating a successful in-school suspension program. Person Responsible Teaching teams Support teams Parents Administrators Advisory team (7 th grade) Case Managers Students Principal ISSP teacher Completion Date/ Time Lines October 1, 1991 September 13, 1991 Assistant principals Teacfiers Teacher Advisor team Related Staff Development Activi ties 7th grade orientatic n Open House Faculty and team meetings/inservice Monitoring of quarterly district management report Quarterly staff development and inservice from the Center for Leadership in School Reform (CLSR) Classroom rranagemenf inservice Collaboration between teams Quarterly staff development for ISSP teacher and assistant principal\nMethod of Evaluation Monitoring of: District handbook distribution District handbook tests results Distribution of team rules Assembly agenda Timelines of daily reports Review of: Quarterly ISSP report Comparisons of disciplinary dataARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 6 '\"^li Iding Goal\nt \u0026gt;1 'Related District Goal: Strategies/Ac Livities 3, To inprove the team based student behavior management system. To provide incentives for students wfio demonstrate exceptional 4. behavior and achievement. ( Person Responsible Team leaders Team rrembers Administrators Bill Kerewsky Students Parents Team leaders Teaching teams Support teams PTSA Completion Date/ Time Lines Ongoing 1991-92 1991-92 Related Staff Development Activities Conducting successful inservices regarding\nClassroom management Teacher expectation Learning styles Behavior nsnagement Building structures for student success Successful detentioi hall Incentive program workshop sponsored by the Center for Research in School Reform National Middle School conference attendance for selected staff Inservice for: Building structures for student success Grant writing Successful team strategies Method of Evaluation Conpletion ofs Team agenda Student conference forms Parent contact forms Interim reports Parent conferences Presentation S, monitorin Citizenship awards Student of the week Red Ribbon awards Quarterly awards Annual awards program Field trips Medals of excellence Scholastic buttons Team t-shirts Team incentivesI J T J SCHOOL DISTRICT SCHOOL 'E^md 1 ng Goal : I 'I 'Related District Goal : Strategies/Acti vi ties 5. ARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITI'LE ROCK SCHOOL DISTRICT SOtmiWEST JUNIOR HIGH SCHOOL To create a personalized environment based on the \"ethic of caring\" that goes beyond the boundaries of fonral classroom based roles by revitalization of teacher/ student mentoring on teaching teams. 6. To provide opportunities for DATE 6/91 7 Person Responsible Administrators Team leaders Parent Advisory conmittee Student Council Student arnbassador? students to receive specific assistance Teachers from ccmiiunity agencies through the inprovement of case management services. 7. on To encourage student participatior the PTSA boards, school conmittees. and specific corrrnunity activities. I Completion Date/ Time Lines__. 1991-92 1991-21 Related Staff Development Activi ties Method of Evaluation PTSA president Principal Parents Students October 15, 1991 Teacher Advisory conmittee inservice Young Professionals inservice Team leader expectations Conflict resolutior Professional literature ^nd Feedback from in-service Evaluations Clirrate survey analysis review of exemplor\niry schools and practh' PTSA meeting Inservice Student town Iiall meeting inservice :es Review of teacher surveys Review of increased student participation ii Campus clean-up project Student Council electio PTSA membership roster VIPS monthly report Partners in Education report Drug Prevention tey participation Earth Day participation Black Histo' activitie Educatio Career DaysARKANSAS DEPARTMENT DE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK PUBLIC SCHOOLS DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 8 '^liIding Goal: I \u0026gt;1 'Related District Goal : Strategies/Activi Lies 8. To increase home-school corrmunication by recording school events on an ansvrering machine. 9, To encourage and increase visibility in school programs. 10. To create a continual emphasis on vision, goals and student achievement. Person Responsible Learning Foundation\nclasses Teacher Teams Key Conmunicator Teaching teams P'lSA VIPS Parent Advisory committee Parents Teaciiers Staff Completion Date/ Time Lines 1991-92 Ongoing Ongoing Related Staff Development Acti vi ties Preparing public announcemen t s KTHV - 11 Method of Evaluation Monitoring nunber of calls to homework hot line 7th grade oriental\non Completion and review and open house Importance of parental participation Staff developments Disparity reduction CLSR assessment Parent surveys and evaluation forms Guest speakers roster Attendance at inservi School program attendance Distribution and conpletion of: Interim reports Annual plan inserv ce Progress reports Effective schools Instructional leadership Multicultural materials Shared vision Parent conferences Parent contact Student conferences Posting and review of goals Student profiles Assentolies for teams 1 IARKANSAS DEPARTMENT DE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK PUBLIC SCHOOLS DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 9 'I^ii Iding Goal : HI 'Related District Goal : Strategies/Activi ties 11. To respond to the needs of kids at risk by improving the extended day program three days each wek. 12. To provide skill building seminars in test techniques prior to formalized testing. 13. To develop and inplement a school safety plan. Person Responsible Teachers Administrators Staff Counselors Parents Supervisors Teachers Administrators Team leaders Parents Administrators Office of Safety and Security Campus supervisor\nCompletion Date/ Time Lines Ongoing Ongoing Ongoing Related Staff Development Activi ties Teacher training regarding\nTeacher-advisor inservice Teacher-based guidance programs inservice Comnunity service networking workshop At risk students School reform March, 1992'i. School safety workshop Gang violence workshop School safety drills Method oT Evaluation Review of\nTeacher-advisor records Referral records to comnunity agencies Establishment of an extended day program Approval of academic incentive grants Approval of special needs grants Pre-college planning workshop Participation in test taking seminar for students and parents Quarterly discipline reportn I 3 ARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK PUBLIC SCHOOLS DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 10 '^)iIding Goal: ) 1.1 'Related Di strict Goal: To enliance human relation skills for principals,, teachers, and central office administration. Goal #3 Strategies/AcLi vi ties 1. To treat all staff, students and parents as our most important assets. 2. To promote a high level of professional collegiality among staff. 3. Implementation of the Little Rock School District's staff development initiative. 4. To provide opportunities for students to increase human relation skills. Person Responsible Principal Teaching teams Support staff Student Council Principal Teaching teams Central office administration Building admin. Principal Team leaders Completion Date/ Time Lines Ongoing 1991-92 1991-92 1991-92 April, 1992 Related Staff Development Activi ties Team building inservice Participatory nranagement and decision making inservice Monthly team staff development Teacher evaluation inservice Participation in New Futures Sunmer Institute Use of designated staff development days AT\u0026amp;T Human Effectiveness training Method of Evaluation Increase in staff morale survey School clirreite survey Parent survey Team decision nraking survey review Nunber of formal and informal team meetings Individual staff inprovement plans reviev Review of staff development evaluation forms Student certificates and attendance review fV J ARKANSAS DEPARTMENT DE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK SQIOOL DISTRICT DATE 6/91 1 J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 11 '^liIding Goal: HI Related District Goal : Strategies/Activi ties 5. To improve forral and informal conmunication systems. 6. To implement a participatory rranagement system. 7. To develop collegial support groups for teachers, principals, counselors and assistant principals. Person Responsible Administrative tean Team leaders Team members Faculty Staff Teachers Team leaders Administrators Completion Date/ lime Lines 1991-92 Ongoing 1991-92 1991-92 Related Staff Development Activi ties___ Coinnun icat ions and networking service School restructurin inservice 3 Pre-school inservic 5 Building Structures for Student -Success \"Reaching Consensus' \"Expectation of Tecan Leaders\" (new staff only) Decision making Professional literature review \"Building Structures for Student Success' Collegial support group inservice Method of Evaluation Conpletion of: Conmunication guidelines Newsletters Handbook, letters Memo's Agendas Use or review of: Open agendas Attendance in staff development Docunentation IANNUAL SCHOOL IMPROVEMENT PLAN NARRATIVE SOUTHWEST JUNIOR HIGH SCHOOL JUNE, 1991 CHARITY SMITH, PRINCIPALsou'llIWEST JUNIOR HIGH SCHOOL ANNUAL SCHOOL IMPROVEMENT PLAN NARRATIVE JUNE, 1991 Building Goal: To increase educational achievement for all students with sfjecific emphsis on closing disparities in achievement. Strategies/Activities Strengths Weaknesses To establish and develop a learning foundations curriculum for all students in grades 7,8,9. The learning foundation curriculum was established by a participatory approach. The curriculum guide received one of the district's highest ratings by the curriculum audit conmittee. According to progress reviews and news reports, our program was successful. (See attacliments.) In some schools parents and teachers did not fully understand the rationale and nature of the curriculum. To provide tutorial opportunities for all students. To establish a liomevurk center. Tutorial opportunities were provided for all students through the Academic Incentive Grant program called \"New Club on the Block\", and before school through the UALR tutoring program. To improve our in-schooi suspension program. As a result of the in-school suspension program, habitual offenders spent more time in school. To review and utilize specific academic data related to disparity in acheivement. Complete data is unavailable at this time. However, a significant disparity continues to exist among student achievement. To implement and improve the delivery of compensatory programs by providing on site instead of student pull out. The compensatory program delivery Improved. Tlie team teaching situations help students improve. To continuously monitor instruction. Instruction was nnnitored by conducting all procedures outlined in the Annual Plan.SOLrniWEST junior high school ANNUAL SCHOOL ItlPROVEMENP PLAN NARRATIVE JUNE, 1991 Building Goal: To establish climates of excellences in all schools by providing a disciplined, structured learning environment. Strategies/activities Strengths Weaknesses To establish, review and enforce behavioral expectations by: A. Developing team rules, ownersfiip and identity. B. Posting and reviewing sliared vision statements. C. Providing parents with copies of behavioral expectations. D. Conducting betiaviorai expectation assentilies for each academic team. The overall school climate improved. The total iiLnriber of student referrals were reduced. The expectations for school climate were established with students and staff during well attended open house, 7th grade orientation, faculty meetings and behavioral expec tat ion assemblies. Clearly, a sense of ownership and team spirit were developed by creating team identity. Governor Clinton, the Superintendent, New Futures representatives, parents, Arkansas Legislators, and VIPS volunteers liave all connented favorably about ttie improved climate at Southwest. To reduce the occurrence of out of school suspensions and traintain a continuous flow of learning by operating a successful in-school suspension program. The number of out of school suspensions were reduced by 10% (302 to 273). To develop a team based student behavior neinagement system. Each team successfully developed a team based behavior rranagenent system wliicli included detention hall, rewards, incentives and team/parent conferences. Teachers need additional assistance in conducting parent conferences. To provide incentives for students who demonstrate exceptional behavior and achievement. During the annual awards program, a total of 357 awards, tropliies, patches, ribbons, buttons, plaques, and medals were earned and distributed. Teachers actively participated in the Incentive Program workshop on 9/25/90, conducted by the Center for Research in School Reform, team incentive program was carried out. A quarterlySOU'niWEST JUNIOR HIGH SCHOOL ANNU7VL SCHOOL IMPROVEMENT PLAN NARRATIVE JUNE, 1991 Building Goal: To establish clirrates of excellences by leading all students to be productive contributors in the school, the cannunity and the workplace. Strategies/Activities Strengths Weaknesses To create a positive school atnnsphere wtiich allows every educator, staff meniber or student to be a part of a team. 8 academic learning teams or families wre established. They are: 7th grade - 7 Sails, Pirates 8th grade - Motionaires, Terminators 9th grade - Super Novas, Spurs Related Arts - Racers Counseling - Mystics To develop and foster a sense of student responsibility by eliminating bells. Student's demonstrated the ability to nove from class to class without use of bells. 'Illis created additional time for scheduling flexibilities. Since passage time was reduced from 5 to 3 minutes, some tardies were observed. To encourage student participation on the PTSA boards, school comnittees, and specific comnunity activities. Currently we have a very active P'ISA board with four active student participants. One of our students was selected to represent the city of Little Rock in our city's quest for the All American City contest. To encourage parent visibility in school programs. Parental visibility and participation is excellent. All activities conducted during the school year, including open house, orientation. Black History assembly. Beta Club inductions, musical programs, were so well attended by parents that our seating space was quite limited. To create a continual emphasis on vision, goals and student acfiievement. Vision statements have been posted, copied, accepted and interpreted to students and staff. Students interpreted their perceptions of our school vision statements at the annual awards program. To respond to the needs of kids at risk by implementing an extended day program three days each week. The Extended Day Program at Southwest was the nost successful of all the 4 restructured schools according to progress reviews. A total of 90 students participatf passed the MPT. dwmnc h rn on All 8th grade participants Since the nunfcer of at risk kids at Southwest is high, it is im^rtant that we be able 7tli 9th grade participants MAT-r 1'0 0 I- provide services to more student.SCVniWEST JUNIOR HIGH SCHOOL ANNUAL SCHOOL IMPROVEMENl' PLAN N7U?RAT1VE JUNE, 1991 i Building Goal: To enhance hunan relation skills for principals, teachers, and central office administration. Strategies/Activities Strengths Weaknesses To treat all staff, students and parents as our most important assets. Hunan relation skills inproved among teachers, principals and students. To promote a high level of professional collegiality among staff. The overall teaming process served to reduce teacher isolation and increase collegiality. Implementation of the Little Rock School District's staff development initiative. Our school actively participated as leaders in the human relations workshop sponsored by our district. Evaluation forms received were excellent. To improve fomal and informal conmunication systems. Sone improvements in conTTwnication were noticed. Tliey included team minutes and agendas and Steering Corrmittee agendas. Additionally, parents were asked to conference with a team of teachers instead of one. Additional inservice on how to conduct parent conferences will be beneficial. To provide opportunities for students to increase hurran relation skills. Students participated in seminars, served as tour guides, interviewed potential teachers and staff wliile inproving human relation skills. To implement a participatory nanagement system. The participatory tranagement system allowed teachers to have a more active role in decision making and hiring practices. To develop collegial support groups for teachers, principals, counselors and asst, principals. The collegial support groups have eliminated the need for grievance hearings because of a renewed sense of collegiality. All staff and administrators united together in an outstanding effort to inprove our MEI scores. Our collegiality. Otir scores increased frc. 9% to nearly 87%.LITTLE ROCK SCHOOL DISTRICT Southwest Junior High School 3301 So. Bryant Phone 570-4070 Little Rock, Arkansas 72204 Barrel Hc-Tiilton STUDENT SUCCESSES 1990-91 * Aw3XG. .Roberr Shelton Career Oriemtatacn St^ Contest Winner Jc-Tes Burton Stucent Selected to .Represent i.RSD ir Sa.n .Antonio, Te.xas Khaiisha Toom Student NcmmaLed as I'^s. Teen .Ace .Arkansas Hein Chu 35 Young ?r ssionals Won .Award tor .Acade.mic lmorcve.me: from .APL Employees .'4r. Urban's Orientatron Class '.von Stats Scrapebook Contest uaveca .Hale placed 2.nd in the little Rock Rotary- Club Essay Contest Elizabeth Willingham Was Nominated Restructurmg Precess tor Outstanding Minority Teacher in the rive Students ?a tret\natea Councrl of Teachers i.n language English and language .A .Arts Festival Sponsored by .Arkansas ts Alisha Hedges .Recet ec Outstanding ?r to/Voice Award Band Received 15 1st Ense.mble Contest ics and 13 2nd Place .Medals in All Region Solo/ 4 Band Students Received Outstanding Band Student .Award :m Phi Beta .Mu .All City Basketball Award .All Tournament Award -\nanwood Srian Bunc.he and James .Nichols .All City Track Team - A-li City Track (Giris) Ronald Car , .Roby Greenwood, Robe2rt Palmer, Calvm Givens Oee Wesley, latonya Buri, Kesha Fairley m 1 Sc.nooi Serectec as Site of Signing of Acadenic Ethancament Scholarshio Act by Governor Bill Clinton Micnaei .Anderson Recognized for Participating in .Ar.kansas Aviation Hail of Fame Essay Contest SCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUllATION ANNUAL SCHOOL IMPROVEMENT PLAN LITT^ ROCK SCHOOL DISTRICT DATE SOUTHWEST JR I HIGH COUNTY I I Building Goal\nTo specifically address areas not passed on the MPT. (Science) Related District Goal: Strategies/Activities | Person Responsible Completion Date/ Time Lines Related Staff Development Activities Method of Evaluation 1. To provide all science l^bs with appropriate lab tables and equipment 2. To implement satellite I 1 Principal Teacher Science curriculum coordinator September 1, 1991 Ttrrival of new tables and materials instruction in science at j the 7th grade level. Science coordinator 7th grade teachers October 1, 1991 Science Satellite Instructional wrkshop\nLRSD science workshops Installation of satellite and teacher evaluation 3. To provide tutoring in science in the after school program. After school program directoi Printipal Teachers October 15, 1991 Academic enhancement Leming Student tutorial records 4. To increase the overall science scores by 5%. Principal Teachers Parents Students Standard I.r,1\nForm Humber\nPI.D-02 -Ol-OO? 7/91 kSCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LltTLE ROCK SCHOOL DISTRICT SOUTHWEST JR. Building Goal: 1 HIGH i I DATE COUNTY To specifically address areas not passed on the MPT. {Social Studies) Related District Goal: i I Strategies/Activities | Person Responsible Completion Date/ Time Lines Related Staff Development Activities Method of Evaluation ! i ! 1. To secure adequate maps, globes and charts for each classroom. I I Principal Teachers Parents Students 2. To design learning centers in each classroom. I 3. To provide tutoring in social studies in the after school program. I Standard T.'.!\nTorm Number: RLD-O?. Ol-no?. 1/911. 2. 3. 4. 5. 6. SUPPORTING DATA FOR ANNUAL REPORT - 1991 How many students were tutored through the UALR program? Twenty What was the disparity in 1990-91 versus 1989-90? 1990 (40) - 1991 (25) = 15% reduction How many students were absent (on suspension) last year versus the proceeding year? Total: 1991 - 336 1990 - 353 If the number of student referrals was reduced, please indicate percentage of decrease and attach supporting data. 7 % reduction What were the dates of behavioral expectation assentolies? Six behavioral expectation assemblies were held the week of September 10-14, 1990 and January 28-31, 1991. How nany students attended parent meetings at the beginning versus the end of the year? A total of 150 attended during the first semester. A total of 276 attended the second semester.SCHOOL SAFETY AND CRISIS MANAGEMENT PLAN SOUTHWEST JUNIOR HlOi SCHOOLI I I CRISIS GUIDELINES PERSON RESPONSIBLE SUICIDE 1. Wlien a clilld threatens suicide, contact thet A. Counselor or nurse B. Principal or designee C. Parent 2. Write a brief report of the facts as you know them. 3. Review page 14 on suicide intervention in the Crisis Team Handbook. Counselors Nurse Adminis tra tor Teachers LCAIH/LOSS 1. Give them the opportunity to talk about their thoughts and feelings. 2. Review page 17 in the Crisis Team Handbook for additional information. Counselors Teachers I GAMS ACTI0N5/RACIAL DISTURBANCES Pealing with violence! 1. Separate and contain students involved in the disturbance. 2. Notify the police if necessary. 3. Notify Dr. Angela Sewall, Assistant Suiorinrendent 4. Write an incident report clearly describing incident. Principal Assistant Principal Security Officers HOSTAGE OR TERRORIST ACTION 1. Contact a trained outside agency innodiateiy. 2. Ilie principal will he responsible for negotiations until tlie exports arrive. 3. Keep hostage taker and hostages contained. 4. Don't trust hostages to give accurate infomation uliile being held. 5. Renaln calm. 6. Establish ccnmunication. Principal KIDNAPPINS/ABDUCriON 1. Clearly identify the abducted student to the principal. 2. Tlie principal or designee will notify police. Principal or designeeCRISIS GUIDELINES RAPE 1. Allow the victim to describe the perpetrator and the facts leading to the incident. 2. Notify parents and administrator. 3. Notify nurse and counselors. MOLESTATION 1. Allow student to clearly describe the incident. 2. Write a brief report on the incident. 3. Notify parents. 4. Notify counselor and administrator. tU\\TURAL DISASTER 1. Tell students to report to designated areas. 2. Carefully account for all students. 3. Identify missing persons. 4. Call for help. 5. Provide medical and counseling assistance. 6. Conplete a serious accident report. PERSON RESPONSIBLE Administrator Counselors Staff Nurse AtJminis trator Crisis Management TeamCRISIS TEAM REPORT INTERNAL PRCCEDURES SOUTHWEST JUNIOR HIGH SCHOOL Adapted and reprinted from National School Safety Coirmittee materialsr CRISIS TEAM HANDBOOK Table of Contents Introduction 1 Purpose 2 Plan of Action 3 Procedures for Intervention 4-6 Dealing with the Media 7-3 Residual Effects 9-11 Crisis Categories 12 Suicide 13-15 Death/Loss 16-17 Gang Actions/Racial Disturbances 18-20 Hos tage/Terroris t__ Kidnapping/Abduction 21-23 24-25 Rape 26-28 Molestation 29-31 Natural Disaster 32-34 Prevention Assistance 35 Suicide Prevention 36-38 Bibliography, 39 Appendix A - Crisis Summary, 40 Appendix B - Debriefing 41r CRISIS TEAM HANDBCOK A crisis may be defined , ------incident whic.h affects the ^tional stability of students/faculty and disrunts the educational program (i.e., plane crash, suicide, death of . shooting incident, a j-aculty member/student, drua ^Tiid disturbance, child abuse, - racial _ . natural disaster) as determined bv ^-^te acministraror and/or princina'i campus SP(~!n-i sssisLant orinci da1 or dealing with identified guideline when --------- c__sis situations at Southwest Jr. Hich. The handbook outl--p^ 4._ , some of the types of crisis situations that team memoers couxd be called upon to handle. Included win be upon to bandIp guidelines, intervention techniques, and basic ouide- u^es that are applicable in any type of crises situation. 1Punxise The overall effort of this concept is to develop a state of professional readiness in the event of unpredictable trophic-type situations which may occur in the future, most practical day-to-day application will be related to Its numerous crisis-type situations but will also be aligned with our District Disaster Preparedness Plan. 2PLAN OF ACTION 1. On-site coordinator is notified. 2. Local team is convened at earliest time possible by on-site coordinator. 3. On-site coordinator determines the need and contacts District Coordinator on all cases for reporting purposes and input. 4. Local team, with direction of the principal, determines course of action. 5. On-site coordinator notifies and updates District Coordinator on progress. 6, Depending on crises, determination will be made whether principal or District Coordinator will, make al 1 media contacts. 7. At the conclusion of each intervention, the local team will convene to sumrarize and evaluate its involvement. 8. If necessary, follow-up plans should be finalized. 9. On-site coordinator is responsible for continued education and in-service of local team. 10. Determine whether support agencies are needed. 3 T\".......Procedures for Crisis Interzention 1. Once directed to respond, arrive at site before classes begin, if possible. A- Advise teacher/aides to remain calm, to ac.kncwledge incident to class, and indicate Crisis Team will be available to students a. and parents. Encourage teachers to maintain daily routine and schedule- purpose is to provide support serzices during and after the Our crisis and thus promote the continuation of he educational process. C. D. Be aware and sensitive to other prior trauratic incidents that school population might have experienced. Some site staff may be more distressed than the srudents, making adult crisis inter'zention more appropriate. 2. Tea' A. a. hers sign up fcr classrocm visitations. S/nq' 1 Groups Individuals 3. Decide which classes, groups, 4. 5. 6. 7. and where, nurse's oft Consider Suggested locations: .ce. iresentations. or individuals will be seen by whom conference rooms, mul' Counseling Center, Media Center, purpose rocms, unused rocms. teaming\" with another Crisis Team member when doing classrocm However, don't make a crisis there isn't one. Examplespeaking to an entire class when only two students are upset. Be aware -that la^\u0026lt; enforcement agencies might already be at the site. VJork with them. Meet with designated classes and/or individuals. 3e aware that students might identify other students as risk (e.g. suicide). Contact school personnel at other sites where siblings, relatives. or otherwise significant others are enrolled. Assess need there with help of on-site cooitdinator and administrator- 8. Consult with your administrator if you are uncomfortable responding to a specific crisis. 9. Se aware that the MEDIA might be at the site. (Sea MEDIA section) A. Inform administrator of the presence of media. Administrator B. will contact principal whenever -necessary. Coordinate any media contacts with the site administrator and school scicurity personnel as appropriate. 410. Be avaiIable to parents and/or initiate parent contacts when appropriate, in order. Referrals to social service agencies might be 11. Contact local social service agencies to alert them for possible referrals or \"walk-in\". 12. Provide \"Hot Line\" numbers to school population. 13. Be available for and participate in possible staff/parent/ police/PTA meetings at end of the day. 14. Be aware of the need for periodic evaluation of situation assess personal and/or organizational needs, requests for intervention services. 15. Meet with administrator(s)/staff for exit-conference. 16. Attend \"debriefing session\" with Crisis Team membersc.bance to ventilate feelings and allow for closure on day's events. 17. Complete crisis sumnary report and assist team rrembers in collating general sunmary. administrator. Submit completed reports to District Crisis Team members who arrive at Southwest will be provided: 1. 2. Map of school School bell schedule 3. Master schedule 4. 5. 6. 7. 8. Identification of local Crisis Team members and key administrators Identify key secretary/clerk to assist team members Telephones for team members Message center for team members Various rooms and office spaces for team members to use 5IMPORTANT FRAME OF MIND\nDURING AND AFTER A CRISIS Seme basic principles\n1, Accent svef/ person's riant to his/her own feelings. Remember that they can be di erent because perceptions of experiences differ. Do not place a judgment on the feelings sharedright or wrongit's 2. a feeling. LISTEN! Accent a oersen's Limitations. People who have gone through a traumatic exoerience need time to recover. 3. Sice un a distressed person's abilities and concerns as accurately and cuicklv as oossible. Use your cotinseling skills. 4. Accent vour own limitations in a relief role. Know yourself well. Remember, you cannot do everything, and your own past experiences may get in the way. It may be appropriate to decline responding to a particular crisis situation. Don't be afraid to share your feelings with other team menbers or your supervisor. 6DEALING WITH THE MEDIA 7Dealing With The Media Seme of the crisis situations you will be dealing with will be covered by the media. This will be at least a distraction, if not a source of anxiety for you, the school staff, and students. Students often have a typical desrre to be seen on television, aven in ide midst of a tragedy. The important thing for Crisis Team members and other school staff to remember is th,at there are certain rights of privacy 'rtiic.d must be protected, and apprise t especially for minors. If you are firm with the media tem of the privacy rights of students and staff. they will usually be coopeztative. The media. especiallv the television media, can be charged with invasion of privacy for intrusion on private affairs, including walking into a senooi rocm with cameras running, f they do this without prior consent. Just because srudents are Ln a \"public\" school does not constrtute prror consent by their parents for idem to appear on television. Members of the news media know this. and they wi'! 1. resoect it if you bring it to their attention. They can also be charged in he case of public disclosure of private facts. Public disclosure of child abuse or molestatron, when associated with a specific minor, is an example of a prevate fact that could be grounds for legal action against the media or possibly school authorities. The site principal, unless directed otherwise by a District official, has primary responsibility for relations with the public, including the media. Refer ail media contacts to the appropriate administrator. 85SS1DUAL S iCTS 9Residual Effects, of Crisis Situations_ When a crisis occurs, other unresolved concerns of-en surface within individual Students. In turn, teachers and parents may be uncertain as to how to deal with the impact of an incident or their own feelings. add-ji-inn Ally, site issues may come to the fore. The following is offered for your awareness. STUDENTS: Fear of Death - Eating Disorder (overeating, not eating, etc.) - Sleeoino Disorder (inscmnia, nightmares, etc.) - Enuresis - Reverting to inmature behavior (clinging, cryin tg. acting out, etc.) Unresolved grier issues other may result in: relating to death or illness of a srgnii .cant - General Insecu\n.t*/ - Distractibility - Excitability - Anger - Anxiety - Disbelief n 1 the above can be considered part of what is known as \"Post Traumatic Stress Syndrome or Disorder.\" PARENTS: Disbelief Anxiety Confusion about whether to al irM 'their child to attend the funeral 10THACHEHS: Insecurity - What to tell students in n - What to do with, class sntpAi? \u0026gt;3 DisTzracrihiiitT (pa iculariy if media prssenc) Anxierr Cecrassicn STAF\": Anxiety Dis he'd,of Other si 'm T r^r (p^-r- r\n~ jt-* mecia prsseni :a issues CHISIS TEAM: ms sr cn - Monitoring events other than those di - Lnaccurate information :siy related to the it is iroo^^ant for Crisis Team meinbers to keep in mind that we are not in a position to make administrative chances. even though sone staff memoers may expect us tn Hn e\nn 11CRISIS CATEGORIES Suicide Deeth/Loss Gang Action and Racial Distursancs Hostace/Terrorist Situations Kidnapping/Abduction Rape/Molestation Natural Disaster 12SUICIDE / 13 TSUICIDE Suicide is a tragedy. It is a response to pain. It signals total defeat and leaves de'/astation in its wake for family, friends, and cannunity. feelings. In view of this, you will be dealing with a continuum of he following shotild be considered when discussing suicide with those who are left behind. XINGS/REACTICIS HINTS FCR DE.iLING WITH THE F XINGS/REACnONS Shock Listen: Allow srodent to express feelings. - slowed reaction - flat affect Don' t feel obligated to give advice or f simple solutions. nd - hysteria 3e Honesr: Be in touch with your own feelings. Anger Guilt Share Feelincs: Allow your own humanness to Confusion show. Let the students know rhi ley are not Loss Disorien ration Depression Sadness alone and that feelings of depression and hopelessness do not last indefinitely. Get Helo: ReccxTmend ourreach to a trusting Discomfort parent, teacher, counselor, or Crisis Team member if need be. 14ITEMS TO KEEP IN MIND\n- Oaltural/ethnic/sexual differences in reactions - Reiigicus convictions - Feelings expressed ajre real, not to be denied or passed over - Residual issues may surface . - Personal, candid appraisal of self SPECIFIC REFERRRAL RESOURCES: Crisis Hotline 568-2989 Stepping Stone 562-5557 F ire/Police/Paramedics 911 15DEATH/LOSS 16death/LOSS (INCLUDING NATIONAL CHISIS 1 r^.~NGS/HACIICNS u-n7rs_?0R DEALING WITH FEELINGS/HEACIICNS Disbelief and shock Apathy, daydreanung Give them opporrn: thoughts and teeii ties to talk about their ICS. Get accurate inroraation as scon as ooss - 1 a Oruc in schooi perfoirance Use sensi in rrj^-inTani.na status quo. -ai3T- th.ar semaone love may be lost ley th-! 5 oossio. 7 and ez' ics about causes and meaning or dea.th/los3 Gi li xt t! lines that scmethlng th.ey did or a-\nrn' t do hA?? caused the death/loss Anger Coping and surviving excress thir tear. How thein to other adults tobe ope-n and honest about hheir own ICS. Enccurace a review or oxeasant ano uncieasant memories or Allow tor catlnarsis, conressicn. and release. remerrbrance, Allow the students to talk about it. not reassure too qurcxly. Allow it to Do be e.xcressed verbally without oveirreactxng. It is a natural part of crieving process. 11 low seme tine for sorting out for verba Tiring. but keep giving opportunxcies Establish positive direction and assistance. 17GANG ACTIONS AND RACIAL DISTURBANCES 18Gano Action/Racial Disturbancss Dealing with violence and heightened emotions requires an attitude and demeanor of calmness, reason, and self-control. rZLlNG3/ REACrrCNS HE'ZrS FOR DEALING ^VITK THZ LI^/REACTIONS Anger \" Allow to vent briefly .Remain calm Anxiary Demnstrata empatby rear Listen Assess safety' concerns Allow to experienca. system if vsitranted. ?:~ovics suopoirt C-uilt Convey rsassuranca Hysteria Remain patient Isolate if necessary Phys i ca 1. Injury Share a few words of enccuragcrent Maintain medical, support Pride Over Reaction Allow to express briefly, then refocus toward resolution. Revenge Maintain non-judgmental attitude Be alert regarding plans to retai iata Promote legal and formal resources such as mediation, use of school or ocnmunity authorities to resolve issues, etc. as alternatives to retai iatipn. Rumors Give accurate, up-to-date infonnation that might defuse rumor. 19items to KEZ? IN MIND Cultural/ethnicz^gender differences. Periodically reassess an overall awareness of the situation and emotional climate. Mainrain a nnn1 tong-jng yer n-mfsg.qinnaJ1'/ secure attitude. Consider pezrsonai safsiy issues. Knew hew to recognize theindividual gangs. Knew what territories the gangs claim. Seoarate gang members, p\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_632","title":"Little Rock Schools: Washington Magnet Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2002"],"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","Washington Magnet Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics","Educational law and legislation"],"dcterms_title":["Little Rock Schools: Washington Magnet Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/632"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nBooker T. Washington Famous Educator Bom a slave, Washington was educated at Hampton Institute in Hampton, Virginia. In 1881, he founded Tuskegee Institute in Alabama. Tuskegee gave blacks a vocational education\nit taught trades and scientific methods of farming. Washington was honored by Harvard University and Dartmouth College as an outstanding leader in education. CERTIFIED STAFF 1 Principal 1 Assistant Principal 2 Curriculum Specialists 2 Counselors 1 Resource Teacher 1 Full-time Nurse 2 Media Specialists 1 Young Astronaut Specialist 2 Music Specialists 1 Math Specialist 1 Science Specialist 2 Reading PAL Specialists 2 Math PAL Specialists 2 Art Specialists 1 Computer Lab Specialist 2 Physical Education Specialists 1 Speech Therapist 1 Learning Lab Teacher and Regular Classroom Teachers Booker T. Washington Magnet School \"Exploration, Invention, and Discovery - The Fun Way to Learn\" SPECIAL ACTIVITIES Choir Young Astronaut Program Citizens of the Month Gifted and Talented Program School Spirit Day Art Exhibits/Contests Book Fair Math Fair CARE Red Ribbon Week Young Astronaut Day Computer Exposure (K-6) Young Inventors Competition Read-a-thon Math-a-thon P.T.A. V.I.P.S. Cheerleaders \"Just Say No\" Club Holiday Parties Odyssey of the Mind Math Olympiad Writing Across The Curriculum H5 W. 27th Street Little Rock, AR 72206 324-2470 Karen J. Buchanan, Principal PHILOSOPHY The philosophy of Washington Basic Skills/ Math-Science Magnet School is to provide educational experiences that meet the needs of all children. To accomplish this end, teaching styles will be matched to learning styles to create an atmosphere where student growth will be assured. A comprehensive educational program will promote intellectual growth, social interaction, development of self worth, acceptance of responsibility for learning, and appreciation for cultural diversity. - to develop values, aspirations, and attitudes that promote the individuals personal involvement with the environment and society: and - to understand the interrelationship of mathematics and science with other subject areas. GOALS CURRICULUM OVERVIEW The goals of Washington Basic Skllls/Math- Science Magnet School are: - to develop the highest possible competence in academic skills and concepts\n- to nurture the student's mental processes: - to foster self-discipline: Washington Magnet School's overall objective is to ensure that each student obtains a minimum of 85% mastery of the basic skills curriculum. The curriculum includes language arts, mathematics, reading, social studies, science, fine arts, and physical education, with additional emphasis on a hands-on approach to math and science education. - to develop task commitment and self-moti - vatlon\n- to help students understand how science works, how it can be useful in daily living, and how science and technology affect society\n- to help students acquire confidence in using mathematics meaningfully\nInstructional activities are presented through child-centered classrooms, large group instruction, effective classroom management, standard basal textbooks, curriculum units and resource materials. A computer lab, math lab, science lab, \"Young Astronauts Program,\" field trips, guest speakers, and specific math/ science projects enhance mathematics and science core curricula. - to give attention to and value science and mathematics as endeavors of human beings from all racial, ethnic, and cultural groups: Sixth grade students are assessed for prealgebra aptitude and grade level math skills. Placement in pre-algebra is based on high assessment in both categories, parental consent, and student motivation. STUDENT APPEARANCE AND DRESS CODE Experience indicates that there is a real connection between proper dress and grooming and the successful operation of the educational system. A reasonable dress code policy will be formulated by parents, teachers, and the school administration. This policy wUl assist the student In setting a standard for his/her personal appearance which directly affects attitude and behavior and indirectly affects the learning process. The policy vzill be disseminated to parents early in the summer so that \"back to school\" clothing can be selected. PARENT'S CONTRACT Every parent will be required to sign a contract at the beginning of each school year. A sample contract is found below. My child (complete name) is presently enrolled in the ----------- grade at Washington Magnet School. As a parent I agree to provide positive support for the philosophy, program and goals of the Washington Magnet School and will: - attend regularly-scheduled and specially- called teacher/parent conferences\n- cooperate with the school when disciplinary actions are necessary\n- support school rules and policies: - ensure the student's compliance with the dress code policy\n- provide a proper study environment and require completion of homework as assigned: - ensure prompt and regular school attendance\nand - be an active member of the parent/teacher organization. I agree with the fundamental principles as stated above and will assist the staff with my support. I am aware that my child's continued enrollment in Washington Magnet School is contingent upon my honoring this contract. Date Parent/Guardian's Name Student's Signature Parent/Guardian's Signature Address (home) phone # (work)OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY MAGNET SCHOOL ENROLLMENT September 28, 1990 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Miller P-K 20 9 11 0 55% Cenire P-K 21 9 12 0 57% Robinson K 20 8 12 0 60% Sellers K 18 7 11 0 61% Thomas K 18 10 8 0 44% Boyce K 18 8 9 1 50% Steinkamp K 17 6 9 2 53% Moran 1 21 6 15 0 71% Perez 1 23 6 16 1 70% Keith 1 19 6 13 0 68% Ford 1 21 5 15 1 71% Brown 1 17 4 13 0 76% Comer 1 22 7 15 0 68% Boyd 1 20 5 15 0 75% Thompson 1 21 6 15 0 71% Jackson 2 23 7 16 0 70% Chandler 2 23 11 12 0 52% Jenning 2 23 10 13 0 57% Williams 2 22 7 14 1 64% Shackleford 2 22 9 12 1 55%WASHINGTON ELEMENTARY ENROLLMENT- page 2 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Scrubbs 3 23 11 12 0 52% Schoessel 3 23 12 11 0 48% Rhea 3 23 11 12 0 52% Wood 3 22 11 11 0 50% Clark 3 24 12 12 0 50% Kelly 4 24 8 16 0 67% Johnson 4 23 9 14 0 61% Morris 4 24 10 13 1 54% Callaway 4 23 9 14 0 61% Morgan 5 23 7 16 0 70% Moore 5 24 12 12 0 50% Taber 5 24 12 12 0 50% Guin 5 24 13 11 0 46% Raper 6 25 12 13 0 52% McCleein 6 28 14 12 2 43% Hunsoker 6 28 16 11 1 39% Resource 9 2 7 0 78% TOTAL: 803 327 465 11,.V'' -s 'ff ^1 I .V ao 11 7*^ - / Wn*^ 91 \u0026gt;^.Ai\u0026gt;.\u0026lt;^ '3- ^\"Ui Q - :iS .U K\\\\y\\.cvf\\ - ki I. -P. XvtctR \" -At51A- ' *^y\\(ru/'v\\ I - 15 - S - 5-1 0- .13--^ ' n O- -is -53.- IW a 0 . -IS'-'^' -o IS G \" ^1 j9x-.u - as r SiA.\" Ui ?AuuaW^ - 0 - - o- ^@-\u0026lt; \u0026gt; % As^\\\u0026lt;^ I' _ Q?Sl -/s^- o - J^- 11- S 3 -Rvj5Jix,-0-.iq, - 3- - t) 'iQ . pf\\(rv^^\u0026lt;A^ (\"13 (^zMoj^aXvv^-C H 4 - 9 VkkAsJ) 1 IS _-. rTi IA * nA O - /b-o- w- Ai- a^ Lfi j*R.Q\u0026lt;/^isb^- O - .(5 ^\u0026gt;p ^^5 I \u0026lt; Y\\\\^ C5U3LVv\u0026gt;. IK .\\4 - 3^'^ ^1 I I n 4 OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY MAGNET SCHOOL ENROLLMENT September 28, 1990 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Miller P-K 20 9 11 0 55% Cenire P-K 21 9 12 0 57% Robinson K 20 8 12 0 60% Sellers K 18 7 11 0 61% Thomas K 18 10 8 0 44% Boyce K 18 8 9 1 50% Steinkamp K 17 6 9 2 53% Moran 1 21 6 15 0 71% Perez 1 23 6 16 1 70% Keith 1 19 6 13 0 68% Ford 1 21 5 15 1 71% Brown 1 17 4 13 0 76% Comer 1 22 7 15 0 68% Boyd 1 20 5 15 0 75% Thompson 1 21 6 15 0 71% Jackson 2 23 7 16 0 70% Chandler 2 23 11 12 0 52% Jenning 2 23 10 13 0 57% Williams 2 22 7 14 1 64% Shackleford 2 22 9 12 1 55%WASHINGTON ELEMENTARY ENROLLMENT- page 2 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Scrubbs 3 23 11 12 0 52% Schoessel 3 23 12 11 0 48% Rhea 3 23 11 12 0 52% Wood 3 22 11 11 0 50% Clark 3 24 12 12 0 50% Kelly 4 24 8 16 0 67% Johnson 4 23 9 14 0 61% Morris 4 24 10 13 1 54% Callaway 4 23 9 14 0 61% Morgan 5 23 7 16 0 70% Moore 5 24 12 12 0 50% Taber 5 24 12 12 0 50% Guin 5 24 13 11 0 46% Raper 6 25 12 13 0 52% McCleein 6 28 14 12 2 43% Hunsoker 6 28 16 11 1 39% Resource 9 2 7 0 78% TOTAL:: 803 327 465 11 58%M-to-M TRANSFERS TO WASHINGTON Washington became an interdistrict magnet school beginning with the 1990-91 school year. Below is Washingtons five year enrollment, based on October 1 enrollment figures. BLACK WHITE OTHER TOTAL % BLACK 1988-89 0 0 0 0 0 1989-90 1990-91 1991-92 1992-93 510 438 480 483 313 356 332 11 519 762 841 822 98 57 57 59 8 1 5 7 As reported by NLRSD and PCSSD, below is the number of students sent to Washington by NLRSD and PCSSD on M-to-M transfers. NLRSO PCSSD TOTAL 1990-91 73 61 134 1991-92 65 74 139 1992-93 64 65 129 As reported by LRSD, below is the number of students Washington received from NLRSD and PCSSD on M-to-M transfers. NLRSO PCSSD TOTAL 1990-91 57 43 100 1991-92 65 74 139 1992-93 55 58 113 Prepared by Office of Desegregation Monitoring June 8, 1993.IN THE UNITED STATES DISTRICT COURT ___ EASTER'-!' FILED U.S. ri EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION COURT ARKANSAS FEB 1^1591 LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 CAR By: / PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION AND CONSENT ORDER CONCERNING ADJUSTMENTS TO SETTLEMENT PLANS The undersigned parties agree and stipulate as follows: 1. This stipulation is necessary to resolve student assignment questions in the Little Rock School District (LRSD) so that LRSD can proceed to notify its patrons in a timely manner about student assignment options and procedures. 2. The parties have been proceeding during the 1990-91 school year under the terms of desegregation plans different from the plans approved by the Court of Appeals on December 12, 1990. The Court of Appeals recognized that a transition to the settlement plans would be necessary: \"It may be necessary. in order to make smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances. The parties should be able to agree as to whether any such adjustments are necessary, and, if so, what they should bbee.. Absent such agreement, tthhee DDiissttrriicctt CCoouurrtt is authorized to take such action as may be just.\" a LRSD V. PCSSD. Slip Op. p. 58 (December 12, 1990). 1 3. The Court of Appeals also noted that the parties \"are free, by agreement, to modify the settlement plans by incorporating in them one or more provisions of the Tri-District Plan, subject. of course, to the approval of the District Court. fl Id. at 56. 4. The changes to the settlement plans set forth in this document are drawn from the Tri-District Plan, were implemented during the 1990-91 school year, and are necessary adjustments to the settlement plans to produce an appropriate fit between their future application and existing circumstances. 5. Washington School was a racially identifiable black school during the 1989-90 school year. Washington opened for the 1990-91 school year as a racially balanced (57% black) magnet school. Washington should continue to operate as a magnet school. 6. The settlement plans would establish Dunbar Junior High School as a computer science/music magnet. Dunbar is presently operating as an international studies/gifted and talented magnet school. The racial balance at Dunbar has improved from 79% black during the 1989-90 school year to 64% black for the 1990-91 school year. Dunbar should continue to operate as an international studies/gifted and talented magnet school. 7. An Early Childhood magnet component was added to Rockefeller Elementary School for the 1990-91 school year. The racial balance at Rockefeller has improved from 86% black during the 1989-90 school year to 72% black for the 1990-91 school year. The Early Childhood magnet program at Rockefeller should be continued under the settlement plans. 28. McClellan High School has become a community school under the terms of the Tri-District Plan. The designation of McClellan as a community school has increased community involvement in the school, including the establishment of a Community Advisory Board. McClellan should retain its status as a community school. 9. The settlement plans should be adjusted to continue the programs described above for the 1991-92 school year. The parties anticipate that these adjustments will be a part of the final modified settlement agreement to be submitted to the Court in March. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street BY: Ji in Walker Little Rock AR 72201 BT: ChrisjttoopDhheerr HHeellllar 1 * WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY: BY: Sam Jom Ste' 'Jones MITCHELL 1014 Wes Little Rock, \u0026amp; RQACHELI .JThird P.A. BY:G\n72201 / Richard Roachell IS SO ORDERED this day of February, 1991. Susan Webber Wright'' y United States District Judge 3 MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED JJN 6 !S92 TO: FROM: December 19, 1991 Board of Directors Office of Desegregation Mcniioi'ing Ruth S. Steele, Superintendent of School THROUGH: 2 Tony Wood, Deputy Superintendent Ivey, Manager of Support Services SUBJECT: NEW PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state. and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives. ! 7 D ' (V Bernd DA?E speciaisy^ RE : Budget Reductions I am writing in Citice of Deseg: ja'icn twcn: uhi.h , /egard to the proposed budget reduction which would elminiate 21 ' media clerk positions. Our media center clerks do much more than certified school librarians with ordering books and equipment\". This year at Washi \"assist the School, our staff completed I and maintaining at Washington Magnet teachers for materials to over 10,148 request from found in our curriculum guides. meet and extend the objectives The clerks at Booker T oouner i. xi,y uuii magnet Bcnool oversee students with research topics including young astronauts studies, the P.E. Free Flow and assist science fair projects, Washington Magnet School Department's black history biography reference questions. . _ unit, and daily X X x Their daily assistance enables objectiJerfounrjn'\"*^! 2-.^:instruction covering curriculum. hands-on me to in the Language Arts and Social Studies The Washington Magnet Media Center program I know you also find this our students because you decided effective. is quite program benefical to positions in the initial cuts. not to elminate these - -------- It is also you know by making these cuts you same\". It is ironic that as the Pulaski County School Di ' ' reassuring that same. \"can't promise that wfl ar-l -istrict is reinstating their library their .iZtakeL clerks, Perhaps we should learn f The LRSD must also be held accountable for potential changes scores. of the daily services of the Media Specialists are able to teach tested on both the MPT and Stanford 8 tests. Last year our r gra e scores in Study Skills Table of Contents 86%, in future test library clerks, accountable for Because and Stanford 8 tests, students had the following on the MPT: - skills 88% . Dictionary 93%, Contents 92 This year the graphs 92%. scores were: Dictionary 86 graphs , Table of Our 6th grade students also showed skills section. Last year the scores were: proficiency on the study resource materials 96%\na., This year our scores were: and charts, glossary 89 %\n88%\nand charts, tables and graphs 88%. glossary 92%\ntables and graphs 88%. resource materials With more clerical responsibilties placed on the Media Specialists, less teaching will take place and students will be less prepared for the higher level thinking on the tests and in their daily work. skills foundI understand that cuts must be made. I feel, however, that these cuts should be made in areas not directly affecting the students. Media Center clerks work on a daily basis with children encouraging them to read, research, and use their minds. One should also be aware of the message these cuts will be sending to our students which is reading and reference skills are not important. These are learning skills our students will use their entire life. Please think about the impact on our students before you make this drastic cut. cc: LRSD Board Members Ann Brown, Office of Metropolitan Supervisorbook er T. 115 West Washington Math/Science Magnet\n7th Little hook, Street Ark ansae 7\nJudge busan Webber Wright United States District Court 'i\u0026lt;ca Post U++ i Box J J 16 Little Rock, September 21, Arkansas 1793 SEP 2 1 1S93 Olfico oi 1 Dear Judge Webber Wright: the We are first , deeply concerned by the Magnet school. third , and fifth grade overlo 1evels , Wa s a surp1 us of Based on state m i mum c1 a two students, our students, and our fifth grade has third g t~ a. c has a As an interdistrict magnet cents gton igned hla-n r first surplus gr: of to ence has seven surplus of two students. school , it we were to recruit throughout the school wss our understanding that when our cl asses are at ma mum received two new students: capac ity'\n' year . In one How can this continue 1 ast grade. feel the in the third grade and one hr iday we in the fifth Both grades were already over the state class size limit. administration desegregation 3urely, pl an without may be it was never the considering foil owing intent of the the the intent 1etter of ot We the the court to permit plan. discourage new students at Washington Math/Science Magnet cl ass size to penalize Magnet school . incentive school students assigned to Washington school or to Math/Sc ience It has been Magnet school our understanding that the Washington school program, wh i ch IS compr i sed of to Math/Science our school children, would not reach the maximum class size limits. incentive is so 1arge, we have a 1arge Since (22-44 students per grade level). number of high risk students spec ial program) programs \u0026lt; i.e . , science It 1 abs , 1 s \u0026gt; our math understanding that our ch i1dren and to were mandated by the court to help 1 aps , meet the young needs astronaut of these not be overcrowded. increase academic achievement. Lab situations should school Recently, district we noticed in the newspaper that each Pulaski was asked to better educate its teachers about County demands and requirements of the courtordered desegregation plan. are concerned that we will be out of the We p 1 an compl iance with the desegregation if our class sizes are at the maximum or above the state 1imits. We fear that we are not meeting the needs of populat ion. It is our incentive school must ' have twenty our understanding that classes for these students or 1 ess cannot be in the best per c 1 as s or el se a ful1-t ime interests of aide. these at-risk students to It havetwenty-eignt by- I aw , r twentynine students in cl ass , even i + It IS all owed + rom The two possibi 1 ity grape ot 1evel3 torming sp 1 It cI asses has been comb med students. with a maximum class size will ment i oned . comprised burely, or tn 13 not best meet the studen needs Of our We have heard that some area enough then students. ten student-\nconsolidated and i 3 It true that Coul dn ' t the Math/Science Magnet This elementary schools some area school some o-r these do cl asses not have surplus teacher(s) school? by large class size. IS a timely- concern. be smal1 er nave 1 ess be reassigned to Wasn1ngtcn Each day students-' October . possible. i st dead line. . Thank you. Decisions must be made be-tore the F'l ease respond to tnis 1ives are concern state 1 as impacted imposed soon as Sincerely, Mary Lcrtp Kahler, Curriculum 3 iahler , Specialist Hl isa Ford, First brade Level Chairperson Eric Coleman, Third Grade Level Chairperson Tommy Wal ker, Fi-fth brade Level Chairperson 3 usan Schoessel, Fourth Gra Grade Teacher Nettie Epps, Primary Science Specialist ntermediate Science Specialist R. e Barnes, Primary Math Specialist ' II xiiior y I Paula Smith, , ^ntermediate Math Specialist Nava Gazitt, Young Astronaut Specialist Ginny ^lotti, Media SpecialistEstelle Matthis, Interim Superintendent Ann Brown, 0+tice o+ Desegregation Joshua Interveners c/o -John Wal ker Frank Martin , Larry Robinson, Karen Buchanan , Little Rock Classroom Teachers Association Assistant Superintendent Principalbooker 7 Wasmngton Matn/bcience Hagnet 115 West 27th Street Little Rock, Arkansas School (if\nDr. Henry Williams Superintendent of Schools SEP 9 8 Little Rock School District 810 West Markham Street Little Fock, Arkansas Office -Of DessgrogaiivT 3 Dear Dr. Williams, :0'z We are pleased to have the discuss our building concerns. opportunity to meet with you and month involved is our district scheduled As you know, Therefore, in the presentation of faculty meeting. the first Monday of e h we suggest a meeting the meeting on Uctober 4, Many of us are time of 4:00 p.m. 199S . However, 1st is the state deadline for reporting student attendance. meeting before that date can better facilitate willing to meet at an earlier date. October If ci solution , we are most Please consider our 1etter of interest and We want hept ember z.'l , insight inviting those individuals who received copies 1993 . of into these Each of these people has particular i ssues you to understand that this group of teachers a building level concern. We appreciate your concern for the needs of forward to our meeting. reoresents our students and I ook hincerel y ,y k.aarbler, Curriculum Specialist Alisa Ford, Cd First brade Level Chairperson Eric uoleman, Third brade Level Chairperson Tommy Walker, Fifth Grade Level Chairperson busan bchotssel, Fourth Grade Teacher ' Nettie f / s, Primary Science Soecialist 11 Path r 1 ti e Ul,C dsr , int mediate bcience SpeclaI 15 Rose Barnes, Primary Math Specialist Paula Smith, Intermediate Math Specialist Nava bacitt. g istronaut Specialist S i n n V Media bpecialist Estelle Mathis, Deputy Superintendent Judge Susan Webber Wright, Eight District Court Ann Brown, dt+ice a-f Desegregation Joshua Intervenors c/o -John Walker Prank Martin, Little Rock Classroom Teachers Association Larry Robinson, Karen Buchanan , Assistant Superintendent Principal ILLLLHSi \\ \u0026gt;\u0026lt;\u0026lt; 5\u0026lt; LITTLE ROCK SCHOOL J DISTRICT RECEIVES? NOV 0 2 1993 Office of Desegregation Monuig Booker T. Washington Magnet School 115 West 27 Street Phone 324-2470 Little Rock, Arkansas 72206 October 28, 1993 Dear Little Rock School District Patron: A worthwhile and rewarding program at Booker T. Washington Magnet School, 115 West 27th Street, needs your assistance. The program, STOP (Students That Officially Patrol) Club, is an endeavor that seet^s to teach elementary school students about respect, leaderslrip, scholarship, cooperation and manners. The goal of the program, which has been implemented in the Little Rock School District, is in its fifth year, to help motivate, educate, and improve the self-esteem of students in grades 1-6. We would like for you to serve as an interviewer of prospective STOP Club members. This marks the second year that interviews will be held for students who have expressed a desire to become a member of the STOP Club. The interviews have been scheduled to be held from 11:15 a.m. to 12:30 p.m., on Wednesday, November 24,1993, at Washington Magnet School. We ask that you please arrive at 11:00 a.m. for a brief orientation session. Enclosed you will find information concerning the program, its goals, and past activities. If you can assist in the interviewing process, please contact Mrs. Janet Miles Tippings, the school's secretary, at 324-2470, by noon on November 19, 1993. (Friday) We thank you in advance for leading your valuable time and expertise to this program. We look forward to seeing and hearing from you... P.S. Please Join In With Us To Help Save The Children Fro^ Destruction... Respectfully, Portia Lan^right,,.CCoouunnsseelor Cleveland R Ellis,Director of STOP/Aux. Teacher Staijton oSutLrcaxuusoso ^v /Alosos ' f rPLrXiniiccxippaal /Kar^h J. Buchanan, Principal Enclosure. OVERVIEW The STOP Club (Students That Officially Patrol) is a program that teaches students in the elementary schools about RESPECT and LEADERSHIP! Eighty-five percent of the student body can interview for membership in the club...grades 1-6. v A student will retain Club membership as long as he/she maintains the standards of the club. The goals and objectives of the STOP club are\n1. To enhance students awareness about Respect and Leadership\n2. To increase the self-esteem of the students\n3. To motivate the students to strive to pursue a quality education\n4. To emphasize the importance of a respectful society\n5. To increase parental input in the educational development of their children\n6. To introduce students to positive rolemodels such as: (judges^wyers.doctors,entrepreneurs, contractors, housewives, carpenters, painters, business managers, technicians, chefs, etc.) 7. To guide students in the establishment of a sound value system\n8. To generage a desire to attain excellence in student conduct and achievement\n9. To take pride in themselves and demonstrate self-discipline. All club participants will receive a \"Student That Officially Patrol\" T-shirt. The club members may wear the shirt during the 30 day trial period provided he/she adheres to club rules and regulations. After the 30 day orientation, the students who \"pass the test\" will become officially club members. 10. To help students solve problems among themselves. This includes the ability to report problems to the Principal independently. They are instructed on procedures for maturely handling problems without teacher or playground supervisor's directions. i'M Little Rock School District CSIVEDs November 24, 1993 NOV 2 9 1993 Cfrics or D Air:. . '3 Mrs. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building LittleRock, AR 72201 Dear Mrs. Brown: Thank you for your letter of November 9, 1993. Obviously, I did not use October 1, 1993 enrollment figures in reporting to the Board. Instead, I attempted to give an updated report which I thought included enrollees since October 1. Please be assured that the mformation supplied to your office regarding October 1 enrollment by this District is correct. We will be updating the Board as it relates to enrollment trends at Washington Magnet School. Again, thank you for your assistance. Sincerely yours, Larry S. Robertson cc: Estelle Matthis 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 November 19, 1993 Mr. Lany S. Robertson Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Larry: At the districts Board of Education meeting last night, 1 heard you and Estelle Matthis answer the boards questions about the number of students attending Washington Magnet and the schools racial balance. The board also asked about the number of Washington M-to-M students and how the schools total 1993-94 enrollment compared to that of the previous year. You told the board that Washingtons enrollment was 765 and its racial distribution was within the desegregation plans racial balance mandate of between 60% and 40%. ODM annually compiles enrollment data based on the October 1 figures reported to the State by the three Pulaski County school districts. The attached chart reflects Washingtons October 1 enrollment data for the last five school years, information which the LRSD furnished ODM. Note that Washingtons 1993-94 enrollment is 721, 101 fewer pupils than the previous year, and that the schools racial balance is 63% black, a proportion that places the school in violation of the desegregation plan. Our records also indicate that 106 M-to-M students presently attend Washington, 69 of them fi-om PCSSD and 37 from NLRSD. We phoned Washington this morning to see if there had been some recent influx of children into the school that would account for the 765 total you reported to the board last night. We were told that the school presently has 722 students enrolled, 63% of whom are black. Because ODM is an arm of the Federal Court, I necessarily place a great deal of emphasis on the accuracy of all information given us by the school districts. If ODMs October 1 enrollment information on Washington is incorrect, please immediately furnish me with the accurate figures. If, however, you agree that our records are correct, I trust you will immediately supply Mrs. Matthis and your Board of Directors with accurate data on Washington so they can make decisions based on sound information. Sincerely yours. in S. Brown Enc. CC: Estelle MatthisFIVE YEAR ENROLLMENT COMPARISON Using October 1 Enrollment Washington Elementary School Washington Elem Black White Other Total % Black 1989-90 510 519 98 1990-91 438 313 11 762 57 1991-92 480 356 841 57 1992-93 483 332 822 59 1993-94 451 260 10 721 63 8 1 5 7 Prepared by ODM based on information supplied by LRSDTEL: Dec 08,93 9:26 No .001 P.03 2) The number of intradistrict tran-sfers to Wash.ington. 1989-90 Sending School Number Male Black Female Male Nonblack Female. Badgect Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Foresc Park Franklin Fulbright Garland Geyer Springs Jefferson Kj ng MabeIvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wake-field Watson Western Hills Wilson Woodruff 3 4 4 9 9 10 2 9 7 14 16 12 5 14 27 2 10 7 10 7 4 14 23 4 3 8 13 10 3 7 2 2 1 3 6 5 5 3 4 7 6 6 1 9 13 2 4 3 4 1 3 8 10 1 3 1 2 4 5 1 3 2 7 10 6 4 5 14 1 1 1 1 2 TOT2\\L 272 1990-91 Sending School Number 6 8 4 1 3 2 6 4 3 6 1 6 13 4 3 1 5 5 2 4 1 2 1 1 130 131 S 6 Male Black Female Male Nonblack Female Badgett Bale Baseline Brady Chicot Cloverdale Dodd 4 31 5 25 16 20 4 3 1 2 5 2 4 3 1 3 5 3 1 5 2 11 8 8 1 2 1 8 3 3TEL: Dec 08.93 9:27 No.001 P.04 Fair park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield wat.gon Western Hills Wilson Woodruff 14 11 11 35 12 12 21 15 14 29 3 6 7 8 12 22 5 5 22 13 11 7 25 3 2 4 5 7 4 2 7 6 1 2 2 z 2 3 7 6 1 1 3 4 2 1 4 2 1 3 5 9 8 3 6 9 5 2 1 11 1 7 TOTAL 413 98 NOTE: 5 2 8 6 1 4 2 3 3 1 5 13 4 4 1 1 4 3 3 1 7 11 1 6 12 3 112 2 2 2 3 1] 3 4 2 10 119 1 5 1 1 8 84 Information concerning intradistrict transfers is based on We do not have address filci the students' current address. reflecting the students' address at the time of as.gignment.RECB5Vn FEB 7 1QQA Office of Desegregalicn LITTLE ROCK SCHOOL DISTRICT Booker T. Washington Magnet School 115 West 27 Street Phone 324-2470 Little Rock, Arkansas 72206 January 29, 1994 Dear community member, I want to take this opportunity to invite you to a very special event. I would like you to join me on Tuesday, February 15, 1994, -for a celebration of excellence. We at Booker T. Washington Basic Skills and Math Science Magnet School are extremely proud of our school and our educational programs. You are an influential member of the greater Little Rock community\nsomeone who is interested and concerned about the needs of our children. Our Washington family believes that we offer wonderful educational opportunities and resources for our students. We would 1 ike you to come to our (\u0026gt; Check Us Out program. Our students, support staff, faculty, and parents welcome you to visit our school between 9:00 a.m. and the beginning of each hour we will provide an 2:00 p.m. At introduction and overview of our programs. Then, we will tour the building visiting classrooms and labs to see how our programs are implemented, for questions and answers, every hour. Finally, we will gather together This format will be repeated Please come II check us out I I welcome you to extend this invitation to other people concerned with local educational opportunities. If you are unable to visit on February 15, don't hesitate to come at some other time or call (324-2470) to schedule a visit. February 15th. I look forward to seeing you on Sincerely,Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor Date: February 2, 1994 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: Interdistrict School Principals From: ODM Monitoring Team Subject: Request for documentation On October 26, 1993 we requested that copies of certain documents be available at our scheduled monitoring visit. To date, the following list of items have not been provided. In order to complete our report we ask you send these documents to us no later than Tuesday, February 8, 1994 by 5:00 p.m. Failure to provide copies of these documents by that time will result in a notation in the final report that your school failed to provide monitors with requested documentation. This report will be filed with the federal district court. Crystal Hill 1993-94 PTA total membership by race and gender Total number of conferences each teacher held with parents (by race and gender) during the first semester for the 1993-94 school year. Romine 1993-94 PTA total membership by race and gender Washington Documentation of 1993-94 school committees that includes parent or community representatives by committee name, a brief description of the committees mission, a membership roster (including race, gender^nd position) agenda, and minutes 1993-94 PTA total membership by race and gender 1993-94 school/community partnership agreements 1993-94 volunteer program documentation including the number of volunteers by race and gender and the total number of hours served by month 1993-94 classroom enrollment Discipline Report (first nine weeks) and the definition for SIPSJOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED M4R 1 ' 1994 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. Office of Dosegregation Ktoretcnng March 8, 1994 Mr. Jerry Malone Little Rock School District 810 West Markham Little Rock, AR 72201 Mr. Chris Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bank Bldg. Little Rock, AR 72201 Re\nLRSD V PCSSD Dear Mr. Malone and Mr. Heller: I learned from a meeting this afternoon that the District filed a motion approximately two months ago requesting approval from the court to designate Washington Magnet as an interdistrict school to interdistrict school. satisfy its obligations under the plan for a new My office has no record of receiving a copy of this motion. Would you please provide a copy by return fax. Thank you for your assistance and cooperation. Sincerely, John W. Walker * JWW:j s cc: Honorable Susan Weber Wright Ms. Ann Brown All Counsel of RecordFRIDAY, ELDREDGE fc CLARK HERSCHEL H. ERIOAY, P.A. ROBERT V. LICHT, P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN, JR.. P.A. JOE 0. SELL, P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL 8. BENHAM ill, P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET, JR., P.A. JAMES EDWARD HARRIS. P.A. .J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL HI. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN HI. P.A. THOMAS N. ROSE, P.A. MICHAEL 5. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL SUILOINO 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 5O1-379-2O11 FAX NO. 501-376-2147 March 9, 1994 KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. CLYDE TAB* TURNER, P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAVLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER, JR., P.A. H. CHARLES GSCHWENO, JR.. P A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE ANDREW T. TURNER JOHN RAY WHITE DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENOLEY. JR. ALLISON GRAVES 8AZZEL R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A. B .3. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR.. P.A. WRITER'S DIRECT NO. Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Re: LRSD V. PCSSD Dear John: Several weeks ago, RECEIVED MAR 1 1 1994 Office of Desegregation fkniioring (501) 370-1506 I circulated to counsel a proposal to recognize Washington as a second interdistrict schol within LRSD. You responded that you opposed the proposal. Although we intend to pursue the issue, no motion has yet been filed. has changed, please let me know, advised of any developments. If your position Otherwise, we will keep you Yours very truly. Christopher Heller CJH/k cc: All Counsel Ms. Mr. Ann Brown Jerry Malone .v/ p/oa Ci'iiGS 01 2 2 1994 it Desegregates'' r- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS72? WESTERN DIVISION ' 2 G 1594 LITTLE ROCK SCHOOL DISTRICT JAMES W. By:_____ ft' 'PLKINTIFF SRK V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR MODIFICATION OF DESEGREGATION PLAN For its motion, plaintiff. Little Rock School District (LRSD) states: 1. The LRSD and Interdistrict Desegregation Plans require the establishment within LRSD of three interdistrict schools Romine, King and Stephens. The plans require that two of those schools. King and Stephens, be located in the downtown Little Rock area. Romine and King schools have been established as interdistrict schools. 2. Since the parties agreed that LRSD would establish the King and Stephens Interdistrict Schools in the downtown Little Rock area. there have been significant changes in factual conditions which warrant modification of that agreement. First, Washington Elementary School, which the parties agreed would be an incentive school, presently operates as an interdistrict school in the downtown Little Rock area. Second, there has been a significant movement of population out of the area in which the parties planned Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 May 5, 1994 To Whom It May Concern: If youre considering Stan Strauss for a position in your organization, youre looking at a strong candidate. While Stans resume will acquaint you with his solid background and experience, it will not tell you about the many professional and personal qualities that make Stan such a successful educational leader. Ive worked with Stan for many years (both in my position as a Little Rock School District supervisor and in Court-appointed roles in desegregation oversight) and want you to know why I have consistently been impressed with his abilities and performance. Stan is a man of ideas and action who insists on results. Although hes energetic and rolls up his sleeves to put in as many hours as it takes to get the job done, Stan doesnt mistake effort for outcome. Hes satisfied with nothing less than solid performance-in himself, his staff, and his students. Hes not just a hard worker, hes a smart worker, making excellent, creative use of resources, always looking for \"how we can,\" never \"why we cant.\" Hes a team-builder with vision and courage and a team-sustainer with grit and tenacity, understanding that the best leaders work through and with others to build shared success. Stan has many fine qualities, but I most cherish that aspect of him which I believe is critical to effective education: never-wavering devotion to children. Stan loves kids and it shows. He combines nurturing warmth with strong guidance and encouragement in proportions that are just right for youngsters. No wonder standardized test scores have improved noticeably at both of the schools hes led! Stan wants results and he knows how to get them. If youre looking for a status quo, get-by kind of a man, you wont be interested in Stan. But if you want a champion for children and their success, if you need a leader who knows how to make a difference, then dont let Stan Strauss get away. Sincerely yours, Ann S. Brown receded RLE ly I APR 2 2 W54 U.G, Dli :ICT CgU, Oiiics Ct Desegregation Monitorinfl EASTcRU D\nG7r,iGTA-'? IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAftq 2 G WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT JAMES W. McCC' Ey\n___________ ClER r\\ I\u0026gt;ISINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS BRIEF IN SUPPORT OF MOTION FOR MODIFICATION OF DESEGREGATION PLAN Introduction This brief traces some of the history of the development of the present LRSD and Interdistrict desegregation plans in support of the argument that the parties intended, and now have in place. three interdistrict schools within the Little Rock School District. Some of the documents which were submitted by the parties to Special Master Aubrey McCutcheon do not appear on the docket. For the convenience of the Court and the parties. documents are referred to throughout this brief by their location in the Joint Designated Record which was used for the 1989 and 1990 appeals and subsequently by the district court. Those documents not contained in the Joint Designated Record are referenced by date and docket number.statement of the Case A. Desegregation Plans Aubrey McCutcheon filed his \"Interim Report and Recommendations of the Special Master\" on Febxruary 16, 1988. J.D.R. 714. Special Master McCutcheon approved and recommended for immediate adoption certain \"Proposed Stipulations For Little Rock School District Desegregation Plan\" which had been agreed upon by the parties to this case. The Stipulations contained an interim plan as well as a planning process which was to result in a final plan to be submitted to the Special Master by September 30, 1988. The Little Rock School District submitted its proposed desegregation plan on October 3, 1988. 5 J.D.R. 1040. The October 4 3, 1988 Proposed LRSD Desegregation Plan contained the following language about Washington school\n\"The new Washington will function as an interdistrict magnet school. A tri-district survey will be conducted in October 1988 to determine a theme. The Washington students who were temporarily reassigned for the 1988-89 school years will be assigned to the new Washington school. Washington's location is expected to be a major asset to its ability to attract white students. In particular, it is easily accessible to downtown office workers from both North Little Rock, Pulaski County and Southwest Little Rock. Also, Washington's proximity to 1-30 is expected to attract students who live outside of 2Pulaski County. The Little Rock School District is interested in opening the magnet and M-M programs to students who live outside of Pulaski County.\" 5 J.D.R. 1045-46. The October 1988 plan also recommended Stephens as an interdistrict magnet: \"The recommendations in this section are based on current demographics and geography which identify a need for new construction. It is proposed that the District relocate Stephens Elementary due west of and adjoining the Capitol Hill Complex. The new Stephens will house pre-kindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will have a capacity of six hundred students and serve as an interdistrict magnet. The magnet theme will be based on the results of the tri-district survey. In addition to being located on the 1-630 corridor, the new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel.\" 5 J.D.R. 1047-48 (emphasis supplied). The third interdistrict magnet school proposed in the October 1988 plan was King: \"The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area bounded by 1-630, Chester Street, Seventh Street and Center Street. In addition to being an interdistrict 3magnet, the big attraction for this school will be its early childhood program and child care facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock.\" 5 J.D.R. 1048. Working with the parties and the Special Master, LRSD prepared a long term desegregation plan. The plan was submitted in two parts on January 31, 1989. Volume I does not address student assignment issues. Volxime II, which was modified slightly and resubmitted on March 23, 1989, describes \"student assignments\" and \"facilities\". An interdistrict desegregation plan was submitted to the Special Master on February 15, 1989. The March 1989 LRSD plan lists Washington among the incentive schools (10 J.D.R. 2288) and provides the following description of Washington school (10 J.D.R. 2231-33): \"Washington school is closed for the 1988-89 school year. A new Washington school is being built at the samp site with a projected capacity of 1,050 students. The students who were originally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year.\" The March 1989 LRSD plan contains the following language about Stephens and King schools: 4\"It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house prekindergarten through sixth grades and will have a capacity of 600 students. It serves as an Interdistrict school. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center persoimel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict school, an attraction for this school will be its Early Childhood Program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. 10 J.D.R. 3232. According to the March 1989 plan, the non-magnet enrollment in LRSD for the 1988-89 school year was 8,327 black students and 3,835 non-black students for a total of 12,162 students. The projected enrollment for the 1989-90 school year was 8,500 black students and 3,850 non-black students for a total of 12,350 students. 10 J.D.R. 2229. The March 1989 plan listed 22 elementary schools with a total capacity of 9,501 seats and a projected enrollment of 8,187 students. 10 J.D.R. 2227-28. The eight incentive schools. 5including 1050 seats at Washington, would have a total capacity of 3800 seats. 10 J.D.R. 2228. Romine was to be established as an interdistrict school for the 1989-90 school year with a capacity of 490 seats, up to 49% of which would be allocated to PCSSD and at least 51% of which would be allocated to LRSD. 10 J.D.R. 2229. The February 1989 Interdistrict Desegregation Plan lists Washington as an incentive school (8 J.D.R. 1722), proposes the conversion of Romine into an interdistrict school (8 J.D.R. 1731- 32), and reguires LRSD to construct two new interdistrict schools. King and Stephens. Stephens is described as follows in the February 1989 Interdistrict Plan\n\"LRSD will build new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens school and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an a early childhood program. The old Stephens school building will then be closed.\" 8 J.D.R. 1732. The February 1989 Interdistrict Plan contains the following language about King school: 6 )MkoADna|*n.Bri\"LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located in the general area bounded by Interdistrict 630 between 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock.\" 8 J.D.R. 1734. The 1989 LRSD and Interdistrict Plans were among the plans the Special Master recommended for rejection on May 10, 1989 (Docket #1182). The district court accepted the Special Master's recommendation and rejected the 1989 desegregation plans on June 27, 1989 (Docket #1200). All three school districts and the Joshua Intervenors appealed from the June 27, 1989 order. Following the June 27, 1989 order of the district court. metropolitan supervisor Eugene Reville relocated to Little Rock and commenced the task of preparing new desegregation recommendations for the three districts. On January 2, 1990 Mr. Reville filed his proposal, the \"Tri-District Plan\", with the district court. Docket #1291. Under the Tri-District Plan, Washington became an interdistrict magnet school for basic skills/math/science which was described as follows: \"This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by 7academic, physical, and social competition\nand who are Interested in math and science.\" 16 J.D.R. 4329. The Tri-District Plan contains the following language regarding assignments to Washington: \"Assignment to Washington will be open to students from the Pulaski County Special School District or the North Little Rock School District based on majority-to- minority provisions and on the provisions of Act 609 of 1989 (the \"School Choice\" law). Preference will be given to black students in the Little Rock School District who live in the attendance zone for Washington School and to white students in the Pulaski County Special School District. Next preference will be given to students who attend schools that are less than fifty-six percent black.\" 16 J.D.R. 4250. The Tri-District Plan does not require the construction of a new Stephens or King Interdistrict School. On March 5, 1990 (Docket #1328) the district court entered an order approving the Tri-District Plan as submitted on January 2, 1990 with only minor exceptions. Washington Elementary School was closed and rebuilt on the same site during the 1988-89 school year. The new Washington school opened for the 1989-90 school year as racially a identifiable elementary school with 519 students, ninety-eight percent of whom were black. During the pendency of the appeals of the district court's order rejecting the settlement plans and 8 ladQ'\\bMg-n.Briapproving the Tri-District Plan, the Tri-District Plan was implemented for the 1990-91 school year. Washington operated during the 1990-91 school year as a racially balanced interdistrict magnet school. Fifty-seven percent of Washington's 762 students were black. One hundred thirty-two white students from outside LRSD attended Washington Interdistrict Magnet School during the 1990-91 school year. The desegregation plans presented to the Eighth Circuit Court of Appeals in the joint appeal of the three school districts and the Joshua Intervenors required only three interdistrict schools within the Little Rock School District - King, Romine and Stephens. On December 12, 1990, the Court of Appeals approved those desegregation plans but recognized that a transition from the Tri- District Plan to the settlement plans would be necessary: \"It may be necessary. in order to make smooth a transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances. The parties should be able to agree as to whether any such adjustments are necessary, and, if so, what they should be. Absent such agreement, the district court is authorized to take such action as may be just.\" LRSD V. PCSSD. 921 F.2d 1371, 1394 (Sth Cir. 1990). Since certain existing schools, including Washington, were assigned different purposes under the Tri-District Plan than under the settlement plans, it became necessary for the parties to immediately resolve k\u0026gt;thy\\Dwt.pl.Bri 9those differences. The parties reached the following agreement concerning Washington School: \"Washington School was a racially identifiable black school during the 1989-90 school year. Washington opened for the 1990-91 school year as a racially balanced (57% black) magnet school. Washington should continue to operate as a magnet school.\" This agreement is recorded in a stipulation and consent order signed by all the parties and entered by the district court on February 13, 1991 (Docket #1434). On May 1, 1991, the parties jointly proposed certain revisions to their 1989 desegregation plans. Washington was removed from the list of incentive schools in the May 1, 1991 LRSD plan. 22 J.D.R. 5723, 5726, 5729. Although Washington is not listed as an interdistrict school in the May 1, 1991 interdistrict plan (see 22 J.D.R. 5864-70), the May 1991 LRSD plan describes the goals of the Washington Elementary School Basic Skills/Math - Science Magnet and explains how students will be assigned there: \"All students will be assigned to Washington Schools (sic) by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-to-M transfers. The target racial balance at Washington will be 60 percent black and 40 percent white.\" 22 J.D.R. 5698. 10This coxirt's final ruling on the May 1, 1991 desegregation plans was filed on May 1, 1992, approving \"the revised plans as attached to\" the May 1, 1992 order. Those are the plans under which the districts presently operate. The LRSD plan contains the following language concerning assignments to Washington Elementary School Basic Skills/Math - Science Magnet\n\"All students will be assigned to Washington Schools (sic) by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-to-M transfers. The target racial balance at Washington will be consistent with the Interdistrict Plan, seeking to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal to be 50 percent black/white.\" LRSD Desegregation Plan, April 29, 1992, p. 144. The difference between the racial composition proposed by the parties in the May 1, 1991 plan (60% black and 40% white) and the racial balance contained in the plan as approved by the district court dated April 29, 1992 (between 60% and 40% of either race with the ideal goal to be 50% black/white) is significant. The racial balance prescribed for Washington by this Court is the racial balance for interdistrict schools found in the Interdistrict Desegregation Plan and described in this Court's May 1, 1992 Order: \"Provisions of the interdistrict plan target the ideal racial balance for the various types of LRSD schools: Interdistrict schools at 50 percent black/white with a variance of 60 to 40 percent of either race ... H kBllqr\\DMeg*^Bri 11May 1, 1992 Order (Docket #1587), pp. 27-28. This Court would not have assigned to Washington the racial balance requirements of interdistrict schools if Washington were not, in fact, operating as an interdistrict school. The decision that Washington should be governed by the racial balance requirements for interdistrict schools set forth in the Interdistrict Plan reflects this Court's recognition of Washington as an interdistrist school. The 1989 desegregation plans approved by the Eighth Circuit Court of Appeals require the operation of three Interdistrict schools within LRSD - Romine, King and Stephens. 10 J.D.R. 2229- 32\nJ.D.R. 1721, 1731-34. LRSD presently operates three interdistrict schools - Romine, King and Washington. The LRSD and Interdistrict Desegregation Plans should be amended to reflect the fact that LRSD presently operates the number of interdistrict schools contemplated by the plans agreed upon by the parties in 1989 and approved by the Eighth Circuit Court of Appeals in 1990. In its order with respect to the modifications proposed by the parties in the May 1991 plans, the Eighth Circuit Court of Appeals said: \"It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect no retreat should be approved. They are as follows: (3) operation of the agreed number of interdistrict schools according to the agreed timetable ... II Appeal of Little Rock School District. 949 F.2d 253, 256 (8th Cir. 1991). In accordance with the 1989 plans approved by the Court of 12 8Appeals in December 1990 and the order quoted above, LRSD presently operates three interdistrict schools. B. Demographics According to the LRSD and Interdistrict Desegregation Plans as those plans were approved by the Court of Appeals in 1990, LRSD was to establish three interdistrict schools, two of which would be located in central Little Rock in the general area along 1-630 between University Avenue and 1-30. One school was to be established \"near the 1-630 corridor between 1-30 and University Avenue.\" 10 J.D.R. 3232. The other was supposed to be \"located in the general area along 1-630 between 1-30 and University Avenue.\" 10 J.D.R. 3232. Since those plans were written, both King and Washington schools have been established as interdistrict schools within the area described in the plans. Also since those plans were written, 1990 census information has revealed a dramatic shift of population away from the area in which the interdistrict schools were to be located. This decline in population in the area targeted for the location of interdistrict schools is illustrated by undisputed evidence which was presented to the district court concerning the issue of revised election zones for the LRSD board. When the initial LRSD board member election zones were approved by Judge Woods on December 18, 1986 (Docket # 719), zones one and two had total populations of 25,399 and 25,295 respectively. Zones one and two cover most of central and east Little Rock, which is the 13 ladQADMegPl.Briprimary area in which LRSD interdistrict schools were to be located. According to the 1990 census information, the population of zone one is 20,901, which is 4,498 people lower than the previous census. The 1990 population of zone two was 20,415, which is 4,880 people lower than the previous census. The 1990 census shows an eighteen percent decline of the number of people in zone one and a nineteen percent decline of the number of people in zone two. The movement of population away from east and central Little Rock is further shown in the testimony of Jim McKenzie about the election zone issue. Mr. McKenzie is the executive director of Metroplan, governmental planning and research organization composed of local government entities in the Central Arkansas area. Mr. McKenzie testified that his organization tracks demographic changes in Little Rock and that there was a material demographic change from the 1980 census to the 1990 census. April 13, 1993, Tr. 62-63. Although the population in eastern Little Rock a declined each year since 1980 (Tr. 67) , most of the movement out of that area occurred between 1985 and 1990. Tr. 62-63. Mr. McKenzie testified that the \"center city\" will continue to lose population. Tr. 100-01. Mr. McKenzie prepared four proposals to adjust the LRSD election zones so that they would contain relatively equal populations. He testified that his proposal number four \"looks more to the future in terms of growth and shifts in population than the other proposals.\" See Memorandum Opinion and Order, June 21, k*d9\\OM\u0026lt;-n.Bri 141993 (Docket /1853), p. 5. According to Mr. McKenzie's description of proposal number four, \"the areas of the City of Little Rock that are projected for growth have a negative variance from the mean while the areas that are projected to lose population have a positive variance\". Id. In proposal number four, which was presented to the court in PCBE Exhibit 1, the only two zones which show a positive variance from the mean, indicating a projected loss of population, are zones one and two. See Tr. 101-02. The movement of population away from the area targeted for the establishment of interdistrict schools within LRSD is also shown in information provided to the parties by the Office of Desegregation Monitoring. A document titled \"Incentive School Attendance Zones and Schools Attended\" shows a total population of the incentive school attendance zones (Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens) of 1,946 for the 1993-94 school year. The incentive school attendance zones generally correspond with the area targeted for the location of interdistrict schools. In fact, the interdistrict schools were expected to draw their black student population from among \"those students who otherwise would or could have been assigned to an Incentive School\". J.D.R. 1722. The present number of students in the incentive school zones (1,946) is dramatically lower than the capacity established for the incentive schools in the 1989 desegregation plans of 3800 students. 10 J.D.R. 2228. The parties projected in the 1989 LRSD 8 Desegregation Plan that if 3600 LRSD black students attended 15incentive and interdistrict schools, the racial composition of the area schools would be 56% black. 10 J.D.R. 2231. According to the 1989 Interdistrict Desegregation Plan, the incentive schools alone should be \"sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary academies) [now area schools] of 55% black and 45% white with a variance of 5%.\" 8 J.D.R. 1721. That means that in 1989 the parties expected that more than 3600 black students would attend the incentive schools from the incentive school zones, but today only 1,946 students reside in the incentive school zones. The Office of Desegregation Monitoring prepared and distributed to the parties in February 1994 a study of \"Enrollment In Downtown Elementary Schools\". That study defines downtown elementary schools as those located \"east of University, west of Adams Field, north of Fourche Creek, and south of Markham.\" This is generally the area targeted for the location of LRSD interdistrict schools. This study shows that the incentive schools have a capacity of 2,305 students but that the October 1, 1993 enrollment was only 1,454 students. There are 1,429 available seats in downtown elementary schools. Those schools operate at only seventy-six percent of capacity. The February 1994 ODM study also shows that the two existing downtown interdistrict schools. King and Washington, are operating at 80% and 77% of capacity, respectively. There are 139 available seats at King and 218 available seats at Washington. King 16Interdistrict School has attracted 200 white students from outside the downtown area and Washington Interdistrict Magnet School has attracted 249 white students from outside the downtown area. Finally, both the Pulaski County Special School District, which was to be the primary source of white students for the interdistrict schools (8 J.D.R. 1721), and the Little Rock School District have experienced an unexpected overall decline in student population. The number of students attending PCSSD declined from 21,633 for the 1992-93 school year to 20,426 for the 1993-94 school year according to the October 1 enrollment count, a loss of 1,207 students. The number of students attending LRSD declined from 26,212 for the 1992-93 school year to 25,594 for the 1993-94 school year, a loss of 618 students. Both districts expect to lose more students for the 1994-95 school year. C. Plan Modification Process The PCSSD plan contains a desegregation plan amendment process (pp. 104-05) which this Court has found should be implied in the LRSD and NLRSD plans (Memorandum and Order, June 21, 1991, p. 17, Docket #1479). This Court has described the plan modification process as follows: \"Proposed amendments may arise in multiple ways. including by agreement or consultation with the other parties. Any proposal is first submitted to the PCSSD Office of Desegregation (Office) for initial review and analysis. The Office will make a recommendation to the kMfay\\DBHgn.Bti 17superintendent who will in turn make the final recommendation to the Board. If the Board approves, the matter will be submitted to the Court, and formally submitted to the other parties to the litigation. If the Court approves, the plan shall be amended. Note that bv the Plans own terms, agreement of all parties is not required for amendment.\" X^. (emphasis in original). LRSD has followed the desegregation plan amendment process with respect to its proposal to recognize Washington as an interdistrict school in place of Stephens. The proposal was first reviewed by the LRSD Desegregation Office as well as other administrators and the superintendent. Following that review. LRSD informally submitted the proposal to the other parties on November 12, 1993. LRSD proposed: \"That we seek to amend the desegregation plan to acknowledge the fact that both Washington and King have been established as interdistrict schools and that the establishment of two such schools within LRSD satisfies the Eighth Circuit's requirement that LRSD operate 'the agreed number of interdistrict schools'. PCSSD would be expected to 'engage in early, rigorous and sustained recruitment efforts' to recruit students to Washington, but would be relieved of the expectation that the white student population of Washington would come primarily from PCSSD. White LRSD students presently attending Washington would be allowed to remain and LRSD would kM^\\Dna(-n.Bri 18continue to recruit white students for Washington in the future.* Letter to Counsel, November 12, 1993. LRSD further proposed: \"That we delay the construction of a school at the present Stephens site so that LRSD may complete its demographic study to determine how best to meet the requirements of its student population and the desegregation plans. If LRSD determines to build a new school at the Stephens School Site, the new school will be an incentive school and the parties will support LRSD's motion to construct an incentive school at Stephens or in the Stephens area.\" Id. LRSD was notified by counsel for PCSSD, NLRSD and the Knight Inteirvenors that those parties would agree to the Stephens/Washington proposal. LRSD was notified by counsel for the Joshua Intervenors that Joshua would likely agree to some delay in the construction of a school at the present Stephens site, but would not agree that Washington should supplant Stephens as an interdistrict school within LRSD. On November 17, 1993, LRSD counsel provided a written report to the superintendent and the board concerning the status of the Stephens/Washington issue and the response of the parties to LRSD proposal. The LRSD board voted on November 18, 1993, in accordance with the superintendent's recommendation, to submit the matter to the Court with formal notification to the other parties. laUQrMlMet'Pl'Bri 19D. Financial Constraints LRSD operates under financial constraints which are well known to the Court and the parties. LRSD filed on April 15, 1994 its \"LRSD 1994-95 Budget Status Report\", which shows a projected budget deficit for the 1994-95 school year of more than seven million dollars. LRSD is working to balance its budget, but continues to operate with severe financial limitations. The Office of Desegregation Monitoring provided the parties in February 1994 a document titled \"LRSD Per Pupil Expenditure By Elementary School 1993-1994 Budget\". This report shows the impact of low enrollment on per pupil expenditures in the area targeted for the location of interdistrict schools. The average per pupil expenditure in \"western\" Little Rock elmentary schools is $2,526.35. The average per pupil expenditure in \"southwestern\" Little Rock schools is $2,638.91. The average per pupil expenditure for incentive schools is $5,890.36. No school in LRSD, however, has a higher per pupil expenditure than Stephens school. The amount budgeted for each student at Stephens for the 1993-94 school year is $8,781.19. This is nearly $3,000.00 per pupil more than the average amount ($5,890.36) budgeted per pupil at the incentive schools. This illustrates the financial impact of declining population and enrollment in the Stephens area. Argument A. The Law of Modification of Consent Decrees Rule 60(b) of the Federal Rules of Civil Procedure provides in relevant part: blby\\Dnat-n.Bri 20\"On motion and upon such terms as are just, the court may relieve a party or a party's legal representative from a final judgment, order, or proceeding for the following reasons: ... (5) the judgment has been satisfied. released, or discharged, or a prior judgment upon which it is based has been reversed or otherwise vacated, or it is no longer equitable that the judgment should have prospective application\nor (6) any other reason justifying relief from the operation of the judgment.\" The United States Supreme Court has addressed the application of Rule 60(b) to institutional reform litigation such as a school desegregation case. In Rufo V. Inmates of Suffolk County Jail. 502 U.S. 116 L.Ed. 2d 867 (1992), the Supreme Court held that Rule 60(b) is applicable to cases in which a consent decree has been entered. Id. at 116 L.Ed.2d 883. In a school desegregation case. the Supreme Court rejected the rigid standard for modification of a consent decree set forth in United States V. Swift \u0026amp; Co.. 286 U.S. 106, 119 (1932) (\"nothing less than a clear showing of grievous wrong evoked by new and unforeseen conditions should lead us to change what was decreed after years of litigation with the consent of all concerned\") in favor of a more flexible standard. Board of Education of Oklahoma City v. Dowell. 498 U.S. , 112 L.Ed. 2d 715 (1991). As the Court said in Rufo, Rule 60(b), \"in providing that, on such terms as are just, a party may be relieved from a final judgment or decree where it is no longer equitable kathy\\Dne|-Pl.Bri 21that the judgment have prospective application, permits a less stringent, more flexible standard.\" Buis, 116 L.Ed. 2d at 884. \"The upsurge in institutional reform litigation since Brown v. Board of Education has made the ability of a district court to modify a decree in response to changed circumstances all the more important\". Rufo, 116 L.Ed. 2d at 884. The Rufo Court observed that \"[t]he experience of the District and Circuit Courts in implementing and modifying such decrees has demonstrated that a flexible approach is often essential to achieving the goals of reform litigation\". Id. The Rufo Court also approved the observation of several Courts of Appeal \"that the public interest is a particularly significant reason for applying a flexible modification standard in institutional reform litigation because such decrees \"reach beyond the parties involved directly in the suit and impact on the public's right to the sound and efficient operation of its institutions\". Id. at 885, quoting Heath v. DeCourcv. 888 F. 2d 1105, 1109 (6th Cir. 1989). A party seeking modification of a consent decree bears the burden of establishing that a significant change in circumstances warrants revision of the decree. Id. at 886. The party seeking modification may meet its initial burden by showing either a significant change in factual conditions or in law. If the moving party meets this burden, the court must consider whether the proposed modification is suitably tailored to the changed circumstance. 22The Supreme Court in Rufo provided several examples of situations where modification of a consent decree may be warranted: 1. \"When changed factual conditions make compliance with the decree substantially more onerous.\" Id. at 886. 2. \"When a decree proves to be unworkable because of unforeseen obstacles\", citing particularly relevant case, Philadelphia a Welfare Rights Organization v. Shapp. 602 F.2d at 1120-1121 (modification allowed where State could not find sufficient clients to meet decree targets). Id. at 886. 3. \"When enforcement of the decree without modification would be detrimental to the public interest.\" Id. at 886-87. Once a moving party has met its burden of establishing either a change in fact or in law warranting modification of a consent decree, the district court should apply the following test to determine whether the proposed modification is suitably tailored to the changed circumstance: (1) \"A modification must not create or perpetuate a constitutional violation ... tl hBilQr\\DMe(*Pl.Bri 23(2) \"A proposed modification should not strive to rewrite a consent decree so that it conforms to the constitutional floor ... (3) \"A court should not allow a change greater than that necessary 'to resolve the problems created by the change in circximstances' . Id. at 890-91. within these boundaries, the Court should defer to LRSD: Within these constraints, the public interest and \"\nand n \"[c]onsiderations based on the allocation of powers within our federal system\" Dowell, 498 US, at ___, 112 L Ed 2d 715, 111 S Ct 630, require that the district court defer to local government administrators, who have the \"primary responsibility for elucidating, assessing, and solving\" the problems of institutional reform, to resolve the intricacies of implementing a decree modification. Brown v. Board of Education, 349 US, at 299, 99 L Ed 2d 1083, 75 S Ct 2749. Id. at 891. Finally, although \"[f]inancial constraints may not be used to justify the creation or perpetuation of constitutional violations\", \"they are legitimate concern of government a defendants in institutional reform litigation and therefore are appropriately considered in tailoring consent decree a modification.\" Id. at 891-92. 24The Eighth Circuit Court of Appeals has described in this case 'the standard to be used by the District Court for reviewing proposed modifications to the plan ... to which all the parties have not agreed\". Appeal of Little Rock School District. 949 F.2d 253, 258 (Sth Cir. 1991). The Eighth Circuit, in a decision which came after Dowell but before gufo, adopted the following standard set forth in Heath v. DeCourcv. 88 F.2d 1105 (6th Cir. 1989)\n\"To modify [a] consent decree [], the court need only identify a defect or deficiency in its original decree which impedes achieving its goal. either because experience has proven it less effective [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree. modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement between the parties.\" Id. at 1110. The standard adopted by the Eighth Circuit in Appeal of Little Rock School District is in harmony with the later decision of the Supreme Court in Rufo. See Lorain NAACP v. Lorain Bd. of Educ. . 979 F.2d 1141, 1149 (6th Cir. 1992) (treating the Rufo and Heath standards as harmonious and holding that school descregation consent decrees \"are subject to the same standards as annunciated in Rufo and Heath.\") The Eighth Circuit advised the district court to \"proceed with that discretion and flexibility that characterizes courts of equity\" and noted that district court decisions with respect to 25 Aplan modifications will be reviewed on an abuse-of-discretion basis with \"a healthy measure of deference to the reasoned choices made by the District Court.\" Appeal of Little Rock School District. 949 F.2d 253, 257 (Sth Cir. 1991). The Eighth Circuit's deferential standard of review concerning contested proposed modifications of consent decrees is also described in McDonald v. Armentrout. F.2d 388 (8th Cir. 1990)\n908 \"The district court retains authority over the consent decree, including the power to modify the decree in light of changed circumstances, and is subject to only a limited check by the reviewing court. We will reverse a district court's modification of a consent decree only upon a showing of an abuse of discretion. Moreover, the Supreme Court has indicated that a district court's resolution of a motion to modify is due greater deference when the changed circumstances justifying modification are of fact rather than law.\" 908 F.2d at 390 (citations omitted). B. Changed Circumstances There have been two important changes in the factual circumstances of this case since the agreement of the parties in 1989, approved by the Court of Appeals in 1990, that three interdistrict schools would be established within LRSD. First, by operation of the Tri-District Plan, Washington was established and continues to serve as an interdistrict magnet school. With the 26 bi^ntwt FLBriopening of King for the 1993-94 school year, LRSD has established three interdistrict schools. Washington and King are located within the area targeted for location of Stephens and King interdistrict schools in the 1989 LRSD and Interdistrict Plans. Second, the 1990 census and the 1993-94 enrollment numbers show that the area targeted for location of interdistrict schools within LRSD is an area of rapidly declining population. that many elementary school seats are presently available within that area. and that LRSD and PCSSD are beginning to experience an overall decline in student population. These changes warrant modification of the LRSD and Interdistrict Plans to recognize Washington as an interdistrict school in place of Stephens. C. Washington Interdistrict Magnet School The parties have been consistent in their agreement that three interdistrict schools should be established within the Little Rock School District. According to the October 3, 1988 proposed LRSD Desegregation Plan, those three schools would be Stephens, King and Washington. 5 J.D.R. 1045-48. The parties' 1988 agreement to recommend construction of new Stephens and King Interdistrict Schools was \"based on [then] current demographics and geography which identif[ied] a need for new construction.\" 5 J.D.R. 1047. Between the time the parties submitted the October 3, 1988 proposed LRSD Desegregation Plan and the time they agreed upon peirmanent desegregation plans in March of 1989, Romine was substituted for Washington as the third LRSD interdistrict school. There are two reasons for this. First, there was a perceived need laifaBr\\Deae(\u0026gt;P).Bri 27for at least 3,600 incentive school seats which could not be realized without designating Washington as an incentive school. 10 J.D.R. 2228, 2231. Second, when the attendance zones for \"elementary academies\" were drawn in accordance with the 1989 Interdistrict Plan (8 J.D.R. 1721), the target population of \"55% black and 45% white with a variance of 5%\" could not be achieved in the Romine area. The parties therefore substituted Romine for Washington as an interdistrict school and designated Washington as an incentive school. The circumstances changed on March 5, 1990 when the district court entered an order approving the Tri-District Plan. Under that plan, with the parties subsequent acquiescence (Docket /1434), Washington was established at the beginning of the 1990-91 school year as an interdistrict school and continues to operate interdistrict school. as an Because LRSD now has in place the number of interdistrict schools the parties agreed upon in the 1989 Desegregation Settlement, the number of interdistrict schools approved by the Eighth Circuit Court of Appeals on December 12, 1990 and the number of interdistrict schools considered \" crucial\" by the Eighth Circuit on November 14, 1991, \"it is no longer equitable\" to require the construction of a new Stephens Interdistrict School. Fed. R. Civ. P. 60(b)\nRufo, 116 L.Ed.2d at 884. D. Demographics 28The significant outflow of population from the area targeted for LRSD interdistrict schools and the great number of elementary seats available in that area, and particularly at King and Washington Interdistrict Schools, constitute significant changes in circumstances which warrant revision of the LRSD and Interdistrict Desegregation Plans. This demographic change, combined with the change which resulted in the establishment of Washington as an interdistrict school, clearly meets the Rufo and Eighth Circuit standards for modification of a consent decree. Modification of a consent decree is \"appropriate when a decree proves to be unworkable because of unforeseen obstacles.\" Rufo. 116 L.Ed.2d at 886. The decline in population of the area targeted for the location of LRSD incentive schools and its impact upon enrollment in schools in central and east Little Rock was not foreseen by the parties. In 1988, the parties believed that \"current demographics\" showed \"a need for new construction\". J.D.R. 1047-48. In 1994, the two newest elementary schools in the LRSD system are King and Washington Interdistrict Schools. Those schools have a total of 357 seats available in them. There are 1,429 available seats in downtown Little Rock, which is the general area in which the desegregation plans presently require the 5 Stephens school to be located. The 1990 census and recent LRSD and PCSSD enrollment data show that there is no longer a need for new construction which would justify the building of new a interdistrict school. 29In a case cited with approval in the Third Circuit Court of Appeals allowed modification of consent decree in a circumstances similar to those in this case even under the stricter pre-Rufo standard. Philadelphia Welfare Rights Organization v. Shape, 602 F.2d 1114 (3rd Cir. 1979). In Shapp. a consent decree required the State of Pennsylvania to perfonn a certain number of medical screenings per year for welfare recipients. Id. at 1118. Due to declining welfare roles, however, the total population eligible for screening \"was significantly lower than had been expected at the time of the consent decree\". Id. The court noted that \"[a]ny injunction imposing mandatory affirmative duties for the future involves elements of prediction ... [which] will always be speculative to some degree\" and that \"[t]his is particularly the case when the defendants' ability to achieve compliance depends upon the receptivity of class members or other third parties not formally before the court.\" Id. at 1120. The declining population and enrollment in this case present changed circumstances equivalent to declining welfare rolls in Shapp. As in Shapp. the requested modification of the decree can be granted \"while preserving its essential features\". including those the Eighth Circuit Court of Appeals described as \"crucial\". Id. at 1120. Applying much stricter pre-Rufo standard for modification of consent decrees, the Third Circuit affirmed a modification which \"eliminated the numerical requirements\" for screenings. Id. at 1119. 30\"[T]he public interest is a particularly significant reason for applying a flexible modification standard in institutional reform litigation because such decrees \"reach beyond the parties involved directly in the suit and impact on the public's right to sound an efficient operation of its institutions.\" Elifs, 116 L.Ed.2d at 885, quoting Heath v. DeCourcv. 888 F.2d 1105, 1109 (6th Cir. 1989). Modification of a consent decree may be warranted \"when enforcement of the decree without modification would be detrimental to the public interest\". Eufe, 116 L.Ed.2d at 886-87. In this case, the public interest in sound and efficient operation of the Little Rock School District weighs against a requirement to construct a new school in an area of declining population and relatively low enrollment in its existing schools. Finally, the rule adopted by the Eighth Circuit Court of Appeals in this case for reviewing contested proposed modifications of the desegregation plans is not inconsistent with the Supreme Court's later decision in Rufo. Lorain NAACP v. Lorain Bd. of Edu^, 979 F.2d 1141, 1149 (6th Cir. 1992). In order to modify a consent decree, the Eighth Circuit said, the district court \"need only identify a defect or deficiency in its original decree which impedes achieving its goal, either because experience has proven it less effective [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree.\" Appeal of Little Rock School District. 949 F.2d 253, 258 (8th Cir. 1991), quoting Heath v. DeCourcv. 88 F.2d 1105, 1110 (6th Cir. 1989) . In this case. the post-settlement establishment and ku^\\DaaH-Pl.Bri 31retention of Washington school as an interdistrict school and the decline in population and enrollment in the area targeted for location of LRSD interdistrict schools constitute changed circumstances which warrant fine tuning the settlement plans to recognize Washington in place of Stephens as an interdistrict school. This proposed modification should be approved because \"it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement between the parties\". Id. E. Financial Constraints The financial constraints under which LRSD continues to operate provide further support for the consent decree modification requested by LRSD: \"Financial constraints may not be used to justify the creation or perpetuation of constitutional violations, but they a legitimate concern of government defendants institutional reform litigation and therefore are appropriately considered in tailoring a consent decree modification.\" are in Rufo V. Inmates of Suffolk County Jail. 502 U.S. 116 L.Ed.2d 867, 891-92 (1992). LRSD presently projects a budget deficit for next year in excess of $7,000,000.00. The cost of constructing a new interdistrict school and the high per pupil expenditure required to operate a school in an area of declining population and enrollment are a legitimate concern to LRSD which should be considered by the Court as a factor supporting the requested consent decree modification. Id. kMhy\\DBaet-n.Bri 32CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion For Modification of Desegregation Plan has been served on the following people by depositing copy of same in the United States mail on this 20th day of April, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Hell 3gQPglM^iQn The modification of the LRSD and Interdistrict Plans proposed by LRSD does not diminish the basic elements of those plans. The parties agreed in 1989 to establish 600 seat Stephens a Interdistrict School \"near the 1-630 corridor between 1-30 and University Avenue\". 10 J.D.R. 2232. There has been established instead a 939 seat Washington Interdistrict School near the 1-630 corridor between 1-30 and University Avenue. The other two LRSD Interdistrict Schools required by the 1989 LRSD and Interdistrict Plans, Romine and King, are now in operation. The modification can be made without reducing those elements the plan considered crucial by the Eighth Circuit Court of Appeals. The significant changes and circumstances since the settlement plans were written are clearly sufficient to warrant the requested modification of the plans under the standards described by the Supreme Court in Rufo and by the Eighth Circuit in this case. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Bv\nr________...______ Christopher Helle^^ Bar No. 81083 33I I I C [ It / 6^,-c.k^ 6^, / ai, l/\\H'-ti i_ (/-CCy' / S' / i f 'RECEIVED yl/C4^^ rf Mji_ 3: (y-c.k^ NOV 1 6 1994 Office of Desegregai i 4 I ioi). z - ?y\\A ^L. t.Cr / 'i 1 1^-. 'tLC' ' i~ C-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS FOQ 1995 JAMES W. McCORMACK, CLERK By: .V OEP CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On May 20, 1994, the Little Rock School District (\"LRSD\") filed a motion to close Stephens Incentive School [doc.#2191]. In its motion, the LRSD states that it has constructed the number of interdistrict schools required by the desegregation plans, and that, assuming the Court grants its April 20, 1994 motion to designate Washington as the required second new LRSD interdistrict school in place of a new Stephens interdistrict school [doc.#2160], the district will have operating within its boundaries the required number of interdistrict schools. The LRSD goes on to state that Stephens school is in an area of declining enrollment and population (and, in fact, has experienced declining enrollment)\nthat there are a large number of empty school seats in the Stephens general area (including empty seats at the King and Washington interdistrict schools)\nand that the facility itself is in a state of decline, the renovation of which cannot be justified. The Court held a hearing on June 7, 1994, to address the issues raised in the LRSD's motion to close Stephens. During the hearing, 2 1 the LRSD provided the Court with a \"Stipulation and Settlement Agreement Regarding Stephens and Garland Schools\" (\"stipulation\") in which it proposes building a new Stephens school within the same general area in which the Stephens and Garland schools are now locatedJ In the stipulation, the LRSD states that the new Stephens will be a magnet school with a student body made up primarily of black students and white students from the LRSD and also some majority-to-minority transfer students from the Pulaski County Special School District (\"PCSSD\"). The LRSD further states that Garland Incentive School will be closed upon the opening of the new Stephens school, and that the Garland students will thereupon be assigned to Stephens. Although all parties to this lawsuit approved the stipulation. the Court announced to the parties its conclusion that the stipulation was deficient in several respects (which will be discussed infra), and that certain inforaation would be required before the Court could give its final approval for the construction of a new Stephens school. Among other things, the Court stated that it required detailed plans for student recruitment and a long- range facilities plan which tcikes into account the declining and shifting populations in Little Rock and which justifies construction of a 700-seat school which the parties have proposed for the Stephens site. The Court did, however, state that Stephens could be closed and its students reassigned. The stipulation, which was filed on June 8, was approved by aU parties to this lawsuit. 2In a status report regarding Stephens that was filed August 24, 1994, the LRSD stated that it had begun a long-range facility study and that it intended to begin demolition of Stephens in the immediate future. The district also stated that it would not begin construction of a new Stephens school building until the parties had addressed issues raised by the Court at the June 7 hearing, such as the size of the school and how it would be populated and desegregated. However, it has now been some five months since the LRSD's status report and the information requested by the Court in June 1994 has yet to be submitted.^ Because the target date for the opening of the new Stephens school draws ever closer, the Court now reiterates what was stated at the June 7 hearing and what is required of the LRSD before this Court will approve construction of a new Stephens school as set forth in the stipulation. As indicated at the Jiine 7 hearing, the LRSD's motions to designate Washington as the new interdistrict school required by the desegregation plan and to close the Stephens Incentive School [doc.#'s 2160 and 2191] should both be and hereby are granted. In approving the LRSD's motion to close Stephens, the Court reiterates that the LRSD is obligated to recruit white students to desegregate the remaining incentive schools. The Court will continue to closely watch all proposed school closings and school capacity 2 The original target date for completion of the facilities study, as noted in the July 29, 1994 LRSD management tool, was November 23, 1994. The target date remained the same in the August and September management tools, but changed to January 30, 1995 in the management tool dated October 31, 1994. The November 30,1994 management tool changed the target date again to August 15, 1995. 3alterations to determine the effect on desegregation and whether there is a pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens. With respect to the construction of a new Stephens school, the LRSD cites as justification for closing Stephens the fact that the school has experienced declining enrollment and is located in an area of decreasing population and student enrollment. In this regard, the LRSD states that there are many empty school seats in the Stephens general area, including over 350 vacant seats at the King and Washington interdistrict schools. Nevertheless, the LRSD proposes building a new 700-seat school on the current Stephens site, notwithstanding the fact that during the 1993-94 school year. a total of only 350 students attended Stephens and Garland combined (only 218 of which lived within the schools' attendance zones) and notwithstanding the fact that the LRSD itself indicates that such data counsels against constructing a new Stephens school in the area now under consideration. Indeed, the LRSD states in its brief accompanying its motion for modification of the desegregation plan that \"[tlhe 1990 census and recent LRSD and PCSSD enrollment data show that there is no longer a need for new construction which would justify the building of a new interdistrict school, and that [t]he cost of constructing a new interdistrict school and the high per pupil expenditure required to operate a school in an area of 3 205 children attended Garland (136 from the attendance zone), and 145 attended Stephens (82 from the attendance zone). 4declining population and enrollment are a legitimate concern to LRSD which should be considered by the Court as a factor supporting the requested consent decree modification.\" (Brief in Support, at pg. 29 and 32.) Because of the apparent contradictions contained within the LRSD's proposals, the Court stated that the LRSD must justify the construction of a new school at the existing Stephens site as a prerequisite to the Court approving the stipulation. Specifically, the Court stated that it requires detailed information regarding the size of the new Stephens school to be constructed and the basis for the school's capacity\ndetailed information regarding the plan for recruiting white students\ndetailed information regarding student assignment zones\nand detailed information regarding the impact of the new Stephens school on the racial balance of all the schools. In addition, the Court stated that it requires a new long-range facilities plan that will guide the district's use of its facilities for several years to come. At the hearing, the Court expressed concern over the controversy that had developed when the district prepared to close Baseline Elementary School as the 1993- 94 school year was ending. Many parents at the hearing told the Court they were unaware or surprised at the district's plans to close Baseline, and that they believed the district was not proceeding in good faith to involve the parents and community in making the decisions that directly affected them, their children. and their neighborhood. 5The desegregation plans repeatedly stress the importance of involving parents and other citizens in the schools, calling for the districts to \"solicit and sustain community involvement\" (Interdistrict Plan, pg. 66). The Court of Appeals has recognized the importance of this aspect of the desegregation plans, identifying appropriate parent involvement as an element of the plans which is \"crucial. and with respect to which no retreat should be approved.\" Appeal of Little Rock School District. 949 F.2d 253, 256 (Sth Cir. 1991). This Court has continued to emphasize the role which meaningful parent involvement plays in keeping the community happy with its schools. The Court has stressed that the public is better satisfied when the parties keep citizens adequately informed and involved, and when the districts do a good job of helping their constituents anticipate and prepare for the changes that affect their schools. The Court has noted the link between information. involvement, and stability: \"Anticipating changes and having a process to go through when changes are taking place are very important to stability.\" (June 28, 1994 Hearing Transcript, pg. 55.) Furthermore, the desegregation plan and orders of this Court recognize that \"desegregation will succeed only so far as the community supports and participates in it.\" (December 30, 1992 Order, pg. 17.) Any facilities study which the district conducts must yield a facilities plan which incorporates a coherent and well-reasoned decision-making process that will guide the district in changing the use (including closure) of any school or building. That process must specifically involve the community with the aim of 6preventing situations of trepidation similar to that which surrounded the potential closing of Baseline. The 1988 facilities study, which was produced for the LRSD by Stanton Leggett and Associates and was referred to at the hearing. was quite comprehensive, but it is no longer current. As the LRSD develops its facilities plan, the district may wish to include the same type of information which that study covered, incorporating current data. However, rather than details concerning the condition of physical plants and equipment, the Court is more interested in the district developing criteria for detezrmining how its buildings will be used, modified, expanded, or closed based on information that specifically takes into consideration the district's desegregation obligations, including community involvement. and the effect that building use has on students and achieving the desegregation goals. Components of the facilities plan, as well as minimum planning factors and considerations the LRSD must use, are set forth below. These items are broad general categories to be utilized with respect to determining whether and how the function of a school or other district building might be altered.* The detailed planning of the items should be executed by the LRSD, although the Coxirt notes that its Office of Desegregation Monitoring remains available to provide assistance. Although the LRSD is free to conduct a study that is as comprehensive and detailed as it wishes, the facilities plan should be based at a minimum on those factors Of course, closing schools is a modification of the desegregation plan and the requisite process must be followed. 4 7listed below: A. A facilities needs assessment based on trends in student population and staffing, on demographic and geographic considerations, and on student assignment zones. B. An analysis of facility resources, including capacities. location, campus size, and any special features or limitations. C. A proposed facilities use plan for all district buildings for the next five to ten years that takes into account the factors above and: 1. 2. district goals and objectives desegregation requirements obligations) (including interdistrict 4. 5. 6. 7. 8. 9. decision criteria for facilities actions (criteria the district will use to guide decisions that affect its facilities) identification and analysis of options proposed facilities changes impact of programmatic changes, such as middle schools reassignment of students and the impact on enrollment and racial balance at receiving schools the burden of busing on students impact on financial stability 3. The facilities study should also include an examination of the buildings currently used for administrative space. The Court notes that the district presently expends a considerable sum in renting the Parkin building and a nearby parking lot while several former schools sit empty. At any time the LRSD comes before the Court proposing to change the use of a school or other building, the Court will make its decision on whether to approve the proposal in relation to the district's facilities plan for all of its buildings (based on the elements named above), the extent to which the district has followed the requisite plan modification process, and the manner in 8which the district has involved the community in its decisions. The Court again stresses that parental involvement is a key requirement of the desegregation plan. As stated in a recent order, the swiftest and surest way out of the federal court is to abide by the terms and spirit of the settlement agreement, and this includes community involvement in the planning and decision-making process with respect to school closings. Only with a cooperative relationship between the district and the community can success in implementing the settlement agreement be achieved. In sum, the Court grants the LRSD's motions to designate Washington as the second interdistrict school which the desegregation plan obligated the district to build and also to close Stephens Incentive School [doc.#'s 2160, 2191]. The Court withholds approval of the construction of a new Stephens school as proposed in the stipulation pending receipt of information and data that demonstrates such constniction is justified. IT IS SO ORDERED this day of February 1995. UNlffio STATES IHSTraCT JUDGE rWIS DOCUMENT ENTERED O-N-- -D--O---C--K--ET SHEET IN COMPtlANi ON___ RULE 58 BY 9 * Hearing held, transcript not yet received DATE OF HEARING Sept. 10, 1996 August 29, 1996 August 19, 1996 June 6, 1996 May 31, 1996 May 30, 1996 May 15, 1996 May 14, 1996 May 13, 1996 Mar. 26, 1996 Dec. 14, 1995 Dec. 15, 1995 Dec. 8, 1995 Oct. 28, 1995 Sept. 8, 1995 Sept. 1, 1995 August 31, 1995 August 30, 1995 LISTING OF COURT HEARINGS, DIRECTIVES, AND TRANSCRIPT SUMMARIES SUBJECT HARD COPY ON DISC DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF- PERSON) TRO-paying teachers during strike PCSSD strike Joshuas fees LRSD 96-97 budget State funding formula- conf for setting deadlines Expert Witness Gary Orfield Expert Witness David Armor Expert Witnesses Herbert Walberg and David Armor Expert Witness Herbert Walberg LRSD Budget M-to-M Pooling M-to-M Pooling (continued) LRSD, ServiceMaster LRSD, ServiceMaster LRSD, PCSSD, ADE pooling LRSD release of court supervision NLRSD release of court supervision PCSSD release of court supervision Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes YesDATE OF HEARING August 28, 1995 August 25, 1995 August 11, 1995 lUgust 2, 1995 August 1, 1995 July 14, 1995 July 7, 1995 July 6, 1995 June 23, 1995 April 10, 1995 March 24, 1995 March 9, 1995 Sept. 21, 1994 Sept. 16, 1994 Sept. 15, 1994 Sept. 14, 1994 August 12, 1994 July 29, 1994 July 28, 1994 June 29, 1994 June 28, 1994 June 7, 1994 April 22, 1994 Feb 25, 1994 SUBJECT Continuation on contempt motion by Joshua Emergency contempt of court by Joshua LRSD 1995-96 budget LRSD 1995-96 budget NLRSD \u0026amp; PCSSD 1995-96 budget Telephone conference (M-to-M pooling) LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget On-the-record conference (plan modifications) ADE reitLstatement ADE reinstatement ADE reinstatement ADE reinstatement LRSD 1994-95 budget LRSD 1994-95 budget PCSSD 1994-95 budget LRSD 1994-95 budget LRSD 1994-95 budget Closing Stephens LRSD 1994-95 budget LRSD 1994-95 planning \u0026amp; budgeting process HARD COPY Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Ye.s Yes Yes ON DISC No Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes DIRECTIVES PULLED Yes Yes Yes Yes Yes SUMMARY COMPLETE BY (NAME OF PERSON) Bob \u0026amp; Polly Polly Margie Margie MelissaDATE OF HEARING SUBJECT HARD COPY ON DISC DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON) Jan 27, 1994 Jan 26, 1994 Jan 25, 1994 Nov 18, 1993 Nov 17, 1993 Aug 17, 1993 Aug 12, 1993 July 8, 1993 July 7, 1993 June 24, 1993 June 9, 1993 June 8, 1993 April 19, 1993 April 14, 1993 April 13, 1993 March 19, 1993 Feb 1, 1993 Aug 3, 1992 July 2, 1992 July 1, 1992 June 30, 1992 May 29, 1992 (p.m.) 1992-93 Incentive Schs Monitoring Rpt (a.m.) 1992-93 Incentive Schs Monitoring Rpt 1992-93 Incentive SchixiLs Monitoring Report PCSSD Racial Balance Monitoring Report Stephens Schtx)! ADE reinstatement PCSSD 1993-93 budget LRSD 1993-94 budget and budget process LRSD 1993-94 budget PCSSD 1993-94 budget Stephens Interdistrict Schcxrl King Interdistrict School en King Interdistrict School LRSD budget cuts Rezoning (not deseg related) (continuation) Rezoning (not deseg related) LRSD budget cuts LRSD budget process LRSD budget PCSSD budget cuts Incentive Schools Incentive Schools Delay of interdistrict schools and modification of the magnet program at McClellan Yes Yes Ye.s Ye.s Yes Yes Yes Yes Ye.s Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Scatmed Yes Yes Scanned Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes . Yes N/A N/A Yes Yes Yes Yes Yes Yes Yes Yes N/A N/A Yes Yes Horace Horace Horace \u0026amp; Polly Melissa Margie Horace Melissa Connie/Bill Bob Bob Margie Melissa Horace Melissa N/A N/A Margie ConnieDATE OF HEARING March 9, 1992 Feb 7, 1992 Feb 6, 1992 Jan 28, 1992 Jan 27, 1992 Jan 23, 1992 Jan 22, 1992 Jan 21, 1992 Dec 19, 1991 Dec 18, 1991 Aug 7, 1991 March 20, 1991 Jan 25, 1991 SUBJECT King Jnterdistrict School site Continuation (completing modification hearings) Continuation Continuation Continuation Continuation Continuation Proposed modifications-1989 settlement plans PCSSD \u0026amp; LRSD budgets PCSSD \u0026amp; LRSD budgets Partial stay Construction Aerospace Magnet School HARD COPY Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes ON DISC No No No No Yes No No Yes Yes Scanned Yes Scanned No DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON)* Hearing held, transcript not yet received DATE OF HEARING Sept. 10, 1996 August 29, 1996 August 19, 1996 June 6, 1996 May 31, 1996 May 30, 1996 May 15, 1996 May 14, 1996 May 13, 1996 Mar. 26, 1996 Dec. 14, 1995 Dec. 15, 1995 Dec. 8, 1995 Oct. 28, 1995 Sept. 8, 1995 Sept. 1, 1995 August 31, 1995 August 30, 1995 LISTING OF COURT HEARINGS, DIRECTIVES, AND TRANSCRIPT SUMMARIES SUBJECT HARD COPY ON DISC DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON) 7/31/94 TRO-paying teachers during strike PCSSD strike Joshuas fees LRSD 96-97 budget State funding formula- conf for setting deadlines Expert Witness Gary Orfield Expert Witness David Armor Expert Witnesses Herbert Walberg and David Armor Expert Witness Herbert Walberg LRSD Budget M-to-M Pooling M-to-M Pooling (continued) LRSD, ServiceMaster LRSD, ServiceMaster LRSD, PCSSD, ADE pooling LRSD release of court supervision NLRSD release of court supervision PCSSD release of court supervision Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes YesDATE OF HEARING August 28, 1995 August 25, 1995 August 11, 1995 ,ugust 2, 1995 August 1, 1995 July 14, 1995 July 7, 1995 July 6, 1995 June 23, 1995 April 10, 1995 March 24, 1995 March 9, 1995 Sept. 21, 1994 Sept. 16, 1994 Sept. 15, 1994 Sept. 14, 1994 August 12, 1994 July 29, 1994 July 28, 1994 June 29, 1994 June 28, 1994 June 7, 1994 April 22, 1994 Feb 25, 1994 SUBJECT Continuation on contempt motion by Joshua Emergency contempt of court by Joshua LRSD 1995-96 budget LRSD 1995-96 budget NLRSD \u0026amp; PCSSD 1995-96 budget Telephone conference (M-to-M pooling) LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget On-the-record conference (plan modifications) ADE reinstatement ADE reinstatement ADE reinstatement ADE reinstatement LRSD 1994-95 budget LRSD 1994-95 budget PCSSD 1994-95 budget LRSD 1994-95 budget LRSD 1994-95 budget Closing Stephens LRSD 1994-95 budget LRSD 1994-95 planning \u0026amp; budgeting process HARD COPY Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes ON DISC No Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes DIRECTIVES PULLED Yes Yes Yes Yes Yes SUMMARY COMPLETE BY (NAME OF PERSON) Bob \u0026amp; Polly Polly Margie Margie MelissaDATE OF HEARING SUBJECT HARD COPY ON DISC DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON) Jan 27, 1994 Jan 26, 1994 Jan 25, 1994 Nov 18, 1993 Nov 17, 1993 Aug 17, 1993 Aug 12, 1993 July 8, 1993 July 7, 1993 June 24, 1993 June 9, 1993 June 8, 1993 April 19, 1993 April 14, 1993 April 13, 1993 March 19, 1993 Feb 1, 1993 Aug 3, 1992 July 2, 1992 July 1, 1992 June 30, 1992 May 29, 1992 (p.m.) 1992-93 Incentive Schs Monitoring Rpt (a.m.) 1992-93 Incentive Schs Monitoring Rpt 1992-93 Incentive Schools Monitoring Report PCSSD Racial Balance Monitoring Report Stephens School ADE reinstatement PCSSD 1993-93 budget LRSD 1993-94 budget and budget process LRSD 1993-94 budget PCSSD 1993-94 budget Stephens Interdistrict School King Interdistrict School King Interdistrict School LRSD budget cuts Rezoning (not deseg related) (continuation) Rezoning (not deseg related) LRSD budget cuts LRSD budget process LRSD budget PCSSD budget cuts Incentive Schools Incentive Schools Delay of interdistrict schools and modification of the magnet program at McClellan Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Scanned Yes Yes Scanned Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes N/A N/A Yes Yes Yes Yes Yes Yes Yes Yes N/A N/A Yes Yes Horace Horace Horace \u0026amp; Polly Melissa Margie Horace Melissa Connie/Bill Bob Bob Margie Melissa Horace Melissa N/A N/A Margie ConnieDATE OF HEARING March 9, 1992 Feb 7, 1992 Feb 6, 1992 Jan 28, 1992 Jan 27, 1992 Jan 23, 1992 Jan 22, 1992 Jan 21, 1992 Dec 19, 1991 Dec 18, 1991 Aug 7, 1991 March 20, 1991 Jan 25, 1991 SUBJECT King Interdistrict School site Continuation (completing modification hearings) Continuation Continuation Continuation Continuation Continuation Proposed modifications-1989 settlement plans PCSSD \u0026amp; LRSD budgets PCSSD \u0026amp; LRSD budgets Partial stay Construction Aerospace Magnet School HARD COPY Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes ON DISC No No No No Yes No No Yes Yes Scarmed Yes Scanned No DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON)suop^npojj lapAus mox an3sa\u0026gt;{ ueaaQ jeaio aqjL o V. o )1J Cii Omh Rtto Booker T. Washington Math/Science Magnet School is \u0026lt;0 BECEIV50 MAY 8 1995 OHice of Desegregation Monitoring / You are cordially invited to drop in May 8-11 to observe our fifth grade students as they participate in an exciting interactive technology unit, The Great Ocean Rescue. Please visit during any of the following time blocks: 8:00 a.m. -10:00 a.m. 11:00 a.m. -12:30 p.m. 1:15 p.m. - 2:30 p.m. Booker T. Washington Math/Science Magnet School 115 West 27th Street iUnit Rationale MAY 8 1995 The Great Ocean Rescue Office of Desegreg\n,^. j, ,, , j v m . i v.. The following vision statement was developed by the Technology Planning Committee of the Little Rock School District: The Cittle TCock School District, in keeping with its mission and goals, will provide a quality, integrated educational program through the use of technology which promotes optimum achievement academically, socially, and emotionally. Cittle ^ock School District will provide an environment which promotes interactive learning, thus empowering students to meet the challenges of the advancing technology of the Zlst century. Cittle T^ock School District will provide opportunities through technology which empower students, staff, and community to achieve excellence, to think critically and creatively to solve problems in an ever-changing society and to access, utilize, and communicate information globally. This unit of study has been designed as a tool for fifth grade teachers to use as they begin to meet the challenge of the aforementioned vision statement. The Great Ocean Rescue laserdisc and software program, published by Tom Snyder Productions, has been used as a framework for this unit. The reference books supplied with the game will be used as functional print sources. The Island of the Blue Dolphins will serve as a literature link. Nystrom Study Prints and AIMS materials will be utilized. Our Great Ocean Rescue unit reaches across the curriculum and integrates traditional pencil and paper tasks with cooperative learning teams, computer usage, hands-on activities, and community resources. Students that receive special services (Reading or Math PAL, Resource Room instruction) will receive direct service delivery in the regular classroom so that they may be totally immersed in the unit activities. Fifth grade classrooms will visit the Intermediate Science Lab on a daily basis. Students will visit other specialists classrooms and will complete integrated lessons which support this units theme. The units design has been carefully scheduled so that four classrooms of students may participate and compete against one another as they play The Great Ocean Rescue laserdisc game. It is our intent that this unit be used in the future by classroom teachers without extra specialist support. Individual teachers will find scheduling much less restrictive and will enjoy having the use of a laserdisc player and computer in their classroom for a week long loan period.R MAY 3 The Great Ocean Rescue Office oi C, Unit Rationale The following vision statement was developed by the Technology Planning Committee of the Little Rock School District: 'The CiTtle ^ock School District, in keeping with its mission and goals, will provide a quality, integrated educational program through the use of technology which promotes optimum achievement academically, socially, and emotionally. fit tie JLock School District will provide an environment which promotes interactive learning, thus empowering students to meet the challenges of the advancing technology of the 2.1st century. Ci trie C^^ock School District will provide opportunities through technology which empower students, staff, and community to achieve excellence, to think critically and creatively to solve problems in an ever-changing society and to access, utilize, and communicate information globally. This unit of study has been designed as a tool for Hfth grade teachers to use as they begin to meet the challenge of the aforementioned vision statement. The Great Ocean Rescue laserdisc and software program, published by Tom Snyder Productions, has been used as a framework for this unit. The reference books supplied with the game will be used as functional print sources. The Island of the Blue Dolphins will serve as a literature link. Nystrom Study Prints and AIMS materials will be utilized. Our Great Ocean Rescue unit reaches across the curriculum and integrates traditional pencil and paper tasks with cooperative learning teams, computer usage, hands-on activities, and community resources. Students that receive special services (Reading or Math PAL, Resource Room instruction) will receive direct service delivery in the regular classroom so that they may be totally immersed in the unit activities. Fifth grade classrooms will visit the Intermediate Science Lab on a daily basis. Students will visit other specialists classrooms and will complete integrated lessons which support this units theme. The units design has been carefully scheduled so that four classrooms of students may participate and compete against one another as they play The Great Ocean Rescue laserdisc game. It is our intent that this unit be used in the future by classroom teachers without extra specialist support. Individual teachers will find scheduling much less restrictive and wUl enjoy having the use of a laserdisc player and computer in their classroom for a week long loan period.RECSW I i i HiY 8 ms Office of Dessgregaucn Monnonns I I t I ' 15 You are cordially invited to drop in May 8-11 to observe our fifth grade students as they participate in an exciting interactive technology unit, The Great Ocean Rescue. 1 i Please visit during any of the following time blocks: 8:00 a.m. -10:00 a.m. 11:00 a.m. -12:30 p.m. 1:15 p.m. - 2:30 p.m. Booker T. Washington Math/Science Magnet School 115 West 27th StreetSeptember 30, 1995 ocr j 1995 Office of Desegregation Monitor Ann Brown 201 East Markham Suite 510 Heritage West Bldg Little Rock, AR 72201 Qi Vear Ann Brown\nI have chosen to write this letter directly to you since I have spoken at length with you in the past about certain aspects of the Little Rock School District. My child was involved in an incident at Washington Magnet Elementary on August 28th of this year that I feel should be brought to your attention. The facts of what happened are as follows: (to the best I can ascertain) My first-grader and her friend Lyndsey (also a first grader) went to the restroom before school. Apparently they were in the same stall of the restroom and also sitting or laying on the floor (perhaps crawling under the stalls?)when two older children came into the restroom. These children reported to Ms. Buchanan that \"something strange\" was going on in the restroom. Meanwhile my child and her friend had left the bathroom and gone to class. Ms. Buchanan sent the older children from room to room with an aide until they pointed out the two children they had seen in the restroom. My child and her friend were then escorted to the principal's office where Ms. Buchanan and apparently the counselor Ms. Kuhns questioned them both together and separately to determine what had occurred. Although Ms. Buchanan has maintained that the line of questioning was of a general nature such as \"Has anything happened to either of you?\" and \"Are you alright?\". My child reported the questions as \"Did you lay on top of your friend\" and \"Did you have her dress up?\" I was contacted after the questioning was over and told that I needed to speak with my child about the \"privacy issue\". I later called the other child's parents and was told that they had no knowledge of the incident. When I questioned Ms. Buchanan about this she said that the parents did not speak English (although I did speak with the father on the phone) and that she had thought they were coming in with an interpreter the afternoon of the incident for a conference, so she was planning to talk to them then. However, she later realized that the parents who came in were another child's parents and by that time she had decided that \"nothing had really occurred\" so she decided not to call the other parents.My concerns about this incident are: 1) 2) 3) 4) 5) Since this type of behavior (sharing stalls \u0026amp; playing in the restroom) is typical of six-year olds the fact that they were questioned at all seems ridiculous. Sin\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_646","title":"Little Rock Schools: Western Hills 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":["1990/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Western Hills Elementary School (Little Rock, Ark.)","School management and organization","Teachers","School discipline"],"dcterms_title":["Little Rock Schools: Western Hills 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/646"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nCorrespondence, news clippings, and parent-student handbook, 1990-1991\nWESTERN HILLS ELEMENTARY SCHOOL 4901 Western Hills Avenue Little Rock, Arkansas 72204 Western Hills Elementary School 4901 Western Hills Ave. Little Rock, Arkansas 72204 Telephone - 562-2247 Dear Parents: Weslern Hi IIw Elementary School exisls solely for Lhe bene- fil of educuLing your children. 'I'lie sliiff, building and LexL- books are provided for their educational, moral and social needs. The extent to which your children will benefit from their experience will be determined to a great extent by the interest you show in their educational program. I strongly encourage you to make frequent visits to the school, get to know the teachers, regularly attend meetings of the Parent-Teachers Association, and attend special programs in which your child may participate. We believe when you demonstrate interest in your children's education, you will find their interests will also be stimulated and they will obtain the maximum benefit from their educational experience. This handbook lias been prepared to better acquaint you with Western Hills. It contains a calendar and general in- formation. IE you have questions or suggestions that are not answered in this handbook, do not hesitate to call me (the principal). We are always looking for ways that will enable the school to better serve our students. We, the Western Hills staff, are looking forward to working with you to make this school year a valuable and enjoyable one for all of our students. Sincerely Margie Puckett Tri nd palI Lillie Rock School Oislrict SCHOOL CALENDAR 1990 1991 AUGUST S M T W T F S 1 5 6 7 8 2 3 4 9 10 11 12 13 14 15 16 17 18 19 26 21 22 23 24 25 28 29 30 31 FEBRUARY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 @26 27 28 SEPTEMBER S M T W T F S 1 2 0 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 @25 26 27 28 29 30 OCTOBER S M T W T F S 1 2 3 4 5 6 Labor Day Thanksgiving Christmas 7 8 9 10(10^13 14 15 16 17 18 19 20 21 (H) 23 24 25 26 27 28 29 30 31 Little Rock School District 810 West Markham Little Rock, Arkansas 72201 374-3361 HOLIDAYS September 3 November 22,23 December 24 - January 2 ' January 21 April 1 - 5 May 27 King's Birthday Spring Break Memorial Day TEACHER RECORDS DAYS, INSERVICE DAYS (Students not in school) August 20,21, 22, 23, 24, MARCH S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 @@30 31- APRIL S M T W T F S I 1 2 3 4 5 I 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 NOVEMBER S M T W T F S 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21|22 23|24 25 26 27 28 29 30 September 24 October 11,12,22 November 1,2 January 18 January 28 February 25 March 28,29 June 6,7 Key School Opens. Ends I I Holiday Records, Inservice Days August 20 Teachers Report to School MAY S M T W T F S 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26[^ 28 29 30 31 DECEMBER JUNE S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23'24 25 26 27 28 29)\n3C'3l'| JANUARY S M T W T F S [1^]3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 (18)19 2012 iJ 22 23 24 25 26 27 @29 30 31 S M T W T F S 1 2 3 4 ^ (6^@ 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 LITTLE ROCK SCHOOL DISTRICT CALENDAR 1990-91 August 27 September 3 September 13 October 11-12 October 22 First day of school for students Labor Day Holiday Open House AEA Convention (Thursday \u0026amp; Friday) Teacher Inservice - Students don't attend November 1 November 2 November 22-23 December 21 January 3 January 18 January 21 January 28 February 25 March 28 March 29 April 1-5 May 27 June 5 Teacher Record Day - Students Out Parent Conference Day - Students Out Thanksgiving Holidays (Friday) Christmas Holidays begin at end of day Schools Reopen Teacher Record Day - Students Out Martin Luther King Holiday Inservice Days - Students Out Inservice Days - Students Out Teacher Record Day - Students Out Parent Conference Day - Students Out Spring Vacation Memorial Holiday Last day for studentsWESTERN HILLS ELEMENTARY SCHOOL DAILY SCHEDULE 7:00 - 7:45 Care 7:30 - 7:45 Bus Students Arrive * 7:45 7:45 - 8:00 First Bell Rings (Students may go to classroom) Bookstore (Students wishing to buy supplies may do so between 7:45 - 8:00) * 8:00 Classes begin (Students not in the classroom at 8:00 will be tardy) 9:45 - 10:00 * Recess - Kindergarten, First, Second 10:05 - 10:20 * Recess - Third, Fourth, Fifth, Sixth Lunch Periods: 11:45 - 12:30 * Lunch, Kindergarten, First, Second 12:30 - 1:15 * Lunch, Third, Fourth, Fifth, Sixth * 2:30 Get Ready For Dismissal * 2:35 DismissalWe believe in children.. WE BELIEVE IN CHILDREN CHILDREN COME FIRST in their touch, hope in their attitude. . There is faith in their eyes, love at life's joy. run with them through tall close in tragedy. We thrill with them grasses, and hold them We believe in children... the fragile dream of yesterday, life's radient reality today. tomorrow. and the vibrant stuff of Yes, we believe in children, for wherever mountain village, industrial we go, to day's children at work in center, or open country, we find yester- the building of a better tomorrow. Our Philosophy - The entire staff at Western Hills is dedicated to helping each child develop his or her fullest potential. believe the elementary years are \"formative We Often., the child's future years of education. termined by the success success or frustration in school is deWe want to be sure or lack of success of those early years. our children feel good about school, about their teachers and friends, but most importantly about themselves. We strive to develop in the child a positive self-concept, social awareness, and the ability to apply academic skills real life situations in our a better toward ever changing society. Organization - Western Hills is tentatively scheduled to have 2 Kindergarten classes, 2 first year classes, 2 second year classes, 2 third year classes, 2 fourth year classes. and 2 sixth year classes. 2 fifth year classes Curriculum of The curriculum at Western Hills is an organized series experiences which have been decided of children and which upon in terms of the needs velopment toward desirable goals. provide for their continuous growth and deCurriculum (continued) The staff is aware that each child is unic|ue. Our teachers dedicated to helping each child develop are a The staff is loyal, friendly and understanding. positive self image. together, sharing materials and ideas of the children in mind. Teachers work well - always keeping the welfare Special personnel ties . are provided to enhance pupil learning opportuniThese include a resource teacher. a speech therapist. a music teacher. teacher, art teacher, a nurse, a librarian, a library clerk, reading instructional assistant that teaches physical education, math teacher, computer aide and our retary. super school sec- GENERAL POLICIES We will show respect to our principal, teachers, and cafeteria staff at all times. secretary, custodians We respect school property. When we arrive late or early, we should check in at the school office. If we need to take medicine (aspirin, cough drops, prescriptions) parents must contact the school. our We will take all school notes home and it is required, we will be sure to bring back give them to our parents. If a signed return slip. We will bring money to school only when we have something to buy.We wil J.. , . SCHOOL walk in the sch 1 building keep our hands off of the walls not touch the bulletin boards stay alert for doors being opened talk quietly so we do not disturb other classes CLASS AREAS In addition to the rules unique to each teacher and class areas, will observe the following reles: we We will... ask for teacher's permission to leave the class respect the rights and property of others respect school property keep our work and desks neat and orderly be respectful to whomever is speaking in class and not interrupt conduct ourselves so we do not disturb others who are working INDOOR FREE PLAY We will... use quiet tone of voice play indoor games put the games up and go to our seats when recess is over receive permission from the duty teacher before we leave the class area AFTER SCHOOL We will... go directly home if we are walking or riding our bikes be sure to follow safety rules when crossing the streets not talk to strangers 4BUS AREA walk to the bus quietly quickly find our bus leave our hands to ourselves get on the bus in an orderly manner talk in a soft, quiet tone of voice bring a note from our parents if we do not ride our regular bus STUDENT CODE OF BEHAVIOR A GOOD CITIZEN A GOOD CITIZEN: Will be... Courteous Obedient Nice Honest Helpful to others Responsible Dependable Will show.. Good sportsmanship Self-control Respect to all adults Good habits of conduct Will... Take turns at all times We will.. Mind their own business Respect the rights of others Have good study habitsRESTROOMS We will . . . properly use paper towels and toilet tissue do our part to keep restrooms clean be sure to turn off water faucets not write on walls FREE PLAY We will., . only play in our assigned areas respect the rights of others and display good sportsmanship leave the playground to go to class only with the permission of the duty teacher stop activity immediately when the bell rings and get in line bring in all the play equipment enter the building quietly and go directly to class For safety reasons we will not: play tackle football fight or wrestle throw rocks roughhouse when playing games bring toy guns or knives to school This booklet has been printed to acquaint all parents and students with school policies that they are most likely to come in contact with. We encourage that if you have questions to call or come by the school for explanation. SiEXPECTATIONS FOR STUDENT BEHAVIOR IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District Board of Directors establishes the following levels of student behavior expectations. It is the intent of the Little Rock School District Board of Directors to extablish these behavioral levels as a part of the necessary learning process of students. These behavioral expectations are important as desirable levels of behavior as well as being critical to students' academic development. All Students shall\n(a) show respect to others and show respect for the rights of others (b) (c) (d) (e) respect the authority of school personnel behave in a courteous'manner learn and demonstrate acceptable social behavior the school and to individual classes the necessary bring t------ materials (books, pencils, paper, assignments) and to actively participate in the learning process (f) use manner appropriate personal hygiene habits and dress in a that is not disruptive to the learning environment (g) adhere to all school rules and regulationsParent Rights and Responslbllillcs Parent Involvement The policy of Western Hills Elementary School is to Inform and involve parents in the instructional process. Parents and schools are partners in helping children learn. As partners, it is essential that parents know clearly what they can expect from the schools, and, in turn, what the schools can expect of parents. As a Western Hills parent, you have certain rights which are assured through law or School Board policies. They are summarized here for your child's benefit. Student Records Rights . to review all records maintained by the schools on your child. . to expect that State and Federal regulations and laws, concerning student records, are considered applicable in the school's preparation, maintenance, and release of information contained in such records. Instructional Rights . to have a conference at mutually convenient times with your child's teachers, counselor, or principal when needed . to visit a classroom at your convenience if you have called the school first and made arrangements with the teacher or principal . to discuss items on your child's report card with appropriate school personnel . to review your school's annual plan of goals and objectives . to have your child's teacher/administrator respond to your phone calls within 24 hours and to a note within 48 hours Disciplinary Rights . to receive, upon request, a full explanation from a teacher or administrator any time your child is disciplined to receive a written notice if your child is suspended from school, including reasons for the suspension . to appeal a suspension through the appeal procedure adopted by the school board, and to be advised of that procedure by the principal . to expect the discipline code as outlined in this handbook to be consistently followedlareni Responsibilities to see that your child attends school regularly and quired by Arkansas law on time as reto provide an appropriate place quiet to study which is well lighted and to provide name and phone number where emergency to become familiar with the academic parent can be reached in an program of your child to see that homework is completed properly and on time to attend parent-teacher conferences scheduled by the expecially the first report card conference school to cooperate with school personnel in helping your child if there Ts a learning, behavior, or health problem to be familiar with grading, homework and pay for public property which is vandalism other school policies to damaged by your child through to read and/or respond to all communications from school to give input into school decisions through direct or indirect or the PTA organization support GENERAL SCHOOL INFORMATION The Little Rock School System follows a state mandate of 178 required school days. Starting and dismissal times, along with general hours are provided on the next to school any earlier than 15 , type school page. Generally, children should eating breakfast at school should minutes to the opening of school. not report Children and then go directly to the playgorund. report to the cafeteria for breakfast two weeks of school. the first bell rings. All students should Breakfast is not served the first remain on the playground until they should report to the cafetorium. If weather doesn't permit children to stay outside school If parents must leave children at any earlier than fifteen minutes IS recommended the child or children be enrolled in Children must not be left to their own supervision, full responsibility for the safety of their children prior to opening of classes, it the Day Care Program. Parents must assume prior to 7:30 a.m. J(eiier.ll School Inforinat ion (continued) After school students should go directly home and stop to play unless a note from home authorizes other wise. check, in\" rather than route to and from school A direct is encouraged. should check by the office and get tardy slip before Wlienever students are tardy they going to class. Li^en to EMERGENCY CLOSINGS your radio and television for details if bad weather emergency closings. causes Please discuss do in the event now with your child where he is to go and what he is to you are not at home. Phone Directory Western Hills Elementary Western Hills Cafeteria School Nurse Little Rock School District Administrative Offices 562-2247 562-2247 562-2247 374-3361 ADMINISTRATIVE PHILOSOPHY The administration of this school administrative philosophy: promotes the following 1) A sound basic of 2) program of instruction will be the right every child attending Western Hills Elementary. Nothing at Western Hills Elementary School will be know- ng y practiced or permitted that is contrary to good safety practice -- or common sense. 3) In order to facilitate school, communications between home and the administration and teachers will, whenever possible, return all phone calls within a 24-hour and all notes within a 48-hour period, tlon of children, safety of children, a,.d involvement with and period Hence, the educa- and communication parents will serve as Che basis of- all material found in the content of this handbook.Cafeteria - Our cafeteriii serves an excellent lunch every clay. Menus arc pustecl in the cafeteria weekly. Children are encouraged, if they buy lunch, to bring lunch money on Monday for the entire week. Western Hills participates in federal lunch programs that allow for free lunches and reduced price lunches. Applications may be filled out at registration or the first day of school. Students on the free and reduced lunch program must have a new application approved. Please instruct your children on the importance of not leaving money in or on their desk. Breakfast is served between 7:15 and 7:50. Severe Weather Policy - If, during the day, weather conditions become bad enough to require closing school before the regularly scheduled time, parents should listen to the local radio and T.V. stations for details. Discipline of pupils - Students are expected to maintain all rules of the school while on school campus. Misbehavior such as fighting, pro- fanity, gross disrespect for faculty and staff will not be tolerated and will be dealt with accordingly. Students will also be required to obey any reasonable rule that the faculty or staff may enact for the health and safety and general well being of the student body. Every effort will be made to inform the students of the rules of good conduct required at school. Parents should take every opportunity to review rules of good behavior with their children, work together we will have better citizens. If home ajtd schoolMeil ication School policy forbids the giving of Internal medicine at school, unless the parent fills out a permission slip. Children should not bring medicine to school. If it is necessary for the medication to be given, please bring it to school and sign the permission slip. Safety on the Playground - Encourage your child to learn rules of good safety that will enable him/her to play safely on the school playground. On most days your children will be sent outside unless you send a note requesting that he/she remain inside during recess. Safety Measures and Precautions - Fire drills are held monthly quired by state law and periodically tornado drills are held. as re- Visits to School - We are happy to have you visit school at any time. It is important that all visitors to the school come to the office before going to any classroom. Kindergarten - Kindergarten children will attend a full day from the beginning of school. (7:55 - 2:30 p.m.). School supplies for kind- ergarten children should not be purchased until you have received IC'ter from your child's teacher. Parent-teacher conferences for kindergarten children will be held after EPSF testing. Parents will receive a letter scheduling this conference. Grade level meetings will be scheduled early in the year for parents. fiismissal - All children are dismissed at 2:3 p.m. Parents picking a children up, should use the drive into campus and pick children up on the sidewalk next to the building. Children will not be allowed to cross the drive to Melba Street unless accompanied by parent. The parking lot of the school is not designed to be used as a loading or unloading area for children. Please do not enter the parking lot except to park and enter the school. Children are Instructed to stay on the sidewalks and not cut across the parking lot.Tlie District Handbook of Rights and Responsibilities is taught the lirst two weeks of school. Parents and students will sign a letter indicating they have read and will observe all rules in the handbook. i'll is Letter will be on file in the principal's office. General policies are inserted at the end of the book. Go over these with your children. A copy of the Western Hills Discipline Plan will be sent home the first week of school for you to go over with your children. After this has been done the appropriate sheet should be signed and returned to school. Media Center - Our school library is well equipped and vital to the quality of our educational program. Pupils and parents are encouraged to use all materials and to check out books. Pupils, teachers and parents must cooperate to see that these are returned in good condition. If materials are not return, a charge will be assessed, based on the condition of the material. Check Out and In of Pupils - This is always done through the school office for the childrens protection. Especially with check outs. this is a needless interruption of the classroom that can be avoided by simply working through the school office. No student will be permitted to leave the building with any adult other than parents or guardians until proper permission is given by the parents. Keep Your Child at Home - (When you observe the following): 1, 2. 3. 4. 5. An acute cold Swollen glands or sore throat Skin rashes or sores Flushed face or other signs of abnormal tem.perature General signs of illness such as vomiting, earache, headeache, listlessness or weakness. Accidents and Illness at School - Our facilities for dealing with sick children are extremely limited. If your child becomes sick at school you will be called to pick liim/her up. in case of serious accidents. you will be called and you may cither pick your child up or somtu'ne will meet you at your doctors's olfice or hospi! '1 . .ahool is hear on Wednesday every week and every other lucsday. id I b \u0026gt; r^wol Supplies - On the first day of school, pupils will need to bring only paper and pencil, plies your child will need. Teachers will furnish a list of sup- school bookstore between 7:50 and 8:00 These supplies may be purchased at the a.m. dally. Mpendance - Regular attendance is a very important factor in determining a pupil's grades regardless of ability. for school attendance is the parent's. Responsibility the parent of the student should call the the reason for absence. Any time a student is absent school's office and report Students, 5-17 years old must attend school under the Arkansas Compulsory Attendance Law. Students who are excessively absent may receive in-school or class exclusion, lowered citizenship grades. suspension a referral to Pulaski County Munxcipal Court, and as a last resort, may be withdrawn from school. Only absences for illness, family principal are excepted. emergency, or approved by the Tardiness \" Tardiness presents a hardship both to students and teach- ers. Please see that your children attend school and are on time. Students who this instructional time u] Excessive tardies can : are tardy in excessive amounts will be expected to make ne up at recess, the noon hour, or after school, lead to a send home. Excused Absences during school hours. - Doctor and dental appointments are not encouraged However, when it is not possible to get the appointment after school hours or on a day of early closing, then one is permitted during school hours. Children should not miss a full day of school for such an appointment. Parents should pick up and return students to class with as little time lost as possible. Pupils should be picked up by their parent or immediate family.Excuxed Absences (continued) They will be released only on written request and authorization of parents or guardian. If someone else is to pick up your child during school hours, please send written authorization. All children must be picked up in the office. No child can wait outdoors for their parent to pick them up. Parents must sign out children in the office anytime they pick up their children prior to the end of the school day. Buses - Bus service is provided by the school district as a service to parents. Impress on your children that riding the bus is a privi- lege that may be revoked if certain rules are not followed. Children that misbehave create a safety hazard for all children on the bus and wlll be dealt with accordingly. Here are some tips that will make rid- ing the bus better: 1. Go over bus rules with your children. - 2. Have children at the bus stop on time. Emphasize orderly behavior at bus stop. This is not a play time. Parties - There are two scheduled parties each year, at Christmas and Valentines Day. Room parents and the'PTA will plan the two parties with the cooperation of the classroom teacher. PTA - The Western Hills PTA is an active organization dedicated to it's goals and objectives. Teachers encourage parents to become active participants in the education of their children. Our unity is felt by all patrons, pupils and staff, and is one of our strongest assets. Four meetings are held each year. Monthly news- letters and announcements will be sent home by the children. Parent-Teacher Association Officers: President 1st Vice President 2nd Vice President 3rd Vice President Secretary Treasurer Susan Herndon Patty Hamilton Pam Lawhon Ruth Schwerin Gail Walton Carolyn BurnsPTA Meeting Dates: Open House Children's Christmas Program Founder's Day Art Show September 13, 1990 To be announced To be announced To be announced To be announced If you would like to volunteer your services to be a working member of our PTA call Susan Herndon - President. Vlps - (Volunteers in Public Schools) - We encourage parents who have the time to volunteer. To volunteer contact the school or the VIPS Chairman. You will receive communications about this periodically during the year. The VIPS chairman at Western Hills is Barbara Moore 565-5785. Home work - Western Hills Elementary follows the policy adopted by the Little Rock School District on homework. A copy of the policy is inserted at the end of this book. Read policy carefully. Students Do Have Homework. Textbooks - Students will be supplied textbook appropriate for their level of achievement. care in using them. Books are expensive and students should take Students and parents will be held responsible for replacing lost or damaged books. Children will be issued a textbook card at the beginning of the year for parents to sign and return. Withdrawals - If it is necessary to withdraw a child from school, the school should be notified at least two days in advance. We must be sure that all textbooks and library books are accounted for. We must have a written request from the parent or the parent may come in person to request a transfer for a pupil. If you send a note, please give us your complete new address, and if possible, the school that your child will be attending.Lost and Found - Please be sure that your child's name is in his clothing and lunch box. Such things are easily misplaced and labeling them will facilitate their return. Pupil Dress - Pupils behavior and conduct is reflected very much by their form of dress while in school, urge the following: Therefore, we strongly Avoid the short shorts (walking shorts - just above the knee are acceptable), bare midriff blouses or shirts, the see- through tops or shirts and uncomfortable shoes. Dress your children in school attire that is appropriate for a school I situation. Our building is completely air conditioned and very comfortable to work in. Change of Address - If you change your address or phone number. or work location, please notify the school. If an accident should occur to your child while he is in school, we want to be sure a parent or guardian can be reached without delay. School Bookstore - Many of the supplies your child will need at school school can be purchased in the school bookstore, daily from 7:45 a.m. to 8:00a.m. It is open Large amounts of money should only be sent to school when necessary. Send money to school only when it is required.NAME grade WESTERN HILLS staff LIST ei.i-^ikntaky ROOM NAME Margie puckett- principal POSITION __CQUfJi^ -V.ICKJ-__ CROSBY, LINDA K inclcrgarr en Ik 5PANN. MARILYN hill, PICOLLA SMITH, JENNIFER POUNDERS, JOAN THOMAS, SHIRLEY ANDERSON, RUTH Warren, sharon ANDERSON, FAYE -PITTS, NITA -BROWN. NANCY KELLY, HELEN ________ ERIT7.. colleen ^QRKflWHKL -NANCY brown. MARY ANN THRONEBERRY, BARBARA .SCHWERIN, RUTH HENDERSON, MARY BETH BEUHLING, CTNDY CURRY, LINDA WEEKS, PEGGY YEATMAN, JANICE DOUGLAS, SANDY Moore, Barbara HORTON, SWAYZINF hakIlR. patsy COLLINS, BETH Kindergarten 1 1 2 2 3 3 4 4 3. 6 -Lfhrar-i a Sft,Ediicar-tnn Reading So, Math -Counselor Music Speech Ther. ----------: Secretary Nurse Supervistnn 3 4 5 1 2 T-2 T-5 T-4 T-1 2 2. in J.ihraT-y T-3 U 11 T-3 Health Rm. Aid ! Supervision Aid - Cert. Inst. Aide I P.E. Library Clerk Gif ted/Talanted JACKSON, ClIRTTS ROBINSON, SHARON Somputer Aide ---Custodian Custodian GULLEY, IRENE DREWER, ROBERTA short, nancy Cafeteria Direc Cafeteria Cafeteria toI \u0026lt;I 0 3 Z 0 6 1 9 9 1 11 TO: FROM: re: date: On site FROM JOHN W.UPLKER P.fl, TO 3'10108 MEMORANDUM MR. JOHN W. 9ALKER MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER LR3D V. PC3SD - New Construction within the LRSD MARCS 5, 1991 visits to four elementary schools P. 02 (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots, and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year, August, 1991. Mr. Herman visited Woodruff and Western Hills. Cloverdale and Geyer Springs, as follows: I visited Our findings at the locations were CLOVERDALE ELEMENTARY Principal: Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have (3 sections each of K-6) If 21\" classrooms The construction will consist of \"5\" additional classrooms, a new playground, office, nurses station and a cafeteria to be shared with Cloverdale Jr. High School. Final student capacity (after construction): students 492 I II I ! ! 03/06x1991 1 1 i33 FROM JOHN U.WALKER P.S. PAGE TWO March 5, 1991 TO 3710100 P. 03 The only portable building at Cloverdale Elementary is the music room. High has several Cloverdale Jr. portable^, The budget between Cloverdale Elementary and Jr. High is approximately 2 1/2 million dollars. GEYER SgRlNGS BLEMSNTARY Principal: Eleanor Cox (black female) Current student capacity\n200 students 76% black 24% white Current number of classrooms: 9 After construction, the school will have \"23 classrooms. The construction will consist of 14 new playground and a new parking lot. new classrooms, a Final student capacity\n400 Anticipated capacity next school year\n326 There are currently 8 portable buildings that house the intermediate classes. There is also classroom sharing at Geyer Springs. The budget for Geyer Springs* construction has been set at 1 1/2 million dollars. i I WESTERM HILLS ELEMENTARY Principal: Margie Puckett (white female) Current student capacity\n336 students 63.7% black 35.3% white .5% other The construction will consist of \"IO\" classrooms. additional I I II I i I I I I .1 I i 03x06/1991 11:3? FROM JOHN U,WALKER P.P, PAGE THREE March 5, 1991 TO 3'10100 P. 04 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Hills has been set at 1 million dollars. woopany? elementary Principal\nPat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of expansion of the cafeteria. n 10 new classrooms and There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. Please let us know if additional information is needed. I 1 Ia3z06-'l'?91 11:37 FROM JOHN U.UflLKEF P.A. TO 3710100 p.ai JOHN w. Walker, P.a. Law 172:3 Broadway Little Rock, Arkansas rjaw Telephone (501) 374-\n3758 FAX (501) :3744187 JOHN W. WALKER RALPH WASHINGTON mark BURNETTE WILEY A. BKANTON. JR. Wise wmiCfd to rracSjo* io ficnr^a th* Dw.\"3al uf CJumbie. FACSIMILS COVSR I-4ZAK M. P.ALNiCK LAW \u0026amp; FINANCE BLTX: SUITE 1002 123 roURTH .AVENtiL PITTSBURGH. PA 1.5219 (412) '288-9220 TO: Cbi/wu^ Ytcx. 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