{"response":{"docs":[{"id":"bcas_bcmss0837_1557","title":"Court filings concerning Pulaski County Special School District budget and construction","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1992-06-19/1992-06-29"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Pulaski Association of Classroom Teachers (PACT)","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational planning","School buildings","School facilities","School improvement programs","School management and organization"],"dcterms_title":["Court filings concerning Pulaski County Special School District budget and construction"],"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/1557"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["89 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_443","title":"Incentive Schools: ''1991-1992 Incentive Schools Monitoring Report,'' Office of Desegregation Monitoring, United States District Court","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1992-06-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","Educational law and legislation"],"dcterms_title":["Incentive Schools: ''1991-1992 Incentive Schools Monitoring Report,'' Office of Desegregation Monitoring, United States District Court"],"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/443"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOKI'ICE OF DESEGREGATION MONITORING UNITED STATES DISTRICT COURT 1991 - 1992 INCENTIVE SCHOOLS REPORT June 5, 1992PROPERTY OF ODM LIBRARY 1991-92 INCENTIVE SCHOOLS MONITORING REPORT JUNE 5,1992 a73\u0026gt; 1 OFFICE OF DESEGREGATION MONITORING united states district court LITTLE ROCK, ARKANSAS 1 1 Ann S. Brown Monitor J Melissa R. Guldin Associate Monitor Bob Morgan Associate Monitor Horace R. Smith Associate Monitor Connie L. Hickman Associate Monitor Margie L. Powell Associate Monitor Polly Ramer Office Manager J., INTRODUCTION 1 Mission of the Office of Desegregation Monitoring I an arm of the United States District The Office of Desegregation Monitoring (ODM) is Court which serves the Eastern District of Arkansas. The ODM was created by the Court of Aopeals for the Eighth Circuit and ordered into law by the district court in a January . ______ . . II. 1. _ .__^1________________________________________________e-/*kz\\/\\l Hictripfc that vested the Office wi \"the authority to monitor the school districts 1991 decree that vested the Office with me auinoniy lu iuuuuui_u compliance with the settlement plans and settlement agreement, including any future modifications of, or additions to, such plans and agreement. Both professionally and personally, each ODM staff member values children and is vital component of a free and healthy committed to quality desegregated education as a society. The ODM staff has pledged to help build the essential partnership between our ' . . f . _ _ ___ .u.. that ic legal system, schools, and community in order to achieve the equitable education that is each childs constitutional birthright. 1 ] The ODM staff are professionals with a broad range of educational, legal, financial, and business management experience among them. They are fuUy qualified to observe and of nrnm-P rmvard the desesresation goals. All ODM staff members assess the rate progress toward desegregation goals. willingly share their expertise with the school districts and, when requested, provide technical assistance in a cooperative spirit of support. 1 ODM Monitoring Philosophy ! The ODMs monitoring is an ongoing process of collecting and analyzmg information about e efforts being applied toward reaching the goals and objectives specified desegregation plans and court orders. Assessing the effectiveness of those efforts both ~  . I _ ______1   ...Um* 1C QiCO an determine whats working and what needs work is also an individually and collectively, to important part of ODMs monitoring mission. The ODM assists the court in determining the parties compliance with both the letter Md spirit of the agreements ey have made. It also coUects and interprets information that  ... J_________r^accnrannft keeps the entire community informed of the desegregation progress, providing reassurance that a vigilant watch is being kept. The ODM can uncover developing problems, point to changes that may be needed, and suggest corrective action to prevent falling short of the desegregation goals. The ODM also highlights the school districts successes and joins the court and community in applauding progress. J - ii -The Incentive Schools Monitoring Report I 1 Background This report focuses on implementation of the desegregation plan in the Little Rock School Districts seven incentive schools during the 1991-92 school year. These schools, which are attended predominately by black children, have many enhancements that include programs, activities, personnel, equipment, and a funding level that are found m none of the district s other schools. The Court of Appeals has termed the incentive schools crucial to the success of the desegregation plan and, therefore, these schools and their programs have been given monitoring priority by the Office of Desegregation Monitoring. Monitoring Process ODM follows a systematic approach to monitoring based upon a process which is described below and iUustrated with examples of the incentive schools momtonng report that is the substance of this document: ] 1. Generic statistical information is identified, logged, and summarized. ] The ODM monitoring instruments are referred to as \"guides\" because they guide the foc^ of monitoring observation and reporting. The Elementary School Momtonng Gui e contains general school information such as student enrollment, st^fmg, retention an discipline, inservice training, community involvement, and so forth. This ^ormauon, which comes primarily from the monitors direct observation of school records and operanons, provides an overtill picture of a particular school commumty. 2. The monitors identify the legal obligations of the desegregation plan and review the monitoring guides with school district administrators. The provisions of the desegregation plan contain the substance of the legal obUgations e school districts have pledged to fulfUl. In this report, the provisions that spec^c^y refer to the incentive schools have been concisely summarized and listed m each school s report under e title of Incentive School Monitoring Guide. An preparation for monitoring, the ODM staff reviewed the monitoring process and ^des ' with district administrators. After answering questions, discussing concerns, and shanng ideas, there was a general understanding of the ODM monitoring approach and agreement that it was reasonable and fair. J A page number foUows each provision summary in the Incentive School Momtonng Guide to identify where that provision is located in the desegregation plan. When momtonng the incentive schools began in the faU of 1991, an appeal was stUl pendmg before the court on the parties proposed revised desegregation plans, so the onginal 1989 settlement plans of those 1989 plans had been assigned a sequential JDR (Joint were in effect. Each page of ose 1989 plans han Deen assigncu a Designated Record) number by the court. This is the plan reference number found m the Monitoring Guides. The JDR reference numbers are also used m the Updated formation that follows each schools Guides. Any references in this report to the page numbers of the April 29,1992 revised settlement plans are noted as such. - iii -3. Monitors assess the compliance status of each obligation. The ODM monitors then determine the compliance status of each provision and note their findings. Through observations, interviews, and a review of all sorts of documents, the monitors assess the degree to which each plan provision \"Sources of Information\", below.) I being implemented. (See is 4. Updated information is collected and added to the monitoring report. ] Monitors visited the incentive schools during October and November 1991. They collected follow-up information throughout the school year until May 27, 1992, including two more visits to each school in the spring. To document progress at each school, updated information has been appended to each schools fall_ monitoring report accordmg to the categories and provisions listed in the Monitoring Guides. 5. Preliminary draft reports are completed and shared with appropriate district personnel. Although monitors strive for absolute accuracy, mistakes can occur. To minimize factu^ or recording errors in ODM reports, the monitors have personaUy reviewed each school s monitoring report with at schools principal and asked for feedback on the accuracy of the data upon which the reports rest. Likewise, the draft reports have been shared with district administrators. This preliminary sharing process enhances report accuracy and completeness by uncovering data errors and allowing incorporation of any additional information that sharpens the that can contribute to e innately monitoring picture. It also helps alleviate surprises threatening nature of being monitored. Since ODMs purpose is not to catch the distncts, but to help them be successful in meeting their desegregation goals, the momtors make every effort to operate fairly and in good faith with the school districts. Reviewmg the preliminary reports with district personnel promotes the open communication and understanding that is basic to the desegregation partnership between the ODM and the school districts. 6. Completed monitoring reports are the parties. filed with the district court and distributed to aU of and the three county school districts, the Joshua Intervenors (on behalf of black The court and the three county school distncts, tne josnua micivcuuia vuu children), and the Knight Intervenors (on behalf of the counts teachers) receive copies of the Incentive Schools Monitoring Report as does each incentive school principal and staff. J Sources of Information The incentive schools monitoring reports are based upon three primary types of information. Site visits: Each incentive school was formally visited by an ODM monitoring team in October or November and twice again by monitors in the spring. Monitors observed aU areas of each campus and school building, including most classrooms. During some visits. - iv -monitors shared lunch and conversation with students and staff at noontime. Throughout the course of the year, monitors also observed all manner of meetings, attended training sessions, and participated in school and district special events. Interviews: During the school site visits, team members met at length with the principal and talked with some teachers and other staff as well as a few students. Throughout the school year, there were occasional phone conversations and meetings between the monitors and the incentive school principals as well as numerous meetings, telephone conversations, and written communication among district administrators and the ODM staff. Written information: Information was gleaned from all manner of written sources including School Profiles, monthly Little Rock School District Desegregation Updates, Quarterly Reports, memoranda, letters, reports, budgets, fund balance sheets, agenda and minutes of various group meetings, district press releases, court submissions and exhibits, court orders, hearing transcripts, and the desegregation plans. 1 Report Organization This report is organized into three parts, beginning with this introductory section. The second part is comprised of seven individual but parallel incentive school reports and updated information. Section three follows with an overall summary of the monitors findings along with their conclusions and recommendations. The recommendations are offered as suggestions for achieving compUance with the legal obligations set out in the desegregation plans and for improving the services essential to meeting the desegregation goals. J J - V -I OFFICE OF DESEGREGATION MONITORING ELEMENTARY SCHOOL MONITORING GUIDE I ) Franklin Elementary Incentive School Little Rock School District b 1 Franklin Davis, Principal I Monitoring Visit Date: November 14,1991 Publication Date: June 5,1992 JSCHOOL ENROLLMENT grade BLACK WHITE OTHER TOTAL % BLACK LEVEL F M F M F M 4 yr. 17 25 36 36 31 25 29 35 Self-C TOTAL 241 14 23 29 27 25 17 26 24 187 12 41 13 30 60 56 75 66 63 49 64 64 10 507 52% 86% 87% 95% 89% 86% 86% 92% 90% 84% PERCENT 48% 37% 8% 6% 1% 1% .. 364 1989-90 1990-91 1991-92 72 12 448 % Blk % Blk % Blk 81% 343 59 411 83% 428 71 501 84% K 3 3 1 2 3 4 5 6 7 2 B 0 T B 1 1 7 2 4 4 4 4 1 W 3 1 3 1 3 3 3 1 0 0 T 0 0 0 0 1 0 0 3 9 0 0 0 0 1 0 0 5 B W 0 8  T accordance with the language of the desegregation plan, students are identified as either etKnic ^upe (rack ae Asian or Hispanic, of other racial or c......-  - . . ^iimprates these children in a separate category designated as . are counted atom wlrh ^ki.e-entden.s Irt c^at \"other.\" However, these \"other the monitoring reports to remain ------------ desegregation plan. Percentages are rounded to in consistent with the two racial categories identified in the the nearest whole number. 1 J Data Summary: Data compiled from the Franklin J White students comprise 16% of the present   I School Profile and October 1 enrollment data for the last fcee w^\"indicates a 1991-92 increase of 96 students over the 1990-91 enrollment of 411. three years maicates a --------enrollment. This percentage remained virtually sum': itogh?h?numbe\nof white itudentt shows a 16% XTm incr^e ta e year. The increase in the number of white students was offset by a 25% increase number of black students since the 1990-91 school year. Page 2CLASS ENROLLMENT TEACHER CLASS ENROLLMENT J GRADE OR SUBJECT 4 yr. 4 yr. 4 yr. K K K 1 1 1 1 2 2 2 3 3 3 4 4 5 5 5 6 6 6 Self NAME OF TEACHER Parish Beatty Winston McGee Carpen. Kennedy Cokely Davis Bridges McNulty Scrubbs Smith Hammons Matheny Davis Buck Garner Sharp Callaw. Brown Eddy Carter Giles Clayton Room 6 BLACK WHITE OTHER BLACK WHITE OTHER TOTAL ENROLL-  MENT % I I i i BLACK! M F X X X X X X M X F X X X X X X X X X X X X X X X X X M F M 5 6 6 8 9 8 9 8 11 8 12 12 12 11 11 9 12 13 10 10 9 11 12 12 7 F 5 5 4 9 1 7 10 8 4 7 10 9 8 8 8 9 11 6 8 9 9 8 7 9 2 M 4 4 4 3 1 2 2 2 1 1 2 2 2 2 2 2 2 2 1 F M F 5 4 4 1 1 1 1 2 1 1 1 2 1 1 3 3 2 1 1 1 1 20 20 20 20 17 19 20 20 17 18 22 22 22 24 19 20 25 24 23 22 19 22 21 21 10 50% 55% j 50% 85% 94% 19^ 95% 80% 88% 83% 100% 95% 91% 79% 100% 90% 92% 79% 78% 86% 95% 86% 90% 100% 90% Page 3 CLASS ENROLLMENT (continued) Data Summary/Site Observations (composition, student/teacher ratio, seating patterns. grouping): Data compiled from the School Profile indicates that Franklin has three all black Masses and nine classes in which 90-95% of the students are black. White emoUment isJy^est mj^^ classes (50%, 45%, 50%), a fifth grade class (22%), and a kindergarten three four-year-old (--------. - nio/ u- class, a third grade class, and a fourth grade class all at 21% white. Class sizes range from 17 students in two classes to one class of 25 students, excluding the self-contained special education class. In the L^SD pre-K and toderg^ten exceed 20 students and special education classes are smaUer than regular classes. Eleven classes at other grade levels contain more than 20 students. The average class size in grades 1-6, excluding the self-contained special education class, is 21. Some class assignments have resulted in racial isolation of individual white children m a class at the kindergarten, first, second, and fifth grades. Central Association (NCA), Franklin is required to adhere to As a member of the North Central Association (NCAj, rranxim is vv, standards, NCA Standard 24.04C as published m 1990 states that pre-  .. 1 O \\*/1 f'n ft I NCA class size standards, NCA Stanoarn as classes for cluldren two to four years of age shall not exceed 18. With studems^ eacrfom^^^ is out of compliance with NCA standards. Heterogeneous grouping by race was observed in most dasses visit^ However, during observed. It was explained by the SKSOTS \"rXS  Z at a dure and dra. ieacbcrs a. dmes .o a few dassroon.. cbUdren were observed only or boys only groups show and tell. lUCL. lU a ivw ------- J  1  . One teachers schedule allotted separate time for boys and girls J J Page 4STAFFING/SCHOOL PERSONNEL BLACK WHITE OTHER j POSITION M F M F M F TOTAL % BLACK Administrators:  Principal 1 1 100%  Asst. Principal 1 1 0 Teachers:  Classroom 5 1 18 24 21%  Vocational Counselor 1 1 0 Librarian 1 1 Remedial/Compensatory\n Reading 1 1 2 50%  Mathematics 2 2 0 Gifted/Talented 1 1 0 Resource Teacher 2 2 100% J Speech Therapist Music Art PE Auxiliary Teacher SUB TOTAL (CERTIFIED) SUB TOTAL PERCENT Attendance Clerk Cafeteria Workers Custodians Media Clerk Registrar Secretary 1 1 100% 1 1 1 1 100% 1 1 1 1 0 100% 100% 3 8% 2 10 25% 4 1 1 3% 26 65% 1 1 1 40 33% 5 3 1 1 80% 100% 0 0 Page 5STAFFING/SCHOOL PERSONNEL (continued) 1 I 1 1 I J J BLACK WHITE OTHER POSITION Nurse Social Worker Security Officer Instructional Aides Supervision Aides SUB TOTAL (NON-CERT.) SUB TOTAL PERCENT TOTAL PERCENT Data Summary/Site Observations: TOTAL % BLACK M F M F 1 6 8 24% 11 15% M F 1 0 10 4 19 58% 29 40% According to the School Profile, Frankhn has a 1 1 18 4 1 5 33 3% 15% 2 3% 31 73 42% 89% 100% 82% 55% total staff of 73. Overall, 55% of the staff is black. Blacks comprise------------- Examination of data reveals that at the , classroom teachers are black, at the primary level (1-3) 30% in m. above char, and 33% of U,e 40 cernfjed perso^el early cluldhood level (pre-K and kindergarten) none of the are black, and at the intermediate level (4-6) 25% are black. Franklin has a non-certified staff of 33, 82% of whom are black according to the School Profile. Page 6STAFF development CERTIFIED STAFF Number completing SUPPORT STAFF Number completing SPECIFIC TRAINING RELATED TO: Prior to During Prior to During 1991-92 1991-92 1991-92 1991-92 1 Educational Equity I 1 J Prejudice Reduction Human Relations Interpersonal/Cross Cultural Equity Related TESA IDEA 40 37 37 Multicultural Curriculum Delivery 17 10 33 Cooperative Learning 11 Student Achievement Enhancement/Discipline Steps to Effective Teaching Gifted and Talented Reading Whole Language Math High Scope Computer PET (1 cycle) PET (2 cycles) PET (3 cycles) 18 1 3 40 Other Staff Development 40 8 40 31 7 8 Page 7STAFF DEVELOPMENT (continued) CERTIFIED STAFF Number completing SUPPORT STAFF Number completing SPECIFIC TRAINING RELATED TO: Prior to During 1 1991-92 1991-92 Prior to 1991-92 During 1991-92 other Staff Development (continued) Assertive Discipline 20 Discipline Management 33 Classroom Management 37 Parent/Teacher Conferences 40 Note: Staff development data includes inservice training completed prior to the current school year. All percentages noted in this report were calculated using the number of 1991-92 staff numbers. Data Summary/Site Obsenations: Franklin School Profile staff development records for certified personnel indicate 100% participation in Prejudice Reduction, Whole Language, Math, Computer, and Parent/Teacher Confer^ces. The participation rate for training in Human Relations, Interpersonal/Cross-Cultural, and Classroom Management is 93%. Staff development records indicate that 100% of the support staff has participated in equity-related training and discipline management. J Page 8EXTRACURRICULAR/CO-CURRICULAR ACHVITIES TOTAL MEMBERSHIP ADULT SPONSORS 1 1 activity Fire Marshals Drama Drama BLACK M F 1 WHITE M 2 OTHER TOTAL % BLACK B W O TOTAL % BLACK F M F M F M F M F 13 85% 1 1 0 (1-3) (4-6) Girl Scouts Boy Scouts Computer Club Dance Writers (1-3) Writers (4-6) 15 10 48 24 16 13 13 8 9 46 32 30 12 9 2 1 1 3 4 2 2 4 1 25 21 49 52 60 50 26 22 92% 90% 94% 92% 93% 92% 96% 100% 1 4 1 1 3 1 1 2 100% 2 3 1 2 1 1 1 2 3 5 3 4 2 2 0 0 80% 33% 75% 0 50% s EXTENDED EDUCATIONAL PROGRAMS BLACK WHITE OTHER PROGRAM (GRADES) TOTAL % BLACK Saturday Program (Franklin Students, October 5) (Franklin Students, October 19) 12- 15 92% 93% Note: The data provided on Franklin represents the total number of students who attended Saturday UUtU ---- --- - ... J- 1 activities on the Dates indicated. Totals may represent the same or different students participatmg from week to week, as data did not indicate how regularly individual students take part in the program. Data Summary/Site Observations (types of activities, number, rates of participation): The Franklin School Profile reveals that nine extracurricular activities are offered, all during Extended Day. The average club membership is 35 students. The largest activity is the Computer Club wth 60 participants. The Fire Marshals group has the largest percentage of white participants with 15%. Eight of the activities have more than one sponsor, and four have There are 24 activity sponsors. biracial sponsorship. Overall, 46% of the activity sponsors are black. Page 9 M F M F M F 5 6 1 6 8 1CURRICULUM AND INSTRUCTION 1 Multicultural guides and materials are used to teach basic skills in all subject areas.  MUlllClUVUrai gUlQcb dUU LUxtlCi lai^ ttiv U3VU VW wuvu a  The contributions of varied groups are included as an integral part of the curriculum 1 in all subject areas. .  Multicultural materials are available in all resource centers in a range of mterest and reading levels. ....  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school. Site Observations: 1 Throughout the school, materials and displays representative of multicultural awareness were IgllVUl Miv ---------------------------------------------- i , evident. Some classroom displays focused on African-American heritage throug Others focused on a broader posters and descriptions of well-known personalities. understanding and respect for cultural and ethnic diversity such as the display which featured the symbolic colors red, white, black, brown, and yellow representing the five races in the United States. There was evidence of emphasis being placed on e development of \"ethnic vocabulary by defining words such as similarity, differences, immigrant, etc. Bulletin boards and visuals which didnt have specifically \"multicultural\" themes still reflected a consciousness of diversity through the variety of individuals pictured.  Adequate equipment and materials are present.  An active learning environment is present (e.g., leammg centers, displays, independent/group work areas).  Teachers utilize a variety of teaching methods. _i Site Observations: Student work was on display throughout Franklins central hallway. Every level of the school was decorated with bright art and notices regarding National Childrens Book Week were prominent. In each classroom visited, the goals for the district and the school were posted. Reading centers were present in every classroom visited on the early childhood and primary levels. In the upper grades, few designated reading centers were observed. An active learning environment was also observed in the classrooms of younger children. Many children rotated between small groups for instruction and activities such as art and cooking were observed in more than one classroom. Some active learning was also observed in the upper grades. A math application lesson which simulated shopping and budget preparation was observed. In some classrooms, however, instruction was primarily lecture and whole group instruction. Page 10TEST DATA 1 Data Summary: Test data provided by the LRSD reflects the achievement of Franklin students on the two standardized tests they took in 1990-91: The Arkansas Minimum Performance Test (AMPT), administered to third and sixth graders, and the Metropolitan Achievement Test-6 (MAT-6), given to students in grades one through six. A review of Franklins AMPT results from 1988 to 1991 reveals a substantial increase in reading and math pass rates for third grade black males during this four year period. Black females also increased their reading and math pass rates during this time, although not quite as significantly. Both groups experienced some decline in pass rates in 1990\nhowever, pass rates increased in all categories for both groups in 1991. AMPT pass rates for black males in the sixth grade at Franklin improved in reading, mathematics, and language arts for 1991\nhowever, there has been a steady decline in pass rates in science and social studies for the same grade level since 1989. AMPT 1991 pass rates for sixth grade Franklin black females improved in all categories when compared to pass rates for 1990. Despite that, mathematics, language arts, science, and social studies pass rates for this population have steadily declined since 1989. After a decline in 1989 and 1990, the reading pass rate was again equal to the 100% pass rate for 1988. Analysis of 1991 MAT-6 distribution data at Franklin reflects that black males achieved a pass rate at or above 50% in only two out of thirty cases (third and sixth grade math). This pass rate is 6%, at or above 50%. Pass rates of black males exceeded those of black females only five times out of thirty, or 17% of the time. Black females achieved a MAT-6 pass rate at or above 50% in eleven out of thirty cases, representing a 37% pass rate in the 50% or better range. MAT-6 results indicate a clear disparity in pass rates between Frankhns black males and females. Black female pass rates at or above 50% are almost 66% greater than those of black males. The disparity gets even larger when comparing the pass rates of black males with those of white students. White males achieved pass rates at or above 50% in 22 of 30 cases, or 73% of the time. White females achieved pass rates at or above 50% in 24 out of 30 cases, or 80% of the time. Franklin black students in grades one through six achieved an average MAT-6 pass rate of 43% on the Complete Battery . White students in those grades achieved an average pass rate of 60%. The poorest pass rate (37%) occurred in the second grade for black students. The best pass rate (50%) occurs in the sixth grade where black females achieved or exceeded a pass rate of 50% on four out of five tests. Page 11STUDENT ACHIEVEMENT I Students Retained BLACK WHITE OTHER GRADE LEVEL TOTAL % BLACK Kindergarten 100% 78% 100% 100% TOTAL 15 17 94% PERCENT 88% 6% 6% M F M F M F 1 2 3 4 3 3 7 1 1 9 4 4 1 1 1 1 Data Siunmaiy/Site Observations: Data was compiled from the School Profile. Black males make up 50% of the student population in grades K-6, but 88% of the students retained were black males. Sixteen out of the 17 students retained were black meaning that 94% of the students retained were black. Black students make up 89% of the student body in grades K-6. J There is a disparity in the percentage of black students retained in relation to their percentage of the student body, particularly with respect to the black male student population. Page 12SPECIAL SERVICES/PROGRAMS ENROLLMENT BLACK WHITE OTHER PROGRAM TOTAL % BLACK Self Contained 10 90% LD Resource 19 68% M F M F M F 7 2 1 9 4 6 EMR Resource Speech Visually Impaired Hearing Impaired Gifted/Talented 14 13 36 75% Remedial/Compensatory 147 66 222 96% 3 2 3 1 5 4 Data Summary/Site Obsenations (grouping, materials, equipment, location, etc.): 1 Data was compiled from the School Profile. Black students comprise 90% of the students in the self contained class\nof that proportion, 70% are black males. In grades 1-6, including the CBI class, blacks comprise 89% of the student body, and black males make up 51% of this population. Black students account for 96% of the students assigned to remedial/ compensatory education classes\n66% of these students are black males. J The 27 black students assigned to gifted/talented classes represent 75% of the gifted/talented enrollment. Since only elementary students in grades 3-6 are eligible for gifted/talented classes, comparisons are restricted to the eligible population. Black students at Franklin represent 88% of the population at the third through sixth grade. Black male students in special education and/ or remedial programs are proportionally overrepresented. Page 13! GUIDANCE AND COUNSELING Data Summary (types of services, number of counseling sessions, students served, etc.): According to the Standards for Accreditation of Arkansas Public Schools, Section IX., A3., \"the ratio for the elementary level shall be not less than one (1) counselor for every four hundred fifty (450) students beginning with the 1989-90 school year.\" At the time of the monitoring visit, the counselor was serving a student population of 507 including the four- year-olds. The counselors office was very nicely furnished and well equipped. However, the counselor shares a reception area with the speech teacher, an arrangement that could compromise privacy for students and/or parents. The counselor also was in charge of the clothes closet for needy children. The clothes' closet was in an inconvenient location at the time of our visit, and did not have a permanent location. This situation could create unnecessary traffic during counseling sessions. The counselor stated that she provided individual, small group, and classroom guidance services. She also said that she often acted in the place of a social worker, buying clothes, referring for social services, and working on home and school issues. She presents guidance units 24 times a month to the classrooms. Students are allowed to self refer, however, according to the counselor, she escorts the students to her office. Site Observations (guidance and counseling services address students needs, make students aware of their options, and are supportive of strategies and interventions to help students be successful in school and life): The counselor indicated that she was developing an informal peer counseling system. She is also responsible for the Super Stars Program, Birthday Table, Flag Monitors, Fire Marshals, and the Ambassadors. J The counselor said that she has two small groups currently in operation which focus on getting along and self control. The group concentrating on learning self control consists of three boys who were referred by their classroom teachers. Page 14DISCIPLINE, SUSPENSION, EXPULSION 1 BLACK WHITE OTHER actions TOTAL % BLACK M F M F M F Suspensions 1 ! 8 1 1 Expulsions Documentation:  Short Form 0 0  Long Form 100% 100% 8 1 1 Alternative School Referrals Data Summary/ Site Obsenations (suspension/expulsion patterns, behavior documentation): J Data was compiled from the School Profile. Eight students have been suspended so far this school year: seven black males and one black female. Black students represent 100% of the students suspended, yet only 89% of the K-6 student population. Eighty-eight percent of the students suspended were black males, however, they make up just 50% of the K-6 student population. According to additional data submitted by the principal, of the teachers who referred the students for suspension, three suspensions involved black male teachers, one involved a white male teacher, and four involved white female teachers. Three students were suspended from grade three, three from grade four, and two from grade six. There was no evidence of a discipline policy written in collaboration with students and staff. ( ( * Page 15PARENT/COMMUNITY INVOLVEMENT PROGRAMS School/ Community Partnerships According to the principal, Central Arkansas Rehabilitation Hospital is Franklin s business partner. The principal reported that the hospital volunteers dressed up in costumes for Halloween, released balloons during Red Ribbon Week, started a clothes closet for students and their families, and have hosted two luncheons. In addition, Franklin students wrote letters to patients at the hospital and the four-year-old students took a field trip to the hospital and sang to patients and staff. School Volunteer Programs The principal stated that VIPS, Partners in Education, and the PTA comprise Franklins volunteer programs. VIPS records revealed that Franklin had 50 volunteers serving students in various activities ranging from office and classroom assistance to field trips, totaling 98 hours for August through October. Parent Involvement Programs The Incentive School Parent Contract states that parents \"will be an active member of the \" The parent/teacher organization and attend all meetings and other school functions, principal reported that Franklins PTA membership drive was in progress at the time of the monitoring visit. PTA records revealed that Franklins PTA consists of 100 black members and 35 white members, totaling 135 members as of November 14,1991. The Franklin PTA has elected officers and has Membership, Program, and Homeroom Parents Committees. The PTA board meets monthly and PTA meetings have been scheduled for September, November, December, February, and May. According to sign-in sheets, 173 parents attended Parent Night on September 5,1991, and 79 parents attended Open House on September 24,1991. I Page 16PARENT/ COMMUNITY VOLUNTEERS VOLUNTEER POSITIONS BLACK WHITE OTHER TOTAL % BLACK M F M F M F VIPS Chairperson 1 i 100% 1 1 Data Summary (racial/gender balance, types of positions, etc.): The VIPS Chairperson list dated October 14,1991, reflects that one black volunteer serves as Franklins VIPS Chairperson. The LRSD has not compiled racial and gender data on their volunteers. Volunteer data recorded includes the volunteers name and address, the activity or volunteer job, service time period, and total of volunteer hours contributed. According to VIPS records, Franklin has had 50 volunteers providing office and classroom assistance, totaling 98 hours for August through October. I Site Observations (evidence that volunteers are welcome and well managed through adequate orientation, training, work space, ongoing support, recognition, and records, and that a mechanism is in place for staff to request and utilize a variety of volunteer services, etc.): According to the principal, volunteer training is provided to volunteers through VIPS. VIPS has not compiled data by school on the number of volunteers who attend volunteer training. Volunteers are provided with an orientation to the school by the principal and/or staff members working with volunteers. A sign welcoming volunteers was located on the front door and volunteer handouts were located in the office near the volunteer sign-in sheet. Volunteers work in classrooms and the office. The principal stated that staff members request and recruit volunteers to help in their classrooms and with school activities. I Page 17PARENT/COMMUNITY INVOLVEMENT PARENT/COMMUNITY INVOLVEMENT BLACK WHITE OTHER TOTAL % BLACK M F M F M F COMMITTEES Biracial Committee 67% School Improvement Committee 50% 1 1 1 1 1 3 2 PTA/PTSA/PTO 1 i i PTA 100 35 135 74% PARENT/TEACHER CONFERENCES TEACHER CLASS ENROLLMENT CLASS % BLACK BLACK CONFERENCES WHITE OTHER TOTAL % BLACK X T i Data Summary/ Site Observations (racial/ gender balance, committee membership, goals, objectives, agendas, minutes, support, recognition, etc.): Committee data compiled from Franklins School Profile and the principals records indicates that two black parents and one white parent serve on the Biracial Committee and one white parent and one black parent serve on the School Improvement Committee. The principal reported that committee agendas and minutes were not available. PTA records revealed that Franklins PTA is comprised of 100 black members and 35 white members. Names of PTA officers and committee chairpersons and a schedule of PTA meetings were available for review. The principal stated that PTA and committee membership lists were being compiled and that PTA goals, objectives, meeting agendas, and minutes have not been kept. A sample review of two classes with a total of 44 student files revealed that 36 parent/teacher conferences had been conducted as of November 14, 1991. The LRSD does not compile parent/teacher conference documentation by race. The district parent/teacher conference form includes a place for the teacher to list the students strengths, needs, how the parent will help, and how the teacher will help. The teacher and the parent are to sign the parent/teacher conference form sheet. Page 18FACILITIES AND SECURITY  The campus and building are clean and free of debris and graffiti.  Hallways are clean and well maintained.  Facilities for special education are designed to meet the needs of the students served.  Adequate, appropriate playground equipment is present.  Restrooms are adequate (cleanliness, number, supplies).  Classrooms are in good repair with adequate heating/ ventilation.  Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions.  School district safety procedures are in evidence. Site Observations: The general appearance of Franklin School is clean and neat. Both the exterior and the interior give a positive impression to visitors. The newest wing which houses the media center and the early childhood classrooms, is most attractive. Despite the visual appeal of these classrooms, there are some problems in the design. There are no bathrooms in the early childhood classrooms. The rooms have sinks, but they are too tall for the children to reach. Ten classrooms of young children must share one set of bathrooms located in this wing.  A teacher explained that these classrooms were originally constructed for intermediate students which would explain some of the design - age group inconsistencies. The classrooms also are fully carpeted without a tiled or \"wet\" area for students. The building has some impressive new kitchen additions, including a state of the art chemical based fire extinguishing system, and a new kettle and braising skillet. Some areas of the building are in need of repair. The schools roof has been a constant source of trouble for years and several leaks were observed, including one in the teachers bathroom in the new wing. There is a cracked skylight in the resource room and graffiti was observed near room 17. Page 19i OFFICE OF DESEGREGATION MONITORING INCENTIVE SCHOOL MONITORING GUIDE Franklin Elementary Incentive School Little Rock School District Franklin Davis, Principal Monitoring Visit Date: November 14,1991 J Publication Date: June 5,1992 Page 20INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is beUeved that the incentive school nrogram will not only compensate the victims of segregation, but the program wall also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (LRSD 1989 Desegregation Plan, JDR 2233) 1. The incentive program is successful in desegregating the school. (JDR 2233-34) STATUS: The figures below were taken from LRSD enrollment data for the last three school years. As the figures indicate, there are 64 more black students now enroUed m Franklin than there were two years ago and 85 more black students than last year. e number of white students is presently 79. The white enrollment has increased this yey by 11 students over the 1990-91 figure. Despite that increase, the percentage of black students has increased from 81% two years ago to the current 84%. Franklins Enrollment 364 1989-90 72 0 12 448 % Blk 81% 343 1990-91 59 411 % Blk 83% 428 1991-92 71 507 % Blk 84% B W T B w 0 T B W 9 0 8 T 2 The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholmship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS: According to LRSD Desegregation Status Reports dated August 22, 1991 and the Scholarship Program Committee has prepared a proposal to be September 10, 1991, the Scholarship Program Committee nas preparcu a resubmitted to the parties for final approval. ODM had not received a copy of the proposal at the time this report was prepared. 3. The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The CouncU monitors all activities related to the incentive school J program and reports quarterly. (JDR 2236) the Parent Council membership list, two parents from each incentive school have agreed to serve on the Incentive School Parent Council. The LRSD STATUS: According to Desegregation Facilitator reported on November 4,1991 that LRSD had not received the names of the four members appointed by Joshua and that no meeungs had been scheduled. Page 21ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. (JDR 2238) STATUS\nStaff development records indicated that prior to this school year, four-year-old teachers received High Scope training. Teachers interviewed stated that this trainmg was provided in the form of a half day orientation. It was also stated that an anuouncement was made at a meeting of the four-year-old teachers that High Scope was \"out . In place of the High Scope program, teachers were instructed to use the LRSD Curriculum Handbook for Early Childhood Education (Four-year Old Program) which utilizes some aspects o a modified High Scope approach. According to the LRSD Early childhood Coordinator, the parent component of aU incentive schools consists of parent conferences, parent workshops, parents as volunteers and resource persons. A parent workshop was held at Franklin on October 28, 1991. 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) 1 I STATUS- Franklin has a Writing to Read lab for use by kindergarten and first ^ade classes The lab is housed in a separate room and is located on the same level of the building as the students served by the lab. The principal stated that the funds to eqmp^the DUUUiUK Ob UiC iiuutiiuo .zj ------A . , J L A lab were not part of the incentive school funding, but were provided by the Area School Achievement Grant which Franklin received during the 1990-91 school year. 6. An Early Prevention of School FaUure model is used in all kindergarten classes. There are regularly scheduled parent/teacher conferences. (JDR 2238) of the EPSF records and classroom observation indicated that the STATUS- Examination of the EPSF records and classroom ooservduuu m program was functioning in the school. AU student learning profiles and class modality grids appeared to be in order. The very full kindergarten schedule aUowed only 45 mmutes for ________________z. nnp hmir EPSr Early Prevention small groups\nit is customary to allow a minimum of one hour for EPSF J groups. 7. Reading and oral expression are infused throughout all curriculum areas. (JDR 2239) STATUS- In touring the halls, the emphasis on books and reading was omnipresent. Our visit took place during Childrens Book Week and the displays were a constant reminder of book centered activities. The library clerk explained that a different activity had been planned for each day to highlight Book Week. Some activities included opportunities for the students to dress up. J Page 22I J 8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students learning styles. (JDR 2239) STATUS: While the teachers at Franklin have established files with student SEP s, there are no learning styles inventories. The principal stated that teachers had expressed a desire for additional training in the proper administration of the inventories. He said that this is Franklins first year as an incentive school and the majority of the staff is new to the school and all are new to the extra responsibilities of an incentive school. All training required to prepare the staff for the additional record keeping was scheduled during a pre-school workshop. Many of the staff felt that too much information was covered in too little time. The principal felt that, as a result, some elements of the incentive school program might not be operative. 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: In the past, Franklins theme was computers. The principal stated that it was announced by the Desegregation Facilitator at the November meeting of the incentive school principals that themes \"were on\" for the 1992-93 school year. If the themes are fully implemented by 1992-93, the district will be in compliance with the terms of the August Stay Order. 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: Every classroom visited contained several types of instructional technology: tape recorders, record players, filmstrip projectors, overhead projectors, TVs, VCRs, computers, and listening stations. Franklin has only two labs, the computer lab and the Writing to Read lab. The status of technology in these areas is discussed in #5 and #12. 11. Science labs with adequate equipment, materials, and supplies are avaUable for students in grades 3-6. (JDR 2239) STATUS: There is no separate science lab in the building. The principal stated that science equipment is set up in the science teachers rooms. Franklin is semidepartmentalized for science and social studies instruction in grades 3-6. The equipment to stock the classroom labs was ordered this year by the Science Supervisor. At the time of our visit, some of the equipment had arrived and the remainder was expected in the near future. 12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: The computer lab is located in an oversized room that formerly housed the Franklin media center. The rooms generous size allows the space for a double computer lab. The lab has two areas with 26 stations each. Page 2313. Foreign language building. (JDR 2239) labs with appropriate equipment and materials are operative in each STATUS: There is no foreign language lab at Franklin. Spanish is taught during the extended day program. Instruction is offered for both primary and intermediate grade students. Lessons center around the AETN Spanish language video tapes. 14. A computer loan program provides portable computers for loan to studenu in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) i STATUS: The principal stated that an announcement had been made at an incentive school principals meeting regarding the computer loan program. At that meeting principals were told that inservice for teachers, principals, and parents was upcommg and that contracts would be drawn up and computer loans would begin in December. A LRSD news release, dated November 22, 1991, stated that a parent workshop would be held at Franklm on November 25 1991. The parents of students in grades 4-6 who have completed the traunng will be eligible to check out computers for home use. No information regarding software was provided. 15. Parent Home Study Guides are available. (JDR 2239) STATUS: Stayed under the August 22,1991 Stay Order. 16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Stayed under the August 22,1991 Stay Order. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: Files containing copies of each teachers SEPs were available for all grades foiK- year-olds through sixth grade. A randomly selected class contained an SEP for each child, jvcix V o o ___ ______CXJP f^pvplnnmpnt and The principal stated that some teachers would like more training on SEP development and maintenance. Copies of student records were on file in the principals office and there was evidence of recent monitoring. 18. Specialized programs, such as remedial, special education, GT, are available during the core day with reinforcement activities during extended day/week/year. (JDR 2239) STATUS: The principal stated that specialized programs are offered both during the J regular and extended day. An effort is made to keep \"puU outs\" to a mimmum. Literature and math enrichment activities are offered during the extended day. Extended week activities are offered through Saturday programs and activities which are interest centered rather than related to remedial, gifted, or special education. The extended year program for all incentive school students is held each summer at Rockefeller as a regular summer school. Rockefellers capacity of 445 cannot accommodate all incentive school students. Page 241 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) 1 ( I students with the following accomplishments: STATUS\nThe principal explained that an awards assembly is held each nine weeks to honor students with the following accomplishments: all As, As and Bs, academic improvement awards, and the Principals Award for improvement in, any area from citizenship to academics. There is also a recognition program for Franklin s students of the month. Each instructor selects a student from his/her class for this honor. Selection o honorees is not restricted to homeroom teachers as \"special\" teachers also award this honor. 20. Homework is assigned according to district policies. (JDR 2240) STATUS: The principal stated that teachers follow LRSD guidelines regarding homework. 1 Students have an opportunity to work on assignments in through Thursday. the homework center Monday 21. Criterion referenced testing is used to aid in student assessment. (JDR 2240) STATUS: Criterion referenced testing is being used in the form of teacher designed tests. 22. Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, smaU group, and individualized instruction. (JDR 2240) \u0026amp; STATUS: During classroom observations, a variety of grouping techniques was observed. 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS: There is no evidence of the Effective Schools program. Staff development records did not indicate any teacher training in this area. are established in each school. The 24. African and African-American History programs programs are sequential and include the study of cultures and history. (JDR 2240) STATUS: The principal stated that teachers use the LRSD multicultural curriculum guides. ~ . . . . , ___ _p__o noxiz Arncnn- informed that a new African- At an incentive school principals meeting, principals were American curriculum guide was expected in J anuary. 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) 1  STATUS: The media specialist stated that the school does not have a specific classics but that great emphasis is placed on reading and children s literature. Some program teachers incorporate DEAR (Drop Everything and Read) into the daily routine. Page 2526 A Latin program, used to increase vocabulary and word attack skills, is mcorporated into the flfth and sixth grade language arts program Ttme tor msmeu^^^^ u into tne lUin auu MAIU giauv r-o-- /TrP 9940 9957'\u0026gt; materials and supplies provided, and student achievement documented. (JDR 2240, 2252) status: no Latin program exists. The Priocipa. stated that the had announced at a recent meeting that school year. the Latin program would begin during the 1992-93 27. Foreign language instruction is incorporated into foreign language lab and the \"total physical response\": I each schools curriculum using the method of instruction. (JDR 2243) STATUS- As mentioned in the foreign language lab section, Spanish instruction is offered during extended day. At Franklin, children attend Spanish ctes oi\u0026gt; AETN video tapes as the focus of instruction precludes the total physical response approach. 28. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. (JDR 2243) Teachers are it 1 STATUS- The principal stated that positive social skills are a prionty. required to discuss and encourage good manners, respect and to teach ctosroom observed, the ciass rules were posted and aU rules were expressed m positi terms. clubs and special interest clubs, such as Debate, Thespians, 29. Academic reinforcement l----------- Mind, Great Books Club, Foreign Language Club, sportmg or special activities. (JDR 2244) Xi^:dto'^ needs and are a part of each schooTs STATUS\nThe schools special interest clubs are Drama, Computer, Dance, id Wnter s Club. and gender can be found in A complete list of club membership by race .  -  V in the Elementary Guide section of this report. Extracurricular/ Co-cumcular Activities 30. Field trips are used to enhance learning local, state, and national trips. (JDR 2245) and broaden cultural experiences through 1 STATUS- A review of documentation indicates that field trips have been taken to a pnX patlh the xoo. and The Central Arkansas Rehabilitation Hospital. At the ume of our visit, all trips taken have involved only early childhood students. J Page 26INCENTIVE SCHOOL ADMINISTRATION i of the Incentive Schools will be to provide \"The focus, function and guiding process - ku\n.,, excellence in an environment of academic support, individualized education These schools shall exemplify the close partnership between parents and the school immunity which is a motivational factor for students. The school program will address student sXcess and development of potential from affective, skUl based and academic I community which is a perspectives.\" (LRSD 1989 Desegregation Plan, JDR 2267) SUPPORT PROGRAMS \"The following items wiU be components of every incentive school:\" (JDR 2267) 31. Homework Centers operate at least two days a week with transportation P^o^ded The certified teacher with additional aides and teachers 1 Centers are supervised by a proportionate to the number of students. (JDR 2267, 22/8) STATUS: FrankUns Homework Center is fuUy staffed and operates four days a week of extended day. The principal sUted that some teachers may during the first 30 minutes Oi uaiouwc j.  ---- work extra extended day if they are responsible for an extracumcidar program (such as Girl Scouts). He said such additional work was done on a voluntary basis. 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 pan. with rotated and compensated staffing. (JDR 2268, 2278) STATUS- The Homework Hotline is currently operating with at least four staff members on duty each night. At the time of this monitoring visit, Franklin staff members had not yet had a turn serving on the Homework Hotline. 33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: According to the counselor, no formal training for peer tutors has been There is an informal peer counseling system that includes some peer tutoring. There system of coupons redeemable for goods. 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) principal reported that Franklin does not have a redred teachers mentoring infA.mQtinn rponrdintj mentorine orograms in the incentive schools. STATUS: The i program. For further information regarding mentoring programs see #90. Page 2735. Instructional aides are certified and employed one to a classroom. (JDR 2268, 2278) STATUS- The August 22, 1991 Stay Order stayed LRSDs requirement to employ one Fns^uctional aide pe^r classroom. LRSD has committed to hiring two aides for_ every three instruciioud p Pending Appeal. Franklin has 13 classrooms in their Joint Motion for the Stay Order, 14 classroom instructional aides are inctmctional aides in K-6. Pursuant to Liw ------, - ekas required. Therefore Franklin was not in compliance with the Stay Order at the time o monitoring visit. 1 1 36. A Career Skills Development Program promotes information, guest speakers, films, and interest inventones. (JDR 2268, 22/9) STATUS- According to the counselor, students in grades four through six had^speakers hLuIw in ^TparXe decision making unit of the guidance curriculum. They spoke w students about careers and decisions. Franklins Partner in Education. Central RehStion Hospital, has provided speakers, and staff members mtend to use VIPS resource speakers. 37. Year round school includes summer remediation and e wetoent opfcns schools at no cost to students. Summer courses are prescribed for students. (JDR 2269 70, 2279) I STATUS: This is the first year Based on the information provided by the summer school principal, there is for Franklin as an incentive school. no record that any students from Franklin participated in the summer school program. 1 1 38 Community access/field trips are provided for students together wth students from other LRSD schools Exhibits and performances are brought to school. Students i^sit wor  S smenffle and cultural events, and.exhibits io state^d regton. There are shadowing experiences for fifth and sixth graders. (JDR 2269, 2279) STATUS- None of the trips documented were planned with the goal of bringing Frm^n withothe?school Children. Norecords of were present nor were there any shadowing experiences. Refer to #?\u0026gt;Q for a complete of documented field trips. 39. Conununity involvement includes Boy and Girl Scouting programs at each incentive community organizations and volunteer experiences. (JDR school. Students have access to 2270, 2280) J STATUS: According to membership lists Franklin has a Prm^ O,tI SCTUt Troop Ma^\\e:.ai:me=rone White fem^^ with 23 black female members and two white female membe^ .nd a Primary Boy Scout Troop with 23 black male members and two white male members and an Intermediate Boy Scout Troop members. with 21 black male members and two white male Page 28SCHOOL ADMINISTRATION 40 Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. The one year contract feature is applied to aides. clerical, and custodial workers. (JDR 2270-72, 2281) STATUS: According to Services, a national search was the Associate Superintendent for Desegregation and Community conducted for minority teachers. Franklins school staff was initially hired by the Incentive School Staffing Committee which was comprised of the central office administrators, and parents. Presently, new st^ members are interviewed and hired by the principal. Contracts are issued on a one y basis. Refer to #65 and #69 for additional staffing information. 1 in human relations skills, learning and interactive 41. Special training for staff is ongoing styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. AU staff, including support staff, are involved in training and parents are trained in working with their c^d ren as sis ting wi homework, nutrition, and human growth and development. (JDR 2272, 2281) STAiuy SuuT dcvclvpxuvkAt records indicate certified staff training in 19 inservice offerings One hundred percent of the staff has been trained in Prejudice ReducUon, Whole uiiciiugi. vjut.. IILXOU y __Tbf\u0026gt; nartirinfllmn rates for STATUS: Staff development Language, Math, Computer, and Parent Teacher Conferences. The participation rates for between 40-95%. Records oroerams such as PET, TESA, and Human Relations range . Ldiwte 100% non^ertified staff participation rates in equity-related tr^g and discipline management only. For information on parent workshops, refer to #8/. 42 Parental involvement: Parents sign all homework and there is regular home-school communication. There are day visits by parents monthly parent ? P P points for parents. Parents are encouraged to provide classroom support. (JDR 2272,2284) Signed homework: Signed homework: According to the principal, there is no rfied  dettrinine if parents sign homework. The principal stated that each teacher 1ms own system for parents signing homework. Some teacher send at the end of the week or'daUy. Other teachers may send homework home to be signed when they feel a parent needs to look at their childs work. School activities: VIPS sign-in sheets reflect tot l^ have attended field mps during the month of October to the State Fair, Heifer Project, and Hidden Valley. VIPS record sheets of volunteer activities and parent sign-in sheets are kept. J Page 2943 '1 . i PTA meetings: PTA records revealed that Franklins PTA is comprised of 100 black members and 35 white members. Names of PTA officers and committee and a schedule of PTA meetings were available for review. The , PTA and committee membership lists were being compiled and that PTA goals, objectives, meeting agendas, and minutes have not been kept. Pick-up points: According to Community Services, transportation pick up points the Associate Superintendent for Desegregation and are available to parents who need :spSon However, the principal was no, aware of any pick up points. are encouraged to provide Classroom support: The principal reported that parents classroom support. For further information on parental involvement, refer to #83 9 . . Learning time schedules are 3:00 - 5:30 p.m. daUy and include Homework Center, special skills training, and leisure time activities. (JDR 2272, 2284) STATUS- The Extended Day Schedule is conspicuously posted. The extended day sto with the Homework Center at 3:30 p.m. There are a wide variety of programs and activiUes to choose from during the 3:30 - 4:30 p.m. time period. 44. Home/school communication includes monthly reports to parents- T^e   indicator and early intervention program cards. (JDR 2272, 2284) and parents regularly receive \"alert\" and \"success STATUS: In order to apprise parenB of their childs progress, teachers conduct parent/teacher conferences and issue interim reports. A sample review of two classes with a total of 44 student files revealed as of November 14, 1991 that 36 parent/teacher conferences had been conducted and that two intenm report were signed by a parent and 42 files contained no intenm reports. The pnncip^ repor ed that interim report have previously been compiled every four and a half weeks, but that the district had recently directed aU incentive schools to issue^^monthly . allow parents to monitor their child s progress more closely. No evidence of an early intervention program, or that parents receive alert and success cards regularly, was observed. 45. Extracurricular programs include activities to promote gain leadership experience through clubs and momtonng responsibihties. (JDR 2273,2284) STATUS: The school offers six clubs with purposes and activities that fulfill the terms of llCld VltXL/a TXWAX ---------------- . J Extracurricular/Co-curricular Activities in the Elementary Guide J this provision. Refer to section of this report for a list of clubs and monitors. Page 301 1 46. Attendance and behavior guidelines\nTime-out rooms are staffed with trained personnel. Students receive management rules. Students and parents sign vUflVlUl guluviulVJ . V 1 v. 4 ive help with problem solving. Students help develop school based contractual agreement for attendance. (JDR 2273, 2282) STATUS- The school has a written discipline/behavior policy. According to the pnncipai, fhe poHcy w^ developed with staff, student, and parent input. There was no evidence of tne policy Wku. ucvciup ___ cmdents simature\nhowever, a contractual agreement for attendance that included the students signature\nhowever, a random sampling of student SEP folders revealed attendance contracts signed by the parents sampuugui siuutui. KJ ___ that hp and the counselor The principal stated that he and the counselor and teacher There was no time-out room. The pnncipai siaieu umi nt nuu worked with students in an effort to help them with their problems. The counselor stat^ that she provides help for students with problems. She is currently working with two smaU groups on getting along and self control. a a 47. Subject telaud extrucumeular aetMUes are regu^ SSfS for students such as Junior Great Books, Odyssey of the Mind, band, and stnng. Parents are aware of these options. (JDR 2273, 2282) 1 \u0026lt;\nt ATUS- Subject related extracurricular activities are regularly offered during the extended diy propam Drama, Dance, and the Writers Club. The pnnctp^ su^ that parents were informed of the extended day offerings durmg Parents Night which was held in September. An extended day schedule was posted in the hall. held in September, COUNSELING/ SOCIAL WORK 1 48. Community services access: Compacts provide students access such as volunteers and pre-professionals from colleges and universities, an - f programs--------- assistance from social agencies. (JDR 2.2.1 i, 221s:)) STATUS- The principal reported that guest speakers provide students access to __________that PranViin has not entered into any formal compacts with agencies or programs, but that Franklin has not entered into any a Career Awareness Week. colleges and universities. In addition, a sixth grade class has Pre-p^rofessional education students from area colleges and universities serve in the L S ric piuitsaxw V- thp mnintonne visit. but none had been placed at Franklin at the time of the monitoring visit. 49. Collcge/post gruduallou awarcuess is promoted through a mentoring program which t for work skills and coUege awareness. (JDR 2273, 2283) provides role models STATUS: For information in the Incentive School Mentoring Program, refer to #90. 50. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking. (JDR 2272, 2283) _J STATUS: According to the counselor, she had recenfly distributed bubbly to teachers to use in conjunction with a test taking unit she was going to 7 Sisrooms She was planning to use \"Zip Up Your Skills\" (test taking strategies), as well as lectures to enhance study and test taking strategies. test taking unit she was going to present in the Page 31I 1 51 . Home/neighborhood meetings involve small groups of parents at neighborhood sites. Local ministers are 2283) considered part of the school partnership and community. (J UK 22/4, STATUS: According to LRSDs Desegregation Status Report of October 24,1991, Franklin MAiuo. AW 6 _ October 18, 1991. The principal staff members have conducted 21 home visits as _ _ , . reported that girl and boy scout meetings have been scheduled with local ministers m them churches. In addition, the Little Rock City Commission and a community awareness group hold regular meetings at Franklin. 52. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution. (JDR 2274, 2285) STATUS- The counselor stated that she provides individual and group counseling for students. She said that an informal group of peer counselors had been developed amd that the names of students designated to become conflict managers subnutted designees were referred by other students, and/or had been recommended by teachers 0 administrator. The counselor wiU train the conflict managers during extended day with had been submitted. The an materials provided by LRSD. This training participate in extended day. schedule wUl exclude students who do not 53. Incentive/recognition programs are developed by students, staff, and parents at each school. The community is involved in recognition. (JDR 2274, 2285) ] STATUS\nRefer to #19 and #89 for information on recognition programs. 54 A wellness program is in place at each building with a fuU time nurse. Students are screened for health and given information on various topics (self-esteem,.nutntion, drug prevention, and first aid). Presentations are made to parents on similar topics. (JDR 227 , 2285) STATUS: Franklin has a fuU time nurse on staff who says that she is beginning a new wellness program this year. So far she has provided students with information on^ nionc tn disr.iiss self-esteem as part of a umt on Family Growth and and hygiene and plans to discuss self-esteem as part of a umt on Devel^ment. She has found a doctor who volunteers his time to provide free health screenings in addition to those she provides. She says she also has the volunteer services of two dentists. While the nurse has not made any formal presentations to pmente as a group, she has provided individual assistance to issues. parents with regard to child/family health J . Therefore, it is J The nurse has an extra health room for pre-kindergarten and first ^ade students, however the room does not contain a bathroom or a sink. The primary facility is well equipped, but there is inadequate shelf space and there is no separate consultation area. Therefore, it is very difficult to discuss sensitive issues if a sick person is using the cot. Page 3255. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS- The principal stated that schools had been notified that they could refer students dlAlUO. Aiivpx y ,  nAnod in which to Camp Pfeifer but he had not received a referrals would be accepted from Franklin. schedule indicating the time period in which MONITORING AND EVALUATION 1 56. Verifiable monitoring of student growth measures student progress. There is traimng for monitoring teams. (JDR 2275, 2286) 1  1 STATUS- Student progress is monitored through examination of student achievement records (including test data), attendance records, and teacher/prmcipal conferences records Viucmu g / Department of Planmng, Research and Trained monitoring teams from the .he%chool quarterly. Also, a Biracial parents, community people, and growth and progress. members of the Joshua Intervenors, monitors student 57 Regular tracking of student attendance, discipline/behavior and achievement is teXd asSed at least quarterly. Individual ^nd cto proffles^a^ Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) each folder. Additional random examination of records revealed an SEP m is found above at #56. STATUS: A information regarding the monitoring of student progress 58. Student Educational Excellence Plans are extracurricular activities. (JDR 2275, 2286) developed with parents and include STATUS: SEPs are used for all classes, from four-year-olds to grade six. Information egardtag the sVp-ris a/Xhle at #17. The principal stated eachem seek p^ent i^u, wWch is incorporated into the SEPs. Parents review meir child s SEP during parent/ teacher conferences prior to the beginning of the school year. 59. Quarterly reports and visitations are used to assess student progress, facility upkeep. and care of grounds and equipment. The monitoring team is composed of district and 01 gruuuus aii 4 .___All Staff Darticioate m school staff, parents, and representauves writing school and personal goals. achievement is evaluated. (JDR 2275, 2286) i from the community. All staff participate in Students formulate achievement contracts. Goal STATUS- According to the principal, all quarterly reports had been made except discipline, * no\" at the toe of this monitoring visit. Student foShehS contracts agreeing to support school goals. The folders also contained academic/l\u0026gt;ehar po Nfstudent generated achievement reports were present. For further information. refer to #56. Page 3360. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires, analyze data, and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) The STATUS: There was no evidence of a building level student evaluation team, principal indicated that he had sent some students who had been selected by their peers to the LRSDs survey team. J 61. Computerized student data is accessible at each school. (JDR 2276, 2287) STATUS: Stayed under the August 22,1991 Stay Order. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents. and students have input. (JDR 2276, 2287) STATUS: The principal pointed out that he has had two nearly total turnovers of the staff since he was first assigned to this school a few years ago. This is his first year as the principal of Franklin as an incentive school. The school site team had not been formed at the time of the monitoring visit. SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. There is a plan for individualized instruction in each school and every student receives some individualized instruction every day. (JDR 2276, 2288) STATUS' In order to individualize instruction, Franklin is semi-departmentalized for science, social studies, and math at the grades 3-6. Math enrichment activities are also offered during the extended day. 64. Additional items: Each school should have a permanent substitute, a minimum h^ time assistant principal depending on school population, uniforms for student, dress code house and one other meeting, students for staff, required attendance at PTA open handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS: . Permanent substitute: Franklin has a permanent substitute who is referred to as the J auxiliary teacher in Staffing/School Personnel Data in the Elementary Guide section of this report. Assistant principal: Franklin has a full time assistant principal. Page 34Uniforms: There are no student uniforms. Staff dress code\nThere is no staff dress code. _l Parent attendance at school meetings\nThe Incentive Schools Parent Contracts sUtes ........ _____R,,, nf tbo narpnt/ tp.ficher orsanlzatlon and attend ive member of the parent/ teacher organization that Barents \"will be an active member ot tne pareuu kxivuw Xi'U and other achoo, A attended Parent Night on on September 5,1991 and 19 parents attended Open House . ... al_____...a...., ^zxllz\u0026gt;z nn cvctATTI sZuX 24'iwi The principal reported that there was no follow np system P al,..\n- asUlioatinn tci nttP.nd school fUUCtiOnS. in place to remind parents of their obligation to attend school functions, Student handbooks: The school distributes a copy to each student. Science lab: There is no science lab. of the LRSD Student Handbook Computer lab: A double-sized computer lab is in operation at the school. Playground for P.E.: There is a playground available for physical education. Compensation for staff: Teachers are compensated at their hourly rate of pay. SS* school year, the incentive school principals receive an annual Stipend of $2^00. classes\nODM requested information on November 4,1991 classes but had not received this Community education from the district on parent commumty education information at the time this report was prepared. workshops, refer to #87. For information on parent everv other Saturday. A chart of Saturday program participation may be found Extended Education Programs in the Elementary Guide section of this report. Page 35 I 1 1 J JINCENTIVE SCHOOL STARTING/ STAFF DEVELOPMENT STAFFING 65. The Incentive Schools Sufrtng Committee is composed of principals, and other administrators and hiring procedures. (JDR 2291) The committee assesses staffing needs, sets critena, \ntatUS- According to the principal, the Staffing Committee functioned at Franldin during jLeS S of nine to ten people involved school administrators, the Joshua Intervenors and LRSD administrators. This year, with the designation o r as an incentive school, there was a 75% turnover in staff. Specifics m terms of staffing needs. i 1 criteria, and procedures were lacking. 66. Staffing needs assessment bases staff selection upon student population. (JDR 2291) the needs and interests of the STATUS: According to the principal, no specific cntena jeg^dmg staff received from the LRSD. An interview packet was obtained from another incentive school principal. , 1 teachers, counselor, media fn Recommended full-time positions include classroom .ri,Lnrker. oemaueut subsUtute, PAL reading, PAL math. specialist, music, art, P.E., social worker, permanent lab attendant, resource, speech, alternative classroom specialist, media clerk. PAL speccn, -------------r  . imtructional aides, supervision aides, program spcciaUst, principal, assistant pnncipal. (I 2291-92) STATUS According to Franklin staffing data, the only recommended positions not filled mewortmXative classroom specialist, and program speci^Jst^ F^,- only incentive school with supervision aides\nthey were i----------- social worker, alternative classroom retained from the school s preincentive status. 68. Stair recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are (JDR 2292) current and include promising student teachers. individual with the LRSD central office who recruits STATUS- The principal named an individual with the lksu cemrai t for minority teachers. Also, the Associate Superintendent for Dese^egabon^^d Communhy Services stated that the LRSD maintains an ongoing nationwide effort to recruit and hire minority teachers. Page 361 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. AU staff a hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: According to the principal, no specific instructions were received from the central X regarding selection criteria, job descriptions, and selection processes All staff UllK/C ivgwiu 5 U _______ __T -DCT^ binno nrflntir.es. The members were hired for one year in accordance with standard LRSD hiring practices. The LRSD does not issue \"long-term contracts\" for any school s staff. 70. Staff commitment/ effectiveness monitoring involves ongoing informal review and semi- annual formal review conferences to assess staff effectiveness based on student a^demm results and other forms of measurement. (JDR achievement as measured by formal test 2293) STATUS: LRSD policies provide for one formal and one informal observation of tenured monitors each classroom one yearly ev ato informal and two formal observations and two evaluations yearly. The pi^ also monitors each classroom through student grades, progress reports, and test scores SisSX referrals and their sources are closely scrutinized. The prmcipal described the \"open door\" policy which exists in regard to student concerns. Students may also subnnt written comments regarding any aspect of school life through a mail slot m the principal office.  1 1 I STAFF DEVELOPMENT 71 The Staff Development Planning Committee is composed of teachers, an IRC specialist, parents, principals, and administrators to plan staff development experiences. The committee meets monthly to plan activities related to the needs of students achieving be mastery. (JDR 2294) STATUS- The principal explained that the Franklin Staff Development Committee is composed of a biracial team of eight. The group is selected to reflect the staff a whc\u0026gt; e in coordination of staff development activities. According to the prmcipal, the entne staff deals with disaggregation of data to identify areas of deficiency m student achievement. 72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests a staff development survey. (JDR 2294, 2303) of the student population and the results of J STATUS: According to the principal, the Staff Development ISommittee the staff regarding staff development needs Tile Y in districtwide training meets withthe principal regarding concerns. In addition to the buildingjiased staff development schedule, the Franklin staff also participates m districtwide traimng coordinated by the LRSD Office of Staff Development. Page 3773 Individual incentive school plan\nThere is a detailed process and format established '  =-i the development of the by central administration and principals to assist school staffs in school plans. (JDR 2301) STATUS: The principal observed no c.------... , , . .. plan process than those that had been used as an area school. He indicated that there is * . 1 . I*______ _ J 1___T non different procedures or format in the improvement specific format and process delineated by LRSD admmistration. a 74 Development of curriculum specific to the incentive schools includes identification of areas in need of development, appointment of curriculum teams review of draft guides, and development of additional components needed in each cumculum area. (JDR 23U1) STATUS\nThe principal stated that he was not aware of curriculum specific to the incentive XoirHowever, he anticipated an African-American guide for the beginning of the next semester. The principal said that the reading specialist, librarian, and assistant pnncip^ are instrumental in helping teachers infuse multicultural content. He stated that multicultural material still tends to be supplemental rather than infused. 1 75. Minimum Staff Development Requirements (JDR 2295) ^^^'^TeT (one cycle, refresher every 3-5 yrs.)\nThirty-one teachers, 78% of the certified staff, have completed at least one cycle of PET. TESA (one cycle)\nSeventeen teachers, 43% of the certified staff, have received yvuv y ... , _.1__on nVPTVIPW inservice in TESA ' Records do not indicate whether the training was an overview or the full five-month involvement. Classroom Management (one cycle)\nRecords indicate completion of Classroom Management by 37, 93% of the certified staff. Effective Schools Training\nRecords do not indicate training in this area. J Records indicate that 11 certified staff Cooperative Learning/Learning Styles\nmembers (28%) have had some form of Cooperative Learning traming. There was no information provided regarding staff participation in Learmng Styles training. J AT\u0026amp;T Human Effectiveness Training\nThere is no record of this training. Parent/Educator Communication \u0026amp; Human Relations Skills\nRecords indicate that 37 93% of the certified staff, have had training in Human Relations. Records also indicate that 40 (100%) of the certified staff have had training entitled \"Parent- Teacher Conferences\". Mentor Teacher Program\nThere is no evidence of a Mentor Teacher Program. Special Staff Development for Principal, Assistant Principal\nStaff development records do not indicate training specific to the administrators. Page 38____ implementation of the incentive school curriculum. (JDR 2302) Curriculum implementation inservice provides an introduction and guide to STATUS- The principal recounted a seven day inservice provided by the LRSD specifically for the Franklin staff prior to the 1991-92 school year. There was curso^ coverage of varied topics related to the incentive school. No follow-up has been provided. 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS: A Teacher Demonstration Program has not been implemented. i J J 78. A Master Teacher Program is planned by a distric^de Master Teacher Prop Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and coUege faculty representatives. (JDR 2296) STATUS: A Master Teacher Program has not been implemented. 79. Teacher assistance: An IRC specialist provides ongoing assistance to new teachers ^d thosrneeding help. The speciaUst assists in training programs in coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: The principal suted that the school was informed tat tare would_ be a ___nn.inooH TRP nprsnn to orovidc assistaucc. As of October 15, 1991, there ha specifically assigned IRC person to provide assistance been no word of who the assigned person was to be. 80 A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS: There were no to the principal. formal Teacher Assistance Plans in effect at Franklin according Page 39STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: The principal has a copy of the Incentive Schools Marketing Plan. Accordmg to the plan, the goal is \"to enroll 366 non-black students within incentive schools by the year 1997\". The 1997 white student enrollment objective for Franklin is 29 according to t e marketing plan. If the present enrollment level of 507 is maintained at Franklin until 1997, the marketing plan objective of 29 white students represents 6% of 507 students. If the objective of 29 is added to the 79 white students currently enroUed at Franklin (assummg that number remains constant), a total of 108 white students at the school by 1997 wiU represent 21% of the student body. 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS: Forty percent of kindergarten seats are reserved for white students according to the Associate Superintendent for Desegregation and Community Services. There are filled at Franklin. Fourteen percent of the current presently 56 of 60 kindergarten seats--------- kindergarten enrollment is white. Even if the remaining seats were filled by white students, they would comprise only 20% of the kindergarten population. InitiaUy, to meet the 40% seating reservation, 24 seats should have been reserved for white children. J J Page 40I INCENTIVE SCHOOL PARENT INVOLVEMENT and students have identified five main types of th 'Surveys of teachers, principals, parents------- . parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second ^e of parental involvement common to all schools is communication from school to the home. A third and most commonly known type of parent involvement brings parents to the school building usually in connection with parent volunteer assistance, parent audiences, an parent attendance at workshops... A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents m decision movino pnH artivist roles in sovernance and advocacy groups... We expect the process of making and activist roles in governance and advocacy groups... developing parental involvement activities to be ongoing. . listed below:\" (LRSD Desegregation Plan, JDR 2308-2309) Some suggested activities are 83. Adult community education opportunities are offered. (JDR 2309, 2310) STATUS' ODM requested information regarding adult community education from the district on November 4, 1991. ODM had not received this information at the time this report was prepared. For information on parent workshops, refer to #87. 84. A Parent Internship Program recruits parents as (JDR 2309, 2310) teacher aides and other positions. STATUS'. According to the Associate Superintendent for Desegregation and Community Services LRSD has not implemented a Parent Internship Program. The principal reported : two teachers, two instructional that parents have been hired to fill the following positions aides, one speech therapist, and one supervision aide. 85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: No parent/ teacher mentorships have been implemented at Franklin. 86. A Parent Center in the school is staffed and supplied with materials recommended by Materials are loaned to parents. a staff/parent committee. communication packet to parents. (JDR 2309, 2311) There is a monthly J STATUS' According to the principal, materials for the Parent Center have been ordered and when they arrive, FrankUn will have a Parent Center in the library and the attendance office. There are no plans for the center to be operated by a community staff person and no staff/parent committee exists to recommend materials for loan to parents. The principal explained that whUe the Center wUl not produce a monthly communication packet, a monthly calendar and newsletter was being distributed to parents. Page 4187. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as study skills, discipline, time management, financial management, etc. 1 (JDR 2312) STATUS: According to LRSDs October 24, 1991 Desegregation Status Report, surveys were distributed to parents on Parent Night, September 5, 1991 to determine what workshops the district should offer. Franklin parents returned 111 surveys. The foUowing workshops have been scheduled for Franklin parents: Workshop How To Help My Child In Reading Date \u0026amp; Time October 26th 10:00-11:00 a.m. Location Franklin How To Use The Computer November 20th 6:00-7:00 p.m. Franklin 1 88. Community resources are used in the instructional program. (JDR 2313) STATUS: The principal reported that Franklin utilizes guest speakers in the instructional program. 89 Parent recognition is used as a tool for community and parent involvement. There is parent/ community recognition at monthly PTA meetings, awards are displayed school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS: According to the principal, Franklin recognizes parents through an awards ceremony at the end of each nine weeks, parent programs throughout the year, and certificates. Currently no parent awards are displayed, no school lunch vouchers are given, and students are not involved in the selection process. _! 90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar^ and school activities and counselor/parent and PTA meetings. Each school conducts home visits, has identified three key communicators, and utilizes community role models and mentors. (JDR 2244, 2309, 2312, 2315-17) STATUS: . ,  v Report cards: The principal explained that no mechanism is m place for parents to pick up report cards\nreport cards are sent home with students. Signed homework: According to the principal, there is no unified procedure to determine if parents sign homework. The principal stated that each teacher has his/her own system for parents signing homework. Some teachers send homework folders home at the end of the week or daily. Other teachers may send homework home to be signed when they feel a parent needs to look at their childs work. Page 42Reported absences: The principal stated that parents call and report their childs absence to office personnel who then inform the child s teacher. The principal explained that if a parent has not reported their childs absence by 9:40 a.m., an instructional aide calls the parent or makes a home visit if the parent does not have a 1 i phone. The principal expressed the need for an attendance clerk. Advance support and concern: According to the principal, parent surveys have been designed and distributed to gain insight into parents interests. Sample surveys relating to PTA, extended day, and the selection of a school theme were observed. Parent handbook: The principal stated that a parent brochure was distributed to parents at the beginning of the school year. The brochure contains a greeting to parents and their children along with general school information. Monthly calendar: Franklin publishes a monthly calendar of events. A September, October, and November calendar were observed. In addition to the monthly calendar, Franklin publishes a monthly newsletter informing parents of special events and programs at the school. School activities: VIPS sign-in sheets reflect that parents have attended field trips during the month of October to the State Fair, Heifer Project, and Hidden Valley. VIPS record sheets of volunteer activities and parent sign-in sheets are kept. Counselor/parent meetings: The counselor explained that all counselors provide parents with the opportunity to have direct contact and intervention as needed. PTA meetings: PTA records revealed that Franklins PTA is comprised of 100 black members and 35 white members. Names of PTA officers and committee chairpersons and a schedule of PTA meetings were available for review. The principal stated that PTA and committee membership lists were being compiled and that PTA goals. objectives, meeting agendas, and minutes have not been kept. Home visits: According to LRSDs October 24,1991 Desegregation Status Report, the staff at Franklin has conducted 21 home visits as of October 18, 1991. Key communicators: The principal has identified three key communication techniques from school to home: calendar of events, monthly newsletter, and PTA meetings. J F Page 431 Mentoring program\nAccording to LRSDs October 24, 1991 Desegregation Status Report, the district is implementing a mentoring program which will serve 10% of the student population at each incentive school. The district s tentative schedule provides that students will be identified, mentors recruited and matched with students, and that orientation for mentors will take place in November. According to the VIPS Incentive School Coordinator, 54 mentors have agreed to participate in the mentoring program and approximately 35 mentors have been trained. A video tape of the training wiU be 1 available for mentors who could not attend the orientation. In December an orientation for students, parents, and teachers is scheduled and recognition programs are planned for the spring of 1992. Mentors are to receive training every nine weeks. The pnncipal reported that 15 students from Franklin had been selected to participate in the mentoring program. 91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) 1 STATUS: A sample review of two class files revealed that out of 44 students, 41 contracts were signed by a parent, one contract was filled out but lacked a parent signature, and two 1 files contained no contracts as of November 14, 1991. 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) I STATUS:  ... , Parenting education: LRSDs October 24, 2992 Desegregation Status report mdicates 1 that surveys were distributed to Franklin on Parent Night, September 5, 1991 to determine what workshops the district should offer. Franklin parents returned 111 surveys Based on that feedback, workshops on using the computer and helping children with reading have been scheduled for Franklin parents during October and November. Math and science classes: According to the principal, math enrichment and science labs are scheduled in the Extended Day Program and will be incorporated into Saturday programs. School as a community center: The principal reported that the Little Rock Planning Commission and a community awareness group hold regular meetings at Franklin. 93. School and commimity trust is raised through inservice courses for teachers and school, speakers bureau for community groups in school zones, and posted calendar of neighborhood events. Neighborhood pride is promoted through events that are coordmated by school staff. (JDR 2319-20) J STATUS:  Speakers Bureau: The principal explained that three parents and three staff members have agreed to serve on Franklins Speakers Bureau. An inservice training for the speakers bureau volunteers was held on November 26, 1991. Sign-in sheets indicate that no volunteers from Franklin attended the training. Page 44Neighborhood events: The principal was not aware of the existence of a neighborhood Sa~a\n:d events in the school when brongh. to his attention. The principal reported that the school IS planning a carnival in conjunction with Highland Court. : For information on inservice courses, refer to Staff Development in Inservice courses: . the Elementary Guide section of this report and #75 in the Incentive Guide section of this report. 94. School policies and procedures are established by a governing body of administrators, atmosphere, provide input into decision making. parents, and teachers to promote an open i and create a sense of ownership through involvement. (JDR 2321-Z2J STATUS  The School Improvement Committee, comprised of three teachers ^d the School Improvement Plan and school pohcies and procedures. principal, have developed a No parents serve on this committee. 1 Page 45INCENTIVE SCHOOL PARENT RECRUITMENT essential to the overall success of the incentive \"Aggressive marketing and recruitment are school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements. (LRSD 1989 Desegregation Plan, JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS: , , . Community information: The principal reported that LRSD had a booth for incentive schools at Kids Fair on Saturday, November 2,1991. Telephone hotline: The Associate Superintendent for Desegregation and Community Services explained that a recorded message describing the incentive schools would be n played while patrons were 1992-93 school year. on hold\" for central office calls during registration for the Saturday information booths: The Associate Superintendent for Desegregation and Community Services reported that Saturday Information Booths will be located at local malls in the spring in accordance with the Settlement Plan timelines. The Associate Superintendent for Desegregation and Special media coverage: Superintenaent lor i^BscgrcgauuM ouu Community Services explained that the district will submit PSAs and articles to local media groups to publicize the incentive schools during registration for the 1992-93 school year. Highlight sheets: According to LRSDs Status Reports dated August 22, 1991 and September 10, 1991, highlight sheets are routinely mailed to new district residents. J 96. Recruitment includes use of brochures, PSAs, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speakers bureau __ - ______1____] 4.....^ f/iArnitorc AAnHlIPt for each school. M-to-M transfers are encouraged and two parent recruiters conduct recruitment activities. (JDR 2325, 2329-32) STATUS: Brochures: According to LRSDs October 24, 1991 Desegregation Status Report, an incentive school brochure was developed by a focus group consisting of four parents and three administrators from the incentive schools. These brochures were to be completed by November 15, 1991. Individual incentive school brochures for each school are scheduled for completion by mid-December. Page 461 ) PSAs: ODM requested information regarding press releases on October 11, 1991. That information had not been received at the time this report was prepared. The Associate Superintendent for Desegregation and Community Services has reported that PSAs are scheduled to run during the 1992-^3 school year recruitment phase from January through March. Billboards: According to LRSDs October 24, 1991 Desegregation Status Report, by November 15, 1991, a proposal will be submitted to Central Arkansas Transportation recommending a painted bus to serve as a \"rolling billboard.\" The bus will be routed to selected recruitment areas of the city. Media coverage: For information on media coverage, refer to #95. Video: According to LRSDs October 24, 1991 Desegregation Status Report, an incentive school video is schedule to be completed by January 10, 1992. Flyers: The Associate Superintendent for Desegregation and Community Services has stated that flyers wiU be mailed to all pre-kindergarten through fifth grade students in the county prior to pre-registration for the 1992-93 school year. Open House: According to parent sign-in sheets, 79 parents attended Franklins Open House on September 24, 1991. Neighborhood Blitz: The Associate Superintendent for Desegregation and Commumty Services has stated that a database is being compiled to target neighborhoods for recruitment prior to pre-registration for the 1992-93 school year. Tours: Parent recruiters schedule and provide incentive school tours for interested parents and new residents in the county, according to the Associate Superintendent for Desegregation and Community Services. Special ADE status: The Associate Superintendent for Desegregation and Commimity Services reported that LRSD had not contacted the Arkansas Department of Education to request a special designation for the incentive schools in order to assist with marketing. The Associate Superintendent for Desegregation and In addition, a Celebrity endorsements: Community Services explained that local celebrities had been contacted to promote the incentive schools through PSAs and the incentive school video. 1= \" California firm which provides national celebrity PSAs has been contacted. Speakers Bureau: According to the principal, three parents and three staff members have agreed to serve on Franklins Speakers Bureau. An inservice training for the I * speakers bureau volunteers was held on November 26, 1991. Sign-in sheets indicate that no Franklin volunteers attended the training. Page 471 I Elementary M-to-M Transfers: According to M-to-M data requested by ODM and supplied by the school districts, in the 1991-92 school year LRSD has recruited 82 elementary students from NLRSD and 123 elementary students from PCSSD. ODM requested M-to-M transfer data broken down by the sending and receiving school from each district on October 11,1991. According to NLRSD s and PCSSD s data regarding M-to-M transfers, no students have transferred to Franklin. ODM had not received M- to-M transfer data broken down by the sending and receiving school from LRSD at the time this report was prepared. The Associate Superintendent for Desegregation and Community Services has stated that so far this year no meetings with PTAs and parent groups in PCSSD and NLRSD have been conducted to encourage M-to-M transfers. Parent recruiter: According to the Associate Superintendent for Desegregation and Community Services, LRSD has one employee whose sole responsibility is parent recruitment and two other employees who are responsible for parent recruitment and student assignments. 97. Recruitment monitoring and evaluation procedures are in place, involving the district Biracial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly. The committee reviews bi-monthly reports from the desegregation office on the progress of recruitment strategies and is advised by marketing/advertising experts. The committee receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) receives STATUS: According to the Associate Superintendent for Desegregation and Community Services, the Biracial Committee received an inservice training in the fall on the incentive schools in order to monitor all aspects of the incentive school program. This committee monthly desegregation updates from the Associate Superintendent for Desegregation and Community Services and is to report quarterly on the progress of the incentive schools. J Page 48FRANKLIN INCENTIVE SCHOOL UPDATEDINFORMATION: MAY 27,1992 ELEMENTARY GUIDE Four-Year-Old Class Size: Beginning in the 1992-93 school year, class size in the LRSD 1 will conform to the North Central Association standard of 18 children per class. This announced during a court hearing on February 6, 1992 by the Associate change was nearing rcuiutuy u, uj tuxv . Superintendent for Desegregation. He also presented a worksheet on the long range early childhood plan which included the smaller class sizes. LRSD promotional brochures for the 1992-93 four-year-old classes also state that the class size will be 18. Extended Week: Updated Saturday program figures, requested January 10, 1992, were received from the Associate Superintendent for Desegregations office on February 6,1992. This report gave the number of students from each incentive school who had attended Saturday programs up to that time. The number of participants varied widely from school to school as did student attendance on the various dates classes were offered. Dunng the first semester, the rate of participation at Franklin ranged from a low of six students to a high of 19. FaU attendance was reported by the week but attendance figures for January and February (reported in the March 1992 Desegregation Update), were monthly tot^ with no weekly attendance information provided. As a result, it is impossible to determine the rate of student participation for any given date. and Counseling: The principal indicated that an additional half-time counselor Guidance o-  i------r- . , mm tu. is employed at the school. This counselor (white female) was hired January 6, 1992. The principal further explained that the clothes closet has been removed from the counselor s office and placed in the bookstore with other supplies. Discipline, Suspension, Expulsion: Records dated March 26,1992, indicated that one black .... t . 1 _ ______1______ mnin U o z1 female had been expelled from the third grade, one black and one white male had each been given long-term suspensions, and seven black males (in grades 2,3,4, and 6) had been given short-term suspensions. Once again, black males were disproportionately represented in disciplinary actions at the school. J The principal explained that, effective February 2, 1992, a written discipline policy developed by students and staff had been adopted. Additional information supplied by the principal School/Conununity Partnerships: . increased number of partnership activities between Franklin School and their indicated an i-------------- . . . business partner. Central Arkansas Rehabilitation Hospital. The hospital staff gave a Valentines Day party at the school and has sponsored recognition activities for classes with perfect attendance. In order to qualify for the popcorn and soft drink celebrations, aU students must also report to school on time daily. r VIPS: The VIPS Incentive School Coordinator reported that Franklin had 45 volunteers who worked 137 hours during the period from November 1991 through March 1992. Page 49TNCENnVE SCHOOL GUIDE 3. Parent Council (JDR 2236): The Parent Council held its first meeting on December 10, 1991 with seven of the fourteen members present. The council met again on February 3, At the February meeting, the Desegregation Facilitator 1992 with six members present. tne uesegregauuu rauuuiui provided the council with an incentive school overview. The next meeting was held March 9 1992, with six members present. At this meeting, council members elected officers and received copies of the Incentive School Plan, LRSD Desegregation Updates, and various monitoring instruments. On April 13,1992, seven council members attended a presentation members of the Biracial Committee, LRSD Research, Planning, and Development by LKdu nesearcn, ruuiuwe, Department, and ODM. These groups explained monitoring practices and procedures. Parent Council members have not monitored the incentive schools, nor have any quarterly reports been generated. (JDR 2236) 9. School Themes (JDR 2239): The April Desegregation Update indicated that 500 school theme surveys were distributed to Franklin parents and teachers and stated that 38% of the surveys were completed and returned. The principal reported that the first choice for the schools theme was Basic Skills, the second choice was listed as Multicultural Awareness, and the third preference was for a Health and Safety Education theme. t 11. Science Lab Equipment (JDR 2239): According to the January 1992 Dese^egation Update, equipment had been ordered and the science supervisor has conducted inservice training regarding the discovery and exploration approach to science. Science teachers m grades 3-6 at aU incentive schools attended the training. Site observation revealed that the basic science equipment had arrived and much of it was housed in the media center for teacher check-out. Some materials were present m classrooms, but these were confined to limited table top space or window siUs. There seemed to be little, if any, room for experiments, displays, or student projects. 13. Foreign Language Lab (JDR 2239): The principal stated that he did not know where the required foreign language lab would be located during the 1992-93 school year. J 14. Computer Loan Program (JDR 2239): The principal indicated that four computers are available at the school for student/parent check out. As of mid-May, 16 checkouts had occurred. 23. Effective Schools Model (JDR 2240): The training for program trainers had been completed by May 6, 1992 and effective Schools Teams were to be established m each school by January 1992. Team training was to take place during February and March 1992, with development of Effective Schools Improvement Plans during the summer. Page 50I f 24. African, African-American Curriculum (JDR 2240): The curriculum ^ides were completed and distributed to the schools and an inservice meeting was held during January for incentive school teachers. At that time, the Rites of Passage program was also presented. According to the principal, the entire training session for both programs lasted approximately 45 minutes. According to the Desegregation Facilitator, principals were invited to contact the Social Studies Supervisor for further training as needed. During site visits, it was apparent that the lack of comprehensive training resulted in limited curriculum infusion. Site observation, during the training, indicated that most teachers had a copy of the desegregation plan. 26. The Latin Enrichment Program (JDR 2240, 2252): Fifth and sixth grade students are scheduled to begin Latin enrichment activities in the fall of the 1992-93 school year. Program details, staff development plans, and the budget were outlined in the January 1992 Desegregation Update. The principal stated that all staff members had participated in a two hour Latin program overview. Teachers in grades 4-6 are expected to attend a three day workshop on program implementation, but the principal was unaware of the training dates. The Desegregation Facilitator stated that a three day training had been scheduled for June 1-12, 1992. 27. Foreign Language (JDR 2243): It was reported in the January 1992 Dese^egation Update that Spanish language students in aU incentive schools were being visited by a Dunbar Spanish class that was to perform a play entitled \"Cenicienta\" (Cinderella). An April site visit revealed that the principal had not been contacted to make plans for the Spanish language students to visit his building. 30. Field Trips (JDR 2245): Records revealed that students had participated in only 16 field trips from the beginning of the school year to the latter part of April. (JDR 2245) 32. Homework Hotline (JDR 2268,2278): The principal stated that two Franklin teachers were working on the Hotline during the week of May 18,1992. 34. Retired Teacher Mentors (JDR 2268,2278): The January 1992 Desegregation Update reported that mentors were being identified to tutor students, sponsor clubs, and help read * . . .1 ____11___________1- noorlr Tho to students. Stipends may be paid to mentors depending on their individual needs. The principal stated that there were no retired teacher mentors working at Franklin. 35. Instructional Aides (JDR 2268,2278): The principal stated that fourteen instructional aides are now employed at the school, a number that complies with the Stay Order that was in effect for most of the school year. Page 51The January 1992 46. CC. Attendance and behavior guidelines (JDR 2273, 2282): Desegregation Update indicated that training in time-out techniques was scheduled for the incentive schools during January and February. The principal stated that he had instituted Alternative Classroom Time (ACT), utilizing the CARE room as a time-out facility. As there is no time-out specialist in the school, instructional aides voluntarily monitor the room. The aides have not been trained in time-out techniques. 1 No evidence of attendance contracts signed by students and parents was provided during spring monitoring visits, even though the January Update indicated that the contracts would be provided to the incentive school parents and students. Documentation verified that 51. Home/Neighborhood Meetings (JDR 2274, 2283): Franklin staff members made 25 home visits between October 18,1991 and May 19,1992. M The incentive schools sponsored a program at Bethel AME church on May 17,1992 where an educator gave a presentation entitled \"Dont Give Up . The Incentive School Coordinator reported that 27 parents from the seven incentive schools attended. The district also held a breakfast meeting for incentive school PTA presidents at McDonalds and hosted another breakfast for interested parents. The Incentive School Coordinator stated that 24 incentive school parents attended this meeting where a community leader, the Reverend Hezekiah Stewart, and a school board member were guest speakers. ! The Incentive School Coordinator furnished a copy of a letter sent to 94 local ministers to inform them of the Stanford achievement test dates and suggest testing strategies that could be shared with students and parents. 53. Incentive/Recognition Programs (JDR 2274, 2285): A parent from each incentive school was recognized for his/her outstanding contribution to the school at the PTA Founders Day Luncheon with an appreciation certificate and a gift certificate for two, donated by Red Lobster. In addition, incentive programs were to be developed at each school by students, staff, and parents, according to the January 1992 Desegregation Update. As of May 27,1992, no incentive programs had been developed at Franklin. 54. Wellness Program (JDR 2274, 2285): The December 1991 Dese^egation Update stated \"in accordance with the settlement agreement, a full time nurse will be available in each incentive school to implement the wellness program.\" Follow-up site visits found a full time nurse in each incentive school. The nurses worked together as a group with the He^th Services Coordinator and developed a wellness program. The program has enough flexibility to enable each school to provide the wellness services best suited to its population. According to the incentive school nurses, plans are underway to apply for clinic status in the incentive school health rooms. Limited space and the lack of privacy will be two of the biggest obstacles to attaining this goal. The wellness programs have been designed so that goals and objectives can be effectively monitored. The principal explained that the nurse assigned to Franklin is certified by the Health Department to perform Early Periodic Diagnosis and Treatment (EPSDT) screenings. This is signifirant because, through the increased home/ school communication generated by these comprehensive examinations, parents can be made aware of specific health needs and services such as medicaid. Page 521 I 55. Camp Pfeifer (JDR 2274, 2285): The Executive Director at Camp Pfeifer attended a January incentive school desegregation meeting to discuss the Camp Pfeifer program. The principal confirmed that no Franklin students had been referred to Camp Pfeifer this year. 60. Student Evaluators (JDR 2276, 2287): The January 1992 Desegregation Update indicated that a 5% random sampling of students from each grade level was selected to participate in the evaluation of their respective schools. The survey was administered during January 1992 and returned to the district for tabulation. As of April 10, 1992, no survey results had been released to the incentive schools. There has been no evidence of student involvement in analyzing the data. An examination of the survey indicated that it would be too difficult for some students, particularly those in grades K4, to complete. 64. Student Uniforms (JDR 2276, 2287): The April Desegregation Update stated that a committee of building principals, student council members, teachers, and parents wiU develop a process which will enable students and parents to select a preferred uniform in each building. A copy of the parent survey was reprinted in the April Update and results revealed that 60% of the Franklin respondents generally favored a required student uniform. 67. Recommended Positions (JDR 2291-92): The principal explained that each incentive school principal received a copy of the incentive school section of the court s order on the revised desegregation plan, at their May meeting. At that time, they were informed that a program specialist and supervision aides would be employed next year. No commitment regarding alternative classroom specialists or assistant principals was made. 75. Staff Development (JDR 2295): The Effective Schools model and process were described to incentive school principals on December 9, 1991, by the Staff Development Supervisor. Future plans outlined included the establishment of Effective Schools Teams in each building during January, team training in February and March, and development of Effective Schools Improvement Plans during the summer. I 77. Teacher Demonstration Program (JDR 2296): There was a principals meeting December 9,1991, to discuss the purpose of the program and to request that each incentive school nominate teachers to serve on committees. According to the March 1992 Desegregation Update, Franklin has submitted the four-year- old program. Writing to Read, extended day, and Boy and Girl Scouts for inclusion in the districts Teacher Demonstration Program. 78. Master Teacher Program (JDR 2296)\nA meeting was held December 9, 1991, to discuss with the principals the purpose of the Master Teacher Program and to request nomination of a teacher from each incentive school to serve on the committee. An additional meeting was scheduled concerning the Master Teacher Program, according to the January 1992 Desegregation Update. This meeting was attended by teacher representatives from each incentive school and five area universities and colleges. Page 531 I 79. Teacher Assistance (JDR 2296-97): A member of the Staff Development Department has been reassigned to specifically provide on-going assistance and support to the incentive school teachers. The principal stated that two Franklin teachers had received assistance. 83. Adult Education (JDR 2309, 2310): The December 1991 Desegregation Update reported that schedules of free adult education classes were available in the Parent Centers and had been distributed to incentive school parents. Classes in English, reading, and math were offered Monday through Thursday from 8:30 a.m. - 2:45 p.m. and 6:00 p.m. - 9:00 p.m. at the LRSD Adult Education Center. The Update also stated that no fee would be charged and classes would be offered at school sites on rotating basis, if there was enough interest. The principal stated that class schedules were sent home to parents. According to the schedule, only Adult Basic Education was free, as other offerings had fees that ranged from $10 to $50. No class schedules were present in the Parent Center, when it was visited in April. 84. Parent Internship Program (JDR 2309, 2310): The principal reported that an instructional aide, recently hired to work in the four-year-old class, is the parent of a Franklin student. 86. Parent Centers (JDR 2309, 2311): According to the December 1992 Desegregation Update, centers have been established at each incentive school and the Speakers Bureau and Key Communicators are responsible for maintaining center materials. There were no materials available in the Parent Center. Indeed, \"center\" is a very loose term for a space that contained only VIPS and parent sign-in sheets. These sign-in sheets were \"temporarily housed in the attendance office. According to the principal, the schools budget had been charged for the expenditure of funds to purchase materials, but none had been received. 87. Parent Workshops (JDR 22312): LRSD offered mini-workshops on \"How to Improve Test Taking Skills,\" \"Self Esteem and Parenting SkUls,\" and a \"Make and Take Math and Science Workshop\" to all incentive school parents on February 1, 1992 and February 15, 1992. According to sign-in sheets, 50 parents attended the workshops. _i 90. Home School Communication\nParent Surveys (JDR 2315): Surveys were distributed by VIPS to incentive school parents through COPE Centers. According to the January 1992 Desegregation Update, this survey \"asked about interests and obstacles to parent involvement.\" Results of the survey were not available at the time this report was prepared. Page 54Mentoring Program (JDR 2244, 2315): Orientation/training sessions for participants in the Mentoring Program were offered in November and December. According to the VIPS Incentive School Coordinator, 54 mentors had been recruited, 35 of whom had received training as of December 1991. The January 1992 Desegregation Update reported that students and mentors were being matched and that receptions for the mentors to meet their students would be held at the incentive schools during January and February. In May, the principal stated that 20 mentors were involved with Franklin students. Of this number, 15 were recruited by VIPS and five were recruited at the school. Mentor recruitment activities implemented by VIPS have included flyers, personal letters to friends of district employees, and recruitment cards that were distributed at basketball games and other community activities. A mentor support session has been scheduled to discuss strategies mentors can use to remain in contact with students throughout the summer. Key Communicators (JDR 2315): According to the December 1991 Desegregation Update, key communicators are being recruited from the Speakers Bureau, Parent Council, and PT A. Report Cards (JDR 2312): The December 1991 Desegregation Update indicated that a request for parents to pick up report cards was made by each principal at the beginning of the school year and that signs were posted in the school as a reminder to parents. However, during a site visit the principal stated that report cards are sent home with students and monitors observed no signs. 1 I 95. Community Information: 1 The Associate Special Interest and Conmnmity Groups (JDR 2323, 2327): Superintendent for Desegregation reported that over 500 parents visited the Incentive School Booth during Kidsfair at Barton Coliseum on November 1-3,1991. Parent sign- in sheets were used to update the districts recruitment database. Telephone Hotline (JDR 2323, 2328): According to the Associate Superintendent for Desegregation and the December 1991 Desegregation Update, recorded messages describing the incentive schools were to be heard by patrons while holding for central administrative office calls. These recordings were anticipated to be on line by the end of January. An employee of the Communications Department stated that while recorded messages had been playing since February 1991, some problems with the tape had recently been discovered and a new recording would be produced. Monitors have frequently been placed on hold when calling LRSD administrative offices during this four month period and no messages of any type have been heard. I The April 1992 Desegregation Update indicated that the hotline would operate from the Student Assignment Office and be publicized during the last week of April. In May, the Associate Superintendent for Desegregation explained that hotline implementation had been postponed until July. Page 55Saturday Information Booths at Malls \u0026amp; Neighborhood Stores (JDR 2323,2328): The Associate Superintendent for Desegregation stated that informational booths were placed at Park Plaza and McCain Mall on selected weekends. Parent sign-in sheets were to be used to update the districts database. Special Media Coverage (JDR 2323, 2328): The December 1991 Desegregation Update and the Associate Superintendent for Desegregation reported that special PSAs and articles publicizing the incentive schools coincided with the 1992-93 school year pre-registration. Articles and PSAs were submitted to the Arkansas State Press, Quapaw Chronicle, Maumelle Monitor, and radio stations. Media coverage on the incentive schools is to continue throughout the year. The Communications Department has established a log of media contacts. Highlight Sheets (JDR 2323, 2328): According to the Associate Sup\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eOffice of Desegregation Monitoring (Little Rock, Ark.)\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1429","title":"Report: ''1991-92 Incentive Schools Monitoring Report,'' Office of Desegregation Monitoring, United States District Court, Little Rock, Ark.","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, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1992-06-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School integration","School management and organization"],"dcterms_title":["Report: ''1991-92 Incentive Schools Monitoring Report,'' Office of Desegregation Monitoring, United States District Court, Little Rock, Ark."],"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/1429"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["12 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1040","title":"\"Incentive School Monitoring Report,\" Office of Desegregation Monitoring, United States District Court, Little Rock, Ark","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":["1992-06-04"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","Education--Evaluation","Educational statistics"],"dcterms_title":["\"Incentive School Monitoring Report,\" Office of Desegregation Monitoring, United States District Court, Little Rock, Ark"],"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/1040"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nODM's presentation to St. Louis Education Monitoring and Advisory Committee\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n, ............... OUl~ Office of Desegregation :Monitoring 201 East Markham, Suite-510 Heritage West Building Little Rock, Arkansas 72201 Phone: 501-376-6200 Fax: 501-371-0100 Ann Brown, Federal Monitor Melissa Guldin, Associate Monitor Connie Hickman, Associate Monitor Bob Morgan, Associate Monitor Margie Powell, Associate Monitor Horace Smith, Associate Monitor Polly Ramer, Office Manager LindaBryant, Assoc. Office Manager Jackie Banks, Recep-tionist - AGENDA TOPICS OCTOBER 28, 1992 Welcome, Introductions and Overview Districts Overview Planning and Priority Identification Break \u0026amp; Office Tour Monitoring and Reporting Process Construction Finance Site Visit Overview Wrap Up Ann Horace Polly Connie Connie Melissa Bob Melissa Tenns Office of Desegregation Monitoring (ODM): Created by order of the Eighth Circuit Court of Appeals in December 1990. Functioning as an arm of the U.S. District Court, ODM is mandated to monitor all aspects of the five separate but interrelated desegregation plans that comprise the Settlement Agreement among six parties: three autonomous school districts (Little Rock, North Little Rock, and Pulaski County), the State of Arkansas, the Joshua Intervenors (for black children), and the Knight Intervenors (for the teachers.) ODM gathers information that indicates the degree of the parties' compliance with the desegregation plans and relevant court order. ODM monitors file their findings, conclusions, and recommendations to the District Court in written reports that become part of the case record. Monitor: The process of determining the degree of compliance with the provisions of a desegregation plan or court order. Monitoring the desegregation plans is the act of assessing the progress of the desegregation process in various ways: on-site observation of school district facilities and operations\ninterviews with district employees, students, parents, and others\nand reviewing relevant data to assess the level of compliance with the desegregation plans' provisions. Monitoring guide: Documents developed and used by ODM monitors as the basis for their monitoring activities. These instruments encapsulate the legal requirements of the desegregation plans and court orders. The guides may also contain \"compliance indicators,\" evidence that the districts' are fulfilling their legal obligations. These documents guide monitoring observations, interviews, data collection, and information disaggregation in order for the court to determine the level of compliance with legal requirements. Monitoring report: A summary of information, gathered during the monitoring process, that ODM submits to the court and shares with the parties and the community. The report may be broad or focus on a specific area or aspect of desegregation, such as a particular type of school, program, or operation. The report may be a status (short term or \"formative\") assessment or a long term (\"summative\") appraisal of the degree to which the parties are fulfilling the requirements of the desegregation plans and relative court orders. Implementation: The process of fulfilling a desegregation requirement to the degree, and within the timeframe, that satisfies the requirements of desegregation plans and court orders. Implementation considerations include the human, material, and financial resources and time schedules necessary to ensure that the desegregation process continues uninterrupted. Programmatic: Referring to a sequence of actions or operations designed to coordinate various resources and activities for attaining a desired goal. There are numerous programmatic requirements of the desegregation plans such as those pertaining to academic achievement, staff and student recruitment, parental involvement, etc. Community involvement: The desegregation plans include provisions for the participation of parents and other citizens in education through various activities and programs. Community involvement is encouraged and managed through a variety of both required and voluntary activities including parent-teacher conferences, parent-teacher organizations, biracial monitoring groups, school volunteer programs, and school-business partnerships. INCENTIVE SCHOOL MONITORING REPORT JUNE 4, 1992 OFFICE OF DESEGREGATION MONITORING UNITED STATES DISTRICT COURT LITTLE ROCK, ARKANSAS Melissa R. Guldin Associate Monitor Bob Morgan Associate Monitor Horace R. Smith Associate Monitor Ann S. Brown Monitor Connie L Hickman Associate Monitor Margie L. Powell Associate Monitor Polly Ramer Office Manager INTRODUCTION Mission of the Office of Desegregation Monitoring . The Office of Desegregation Monitoring (ODM) is an arm of the United States District Court which serves the Eastern District of Arkansas. The ODM was created by the Court of Appeals for the Eighth Circuit and ordered into law by the district court in a January 1991 decree that vested the Office with \"the authority to monitor the school districts' compliance with the settlement plans and settlement agreement, including any future modifications of, or additions to, such plans and agreement.\" Both professionally and personally, each ODM staff member values children and is committed to quality desegregated education as a vital component of a free and healthy society. The ODM staff has pledged to help build the essential partnership between our legal system, schools, and community in order to achieve the equitable education that is each child's constitutional birthright. The ODM staff are professionals with a broad range of educational, legal, financial, and business management experience among them. They are fully qualified to obseive and assess the rate of progress toward the desegregation goals. All ODM staff members willingly share their expertise with the school districts and, when requested, provide technical assistance in a cooperative spirit of support. ODM Monitoring Philosophy The ODM's monitoring is an ongoing process of collecting and analyzing information about the efforts being applied toward reaching the goals and objectives specified in the desegregation plans and court orders. Assessing the effectiveness of those efforts, both individually and collectively, to determine what's working and what needs work is also an important part of OD M's monitoring mission. The ODM assists the court in determining the parties' compliance with both the letter and spirit of the agreements they have made. It also collects and interprets information that keeps the entire community informed of the desegregation progress, providing reassurance that a vigilant watch is being kept. The ODM can uncover developing problems, point to where changes may be needed, and suggest corrective action to prevent falling short of the desegregation goals. The ODM also highlights the school districts' successes and joins the court and community in applauding progress. The Incentive Schools Monitoring Report Background This report focuses on the implementation of the desegregation plan in the Little Rock School District's seven incentive schools. These schools, which are attended predominately by black children, have many enhancements that include programs, activities, personnel, equipment, and a funding level that are found in none of the district's other schools. The Eighth Circuit Court has termed the incentive schools crucial to the success of the desegregation plan and, therefore, these schools and their programs have been given monitoring priority by the Office of Desegregation Monitoring. Monitoring Process ODM follows a systematic approach to monitoring based upon a process which is described below and illustrated with examples of the incentive school monitoring report that is the substance of this document: 1. Generic statistical information is identified, logged, and summarized. The \"Elementary School Monitoring Guide\" contains general school information such as student enrollment, staffing, standardized test results, retention and discipline, inservice training, community involvement, and so forth. This information, which comes primarily from the monitors' direct observation of school records and operations, provides an overall picture of a particular school community. 2. The monitors identify the legal obligations of the desegregation plan and assess the compliance status of each obligation. The provisions of the desegregation plan contain the substance of the legal obligations the school districts are required to fulfill. In this report, the provisions that specifically refer to the incentive schools have been concisely summarized and listed in each school's report under the title of \"Incentive School Monitoring Guide.\" A page number follows each provision summary in the Incentive School Monitoring Guide to identify where that provision is located in the desegregation plan. When monitoring of the incentive schools began in the fall of 1991, an appeal was still pending before the court on the parties' proposed revised desegregation plans, so the original 1989 settlement plans were still in effect. Each page of those 1989 plans had been assigned a sequential JDR 0oint Designated Record) number by the court. This is the plan reference number which is found in the Monitoring Guides. The JDR reference numbers are also used in the Updated Information that follows each school's Guides. Any references in this report to the page numbers of the April 29, 1992 revised settlement plans are noted as such. Monitors then determine the compliance status of each provision and note their findings. Through observations, interviews, and a review of all sorts of documents, the monitors assess the degree to which each plan provision is being implemented. (See \"Sources of Information\", below.) 3. Updated information is collected and added to the monitoring report. Monitors visited the incentive schools during October and November 1991. They collected follow-up information throughout the school year until May 27, 1992, including two more V1s1ts to each school in the spring. In order to document progress at each school, this updated information has been appended to each school's fall monitoring report according to the categories and provisions listed in the Monitoring Guides. 4. Preliminary draft reports are completed and shared with appropriate district personnel. Although monitors make every effort to be accurate in their reporting, mistakes can occur. To minimize factual or recording errors in ODM reports, the monitors have personally reviewed each school's monitoring report with that school's principal and asked for feedback on the accuracy of the data upon which the reports rest. Likewise, the draft reports have been shared with district administrators. This preliminary sharing process enhances report accuracy and completeness by uncovering data errors and allowing incorporation of any additional information that sharpens the monitoring picture. It also helps alleviate surprises that can contribute to the innately threatening nature of being monitored. Since ODM's purpose is not to \"catch\" the districts, but to help them be successful in meeting their desegregation goals, the monitors make every effort to operate fairly and in good faith with the school districts. Reviewing the preliminary reports with district personnel promotes the open communication and understanding that is basic to the desegregation partnership between the ODM and the school districts. 5. Completed monitoring reports are filed with the district court and distributed to all of the parties. The three county school districts, the Joshua Intervenors (on behalf of black children), and the Knight InteIVenors (on behalf of the county's teachers) receive copies of the Incentive School Monitoring Report as does each incentive school principal and staff. Sources of Information The incentive school monitoring reports are based upon three primary types of information: Site visits: Each incentive school was fonnally visited by an ODM monitoring team in October or November and twice again by monitors in the spring. Monitors obseIVed all areas of each campus and school building, including most classrooms. During some visits, monitors shared lunch and conversation with students and staff at noontime. During the course of the year, monitors also observed a variety of meetings involving district and school committees, boards, administrators, school staff, and parents\nattended training sessions\nand. participated in school and district special events. Interviews: During the school site visits, team members met at length with the principal and talked with some teachers and other staff members as well as a few students. Throughout the school year, there were occasional phone conversations and meetings between the monitors and the incentive school principals as well as numerous meetings, telephone conversations, and written communication among district administrators and the ODM staff. Written information: Information was gleaned from all manner of written sources including School Profiles, monthly Little Rock School District Desegregation Updates, Quarterly Reports, memoranda, letters, reports, budgets, fund balance sheets, agenda and minutes of various group meetings, district press releases, court submissions and exhibits, court orders, hearing transcripts, and the desegregation plans. Report Organization This report is organized into three parts, beginning with the introductory section. The second part is comprised of seven individual but parallel incentive school monitoring reports and updated information. Section three follows with an overall summary of the monitors' findings along with their conclusions and recommendations. The recommendations are offered as suggestions for achieving compliance with the legal obligations set out in the desegregation plans and for improving the services essential to meeting the desegregation goals . . OFFICE OF DESEGREGATION MONITORING STAFF REPORT September 1991 MAJOR STAFF ACTIVITIES Meetings have included weekly staff meetings\nbreakfasts with Dr. Steele\nintroductory meetings 'Nith the senior administrators and principals of all three school districts\nintroductory meeting with the Joshua monitors\nmeeting 'Nith PCSSD representatives to discuss progress on construction of the Crystal Hill interdistrict school\nmeeting with John Walker and Gus Taylor regarding resolution of concerns\nnumerous meetings and an exit conference with the legislative auditor\nmeetings with an LRSD data processing official regarding payroll arrangements. Monitoring visits were made to all incentive schools and schools with new construction: Rockefeller, Rightsell, Franklin, Garland, Stephens, Mitchell, !sh, Geyer Springs, Western Hills, Cloverdale Elementary, and Cloverdale Junior High. Also, visits were made to LRSD Alternative School and the NLRSD Alternative School, Romine lnterdistrict Elementary School, College Station Elementary, and Fuller Junior High. Schools visited in September: LRSD: Rockefeller, Rightsell, Franklin, Garland, Stephens, Mitchell, lsh, Pulaski Heights, Romine, Terry, Geyer Springs, Western Hills, Woodruff, and Cloverdale Elementary, Cloverdale Jr. High, Central High, and the Alternative School. PCSSD: College Station Elementary, Fuller Jr. High, Mills High. NLRSD: Alternative School. Total schools visited in September: 21 Reports studied by the staff included the OMS preliminary monitoring report of October 1990, the Joshua monitoring report of July 1991, and recent LRSD status reports. Information requested and received from the districts included current enrollment data of each incentive school by class\nnumber of instructional aides at each incentive school\nresults from the third administration of the LRSD Minimum Performance Test. Baseline data to be provided ODM by the districts on a routine basis was identified. A provision audit of certain sections of the settlement plans to detennine baseline legal requirements and corresponding accountabilities and perfonnance indicators was conducted as a test to detennine the feasibility of this type of approach to monitoring.  Analysis of orders and hearing transcripts to identify specific court requests and directives has been completed. The parties will be notified regarding any action or infonnation which is due in compliance with court directives. - Notice of noncompliance with court orders regarding the number of instructional aides at the incentive schools was communicated to the LRSD. Financial auditing of the books by the legislative auditor was a tremendously time consuming task for the Office Manager as she provided detailed records for the auditor. The audit revealed no irregularities in bookkeeping process or financial balances. The auditor's report has been forwarded to the Legislative Audit Committee which will issue a final report in four to six months. Financial monitoring preparations continue in collaboration with the Arkansas Financial Group. A copy of the entire LRSD General Ledger for their desegregation budget has been obtained in print and on computer disc. Formats for financial comparisons and reports have been determined to enable identification of numerous variables, e.g., what \"double funding\" represents. Installing and customizing the word processing programs on the five new computers and wiring the printer sharing network among all offices has been largely completed with some \"debugging\" continuing. An accounting program has been purchased and installed on our powerful financial computer to enable the tracking of the districts' settlement expenditures. Court sessions attended by the ODM monitoring team included the Circuit Panel hearing on the parties' appeals of District Court orders and the swearing in our associate Connie Hickman as a new attorney at the Arkansas Supreme Court. Learning from the experiences of other monitoring agencies took some members of the ODM team to the Dallas Independent School District's Department of Desegregation and to several monitoring agencies in St. Louis: the Educational Monitoring and Advisory Committee, the Voluntary Interdistrict Coordinating Council, the Metropolitan Coordinating Committee for Vocational Education, and the St. Louis School District Desegregation Monitoring Office. Public information, relations, and service: The monitor was interviewed on the Channel 14 public affairs program \"Shaping the Future\" regarding the status and challenges of the desegregation plans, attended a reception to honor retiring LRSD Board member Skip Rutherford, chaired the September meeting of the Cornerstone Project's Board of Directors, attended the quarterly meeting of the Board of Directors of the National Assn. of Partners in Education (NAPE) in Seattle, and attended the quarterly meeting of the Arkansas Chapter of the National School Public Relations Association. An associate monitor served on the Proposal Committee for the Arkansas Department of Education's Homeless Education Project and helped to award state grants. Staff responded to various phone requests for information from parents and teachers.  Staff development was conducted by ODM staff in response to requests: \"Cultural Awareness\" for Pulaski Heights and Terry Elementary teachers\n\"Multicultural Education and School Desegregation\" for UCA pre-service teachers and education students\n\"Self-Esteem in Early Childhood\" for Arkansas HIPPY Coordinators and home visitors\n'Working With At-Risk Youth\" for the Central High faculty\n\"Helping With Your Child's Education\" for the Women's Project for parents, youth service workers, and ex-offenders. lnservice for ODM staff continues on the new computers and printing system. Consultation services were provided for Mills High at the school counselor's request for resolution of racial conflict among drill team members. Additional ODM staff support included making travel arrangements to the desegregation offices in Sc. Louis, the NAPE Board meeting in Seattle, and an upcoming training session in Mississippi\nhandling routine and special requests for information between ODM and the parties\ncompleting the transfer of written bookkeeping records to a computer accounting system\nfiling and indexing all court orders since December 1990 in a handy notebook system\norganizing the office for easy access to the new printer networking system\nobtaining a listing of Minority Vendors to ensure that minority businesses are included in our bidding processes. MAJOR ACTIVITIES PLANNED FOR OCTOBER -Finalize monitoring approach including identifying priorities, developing a school monitoring instrument, scheduling monitoring visits, and determining the reporting process and schedule. -Meet with Districts for orientation to monitoring guide, process, and scheduled school visits. -Begin monitoring visits to schools. -Continue follow up to determine district compliance with specific court requests and directives. -Identify schools out of racial compliance and follow up with districts. -Monitor special school and program situations, e.g. incentive school aide ratio, qualifications, and class size compliance. -Complete office personnel policies and administrative procedures and evaluation -Make information gathering trip to desegregation monitoring office in Cleveland. -Complete \"debugging'' of office computer system and printing network. OFFICE OF DESEGREGATION MONITORil'\n\"G STAFF REPORT September 1992 MAJOR STAFF ACTIVITIES Meetings have included staff meetings\nseveral informal meetings with Mac Bernd about various topics\ndiscussed Crystal Hill assignment and transportation concerns with PCSSD administrators\nattended the PCSSD monthly Board of Directors meeting and briefly addressed the board\nmet with LRSD administrators and their lawyer about the proposed Stephens School plan\nmet with LRSD's communications director about organizing community forums\nattended a reception hosted by Acting Governor Tucker to honor visiting cosmonauts and astronauts\nmet with all parties about cooperative aerospace magnet planning\ndiscussed desegregation plan constraints on the aerospace magnet with the school's grant writer: met with the MRC chairman about the impact oi LRSD budget cuts on magnet schools\nthree meetings with LRSD's new Asso. Supt. for Organizational and Learning Equities, Marie Parker (who replaced James Jennings), to discuss various aspects of the desegregation plan and monitoring priorities and procedures\nmet with Joshua representatives, NLRSD administrators and their lawyer about Joshua's monitoring approach\nmet with Joshua representatives and Marie Parker about Joshua's monitoring approach\nmet with PCSSD board president to discuss various desegregation issues\ninterviewed Estelle Mathis about the Stephens School Education Specifications Committee's activities\nattended a Women Lawyers Association meeting\nattended an Homeless Advisory Committee meeting\nmet with the Cornerstone Mentors Coordinator\nviewed a tape of LRSD's monthly Board of Directors meeting\nmet with LRSD's IRC incentive school specialist to discuss ODM's incentive school recommendations\nattended the PCSSD PALS inservice\nmeetings and informal discussions with school district officials to resolve several M-to-M transportation problems. ODM individual and team planning centered on developing this year's monitoring schedule. School open houses were attended in the LRSD: Fair Park, Pulaski Heights Elementary, Rockefeller, and Woodruff. School visits: PCSSD: Fuller and Bates Elementary, Fuller Junior High, Mills High. McClellan High School was monitored for compliance with its new magnet .program plan. Monitors wrote and began editing a status report on their findings and conc\nusions. Monitoring the NLRSD process for selecting cheerleaders and drill team was concluded, and report writing began. A report writing consultant, a U ALR technical writing professor, has been engaged to help refine ODM reports. Editing for clarity and completeness continued on the alternative schools and biracial committees monitoring reports. MRC responsibilities outlined in court orders and MRC reports were researched. ODM's site monitoring guide was revised, and revisions on the incentive school monitoring guide begun. An audit of the type and timing of data that the districts' publish was requested so ODM and the parties can coordinate information flow. Review of hearing transcripts continues in order to catalog the topics covered and to identify court directives. A summary of the legal events in the desegregation case was updated. Staff development for ODM staff: an associate attended the national conference of the Association for Counselor Education and Supervision in San Antonio\nthe office manager designed and conducted two workshops for staff on using Wordperfect computer programs. ODM conducted staff development in response to requests: a cultural sensitivity workshop for Cornerstone mentors and tutors\na session on ODM's monitoring process and priorities for PCSSD administrators with a separate session for all PCSSD counselors. Public information, relations, and service: the staff continued to respond to numerous letters and calls from parents and teachers about the impact of LRSD budget cuts\naddressed the NLR Rotary Club\nattended a meeting of the Future Little Rock Education Task Force\ncomplied with Cleveland and Saint Louis requests for copies of ODM's monitoring reports\nthe monitor attended the NAPE Board of Directors meeting in Boston, Massachusetts\nan associate counseled at length a PCSSD parent with a student assignment complaint\nan associate read alternative education and homeless grant proposals for ADE\nthe staff responded to routine requests for information and assistance from our local press, parents, school board members, school district personnel, and other citizens. Additional ODM staff support included managing the United Way appeal to ODM\nattending two Dun and Bradstreet computer workshops on DOS and desktop publishing\npreparing a planning process for the staffs computer workshops\ndesigning an \"expandable\" computer notebook for each staff member that includes glossary, tips, and step-by-step instructions\ndesigning data tables for the monitoring guide. l\\1AJOR ACTIVITIES PLANNED FOR OCTOBER -Complete and file monitoring reports on the McClellan magnet program, the alternative schools and biracial committees. -Meet with the Joshua monitoring team. -Chart each school's four year enrollment pattern. -Begin monitoring schools that are out of racial balance compliance. -Complete FY 1992-93 budget. -Installed an editing program (Grammatik) on each office computer. -Conduct a Grammati.k workshop for ODM staff. -Continue indexing all office library material. AREAS OF EMPHASIS Connie Community Involvement, Legal Information, District Policies special programs (e.g. Asset) student recruitment school volunteer programs school/community partnership programs New Futures public relations pa:ent education PTA/parent involvement programs community resources legal obligations and i!:sues policies ar1d procedures due process for staff and students incentive schools Horace Secondar\nEducation, Staffing, Staff Development, Student Activities and Achievement staff development multicultural curriculum and infusion secondary curriculum instructional practices - secondary library and media services athletics and extracurricular activities staff recruitment, hiring, and distribution student progress achievement disparity racial isolation/grouping of students computer assisted instruction new course offerings bi-racial committees incentive schools Finance and Computers settlement monies/financial accountability Financial accountability computer tracking of students and academic progress data processing Margie Special Programs, Student Support Services discipline, expulsions, and suspensions dropout prevention/statistics attendance safety and security e,-xtended day and year programs compensatory/remedial programs guidance and counseling special education gifted education alternative programs evaluation/testing/test scores federal programs vocational education incentive schools Melissa Early Childhood, Elementary Education, Student Assignments, Schools HIPPY and citywide ECE program early childhood and four-year-old programs daycare programs elementary curriculum instructional practices - elementary magnet, imerdistrict, and area schools incentive schools facilities and capacities new school construction and expansion desegregation transfers m-to-m transfers student assignment processes school racial balance transportation services United.States Court of Appeals FOR THE EIGHTH CIRCUIT Nos. 91-2640EA, 91-2648EA, 91-2655EA, 91-2683EA Little Rock School District, Pulaski County Special School District No. 1, North Little Rock School District, and Mrs. Lorene Joshua,_ Appellants. * * * On Appeal from the United * States District Court * for the Eastern District * of Arkansas. * Submitted: September 4, 1991 Filed: November 14, 1991 Before A.~OLD, Circuit Judge, HEANEY, Senior Circuit Judge, and , WOLL'1AN, Circuit Judge. ARNOLD, Circuit Judge. On December 12, 1990, we approved a comprehensive settlement of the Pulaski County, Arkansas, school-desegregation case. Little Rock School District v. Pulaski Countv Soecial School District, 921 F.2d 1371 (8th Cir. 1990). We recognized, however, that the approved plans, which we shall call the 1989 plan or pians, would need some modification because of the passage of time. We remanded the case to the District Court with directions to adopt the plans with any necessary transitional changes. We also stated 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. 11 921 F.2d at 1393 n.15. be approved, but only {f the parties affir.natively establish goad reasons (not including the lack of funds) for them. It may be helpful far us ta 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\n(2) operation of t~e agreed number of magnet schools according to the agreed timetable\n(3) operation of the agreed number of interdistrict schools according to the agreed timetable\n(4) intradistrict desegregation of PCSSD according to the agreed timetable\n(5) the agreed effort to eliminate achievement disparity between the races\n( 6) the agreed element.s of early-childhood education, at least in the incentive schools\nand (7) appropriate involvement of parents. For purposes of illustration, we will discuss a number of the proposed modifications, indicating which of them seem to us to concern require details mere details, and which of them, on the other hand, would substantive justification. Items we consider to involveinclude deciding whether Russian will be taught at Parkview\nfailing to include the 144-page appendix in the revised PCSSD May 1991 Plan\nchanging the plan's language with respect to a possible interdistrict school in Chenal Valley\nchanging the process to decide whether King Elementary School will be a Montessori school\nand eliminating Explorer memberships for students at incentive schools. 1 In contrast, changes we consider to be significant, requiring justification, include r _educing the number of inst::uctional aides in the incentive schools from one per classroom to t-..\no aides for every three classrooms\neliminating incentive-school themes\nand eliminating a full-time nurse at each 1students at the incentive schools, which are all on the elementary level, are too young to be Explorer Scouts. Joint Addendum (J.A.) 102. -5- ODM Monitoring Project Planning Process 1. Identify the project and its purpose. Get a handle on exactly what the project or activity is and what it is supposed to accomplish, stated in terms of action and outcome(s). Think about the purpose of your activity (investigation, communication, monitoring project) and what you want it to accomplish. The project and its purposes should fit into this statement: \"/ will (do what?) in order to or so that (what will be accomplished)\". 2. Determine project priority. Assign a \"1 \", \"2\", or \"3\" priority, with #1 being the most urgent. In determining priority, consider such things as court priorities and directives, other activities or projects related to or dependent upon this one, ODM critical success factors, etc. 3. Identify target project time span. Given the urgency of this project, the other matters related to or dependent upon it, and the other things you're responsible for, how much time do you need (and realistically have) to devote to this project? - 4. Determine information needs and sources. What do you need to know in order to carry out the project and achieve its goal? Consider possible sources and list specifically which ones you will need from the three main information categories, such as: a. written information Potential sources include provisions from plans and orders, reports, letters, schedules, minutes, district policies, letters, hearing transcripts, court submissions, court exhibits, hearing transcripts, newspaper reports, community complaint and concern logs, etc. b. interviews What categories of people are involved in or impacted by the project area? Whose experiences and perceptions are most relevant to the project and will most likely be able to help you reach your goal? What are the names of those you need to talk to? What do you need to learn from each of them? How will you ask for that information (questionnaire or survey, phone conversation, face-to-face interview, group discussion)? How will you record what you learn? c. observation What or whom do you need to observe (school buildings, playgrounds, classrooms, classes in session, meetings, events, etc.)? What exactly do you need to look for during the observation? Where will you observe? When? How long will you need to be there? How many times will you need to visit? How will you document what you observe (observation guide, pictures, diagrams, notes, check list, etc.)? 5. Identify any special or unusual resources needed. In addition to the above information, will you need special data that might take longer than usual to obtain such as research on legal history, certain books, national or state reports, demographic information, etc.? How much time will it take to get such data? Will you need special training, equipment, or other assistance of any kind? Whose help will you need in getting the special resources? 6. Choose documentation and collection methods. Do you need to develop a written guide (monitoring instrument) as part of your monitoring process? What does it need to address and include? Do you need to design, distribute, collect, and analyze a survey? Who should the survey target? 7. Decide who needs to be involved or informed. Who else will need to know about your project so you can coordinate efforts, plan to get their help, or inform for other reasons? Who needs to review your monitoring approach and/or guide with before implementing it? Before publishing it? 8. Visualize or anticipate the content and form of the final product. What will the final product look like? Will it be a letter? A short status report? A lengthy monitoring report? Who is the audience of the final product? How will the product need to be organized? What must it include (plan requirements, goals, program scope, curriculum and instruction, class size, racial balance of staff and students, parent involvement, staff development, facilities, budget, quality, evaluation, recommendations)? Will the information you've planned to obtain in steps 4 and 5 adequately cover all the areas your final product should cover? Can the product form be correlated with the design (content and sequence) of the monitoring instrument? Will charts, graphs, or diagrams help make information clear? 9. Schedule time and set deadlines. Assign each step the time you think will be required or available to complete it. Set intermediate and final deadlines and mark your calendar accordingly. 10. Ask for review and input. Go over your plan with someone else and be open to suggestions for changes that can contribute to completeness, accuracy, time conservation, etc. Where can the projects of others be combined or correlated with yours? 1. Project type and purpose 2. Project priority and why 3. Estimated project time span 4. Information needs and sources 5. Special resources 6. Documentation/collection methods 7. Who will be informed/involved 8. Final content and form 9. Schedule and deadlines 10. Review and input MONITORING PRIORITIES 1992-93 SCHOOL YEAR Parent and community involvement Incentive schools and double funding Special Education with emphasis on placement parity Discipline with emphasis on disproportionate disciplining of black students Extracurricular activities including participation equity and the selection process Academic achievement and efforts to close the gap between black and white students - School racial balance plan requirements and efforts to improve racial balance in out-ofcompliance schools Interdistrict schools with emphasis on Crystal Hill, Romine, Henderson, McClellan, King, Stephens, and the 67/ 167 school Early childhood education including developmentally appropriate curriculum and practices and its effectiveness as a desegregation tool Public relations and recruitment with emphasis on the interdistrict plan, cooperative efforts between the districts, and the impact on desegregation Finance including an examination to assure that settlement money is being used consistent with the plans and court orders and to determine if the districts are exercising fiscal responsibility so that they can fulfill their plan obligations MONITORING: AN ONGOING PROCESS OF COLLECTING AND ANALY2ING INFORMATION ABOUT THE EFFORTS BEING APPLIED TOWARD REACHING A GOAL EVAllJATION: ASSESSING THE EFFECTIVENESS OF THOSE EFFORTS (INDMDUAL AND OVERALL) MONITORING TECHNIQUES: DATA COll.ECTION AND ANALYSIS OBSERVATION INTERVIEWS MONITORING lYPES: FORMATIVE (short tenn: ODM Status Report) SUMMATIVE Qong tenn: ODM Monitoring Report) e. MONITORING AL'tD REPORTING PROCESS MONITORING  Select topic based on plan compliance and/ or court directive  Identify plan provisions, court directives, and reasonable indicators \u0026amp; site references  Develop instrument for monitoring compliance  Review instrument with district staff members  Monitor compliance through site observation, interviews, data collection and analysis REPORTING  Write report  Individual edit - Grammatik  Team edit - structure, completeness, accuracy, clarity \u0026amp; efficiency, and grammar \u0026amp; spelling  Writing consultant reviews document  Review report with district to verify accuracy  Distribute report to the parties  File report with the court  Prepare for compliance hearing  - Dec. 12, 1990 Jan. 18, 1991 Jan. 25, 1991 Mar. 26, 1991 Apr. 22, 1991 May 1, 1991 Jun. 21, 1991 Jul. 2, 1991 Jul. 15, 1991 Jul. 19, 1991 July 22, 1991 Aug. 7, 1991 Sept. 4, _ 1991 Legal Events Related to Revised Desegregation Plans Circuit Court overturns Tri-District Plan, upholds settlement plans. Settlement plans and agreement ordered into law. OMS becomes ODM. State dismissed as a party. District Cou1t holds hearing on aerospace magnet school grant. Parties ordered to submit revised plans by March 30, 1991. Parties request and are granted an extension from the Mard1 30 due date to April 22, 1991 as the deadline for submission of revised plans. Parties request and are granted an extension from the April 22 due date to May 1 , 1991 as the deadline for submission of revised plans. Extensively modified plans, unsigned and uncombined, submitted to Court by the parties. Court rejects revisions as beyond the limits set by the Circuit Court and inconsistent with the orders of the District Court. Explicit guidelines for changes are set out and revised document ordered due by July 22, 1991 . Parties file brief, stipulation of facts, and motion asking court to reconsider the parties' revisions and the June 21 order. District Court denies the parties' moticn to reconsider June 21 order with one exception for NLRSD. The three districts and Joshua appeal the June 21 and July 15, 1991 orders of the District Court. The parties file a signed, consolidated document, apparently with revisions which include some provisions from the Tri-District plan, thre~year date extensions, but few, if any, \"transitional\" changes. District Court hearing on motion for partial stay. Circuit Court hearing on appeals. December 19, 1991 Continuation of the district court hearings on the districts' proposed modifications. January 21-23, 1992 Continuation of the district court hearings on the districts' proposed modifications. January 21, 1992 The district court issued an order requiring LRSD to revise their budget, submit long range revenue projections, and identify start-up costs. January 27-28, 1992 February 5, 1992 February 6, 1992 February 7, 1992 February 11, 1992 February 13, 1992 February 18, 1992 Continuation of the district court hearings on the districts' proposed modifications. PCSSD filed proposed changes to their May modifications. District court hearing on LRSD's \"Four-Year-Old Program LongTerm Plan.\" PCSSD filed a motion to modify the plan along with a brief in support of their modifications. District court hearing on LRSD and PCSSD's restorations. The district court approved LRSD's motion to establish magnet programs at Henderson Junior High and McClellan Community High School. The parties filed a joint motion and a brief in support of their motion requesting that the term \"magnet\" school be used in naming all future interdistrict schools. PCSSD filed a motion requesting authorization to hold a millage election on May 12, 1992. NLRSD filed a response along with a brief regarding PCSSD's motion to modify the plan. PCSSD filed an amendment to their motion seeking to hold the millage election on May 5, 1992. February 19, 1992 The Joshua Intervenors filed a response to PCSSD's motion to modify the plan. LRSD filed a response to PCSSD's motion to modify the plan. February 20, 1992 The Knight Intervenors filed a response to PCSSD's motion to modify the plan. February 21, 1992 The district court issued an order granting PCSSD's amended motion to hold a special millage election on May 5, 1992. March 5, 1992 The district court issued an order approving the designation of the Crystal Hill Interdistrict School as a magnet school, but deferred its ruling with regard to King and Stephens. March 9, 1992 March 16, 1992 March 17, 1992 March 30, 1992 March 31, 1992 April 10, 1992 April 13, 1992 The eighth circuit filed an order stating that the district court and its agent, ODM, is not a litigant in this case. PCSSD filed a reply to LRSD's response regarding PCSSD's motion to modify the plan. District court hearing regarding the King Interdistrict School site selection. The district court issued an order approving the Magnet Review Committee's budget and set guidelines for future requests. The district court entered an order approving LRSD's request to build the King Interdistrict School at Ninth and Pulaski Streets. PCSSD filed a special status report concerning budget cuts. The United States Supreme Court held that \"in the course of supervising a desegregation plan, a district court has the authority to relinquish supervision and control of a school district in incremental stages, before full compliance has been achieved in every area of school operations, and may, while retaining jurisdiction over the case, determine that it will not order further remedies in areas where the school district is in compliance with the decree.\" Freeman v. Pitts,_ S. Ct._, 1992. The parties filed a joint brief regarding the millage extension and ODM's budget. PCSSD filed a supplement to the special budget reduction status report submitted in March 1992. April 21, 1992 April 23, 1992 April 23, 1992 May 1, 1992 May 14, 1992 May 15, 1992 May 19, 1991 May 20, 1992 May 28, 1992 May 29, 1992 June 1, 1992 NLRSD filed the Second Quarter Status Report regarding NLRSD plan implementation in 1990-91. PACT filed a response to PCSSD's budget cuts. LRSD filed a motion for phased implementation of the McClellan High School Magnet Plan. The district court issued an order regarding the parties' plan modifications along with the revised plans. Motions for clarification or modification regarding the order were scheduled to be filed by May 14, 1992. LRSD filed a motion to extend the time until May 24, 1992 for filing motions concerning the May 1992 order. The district court granted an extension until May 18, 1992 for motions to be filed on the May 1992 order. The district court issued an order correcting an error in the May 1992 order on page 33. The Joshua Intervenors filed an objection to PCSSD's reorganization and requested a hearing. PCSSD filed a motion requesting an extension to file a response to the Joshua Intervenors' objections. The Joshua Intervenors released a Preliminary Educational Equity Monitoring Report concerning the three school districts. The district court held a hearing on PCSSD's motion to delay construction of the 67 / 167 interdistrict school and LRSD's motion to delay construction of the King and Stephens interdistrict school. The district court issued an order scheduling hearings on LRSD's incentive schools, LRSD's budget, and PCSSD's budget. The district court issued an order amending the May 1, 1992 order to reflect the correction of typographical errors in LRSD's desegregation plan. PCSSD filed a motion to remove the portables at Pinewood Elementary and replace them with eight permanent classrooms. June 5, 1992 June 5, 1992 June 15, 1992 June 16, 1992 June 17, 1992 June 24, 1992 June 25, 1992 June 30, 1992 July 1, 1992 July 2, 1992 July 10, 1992 July 15, 1992 The district court approved PCSSD's motion to replace portable classrooms with permanent classrooms at Pinewood Elementary. The district court denied LRSD's motion to delay interdistrict school construction and ordered the district to submit a written plan for the construction of Stephens by September 3, 1992. ODM filed the 1991-92 Incentive Schools Monitoring Report. The district court granted PCSSD's motion for additional time to respond to the Joshua Intervenors' objections to PCSSD's reorganization. PCSSD filed a motion seeking approval of a five year plan for portable replacement. PCSSD filed a response to the Joshua Intervenors' objection to PCSSD's reorganization. The Joshua Intervenors filed a brief and a motion to intervene and for a preliminary injunction regarding LRSD's cheerleader tryouts at Pulaski Heights Junior High School. PACT filed objections to PCSSD's budget reductions. LRSD filed a copy of the Academic Support Program in compliance with the May 1992 order. The district court held a hearing on ODM's Incentive School Monitoring Report. Continuation of incentive school hearing. District court hearing held on PCSSD's budget cuts. The court ordered PCSSD to restore positions eliminated in the instructional division that would impact PCSSD's implementation of the desegregation plan. The district court issued an order adopting .the ODM's recommendations outlined in the Incentive Schools Monitoring Report. The district court issued an order rescheduling a hearing on LRSD's budget process. The Joshua Intervenors submitted a proposed order regarding the Pulaski Heights cheerleader selection process for the court's consideration. July 17, 1992 July 23, 1992 July 29, 1992 July 30, 1992 July 31, 1992 August 3, 1992 The Joshua Intervenors filed a brief and a motion to intervene and sought a preliminary injunction to enjoin NLRSD from implementing the cheerleader and drill team selection results. John Walker filed a complaint against the LRSD Board of Directors requesting that the present board election zones be redrawn to create an additional majority African American school voting zone. NLRSD filed a response to the Joshua Intervenors motion to intervene and for a preliminary injunction, including a request that the court direct ODM to investigate allegations raised by Joshua. PCSSD filed a status report regarding restored staff positions and recommended staffing allocations for the 1992-93 school year which the school board approved. ODM filed a Monitoring Report on the 1991-92 LRSD Four-Year-Old Program. LRSD filed a motion and a supporting brief to dismiss Walker's complaint to redraw the school board election zones. LRSD also filed a motion to postpone the LRSD school board elections and to reform the election zones pursuant to state law. In addition, a copy of the district's revised budget projections was filed. The district court held a hearing on LRSD's budget and budgeting process. The eighth circuit reversed and remanded the district court with directions to correct its order and extend all of LRSD's, NLRSD's, and PCSSD's millages \"that would otherwise expire before or during the year 20007 .\" The court also directed the district court to afford the parties \"a reasonable opportunity to review future ODM budgets before they are given final approval, and to permit the appellants to promptly review, analyze, question, and make recommendations concerning or objections regarding the budget.\" (page 14) The district court issued an order reinstating the oral rulipg regarding PCSSD's restoration of positions eliminated in the instructional division. The order rendered the Joshua Intervenors' objections to the reorganization moot since PCSSD agreed to restore the Assistant Superintendent of Desegregation and Transportation. The court declined to grant PACT relief, finding that their position failed to show that the budget reduction would have a detrimental impact on the desegregation plan. August 4, 1992 August 17, 1992 August 19, 1992 September 1, 1992 September 2, 1992 ,.J The district court entered an order approving all of LRSD's proposed budget reductions, with the exception of the elimination of the seventh period at McClellan. The court further required the music teacher positions and the seventh period at Henderson to be restored for the 1993-94 school year. Walker and LRSD entered a stipulation agreeing to defer the LRSD school board election. The district court upheld the stipulation and ordered the current directors to remain in their positions until new elections are held. The Joshua Intervenors filed a motion for fees and costs for work on PCSSD's proposed administrative reorganization and budget cuts. The district court ordered PCSSD to supplement its motion for delay on the 67 I 167 interdistrict school construction with a comprehensive construction plan. LRSD and the Pulaski County Board of Education (PCBE) filed a motion to postpone the PCBE Zone 5 election until the time of the 1992 LRSD Board of Education election. PCSSD filed a response to Joshua's motion for fees and costs. September 4, 1992 The district court granted LRSD and PCBE motion to postpone PCBE Zone 5 election. September 8, 1992 LRSD filed the \"Stephens Strategic Plan\" pursuant to the district court's June 5, 1992 order. September 9, 1992 The Joshua Intervenors filed a response to LRSD and PCBE's motion to postpone the Zone 5 election and stated that the Intervenors had no objections to the September 1992 order granting the delay. September 17, 1992 The district court granted the Joshua Intervenors an extension up to and including September 21, 1992 to reply to PCSSD's response to Joshua's motion for fees and costs. September 18, 1992 Walker filed a complaint against LRSD seeking a temporary restraining order (TRO) to restrain the defendants from denying the minor plaintiff access to education. September 22, 1992 The district court granted the Joshua Intervenors an extension up to and including September 25, 1992 to reply to PCSSD's response to Joshua's motion for fees and costs. September 24, 1992 The district court issued an order finding that the County Board is the appropriate body to determine whether the election zones are out of compliance with the \"one man - one vote\" principle, and if they are, the board is charged with redrawing the election zones. September 25, 1992 The Joshua Intervenors filed a reply to PCSSD's response regarding Joshua's motion for fees and costs. September 28, 1992 The Magnet Review Committee (MRC) filed a letter with the court concerning LRSD's recent budget cuts at the six original magnet schools. October 2, 1992 The district court found Joshua's motion for a TRO regarding a bus route serving Robinson Junior High School moot and removed the motion from the docket. October 14, 1992 October 15, 1992 The district court directed the parties to file any responses they might have regarding the MR C's letter of September 28, 1992 within ten days. The district court found motions for partial stay filed on December 4, 5, and 9, 1991 moot because Crystal Hill opened for the 1992-93 school year. PCSSD filed a motion to amend their desegregation plan by deleting language regarding the ROTC program at pages 11, 12, and 83. LRSD filed their response to the MRC's letter of September 28, 1992. PULASKI COUNTY SCHOOL DISTRICTS Little Rock School District North Little Rock School District Pulaski County Special School District [ ,J] r ,_\n.---...,..-----,\n~: :~~~\n. -,.,....._ .. )~ ___ p\n. --:i-\u0026lt;\u0026gt;-- -::-\n~ ~ .~ - \u0026lt; . .... ~-- .-- - ,..--:- ,......\n,_ . ... ...   ~----:\" :.- ..... \"\"' .... ,\n.-.,...\n:\n...='-  ~t~~\nf,\n=l~ ' ..:\n.-. if!.:.._\"T-..... rim :1-~~-:ift . - .. , --_,. - , r(...,. . . -J\n.:t...\n~c:~~~~~\n:.=.\n:::::::1 ~ .......  \u0026gt; ~.\n},:,} ' ._ . j ~ ~t \n-- ,. - . .::- ... ' f:~.\n~~ _--... ~_-\"\".. ~ .,.._ .a:_ ~:..:----.... ..----i i ~ ~i,. .. ,__'::-~:::----\n.~!-'-,~-::,...::\n...:..:\n....:.\n~:..1 ~J:~!~-lJ~ - f !~G- , ,. . ~..:.\n. ~-+---'-'-= fi -~.,,.,,,~,-- , _ ~(l.i' -. .a \"'--l ~ . ... ,12M Area Little Rock School District - 100 sq. mi. North Little Rock School District - 30 sq. mi. Pulaski County Special School District - 729 sq. mi. U.._ .__ --u ,...,, __ \"'-~~- =  GENERAL INFORMATION Pulaski County Schools LRSD NLRSD Enrollment 26,141 9,251 % Black 64% 48% # of Schools 51 25 # of Employees 4,306 1,292 Annual Budget $120 million $36 million Per Pupil Expenditure $4,400 $3,400 Millage Rate 43.9 36.3 Size/ Square Miles 100 30 Incentive Schools (located within the LRSD) Franklin Elementary Garland Elementary Ish Elementary Mitchell Elementary Rightsell Elementary Rockefeller Elementary Stephens Elementary Magnet Schools - the orginial six (located within LRSD) Booker Arts Magnet (Elementary) Carver Basic Skills/ Math-Science Magnet (Elementary) PCSSD 21,696 28% 37 2,724 $85 million $3,896 43.9 729 Gibbs Foreign Language/International Studies Magnet (Elementary) Williams Basic Skills Magnet (Elementary) Mann Arts and Science Magnet (Junior High) Parkview Arts and Science Magnet (Senior High) TOTAL 57,088 48% 113 $241 million 859 Additional Magnet Schools Crystal Hill Communications Magnet (Elementary) (located within PCSSD) Rockefeller Early Childhood Magnet (Elementary) Washington Basic Skills/ Math-Science Magnet (Elementary) Dunbar International Studies/ Gifted \u0026amp; Talented Magnet (Junior High) Additional Magnet Programs Henderson Health Science (Junior High) Central International Studies (Senior High) McClellan Business/ Communications (Senior High) Interdistrict Schools Romine Elementary (LRSD) Baker Elementary (PCSSD) PCSSD Specialty Programs College Station Elementary TAG Specialty (Talented and Gifted) Bates Elementary Project MAST (Mathematics and Science Together) Fuller Elementary Orchestra Specialty Landmark Elementay Fine Arts Specialty Fuller Junior High TAG Specialty SCHOOLS Bale Elem Baseline Eleni ' \u0026gt; : Booker Elem (M) ~r~clV. ~~~\n/ 1988-89 LITTLE ROCK SCHOOL DISTRICT ENROLLMENT COMPARISON 1989-90 Enrollment 1990-91 % Black 1991-92 % 1992-93 % Black 76% 77% t...,,,---,,,-,.,.,,,,,,-...,,.,+,-...,,.,....,--.-Jl-'.====,,.,,,,.,77~\\JL\"'[''c':=\\:,c1\u0026gt; 1\"\"\"'==-:-,.,..,-i...,,..,,.........,,........it-,--.......,,---t--.,,...,...,....-.....Jlf,.,..,..-,-..,..-....,,.....f-..~-..........JI ~ :::.:::::~q::~~1.s::r:2221:::r.:..~::2.tjtllii:22~+:.:.~U.:.:...C::ZD:'.:ti:t+JLl:'..l:..2'.l..Jl.2tl:.lt2:t::~.:..:.!...!.~I 56%  69% Carver Elem (M) 55% Chicot ~i~M r: WS{ 00r0{02777rWSTTmt'SJEETIT?STTCTITIITWTT-1t:\nsssvv1B7ct'r7:7FST1tSSEI8ITITTJW177BV?IT1h7ITSTBIZ??::t .T/CT,, ,':765-%~. -.u Cloverdale Elem Fair Park Elem Forest.pJi~ g1i~t Franklin Elem (IS) Garland Elem (IS) SCHOOLS 1988-89 % 1989-90 % 1990-91 % 1991-92 % 1992-93 % Enrollment Black Enrollment Black Enrollment Black Enrollment Black Enrollment Black Mabelvale Elem 586 63% 535 58% 559 57% 505 53% 500 56% ) 62\"/4 .. / 511 . 509 54% Meadowcliff Elem 65% 427 440 66% Mitchell Ele~ (isf / 88% ~12 264 88% Otter Creek Elem 41% 52% Rightsell (IS) Romine Elem (ID) Terry Elem 44% 69% Washington (M) 519 98% 762 57% 841 57% 822 59% Watson Elem 465 65% 64% 51\u0026amp; 467 72% 451 74% Western Hills 332 64% 337 59% 339 60% 323 59% 335 62% .:?:'./:'.:\n,::::'. . 55% 75%  63% 89% SCHOOLS 1988-89 Enrollment Cloverdale Jr. 712 Dunbar Jr.(M) 741 Forest Heights Jr 770 Henderson Jr (M). 954 Mabelvale Jr. 581 Mann Jr.(M) 882 Pul Heights Jr. 694 .... Southwest Jr. 734 Sub Total-Jr. High 6,068 Central High (M) 2,070 Fair High 920 Hall High 1,268 McClellan (M) 1,191 Parkview (M) 847 Sub Total-High 6,296 Grand Toraj /{\\: /} .J26,.4a Key: IS Incentive School M Magnet ID lnterdistrict School % Black 60% 81% 64% 64% 56% 59% .. 62\"/o 70% 64% 57% 51% 50% 52% 58% 54% ..... ~% - 1989-90 % 1990-91 Enrollment Black Enrollment 731 64% 764 576 79% 663 808 67% 772 956 71% 902 609 61% 620 877 54% . 886 721 63% 722 .. 700 70% 655 5,978 66% 5,984 1,813 58% 1,580 911 56% 866 :-: 1,192 53% 1,212 1,081 59% 1,003 805 54% 804 5,802 56% 5,465 \u0026gt; \\L ?5,975 94% -. .  .. 2Si?SQ % 1991-92 % 1992-93 % Black Enrollment Black Enrollment Black 70% 745 71% 775 74% 64% 691 61% 705 58% 69% 765 71% 787 70% 75% 859 83% 914 75% 65% 665 65% 667 66% 58% 872 56% 849 59% 63% 761 62% 774 58% ... . 75% 704 74% 695 75% 67% 6,062 68% 6,166 67% 59% 1,721 60% 1,950 58% 58% 882 61% 886 63% . 57% 1,082 54% 976 57% 61% 980 65% 966 66% 54% 844 53% 854 57% 58% 5,509 59% 5,632 60% ..... 6$% . .)26,24 64% ... 26,141 64% NORTH LITTLE ROCK SCHOOL DISTRICT ENROLLMENT COMPARISON SCHOOLS 1988-89 % 1989-90 1990-91 % 1991-92 % Enrollment Black Enrollment Black Enrollment Black Enrollment Black Alternative 10 424 45% Baring Cross Indian Hills Elem Lynch Drive Elem Meadow Park Norlh Heights Seventh St Elem ..- ...-,\n.- .\n4~~ . 1992-93 Enrollment 20 390 230 447  277 210 243 % Black 70% 44% 36% 42% 62% 56% 44% 57% 45% 51% 41% 51% 48% 45% 49% 60% 54% 49% . ~0% SCHOOLS 1988-89 % 1989-90 % 1990-91 % Enrollment Black Enrollment Black Enrollment Black Alternative Baring Of~ r0J1~ Hl~h I 1ht/,.//tt1 NLRHS-East Sub Total-Sec 1991-92 % Enrollment Black 29 62% 1992-93 Enrollment 30 545 578 % Black 77% 71% . 46% 46% 51% 45% 44% 46% PULASKI COUNTY SPECIAL SCHOOL DISTRICT ENROLLMENT COMPARISON SCHOOLS 1988-89 1989-90 % 1990-91 % 1991-92 % Bates Elem Cato Elem 1992-93 Enrollment % Black 4ZO   36% 390 18% 40% \u0026gt;\u0026lt;?3% 57% 27% 321 14% 469 . 24% Oakbrooke Elem 18% pih\nFd\ni~:~ !~ffi :: JJl _j_iJj\\ JI t 5:...:9.i _}f'-'+--=.\n..\n.......\n\"'-11JiJt!_?J~HJ?.:,t,_p\n-\n_\"':..:.\n.:.\n.\n.oi~-+---'----'--'--il:-\n\"\n:-\n~?\n:\n~r~i~:~::~:+.:....-\"----11--'---'-----'-+~-'-----'--i .? \u0026gt;2 0i Scott Elem 213 33% 203 37% 207 34% 205 34% 191 35% SCHOOLS 1988-89 % Enrollment Black Oak Grove High RQbinsori i / : Robinson High Sylvan Hills High Grand Total 21,871 Key: ID lnterdistrict School M Magnet 25% 1989-90 % 1990-91 % 1991-92 % Enrollment Black Enrollment Black Enrollment Black 21,607 26% 21,597 26% 21,062 27% 1992-93 Enrollment 569 12,473 21,696 % Black 24% 18% 26% 24% 28% 24% 28% 34% 22% 28% LITTLE ROCK SCHOOL DISTRICT ENROLLMENT TO CAPACITY COMPARISON 1991-92 % % AVAILABLE SCHOOLS Enrollment BLK CAPACI1Y FILLED SEATS Badgett 220 73% 237 93% 17 Bale 360 82% 396 91% 36 Baseline 337 77% 390 86% 53 Booker 634 55% 656 97% 22 Brady 420 68% 492 85% 72 Carver 601 54% 613 98% 12 Chicot 531 64% 558 95% 27 Cloverdale 392 78% 492 80% 100 Dodd 303 55% 328 92% 25 Fair Park 320 80% 348 92% 28 Forest Park 402 48% 396 102% 0 Franklin 507 84% 570 89% 63 Fulbright 506 46% 515 98% 9 Garland 279 94% 360 78% 81 Geyer Springs 254 71% 328 77% 74 Gibbs 339 56% 353 96% 14 Ish 200 94% 265 75% 65 Jefferson 484 43% 486 99% 2 Mabelvale Elem 505 53% 515 98% 10 McDermott 511 57% 492 104% 0 Meadowcliff 427 59% 442 97% 15 Mitchell 312 91% 360 87% 48 Otter Creek 356 45% 351 101% 0 Pu!. Heights 342 54% 351 97% 9 Rightsell 289 98% 360 80% 71 Rockefeller 403 70% 445 91% 42 Romine 357 84% 487 73% 130 Stephens 245 96% 335 73% 90 Terry 512 47% 492 104% 0 Wakefield 479 69% 492 97% 13 Washington 841 57% 979 86% 138 1991-92 % % AVAIIABLE SCHOOLS Enrollment BLK CAPACI1Y FILLED SEATS Watson 467 72% 492 95% 25 Western Hills 323 59% 328 98% 5 Williams 495 55% 517 96% 22 Wilson 394 73% 394 100% 0 Woodruff 225 64% 324 69% 99 SUBTOTAL .:. ,:.-,.-.,:t,,:...  I r . 65% (,:,,,//./c,  : ) . : )  :,.: t ? 14\n683\\ \u0026gt;\"'\"'\": ::r :t\\ ..................... f ,417: .......... . ... . ... . Cloverdale Jr. 745 71% 857 87% 112 Dunbar 691 61% 751 92% 60 Forest Heights 765 71% 733 104% 0 Henderson 859 83% 959 90% 100 Mabelvale Jr. 665 65% 594 112% 0 Mann 872 56% 935 93% 63 Pul. Heights 761 62% 692 110% 0 Southwest 704 74% 7(12 100% 0  SUB. TOTAL) ..... tt::::f/:::. ./: T \\ ~,6 ?t 6\u0026amp;% : t \u0026lt; \\ : [ :1\n..:.:: .-.:\n:::: -:, Central High 1,721 60% 1,891 91% 170 Fair 882 61% 904 98% 22 Hall 1,082 54% 1,216 89% 134 McClellan 980 65% 1,085 90% 105 Parkview 844 53% 991 85% 147  .,,,:,.:\n:-'t. . .. ......  . ,::. :,\n,:,:-:-::\n._::,\n::.::-::-:_::.-.. ..,. :-:::,:-,.:,:.:.=:.-:-:-:,\n::, t ,, M ,   ,l_  t\nf ........ .............. ::::::.:: /\\\" ,FJ' ! I / J77ll{ I: ? ) \u0026gt; :: : {:':\\: :\n.\n1: :\\: ::- ._ ......... ~   .. . ta-itX~BiomA!P t ....... ....... ...... }{::}: .,~.. .1.....:.~.. j } 64%j tt It H\u0026lt; b)iit t : NLRSD ENROLLMENT TO CAPACITY COMPARISON SCHOOLS 1991-92 % BLK CAPACITY % F1LLED AVAILABLE ENROLLMENT SEATS Alternative (Elem) 10 80% (Sec) 29 62% 227 17% 188 Amboy 424 45% 394 108% \u0026lt;30\u0026gt; Baring Cross (Elem) 14 64% (Sec) 31 74% 56 80% 11 Belwood 151 36% 124 122% \u0026lt;27\u0026gt; Boone Park 528 60% 589 90% 61 Central 382 52% 477 80% 95 Crestwood 241 41% 235 103% \u0026lt;6\u0026gt; Glenview 233 56% 315 74% 82 Indian Hills 433 44% 408 106% \u0026lt;25\u0026gt; Lakewood 290 47% 288 101% \u0026lt;2\u0026gt; Lynch Drive 257 47% 336 76% 79 Meadow Park 254 51% 240 106% \u0026lt;14\u0026gt; North Heights 410 47% 517 79% 107 Park Hill 213 46% 303 70% 90 Pike View 410 46% 427 96% 17 Redwood 240 60% 315 76% 75 Rose City 245 49% 171 143% \u0026lt;74\u0026gt; Seventh Street 348 53% 352 99% 4 ' ELEM SUB TOT AL 5,083 49% : I  NLRHS-West 1,267 40% 1,580 80% 313 NLRHS-East 1,336 43% 1,424 94% 88 Lakewood Jr. 578 45% 612 94% 34 Ridgeroad Jr. 551 45% 665 83% 114 Rose City Jr. 389 52% 591 66% 202 SEC. SUB TOTAL 4,181 44% TOTAL 9,264 47% PULASKI COUNTY SPECIAL SCHOOL DISTRICT ENROLLMENT TO CAPACITY COMPARISON I SCHOOLS I 1991-92 I % I % : Enrollment BLK CAPACI1Y FILLED Adkins 352 39% 400 88% Arnold Drive 408 14% 420 97% Baker 268 25% 328 82% Bates 737 47% 768 96% Bayou Meto 611 2% 564 108% Cato 663 21% 676 98% College Station 310 34% 340 91% Dupree 431 24% 488 88% Fuller Elem 529 58% 676 78% Harris 605 34% 748 81% Jacksonville Elem 844 27% 850 99% Landmark 522 44% 624 84% Lawson 331 16% 444 75% Oak Grove Elem 515 13% 604 85% Oakbrooke 629 18% 636 99% Pine Forest 658 15% 658 100% Pinewood 631 27% 656 96% Robinson 443 23% 588 75% Scott 205 34% 280 73% Sherwood 443 26% 608 73% Sylvan Hills 755 17% 760 99% Taylor 423 26% 444 95% Tolleson 566 24% 570 99% .. : C  / SUBTOTAL f :11,s7.9 1_. 26% ... . :i Fuller Jr. 863 48% 1,015 85% Jacksonville North 626 27% 681 92% Jackson ville South 600 30% 723 83% Northwood 953 22% 938 102% AVAIIABLE SEATS 48 12 60 31 0 13 30 57 147 143 6 102 113 89 7 0 25 145 75 165 5 21 4 i : . ::.:  .-... ,... . _ ... 1,298} 152 55 123 0 199i--92 % SCHOOLS Enrollment BLI\u0026lt; Robinson Jr. 431 25% Sylvan Hills Jr. 953 21 % Jacksonville High 1,051 27% Mills High 639 46% North Pulaski 828 21% Oak Grove High 926 23% Robinson High 412 25% Sylvan Hills High 901 22%  SU:B TOT AL( GRAND TOTAL 21,062 27% % AVAILABLE CAPACI'IY F1LLED SEATS 511 84% 80 944 101% 0  ,::/,'//:\\cc:}/ cc::C.cc.:.C :/:::.{i/i:i::i{:: , c,,ic:i     ,x:\u0026gt;c{::i::C.::'c ?\"\"'v.,,. 1,233 85% 182 948 67% 309 963 86% 135 948 98% 22 569 72% 157 1,041 87% 140 2,582 A North Little Rock School District lRSl\u0026gt; SAT results   .  Slanford Achiovamenl lesl, Elghlh Ed11ion nalional porcenl1le rank (01s1r1ctw1do summary, 1992) Enviromnent Grade/ Number Tolal Tolal Soc. Complete race lesled readin malh Lang. Science science battery 1 TOTAL 2,094 42 48 41 37 39 0 1,330 35 40 32 27 31 w 697 63 70 63 59 64 2 TOTAL 1,883 39 57 49 43 45 Grade Race BLACK 1 WHITE TOTAL BLACK 2 WHITE TOTAL BLACK t--::-==-:-:---:-::-=-~~-...,,.,.----'--'--=-=---~--..:....::.-i 3 WHITE TOTAL B 1,173 29 46 39 32 33 w 672 77 70 65 70 3 TOTAL 1,783 58 50 43 46 B 1,131 46 38 30 35 w 632 76 70 67 67 53 : 10 TOTAL 1 602 49 37 48 45 43 llTOTAL 1,472 50 43 48 47 51 B 825 34 32 35 32 36 W 612 69 59 66 68 69 47 51 34 72 BLACK WHITE TOTAL BLACK 5 WHITE TOTAL BLACK 6 WHITE TOTAL BLACK 7 WHITE TOTAL BLACK 8 WHITE I I oata by race lor grades 4,7 and 10 are unavailable al this time  Al grades 1 and 2 lhe SCIENCE and SOCIAL SCIENCE objectives aro combined and rellected as ono score under ENVIRONMENT TOTAL MOTE: Totals may not add up because other category was om11ted. BLACK 10 WHITE TOTAL BLACK 11. WHITE TOTAL SOURCE: 'JLRSO Compl1l1 Lang, Social Buie Bau,ry Anding Math Arts Scltnct sc1,nc, B1n,ry 14 22 19 21 19 20 47 53 47 58 46 NA 51 25 34 30 37 29 32 17 20 26 26 21 19 50 48 54 56 55 NA 50 32 32 39 39 36 32 18 20 23 24 19 21 20 43 44 47 47 43 40 45 31 32 34 35 30 31 33 22 23 29 26 26 25 21 54 59 53 53 62 53 54 37 40 41 39 44 38 38 23 23 30 30 25 26 24 51 54 56 55 60 48 52 38 39 44 44 43 37 38 29 28 33 32 33 33 30 61 64 62 60 66 59 61 45 47 48 46 50 46 47 44 18 20 26 27 21 25 59 57 58 54 60 55 58 43 39 44 42 46 39 43 23 24 27 31 34 26 24 61 62 58 65 66 62 60 43 43 43 49 51 46 43 25 26 21 33 29 30 26 61 56 55 56 59 63 59 46 44 40 51 47 49 46 22 22 22 25 25 21 22 61 62 53 63 64 56 60 45 45 39 46 47 41 44 25 29 25 30 28 33 28 65 62 59 61 65 63 63 50 48 46 50 49 51 50 MICHAEL STOREY I A,kansa.t DomoaoHl,.urtne tanford Achievement Test scores\n- Pulaski County Special School District Grade Race Compltlt Lang. Soclal Buie Bat1try Rudi Math Arts Science Scteru Battery BLACK 25 24 33 28 19 26 2 WHITE 49 45 56 51 NA 44 49 TOTAL 39 37 47 44 37 40 BLACK 34 31 38 40 31 30 27 3 WHITE 53 51 56 56 52 57 53 TOTAL 46 44 51 51 46 49 47 BLACK 30 32 37 33 32 35 32 4 WHITE 55 58 54 57 55 60 55 TOTAL 48 51 51 51 49 53 49 BLACK 27 28 34 37 32 30 28 5 WHITE 51 52 56 61 48 59 52 TOTAL 45 45 57 55 43 52 46 BLACK 36 36 42 38 39 37 38 6 WHITE 63 64 67 62 62 67 63 TOTAL 56 56 60 56 55 59 56 BLACK 26 23 30 29 26 28 28 7 WHITE 51 51 50 51 46 54 51 TOTAL 43 43 44 44 40 46 44 BLACK 26 30 29 38 29 34 28 8 WHITE 50 54 49 56 50 55 50 TOTAL 43 46 42 50 44 48 43 BLACK 29 30 22 39 33 34 30 9 WHITE 51 51 41 58 53 54 50 TOTAL 46 45 36 53 48 48 45 BLACK 24 27 21 28 25 27 24 1.0 WHITE 54 59 44 56 53 56 53 TOTAL 46 50 38 49 45 48 45 BLACK 23 27 22 26 30 26 25 1.1 WHITE 49 50 42 47 51 50 47 TOTAL 40 44 36 41 45 42 40 URCE: Pesso ,10: Science at second grade reflects a combination or science and social studies jectives labeled environmenr MICHAEL STOREY/ Ariian.s.u {)ern,cratGutte  Minimum Perfarmance:.Testscares/(i, -_: . . . . - . . . . . ,, . Pulaski County Special School District 1992 School Total passed Total not passed Fuller Jr. 169 72.8% 63 27.2% Jacksonville North 145 80.5% 35 19.4% Jack.sonville South 144 86.7% 22 13.3% Northwood 265 91.6% 24 9.0% Oak Grove Jr. 119 79.3% 31 20.6% Robinson Jr. 99 85.3% 17 14.7% Sylvan Hills Jr. 212 87.2% 31 12.8% TOTAL 1,153 83.9% 223 16.2% North Little Rock School District 1992 Rose City Jr. 99 72.8% 37 27.2% Ridgeroad Jr. 183 86.3% 29 13.7% Lakewood Jr. 220 87.6% 31 12.4% TOTAL 502 83.8% 97 16.2% tRSD-1-992-MPT results:  .\n. . : . . ' . . - .. (Eighth grade summar\nJ ' All students Readinq Math llanq. Arts I Science Soc. Stud.I Tota~ No. tested 1,781 1,781 1,781 1,781 1,781 1,781: No. passed 1,505 1,523 1,435 1,110 1,172 1,369 Percent passed 85 86 81 62 66 77 Black males Percent passed 76 791 69 I 57 57 NA Black females 841 I Percent passed 81 81 47 57 NA White males I Percent passed 96 94 88 87 84 NA White Females Percent passed 98 95 95 I 83 85 NA Other Percent passed 97 921 86 I 81 81 NA 4 YEAR ENROLLMENT COMPARISON School: Data Summary: 1989-90 Black White Other Total 0 % Blk ?? 1990-91 Black White Other Total 0 %Blk ?? 1991-92 Black White Other Total 0 %81k ?? 1992-93 Black White Other Totat  0 %8lk . ?? Page 1 CLASS ENROLLMENT Grd Name Teacher Class Enrollment Total of Enroll- Teacher Black White Other Black White Other ment M F M F M F M F M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total 0 0 0 0 0 0 0 0 0 0 0 0 0  Racial isolation is avoided (ODM 1991-92 Incentive Schools Monitoring Report Summary, page 11). Data Summary: % Blk ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? Page 2 STAFFING/ SCHOOL PERSONNEL BLACK WHITE OTHER % POSITION TOTAL BLACK M F M F M F Certified a ?? Non-certified a ?? I TOTAL I a I al al al al o I a I ?? I PERCENT ?? ?? ?? ?? ?? ?? Data Summary: Page 3 CURRICULUM AND INSTRUCTION  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  Equipment and materials are adequate.  An active learning environment is present (learning centers, displays, independent/ group work area).  Purchasing procedures meet supply needs in a timely manner (ODM, page 15).  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an' equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). Site Observations: Page 4 TEST DATA Summary: Page 5 STUDENT RETENTION GRADE BLACK WHITE OTHER I TOTAL I % LEVEL BLACK M F M F M F a ?? a ?? a ?? a ?? a ?? a ?? a ?? I TOTAL I al al al a I a I al a ?? PERCENT ?? ?? ?? ?? ?? ??  School staffing teams develop a plan with the next grades' receiving teachers to address the learning deficits of retention candidates (ODM, page 33). Data Summary: Page 6 DISCIPLINE, SUSPENSION, EXPULSION BLACK WHITE OTHER % ACTIONS TOTAL BLACK M F M F M F Suspensions 0 ?? Expulsions 0 ?? Documentation: 0 ??  Short Form  Long Form 0 ?? Alternative School 0 ?? Referrals 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? Data Summary: Page 7 SPECIAL SERVICES/ PROGRAMS ENROLLl\\lIENT BLACK WHITE OTHER % PROGRAM TOTAL BLACK M F M F M F Self Contained 0 ?? CBI 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? LO Resource 0 ?? EMR Resource 0 ?? Speech 0 ?? Visually Impaired 0 ?? Hearing Impaired 0 ?? Gifted/ Talented 0 ?? Remedial/ Compensatory 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? 0 ??  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students' individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 8 PARENT AND COMlVIUNIIT INVOLVEMENT  Parents and the community are welcome in the school (school maps, welcome signs, and posters).  There is a school volunteer program (school/ community partnership, volunteer sign-in sheets, work space, volunteers, and visible recognition).  There are parent involvement programs (parent sign-in sheets, PT A, and school committees).  Records of volunteer participation are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. Monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide is compiled (ODM, page 37).  Volunteer training including the type of training, when and where the trammg was offered, and session participants by race, gender, and school service site is documented (ODM, page 38). Data Summary/ Site Observations: Page 9 FACILITIES AND SECURITY  The campus and building are clean and free of debris and graffiti.  Hallways are clean and well maintained.  Facilities for special education and counseling are designed to meet the needs of the student served.  Playground equipment is appropriate and adequate.  Restrooms are adequate (cleanliness, number, supplies).  Classrooms are in good repair with adequate heating/ ventilation.  Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions.  School district safety procedures are evident. Site Observations: Page 10 FACILITIES AND SECURI1Y (continued) Court Adopted Recommendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the building's main entrance. STATUS:  lsh: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the building's trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 11  Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarian's office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 12  Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building, The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 13 INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2) .  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 14 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 15 INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are regularly scheduled parent/ teacher conferences (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at ~very grade level (ODM, page 32).  STATUS: Page 16 8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles (page 153). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each school's unique strengths (ODM, page 20). STATUS: 10. Semi-departmentalization is the recommended organizational structure for grades 4-6 (page 153). - STATUS: 11. Instructional technology is present in labs and individual classrooms (page 153). STATUS: 12. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study .science in the fullest sense (ODM, page 15). STATUS: Page 17 13. Computer labs for remediation and enrichment have a minimum of 25 stations (page 153). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 16. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available (page 153). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: Page 18 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 19. Student education plans are developed, implemented, and monitored for each student. Parents are involved in each phase of development and monitoring (pages 153, 177, 186). STATUS: 20. Specialized programs, such as remedial, special education, and GT, are available during the core day with reinforcement activities during extended day, week, or year (page 154). STATUS: 21. Homework is assigned according to district policies (page 154). STATUS: 22. Computer generated criterion referenced tests are used for student assess\n1Ilent (page 154). STATUS: Page 19 23. Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, small group, and individualized instruction. Every student will receive some individualized instruction every day (pages 154, 178, 188).  A combination of teacher-directed and learner-directed instruction is present (ODM, page 32). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 25. African and African-American History programs are established in each school. The programs are sequential and include the study of cultures and history (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: Page 20 28. Physical Education/ Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/ handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 30. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians,Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, and sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. Students have the opportunity to serve as office monitors, library helpers, student council members, fire marshals, and the like. Parents will be informed of these options (pages 157, 175, 182, 184). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173, 181).  STATUS: Page 21 INCENTIVE SCHOOL OPERATIONS \"The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives\" (page 171). SUPPORT PROGRAJ.\"\\1S \"The following items will be components of every incentive school:\" (Page 171) 32. Homework centers operate at least three days a week with transportation provided. The centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. Other options are explored for students who choose not to attend homework centers (pages 171, 180). STATUS: 33. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing (pages 171, 180).  Parents are aware of the phone service at the beginning of the year\nperiodic reminders are issued (ODM, page 26).  The relationship between the homework centers and the hotline has been evaluated and appropriate adjustments made (ODM, page 26). STATUS: 34. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods (pages 157, 171, 180). STATUS: Page 22 35. Retired teacher mentors serve as tutors and club sponsors (pages 171, 180). - STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172, 180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest school's participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: 38. Community Involvement includes Boy and Girl Scouting programs at each incentive school. students have access to community organizations and volunteer experiences .(pages 172, 173).  Membership lists include a category for race (ODM, page 39).  Records of troop meetings and activities are present (ODM, page 39). STATUS: Page 23 39. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEP's, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 40. Extracurricular programs allow students recognition, leadership experience, and a chance to be involved in school activities. Among these are future teachers programs, Just Say No Clubs, intramurals, office monitors (at recess or lunch time, not class time), library helpers, safety patrol, fire marshals, flag monitors, and student council memberships (pages 175, 184). - STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/ procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 24 COUNSELING/ SOCIAL WORK 42. Community services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 43. College/ post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness (pages 175, 183). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/ attendance records, participation in school progrl:lms) are present (ODM, page 32). STATUS: Page 25 45. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: 46. A wellness program is in place at each building. Students are screened for health and given information on various topics (self-esteem, nutrition, drug prevention, and first aid). Presentations are made to parents on similar topics (pages 176, 184).  Medicaid reimbursements are used at the local building (ODM, page 29).  Medicaid reimbursement funds are used to purchase services for non-Medicaid eligible students (ODM, page 29).  The school has developed partnerships with the Departments of Health, Employment Security, and Human Services (ODM, page 29). STATUS: 47. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer (page 176, 185).  STATUS: Page 26 MONITORING AND EVALUATION 48. Verifiable monitoring of student growth measures student progress. There is training for monitoring teams (pages 176, 186). STATUS: 49. Regular tracking of student attendance, discipline/ behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: - 50. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents, and community representatives. The staff participates in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated (pages 177, 186). STATUS: 51. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random\nwith 5% involvement from each grade level, to help design questionnaires, analyze data, and reach conclusions. Students receive responses to issues they raise. Students, teachers, and parents complete a school climate survey annually (pages 177, 186, 187). STATUS: Page 27 52. Computerized student data is accessible at each school (pages 177, 187). - STATUS: 53. School site teams work to implement programmatic modifications with membership rotated each semester so that certified and non-certified staff, parents, and students have input (pages 178, 187). STATUS: Page 28 54. Additional items recommended in each incentive school (pages 178, 188,189).  uniforms for students, such as blue jeans and a white shirt  dress code for staff  student handbooks available at every building which reflect the building philosophy and program  a playground for PE purposes  additional compensation for teachers/ principals who work extra periods of time at the incentive schools  Saturday programs to enhance learning which include but are not limited to: -field trips ~nrichment activities -tutoring -parent/ child \"make \u0026amp; take\" sessions -book fairs -physical education activities STATUS: Page 29 INCENTIVE SCHOOL STAfflNG/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 30 57. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art, P .E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides ( one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instrui\ntional aides (2:3 ratio if no K-6 class has more than 20 students - 1 :1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: 58. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers and participants in the Master Teacher Program (page 191). STATUS: 59. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for on a one-year basis and involuntary transfer or other decisions are enacted at the end of the year, based on performance quality. (This also applies to aides, cleriGal, and custodial workers) (page 192). STATUS: Page 31 60. Staff commitment/ effectiveness monitoring involves ongoing informal review and semiannual formal conferences. These assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement (page 192). STATUS: STAFF DEVELOPMENT 61. The Staff Development Planning Committee at each incentive school is composed of teachers, an IRC specialist, parents, principals, and other administrators to plan staff development experiences (page 192).  A long-term strategy has been developed for meeting the plan's minimum staff development requirements (ODM, page 7).  The quality, relevance, and adequacy of present staff training programs have been evaluated (ODM, page 8).  Classroom utilization of inservice training is evaluated (ODM, page 8). STATUS: 62. A staff development needs assessment is coordinated by the Staff Development Committee. It examines the following: students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, health needs, attendance records, tardiness records, and program goals and curriculum of the incentive schools (page 193).  Staff development needs are individually assessed on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans (page 201).  School Profile data specifically reflects the amount and scope of each staff member's training (ODM, page 7). - STATUS: Page 32 63. Minimum Staff Development Requirements (pages 192-3) - PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/ Learning Styles: AT\u0026amp;T Human Effectiveness Training: Parent/ Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:  Staff has had inservice emphasizing active learning at all grade levels. (ODM, page 14)  Inservice is held for principals, teachers, parents, and aides emphasizing the developmental levels of pre-school children and developmentally appropriate activities (ODM, page 17).  Teachers are provided with comprehensive training in techniques for dealing with disruptive students (ODM, page 23).  Parents have access to special training in working with their children, assisting with homework, computer literacy, nutrition and human growth and development (page 174).  Staff receives training in working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement (page 174).  Training which helps teachers to facilitate active learning has been emphasized at all grade levels (ODM, page 14).  Gender/Ethnic Expectations and Student Achievement training has been considered (ODM, page 11). STATUS: Page 33 64. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools (pages 193-4).  The principal monitors the Teacher Demonstration and identifies areas of strengths and concerns (page 203). STATUS: 65. A Master Teacher Program Committee plans a districtwide program to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and college faculty representatives. A pool of perspective staff members is maintained from the student teachers assigned to incentive schools through the Master Teacher Program (pages 194, 204). STATUS: 66. Teacher assistance: An IRC specialist provides ongoing assistance to new teachers and those needing help. The specialist assists the Staff Development Planning Committee with training programs (page 194).  Teachers make full use of the resources and specialists available at the LRSD Instructional Resource Center (ODM, page 14). STATUS: Page 34 INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being ... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops ... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/ parent mentorships (pages 178,189,206, 207).  The parent internship program and parent/ teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/ staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206,208).  Parents' recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 35 69. A Parent program will assist parents in understanding and carrying out school expectations by: offering mini-workshops on topics such as study skills, discipline, time management, prereading skills, financial management, and developmental learning skills\nrequesting that parents pick up report cards at least twice a year\nand requiring principals to have direct parental contact through scheduled meetings and home visits (pages 206, 209).  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and child's school. Participant's feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/ community recognition at monthly PT A meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: Page 36 71. Home and school communication is evident at each incentive school. Parents understand how to advance support and concern for the school, attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, receive monthly reports, and report absences. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their child's needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/ school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176, 183, 184, 188,206, 210-211).  The number and date of visits to each student's home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents' race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that 'parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29).  Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: Page 37 72. Parent contractual commitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 73. Home and school linkage is evident in parenting education classes, evening and Saturday math/ science classes, and the school is used as a community center (pages 206, 212). STATUS: 74. School and community trust is raised through a speakers bureau for community groups in school zones and a posted calendar of neighborhood events. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: 75. School improvement plans are developed by administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement (page 214). STATUS: Page 38 INCENTIVE SCHOOL PARENT RECRUITMENT \"Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process ... to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements (page 215). 76. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences, a telephone hotline, Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses (pages 215, 218-219). STATUS: 77. Recruitment strategies include the use of brochures, PSA's, billboards, media blitz, videocassette recordings, flyers, open house, targeted neighborhood blitz, small group tours, ADE special designation, celebrity endorsements, and a speaker's bureau for each school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. Two parent recruiters have been hired to conduct recruitment activities (pages 215- 216, 220-222).  A strategic plan is based on the recruitment section of the desegregation plan and reflects a well thought-out, interrelated process (ODM, page 4).  A firm timetable is part of the recruitment plan and is strictly adhered (ODM, page 5).  Number and variety of specifically targeted recruitment activities are increased (ODM, page 5).  A tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups is established (ODM, page 5). STATUS: Page 39 78. The Biracial Advisory Committee, with the advise of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly reports on the implementation and effectiveness of various recruitment strategies from the desegregation office. The committee evaluates the recruitment program each quarter and recommends to the Board of Directors changes needed in recruitment strategies and activities (pages 217, 223).  The committee's monitoring instrument includes recruitment assessment (ODM, page 5). STATUS: Page 40 ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL \"The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements.\" (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12, 13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: - 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between U ALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the county's teachers, and daycare workers (page 12). STATUS: Page 41 6. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the school's four-year~ld program (page 13). STATUS: 8. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 42 IN THE UNITED STA~ES DISTRICT COG~T .EA.STE..~~ DISTRICT OF AR.'l(.~~s~s WEST~ DIVISION LIT:':.E ROCK SCECCL DISTRIC':' v. LR-C-82-866 PGL\\S~: C~UN~Y S?ECIAL SCHOOL DISTR:c: NC. 1. I E\":' AL MRS. :.CRZ..'l'E JCSr:.uA, ET AL M._O'!'!ON FOR APPROVAL OF SCECOL C::JNSTRCCT!ON P.2 PL\\IN':'I:'F INTERV'ENCRS INTERVE...'i'ORS Fo= its ~otion, plainti:f Little Rock Scheel District (L..'C_SD) sta-tes: l. r.._qs~ seeks approval of ccnst=-uc--:.ion projects at eight scr..oo:s: Forest Heights Junior High School\nClove::-dale Junior High School\nCloverdale Elementary School\nRigh~sell Incentive School, Mitchell Incentive School, Geyer Springs Elementary School\nWoodruff Elementary School\nand Western Kills Elementary School. Each c~~s~::uc~ion project and its illlpact upcn LRSD's desegregation plan will be described below. 2. With the exception of Woodruff Elementary ~chool, the proposec ele!llentary capacity figures presented in this.motion are based upon ~-enty students per four year old class and the average nunber of st~dents per class required by Arkansas Department of Ed~cation regulations for the elementary grades. Those averages are: T\"Nenty students per kindergarten class\ntwenty-three students per class at grades l through 3\nt.enty-five students per F.3 class a: grades 4 through 6. Woodruff Ele?:e::tary School's capacity is calc~l~ted at twenty-tNO s~udents per c~ass fer grades l through 6 beca~se most of the classrooms for tr.e ~pper elementary grades a:::-e tea small to accoi:!!lodate mere than t.\nenty-t.\no studen\u0026lt;:s per class. The junior high school capaci ':.:.es are calculated in accorda::ce wit::. a fonnula which takes into account the size and use of each classroom as well as class schedul:ng re'i',lirements. 3 . The proposed projects which are t.':.e subject of this motion follow c~nstructicn and renovation projects at schools in east and centra: L.:.t-cle Rock which were then known as \"1:ajor enhanc~ent11 schools. T1:e largest of the 11:naj or enhan:::a:::ient\" projects w'as at Washing~:n sc~ool, with a - 198i-88 capacity of three hur.dred !ive (305), ~hich was completely demolished. ~ new Washington school was cor.s~ructed on the same site at a cost of $4,932,377.00. The capacity at Washington was increased by !ive hundred siny-one (561) st~dents to eight hundred sixty-six (866). 4. A new wing of ten classrooms\nas ac!ded to Franklin Incent:ve School and Franklin's cafeteria .as ramodaled in 1989. The cost of the Franklin project was $1,330,000.00. 5. Rockefeller, Righ-csell and Ish Incentive Schools were rencva1:ad, including rercofing, beginni:lg in 1988. .  Mitchell Incenti1e School was also renovated at t::e same time. Stephens Incent:.ve School received air conditioning, painting and carpeting, but was r.ot renovated to the extent of the 01:her buildings because of the plan to build a new Stephens school. The combined cost of the Rockefeller, Rightsell, Ish, Mitchell a::.d Stephens projects was ~ .-_ :.. C.- 2 P.-1 apprcx.::::.ately Six Hundred Sixty-Seven Thc~sa:-.d Dollars. Capital i:mprcve:::.ents cave also been made recent!.y at Garland Incentive Schoel a~ a cost, since 1988, in excess of $400,000.00. 6. T!:.e LRSD Board of Directors voted on ?-'..arch 15, 1990 to seek t= :~crease the LRSD ~illage rate by e:gh~ m~ls, five and onehalf m::s for maintenance and operation and t~o and one-half mils The debt service mLs were designated fer capi~a: i~provemen~ projec~s. LaSD coI!l!llitted to its patrons that capi~a: i.::1prcvement projects would be undertaken at Woodruff, Wester~ Hills, Cloverdale, Geyer Springs and Forest Heights if the millage passec. The millage was approved by the voters on April 19, 1990. 7. During the 1988-89 school year, L.~D prepared a desegrega~ion plan which proposed t~at a new King school and a new Stephens school be const=-ucted in t.1.e area ot Interstate 630 betwee~ University Avenue and Interstate 30. That desegregation plan w-as agreed upon :Cy all t.1.e parties but rejected by the distric~ cour:. The parties were ordered to imple!!lent a different desegregation plan, the Tri-District Desegregation Plan. 8. The Tri-District Plan called for ~e expansion of Woodruff Elex:er.~ary School, the expansion of Western Hills Elementary School and the elimination of portable classrooms t.,.ere, and the expansion of Cloverdale Elementary and Junior High Schools, The parties appealed. but did not seek to stay implementation of the TriDistrict Plar.. LRSD notified the associate metropolitan superv:.sors on July 26, 1990 that the \"building expansion projects 3 P.5 for Wccd.=\".lf:::,  Western Hills, and Cloverdale .,.ill continue\". 9. Arch!tects were hired dur!ng the su:mmer o! 1990 for the Cloveriale, Geyer Springs, Woodruff and *estern Hills projects. The ar:~!tec~ for the Forest Heights projec~ was hired in November, 1990. During Dece~er 1990 and January 19\n1, L.RSD advertised for bids, o~ened bids and hired ger.eral contrac~~=s for the Cloverdale, Wester:: Hills, Wocdruf!, and Geyer Springs projects. Work has begun o~ those projects. No contrac~or has been hired and no work has be~~~ on the Forest Heigh~s project. \u0026gt;.=chitects have net yet been hi=ed for the Rightsell and Mitchell projects. 10. The \"Interdistrict Desegregation Ean11 , whic:i was approved by t..\"1.e Court of Appeals on December 12, 1990, says that \" [ a) 11 schocl const:ruction shall be subject to tl:e cou...-t's prior approval and shall prc:ote desegregat!on\". Inte:-~!strict Plan, s J.D.R. 1723. T!'le recrui t:nent of st:Jdents to nc~-magnet, non-incentive schools is a part of LRSD' s desegregaticr, plan. Interdistrict Flan, 8 J.D.R. 1721-22\nLRSD Desegragaticr. Plan, 10 J.D.R. 2198. The propose\u0026lt;:. projects at Woodruff, Cloverdale, Gayer Springs, Wester.i Hills and Forest Heights will cont=:~ute to LRSD's ability to ac=~mplish t..~at goal. ll. The project at Wood.::uff would add six new classrooms to the sc=.col. WoodrJ.ff' s capacity would l::e increased from two hundred nine {209) to three hundred twenty-tour (324). Wit.~ the increased capacity, Woodruff could accot:1::cdate :forty-four ( 44) students per grade for grades 1 through 6, forty (40) kindergarten studen~s and t~enty students in the four year old program. 4 P.2 grar.d!at~a::r.\nprevision in t~a cu=rent plan, one hund:ad eighty I~(.,~ ( a o J s~-...dn~a who res:.1:a within tr..e Wes~ern Hill~ zone attend Wes~ar~ H.:.lls, cne hund=sa !:.!ty-fo~= (l~4) st~dents who resicQ outs:.c~ t:i.e Wester~ H.:.lls zona atten\u0026lt;:i Weste=~ Hills and one hund::-ad s~uden~s who reside within t~ Westar~ Hills Grandtat:iar:.::g will be phaseci out aeccrct::.ng t::: 1.RSC'a ouac\n:-egat::.c:-t ~lan (10 J.C.R, U98 \u0026amp; 21SS ) which allows st~dnts \"presently ~ss:.gnad\" to elementary sctccls to r~:iain in t.\"loH schools :b1.:.t requires that kir.der\nartan a~d new studen~s will be aasignad by attendance zone~. lS. All but onQ o! t.~a ~or~~~ls tuildinqs presently in USQ at Weta:n Hills are e.pproxi1nataly tventy yea::-s cl~. Or:s por-:al:la build::.ng is o~l t~o years old. l 7. Th p~ojact at Geyer Springs Ele:entary Schcc:1 consists ot building t.wal ve classrooms l:y a combina.tion ot new ccnat:-uction and the ccnve=sion cf some existi~g pace to classroom uaa. ~ortable buili:ings which hou3e eight classes will l:e ra:ov1d, tor a net increase at Geyer Sprin\ns o! tour classrooms. The . additional classroou wi:.l allow tha school to prov!.d.a tvo c:lu each at gra,:as K-6. ~ construction projec~ will also inc:-ease t.~e 1iza of the kitchen and create a na~ libra::y at Geyer Springs. l8. The capacity ct Geyer Spring Elementary School vould increase !:-om tiio hundred ti!ty-fiva {255) to thrae hundred t.wenty-eight (328). Th present enrollment at Geyu springs i.s t.ro 6 P.3 hunc.:-ec! saver. (207), although t\n.ro huncirac! sixte$n (216) students reside i~ the CQyar Springs attar.dance zone. !ig~ty-four students 1who resid i~ t.~a Gyr S~rinc\ns attancia~ca zcne a.ttand GeyQ!' Springs !l.e::ier.-:ary School, T::a ra:maining ~~ h1.:.ndred thirty-t-'c ( lJ 2) r..~so at-.:.c.ent.a who raaid in tl':.a Geyer Sprini\ns attandanca zone attanc! various ot.1ar L~O schools. Ona r.und.?\"sd thi:taCln { 113) lS. T~e presen~ racial composit:on ef Geyer Springs -,.1 Elemar.~a=y Sc~ccl is seventy-one percnt (~) ~l~ck. The racial compos~::.!.cn e! the st.:dants who resiaa i:l the Gayer springa grandfa~~ering is phased cut, tr..e school ~:ll ~!lect t.~a r~cial compcsi~:on o! the attanc~noa zcne. No chL~\n in th a.ssign::1ant c! s~~dent~ to ~-yer Springs, ho~aver, ~ill result trom ~~ 2 o. The utSD stucent.s whc ride in t~ Geyer springs attendar.ca zor.a woulc till Geyer Spring to sixty-six percant ( 156%) of capaci~y. T~e ra~aining capacity will ee fillec by rac:-uit~ent to the pulic schools of students who raside within. t..~e Geyar Sprin\ns ion a~d by t.i.a as:1igmnsnt ot ~'.:den-ea vno  cannot l:lQ acco~e~atad. a~ neiqr..::oring Wake!iela Elet:.enta.ry School which is P=sently oper~~ing at ninety-nine percant (99%) 0! capacity. See 10 J,D,R. 2198-99. 21. The p=oject at Cloverdala Elamanta::-y School ccnsiats of the c~nst~uc~ion of a new cafeteria, t!l.a a~dition of !iVQ ~--c- 7 F . ..1 class=:ccs i~ P-aCQ of ths old ca~etaria and c~a addit!on ot one class=cc: in ~-ace o! the old stage. Cr.e portatla claas:oom w~ll be 4-.:.=inatac: ar.d two exis\"ing clasa:-cc:=s will ~e convert9d to Elemar.~a=y Sc~ccl will thera!ore be t.~ae. 2~. The ca~~city ot c:ove~dale Elamer.~ary sc~ool will increase !rom ~\n~ to 4S2. Tha inc:aase i~ siza w~:1 allow LRSO to raplaca tta p:-\nsQnt ~~Qven grade ~tructU!\"e at Cloverdale (t.o class eac~ at gr?ces K, ~ and E\nth=ae classes eac~ a~\n=aces 2, 3, 4 an~ 5) with t~=ee clasas per grad~. 23. ~~a assig~~nt zone tcr Clcver~a:a ,ilamantary Sch~ol will net c~a~ge as a result of _this project. ~e praser.t ar.roll~ent is thrse t~r.drec. ~~::.ety-one ( J 9 l) S1!'..!der:t3. T~:-ta ht\nne2ed eighty-1!.h~ee (383) s~ude~t$ reside !n the Clovar:a. ~:emantary Scheel et.tenc!a:ice zone. Those studan1:s would till that school to SQVenty igh~ percen~ (i8%) ot proposed capacity. 24. Ona h'l.!l\"ldred eighty-five (185) st~~nta ~ho resida in t..~a Clovcar:i?.le ?lement.ary School at-:r.danca zor.fi a.ra praaently assigned to Clcve:dals Elementary Scheel. one hur.c.:sd ninety-eight (198) studen~s who rasida in t..~e Cloverdala ion, a.re asaign~ to va~icus c~her I..~SD el~entary schools. T\"o hund=~ seven (207) students who rside outa~d tha Cloverdal Elementa~! zone ara assigned to Clovercah. 25. The present racial composition o! Clcverrhle ilementary is sever.~y-t~o percent black. The racial ccmposition ot all LR.SO studen~$ who ras~d in thQ ClOVQrdale Elemr.~ary School attendanca 8 F.S zons :s also aeventy-t~o percent (72%) ~lack. 40, The ~roject at Clover~ale J~nior Hi\nh School involves the add~tic~ o! a new wing of ten per.nanent classroo:ua\nt.~ conversion c! the cld ca=ateria to !cur classrooms a~d t.~e conversion c! t~e old ata\ns tc or.a classroom. T~ose tifteen clasarcoms will provide p8r-:nar.a .. ~ spa:a tor eleven classes whic..~ are presently held in por1:.ab:: bui:c.ings fc:- a ne1: gain o: tou:::- classrooms. The preser:t sixty-s:x (76S ) studan~a wit.~ an er.:cllment ran~ ct sevan h'l.!nd:'ed thi::-ty-s~x ( 7 J 5 ) student2 to ei\nr.t huncirac. eiqhtaen ( 818) student.,. The ccr.s~:::uc~~en projc~ would yield an i:aal enrol~ent ct eight hundrec !ifty-saven ( 857-) 1t~dents at c:overc!ale Ji.:.nie:- Hiqh School, w:th a ran\ne ot eight h'.!J~drc t~elv1 (Sl,) to nine hu.~ci=ad t~c (9C~ ) st~:ents. 27. Sever. hund:-ad fcrty-nine (749} at~cier.t3 ara an:-ollsd at Clova:ri:a:s J'.!.\"\"l.:.or High Sc!lool t~is year. Tr.a racial c:ompesi tion 0! the 1ctocl is seventy pereant (70%) blaex. Six hundred thirtyseven (537) s~~~nta reside in the Clover:ala Junior High School attenca~ce zor.e. That group is seventy-or. percant (71%) black. Junior r.igh. sc=.eol stu~ant.s ara tr to t:::-ans!ar to a school outsica ~~i= a~tandanc zone 10 long ae t~ tr~ns!ar leave bot.~ tha send!ng an~ rciving actoola ~ithin t.~ aeceptuia range o! r~cial c=i:osi~ion. LRSD Desegregation Plan, 10 J.O.R. 2200. The phasing cut o! grandta.thering, theratora, w!ll not have th 1ame affect !:: t.'la j'llnior high schools \u0026amp;11 in tb.a alamanta:-y actools - because ~unicr high school students will have g:-eatar t:-eedom to 9 P.6 28, Tr.e six hundred ~~i:-ty-seven (53i) ~~dent$ who :aside wi-\n~i::. t~ Clcver~ala :un:cr High School at-:.er:r!ar.ce zone c:::nst.!.t'.lte seventy-!eu= percant (74%) of iaeal capac:::y follcw:!.nq the prc:\n:esed cons~=~c~ion projec~. Th nu.::be~ o! studor.ts who presently a~~ar.d Clove:-:ale !::-o::. within the Clcve::-dale Junie:- Hi.c\nh School attar.c.anca zone is !cur ~~~d:-sc seven~y-one (471). T~ nu-=4r cf attandance zone a~~~ants who pressntly at~and ether USO ju..~ior high schools i~ cr.e hunc:rec. six-:y-s:.x (He). ~ ncber of atu~anta from outsic.-. the C2.ove::-c.ale Jun:o:- High Schee:. att:ancfance zone who presen~:y a~t~d c:evordale is t~o hu.~cu-ec torty-savan (247). 2 s. '!'=.e prcpcsec ccns~!\"J.ct:ion prcj ac-: Junie: F.iqh Sc~ccl is designed to ~e compla~ad i:'l Forest Haiqhts 1~ two pha~as, The first pr.aae, w~ich conists o: renova~ing ~hose portions o! t.~e strJCt\"J.!'1 which will net be de:oliahed, i sc..,.edulec: ter ccz::.pletion in Aui\nust, 1991, Th second phase, which consists of the constrJc\"\nion o! a new classroot1 building, aainistration building and libr~ry/~ecia canttr ia 1\u0026lt;:.~adulec fer completion in Auguat, 1992. 3 o. The i:rcject at :'eras-: F.eight~ Jur:.!.or High School consists 0! builc.ing t.~ir:y-nine new clasa:rooms a..\"'ld renovating elaven existing class=-coms to replace thirty-six per::anant class:-co:m~ which w:ll be ~amolished and t.'lre port~:01 classrooms which will be removed, to~ a net gain 0! alaven classrooms. Five 0! those classroe-:a will be reserved to accommodata a total of not more than !crty s~~dents who rCsUi:a apecial aervicas, sue~ a~ students who 10 ' P.7 are p:-uently\" served. a~ ho!'!le or at resi~~-=ial aattings, 31, The present ideal student pcpulat:cn tor Forest\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_1558","title":"Court filings concerning school planning and construction, district planning and law","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1992-06-01/1992-06-19"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Economic aspects","Educational law and legislation","Educational planning","School buildings","School facilities","School management and organization"],"dcterms_title":["Court filings concerning school planning and construction, district planning and law"],"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/1558"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["65 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_517","title":"Incentive Schools: Report responses","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":["1992-06-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs"],"dcterms_title":["Incentive Schools: Report responses"],"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/517"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas June 1, 1992 72201 recIEVED JUN 1 1992 Office ot Desegregation Monitoring Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Responses to Incentive School Monitoring Report Please find attached responses to the Incentive School Monitoring Report prepared by your office. It is my understanding that the response from Garland School was delivered directly to your office. cc: Dr. Ruth Steele Estelle Matthis Sterling Ingram Larry Robertson Arma Hart Chris Heller ITO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas June 1, 1992 James Jennings, Associate Superintendent for Desegregation ^^Bobbie Goodwin, Principal Rightsell Elementary SUBJECT: Review of Incentive School Monitoring Guide Page 18 - 2nd Paragraph - Bottom of Page A copy of PTA By-Laws is on file in office. Included are objectives for PTA Meeting Agendas, file in the office. Regular meetings are also on ILITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 17th Phone 374-1226 Little Rock, Arkansas 72206 To: Office of Desegregation Monitoring ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith Through: From: James Jennings, Associate Superintendent of Desegregation Anne Mangan, Principal, Rockefeller Incentive School Subject: Corrections of Review of the Incentive School Monitoring Guides Date: June 1, 1992 Please note the following corrections: Page 7 POSITION - Change Registrar to Bookkeeper Page 40 - #67 are social STATUS: worker, The recommended positions not filled alternative supervision aides and program specialist classroom specialist, Page 54 #23 Participants primary teacher, an intermediate teacher, parent and one grandparent. included the principal, a specialist. \u0026gt; a one Page 56 #55 in Camp Pfeifer. Four students from Rockefeller participated Page 56 #67 order would be followed, particularly discussed but Principals were told that the recent court Individual positions mentioned, principal so necessary. all rulings were in general not were Rockefeller Incentive School has an assistant a commitment regarding this position was not (The last two sentences on #67 do not necessarily reflect the situation at Rockefeller and could be deleted on our individual school report.)I -RECEIVED LITTLE ROCK SCHOOL DISTRICT JUN 1 1992 Stephens Elementary ScHOQtsEGREGATiON 3700 West 18 Phone 671-6350 Little Rock, Arkansas 72204 June 1, 1992 TO: OBM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith FROM: Lonnie S.Dean, Principal SUBJECT: REVIEW OF THE INCENTIVE SCHOOL MONITORING GUIDES-CORRECTIONS Listed below are the corrections to the Review of the Incentive School Monitoring Guides: PATE 14 - DATA SUMMARY DELETE: She works with small groups and parents at least once a week. INSERT: She works with individual students, small groups, and with parents on an individual basis. PAGE 16 - SCHOOL/COMMUNITY PARTNERSHIPS DELETE: and are planning a tutoring program for Stephens community. PAGE 16 - SCHOOL VOLUNTEER PROGRAMS DELETE: The principal stated that Pulaski Heights Junior High students provide mentoring services and have lunch with Stephens students. PAGE 18 - DATA SUMMARY/SITE OBSERVATIONS DELETE: and minutes were not kept. INSERT: Minutes are kept the PTA Secretary for 1991-92 school year. PAGE 23 - READING AND ORAL EXPRESSION DELETE: But fifth and sixth grade students use the newspaper for reading instruction. Monitoring Guides-Corrections Page 2 PAGE 23 - READING AND ORAL EXPRESSION INSERT: Newspapers are provided for each fifth and sixth grade student daily. PAGE 25 - INCENTIVE PROGRAMS - ITEM NO. 19 DELETE: (are on the honor roll) INSERT: A and B honor roll, outstanding citizenship PAGE 26 - A CLASSICS READING PROGRAM DELETE: Entire section please INSERT: The principal stated that there are classics available at Stephens. Teachers check out sets from media specialist. There is also a section the media center of classics. PAGE 26 - SOCIAL SKILLS - ITEM NO. 28 INSERT: The principal has asked staff not to speak to students sharply or harshly. They have been reprimanded about how they speak to students, how. staff address students. The principal monitors PAGE 30 - PARENTAL INVOLVEMENT - ITEM NO. 42 INSERT: All teachers will have on file signed homework to document parents seen the homework. All homework will be sent home on Thursday for parents signatures. PAGE 31 - ATTENDANCE AND BEHAVIOR GUIDELINES INSERT: Contractual agreements for behavior/attendance signed by teachers, parents, and students are on file in the principal's office. PAGE 31 - EXTRACURRICULAR PROGRAM INSERT: The principal stated that we have office and mediamonitors. Each classroom have a set of literature books available. PAGE 32 - COUNSELING/SOCIAL WORK DELETE: and Pulaski Heights Junior High School students provide mentoring servicesMonitoring Guides-Corrections Page 3 PAGE 36 - ADDITIONAL ITEMS ITEM NO. 64 INSERT: Student Handbooks  also, a copy of Stephens Incentive Schools' Parent Handbook. PAGE 38 - RECOMMENDED FULL-TIME POSITIONS - ITEM NO. 67 PLEASE REWRITE TO READ: Stephens staffing data indicates that recommended full time positions presently unfilled are alternative classroom specailist, supervision aides, assistant principal, music, resource, and speech. PAGE 40 - MINIMUM STAFF DEVELOPMENT REQUIREMENTS AT\u0026amp;T Human Effectiveness Training was provided for principal during 1990-91 school year. PAGE 41 - STUDENT ASSIGNMENT 8 white students as of October 1, 1991 enrollment, and 1 other student. PAGE 45 - \"DELETE last sentence \"In addition to the mentoring program, Pulaski Heights Junior High School students provide mentoring services to Stephens' students.TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas June 1, 1992 RECEIVED JUN 1 1992 Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Arma J. Hart, Desegregation Facilitator Update on Monitoring Report Page 24 - African, African American Curriculum Addition: Principals were requested to solicit additional follow-up training from Marie McNeal supervisor of Social Studies if needed after the meeting. Page 26 - The Latin Enrichment Program The 3 day training is June 10, 11, and 12. The announcement went out to principals, training. Gail Cloud and Alice Stovall will conduct the Page 46 - Attendance and Behavior Guidelines The aides were in attendance at the time-out workshop. Page 55 - Telephone Hotline The telephone hotline recording the messages describing the incentive schools is located in the basement of the administration building. The messages are on the line\nhowever. the telephone company accidently interrupts the services when working on other telephone. The message is on again and will be monitored periodically to see if it is still working. Another hotline message will be set up in Student Assignment Office with Registration Information in July.* LITTLE ROCK SCHOOL DISTRICT 30th and Pulaski Streets Ish Elementary School Phone 376-3629 Little Rock, Arkansas 72206 June 1, 1992 To: Arma Hart, Desegregation Facillitator From: Stan Strauss, Principal Subject: Monitoring Corrections Staffing/School Personnel: since figures in the School Profile were compiled. Several Staff changes have taken place at the school The remedial math teacher (a white female) shares the position with another teacher (a black female). They each work one and one half days. An additional instructional aide (a white female) has been hired to manage the PAL lab. The nurse is a white female and a white female has been hired for the Gifted and Talented classes. Extended Week: Figures for Saturday are included in this report.ISH SATURDAY SCHOOL PARTICIPANTS O(A oc ke-Ce l\\er DATE BIACK WHITE OTHER TOTAL lo - 1\u0026gt;I1 u- n \\ - w 5 - I 3' I M n o o i 1 F o 3 1 5 M F M F Ik o I 5 % BIACK I o o I 0 ( 0 o I 0 0 I o o ( OP Vue /o I op VoDATT BLACK M F ISH SATURDAY SCHOOL PARTICIPANTS o\u0026lt;4- WHITE OTHER TOTAL M F M F % BIACK \\o/13 1 1 1 oo -S \\ o 12 I 0 0 /f-j I 5 I o o \\ ! 2. /iS 4 4 too \u0026lt;? 2 \\o 12- 12 O_2e3^2^e2Sj^LOjSiI_2^^Ei_i-^2\n-, TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas June 1, 1992 72201 RECEIVED JUN 4 1992 Office of Desegregation Mcnitoring Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Responses to Incentive School Monitoring Report Please find attached responses to the Incentive School Monitoring Report prepared by your office. It is my understanding that the response office. from Garland School was delivered directly to your cc: Dr. Ruth Steele Estelle Matthis Sterling Ingram Larry Robertson Arma Hart Chris HellerLITTLE ROCK SCHOOL DISTRICT 30th and Pulaski Streets Ish Elementary School Phone 376-3629 Little Rock, Arkansas 72206 June 1, 1992 To: Arma Hart, Desegregation Facillitator From: Stan Strauss, Principal Subject: Monitoring Corrections Staffing/School Personnel: since figures in the School Profile were compiled. Several Staff changes have taken place at the school The remedial math teacher (a white female) shares the position with another teacher (a black female). They each work one and one half days. An additional instructional aide (a white female) has been hired to manage the PAL lab. The nurse is a white female and a white female has been hired for the Gifted and Talented classes. Extended Week: Figures for Saturday are included in this report.DATE BLACK V  I',\n1?. - ''I \\ - w ( 2 - q M n G 4 H a F li a I 5 ISH SATURDAY SCHOOL PARTICIPANTS qA r? oc ke4\\\\cr WHITE OTHER TOTAL M F M F o 4 I 5 % BL\\CK I o o 1 0 t\u0026gt; ( 0 o I 0 o I o o ( oo I PqVpISH SATURDAY SCHOOL PARTICIPANTS txT- 3^' s Va DATE BLACK WHITE OTHER TOTAL J \\ 2- / (H ' / I? ' i 1 M -S 1 2 F M F M F I \\ o 12 I 5 BLACK 1 oo I 0 0 I o C? 4 \\c\u0026gt; IZ. I O U 12 \u0026lt;7 O ! oo tooLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas June 1, 1992 TO: James Jennings, Associate Superintendent for Desegregation FROM: ^^Bobbie Goodwin, Principal Rightsell Elementary SUBJECT: Review of Incentive School Monitoring Guide Page 18 - 2nd Paragraph - Bottom of Page A copy of PTA By-Laws is on file in office. Included are objectives for PTA Meeting Agendas, file in the office. Regular meetings are also on ILITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 17th Phone 374-1226 Little Rock, Arkansas 72206 To: Office of Desegregation Monitoring ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith Through: From: James Jennings, Associate Superintendent of Desegregation Anne Mangan, Principal, Rockefeller Incentive School Subject: Corrections of Review of the Incentive School Monitoring Guides Date: June 1, 1992 Please note the following corrections: Page 7 - POSITION - Change Registrar to Bookkeeper Page 40 - #67 STATUS: are social worker, The recommended positions not filled alternative supervision aides and program specialist. classroom specialist, Page 54 #23 Participants included the principal. primary teacher, an intermediate teacher, a specialist, parent and one grandparent. . a one Page 56 #55 in Camp Pfeifer, Four students from Rockefeller participated Page 56 #67 order would be followed. Principals were told that the recent court particularly discussed but all Individual positions were mentioned. rulings Rockefeller Incentive School has in general not were an assistant principal so a commitment regarding this position was not necessary. (The last two sentences on #67 do not necessarily reflect the situation at Rockefeller and could be deleted on our individual school report.)LITTLE ROCK SCHOOL  Vk * I I ..\u0026lt; * RECEIVED DISTRICT JUN 1 1992 Stephens Elementary ScHOQfegEGRcGATioN 3700 West 18 Phone 671-635C Little Rock, Arkansas 72204 June 1, 1992 TO: OBM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith FROM: Lonnie S.Dean, Principal SUBJECT: REVIEW OF THE INCENTIVE SCHOOL MONITORING GUIDES-CORRECTIONS Listed below are the corrections to the Review of the Incentive School Monitoring Guides: PATE 14 - DATA SUMMARY DELETE: She works with small groups and parents at least once a week. INSERT: She works with individual students, small groups, and with parents on an individual basis. PAGE 16 - SCHOOL/COMMUNITY PARTNERSHIPS DELETE: and are planning a tutoring program for Stephens community. PAGE 16 - SCHOOL VOLUNTEER PROGRAMS DELETE: The principal stated that Pulaski Heights Junior High students provide mentoring services and have lunch with Stephens students. PAGE 18 - DATA SUMMARY/SITE OBSERVATIONS DELETE: and minutes were not kept. INSERT: Minutes are kept the PTA Secretary for 1991-92 school year. PAGE 23 - READING AND ORAL EXPRESSION DELETE: But fifth and sixth grade students use the newspaper for reading instruction. Mijnitocing Guides-Corrections Page 2 PAGE 23 - READING ANU ORAL EXPRESSION INSERT: Newspapers are provided for each fifth and sixth grade student daily. PAGE 25 - INCENTIVE PROGRAMS - ITEM NO. 19 DELETE: (are on the honor roll) INSERT: A and B honor roll, outstanding citizenship PAGE 26 - A CLASSICS READING PROGRAM DELETE: Entire section please INSERT: The principal stated that there are classics available Teachers check out sets from media specialist. at Stephens. There is also a section the media center of classics. PAGE 26 - SO..IAL SKILLS - ITEM NO. 28 INSERT: The principal has asked staff not to speak to students sharply or harshly. how they speak to students, how, staff address students. They have been reprimanded about The principal monitors PAGE 30 - PARENTAL INVOLVEMENT - ITEM NO. 42 INSERT: All teachers will have on file signed homework to document parents seen the homework. All homework will be sent home on Thursday for parents signatures. PAGE 31 - ATTENDANCE AND BEHAVIOR GUIDELINES INSERT: Contractual agreements for behavior/attendance signed by teachers, parents, and students are on file in the principal's office. PAGE 31 - EXTRACURRICLTJkR PROGRAMS INSERT: The principal stated that we have office and mediamonitors. Each classroom have a set of literature books available. PAGE 32 - COUNSELING/'SOCIAL WORK DELETE: and Pulaski Heights Junior High School students provide mentoring servicesMni L.oring Guides-Cor rec Lions Page 3 PAGE 36 - ADDITIONAL ITEMS ITEM NO. 64 INSERT: Student Handbooks  also, a copy of Stephens Incentive Schools' Parent Handbook. PAGE 38 - RECOMMENDED FULL-TIME POSITIONS - ITEM NO. 67 PLEASE REWRITE TO READ: Stephens staffing data indicates that recommended full time positions presently unfilled are alternative classroom specailist, supervision aides, assistant principal, music, resource, and speech. PAGE 40 - MINIMUM STAFF DEVELOPMENT REQUIREMENTS AT\u0026amp;T Human Effectiveness Training was provided for principal during 1990-91 school year. PAGE 41 - STUDENT ASSIGNMENT 8 white students as of October 1, 1991 enrollment, and 1 other student. PAGE 45 - \"DELETE tt last sentence tl In addition to the mentoring program. Pulaski Heights Junior High School students provide mentoring services to Stephens' students.TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas June 1, 1992 James Jennings, Associate Superintendent for Desegregation Arma J. Hart, Desegregation Facilitator Update on Monitoring Report Page 24 - African, African American Curriculum Addition: Principals were requested to solicit additional follow-up training from Marie McNeal supervisor of Social Studies if needed after the meeting. Page 26 - The Latin Enrichment Program The 3 day training is June 10, 11, and 12. The announcement went out to principals, training. Gail Cloud and Alice Stovall will conduct the Page 46 Attendance and Behavior Guidelines The aides were in attendance at the time-out workshop. Page 55 - Telephone Hotline The telephone hotline recording the messages describing the incentive schools is located in the basement of the administration building. The messages are on the line\nhowever. the telephone company accidently interrupts the services when working on other telephone. The message is on again and will be monitored periodically to see if it is still working. Another hotline message will be set up in Student Assignment Office with Registration Information in July.\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_1257","title":"Proceedings: ''Hearing,'' Volume VIII","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":["1992-05-29"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Finance","Educational law and legislation","Educational planning","Court records","King Interdistrict Magnet Elementary School (Little Rock, Ark.)"],"dcterms_title":["Proceedings: ''Hearing,'' Volume VIII"],"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/1257"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["223 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1292","title":"'Preliminary Educational Equity by Joshua Intervenors,'' the Monitoring staff of John W. Walker, attorney","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":["Joshua Intervenors"],"dc_date":["1992-05-28"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Office of Desegregation Monitoring (Little Rock, Ark.)","Educational law and legislation","School integration"],"dcterms_title":["'Preliminary Educational Equity by Joshua Intervenors,'' the Monitoring staff of John W. Walker, attorney"],"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/1292"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["32 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1573","title":"Court filing concerning Pulaski County Special School District's (PCSSD's) budget and organization","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1992-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Finance","Educational law and legislation","Education--Evaluation","Educational planning","School management and organization","School integration","Court records"],"dcterms_title":["Court filing concerning Pulaski County Special School District's (PCSSD's) budget and organization"],"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/1573"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["34 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1518","title":"Court filings: District Court, order","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1992-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational planning","School management and organization","School superintendents","Parents' and teachers' associations","Parents","Teachers","School employees","Student assistance programs","Education--Curricula","School discipline","Students"],"dcterms_title":["Court filings: District Court, order"],"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/1518"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["77 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_804","title":"Desegregation: ''Desegregation Plan,'' North Little Rock School District,","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992-04-29"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational law and legislation","Educational planning","School employees","School facilities","School improvement programs","School integration","Student assistance programs","School discipline"],"dcterms_title":["Desegregation: ''Desegregation Plan,'' North Little Rock School District,"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/804"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nDESEGREGATION PLAN North Little Rock School District April 29, 1992 North Little Rock School District Desegregation Plan Table of Contents History of NLRSD Desegregation Plan Introduction Section 1: Student Assignment Plan Section 2: Staff Recruitment Plan Section 3: Special Education Plan Section 4: Compensatory Education Section 5: Compensatory Programs Aimed at Dropout Prevention Section 6: Extracurricular Activities Section 7: Discipline, Expulsions and Suspensions Section 8: Gifted and Talented Education Section 9: School Construction and Inadequate Facilities Section 10: Desegregation Monitoring Page 1 Page 5 Page 7 Page 12 Page 16 Page 24 Page 37 Page 39 Page 41 Page 43 Page 46 Page 48 HISTORY OF NLRSD DESEGREGATION PLAN The desegregation plan approved by the Court of Appeals for the Eighth Circuit in its decision in Little Rock School Dist. v. Pulaski County Special School Dist. on December 12, 1990 (hereinafter \"NLR Plan'') is actually to be found in several documents beginning with its original submission in March, 1986 and culminating with the stipulation regarding compensatory education filed on October 25, 1989. The purpose of this document is to consolidate all the elements of the Plan into a single document for ease of reference. The NLR Plan was initiated by the filing on March 17, 1986 of the ''Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District\" (hereinafter \"March Plan''). The purpose of this initial submission was to address the interdistrict violations addressed by the Court of Appeals in LRSD v. PCSSD. The district court, however, required the NLRSD to provide a plan to address its intradistrict violations as well, and in response the NLRSD filed on October 14, 1986, its \"Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District\" (hereinafter \"October Supplement''). In its Order of February 27, 1987, the district court approved the NLR Plan as described in these two documents. Subsequently, some modifications to the NLR Plan were made either by petition to and approval by the district court or by operation of the settlement among the parties which has now been approved. The first modification occurred as a result of the NLRSD's motion of July 21, 1987 to add an addendum to the NLR Plan to address the impact of Acts 624 and 762 of 1987 which was approved by the district court by its Order of July 27, 1987. Copies of the Addendum and the district court's order have been attached as Addendum lE to Section 1 of the NLR Plan which addresses student assignment. The next modification occurred as a result of the NLRSD's \"Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School\" filed on July 20, 1988 (hereinafter ''NLR Secondary Reorganization'') and approved by the district court by its Order of September 1, 1988. This modification provided for the reorganization of NLRSD secondary Page 1 schools beginning in the 1990-91 school year and resulted in a single high school for the NLRSD with grades 9-10 at the former Northeast High School campus and grades 11-12 at the former Ole Main campus. Additionally, Central Junior High School was closed and the student assignment zones for the remaining three junior high schools for grades 7 and 8 redrawn to ensure comparable racial balance. These modifications were implemented at the beginning of the 1990-91 school year, i.e., August, 1990. The remaining modifications occurred as a result of the settlement among the parties. First, the parties agreed to the NLRSD's \"Petition to Modify NLRSD's Desegregation Plan\" (hereinafter \"NLR 2/ 89 Petition') submitted to the Special Master in February, 1989 and incorporated into the parties' ''Interdistrict Desegregation Plan\". The provisions of the Petition dealing with interim efforts to desegregate Lakewood Junior High School pending the secondary reorganization to be implemented in the 1990-91 school year were satisfied and are no longer applicable since the secondary reorganization has now been accomplished. The other provisions of the Petition have now been incorporated into the NLR Plan. The final modification of the NLR Plan occurred as a result of the \"Stipulated Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies\" (hereinafter ''NLR Comp. Ed. Stip.') filed on October 25, 1989 which satisfied paragraph VIII D. of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989) requiring a description of the compensatory education programs to be implemented by the NLRSD with funds to be received from the Settlement Agreement. This Stipulation also gave effect to and now supersedes that portion of the original NLR Plan which described additional compensatory education programs which could be implemented only with additional State funds. In organizing the original NLR Plan and these modifications into a single plan document, the March Plan has been used as the base document. Thus, Sections 1, 2 and 3 of the October Supplement, which involve the same topics as Sections 1, 2 and 3 of the March Plan, have been relabeled Sections IA, 2A and 3A and placed immediately after Sections 1, 2 and 3 respectively of the March Plan language. Sections 4 through 9 of the October Supplement have then been added as Sections 4 through 9 of this consolidated plan document. The addenda which immediately followed the respective sections of the March Plan and October Supplement have been moved to a separate volume for attachments. Commentary is included through the use of footnotes or parentheticals. Page 2 These steps were taken to minimize the amount of editorial change and to retain as much of the original language as possible since that is the language approved by this Court and the Court of Appeals. Page 3 PLAN FOR IMPLEMENTING THE REMEDIAL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS IT APPLIES TO THE NORIB LITILE ROCK SCHOOL DISTRICT Page 4 INTRODUCTION In its decision of April 13, 1984, this Court found the North Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification of North Little Rock neighborhoods. 2. Blacks were underrepresented on the administrative staff and teaching faculties of the NLRSD schools. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. 4. The NLRSD has failed to have blacks coaching at the senior high school level. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Furthermore, the NLRSD classified white students as '1earning disabled\" while blacks were classified as \"mentally retarded.\" 6. Blacks were underrepresented in the NLRSD's gifted and talented program. 7. A disproportionate number of blacks drop out of school. 8. Blacks were disproportionately expelled from school. 9. The NLRSD does not provide adequate compensatory education programs for black students. 10. A disproportionate number of black students were bussed in the NLRSD with 1ess than satisfactory desegregation results.\" However, only four of these violations were found to have had a continuing interdistrict effect. Specifically, the NLRSD \"(a) failed to assign blacks to its central administration or to high school principalships and coaching positions\n(b) concentrated whites in schools north of Interstate 40 and blacks in schools south of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (d) failed to apportion the burdens of transportation equally on black and white students.\" Id. at 353, Paragraph 10. The NLRSD's remedial plan, submitted as NLRX R-1, was directed toward remedying those segregative acts determined to have interdistrict segregative effects and did not address those violations which were intradistrict in their effect under the assumption that remedial Page 5 efforts directed to intradistrict violations would be addressed in proceedings in Davis v. Board of Educ. of NLRSD. The Court, however, directed that North Little Rock supplement its remedial plan in the present case to address the intradistrict violations that were not determined to have an interdistrict effect and that is the purpose of this document. Page 6 SECTION 1: STUDENT ASSIGNMENT PLAN History of Storm Plan Elementary students within the District are assigned according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial make-up represents the racial make-up of the District. This plan is based on two primary premises: first, that it accomplish total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible, students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. Elementary Schools The North Little Rock School District desegregation plan, approved by the Court of Appeals, see Davis v. Board of Ed., (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed., Order (May 12, 1978), incorporates the following features': 1. Since the total student population of the elementary schools in the North Little Rock School District is approximately 42 percent black and 58 percent non-black students, each elementary school in the district must have a student population which approximates as nearly as is feasible these percentages. 2. To assure that each school will have a student population which is composed of approximately 42 percent black students and 58 percent non-black students, schools are placed in groups so that students within each group can be assigned to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA. 3. Children entering the first grade after May 1, 1978, as well as all children entering the district from another school district after May 1, 1978, will enter the District pupil assignment plan according to the last name of the child shown on his official 1Statistics in this section reflect the school population of the NLRSD in the 1985-86 school year since this part of the Plan was submitted in March, 1986. As of October 1, 1990, the elementary student population in the NLRSD was 492% black and 50.8% non-black. Page 7 birth certificate (or his previous school record if he is entering from another school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed .. 5. Black students living in predominately white areas and white students living in predominately black areas are not bussed or transferred. The questions and answers concerning the District's student assignment plan (Addendum lB) are published in August of each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student population in the District have a racial composition within 25% of the racial composition of the District as a whole. The NLRSD has 4,620 elementary students of whom 2,467 (57.9%) are non-black and 1,793 (42.1 %) are black. Thus, in order to meet the . 25% standard, each school must have a non-black population between 42.4% and 73.4%, i.e., 57.9% ._ 155%. All the elementary schools in the District were in compliance with this standard when the Court approved the NLR Plan in 1987: LRSD v. PCSSD, 659 F Supp 363,367 (E.D. Ark. 1987). Junior High Schools Junior high schools, grades seven and eight.2 are also assigned by zones. Each junior high school reflects the racial make-up of the District. These zones will be changed, if and when necessary, to maintain the racial balance within the District. Senior High Schools For twenty years, the NLRSD had two senior high schools - Northeast and Ole Main. Beginning in the 1990-91 school year, however, these schools were consolidated into a single school - North Little Rock High School - with two campuses. All students grades 9-10 are assigned to the east campus (formerly Northeast High School) and all students grades 11-12 are assigned to the West campus (formerly Ole Main). Voluntary Transfers Between NLRSD and PCSSD 2As a result of the NLR Secondary Reorganization, 4 JDR 910, Central Junior High School was closed. The remaining three junior high schools were converted to grades 7-8 rather than 8-9 and their attendance zones were redrawn to ensure racial balance. The language of this subsection has been modified to reflect these changes. Page 8 To aid in the desegregation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County Special School District will cooperate in each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to attend NLRSD schools on a voluntary basis provided no transfer negatively affects the desegregation status of any NLRSD or PCSSD school. Communication of Anticipated School Enrollments Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. Interdistrict Transfers of Teachers' Children In the 1987 Legislative Session, the Arkansas General Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached as part of Addendum lE, 3 directs that no school district may permit or accept transfers of students from other school districts if either school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subject to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 1987, copy attached as part of Addendum lE, which states that \"the children or wards of anyone who is a public school teacher in one school district ... and a resident of another school district ... shall be entitled ... to attend school in either ... district ... \". This is seemingly inconsistent with the \"no transfer\" requirements of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent conflict. 3While Addenda lC and lD have been deleted, this has been designated lE to avoid any possible confusion. Page 9 In Opinion No. 87-190, copy attached as part of Addendum lE, the Attorney General opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the NLRSD has no discretion regarding the admission of the children or wards of non-resident teachers and this situation could result in an interdistrict segregative effect on the racial composition of the LRSD and NLRSD. Specifically, the NLRSD has 578 teachers of whom 141 live in the LRSD, the great majority of whom are white.4 Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teachers' children has been minimal and the race of those applying has been so balanced as to have no adverse effect on either school district involved. However, to protect against the potential adverse interdistrict effect that such enrollment makes possible, the NLRSD will report to the Court annually regarding the number and race of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district in which they reside. Should a problem develop, the NLRSD will ask the Court for relief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No. 87-190. 4These numbers were accurate as of July, 1987 when the Addendum was submitted to the court for approval. Page 10 SECTION IA: STUDENT ASSIGNMENT Section 1 of NLRX R-15 addressed issues relating to student assignment and established a plan for assigning students in the NLRSD which remediated any concentration of whites and blacks north and south of Interstate 40 and achieved a racial balance in each school well within the standard of plus or minus one fourth of the District-wide racial make-up. These student assignment provisions were not criticized at trial or in the proposed findings submitted by the parties and the NLRSD believes these provisions fully remediate the effects of any violation related to student assignment.6 5NLRX R-1 is the March Plan. 6The Court held in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that all deficiencies related to student assignment had been corrected. Page 11 SECTION 2: STAFF RECRUITMENT PLAN The Eighth Circuit directed the North Little Rock School District to develop a plan to comply with earlier decrees regarding increasing the representation of blacks as principals and administrators in the North Little Rock School District. To ensure that a greater number of black applicants are attracted to teaching positions which would improve the pool of qualified applicants for administrative positions, and in order to meet the standards set by applicable law, the North Little Rock School District proposes the following components of a comprehensive recruitment plan for furthering the number of black administrators. Internal Activities 1. The District will develop a budget that anticipates activities related to all components of the plan and provides the necessary funding for these activities. 2. North Little Rock School District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. 3. Periodically, the North Little Rock School District will conduct an interest survey among its teachers and administrators with the purpose of identifying those individuals who would be interested in advancement to administrative or principal positions. College and University Contacts Colleges and universities are perhaps the best source of qualified applicants for teaching positions. Therefore, the District will contact these institutions for the purpose of recruiting qualified black applicants. 1. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 2. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 3. The district will contact those institutions identified in paragraphs 1 and 2, as well as others, using a letter of introduction (Addendum 2A) and will provide them with a brochure containing brief information about the District, occupational opportunities and employee benefits\nan Equal Opportunity Employer statement\nand a kit containing other pertinent information. 4. District personnel will visit those teacher training institutions expressing interest, with special emphasis on established career days or special events sponsored by the Page 12 institutions and with special attention given to institutions that have historically produced greater numbers of black educators. 5. District personnel will attend visitation seminars at interested institutions at times agreed upon by the institution and the District. Prearrangements and announcements would be made through the appropriate officials at the institutions. 6. The District will develop appropriate materials for distribution to institutions and their interested students, including an introductory letter (Addendum 2B)\na description of employee benefits (Addendum 2C)\na District brochure (Addendum 2D)\nan application\nspecific informational items on teaching, coaching, and administrative positions\nnotices on current job vacancies\na schedule of visitations and seminars\nand the brochure described in paragraph 3 above. Community Activities Another excellent source for recruitment can be found in community programs and activities. To this end, the District will ensure that its participation in community programs and activities is consistent with its commitment as an equal opportunity employer. 1. Black community leaders will be invited to talk with the North Little Rock School District concerning the employment of black administrators. 2. The District will also contact community organizations, such as the Urban League of Greater Little Rock, which provide employment referrals for black professionals. Professional Associations Placement services provided by professional associations for their members is an additional method of recruitment. 1. The District will identify those educational organizations which could serve as a source of black applicants for administrative positions. 2. The District will contact those organizations which provide employment information and will provide them with relevant materials regarding employment with the NLRSD. 3. Where appropriate, District personnel will attend regional or national conferences sponsored by professional associations for the purpose of recruiting administrative personnel. Other Outside Activities 1. Recruitment activities will be administered by those fully aware of the District's nondiscrimination and equal employment opportunity policies. Page 13 2. Recruitment programs may be held in hotel/ motel conference rooms in cities considered a promising source of applicants - for example, Memphis, Tennessee\nJackson, Mississippi\nBaton Rouge, Louisiana. Such programs would be preceded by extensive local publicity. 3. It will be the policy of the North Little Rock School District to notify in writing all recruitment sources and to state in all recruiting materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer\". 4. The District will produce a 10-minute slide show or videotape presentation describing the District and occupational opportunities in the District for use at recruitment sites. 5. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. Page 14 SECTION 2A: STAFF RECRUITMENT PLAN In Section 2 of NLRX R-17 the NLRSD enumerated the steps it will take to improve the recruitment and selection of black faculty and staff. Included in these are job posting and an employee interest inventory intended to improve promotional opportunities for black employees, with particular emphasis on placing blacks in administrative and principal positions. These efforts are all related to remediating violations 2 and 4 which related to the underrepresentation of blacks in administrative, teaching, principal and coaching positions. At trial, there was criticism of the failure to provide for numerical goals and timetables. In the NLRSD's Proposed Findings of Fact and Conclusions of Law, the District addressed this criticism by incorporating requirements that the District develop numerical goals and timetables. A labor economist will be employed to conduct an analysis of the pool of qualified applicants in the relevant labor market for each job classification.8 In addition, the vacancies in the District for the last five years, anticipated new positions and positions it is anticipated will be eliminated will be considered in determining the vacancies reasonably anticipated in the future. The availability data and vacancy information will be utilized in developing reasonable goals and timetables for each classification. When fully implemented, the NLRSD believes these recruitment efforts and selection goals will fully remediate any violations related to the underrepresentation of blacks in administrative, teaching, principal or coaching positions. 7The March Plan. 8This labor market analysis was completed in 1988 and submitted to the Special Master. See 5 JDR 1451-78. Page 15 SECTION 3: SPECIAL EDUCATION PLAN Introduction The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 and Arkansas Act 102 of 1973. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with the classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional practices related to its mental retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant changes have been implemented in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement and Appeal Procedures: For Special Education and Related Services (Ark. Dept. of Educ. 1985), hereinafter referred to as \"Referral Procedures\", and Program Standards and Eligibility Criteria for Special Education (Ark. Dept. of Educ. 1985, hereinafter referred to as \"Program Standards\". With these factors in mind, the North Little Rock School District proposes the following plan for implementing a race neutral special education program. Strict Adherence to Procedural Safeguards Required by State Guidelines The Arkansas Department of Education, and the Regulatory Agency Responsible for the enforcement of the Education of the Handicapped Act of 1975, PL. 94-142, has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981) and ''Program Standards\" (1981) contained in NLRX 28. Page 16 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. Due Process Protections In ''Referral Procedures\" (1981 and 1985), the Department of Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3C. For a complete understanding of all the details of these procedures, one is referred to the procedures themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child maybe done. 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federal regulations, the NLRSD provides the parents of children being evaluated with a list of independent agencies who provide assistance to parents in this process. See Addendum 3D. 4. No child can be placed in a special education program without either parental consent or court order. 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies. See Addendum 3E. While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. Finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. 7. In any appeal, the burden of proof as to any placement is upon the school district. Page 17 8. The NLRSD advises parents of these rights in writing at the beginning of the referral and evaluation process. Safeguards Against Improper Use of Test Instruments In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer. c. Include materials tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educational program for a child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certificated educational examiner, licensed psychologist or licensed psychological examiner. State Regulations Specify Which Tests May be Used in Mental Retardation Assessment In furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its ''Program Standards\" specifies by name, which tests may be validly used for what purpose. This is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards\" (1985). Page 18 The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. Adoption of Alternative Assessment Procedures and Instructional Practices Specifically Designed to Avoid Overrepresentation of Minority Students in EMR Programs In addition to maintaining its compliance with all State and federal regulations governing special education, particularly those provisions designed as safeguards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to address the problem of overrepresentation of minority children in EMR programs. Cantalician Study9 In 1984, the Cantalician Foundation, published a booklet entitled \"Technical Assistance on Alternative Practices Related to the Problem of the Overrepresentation of Black and Other Minority Students in Classes for the Educably Mentally Retarded\" (Cantalician Foundation, Inc.: 1984). (Addendum 3F\nhereinafter referred to as \"Cantalician Study\"). This publication was commissioned by the Office of Civil Rights, United States Department of Education in an effort to provide technical assistance to state and local educational agencies in the reduction of the overrepresentation of minority students in EMR programs. As a result of its study, the Cantalician Foundation identified six alternative instructional practices, two alternative referral practices and two alternative assessment practices which appeared to be effective in reducing minority placement in EMR classes. The alternative instructional practices were endorsed by the Foundation because, if implemented successfully, they would enable some students at risk of EMR placement to improve their performance to the extent that referral for special services would not be necessary. The six practices identified were: 1. Direct Instruction with DIST AR 2. Exemplary Center for Reading Instruction 3. Precision Teaching 9Source: March Plan, 2 JDR 123. Page 19 4. Peer Tutoring 5. Adaptive Learning Environment Model 6. Computer Assisted Instruction 10 At page 7-8 of its March Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented - DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DIST AR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Addendum 3J). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data 10 A detailed description of these practices is contained in the Cantalician Study attached hereto as Addendum 3F and will not be repeated here. Page 20 is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students.11 Cantalician Study - Alternative Assessment Practices The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program 2. Rapid Exam for Early Referral and Classroom Learning Screening 3. Reclassification and Declassification 4. Interactive Model for Professional Action and Change for Teachers The alternative referral and assessment practices listed above will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices. Other Alternative Practices In addition to the alternative instructional practices endorsed by the Cantalician Foundation, the NLRSD has also implemented a Chapter I Project for Elementary schools designed to identify children in grades K-2 who lack the basic learning skills necessary for successful performance in the regular classroom. Teacher aides are assigned to the regular classroom specifically for the purpose of working with the students in this program and provide these students with intensive, individualized instruction designed to develop the learning skills needed. When successful this program avoids the need to place a student in a special education program and permits advancement through the normal curriculum. A more detailed description of this program is contained in Addendum 3G, entitled \"North Little Rock Public Schools: A Chapter I Project for Elementary schools\". Increased Review by Independent Parties State regulations provide that the Department of Education will conduct a review of each school district's special education program at least once every three years to determine \"Source: NLR Petition, 8 JDR 1741-43. Page 21 compliance with all State and federal regulations. The North Little Rock School District's last compliance review was completed on April 18, 1984 and the District was found to be in compliance. See NLRX 30 \"Monitoring Checklist and Compliance Letter\" attached as Addendum 3H. All suggested improvements were implemented by January 31, 1985. See Letter to Ark. Dept of Education dated 1/ 31/ 85 attached as Addendum 31. In addition to this regularly scheduled compliance review, the District will invite the following organizations to conduct in-service training and/ or periodic review of the district's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of Education As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's needs are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock School District will also appoint a committee whose members will include, but will not be limited to, parents, patrons, students, teachers, licensed examiners, counselors, principals, speech therapists and special education administrators which committee will be charged with reviewing student records and special education procedures and whose members will be asked to attend student conferences. Additionally, this committee will be asked to monitor all phases of the District's special education program and its compliance with State and federal regulations at least every 18 months. Page 22 SECTION 3A: SPECIAL EDUCATION The provisions of the NLRSD's plan for remediating violations related to the overrepresentation of blacks in special education programs is fully set forth in Section 3 of NLRX R-1. In its Proposed Findings of Fact and Conclusions of Law, the NLRSD did provide that the District would maintain records sufficient to identify and tabulate separately the total number of students by race in each school and grade level and by type of placement who are (a) referred for consideration for placement in a special education program\n(b) evaluated for such placement\nand (c) actually placed in a special education program. This data will be maintained in the central administrative offices although separately from each student's individual file. This data is to be reviewed by the central administrative staff and reported to the Court annually. Furthermore, it is suggested that the Arkansas Department of Education monitor compliance with all classification procedures and safeguards on an annual basis rather than once every three years. Also, the NLRSD would establish an intradistrict review committee to monitor the District's special education programs and, particularly, its classification procedures. The Joshua Intervenors may appoint a representative to this committee. Page 23 SECITON 4: COMPENSATORY EDUCATION The North Little Rock School District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The junior high program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular, and social. At the junior high level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines,junior high students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music, and band. Introduction to competitive athletics, student government, spirit clubs, and special interest organizations encourage self-\u0026lt;levelopment and preparation for high school. The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocational-technical skills offer a multitude of options to high school students. The District recognizes, however, that the regular curriculum is often insufficient in aiding disadvantaged students, particularly disadvantaged minority students suffering the effects of centuries of societal discrimination, to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculum which meets and exceeds state standards and which is structured to meet the varying individual needs of all students, the North Little Rock School District must address identified remedial needs of disadvantaged minority students. The District also recognizes that achievement disparity does exist between the black and white student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. Page 24 The following compensatory programs and compensatory components of programs will be provided to help students overcome the segregative effects of a nonunitary school system. Like the Little Rock School District, however, the North Little Rock School District lacks sufficient resources to implement all the compensatory programs it would like to have available and still provide a regular program of instruction which is educationally adequate. The District is aware that Little Rock contends that the State is obligated, pursuant to the Court of Appeals decision in this case, to provide additional funds to all three school districts for additional compensatory education. The NLRSD does not necessarily share this interpretation but should Little Rock's position be the correct one, there are compensatory programs beyond the District's present means which should be implemented if the State is obligated to provide the additional funding. Because of this ambiguity in the availability of resources, the NLRSD has provided two lists of compensatory programs. The first lists these programs which the District has implemented or will implement from its present funding base and without additional funding from the State. The second lists those compensatory programs the District would like to implement but cannot without additional State aid. Programs Implemented Without Additional State Assistance Early Childhood Program Kindergarten programs will be implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. Two diagnostic tests, the Boehm-R Test of Basic Concepts and the Early Prevention of School Failure Test, will be administered to all kindergarten children at the first of each school year. The Boehm test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. Teachers will use the data from these two tests to design a prescriptive learning program for each child. They will assume the responsibility for implementing the instructional learning programs. Intensified Instruction At levels kindergarten through second grade, teacher aides will be assigned to assist teachers in providing learning experiences for selected students who exhibit deficiencies in reading, language, and basic concepts. Third grade students in selected schools will also receive special instruction from paraprofessionals. Page 25 The paraprofessional will provide supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis. The instructional lessons provided by the paraprofessional will be correlated with the instructional lessons provided by the teachers. Basic Skills Instruction The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis will be placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. 1. PACIR By the end of the 1991-92 school year, a curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) will be developed to insure that classroom learning meets the expectations of parents and students. In this program, objectives will be developed\nstudents' progress will be measured\nstudents' needs will be identified\nand programs, practices, and resources will be adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District will continue to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. 2. Early Childhood Program By the end of the 1991-91 school year, first and second grade students, as well as third grade students in selected schools, who have identified reading deficiencies will receive supplemental reading instruction as described in the Early Childhood section. This instruction will be in addition to the regular reading instruction and will be planned and directed by the classroom teacher. The program will include one-to-one tutoring by a trained paraprofessional. 3. Additional Reading Instruction Generally, District elementary students will be involved in only one small group classroom instructional reading lesson per day. Selected elementary students will be involved in an additional reading instructional lesson per day. Students who are reading Page 26 below grade level and who are experiencing difficulty in reading will be prime candidates for this additional instruction. 4. Academic Skills Development Plans State Minimum Performance Tests will be administered to students at the third, sixth, and eighth grade levels. Teachers will work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests. Each individual student plan will include a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers will be required to indicate the date when mastery of each skill has been reached. 5. Remedial Reading at the Junior High School Level Remedial reading classes will be provided at each junior high school for students with deficiencies in reading. The classes will be staffed by reading specialists. Special emphasis will be placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. Pupil Services In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual, and emotional growth. The special needs of identified disadvantaged and minority students will be met in a variety of ways. 1. Guidance Services A guidance program will be provided in each school to aid students in educational, personal, social, and vocational development. All students will have access to a guidance counselor. The ratio for secondary schools will be one counselor for every 450 students. For elementary schools, the ratio will be one counselor for every 600 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. 2. Diagnosis and Prescription A comprehensive assessment program will permit the District to identify students who are having academic problems and to provide opportunities for them to experience Page 27 success. The assessment program will include standardized tests in grades 2-10\nMinimum Performance Tests in grades 3, 6, and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand health screening. Test data will be used in planning appropriate compensatory programs and services for students. Again, particular emphasis will be placed on the needs of minority and disadvantaged students. 3. Social Work A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home, and community and will assist students in overcoming academic, social, and behavior problems. 4. Homebound Services Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. Learning Resources 1. Library/Media Program The library/ media program is a key component of the instructional program. The District Instructional Materials Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand and enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance levels, learning styles, and interests, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantaged students as their specific learning needs are matched to appropriate learning materials. 2. Computer Assisted Instruction For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language, and mathematics, computer assisted instruction will be provided. Computer activities will be integrated into the instructional program so that classroom instruction will be reinforced by concentrated on-task learning on the computer. All schools will use computers and computer assisted instruction and computer managed instruction software. Page 28 3. Basic Skills Computer Laboratories Basic Skills Computer Laboratories have been established at Argenta Elementary School, Central Junior High School, and Rose City Junior High School. The basic skills computer laboratories provide supplementary computer assisted and computer managed instruction in reading, language, and mathematics for all students on a regularly scheduled basis. Utilizing IMPAC software and course materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly from this individualized program. Summer Learning Experiences To extend students' opportunities for the mastery of the basic skills and for enrichment, a program of summer learning experiences will be established. 1. Summer School for Secondary Students A summer school program will be offered on a tuition basis for students in grades 9-12. Students may elect to take remedial or enrichment courses. 2. Pilot Project for Eighth Grade Students During the summer of 1987, a pilot summer program funded by JTPA (Job Training Partnership Act) will be conducted to remediate the learning deficiencies of eighth grade students who did not pass the Minimum Performance Test. The procedure will be to assess learning deficiencies, plan for and provide individualized instruction, and utilize the best learning approaches available in a concentrated time frame. Transportation will be provided for the students. If the pilot project is successful and if JTPA continues to fund the project, the eighth grade summer school will be implemented each summer. Parental/ Community Involvement Parents will be encouraged to become informed about the District's educational program and involved in their children's instructional program. Opportunities for involvement will include: PT A\nChapter 1 Parent Advisory Committee\nDistrict committees such as Curriculum, Textbook, Discipline, Gifted, Special Education, and Six-Year Planning\nand local school committees such as Six-Year Planning, PTA, and NCA SelfStudy. Steps will be taken to assure that there is biracial participation in this committee work. Page 29 A part-time coordinator will work with Volunteers in Public Schools (VIPS) which serves as a vehicle to involve parents directly in the instructional process. Parents will serve as resource persons, do one-to-one tutoring for students not achieving mastery of the basic skills, and perform other volunteer tasks. Parents will be kept well-informed of their children's progress in school. Conferences will be scheduled at least twice each year for parents of elementary students and at least once each year for parents of secondary students. This parental involvement, while important for all students, is extremely critical to the success of many disadvantaged and minority students, and special attention will be paid to these students. Report cards will be issued at the end of each nine week grading period. Written interim progress reports will be sent home to parents if a student is making unsatisfactory progress. Parents will be asked to confer with teachers throughout the year concerning the student's progress. For minority students who are participating in other compensatory education programs extra steps will be taken to involve parents or guardians in the student's educational experiences. Through the Classmates Program, the business community will become more informed about and more involved in the educational process. Efforts will be made to extend Classmates, which provides the opportunity for a business and a school to become community partners, to all North Little Rock schools. Staff Development The North Little Rock School District Staff Development Program is designed to assist each staff member in performing at his/ her optimum level in every area of the total teaching act. The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) and Classroom Management Training. 1. Program for Effective Training The Program for Effective Training (PET) teaches the teacher the key elements which must be present in any instructional lesson if student mastery is to occur. A training cycle consists of: seven full days of instruction for the teacher\nfive practice lessons taught by the teacher while being observed by a trained observer\nand follow-up conferences by the observed and teacher. Since all present staff members have completed PET training, new teachers will receive the training each spring. Page 30 Students with learning deficiencies will profit as the instructional proficiency of teachers is increased. 2. Classroom Management Training In the training sessions, Classroom Management is approached as a matter of preparation, organization, and instruction. The program stresses that effective classroom managers are successful, not so much because they are more effective in responding to problems of inattention or disruption, but because they are more effective in preventing such problems. Each training cycle consists of two days of training for each teacher and three classroom observations. Following each observation, the trained observer confers with the teacher to commend areas of strength and to provide assistance in overcoming deficiencies in classroom management. All elementary teachers have completed this training. New elementary teachers and all secondary teachers will receive Classroom Management Training. Since many students who are encountering learning problems are often inattentive or disruptive, this program impacts positively on these students as teachers learn to manage classrooms more efficiently and effectively. Page 31 STIPULATED COMPENSATORY EDUCATION PROGRAMS TO BE IMPLEMENTED BY NORm UTILE ROCK SCHOOL DISTRICT Wim SETTLEMENT MONIES The programs listed below will be implemented with settlement monies pursuant to the Pulaski County School Desegregation Case Settlement Agreement, March, 1989, as amended. The District cannot presently implement these programs without funds from the Settlement Agreement due to the financial condition of the District. In its October, 1986 Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District, approved by the Court in its Order of February 27, 1987 the NLRSD described in Section 4: Compensatory Education, certain educational programs needed to address achievement disparity of black students which could be implemented only with additional funding from the State. With the settlement monies from the State, the NLRSD will now be able to implement those programs as described below. SETILEMENT PLAN FOR COMPENSATORY EDUCATION Programs to be Implemented with Settlement Monies I. Leaming Resources Goal: Provide technology based remedial basic skills instruction to reduce the achievement disparity between black and non-black students. A. Basic Skills Computer Laboratories The first priority of this Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/ reduced lunch program. Page 32 The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. B. Diagnostic and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive test and the use of the Curriculum Management software that IBM has under development or some comparable alternative. 12 The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of P ACIR objectives and diagnostic tests using the Curriculum Management software, individual education plans (IEP) will be made available for students. As technology progresses, the District goal is to provide individual educational plans to teachers and parents as a guide to enhance the students achievement level. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and releases the Curriculum Management software in early 1990. II. Pupil Services (and Program Monitoring) Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. Diagnosis and Prescription Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. 12IBM has withdrawn the Curriculum Management software and the status of its development and likelihood of release is unknown. The NLRSD is presently seeking a suitable alternative. Page 33 Beginning in year one of the Settlement Plan, the District will provide up to $5,000.00 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. m. Staff Development Goal: Provide teachers with additional skills and awareness which will more greatly involve minority students into the mainstream of classroom activities and reduce teacher preconceptions which might hinder learning by black students. A. Teacher Expectations and Student Achievement (TESA} Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. IV. Early Childhood Goal: To better prepare disadvantaged and minority four and five year old students for school success. A. Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Glenview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students is a component of the program. Page 34 One attendance zone will be added each year beginning in 1989-90 school year and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. V. Summer Learning Experiences Goal: Provide tuition grants and transportation to low socio-economic students to attend summer school. A. Summer School for Secondary Students To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be made available the second year of the implementation plan. B. Summer School for Elementary and Junior High School Students Goal: To enable low achieving students the opportunity to receive small group remedial instruction. Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings through both computer assisted and teacher directed instruction. Summer school activities are currently on-going for grades 1, 3, 6 and 8. An evaluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion for the second year of the implementation plan. VI. Basic Skills Instruction Goal: Provide remedial instruction for basic skills mastery to reduce achievement disparity between black and non-black students Page 35 A. Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed by a reading specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. B. Remedial Reading and Mathematics Supplementary Instruction at the Elementary Level Remedial reading and/ or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MA T-o) will be used as the evaluative instrument for grades 2 and 3. An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/ or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. VII. The implementation of the District's compensatory education programs will also be monitored by the State pursuant to Section III A of the Settlement Agreement and nothing in this plan is intended to limit that monitoring responsibility. Page 36 SECTIONS: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION In North Little Rock, as in any urban school district today, at least 25 percent of the students could be categorized as potential dropouts. Characteristics of these \"at risk\" students may include: poor self-concept, a high degree of frustration with school work, possession of values that are in direct conflict with those of the school, and difficulties in verbal and nonverbal communication. All compensatory programs address those symptoms, even at the early elementary level\nhowever, if the problems have not been corrected as the student enters the secondary schools, the risk of dropout intensifies. A number of intervention programs which address the \"at risk\" student will be implemented. Win Program The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being piloted at Lakewood Junior High School during 1986-87. If the program is successful, it will be implemented in other secondary schools. The intent of the program is to provide an intervention process that involves the student, parent, and school personnel. This intervention process will be especially beneficial for disadvantaged students. Student Assignment Classes (SAC) Student Assignment Classes (SAC) will be established for on-campus suspension of secondary school students. Students involved in this program will continue academic work under the supervision of the SAC teacher during the time of suspension. Alternative School Suspension to the North Little Rock Boys Club is an alternative to out-of-school suspension that will be provided for selected secondary school students. This program will be available for students whose behavior is unmanageable both at school and at home and who cannot function in the on-campus suspension program. Students involved in this program will continue their academic work, and receive counseling services at the Boys Club Alternative School. Vocational Services Compensatory services in the area of vocational education will also be provided through the Carl Perkins Project, which is specifically targeted for students who are potential dropouts. Page 37 An individualized written vocational plan will be completed for each student identified for inclusion in this program. Services will include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students in the most appropriate vocational courses. Student Attendance When possible, parents of senior high school students will be notified each day that a student is absent from one or more classes. To aid in this effort, an automatic phone calling system will be installed in each of the senior high schools. A computer will call the home of each absentee at night and ask for a response from a parent. Follow-up calls will be made the next day by school personnel. Page 38 SECTION 6: EXTRACURRICULARA CTIVITIES The North Little Rock School District recognizes that clubs and student organizations are an important part of the total educational experience for students. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership in student organizations and clubs shall not be restricted on the basis of race, sex, national origin, or other arbitrary criteria. Further, entry shall not be by decision of the current membership of the organization. Eligibility requirements for participation in cheerleading, drill teams and athletic activities are determined by the Arkansas Activities Association. Other extracurricular activities and/ or organizations related to special interests or subject areas do not have a minimum grade requirement, except those clubs and organizations that are governed by charters from parent organizations. In order to assure greater participation by minority students the following actions will be taken: 1. Principals, counselors, sponsors, and teachers will inform and encourage minority students to become more active in all extracurricular activities. 2. Schools will publicize and inform minority students and their parents well in advance of the selection process so that they will know what to expect and when to apply. 3. All selection committees will be biracial in make-up. 4. The District recognizes that one impediment to minority participation in extracurricular activities is the lack of transportation before or after normal school hours. Unfortunately, the NLRSD lacks the resources to provide extracurricular transportation for its students and, therefore, has requested that the Court direct the Department of Education to provide such transportation, not only for majority-to-minority transfer students but for all students. Absent funding by the State, however, the NLRSD will be unable, with its present resources, to provide such additional transportation and still provide a regular program which is educationally adequate. 5. Principals and sponsors will monitor participation in all extracurricular activities and, where such participation is racially identifiable, special efforts will be made to promote minority participation in any such racially identifiable clubs and/ or organizations. Page 39 6. The District will annually review try-out procedures and eligibility requirements to identify and eliminate any practices that discourage or adversely affect minority participation. 7. Each school will prepare a summary report for all clubs, organizations and other extracurricular activities reflecting the racial composition of the officers in each activity, the total membership, and all those who tried out or sought membership. This report will be prepared in April of each year which provides sufficient lead-time to permit planning, publication and recruitment of minority participation for the following year. See Addendum 6A. These reports will be compiled in a District summary for all extracurricular activities which will be completed and presented to the Board of Education at its May meeting each year. Page 40 SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS Disciplinary polices are periodically reviewed to ensure fundamental fairness and the absence of bias. In this effort all District policies relating to student conduct and discipline were revised in the 1985-86 school year. See Addendum 7 A. To ensure that parents and students are advised of expected student conduct, bases for discipline and all disciplinary procedures including any right of appeal, District-wide handbooks were developed in the 1985-86 school year and given to each student. Students are annually required to have their parents read the handbooks and sign a statement acknowledging that both the parents and the student have read the handbook. Additionally, the handbook is reviewed with the students in all schools during class time. Suspensions The NLRSD student population is 40% black and 60% white.13 In the 1985-86 school year 48% of those students suspended were black. While the District does not believe this is significantly disproportionate, it has taken additional steps to ensure fairness and the absence of bias. First, as discussed above, it has revised its policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. Second, each suspension is reviewed by the Assistant Superintendent for Student Affairs and the Superintendent to ensure that District policies are followed.- Third, a summary of suspensions showing the number and race of students suspended in each school will be compiled by the Assistant Superintendent for Student Affairs and will be provided to the Board of Education at its July meeting each year. A review of all suspensions will be conducted for any school that has a disproportionate number of suspensions of minority students to ensure that race has not been a factor in the suspensions. Expulsions The North Little Rock School District has expelled only twenty students during the last three years. 14 Of this number ten have been black. Seventeen of these expulsions have been because of serious offenses relating to drugs or the possession and/ or use of weapons. Given 13This was the population in 1985-86. 14The data in this section were accurate as of the 1985-86 school year. Page 41 the very small number of expulsions and the extreme seriousness of the offenses involved, the District believes that any violation relating to expulsions has been corrected. Further, all expulsions are made by the Board of Education and then only after a hearing. Page 42 SECTION 8: GIFTED AND TALENTED EDUCATION The Court based its determination that the NLRSD denied black students access to its program for gifted and talented students on data from 1980. Since that time, significant changes have been made in the District's identification procedures designed specifically to improve the identification of gifted minority students. These efforts, which are detailed below, have been described by Dr. Emily Stewart, an expert in gifted and talented education, as comparing favorably with the state of the art for identifying minority gifted students. She also testified that the referral and placement of minority children in the NLRSD gifted program for the 1983-84 school year, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. Callahan/ Treffinger Study During the 1982-83 school year, the District's concern was the identification of all gifted students, but an overriding concern was the identification of the culturally disadvantaged. Through a Title IV-C Grant, the District was afforded the opportunity to hire two consultants in the field of gifted education, Dr. Donald Treffinger from State University College at Buffalo, New York, and Dr. Carolyn Callahan, University of Virginia. The plan was to develop a methodological case-study/ placement procedure. The case-study method provides information from a variety of sources and also summarizes strengths and weaknesses for instructional programming. Dr. Callahan evaluated the District's case-study placement procedures. She found that although the identification of minority students was uneven across the District, the selection of minority students had increased by43% districtwide. Recommendations in Dr. Callahan's study were used by the District to implement other strategies to increase identification and selection of culturally different students as well as to even out the process across the District. Creative Positives for Identifying Disadvantaged Youth During the same year, the District utilized the \"Creative Positives of Disadvantaged Youth and Children,\" by E. Paul Torrence. See Addendum 8A. The District also adopted the Torrence Test of Creative Thinking. This test has been even more useful in discovering giftedness among the culturally different. The District continues to use the test, and special scoring of strengths is used in the creativity test for purposes of screening and identification of culturally disadvantaged students. Page 43 Multiple Referral Sources As a safeguard against bias, nominations for placement in the gifted program are sought from a wide variety of sources including parents, other students, and the individual student himself or herself as well as from teachers and principals. This ensures that everyone who might see a different facet of the nominated student perhaps not seen by others is encouraged to nominate that student if he or she feels the student might be gifted. Multiple Placement Criteria Student placement decisions are based on multiple criteria. See Addendum 8B. No single criterion or cut-off score is used to exclude a student from placement. Teacher ratings may override poor test scores\nhowever, good normative information may outweigh negative teacher ratings. Creative Positives Among the Culturally Different by E. Paul Torrence is used to assist in identification of the culturally different. Group Decision-Making Another safeguard against bias and a further assurance that no student is overlooked lies in the fact that no single individual makes a placement decision. Each school has a case study/ placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two classroom teachers. On the elementary level, one teacher is primary\nthe other is intermediate. On the secondary level, one classroom teacher is a current teacher of the student being referred. The principal is responsible for the total process and serves as chairman of the case study/ placement committee. The resource teacher of gifted and talented will be actively involved in the committee work. The supervisor of gifted and talented assists as needed. No single person can decide to place or not to place a student. Parental Involvement and Appeal Parents are involved throughout the referral and placement process. They are invited to refer their children for placement. They are required to complete the Parent Questionnaire, Addendum 8C, which is an important source of information not obtainable by other means. They meet with the case study/ placement committee concerning placement recommendations. Finally, parents have the right to appeal the decision of the case study/ placement committee to the Director of Elementary or Secondary Education. The Director and the Supervisor of the Gifted and Talented Program then review all identification instruments, Page 44 Addendum 8B, and meet with the parents to review all placement criteria. If an error has occurred an appropriate correction will be made. Monitoring and Intervention Reports are submitted to the Central Administration showing the race and grade of all students referred and placed in the gifted programs in each school. Where there is an unevenness of nominations, referrals, and placements of the culturally disadvantaged students, the permanent folders are carefully examined by the Supervisor for Gifted and Talented Education. As a result of such additional reviews, minority students who might be gifted are identified and follow-up procedures are initiated to observe and document the student's actions which would justify referral, evaluation and possible placement. Also, additional in-service training regarding the use of the creative positives in identifying minority gifted students is conducted for teachers in those schools. Page 45 SECI10N 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES The North Little Rock School District was established in 1901 with all students housed in a single building. As the population increased during the next several years, schools were added to accommodate student growth. The District made an early commitment to neighborhood schools as evidenced by the relatively small size and geographic location of school buildings. Such commitment prevailed until recent times. Constructed in the 1950's, the Belwood Elementary School, for example, contains only seven classrooms and small spaces for library, offices, and cafeteria. Most elementary schools were originally designed to house two hundred or less pupils. Almost all of the existing school facilities have been expanded since their original construction. Although facility expansion has increased pupil capacity in most North Little Rock Schools, the neighborhood school concept has remained evident in the location of elementary schools. No elementary pupil within the District is assigned to a home school which is located two or more miles from his place of residence. From its inception in 1901 until the 1969-70 school year, student population grew at a steady rate until reaching the all-time high of 14,000. Since the 1969-70 school year, student population has, consistently declined. The October, 1986, enrollment was 9,686 students, an overall decrease of 4,414 since 1969-70. Through its history, various school facilities have come into and gone out of existence. During the 1970-71 school year, elementary and secondary students attended school on twentyeight separate school campuses. Twenty-three regular schools and two special schools currently serve students in the twenty-six square mile district. Beginning with the 1972-73 school year, all North Little Rock schools have been fully integrated in accordance with the \"Storm Plan\" approved by the Federal District Court (Judge Henley). Attendance zones have been established and racial quotas established to ensure that the racial composition in all elementary and secondary schools is within plus or minus twentyfive percent of the percentage of the minority school population. Beginning with the rebuilding of Amboy Elementary School (fire) in 1970, the North Little Rock School District has sought Court approval of all openings, closings, and additions to school facilities. The most recent such action was a request (granted) to close the Levy Elementary School prior to the 1985-86 school year. Page 46 In light of the declining to stable student population, it does not appear likely that new school construction will be necessary in the near future. If new facilities or additions to existing facilities become necessary in the future, the District shall rely on the standards contained in Swann v. Charlotte-Mecklenburg Bd. of Educ. (1977). The overall condition of school facilities in the North Little Rock School District is excellent. A rather well-financed maintenance program has kept facilities in a very serviceable and attractive condition. This is evidenced by the fact that since the 1982-83 school year every school in the District has been reviewed as part of the ongoing North Central Accreditation process and all have satisfied NCA standards. No building is in need of major renovation. All buildings are well ventilated and heated. Over fifty percent of the students attend school in airconditioned facilities. The overall condition of buildings shows only minor variations throughout the District. Certainly, no building condition bears a relationship to its geographical location within the District. Page 47 SECTION 10: DESEGREGATION MONITORING 1. It will be the responsibility of the District's Desegregation Team to monitor progress toward accomplishment of tasks included in the District's Desegregation Plan. 2. The District Desegregation Team will consist of the Superintendent, Assistant Superintendents, and one member of the local Board of Education appointed by the President and approved by the Board. 3. The Assistant Superintendent for Personnel will serve as Chairman of the District Desegregation Team. 4. The District Desegregation Team will meet at least once each month to review specific tasks included in the District's Desegregation Plan. 5. All administrators assigned responsibilities for implementing the desegregation plan will regularly report to the District Desegregation Team .  6. The District Desegregation Team will design a detailed reporting/ monitoring system describing the information to be collected and reported, the format of reports and the frequency of reports. 7. Each school will establish a desegregation team to review campus desegregation activities. 8. School Desegregation Teams will consist of the principal, teachers, patrons (and students at the secondary level.) 9. School Desegregation Teams will meet at least once each quarter and report their findings to the District team. 10. The District Desegregation Team will routinely review all monitoring reports and will report to the School Board the status of the District's plan. 11. The District Desegregation Team will seek advice from the Arkansas Department of Education, other agencies and individuals when problems necessitate technical assistance. Page 48 Addendum lA Addendum 1B Addendum lE Addendum 2A Addendum 2B Addendum 2C Addendum 2D Addendum 3C Addendum 3D Addendum 3E Addendum 3F Addendum 3G Addendum 3H Addendum 3I Addendum 3J Addendum 6A Addendum 7A Addendum BA Addendum 8B Addendum BC APPENDIX TABLE OF CONTENTS NLRSD Racial Count as of 10/1/85 Questions and Answers Addendum to Section 1 Notice Regarding Applicants Notice Regarding Positions. Schedule of Benefits NLRSD Brochure Due Process Steps for Appraisal . NLRSD Special Services Dept. List of Agencies 63 Cantilician Study 69 . Chapter I. Project 101 A.D.E. Monitoring Checklist Letter to Arkansas Dept. of Educ. Recommendations Activities Report Policies and P=ocedures Gifted/Talented Program Instruments of Identification Parent Questionnaire . . . . . .. 1050 1051 1054 1064 1065 1066 1069 1080 1112 1113 1119 1151 1168 1191 1197 1198 1200 1228 1238 1239 SCHOOLS GROUP A LAKEWOOD CRESTWOOD BELWOOD PINE TOTALS GROUP B PIKE VIEW ARGENTA TOTALS GROUP C GLENVIEW LYNCH DRIVE TOTALS GROUP D AMBOY INDIAN HILLS SEVENTH STREET BOONE PARK TOTALS GROUPE PARK HILL NORTH HEIGH'l'S REDWOOD TO'fALS GROUP F MEADOW PARK ROSE CITY TOTALS BARING CROSS* DISTRICT TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDING KINDERGARTEN STUDENTS NONBLACK No. ( % ) 143 (63.6) 100 (57.l) 61 (55.0) 93 (53.1) 397 (57.9) 234 (60.6) 97 (53.9) 331 (58.5) 104 (58.8) 123 (51.0) 227 (54.3) 172 (58.l) 209 (63.5) 169 (57.1) 239 (54.8) 789 (58.1) 116 ( 61. 7) 238 (63.2) 133 (54.1) 487 (61.0) 117 (56.5) 116 (53.5) 233 (55.0) 3 (30.0) 2,467 (57.9) BLACK No. ( % ) 82 (36.4) 75 (42.9) 50 (45.0) 82 (46.9) 289 (42.1) 152 (39.4) 83 (46.1) 235 (41.5) 73 (41.2) 118 (49.0) 191 (45.7) 124 (41.9) 120 (36.5) 127 (42.9) 197 (45.2) 568 (41.9) 72 (38.3) 127 (34.8) 113 (45.9) 312 (39.0) 90 (43.5) 101 (46.5) 191 (45.0) 7 ( 70. 0) 1,793 (42.1) ADDENDUM lA TOTALS 225 175 111 175 686 38 6 180 566 177 2 41 418 29 6 3 29 296 436 1357 188 365 246 799 207 217 424 10 4,260 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped. QUESTIONSA NDA NSWERS ADDENDUM 18 CONCERNINTGH E REVISEDE LEMENTARSYC HOOLD ESEGREGATIOPNL AN FOR THE NORTHL ITilE ROCKS CHOOLD ISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the district on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in the spring to achieve the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to prevent st~dents from having t0 wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered time schedule causes only slight differences in school schedules. 4. Q. Can a student avoid being transported if he/she attend~ a private school during the year(s) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attendar.ce zone where he will be residing. If a student attends a private school during the years(s) he is to be bused he is auto~aticallv buse~ ~hen ~e ret~,~s to the ~orth Little Rock Puhlic Schools. S. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. 'No stops will be made to receive or discharge pupils at any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the district's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q, When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend Indian Hills, Some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will now attend Redwoor.. 9. Q. How were the groupings of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrollment of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such that their race is in the minority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the district to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much individual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis. . ADDENDUMlE FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JUL 211987 IN THE UNITED STATES DISTRICT COl.IB:\\RRL. BRENTSC LERK EASTERN DISTRICT OF ARKANSAS ' WESTERN DIVISION Sy: _____ :-:--:--- orP.cLrRK LITTLE ROCK SCHOOL DISTRICT PLAHlTifF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al ADDENDllM TO STUDENT ASSIGNMENT PROVISI01'1S OF SECTION 1 OF THE PLAN FOR IMPLEMENTI~G THE REMEDIAL ORDER OF THE COURT OF APPEALS FOB THE EIGHTH CIRCUIT AS IT APPLIES TO THE ~ORTH LITTLE ROCK SCHOOL DISTRICT (NORTH LITTLE ROCK FLAfl) In the 1987 Legislative Session, the Arkansas General Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached' as Exhibit \"A\", directs that no school district may permit or accept transfers of students from other school districts if either school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subject to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 1387, copy attached as Exhibit \"B\", which states that \"1:.he chilclxen cir wards of anyone who is a public school teacher in one school district ... and a resident of another school district shaJ.J. 03-1)1)9 be entitled This is requirements to attend school in either ... district seemingly inconsistent with the no tr?nsfer of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent c0nflict. In Opinion No. 87-190, copy attached as Exhibit \"C\", ths Attorney General opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the IILRSD has no discretion regarding the admission of the children or wards of non-resident teachers and this situation could rssult in an interdistrict segregative effect on the racial coroposition 0f the LRSD and NLRSD. Specifically, the NLRSd has 578 teachers of whom 141 live in the LRSD, the great majority of whom are white. Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negativs impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teacher's children has been minimal and ihe race of those applying has been so balanced as to havs nc adverse effect on either school district involved. However, to protect against the potential adverse interdistrict effect that sDch enrollment makes possible, the NLRSD will report to the Court -2- 03-009 annually regarding the number and race of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district in which they reside. Should a problem develop the NLRSD will ask the Court for ielief. Until that time, however, the NLRSO will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No 87-190. July 21, 1987 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Tower Capitol at Broadway Little Rock, AR 72201 (501) 375-1122 JONES, Attorneys Little Rock School District CERTIFICATE OF SERVICE I hereby certify that a true and correct copy 0f the foregoing Addendum was mailed to the attached. list C!f counsel on this 21st day of July, 1987. -3- 0 3-0() 9 State of Arkansas ACT7 6 2 l~d7 A Bill 76th General Assembly Regular Session, 1987 HOUSE BILL 1790 2 3 By: Reps. Townsend, I. Brown, Walker For An Act To Be Entitled \"AN ACT TO ALLOW THE TRANSFER OF CHILDREN FROH ONE SCHOOL DISTRICT TO ANOTHER\nAND FOR OTHER PURPOSES.\" 4 BE IT ENACTED BY THE GENERAL ASSEHBLY OF THE STATE OF ARKANSAS: 5 6 SECTION 1. Upon the petition of a student residing in one school 7 district (resident district), to transfer to another school district (receiving 8 district)\nthe Board of Directors of the resident district may enter into an 9 agreement with the Board of Directors of the receiving school district trans- 1O ferring the student to the receiving district for purposes of education. 11 Forms for use in transferring children from one school district to another 12 shall be provided by the State Department of Education. After the petition 13 has been approved by the Board of Directors of th,e resident district and the 14 Board of Directors of the receiving district, copies of approved transfers 15 shall be filed by the receiving district with the office of the County Clerk, 16 with the administrative offices of the respective school districts, and with 17 the State Department of Education. This legal transfer of a student from one 18 district to another places the responsibility for the education of the student 19 on the receiving district and permits the receiving district to count these 20 children in average daily membership for state aid purposes. This section 21 does not transfer the local tax money from the resident district. 22 . ' 23 SECTION 2. Boards of Directors of local school districts are prohibi\\ed 24 from granting legal transfers in the following situations: J\\'-~.\\ 25 (a) where eith_er the resident or the receiving district is under.a ~ 26 desegregation related court order or h2s ever been under such a court o~e ~ 27 and ~. \\ 28 (b) the transfer in question would negatively affect the racial ba~, .. 29 of that di~trict which is or reen unn ~uch a court order. \\ '::,- J0/4/lrt ~~~IBIT _ A , ,, mih227 \\, H.B. SECTION 3. Each form filed with the State Department or Education 2 reporting a legal 3tudent tran3fer mu3t be accompanied by an affidavit 3igned 3 by each member of both 3Ch~ol board3 ~tating that the tran3fer doe3 not ~ violate the prohibition 3et forth in Section 2. 5 6 SECTION~- The Arkan3as Department of Education 3hall w~thhold 3tate aid 7 in an amount equal to that to be generated by the 3tudent in question in the 8 re3pective distri.ct3 from each dhtrict, if the tran3fer fail3 to comply with 9 Section 3. 10 11 SECTION 5. (a) Any di3trict not currently unde~ a de3egregation related 12 court order but which has been under 3uch a court order in the past may apply 13 for a waiver of the prohibition set forth in Section 2. 1~ (b) The State Board of Education may grant such a di3trict a \\.laiver from 15 the provisions of Section 2 if it is determined that the district's desegrega- 16 tion status would not be adversely affected by al)owing a legal transfer which 17 would negatively affect the district 13 racial balance. 18 19 SECTION 6. Act 275 of 1959 as amended, the,same being Arkansas Statutes 20 80-1518.1, 80-1518.2 and 80-1525 through 80-1528, is hereby specifically 21 repealed along with all other laws or par ,of laws in conflict with this Act. =., :~77/8\n-,PROVEBDY State of Arkan1a1 ACT6 24 1987 76th ~neral M embly A Bill kgular Se11ion, 1987 ROUS\"B ILL1674 1 2 3 4 5 6 7 !y: Representative Thomason For An Act To Be Enlltled \"AN ACT TO PROVIDE !HAT nn: CHILDREN OR \\lARDS OF A PERSON WHO IS A PUBLIC SCHOOLT EACHER1 N ONE SCHdbL DISTRICT AND A RESIDENT OF ANOTHERS CHOOLD ISTRICT SHALL! E DiTITLED TO ENROLL IN AND ATTEND SCHOOL rn EITHER nn: DISTRICT rn VHICH THE PARENTO R GUARDIANR ESIDES OR I.N 11Il: DISTRICT Ill VHICH THE PARENTO R GUARDIANT E.ACHESA\nND FOR OTHERP URPOSES.\" 8 BE IT ENACTEDB Y THE GENERALA SSEMBLYO F IBI STATE OF ARKANSAS: 9 10 ) SECTION 1. The children or vards of any person vho is a public  chool 11 teacher in one school district in this State and a resident of another school 12 district in this State shall be entitled to be enrolled in and to attend 13 \u0026amp;chool in either the district in ~hich the parent or guardian resides or the 14 district in vhich the parent or guardian ia a public  chool teacher. 15 16 SECTION 2. All la~s and parts of la~s in conflict vi.th this Act are 17 18 19 20 23 24 25 '26 17 30 EXHIBlT B  // A I - . i ' ,- JE CLARK STATE OF ARKANSAS OFFICE OF THE ATTORNEY GENERAL 201 EAST MARKHAM STREET HERITAGE WEST BUILDING ATT iEY GENERAL LITTLE ROCK. ARKANSAS 72201 (501) 371-2007 I Opinion No. 87-190 May 29, 1987 The Honorable John Ward Representative, District 65 2705 Donaghey Drive North Little Rock, AR 72116 Dear Representative Ward: This is in response to your opinion request wherein you posed the following inquiries ~hich appear to result from the apparent conflicts between Act 624 and Act 762 of 1987, to-wit: 1. By virtue of Act 624, is a school district required to enroll the children of teachers who reside in other districts and whose children have been attending in another district if the receiving district is currently under a desegregation order? 2. Would it be considered a \"transfer\" under Act 762 for children who have been attending another district to enroll in another under the provisions of Act 624? 3. Would it be considered a \"transfer\" under Act 762 for the receiving distriet to enroll children of teachers who reside in other districts (by virtue of Act 624) which children have not been enrolled in any district (e.g., first graders)? Act 624 of 1987 provides in pertinent part as follows: SECTION 1. The children or wards of any person who is a public school teacher in one school district in this State and a resident of another school district in this State shall be entitled to be enrolled in and to attend school in either the district in which the parent or guardian resides or the district in wnich the parent or guardian is a public school teacher. rate x:,c, .. , ,, Representative John Ward May 29, 1987 - Page 2  t ctt lt X ... ,,.,) .... Act 762 of 1987 limits legal transfers among school districts to those situations where such transfer would not adversely impact the racial balance of either the sending or receiving district if one of the districts were under a court ordered desegregation plan. Because Act 624 of 1987 entitles children of public school teachers to attend school in either their resident district or the district wherein their parent or guardian teaches, it is the opinion of this Office that such children are not transfers and would not come under the limiting provisions of Act 762 of 1987. Thus, in response to your question 1, the school district wherein the parent or guardian teaches would be required to accept the child of the parent or guardian. As stated above, the answer to your question 2 is that a child coming under the provisions of Act 624 would not be considered a transfer under Act 762. And, new students (e.g., first graders) availing themselves of the special provisions of Act 624 would also not be considered transfers under Act 762. The foregoing opinion, which I hereby approve, was prepared by Assistant Attorney General C. Randy McNair III. JSC: CRM: jk IN THE UNITED STATES DISTRICT OJURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVIS ION FILED U.s. DISTfll tASTRN 0\nCT COURT STRICT ARXANSA!' JUL 2 'l 1987 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS ORDER The North Little Rock School District (NLRSD) has requested this Courts approval of an addendum to its desegregation plan which was approved in the Order of February 27, 1987. The NLRSD has expressed the concern that Arkansas Act 624 of 1987, which provides that teachers residing in one school district but teaching in anothe~ have the right to enroll their children in either district, could have an interdistrict segregative effect on student enrollment in the Little Rock School District (LRSD). Since 141 of the NLRSD1 s 578 teachers live in the LRSD and most of these teachers are white, these concerns are legitimate although the problem is merely prospective and no such interdistrict segregative effect has occurred to date. In its plan addendum, the NLRSD comnits to report to this Court annually regarding the number and race of students being enrolled in the NLRSD from other districts and in other districts from the NLRSD. No furthe1 action is contemplated unless a segregative effect actually occurs at which time this Court will --2 30 be asked for appropriate relief. The scope of the NLRSD1 s proposed addendum to its desegregation plan is appropriate in light of the speculative nature of the problem. The NLRSD proposes to comply with the ,tate law until such time that this compliance actually results in a segregative effect. Until that time it will keep the Court apprised of the impact of Act 624. Such reporting compromises no partys rights and is entirely consistent with rulings of this court and the Court of Appeals requiring the school districts in this case not only to remediate past interdistrict segregative effects but also to avoid further such effects. For these reasons, the NLRSD1 s Motion to Approve Plan Addendum is approved and it is directed to report to the Court on an annual basis the number and race of children enrolled in the NLRSD or removed from the NLRSD and enrolled in other districts pursuant to Arkensas Act 624 of 1987. IT IS SO ORDERED this ,J._7 day of July, 1987.  ,-- ADDENDUM 2A ADMINISTRATIVEO FFICES 2700 POPLAR STREET January 14, 1986 MEMTOO : Officers of Teacher Training Institutions FROM: Doyle Crownover, Assistant Superintendent for Administration SUBJECT: Employment Applications The North Little Rock Public Schools seeks to staff its schools with the best teachers available. To be able to do this, we covet opportunities to consider your teacher candidates. Toward this end we have prepared material that gives prospective teacher applicants information concerning employment in the District. We are eager to have this information placed in the hands of all potential teachers, and solicit your assistance in this effort. We would welcome calls or visits from your teacher candidates, and would be happy to visit your campus to talk with groups of prospects if it appears this would be mutually beneficial. NORTHLI TTLER OCKS CHOODLI STRICTIS ANE QUAOL PPORTUNIETMY PLOYER P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/758-1760 ADMINISTRATIVE OFFICES 2700 POPLAR STREET The North Little Rock (Arkansas) School District is seeking an opportunity to consider for employment the most outstanding teaching and administrative candidates available. If you desire to be a part of the professional staff of a public school district that is recognized as being a state leader in learning opportunities and student performance, we earnestly solicit your application. We ask you to examine the enclosed materials to acquaint you with the advantages and desirability of employment with tr~ North Little Rock School District. If becoming associated with this District appeals to you, we encourage you to complete and return the application form. P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/758-1760 ADDENDUM 2B Salary NORTHLI TTLER OCKS Cl~OLD ISTRICT North Little Rock, Arkansas Benefits of Teaching in North Little Rock School District ADDENDUM 2C Teachers are paid on an indexed salary scale that recognizes training and experience. Increments are provided for each 12 hours of graduate study beyond the Bachelor's Degree, and for each 15 hours beyond the Master's, and for each year's experience up to eight years at the Bachelor's Degree level, and up to 15 years at the Specialist's Degree level. For the 1985-86 school year the salary for a regular classroom teacher of 187 days of employment with a Bachelor's Degree and no previous experience is $14,530. A teacher with a Specialist's Degree and 15 years experience receives $25,611. Fringe Benefits Each teacher is provided a fully paid Blue Cross-Blue Shield Major Medical Coverage, a dental insurance coverage, and a hospital indemnity plan, with the option of having family members included through payroll deduction. We provide $21,000 life insurance coverage on each teacher. Each teacher is provided an amount of $15.83 per month which may be applied to the cost of family coverages, or for additional life insurance. The total value of these coverages is $91.93 per month. All teachers must be members of the Arkansas Teacher Retirement System. Beginning on July 1, 1986, they 1vill have the option of joining the contributory plan (6% of salary) or non-contributory plan (0% of salary). Those choosing the contributory system will qualify for a greater annuity upon retirement. Deferred tax options are also available for retirement planning. Teachers also participate in the Social Security retire1ilent system. Sick Leave Teachers in the North Little Rock system receive nine days per year sick leave for the first four years in the District. These days per year then increase for each of next six years until 20 days per year are awarded for the tenth year and thereafter. Unused sick days are accwnulated up to 100 days. Personal Leave Teachers of the District are awarded one day per year of leave for personal reasons. There is an accumulation provision for these days if they are unused. p~ge 2 (Benefits of Teaching in North Little Rock School District) Inservice Training The North Little Rock School District maintains an ongoing, indepth program for increasing the competency of its staff. The program is constantly revised and adapted to the needs of the staff. Professional Leave Upon approval of request, teachers are granted professional leave for a wide variety of activities. ADDENDUM 2D NORTH LITTLE ROCK PUBLIC SCHOOLS-- moving in the right direction, helping every child achieve From the Superintendent ' We are pleased that you want to know about public schools in North Little Rock. This brochure will give you some basic facts about our schools, students, teachers and educational programs. We hope you will also visit our schools to see for yourself why we have one of the state's best school systems. Quality education has been a standard in the North Little Rock School District since the first school door opened in 1901. Since then, the District has grown to approximately 30 square miles with 25 schools serving nearly 9,500 students, the fourth largest in Arkansas. Along with growth in size and enrollment, the District has also grown in educational stature to become a recognized leader in learning opportunities and student performance. To ensure individual student growth, school curriculum is broad in scope while emphasizing basic skills in reading, communication and computation. All schools have earned accreditation status by the North Central Accreditation Association, and all are rated \"A\" by the State of Arkansas. Public support for our schools is reflected through Parent Teacher Associations (PT A), the District PT A Council, advisory committees and other groups. The District enjoys the help of patrons through the Volunteers in Public Schools program. Through these and other efforts, community members are involved in the education of our children. The School Board and the staff agree with the public that schools are places for learning, and they believe in strong, fair discipline in the schools. The result is the lack of serious disciplinary problems that disrupt the educational process. We like to think of our district as responsive to community needs. Please feel free to call upon me, our principals or any of our staff for information or to express your concerns. I believe that when schools and homes work together, life improves for everyone within school district bounqaries. I urge you to examine our schools and join us in support of our public school system and our community. Sincerely, Joe Austin, Ed.D. Superintendent of Schools m~\n.~~~::\n~. ~:-~-~~~:~~~ l_\n ,\" -~~=2::~~~~- ~ Twelve ways we help children achieve .  a comprehensive, coordinated curriculum that stresses basic skills in reading, communication and computation  an experienced, highly trained and dedicated staff, nearly half of whom hold master's degrees  a regular program of curriculum renewal and textbook evaluation  guidance and counseling services at all elementary and secondary schools  a gifted and talented program for elementary and junior high children  computer assisted instruction projects with more than 300 microcomputers available to students  a range of high school course offerings for vocational, college-bound and handicapped student~  a range of speciai education services with mdividual education pl:rns  advance placement classes for secondary students  active parent involvement through PTA's, PTA Council, advisory committees and booster clubs  an effective disciplinary program ~ith parental input  low student/teacher ratios and high per-pupil expenditures for effective classroom learning . . moving 1n the right direction, helping every child achieve Educational Programs North Linle Rock teachers believe that all children may learn - the vocational student, the coUegebound student, the student with special gifts and the handicapped student. They recognize that each child has an individual learning pattern, and they encourage each to progress according to his or her best abilities. Careful appraisal, frequent evaluation and flexible grouping ensure that each child will receive instruction according to identified strengths and needs. The curriculum at seventeen elementary schools places primary emphasis on the basics of reading, spelling, English, mathematics, writing, social studies, science and health. Children also participate in music, an and physical education activities. Mastery of learning skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The junior high provides a period of transition from the elementary school to senior high schools. The transition covers all areas of school life: academic. ce\u0026gt;-\u0026lt;:urricular and social. All seventh-grade students atlend Central Junior High. Three other junior high schools serve students in grades eight and nine. At the junior high level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, junior high .students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, an, communications, choral music and band. Introductions to competitive athletics, student-government, spirit clubs and special interest organizations encourage self-development and preparation for high school. Two high schools serve students in grades ten through twelve with a comprehensive course of study based on the district's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide range of electives in fine arts, foreign languages, forensics, business and vocationaltechnical skills offer a multitude of options to high school students. A teaching staff of more than 550 classroom instructors provides for an effective average teacherstudent ratio of one to seventeen. moving zn the right direction, helping every child achieve Gifted Education More than 500 students participate in special programs for gifted and talented children in kindergarten through grade nine. Placement is based on case studies of students who demonstrate outstanding intelligence, ability, creativity and task commitment. Pla\nement is documented by test data, teacher input and parent input. Gifted elementary students are assigned to regular classrooms for basic instruction and receive additional instruction from a gifted/talented resource teacher. Junior high students are placed in cluster classes usually in the areas of English, mathematics, science and social studies. Additional instruction is also available from resource teachers, and a separate gifted math program provides auxiliary opportuni: ties for elementary and junior high students two evenim:: sessions per \\'.:ek. Se-:ondary students at the junior and senior high leveb may be placed tn honors classes based on grades, teacher recommen\u0026lt;l\n,.rion~ and ~tandardized test scores. The tOlal gifted program ensures the mastery of basic skills while offering flexibility, independent inquiry, enrichment, ac1:eleration and higher level learning a:.:tivities. Special Education Special education services enable approximately 1,500 handicapped students to receive maximum educational benefits through individual programs. Learning needs are detennined by a trained staff of special education teachers and school psychologists. They work closely with students and parents to develop individual education plans. The North Little Rock schools are dedicated to the proposition that the student with special needs should not be isolated from peers. Handicapped students are placed in special classes or regular classes, depending on the be:\nt interest of the students. Placement is based on handicapping conditions and \u0026lt;1ccompanyin2 educational deficits. Every effort is made to ensu\ne students feel a part of the school environment. A wide range of programs includes classes for students with learning disabilities, behavior adjustment classes, classes for mer.tally handicapped students, servil:es for orthopedically handicapped students and speech therapy classes. Handicapped students may attend the Skills Center, a separate facility -.,,ich vocational programs sening secondary students in halfday sessions. Children ages 5 to 21 with multiple handicaps who cannot function in the regular classroom are served at the Baring Cross Center, where functional academic instruction includes a focus on \\ ocational preparation. Students whose medical .:onciition-. require inqru,tion at home are sen ed by a h1,mc:bounJ t.:8,hcr. Computer Education Recognizing the tremendous impact of computer technology on learning styles, teaching techniques, occupational skills and career choices, the district is committed to a comprehensive program of computer education. More than 300 microcomputers are available to students districtwide. Computer literacy in grades kinderganen through twelve introduces students to the fundamental skills necess:iry to live and w0rk in a high-tc-:h SlX:it:t\\'. Cvmputer litt:racy is developed through seconda\n,, ,curses in computer science, as well as computer-assisted instruction ir. a:.::ide:n::a: reas a, all grade le,e:5. Computer science courses include instruction in computer languages and programming skills. They prepare students for post-secondary experiences in computer-related fields through college edui:ation, vocational education or on-the-job training. Computer assisted and computer manal!ed instruction are viewed as vital assets in many cu\nricular areas. Microcomputers assist students in masten of basic skills in mathematics, ...reading and lang~age arts. Computer assisted instruction supplements regular classroom activities but does not replace basic instruction, classroom test~ or homework. As a result of the district's commitment to computer instruction, a No((h Little Rock junior high was selected as a site for a two-year pilot program throu11h the \\1i,r0computer Proiect for Arkama~ Cla,,roL,\n1, \u0026lt;I \\11'.-\\CJ. ,1p.:1: rnni\nunJ,,, fin,111-1~a1l\n, 111,. Vocational Education Vocational education is another way Nonh Little Rock schools prepare students for life after graduation. Educators believe that those students who seek employment after high school should have entry-level job skills to accompany their basic academic knowledge. The combination bener prepares them for productive citizenship. Students may elect to attend vocational education courses in business education, home economics, marketing and industrial arts. Practical arts courses include computer oriented accounting, intensive office laboratory, shonhand, typewriting, marketing, merchandising, child care, home economics, auto mechanics, construction, electronics, graphic ans and power mechanics. Exploratory courses begin at the junior high school level. Cooperative programs, involving on-the-job training, are featured at the high school level. Th~e include cooperative office education, marketing. distributive education, occ11pMional home economics and industrial cooperative training. Athletics Athletics for both boys and girls are an imponant pan of school life in Nonh Little Rock. Secondarv students may participate in football, ba\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_421","title":"'Desegregation Plan, Little Rock School District''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992-04-29"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation","School integration","School improvement programs"],"dcterms_title":["'Desegregation Plan, Little Rock School District''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/421"],"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 I I r' I DESEGREGATION PLAN \u0026gt;! 9 Little Rock School District April 29, 1992Bl  Little Rock School District Desegregation Plan Table of Contents 'I* 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Commitment to Desegregation Leadership Early Childhood Education Special Programs Summer Learning Program Asset Program School Operations Program for Accelerated Learning/ Academic Support Programs Gifted Education Multicultural Curriculum 13. 14. 15. 16. 17. 1 18. Focused Activities Parkview Science Magnet School McClellan Community School Recruitment of Private School Students Federal Programs Vocational Education Page Page Page Page Page Page Page Page Page Page Page Page Page Page Page Page 1 2 4 20 21 24 28 48 58 63 81 86 93 95 96 98 i 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Library Media Services Special Education Staff Development Support Services Parent Involvement/ Community Linkages Student Assignments Facilities Incentive School Program Educational Equity Monitoring Computerized Transportation System Tentative Timeline 1989 Data Processing Page 106 Page 111 Page 124 Page 129 Page 131 Page 139 Page 146 Page 149 Page 224 Page 227 Page 229 Page 230 A COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment. The method of assigning students is merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among students and staff members. The next step involves a commitment to quality desegregated education by the District, parents and the community. Of course, real commitment always requires a plan of action. To that end, the Little Rock School District Board of Directors is committed to the following: 1 A. B. The belief that all children can learn. The elimination of achievement disparity between black and white students on norm-referenced and criterion-referenced tests. C. D. E. F. G. H. Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/ incentive schools. Improving race relations among students and staff members. Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in extracurricular activities\ndistribution of resources\netc.) Promoting positive public reaction to desegregation. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. The development and infusion of multicultural education in all areas of the curriculum. 1. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. In summary, the Little Rock School District Board of Directors is committed to having quality desegregated education in all schools.. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. The Little Rock School District Board of Directors hereby acknowledges its commitment to quality desegregated education and respectfully invites parents and community leaders to make the same commitment. Such a commitment has to occur in order to ensure stability in our schools and ultimately achieve unitary status. Page 1 XLEADERSHIP Central to any school desegregation plan should be a clear focus and understanding of the kinds of goals to be achieved. It is insufficient to establish as a goal the physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different racial distributions in different settings. r 1 4 n The mere physical movement of children does little to guarantee any changes in the quality of education\nin school achievement patterns\nin interpersonal relationships\nor in the variety of patterns of ethnic plurality. No plan should settle for the mere mixing of youngsters. The plan should have as its primary focus an educational environment encouraging academic and human growth for all students based upon their individual needs and talents. A vital factor in successful school desegregation is clear, coherent, and consistent leadership for change from the superintendent and Board of Directors. The superintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. The Board of Directors and the superintendent will assert their leadership in the following:  School boards should represent the multicultural backgrounds of the population that they serve.  The school board and superintendent are responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. p  The school board and the superintendent will clearly delineate the Districts desegregation mission to the staff and to the community.  The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. i  The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting.  The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. Page 2 Ji The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with District desegregation policies in terms of buildings, staff, materials and equipment.  The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system.  The school board and administration will conduct an annual, self evaluation of their commitment to a quality desegregated education in the following areas: Board/Superintendent Relations Board/ Community Relations Board Member Interrelations Board/Administration Relations to Other Staff Members Board/ Administration Relations in Fiscal Management Board Relations to Instructional Programs As the plan for desegregation and ultimately unitary status for the Little Rock School District is evolving, the superintendent and the Board of Directors will ensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. Further, the District will ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. Page 3EARLY CHILDHOOD EDUCATION ai-i 1 I When they enter school, children who are economically disadvantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent expected in the primary school years. The lack of developmental and educational experiences is often evidenced by low scores on tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in grade, low scholastic achievement, and, eventually, dropping out of high school. Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary grades. In addition, preschool programs hold the potential for greater academic achievement, less at-risk behavior in the teen years, and enhanced educational opportunity for all children regardless of economic background. The National Governors Association has identified preschool education as the key investment in education for state governments. The greatest hope for change in the lives of children in need is through the investment at the beginning of the formal education process. Since the pioneering studies of Benjamin Bloom on the need for education for 3- and 4-year-olds, additional studies have continued to document the academic and social success of those who have been involved in early education programs. The 1986 findings of the High/Scope Educational Research Foundation verify that successful early childhood programs affect childrens later success in school. This research links student achievement in high school and beyond with the home and school as powerful influences on the intellectual development of young children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 199Os. According to Department of Education estimates, nearly 65 million children are enrolled in pre-primary programs today, with an estimated four million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs, particularly those children from low-income families. The Childrens Defense Fund (1987) reports that Head Start currently serves only 16 percent of the 25 million children who need early childhood education services. This lack of affordable Page 4  programming leaves over two million children of the nations most disadvantaged children unserved. In Pulaski County (Arkansas), the Head Start and City of Little Rock Early Childhood Programs serve a small percentage of the eligible disadvantaged. Poverty continues to be a problem for young children:  Twenty-five percent of all 4- and 5-year-olds today are poor (Childrens Defense Fund, 1987).  One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Childrens Defense Fund, 1987).  Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Childrens Defense Fund, 1987). Current national and local social, demographic, and economic trends tell us that todays lack of accessible early childhood programs will become even more severe, especially for the poor, and the need for programs will continue to rise for all socioeconomic levels. Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. These programs will have three components: I. HIPPY - The Home Instructional Program for Preschool Youngsters (HIPPY) (4- and 5-year olds) will focus initially on children in families who live in the attendance zones of the incentive schools in the Little Rock School District. This home-based program, which complements the school-based program operative in the schools, recognizes the mother as the first significant teacher of the child. n. Four-Year-Old Program - The Districts preschool curriculum model, which is developmentally appropriate and fosters the active and independent learning of each child, will be implemented in all incentive schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. HI. City-wide Early Childhood Education Program Page 5Rj A. HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) Overview During the fall of 1986, the Little Rock School District implemented the Home I  Instruction Program for Preschool Youngsters to serve educationally-disadvantaged children in the community where high-risk children were identified. Developed at Hebrew University in Jerusalem, Israel, by Dr. Avima Lombard, this international program identified parents (primarily mothers) as the first teacher of their children. The specifically-designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were overall successful school pupils. Although enrollment has increased in early childhood programs, the needs of many children of low-income and minority families are not being met. The Little Rock School District HIPPY Program depends on external funding sources. The HIPPY Program cannot be continued at present levels without the continued receipt of JTPA and Chapter 2 funds. I B. Areas of Collaboration The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. C. Evaluation and Monitoring Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter and exit kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. Page 6 FOUR-YEAR-OLD PROGRAM A- Overview A four-year-old school-based program was implemented during the fall of 1988. The High/ Scope Program curriculum, or a comparable developmentally appropriate and validated curriculum, forms the core of the four-year-old program. A fundamental premise of the curriculum is that children are active learners who learn best from activities they plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of sophistication corresponding to their development. The curriculum complements the home-based curriculum of the Home Instruction program. Educationally-disadvantaged and lower socioeconomic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. Although usually highly motivated, these youngsters must be provided additional learning time and structured experiences to enable them to develop their potential. Research and pre-kindergarten program practices have demonstrated that early education experiences can increase the opportunity for success and also increase the self-concept of participants. 1 B. Areas of Collaboration The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the Districts expectations for a quality Early Childhood Education Program. The curriculum provides a useful framework to guide teachers in conducting the classroom program. Key experiences help the teacher encourage and extend childrens selfchosen activities by providing developmentally appropriate learning experiences to develop each childs ability to: 1. 2. 3. 4. 5. Make choices and decisions about what to do and how to do it, using his or her own time and energy effectively. Identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. Work with other children and adults in group planning and cooperative efforts with shared leadership. i s Express thoughts, ideas, and feelings\nto speak about, dramatize, and graphically represent experiences in order to communicate them to others. Comprehend others spoken, written, dramatic, and graphic representations. Page 79 C. D. 6. 7. 8. Apply his or her reasoning abilities to a wide range of situations using a variety of malcrials. Expand knowledge of objects, skill in the arts, and comfort with physical movement. Expand creativity, initiative, spirit of inquiry, and openness to knowledge and other peoples viewpoints. Evaluation 1. 2. 3. 4. Information from inservice evaluations will be summarized. Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. The Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. The management information system developed by LRSD will have the capability to compare students who did and did not participate in the four-year-old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. Expected Outcomes I During the 1988-89 school year, the Four-Year-Old Program was implemented in three incentive schools. By the 1991-92 school year, the program will be implemented in the schools listed below: .1 ''i Badgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Other schools in the District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a long-range implementation plan developed for additional four-year-old classes and approved by the Court. The long-range plan will address demographic, instructional, and structural needs. LRSD will continue to use the four-year-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. Page 8 Il CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will address three objectives\n(1) to provide parenting education for the parents of early childhood students\n(2) to provide quality childcare arrangements for low-income parents which stress social development and school readiness\nand (3) to provide a quality pre-school program for disadvantaged students. The Little Rock School District currently operates early childhood programs in seven buildings. Plans are underway to open four additional sites in 1991-92. Several Head Start centers are presently in operation within the boundaries of the Little Rock School District. The Head Start program is administered by COPE of Pulaski County and additional centers are expected to open. The City of Little Rock Day Care Center program has two early childhood centers. The purpose of the citywide early childhood education program is to combine the efforts of these three entities, along with other entities that may emerge in the future, to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the objectives of the citywide early childhood education program, the three entities cited in this section have attempted to avoid duplication of services, to the extent possible, and use every opportunity possible to share resources. The following is a brief summary of each of the three programs: Head Start Program A. B. C. D. E. F. G. H. I. Children must meet eligibility requirements Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Control) Teachers are not required to be certified or have degrees Serves three- and four-year-old students Three centers in boundaries of LRSD - old King School, Highland Court, and Hollingsworth Court Staff development throughout the year Uses aides City of Little Rock Day Care Program A. Teachers are required to have degrees B. Teachers have participated in PET and EPSF training Page 9 J 1 c. D. E. F. G. H. Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not required to have parent involvement - parent involvement program held twice a year Site used by LRSD HIPPY program for staff training No plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. Teachers must be certified Seven sites in 1990-91 school year Must comply with desegregation requirements Rockefeller is the only school with pre-four year old students Parent involvement program Ongoing staff development Plans for expansion in 1991-92 and beyond Uses aides In regard to the three objectives cited earlier, the three entities have agreed to the following: Parent Involvement - The entities will exchange calendars for parent involvement activities. To the extent possible, these activities will be available to parents outside of the sponsors program. The entities will share resources in publicizing these activities. For instance, the Little Rock School District has a cable channel that can be used to announce activities to the public. Districtwide and school newsletters are sent to parents on a regular basis. Likewise, the Model Cities program has access to a cable television station. Staff Development - The entities will exchange calendars for staff development activities and, to the extent possible, the sponsor of the staff development activity will allow representatives from other parties to participate. Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both programs currently use the same curriculum. The staff development activities will be geared to the needs of aides as well as teachers. Student Referrals - The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each program will meet as needed to review vacancies and identify referrals. Page 10 I  -Il I I Student Assignment Process - The three entities recognize the need for disadvantaged parents to understand the assignment process for kindergarten in the Little Rock School District. In the past, disadvantaged parents have not taken advantage of the kindergarten preregistration opportunities that are available. Traditionally, these parents wait until mid-August or after the opening of school to register their children. A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. In addition to neglecting kindergarten registration, it is apparent that some disadvantaged parents are not taking advantage of magnet school opportunities in their neighborhoods. The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. Long-Term Monitoring - the real success of any early childhood program depends on the long-term effects of pre-school intervention efforts. It is important that early childhood agencies have some means of following the progress of their clients during the early years of regular schooling. Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Facilities - The largest Head Start center is located in a building owned by the Little Rock School District. The Little Rock School District anticipates the abandonment of I 1 additional buildings in the future. If this occurs, additional lease arrangements with Head Start will be explored. The parties will continue to share facilities for training programs, recreational activities, etc. Page 111 ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL \"J' The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements. All students will be assigned by the Little Rock School District Student Assignment Office. Little Rock School Districts Rockefeller Elementary School is considered separately because it provides a unique opportunity to explore and develop excellent early childhood education service to children and parents, models of early childhood education programs, and training opportunities. With a physical plant built to house the continuation of the Kramer Project begun in the late 196Os, Rockefeller contains the only early childhood education program in Pulaski County providing complete continuity of education and childcare (\"educare\") from early infancy through grade six. Parent devotion to the program is almost legendary with at least one family having had children enrolled in the program for 16 consecutive years. The following will apply to the early childhood education program at Rockefeller School: 1. Capitalize upon the schools high quality early childhood education as a I 1 K desegregation tool. Coupled with the schools other excellent programs, early childhood education can help to achieve racial balance by attracting white children as well as by helping any disadvantaged children achieve an equitable education. Parents have noted that the early childhood education program at Rockefeller is presently more racially integrated than the schools elementary grades. 2. Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. Rockefeller will be used for training college students as well as for inservice observation and training for the countys teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. Page 12 J3. 4. 5. 6. 1 7. Include the early childhood education program at Rockefeller as an integral part of the whole school, and not a separate or \"add-on\" program. It must receive the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. Allow the early childhood education three-year-old students to continue on into the schools four-year-old program, kindergarten, and beyond. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program. A year-round program will promote continuity of services to children, alleviate the learning losses often experienced by young students over the long three-month summer vacation, and provide opportunities for enrichment not ordinarily included in the regular nine-month school year. Re-evaluate Rockefellers early childhood education policies in terms of their impact on desegregation and educational goals. In order for early childhood education to serve as a viable desegregation tool at Rockefeller, to remain competitive with private schools and daycares, and to hold both its private paying and Title XX students, early childhood education policies on private pay rates, lunch charges, vacation days, enrollment age, and sick days for long illnesses must be evaluated by the parent committee on early childhood education. The early childhood education curriculum and daily activities will be b2ised upon young childrens interests and styles of learning, emphasize developmentally appropriate learning, and appeal to childrens sense of curiosity and eagerness in order to help them experience the joy of learning. There will be a full spectrum of activities to stimulate children at various levels of development. The curriculum will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. LRSD will work cooperatively with local colleges and universities to enhance and support the Rockefeller Early Childhood Magnet Program. i i I f Page 13 J LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To promote the HIPPY program. 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. July Annually July Annually Mailed letters Appear on show 2. To select HIPPY aides. 2.1 Interview and select fourteen (14) aides. August Annually August Staff By applicants response 3. Initial training of aides and staff. 3.1 Arrange logistics with state for the initial training. Annually Annually Supervisor Pay the bill 4. To enroll families into program. 4.1 5. To recruit families. 5.1 Conduct home interview and enroll families into program. Compose and mail correspondence to community churches to recruit families and instructional aide trainees. September Annually September Annually Supervisor Coordinators 6. To determine service of coordinators. 6.1 Identify families to be served by each coordinator. 7. To assign families to be serviced by aides. 7.1 Identify families to be served by each aide. 8. To organize instructional material. 8.1 Print curriculum material. 9. To familiarize aides of the HIPPY implementation in LRSD. 9.1 Conduct three (3) day workshop. (B 00 o 10. 11. Obtain material for program. To orientate enrolled families to the Hippy program. 10.1 11.1 Order material. Conduct orientation meeting. August Annually September Annually September Annually September Annually September Annually September Annually September Annually October Annually October Annually October Annually September Annually September Annually September Annually September Annually Certification of aides Supervisor Coordinators Coordinators Secretary of HIPPY Supervisor Coordinators Supervisor Supervisor Coordinators Printing completed Agenda/ Receive material Receive materials Families enrolled in program fl LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education (continued) Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 12. Identify meeting sites of group meetings. 12.1 Secure meeting sites for group meeting. October Annually November Annually Coordinators Confirmation of site 13. To schedule implementation of HIPPY curriculum. 14. To provide parents with information that will assist them with their children. 15. To evaluate aide trainees mid point (15th week). 16. To determine program success. 17. 122 13.1 132 13J 13.4 14.1 15.1 16.1 Mail out notification of meeting sites. Schedule aides weekly home visits and group. Schedule area group meeting - print flyers. Schedule weekly service for aides. Schedule aides first teaching with (own child). Schedule workshop for parents and aides, mail out and print materials. To evaluate each aide trainee. Conduct survey of parents - print materials. ca OQ fl) 18. Oct-Nov Annually October Annually October Aimually October Annually November Aimually December Annually January Annually November Annually November Annually November Aimually October Annually November Annually December Annually January Annually Supervisor Coordinators Coordinators Coordinators Supervisor Supervisor Coordinators Supervisor Coordinator Coordinators Supervisor Coordinators Receive materials Received materials Completion of survey Began second-part of programs implementation. Evaluation of aides. 17.1 18.1 Implement second part of HIPPY curriculum: a. print material b. print flyers c. mass mail out Evaluate aides. February Annually March Annually May Annually March Annually Supervisor Coordinators Coordinators Participation of parents Materials completed Completed 1' ^,1 maI LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education (continued) Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 19. Provide parents with information to be successful with their children. 19.1 Obtain a site and speaker and schedule a lecture for parents. March Annually March Annually Supervisor Consultant fee paid 20. Build the aides children self esteem. 20.1 Activity. April Annually April Annually Staff Consultant fee paid 21. Graduation of HIPPY children and aides reception. 21.1 Staff will organize. June Annually June Annually Staff Completion of program 22. Evaluate aides. 22.1 Schedule final evaluation of trainees in the program. June Annually June Annually Coordinators 23. Staff in place. 23.1 To begin implementation of HIPPY program. July Annually June Annually Staff began implementation of program 24. Maintain regular staff. 24.1 Secretary. July Annually June Annually Supervisor To assist in the implementation of program 25. To assist in traveling eiqiense. 25.1 Aides made home visit. July Annually June Annually Aides Pay stipend P3 no o oiWleeb WMiiW LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education - Four-Year-Old Programs Goal I: To implement the Four-Year-Old Program in selected schools. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Identify and assign new four-year- old program participants in the incentive schools. 1.1 Provide pre-registration inservices to elementary principals. Second Semester February Annually Student Assgn Office Communications Dept Principals Applications returned to Student Assignment 2. Recruit teachers and aides as needed. 3. Obtain curriculum materials, suppUes, and furniture as needed. 4. Train teachers and aides in the implementation of E.CJE. curriculum. 5. Familiarize parents with Four- Year-Old Program. 12 1.3 2.1 3.1 4.1 42 5.1 tu no n\u0026gt; 52 Conduct media publicity for preregistration. Assign four-year-old students. Interview interested teachers and aides as needed. Complete and send orders to vendors. Conduct orientation and inservices. Conduct monthly inservices. Conduct parent orientation meeting and parent conference. Include four-year-old children in Master Schedule-students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. January Annually April Annually May Annually June Annually August Annually September Annually August Annually July Annually April Annually Ongoing Ongoing Ongoing Ongoing Ongoing June Annually Principals Student Assgn Office Communications Dept Supervisors Human Resources Dir Principals Principals Supervisors Supv/ Staff Dev Supv/Staff Dev Classroom teachers Principals Participants identified A list of qualified applicants Materials available Agenda Agenda Number of parents attending Parent/ Teacher Conference Master schedules s LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education - Four-Year-Old Program Goal I: (continued) Objectives Strategies/ Activities Rt^nning Ending Date Date 5. (continued) 5.3 Ensure key experiences occurring in the classroom. August Annually June Annually 6. Evaluate effectiveness of the Four-Year-Old Program. 6.1 Administer appropriate evaluation to four-year-olds. Annually 62 Analyze Student Assessment test data and prepare report for LRSD Board of Directors. June Annually July Annually 6.3 Utilize results for program improvement. As needed but no less frequent than annually Responsibility Principals Classroom teachers Supervisors Classroom teachers Assoc Supt Supervisor Evaluation Curriculum checklist Evaluation results Evaluation report TS ta 00 I 00 i pj TO ft VO 17 . .* mmhc Ml LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education Goal: To cooperatively develop a plan for the implementation of a city-wide comprehensive early childhood program. Objectives * 2. 3. Strategies/ Activities Rr^inning Date Ending Date Responsibility Evaluation 1.4 To receive a letter of support from each agency desiring to participate. May 1989 May 30,1989 Key representatives from each agency File record of letters To develop a pbn for planning a city-wide early childhood program. To initiate the planning for the implementation of a citywide early childhood program. 2.1 22 2.3 3.1 32 3.3 3.4 To establish pbnning procedures and identify key committees and chairpersons needed for the pbiming process. To identify appropriate additional representatives form each participating agency for each committee. To delineate the goals to be addressed and the tacks to be accomplished by each committee, including approprbte timelines to be met. To conduct periodic meetings to review progress of each committee. To identify resources needed by identified by each committee, including monetary. To review the first draft of the comprehensive plan and to make recommendations for refinement. To submit the final draft for approval to all participant Boards of Directors (where applicable). June 15, 1989 July 15, 1989 Sept 1, 1989 Sept 1989 Sept 1, 1989 January 1989 Feb 1990 June 15, 1989 July 30, 1989 Sept 30, 1989 Dec 1990 Sept 30, 1989 Feb 1990 March 1990  Objective 1 and Strategies 1.1 - 13 were not filed as part of the original document submitted to the Court. Key representatives from each agency Key representatives from each agency Key representatives from each agency Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Structured plan for plaiming on file Record of committee members Record of committee members Minutes of meeting Identification of committee Submission of first draft Draft submitted to Board 1 A II SPECIAL PROGRAMS The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning Program are described elsewhere in this Plan.  New Futures/Little Rock School District Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. I 1  Little Rock School District/Arkansas Power and Light Company Summer Science Institute: This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. 1 The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. LRSD and the Joshua Intervenors will be involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. I  II t I I I c Page 20 J SUMMER LEARNING PROGRAM I. Overview The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: 1. 2. 3. 4. 5. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. Counseling services provided through two (2) JTPA counselors. Motivational and enrichment sessions conducted on a weekly basis. Computer-assisted instruction with appropriate software in reading and mathematics skills. Positive interactions between teachers and students with high expectations for student academic performance and behavior. To meet the needs of underachieving students (ages 14-21) the Summer Learning Program should be expanded to increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant slots should be filled in both the morning and afternoon sessions with JTPA certified participants. The counseling staff should be increased by two-one male and one female. In addition, a psychologist would be contracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who are college bound. This program model has demonstrated its potential for increasing student performance. A significant factor has been the utilization of highly motivated, competent, and caring staff members. This program model has been effective because all of the components have been carefully blended. I Page 21 JIL Goals By the year 1993-94, the number of Summer Learning Program participants will increase to 350 students who will show significant growth gains as a result of their participation. III. 1 Evaluation Pre- and post-test results will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. Programs and individual components will be continued if JTPA funding is available. I d'\n- I 1 : V  I i i 1 lit  I I ') 1 I. 'll I .'J' Page 22 J 1I1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Summer Learning Program Objectives Strategies/ Activities Beginning Ending Responsibility Evaluation 1. To identify students in need of remedbtion. 1.1 To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/ or math. 2. To individualize instruction to meet the needs of students. 2.1 Group students according to test scores, i.e., slow learners together. 3. 22 2.3 2.4 2.5 Date April Date June Director will oversee the overall program. Administrative Assistant will assist the Director and handle all office duties and manage the office. Submit pre-test results. Ongoing evaluation is done to teachers every two weeks on standard JTPA evaluation form which is kept by the City of Little Rock and our office to JTPA. Ca OQ n Give students faith in his/her ability to learn. 3.1 32 Provide a tutor to help students with greatest needs. Schedule cbss time so that teachers have time to work with each student on a one-to-one basis. Use classroom instruction, training, and the computer bb in the learning process to address remedbl needs. Properly motivate the students to encourage him/her to want to learn. Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, childrens shows, the art center, and visits to other sites of interest of young people. Counselors will setup sessions for individual counseling with students that are having problems. Contact parents when necessary. Work closely with teachers. Help setup group counseling sessions. Teachers work with students to help them improve in reading and math. Motivate and encourage them in the learning process. Tutors will assist the teachers in the cbssroom, help the slow learners. Assoc Supt Deseg Assoc Supt Educational Programs To post-test at the end of program to see the growth differences gained by each student. Teachers will keep daily or weekly evaluation reports on each student in a personnel folder. Students will be permitted by teachers to review their evaluations, discuss, sign, date and write any comments that they might have. 1I ASSET PROGRAM / 4^ I. Overview Initiated during the 1986-87 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ ASSET) provides educational support services to junior high school youngsters who need assistance beyond what is available during the regular school day. Participants meet individually and in small group sessions to receive concentrated assistance in reading and mathematics. Peer tutors who are JTPA certified (lower socioeconomic youth) work under the supervision of certified teachers. A motivation component is integrated into the instructional model. Well-planned instructional activities are complemented with a variety of multiethnic and audio visual materials. During the 1988-89 school year, the program activities will be implemented at four (4) junior high schools. The program model has been revised to include more non-certified students to participate. However, a significant number of students (grades 7-9) in need of academic skills improvement will not have the opportunity to participate. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social skills of every \"at risk\" secondary student in the District, the program should be expanded to address the following needs: 1. 2. 3. 4. 5. three existing junior high populations are not receiving remedial assistance\nthe location of the remediation sites prevents access by some students to the services\nt I I the \"at risk\" students need life-coping and life-planning skills essential for success\nthe \"at risk\" populations is not restricted to students only in grades seven, eight, and nine, but \"at risk\" students in grades ten, eleven, and twelve are not receiving the needed services\nthe lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. I IL Goals By the end of the 1993-94 school year, the JTPA/ ASSET Program is expected to achieve the following: The services of the program will be available to all \"at risk\" junior high populations. The program will be offered at sites easily accessible for students needing the services. Page 24^1? m. 'I 1 1 Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. Participating students will demonstrate an increase in self-concept, school/social adjustment, and goal orientation. The services of the program will be available through easily accessible sites to \"at risk\" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of \"risk\" - low academic achievement, high absenteeism, poor self-concept, lack of goal orientation, and low motivation - for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus, increase their opportunities for future employment. Evaluation and Monitoring The activities of the JTPA/ ASSET Program, will be monitored by the Districts Office of JTPA/ ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data\nA. B. C. D. E. F. G. The number of identified \"at-risk\" students grades 7-12, needing the services compared to the number participating\nStandardized test results of the participating students\nAcademic performance in regular classrooms according to nine-weeks grade reports\nAbsentee records from the home schools of participating students\nNumber of school drop-outs\n1 1 Follow-up reports concerning employment and educational activities of participating students who exit the program\nThe number of parents involved in parental/ home reinforcement activities. Programs and individual components will be continued if JTPA fimding is available. Page 25 I 4 J k1 -li*'! 'itaaMMkl LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: JTPA ASSET Program/Extended Tutorial Program Goal: To eiqjand the JTPA ASSET Program to include the program in all junior high schools except Mann Magnet. Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 1. To continue JTPA-ASSET Program in existing four junior high schools to provide remediation in reading, mathematics, and computer-assisted instruction. 1.1 12 1.3 1.4 IJ 1.6 2. To implement the above program through remaining non-magnet junior high schools. 2.1 22 2.3 2.4 Identify students needing services. Advertise and employ counselors. Advertise and employ teachers. Advertise and employ tutors. Order materials/supplies. Schedule/ Implement home transportation. Identify students needing services. Advertise and employ counselor. Advertise and employ teachers. Advertise and employ tutors. Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 30, 1989 May 31, 1990 May 31, 1990 May 31, 1990 Ongoing Ongoing Sept 30, 1989 May 31, 1990 May 31,1990 May 31, 1990 Local school counselors Director of Personnel Director of Personnel Director of Personnel Director of JTPA/ ASSET Director of Transportation Local school counselor Director of Personnel Director of Personnel Director of Personnel Class rosters Signed contracts Signed contracts Signed contracts Materials received Busing schedule completed Ctass rosters Signed contracts Signed contracts Signed contracts xJ OQ n KJ 2.5 2.6 Order materials and supplies. Schedule/ Implement home transportation. Sept 1, 1989 Sept 1, 1989 Ongoing Ongoing Director of JTPA/ ASSET Director of Transportation Materials received Busing schedule completed L LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: JTPA-ASSET Program/ Extended Tutorial Program Goal\nTo expand the counseling components. Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation ta 00 n 1. To provide more indepth and group session counseling. 1.1 12 1.3 Advertise and employ additional counselors. Revise existing counseling progress to include emphasis on life-coping and life-planning skills. Implement above skills. Sept 1,1989 Sept 1, 1989 Sept 30, 1990 May 31, 1990 Sept 30, 1990 Ongoing Director of Personnel Director of JTPA-ASSET Counselors Signed contract Development of program outline Student involvement in identified activitiesSCHOOL OPERATIONS The LRSD Office of Desegregation will be responsible for monitoring the implementation of the LRSDs desegregation plan with respect to the following goals: 1. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. 2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. 3. To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. The student hearing officer will be responsible for developing and monitoring plans to reduce the disparity of disciplinary actions. 4. To provide guidance and counseling service which address students needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communication to families of students. 5. To provide guidance and counseling which makes students aware of their options and to assist students in acquiring habits and attitudes necessary for success in school and in later life. 6. To monitor student class ratios and instructional practices to ensure equal opportunities for all students. 7. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 8. I I 1 i I I-i\nr I a 9. To assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. I II 1 To review and assess testing practices, formats and results in order to better address the needs of all students while providing special intervention for disadvantaged students. 10. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. II Il 11. To review staffing patterns and staff assignments in all schools and district offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the District. Page 28 1 I 13. I 14. 15. 1^ H) To ensure schoolwide planning and individual academic achievement\nto address disparities, individual needs and student success\nand to provide staff development on an ongoing basis. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. LRSD will establish programs as described in the following timelines to accomplish the goals set forth above. Page 29 ,1 p J ! 1 1, I, I J LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal I: To ensure an organizational structure w4iich provides equity of opportunity and of access. Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 1. To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation pbn. 1.1 12 1.3 2. To provide inservice to raise staff awareness/ expectations of equity concerns for students. 2.1 3. To provide programs which raise parental awareness of district structure, poUcy and programs and ways to access them. 3.1 4. Appoint school based biracial committees to monitor implementation and data. A districtwide biracial committee will monitor districtwide desegregation efforts and data. Establish a reporting system. Inservice cycles for existing and new staff including: a. b. c. d. teacher expectations working with parents at-risk youth learning styles Mini-seminars at PT A meetings and in the community. June-July Annually June Annually August Annually June Annually Ongoing Ongoing Ongoing Ongoing Principals Associate Supt Associate Supt of Educational Programs Associate Supt of Desegregation Assistant Supts Appropriate Assoc Supts and Staff of District State Dept of Education District Staff PTA Council (local and area) Survey of staff and patrons Report of the biracial committees Roster of teachers/ participating staff Data based Improvement in targeted student schools Calendar showing programs held Rosters of attenders *13 P3 OQ rt CP o To monitor school standards to ensure high quality education for all students. 4.1 42 Review of data. School monitoring visits. Annually Ongoing Assoc Supt Principals Asst Supts Planning, Research and Evaluation Calendars of visits Monitoring reportsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal II: To provide a climate in each school with is based on the belief and expectation that all children can learn and to provide resources necessary to support and effect that belief. Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 1. Provide education to staff and patrons regarding school culture and positive school climate. 1.1 12 2. Monitor school climate and resource allocation. 2.1 22 2.3 3. *13 ta 00 O To work with schools to help them design programs vdiich meet the specific needs of their students. 3.1 32 32 PTA Board and general meetings to have educational components re: climate and expectations. Use of cable Channel 4 to carry brief messages to staff re: e:q\u0026gt;ectations, working with at-risk and disadvantaged students\nand creating positive climate. Monitor facility, staff morale, student achievement, status of media center books and materials. Enhance equipment, supplies and materials in buildings. Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. Provide planning time and formats to school staffs. Develop school profiles which show complete data pictures. Set goals for improvement. Annually Annually Annually Annually Annually Annually Annually Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing District personnel as designated by the Assoc Supt Asst Supts Principals Media Supervisor Asst Supts Principals Media Supervisor Asst Supts Principals Media Supervisor Identified district staff Educational Programs Educational Programs School Principals and Staffs Agendas of meetings Measurable improvements on individual school climates Reports of Supervisors, Asst Supts Staff development rosters Quality of education survey results Completion of program designs School profiles and monitored building plans aiiiBi J MM. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal II: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 4. Establish a program to familiarize parents with school ejqiectations and to build a partnership with them. 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Annually Ongoing Principals Staff Development of and sharing of school based objectives, discipline poUcies, etc. 42 Involve parents as full partners in planning at schools for students' growth and success. Annually Ongoing Principals Staff PT A Board Patrons Statistical improvement in student behavior and achievement ta Cto o to I lanLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal 111: To develop and implement policies which enhance school chmate and improve student discipline and attendance while also meeting individual student needs and learning styles. Objectives Strategies/ Activities Beginning Ending Date Date Responsibility Evaluation 1. Provide inservice training to district personnel on discipline in a desegregated setting. 1.1 Conduct inservice training on discipline management in all local schools. As Needed Director of Pupil Services Building principals Asst Supt 2. Provide inservice to district personnel on behavioral styles and learning styles of. students and divergent backgrounds. 3. Provide a committee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy administration. 4. Appoint joint committee with PCSSD and NLRSD. 12 2.1 3.1 32 4.1 Provide follow-up training for new staff on a regular basis. Provide training for school based improvement teams (to involve staff and parents) v4io will train staff at the school site with annual maintenance. Committee and sub-committees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board member to review data and recommend modifications to meet students needs and district needs. Revise student handbooks as needed. Review attendance and disciplinary policies and consequences. Annually Annually Annually As Needed Ongoing Ongoing Ongoing Ongoing m n U) CP Building principal Director of Pupil Services Associate Supts Staff Development Staff Identified Staff Associate Supts Principals Teachers Director of Pupil Services Patrons Asst Supts Appointed staff 3 districts (see Tri- District component) Review and revision of tri-district attendance and disciplinary policies I I i i h. JLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal III: (continued) Objectives Strategies/ Activities Beginning Ending Responsibility Evaluation 5. Put in place alternatives to suspension across the district with at least one such intervention to be pbced at each school. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 52 6. Establish a school based student discipline and attendance incentive system at each school. 6.1 Effectiveness of these alternatives to be regularly assessed. Review research and develop rewards program such that recognition and incentives will be individual to the school. 7. Provide counseling intervention for students with chronic disciplinary and/ or attendance problems. 7.1 Activate discipline/ attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/ attendance problems. 72 Involve parents in the team process regarding their children through meetings/ conferences. Date Ongoing Fall 1991 Annually Annually Date Ongoing Ongoing Ongoing Ongoing *10 co 00 n Asst Supts Principals School Based Staffs Principals/ Staff Asst Supts VIPS Patrons Principals Guidance Depts Director of Pupil Services Building Staffs School Health Services Coor Principal PTA Officer PTA Council Counselors Pupil Serv Teams School Health Services Existence of alternative plan in each building Statistical data to support validity of plan and improvement in discipline and behavior Records of counseling intervention Records of parent/ team involvement Statistical decrease in student attendance/ disciplinary referrals J b.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal IV: To provide guidance/counseling services -wdhich address individual student needs\nare supportive of strategies and interventions to enhance student success and expectations\nand provide communications to families of students. Objectives Strategies/ Activities Beginning Ending Responsibility Date Date 1. Inform students of all opportunities available to them and encourage them to take advantage of these opportunities. 1.1 12 2. Make parents partners in education of their children - by making information accessible to them and keeping them informed. 2.1 22 3. To make students aware of educational and post educational opportunities. 3.1 4. Evaluation Publish a document annually which lists financial aid, vocational and higher education opportunities for all students. Encourage students to take advantage of opportunities open to them. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Provide written information to parents regarding curriculum and student skills. Skills and employment fair to be held annually in conjunction with business community. Summer 1990 Annually Spring 1990 Annually Annually Ongoing Annually Ongoing Ongoing p 00 o\u0026gt; CM Create community linkages to assist students in need of special services. 4.1 Through Ford Collaborative, New Futures Initiation, city, courts, pubUc and private service providers, provide school linkages with guidance staff for student special needs interventions. Ongoing Counselors Director of Pupil Services Vocational Director Principals Counselors Director of Guidance Assoc and Asst Supts Educational Programs Building principals Communications Department Vocational teachers Counselors Volunteers in Schools PTA Counselors LRSD New Futures Liaison Assoc/ Asst Supts Dir of Pupil Services Deputy Supt Publication of document Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post secondary education Rosters of meetings Employment Fair Student attendance Established community linkages MMi LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal IV\n(continued) Objectives Strategies/ Activities Spinning Ending Date Date 5. Create academic intervention strategies on a school basis. 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success, i.e., Peer Tutoring, Volunteer Tutors. Annually Ongoing Responsibility Evaluation 0o0 o\\ Principals Staffs of Buildings Assistance from Educational Programs Assoc/Asst Supts Annual plan and annual evaluation report comparisons J 9 B fl 5 5 li I AREA: School Operations LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal V: To provide guidance/counseling which assists students to acquire habits and attitudes necessary for progress in school and in bter life. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Provide minicourses for students in study halls, testing skills, and precareer skills in a sequenced program beginning in grade four and through high school. 1.1 12 2. Raise awareness of student or future career options. 2.1 Minicourses to be developed in sequence beginning with grade four. Provide teacher staff development in the use of curriculum of these areas. Use of resource volunteers in classes and assembUes beginning in elementary schools to address career options. Annually Ongoing Classroom teachers VIPS Guidance counselors Development of minicourses 1991-92 School Year Ongoing Ongoing As needed *13 co (W o Curriculum staff Staff Development Director Teachers-gr 4-12 Student participatioi in these (comparative numbers) Rosters of volunteers I I J k iiBImhmiJ Hm an !  S B ! LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal VI: Monitor student class ratios, instructional and teaching practices to ensure equity for all students. Objectives Strategies/ Activities Beginning Ending Date Date 1. Achieve equity in class structures by grade and by subject area. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Annually Ongoing 2. Achieve equity in student instructional practices. 3. Achieve equity in teaching methods. 12 1.3 2.1 22 3.1 Responsibility Evaluation Address disparities with intervention activities. Remove barriers to equitable participation of students. Review grade distributions by subject, by cbss, by teacher on a semester basis. Address disparities with intervention activities. Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Annually 1989-90 School year Ongoing Ongoing As needed Principals Asst Supts Assoc Supt Principals Asst Supts Assoc Supts Staff Development Human Resources Principals Asst Supts Assoc Supts Monitoring of ratios* and student outcomes Monitoring of master schedules Attendance at inservice Classroom Visitations fl w OQ f UI 00  Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be removed. JB B I ! LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal VII\nProvide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricutor activities^ Objectives Strategies/ Activities Beginning Date Ending Responsibility Evaluation 1. Inform all students and patrons of co-curricubr/ extracurricubr activities avaibble for students and of participation requirements. 1.1 12 1.3 1.4 2. Staff recruitment of students to participate. 2.1 22 3. Increase student participation, particubrly minority student participation in co-curricubr activities. 3.1 32 3.3 4. Use of media and press. Send printed information to parents. Make clear public address system announcements to students. Use community agencies such as churches to assist with recruitment. Individual staff contacts with students encourage involvement. Staff shall specifically recruit from among students who do not typically participate in particubr activities. Profile student involvement in each club or activity. Disaggregate participation data. Annually Annually Annually Annually Annually Annually Date Ongoing Ongoing Ongoing x) 03 00 n CP Remove all barriers to equitable participation of students who wish to participate in extracurricubr activities. 4.1 Develop school based recruitment pbns. Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricubr activities. Annually Ongoing 42 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. Annually Ongoing Communications Dept Principals Staff PTA Board Educational Programs School based Dir of Extracurricubr Activities Log of announcements, media usage, other community student contacts Individual staff members Principal Staff Asst Supt Directors of Extracurricubr Activities Manager of Support Services Asst Supts Assoc Supt Deseg Principals Comparative review of data regarding numbers of applicants and participants by race Yearly analysis of participation data and comparative profiles Yearly analysis of participation data and comparative profiles J AREA: School Operations Goal VII\n(continued) Objectives 5. Develop school profiles which provide overview of school success or its impact on students so that changes and/ or interventions can take place as needed. co OQ O) B 9 B M  LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 5.1 52 52 Profile school by: a. grade distribution b. attendance Annually Ongoing c. d. e. f. disciplinary outcomes test scores student involvement in school related activities course enrollments/ special program enrollments Data to be disaggregated by race. Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. Assoc and Asst Supts Principals School Staffs Use of data based school profiles Yearly comparative students Production of improvement plans to address disparities Outcomes evaluation  imlaiMH LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal VIII: Review and assess testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Visits to school by testing/ evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking. 1.1 12 1.3 1.4 2. Disaggregation of test results by grade, by race for review and assessment for intervention purposes. 2.1 12 2.3 Meetings with principals, teachers. Informal classroom visits by monitors. Compilation of comparative data by school. Evaluation of data with recommendations for changes/ improvements. School analysis of test results by grade, teachers, race and subject area. Development of comparative data to assess disparity areas, if any. Preparation of intervention pbns to address specific student needs. Spring Atmually Annually Annually Annually Annually Annually Ongoing Ongoing ofrao D Planning, Research and Evaluation Asst Supts Principals/ Staff Educational Programs Monitoring visits and reports Principals Principals Asst Supts Testing/ Evaluation Principals/ Staff Assoc/ Asst Supts Data assessment Documented interventions as needed Report of outcomes Existence of plans A J AREA: School Operations J LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal K: To give local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results. Objectives Strategies/ Activities Beginning Ending Date Date 1. Develop/enhance site-based management at designated schoob. 1.1 12 IJ 2. 3. Provide support to revitalize school environments to make it conducive to student learning and to order. Respond to principal requests for assistance in a timely manner. 2.1 3.1 Staff development for principals. Revision of district procedures to provide central office technical support rather than strict control. Enhance principal accountability for program at the building. Plan of district school renovation to meet programmatic and student popubtion needs. Set up format for technical assistance with assigned personnel to work with individual schoob. Annually Annually Annually Annually Immediately Ongoing Ongoing Ongoing Ongoing As needed Responsibility Assoc/Asst Supts Support Services Assoc/Asst Supts Educational Programs Curriculum Directors, Supervisors, and Coordinators ISa M SB Evaluation Conduct of staff development Principal feedback Asst Supt evaluations of school climate and programs and principal management of these Completion of task Principal evaluation of pbn T3 ca 00 n 6 I B H LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal X: Review staffing patterns and staff assignments on all schools and district division for equity. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Update review of recruiting needs by age, race, sex and seniority in positions in the district to ascertain projected needs. 1.1 Review of all current staffing with identification of staff by sex, race and subject area wdio will be retiring to project needs. Annually Ongoing Semiannual Director of Human Resources Completion of tasks 2. Review of position assignments related to racial equity such that all races are represented in every position and job description in the district. 12 2.1 22 f1a0 enra 6 Projection of student population on two year basis to validate expected needs. Development and assessment of school and divisional staffing patterns. Recruitment of support and nonteaching staff to reflect equitable racial representation in all positions. Spring Ongoing Assoc Supt-Deseg Aimually Summer 1989 Ongoing Director of Human Resources Building principals Division heads Principals Director of Human Resources Assoc Supts Completion of tasks Enhance racial balance in all positions J LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal XI: Establish recruitment programs for representation of minorities in all positions in the district. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation \"13 (W o 1. Create pool of currently certified teacher applicants and of students pursuing certification. 1.1 12 1.3 1.4 Share applicant pools with PCSSD/NLRSD (see collaborative). Share with NLRSD/ PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students. Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession. Provide internship programs at district schools for aspiring teachers and aspiring administrators. Fall Aimually Spring Annually Annually Spring 1992 Ongoing Ongoing Ongoing Ongoing Human Resources Directors-three districts Human Resources Directors-three districts Practicing teachers (3 districts) on a voluntary basis Principals Human Resources Office Teacher Sponsor of FTA Collaborative effort with local universities Human Resources Office Educational Programs Completion of task Preparation of and implementation of sharing plan Implementation of procedures Increase in pool of teacher/ administrator applications for LRSD JLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal XII: Ensure schoolwide planning for programmatic excellence and individual student achievement. Objectives Strategies/ Activities Beginning Ending Responsibility Evaluation 1. Provide school based pbnning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities. 1.1 12 1.3 1.4 IJ 1.6 1.7 Date Date hd to ere (D Ln Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. Via disaggregation of data rebtive to: a. student performance b. discipline c. attendance d. participation in school activities e. pbcement in cbsses Train staff to deal with data and implementation of strategies. Evaluation of outcomes of interventions via milestone reports and final yearly reports. Reassessment of and modification of objectives and strategies. Creation of final plan and strategies. Atmual assessment of outcomes of yearly plan. FaU Annually Annually Annually Annually Annually Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Educational Programs Committee of principals Planning, Research and Evaluation School Staff/Principals Sch Improvement Teams Educational Programs Planning, Research and Evaluation Principals/ School Staff Sch Improvement Team Asst Supts Principals/ Staff Principals/School Staff Deputy/ Assoc and Asst Supts Principals/ Staffs Sch Improvement Teams Formulation of guidelines, plans and interventions Disaggregated outcome based data Outcomes evaluations conducted on a comparative basis Assessment process and remediation plans for areas in need of improvement I LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal XIII: Provide staff development on an ongoing basis to staff and information to parents relative to student success. Objectives Strategies/ Activities Beginning Ending Responsibility Evaluation Date Date 03 00 Q 1. To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor. 1.1 12 IJ Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. TESA b. PET c. Classroom Management d. School Management Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. Provide districtwide program of staff development. Annually Annually Annually HI Ongoing Ongoing Ongoing with maintenance Assoc Supt-Educ Programs Asst Supts Director-Staff Dev State Dept of Ed Assoc Supt-Educ Programs Asst Supts Director-Staff Dev State Dept of Ed Assoc Supt-Educ Programs Asst Supts Director-Staff Dev State Dept of Ed Provision of staff development Evidence of enhanced classroom instruction with improved student performances LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal XIV\nCollaborate with contiguous districts regarding aspects of the plan which wiU facilitate and enhance and desegregative efforts. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To create a collaboration whereby all students in all schools in the three districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff. 1.1 Contained in the 'Interdistrict Desegregation Plan\". See Interdistrict Plan See Interdistrict Plan Superintendents and staff of three districts Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the three districts in areas addressed I T) ta era n 1 I PROGRAM FOR ACCELERATED LEARNING/ACADEMIC SUPPORT PROGRAMS 1. Overview The Program for Accelerated Learning (PAL) and other LRSD academic support - 1. L (remediation) programs provide learning experiences to remediate and address a students deficiency while minimizing the removal of the student from the regular classroom setting. PAL and other support programs are available for all grade levels, K-12. These programs provide maintenance and reinforcement for the student in need of this kind of support while enabling the student to experience success within the regular classroom setting. Pal and other support programs are transition programs that are designed to assist students in learning the requisite skills necessary for instruction and success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading, and math at the secondary level. PAL and other support programs are planned to be fast-paced, high-interest, high expectations, and individualized. These programs will have specified time frames by which students will meet performance criteria. These programs must have the specific written approval of the parent or guardian before students may be placed in them. Even then, pullouts will be a last resort and will be kept at a minimal level. Technology assisted instruction is used to provide remediation/academic support and intervention learning/ teaching strategies for targeted students. Computers, video discs, VCRs, and appropriate software support the instructional needs of each student, and instruction, utilizing technology, incorporates cooperative learning strategies. In the PAL/ elementary computer component, the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 35 or more minutes a week in both math and reading. PAL specialists, at the elementary level, in mathematics and reading work closely with the computer component to monitor student data. They investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide (lab attendant) supervises and assists the students as they participate in the individualized state-of-the-art instructional program administered by the computer. The eventual goal is to add a computerized management component to provide (1) annual pre and post criterion- referenced tests for most grades including grading and reporting, (2) computerized scoring of I 1 Page 48 i: 11 J5'. ^1' J unit tests for mastery and (3) the automation of record keeping to provide the teacher with more time to work with students and better data with which to approach that task. PAL/ Academic support programs are cooperatively planned and developed by the staff for students. The staff offers a stimulating, multi-cultural, and inter-disciplinary approach to learning, with a language (oral and written) base for emphasis in each central core area. Staff members use a variety of instructional strategies and utilize both in-district and community resources for motivating students. Parents are actively involved in each phase of PAL, including individual assessment, individual improvement planning, formative assessments, workshops, and summative evaluations. Each parent signs a written agreement, along with school representatives, identifying the responsibilities of the parents, school staff, and students. n. Areas of Collaboration Possible areas of collaboration among the three Pulaski County school districts are as follows: A. Information/ Resource Sharing, especially related to planning for \"at-risk\" students r- B. Cooperative development of programs and assistance (based on results of MPT and student needs, etc.) c. Establishment of complementary sites for summer schools and other programs D. Joint applications for funding by grants, foundations, etc. III. Expected Outcomes A. Elementary and Secondary Programs for Accelerated Learning (PAL) as well as other elementary and secondary support programs have the following goals: 'll 1. To identify educationally-disadvantaged students through appropriate assessment procedures. I' 2. To develop a profile on each educationally disadvantaged student that identifies his/her strengths and weaknesses. The profile may include information from the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. I I 3. To utilize the student profile in developing an Academic Skills Improvement Plan based on the assessed need(s). The plan must be cooperatively developed and implemented by the regular and PAL/ support teachers. 11 a. The individual school will initiate plans to remediate skills not mastered. I I I p 4I  I I I I Page 49 J b. For area(s) which the student failed, the school will list unmastered objectives on the Improvement Plan(s). c. After this initial information is entered on the Improvement Plan(s) the plans will be attached to the Needs Identification Form. d. The Needs Identification Form and partially completed Improvement Plan will be placed in the permanent records of the student. it 3 4. To provide a fast-paced, multicultural, technology assisted, language-based, individualized instruction program for educationally disadvantaged elementary students. 5. To set academic performance/achievement timelines for each student in the program 6. To actively involve parents in the development and implementation of the Academic Skills Improvement Plan for the student. 7. To provide ongoing assessments (formative and summative) to ensure student progress in meeting the expectations of the academic improvement plan. B. Secondary Program for Accelerated Learning (PAL): In addition to the goals outlined above, the secondary support programs including the Program for Accelerated Learning (PAL) has the following goals for the secondary level: 1. To provide transition/support programs for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. 2. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting. A profile of students will include the following: former placement level, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. 3. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). i 4. To provide a fast-paced, multicultural, inter-disciplinary, language-based, individualized instruction program for students placed in the program. 5. To set performance/achievement timelines for each student in the program. I Page 50 J 6. To actively involve parents in the development and implementation of the skills improvement plans for the child. 7. To provide ongoing assessments to ensure movement of students in meeting the expectations of the skills improvement plan. C. PAL/ Academic Support Programs - Grades 7-12 I IV. 1. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. 2. To provide learning and study skills as an integral program component. 3. To include a diagnostic/prescriptive approach which will include direct instruction in the areas of word-attack, vocabulary, comprehension, and application of reading and study skills. 4. To involve the PAL and other academic support teachers in developing, implementing, and evaluating the Academic Skills Improvement Plan for all students assigned to their program. 5. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. 6. To adhere, as appropriate, to the goals and procedures outlined for PAL and other support program. Evaluation and Monitoring A. Student: Evaluation (formative and summative) of the student is based on the Academic Skills Improvement Plan. Parents are provided information during each grading period on the students progress in meeting the performance goals in the Academic Skills Improvement Plan. B. Program: The program is monitored and evaluated based on student improvement/achievement outcomes in accordance with District and other regulatory standards. An Evaluation Design and Checklist have been developed to provide program evaluation data. Page 51 I I iJ n n Ki B B B BBbhBBBB LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/Remedial Education Goal: To refine the overaU implementation of the Little Rock School District Program for Accelerated Learning (PAL), Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Refine the program implementation of the Program for Accelerated Learning (PAL) and Academic Support Programs. Ll 12 1.3 1.4 1.5 1.6 1.7 1.8 \u0026lt;fwt tzi Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. Review program goals, objectives, guideUnes, and findings of reviews and audits of Board Committee. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. Refine criteria/preferred quaUties for teacher selection. Refine pbcement criteria (secondary level). Refine exit criteria (secondary level). Obtain recommendations for student placement in PAL and complete academic skills needs assessment. Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eighth-grade \"at^isk\" students. FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 Spring-FaU 1988 Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Superintendent List of committee members Assoc Supt-Educ Progs Assoc Supt-Educ Progs Assoc Supt-Educ Progs Assoc Supt-Educ Progs Assoc Supt-Educ Progs Principals Principals Documentation Committee meeting agenda Recommendation Criteria for teacher selection Placement criteria Exit criteria Student registration Completed Improvement Plans I i ww LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/Remedial Education Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. (continued) 1.9 Implement Learning Lab curriculum guide and continue revision of program as needed. FaU 1988 Ongoing Supervisors of Reading, Math, and EngUsh Classroom monitoring documentation 1.10 Develop list of suggested material and suppUes that wiU address students specific skills deficiencies. FaU 1988 Ongoing Supervisors of Math, Reading, and EngUsh Suggested list 1.11 Order needed materials and suppUes. August 1988 Ongoing Supervisors of Math, Reading, and English Purchase of materials and suppUes 2. Design and implement effective staff development to ensure equity. 2.1 22 Plan and conduct inservice for Central Office staff. Plan and conduct inservice for teachers. Inservice should focus on the foUowing activities: a. b. c. d. FaU 1988 Ongoing Assoc Supts Agenda FaU,1988 Ongoing Assoc Supts Agenda (*a0 efrsa Ul LU e. f. 8- Ensure heterogeneous grouping in regular math and EngUsh classes Schedule math and EngUsh PAL teachers with simultaneous cbsses Review faculties crlterb Review pbcement criterb for: (1) Learning Lab (2) Specbl Education (3) Math/EngUsh PAL Cbssroom Review personnel selection criterb Select and order suppUes and materbb Provide training on administering TABE (pre/post) Test. Supervisors of Reading, Math, and EngUsh I S S 5 KM Hi LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/ Remedial Education Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 2. (continued) 2.3 Plan and conduct buildmg4evel inservice for entire faculty. Fall 1988 Ongoing Principals Agenda 2.4 Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. Fall 1988 Ongoing Supervisors of Math, Reading, and EngUsh Agenda 25 Implement preschool inservice (five days) for secondary PAL teachers and address the following activities: a. Obtain class rosters b. Gather student profiles c. Identify skill needs for each student d. Cluster students within classrooms and among PAL teachers according to need August, Sept 1988 Ongoing Assoc Supt - Educ Progs Agenda 2.6 Paired teachers will develop instruction schedules (English/ math) according to student needs and class periods. Alternatives may include: a. instruction on alternate days b. mini-class periods (25 minutes per period within each period) c. team teaching (by content area) 1989 *p0 ToO\u0026gt; y ri Ml LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/ Remedial Education Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 2. (continued) 2.7 Plan individualized instruction based on each students assessed needs. A common pbn may be used for students who have similar deficits. Instructional strategies should be outlined on profile sheet and/ or attached on sheets as needed. This profile then becomes the pbn. a. b. c. d. e. Identify approprbte materbls/ resources Determine approprbte instructional strategies Determine method/means for student mastery evaluation(s) Begin to develop daily lesson pbns that reflect the above procedures and information Identify strategies for simultaneous instruction 2.8 Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. 2.9 1988 Fall 1988 Ongoing Ongoing Teachers Plan tc era n CA UA Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. August 1988 Ongoing Secondary principals and supervisors of Reading, Math, and English Supervisor of Reading Classroom observation and documentation Agenda LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/ Remedial Education Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 3. Provide equity in program facUities. 3.1 Develop criterb for facilities to address cbssroom: a. attractiveness b. lighting c. ventUation d. accessibUity e. essentbl space Ongoing Assoc Supts Criteria 4. Employ approprbte personnel to implement an equitable and effective program. 5. Provide ongoing program evaluation to ensure educational equity. 32 3.3 4.1 42 5.1 52 53 Provide bcUities criterb to buUding principals (refer to 22). Monitor adherence to facUities criteria. IdentUy regubr substitutes for computer bbs. Train computer bb substitutes. Develop a PAL evaluation design after considering recommendations from the committee. Design evaluation instruments. FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Assoc Supt for Ed Progs Assoc Supt for Ed Progs Assoc Supt for Ed Progs Supv of Instr Tech Evaluation and Testing Director of Evaluation and Testing Agenda item Visitation documentation List of identified substitutes Agenda for training sessions Completed evaluation design Evaluation instrument V 03 OQ Ul Monitor PAL cbssrooms and evaluate PAL Program. FaU 1988 Ongoing Director of Evaluation and Testing Assoc Supt-Educ Progs Supervisors of Reading, Math and EngUsh Annual Board Report Documentation MMN 5 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Instructional Technology Objectives Strategies/ Activities Rt^ginning Date Ending Date Responsibility Evaluation Implementation of PAL Computer Program Replacement of lab attendants as needed June 1 Aug 30 Redistribute computers based on enrollments Sept 1 Sept 8 Schedule initial update and reriew inservice and new staff training August 1 Aug 15 Director-Human Resources Supv-Instructional Technology Staff Contracts Internal Base Pre-school agenda Conduct initial inservice August 22 Sept 1 Staff Pre-school agenda Conduct new staff inseiA'ice Conduct and field test systems Develop schedule Select target students Input student names Conduct student orientation Complete computer basic skills placement Notify Math/ Reading Specialists of placement results Conduct individualized instructional assessment per schedule Provide reports, intervention modes and files Monitor students progress and change placement as appropriate on classroom teachers recommendation Process installment payments for hardware and software Monitor program Repair equipment as needed August 24 Sept 12 Staff Weekly reports Sept 8 Sept 8 Sept 8 Sept 8 Sept 11 Sept 8 Sept 12 Sept 10 Oct 1 Oct 1 Oct 1 Sept 8 August 1 Sept 12 Sept 8 Sept 14 Sept 18 Sept 18 Oct 1 Oct 1 Ongoing Ongoing Ongoing Nov 1 Ongoing Ongoing SUff Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant, Math, Reading Specialists Supv-Instr Technology Staff Staff Pre-school agenda On file Listing Printouts Schedule Report Report Monitoring Monitoring Documentations and approval Copy of reports Visitations and weekly reports Invoices P 90 O Ul Input students \"pre\" data Input studenu \"post\" data Complete school \"Gain\" report Complete district \"Gain\" reporU August 23 April 13 June 1 June 6 Feb 1 June 1 June 8 June 22 Lab Attendant Math/ Reading Supv Lab Attendant Math/ Reading Supv Lab Attendant Staff Monitoring Monitoring Report Report II II GIFTED EDUCATION II I. II a Overview The Little Rock School District Gifted Program offers services to its students through design that consists of observation and enrichment for all students in grades K-2. Resource II II II rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 are offered. The program operates in compliance with the Arkansas Department of Educations Gifted and Talented Program Approval Standards. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are pursuing graduate credits in gifted education. II II. Areas of Collaboration In the Gifted and Talented Program Approval Standards issued by the Arkansas II II II II II II II Department of Education, gifted and talented children and youth are defined as \"... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/ or services.\" The criteria for placement into gifted and talented programs shall be above average intellectual ability and creative ability. To the extent that task commitment and/ or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. No one criterion shall be used if the result has a disparate impact upon either racial group within the District. Moreover, special attention shall be devoted to the identification and placement of black students and students from low ind middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to foUowing the best practices in the field of gifted education in identification, curriculum, and program evaluation. In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the foUowing areas: (1) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. Page 58 Js LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Gifted and Talented Education Goal I: To establish collaborative efforts in terms of research and in the administration and/or operation of Gifted Programs. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation *13 {C no n LA VO 1. To share research and/or findings in the operation and/or administration of gifted programs. 2. To investigate the feasibility of initiating a tri-district effort to establish a model program to identify and educate socio-economically disadvantaged gifted children. 1.1 12 2.1 Establish a schedule of regular meetings of the tri-district gifted supervisors. Establish a procedure to inform and/ or involve other administrative personnel and/ or staff of research and/ or iimovative procedures. Participate in Project Promise through the University of Arkansas at Little Rock (one junior high school in initial group). November 1988 November 1988 November 1990 Ongoing November 1992 December 1992 LRSD Supv and PCSSD/NLR G/T Supervisors LRSD, PCSSD, NLR Supvs for Gifted Programs LRSD Supervisor and PCSSD/NLR Gifted Coordinators Minutes of meetings Copies of reports and/ or data Records of Program participation AREA: Gifted Education \u0026amp; LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal II: To collaborate staff development efforts in gifted education. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To share the cost of outside consultants to the gifted programs whenever feasible and possible if funds are available. 2. To plan and implement tri-district inservices conducted by the tri-district staff on identification, curriculum, and program evaluation if funds are available. 1.1 Supervisors meet to discuss individual program needs and to determine if consultants can be shared. 2.1 Supervisors meet to plan tri-district inservices and tri-district inservices are held. September, 1989 September, 1989 Ongoing Ongoing LRSD and PCSSD/NLR Supervisors LRSD and PCSSD/NLR Supervisors Minutes of meeting Minutes of meeting, workshop agenda, participate registration, tri-district developed evaluation form fa (re Ol 8 I Mrim ' s  LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Gifted and Talented Education Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To introduce, explain and train all teachers/ facilitators, specialists in the tri-district gifted programs on the use and implementation of the existing tri-districts gifted scope/ sequence instrument. 1.1 Conduct gifted staff meetings in each district each fall for teachers/facilitators new to the program. Ongoing Ongoing LRSD and PCSSD/NLR Gifted Coordinator and Supervisor Roster of participants Participants questionnaire 2. To refine and to complete the Scope and Sequence Instrument. 2.1 Appoint a tri-district curriculum committee to refine and to complete the document. Oct. 1989 Oct. 1989 LRSD and PCSSD/NLR Gifted Coordinators Roster of participants and completed documents *13 nno OS 1 ri SSb S S B AREA: Gifted Education Objectives 1. To implement all objectives relating to the LRSD refinement/ restructuring implementation plan in terms of identification, curriculum and staff development. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation (aXJ 00 o\u0026gt; os 1.1 To implement all strategies/activities delineated in the refinement/ restructuring plan in accordance to their objectives. Aug 1988 Fall, 1992 Superintendent, Assoc Supt and Special Programs and Staff Development. Assoc Supt Division of Schools, Coordinators Gifted programs\nNational consultants\ndistrictwide committees\nprincipals and school teams. Communications Office. Arkansas Dept of Education. College professor Implementation and monitoring of the gifted program I II MULTICULTURAL CURRICULUM I. Overview and Sununary of Background Information It II The use of multicultural curricula is an important factor for effective school desegregation. LRSDs approach to multicultural curriculum development will include the following areas of concentration: 1. Il The multicultural approach will be integrated into the subject areas and courses (Example: Historical and/or social events will be viewed from several racial, cultural, and ethnic perspectives. These studies will be incorporated into rather than added on to the regular curriculum). tl 2. A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, holiday observances and extracurricular activities. tl 3. Students will be provided opportunities to develop better self-esteem. II 4. Multicultural curriculum and a multicultural approach to education will be in place in each school. tl 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. Il II fl The Little Rock School District shall use its Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following:  instructional methodology appropriate for a diverse population  teacher/ student interaction behaviors 11  quality multicultural materials and supplies El  seek textbooks free of race, ethnic and gender bias fl  organization for instruction (within schools and within classrooms and in classroom seat assignments)  special activities  development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes Page 63 B II  inservice training ::  staffing The Office shall integrate human relations activities for the individual classroom into the curriculum by promoting:  the use of multicultural textbooks and instructional materials.  role-playing and group projects,  discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speakers bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. n. Areas of Collaboration The three districts in Pulaski County will work cooperatively in examining, developing ll and implementing a multicultural curriculum. Each district will retain its own general ll El curriculum approach, but will join the other districts in the following areas of collaboration: A. Annual Multicultural Materials Fair: During the summer of 1988, Little Rock School District hosted a Multicultural Materials Fair with representation by approximately forty (40) vendors. North Little Rock had a smaller exhibit. Both projects were very well received by staff and vendors. ll The need for the review and purchase of books, materials, posters and other multicultural instructional aids will be ongoing. Annual Fairs will be cooperatively planned and implemented to meet this need. If 11 B. Inservice Training: Training for staff on the appropriate selection and use of multicultural resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/ activities. C. Access to Higher Education Training Opportunities: The three districts will ll ll cooperatively access information on courses/seminars related to multicultural curriculum development and ethnic studies in higher education institutions in Arkansas. This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. Page 64m. Expected Outcomes LRSD expects to achieve the following goals through the processes set forth in the attached timelines: By September 30, 1989, the curriculum for pre-school through grade 6 will reflect a multicultural approach. 1. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural approach. IV. 2. By September 30,1991, a curriculum review/revision cycle will be established. Evaluation and Monitoring Each building principal is responsible to ensure that the multicultural curriculum II permeates the school environment as required by this Plan. A section on multicultural curriculum will be added to the LRSD monitoring checklist. II II II II II II n 11 fl Page 65 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation O\u0026gt;Q13 fl 8^ 1. To provide teacher learning opportunities through formal course training. 2. To develop a districtwide multicultural audiovisual resource catalogue. 1.1 12 1.3 2.1 22 2.3 2.4 25 Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991. Receive and advertise course offerings to aU certified staff, including opportunities for tuition reimbursement and/or salary credit. Identify participants in summer and faU courses. Review and catalogue present audiovisual materials related to multicultural curriculum. Purchase additional audiovisual materials from the 1988-89 budget. Identify and catalogue other resources for multicultural audiovisual materials, i.e., AR Dept of Education, LR Public Library, AR Library Commission. Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. Pbce initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. FaU 1988 Spring AnnuaUy January 1989 Summer and FaU 1990 FaU 1989 FaU 1989 Spring 1989 Summer 1989 July 1989 February 1989 Ongoing April 1989 October 1990 April 1990 April 1990 May 1989 August 1989 (Pre-school conference) July 1989 Assoc Supt-Educ Programs Dean of Grad Sch Academic Deans Assoc Supt-Educ Programs Office of Human Resources Employees Supv of Media Services Supv of Media Services Supv of Media Services Supv of Media Services Media Specialists List of college offerings Copy of information provided Copy of Academic Course completion on file in Personnel Office (Office of Human Resources) Current catalogue fisting Requisition material Completed catalogue Distribution of catalogue Requisitions submitted LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives Strategies/ Activities Beginning Ending Date Date 3. To plan and implement the Instructional Materials Fair (Multicultural). 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a component of 1988-89 pre-school conference. Fall 1988 April 1989 32 Identify national and local vendors of multicultural instructional materials. Spring 1989 April 1989 3.3 Establish pre-school conference dates and extend invitation to vendors. Spring 1989 End of May 1989 3.4 Confirm Fair participants. End of May 1989 End of June 1989 35 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. Spring 1989 June 1989 3.6 Conduct media campaign for Fair to staff and parents. July 1989 July-August 1989 Responsibility Assoc Supt for Educational Programs Assoc Supt for Educational Programs Executive Staff Assoc Supt for Educational Programs Supv of Media Services Assoc Supt for Deseg and Schools Supv of Media Services, Dir of Communications Evaluation Implementation Plan Completion of mailing list Conference scheduled Confirmation Staff agenda Publicity fD 00 n 3.7 Host tri-district \"Instructional Materials Fair\". August 1989 August 1989 (Preschool Conference Assoc Supt of Educational Programs working with committee Validate Fair participation aw LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 4. To develop criteria for textbook review and adoption. 4.1 Revise Board pohcy for textbook adoption. FaU 1988 Sept 1991 Oct 1988- Dec 1991 Assoc Supt for Educational Programs Approved criteria 42 Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). September 1988-1991 Oct 1988- Dec 1991 Assoc Supt for Educational Programs Roster of committee members 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. July 1991 December 1991 Assoc Supt for Educational Programs Schedule of meeting and agenda 4.4 Submit revised poUcy and criteria to the Board of Directors for first reading. November 1989-1991 November 1989-1991 Superintendent Assoc Supt for Ed Progs Board agenda 4.5 Adopt policy on textbooks. November 1989-1991 December 1989-1991 LRSD Board of Directors Board agenda 4.6 UtUize a local consultant to train staff on 'Avoiding Sex and Race Stereotyping in Textbooks.\" FaU 1989 December 1989 Assoc Supt for Educational Programs Monitoring 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. Ongoing FaU AnnuaUy Ongoing Assoc Supt for Educational Programs Board approval hO 03 OQ n 00 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives Strategies/ Activities Reginning Date Ending Responsibility Evaluation 5. To develop and implement a multicultural curriculum for prekindergarten through grade 6. 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. FaU 1988 52 Identify and retain the services of a national e:q)ert in multicultural curriculum development (lead consultant for two (2) year contract). FaU 1988 FaU 1988 5.3 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion. FaU 1988 5.4 Develop expectations for members participating on multicultural curriculum committee. FaU 1988 5.5 Identify curriculum committee members and contract for services: Date October 1988 October 1988 October 1988 October 1988 October 1988 P3 00 rt O\\ VO 5.6 Assoc Supt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educational Programs Lead Consultant Assoc Supt for Educational Programs Lead Consultant Assoc Supt for Educ Programs Assoc Supt for Educational Programs Transcript of suggestions Contractual commitment for the 1988-89 school year TimeUne/ checklist Ejqjectations Identification of committee members 8 - Health/Science 5 - Music 14 - Reading/ Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 Obtain multicultural curriculum units from models used in other cities. FaU 1988 End of Oct 1988 Assoc Supt for Educational Programs Copies of multicultural materials distributed to committee members LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum I continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 5. (continued) 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development. FaU 1988 October 1988 Assoc Supt for Educational Programs List of expectations 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculum development committee. FaU 1988 October 1988 Assoc Supt for Educational Programs Contract services of consultants 5.9 Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals multicultural . curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. 5.10 Conduct task completion monitoring as identified in timeline. 5.11 Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). 5.12 Review and edit the comprehensive guides in each content area at each grade level. 00 o 5.13 Type and print aU guides. November 1988 Ongoing FaU 1988 Spring 1989 Summer 1989 November 1988 (first two weeks) Ongoing May 1989 June 1989 July 1989 Assoc Supt for Educational Programs Div of Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Participants written evaluation Implementation of monitoring instrument Agenda of each meeting Implementation of guides Guides completed LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum I continued) Objectives Strategies/ Activities Bpginning Date Ending Date Responsibility Evaluation 5. (continued) 5.14 Conduct inservice for all elementary principals and teachers. Summer 1989 August 1989 Principals Institute and Teacher Pre-school Conference Assoc Supt for Educational Programs Agenda 5.15 Involve principals and teachers in ordering multicultural materials from local building budgets: a. Make available materials catalogues to building level principals. b. Order and acquire materials based on curriculum to be taught. 5.16 Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, science, art, and music). 5.17 ta OQ O Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. Summer 1989 Summer 1989 Ongoing Fall 1989 August 1989 September 1989 Ongoing 1989-90 school year End of Sept 1989 Assoc Supt for Educational Prog Elem Teachers Principals Principals Assoc Supt for Educational Programs Division of Educational Programs Acquisition of materials Program and roster of participants (hBa 0r0e KJ a a a MR MR MR LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives 6. To develop and implement a multicultural curriculum for grades 7-12. Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation i1!! 6.1 62 6.3 6.4 6 Ji Verily second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for bst completion. Pbn and hold at least three (3) pubhc meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop eiqjectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarbns 4 Math 4 Science 12 EngUsh 12 Socbl Studies 4 Music 4 Art Spring 1989 Spring 1989 FaU 1989 Spring 1989 Summer 1989 June 1989 June 1989 September 1989 September 1989 September 1989 Div of Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educ Programs Assoc Supt for Desegregation Assoc Supt for Educ Programs Assoc Supt for Desegregation Contractual commitment entered into for second year Timeline completed Suggestions received, reviewed, and considered List of eitpectations Contractual implementation for each committee member ta era ft B B 5 5 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives 6. (continued) Phase in Multicultural and learning (social studies, music, and art). Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 6.6 6.7 6.8 6.9 Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 1992: 1993: 19 teachers: 11 teachers: 11 teachers: 7 social studies 6 music 6 art 3 social studies 4 music 4 art 3 social studies 4 music 4 art Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development committee. 6.10 Conduct inservice session or \"Methods for Developing Multicultural Learning Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum. Summer 1989 Summer 1989 Spring 1991 Summer 1989 FaU 1989 AnnuaUy End of Sept 1989 Sept 1989 Spring 1993 Sept 1989 Oct 1989 (first two weeks) Spring 1993 Assoc Supt for Educ Programs Assoc Supt for Educ Programs Assoc Supt for Educ Programs Supervisor of Social Studies Assoc Supt for Educational Programs Assoc Supt for Educational Programs Supervisor of Social Studies Secure multicultural curriculum units for committee members Develop ejqjectations Roster of committee Contract for services agreement entered into Roster of participants 03 00 o a a LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives 6. (continued) Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 6.11 6.12 6.13 6.14 6.15 6.16 6.17 Conduct bst completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members. Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art). Type and print all guides for social studies, music, and art. Conduct inservice for all secondary administrators and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: (a) Make available materials catalogues to building level principals (b) Order and acquire materials based on curriculum to be taught Monitor the use of curriculum guides. Ongoing Fall, annually Monthly Ongoing Spring Annually Annually Annually August 1990 August Annually Ongoing April 1990 Spring 1993 May 1990 Summer 1993 July 1990 1993 Aug 1990 1993 August 1990 Spring 1993 Assoc Supt for Educ Programs Supervisor of Social Studies Assoc Supt for Educational Programs Assoc Supt for Educ Programs Supv-Soc Studies Assoc Supt for Educ Programs Assoc Supt for Educational Programs Principals Area Supervisors Tasks completed in accordance with timeline Meetings held according to timeline Review and edit guides Guides typed and printed Monitoring of inservice Materials purchased Schedule/ Documentation \u0026gt;13 P 00 fS 9 9 B LRSD\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":114,"next_page":115,"prev_page":113,"total_pages":155,"limit_value":12,"offset_value":1356,"total_count":1850,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":1843},{"value":"Sound","hits":4},{"value":"MovingImage","hits":3}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Arkansas. Department of Education","hits":220},{"value":"Little Rock School District","hits":179},{"value":"Office of Desegregation Monitoring (Little Rock, Ark.)","hits":69},{"value":"United States Court of Appeals for the Eighth Circuit","hits":30},{"value":"North Little Rock School District","hits":12},{"value":"Bushman Court Reporting","hits":11},{"value":"Walker, John W.","hits":6},{"value":"Joshua Intervenors","hits":5},{"value":"Arkanasas State University. Office of Educational Research and Services","hits":4},{"value":"Arkansas Association of Educational Administrators","hits":4}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"Education--Arkansas","hits":1745},{"value":"Little Rock School District","hits":1244},{"value":"Little Rock (Ark.)--History--20th century","hits":1207},{"value":"Education--Evaluation","hits":886},{"value":"Educational law and legislation","hits":721},{"value":"Educational planning","hits":690},{"value":"School integration","hits":604},{"value":"School management and organization","hits":601},{"value":"Educational statistics","hits":560},{"value":"Education--Finance","hits":474},{"value":"School improvement programs","hits":417}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Springer, Joy C.","hits":6},{"value":"Walker, John W.","hits":3},{"value":"Heller, Christopher","hits":2},{"value":"Wright, Susan Webber, 1948-","hits":2},{"value":"Armor, David","hits":1},{"value":"Eddington, Ramsey","hits":1},{"value":"Intervenors, Joshua","hits":1},{"value":"Intervenors, Knight","hits":1},{"value":"Jones, Sam","hits":1},{"value":"Jones, Stephen W.","hits":1},{"value":"Joshua, Lorene","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Little Rock Central High School Integration","hits":6},{"value":"Housing Act of 1961","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":1849},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":1836},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":1799},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":1539},{"value":"United States, Arkansas, Pulaski County, North Little Rock, 34.76954, -92.26709","hits":10},{"value":"United States, Missouri, 38.25031, -92.50046","hits":5},{"value":"United States, Arkansas, Pulaski County, Maumelle, 34.86676, -92.40432","hits":4},{"value":"United States, Missouri, Saint Louis City County, Saint Louis, 38.65588, -90.30928","hits":3},{"value":"United States, Kansas, 38.50029, -98.50063","hits":2},{"value":"United States, New York, 43.00035, -75.4999","hits":2},{"value":"United States, Arkansas, Chicot County, 33.26725, -91.29397","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Arkansas","hits":1836},{"value":"Missouri","hits":5},{"value":"Kansas","hits":2},{"value":"Massachusetts","hits":2},{"value":"New York","hits":2},{"value":"Connecticut","hits":1},{"value":"Illinois","hits":1},{"value":"Maryland","hits":1},{"value":"Michigan","hits":1},{"value":"Ohio","hits":1},{"value":"Oklahoma","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1994","hits":385},{"value":"1995","hits":376},{"value":"1996","hits":334},{"value":"1993","hits":312},{"value":"1992","hits":292},{"value":"1999","hits":273},{"value":"1997","hits":268},{"value":"1991","hits":255},{"value":"2001","hits":252},{"value":"2000","hits":251},{"value":"1998","hits":245},{"value":"2002","hits":182},{"value":"1990","hits":173},{"value":"2003","hits":164},{"value":"2004","hits":148},{"value":"1989","hits":134},{"value":"2005","hits":119},{"value":"2006","hits":86},{"value":"2011","hits":62},{"value":"2010","hits":60},{"value":"2007","hits":57},{"value":"1988","hits":51},{"value":"2008","hits":47},{"value":"2009","hits":47},{"value":"1987","hits":35},{"value":"1986","hits":30},{"value":"2012","hits":30},{"value":"1984","hits":27},{"value":"1985","hits":23},{"value":"2013","hits":19},{"value":"1983","hits":16},{"value":"1982","hits":15},{"value":"1980","hits":13},{"value":"1981","hits":13},{"value":"1974","hits":12},{"value":"1975","hits":12},{"value":"1976","hits":12},{"value":"1977","hits":12},{"value":"1978","hits":12},{"value":"1979","hits":12},{"value":"1973","hits":11},{"value":"2014","hits":11},{"value":"1967","hits":9},{"value":"1968","hits":9},{"value":"1969","hits":9},{"value":"1970","hits":9},{"value":"1971","hits":9},{"value":"1972","hits":9},{"value":"1954","hits":8},{"value":"1966","hits":8},{"value":"1950","hits":7},{"value":"1951","hits":7},{"value":"1952","hits":7},{"value":"1953","hits":7},{"value":"1955","hits":7},{"value":"1956","hits":7},{"value":"1957","hits":7},{"value":"1958","hits":7},{"value":"1959","hits":7},{"value":"1960","hits":7},{"value":"1961","hits":7},{"value":"1962","hits":7},{"value":"1963","hits":7},{"value":"1964","hits":7},{"value":"1965","hits":7},{"value":"2017","hits":6},{"value":"2015","hits":5},{"value":"2016","hits":5},{"value":"2018","hits":5},{"value":"2019","hits":5},{"value":"2020","hits":5},{"value":"2021","hits":5},{"value":"2022","hits":5},{"value":"2023","hits":5},{"value":"2024","hits":5}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"1950","max":"2024","count":5114,"missing":0},{"name":"medium_facet","items":[{"value":"documents (object genre)","hits":904},{"value":"reports","hits":255},{"value":"judicial records","hits":232},{"value":"legal documents","hits":207},{"value":"exhibition (associated concept)","hits":67},{"value":"project management","hits":62},{"value":"budgets","hits":38},{"value":"correspondence","hits":23},{"value":"handbooks","hits":20},{"value":"agendas (administrative records)","hits":17},{"value":"handbills","hits":16}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Office of Desegregation Management","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"Butler Center for Arkansas Studies","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":1850}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":1850}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}