{"response":{"docs":[{"id":"bcas_bcmss0837_415","title":"The Desegregation of the Little Rock School District, Preliminary Plans, revised","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":["1989-12-01"],"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 integration"],"dcterms_title":["The Desegregation of the Little Rock School District, Preliminary Plans, revised"],"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/415"],"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\nThe Desegregation of the Little Rock School District Preliminary Plans (Revised) December 1, 1989 TABLE OF CONTENTS I. Demographics II. Schools III. Instruction IV. School Climate V. Staffing VI. Student Assignment Plan VII. Staff Development VIII. Parent and Community Support IX. Monitoring and Evaluation X. Funding XI. Critical Events Calendar Appendices A. Long-Range District Goals B. Administrative Organization of the Little Rock School District I A Message to Our Community\nV Three days after the Supreme Court's decision in Brown . Board of Education, the Little Rock School Board issued . a formal statement of its intent to comply with the requirements of the Constitution. The statement read as follows: It is our responsibility to comply with Federal Constitutional requirements, we intend to do so when the Supreme Court of the United States outlines the method to be followed. and Three and a half decades later the issue of school desegregation remains unresolved in our city. No matter what strategies have been attempted, no matter how many plans have been proposed, the desegregation of the Little Rock School District has remained a goal which we have not yet achieved. Even more disquieting is the fact that despite hundreds even thousandsof hours of remedial education for students and technical assistance for teachers. the academic achievement of black and white students continues to reflect wide disparities. On standardized achievement tests last year, a difference of over 25 percentile points separated the average achievement of black and white students in our schools. It is painfully clear that not only has the District been unable to achieve racial balance, it has also been unsuccessful in educating many of its black students. 1 When one pauses to consider the reason why II separate but equal\"schools were declared unconstitutional in the first place, the gravity of this failure becomes even more appalling. A desegregation plan that does not succeed in reducing the disparity in educational achievement between minority and nonminority students cannot be successful. One must ask why a community that has struggled with this issue for so long has not yet been able to accomplish the desegregation of its schools. One reason is the loss of white students from the District, a loss which has occurred over the years because of enrollment in private schools. movement of middle class families to surrounding districts, and a decline in the birth rate of white children. At the same time that the District has dealt with the effects of dwindling numbers of white students, it has also had to educate an increasing number of minority students, who. as we know. are disproportionately represented among the poor and disadvantaged. Whatever the reasons for the District's inability to desegregate its schools, it is clear that until our community realizes the importance of attaining this goal and commits to making it happen, school desegregation will never become a reality. The Federal Court can, and will. issue orders which protect the constitutional rights of school children\nhowever, the Court cannot change the hearts and minds of people, and that, in the end, will determine the degree and quality of any community's efforts to desegregate its schools. i iOnce again we have an opportunityperhaps our lastto achieve quality desegregated education in Little Rock. What we accomplish, or fail to accomplish, during the next few months will determine whether we enter the 21st century with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational roediocrity. We must not leave, as our legacy to our children, inferior, mediocre schools in a system worse than it was when this litigation began, only unthinkable but also unconscionable. To do so is not In the weeks ahead our patrons, staff, and students will have opportunities to discuss the ideas contained in these preliminary plans. Many of the proposals have come from you. Others seem like good ideas to us, but you may find reasons why things should be done differently. Also, you may think of other ideas. We invite your comments and opinions\nwe want and need your support. We will be working hard to write a constitutional plan to desegregate our schools and stabilize our community. In the end we want to be proud of what we have accomplished and confident that we have done our very best for all of our children. We believe we can do that if together we commit ourselves to the task and support each i i iother in our efforts to attain once-and-for-all the goal stated so eloquently by the Little Rock School Board over thirty-five years ago. Ruth Steele Superintendent of Schools November 1, 1989 i VI. DEMOGRAPHICS A. Enrollment Trends in the Little Rock School District B. Population Trends in Little Rock C. Population Trends in Pulaski County D. Implications I. DEMOGRAPHICS The purpose of this section is to review the demographics of the Little Rock School District. As a result of the focus on interdistrict transfers in Pulaski County, some attention will also be given to the demographics of the North Little Rock and Pulaski County School Districts. The Little Rock School District covers ninety-one square miles. Until the recent Chenal Valley annexation, the boundaries of the Little Rock School District were coterminous with the boundaries of the city of Little Rock. Although the population of the city of Little Rock is approximately two-thirds white, the District's enrollment (25,972 students) is 64 percent black. The North Little Rock School District is on the northern boundary of the Little Rock School District. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the city of North Little Rock. The North Little Rock School District has approximately 9,500 students and is 44 percent black. Both districts are surrounded by the Pulaski County School District which covers 729 square miles and approximately 22,000 students. The Pulaski County Special School District is approximately 25 percent black. This section will review three areas related to the demographics of the Little Rock School District: 1. Enrollment trends in the Little Rock School District 2. Population trends in Little Rock -2- 3. Population trends in Pulaski County A. Enrollment Trends in the Little Rock School District For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. The racial composition of the school district has shifted slowly in the past several years as a result of a gradual increase in the number of black students attending Little Rock schools and in their proportion of the total enrollment. In 1980-81, black enrollment totaled approximately 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year, the number of black students had grown to almost 13,800 or 71.3 percent of the total enrollment of 19,300 students. During the period from 1980 to 1987, the District's black enrollment experienced a 6 percent increase. During the same period. however, the total enrollment experienced a 6 percent decrease in students. The District's black enrollment has continued to grow since annexation in 1987. During the period from October 1987 to October 1988, the black enrollment increased from 16,268 to 16,684 students. This represents a 2.5 percent increase in black students. The black enrollment increased by five students from October 1988 to October 1989. During the period from October 1987 to October 1989, the total enrollment experienced a 3 percent decrease in students. The steady decrease in total enrollment during a period of growth for the black enrollment can be attributed to a -3- steady decrease in the District's white enrollment. The white enrollment decreased by 7 percent (655 students - excluding 1987-88 twelfth graders) from October 1987 to October 1988. The white enrollment decreased by 5 percent (416 students - excluding 1988-89 twelfth graders) from October 1988 to October 1989. It is apparent that the District will have to reverse this trend in order to effectively desegregate its schools. The October 1989 kindergarten enrollment appears to be the first sign of change in the pattern of declining white enrollment. The white kindergarten enrollment experienced a 10 percent decline from October 1987 (634 white students) to October 1988 (570 white students). However, the white kindergarten enrollment increased by 10 percent (59 students) from October 1988 (570 students) to October 1989 (629 students). This growth can be attributed to the use of attendance zones and, to some degree, the new mandatory kindergarten attendance law, a law which still gives parents the option to waive kindergarten attendance or attend private/parochial kindergarten. It should also be noted that the District's four-year-old program is approximately 32 percent white. The new attendance zones, the mandatory kindergarten attendance law, and the success of the four-year- old program are good indicators of an upswing in white enrollment. -4- B. Population Trends in Little Rock During the last three decades, Little Rock has experienced a 1.5 to 2.0 percent annual average population increase. However, most of the increase has been caused by annexation rather than new residents. Approximately 0.5 percent of the average annual population increase was related to new residents. The 1.5 to 2.0 percent growth rate is expected to continue through 2010. According to the City of Little Rock, the northwest sector of the city has experienced the largest population growth since 1980. This section includes the area around Pleasant Valley, Rock Creek, Highway 10, and 1-430. The growth in northwest Little Rock can be traced to new residents in this area. The secondary growth area of the city is in southwest Little Rock. In both northwest and southwest Little Rock, some of the growth can be attributed to movement from central and east Little Rock. However, southwest Little Rock has received most of the movement from central and east Little Rock. Unlike northwest Little Rock, annexation has not been a significant factor in the growth of southwest Little Rock. The downtown area (central and east Little Rock) has experienced a decline in population since 1980. As indicated above, relocation continues to occur from central and east Little Rock in northwest and southwest Little Rock. The density of the downtown area is too high for new c developments, unless existing structures are removed. As a result, central and east Little Rock are expected to experience decline in the future. Some of the residents in central and east Little Rock are relocating in west central Little Rock near 1-630. The black percentage is gradually increasing in neighborhoods in the area of Kanis, Barrow Road, and 36th Street. Also, neighborhoods around 12th Street, Fair Park Boulevard, and UALR have changed from predominantly white to predominantly black populations in the last two decades. Unlike central and east Little Rock, growth in west central Little Rock has been aided by the availability and construction of apartment complexes and homes for first-time homeowners. Metroplan's 1986 population estimates indicate substantial new residential construction in much of the annexed territory, and considerable increase in population as well. Most of the homes sold recently in the annexed territory are in Mabelvale. Also, substantial growth is expected to occur on the city's western borders. There are still several large tracts of undeveloped land now prime for development. A number of major residential, commercial. or institutional construction projects are currently being completed or were recently completed. It is apparent that the city has three distinct demographic areas: northwest Little Rock, southwest Little Rock, and the central, east, and west central area of Little Rock (also referred to as the 1-630 Corridor). In terms of -6- racial populations, northwest Little Rock is predominantly white\nsouthwest Little Rock is majority white but has more integrated neighborhoods than the other sectors of the city\nand the 1-630 Corridor is predominantly black in the east and experiencing considerable black migration in the west. It is also apparent that more growth is expected in northwest Little Rock and southwest Little Rock. The downtown Little Rock area is expected to continue to experience a decline in population. C. Population Trends in Pulaski County Pulaski County is expected to experience substantial growth during the next two decades. UALR projects the population of Pulaski County to reach more than 441,000 by the year 2000, an increase of more than 100,500 or 29.6 percent over the 1980 population of 340,600. Metroplan has a somewhat higher projection. The County is expected to reach more than 474,000 persons by 2000 (an increase of 39.3 percent over 1980), and 530,000 by the year 2010, a gain of over 189,000 persons or 55.6 percent in just thirty years. In regard to areas of growth, the population growth rate is slightly higher for areas north of the Arkansas River. In 1970, the population north of the River accounted for 38.4 percent of the County's population. By 1980, the population north of the River was 40 percent of the County. Areas of large gain north of the River include portions of Sherwood and Jacksonville. -/- Another area of growth in Pulaski County is the area immediately west of the Little Rock School District's western border. Some of the growth in northwest Little Rock referred to earlier will actually occur in areas outside of the Little Rock School District. For instance, the Chenal Valley development is expected to be a major community in the next 10-20 years. The westward expansion of Pulaski County is also evident in the Crystal Hill and Maumelle areas. The Pulaski County Special School District feels that the school population in Crystal Hill and Maumelle is large enough to justify another school building to serve these areas. At present, the black population constitutes approximately 24 percent of the population in Pulaski County. By the year 2000, blacks are expected to constitute 33.7 percent, or one-third, of the Pulaski County population. The steady in-migration of blacks from rural areas in Arkansas will have a direct impact on the growth rate of blacks in Pulaski County. Most of these persons are expected to reside in the Little Rock School District. As stated earlier, the black enrollment in the Little Rock School District has experienced a steady increase over the past decade. The growth trends in Pulaski County merely reaffirm the need for more interdistrict transfers in Pulaski County. -8- D. Implications The three demographic areas in Little Rock make it easy to understand the strategies that the Little Rock School District must employ to comply with desegregation reguirements. First, the District must reverse the trend of declining white enrollment in order to effectively desegregate all of its schools. Recruitment efforts directed toward private and parochial students will be futile if the District cannot maintain its present white population. A continuation of the recent increase in white kindergarten and four-year-old enrollments will not result in an overall net growth if the white population is not maintained at the upper grades. Second, although the downtown Little Rock population is expected to decline, the high density in this area will continue to be a problem for school assignments. The building capacity in the downtown area must be increased to reduce the burden of busing on black students. Third, the heavily-populated white areas in northwest and southwest Little Rock must be targeted for possible assignments to schools in the 1-630 Corridor. Both of these areas are expected to grow in the future. Fourth, the total number of white students enrolled in the Little Rock School District must increase if all of the schools in the 1-630 Corridor are going to comply with desegregation requirements. This means that the Little Rock School District must succeed in attracting private and -9- parochial students. These students must be recruited to attend area schools as well as schools in the 1-630 Corridor. Finally, the Little Rock School District cannot expect to meet desegregation requirements by relying solely on white students living in District boundaries. Pulaski County is expected to grow considerably during the next ten years. Interdistrict assignment procedures such as magnet assignment, majority-minority transfers, and Act 609 transfers are already in place for further development. Act 609 (the new choice law) will allow students outside of Pulaski County to attend the Little Rock School District. The Little Rock School District long-term desegregation plan must use every opportunity available to benefit from the demographic trends in Little Rock, Pulaski County, and central Arkansas. -10- II. SCHOOLS A. School Organization B. Types of Schools Interdistrict Schools of Choice Intradistrict Magnets Incentive Schools Area Schools Specialty Schools C. Publicity and Information -11- II. SCHOOLS A. School Organization The present organizational configuration of schools in the Little Rock School District is as follows: K-6 elementary schools 7-9 junior high schools 10-12 senior high schools Also, there are four-year-old programs in operation in five elementary schools: Franklin, Ish, Rockefeller, Stephens, and Washington. Additionally, all five high schools have kindergarten programs in conjunction with their Child Development classes. The Little Rock School District Early Childhood Task Force will be asked to recommend whether or not the high school kindergarten classes should be phased out in order to provide more continuity in the educational experience for young children. Initially, much thought was given to the elimination of the junior high school and the creation of K-8 schools or 6- 8 middle schools. For several reasons such a substantive organizational change is not now proposed: first, another change of this magnitude would not only be very expensive but it would also create additional instability for the community at a time when the perception of stability and continuity in our schools should be increased. Second, there will be a worsening capacity problem at the junior and senior high level for at least the next two or three years, especially when Dunbar becomes an interdistrict school. -12- Instead, an internal reorganization of the junior high schools is proposed, beginning in 1990-91, using grades seven and eight for block scheduling, teaming, and other features of the \"school within a school\" concept which has functioned so successfully in the middle school. Grade nine will be a pre-high school program which thoroughly prepares students for their high school experiences. A seven-period day at the junior high schools will also be instituted. beginning in 1990-91. In 1992-93 the junior high school program will be evaluated, space needs identified, and the usefulness and the effectiveness of the junior high school structure reconsidered. By that time the benefit of studies and evaluations done by the New Futures Initiative will help make a more thorough assessment of the junior high school program. Except for these internal changes, the creation of a pre-K through 9 university laboratory school, and an expansion of early childhood programs in some schools (discussed below), the organizational structure will remain the same, at least through the 1992-93 school year. B. Types of Schools Several types of schools are proposed in this plan. They include the following: Interdistrict schools of choice Intradistrict magnets Incentive schools -13-Area schools Specialty schools Detailed descriptions for these types of schools are in the following sections. -14- Interdistrict Schools of Choice There will be three interdistrict schools of choice, with proposed student ratios of 60 percent black and 40 percent white and one. Central High School, as a limited school of choice. They are described below: Washington Basic Skills/Math-Science (Pre K-6): This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by competition which is fostered in academic, physical, and social behavior\nand who are interested in math and science. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, disciplined classroom management, and standard basal textbooks. A computer lab, a math lab, a science lab, field trips, guest speakers, and specific math/science projects (math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core programs. The goals of the Washington School will be: -to develop the highest possible competence in academic skills and concepts\n-to nurture the student's mental processes\n-to foster self-discipline\n-to develop task commitment and self-motivation\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas\n-to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow. Washington Basic Skills/Math-Science School will be characterized as a school which will highlight the best of the past, present, and future educational values. These values will be included as concepts in developing positive learning. This school will also emphasize traditional American values in education, such as patriotism. Classroom teachers (K-6) will use the Young Astronaut Program to encourage further study in math and science, channel student interest into the pursuit of the studies To required for the exploration and settlement of other worlds, to make school work less forbidding by dramatizing that it is the key to the universe beyond, to attract students to the disciplines that are prerequisite to tackling the challenge of the starsthese are the objectives of the Young Astronaut Program. Students will be regularly scheduled to go to the computer lab, math lab, and the science lab which will be -15- staffed by certified specialists. Instructional assistants will assist the math and science specialists and regular classroom teachers with coordination and implementation of the specialized instructional program. The principal of the school will be the primary administrator of the program with an assistant principal to help with administrative duties. Specific skills and concepts from various subject areas will be emphasized at each grade level. To be eligible for academic promotion at Washington, the student must: -master these targeted skills and concepts with 85 percent accuracy\n-perform daily academic activities with 85 percent accuracy\n-spend a minimum time each night on assigned homework: 30 minutes for students in grades one and two, 45 minutes for students in grade three, and one hour for students in grades four, five and six\nand -complete all assignments according to specified time frames. Specific rules and regulations regarding academic performance and social behavior will be strictly but fairly enforced. A major component of the philosophy of the Washington Basic Skills/Math-Science School will be that the education of a child is the responsibility of both the school and the parents. Enrollment at Washington will be open to students from Pulaski County and North Little Rock based on M-M provisions and on the provisions of Act 609 of 1989 (\"School Choice\" law). Dunbar International Studies/Talented and Gifted (7-9): Dunbar Junior High School will open in the fall of 1990 as an Interdistrict Specialty School for International Studies and for Talented and Gifted Education. First preference will be given to current students at Dunbar and to sixth graders at Gibbs International Studies Magnet School. An active recruitment effort will be planned for the spring of 1990 to recruit the incoming seventh grade class. The balance of the seventh orade class will La grade be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Rock School District. Majority-to-Minority transfers will be the vehicle by which interdistrict students may come to Dunbar. If recruiting from Gibbs, the attendance zone, and interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through the vehicle of desegregation transfers. New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 school year will not be required to attend Dunbar if they have no interest in the speciality program. If over -16-capacity problems develop among LRSD junior high schools, they shall be resolved by mandatory interdistrict assignments. Students who wish to participate in the talented/gifted component at Dunbar will enter the school through the same recruitment vehicles outlined above. Talented/gifted students need only to have been identified and recommended for placement in order to qualify for talented/gifted classes at Dunbar. At Dunbar Spanish, French, Russian, Japanese, German, and Latin will be offered. Other courses will be developed in interdisciplinary approaches. Introduction to Languages, International Studies Survey, World Issues, the United Nations, and Introduction to Cultures are among the new courses to be provided. Additionally, other courses, e.g. social studies, science, physical education, and English, will be internationalized through emphasis on the commonalities of the human experience, the contribution of diverse ethnic groups, and the interrelated nature of the world community. Current affairs of an international nature will be continually used, including print media and programming from AETN, The Discovery Channel, and Cable News Network. A comprehensive competitive sports program will be provided with soccer as the dominant sport. A seven-period day will be provided at Dunbar in order to allow students to take full benefit of the international studies and TAG programs. advantage of the A.M. and P.M. Options. Also students could take The P.M. Option would be a supervised study hall held in the media center, thus allowing students to use library and computer The A.M. Option could be a supervised study hall or a regular class. resources. Course requirements and electives for the Dunbar program are described in the Curriculum Overview below. CURRICULUM OVERVIEW OF DUNBAR INTERDISTRICT SPECIALTY SCHOOL FOR INTERNATIONAL STUDIES AND GIFTED AND TALENTED EDUCATION All students at Dunbar will be required to participate in the international studies curriculum. The following courses are available to satisfy the international studies requirement. Foreign Language - Full-year foreign language study will be available beginning in grade seven. will be available: French I, II, III German I, II, III Japanese I, II, III Latin I, II, III Russian I, II, III Spanish I, II, III The following courses -17-In foreign language study students will learn the vocabulary and grammar of the language and the history and culture of the people who use it. Students who do not choose to study a specific foreign language may choose to enroll in Introduction to Language. This full-year course is available to students in grade seven, eight, or nine, and introduces students to the culture and conversational rudiments of six different languages: Japanese, Latin, Russian, and Spanish. French, German, The course will give students an understanding of the nature of foreign language study and will help students choose a language they may wish to pursue in later grades. International Studies - Beginning with grade eight, the international studies requirement may be met with the International Studies Curriculum rather than with a foreign language, if one chooses. Available in grades eight and nine. International Studies choices will consist of a series of courses on varying topics. , The International Studies Choices Curriculum will consist of the following courses: Grades 7 and 8 Physical Geography This course will include extensive computer-enhanced instruction and topics such as cartography, natural phenomena, and ecology presented as global concerns. World Issues This course will involve a thematic approach to continuing and current global issues.  It will utilize current media information sources including Cable News Network's Discovery. \"Newsroom\" and the Discovery Channel's \"Assignment The course will include individualized projects and presentations. II Arkansas's World Connections This course will investigate the state's ties with the international community emphasizing economic, developmental, and financial connections. -18-Grade 9 United Nations This course will include the history, structure, and functions of the United Nations emphasizing current issues before its organization. Leaders of the Twentieth Century This course investigates the lives and impact of 20th century leaders including Gandhi, Mao, Hitler, Churchill, and Roosevelt as well as contemporary societal and political leaders. Students will project characteristics of leaders needed for the 21st century. International Skills community. This course includes practical skills designed to help students become responsible participants in the adult Components include driver's education culminating in an Arkansas driver's license and an international driver's license, a safety program including emergency procedures and CPR resulting in International Red Cross certification, and instruction in procedures and protocol for foreign travel. Students who express interest in this course would be selected on the basis of the number of semesters at Dunbar, attendance record at Dunbar, and citizenship grades. International Sports This course includes team and individual sports popular in other societies such as soccer, taekwando, and tennis. The programs of studies for each of the three grades are outlined below to illustrate the required courses and the electives available for students at Dunbar. -19-7th Grade Program of Studies 7 Period Day Required Courses 1. 2. 3 . 4 . 5. English Mathematics World Geography Life Science {Exploratory Studies - 1 semester) Music/Art 6. (Practical Arts - 1 semester) Home Economics or Industrial Arts Introduction to Languages or Foreign Language I 7. (French I, German I, Japanese I, Latin I, Russian I, Spanish I) Special Programs (Reguired for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not reguired to enroll in special programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas's World Connections Art Choral Music Physical Education Band Orchestra -20-Sth Grade Program of Studies 7 Period day Required courses 1. 2 . 3. 4. 5. 6, 7. English Mathematics American History Earth Science Health/PE (9 weeks each) Career Orientation (1 semester) Introduction to Languages or Foreign Language I or II (French I, II\nGerman I, II\nJapanese I, II\nLatin I, ll\nRussian I, II\nSpanish I, II) or International Choices Curriculum (Physical Geography, World Issues, Arkansas's World Connections) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in Special Programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas's World Connections Art Choral Music Band Orchestra Physical Education -21- 9th Grade Program of Studies 7 Period Day Required Courses 1. 2. 3. 4. 5. 6. English Mathematics Civics Physical Science Computer Science (1 year) or Computer Literacy (1 semester) and Any Semester Elective (1 semester) Introduction to Languages or Foreign Language I, II, III {French I, II, III\nGerman I, II, III\nJapanese I, II, III\nLatin I, II, III\nRussian I, II, III\nSpanish I, II, III) or International Choices Curriculum {United Nations - 1 semester. Leaders of the Twentieth Century - 1 semester, International Skills 1 semester, 7. International Sports - 1 semester) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab. Students not required to enroll in Special Programs may select an elective from the following: Elective Courses United Nations (1 semester) Leaders of the Twentieth Century (1 semester) International Skills (1 semester) International Sports (1 semester) Exploratory Business Physical Education (1 year) Health (1 semester) Home Economics Industrial Technology II Art Choral Music Band Orchestra -22- University Laboratory School (Pre-K-9): Interest has been expressed in a university laboratory school which would demonstrate state of the art technigues in teaching and school leadership. ' It would be located on or near the campus of the University of Arkansas at Little Rock. Students from Pulaski County and North Little Rock would be invited to enroll according to M-M regulations and Act 609. Bale Elementary and Southwest Junior High may be considered as a site for the University Lab School. The Little Rock School District proposes to open such school in the 1991-92 school year. The remainder of this a year and the 1990-91 school year would be planning years in which District and University staff would plan the curriculum and theme for the school. Little Rock Central High School (10-12): Approximately 200 spaces are presently unfilled at Little Rock Central High School. These seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. The flagship program of choice at Central will be its extensive foreign language program. Other specialty areas around an international studies theme will be planned and developed according to a five-year schedule by Central High staff members and administrators and curriculum specialists from the three school districts in Pulaski County. -23-Intradistrict Magnets While the LRSD will continue to invite students from neighboring districts to enroll in intradistrict magnets, the purpose of these schools will be primarily to attract students who reside in Little Rock. Four intradistrict magnets are proposed with ratios of 60 percent black and 40 percent white. Aviation and Transportation/Math-Science Magnet (7-9): The Aviation and Transportation/Math-Science Magnet will be constructed at or near the airport in cooperation with the planned Arkansas Aviation Museum and will open in 1991-92. In 1992-93 grade 9 will be added. Also during the 1991-92 school year, students will be surveyed to determine their interest in pursuing a high school program as part of the aviation and transporation magnet. If sufficient interest is shown, a specialized high school program will be implemented. In the Aviation and Transportation Magnet High School a competitive comprehensive activities program will probably not be provided since high school enrollment in the Aviation and Transportation Magnet will be small and the program highly specialized. It will integrate science, mathematics, technology, engineering, and social studies around an aviation and transportation theme. The study of aviation and transportation will cross many disciplines, including history, geography, communications, physics, engineering, design, mechanics, computers, and navigation. Various human-oriented services will also be included. The instructional program at this magnet school will make students aware of the available careers in the major industrial fields of aviation, shipping, and transportation. Courses at the Aviation and Transportation/Math-Science Magnet will include such titles as: Avionics Communications Navigation History of Transportation Geographic, Social, Economic, and Cultural Developments Due to Transportation Physics of Flight Modern Transportation Transportation Engineering Human Services Aspects of Transportation Field experiences will be provided with the following local transportation authorities: Adams Field Falcon Jet Arkansas Highway Department Little Rock Port Authority McClellan-Kerr Navigation System Union Pacific Railroad -24-Union Pacific Railroad Local trucking companies Local aviation companies The core disciplines for the Aviation and Transportation Magnet School will be science and mathematics. Each student will take science lab minicourses that focus on the scientific method and explore a variety of topics in science. Students will be expected to display their mastery of the scientific method by completion of a project that shows application of scientific processes and principles of mathematics. Students will have available courses in algebra I, algebra II, and geometry. Thematic courses in the area of aviation and transportation will utilize science and mathematics skills. The Vocational Education modules, Technology Education, II \"Exploring Industrial thematic magnet courses. will form the basis for one or more several ways to meet program needs. The modules can be combined in Flight simulators. hydraulics, construction technology, electronics, and other modules will support the program quite well. State vocational funding can be obtained for these courses. In addition, a social science course and a physics/engineering course will complete the curriculum. Cocurricular activities will include field trips to Adams Field, Murray Lock and Dam, and other appropriate sites. Professionals from the transportation industry will be invited to participate as guest lecturers at the school site. The school will have a seven-period day to create time for the addition of specialty courses. A small number of specialists will be hired and trained/retrained in the specialty subject they will teach. These employees will need to take course work or attend staff development sessions during the summer of 1990. Students will meet District and State program requirements and will take a small number of required courses in the specialty area. Other specialty courses will be electives. Environmental Sciences and Basic Skills Magnet (Pre-K-6)\nMuch interest has been expressed in the concept of an environmental sciences magnet (popularly referred to as the \"Zoo\" magnet). If property can be purchased or used near the Little Rock Zoo, an environmental sciences magnet for students in grades pre K-6 will be built, to be opened in 1991-92. If property cannot be purchased, Franklin Elementary School will become the environmental science magnet. To expand the environmental sciences theme into the junior high school, the science curriculum will be reviewed and new courses proposed for Forest Heights Junior High School students who may be interested in pursuing studies in environmental sciences. 1992-93 school year. Such courses will be added by the -25- is The theme of the school, environmental education, __ ideal for developing a magnet program that will not only be a powerful drawing card for students but will also focus on a current topic that involves science and technology, addresses ethical concerns, has a sense of global urgency, and requires interdisciplinary approaches to solving problems. A recent national report funded by the National Science Foundation stated about K-6 science, \"An integrated, hands-on approach is needed, which focuses on the relationship between humans and the total environment. II This and other reports focus on the need to integrate science and technology with societal issues. Learning should start with things that students are familiar with, such as their environment, and proceed to use that experience base to introduce other, more abstract, concepts. The Environmental Sciences and Basic Skills Intradistrict Magnet Elementary School will address needs currently being communicated at the national level. At the same time, the school can combine available community resources with an inherently interesting topic to create program that attracts a diversity of students. a The Environmental Sciences and Basic Skills Magnet Elementary School has the following goals: Students will learn in a multicultural setting that includes representation from all three Pulaski County school districts and neighboring districts. A. Community environmental resources (such as the Zoo, Museum, Game and Fish Department, etc.) will enhance educational experiences for children. B. etc.) will enhance Environmental education will be an interdisciplinary theme around which much of the instructional program will be delivered. C. D. ouuueuu learning outcomes tor the instructional program will include major environmental education concepts from all three learning domains: Student for 1. 3 . 4. 5. E. Knowledge of basic environmental concepts and facts Understanding the relationship between humans and the natural world Acquire a \"caretaker\" attitude toward earth Understand and appreciate all forms of life Apply nurturing skills to care for plants and animals The School Plant will include facilities needed for environmental studies such as a greenhouse and science laboratory. Staff specialists will be employed to operate the greenhouse/science laboratory. 2. Staff specialists and regular classroom teachers will work to develop an interdisciplinary curriculum with environmental education as the organizing theme. 1 _ and State content guides and objectives will be used to make District -26-National sure that all skills are included in the program. _________ curricula such as Project WILD, Project Learning Tree, Project Zoo, and other programs that might become available will be utilized. In addition to normal classroom activities, students will spend time weekly in the science laboratory and greenhouse conducting experiments, culturing plants, and caring for animals. Frequent excursions to the Zoo will give students an additional living laboratory to study. Curricular activities will include such things as wildlife clubs, garden clubs, and Zoo docent training. A contract with the Zoo and other community resources will be developed to detail the working relationship between the parties. Montessori Magnet (Pre-K-6): Garland Elementary School, one of the District's a current incentive schools, will eventually become Montessori Magnet School. The plan is to provide a program for youngsters ages 36 by the 199293 school year and to expand it for youngsters ages 7-12 in 1993-94. This will provide Garland with two years in which to function as an incentive school and to begin to recruit white families to the school for the Montessori program. Rpmine Gifted-Talented/Cooperative Learning School (Pre-K-6) The goals of Romine School will be: to develop the highest possible competence in academic skills and concepts to develop task commitment and self motivation to foster self-discipline talents, and to discuss/foster special interests, talents, and abilities of students and provide opportunities to develop areas of interest to nurture the students' mental processes to foster student participation, effective cooperative learning, and the development of strong interpersonal skills to enable students to learn to work together in a world in which they will live together Romine Gifted-Talented/Cooperative Learning School's curriculum will increase effective participation in lifelong learning. The wider the range of intellectual stimulation to which students are exposed, the greater the chances are that all of the diverse potentialitiesboth within a group of students and within a single studentwill be brought to fruition. The gifted/talented component will provide a very broad and challenging curriculum for the diverse student body.   This school will utilize the cooperative theme in teaching basic skills as well as enriched courses. -27-Incentive School Plan 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 will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the Incentive School Program will serve as a model of excellence for the county, state, and nation. The success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified as special-needs students. Also, all students will have equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -28- The following schools will provide the Incentive Schools Program: - Garland - Ish - Mitchell - Rightsell - Rockefeller - Stephens Program Goals: 1. 2. 3. 4 . 5. 6. 7 . 8 . 9 . 10. 11. To provide the most rigorous, demanding, and challenging curricular and instructional opportunities within the Little Rock School District (LRSD). To focus on the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas. To promote the concept that school desegregation/ integration and guality education are inseparable. To promote the concept of learning, personal and human growth and development, positive self-esteem, and concern for other people and property. To promote improved human and civil rights for all people through the development of human relations skills within the schools. To incorporate in the incentive school core curriculum a systematic approach for exploring the history, culture, and diversity of all ethnic groups of the school population. To promote language development and computation skills through varying experiences. To deliver curricular content in a manner that minimizes the need to label students as special learners. To create and maintain a learning environment which is substantially free from overt manifestation of socioeconomic disparity among students. To provide an opportunity for the schools to become learning and community centers for parents and community organizations. To facilitate strategies for students to establish personal goals for achievement and success. -29- Curriculum Areas\nEmphasis/Expansion in Curriculum Areas\nThough the K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis, modification of existing instructional techniques, and the introduction of new educational delivery systems will be required. In addition changes or modifications in the core curriculum will be indicated. In recent years in the Little Rock School District, students in kindergarten through grade 3 have not been exposed to any kind of comprehensive or detailed science curriculum. Some children who will be serviced in the incentive schools have had no concentrated science instruction. The design of an expanded science curriculum will approach the teaching of elementary science from two different perspectives\n(1) the inclusion of comprehensive science instruction at all levels, and (2) the utilization of innovative instructional techniques which are not in common use in most of the District's elementary schools. The curriculum for physical education will be directed toward achieving individual competencies in health-related fitness, skill-related fitness, fundamental movements and body management, psychosocial foundations (attitudes associated with well-being), and visual/motor manipulatives. Instructional Delivery\nThe instructional approach to teaching each subject area in the incentive schools will place a greater emphasis on active student involvement in the instructional process. This will be accomplished by the utilization of the following instructional strategies\n1. Student Team Learning - Utilization of the Slavin model, which places strong emphasis on cooperative learning and individual achievement through group interaction, will be used to facilitate this approach. Specifically, the District will use a model developed by Robert Slavin and associates at the Johns Hopkins University titled \"Student Team Learning\" to help teachers implement successful group work within the Student Team Learning classroom setting. The success of Student Team Learning for achieving increases in student achievement has been carefully researched by Slavin and others the past 10 years and offers documentation for its success with high and low achievers of all ethnic over groups. LRSD has several trainers (administrative and teacher) already prepared to conduct staff development for teachers in the incentive schools on the Slavin model of Student Team Learning. -30-2. Whole-group Instruction - Experiences will be developed to meet program objectives through whole-group instruction. Opportunities will be provided for students to interact in skills related activities. Higher Order Thinking Skills - Higher Order Thinking Skills can be utilized at almost any level of instruction. Teachers in the incentive schools will be trained in developing lessons and questioning techniques that solicit objective student responses and encourage imaginative problem solving. Teachers will 4. 5. use this process as an integral part of their instructional approach to teaching the core curriculum. One-to-One Instruction - Since research has conclusively shown that direct one-to-one instruction is the most effective learning model, the adult-to-student tutoring approach utilizing direct instruction will be employed whenever possible. Learning Styles Inventory - All incentive school students will undergo a learning styles inventory to assist teachers in diversifying their teaching styles to match the learning styles of the students. Any 6. teacher who has not undergone a reliable learning styles inventory over the past three years will also participate in an identified learning styles inventory. Student Education Plans - The incentive schools will 7. make use of Student Education Plans for all students. Homework - All homework in the incentive schools will be used to reinforce instruction, to aid retention, and to assist students in transferring and relating concepts to the learning process, given in isolation. Homework will not be 3. Content Area Modifications\nSCIENCE Extended Opportunities - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students as well as encouraging a better understanding of science and its related components. Field trips will be designed so that children in the incentive schools are not deprived of field experience opportunities because of socioeconomic status.In addition, field trips will involve teachers in preparation and transfer activities for the extended learning opportunities both before and after the trip. All field trips must be related to and/or interwoven into class instruction and follow-up. Additional Resources - Other approaches for enhanced learning opportunities in the science curriculum will involve the use of realistic and modern visuals, one-to-one instruction (may be peer to peer, retired personnel to -31- student, aide or student teacher to student, teacher to student, specialist to student), intermittent student conferences, varied instructional approaches to the effective deliverance of higher order thinking skills, and the use of peers and retired personnel as tutors for students in incentive schools. Curriculum Changes - The present LRSD science curriculum will be used along with the complementary objectives in the March 23, 1989, Little Rock School District Proposed Desegregation Plan, Volume II, which include the following: - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3). - Classroom and textbook work will be supplemented with practical demonstration and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of the sciences. - Emphasis in the upper grades will be on life sciences and physical sciences (4-6). - Mastery of concepts should culminate with an annual etc. project\ni.e.. Invention Convention, Science Fair, - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom. The curriculum discussed above, aligned with the additional components listed below, will encourage student success through the Incentive School Program. 1) 2) 3) Instructional Technology - All incentive schools should have available the most modern instructional technology for use in specialized laboratories and/or in individual classrooms. The computer laboratory in each incentive school will also be used for science. Study and Test Taking Skills - The incentive schools will integrate the teaching of the study skills, taking skills, and reinforcement of scientific test vocabulary with the teaching of science in both the laboratory setting and the regular science instructional time block. Students will be provided with opportunities to practice test taking skills using content and formats similar to standardized tests for their age/grade level. SOCIAL STUDIES Though the current core curriculum should remain in place, a number of important modifications are necessary to the success of the social studies program. -32-1) 2) Realistic Visuals - The use of professional, updated models, materials, bulletin boards, textbooks, etc., are critical to giving children a sense of place in an ever-changing world. Cultural Diversity - The Little Rock School District's 3) current instructional material does not accurately reflect the cultural or racial diversity evident in the student population of the incentive schools. It is critical to make every effort, including the use of supplemental materials in addition to regular textbooks, to ensure that the incentive school social studies program corresponds with the goals and objectives of the Incentive School Program relative to ethnicity. It is 4) Clarification and Related Approaches  The proactive techniques once utilized by the Little Rock School District, including but not limited to I'm OK, You're OK (transactional analysis), Values Clarification, Project Aware, and the Green Circle Program, should play a vital role in actively involving students in instruction that allows them to grapple with ideas, concepts, and values critical to an understanding of how society works. Verbal Skills - The utilization of activities designed to encourage oral expression has not received enough emphasis at the elementary level. it is critical that students be taught the skills that will allow them to clearly articulate their thoughts and provide them the self-confidence so critical to a positive self-image. The following activities will place a renewed emphasis on this all important skill: a) Debate - By reintroducing this standard of the traditional curriculum, the incentive schools can increase the speaking and writing skills of students while building their confidence. Even more important, students can learn effective ways to deal with disagreements and can be taught conflict resolution and cause and effect on a Even more important 5) b) c) practical and academic level. Show-N-Tell - This important aspect of the traditional curriculum will be utilized on a regular and systematic basis to facilitate self-concept, verbal skills, and selfconfidence . Current Events - A greater emphasis should be placed on the integration of current events into the curriculum for all grade levels at the incentive schools. This is imperative if students are to become active citizens in their community and the world around them. Field Experiences - A creative and more systematic utilization of field trips of greater length and -33-6) variety will be one of the unique aspects of the social studies program at incentive schools. Though traditional sites such as the zoo and museums will certainly be visited, the focus should be expanded to include government agencies, factories, colleges, historical sites, places of business, etc. Every effort will be made to organize the trip in conjunction with the current program of studies. Study Skills Laboratory - Critical to success in subject, particularly social studies, is the any establishment of a skills laboratory which places emphasis on the \"how-to's\" of research, test taking, and book analysis. This area has been long neglected to the detriment of student performance on MAT-6 and the Minimum Performance Test. A comprehensive approach to these and other basic skills is required. MATHEMATICS Though the current core curriculum should remain in place, a number of important modifications are necessary for the success of the mathematics program. 1) 2) 3) Mathematics Laboratory - The study of mathematics in a laboratory setting will be an integral part of the curriculum for the incentive schools. Laboratory instruction will place emphasis on concreteness (kinesthetic and tactile activities), manipulatives (hands-on activities), problem solving, realistic pictures, materials, and resources. By providing students with opportunities for hands-on experiences and positive attitudes, laboratory opportunities will contribute to an improved academic self-concept. Instructional Technology - Instructional technology will be incorporated in the mathematics program for all grade levels to develop skills in problem solving, reasoning, and communication. Various technological equipment/materials will include up-to-date computers, calculators, video cassette recorders, supplemental textbooks, films, manipulatives, and realistic visuals. Parent/Child Learning Kits - Essential skills in mathematics should be reviewed and strengthened at each grade level to individualize the learning process for children. Prepared parent/child learning kits will be provided to foster home involvement of parents with child. These kits will include basic mathematics 4) information, manipulatives, and problem solving. Problem Solving - Problem solving activities will be integral part of the mathematics program. Emphasis will be placed on building confidence, developing strategies for understanding, and fostering logical th i nk i ng. ----*- -    an Mathematics manipulatives used will include Versa-Tiles, cuisenaire rods, attribute blocks, base 10 -34-blocks, geoboards, tangrams, pattern tiles, unifix cubes and pattern blocks. PHYSICAL EDUCATION/HEALTH The physical education program will provide for the needs of all students in achieving individual competencies in motor skills, knowledge, and attitudes. 1) Curriculum Guide - Educational skills related to the physical education program will be outlined in a course content guide, K-6. Systematic utilization of the 2) guide will be emphasized in the incentive schools. Intramural Program - Intramural programs will be established at each of the incentive schools. The 3) 4) fundamental purpose of the program will be to develop enjoyment of team sports and lifelong leisure skills. This program will provide competitive physical education games and activities in addition to class activities. Specialized Equipment - Specialized equipment will be needed to implement the essential physical education skills. The equipment will include items such as trampolines, balance beams, balls, hoops, ropes, and other psychomotor materials. Health Related Fitness - Fundamental and developmental skills in health related fitness will be an integral component of the physical education program. Opportunities and experiences will be provided to include family life education, human development, fitness exercises, and understanding of and respect for the handicapped. FINE ARTS (MUSIC/ART) The current core curriculum will remain in place with a number of important modifications which are necessary for the success of the fine arts program. 1) 2) 3) Realistic Visuals  The use of professional activities, models, materials, bulletin boards, and textbooks should reflect mankind's heritage in music and art. Cultural Diversity - Emphasis will be placed on cultural diversity in basic, developmental, and extension skills in music and art. Each fine arts experience should provide conditions for students to recognize, understand, and appreciate differences in people, traditional beliefs, and uniqueness of cultural styles. Field Type Experience - More systematic utilization of field trips of greater length and variety will be one of the unique aspects of the fine arts program. Students will be provided opportunities for active participation in group and individual performances. -35-4) Exhibits and field type experiences will be used to reinforce the learning of concepts in music and art. The focus of field experiences should be expanded to include museums, art galleries, commercial advertisement offices, concerts, plays, recitals, and ballets. Creative Expression - Enjoyment of music and art should be emphasized in the earlier grades (K-3) through the creation of music, painting, and crafts. Creative expression should be expanded at the intermediate level to include an understanding of cultural and historical differences. Opportunities should be provided for 5) students to share, display, and demonstrate their abilities through performances, plays, exhibits, programs, and fairs. Clubs/Events - Special interest clubs in music and art should provide opportunities for students to enhance learning, to broaden cultural experiences, and to receive special training in addition to the regular class. Students should be encouraged to participate in 6) vocal and instrumental ensembles and appropriate art exhibits. Fine Arts Resource Center - An area should be designated within each incentive school for storing materials, activities, and equipment for music and art. These resources related to fine arts skills and concepts development should be available for students to use at home, following: These resources should include the a) b) Music - musical instruments, records, tapes, books, sheet music, videos, and pictures. Art - drawing paper, construction paper, crayons, markers, paint brushes, modeling clay, pictures, books, paints, lettering sets, and various craft items. READING The developmental approach to teaching reading will be applied in the incentive schools. Neither age nor class designation will be a factor in determining the cognitive developmental needs of a child at any given time. This approach will require frequent and on-going formative assessment to determine the child's immediate instructional needs. More time on task to include teaching and reteaching, utilizing alternative instructional techniques, will characterize the reading program. Teaching of reading will not be confined to the reading block of time, but will be meaningfully incorporated in all areas of the curriculum. Teaching of reading instructional approach will be applied in the reading program, reinforced by reteaching, identified small group instruction, and individual tutoring. This approach will be facilitated by limiting the teacher- The \"whole-group\" -36-pupil ratio to 20:1 in the primary grades (K-3) and 25:1 in the intermediate grades (4-6). An instructional aide will be provided for each forty (40) students, constituting a .50 aide per classroom. To utilize teacher strengths/skills and maximally meet the individual student needs, team teaching at grade levels will be employed in the incentive schools. Peer tutoring, involving students from grades 5 and 6 as well as students from nearby secondary high schools, will serve to further extend learning time for primary children (K-3). Field trips designed to extend classroom objectives and to broaden student experiences will be incorporated as a major component of the reading program. To maximize the field trip experience, the teacher will develop and teach pre and post field trip lessons. Instructional technology, to include the use of the computer, will be employed as a teaching tool, focusing on teacher interaction with students, and providing immediate feedback and reinforcement to the student. This procedure utilizes the computer as a visual vehicle for instruction and is not intended to replace laboratory computer instruction. Homework will provide opportunities for further mastery of skills/concepts taught in the classroom. Students will be permitted to take the basal reader and other library resources home for specifically designed homework assignments. Under no circumstances will homework be required of a child who has not demonstrated mastery of the homework content at the comprehension level. To facilitate the use of background experiences in the development of vocabulary and comprehension, story mapping will be a common practice. Critical thinking skills will be taught at all grade levels, including among others, drawing conclusions, predicting, inferences, analysis, and evalua-tion. Social development as well as cognitive reading skills will be enhanced by the inclusion of multicultural literature, audio-visual materials, and resource persons from various cultural groups. Focus on oral language development will be a high priority in the incentive school. Opportunities to develop oral fluency will include speaking, storytelling, chanting, imitating, debating, dramatics, and choral reading and reciting. LANGUAGE ARTS The Little Rock School District believes that all students can become proficient users of language by learning strategies of reading, writing, speaking, and listening. The language arts programs of the District reflect these goals in a multicultural curriculum designed to nurture and -37- expand the developing literacy, speaking, and writing abilities of all students. The following guides will be used for the language arts program in the incentive schools: - Curriculum Objectives (K-6) and Core Curriculum Charts - Multicultural Materials (Selection and Use) - Core Literature List (K-6) - Multicultural Vocabulary (Teacher and Student Lists) - Curriculum Materials/Activities/Resources Effective oral and written communication skills are fundamental to an individual's success in academic activities, social development, professional performance. and personal fulfillment. The incentive schools will develop and infuse multicultural education in all grade levels of English language arts. The goals of this program are to enable each student to develop: - Clarity, fluency, and precision in standard oral and written communication\n- The ability to give structure to thoughts\n- The ability to analyze and discuss\n- A consciousness of linguistic patterns and structure\n- A pride in, appreciation for, and sensitivity for standard language and an awareness of nonstandard language\nand - Creative thought and expression. The core curriculum, concept, skills, and behavioral objectives have been clearly defined in the Little Rock School District curriculum guides, which form the foundation for the language arts programs in the incentive schools. English usage will be taught in spoken and written context. The teaching of English usage will be made relevant and meaningful to the student by utilizing the student's spoken and written language as an instructional vehicle to clarify new concepts/skills. Oral language will be facilitated by providing varied opportunities for the child to practice speaking in meaningful settings such as dramatic play, giving directions, making plans for activities, talking about experiences in school, community, etc., making announcements, debating, orations, telling riddles, dramatizing stories, traveling experiences, telephone meetings, etc. conversations, making introductions, conducting club . Fluency will be acguired through practice. The concept of writing to read will be incorporated in the language arts program. Written language is concerned with the child's efforts to express his/her ideas in -38-writing. Ideas are in abstract form until they \"flow through a pencil or pen\" to the paper. To create this flow, in the incentive schools, the child will be provided many techniques and skills necessary for fluency, ques to be utilized are: Some techni- - Journal writing - Poetry - Reports - Letters - business and friendly - Plays - Riddles - Biographies - Stories - Newspaper articles - Books are such. Language arts, speaking, reading, writing, and spelling all interdependent disciplines and will be taught as It is essential that the child understands the relationship of these disciplines. The student's valuing of each discipline will be enhanced as he/she becomes aware of the relationship between writing and spelling, speaking and reading, and reading and writing. The functional importance of nonverbal communication cannot be minimized. Consequently, this area of communication will be a part of the language arts curriculum in the incentive schools. Recent research identifies nonverbal communication as a valuable means of communication. The development of telecommunication technology and the elimination of communication barriers have created a need for greater understanding of all forms of communication. COMPUTER LITERACY The Little Rock School District does not have a comprehensive computer literacy program in operation at the present time for elementary school children. The elementary schools in Little Rock are equipped with computer laboratories which are used for remediation and enrichment. The incentive schools will continue to use the computer In laboratories with their present design and scope. addition, the Little Rock School District incentive schools will offer computer-supported, individual, and group-based instruction for elementary school reading, mathematics, social studies, science, art, etc. Participation, instruction, practice, feedback, and monitoring will be the keys to unraveling the computer for elementary students in the incentive schools according to the following objectives : -39-1) 2) The computer will be used to enhance student participation, feedback, and performance as well as monitoring in classroom and laboratory settings. The computer program experience for students in the incentive schools will involve the students from an orientation stage to a mastery stage. (Inextricably interwoven in the mastery will be the advent of 3) 4) elementary instruction in keyboarding and/or typing). The computer will involve students in active instructional tasks, active learning, and opportunities for providing and receiving explanations. The computer literacy program will help to encourage teachers in actively involving students in an ongoing program that: a) b) c) d) e) f) begins in kindergarten, follows a scope and sequence similar to other subj ects, pursues grade level mastery annually, masters the keyboarding skills needed for efficiency, utilizes intermediate level programming skills necessary for proficiency, and produces a computer literate student by 6th grade who: 1) 2) recognizes and appreciates the ability of a computer and understands and is able to demonstrate command of the computer before entering the 7th grade. Keyboarding will be offered from 4th grade through 6th grade, utilizing the following format: Beginning in the 4th grade, the incentive program will offer an entire nine weeks/grading period for students to learn practical standard keyboarding practices while still allowing them access to computers in other settings during the first grading period. The remaining three grading periods will offer support and reinforcement for the keyboarding as well as an introduction to basic programming. For students who may have advanced skills, advanced programming will be offered. In order to qualify for advanced instruction, students must have demonstrated mastery of basic programming before being placed in an advanced programming class. In instances where the computer will be used to provide students with higher levels of participation, feedback, and performance monitoring, instructional software directed toward immediate ability for student response will be used. (Example: The software used should allow for immediate reliable feedback from the teacher and the software. -40-The use of the computer will allow the teacher more time for direct instruction because: 1) 2) 3) The teacher will not be free or released during computer instruction. The teacher will be involved with the students during training, practice, and follow-up. The regular classroom teacher may or may not be the computer teacher (May vary depending on teacher skills, willingness to acquire skills, specialists available, etc.) Personnel directly involved in computer instruction will require prior training or extensive training in the operation and care of the computer. The computer-teacher programmer will be a professional who has also been trained to teach. The computer teacher and/or computer-teacher programmer will require training on specific software packages to be used at the different grade levels. These individuals will also be trained in discipline and classroom management, in group process, and in Student Team Learning. Support Programs: The focus, function, and guiding process of the incentive schools will be to provide excellence in an environment of academic support. Research indicates that parent and community involvement are critical to academic achievement. In particular, support programs are capable of enhancing both compensatory and enrichment activities, addition to the various support strategies used by the In Little Rock School District, the following support programs will be available in each incentive school: HOMEWORK CENTERS - Each incentive school will offer an after school homework center for students who are in need of specific help with class material. one teacher and aide will operate the center. At least The teacher will also be responsible for conferring with regular classroom teachers concerning individual student needs. PEER TUTORING - Peer tutoring will be selected from among a group of self-nominated and teacher-nominated students. The role of peer tutors will not be limited only to those students with outstanding academic grade point averages but will also be open to other students who have mastered the subject matter and can verbalize an understanding of the subject matter to be covered. RETIRED TEACHER PROGRAM Retired teachers will be recruited to come into the incentive schools and work with individual students as tutors. Retired teachers will be involved in different types of -41- individual and small group activities that address the academic, social, and developmental needs of the students. PARENT PROGRAMS - The Incentive School Program will In particular, parents/guardians and focus on the use of extended family members as tutors, aides, etc. In particular, parents/guardians and grandparents will be used on a regular basis in All classrooms and other school activities (advisors, evaluators of programs, activity sponsors, etc.), incentive school activities will reflect the philosophy that parents/guardians are the first teachers of children. Parents will be regarded as learning partners in the educational process of their children. In some cases, a number of parents/guardians will be employed as aides with the expectation that they will complete college teaching degree programs leading to certification and possible career opportunities in the District. The incentive schools will also support the needs of parents. These schools will become learning and community centers accessible to parents and community organizations after regular school hours. Parent support workshops will be provided on a periodic basis throughout the school year (at least one workshop each quarter). These workshops will be directly related to the instructional activities in the classroom and will address topics such as: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Reading skills Adult literacy (i.e. GED program, etc.) Math instruction skills Parent/child advocacy skills Use of community agencies and resources Counseling services Career opportunities Use of standardized tests Computer literacy Higher education oppportunities In addition to the parent support workshops, the incentive schools will use various strategies to increase the accessibility of the schools to parents and community members. COMMUNITY PARTICIPATION - Community participation in the incentive schools shall be encouraged by the involvement of community organizations, employers, civic and social organizations, and public agencies. Each school will participate in the Partnerships in Education Program and will maintain at least one business partnership. These organizations will be trips. engaged in programs which extend learning experiences beyond the classroom. For instance, field trips, onsite career awareness opportunities, Saturday -42-enrichment activities, and role model programs will be supported by business partners and/or various community organizations. The use of support programs is critical to the success of the Incentive School Program. In addition to the use of external monitoring sources, the building principal will be directly responsible for monitoring the effectiveness of all support programs. The effectiveness and progress of these programs will be prepared by the building principal and submitted to the Superintendent's office (including the Associate Superintendents) on a quarterly basis. Monitoring instruments used by external monitors will also address the effectiveness of support programs. Staff Selection Criteria\nThe principal will demonstrate: - knowledge of elementary curriculum. - a commitment to being a leader in staff development by initiating, participating in, monitoring, and maintaining inservice activities. - competency in interpersonal relations with faculty, students, parents, administration, community, and support staff. - a knowledge of and commitment to the differences and similarities among various socioeconomic, gender, and cultural groups. social, - the ability to apply the principles of child growth and development with faculty, students, parents, administrators, community, and support staff. - the ability to apply the concepts inherent in the principles of learning with faculty, students, parents, administrators, community, and support staff. - a knowledge of current educational theory/practices and the ability to make appropriate application in the development of the school population. The certified staff will demonstrate: - competency in the total teaching act. - commitment to the philosophy of the incentive school. - a commitment to participate in staff development activities and apply skills in the classroom. - the ability to teach to differences as evidenced by daily planning and delivery of instruction. - sensitivity to cultural differences as evidenced by the physical features of the classroom which should reflect the society (population) that it serves. Lead teachers will demonstrate the same competencies other certified teachers in addition to the following: as -43- - the ability to work with diverse cultural groups of students and parents. - the ability to accept change and adapt readily to new learning situations. - the ability and willingness to share successful teaching strategies with other teachers and students. - the ability to accept constructive criticism from fellow educators. - a strong interest in research. Lead teachers are those who model effective teaching strategies and are selected to serve as coaches for preprofessionals, student teachers, and peers. In addition to certified teachers and lead teachers, each incentive school will also have a permanent substitute teacher, the Little Rock School District will consider hiring administrator to coordinate and/or supervise the Also, an implementation of all programs at the incentive schools, schools of choice, and intradistrict magnet schools. The administrations and faculties in all incentive schools will be vacated. The process for reconstituting the administrations and faculties will include parents. students, teachers, and administrators. Staff Development: Although LRSD expects to assign to the incentive schools exceptionally qualified personnel, specific inservice will be necessary to implement the unique instructional program, following: Basic inservice will include the Mission and purpose of the incentive schools (1 day) Curriculum refinement (10 days) -Identification of desired learning outcomes -Identification of concepts and skills to be taught at each grade level -Delineation of the sequence of teaching topics for each grading period Overview of Program for Effective Teaching (PET)(1 day) Expectation Theory (Accepting Differences) (1 day) Student Team Learning (3 days) Developing Higher Order Thinking (1 day) Classroom/Discipline Management (2 days) Planning for Achievement Difference within the Whole Group Theory of Lesson Planning (1 day) Computer Training (1 day) Instructional Aide Inservice (1 day) Clerical Aide Inservice (1 day) Developing Parents as Partners Implementing the Homework Center Program for Accelerated Learning -44- During the 1990-91 school year, maintenance activities for summer 1990 staff development activities will be conducted. Additional Staff Development Activities will include the following: PET (1 cycle) Developing Peer Tutors (2 days) Developing Adult Tutors (2 days) Teacher Expectations and Student Achievement (TESA) An annual assessment of staff development needs will be conducted. Inservice activities will be scheduled based on needs related to implementation of the Incentive School Program. The staff development department will coordinate inservice activities. 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. marketing campaign for the Incentive School Program will The focus on two major strategies. First, all parents in the three school districts will be informed about available in the incentive schools. programs Second, in order to desegregate the incentive schools, various neighborhoods throughout Pulaski County will be targeted. In each case. the marketing strategies will emphasize the unique learning opportunities available at the incentive schools. All of the schools designated as incentive schools beginning in the 1990-91 school year currently have (as of October, 1989) racial percentages ranging from 84 to 99 percent black. The black percentage at Rockefeller is 84 percent black and the black percentage at Stephens is 99 percent black. The acceptable range, or desegregation requirement, for all elementary schools in the Little Rock School District is plus one-eighth and minus one-fourth the total black percentage at the elementary level. This formula, which is within the guidelines established by the Eighth Circuit Court of Appeals, results in a range of 51 to 76.5 percent black. The purpose of the recruitment program is to comply with the desegregation requirements in each incentive school. The recruitment program will encourage voluntary assignments that will not have an adverse effect on the desegregation requirement at each incentive school. Of course, the use of voluntary measures will necessitate long-range goals for full compliance with the desegregation requirement by the beginning of the 1996-97 school year. The annual goals for the number of white students needed to meet the desegregation requirements at each incentive school -45- are listed on the attachment, Desegregation Requirements. \"Annual Goals To Meet II The incentive school recruitment program will focus on three objectives: 1) 2) 3) To provide information to the community about the incentive school program. To use specific recruitment strategies for predominantly white neighborhoods throughout Pulaski County. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. As stated earlier, the various recruitment strategies will emphasize the unique learning opportunities at the incentive schools, on the following: In particular, emphasis will be placed 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) Extended day learning opportunities Scholarships for post high school educational opportunities Foreign language instruction An individual education plan for each student Academic competition Homework Centers Computer literacy instruction Attractive facilities Low teacher/pupil ratios Emphasis on higher level thinking skills Permanent substitute teachers Saturday enrichment opportunities Each school-based Biracial Advisory Committee will be primarily responsible for implementing recruitment strategies. The school-based Biracial Advisory Committee consists of the building principal, teachers, parents, and students. The parent recruiters in the Little Rock School District Student Assignment Office will assist each schoolbased committee in developing and implementing specific recruitment activities. Although the parent recruiters will provide central office support for certain recruitment activities, it is believed that the most effective recruiting comes from the parents, students, and building staff. In addition to the specific recruitment activities implemented at the school level, the parent recruiters will conduct the following activities to meet the objectives of the incentive school recruitment program: -46- A. To provide information to the community about the Incentive School Program. 1) 2) Information booths at prominent shopping centers and malls throughout Pulaski County. Develop highlight sheets and distribute to all elementary students in Pulaski County. Highlight B. 3) 4) 5) 6) 7) 8) sheets will also be displayed in local businesses. Insert highlight sheets in bills of utility companies. Conduct information sessions with special audiences (i.e. PTA Council, PAC Council, Junior League, League of Women Voters, Chamber of Commerce Education Committee, Realtors Association, etc.) Develop and distribute generic public service announcements (PSA's) to all media. Public service announcements will be a part of an ongoing media blitz to heighten public awareness regarding incentive schools. Billboards, bus benches, etc., will also be used to advertise generic information about incentive schools. Produce short videocassette recordings to be used in public presentations (i.e. PTA meetings, realtors, etc.) Seek incentive school endorsements from local celebrities. Conduct individual and small group recruitment meetings with potential parents. In addition to the above. The Little Rock School District Offices of Desegregation and Communication will be responsible for the following: a) b) c) Hire a marketing expert to develop and implement a multi-year marketing campaign. Conduct an ongoing media blitz that focuses on the positive aspects of the incentive school program. Highlight incentive schools in all district publications. To use specific recruitment strategies for targeted neighborhooods throughout Pulaski County. 1) Assist school-based committees in targeting geographic areas/neighborhoods for informational blitz regarding specific incentive schools. Information will also stress group preference 2) an assignment option. Assist schools in developing small group as tl Information II tours to acquaint parents, For Your grandparents, businessmen, realtors, etc., with the incentive schools. -47- C. 3) 4) 5) Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-M transfers to incentive schools. Work closely with student assignment offices in NLRSD and PCSSD and the Magnet Educational Team (MET) to target specific neighborhoods for recruitment activities. Assist each incentive school in establishing and scheduling a speaker's bureau. The parents of white students enrolled in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, students, etc. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. The Little Rock School District Biracial Advisory Committee will also serve as the steering committee for the incentive school recruitment program. The Little Rock School District Office of Desegregation will be responsible for compiling bi-monthly reports on the implementation and effectiveness of various recruitment strategies. These reports will be shared with the Little Rock School District Board of Directors, Joshua and Knight Intervenors, and the Metropolitan Supervisor. The bi-monthly reports will be developed by each school-based Biracial Advisory Committee. The Districtwide Biracial Advisory Committee will review each bi-monthly report and recommend to the Board of Directors and/or Office of Desegregation any changes needed in recruitment strategies/activities. The Biracial Advisory Committee will also appoint two ex-officio members with expertise in marketing/ advertising to advise the committee on recruitment strategies. The Districtwide Biracial Advisory Committee will visit the incentive schools once each quarter. Among other things, the committee will evaluate the recruitment program in each building. evaluation of the recruitment program will be addressed The in the quarterly monitoring/evaluation report for each incentive school. Post High School Scholarships\nThe incentive school program is intended to provide both short-term and long-term opportunities for educational excellence. As incentive school students experience the short term benefits of high quality learning experiences in grades K-6, it is imperative that they have the resources needed to extend their educational careers to post high school learning experiences. To this end, a scholarship program will be provided for all LRSD incentive school students. -48-A trust fund will be established for each student who completes at least one full school year at an incentive school. Each student will earn $400 for each full year of enrollment in an incentive school. Each student will receive the amount deposited plus interest as the earned scholarship amount. Upon graduation or withdrawal from an incentive school, the total amount awarded for each full year of enrollment will be placed in a trust fund. The trust fund will be administered by a committee made up of two representatives from the Little Rock School District and one representative from the Arkansas Department of Education, Joshua Intervenors, and the Knight Intervenors. A student must enroll in a post high school institution within two years of graduation from high school in order to receive incentive school scholarship funds. Scholarship payments will be made directly to the post high school institution. -49- SUGGESTED TIME ALLOTMENT SCHEDULE FOR THE INCENTIVE SCHOOLS TIME: Regular Day 8:00-3:00 *7 hours Extended Day 3:00-5:00 -'2 1/2 hours Extended Saturday 8:00-12:00 4 hours ''6 hours( instruction) *2 hours (instruction) *3 1/2 hrs( instruction) 1 hour(lunch/break) 30 min.(snack/break) 30 min (snack/break) GRADES: Kindergarten - One - Two - Three/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) * Reading 90 min. Apx. 450 min. 'Language Arts - Spelling - Handwriting - Coimiunication (Oral/Written) - Literature - I.ibrary 90 min. Apx. 450 min. Mathematics 45 min. Apx. 225 min. 'Social Living - Science (Health-Safety) - Social Studies (History-Economics- Geography) 60 min. Apx. 300 min. Fine Arts/P.E. * - Art  - Music - P.E. 45 min. Apx. 225 min. TOTAL 330 min. Apx. 1650 min. -tregular day 8:00 - 3:00 7 hours 6 hours (Instruction) 1 hour (Lunch/Recess) Exercises in Foreign Languages can be integrateed with any of these areas. -50-EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [2 hours - Instruction [30 min. - Snack/Break Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. Apx. 150 min. Creativity: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [3 hours - Instruction] [30 min. - Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences 70 min. Creative Expression: - Reading/Writing - Listening/Speaking Clubs/Events: - Computer - Art - Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 210 min. -51- TIME: Regular Day 8:00-3:00 *7 hours Extended Day 3:00-5:30 * 2 1/2 hours Extended Saturday 8:00-12:00 *4 hours -f6 hours(instruction) * 2 hours(instruction) *3 1/2 hrs(instruction) 1 hour(Lunch/Recess) 30 min(snack/break) 30 min(snack/break) GRADES: Fourth - Fifth - Sixth/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) ^Language Arts: - Reading - Spelling - Handwriting - Communication(oral/written) - Literature - Library 150 min. Apx. 750 min. Mathematics 60 min. Apx. 300 min. -'Social Studies: - Geography - History - Economics 45 min. Apx. 225 min. Science: - Health - Safety 30 min. Apx. 150 min. Fine Arts/P.E.: - Art - Music - P.E. 45 min. Apx. 225 min. TOTAL 330 min. 1650 min. '\"Exercises in Foreign Languages can be integrated with any of these areas. -52- EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [120 Min. - Instruction] [ 30 Min. - Snack/Break] Recreation: - Intramural Sports - Games Study Center: - Reinforcement of Basic Skills - Enhancement of Research Skills - Homework Creativity - Dance/Drama - Arts/Crafts TOTAL 60 min. 30 min. 30 min 120 min. Apx. 300 min. Apx. 150 min. Apx. 150 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [210 Min. - Instruction] [ 30 Min. - Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences (field trips, etc.) Creative Expression: - Reading/Writing - Listening/Speaking Clubs/Events: - Computer-Art-Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 70 min. 210 min. -53- ATTACHMENT I ANNUAL GOALS TO MEET DESEGREGATION REOUIREMENTS (Number of White Students) Garland Ish Mitchel 1 Rightsei 1 Rockefeller Stephens Total 1989-90 14 7 19 17 35 1 93 1990-91 18 14 24 23 40 10 129 1991-92 28 20 33 29 45 19 174 1992-93 38 26 42 35 51 28 220 1993-94 48 32 51 41 57 37 266 1994-95 58 38 60 48 63 46 313 1995-96 68 44 69 56 73 58 368 1996-97 78 50 78 64 83 71 424 Capaci ty 310 200 310 255 330 285 1,690 -53a- Area Schools Schools where students attend based entirely on attendance zone identification and which are not designated as incentive schools are called area schools, the following: These include Area Schools Senior High Schools: J.A. Fair Hall McClellan Junior High Schools: Cloverdale Forest Heights Henderson Mabelvale Pulaski Heights Southwest Elementary Schools: Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Romine Terry Wakefield Watson Western Hills Wilson Woodruff The academic program in elementary area schools will concentrate on language arts, reading, mathematics, science, and social studies to help ensure that students master basic skills. Instruction will also be provided in health, physical education, practical arts, and the fine arts. All -54- elementary schools will be eguipped with a 28-station computer laboratory for remedial and enrichment opportunities. In the junior high schools, students will take required courses as well as electives from among choral, instrumental music, art, physical education, Spanish, French, and business courses. Regular and enriched classes in math, English, social studies, and science are offered to meet individual needs. The senior high schools will offer all courses required for high school graduation. Students may choose from various courses in the areas of foreign languages, mathematics, social studies, science, speech, journalism, fine arts, business education, and home economics. Regular, honors, and advanced placement courses are offered in various subject areas. In addition to the core curriculum, all of the area schools will offer the following special programs: Gifted and Talented Education Special Education Program for Accelerated Learning CARE Program (elementary only) DARE (Drug Alcohol Resistance Education) sixth grade classes Extracurricular activities all The area schools will receive the following as a result of the District's desegregation plan: All English, math, science, social studies, special education, foreign language, and music teachers will participate in cooperative learning, PET (Program for Effective Teaching), TESA (Teacher Expectations and Student Achievement), and classroom management training. Supplementary language arts, math, science, social studies, reading, and foreign language materials and supplies for multiethnic infusion will be provided at all area schools. All junior high area schools will offer journalism (newspaper and yearbook). Manipulatives will be provided for math instruction in all area schools. All area schools will be provided inservice training on the use of multiethnic curriculum guides. -55- Concrete \"hands-on\" science materials will be purchased for elementary science instruction. Library/media services will provide for an extension and enrichment of basic skills and will also accommodate the varied learning styles of students in different instructional groups. The District will continue to have at least one library clerk to implement the new library/media program. A 7-10 year A-V equipment purchase plan will be used to support this program. --Inservices for teachers and support staff on relevant, practical issues involving the education of handicapped students. District-wide parent support programs and access to the Learning Center that will provide parent training and assistance. Handicapped students utilize computers in the learning process in resource rooms at the elementary and junior high levels. A Community Based Instruction Program (CBI) is available for moderately/severely handicapped students. Academic Progress Incentive Grants: Academic success for all students is a primary goal of the desegregation/integration process. The Little Rock School District has developed and adopted several programs designed to increase student achievement. District-wide achievement data indicate the need for additional strategies to reduce the number of low achievers. Therefore, the Academic Progress Incentive Grants Program will be established, follows: The program goals are as 1. 2. To improve the education for all students To reduce the disproportion in academic achievement that is evident between groups formed on the basis of race, gender, and economic status. Local schools will develop non-competitive proposals to increase overall achievement and decrease academic disparity. The proposals should include strategies based on promising practices to enhance student achievement. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. A grant writing inservice will be provided by the District. A request for proposals will be announced. -56- The non-competitive grant will be for one year with an option for two additional annual awards, annual grant shall not exceed $25,000. The amount of the Magnet schools and incentive schools will not be eligible for the Academic Progress Incentive Grants. Additionally, area schools will be given opportunities before magnet schools or incentive schools to receive additional assistance to establish II islands of excellence\" or model classrooms in their schools. For example a school might wish to develop a model classroom in social studies. Additional resources and assistance from the central administration will be provided and a model classroom will be established. Teachers and administrators from other schools will be encouraged to visit the classroom to gain new ideas and insights into effective teaching techniques which they can then use in their schools and classrooms. Community Support Grants: The availability of extra resources in magnet and incentive schools continues to be an area of concern for many parents in the area schools. Although special funds have been earmarked for magnet and incentive schools, enhancement opportunities must be available in all schools. All schools must have the resources needed to offer quality desegregated learning experiences. In order for quality desegregated learning experiences to occur, all schools must have access to extra resources needed for program enhancement. Non-competitive Community Support Grants will be provided to address the recruitment needs of area schools. Community Support Grants will be used to support local efforts to improve desegregation. Emphasis will be placed on awarding grant proposals that have a positive effect on desegregation efforts. 1. 3. 5. 6. Grant-writing teams will consist of at least the building principal, two teachers, one noncertified staff member, and four parents. A Grant Writing inservice will be provided by the District. A central office committee made up of the Associate Superintendent for Desegregation Monitoring and Program Development and others appointed by the Superintendent will evaluate grant proposals. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Local businesses will be asked to help finance the Community Support Grant program. This will give 2. 4 . -57- 7, local businesses the opportunity to become actively involved in the District's desegregation efforts. Magnet schools, incentive schools, and schools of choice will not be eligible for Community Support Grants. Schools cannot fulfill desegregation requirements without the involvement of the communities which they Community Support Grants will serve. encourage entrepreneurship, ownership, and commitment to local desegregation efforts. The three-year grant awards (Academic Progress Grants and Community Support Grants) should provide sufficient time for the new strategies to become a part of the school culture. Certain changes are proposed for some of the area schools. These are outlined below. 1. Woodruff Elementary Expand the school by adding approximately two hundred students. - ' Some of these classrooms will be used for an early childhood education Also, an Extended Day Program will be offered to attract children of parents who work in the state government offices. program. A percentage of seats will be reserved in order to meet desegregation requirements. 2 . Western Hills Elementary Expand the school's capacity and eliminate the use of portables. Approximately one hundred children attend classes in portable buildings at Western Hills. This plan would expand the capacity of the school by two hundred students. Additional spaces will be available by 1991-92. 3. Cloverdale Elementary and Junior High School Expand each school's capacity by approximately one hundred students. 4 . Portable Buildings Eliminate portable buildings in a five-year period beginning in 1990-91. The schools having the largest concentration of portable buildings will be the first priority. -58-Specialty Schools Some of the District's area schools already have special themes, and nothing in this plan precludes their continuing to develop them. However, one specialty school, Badgett Elementary, is described in detail because it relates closely to the theme of the aviation/transportation magnet school to be located near the airport. Aviation/Transportation Specialty School: Badgett's instructional program will be structured around a transportation theme. interdisciplinary concept. Transportation is an It includes science, technology. history, geography, mathematics, international studies, and human services. A transportation theme would be ideal for the development and implementation of an interdisciplinary curriculum. The central Arkansas region has a wealth of transportation industries. Air, rail, trucking, and boat/barge transportation are all located in central Arkansas. These industries should serve as a resource for the Aviation/Transportation Specialty School. The Aviation/Transportation Specialty School has the following goals: A. B. C. D. Students will learn the District's basic curriculum through the theme of transportation. The instructional program will be enriched by field trips, guest speakers, and special events related to transportation. Concepts and skills about transportation will be mastered so that students will be prepared for the Aviation/Transportation Junior High School should they choose to apply. The thematic approach to the delivery of instruction will increase student learning through increased motivation and greater transfer of prior learning. The Aviation/Transportation Specialty Elementary School will utilize an interdisciplinary curriculum that emanates from the theme of transportation. Social studies will focus on the effect of transportation on the location of cities and communities. routes will be examined. Geographic influences on transportation History will be taught in the context of transportation's influence on human endeavors. Science will deal with the physics involved in transportation (e.g., mechanics of flight) as well as the inventions that had a major impact on society at the time (e.g., steam engine, airplane). Many basic science skills can be taught from a transportation reference point. Simple machines, sound, energy, and natural resources, for example, all relate to transportation. -59- To enhance the climate of the school, the transportation theme will be obvious to those who visit the school. Bulletin boards, hall displays, assembly programs. and other instructional activities will emphasize transportation, Guest speakers and field trips will frequently incorporate transportation ideas. One or more specialists will help deliver the school's instructional program. The specialists will coordinate efforts to develop an interdisciplinary curriculum with a transportation theme. They will head-up the curriculum development process and will assist in inservice for other staff members. Students will take field trips to local transportation industries such as Little Rock Municipal Airport, Falcon Jet, Central Flying Service, Arkansas Highway Department, Union Pacific Railroad, Terry or Murray Lock and Dam, and the Little Rock Port Authority. Speakers from the transportation industries will present programs in the classroom. Due to the proximity of Badgett and the Junior High Aviation and Transportation Intradistrict Magnet School, cooperative projects between the schools will be common. Junior high students can present lessons to the elementary students. Elementary students can do assembly programs (song, dance, skits) for the junior high students. Tutoring, mentorships, and other projects can also be worked out between the schools. Other specialty schools will be considered in the long range plan. For example, if it appears necessary to close an existing elementary building, other uses for the building will be sought including the creation of an alternative school for students in grades 10-12 or an early childhood and infant care center. Also, to extend the aviation and transportation theme, administrators in vocational education will begin working with the Arkansas Department of Education to establish programs at the Metropolitan Vocational Education Center to prepare students for careers in aviation mechanics and other transportation related areas, place by 1992-93. These programs will be in -60- C. Publicity and Information Often the success or failure of a school depends on the extent to which accurate, timely, and clear information is provided to parents and students about its programs and unique features. As the programs for schools of choice. intradistrict magnets, incentive schools, area schools, and specialty schools are planned and developed, parents will be encouraged to participate fully in the process by contributing their ideas and suggestions. The District will explain and publicize the programs available at each school to parents, students, and the general community through the use of the District's television channel, through printed brochures describing each school, and through ongoing contact with the education reporters for the local newspapers and television stations. Information coordinators (described in Chapter 8) for each school will assist in developing information brochures and obtaining publicity for their schools. -61-III. INSTRUCTION A. Equity in Academic Achievement B. Early Childhood Education C. Multicultural Education D. Special Education E. Gifted and Talented Education F. Guidance and Counseling G. Extracurricular Activities -62- III. INSTRUCTION A. Equity in Academic Achievement If the desegregation of a school district does not result in a superior education experience for all students, then it is not successful no matter how \"balanced\" schools may be. It is not acceptable to bring children to the doors of the school house only to resegregate them again in their classes and programs throughout the school day. This section of the plan identifies problems related to equity in the academic achievement of our students and proposes ways to address their problems. Problem One: Disparity in educational achievement between black and white students (as evidenced by grades and standardized tests) continues despite several years of awareness of the issue and efforts to deal with it. It is clear that the disparity in educational achievement between black and white students worsens as students move from grade to grade. It is necessary, therefore, that this desegregation plan address this very serious problem. The following solutions are proposed: 1. Conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a prearranged schedule to determine their educational effectiveness for all youngsters. Programs to be audited include, but are not limited to: -63- Art Chapter I Reading and Math Drug Education Foreign Languages Four-Year-Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library-Media Mathematics Music Physical Education, Health, and Nutrition Education Program for Accelerated Learning (PAL) Reading Science Social Studies Special Education Vocational Education The first programs to be audited will include Chapter I Reading and Math, Guidance and Counseling, PAL, Learning Lab, and Foreign Languages, The purpose of the review will be to -64- determine whether modifications in programs need to be made in order to increase their educational value to students. In some cases programs may need to be eliminated or drastically changed. 2. Seek assistance in establishing an Instructional Management System for every student. Technology now exists which can help us analyze a student's learning styles and achievement levels, predict success or failure in school based on a number of factors, and prescribe the necessary interventions in a timely manner. The District will immediately seek to work with experts in instructional technology to devise such a system. It should be noted that this approach is intended to benefit the successful as well as the unsuccessful student. The District will attempt to have this program in place by 1991-92. Begin immediately to develop a five-year schedule for the review of all courses and programs including incentive schools and magnet programs to determine whether their content is sufficiently challenging, relevant, and enriching to students. Require that curriculum supervisors review the use of the multiethnic curriculum guides and propose necessary revisions and modifications. This will 3. 4. -65- be done yearly so that problems which become apparent can be quickly solved. Problem Two: The District continues to have disproportionate representation of students by race in certain classes, programs, and activities. This is not a problem to be addressed by simplistic solutions such as quotas or percentages which are humiliating and frustrating to students. All students, both the gifted and the low-achieving, must be given every opportunity to excel, be challenged. contribute, and produce in school. This problem must be addressed first by being certain that a strong basic education is provided to all students beginning with kindergarten or before and that provision is made to concentrate on youngsters who need the enrichment experiences and activities to enable them to compete with more advantaged students and not lose ground as they move from grade to grade. These include additional or extended homework centers, summer learning programs, Saturday classes. Extended Day program, academic incentive programs, and tutorial services. In schools which lack these programs, the District will allocate funds to establish at least one such program in each school. To a large extent principals, teachers, and guidance counselors can positively impact this problem. However, they must be supported by a Board and an -66-administration which insist on optimum learning opportunities for all students. The extent to which staff development can assist teachers and administrators in dealing with this problem will be discussed in another section of this plan. Problem Three: In too many instances different expectations for the level of learning are expected from different students. Most students can learn most of what they should know. The research on this issue is irrefutable. The question is why students do not learn, and the answer has to do with what is expected from them. The District has already recognized the problem of different expectations and is attempting to provide training for all teachers in a program called Teacher Expectations and Student Achievement (TESA). As part of the long-term plan, TESA will be required and provided for all teachers, administrators, library media specialists, and guidance counselors. Additionally, Cooperative Learning, and the Program for Effective Teaching will be included. These programs and others will be discussed in the section on staff development (Chapter 7). Also, in instances where teachers have had success in teaching low-achieving students, the District will provide opportunities for other teachers to visit -67- B. \"model classrooms\" where successful teaching'and learningfor all students are occurring. Early Childhood Education Someone recently stated that the answer to the drug problem in society was not to build more prisons but to establish early childhood education programs in the schools. The Little Rock School District has experienced success with the HIPPY Program and its four-year-old programs at Washington, Ish, Franklin, Stephens, and Rockefeller. However, it is clear that such programs must be expanded. Their development (including the expansion of the three-year- old program) and implementation should occur following the District's review of final recommendations made by the Early Childhood Education Task Force. The District will add an additional program at Woodruff in 1990-91 and will initiate a Montessori program at Garland in 1991-92. In 1991-92 the Early Childhood Programs will be evaluated and plans to expand them to other schools will be submitted to the Board. The District will also establish Parent Centers at Washington and Franklin to provide assistance to the parents of children enrolled in the programs there. A major goal of the Little Rock School District's Parent Center component is to combine the special knowledge which parents have about their children with the expertise of the staff to improve services to children. -68- The Parent Center will be developed and implemented by local school staff, social workers, counselors, media center staff, and other related personnel to reinforce and maintain a strong linkage between home and school. Parents will be invited to attend the Center to share information, express concerns, make plans, and develop skills to assist in the education of their children. The Center will provide parent discussion groups. individual problem-solving sessions, and other topics of interest identified by the parents such as creative use of family time. A range of evening programs will be offered throughout the year on such topics as parenting, community resources, behavior management, study skills, and recreation and special seminars such as helping working and single parents to become more involved in spending quality time with their child. The District will include the Arkansas Parents: Partners in Learning Experience (APPLE) parent training material developed by the Arkansas Department of Education and other research-based programs. The Parent Centers will be evaluated by the District in 1991-92. The goal is to have early childhood programs and Parent Centers in at least half of the elementary schools by 1994-95 and in all elementary schools by 1998-99. The recommendations of the Little Rock School District Early Childhood Education Parent Committee are comprehensive and thorough and will provide the basis for an expansion of -69- the District's Early Childhood Education Program as a part of the District's desegregation plan. The District will work with the Early Childhood Education Task Force in analyzing these proposals, both in terms of the District's capacity to implement them and the costs of the programs. A detailed cost estimate, with final recommendations for early childhood education, will be provided to the Metropolitan Supervisor prior to December 31. C. Multicultural Education In its commitment to provide equal educational access for all students, the Little Rock School District included in its 1988-89 court mandated desegregation plan the development and implementation of a multicultural education program for grades K-12. Multicultural education seeks to ensure that male and female students, exceptional students, and students who are members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. In essence, multicultural education includes (1) the infusion of multicultural content when appropriate into the core subject matter areas\n(2) the use of various instructional/learning strategies to address diverse learning styles of students\nand (3) the demonstration of the attitude and belief that all students, regardless of cultural diversity, can learn. -70-Multicultural education has several goals: 1. The development of decision-making and social action skills. 2. The viewing of historical and contemporary events from diverse ethnic perspectives, clarifying students' own ethnic identities and helping them to function effectively within their own ethnic communities. 3. The development of cross-cultural competency\nthe ability to function within a range of cultures. 4 . Providing students with cultural and ethnic alternatives to problems. 5. Greater self-understanding by viewing one's self from the perspectives of others' cultures. 6. The reduction of ethnic, racial, and cultural conflict and discrimination through the expanding of students' conceptions of what it means to be human and the development of an appreciation for and sensitivity to the diversity of lifestyles. 7. Mastery of essential reading, writing, and computational skills. To achieve these goals the District is currently involved in the following six-year plan: Note: This plan modifies the multicultural program approved by the court in the 1989-90 Desegregation Plan Volume 1, January 31, 1989. Phase I (1987-88) - Awareness for district staff -71- members and input from cultural groups within the community. Phase II (1988-89) - Development of curriculum guides by committees of teachers of grades K-6 in the following content areas: English, fine arts, math, reading, science. and social studies. (1989-90) - Implementation of the above grades K-6 curriculum guides. Phase III (1989-90) - Development of curriculum guides by committees of teachers of grades 7-12 for art, music. English, reading, math, science, library-media, social studies (grade 7), and American History/Arkansas History (grade 8). Phase IV (1990-91) - Implementation of the curriculum guides for grades 7-12 for art, music, English, reading. math, science, and library-media. Phase V (1991-92) - Development of curriculum guides as follows: a) Civics (grade 9) b) American Government (grades 10-12) c) American History (regular - grades 10-12) d) American History (AP - Grade 11) e) Contemporary American History and Arkansas Studies (grades 11 and 12) Phase VI (1992-93) - Continued development of curriculum guides as follows: a) Sociology and Psychology (Grades 11-12) b) Any courses added to the social studies -72- curriculum (Grades 11-12) c) Refinement of existing course guides (if needed) (Grades 11-12) The Little Rock School District is on schedule according to the above six-year plan. Periodic review of the content of the guides and their use by teachers will assist in making modifications or in providing staff development to assist teachers in using the guides. D. Special Education Much work has been done to lower the over- representation of black students in special education classes. Efforts have focused on helping special education teachers, principals, and regular teachers do a better job of analyzing the needs of youngsters. Extensive training and follow-up are provided by the special education staff and these efforts will continue. Special inservice training has been provided to help teachers understand and cope with the vulnerability of black male children in society. Disproportion is a continuous issue, and tremendous progress has been made in addressing it in the District. Targeted goals for the Special Education Department include: 1. The development and implementation of a comprehensive sex education program for handicapped students. (1991-92) -73-3. 5. E. The expansion of the Learning Center concept to include a center at the junior high level. (1991- 92) Expansion of the use of the Consulting Teacher Model to provide indirect services to mildly handicapped students. (1990-ongoing) Expansion of vocational training for handicapped students that will enable them to meet current and future job market demands. (1991-1994) Expansion of research activities to determine the effectiveness of special education programs for different handicapped populations. (1991-1994) Gifted and Talented Education The Little Rock School District's Gifted and Talented Program offers services to its students through a design that\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_394","title":"Little Rock School District (LRSD) Preliminary Desegregation Plan'","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":["1989-12-01"],"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 integration","School improvement programs"],"dcterms_title":["Little Rock School District (LRSD) Preliminary Desegregation Plan'"],"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/394"],"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\nLRSD PRELIMINARY DESEGREGATION PLAN December 1, 1989 ,'5'' _ .   V. IThe Desegregation of the Little Rock School District -7 Preliminary Plans (Revised) December 1, 1989 TABLE OF CONTENTS I. Demographics II. Schools III. Instruction IV. School Climate V. Staffing VI. Student Assignment Plan VII. Staff Development VIII. Parent and Community Support IX. Monitoring and Evaluation X. Funding XI. Critical Events Calendar Appendices A. Long-Range District Goals B. Administrative Organization of the Little Rock School District 1 A Message to Our Community: V. Three days after the Supreme Court's decision in Brown ^ard of Education, the Little Rock School Board issued , a formal statement of its intent to comply with the requirements of the Constitution, follows: The statement read as It is our responsibility to comply with Federal Constitutional requirements, we intend to do so when the Supreme Court of the United States outlines the and method to be followed. Three and a half decades later the issue of school desegregation remains unresolved in our city. No matter what strategies have been attempted, no matter how many plans have been proposed, the desegregation of the Little Rock School District has remained a goal which we have not yet achieved. Even more disquieting is the fact that despite hundreds even thousands of hours of remedial education for students and technical assistance for teachers, the academic schievement of black and white students continues to reflect wide disparities. On standardized achievement tests last year, a difference of over 25 percentile points separated the average achievement of black and white students in our schools. It is painfully clear that not only has the District been unable to achieve racial balance, it has also been unsuccessful in educating many of its black students. i When one pauses to consider the reason why \"separate but egual Itschools were declared unconstitutional in the first place, the gravity of this failure becomes even more appalling. desegregation plan that does not succeed in reducing the disparity in educational achievement between minority and non-minority students cannot be successful. One must ask why a community that has struggled with this issue for so long has not yet been able to accomplish the desegregation of its schools. One reason is the loss of white students from the District, a loss which has occurred over the years because of enrollment in private schools, movement of middle class families to surrounding districts. and a decline in the birth rate of white children. At the same time that the District has dealt with the effects dwindling numbers of white students, it has also had to of educate an increasing number of minority students, who, as we know, are disproportionately represented among the poor and disadvantaged. at A Whatever the reasons for the District's inability to desegregate its schools, it is clear that until our community realizes the importance of attaining this goal and commits to making it happen, school desegregation will never become a reality. The Federal Court can, and will. issue orders which protect the constitutional rights of school children\nhowever, the Court cannot change the hearts and minds of people, and that, in the end, will determine the degree and quality of any community's its schools. efforts to desegregate i iOnce again we have an opportunityperhaps our lastto achieve quality desegregated education in Little Rock. What we accomplish, or fail to accomplish, during the next few months will determine whether we enter the 21st century with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational mediocrity. We must not leave, as our legacy to our children, inferior, mediocre schools in a system worse off than it was when this litigation began, only unthinkable but also unconscionable. To do so is not In the weeks ahead our patrons, staff, and students will have opportunities to discuss the ideas contained in these preliminary plans. Many of the proposals have come from you. Others seem like good ideas to us, but you may find reasons why things should be done differently. Also, you may think of other ideas. We invite your comments and opinions\nwe want and need your support. We will be working hard to write a constitutional plan to desegregate schools and stabilize our community. In the end we want to be proud of what we have our accomplished and confident that we have done our very best for all of our children. We believe we can do that if together we commit ourselves to the task and support each iiiother in our efforts to attain once-and-for-all the goal stated so eloquently by the Little Rock School Board over thirty-five years ago. Ruth Steele Superintendent of Schools November 1, 1989 ivI. DEMOGRAPHICS A. Enrollment Trends in the Little Rock School District B. Population Trends in Little Rock C. Population Trends in Pulaski County D. Implications I. DEMOGRAPHICS The purpose of this section is to review the demographics of the Little Rock School District. As a result of the focus on interdistrict transfers in Pulaski County, some attention will also be given to the demographics of the North Little Rock and Pulaski County School Districts. The Little Rock School District covers ninety-one square miles. Until the recent Chenal Valley annexation, the boundaries of the Little Rock School District were coterminous with the boundaries of the city of Little Rock. Although the population of the city of Little Rock is approximately two-thirds white, the District's enrollment (25,972 students) is 64 percent black. The North Little Rock School District is on the northern boundary of the Little Rock School District. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the city of North Little Rock. The North Little Rock School District has approximately 9,500 students and is 44 percent black. Both districts are surrounded by the Pulaski County School District which covers 729 square miles and approximately 22,000 students. The Pulaski County Special School District is approximately 25 percent black. This section will review three areas related to the demographics of the Little Rock School District: 1. Enrollment trends in the Little Rock School District 2 . Population trends in Little Rock -2- 3. Population trends in Pulaski County A. Enrollment Trends in the Little Rock School District For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. The racial composition of the school district has shifted slowly in the past several years as a result of a gradual increase in the number of black students attending Little Rock schools and in their proportion of the total enrollment. In 1980-81, black enrollment totaled approximately 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year, the number of black students had grown to almost 13,800 or 71.3 percent of the total enrollment of 19,300 students. During the period from 1980 to 1987, the District's black enrollment experienced a 6 percent increase. During the same period, however, the total enrollment experienced a 6 percent decrease in students. The District's black enrollment has continued to grow since annexation in 1987. During the period from October 1987 to October 1988, the black enrollment increased from 16,268 to 16,684 students. This represents a 2.5 percent increase in black students. The black enrollment increased by five students from October 1988 to October 1989. During the period from October 1987 to October 1989, the total enrollment experienced a 3 percent decrease in students. The steady decrease in total enrollment during a period of growth for the black enrollment can be attributed to a -3- steady decrease in the District's white enrollment. The white enrollment decreased by 7 percent (655 students - excluding 1987-88 twelfth graders) from October 1987 to October 1988. The white enrollment decreased by 5 percent (416 students - excluding 1988-89 twelfth graders) from October 1988 to October 1989. It is apparent that the District will have to reverse this trend in order to effectively desegregate its schools. The October 1989 kindergarten enrollment appears to be the first sign of change in the pattern of declining white enrollment. The white kindergarten enrollment experienced a 10 percent decline from October 1987 (634 white students) to October 1988 (570 white students). However, the white kindergarten enrollment increased by 10 percent (59 students) from October 1988 (570 students) to October 1989 (629 students). This growth can be attributed to the use of A attendance zc^es and, kindergarten attendance law, a law which still gives parents to some degree, the new mandatory the option to waive kindergarten attendance or attend private/parochial kindergarten. It should also be noted that the District's four-year-old program is approximately 32 percent white. The new attendance zones, the mandatory kindergarten attendance law, and the success of the four-year- old program are good indicators of an upswing in white enrollment. -4- B. Population Trends in Little Rock During the last three decades, Little Rock has experienced a 1.5 to 2.0 percent annual average population increase. However, most of the increase has been caused by annexation rather than new residents. Approximately 0.5 percent of the average annual population increase was related to new residents. The 1.5 to 2.0 percent growth rate is expected to continue through 2010. According to the City of Little Rock, the northwest sector of the city has experienced the largest population growth since 1980. This section includes the area around Pleasant Valley, Rock Creek, Highway 10, and 1-430. The growth in northwest Little Rock can be traced to new residents in this area. The secondary growth area of the city is in southwest Little Rock. In both northwest and southwest Little Rock, some of the growth can be attributed to movement from central and east Little Rock. However, southwest Little Rock has received most of the movement from central and east Little Rock. Unlike northwest Little Rock, annexa 'l ion has not been a significant factor in the growth of southwest Little Rock. The downtown area (central and east Little Rock) has experienced a decline in population since 1980. As indicated above, relocation continues to occur from central and east Little Rock in northwest and southwest Little Rock. The density of the downtown area is too high for new developments, unless existing structures are removed. As a result, central and east Little Rock are expected to experience decline in the future. Some of the residents in central and east Little Rock are relocating in west central Little Rock near 1-630. The black percentage is gradually increasing in neighborhoods in the area of Kanis, Barrow Road, and 36th Street. Also, neighborhoods around 12th Street, Fair Park Boulevard, and UALR have changed from predominantly white to predominantly black populations in the last two decades. Unlike central and east Little Rock, growth in west central Little Rock has been aided by the availability and construction of apartment complexes and homes for first-time homeowners. Metroplan's 1986 population estimates indicate substantial new residential construction in much of the annexed territory, and considerable increase in population as well. Most of the homes sold recently in the annexed territory are in Mabelvale. Also, substantial growth is expected to occur on the city's western borders. There are still several large tracts of undeveloped land now prime for development. A number of major residential, commercial. or institutional construction projects are currently being completed or were recently completed. It is apparent that the city has three distinct demographic areas: northwest Little Rock, southwest Little Rock, and the central, east, and west central area of Little Rock (also referred to as the 1-630 Corridor). In terms of -6- racial populations, northwest Little Rock is predominantly white\nsouthwest Little Rock is majority white but has more integrated neighborhoods than the other sectors of the city\nand the 1-630 Corridor is predominantly black in the east and experiencing considerable black migration in the west. It is also apparent that more growth is expected in northwest Little Rock and southwest Little Rock. The downtown Little Rock area is expected to continue to experience a decline in population. C. Population Trends in Pulaski County Pulaski County is expected to experience substantial growth during the next two decades. UALR projects the population of Pulaski County to reach more than 441,000 by the year 2000, an increase of more than 100,500 or 29.6 percent over the 1980 population of 340,600. Metroplan has a somewhat higher projection. The County is expected to reach more than 474,000 persons by 2000 (an increase of 39.3 percent over 1980), and 530,000 by the year 2010, a gain of over 189,000 persons or 55.6 percent in just thirty years. In regard to areas of growth, the population growth rate is slightly higher for areas north of the Arkansas River. In 1970, the population north of the River accounted for 38.4 percent of the County's population. By 1980, the population north of the River was 40 percent of the County. Areas of large gain north of the River include portions of Sherwood and Jacksonville. -/- Another area of growth in Pulaski County is the area immediately west of the Little Rock School District's western border. Some of the growth in northwest Little Rock referred to earlier will actually occur in areas outside of the Little Rock School District. For instance, the Chenal Valley development is expected to be a major community in the next 10-20 years. The westward expansion of Pulaski County is also evident in the Crystal Hill and Maumelle areas. The Pulaski County Special School District feels that the school population in Crystal Hill and Maumelle is large enough to justify another school building to serve these areas. At present, the black population constitutes approximately 24 percent of the population in Pulaski County. By the year 2000, blacks are expected to constitute 33.7 percent, or one-third, of the Pulaski County population. The steady in-migration of blacks from rural areas in Arkansas will have a direct impact on the growth rate of blacks in Pulaski County. Most of these persons are expected to reside in the Little Rock School District. As stated earlier, the black enrollment in the Little Rock School District has experienced a steady increase over the past decade. The growth trends in Pulaski County merely reaffirm the need for more interdistrict transfers in Pulaski County. -8- D. Implications The three demographic areas in Little Rock make it easy to understand the strategies that the Little Rock School District must employ to comply with desegregation requirements. First, the District must reverse the trend of declining white enrollment in order to effectively desegregate all of its schools. Recruitment efforts directed toward private and parochial students will be futile if the District cannot maintain its present white population. A continuation of the recent increase in white kindergarten and four-year-old enrollments will not result in an overall net growth if the white population is not maintained at the upper grades. Second, although the downtown Little Rock population is expected to decline, the high density in this area will continue to be a problem for school assignments. The building capacity in the downtown area must be increased to reduce the burden of busing on black students. Third, the heavily-populated white areas in northwest and southwest Little Rock must be targeted for possible assignments to schools in the 1-630 Corridor. Both of these areas are expected to grow in the future. Fourth, the total number of white students enrolled in the Little Rock School District must increase if all of the schools in the 1-630 Corridor are going to comply with desegregation requirements. This means that the Little Rock School District must succeed in attracting private and -9- parochial students. These students must be recruited to attend area schools as well as schools in the 1-630 Corridor. Finally, the Little Rock School District cannot expect to meet desegregation requirements by relying solely on white students living in District boundaries. Pulaski County is expected to grow considerably during the next ten years. Interdistrict assignment procedures such as magnet assignment, majority-minority transfers, and Act 609 transfers are already in place for further development. Act 609 (the new choice law) will allow students outside of Pulaski County to attend the Little Rock School District. The Little Rock School District long-term desegregation plan must use every opportunity available to benefit from the demographic trends in Little Rock, Pulaski County, and central Arkansas. -10- r II. SCHOOLS A. School Organization B. Types of Schools Interdistrict Schools of Choice Intradistrict Magnets Incentive Schools Area Schools Specialty Schools C. Publicity and Information -11- II. SCHOOLS A. School Organization The present organizational configuration of schools in the Little Rock School District is as follows: K-6 elementary schools 7-9 junior high schools 10-12 senior high schools Also, there are four-year-old programs in operation in five elementary schools: Franklin, Ish, Rockefeller, Stephens, 1 and Washington. Additionally, all five high schools have kindergarten programs in conjunction with their Child Development classes. The Little Rock School District Early Childhood Task Force will be asked to recommend whether or not the high school kindergarten classes should be phased out in order to provide more continuity in the educational experience for young children. Initially, much thought was given to the elimination of the junior high school and the creation of K-8 schools or 6- 8 middle schools. For several reasons such a substantive organizational change is (noynow proposed: first, another change of this magnitude would not only be very expensive but it would also create additional instability for the community at a time when the perception of stability and continuity in our schools should be increased. Second, there will be a worsening capacity problem at the junior and senior high level for at least the next two or three years. especially when Disbar becomes an interdistrict school. -12- Instead, an internal reorganization of the junior high schools is proposed, beginning in 1990-91, using grades seven and eight for block scheduling, teaming, and other features of the H school within a school\" concept which has functioned so successfully in the middle school. Grade nine will be a pre-high school program which thoroughly prepares students for their high school experiences. A seven-period day at the junior high schools will also be instituted, beginning in 1990-91. In 1992-93 the junior high school program will be 1#^ evaluated, space needs identified, and the usefulness and the effectiveness of the junior high school structure reconsidered. By that time the benefit of studies and evaluations done by the New Futures Initiative will help make a more thorough assessment of the junior high school program. Except for these internal changes, the creation of a pre-K through 9 university laboratory school, and an expansion of early childhood programs in some schools (discussed below), the organizational structure will remain the same, at least through the 1992-93 school year. B. Types of Schools Several types of schools are proposed in this plan. They include the following: Interdistrict schools of choice Intradistrict magnets Incentive schools -13-Area schools Specialty schools Detailed descriptions for these types of schools are in the following sections. -14- Interdistrict Schools of Choice There will be three interdistrict schools of choice, with proposed student ratios of 60 percent black and 40 percent white and one. Central High School, as a limited school of choice. They are described below: Washington Basic Skills/Math-Science (Pre K-6): This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by competition which is fostered in academic, physical, and social behavior\nand who are interested in math and science. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, disciplined classroom management, and standard basal textbooks, A computer lab, a math lab, a science lab, field trips, guest speakers, and specific math/science projects (math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core programs. The goals of the Washington School will be: -to develop the highest possible competence in academic skills and concepts\n-to nurture the student's mental processes\n-to foster self-discipline\n-to develop task commitment and self-motivation\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas\n-to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow. Washington Basic Skills/Math-Science School will be characterized as a school which will highlight the best of the past, present, and future educational values. These values will be included as concepts in developing positive learning. This school will also emphasize traditional American values in education, such as patriotism. Classroom teachers (K-6) will use the Young Astronaut Program to encourage further study in math and science, channel student interest into the pursuit of the studies To required for the exploration and settlement of other worlds, to make school work less forbidding by dramatizing that it is the key to the universe beyond, to attract students to the disciplines that are prerequisite to tackling the challenge of the starsthese are the objectives of the Young Astronaut Program. Students will be regularly scheduled to go to the computer lab, math lab, and the science lab which will be -15- staffed by certified specialists. Instructional assistants will assist the math and science specialists and regular classroom teachers with coordination and implementation of the specialized instructional program. The principal of the school will be the primary administrator of the program with an assistant principal to help with administrative duties. Specific skills and concepts from various subject areas will be emphasized at each grade level. To be eligible for academic promotion at Washington, the student must: -master these targeted skills and concepts with 85 percent accuracy\n-perform daily academic activities with 85 percent accuracy\n-spend a minimum time each night on assigned homework: 30 minutes for students in grades one and two, 45 minutes for students in grade three, and one hour for students in grades four, five and six\nand -complete all assignments according to specified time frames. Specific rules and regulations regarding academic performance and social behavior will be strictly but fairly enforced. A major component of the philosophy of the Washington Basic Skills/Math-Science School will be that the education of a child is the responsibility of both the school and the parents. Enrollment at Washington will be open to students from Pulaski County and North Little Rock based on M-M provisions and on the provisions of Act 609 of 1989 (\"School Choice\" law). Dunbar International Studies/Talented and Gifted (7-9) : Dunbar Junior High School will open in the fall of 1990 as an Interdistrict Specialty School for International Studies and for Talented and Gifted Education. First preference will be given to current students at Dunbar and to sixth graders at Gibbs International Studies Magnet School. An active recruitment effort will be planned for the spring of 1990 to recruit the incoming seventh grade class. The balance of the seventh grade class will be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Rock School District. Majority-to-Minority transfers will be the vehicle by which interdistrict students may come to Dunbar. If recruiting from Gibbs, the attendance zone, and interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through the vehicle of desegregation transfers. New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 school year will not be required to attend Dunbar if they have no interest in the speciality program. If over -16-capacity problems develop among LRSD junior high schools, they shall be resolved by mandatory interdistrict assignments. Students who~wish to partTcipate in the talented/gifted component at Dunbar will enter the school through the same recruitment vehicles outlined above. Talented/gifted students need only to have been identified and recommended for placement in order to qualify for talented/gifted classes at Dunbar. Z At Dunbar,, Spanish, French, Russian, Japanese, German, and Latin will be offered. Other courses will be developed in interdisciplinary approaches. Introduction to Languages, Studies Survey, World Issues, the United Nations, and Introduction to Cultures are among the courses to be provided. new Additionally, other courses, c.~ social studies, science, physical education, and English^ will be internationalized through emphasis on the e.g. commonalities of the human experience, the contribution of diverse ethnic groups, and the interrelated nature of the world community. Current affairs of an international nature will be continually used, including print media and programming from AETN, The Discovery Channel, and Cable News Network. A comprehensive competitive sports program will be provided with soccer as the dominant sport. A seven-period day will be provided at Dunbar in order to allow studi studies art s totake full benefit of the international 'T^GjrograniS'. Also students could take ' advantage of the A.M. and P.M. Options. The P.M. Option'/ would be a supervised study hall held in the media center, thus allowing students to- use l-i-b-r-a-ryy aan^dd computer The A.M. Option could be a (Supervised study halA or a regular class. resources. Course requirements and electives for the Dunbar program are described in the Curriculum Overview below. -A y a 7 7 CURRICULUM OVERVIEW OF DUNBAR INTERDISTRICT SPECIALTY SCHOOL FOR INTERNATIONAL STUDIES AND GIFTED AND TALENTED EDUCATION All students at Dunbar will be required to participate in the international studies curriculum. The following courses are available to satisfy the international studies requirement. seven. Foreign Language - Full-year foreign language study will be available beginning in grade seven. The following courses will be available: French I, ll, ill German I, II, m Japanese I, II, ill Latin I, II, iii Russian I, II, ill Spanish I, II, ill -17- In foreign language study students will learn the vocabulary and grammar of the language and the history and culture of the people who use it. Students who do not choose to study a specific foreign language may choose to enroll in Introduction to Language. This full-year course is available to students in grade seven, eight, or nine, and introduces students to the culture and conversational rudiments of six different languages: Japanese, Latin, Russian, and Spanish. French, German, The course will give students an understanding of the nature of foreign language study and will help students choose a language they may wish to pursue in later grades. International Studies - Beginning with grade eight, the international studies reguirement may be met with the International Studies Curriculum rather than with a foreign language, if one chooses. Available in grades eight and nine. International Studies choices will consist of a series of courses on varying topics. , The International Studies Choices Curriculum will consist of the following courses: Grades 7 and 8 Physical Geography This course will include extensive computer-enhanced instruction and topics such as cartography, natural phenomena, and ecology presented as global concerns. World Issues This course will involve a thematic approach to continuing and current global issues. It will utilize current media information sources including Cable News Network's Discovery. II II and presentations. Newsroom\" and the Discovery Channel's \"Assignment The course will include individualized projects Arkansas's World Connections This course will investigate the state's ties with the international community emphasizing economic, developmental, and financial connections. -18-Grade 9 United Nations This course will include the history, structure, and functions of the United Nations emphasizing current issues before its organization. Leaders of the Twentieth Century This course investigates the lives and impact of 20th century leaders including Gandhi, Mao, Hitler, Churchill, and Roosevelt as well as contemporary societal and political leaders. Students will project characteristics of leaders needed for the 21st century. International Skills community. This course includes practical skills designed to help students become responsible participants in the adult Components include driver's education culminating in an Arkansas driver's license and an international driver's license, a safety program including emergency procedures and CPR resulting in International Red Cross certification, and instruction in procedures and protocol for foreign travel. Students who express interest in this course would be selected on the basis of the number of semesters at Dunbar, attendance record at Dunbar, and citizenship grades. International Sports This course includes team and individual sports popular in other societies such as soccer, taekwando, and tennis. The programs of studies for each of the three grades are outlined below to illustrate the required courses and the electives available for students at Dunbar. -19-7th Grade Program of Studies 7 Period Day Required Courses 1. 2. 3, 4 . 5. 6. English , Mathematics World Geography Life Science (Exploratory Studies - 1 semester) Music/Art (Practical Arts - 1 semester) Home Economics or Industrial Arts Introduction to Languages or Foreign Language I {French I, German I, Japanese I, 7. Latin I, Russian I, Spanish I) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in special programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas's World Connections Art Choral Music Physical Education Band Orchestra -20- Sth Grade Program of Studies 7 Period day Required courses 1. 2. 3. 4. 5. 6. 7. English Mathematics American History Earth Science Health/PE (9 weeks each) Career Orientation (1 semester) Introduction to Languages or Foreign Language I or II (French I, II\nGerman I, li\nJapanese I, II\nLatin I, II\nRussian I, II\nSpanish I, II) or International Choices Curriculum (Physical Geography, World Issues, Arkansas's World Connections) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in Special Programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas's World Connections Art Choral Music Band Orchestra Physical Education -21- 9th Grade Program of Studies 7 Period Day Required Courses 1. 2 . 3 . 4 . 5. 6. English Mathematics Civics Physical Science Computer Science (1 year) or Computer Literacy (1 semester) and Any Semester Elective (1 semester) Introduction to Languages or Foreign Language I, II, III {French I, II, III\nGerman I, II, III\nJapanese I, II, III\nLatin I, II, III\nRussian I, II, III\nSpanish I, II, III) or International Choices Curriculum (United Nations - 1 semester. Leaders of the Twentieth Century - 1 semester, International Skills 1 semester, 7. International Sports - 1 semester) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab. Students not required to enroll in Special Programs may select an elective from the following: Elective Courses United Nations (1 semester) Leaders of the Twentieth Century (1 semester) International Skills (1 semester) International Sports (1 semester) Exploratory Business Physical Education (1 year) Health (1 semester) Home Economics Industrial Technology II Art Choral Music Band Orchestra -22- . 1 University Laboratory School (Pre-K-9): Interest has been expressed in a university laboratory school which would demonstrate state of the art techniques in teaching and school leadership. ' ' ' \"  It would be located on or near the campus of the University of Arkansas at Little Rock. Students from Pulaski County and North Little Rock would be invited to enroll according to M-M regulati Act 609. and Bale Elementary and Southwest Junior High may/be considered as a site for the University Lab School. The Little Rock School District proposes to open such school in the 1991-92 school year. *  The remainder of this a year and the 1990-91 school year would be planning years in which District and University staff would plan the curriculum and theme for the school. Little Rock Central High School (10-12): Approximately 200 spaces are presently unfilled at Little Rock Central High School. These seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. The flagship program of choice at Central will be its extensive foreign language program. ___ _ - . - , Other specialty areas around an international studies theme will be planned and developed according to a five-year schedule by Central High staff members and administrators and curriculum specialists from the three school districts in Pulaski County. -23-Intradistrict Magnets While the LRSD will continue to invite students from neighboring districts to enroll in intradistrict magnets, ' the pur^se of these schools will be primarily to attract students who reside in Little Rock. U 7 Four intradistrict magnets are proposed with ratios of 60 percent black and 40 percent white. Aviation and Transportation/Math-Science Magnet (7-9) : ?-/2 The Aviation and Transportation/Math-Science Magnet will be constructed at or near the airport in cooperation with the planned Arkansas Aviation Museum and will open in 1991-92. In 1992-93 grade 9 will be added. Also during the 1991-92 school year, students will be surveyed to determine their interest in pursuing a high school program as part of the aviation and transporation magnet.  ' If sufficient interest is shown, a specialized high school program will be implemented. In the Aviation and Transportation Magnet Junior High School a competitive comprehensive activities program will probably not be provided since high school enrollment in the Aviation and Transportation Magnet will be small and the program highly specialized. It will integrate science, mathematics, technology, engineering, and social studies around an aviation and transportation theme. The study of aviation and transportation will cross many disciplines, including history, geography, communications, physics, engineering, design, mechanics, computers, and navigation. Various human-oriented services will also be included. The instructional program at this magnet school will make students aware of the available careers in the major industrial fields of aviation, shipping, and transportation. 7 Courses at the Aviation and Transportation/Math-Science Magnet will include such titles as: Avionics Communications Navigation History of Transportation Geographic, Social, Economic, and Cultural Developments Due to Transportation Physics of Flight Modern Transportation Transportation Engineering Human Services Aspects of Transportation Field experiences will be provided with the following local transportation authorities: Adams Field Falcon Jet Arkansas Highway Department Little Rock Port Authority McClellan-Kerr Navigation System -24-Union Pacific Railroad Local trucking companies Local aviation companies The core disciplines for the Aviation and Transportation Magnet School will be science and mathematics. Each student will take science lab minicourses that focus on the scientific method and explore a variety of topics in science. Students will be expected to display their mastery of the scientific method by completion of a project that shows application of scientific processes and principles of mathematics. will have available courses in algebra I, algebra II, and geometry. Thematic courses in the area of aviation and transportation will utilize science and mathematics skills. The Vocational Education modules, \"Exploring Industrial Technology Education,\" will form the basis for one or more thematic magnet courses. several ways to meet program needs. The modules can be combined in Flight simulators, hydraulics, construction technology, electronics, and other modules will support the program quite well. State vocational funding can be obtained for these courses. In addition, a social science course and a physics/engineering course will complete the curriculum. CCooccuurrrriiccuullaarr activities will include field trips to Adams Field, Murray Lock and Dam, and other appropriate sites. Professionals from the transportation industry will be invited to participate as guest lecturers at the school site. The school will have a seven-period day to create time for the addition of specialty courses. A small number of specialists will be hired and trained/retrained in the specialty subject they will teach. These employees will need to take course work or attend staff development sessions during the summer of 1990. Students will meet District and State program requirements and will take a small number of required courses in the specialty area. Other specialty courses will be electives. Environmental Sciences and Basic Skills Magnet (Pre-K-6): Much interest has been expressed in the concept of an environmental sciences magnet (popularly referred to as the \"Zoo\" magnet). If property can be purchased or used near the Little Rock Zoo, an environmental sciences magnet for students in grades pre K-6 will be built, to be opened in 7 1991-92. If property cannot be purchased,. FFrraannkklliinn ,7 Elementary School will become the environmental science magnet. To expand the environmental sciences theme into the junior high school, the science curriculum will be reviewed and new courses proposed for Forest Heights Junior High School students who may be interested in pursuing studies in environmental sciences. ~  -- - - 1992-93 school year. Such courses will be added by the -25- is The theme of the school, environmental education, ideal for developing a magnet program that will not only be a powerful drawing card for students but will also focus on a current topic that involves science and technology, addresses ethical concerns, has a sense of global urgency, and requires interdisciplinary approaches to solving problems. A recent national report funded by the National Science Foundation stated about K-6 science, \"An integrated, hands-on approach is needed, which focuses on the relationship between humans and the total environment.\" This and other reports focus on the need to integrate science and technology with societal issues. Learning should start with things that students are familiar with, such as their environment, and proceed to use that experience base to introduce other, more abstract, concepts. The Environmental Sciences and/Basic Skillsl ict Magnet Elementary School will address needs currently being communicated at the national level. At the same time, the school can combine available community resources with an inherently interesting topic to create program that attracts a diversity of students. a -A A. The Environmental Sciences and Basic Skills Magnet Elementary School has the following goals: Students will learn in a multicultural setting that includes representation from all three Pulaski County school districts and neighboring districts. B. Community environmental resources (such as the Zoo, Museum, Game and Fish Department, etc.) will enhance educational experiences for children. C. Environmental education will be an interdisciplinary theme around which much of the instructional program will be delivered. Student learning outcomes for the instructional D. jyuuciiL xeariirng ror me program will include major environmental education concepts from all three learning domains: 1. Knowledge of basic environmental concepts and facts Understanding the relationship between humans and the natural world E. 3. 4 . 5. Acquire a II caretaker\" attitude toward earth Understand and appreciate all forms of life Apply nurturing skills to care for plants and animals The School Plant will include facilities needed for environmental studies such as a greenhouse and science laboratory. Staff specialists will be employed to operate the greenhouse/science laboratory. Staff specialists and regular classroom teachers will work to develop an interdisciplinary curriculum with environmental education as the organizing theme. and State content guides and objectives will be used to make District -26- 2.National sure that all skills are included in the program. National curricula such as Project WILD, Project Learning Tree, Project Zoo, and other programs that might become available will be utilized. students and In addition to normal classroom activities, st will spend time weekly in the science laboratory and greenhouse conducting experiments, culturing plants, caring for animals. Frequent excursions to the Zoo will _students an additional living laboratory to study. Curricular activities will include such things as wildlife clubs, garden clubs, and Zoo docent training. A contract with the Zoo and other community resources will be developed to detail the working relationship between the parties. Montessori Magnet (Pre-K-6): s Garland Elementary School, one of the District' current incentive schools, will eventually become a Montessori Magnet School. The plan is to provide a program for youngsters ages 3-6 by the 1992-93 school year and to i T L it for youngsters ages 7-12 in 1993-94 I Yyy'rwr __________  1 as an -------\n--------------------- -- -----L. This will provide Garland with two years in which to function as an incentive school and to begin to recruit white families to the school for the Montessori program. Roinin\u0026lt; Gifted-Talented/Cooperative Learning School (Pre-K-6) \" The goals of Romine School will be: to develop the highest possible competence in academic skills and concepts to develop task commitment and self motivation to foster self-discipline and to discuss/foster special interests, talents, and abilities of students and provide opportunities to develop areas of interest to nurture the students' mental processes to foster student participation, effective cooperative learning, and the development of strong interpersonal skills to enable students to learn to work together in a world in which they will live together Romine Gifted-Talented/Cooperative Learning School's curriculum will increase effective participation in lifelong learning. The wider the range of intellectual stimulation to which students are exposed, the greater the chances are that all of the diverse potentialitiesboth within a group of students and within a single studentwill be brought to fruition. The gifted/talented component will provide a very broad and challenging curriculum for the diverse student body. This school will utilize the cooperative theme in teaching basic skills as well as enr^hed courses -27-Incentive School Plan 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 will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the Incentive School Program will serve as a model of excellence for the county, state, and nation. The success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified special-needs students. as Also, all students will have equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. 7 Students will be encouraged to pursue post secondary schooling. Era-c-h Little Rock School.. .D.i.s.t.r.i.c.t.. (.L.R.S.D) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -28- The following schools will provide the Incentive Schools Program: - Garland - Ish - Mitchell - Rightsell - Rockefeller - Stephens Program Goals: 1. 2. 3. 4 . 5. 6. 7. 8. To provide the most rigorous, demanding, and challenging curricular and instructional opportunities within the Little Rock School District (LRSD). To focus on the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas. To promote the concept that school desegregation/ integration and quality education are inseparable. To promote the concept of learning, personal and human growth and development, positive self-esteem, and concern for other people and property. To promote improved human and civil rights for all people through the development of human relations skills within the schools. To incorporate in the incentive school core curriculum a systematic approach for exploring the history, culture, and diversity of all ethnic groups of the school population. To promote language development and computation skills through varying experiences. To deliver curricular content in a manner that minimizes the need to label students as special learners. To create and maintain a learning environment which is substantially free from overt manifestation of socioeconomic disparity among students. To provide an opportunity for the schools to become learning and community centers for parents and 11. community organizations. To facilitate strategies for students to establish personal goals for achievement and success. -29- Curriculum Areas: Emphasis/Expansion in Curriculum Areas: Though the K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis, modification of existing instructional techniques, and the introduction of new educational delivery systems will be required. In addition changes or modifications in the core curriculum will be indicated. In recent years in the Little Rock School District, students in kindergarten through grade 3 have not been exposed to any kind of comprehensive or detailed science curriculum. Some children who will be serviced in the incentive schools have had no concentrated science instruction. The design of an expanded science curriculum will approach the teaching of elementary science from two different perspectives: (1) the inclusion of comprehensive science instruction at all levels, and (2) the utilization of innovative instructional techniques which are not in common use in most of the District's elementary schools. The curriculum for physical education will be directed toward achieving individual competencies in health-related fitness, skill-related fitness, fundamental movements and body management, psychosocial foundations (attitudes associated with well-being), and visual/motor manipulatives. Instructional Delivery: area The instructional approach to teaching each subject in the incentive schools will place a greater emphasis on active student involvement in the instructional process. This will be accomplished by the utilization of the following instructional strategies: 1. Student Team Learning - Utilization of the Slavin model, which places strong emphasis on cooperative learning and individual achievement through group interaction, will be used to facilitate this approach. Specifically, the District will use a model developed by Robert Slavin and associates at the Johns Hopkins University titled \"Student Team Learning\" to help teachers implement successful group work within the II classroom setting. The success of Student Team Learning for achieving increases in student achievement has been carefully researched by Slavin and others the past 10 years and offers documentation for its success with high and low achievers of all ethnic over groups. LRSD has several trainers (administrative and teacher) already prepared to conduct staff development for teachers in the incentive schools on the Slavin model of Student Team Learning. -30- 2. Whole-group Instruction - Experiences will be developed to meet program objectives through whole-group instruction. Opportunities will be provided for 3. students to interact in skills related activities. Higher Order Thinking Skills - Higher Order Thinking Skills can be utilized at almost any level of instruction. Teachers in the incentive schools will be trained in developing lessons and questioning techniques that solicit objective student responses and encourage imaginative problem solving. Teachers will 4. use this process as an integral part of their instructional approach to teaching the core curriculum. One-to-One Instruction Since research has 5. conclusively shown that direct one-to-one instruction is the most effective learning model, the adult-to-student tutoring approach utilizing direct instruction will be employed whenever possible. Learning Styles Inventory - All incentive school students will undergo a learning styles inventory to assist teachers in diversifying their teaching styles to match the learning styles of the students. Any 6. 7. teacher who has not undergone a reliable learning styles inventory over the past three years will also participate in an identified learning styles inventory. Student Education Plans  The incentive schools will make use of Student Education Plans for all students. Homework - All homework in the incentive schools will be used to reinforce instruction, to aid retention, and to assist students in transferring and relating concepts to the learning process. given in isolation. Homework will not be I 0^? Content Area Modifications: SCIENCE Extended Opportunities - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students as well as encouraging a better understanding of science and its related components. Field trips will be designed so that children in the incentive schools are not deprived of field experience opportunities because of socioeconomic status.In addition, field trips will involve teachers in preparation and transfer activities for the extended learning opportunities both before and after the trip. All field trips must be related to and/or interwoven into class instruction and follow-up. Additional Resources - Other approaches for enhanced learning opportunities in the science curriculum will involve the use of realistic and modern visuals, one-to-one instruction (may be peer to peer, retired personnel to -31- student, aide or student teacher to student, teacher to student, specialist to student), intermittent student conferences, varied instructional approaches to the effective deliverance of higher order thinking skills, and the use of peers and retired personnel as tutors for students in incentive schools. Curriculum Changes - The present LRSD science curriculum will be used along with the complementary objectives in the March 23, 1989, Little Rock School District Proposed Desegregation Plan, Volume II, which include the following: - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3). - Classroom and textbook work will be supplemented with practical demonstration and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of the sciences.  Emphasis in the upper grades will be on life sciences and physical sciences (4-6). - Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom. The curriculum discussed above, aligned with the additional components listed below, will encourage student success through the Incentive School Program. 1) 2) 3) Instructional Technology - All incentive schools should have available the most modern instructional technology for use in specialized laboratories and/or in individual classrooms. The computer laboratory in each incentive school will also be used for science.., t Study and Test Taking Skills - The incentive schools will integrate the teaching of the study skills, taking skills, and reinforcement of scientific test vocabulary with the teaching of science in both the laboratory setting and the regular science instructional time block. Students will be provided with opportunities to practice test taking skills using content and formats similar to standardized tests for their age/grade level. SOCIAL STUDIES Though the current core curriculum should remain in place, a number of important modifications are necessary to the success of the social studies program. -32-1) 2) Realistic Visuals - The use of professional, updated models, materials, bulletin boards, textbooks, etc., are critical to giving children a sense of place in an ever-changing world. 3) /'Cultural Diversity - The Little Rock School District' current instructional material does not accurately I reflect the cultural or racial diversity evident in the student population of the incentive schools. It is critical to make every effort, including the use of supplemental materials in addition to regular textbooks, to ensure that the incentive school social studies program corresponds with the goals and objectives of the Incentive School Program relative to ethnicity. s 4) Values Clarification and Related Approaches - The proactive techniques once utilized by the Little Rock School District, including but not limited to I'm OK, You're OK (transactional analysis), Values Clarification, Project Aware, and the Green Circle Program, should play a vital role in actively involving students in instruction that allows them to grapple with ideas, concepts, and values critical to an understanding of how society works. Verbal Skills - The utilization of activities designed to encourage oral expression has not received enough emphasis at the elementary level. it is critical that students be taught the skills that will allow them to clearly articulate their thoughts and provide them the self-confidence so critical to a positive self-image. The following activities will place a renewed emphasis on this all important skill: a) b) c) Debate - By reintroducing this standard of the traditional curriculum, the incentive schools can increase the speaking and writing skills of students while building their confidence. Even more important, students can learn effective ways to deal with disagreements and can be taught conflict resolution and cause and effect on a practical and academic level. Show-N-Tell - This important aspect of the traditional curriculum will be utilized on a regular and systematic basis to facilitate self-concept, verbal skills, and selfconfidence . Current Events - A greater emphasis should be placed on the integration of current events into the curriculum for all grade levels at the incentive schools. This is imperative if students are to become active citizens in 5) their community and the world around them. Field Experiences - A creative and more systematic utilization of field trips of greater length and -33-6) variety will be one of the unique aspects of the social studies program at incentive schools. Though traditional sites such as the zoo and museums will certainly be visited, the focus should be expanded to include government agencies, factories, colleges, historical sites, places of business, etc. Every effort will be made to organize the trip in conjunction with the current program of studies. study Skills Laboratory - Critical o success in any subject, particularly social studies, is the establishment of a skills laboratory which places emphasis on the \"how-to's\" of research, test taking, and book analysis. This area has been long neglected to the detriment of student performance on MAT-6 and the Minimum Performance Test. A comprehensive approach to these and other basic skills is required. MATHEMATICS Though the current core curriculum should remain in place, a number of important modifications are necessary for the success of the mathematics program. r 1) Mathematics Laboratory - The study of mathematics in laboratory setting will be an integral part of the curriculum for the incentive schools. Laboratory instruction will place emphasis on concreteness 2) 3) (kinesthetic and tactile activities), manipulatives (hands-on activities), problem solving, realistic pictures, materials, and resources. By providing students with opportunities for hands-on experiences and positive attitudes, laboratory opportunities will contribute to an improved academic self-concept. Instructional Technology - Instructional technology will be incorporated in the mathematics program for all grade levels to develop skills in problem solving, reasoning, and communication. Various technological equipment/materials will include up-to-date computers, calculators, video cassette recorders, supplemental textbooks, films, manipulatives, and realistic visuals. Parent/Child Learning Kits - Essential skills in mathematics should be reviewed and strengthened at each grade level to individualize the learning process for grade levi ren. -4) _ Prepared parent/child learning kits will be provided to foster home involvement of parents with These kits will include basic mathematics child. information, manipulatives, and problem solving. Problem Solving - Problem solving activities will be integral part of the mathematics program. Emphasis will be placed on building confidence, developing strategies for understanding, and fostering logical Mathematics manipulatives used will include thinking. an Emphasis Versa-Tiles, cuisenaire rods, attribute blocks, base 10 a -34-blocks, geoboards, tangrams, pattern tiles, unifix cubes and pattern blocks. PHYSICAL EDUCATION/HEALTH The physical education program will provide for the needs of all students in achieving individual competencies in motor skills, knowledge, and attitudes. 1) Curriculum Guide - Educational skills related to the physical education program will be outlined in a course content guide, K-6. Systematic utilization of the 2) guide will be emphasized in the incentive schools. Intramural Program - Intramural programs will be established at each of the incentive schools. The 3) 4) fundamental purpose of the program will be to develop enjoyment of team sports and lifelong leisure skills. This program will provide competitive physical education games and activities in addition to class activities. Specialized Equipment - Specialized equipment will be needed to implement the essential physical education skills. The equipment will include items such as trampolines, balance beams, balls, hoops, ropes, and other psychomotor materials. Health Related Fitness - Fundamental and developmental skills in health related fitness will be an integral component of the physical education program. Opportunities and experiences will be provided to include family life education, human development, fitness exercises, and understanding of and respect for the handicapped. FINE ARTS (MUSIC/ART) The current core curriculum will remain in place with a number of important modifications which are necessary for the success of the fine arts program. 1) 2) Realistic Visuals - The use of professional activities, models, materials, bulletin boards, and textbooks should reflect mankind's heritage in music and art. Cultural Diversity - Emphasis will be placed on cultural diversity in basic, developmental, and extension skills in music and art. Each fine arts 3) experience should provide conditions for students to recognize, understand, and appreciate differences in people, traditional beliefs, and uniqueness of cultural styles. Field Type Experience - More systematic utilization of field trips of greater length and variety will be one of the unique aspects of the fine arts program. Students will be provided opportunities for active participation in group and individual performances. -35-4) Exhibits and field type experiences will be used to reinforce the learning of concepts in music and art. The focus of field experiences should be expanded to include museums, art galleries, commercial advertisement offices, concerts, plays, recitals, and ballets. Creative Expression - Enjoyment of music and art should be emphasized in the earlier grades (K-3) through the creation of music, painting, and crafts. Creative expression should be expanded at the intermediate level to include an understanding of cultural and historical differences. Opportunities should be provided for 5) students to share, display, and demonstrate their abilities through performances, plays, exhibits, programs, and fairs. Clubs/Events - Special interest clubs in music and art should provide opportunities for students to enhance learning, to broaden cultural experiences, and to receive special training in addition to the regular class. Students should be encouraged to participate in vocal and instrumental ensembles and appropriate art 6) exhibits. Fine Arts Resource Center An area should be designated within each incentive school for storing materials, activities, and equipment for music and art. These resources related to fine arts skills and concepts development should be available for students to use at home, following\nThese resources should include the a) b) Music - musical instruments, records, tapes, books, sheet music, videos, and pictures. Art - drawing paper, construction paper, crayons, markers, paint brushes, modeling clay, pictures, books, paints, lettering sets, and various craft items. READING The developmental approach to teaching reading will be applied in the incentive schools. Neither age nor class designation will be a factor in determining the cognitive developmental needs of a child at any given time. This approach will require frequent and on-going formative assessment to determine the child's immediate instructional needs. More time on task to include teaching and reteaching, utilizing alternative instructional techniques. will characterize the reading program. Teaching of reading will not be confined to the reading block of time, but will be meaningfully incorporated in all areas of the curriculum. The \"whole-group\" instructional approach will be applied in the reading program, reinforced by reteaching, identified small group instruction, and individual tutoring. This approach will be facilitated by limiting the teacher- -36- pupil ratio to 20:1 in the primary grades (K-3) and 25:1 in the intermediate grades (4-6). An instructional aide will be provided for each forty (40) students, constituting a .50 aide per classroom. To utilize teacher strengths/skills and maximally meet the individual student needs, team teaching at grade levels will be employed in the incentive schools. Peer tutoring, involving students from grades 5 and 6 as well as students from nearby secondary high schools, will serve to further extend learning time for primary children (K-3). Field trips designed to extend classroom objectives and to broaden student experiences will be incorporated as a major component of the reading program. To maximize the field trip experience, the teacher will develop and teach pre and post field trip lessons. Instructional technology, to include the use of the computer, will be employed as a teaching tool, focusing on teacher interaction with students, and providing immediate feedback and reinforcement to the student. This procedure utilizes the computer as a visual vehicle for instruction and is not intended to replace laboratory computer instruction. Homework will provide opportunities for further mastery of skills/concepts taught in the classroom. Students will be permitted to take the basal reader and other library resources home for specifically designed homework assignments. Under no circumstances will homework be required of a child who has not demonstrated mastery of the homework content at the comprehension level. To facilitate the use of background experiences in the development of vocabulary and comprehension, story mapping will be a common practice. Critical thinking skills will be taught at all grade levels, including among others, drawing conclusions, predicting, inferences, analysis, and evalua-tion. Social development as well as cognitive reading skills will be enhanced by the inclusion of multicultural literature, audio-visual materials, and resource persons from various cultural groups. Focus on oral language development will be a high priority in the incentive school. Opportunities to develop oral fluency will include speaking, storytelling, chanting, imitating, debating, dramatics, and choral reading and reciting. LANGUAGE ARTS The Little Rock School District believes that all students can become proficient users of language by learning strategies of reading, writing, speaking, and listening. The language arts programs of the District reflect these goals in a multicultural curriculum designed to nurture and -37- expand the developing literacy, speaking, and writing abilities of all students. The following guides will be used for the language arts program in the incentive schools: - Curriculum Objectives (K-6) and Core Curriculum Charts - Multicultural Materials (Selection and Use) - Core Literature List (K-6) - Multicultural Vocabulary (Teacher and Student Lists) - Curriculum Materials/Activities/Resources Effective oral and written communication skills are fundamental to an individual's success in academic activities, social development, professional performance. and personal fulfillment. The incentive schools will develop and infuse multicultural education in all grade levels of English language arts. are to enable each student to develop: The goals of this program - Clarity, fluency, and precision in standard oral and written communication\n- The ability to give structure to thoughts\n- The ability to analyze and discuss\n- A consciousness of linguistic patterns and structure\n- A pride in, appreciation for, and sensitivity for standard language and an awareness of nonstandard language\nand - Creative thought and expression. The core curriculum, concept, skills, and behavioral objectives have been clearly defined in the Little Rock School District curriculum guides, which form the foundation for the language arts programs in the incentive schools. context. English usage will be taught in spoken and written The teaching of English usage will be made relevant and meaningful to the student by utilizing the student's spoken and written language as an instructional vehicle to clarify new concepts/skills. Oral language will be facilitated by providing varied opportunities for the child to practice speaking in meaningful settings such as dramatic play, giving directions, making plans for activities, talking about experiences in school, community, etc., making announcements, debating, orations, telling riddles, dramatizing stories, traveling experiences, telephone conversations, making introductions, conducting club meetings, etc. ^uency will be acquired through practice. The concept of writing to read will be incorporated in the language arts program. Written language is concerned with the child's efforts to express his/her ideas in -38- writing. Ideas are in abstract form until they \"flow through a pencil or pen\" to the paper. the incentiv_e_-Schools, the child will be provided many techniques and skills necessary for fluency. C__ '__L.,1 To create this flow, ques to be utilized are: Some techni- Journal writing - Poetry - Reports - Letters - business and friendly - Plays - Riddles - Biographies - Stories - Newspaper articles - Books Language arts, speaking, reading, writing, and spelling are all interdependent disciplines and will be taught as such. It is essential that the child understands the relationship of these disciplines. The student's valuing of each discipline will be enhanced as he/she becomes aware of the relationship between writing and spelling, speaking and reading, and reading and writing. The functional importance of nonverbal communication cannot be minimized. Consequently, this area of communication will be a part of the language arts curriculum in the incentive schools. Recent research identifies nonverbal communication as a valuable means of communication. The development of telecommunication technology and the elimination of communication barriers have created a need for greater understanding of all forms of communication. COMPUTER LITERACY The Little Rock School District does not have a comprehensive computer literacy program in operation at the present time for elementary school children. The elementary schools in Little Rock are equipped with computer laboratories which are used for remediation and enrichment. The incentive schools will continue to use the computer laboratories with their present design and scope. In addition, the Little Rock School District incentive schools will offer computer-supported, individual, and group-based instruction for elementary school reading, mathematics. social studies, science, art, etc. Participation, instruction, practice, feedback, and monitoring will be the keys to unraveling the computer for elementary students in the incentive schools according to the following objectives: -39-1) 2) The computer will be used to enhance student participation, feedback, and performance as well as monitoring in classroom and laboratory settings. The computer program experience for students in the incentive schools will involve the students from an orientation stage to a mastery stage. (Inextricably 3) 4) interwoven in the mastery will be the advent of elementary instruction in keyboarding and/or typing). The computer will involve students in active instructional tasks, active learning, and opportunities for providing and receiving explanations. The computer literacy program will help to encourage teachers in actively involving students in an ongoing program that: a) b) c) d) e) f) begins in kindergarten, follows a scope and sequence similar to other subjects, pursues grade level mastery annually, masters the keyboarding skills needed for efficiency, utilizes intermediate level programming skills necessary for proficiency, and produces a computer literate student by 6th grade who: 1) 2) recognizes and appreciates the ability of a computer and understands and is able to demonstrate command of the computer before entering the 7th grade. Keyboarding will be offered from 4th grade through 6th grade, utilizing the following format: Beginning in the 4th grade, the incentive program will offer an entire nine weeks/grading period for students to learn practical standard keyboarding practices while still allowing them access to computers in other settings during the first grading period. The remaining three grading periods will offer support and reinforcement for the keyboarding as well as an introduction to basic programming. For students who may have advanced skills, advanced programming will be offered. In order to qualify for advanced instruction, students must have demonstrated mastery of basic programming before being placed in an advanced programming class. In instances where the computer will be used to provide students with higher levels of participation, feedback, and performance monitoring, instructional software directed toward immediate ability for student response will be used. (Example: The software used should allow for immediate reliable feedback from the teacher and the software. -40-The use of the computer will allow the teacher more time for direct instruction because: 1) 2) 3) The teacher will not be free or released during computer instruction. The teacher will be involved with the students during training, practice, and follow-up. The regular classroom teacher may or may not be the computer teacher (May vary depending on teacher skills, willingness to acquire skills, specialists available, etc.) Personnel directly involved in computer instruction will require prior training or extensive training in the operation and care of the computer. The computer-teacher programmer will be a professional who has also been trained to teach. The computer teacher and/or computer-teacher programmer will require training on specific software packages to be used at the different grade levels. These individuals will also be trained in discipline and classroom management, in group process, and in Student Team Learning. Support Programs: The focus, function, and guiding process of the incentive schools will be to provide excellence in an environment of academic support. Research indicates that parent and community involvement are critical to academic achievement. In particular, support programs are capable of enhancing both compensatory and enrichment activities, addition to the various support strategies used by the In Little Rock School District, the following support programs will be available in each incentive school: HOMEWORK CENTERS - Each incentive school will offer an after school homework center for students who are in need of specific help with class material. one teacher and aide will operate the center. At least The teacher will also be responsible for conferring with regular classroom teachers concerning individual student needs. PEER TUTORING - Peer tutoring will be selected from among a group of self-nominated and teacher-nominated students. The role of peer tutors will not be limited only to those students with outstanding academic grade point averages but will also be open to other students who have mastered the subject matter and can verbalize an understanding of the subject matter to be covered. RETIRED TEACHER PROGRAM - Retired teachers will be recruited to come into the incentive schools and work with individual students as tutors. Retired teachers will be involved in different types of .41. a. individual and small group activities that address the academic, social, and developmental needs of the students. PARENT PROGRAMS - The Incentive School Program will focus on the use of extended family members as tutors. aides, etc. In particular, parents/guardians and grandparents will be used on a regular basis in classrooms and other school activities (advisors, evaluators of programs, activity sponsors, etc.). All incentive school activities will reflect the philosophy that parents/guardians are the first teachers of children. Parents will be regarded as learning Cartners in the educational process of their childreji. II n someA cases, a 1n1u mVsb e%r of pas rents/gus ardi4 anss w.il*l ,be employed as aides with the expectation that they will complete college teaching degree programs leading to certification and possible career opportunities in the ^District. needs of parents. The incentive schools will also support the These schools will become learning and community centers accessible to parents and community organizations after regular school hours. Parent support workshops will be provided on a periodic basis throughout the school year (at least one workshop each guarter). These workshops will be directly related to the instructional activities in the classroom and will address topics such as: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Reading skills Adult literacy (i.e. GED program, etc.) Math instruction skills Parent/child advocacy skills Use of community agencies and resources Counseling services Career opportunities Use of standardized tests Computer literacy Higher education oppportunities In addition to the parent support workshops, the incentive schools will use various strategies to increase the accessibility of the schools to parents and community members. COMMUNITY PARTICIPATION - Community participation in the incentive schools shall be encouraged by the involvement of community organizations, employers, civic and social organizations, and public agencies. Each school will participate in the Partner'Shi^ in Education Program and will maintain at least one business partnership. These organizations will be engaged in programs which extend learning experiences beyond the classroom. For instance, field trips, site career awareness opportunities, Saturday on- [-42- enrichment activities, and role model programs will be supported by business partners and/or various community organizations. The use of support programs is critical to the success of the Incentive School Program. In addition to the use of external monitoring sources, the building principal will be directly responsible for monitoring the effectiveness of all support programs. The effectiveness and progress of these programs will be prepared by the building principal and submitted to the Superintendent's office (including the Associate Superintendents) on a guarterly basis. Monitoring instruments used by external monitors will also address the effectiveness of support programs. Staff Selection Criteria: The principal will demonstrate: - knowledge of elementary curriculum. - a commitment to being a leader in staff development by initiating, participating in, monitoring, and maintaining inservice activities. - competency in interpersonal relations with faculty, students, parents, administration, community, and support staff. - a knowledge of and commitment to the differences and similarities among various socioeconomic, social, gender, and cultural groups. - the ability to apply the principles of child growth and development with faculty, students, parents, administrators, community, and support staff. - the ability to apply the concepts inherent in the principles of learning with faculty, students, parents, administrators, community, and support staff. - a knowledge of current educational theory/practices and the ability to make appropriate application in the development of the school population. The certified staff will demonstrate: - competency in the total teaching act. - commitment to the philosophy of the incentive school. - a commitment to participate in staff development activities and apply skills in the classroom. - the ability to teach to differences as evidenced by daily planning and delivery of instruction. - sensitivity to cultural differences as evidenced by the physical features of the classroom which should reflect the society (population) that it serves. Lead teachers will demonstrate the same competencies other certified teachers in addition to the following: as -43-- the ability to work with diverse cultural groups of students and parents. - the ability to accept change and adapt readily to new learning situations. - the ability and willingness to share successful teaching strategies with other teachers and students. - the ability to accept constructive criticism from fellow educators. - a strong interest in research. Lead teachers are those who model effective teaching strategies and are selected to serve as coaches for preprofessionals, student teachers, and peers. In addition to certified teachers and lead teachers, each incentive ( school will also have a permanent substitute teacher, the Little Rock School District will cox^jjd^r hiring Also, an administrator to coordinate and/or supervise the implementation of all programs at the incentive schools. /\\schools of choice, and intradistrict magnet schools. \\ The administrations Schools will be vacate-faculties in all incentive The process for reconstituting the administrations and faculties will include parents, students, teachers, and administrators. Staff Development: Although LRSD expects to assign to the incentive schools exceptionally qualified personnel, specific inservice will be necessary to implement the unique instructional program, following: Basic inservice will include the Mission and purpose of the incentive schools (1 day) Curriculum refinement (10 days) -Identification of desired learning outcomes -Identification of concepts and skills to be taught at each grade level -Delineation of the sequence of teaching topics for each grading period Overview of Program for Effective Teaching (PET)(1 day) Expectation Theory (Accepting Differences) (1 day) Student Team Learning (3 days) Developing Higher Order Thinking (1 day) Classroom/Discipline Management (2 days) Planning for Achievement Difference within the Whole Group Theory of Lesson Planning (1 day) Computer Training (1 day) Instructional Aide Inservice (1 day) Clerical Aide Inservice (1 day) Developing Parents as Partners Implementing the Homework Center Program for Accelerated Learning During the 1990-91 school year, maintenance activities for summer 1990 staff development activities will be conducted. Additional Staff Development Activities will include the following: PET (1 cycle) Developing Peer Tutors (2 days) Developing Adult Tutors (2 days) Teacher Expectations and Student Achievement (TESA) An annual assessment of staff development needs will be Program. conducted. Inservice activities will be scheduled based needs related to implementation of the Incentive School on The staff development department will coordinate inservice activiries------------- Recruitment\nAggressive 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. The marketing campaign for the Incentive School Program will focus on two major strategies. First, all parents in the three school districts will be informed about programs available in the incentive schools. Second, in order to desegregate the incentive schools, various neighborhoods throughout Pulaski County will be targeted. the marketing strategies will emphasize the vmj, oppof^uni^ies available at the incentive schoo\" Iri_ech case^, igy Ts. l^arni^g All of the schools designated as incentive schools beginning in the 1990-91 school year currently have (as of October, 1989) racial percentages ranging from 84 to 99 percent black. The black percentage at Rockefeller is 84 percent black and the black percentage at Stephens is 99 percent black. The acceptable range, or desegregation requirement, for all elementary schools in the Little Rock School District is plus one-eighth and minus one-fourth the total black percentage at the elementary level, This formula, which is within the guidelines established by the Eighth Circuit Court of Appeals, results in a range of 51 to 76.5 percent black. The purpose of the recruitment program is to comply with the desegregation requirements in each incentive school. 7 The recruitment program will encourage voluntary assignments that will not have an adverse effect on the desegregation requirement at each incentive school. Of course, the use of voluntary measures will necessitate long-range goals for full compliance with the desegregation requirement by the beginning of the 1996-97 school year. The annual goals for the number of white students needed to meet the desegregation requirements at each incentive school -45- are listed on the attachment. Desegregation Requirements.\" \"Annual Goals To Meet The incentive school recruitment program will focus on three objectives: 1) 2) To provide information to the community about the incentive school program. To use specific recruitment strategies for predominantly white neighborhoods throughout Pulaski 3) County. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. As stated earlier, the various recruitment strategies will emphasize the unique learning opportunities at the incentive schools, on the following: In particular, emphasis will be placed 1) 2) 3) 4) 5) 6) 7) '8) 9) 10) 11) 12) Extended day learning opportunities Scholarships for post high school educational opportunities Foreign language instruction An individual education plan for each student Academic competition Homework Centers Computer literacy instruction Attractive facilities Low teacher/pupil ratios Emphasis on higher level thinking skills Permanent substitute teachers Saturday enrichment opportunities Each school-based Biracial Advisory Committee will be primarily responsible for implementing recruitment strategies. The school-based Biracial Advisory Committee consists of the building principal, teachers, parents, and students. The parent recruiters in the Little Rock School District Student Assignment Office will assist each schoolbased committee in developing and implementing specific recruitment activities. Although the parent recruiters will provide central office support for certain recruitment activities, it is believed that the most effective recruiting comes from the parents, students, and building staff. In addition to the specific recruitment activities implemented at the school level, the parent recruiters will conduct the following activities to meet the objectives of the incentive school recruitment program: -46- A. To provide information to the community about the Incentive School Program. 1) 2) Information booths at prominent shopping centers and malls throughout Pulaski County. Develop highlight sheets and distribute to all elementary students in Pulaski County. Highlight B. 3) 4) 5) 6) 7) 8) sheets will also be displayed in local businesses. Insert highlight sheets in bills of utility companies. Conduct information sessions with special audiences (i.e. PTA Council, PAC Council, Junior League, League of Women Voters, Chamber of Commerce Education Committee, Realtors Association, etc.) Develop and distribute generic public service announcements (PSA's) to all media. Public service announcements will be a part of an ongoing media blitz to heighten public awareness regarding incentive schools. Billboards, bus benches, etc., will also be used to advertise generic information about incentive schools. Produce short videocassette recordings to be used in public presentations (i.e. PTA meetings, realtors, etc.) Seek incentive school endorsements from local celebrities. Conduct individual and small group recruitment meetings with potential parents. In addition to the above. The Little Rock School District Offices of Desegregation and Communication will be responsible for the following: a) b) c) Hire a marketing expert to develop and implement a multi-year marketing campaign. Conduct an ongoing media blitz that focuses on the positive aspects of the incentive school program. Highlight incentive schools in all district publications. To use specific recruitment strategies for targeted neighborhooods throughout Pulaski County. 1) 2) Assist school-based committees in targeting geographic areas/neighborhoods for informational blitz regarding specific incentive schools. Information will also stress group preference as an assignment option. A^ist schools in developing small group Information\" tours to acquaint parents. \"For Your grandparents, businessmen, realtors, etc., with the incentive schools. 3) 4) 5) Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-M transfers to incentive schools. Work closely with student assignment offices in NLRSD and PCSSD and the Magnet Fducat i nna-i Team (MET) to target specific neighborhoods for \" recruitment activities. Assist each incentive school in establishing and 7 6 ..y ' C. scheduling a speaker's bureau. The parents of white students enrolled in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, students, etc. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. The Little Rock School District Biracial Advisory Committee will also serve as the steering committee for the incentive school recruitment program. The Little Rock School District Office of Desegregation will be responsible for compiling bi-monthly reports on the implementation and effectiveness of various recruitment strategies. These reports will be shared with the Little Rock School District Board of Directors, Joshua and Knight Intervenors, and the Metropolitan Supervisor. The bi-monthly reports will be developed by each school-based Biracial Advisory Committee. The Districtwide Biracial Advisory Committee will review each bi-monthly report and recommend to the Board of Directors and/or Office of Desegregation any changes needed in recruitment strategies/activities. The Biracial Advisory Committee will also appoint two ex-officio members with expertise in marketing/ advertising to ac^ise the committee on recruitment strategies. Thei^jstrictwid^ Biracial Advisory Committee will visit the incentive schools once each quarter. Among other things, the committee will evaluate the recruitment program in each building. The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report for each incentive school. Post High School Scholarships: The incentive school program is intended to provide both short-term and long-term opportunities for educational excellence. As incentive school students experience the short term benefits of high quality learning experiences in grades K-6, it is imperative that they have the resources needed to extend their educational careers to post high school learning experiences. To this end, a scholarship program will be provided for all LRSD incentive school students. A trust fund will be established for each student who completes at least one full school year at an incentive school. Each student will earn $400 for each full year of enrollment in an incentive school. Each student will receive the amount deposited plus interest as the earned scholarship amount. Upon graduation or withdrawal from an incentive school, the total amount awarded for each full year of enrollment will be placed in a trust fund. The trust fund will be administered by a committee made up of two representatives from the Little Rock School District and one representative from the Arkansas Department of Education, Joshua Intervenors, and the Knight Intervenors. A student must enroll in a post high school institution within two years of graduation from high school in order to receive incentive school scholarship funds. Scholarship payments will be made directly to the post high school institution. -49- SUGGESTED TIME ALLOTMENT SCHEDULE FOR THE INCENTIVE SCHOOLS TIME: Regular Day 8:00-3:00 7 hours Extended Day 3:00-5:00 -'2 1/2 hours Extended Saturday 8:00-12:00 *4 hours hours(instruction) *2 hours(instruction) *3 1/2 hrs(instruction) 1 hour(lunch/break) 30 min.(snack/break) 30 min (snack/break) GRADES: Kindergarten - One - Two - Ihree/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) * Reading 90 min. Apx. 450 min. -'Language Arts - Spelling - Handwriting - Conmunication (Oral/Written) - Literature - Library Mathematics ^Social Living - Science (Health-Safety) - Social Studies (History-Economics- Geography) Fine Arts/P.E. - Art * - Music - P.E. TOTAL 90 min. Apx. 450 min. 45 min. Apx. 225 min. 60 min. 45 min. 330 min. Apx. 300 min. Apx. 225 min. Apx. 1650 min. C'/f '-'REGULAR DAY 8:00 - 3:00 7 hours 6 hours (Instruction) 1 hour (Lunch/Recess) -'Exercises in Foreign Languages can be integrate^d with any of these areas. /I -50- EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [2 hours - Instruction [30 min. - Snack/Break Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. Apx. 150 min. Creativity: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [3 hours - Instruction] [30 min. - Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences 70 min. Creative Expression: - Read ing/Wr i t ing - Listening/Speaking Clubs/Events: - Computer - Art - Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 210 min. -51- TIME: Regular Day 8:00-3:00 *7 hours Extended Day 3:00-5:30 * 2 1/2 hours Extended Saturday 8:00-12:00 *4 hours \u0026gt;'\u0026lt;6 hours (instruction) * 2 hours (instruction) *3 1/2 hrs (ins true tion) 1 hour(Lunch/Recess) 30 min(snack/break) 30 min(snack/break) GRADES: Fourth - Fifth - Sixth/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) 'Language Arts: - Reading - Spelling - Handwriting - Conmunication(oral/written) - Literature - Library 150 min. Apx. 750 min. Mathematics 60 min. Apx. 300 min. Social Studies: - Geography - History - Economics 45 min. Apx. 225 min. Science: - Health - Safety 30 min. Apx. 150 min. Fine Arts/P.E.: - Art - Music - P.E. 45 min. Apx. 225 min. TOTAL 330 min. 1650 min. -'Exercises in Foreign Languages can be integrated with any of these areas. -52- EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [120 Min. - Instruction] [ 30 Min. - Snack/Break] Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. Study Center: - Reinforcement of Basic Skills - Enhancement of Research Skills - Homework Creativity - Dance/Drama - Arts/Crafts TOTAL 30 min. 30 min 120 min. Apx. 150 min. Apx. 150 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [210 Min. - Instruction Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences (field trips, etc.) Creative Expression: - Reading/Writing - Listening/Speaking Clubs/Events: - Computer-Art-Dance/Drama - Intramural Sports TOTAL [ 30 Min. - Snack/Break, 70 min. 70 min. 70 min. 210 min. -53- ATTACHMENT I ANNUAL GOALS TO MEET DESEGREGATION REQUIREMENTS (Number of White Students) Garland Ish Mitchel 1 Rightsei 1 Rockefeller Stephens Total 1989-90 14 7 19 17 35 1 93 1990-91 18 14 24 23 40 10 129 1991-92 28 20 33 29 45 19 174 1992-93 38 26 42 35 51 28 220 1993-94 48 32 51 41 57 37 266 1994-95 58 38 60 48 63 46 313 1995-96 68 44 69 56 73 58 368 1996-97 78 50 78 64 83 71 424 Capacity 310 200 310 255 330 285 1,690 -53a- Area Schools Schools where students attend based entirely on attendance zone identification and which are not designated as incentive schools are called area schools, the following: These include Area Schools Senior High Schools: J.A. Fair Hall McClellan Junior High Schools\nCloverdale Forest Heights Henderson Mabelvale Pulaski Heights Southwest Elementary Schools\nBadgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin - Fulbright Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Romine Terry Wakefield Watson Western Hills Wilson Woodruff The academic program in elementary area schools will concentrate on language arts, reading, mathematics, science, and social studies to help ensure that students master basic skills. Instruction will also be provided in health, physical education, practical arts, and the fine arts. All -54- elementary schools will be equipped with a 28-station computer laboratory for remedial and enrichment opportunities. In the junior high schools, students will take required courses as well as electives from among choral, instrumental music, art, physical education, Spanish, French, and business courses. Regular and enriched classes in math, English, social studies, and science are offered to meet individual needs. The senior high schools will offer all courses required for high school graduation. Students may choose from various courses in the areas of foreign languages, mathematics, social studies, science, speech, journalism. fine arts, business education, and home economics. honors, and advanced placement courses are offered in various subject areas. Regular, In addition to the core curriculum, all of the area schools will offer the following special programs: Gifted and Talented Education Special Education Program for Accelerated Learning CARE Program (elementary only) DARE (Drug Alcohol Resistance Education) sixth grade classes Extracurricular activities all The area schools will receive the following as a result of the District's desegregation plan: All English, math, science, social studies, special education, foreign language, and music teachers will participate in cooperative learning, PET (Program for Effective Teaching), TESA (Teacher Expectations and Student Achievement), and classroom management training. Supplementary language arts, math, science, social studies, reading, and foreign language materials and supplies for multiethnic infusion will be provided at all area schools. --All junior high area schools will offer journalism (newspaper and yearbook). Manipulatives will be provided for math instruction in all area schools. All area schools will be provided inservice training on the use of multiethnic curriculum guided Concrete \"hands-on\" science materials will be purchased for elementary science instruction. Library/media services will provide for an extension and enrichment of basic skills and will also accommodate the varied learning styles of students in different instructional groups.\nhe District will continue to have at least one library clerk to implement the new library/media program.^ A 7-10 A-V equipment purchase plan will be used to support ear this program. Inservices for teachers and support staff on relevant, practical issues involving the education of handicapped students. District-wide parent support programs and access to the Learning Cent-er that will provide parent training and assistance. Handicapped students utilize computers in the learning process in resource rooms at the elementary and junior high levels. A Community Based Instruction Program (CBI) is available for moderately/severely handicapped students. Academic Progress Incentive Grants: 4 the Academic success for all students is a primary goal of desegregationyiijit.egratiqnprpcess. ol District has developed and adop The Little Rock School deveTbped adopted several programs designed to increase student achievement. District-wide achievement data indicate the need for additional strategies to reduce the number of low achievers. Therefore, the Academic Progress Incentive Grants Program will be established, follows: The program goals are as 1. 2. To improve the education for all students To reduce the disproportion in academic achievement that is evident between groups formed on the basis of race, gender, and economic status. Local schools will develop non-competitive proposals to increase overall achievement and decrease academic disparity. The proposals should include strategies based on promising practices to enhance student achievement. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. A grant writing inservice will be provided by the District. A request for proposals will be announced. The non-competitive grant will be fo option for two additional annual awards, annual grant shall not exceed $25,000^/ 7 ^one year with an The amount of the Magnet schgols and incentive schools will not be eligible for the Academic Progress Incentive Grants. Additionally, area schools will be given before magnet schools or incentive schools to r iportunities^ additional assistance to establish \"islands of excellence\" or model classrooms in their schools. For example a school might wish to develop a model classroom in social studies. Additional resources and assistance from the central administration will be provided and a model classroom will be established. Teachers and administrators from other schools will be encouraged to visit the classroom to gain new ideas and insights into effective teaching techniques which they can then use in their schools and classrooms. Community Support Grants: The availability of extra resources in magnet and incentive schools continues to be an area of concern for many parents in the area schools. Although special funds have been earmarked for magnet and incentive schools, enhancement opportunities must be available in all schools. All schools must have the resources needed to offer quality desegregated learning experiences. In order for quality 7 desegregated learning experiences to occur, all schools must have access to extra resources needed for program enhancement. Non-competitive Community Support Grants will be provided to address the recruitment needs of area schools. Community Support Grants will be used to support local efforts to improve desegregation. Emphasis will be placed on awarding grant proposals that have a positive effect on desegregation efforts. 1. 2. 3. 4 . 5. 6. Grant-writing teams will consist of at least the building principal, two teachers, one noncertified staff member, and four parents. A Grant Writing inservice will be provided by the District. A central office committee made up of the Associate Superintendent for Desegregation Monitoring and Program Development and others appointed by the Superintendent will evaluate grant proposals. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. k Local businesses will be asked to help finance the Community support Grant program. This will give II..',1'\",Hl 7 . local businesses the opportunity to become actively involved in the District's desegregation efforts. Magnet schools, incentive schools, and schools of choice will not be eligible for Community Support Grants. J' I I ',1 I Schools cannot fulfill desegregation reguirements without the involvement of the communities which they serve. The use of Community Support Grants will encourage entrepreneurship, ownership, and commitment to local desegregation efforts. The three-year grant awards (Academic Progress Grants and Community Support Grants) should provide sufficient time for the new strategies to become a part of the school culture. schools. Certain changes are proposed for some of the area These are outlined below. 1. wi Woodruff Elementary Expand the school by adding approximately tA^ hundred students. Some of these classrooms program. be usedfor an early childhood education Also, an Extended Day Program will be offered to attract children of parents who work in the state government offices. A percentage of seats will be reserved in order to meet desegregation reguirements. 2 . Western Hills Elementary 7 Expand the school's capacity, and eliminate the use of portables. Approximately one hundred children attend classes in portable buildings at Western Hills. This plan would expand the capacity of the school by two hundred students. available by 1991-92. Additional spaces will be 3. Cloverdale Elementary and Junior High School Expand each school's capacity by approximately one hundred students. 4 . Portable Buildincfs Eliminate portable buildings in a five-year period beginning in 1990-91. The schools having the largest concentration of portable buildings will be the first priority. Specialty Schools Some of the District's area schools already have special themes, and nothing in this plan precludes their continuing to develop them. However, one specialty school, Badgett Elementary, is described in detail because it relates closely to the theme of the aviation/transportation magnet school to be located near the airport. Aviation/Transportation Specialty School: Badgett's instructional program will be structured around a transportation theme. interdisciplinary concept. Transportation is an It includes science, technology. history, geography, mathematics, international studies, and human services. A transportation theme would be ideal for the development and implementation of an interdisciplinary curriculum. The central Arkansas region has a wealth of transportation industries. Air, rail, trucking, and boat/barge transportation are all located in central Arkansas. These industries should serve as a resource for the Aviation/Transportation Specialty School. The Aviation/Transportation Specialty School has the following goals: A. B. C. D. Students will learn the District's basic curriculum through the theme of transportation. The instructional program will be enriched by field trips, guest speakers, and special events related to transportation. Concepts and skills about transportation will be mastered so that students will be prepared for the Aviation/Transportation Junior High School should they choose to apply. The thematic approach to the delivery of instruction will increase student learning through increased motivation and greater transfer of prior learning. The Aviation/Transportation Specialty Elementary School will utilize an interdisciplinary curriculum that emanates from the theme of transportation. Social studies will focus on the effect of transportation on the location of cities and communities. routes will be examined. Geographic influences on transportation History will be taught in the context of transportation's influence on human endeavors. Science will deal with the physics involved in transportation (e.g., mechanics of flight) as well as the inventions that had a major impact on society at the time (e.g., steam engine, airplane). Many basic science skills can be taught from a transportation reference point. Simple machines, sound, energy, and natural resources, for example, all relate to transportation. -59- To enhance the climate of the school, the transportation theme will be obvious to those who visit the school. Bulletin boards, hall displays, assembly programs. and other instructional activities will emphasize transportation. Guest speakers and field trips will frequently incorporate transportation ideas. One or more specialists will help deliver the school's instructional The specialists will coordinate efforts to develop an interdisciplinary curriculum with a transportation theme. program. They will head-up the curriculum development process and will assist in inservice for other staff members. Students will take field trips to local transportation industries such as Little Rock Municipal Airport, Falcon Jet, Central Flying Service, Arkansas Highway Department, Union Pacific Railroad, Terry or Murray Lock and Dam, and the Little Rock Port Authority. Speakers from the transportation industries will present programs in the classroom. J. Cl III J.11 L.XIC? Due to the proximity of Badgett and the Junior High Aviation and Transportation Intradistrict Magnet School, cooperative projects between the schools will be common. Junior high students can present lessons to the elementary students. Elementary students can do assembly programs (song, dance, skits) for the junior high students. Tutoring, mentorships, and other projects can also be worked out between the schools. Other specialty schools will be considered in the long range plan. For example, if it appears necessary to close an existing elementary building, other uses for the building will be sought including the creation of an alternative school for students in grades 10-12 or an early childhood and infant care center. Also, to extend the aviation and transportation theme, administrators in vocational education will begin working with the Arkansas Department of Education to establish programs at the Metropolitan Vocational Education Center to prepare students for careers in aviation mechanics and other transportation related areas, place by 1992-93. These programs will be in 60 C. Publicity and Information Often the success or failure of a school depends on the extent to which accurate, timely, and clear information is provided to parents and students about its programs and unique features. As the programs for schools of choice. intradistrict magnets, incentive schools, area schools, and specialty schools are planned and developed, parents will be encouraged to participate fully in the process by contributing their ideas and suggestions. The District will explain and publicize the programs available at each school to parents, students, and the general community through the use of the District's television channel, through printed brochures describing each school, and through ongoing contact with the education reporters for the local newspapers and television stations. Information coordinators (described in Chapter 8) for each school will assist in developing information brochures and obtaining publicity for their schools. III. INSTRUCTION A. Equity in Academic Achievement B. Early Childhood Education C. Multicultural Education D. Special Education E. Gifted and Talented Education F. Guidance and Counseling G. Extracurricular Activities -62- III. INSTRUCTION A. Equity in Academic Achievement If the desegregation of a school district does not result in a superior education experience for all students, then it is not successful no matter how \"balanced\" schools may be. It is not acceptable to bring children to the doors of the school house only to resegregate them again in their classes and programs throughout the school day. This section of the plan identifies problems related to equity in the academic achievement of our students and proposes ways to address their problems. Problem One: Disparity in educational achievement between black and white students (as evidenced by grades and standardized tests) continues despite several years of awareness of the issue and efforts to deal with it. It is clear that the disparity in educational achievement between black and white students worsens as students move from grade to grade. It is necessary, therefore, that this desegregation plan address this very serious problem. The following solutions are proposed: 1. Conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a prearranged schedule to determine their educational effectiveness for all youngsters. Programs to be audited include, but are not limited to: -63- Art Chapter I Reading and Math Drug Education Foreign Languages Four-Year-Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library-Media Mathematics Music Physical Education, Health, and Nutrition Education Program for Accelerated Learning (PAL) Reading Science Social Studies Special Education Vocational Education The first programs to be audited will include Chapter I Reading and Math, Guidance and Counseling, PAL, Learning Lab, and Foreign Languages. The purpose of the review will be to -64- determine whether modifications in programs need to be made in order to increase their educational value to students. In some cases programs may need to be eliminated or drastically changed. Seek assistance in establishing an Instructional Management System for every student. Technology now exists which can help us analyze a student's learning styles and achievement levels, predict success or failure in school based on a number of factors, and prescribe the necessary interventions in a timely manner. The District will immediately seek to work with experts in instructional technology to devise such a system. It should be noted that this approach is intended to benefit the successful as well as the unsuccessful student. The District will attempt to have this program in place by 1991-92. Begin immediately to develop a five-year schedule for the review of all courses and programs including incentive schools and magnet programs to determine whether their content is sufficiently challenging, relevant, and enriching to students. Require that curriculum supervisors review the use of the multiethnic curriculum guides and propose necessary revisions and modifications. This will 2. 3. 4. -65- be done yearly so that problems which become apparent can be quickly solved. Problem Two: The District continues to have disproportionate representation of students by race in certain classes, programs, and activities. This is not a problem to be addressed by simplistic solutions such as quotas or percentages which are humiliating and frustrating to students. All students, both the gifted and the low-achieving, must be given every opportunity to excel, be challenged. contribute, and produce in school. This problem must be addressed first by being certain that a strong basic education is provided to all students beginning with kindergarten or before and that provision is made to concentrate on youngsters who need the enrichment experience and activities to enable them to compete with more advantaged students and not lose ground as they move from grade to grade. These include additional or extended homework centers, summer learning programs, Saturday classes. Extended Day program, academic incentive programs, and tutorial services. In schools which lack these programs, the District will allocate funds to establish at least one such program in each school. To a large extent principals, teachers, and guidance counselors can positively impact this problem. However, they must be supported by a Board and an -66-administration which insist on optimum learning opportunities for all students. The extent to which staff development can assist teachers and administrators in dealing with this problem will be discussed in another section of this plan. Problem Three\nIn too many instances different expectations for the level of learning are expected from different students. Most students can learn most of what they should know. The research on this issue is irrefutable. The question is why students do not learn, and the answer has to do with what is expected from them. The District has already recognized the problem of different expectations and is attempting to provide training for all teachers in a program called Teacher Expectations and Student Achievement (TESA). As part of the long-term plan, TESA will be required and provided for all teachers, administrators, library media specialists, and guidance counselors. Additionally, Cooperative Learning, and the Program for Effective Teaching will be included. These programs and others will be discussed in the section on staff development (Chapter 7). Also, in instances where teachers have had success in teaching low-achieving students, the District will provide opportunities for other teachers to visit -67-B. \"model classrooms\" where successful teachingand learningfor all students are occurring. Early Childhood Education Someone recently stated that the answer to the drug problem in society was not to build more prisons but to establish early childhood education programs in the schools. The Little Rock School District has experienced success with the HIPPY Program and its four-year-old programs at Washington, Ish, Franklin, Stephens, and Rockefeller. However, it is clear that such programs must be expanded. Their development (including the expansion of the three- year-old program) and implementation should occur following the District's review of final recommendations made by the Early Childhood Education Task Force. The District will add an additional program at Woodruff in 1990-91 and will initiate a Montessori program at Garland in 1991-92. In 1991-92 the Early Childhood Programs will be evaluated and plans to expand them to other schools will be submitted to the Board. The District will also establish Parent Centers at Washington and Franklin to provide assistance to the parents of children enrolled in the programs there. A major goal of the Little Rock School District's Parent Center component is to combine the special knowledge which parents have about their children with the expertise of the staff to improve services to children. -68-The Parent Center will be developed and implemented by local school staff, social workers, counselors, media center staff, and other related personnel to reinforce and maintain a strong linkage between home and school. Parents will be invited to attend the Center to share information. express concerns, make plans, and develop skills to assist in the education of their children. The Center will provide parent discussion groups, individual problem-solving sessions, and other topics of interest identified by the parents such as creative use of family time. A range of evening programs will be offered throughout the year on such topics as parenting, community resources, behavior management, study skills, and recreation and special seminars such as helping working and single parents to become more involved in spending quality time with their child. The District will include the Arkansas Parents: Partners in Learning Experience (APPLE) parent training material developed by the Arkansas Department of Education and other research-based programs. The Parent Centers will be evaluated by the District in 1991-92. The goal is to have early childhood programs and Parent Centers in at least half of the elementary schools by 1994-95 and in all elementary schools by 1998-99. The recommendations of the Little Rock School District Early Childhood Education Parent Committee are comprehensive and thorough and will provide the basis for an expansion of -69-the District's Early Childhood Education Program as a part of the District's desegregation plan. The District will work with the Early Childhood Education Task Force in analyzing these proposals, both in terms of the District's capacity to implement them and the costs of the programs. A detailed cost estimate, with final recommendations for early childhood education, will be provided to the Metropolitan Supervisor prior to December 31 C. Multicultural Education In its commitment to provide equal educational access for all students, the Little Rock School District included in its 1988-89 court mandated desegregation plan the development and implementation of a multicultural education program for grades K-12. Multicultural education seeks to ensure that male and female students, exceptional students, and students who are members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. In essence, multicultural education includes (1) the infusion of multicultural content when appropriate into the core subject matter areas\n(2) the use of various instructional/learning strategies to address diverse learning styles of students\nand (3) the demonstration of the attitude and belief that all students, regardless of cultural diversity, can learn. 70Multicultural education has several goals: 1. The development of decision-making and social action skills. 2. The viewing of historical and contemporary events from diverse ethnic perspectives, clarifying students' own ethnic identities and helping them to function effectively within their own ethnic communities. 3. The development of cross-cultural competency\nthe ability to function within a range of cultures. 4. Providing students with cultural and ethnic alternatives to problems. 5. Greater self-understanding by viewing one's self from the perspectives of others' cultures. 6. The reduction of ethnic, racial, and cultural conflict and discrimination through the expanding of students' conceptions of what it means to be human and the development of an appreciation for and sensitivity to the diversity of lifestyles. 7. Mastery of essential reading, writing, and computational skills. To achieve these goals the District is currently involved in the following six-year plan: Note: This plan modifies the multicultural program approved by the court in the 1989-90 Desegregation Plan Volume 1, January 31, 1989. Phase I (1987-88) - Awareness for district staff -71-members and input from cultural groups within the community. Phase II (1988-89) - Development of curriculum guides by committees of teachers of grades K-6 in the following content areas: English, fine arts, math, reading, science. and social studies. (1989-90) - Implementation of the above grades K-6 curriculum guides. Phase III (1989-90) - Development of curriculum guides by committees of teachers of grades 7-12 for art, music. English, reading, math, science, library-media, social studies (grade 7), and American History/Arkansas History (grade 8). Phase IV (1990-91) - Implementation of the curriculum guides for grades 7-12 for art, music, English, reading. math, science, and library-media. Phase V (1991-92) - Development of curriculum guides as follows: a) Civics (grade 9) b) American Government (grades 10-12) c) American History (regular - grades 10-12) d) American History (AP - Grade 11) e) Contemporary American History and Arkansas Studies (grades 11 and 12) Phase VI (1992-93) - Continued development of curriculum guides as follows: a) Sociology and Psychology (Grades 11-12) b) Any courses added to the social studies -72- curriculum (Grades 11-12) c) Refinement of existing course guides (if needed) (Grades 11-12) The Little Rock School District is on schedule according to the above six-year plan. Periodic review of the content of the guides and their use by teachers will assist in making modifications or in providing staff development to assist teachers in using the guides. D. Special Education Much work has been done to lower the over- representation of black students in special education classes. Efforts have focused on helping special education teachers, principals, and regular teachers do a better job of analyzing the needs of youngsters. Extensive training and follow-up are provided by the special education staff and these efforts will continue. Special inservice training has been provided to help teachers understand and cope with the vulnerability of black male children in society. Disproportion is a continuous issue, and tremendous progress has been made in addressing it in the District. Targeted goals for the Special Education Department include: 1, The development and implementation of a comprehensive sex education program for handicapped students, (1991-92) -73-2. The expansion of the Learning Cerf concept to include a center at the junior high level. (1991- 5. E. 92) Expansion of the use of the Consulting Teacher Model to provide indirect services to mildly handicapped student\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_1217","title":"Major Enhancement Schools, First Year Report, 1988-89","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1989-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational statistics","School management and organization"],"dcterms_title":["Major Enhancement Schools, First Year Report, 1988-89"],"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/1217"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nIN THE UNITED STATES 01STqICT COURT EASTERN DISTRICT OF AR~ANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. ~O. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL PLl\u0026gt;.I~TIFF DISTRICT, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE KNIGHT, et al. INTERVENORS LRSD MAJOR ENHANCEMENT SCHOOLS FIRST YEAR REPORT, 1988-1989 In February 1988, pursuant to the instructions of this Court, the Special Master submitted his interim report and recommendations to this Court. After a careful study of those recommendations as submitted, this Court filed an Order on April 27, 1988 accepting and approving the Special Master's recommendations. As part of the court-approved recommendations, the LRSD was required to provide major enhancements to the schools in the District which were racially identifiable. The recommendations also included a program monitoring component which would provide an assessment of the major enhancement schools (formerly known as racially identifiable schools). The evaluation/monitoring design was to provide data for use in comparing various components of the major enhancement schools with those in other schools in the LRSD. For instance, data collected from the major enhancement schools regarding expenditures per student, pupil/teacher ratios, -1- library books per child, academic preparation of teachers and years of teaching experience would be compared with similar data from other schools in the LRSD. In accordance with that program monitoring component, the LRSD and the appropriate committees conducted the required monitoring visits, collected the relevant data and the LRSD now submi ts the major enhancement schools' first year report, 1988-89. That report is attached hereto as Exhibit 5 and incorporated herein by reference. The LRSD continues to monitor and evaluate the major enhancement schools and has already submitted Monitoring Progress Report No. 1 for the 1989-90 school year. That report was attached as Exhibit 3 to the LRSD Desegregation Plan Status Report for first semester 1989-90 school year. ~espectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201 Attorneys for the Little Rock School District ~ - ... /J . ,'1/4 . By: ~~fi-\n/)\n0 =\u0026gt; ~ JERRY L. MALONE BAR ID. 85096 -2- CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a true and correct copy of the foregoing LRSD Major Enhancement Schools' First Year Report, 1988-1989, has been sent to the following list of counsel by United States Mail, postage prepaid, on this 5 711 day of March, 1990. 8/lrsd/ejl John W. Walker, Esquire Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 Norman Chachkin, Esquire LEGAL DEFENSE FUND 99 Hudson St., 16th Floor New York, New York 10013 Richard W. Roachell, Esquire MITCHELL \u0026amp; ROACHELL 1014 West Third Street Little Rock, Arkansas 72201 Stephen W. Jones, Esquire JACK, LYON \u0026amp; JONES, P.A. 425 West Capitol Avenue 3400 TCBY Tower Little Rock, Arkansas 72201 Sharon Street, Esquire ARKANSAS DEPT. OF EDUCATION Education Building #4 Capitol Mall Little Rock, Arkansas 72201 -3- Paul L. Cherry, Esquire ATTORNEY GENERAL'S OFFICE Heritage West Building 201 West Markham Street Little Rock, Arkansas 72201 Steve Fedo, Esquire NEAL, GERBER \u0026amp; EISENBERG 208 South LaSalle Chicago, Illinois 60604 H. William Allen, Esquire Attorney at Law 200 West Capitol, Suite 1200 Little Rock, Arkansas 72201 M. Samuel Jones, Esquire WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol, Suite 2200 Little Rock, Arkansas 72201 I I II d d HERSCHEL H. FRIOAY. P.A. B. S. CLARK ROBERT V. LIGHT, P.A. WILLIAM H. SUTTON. P.A. GEORGE E. Pt KE, JR . P.A. JAMES W. MOORE WILLIAM L, PATTON, JR .. P.A. BYRON M. EISEMAN, JR., P.A. JOE O. SELL. P.A. MICHAEL G. THOMPSON, P.A. JOHN C. ECHOLS, P.A. JAMES A. BUTTRY. P.A. FREOER1CK S. URSERY, P.A. H. T. LARZELERE, ?.A. OSCAR E. DAVIS, JR, JAMES C. CLARK, JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON, P.A. LEWIS MATHIS, P.A. PAUL B, BENHAM 111, P.A. LARRY W. BURKS. P.A. A. WYCKLtFF NISBET, JR., P.A. JAM ES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAM ES M. SAXTON J. SHEPHERD RUSSELL IH DONALD H. BACON, P.A. ROBERT K. WALSH WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON 11, P.A. FRIDAY, ELDRED GE \u0026amp; CLAR K A PARTNERSHIP OF INOIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATT ORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, AR KANSAS 7220 1 TELEPHONE Marc h 5, 1 990 BARRY E. COPLIN. P.A. RICHARD D. TAYLOR, P.A.. JOSEPHS. HURST, JR  P.A. ELIZABETH J. ROBBEN, P.A. CHRISTOPHER HELLER. P.A. LAURA A. HENSLEY. P.A. ROBERTS. SHAFER WILLIAM M. GRIFFIN JI! THOMAS N. ROSE MICHAELS. MOORE DIANE S. MACKEY WALTER M. EBEL 111 KEVIN A. CRASS WILLIAM A. WADDELL, JR. CLYDE \"TAB\" TURNER CALVIN J. HALL SCOTTJ.LANCASTER JERRY L. MALONE M. GAYLE CORLEY ROBERT B. BEACH, JR. S. RANDOLPH LOONEY .J. LEE BROWN .JAMES C. BAKER, JR. H. CHARLES GSCHWEND, JR. HARRY A. LIGHT HANK .JACKSON SCOTT H. TUCKER JOHN CLAYTON RANDOLPH MARY L. WISEMAN GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS WILLIAM .J. SMITH 7 WILLIAM A. ELDREDGE. JR,. P.A . WILLIAM L. TERRY John W. Walker, Esquire Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 Norman Chachkin, Esquire LEGAL DEFENSE FUND 99 Hudson St., 16th New York, New York Floor 10013 Richard W. Roachell, Esquire MITCHELL \u0026amp; ROACHELL 1014 West Third Street Little Rock, Arkansas 72201 Stephen W. Jones, Esquire JACK, LYON \u0026amp; JONES, P.A. 425 West Capitol Avenue 3400 TCBY Tower Little Rock, Arkansas 72201 Sharon Street, Esquire ARKANSAS DEPT. OF EDUCATION Education Building #4 Capitol Mall Little Rock, Arkansas 72201 TELE.COPIER (SOI) 376-2147 TELE.COPIER (SOil 376~6369 WFIITEA:'S 01F1C'f NO. Paul L. Cherry, Esquire ATTORNEY GENERAL'S OFFICE Heritage West Building 201 West Markham Street Little Rock, Arkansas 72201 Steve Fedo, Esquire NEAL, GERBER \u0026amp; EISENBERG 208 South LaSalle Chicago, Illinois 60604 H. William Allen, Esquire Attorney at Law 200 West Capitol, Suite 1200 Little Rock, Arkansas 72201 M. Samuel Jones, Esquire WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol, Suite 2200 Little Rock, Arkansas 72201 Re: LRSD v. Pulaski County Special School District, et al. I March 5, 1990 Page 2 Ladies \u0026amp; Gentlemen: Enclosed please find a copy of the LRSD Major Enhancement Schools' First Year Report, 1988-1989 which is being filed in this matter. By copy of this letter a copy of this Report is going to the Metropolitan supervisor, Mr. Eugene Reveille. Thank you for your attention to this matter. JLM:ejl Enclosure cc: Mr. Eugene Reville Dr. Ruth Steele Mr. James Jennings - ~ ~\n~::M:{one LITTLE ROCK SCHOOL DISTRICT Dr. Ruth Steele, Superintendent Dr. Herbert Cleek, Deputy Superintendent MAJOR ENHANCEMENT SCHOOLS FIRST YEAR REPORT, 1988-89 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Sterling Ingram, Director Little Rock, Arkansas December 1989 335 I Estelle Matthis, Associate Superintendent Educational Programs and Staff Development James Jennings, Associate Superintendent Desegregation and Program Monitoring Compiled by Ethel B. Dunbar Sharon A. Brooks Betty J. Davis Dr. Selma Hobby Dr. Paul J. Smith Sue Tadlock Contributing Specialists PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock School District 810 West Markham Little Rock, Arkansas 72201 (501) 374-3361 33 LIST OF TABLES Table 1 A Comparison of Average Years of 9 Tea.ching Experience Major Enhancement Schools to Control Schools Table 2 A Comparison of Teacher Absences 9 at the Major Enhancement Schools and Control Schools to the District Average Table 3 Major Enhancement Schools Racial 10 Composition of Teaching Staff Table 4 Major Enhancement and Control 13 School Maintenance Expenditures Table 5 Major Enhancement School 14 Chapter I Reading Expenditures Table 6 Major Enhancement and Control 16 School Supply Expenditures Table 7 Major Enhancement and Control 22 School Gifted Program Report Table 8 Major Enhancement and Control 27 School Percentage of Pupil Attendance Table 9 Major Enhancement/Quality Control 33 Monitoring Checklist Summary Table 10 Major Enhancement Teacher Survey 40 Table 11 Major Enhancement Parent survey 41 Table 12 MAT-6 District Summary-Variance 42 from LRSD Mean of National Percentile Ranks (NPR) by School 337 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT MAJOR ENHANCEMENT SCHOOLS FIRST YEAR REPORT, 1988-89 1.0 PURPOSE OF THE STUDY The Board of Directors of the Little Rock School District (LRSD) approved and adopted a plan of reorganization for the elementary schools in 1982-83. The reorganization included primary schools (K-3), intermediate schools (K, 4-6), elementary schools (K-6), and the Williams Magnet School (1-6). After the reorganization, four racially identifiable schools were created (Carver, Ish, Mitchell, and Rightsell). Since the approval of the plan in 1982, three more schools became racially identifiable (Gibbs, King, and Rockefeller). The concern for equitable educational opportunities in the racially identifiable schools in comparison to other Little Rock schools was of great importance to the Board of Directors, administrative staff, teachers, the federal judiciary and to the various publics. To ensure that a quality education was received by all and that equity existed, a program evaluation design with monitoring procedures was established in the school year of 1982-83 and implemented each year through 1986-87. The primary purpose of the evaluation design was to develop a monitoring process which would guarantee that equity in instructional programs and staffs existed in all elementary schools of the LRSD. 338 Major Enhancement Schools First Year Report, 1988-89 Page 2 Monitoring visits were conducted by members of the District Biracial Committee and the evaluation and testing specialists. In order to increase the effectiveness of the program evaluation, four additional evaluation and testing specialists were employed during the 1988-89 school year. In April 1988, Federal Judge Henry Woods approved a desegregation plan and ordered that major enhancements be added to the racially identifiable schools. Thereafter, these schools were referred to as major enhancement schools, rather than racially identifiable schools. Two of the major enhancement schools (King and Washington) were closed at the end of the 1987-88 school year. At the beginning of the 1988-89 school year, there were five major enhancement schools (Garland, Ish, Mitchell, Rockefeller, and Stephens) to be monitored. 2.0 ASSUMPTIONS 2.1 The teaching staffs at the major enhancement schools will have statistical data that compares favorably to the average for the other LRSD elementary school staffs in regard to the following characteristics. 2.1.1 Average years (hours/degrees) of educational preparation 2.1.2 Average years of teaching experience 339 Major Enhancement Schools First Year Report, 1988-89 Page 3 2.1.3 Rate of teacher absenteeism 2.1.4 Racial composition of the faculties 2.1.5 Rate of teacher turnover 2.2 The upkeep and maintenance of the major enhancement schools will receive top priority from the LRSD Maintenance Department. 2.3 More funds per pupil for instructional materials will be spent at the major enhancement schools than at the regular LRSD elementary schools. 2.4 The purchase and distribution of equipment for the major enhancement schools will occur to a greater extent than at the regular elementary schools. 2.5 The students at the major enhancement schools will receive more support services per pupil than the students at the regular elementary schools. 2.6 The major enhancement schools will possess the following characteristics of an effective elementary school. 2.6.1 Strong administrative leadership 2.6.2 High expectation of student achievement 2.6.3 Orderly school climate 2.6.4 Emphasis on basic skills of reading, writing and arithmetic 2.6.5 Flexible staff in meeting individual student needs 340 Major Enhancement Schools First Year Report, 1988-89 Page 4 2.6.6 student progress will be monitored 2.6.6.1 By teachers 2.6.6.2 By parents 2.6.7 Student attendance will be monitored by the principal and staff 2.7 student academic achievement in all major enhancement schools will not vary more than ten (10) national percentile points below the mean national percentile scores for the LRSD in each subject area tested at each grade level. 2.8 Parents at Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens will respond favorably concerning the programs at their schools. 3.0 MAJOR EVALUATION QUESTIONS 3.1 Did the statistical data of the teaching staffs at the major enhancement schools compare favorably to the average of all LRSD elementary school staffs in regard to the following characteristics? 3.1.1 Average years (hours/degrees) of educational preparation 3.1.2 Average years of teaching experience 3.1.3 Rate of teacher absenteeism 3.1.4 Racial composition of the faculties 3.1.5 Rate of teacher turnover 341 Major Enhancement Schools First Year Report, 1988-89 Page 5 3.2 Did the upkeep and maintenance of the major enhancement schools receive top priority from the LRSD Maintenance Department? 3.3 Were more funds expended per pupil for instructional materials at the major enhancement schools than the average per-pupil expenditure at the LRSD regular elementary schools? 3.4 Were the purchase and distribution of equipment for the major enhancement schools greater than at the regular elementary schools? 3.5 Did students at the major enhancement schools receive more support services per pupil than the students at the regular elementary schools? 3.6 Did the major enhancement schools possess the following characteristics of an effective elementary school? 3.6.1 Strong administrative leadership 3.6.2 High expectation of student achievement 3.6.3 Orderly school climate 3.6.4 Emphasis on basic skills of reading, writing, and arithmetic 3.6.5 Flexible staff in meeting individual student needs 3.6.6 Was student progress monitored by the following: 3.6.6.1 teachers 3.6.6.2 parents 342 Major Enhancement Schools First Year Report, 1988-89 Page 6 3.6.7 Was student attendance monitored by the principal and staff? 3.7 Did student academic achievement in all major enhancement schools vary more than ten (10) national percentile points below the mean national percentile scores of the LRSD in each subject area tested at each grade level? 3.8 Did the parents at Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens, respond favorably concerning the programs at their schools? 4.0 INSTRUMENTATION 4.1 Summary of MAT-6 test data for the 1988-89 school year 4.2 Monitoring checklist 4.3 Summary data from personnel files 4.4 Monthly budget analysis of expenditures for maintenance by school plant services 4.5 Per pupil expenditure list for each elementary school 4.6 Teacher survey 4.7 Parent survey (random sample) 4.8 School by school elementary budget expenditure list 343 Major Enhancement Schools First Year Report, 1988-89 Page 7 5. 0 DATA COLLECTION AND ANALYSIS Questions 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5 Question 3.2 Questions 3.3, 3.4, 3.5 Question 3.4 Questions 3.6.4, 3.6.5, 3.6.6, 3.6.6.1, 3.6.6.2, 3.8 Question 3.6.7 Question 3.7 Questions 3.6.4, 3.6.5, 3.6.6, 3.6.6.1, 3.6.6.2, 3.8 Questions 3.6.1, 3.6.2, 3.6.3 6.0 RESULTS OF THE STUDY Summary data from personnel files Monthly budget analysis of expenditures for maintenance by school plant services School by school elementary budget expenditure list Equipment Expenditure list for each elementary school Teacher survey (random sample) District attendance records Summary of MAT-6 data for the 1988-89 school year Parent survey Monitoring checklist Each evaluation question is answered in the discussion which follows. EVALUATION QUESTION: Did the statistical data of the teaching staffs at the major enhancement schools compare favorably to the average for the other LRSD elementary school staffs in regard to the following characteristics? 6.1 This question is answered by the following sub-questions (6.1.1, 6.1.2, 6.1.3, 6.1.4 and 6.1.5) 344 Major Enhancement Schools First Year Report, 1988-89 Page 8 EVALUATION QUESTION: What were the average years (hours/degrees) of educational preparation for the faculty at the major enhancement schools? 6.1.1 At the major enhancement schools, 47.8% of the faculty had obtained Bachelor of Arts/Science degrees plus twelve hours or Bachelor of Arts/Science degrees plus twenty-four hours. over fifty-two (52.2) percent had obtained degrees including Bachelor of Arts/Science plus thirty hours (BA+30), Master of Science/Arts, Master of Science/Arts plus fifteen (MSE/MA+l5), and Master of Science/Arts plus thirty hours (MSE/MA+30). EVALUATION QUESTION: What were the average years of teaching experience at the major enhancement schools? 6.1.2 The average years of teaching experience at the major enhancement schools was comparable to the LRSD elementary average teacher experience (seven years). All four of the control schools exceeded the LRSD average experience with a range from 7.7 years to 18.1 years. (Table 1) EVALUATION QUESTION: Did the rate of teacher absenteeism at the major enhancement schools exceed the district average? 6.1.3 The data in Table 2 disclosed that the absentee rate at the control schools exceeded the 345 Major Enhancement Schools First Year Report, 1988-89 Page 9 TABLE 1 A COMPARISON OF AVERAGE YEARS OF TEACHING EXPERIENCE MAJOR ENHANCEMENT SCHOOLS TO CONTROL SCHOOLS AVERAGE YEARS ADVANCED SCHOOL OF EXPERIENCE nF.GREES MAJOR ENHANCEMENT Garland 7 46.2% Ish 10 71.4% Mitchell 8 57 .1% Rockefeller 6 53.6% Steohens 7 60% CONTROL Geyer Springs 18.1 * Otter Creek 11.0 * Terry 7.7 * Bale 13.0 * LRSD 7 52 .2% * Data not available TAhLE 2 A COMPARISON OF TEACHER ABSENCES AT THE MAJOR ENHANCEMENT AND CONTROL SCHOOLS TO THE DISTRICT AVERAGE Difference Average Number from District SCHOOL Absences (Days) Average Garland 5.8 - 6.4 Ish 13.0 + 0.8 Mitchell 9.0 - 3.2 Rockefeller 12.8 + 0.6 Stenhens 12. 7 + 0.5 CONTROL Bale 14.7 + 2.5 Geyer Springs 13.5 + 1.3 otter Creek 18.0 + 5.8 Terrv 13.3 + 1.1 LRSD AVERAGE 12.2 346 Major Enhancement Schools First Year Report, 1988-89 Page 10 district average. The differences from district average ranged from 1.1 days to 5.8 days. The absentee rate at two of the major enhancement schools (Garland and Mitchell) was considerably lower than the district average. At three of the major enhancement schools, the absentee rate surpassed the LRSD average. EVALUATION QUESTION: Did the racial composition of the faculty at the five major enhancement schools compare favorably to the elementary average? 6,1,4 The data in Table 3 indicates that Rockefeller was the only major enhancement school that did not compare favorably to the LRSD elementary average. TABLE 3 MAJOR ENHANCEMENT SCHOOLS RACIAL COMPOSITION OF TEACHING STAFF 1988-89 DIFFERENCE NON- DH'FERENCE R.T.l!.f'lt FROM F.OA* BT .A.CK FROM EDA* *ELEMENTARY DISTRICT AVERAGE (EDA) 33.2% 66.8% Garland 46.0% +12. 8% 54.0% - 12.8% Ish 40.9% + 7.7% 59.1% - 7.7% Mitchell 45.5% +12,3% 54.5% - 12.3% Rockefeller 27.5% - 5.7% 72.5% + 5.7% Stephens 32.0% - 1.2% 68.0% + 1.2% 347 Major Enhancement Schools First Year Report, 1988-89 Page 11 EVALUATION QUESTION: Did the rate of teacher turnover in the major enhancement schools exceed the district average? 6.1.5 It was reported by the Director of Human Resources that this data had not been tabulated at the time of this writing. EVALUATION QUESTION: Did the upkeep and maintenance of the major enhancement schools occur as the top priority in the LRSD maintenance department? 6.2 According to the Director of Plant Services, the upkeep and maintenance of the major enhancement schools did occur as the top priority in the LRSD during the school year 1988-89. It was reported that during the 1988-89 school year, the Plant Services Department spent a total of $696,654 in renovation contracts for the five major enhancement schools: Garland, Ish, Mitchell, Rockefeller and Stephens. The cost per school ranged from $31,872 at Rockefeller to $393,980 at Garland. Not included in those renovation costs is an additional $144,280 for roof replacement at Rockefeller, and $28,368 to air condition all classrooms at Stephens. In addition to the above, a total of 892 work orders were completed by Plant Services maintenance personnel at the five schools during the 1988-89 school year. Service requests from these schools were given high priority to insure that the level of upkeep remained high. An indication of that level of service 348 II II II Major Enhancement Schools First Year Report, 1988-89 Page 12 is found in comparing the number of work orders completed to the square footage of the buildings. Although these five schools comprise only 6.6% of the district's total square footage, they received 9.7% of the total work orders completed. The same special attention has been given to the cleanliness of these buildings by the two custodial managers, who have been assigned the personal responsibility of ensuring that these buildings are the \"epitome of cleanliness\" at all times. The average maintenance expenditure for the major enhancement schools was $15,275 which was $226 less than the LRSD elementary school average of $15,501. The average maintenance expenditure for the control schools was $15,622 which was slightly highe~ than the LRSD elementary school average expenditure. The average per pupil expenditure at the major enhancement schools was $59, and the average per pupil expenditure for the control schools was $40. The overall district elementary school average per pupil expenditure was $40 (Table 4). 348 Major Enhancement Schools First Year Report, 1988-89 Page 13 rABLE 4 MAJOR ENHANCEMENT AND CONTROL SCHOOL MAINTENANCE EXPENDITURES, 1988-89 NUMBER DIFFERENCE FROM OF TOTAL ELEMENTARY PER PUPIL SCHOOL STUDE s V RAG E NDITURES Garland 299 $ 16,576.73 +$1,074.99 $ 55.44 Ish 197 16,446.67 + 944.93 83.49 Mitchell 261 13,681.10 - 1,820.64 52.42 Rockefeller 300 14,353.36 - 1,148.38 47.84 Stephens 233 15,317.81 183.93 65.74 LRSD ELEMENTARY AV RAGE 7 MAJOR ENHANCEMENT TOTAL MAJOR ENHANCEMENT AVERAG 6.6 59.21 Bale 414 $ 19,057.90 +$3,556.16 $ 46.03 Geyer Springs 239 16,817.74 + 1,316.00 70.37 otter Creek 361 14,173.97 - 1,327.77 39.26 Terry 522 12,440.79 - 3,060.95 23.83 ----- CONTROL SCHOOL TOTAL 1 CONTROL SCHOOL AVERA + 0.86 40.68 DISTRICT ELEMENTARY TOTAL 14 179 DISTRICT ELEMENTARY AVERAG 383 7 40.47 These maintenance expenditures included expenses for repairs and maintenance of buildings, pest control, custodial supplies, upkeep of building supplies, plumbing, carpeting, electrical upkeep of building supplies, locksmiths, boilers, small engines, plaster, glass, painting, roofing, boiler license, repairs to building, upkeep of grounds, security services, equipment for upkeep of grounds, upkeep of equipment (repairs), security repairs, utilities and salaries. 350 Major Enhancement Schools First Year Report, 1988-89 Page 14 EVALUATION QUESTION: Were more funds expended per pupil for instructional materials at the major enhancement schools than the average per pupil expenditure at the LRSD regular elementary schools? 6.3 The average per pupil expenditures for instructional materials at the major enhancement schools in Chapter I reading are indicated in Table 5. TABLE 5 CHAPTER I READING EXPENDITURES 1988-89 PER PUPIL NUMBER OF EXPENDITURES SCHOOT TOT?.T PUPTT,C:: C::1.'l)VED CHA'P'T'ER I 1)1.'ADING Ish $ 982.58 53 $ 19 Garland 982.58 96 10 Mitchell 982.58 53 19 Rockefeller 982.58 118 8 Stephens 982.58 60 16 The Program for Accelerated Learning (PAL) mathematics budget provided $3,300 for instructional materials at each elementary school excluding Fair Park. Several schools (Baseline, Mabelvale, Watson and Chicot) were assigned two PAL teachers and received approximately $5,800. The major enhancement schools had one PAL teacher for reading and one for PAL mathematics. Chapter I funds were not expended based on the number of minority students in each school. For 351  I   Major Enhancement Schools First Year Report, 1988-89 Page 15 Chapter I reading, the money was expended equally among all the schools in the LRSO. For Chapter I mathematics, the money was expended at each school based on the number of PAL mathematics teachers at each school. Table 6 indicates that the school supply expenditure for the major enhancement schools exceeded the supply expenditures for the control schools. At the major enhancement schools, the average expended dollar amount ranged from $76 at Mitchell to $234 at Stephens. The control schools' average supply expenditure had a range of $39 at Geyer Springs to $51 at Bale. The overall major enhancement average was $127\nthe control school average was $48\nthe LRSO elementary school average was $52. EVALUATION QUESTION: Were the purchase and distribution of equipment at the major enhancement schools greater than at the regular elementary schools? 6.4 Detailed data on this subject, as requested, was not provided at this writing. 352 Major Enhancement Schools First Year Report, 1988-89  Page 16 ~ TABLE 6 MAJOR ENHANCEMENT AND CONTROL SCHOOL SUPPLY EXPENDITURES 1988-89 NUMBER OF PER PUPIL SCHOOL PU ILS EXPENDITURE Garland $ 28,007.15 299 $ 93.67 Ish 21,195.47 197 107.59 Mitchell 19,870.16 261 76.13 Rockefeller 39,578.26 300 131.93 Stephens 54,528.57 233 234.03 MAJOR ENHANCEMENT TOTAL 1 9 6.50 MAJOR ENHANCEMENT AVERAGE 9 58 126.50 Bale $ 21,114.05 414 $ 51.00 Geyer Springs 9,273.25 239 38.80 Otter Creek 17,472.59 361 48.40 Terry 25,585.52 522 49.01 CONTROL SCHOOL TOTAL 4 5. 1 47.82 CONTROL SCHOOL AVERAGE 8 361.3 384 47.82 ELEMENTARY TOTAL 14 79 LRSD ELEMENTARY AVERAG 3 52.14 353  II II II II II Major Enhancement Schools First Year Report, 1988-89 Page 17 EVALUATION QUESTION: Did students at the major enhancement schools receive more support services per pupil than the students at the regular elementary schools? 6.5 CARE Program According to the CARE supervisor, all five major enhancement schools participated in the CARE Program. As of May 30, 1989, six hundred ninety-one (691) children were participants in CARE on a monthly basis, thirty-nine (39) on a part-time basis, and four hundred ninety-two (492) on a drop-in basis at a total of thirty (30) sites. Twenty-five (25) of the other elementary schools were also participants in the CARE Program. The number of CARE participants per grade and per fee rate for each major enhancement school is indicated below. CARB PROGRAM NUMBER OP PARTICIPAH'l'S BY RACE PER GRADE SITE I TOTAL I BLACK/ 14 YR I ~NROLLMENT WHITEOLDS K I 1 I 2 I 3 I 4 I 5 I 6 I Garland 29 29/0 0/0 5/0 4/0 8/0 3/0 6/0 0/0 3/0 Ish 27 24/3 5/1 4/0 5/1 5/1 4/0 1/0 0/0 0/0 Mitchell 24 24/0 0/0 7/0 4/0 5/0 4/0 0/0 3/0 1/0 Rockefeller 43 38/5 0/0 9/0 10/3 12/1 3/0 2/0 1/1 1/0 Ste en 8 0 5 0 0 0 0 0 2 0 TOTAL 152 143/9 13/2 31/0 28/4 33/2 16/0 11/0 4/1 7/0 NUMBER OF PARTICIPANTS BY RACE PER FEE RATE I TOTAL BLACK/ FREE STAFF SITE ENROLLMENT WHITE RATE AM PM Garland 29 29/0 26/0 0/0 0/0 3/0 2/1 1/2 Ish 27 24/3 19/3 1/0 0/0 3/0 3/0 1/2 Mitchell 24 24/0 21/0 3/0 0/0 0/0 0/0 1/2 Rockefeller 43 38/5 29/5 2/0 1/0 6/0 4/2 1/3 Ste s 29 8 0 0 0 0 1 3 TOTAL 152 143/9 121/9 7/0 1/0 13/0 9/4 5/12 354 I I I  I Major Enhancement Schools First Year Report, 1988-89 Page 18 6.5.1 Library Holdings and Expenditures The data suggested that the mean per pupil library holdings for 1988-89, at the five major enhancement schools, was 28.3 which was significantly higher than the LRSD elementary mean of 19.8 and that of the control schools which was 18.5. The mean elementary library expenditures for the major enhancement schools was $17, and the mean elemen~ary library expenditure for the control schools was $10. The average elementary library expenditure for schools that were neither major enhancement nor control schools was $14. This data indicated that the expenditures for the major enhancement schools exceeded the average for the control schools and the other elementary schools. Arkansas State and North Central Association standards require ten (10) books per student. The supervisor of Instructional Technology reported that the numbers provided did not include Baseline Elementary School. He also indicated that book totals are slightly down because of a district-wide directive to discard outdated holdings. However, the average per pupil expenditure does include supplemental Chapter 2 funds, but does not generally include   Major Enhancement Schools First Year Report, 1988-89 Page 19 desegregation funds expended on district schools. 6.5.2 Volunteers in Public Schools 6.5.3 According to the VIPS coordinator the volunteer hours served at the major enhancement schools ranged from eighty two (82) to over nine hundred thirty (934.55). The volunteer hours at Garland were 469.7, Ish 819.50, Mitchell 82.0, Rockefeller 257.95, and Stephens 934.55. There was a total of 2,563.7 hours served within those schools during the 1988-89 school year, with a mean of 512.74 hours. In the other elementary schools, there was a total of 37,852.37 volunteer hours served for an average of 1,261.75 hours. Pupil Services Data provided by the Pupil Services Director indicated that all major enhancement schools were assigned a full-time counselor. In addition, Stephens Elementary School was assigned a full-time social worker. Two of tt.e control schools were assigned full-time counselors because of the student enrollment (Terry 522, Bale 414). The remaining control schools, Otter Creek and Geyer Springs, shared a counselor with another elementary school. In 356  Major Enhancement Schools First Year Report, 1988-89 Page 20 the major enhancement schools, there was a total of 1,290 students. The counselor/student ratio at the major enhancement schools was 1/258. The counselor/student ratio at the four control schools was 1/384. The overall LRSD elementary average counselor/student ratio was 1/396. 6.5.4 Special Education In the major enhancement schools, there were one hundred thirty-eight (138) students identified and assigned to the Special Education Program, including resource, self-contained, and speech therapy. Thirty-seven (37) of those students were assigned to self-contained classes, sixty-four {64) to resource and thirty-seven (37) to speech. The self-contained classes at Garland and Stephens provided Community Based Instruction (CBI) for students with moderate to severe disabilities. There was a total of 13.5 teachers providing special services within the major enhancement schools, with Garland having the highest number of students being served, and Ish and Stephens with the lowest number. The four control schools provided Special Education services for a total of one hundred 357 Major Enhancement Schools First Year Report, 1988-89 Page 21 four (104) students. Seventeen (17) of those students were in self-contained classes, twenty-seven (27) were in speech therapy, and sixty {60) were in resource classes. Eight (8) teachers served the students assigned to the program. 6.5.5 Gifted Programs Gifted programming during the 1988-89 school year for the major enhancement schools occurred through the subject areas of language arts, mathematics and science. Because of a lack of sufficient staff, all subject areas and grades were not operational at all schools. Gifted programming during the 1988-89 school year for the control schools occurred through the subject areas of mathematics, science, reading, and language arts. Programming for all subject areas in each school did not occur due to a lack of staff for each grade level. Two of the four schools had one gifted area at each grade level. The subject areas, grades and number of students served at each school are indicated in Table 7. 358  Major Enhancement Schools First Year Report, 1988-89 Page 22 TABLE 7 MAJOR ENHANCEMENT AND CONTROL SCHOOLS GIFTED PROGRAM REPORT 1988-89 GRADE BT CK WH r'T'E SCHOOL LEVELfS) SUBJECT(S) M F M F Garland 1-4 Math 12 19 4 2 Ish 1-3, 6 Lang. Arts Science 18 22 1 1 Mitchell 1-3, 6 Lang. Arts Science 21 25 4 0 Rockefeller 3 Lang. Arts 3 7 2 1 Stephens 3-4 Lang. Arts 9 5 1 3 -- -- -- -- MAJOR ENHANCEMENT TOTAL 63 78 12 7 -- -- -- -- Otter Math Creek 3-4 Lang. Arts Science 13 18 7 13 Geyer Reading Springs 2-3 Math 5-6 Science 11 21 9 15 Terry 2-6 Lang. Arts Science English 31 44 34 36 Bale 1-6 Lang. Arts 24 30 19 15 -- -- -- -- CONTROL SCHOOL TOTAL 79 113 69 79 358 OTHER M F TOTAL 0 0 37 ' i 0 0 42 0 0 50 0 0 13 0 1 19 -- -- I 0 1 161 I -- -- 3 0 54 0 0 56 0 2 147 1 0 89 -- -- 4 2 346  Major Enhancement Schools First Year Report, 1988-89 Page 23 EVALUATION QUESTION: Were the characteristics of an effective elementary school evident at the major enhancement schools in regard to the following? 6.6 This question is answered by the following seven sub-questions. Refer to Table 9 for the compilation of the monitoring checklist items, and Tables 10 and 11 for results of teacher and parent surveys. (6.6.1, 6.6.2, 6.6.3, 6.6.4, 6.6.5, 6.6.6, and 6.6.7) EVALUATION QUESTION: Was strong administrative leadership recognizable at Garland, Ish, Mitchell, Rockefeller, and Stephens? 6.6.1 Teacher survey results from the major enhancement schools (eighty-three percent) and control schools (eighty-eight percent) revealed that effective instructional leadership existed at their schools (Table 10, Item 3). An analysis of the monitoring checklist summary indicated that ninety-one (91) percent of the teacher responses were positive that effective leadership existed at all of the major enhancement schools. (Table 9, Item EC 27) EVALUATION QUESTION: Was there a climate of high expectations for student achievement at the major enhancement schools? 6.6.2 Conclusive data from the major enhancement monitoring visits disclosed ninety-eight (98) percent of the monitored staff felt that the total atmosphere reflected high expectations for 360  I  I I Major Enhancement Schools First Year Report, 1988-89 Page 24 all students (Table 9, Item LE63}. The majority of the surveyed teacher respondents at the major enhancement schools {89%) and the four control schools {92%} expressed that there was an atmosphere of high expectation for student academic development {Table 10, Item 6). Parents {91%) from the major enhancement schools and parents {85%) from the control schools responded favorably to this item {Table 11, Item 12). EVALUATION QUESTION: Was there an orderly school climate manifested at the major enhancement schools? 6.6.3 At the major enhancement schools, ninety-six {96) percent of the monitored staff members indicated that the school climate was safe and orderly {Table 9, Item EC 30). Most of the surveyed teachers at the five major enhancement schools (86%) were in agreement with the monitoring results {Table 10, Items 1 and 2). Parents surveyed at the major enhancement schools {89%) and the control schools (88%) responded that a safe and orderly school climate was observable at those schools (Table 11, Items 1 and 2). 361  Major Enhancement Schools First Year Report, 1988-89 Page 25 EVALUATION QUESTION\nWas there an emphasis on the basic skills of reading, writing, and mathematics at Garland, Ish, Mitchell, Rockefeller, and Stephens? 6.6.4 Ninety-six (96) percent of the teacher respondents at the major enhancement schools and one hundred (100) percent at the four control schools indicated that there was a strong emphasis placed on the basic skills of reading, writing, and mathematics (Table 10, Item 20). Most of the parent respondents at the major enhancement schools (83%) and parents from the four control schools (91%) agreed with the teachers' assessment of the emphasis on basic skills at their schools (Table 11, Item 14). A summary of the monitoring visits at the major enhancement schools revealed that ninety-seven (97) percent of the assessed teachers agreed that emphasis on the mastery of basic skills took precedence over all other school activities (Table 9, Item SM 57). EVALUATION QUESTION: Were the staffs flexible in meeting individual student needs? 6,6.5 The majority of the teachers at Garland, Ish, Mitchell, Rockefeller, and Stephens Schools (96%) and the four control schools (90%) responded that the school staffs were flexible 362 Major Enhancement Schools First Year Report, 1988-89 Page 26 in meeting individual student needs (Table 10, Item 21). EVALUATION QUESTION: Was student progress monitored? 6.6.6 This question is answered by the following sub-questions (6.6.6.1, and 6.6.6.2). EVALUATION QUESTION: Was student progress monitored by teachers? 6.6.6.1 Teacher survey results at the five major enhancement schools (99%) and control schools (98%) showed that student progress was monitored often and very carefully by certified staff members (Table 10, Item 23). EVALUATION QUESTION: Was student progress monitored by parents? 6.6.6.2 At the major enhancement schools, the majority of the parents (89%) and control school parents (90%) indicated that they did monitor their children's progress closely (Table 11, Item 16). EVALUATION QUESTION: Did the principal/staff monitor pupil attendance? 6.6.7 Analytical and comparative data from the major enhancement and control schools indicated that pupil attendance was monitored and records maintained. The data in Table a shows the percentages of pupil attendance for the major 363 II Major Enhancement Schools First Year Report, 1988-89 Page 27 enhancement schools and control schools for 1988-89. TABLE 8 MAJOR ENHANCEMENT AND CONTROL SCHOOLS PERCENTAGE OF PUPIL ATTENDANCE 1988-89 SCHOOL PERCENTAGE OF PUPIL ATTENDANCE MAJOR ENHANCEMENT: Garland Ish Mitchell Rockefeller Stephens CONTROL: Bale 95.7% 98.6% 95.0% 96.0% 96.0% Geyer Springs Otter Creek Terry 94.0% 93.0% 95.0% 96.0% LRSD TOTAL 93.9% EVAWATION QUESTION: Did student academic achievement in all major enhancement schools vary less than ten (10) national percentile points below the mean national percentile scores of the LRSD in each subject area tested at each grade level? 6.6.8 Mitchell students in grade 2, Rockefeller students in grades 5 and 6, and Ish students in grades 2, 3, and 6, exceeded the LRSD mean by several points. Student academic achievement at Garland and Stephens Elementary Schools was 364     Major Enhancement Schools First Year Report, 1988-89 Page 28 considerably below the LRSD mean achievement at most grade levels. EVALUATION QUESTION: Did the parents at Garland, Ish, Mitchell, Rockefeller, and Stephens respond favorably concerning the programs at their schools? 6.6.9 Survey data from the major enhancement schools (86%) and control schools (92%) indicated that parents supported and participated in school programs (Table 11, Item 4). The data also revealed that eighty-six (86) percent of the parents at the control schools and eighty-nine (89) percent of the parents at the major enhancement schools were satisfied with the programs at their schools (Table 11, Item 19). 6.6.10 summary of Other Findings Each of the three survey instruments included items which provided additional information about the major enhancement schools. The following is a partial summary of the information obtained (Tables 9, 10, and 11). 6.6.10,1 Most of the teacher respondents at the five major enhancement schools (75%) and control schools (94%) indicated that standardized tests were used to diagnose and prescribe student needs (Table 10, Item 17). 365 I I I I I I I Major Enhancement Schools First Year Report, 1988-89 Page 29 6.6.10.2 Eighty-five (85) percent of the teachers at Garland, Ish, Mitchell, Rockefeller, and Stephens and eighty-four (84) percent of the teachers at the control schools expressed through the survey instrument that sufficient equipment and materials were provided to effectively implement the total instructional program (Table 10, Item 7). 6.6.10.3 At the major enhancement schools, seventy-eight (78) percent of the teachers and eighty (80) percent of the teachers at the control schools felt that the extracurricular program was designed to guarantee involvement of minority students (Table 10, Item 14). 6.11 summary A careful analysis of the survey results and monitoring reports disclosed that the five major enhancement schools had programs that were equal to programs within the other LRSD elementary schools. This data further revealed that extra human resources and energies were expended in those schools so that 366 ll II ll II II Major Enhancement Schools First Year Report, 1988-89 Page 30 each school designated as a major enhancement school would have \"major enhancements\" within those schools. The collective data indicated that continued extra effort will be needed at those schools during the 1989-90 school year to successfully meet the individual needs of the students. 6.12 Recommendations: As the data suggested, the major enhancement school concept was successful to a degree. However, it is felt that some modifications in the major enhancement schools should be made. The following recommendations are based on the findings of this study and research based on effective inner city schools and are presented for consideration. It is recommended that: * A higher percentage of staff members at the major enhancement schools utilize standardized test results as well as other criteria to diagnose, prescribe and address student needs.  Appropriate staff development be provided at each major enhancement school to suggest methods and resources for meeting the needs of the inner city student. * Individual Educational Plans (IEP's) be written for students that are identified as being at-risk. 367 Major Enhancement Schools First Year Report, 1988-89 Page 31 * Each teacher, in cooperation with the principal, select a proven (research based) instructional  model to deliver curriculum content. * The principal should develop an on-site teacher intervention team to assist with student academic and behavioral problems. The primary function of this committee would be to review student academic progress, and design strategies to meet individual student needs, thus eliminating or reducing the possibility of student academic failure. * A staff committee be organized to study the prescribed curriculum for continuity and teachability to ensure that it addresses the needs of each student. This curriculum should be broadbased to provide a variety of approaches and strategies for the learner. * Teachers at the major enhancement schools should be given the opportunity to plan and participate in appropriate staff development. * Consideration should be given to providing time at faculty meetings for effective teachers to share concepts that have been successful. * Training sessions be held for parents to suggest ways for them to help their children cope with difficulties at school. 368   Major Enhancement Schools First Year Report, 1988-89 Page 32 * The staff make every effort to create and maintain a positive climate . * The goals of the major enhancement schools should be articulated to the staff, students and community. * Funds that are allocated for Chapter I programs be distributed to schools according to students' needs. 369 TABLE 9 LITTLE ROCK SCHOOL DISTRICT EVALUATION AHO TESTING DEPARTMENT MAJOR ENHANCEMENT/QUALITY CONTROL MONITORING CHECKLIST SUMMARY 1911-19 HUMBER OF SCHOOL VISITS: ll KEY: HA - Not Applicable/No Response A Observed NUIIBER OF CLASSROOM VISITS: \"-i B  Not Observed C  No Opinion Questions BG 1 through OS 10 were answered only once for each school visit. Questions G 11 through RB 91 were answered for each classroom visited. ACTIVITY ll.YILDJNG 1,ND GROUNDS CBC) BG l The tallowing areas are clean and free from trash: dumpster (trash pick-up) area: playground areas\nparking lot\nyard/courtyard. BG 2 A schedule is established and followed for custodial staff to maintain the school grounds including proper trimming ot grass and shrubs . REVIEW A II C )\\ I 61\\ J6\\ - '-- 61 70\\ e_G_ J _ P_l_a_y_g_r_o_u_n_d_ _q_u_i_p_m__n_t_i_s__. \"_p_p_r_o_-______ 15\\ 1_84\\ l _ ll\\ priate tor age groups\nsutticient I_ __ (dnount)\nwell-maintained. - n~. ___\"_ a_l_l_~_a_y_s_a_r_e_,_ _c __l e_a n_\n_c_o_l_o_r_!_u_l\n______ ,_l\\1 _ 84\\ 1_ 14\\ well-lighted\nfree from I_ __ obstructions. ME/QC CHECKLIST SIDIMARY 1988-89 SCHOOL YEAR PAGE 2 BG 5 ACTIVITY Restrooms are: clean (floor , corner\u0026amp;,  irrora, baaina, toilets, windows)\ntree troa odor: functional (toilets, basins): properly supplled (tissue, paper towels, soap). NA A II 6J\\ J4\\ - BG--6--C-l_a_s_s_r_ooms_a_r_e_, __ '_u_nc_t _i_o_n_a_l_\n_________ l _ _ l _\\ _ I -88-\\ I __ I I\\ . cloan\nattractive\ncomfortable temperature . BG 7 The building ia: in good repair\nrequests for repairs are c011pleted within a reasonable period ot time. BG 8 The cafeteria is: neati clean (table5, floor, serving ared)\nattractively arranged. Q..E.tll'L~~- os 9 Office st~ff exhibits a positive attiturte and is courteous and efficient when dealing with : students\nteacher\npatrons: others. I~~ 1_: _ 1__ 2 :: )\\ 9 5 \\ os 10 Office area is: colorful\nc lean I 1\\ I 88\\ I O\\ I (not dusty)\nattractive\nof I ____ \"_dequ~~c !\nize. ______________ !'.il\nt!IBhk..lfil. G 11 Teacher is aware of monitoring activities and has seen a copy of the checklist. c . I\\ I \\ I l,J w NE/QC CHECKLIST SUKMARY 1988-89 SCHOOL YEAR PAGE 3 ACTIVITY G 12 Start members are taailiar with and have access to the LRSD desegregation plan. ----------------------- REVIEW A  I! c 1_1_:_1_1~1- _ G_l_J_ _P _r_i n c_i_p_a_l_/_t_e_a_c_h_e_r_s_a_t_t_e_m_p_t_t__o ______ , ___ , _OO l\\ , _--, __ address the needs ot educationally disadvantaged students. G 14 Racial composition of start complies with desegregation requirements. -------------------------- G 15 Teacher demonstrates a commitment to the major enhancement program. -------------------------- G 16 Major enhancement school receives high priority treatment as evidenced by special allocation ot resource  to support program. G 17 A computer is available in the classroom for use by the students. -------------------------- G 18 Students uae a computer at least once each week. -------------------------- G 19 School participateG Jn Partners in Education program. ----------------------- !UJUA CENTERS IHCI MC 20 School start members have the opportunity to suggest materials to be pur~hased for the media center. (..J \"'1 i,-. 1_:_1_:_1_3\\ I_~ 1_: 1_: _ 1 _3\\ 1_: 12\\ 841 3\\ 1_1_35 \\ 1_6:_1_ 1_:_1 _6_ 21 1_]7\\ I_ 1_: _I_:_ I_ _:_1 ~~ 97\\ 2\\ l\\  HE/QC CHECKLIST SUMMARY 1980-89 SCHOOL YEAR PAGE 4 MC 21 HC 22 MC 23 MC 24 :-!C 25 HC 26 ACTIVITY Books, materials, resources, and media available in the media center reflect racial and ethnic diversity. Positive racial and ethnic images and concepts are reflected in materials in the media center. Staft memberu carefully preview, review, and update instructional media to guarantee the elimination ot cultural bias . The media center staff members provide broadening and enriching experiences for the students. The Pulaski County Special School District media center ~odcl is being uGed in grades four through six with planned instructional units taught by the librarian (at selected pilot site ). The media center instructional units taught by the librarian are an outgrowth ot reading instruction provided by the classroom teacher. EffECTIVENESS CHARACTERISTIC~ EC 27 The principal is a strong instructional leader and a viable resource to staff. ------------------------- ~ II TABLE 9 (continued) _____ JJ_f,.ru\niC~ -- - l!A_ _ . _ _J,__' - _n_ C. 95\\ ]\\ l\\ --- --- I 98\\ 1\\ 1' __ _I __ I\\ 80\\ I\\ ', I 95\\ I I 1 5 \\ l\\ I a2, ---' -- - - 9\\ I 7\\ I I _ i _ , -- 1_:_1 I \\ ) \\ I w ~ I ii Ii Ii ii II  /QC CHECKLIST SUMMARY J88-89 SCHOOL YEAR 'IGE 5 _____ .,cR,.._EV.,il\nh'. _ ___ _ ____ _nA~CT.u.JzV~I~T~X----------------~N~A.._ ___ A..___--\"B .___:______i\n__ : 28 School staff melDbers understand goals of the LRSD and the achool. I I 991 I 11 I ------------------------- --- ---- ---- : 29 Teachers clearly exhibit through their interactions with students the belief that all students can learn .. : 30 School climate is safe and orderly. ------------------------- = ll students with outstanding academic success are recognized. -------------------------- = 32 Students have homework assignments, parental involvement, teacher check-in, and immediate feedback . c 33 Each employee is evaluated at least once during the school year through the use of an approved evaluation instrument . C 34 The basis for the employee evaluation is the accomplishment of specific goals and individual s overall .performance. C 35 Specific goals used in the evaluation are mentioned as a requirement from a previous evaluation. 981 H I -- 1_:_1_3 ~'- H 1-- 1_:_~1__:_1 5\\ 92\\ 2\\ 1\\ 99\\ 1\\ 991 l\\ H 97' 2\\ ME/QC CHECKLIST SUMMARY 1988-89 SCHOOL YEAR PAGE 6 TABLE 9 (continued) ____ _ Jlli.\\!.U:.iL..:=..:_=-- _ _ _ ___ _,:A.,,CT..,..,IuYuiuTuXL-----------------\"NaA _ __a__: __ lL ..:__. . EC 36 Each certified employee will complete at least 27 hours ot staff development during the school year. PARENT PARTICIPATION CPPl PP 37 Parents are directly involved in their child's education\nfor example, parents help plan student schedules and academic pursuits. PP 38 The school has strategies to increase parental involvement in school and in home supported educational activities. PP 39 Te acher has partic ipa t ed In a s t a ff development program t o l e arn methods of e liciting support and involvement of parents . PP 40 A home based reinforcement program for students with chronic academic or behavioral problems has been e stablished. PP 41 Training s essions h ave been held for parents to teach them how to help their children c ope with difficulties at school . PP 42 A PTA parent birac lal committee is established and a c t i ve. 99\\ 1 \\ 78 \\ 21\\ I \\ 92\\ 6 \\ 2 \\ 2 ot. 44\\ n --- ----'--- --- 35\\ I 6 \\ I __ _ 50\\ 27\\ I I ij 2\\ I 8 \\ I I 0\\ --------- --- ----- --- ---- I w u, I IE/QC CHECKLIST SIJIIKARY .988-89 SCHOOL YEAR \u0026gt;AGE 7 ii REVIEW ____ __.AwCT.....,ILY~I~T~L----------------='-----LL----'\"---~~ P 43 Parent viaitationa to 1:1le I I 981 I 1\\ I U ____ \"_c_h_o_o_l__r_e__c_h__d_u_l__d_.___________ ___ __ _ __ p 44 Principal auppliea into.,..tion I I 981 I I about the school and co.,.unity __to-p ar_ent_vo_lun_te_er__ ____ _ 2\\ \u0026gt;p 45 A parent advisory group is established and active. 1~1_:_1 81 I __ :_ - \u0026gt;P_4_6 _A_ p__r_e_n_t_r_e_c_ru_i_t___n_t_c__o_ i_ t_t_e_e_ _____ I ___ I _641 I _7\\l I __ 3 7\\ is established to recruit new patrons and students. \u0026gt;_P _4_7 _P_ a_r_e_n_t_s__r__ _e_ d_u_c_a_t_e_d__b_o_u_t_t_h_e_ _____ I -- I _88 1, ___ 4 _'_ I _ LRSD desegregation plan. 8\\ \u0026gt;p 48 Parents actively participate through school improvement teams in the development and delivery of quality desegregated educational progrll9S. 58\\ 16\\ 26\\ -------------------------- --- --- --- --- pp 49 VIPS are ettective in ... 1ating the start eabera in each  chool. I I 97\\ I 1, I 1, -------------------------- --- --- ---- --- PP 50 Staff development programs arc utilized to provide parents with strategies and guidance tor working with their children at home. PP 51 Parents are provided training to help their children cope with difficulties at school and to reinforce behavioral expectations and academic learning at home. 441 5\\ 19\\ 36\\ J\\ 521 35\\ 8\\ ii ii ii     HE/QC CHECRLIST SUMMARY 1988-89 SCHOOL YEAR PAGE 8 IICTIYITX DISTRICT GOALS IDGI TABLE 9 (continued) DG 5-2--S-c_h_o_o_l_a-t-a-t_t__eab_er_s_w_e_r.e _ _ _ ______ l __ I __ 99- \\ - , 1 ____l_\\ _ , ___ involved in the development or school goals and building plan. program is to involve all DG 53 The goal ot the co-curricular 12\\ I 9H I -1\\ , students_. ____________ _ _ _______ I_ __ I - __ ------ is generally refl.,cted in DG 54 Racial comi)osition of the school 14\\ I 90\\ t.,\\ I ____c_ o_-_c_u_r_r_i_c_u_1_a_r__c_t_1_v_i_t_i_e_s_.____ _____ __I __ DG 55 An auditable program is established for awareness and recruitment of students to participate in co-curricular activities. H 77\\ l6\\ HI 11, 7\\ DG 56 Goals have been formed to decrease the disparity in academic performances between the races. __ ! __ SKILLS MASTERY ISM) SH 57 There is a strong emphasis to ensure that ninety (90) percent of the students will master the basic skills. (Arkansas Minimum Pe rformance Test (HPT) and teacher-made tests.) SM se Remediation programs aro available for those students who do not meet the required level of mastery in all s ubjects. )4\\ 97\\ 1\\ 1 t 45\\ I w ' HE/QC CHECKLIST SUMMARY 1988-89 SCHOOL YEAR PAGE 9 ACTIVITY SH 59 Student who have attained only partial aa tery are enabled to pur ue other learning to increase aotivation to learn the ba  ic ckill . ~PECIALIZEP PROGRAMS CSP) REVIEW NA A  B c 991 lt SP 60 The gifted prograa has been I 2\\ I 60\\ I 31\\ I 7\\ structured to offset previous ____s_ e_g_r_eg_a_t_i_v_e_e_r_re_c_t_s_. ____________ --- SP 61 Black tudents are not as igned disproportionately to pecial education classes. ------------------------- SP 62 Special prograas (e.g. telephone hotlines, hoaework center, extended day, extended year, sucuaer programs, and special tutoring) are provided to identified students with 127\\ I 6lt I 51 I 7\\ St 70\\ 24\\ lt ____ a_c_a_d_e_11_i_c_d_i_f_f_i_c_u_1_t_ie_s_. _________ j _____________ i,Et,RtllNG ENVIRONMENT (LEI LE 63 The total school ataosphere reflects high expectation for intellectual developaent and responsible citizenship. LE 64 Positive reinforcement of desired student behavior is practiced (praise successful experiences.) LE 65 Positive interaction ls occurring ~ithin the building. ,J A u 1\\ 99\\ l \\ It -----   HE/QC CHECKLIST SUMMARY 1988-89 SCHOOL YEAR PAGE 10 TABLE 9 (continued) REV!t'W ______A ..,,.c.:r. 1... ,yl.,II,..TuY.__ _______________~ NaA~--~A~--~B~_ __\u0026lt;\n_ __ I 851 LE 66 Teachere have euCticient 151 11ate,lale and equip nt tor l plementation of the instructional program. ___ , _ _ - - --- LE 67 Teacher/pupil ratio does not exceed specified limits. (l/20) I )\\ I 79\\ I 18\\ I - __ , ____ --- Q.lliQM!.~NSELING (GC) GC 68 A comprehensive progra  of student diagnosis and prescription has been enacted. CC 69 At risk students have been ident i fled. cc 70 Test data have been used to I 90\\ J\\ 1 plan and prescribe programs I tor students. I I I -------------- -- I ___ - -- - 7\\ GC 71 The counselor has helped decrease incidences ot student academic failure. --------------------------,~1__:~1-)\\ !~:- GC 72 The counselor has helped lower pupil drop-out rates. GC 73 Extensive services in quidance, counseling, and social work are provided to identity and address the needs ot all students.  -'~~~'--l~J_:_1 --3- \\ i 92 \\ I -------------------------- - ___ ! ___ _ I w -....J I HE/QC CHECKLIST SUMMAJlY 1988-89 SCHOOL YEAR PAGE 11 ACTIVITY ADVANCEMENT POLICIES (APl AP 74 There is a pertoraance-baaed promotion policy. ----- --------------------- AP 75 Expectations tor student learning are clear. -------- ------- ----------- AP 76 Parents, students, and teachers know what tho pro11\u0026lt;\u0026gt;tion policy is. -------------------------- AP 77 Social pro1110tions are discouraged. ------------------ -------- STUDENT DATA (SDI SD 78 The student record syste  is capable of generating current and complete data by child, by class, by school, by race, SD 79 and by sex. current and coplete student records are aintained in the classroo and school to 110nitor the progress in achieveent of the individual learner including Academic Skills Development Plans for students who failed any s11bjei:t ~r~-:\\ 0! tl'\\e '1P'T . REVIEW NA A B c 1_1_:_1_11 l_l\\ 1-- 1-=-1_ _ 1 1_:__ 1~ 1-l\\I _ 1 _ 1 _:_ 1_ _: 1 33\\ I 14\\ 50\\ )\\ _I __ l\\ 81\\ 17' 1\\ ----------- - ------------ - - - --- --- --- - - - - HE/QC CHECKLIST SUMXARY 1988-89 SCHOOL YEAR PAGE 12 ACTIVITY SD 80 The result (levels or aaetery) fro achievement teats,  ini IDI perfonaance teats, and reading and athe atic inventoriaa are stored in the student record system and used by school  tatf to monitor student achievement, and identify stude nt need and s kills D1a s tery . SD 81 Standardized test data are used to appraise the effectiveness of educational progra- and i nterpret school and di trict successes and needs to the comraunity. SD 82 The foll owi ng staff are provided immedi ate access to i nformation regarding the i nstruct i ona l program and student data : teac he r s\nc oun~clors : p r i nc ipal LJ\ncentral office adainistrators. '.llliE.....Qll TA st\u0026lt; C TT l TT 8J Sutficient time on task enables ninety percent or the students to master the basic curriculum. TABLE 9 (continued) i _ _ _ ___R.~EiVL!u~W,,_ _ _ _ _ NA A B c )6\\ 15\\ 48\\ 1\\ __ J_ -- ' H 96 \\ ))\\ I 12, I I i ___ _ I __ _! _:J _1_9~ - TT--0-4 __ \"_e_dd i_n_g_ a_n_d_ '\" \"t _h_e_ma_~_i_c_s _______ ___ l ___ I _l_OO \\ int e rvent i on programs hdvc bee n I e s t a blis hed at the s chool . 11' 8 5 Trdined paraprofessionals provid~ clas sroom assistance to students who are not reaching nine ty (90) perc ent ma ste ry . ))\\ I I J \\ --- - _I_ --- w' (..() I ME/QC CHECKLIST SUMMARY 1988-89 SCHOOL YEAR PAGE lJ ACTIVITY TT 86 student ar goal oriented and reaain on taak. REVIEW NA A  B c I I 911 I 71 I -------------------------- --- ---- ---- ---- RACIAL BALANCE (RBI RB 87 Student are not re-segregated within a racially  ixed school and/or classroom. -------------------------- RB 88 The curricular focus !or black students is not di!terent !rom the curricular tocua !or non-black students. I 121 I 84\\ I 4\\ I __ 5\\ 95\\ -------------------------- --- ---- ---- ---- _ R_8_8_9_ _H _e_t__r__og_ e_ n_e_o_u__g_r_o_u_p_i_n_g_i__t_h__ ______ l ___ l_98\\ 1_ __2_ ,_ 1_--__ primary practice or organizing students !or learning. - R_D_9_0_ _E _x_t_r_a_e_n_c_o_u_r_a_g_e_m__n__t _i_ s_g_i_v__n_t_o _____ l_l0\\ 1_65\\ , 1 black students to participate _24\\ l _,_ , _ in co-curricular activities. - R_B_9_l_ _S _c_h_o_o_l_p_r_og_r_a_m___r__e _d_ _s_i_g_n__d_t__o _____ l_7\\ 1_93\\ 1_--1_--_ ensure involveent ot minority students. TABLE 9 (continued) I w I.O 1 9 8 8 - R q  ._.,,  rn QUSS1'JON Al\"\"' D/\u0026lt;:n INn/ND r .. na 7 0 1 19 1 . 8cbool ollaaU la aafe. 88% 0% 1n 95:t .. 3 2 3 18 Bcbool cu .. u 1 orderly. ,o., ?r:: 38:t an .. \u0026gt;. h\"t.ncl ..1 1 an tt.at:iv tnat:nactloaal a-. 7 1 0 15 AA'!'. 11% o:r. .,~., .. O.t.ataU. . eca,4-.lo atud.nt.e are ~ - 8,n n., 0 0 20 01: M inn .. .. 8 0 0 20 o..atat.a.tla9 citia.nalt.ip et\\adnU ar. IIVl\" Ot M inn,- .. 5 2.,r\n., 1 n ~ 1890'.t A~ refl~ bigh eapectatlona tor devalo~t . ~,., ,. T. .c har9 llaa aufflclnt: .. trll and e,czvJ....,.at . 5 3 0 17 631. 1A'I: m R'i'l .. Maeda at' ault:1-rc1l and ault.1-.t.hnlc ~ ar. ..t . 4 3 1 19 c\nn.,, ,o .. p., a\u0026lt;: .. .-.reait,/cttlaen pa:-tlc1p,1t.1on rad  upport. u  av1dent. . 338'.t 5 63% 0 0l 1365'J. 8 0 0 [US lo. VIN U-. affective lh ..,.IA,t.i.ftv 0e ftatt. 100% o,: o 90:t 7 0 1 6 11. Pro9r ... aY llabl to t.-cb p ra.nt.  to help cblldran AA.: 0% 13'. in, u . Stu:i nt.a r.c-i\"' 9u1dnca/couna11~ ar,tce, . 7 1 0 17 \"\"\"' l'l'l' fll 85'.I: 6 1,\ny, ll . Stu-:t.ant racont. o int. ined and ued ror ..:,nit.ortn,g. 0 2 19 0% 25' ac\n ... 5 0 3 15 Ertcaeurricular proqr involw alnorit.y ft.lldent.  . 63')\n0% 38% 751 8 0 0 15 !':. . A.\n.,propriat.o ins  rvic v conduct.ad. 100% 0% 01, 7i\nw !6 . R~ived MAT-, aonlt.orlnq ch~tUt. prior !.o teat . 7 0 l 18 oo .. O'! 13'% 901. ll , Uee,d etanda..nUaed teat dU to ldent.Uy ~ ...... 5 0 3 17 63% 0% 38:t as, 8 0 0 19 11, Wa  ev luat.acl by  upervi or t 1 ..  t ~- 100'.( 0% Ol 951 \" . Coiapleted t lt. 27 hour of et  tt devalop:aent. . 8 0 0 20 '\"\"'( n:' o,: 1007 , . There 1   t.roniijl pb. l  on ba  ic: klll   1oor. om: o or. 19 nc JI. St.tt h fllbl and vllUng to t:ry ~ proqir .... 7 0 l 20 DO n '! 131. ,nn, 3 3 38% 2 25'.t \"  P rnt  rpond favorably t.o proqT .... 13 38o/. ,\nc\ni .,. 8 u u 20 r aonitor t.h pcoqr or ay atudent.  clo  ly . 1001 0,,,. 0% 100: ... Appa  renc or building  nd ground  1 tl  ractory . 7 0 I 19 QQ \u0026gt; n 1 13~. 95, \" Ott lee atrt h poeltlv ett.ltud and ta courtaou  . 7 0 1 20 RR o.-: 13'!, 100, ..,.._, TABLE 10 MAJOR ENHANCEMENT SURVEY TEACHERS, 1988-89 KEY: A/SA O/SD NO/NR = AGREE/STRONGLY AGREE DISAGREE/STRONGLY DISAGREE NO OPINION/NO RESPONSE M \" J O R E N fl A N C M F. N .,. C: ,.. H n O T s H.E. SCHOOLS Tc,U M TCHELL ROCKEF'ELLER In,.,, NO/NR IA/SA D/SO NO/NR A/SA O/C:Ot\"'n'NR 1 0 16 0 u II 0 0 5% 0% 100: 0'.t O:t 100:t O:t o,\n2 0 lb u u 15 0 2 In'!'. M 100: 0:t 0% 88:t Ot 12% 3 ,.,., 2 16 0 0 12 3 2 10,: lOOl m 0:t 711, IR'I' l?'l'. 0 0 15 l 0 16 l 0 0'1'. O'I QU .....6.l n-. 94% 61, O't 0 0 16 0 0 16 I 0 O'l 0~ inn m 0'1: 94% 6% oi 0 2 16 OM 0 14 1 2 0:t l0't 11\\ne n, Q?q, ~, 1?~ 2 1 13 3 0 17 0 0 10% 5:Z 811 191 O'l'. 1nnq, _oz... n v 0 1 14 0 z 11 3 3 n'l' .,.,, 881 02 131 f,\u0026lt;\n'I'. lR'I: Hl 'l' 3isi 4 20% 11 2 3 !\u0026gt; 11 1 f,Q \"! 11,: IQ% 29,\n651, 6',\nu '(. 16 0 0 9 4 4 0% 10% 1nf\"l'! 0 '1:1 n 53% 24% 244 7 7 11 69% l 6tl 4 25% 3 9 5 35% 35:Z 18)\n53,\n29\n: 2 1 lb u 0'.ll u 13 3 1 101. 5\n: 100:t 0% 76!, lB'l 6% 0 1 16 0 : 0 16 0 l M \u0026lt;\n'i. 100'!: OIi or. 94'!. O't 6i 0 5 16 0 I 0 11- -o-- -6 0% 25% 10() / Qo/: Ot 65X O'l 357. 1 4 15 0 l 14 0 3 5'! 20% Qd9 n'! f, '/. R7'!' OJ I8~ 0 2 12 75~ 0 4 15 0 2 0% lO'k 0% 25:t RA. '~ Ol I 2~ 1 2 13 0 3 12 3 2 5'.I: 10'.I: 811. 0% 19% 71,: lR'Y. l?t 1 0 16 0 0 17 0 0 5,\n0'X 100~ 0% 0% ,_U!Q~ _ _j).l_ 0'', 0 0 16 0 0- 16 l T n 7 O\" 100' O'l, O\", ~ 94 .~ - _fj_,_ '---_Q_ 0 l 16 1--0- - () - 15 1 l nr ~\" 1nn O'I' o,\n88'/. 6 ., ,. 6,: 0 0 15 0 l 14 l 2 n / 07 94\" oz. 6 ., \" A?Y. .6~ 1?'' 2 5 15 0 1 10 3 4 10'.Y 251 94: 0% 6t 59\n'\n18 24  0 0 'T6 0 u I I 0-- 0 07 0 ' .!.QQ. - o 0'', 100'! 0'' 0 ' 1 0 16 0 0 17 0 0 5,, 0~ 100 O'l. O'I. lf)Q_:\n0 0 . a . . 16- o- - . o  -- 0 17 0 0 0 0 1()0 0,. o. 100 '. o o . STEPHENS A/\u0026lt;:\u0026gt;. ,n,c:n ,N IJNU 10 1 0 Ql'l( Q'l 0 '% 10 0 O'.t I 91't 9:r. 10 0 I 91'.l: 01. 9~ 11 0 0 100'.t O'!', ... .Pl. 11 0 0 100~ 0\u0026gt;: O't II 0 0 inn , ..Jl:.i.. __ 01... 9R2i 1 I . 91,_ 9% 9 0 2 82'l Ol 18'1: 3 5 3 27\"'. 45')\n27'1. 8 0 3 _ll-4 ,____Q!_ 27'1. 4 3 4 36 ( zn -36'~ 11 0 0 l00 t 0'I. o\n11 0 0 ....100'.t _ 0% Ol 9 0 2 821 0% HI% 10 l 0 ---211 _9'.\n0,, 11 0 0 100 1, O'I, 01 7 l 3 \"'~ c\ni '77 1. 11 0 0 . L0QI, _ ..Q.:'c. - _Q'.'.,_ 10 I 0 __ SL Q\u0026gt; O\" 1 lnn,y 0 Oo/. 0 oz 10 l 0 .9.L. Q\" Oo/. 7 0 4 -6..4:'.. 0~ 1fi,Y, 10 0 l 91: o-:: 9'l lJ l u 82 ,~ 18 . 0' ', 10 0 -7- - 91' 0 ', 9 . TOTAL A/SAID/ SD IJI ' NR 69 I 2 I 961 1, ]W 62 4 6 86'1 6:.: Si. bU I 5 83:t 10% 7-:, ,o 2 0 97'! ) I _..QL_ 7 1--,--I - 0 99't bq W9.' 61 85: 57 79~ J~ 49,: 59 82% 31 431, 64 89 .!. btJ g4 . 56 ,w, 62 - 8(. ' 63 RR 54 1s, 71 99~. ro 97 I 69 QI, :', 66 Q?o/ 48 671 71 99:z 68 94 ' ~0- 9/ J ( o~ 3 ~ 4 , __]_ 9 2 131. P . 6 9 St I)~ Lb 11 36 15'Y, 4 9 6't 11', 20 21 28 1 291, 6 2 St, 3N u 4 M _hl__ 0 16 n n, 2 8 3, 1 1 ,: 0 9 0 ' --1.lL 5 7' 1\\B't, l 0 I 0\n, I [) 3 0 l 7.-.- l ' 1 \\ 2 r 4 6 . tJ 16 II ' 22 ', u r 0 I i 3 I :- 4~I-r~ - l , 0 I j I ~ 0 I QUESTI 0 \" l. School cli .. t: la aafe . 2 . School cl iaat is orderly . ). !:vsdence at acho?l of strong parent/citizen aiupport. '- 1 ~upr,ort. and/or participate in school_ activities. \n. !.t.itt i s trying to inc1c a:..o parcnt~l involveaent. 6. Vrogros av i lable to roach parents ~o help children. 7. I closely follow ay child' progr in school. 0 . Staff providos training to ncoura9c learning at ho ... ? . Child receive~ guidanco services at. uchool. .o . ::i no:-it:ies are involved in extracurricular proqraes. , .. :\ntandarctize4 t.esc results r used to identify nod. 1' . ,tcospber reflect.a high expectation  tor dvlopent . l .. Courses offrtJ .::a-.-,1t noel.I:. oJ all \u0026amp;tudont.=6. ... lt::ere is a stror.:r c~pha~i!: on bo::.ic skill :. . i. '..I. Starr 1 flexible and villinq to try new proqra1:1s. ! 6 . I oonitor the proqr of atudcnt closoly. 17. Appaar\u0026amp;J\\Cle ot bulhllng and 9rounda is satisfactory .. : 8 . Ottu:e statr ha positive tttt.ud and 1 courteous. : '). 1 ae t.isticd \"dt.h t.he pc-oqra1t1s or thlc c\nchool. I TABLE 11 MAJOR ENHANCEMENT SURVEY PARENTS, 1988-89 1 9 B B - 8 q MA.TOR E N H A N C GARLAND ISH MITCHELL A/CA n/c,n un,N1\u0026gt; 111,jc, \"n/cn un,uu IA/c,111, 'D, 2 0 0 8 l 0 12 0 0 1001 0\\ 0% 891 11% 0\\ 100\\ 0\\ 0\\ 2 0 0 8 l 0 11 0 l 100\\ 0\\ 01 89\\ 11\\ 0\\ 92\\ oi 8\\ ~ u u 6 I 2 8 0 4 100\\ 0\\ 01 67\\ 11\\ 22\\ 67\\ 0\\ 33\\ l 0 l 8 l 0 12 0 0 50\\ 0% 50\\ 89\\ 11\\ 0\\ 100\\ 0\\ 0% 2 0 0 7 l l 11 1 0 100\\ 01 01 78\\ 11\\ 111 92\\ 81 0\\ l 1 0 4 0 5 10 0 2 501 501 OI 441. no 561 831 01 171 7. 0 0 8 l 0 11 l 0 1001 OI 0\\ 89\\ 11\\ 01 92\\ B\\ 0\\ l 0 l a  0 1 10 0 2 501 n ,na 891 01 111 831 01 17\\ 1 0 l 6 0 3 10 0 2 501 o, 501 671 0\\ 331 83\\ o, 171 0 0 2 4 0 5 8 0 4 0\\ 01 1.00\\ 44\\ 0% 56% 671 0\\ 33\\ 2 0 0 6 0 3 11 0 l 100\\ 0\\ 0\\ 671 Ot 33\\ 921 01 81 2 0 0 7 l 1 12 0 0 1001 o, OI 781 111 11, 1001 OI o, l 0 l 4 l 4 11 0 l so, 0\\ so, 44' 11\\ 441 92\\ o, 81 0 0 2 8 0 l 12 0 0 01 01 1001 RQI. ._QI L.J..l'L 100, ...._21 0\\ --- 0 0 2 6 0 3 11 0 l 01 01 100\\ 671 0\\ 33\\ 92\\ 0\\ 8\\ l 0 l 7 l l 12 0 0 501 0\\ 501 78\\ lit 111 1001 0\\ Ot l 0 l 6 2 l lZ 0 u 50\\ o, 501 67\\ 221 11\\ 1001 01 o, l 0 l 8 0 l 12 0 0 so, 01 so, 89\\ o, 11\\ 1001 01 0\\ l 0 2 B 0 I 12 0 0 ,:n~ n rnn OM n, 117. lrnn. n m. KEY: A/SA D/SD NO/NR AGREE/STRONGLY AGREE DISAGREE/STRONGLY DISAGREE NO OPINION/NO RESPONSE E H F N '1' S C' H O O I \u0026lt;: . ,.R,O. CKE FELT.ER !n/sn Un JUD 7 2 l 70% 20\\ 10\\ 9 l 0 90\\ 10\\ 01 8 2 0 80\\ 20\\ 0% 8 0 2 80i 0% 20\\ 5 0 5 50\\ 0\\ 50\\ 5 2 3 so, 20\\ 30\\ 9 0 1 90\\ 0\\ 10\\ 9 1 0 901 10\\ o, 6 2 2 601 20\\ 20% 6 0 4 60\\ 0% 40\\ 6 0 4 601 0% 401 9 l 0 901 10\\ 01 5 2 3 501 20\\ 30\\ 8 2 0 80\\ 20\\ 0\\ 9 0 l 901 01 10\\ 9 0 l 901 01 10\\ 7 l 2 70\\ 101 201 8 2 0 801 20, 0\\ l 0 9 10% 0\\ 90't H. E. SCHOOLS ,. ,.,S. TEPHENS D/'- NO/NR A/SA 2 0 0 31 100\\ 0\\ 0% 89\\ 1 I 0 JI 50% 50\\ 0\\ 89% 2 0 0 Lb 100\\ 0% 0% 74% l l 0 30 so,. 50\\ O't 86% 2 0 0 2\"/ 100\\ 0% 0% 77\\ l 0 l 21 50\\ 0\\ 501 60% 0 l l 30 0\\ soi 50% 86% --1-- - 2 0 0 30 100\\ 0\\ 0% 86% 2 0 0 25 100% 0% 0% 71'1. l 0 l 19 50\\ 0% 50% 54\\ 2 0 0 27 1001 0\\ 0\\ 77\\ - 2 0 0 32 1001 0\\ Ot 91% 2 0 0 23 100\\ 0% 0% 66% l 0 l ~., so, 01 50% 83% -- 2 0 0 24 1001 Ot -0-\\ - 69% -- - 2 0 0 31 100, 0\\ 01 89% l 0 l 30 so, o, 501 86\\ -  - 2 0 0 29 100\\ o, 0% 83% -- --- 0 0 2 31 0% oi 100~ Rqi TOTAL in1sn NO / tJD 3 I 9\\ ) \\ J ~i- 9% 1i 3 6 - - 9\\ - --17%- 2 3 6\\ 9_L --2 - 6 6% 17% IJ - Ti - 9% 31\\ 3 2 1--~ 6% '---- 1 3% 2 6% 0 o, 0 0\\ --2 . 6\\ 3 9\\ . -- 6\\ - q - 0% 1 3% 2 61 -i- --3% - 2 6 4 11% ~-8 23% 16 46\\ --8- 23% l 3% - 9 26% - 4-- 11\\ --- 11 311 3 9\\ ) 91 - 5 14\\ ---- I ...i.:.,.. 2 f.i SCHOOL ruwm GARLAND l 2 3 4 5 6 ISH l 2 3 4 5 6 MITCHELL 1 2 3 4 5 6 ROCKEFELLER 1 2 3 4 5 6 STEPHENS l 2 3 4 5 6 LRSD 1 2 3 4 5 6 TABLE 12 LITl'LE ROCK SCHOOL DISTRICT MAT-6 DISTRICT SUMMARY VARIANCE.FROM LRSD HEAN OF AVERAGE NATIONAL PERCENTILE RANKS (NPR) BY SCHOOL Number in parenthesis is variance from NPR READING MATHEMATICS LANGUAGE ARTS SCIENCE SOCIAL STUDIES NPR 87-88 NPR 88-89 NPR 87-88 NPR 88-89 NPR 87-88 NPR 88-89 NPB 87-88 NPR 88-89 NPR 87-88 NPR 88-89 44 { -2) 30 (-22) 56 { -3) 43 {-22) 40 {-10) 41 { -9) 66 { +2) 46 (-17) 50 (-11) 52 (-10) 29 {-14) 20 {-24) 30 (-20) 38 (-22) 42 {-18) 42 {-22) 38 {-10) 42 i-10! 49 l -1i 47 (-16) 52 ( -5) 43 (-17) 39 (-11) 42 (-15) 38 (-13) 46 (-13) 24 {-24) 32 -19 34 -21 52 { -9) 33 (-22) 38 (-HI) 23 (-26) 43 (-10) 20 (-29) 43 (-10} 43 (-11) 24 {-30) 49 {-12) 31 (-33) 59 { -3) 29 (-36) 43 (-11) 17 (-40) 42 (-13) 20 (-39) 37 ! -9) 49 ( -3) 36 (-23) 57 ( -8) 55 +5) 49 ( -1) 83 (+19) 57 ( -6) 60 ( -1) 56 ( -6} 27 (-16) 41 ! -3) 40 (-10) 70 (+10) 44 (-16) 70 ( +6) 48 {A) 39 -13) 55 ( -1) 50 (-13) 57 (A) 46 (-14) 49 { -1) 47 (-10) 41 (-10) 44 (-15) 29 (-19) 37 {-14) 29 {-26) 47 i-14) 30 {-25) 37 (-19) 26 (-23) 41 (-12) 24 {-25) 39 (-14) 44 (-10} 41 {-13) 64 ( +3) 63 -1) 51 {-11) 59 ( -6) 33 (-21} 45 (-12) 39 (-16) 44 (-15) - 36 {-10) 51 ( -1) 46 {-13) 56 ( -9) 44 ( -6) 50 (A) 78 {+14) 83 { +20) 60 ( -1) 70 ( +8) 43 {A) 34 i-10) 52 l +2) 50 (-10) 62 ( +2) 57 ( -7) 44 ( -4) 46 -6) 61 +5) 55 ( -8) 69 {+12) 55 ( -5) 46 ( -4) 51 ( -6) 51 ( A ) 43 (-16) 41 ( -7) 44 ( -7) 55 ( A ) 56 ( -5) 49 ( -6} 52 ( -4) 39 (-10} 42 (-11) 40 { -9} 42 (-11) 28 (-26) 30 (-24) 44 (-17) 53 (-11) 47 {-15) 53 (-12) 31 (-23) 35 (-22) 34 (-21) 38 (-21) - 25 (-21) 32 (-20) 38 {-21) 61 ( -4) 41 ( -9) 34 {-16) 51 (-13) 52 (-11) 62 ( +2) 56 ( -6) 36 ( -7) 34 (-10) 32 (-18) 39 (-21) 58 ( -2) 59 ( -5) 40 ( -8) 45 { -7) 59 ( +3) 46 (-17) 59 ( +2) 51 ( -9) 41 ( -9) 44 (-13) 45 ( -6} 44 ( -1 5) 35 (-13) 42 ( -9) 48 ( -7) 64 ( +3) 46 ( -9) 54 ( -2) 32 (-17) 46 ( -7) 35 (-14) 42 (-11) 49 ( -5) 38 (-16) 63 ( +2) 68 ( +4) 64 ( +2) 63 ( -2) 47 ( -7) 52 ( -5) 47 ( -8) 52 ( -7) 21 {-25) 39 i-13) 40 (-19) 41 (-24) 32 (-18) 29 -21) 36 (-28) 40 (-23) 32 (-29) 47 (-15) 33 (-10} 27 (-17) 33 {-17) 38 (-22) 52 ( -8) 40 (-24) 44 ( -4) 46 { -6) 47 ( -9) 47 (-16) 48 ( -9} 51 ( -9} 45 ( -5) 43 (-14) 42 ( -9) 46 ( -13) 26 (-22) 45 { -6) 34 (-21) 58 ( -3) I 30 (-25) 43 (-13) 31 (-18) 52 ( -1) 25 (-24) 42 ( - 11) 42 {-12) 35 (-19) 45 {-16) 44 (-20) 45 (-17) 43 (-22) 47 ( -7) !i2 ( -5) 47 ( -8) 52 ( -7) 46 52 59 65 50 50 64 63 61 62 43 44 50 60 60 64 48 52 56 63 57 60 50 57 51 59 48 51 55 61 55 56 49 53 49 53 54 54 61 64 62 65 54 57 55 59 I .i::,. N I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_402","title":"The Desegregation of the Little Rock School District, Preliminary Plans","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":["1989-11-01"],"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","Education--Evaluation","School integration","School improvement programs"],"dcterms_title":["The Desegregation of the Little Rock School District, Preliminary Plans"],"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/402"],"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\nIP The Desegregation of the Little Rock School District Preliminary Plans November 1, 1989 w in III TABLE OF CONTENTS 1 I. Demographics II. Schools I III. Instruction IV. School Climate w V. staffing I VI. Student Assignment Plan VII. staff Development I VIII. Parent and Community Support IX. Monitoring and Evaluation I X. Budget 5 Iit I XI. Critical Events Calendar Appendices I A. Long-Range District Goals B. I Administrative Organization of the Little Rock School District I I nvn n I 1 I A Message to Our Community: V. Three days after the Supreme Court's decision in Brown Board of Education, the Little Rock School Board issued a formal statement of its intent to comply with the requirements of the Constitution. The statement read as follows: B It is our responsibility to comply with Federal Constitutional requirements, and we intend to do so when the Supreme Court of the United States outlines the method to be followed. i i -c B Three and a half decades later the issue of school desegregation remains unresolved in our city. i No matter what strategies have been attempted, no matter how many $ I 5 I plans have been proposed, the desegregation of the Little Rock School District has remained a goal which we have not B yet achieved. II Even more disquieting is the fact that despite hundreds even thousandsof hours of remedial education for 1 II I students and technical assistance for teachers, the academic achievement of black and white students continues to reflect II wide disparities. On standardized achievement tests last II year, a difference of over 25 percentile points separated the average achievement of black and white students in our I schools. It is painfully clear that not only has the District 1 n been unable to achieve racial balance, it has also been unsuccessful in educating many of its black students. When  j! one pauses to consider the reason why II separate but equal\" B ] I schools were declared unconstitutional in the first place, the gravity of this failure becomes even more appalling, desegregation plan that does not succeed in reducing the disparity in educational achievement between minority and non-minority students cannot be successful. A One must ask why a community that has struggled with this issue for so long has not yet been able to accomplish I I the desegregation of its schools. One reason is the loss of white students from the District, a loss which has occurred I over the years because of enrollment in private schools, movement of middle class families to surrounding districts. I and a decline in the birth rate of white children. At the J I 1 I same time that the District has dealt with the effects of dwindling numbers of white students, it has also had to I educate an increasing number of minority students, who. as II we know, are disproportionately represented among the poor and disadvantaged. n Whatever the reasons for the District's inability to desegregate its schools, it is clear that until our 1 n community realizes the importance of attaining this goal and commits to making it happen, school desegregation will never II II II become a reality. The Federal Court can, and will, issue orders which protect the constitutional rights of school children\nhowever, the Court cannot change the hearts and minds of people, and that, in the end, will determine the degree and quality of any community's efforts to desegregate R its schools. i i E F i j cI H II BI Once again we have an opportunityperhaps our lastto achieve quality desegregated education in Little Rock. What II we accomplish, or fail to accomplish, during the next few months will determine whether we enter the 21st century with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational mediocrity. We must not leave, as our legacy to II our children, inferior, mediocre schools in a system worse off than it was when this litigation began. To do so is not 11 only unthinkable but also unconscionable. In the weeks ahead our patrons, staff, and students n Bl 14 will have opportunities to discuss the ideas contained in Bl these preliminary plans. Many of the proposals have come from you. Others seem like good ideas to us, but you may II find reasons why things should be done differently. Also, you may think of other ideas. We invite your comments and 13 II n opinions\nwe want and need your support. We will be working n hard to write a constitutional plan to desegregate our schools and stabilize our community. n In the end we want to be proud of what we have 5 accomplished and confident that we have done our very best II for all of our children. We believe we can do that if I n together we commit ourselves to the task and support each R i i i I 11 II 11 other in our efforts to attain once-and-for-all the goal stated so eloquently by the Little Rock School Board over Bl thirty-five years ago. II n Ruth Steele Superintendent of Schools November 1, 1989 n II 4 II 11 13 II 11 n 1 1 11 11 n B iv I11 II Bl I, DEMOGRAPHICS 11 A. I! B. Enrollment Trends in the Little Rock School District Population Trends in Little Rock 11 C. Population Trends in Pulaski County D. Implications II nn II nnn nn 11  I 4 I I-1 bI II II 3. II A. Population trends in Pulaski County Enrollment Trends in the Little Rock School District II For several years the Little Rock School District has mA been under federal court order to maintain racial balance 10^ II within its schools. The racial composition of the school H district has shifted slowly in the past several years as a result of a gradual increase in the number of black students ^5 1 5 attending Little Rock schools and in their proportion of the total enrollment. In 1980-81, black enrollment totalled a a approximately 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year, the number of black students had grown to almost 13,800 or 71.3 percent of the total enrollment of 19,300 students. During the period from 1980 to 1987, the District's black enrollment II experienced a six percent increase. During the same period. however, the total enrollment experienced a 6 percent I11 1 n decrease in students. II The District's black enrollment has continued to grow since annexation in 1987. During the period from October 1987 to October 1988, the black enrollment increased from 16,268 to 16,684 students. This represents a 2.5 percent increase in black students. The black enrollment increased by five students from October 1988 to October 1989. During the period from October 1987 to October 1989, the total enrollment experienced a 3 percent decrease in students. The steady decrease in total enrollment during a period of growth for the black enrollment can be attributed to a -3- I steady decrease in the District's white enrollment. The white enrollment decreased by 7 percent (702 students) from October 1987 to October 1988. The white enrollment decreased by 6 percent (588 students) from October 1988 to IHI I I I In II II II KI I October 1989. It is apparent that the District will have to reverse this trend in order to effectively desegregate its schools. The October 1989 kindergarten enrollment appears to be the first sign of change in the pattern of declining white enrollment. The white kindergarten enrollment experienced a 10 percent decline from October 1987 (634 white students) to October 1988 (570 white students). However, the white kindergarten enrollment increased by 10 percent (59 students) from October 1988 (570 students) to October 1989 (629 students). This growth can be attributed to the use of attendance zones and, to some degree, the new mandatory kindergarten attendance law, a law which still gives parents the option to waive kindergarten attendance or attend private/parochial kindergarten. It should also be noted that the District's four-year-old program is approximately 32 percent white. The new attendance zones, the mandatory kindergarten attendance law, and the success of the four-program are good indicators of an upswing in white enrollment. B. Population Trends in Little Rock During the last three decades. Little Rock has experienced a 1.5 to 2.0 percent annual average population -4- iJ1 5 '5 Ic f El n I increase. However, most of the increase has been caused by annexation rather than new residents. Approximately 0.5 I percent of the average annual population increase was related to new residents. The 1.5 to 2.0 percent growth I rate is expected to continue through 2010. Lill According to the City of Little Rock, the northwest sector of the city has experienced the largest population J* I growth since 1980. This section includes the area around Pleasant Valley, Rock Creek, Highway 10, and 1-430. The growth in northwest Little Rock can be traced to new ! 1 residents in this area. The secondary growth area of the city is in southwest I Little Rock. In both northwest and southwest Little Rock, some of the growth can be attributed to movement from J central and east Little Rock. However, southwest Little Rock has received most of the movement from central and east ! n Little Rock. Unlike northwest Little Rock, annexation has n not been a significant factor in the growth of southwest Little Rock. 5 n The downtown area (central and east Little Rock) has ) experienced a decline in population since 1980. As indicated above, relocation continues to occur from central and east Little Rock in northwest and southwest Little Rock. The density of the downtown area is too high for new developments, unless existing structures are removed. result, central and east Little Rock experience decline in the future. -5- As a are expected to B I II s is 2 i I Some of the residents in central and east Little Rock are relocating in west central Little Rock near 1-630. The black percentage is gradually increasing in neighborhoods in the area of Kanis, Barrow Road, and 36th Street. Also, neighborhoods around 12th Street, Fair Park Boulevard, and UALR have changed to predominantly white to predominantly black populations in the last two decades. Unlike central 5(. [isi I and east Little Rock, growth in west central Little Rock has been aided by the availability and construction of apartment .31. complexes and homes for first-time homeowners. Metroplan's 1986 population estimates indicate substantial new residential construction in much of the annexed territory, and considerable increase in population as well. Most of the homes sold recently in the annexed territory are in Mabelvale. Also, substantial growth is i I I i 1 I Bl I \u0026lt; 1 1 expected to occur on the city's western borders. There are\n1 still several large tracts of undeveloped land now prime for I development. A number of major residential, commercial, or institutional construction projects are currently being completed or were recently completed. It is apparent that the city has three distinct demographic areas: northwest Little Rock, southwest Little Rock, and the central, east, and west central area of Little Rock (also referred to as the 1-630 Corridor). In teirms of racial populations, northwest Little Rock is predominantly white\nsouthwest Little Rock is majority white but has more integrated neighborhoods than the other sectors of the city\n-6- 5 I I I Bl and the 1-630 Corridor is predominantly black in the east and experiencing considerable black migration in the west. Bl It is also apparent that more growth is expected in northwest Little Rock and southwest Little Rock. The Bl downtown Little Rock area is expected to continue to Bl experience a decline in population. C. Population Trends in Pulaski County Bl Pulaski County is expected to experience substantial growth during the next two decades. UALR projects the Bl population of Pulaski County to reach more than 441,000 by -s 5P E the year 2000, an increase of more than 100,500 or 29.6 Bl percent over the 1980 population of 340,600. Metroplan has Bl a somewhat higher projection. The County is expected to reach more than 474,000 persons by 2000 (an increase of 39.3 Bl percent over 1980), and 530,000 by the year 2010, a gain of over 189,000 persons or 55.6 percent in just 30 years. Bl In regard to areas of growth, the population growth Bl rate is slightly higher for areas north of the Arkansas River. In 1970, the population north of the River accounted Bl for 38.4 percent of the County's population. By 1980, the population north of the River was 40 percent of the County. El Areas of large gain north of the River include portions of Sherwood and Jacksonville. Another area of growth in Pulaski County is the area immediately west of the Little Rock School District's western border. Some of the growth in northwest Little Rock referred to earlier will actually occur in areas outside of -7- I 1 5 I II I Bi the Little Rock School District. For instance, the Chenal Valley development is expected to be a major community in I the next 10-20 years. The westward expansion of Pulaski County is also evident in the Crystal Hill and Maumelle Bl areas. The Pulaski County Special School District feels Bl that the school population in Crystal Hill and Maumelle is large enough to justify another school building to serve Bl these areas. At present, the black population constitutes Bl approximately 24 percent of the population in Pulaski \"S Bl County. By the year 2000, blacks are expected to constitute 33.7 percent, or one-third, of the Pulaski County Bl population. The growth rate of blacks in Pulaski County is directly related to the in-migration of blacks from rural Bl areas in Arkansas. Most of these persons are expected to Bl reside in the Little Rock School District. As stated earlier, the black enrollment in the Little Rock School District has experienced a steady increase over the past decade. The growth trends in Pulaski County merely reaffirm Bl the need for more interdistrict transfers in Pulaski County. D. Implications 1  1 5 Bl The three demographic areas in Little Rock make it easy to understand the strategies that the Little Rock School I District must employ to comply with desegregation ..ai requirements. First, the District must reverse the trend I of declining white enrollment in order to effectively desegregate all of its schools. -8- Recruitment efforts 6I 5I directed toward private and parochial students will be I futile if the District cannot maintain its present white 5 population. A continuation of the recent increase in white kindergarten and four-year-old enrollments will not result I e in an overall net growth if the white population is not maintained at the upper grades. Second, although the downtown Little Rock population is expected to decline, the high density in this area will r. continue to be a problem for school assignments. The I building capacity in the downtown area must be increased to 1 reduce the burden of busing on black students. Third, the heavily-populated white areas in northwest and southwest Little Rock must be targeted for possible assignments to schools in the 1-630 Corridor. areas are expected to grow in the future. Both of these Fourth, the total number of white students enrolled in the Little Rock School District must increase if all of the schools in the 1-630 Corridor are going to comply with desegregation requirements. This means that the Little Rock School District must succeed in attracting private and parochial students. These students must be recruited to attend area schools as well as schools in the 1-630 Corridor. 1 J 1 iK a I Finally, the Little Rock School District cannot expect to meet desegregation requirements by relying solely on white students living in District boundaries. Pulaski County is expected to grow considerably during the next ten -9- I I years. Interdistrict assignment procedures such as magnet assignment, majority-minority transfers, and Act 609 5^ transfers are already in place for further development. Act 609 (the new choice law) will allow students outside of I Pulaski County to attend the Little Rock School District. The Little Rock School District long-term desegregation plan must use every opportunity available to benefit from the f \u0026lt; demographic trends in Little Rock, Pulaski County and central Arkansas. I 5 I 1 I 3 5 I I I -10- A. School Organization B. Types of Schools II. SCHOOLS UI fl Interdistrict Schools of Choice Intradistrict Magnets fl Incentive Schools I Area Schools Specialty schools -s C. Publicity and Information 1 I3 1 1 I 11- A. II. SCHOOLS School Organization I The present organizational configuration of schools in the Little Rock School District is as follows: K-6 elementary schools 7-9 junior high schools 10-12 senior high schools I Also, there are four-year-old programs in operation in five elementary schools: Franklin, Ish, Rockefeller, Stephens, 1 and Washington. Additionally, all five high schools have 5 I kindergarten programs in conjunction with their Child Development classes. The phase-out of the kindergarten classes in the high schools by 1993-94 is proposed in order 1 to provide more continuity in the educational experience for young children. Initially, much thought was given to the elimination of the junior high school and the creation of K-8 schools or 6- 8 middle schools. For several reasons such a substantive organizational change is not now proposed: first, another change of this magnitude would not only be very expensive but it would also create additional instability for the community at a time when the perception of stability and continuity in our schools should be increased not decreased. Second, there will be a worsening capacity problem at the junior and senior high level for at least the next two or three years, especially when Dunbar becomes an interdistrict school. Instead, an internal reorganization of the junior -12- 1 5 I I I high schools is proposed, beginning in 1990-91, using grades seven and eight for block scheduling, teaming, and other features of the \"school within a school\" concept which has functioned so successfully in the middle school. Grade nine will be a prehigh school program which thoroughly prepares students for their high school experiences. A seven-period day at the junior high schools will also be instituted, beginning in 1990-91. In 1992-93 the junior high school program will be evaluated, space needs identified, and the usefulness and the effectiveness of the junior high school structure reconsidered. By that time the benefit of studies and evaluations done by the New Futures Initiative will help make a more thorough assessment of the junior high school program. Except for these internal changes, the creation of a K- 9 university laboratory school, and an expansion of early childhood programs in some schools (discussed below), the organizational structure will remain the same, at least through the 1992-93 school year. B. Types of Schools Several types of schools are proposed in this plan. They include the following: Interdistrict schools of choice Intradistrict magnets Incentive schools Area schools -13- 5 1 I ^5 I I '\u0026gt; 4 ^5^ J) Specialty schools Detailed descriptions for these types of schools are in i I bn i Bi B1 Bl ] H I I the following sections. -c 5 1 3 I -14- I 4 Interdistrict Schools of choice 4 I There will be three interdistrict schools of choice, and one. Central High School, as a limited school of choice. They are described below: Washington Basic Skills/Math-Science (Pre K-6): This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by competition which is fostered in academic, physical, and social behavior\nand who are interested in math and science. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, disciplined classroom management, and standard basal J textbooks. 1 ( A computer lab, a math lab, a science lab, field trips, guest speakers, and specific math/science projects (math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core programs. The goals of the Washington School will be: -to develop the highest possible competence in academic skills and concepts\n1 -to nurture the student's mental processes\n-to foster self-discipline\n-to develop task commitment and self-motivation\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas\n-to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow. Washington Basic Skills/Math-Science School will be characterized as a school which will highlight the best of the past, present, and future educational values. These I 1 values will be included as concepts in developing positive This school will also emphasize traditional American values in education, such as patriotism. learning. Classroom teachers (K-6) will use the Young Astronaut Program to encourage further study in math and science. To Ir I channel student interest into the pursuit of the studies required for the exploration and settlement of other worlds, to make school work less forbidding by dramatizing that it is the key to the universe beyond, to attract students to the disciplines that are prerequisite to tackling the challenge of the starsthese are the objectives of the Young Astronaut Program. Students will be regularly scheduled to go to the computer lab, math lab, and the science lab which will be staffed by certified specialists. Instructional assistants -15- J5 J I 1 5 h r I i S' will assist the math and science specialists and regular classroom teachers with coordination and implementation of the specialized instructional program. The principal of the school will be the primary administrator of the program with an assistant principal to help with administrative duties. Specific skills and concepts from various subject areas will be emphasized at each grade level. To be eligible for academic promotion and/or for continuation at Washington, the student must: -master these targeted skills and concepts with 85 percent accuracy\n-perform daily academic activities with 85 percent accuracy\n-spend a minimum time each night on assigned homework: 30 minutes for students in grades one and two, 45 minutes for students in grade three, and one hour for students in grades four, five and six\nand -complete all assignments according to specified time frames. I Specific rules and regulations regarding academic performance and social behavior will be strictly but fairly enforced. Once a student is selected to attend Washington Basic Skills/Math-Science School, he/she may remain until he/she completes the sixth grade or until he/she fails to abide by the standards, regulations, and policies of the school. A major component of the philosophy of the Washington Magnet School will be that the education of a child is the responsibility of both the school and the parents. Enrollment at Washington will be open to students from Pulaski County and North Little Rock based on M-M provisions and on the provisions of Act 609 of 1989 (\"School Choice\" law). I I 1 Dunbar International Studies/Talented and Gifted (7-9): Dunbar Junior High School will open in the fall of 1990 as an International Specialty School for International Studies and for Talented and Gifted Education. First preference will be given to current students at Dunbar and to sixth graders at Gibbs International Studies Magnet School. An active recruitment effort will be planned for the spring of 1990 to recruit the incoming seventh grade class. The balance of the seventh grade class will be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Rock School District. Majority-to-Minority transfers will be the vehicle by which interdistrict students may come to Dunbar. If recruiting from Gibbs, the attendance zone, and interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through the vehicle of desegregation transfers. 1I 5 -16-  New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 1 school year will not be required to attend Dunbar if they have no interest in the speciality program. If over capacity problems develop among LRSD junior high schools, they shall be resolved by mandatory interdistrict assignments. Students who wish to participate in the talented/gifted component at Dunbar will enter the school through the same recruitment vehicles outlined above. Talented/gifted students need only to have been identified and recommended for placement in order to qualify for Talented/Gifted classes at Dunbar. At Dunbar Spanish, French, Russian, Japanese, German, and Latin will be offered. Other courses will be developed in interdisciplinary approaches. Introduction to Languages, International Studies Survey, World Issues, the United Nations, and Introduction to Cultures are among the new courses to be provided. Additionally, other courses, e.g. social studies, science, physical education, and English, will be internationalized through emphasis on the commonalities of the human experience, the contribution of diverse ethnic groups, and the interrelated nature of the world community. Current affairs of an international nature would be continually used, including print media and programming from AETN, The Discovery Channel, and Cable News Network. A seven-period day will be provided at Dunbar in order to allow students to take full benefit of the international studies and TAG programs. Also students could take advantage of the A.M.and P.M.Options. The P.M. Option would be a supervised study hall held in the media center, thus allowing students to use library and computer resources. The A.M. Option could be a supervised study hall or a regular class. Course requirements and electives for the Dunbar program are described in the Curriculum Overview below. CURRICULUM OVERVIEW OF DUNBAR INTERDISTRICT SPECIALTY SCHOOL FOR INTERNATIONAL STUDIES AND GIFTED AND TALENTED EDUCATION All students at Dunbar will be reguired to participate in the international studies curriculum. The following courses are available to satisfy the international studies requirement. Foreign Language - Full year foreign language study will be available beginning in grade seven, will be available: French I, II, III German I, II, III Japanese I, II, III The following courses -17- 1 I I I- 2 I J 9-JU, J Latin I, II, III Russian I, II, III Spanish I, II, III t t In foreign language study students will learn the vocabulary and grammar of the language and the history and culture of the people who use it. Students who do not choose to study a specific foreign language may choose to enroll in Introduction to Language. This full- year course is available to students in grade seven, eight, or nine, and introduces students to the culture and conversational rudiments of six different languages: Japanese, Latin, Russian, and Spanish. French, German, The course will give students an understanding of the nature of foreign language study and will help students choose a language they may wish to pursue in later grades. International Studies -_Beginning with grade eight, the international studies requirement may be met with the International Studies Curriculum rather than with a foreign language, if one chooses. Available in grades eight and nine. International Studies choices will consist of a series of courses on varying topics. The International Studies Choices Curriculum will consist of the following courses: Physical Geography Grades 7 and 8 This course will include extensive computer-enhanced instruction and topics such as cartography, natural phenomena, and ecology presented as global concerns. World Issues This course will involve a thematic approach to continuing and current global issues. It will utilize current media information sources including Cable News Network's \"Newsroom\" and the Discovery Channel's \"Assignment Discovery.\" and presentations. The course will include individualized projects Arkansas's World Connections This course will investigate the state's ties with the international community emphasizing economic, developmental, and financial connections. -18- 5 1 1 '5 IH   Grade 9 United Nations  This course will include the history, structure, and functions of the United Nations emphasizing current issues before its organization. ... ! hi Leaders of the Twentieth Century This course investigates the lives and impact of 20th century leaders including Ghandi, Mao, Hitler, Churchill, and Roosevelt as well as contemporary societal -fl and political leaders. Students will project characteristics of leaders needed for the 21st century. International Skills This course includes practical skills designed to help students become responsible participants in the adult community. Components include driver's education 3 culminating in an Arkansas driver's license and an international driver's license, a safety program including emergency procedures and CPR resulting in International Red Cross certification, and instruction in procedures and protocol for foreign travel. Students who express interest in this course would be selected on the basis of the number of semesters at Dunbar, attendance record at Dunbar, and citizenship grades. International Sports This course includes team and individual sports popular in other societies such as soccer, taekwando, and tennis. The programs of studies for each of the three grades are outlined below to illustrate the required courses and the electives available for students at Dunbar. -19- J I I 3 17th Grade Program of Studies 7 Period Day Recfuired Courses 1. 2. 3. 4. 5. English Mathematics World Geography Life Science (Exploratory Studies - 1 semester) music/art (Practical Arts - 1 semester) Home Economics or Industrial Arts 6. Introduction to Languages or Foreign Language I 7. {French I, German I, Japanese I Latin I, Russian I, Spanish I) Special Programs (Required for students needing assistance in Reading, Math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in special programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas' World Connections Art Choral Music Physical Education Band Orchestra -20- I I I I 11 1 sth Grade Program of Studies 7 Period day Required courses 1. 2. 3. 4. 5. 6. 7. English Mathematics American History Earth Science Health/PE (9 weeks each) Career Orientation (1 semester) Introduction to Languages or Foreign Language I or II (French 1, II\nGerman 1, II\n. Japanese I, II\nLatin I, II\nRussian I, II\nII) Spanish I, or International Choices Curriculum (Physical Geography, World Issues, Arkansas' World Connections) Special Programs (Required for students needing assistance in Reading, Math or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in Special Programs may select an elective from the following\nElective Courses Physical Geography World Issues Arkansas' World Connections Art Choral Music Band Orchestra Physical Education J I I I -21- 9th Grade Program of Studies 7 Period Day Recfuired Courses 1. 2. 3. 4. 5. 6. English Mathematics Civics Physical Science Computer Science (1 year) or Computer Literacy (1 semester) and Any Semester Elective (1 semester) Introduction to Languages or Foreign Language I, II, III (French I, II, III German I, II, III, Japanese I, II, III, Latin I, II, III, Russian I, II, III, Spanish I, II, III) or International Choices Curriculum (United Nations - 1 semester. Leaders of the Twentieth Century - 1 semester, International Skills 1 semester, 7. International Sports - 1 semester) Special Programs (Required for students needing assistance in Reading, Math, or English) PAL English, PAL Math, PAL Combination or Learning Lab. J Jj 5 I1 I Students not required to enroll in Special Programs may select an elective from the following: Elective Courses United Nations (1 semester) Leaders of the Twentieth Century (1 semester) International Skills (1 semester) International Sports (1 semester) Exploratory Business Physical Education (1 year) Health (1 semester) Home Economics Industrial Technology II Art Choral Music Band Orchestra I 1 I 5I -22- l University Laboratory School (Pre-K-9): Interest has been expressed in a university laboratory school which would demonstrate state of the art technigues in teaching and school leadership. It would be located on or near the campus of the University of Arkansas at Little Rock. Students from Pulaski County and North Little Rock would be invited to enroll according to M-M regulations and Act 609. I 1 The Little Rock School District proposes to open such a school in the 1991-92 school year. The remainder of this year and the 1990-91 school year would be planning years in which District and University staff would plan the curriculum and theme for the school. Little Rock Central High School (10-12)\nApproximately 200 spaces are presently unfilled at Little Rock Central High School. These seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. The flagship program of choice at Central would be its extensive foreign language program. Other specialty areas will be planned and developed according to a five-year schedule by Central High staff members and administrators and curriculum specialists from the three school districts in Pulaski County. -23- J 1 I 5 1 I f I IIntradistrict Magnets While the LRSD will continue to invite students from neighboring districts to enroll in intradistrict magnets, the purpose of these schools will be primarily to attract students who reside in Little Rock. Three intradistrict magnets are proposed with ratios of 60 percent black and 40 percent white. I? Aviation and Transportation Magnet (7-9): The Aviation and Transportation Magnet will be constructed at or near the airport in cooperation with the planned Arkansas Aviation Museum and will open in 1991-92.- It will integrate the studies of science, technology, engineering, and social studies around the magnet theme. The study of aviation and transportation will cross many disciplines, including history, geography, communications, physics, engineering, design, mechanics, computers, and navigation. Various human-oriented services will also be included. The instructional program at this magnet school will make students aware of the available careers in the I 1 major industrial fields of aviation, shipping, and transportation. Courses at the Aviation and Transportation Magnet will include such titles as: Avionics Communications Navigation History of Transportation Geographic, Social, Economic and Cultural Developments Due to Transportation Physics of Flight Modern Transportation Engineering Human Services Aspects of Transportation Field experiences will be provided with the following local transportation authorities: Adams Field Falcon Jet Arkansas Highway Department Little Rock Port Authority McClellan-Kerr Navigation System Missouri Pacific Railroad Local trucking companies Local aviation companies I 3 The Vocational Education modules, \"Exploring Industrial Technology Education,\" will form the basis for one or more magnet courses. The modules can be combined in several ways to meet program needs. Flight simulators, hydraulics, construction technology, electronics and other modules will support the program guite well. can be obtained for these courses. State vocational funding In addition a social 2 I -24-science course and a physics/engineering type course will complete the curriculum. iH Cocurricular activities will include field trips to Adams Field, Murray Lock and Dam, and other appropriate sites. Professionals from the transportation industry will be invited to participate as guest lecturers at the school site. ..4  I The school will have a seven-period day to create time for the addition of specialty courses. A small number of specialists will be hired and trained/retrained in the specialty subject they will teach. These employees will need to take course work or attend staff development sessions during the summer of 1990. Students will meet District and State program requirements and will take I small number of required courses in the specialty Other specialty courses will be electives. a area.  Environmental Sciences Magnet (Pre-K-6): Much interest has been expressed in the concept of an environmental sciences magnet (popularly referred to as the \"Zoo\" magnet). if property can be purchased or used near the Little Rock Zoo, we propose to build an environmental sciences magnet for students in grades pre K - 6, to be opened in 1991-92. If property cannot be purchased, an existing elementary school near the zoo would become the  I i J environmental science magnet. I 1 \u0026gt;1 H The theme of the school, environmental education, is ideal for developing a magnet program that will not only be a powerful drawing card for students but will also focus on a current topic that involves science and technology, addresses ethical concerns, has a sense of global urgency, and requires interdisciplinary approaches to solving problems. A recent national report funded by the National Science Foundation stated about K-6 science, \"An integrated, hands-on approach is needed, which focuses on the relationship between humans and the total environment.\" This and other reports focus on the need to integrate science and technology with societal issues. Learning should start with things that students are familiar with, such as their environment, and proceed to use that experience base to introduce other, more abstract, concepts. The Environmental Sciences Intradistrict Magnet Elementary School will address needs currently being communicated at the national level. At the same time, the school can combine available community resources with an inherently interesting topic to create a program that attracts a diversity of students. 1 1 I The Environmental Sciences Magnet Elementary School has the following goals: -25- H A. Students will learn in a multicultural setting that includes representation from all three Pulaski County school districts and neighboring districts. B. Community environmental resources (such as the Zoo, Museum, Game and Fish Department, etc.) will enhance educational experiences for children. C. Environmental education will be an interdisciplinary theme around which much of the instructional program will be delivered. D. Student learning outcomes for the instructional program will include major environmental education concepts from all three learning domains\n1. 2. 3. 4. 5. Knowledge of basic environmental concepts and facts Understanding the relationship between humans and the natural world Acquire a \"caretaker\" attitude toward earth Understand and appreciate all forms of life Apply nurturing skills to care for plants and animals I SJ 0 a 0 If E. The School Plant will include facilities needed for environmental studies such as a greenhouse and science laboratory. Staff specialists will be employed to operate the greenhouse/science laboratory. Staff specialists and regular classroom teachers will work to develop an interdisciplinary curriculum with environmental education as the organizing theme. District and State content guides and objectives will be used to make sure that all skills are included in the program. National curricula such as Project WILD, Project Learning Tree, Project Zoo, and other programs that might become available will be utilized. In addition to normal classroom activities, students will spend time weekly in the science laboratory and greenhouse conducting experiments, culturing plants, and caring for animals. Frequent excursions to the Zoo will give students an additional living laboratory to study. Curricular activities will include such things as wildlife clubs, garden clubs, and Zoo docent training. A contract with the Zoo and other community resources will be developed to detail the working relationship between the parties. Montessori Magnet (Pre K-6)\nGarland Elementary School, one of the District's current incentive schools, will -eventually become a Montessori Magnet School. Our plan is to provide a program for youngsters ages 3-6 by the 1992-93 school year and to expand it for youngsters ages 7-12 in 1993-94. This will provide Garland with two years in which to function as an incentive school and to begin to recruit white families to the school for the Montessori program. -26- JJ 1 1 I\"5 I1 Incentive School Plan 'a 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 District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the Incentive School Program will seirve as a model of excellence for the county, state and nation. The success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by I I i -5  1 commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly J the belief of the District that all of these ideals will be evident in each incentive school. il In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that J enhances positive self-concept for all students, but especially for those students who have been identified as special-needs students. Also, all students will have equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. I1 Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. J -27- I J The following schools will provide the Incentive Schools Program: I 'i - Garland - Ish - Mitchell - Rightsell - Rockefeller - Stephens Program Goals: 1. To provide the most rigorous, demanding, and challenging educational curricular and instructional and J 2. opportunities within the Little Rock School District (LRSD). To focus on the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas. 3 . To establish educational standards, delivery, outcomes and expectations that exceed those of other schools in outcomes ]-1 4. 5. 6. 7. 8. 9. 10. 11. 12. LRSD. To promote the concept that school desegregation/ integration and quality education are inseparable. To promote the concept of learning, personal and human growth and development, positive self-esteem, and concern for other people and property. To promote improved human and civil rights for all people through the development of human relations skills within the schools. To incorporate in the incentive school core curriculum a systematic approach for exploring the history, culture, and diversity of all ethnic groups of the school population. To promote language development and computation skills through varying experiences. To deliver curricular content in a manner that minimizes the need to label students as special learners. To create and maintain a learning environment which is substantially free from overt manifestation of socioeconomic disparity among students. To provide an opportunity for the schools to become learning and community centers for parents and community organizations. To facilitate strategies for students to establish I 1I I 3 personal goals for achievement of success. I fi 2I t -28- Curriculum Areas: MATHEMATICS - Areas for Emphasis/Expansion Though the K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis, modification of existing instructional techniques, and the introduction of new educational delivery systems will be required. In addition, changes or modification in the core curriculum will be indicated. SCIENCE - Areas for Emphasis/Expansion a The core curriculum for kindergarten through 6th grade currently in use in the Little Rock School District will remain the basis for the incentive school curriculum with significant emphasis/expansion, modification of existing instructional techniques, and the introduction of additional It I i I, 'I and innovative instructional delivery systems. tionally, changes or modification in the core curriculum will be necessary. Addi- -1 The design of a science curriculum for kindergarten through 6th grade does not necessarily mandate that the information presented to the children be different, but offers as an opportunity different teaching strategies and approaches. In recent years in the Little Rock School District, students in kindergarten through grade 3 have not been exposed to any kind of comprehensive or detailed science curriculum. Some children who will be serviced in the incentive schools have had no concentrated science instruction. The design of the expanded science curriculum will approach the teaching of elementary science from two (different perspectives: (1) the inclusion of comprehensive science instruction at all levels and, (2) the utilization of innovative instructional techniques which are not in common use in most of the District's elementary schools. SOCIAL STUDIES - Areas for Emphasis/Expansion Though the core (kindergarten through 6th grade) curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis/expansion, modification of existing instructional techniques, and the introduction of new educational deliveiry systems will be required. addition, changes or modification in the core curriculum will be necessary. In FINE ARTS (MUSIC/ART) - Areas for Emphasis/Expansion The K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum with significant emphasis/expansion, modification of existing instructional techniques, and the -29- 1 I . 5 I 3 k 2 Iintroduction of new educational delivery systems. In addition, changes or modifications in the core curriculum will be indicated. PHYSICAL EDUCATION/HEALTH - Areas for Emphasis/Expansion A curriculum guide for grades K-6 will be developed and used in the incentive schools. The curriculum for physical education will be directed toward achieving individual competencies in health-related fitness, skill-related fitness, fundamental movements and body management, psychosocial foundations (attitudes associated with wellbeing) , and visual/motor manipulatives. Instructional Delivery\narea The instructional approach to teaching each subject in the incentive schools will place a greater emphasis on active student involvement in the instructional process. This will be accomplished by the utilization of the following instructional strategies:  J 1. Student Team Learning - Utilization of the Slavin model, which places strong emphasis on cooperative learning and individual achievement through group interaction, will be used to facilitate this approach. Specifically, the District will use a model developed by Robert Slavin and associates at the Johns Hopkins University titled \"Student Team Learning\" ' \\ teachers implement successful group work within the 11 to help classroom setting. The success of Student Team Learning for achieving increases in student achievement has been carefully researched by Slavin and others the past 10 years and offers documentation for its success with high and low achievers of all ethnic over groups. LRSD has several trainers (administrative and teacher) already prepared to conduct staff development for teachers in the incentive schools on the Slavin model of Student Team Learning. Whole-group Instruction - Experiences will be developed to meet program objectives through whole-group instruction. OOppppoorrttuunniittiieess wwiillll bbee oprroovviiddeedd ffoorr students to interact in skills related activities. Higher Order Thinking Skills - Higher Order Thinking Skills can be utilized at almost any level of instruction. Teachers in the incentive schools will be trained in developing lessons and questioning techniques that solicit objective student responses and encourage imaginative problem solving.  :___ ..111 use this process as an integral part of their instructional approach to teaching the core curriculum. Teachers will One to One Instruction - Since research has conclusively shown that direct one-to-one instruction is the most effective learning model, the adult-to-j 1 5 a 1 2 . 3. 4. I 1 2 I J -30- I 1 a 5. 6. 7. student tutoring approach utilizing direct instruction will be employed whenever possible. Learning Styles Inventory - All incentive school students will undergo a learning styles inventory to assist teachers in diversifying their teaching styles to match the learning styles of the students. Any teacher who has not undergone a reliable learning styles inventory over the past three years will also participate in an identified learning styles inventory. Individual Education Plans - The incentive school will make use of Individualized Education Plans for all students. Homework - All homework in the incentive schools will be used to reinforce instruction, to aid retention, and to assist students in transferring and relating concepts to the learning process, given in isolation. Content Area Modifications\nSCIENCE Homework will not be Extended Opportunities - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students as well as encouraging a better understanding of science and its related components. Field trips may be of local, state, national, or international dimension/level and will be designed so that children in the incentive schools are not deprived of field experience opportunities because of socioeconomic status. In addition, field trips will involve teachers in preparation and transfer activities for the extended learning opportunities both before and after the trip. All field trips must be related to and/or interwoven into class instruction and follow-up. Additional Resources - Other approaches for enhanced learning opportunities in the science curriculum will involve the use of realistic and modern visuals, one-to-one instruction (may be peer to peer, retired personnel to student, aide or student teacher to student, teacher to student, specialist to student), intermittent student conferences, varied instructional approaches to the effective deliverance of higher order thinking skills, and the use of peers and retired personnel as tutors for students in incentive schools. Curriculum Changes - The present LRSD science curriculum will be used along with the complementary objectives in the March 23, 1989, Little Rock School District Proposed Desegregation Plan, Volume II, which include the following: -31- i 5] I 1  I 1 3 2II - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3). - Classroom and textbook work will be supplemented with practical demonstration and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of the sciences. - Emphasis in the upper grades will be on life sciences and physical sciences (4-6). - Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom. 1f The curriculum discussed above, aligned with the additional components listed below, will encourage student success through the Incentive School Program. 1) Instructional Technology - All incentive schools should have available the most modern instructional technology for use in specialized laboratories and in individual classrooms. Science laboratories in all of the incentive schools will be equipped with adequate equipment and materials/supplies (available for grades 3-6) . Adjustments for the kindergarten - grade 2 group 2) 3) will be made. Computers - In addition to the computer stations available for each student in each classroom, the incentive schools will have computer laboratory/ laboratories. Study and Test Taking Skills - The incentive schools will integrate the teaching of the study skills, test taking skills, and reinforcement of scientific vocabulary with the teaching of science in both the laboratory setting and the regular science instructional time block. Students will be provided with opportunities to practice test taking skills using content and formats similar to standardized tests for their age/grade level. SOCIAL STUDIES Though the current core curriculum should remain in place, a number of important modifications are necessary to the success of the social studies program. 1) 2} Realistic Visuals - The use of professional, updated models, materials, bulletin boards, textbooks, etc., are critical to giving children a sense of place in an ever-changing world. Cultural Diversity - The Little Rock School District's current instructional material does not accurately -32- I 1 \\ ] 1 A I i n I s H 1 3) I 4) 5) reflect the cultural or racial diversity evident in the student population of the incentive schools. It is critical to make every effort, including the use of supplemental materials in addition to regular textbooks, to ensure that the incentive school social studies program corresponds with the goals and objectives of the Incentive School Program relative to ethnicity. Values Clarification and Related Approaches - The proactive techniques once utilized by the Little Rock School District, including but not limited to I^m OK, Youre OK (transactional analysis), Values Clarification, Project Aware, and the Green Circle Program, should play a vital role in actively involving students in instruction that allows them to grapple with ideas, concepts, and values critical to an understanding of how society works. Verbal Skills - The utilization of activities designed to encourage oral expression has not received enough emphasis at the elementary level. It is critical that It is critical that students be taught the skills that will allow them to clearly articulate their thoughts and provide them the self-confidence so critical to a positive self-image. The following activities will place a renewed emphasis on this all important skill: Debate - By reintroducing this standard of the traditional curriculum, the incentive schools can increase the speaking and writing skills of students while building their confidence. Even more important, students can learn effective ways to deal with disagreements and can be taught conflict resolution and cause and effect on a practical and academic level. Show-N-Tell - This important aspect of the traditional curriculum will be utilized on a regular and systematic basis to facilitate selfconcept, verbal skills, and self-confidence. Current Events - A greater emphasis should be placed on the integration of current events into the curriculum for all grade levels at the incentive schools. This is imperative if students are to become active citizens in their community and the world around them. Field Experiences - A creative and more systematic utilization of field trips of greater length and variety will be one of the unique aspects of the social studies program at incentive schools. Though traditional sites such as the zoo and museums will certainly be visited, the focus should be expanded to include government agencies, factories, colleges, historical sites, places of business, etc. Every effort will be made to organize the trip in conjunction with the current program of studies. Every J J I. r I I 11 I ni I 1 I -33-6) Study Skills Laboratory - Critical to success in any subject, particularly social studies, is the establishment of a skills laboratory which places emphasis on the \"how-to's of research, test taking. and book analysis. This area has been long neglected to the detriment of student performance on MAT-6 and the Minimum Performance Test. A comprehensive approach .-.lU to these and other basic skills is required. MATHEMATICS Though the current core curriculum should remain in place, a number of important modifications are necessary for the success of the mathematics program. 15 J .fi 1) 2) 3) 4) Mathematics Laboratory - The mathematics laboratory will be an integral part of the curriculum for the incentive schools. The establishment of a mathematics laboratory will place emphasis on concreteness (kinesthetic and tactile activities), manipulatives (hands-on activities), problem solving, realistic pictures, materials, and resources. By providing students with opportunities for hands-on experiences and positive attitudes, laboratory opportunities will contribute to an improved academic seif-concept. Instructional Technology - Instructional technology will be incorporated in the mathematics program for all grade levels to develop skills in problem solving. reasoning, and communication. Various technological equipment/materials will include up-to-date computers, calculators, video cassette recorders, supplemental textbooks, films, manipulatives, and realistic visuals. Parent/child Learning Kits - Essential skills in mathematics should be reviewed and strengthened at each grade level to individualize the learning process for children. Prepared parent/child learning kits will be provided to foster home involvement of parents with child. These kits will include basic mathematics information, manipulatives, and problem solving. Problem Solving - Problem solving activities will be an integral part of the mathematics program. Emphasis will be placed on building confidence, developing strategies for understanding, and fostering logical thinking. Mathematics manipulatives used will include Versa-Tiles, cuisenaire rods, attribute blocks, base 10 blocks, geoboards, tangrams, pattern tiles, unifix cubes and pattern blocks. PHYSICAL EDUCATION/HEALTH The physical education program will provide for the needs of all students in achieving individual competencies in motor skills, knowledge, and attitudes. t -34- J J I 11 i_I3I 1 I I 1) Curriculum Guide - Educational skills related to the physical education program will be outlined in a course content guide, K-6. Systematic utilization of the 2) guide will be emphasized in the incentive schools. Intramural Program - Intramural programs will be established at each of the incentive schools. The 3) fundamental purpose of the program will be to develop enjoyment of team sports and lifelong leisure skills. This program will provide competitive physical education games and activities in addition to class activities. Specialized Equipment - Specialized equipment will be needed to implement the essential physical education It I skills. The equipment will include items such as 4) trampolines, balance beams, balls, hoops, ropes, and other psychomotor materials. Health Related Fitness - Fundamental and developmental skills in health related fitness will be an integral component of the physical education program. Opportunities and experiences will be provided to include family life education, human development, fitness exercises, and understanding of and respect for the handicapped. 1 FINE ARTS (MUSIC/ART) I J The current core curriculum will remain in place with number of important modifications which are necessary for the success of the fine arts program. a 1) 2} Realistic Visuals - The use of professional activities, models, materials, bulletin boards, and textbooks should reflect mankind's heritage in music and art. Cultural Diversity - Emphasis will be placed on cultural diversity in basic, developmental, and 1 3) 4) extension skills in music and art. Each fine arts experience should provide conditions for students to recognize, understand, and appreciate differences in people, traditional beliefs, and uniqueness of cultural styles. Field Type Experience - More systematic utilization of field trips of greater length and variety will be one of the unique aspects of the fine arts program. Students will be provided opportunities for active participation in group and individual performances. Exhibits and field type experiences will be used to reinforce the learning of concepts in music and art. The focus of field experiences should be expanded to include museums, art galleries, commercial advertisement offices, concerts, plays, recitals, and ballets. Creative Expression - Enjoyment of music and art should I L ( be emphasized in the earlier grades (K-3) through the creation of music, painting, and crafts.\ni 5 -35- Creative Jexpression should be expanded at the intermediate level to include an understanding of cultural and historical differences. Opportunities should be provided for students to share, display, and demonstrate their abilities through performances, plays, exhibits, programs, and fairs. 5) Clubs/Events - Special interest clubs in music and art should provide opportunities for students to enhance learning, to broaden cultural experiences, and to receive special training in addition to the regular IS class. Students should be encouraged to participate in 6) vocal and instrumental ensembles and appropriate art exhibits. Fine Arts Resource Center - An area should be designated within each incentive school for storing materials, activities, and equipment for music and art. These resources related to fine arts skills and concepts development should be available for students 1 to use at home, following: These resources should include the J a) b) Music - musical instruments, records, tapes, books, sheet music, videos, and pictures. Art - drawing paper, construction paper, crayons, markers, paint brushes, modeling clay, pictures, books, paints, lettering sets, and various craft items. READING The developmental approach to teaching reading will be applied in the incentive schools. Neither age nor class designation will be a factor in determining the cognitive developmental needs of a child at any given time. This approach will require frequent and on-going formative assessment to determine the child's immediate instructional needs. More time on task to include teaching and reteaching, utilizing alternative instructional techniques, will characterize the reading program. Teaching of reading will not be confined to the reading block of time, but will be meaningfully incorporated in all areas of the curriculum. I 5 The \"whole-group\" instructional approach will be applied in the reading program, reinforced by re-teaching, identified small group instruction, and individual tutoring. This approach will be facilitated by limiting the teacherpupil ratio to 20:1 in the primary grades (K-3) and 25:1 in the intermediate grades (4-6). An instructional aide will j be provided for each forty (40) students, constituting a .50 aide per classroom. To utilize teacher strengths/skills and maximally meet the individual student needs, team teaching at grade levels will be employed in the incentive schools. Peer tutoring, involving students from grades 5 and 6 as well as students from nearby secondary high schools, will I 4 I -36- serve to further extend learning time for primary children (K-3) . Field trips designed to extend classroom objectives and to broaden student experiences will be incorporated as a major component of the reading program. To maximize the field trip experience, the teacher will develop and teach pre and post field trip lessons. Instructional technology, to include the use of the computer, will be employed as a teaching tool, focusing on teacher interaction with students, and providing immediate feedback and reinforcement to the student. This procedure utilizes the computer as a visual vehicle for instruction and is not intended to replace laboratory computer instruction. Homework will provide opportunities for further mastery of skills/concepts taught in the classroom. Students will be permitted to take the basal reader and other library resources home for specifically designed homework assignments. J  Under no circumstances will homework be I required of a child who has not demonstrated mastery of the homework content at the comprehension level. To facilitate the use of background experiences in the development of vocabulary and comprehension, story mapping will be a common practice. C Critical thinking skills will be taught at all grade levels, including among others, drawing conclusions, predicting, inferences, analysis and evaluation. Social development as well as cognitive reading skills will be enhanced by the inclusion of multi-cultural literature, audio-visual materials, and resource persons from various cultural groups. Focus on oral language development will be a high priority in the incentive school. Opportunities to develop oral fluency will include speaking, storytelling, chanting, imitating, debating, dramatics, and choral reading and reciting. 1 I I LANGUAGE ARTS 5 The Little Rock School District believes that all students can become proficient users of language by learning strategies of reading, writing, speaking, and listening. The language arts programs of the District reflect these goals in a multicultural curriculum designed to nurture and expand the developing literacy, speaking, and writing abilities of all students. I IS Jl The following guides will be used for the language arts program in the incentive schools: F - Curriculum Objectives (K-6) and Core Curriculum Charts - Multicultural Materials (selection and use) I 4 -37- I- Core Literature List (K-6) - Multicultural Vocabulary (Teacher and Student Lists) - Curriculum Materials/Activities/Resources I  Effective oral and written communication skills are fundamental to an individual's success in academic activities, social development, professional performance, and personal fulfillment. The incentive schools will develop and infuse multicultural education in all grade levels of English language arts. are to enable each student to develop: The goals of this program - Clarity, fluency, and precision in standard oral and written communication\n- The ability to give structure to thoughts\n- The ability to analyze and discuss\n- A consciousness of linguistic patterns and structure\n- A pride in, appreciation for, and sensitivity for standard language and an awareness of nonstandard language\nand - Creative thought and expression. The core curriculum, concept, skills, and behavioral objectives have been clearly defined in the Little Rock School District curriculum guides, which form the foundation for the language arts programs in the incentive schools. context. English usage will be taught in spoken and written The teaching of English usage will be made relevant and meaningful to the student by utilizing the student's spoken and written language as an instructional vehicle to clarify new concepts/skills. Oral language will be facilitated by providing varied opportunities for the child to practice speaking in meaningful settings such as dramatic play, giving directions, making plans for activities, talking about experiences in school, community, etc., making announcements, debating, orations, telling riddles, dramatizing stories, traveling experiences, telephone conversations, making introductions, conducting club meetings, etc. Fluency will be acquired through practice. The concept of writing to read will be incorporated in the language arts program. Written language is concerned with the child's efforts to express his/ her ideas in writing. Ideas are in abstract form until they \"flow through a pencil or pen\" to the paper. 1 1 in the incentive schools, the child will be provided many techniques and skills necessary for fluency. ques to be utilized are: To create this flow, Some techniJ - Journal writing - Poetry -38- 15 5 1 1 IIi I I 1 ..-1 I - Reports - Letters - business and friendly - Plays - Riddles - Biographies - Stories - Newspaper articles - Books Language arts, speaking, reading, writing, and spelling are all interdependent disciplines and will be taught as such. It is essential that the child understands the relationship of these disciplines. The student's valuing of each discipline will be enhanced as he/she becomes aware of the relationship between writing and spelling, speaking and reading, and reading and writing. The functional importance of nonverbal communication cannot be minimized. Consequently, this area of communication will be a part of the language arts curriculum in the incentive schools. Recent research identifies nonverbal communication as a valuable means of communication. The development of telecommunication technology and the elimination of communication barriers have created a need for greater understanding of all forms of communication. COMPUTER LITERACY I .Al I The Little Rock School District does not have a comprehensive computer literacy program in operation at the present time for elementary school children. The elementary 1I schools in Little Rock are equipped with computer laboratories which are used for remediation and enrichment. The incentive schools will continue to use the computer laboratories with their present design and scope. In addition, the Little Rock School District incentive schools will offer computer-supported, individual, and group-based instruction for elementary school reading, mathematics. social studies, science, art, etc. Participation, instruction, practice, feedback and monitoring will be the keys to unraveling the computer for elementary students in the incentive schools according to the following objectives: 1) 2) The computer will be used to enhance student participation, feedback, and performance as well as monitoring in classroom and laboratory settings. The computer program experience for students in the incentive schools will involve the students from an orientation stage to a mastery stage. (Inextricably interwoven in the mastery will be the advent of elementary instruction in keyboarding and/or typing). -39- J J I I 51 !hi  B J 3) 4) The computer will involve students in active instructional tasks, active learning, and opportunities for providing and receiving explanations. The computer literacy program will help to encourage teachers in actively involving students in an ongoing program that: a) b) c) d) e) f) begins in kindergarten, follows a scope and sequence similar to other subjects, pursues grade, level mastery annually, masters the keyboarding skills needed for efficiency, utilizes intermediate level programming skills necessary for proficiency, and produces a computer literate student by 6th grade who: It -5 1) 2) recognizes and appreciates the ability of a computer and understands and is able to demonstrate command of the computer before entering the 7th grade. Each school will have a computer loan program. Students will be able to take portable computers home on a short-term basis for special projects. Keyboarding will be offered from 4th grade through 6th grade, utilizing the following format: 1 Beginning in the 4th grade, the incentive program will offer an entire nine weeks/grading period for students to learn practical standard keyboarding practices while still allowing them access to computers in other settings during the first grading period. The remaining three grading periods will offer support and reinforcement for the keyboarding as well as an introduction to basic programming. 5 For students who may have advanced skills, advanced programming will be offered. In order to qualify for advanced instruction, students must have demonstrated mastery of basic programming before being placed in an advanced programming class. In instances where the computer will be used to provide students with higher levels of participation, feedback and performance monitoring, instructional software directed toward immediate ability for student response will be used. I (Example: The software used should allow for immediate reliable feedback from the teacher and the software. The use of the computer will allow the teacher time for direct instruction because: more I 1) The teacher will not be free or released during computer instruction. I t -40- Ji g  2) The teacher will be involved with the students during training, practice, and follow-up. 3) The regular classroom teacher may or may not be the computer teacher (May vary depending on teacher skills, willingness to acquire skills, specialists available, etc.) Personnel directly involved in computer instruction will require prior training or extensive training in the operation and care of the computer. The computer-teacher programmer will be a professional who has also been trained to teach. The computer teacher and/or computer-teacher programmer will require training on specific software packages to be used at the different grade levels. These individuals will also be trained in discipline and classroom management, in group process, and in Student Team Learning. Support Programs\nThe focus, function and guiding process of the incentive schools will be to provide excellence in an environment of academic support. Research indicates that parent and community involvement are critical to academic achievement. In particular, support programs are capable of enhancing both compensatory and enrichment activities, addition to the various support strategies used by the In Little Rock School District, the following support programs will be available in each incentive school: HOMEWORK CENTERS Each Incentive School will offer an . after school homework center for students who are in need of specific help with class material. At least one teacher and aide will operate the center. The teacher will also be responsible for conferring with regular classroom teachers concerning individual student needs. PEER TUTORING - Peer tutoring will be selected from among a group of self-nominated and teacher-nominated students. The role of peer tutors will not be limited only to those students with outstanding academic grade point averages but will also be open to other students who have mastered the subject matter and can verbalize an understanding of the subject matter to be covered. RETIRED TEACHER PROGRAM - Retired teachers will be recruited to come into the'incentive schools and work with individual students as tutors. Retired teachers will be involved in different types of individual and small group activities that address the academic, social, and developmental needs of the students. -41- IS 1 1\n3 I 3 2I * I aides, etc. PARENT PROGRAMS - The Incentive School Program will focus on the use of extended family members as tutors, . In particular, parents/guardians and grandparents will be used on a regular basis in All classrooms and other school activities (advisors, evaluators of programs, activity sponsors, etc.), incentive school activities will reflect the philosophy that parents/guardians are the first teachers of children. Parents will be regarded as learning partners in the educational process of their children. In some cases, a number of parents/guardians will be employed as aides with the expectation that they will complete college teaching degree programs leading to certification and possible career opportunities in the District. The incentive schools will also support the needs of parents. These schools will become learning and community centers accessible to parents and community organizations after regular school hours. Parent support workshops will be provided on a periodic basis throughout the school year (at least one workshop each quarter). These workshops will be directly related to the instructional activities in the classroom and will address topics such as: 15 1 -1 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Reading skills Adult literacy (i.e. GED program, etc.) Math instruction skills Parent/child advocacy skills Use of community agencies and resources Counseling services Career opportunities Use of standardized tests Computer literacy Higher education oppportunities I 1 I In addition to the parent support workshops, the incentive schools will use various strategies to increase the accessibility of the schools to parents and community members. r I 5 I COMMUNITY PARTICIPATION - Community participation in the incentive schools shall be encouraged by the involvement of community organizations, employers, civic and social organizations, and public agencies. Each school will participate in the Partnerships in Education Program and will maintain at least one business partnership. These organizations will be engaged in programs which extend learning experiences beyond the classroom. For instance, field trips, onsite career awareness opportunities, Saturday enrichment activities, and role model programs will be supported by business partners and/or various community organizations. For instance, field trips. k s- z I -42-The use of support programs is critical to the success of the Incentive School Program. In addition to the use of external monitoring sources, the building principal will be directly responsible for monitoring the effectiveness of all support programs. The effectiveness and progress of these programs will be prepared by the building principal and submitted to the Superintendent's office (including the Associate Superintendents) on a quarterly basis. IZ 1__1_, instiruments used by external monitors will also address the Monitoring effectiveness of support programs. i Staff Selection Criteria\n. IM J The principal will demonstrate: lil - knowledge of elementary curriculum. - a commitment to being a leader in staff development by initiating, participating, monitoring, and maintaining inservice activities. - competency in interpersonal relations with faculty, students, parents, administration, community and support staff. - a knowledge of and commitment to the differences and similarities among various socioeconomic, social, gender, and cultural groups. the ability to apply the principles of child growth and development with faculty, students, parents, administrators, community, and support staff. - the ability to apply the concepts inherent in the principles of learning with faculty, students, parents, administrators, community, and support staff. - a knowledge of current educational theory/practices and the ability to make appropriate application in the development of the school population. The certified staff will demonstrate: J J I ) - competency in the total teaching act. - commitment to the philosophy of the incentive school. - a commitment to participate in staff development activities and apply skills in the classroom. - the ability to teach to differences as evidenced by daily planning and delivery of instruction. - sensitivity to cultural differences as evidenced by the physical features of the classroom which should reflect I 3 1 the society (population) that it serves. a other certified teachers Lead teachers will demonstrate the same competencies as teeehers in addition to the following: - the ability to work with diverse cultural groups of students and parents. - the ability to accept change and adapt readily to learning situations. new I -43- 1 - the ability and willingness to share successful teaching strategies with other teachers and students. - the ability to accept constructive criticism from fellow educators. - a strong interest in research. Lead teachers are those who model effective teaching strategies and are selected to serve as coaches for preprofessionals, student teachers, and peers. t staff Development\nAlthough LRSD expects to assign to the incentive schools exceptionally qualified personnel, specific inseirvice will be necessasry to implement the unique instructional program, following: Basic inservice will include the Mission and purpose of the incentive schools (1 day) Curriculum refinement (10 days) -Identification of desired learning outcomes -Identification of concepts and skills to be taught at each grade level -Delineation of the sequence of teaching topics for each grading period Overview of Program for Effective Teaching (PET)(1 day) Expectation Theory (Accepting Differences) (1 day) Student Team Learning (3 days) Developing Higher Order Thinking (1 day) Classroom/Discipline Management (2 days) Planning for Achievement Difference within the Whole Group Theory of Lesson Planning (1 day) Computer Training (1 day) Instructional Aide Inservice (1 day) Clerical Aide Inservice (1 day) Developing Parents as Partners Implementing the Homework Center Program for Accelerated Learning During the 1990-91 school year, maintenance activities for summer 1990 staff development activities will be conducted. Additional Staff Development Activities will include the following: PET (1 cycle) Developing Peer Tutors (2 days) Developing Adult Tutors (2 days) Teacher Expectations and Student Achievement (TESA) An annual assessment of staff development needs will be conducted. Inservice activities will be scheduled based on needs related to implementation of the Incentive School Program. The staff development department will coordinate inservice activities. -44- J1 1 I : 3 IaI 1 2 1 Recruitment\nAggressive 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. marketing campaign for the Incentive School Program will The focus on two major strategies. First, all parents in the 15 three school districts will be informed about programs available in the incentive Second, in order to schools. desegregate the incentive schools, various neighborhoods throughout Pulaski County will be targeted. In each case, the marketing strategies will emphasize the unique learning opportunities available at the incentive schools. I All of the schools designated as incentive schools beginning in the 1990-91 school year currently have (as of October, 1989) racial percentages ranging from 84 to 99% 1 I black. The black percentage at Rockefeller is 84% black and the black percentage at Stephens is 99% black. The acceptable range, or desegregation requirement, for all elementary schools in the Little Rock School District is plus one-eighth and minus one-fourth the total black percentage at the elementary level. This foirmula, which is within the guidelines established by the Eighth Circuit Court of Appeals, results in a range of 51 to 76.5% black. The purpose of the recruitment program is to comply with the desegregation requirements in each incentive school. 1 The recruitment program will encourage voluntary assignments that will not have an adverse effect on the desegregation requirement at each incentive school. Of course, the use of voluntary measures will necessitate I long-range goals for full compliance with the desegregation -y- . Each incentive school is expected to be in requirements. full compliance with the desegregation requirement by the beginning of the 1994-95 school year. I In order to ensure that recruitment is regarded as a major priority in the incentive schools, the number of white students at each school will increase no less than the annual goals listed 3 on the attachment, \"Yearly Goals To Meet Desegregation Requirements.\" These goals will remain in effect during the five-year period from 1990/91-1994/95 or until the school meets the desegregation requirement, whichever comes first. I f!  The incentive school recruitment program will focus three objectives: on 1) 2) To provide information to the community about the incentive school program. To use specific recruitment strategies for predominately white neighborhoods throughout Pulaski County. 2 -45-... f ___I 3) To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. As stated earlier, the various recruitment strategies will emphasize the unique learning opportunities at the incentive schools, on the following: 1) 2) In particular, emphasis will be placed I i t'-fi 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) Extended day learning opportunities Scholarships for post high school educational opportunities Foreign language instruction An individual education plan for each student Academic competition Homework Centers Computer literacy instruction Attractive facilities Low teacher/pupil ratios Emphasis on higher level thinking skills Permanent substitute teachers Saturday enrichment opportunities Each school-based Biracial Advisory Committee will be primarily responsible for implementing recruitment strategies. The school-based Biracial Advisory Committee consists of the building principal, teachers, parents, and students. The parent recruiters in the Little Rock School District Student Assignment Office will assist each schoolbased committee in developing and implementing specific recruitment activities. Although the parent recruiters will provide central office support for certain recruitment activities, it is believed that the most effective recruiting comes from the parents, students, and building staff. In addition to the specific recruitment activities implemented at the school level, the parent recruiters will conduct the following activities to meet the objectives of the incentive school recruitment program: A. To provide information to the community about the incentive school program. IP 5 II I 3 1 1) 2) Information booths at prominent shopping centers and malls throughout Pulaski County. Develop highlight sheets and distribute to all elementary students in Pulaski County. Highlight I 3) sheets will also be displayed in local businesses. Insert highlight sheets in bills of utility companies. Conduct information sessions with special audiences (i.e., PTA Council, PAC Council, Junior I -46- 4) League, League of Women Voters, Chamber of Commerce Education Committee, Realtors Association, etc.) Develop and distribute generic public service announcements (PSA's) to all media. Public B. 5) 6) 7) 8) service announcements will be a part of an ongoing media blitz to heighten public awareness regarding incentive schools. Billboards, bus benches, etc.. will also be used to advertise generic information about incentive schools. Produce short videocassette recordings to be used in public presentations (i.e., PTA meetings, realtors, etc.) Seek incentive school endorsements from local celebrities. Conduct individual and small group recruitment meetings with potential parents. In addition to the above. The Little Rock School District Offices of Desegregation and Communication will be responsible for the following: a) b) c) Hire a marketing expert to develop and implement a multi-year marketing campaign. Conduct an ongoing media blitz that focuses on the positive aspects of the incentive school program. Highlight incentive schools in all district publications. To use specific recruitment strategies for targeted neighborhooods throughout Pulaski County. 1) 2) 3) 4) 5) Assist school-based committees in targeting geographic areas/neighborhoods for informational blitz regarding specific incentive schools. Information will also stress group preference as an assignment option. Assist schools in developing small group \"For Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc., with the incentive schools. Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-M transfers to incentive schools. Work closely with student assignment offices in NLRSD and PCSSD and the Magnet Educational Team (MET) to target specific neighborhoods for recruitment activities. Assist each incentive school in establishing and scheduling a speaker's bureau. The parents of white students enrolled in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, students, etc. -47- 10 5 J J I(5 1 3 I3 I 11 J c. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. t: I The Little Rock School District Biracial Advisory Committee will also serve as the steering committee for the incentive school recruitment program. The Little Rock School District Office of Desegregation will be responsible for compiling bi-monthly reports on the implementation and effectiveness of various recmitment strategies. These reports will be shared with the Little Rock School District Board of Directors, Joshua and Knight Intervenors, and the Metropolitan Supervisor. The bi-monthly reports will be developed by each school-based Biracial Advisory Committee. The Districtwide Biracial Advisory Committee will review each bi-monthly report and recommend to the Board of Directors and/or Office of Desegregation any changes needed in recruitment strategies/activities. The Biracial Advisory Committee will also appoint two ex-officio members with expertise in marketing/ advertising to advise the committee on recruitment strategies. The Districtwide Biracial Advisory Committee will visit the incentive schools once each quarter. Among other things, the committee will evaluate the recruitment program in each building. The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report for each incentive school. Post High School Scholarships\nThe incentive school program is intended to provide both short-term and long-term opportunities for educational excellence. As incentive school students experience the short term benefits of high quality learning experiences in grades K-6, it is imperative that they have the resources needed to extend their educational careers to post high school learning experiences. To this end, a scholarship program will be provided for all LRSD incentive school students. A trust fund will be established for each student who completes at least one full school year at an incentive school. One-seventh of the full scholarship amount will be awarded for each full year of enrollment in an incentive school. S Upon graduation or withdrawal from an incentive school, the total amount awarded for each full year of enrollment will be placed in a trust fund. ' The trust fund will be administered by a committee made up of two representatives from the Little Rock School District and one representative from the Arkansas Department of Education, Joshua Intervenors, and the Knight Intervenors. A student must -48- ! I -1 J I I 3 I \"S r k zenroll in a post high school institution within two years of graduation from high school in order to receive incentive school scholarship funds. Scholarship payments will be made directly to the post high school institution. I*' -49- IS -5 I I 1  J 1 r .At  SUGGESTED TIME ALLOTMEOT SCHEDULE FOR THE INCENTIVE SCHOOLS TIME: Regular Day 8:00-3:00 \"7 hours \"-6 hours (instruct ion) *1 hour(lunch/break) Extended Day 3:00-5:00 -'2 1/2 hours '2 hours (instruct ion) 30 min.(snack/break) Extended Saturday 8:00-12:00 4 hours *3 y./'i. hours -\u0026gt;30 min(snack/break) GRADES: Kindergarten - One - TWo - Three/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) * Reading 90 min. Apx. 450 min. -'Language Arts - Spelling - Handwriting - Communication (Oral/Written) - Literature - Library 90 min. Apx. 450 min. 1 1 Mathematics 45 min. Apx. 225 min. \"Social Living - Science (Health-Safety) - Social Studies (History-Economics- geography) 60 min. Apx. 300 min. Fine Arts/P.E. - Art - Music - P.E. 45 min. Apx. 225 min. TOTAL 330 min. Apx. 1650 min. 1 3 *REGULAR DAY 8:00 - 3:00 1 hours 6 hours (Instruction) 1 hour (Lunch/Recess) I ^(Exercises in Foreign Language can be integrated with any of these areas.) A k 1 -50- IEXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [120 Min. - Instructional] [ 30 Min Snack/Break] n Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. a Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. Apx. 150 min. n Creative: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. -5 J J TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [210 Min. - Instructional] [ 30 Min. - Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences (field trips, etc.) 70 min. 1I7 Creative Expression: - Reading/TVriting - Listening/Speaking Clubs/Events: - Computer-Art-Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 210 min. -51- I3 IJ. I s I J 5i i  il TIME: GRADES: Regular Day 8:00-3:00 *7 hours '6 hours (Instruction) *1 hour(Lunch/Recess) Extended Day 3:00-5:30 * 2 1/2 hours * 2 hours(Instruction) 30 min(snack/break) Fourth - Fifth - Sixth/Regular Day BLOCKS (Daily) Extended Saturday 8:00-12:00 '4 hours *3 1/2 hours 30 min(snack/ break) 8:00 - 3:00 TIME (Weekly) -'Language Arts: - Reading - Spelling - Handwriting - CoiTinunication(oral/written) - Literature - Library Mathematics Social Studies: - Geography - History - Economics Science: - Health - Safety Fine Arts/P.E.: - Art - Music - P.E. TOTAL 150 min. 60 min. 45 min. 30 min. 45 min. 330 min. Apx. 750 min. Apx. 300 min. Apx. 225 min. Apx. 150 min. Apx. 225 min. J I I '1 I Apx. 1650 min. (Exercises in Foreign Language can be integrated with any of these areas.) n I It D i -52-EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [2 hours - Instructional] [30 min. - Snack/Break] Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. 4 Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. t k Apx. 150 min. Creative: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [3 hours - Instructional] [30 min Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences Creative Expression: - Reading/Writing - Listening/Speaking Clubs/Events: - Computer - Art - Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 70 min. 210 min. -53- lit I J J I f I i 1 h J IATTACHMENT yearly goals to meet desegregation requirements (Number of White Students) lit GARLAND ISH MITCHELL RIGHTSELL ROCKEH*.! T ER STEPHENS IJ I 'a 1989-90 14 1 19 17 35 1 1990-91 27 14 29 25 42 13 J 1991-92 40 21 39 33 49 25 1992-93 53 28 49 41 56 37 1993-94 66 35 59 49 63 49 'I 1994-95 79 43 69 58 72 62 CAPACITY 320 180 280 240 300 260 -54- 1 J 1 I I TI Area Schools Schools where students attend based entirely on attendance zone identification and which are not designated 0\nas incentive schools are called area schools, the following\nThese include I Jr- Senior High Schools\nJ.A. Fair Hall McClellan J 1r Junior High Schools\nCloverdale Forest Heights Henderson Mabelvale Pulaski Heights Southwest 51 1 II Elementary Schools\nBadgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Romine Terry Wakefield Watson Western Hills Wilson Woodruff ItI1I 5: I1  Academic Progress Incentive Grants\nAcademic success for all students is a primary goal of the desegregation/integration process. The Little Rock  School District has developed and adopted several programs designed to increase student achievement. District-wide -55- achievement data indicate the need for additional strategies to reduce the number of low achievers. Therefore, the Academic Progress Incentive Grants Program will be established, follows: The program goals are as 1. 2. To improve the education for all students To reduce the disproportion in academic achievement that is evident between groups formed on the basis of race, gender, and economic status. I Local schools will develop proposals to increase overall achievement and decrease academic disparity. ' proposals should include strategies based on promising practices to enhance student achievement. Teachers, The building administrators, and patrons shall participate in the development of the local school proposal, proposals will be announced. A request for The grant will be for one year with an option for two additional annual awards, shall not exceed $25,000. The amount of the annual grant Magnet schools and incentive schools will not be eligible for the Academic Progress Incentive Grants. Additionally, area schools will be given opportunities before magnet schools or incentive schools to receive additional assistance to establish \"islands of excellence\" or model classrooms in their schools. For example a school might wish to develop a model classroom in social studies. Additional resources and assistance from the central administration will be provided and a model classroom will be established. Teachers and administrators from other schools will be encouraged to visit the classroom to gain new ideas and insights into effective teaching techniques which they can then use in their schools and classrooms. Community Support Grants\nThe availability of extra resources in magnet and incentive schools continues to be an area of concern for many parents in the area schools. Although special funds have been earmarked for magnet and incentive schools, enhancement opportunities must be available in all schools. All schools must have the resources needed to offer quality desegregated learning experiences. In order for quality desegregated learning experiences to occur, all schools must have access to extra resources needed for program enhancement. Community Support Grants will be provided to address the recruitment needs of area schools. Community Support Grants will be used to reward local efforts to improve desegregation. Emphasis will be placed on awarding grant -56- J1 J1IIs I 1 c I 11 s 1 proposals that have a positive effect on desegregation efforts. 1. 2. 3. 4. 5. 6. 1. 8. The district will be divided into clusters, and schools will only compete for funds with other schools in a given cluster. No more than two schools in a cluster may receive a Community Support Grant. Grant-writing teams must consist of at least the building principal, two teachers, one noncertified staff member, and four parents. A central office committee made up of the Associate Superintendent for Desegregation Monitoring and Program Development and others appointed by the Superintendent will evaluate grant proposals. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Local businesses will be asked to help finance the Community Support Grant program. This will give local businesses the opportunity to become actively involved in the District's desegregation efforts. Magnet schools, incentive schools, and schools of choice will not be eligible for Community Support Grants. Schools cannot fulfill desegregation requirements without the involvement of the communities which they serve. The use of Community Support Grants will encourage entrepreneurship, ownership, and commitment to local desegregation efforts. The three-year grant awards (Academic Progress Grants and Community Support Grants) should provide sufficient time for the new strategies to become a part of the school culture. schools. Certain changes are proposed for some of the area These are outlined below and will be considered in more depth as we finalize the plan during the next two months. 1. Woodruff Elementary Expand the school by adding ten classrooms. Some of these classrooms will be used for an early childhood education program. Also, an Extended Day Program will be offered to attract children of parents who work in the state government offices. A percentage of seats will be reserved in order to meet desegregation requirements, would be complete by 1990-91. The expansion -57- . H  J 1 I j 5 i I I I j2 . Western Hills Elementary si Expand the school's capacity and eliminate the use of portables. Approximately one hundred children attend classes in portable buildings at Western Hills. This plan would expand the capacity of the school by two hundred students. available by 1991-92. Additional spaces will be 3. Cloverdale Elementary and Junior High School Expand the schools' capacity by approximately two hundred students. -58- J *5 J 1 5 I Ill Specialty Schools I Some of the District's area schools already have special themes, and nothing in this plan precludes their continuing to develop them. However, one specialty school, Badgett Elementary, is described in detail because it J^elates closely to the theme of the aviation/transportation magnet school to be located near the airport. Aviation/Transportation Specialty School: Badgett's instructional program will be structured around a transportation theme. interdisciplinary concept. Transportation is a It includes science, technology, history, geography, mathematics, international studies, and human services. \"A transportation theme would be ideal for the development and implementation of an interdisciplinary curriculum. The central Arkansas region has a wealth of transportation industries. Air, rail, trucking, and boat/barge transportation are all located in central Arkansas. These industries should serve as a resource for the Aviation/Transportation Specialty School. The Aviation/Transportation Specialty School has the following goals: A. B. C. D. Students will learn the District's basic curriculum through the theme of transportation. The instructional program will be enriched by field trips, guest speakers, and special events related to transportation. Concepts and skills about transportation will be mastered so that students will be prepared for the Aviation/Transportation Junior High School should they choose to apply. The thematic approach to the delivery of instruction will increase student learning through increased motivation and greater transfer of prior learning. The Aviation/Transportation Specialty Elementary School will utilize an interdisciplinary curriculum that emanates from the theme of transportation. Social studies will focus on the effect of transportation on the location of cities and communities. Geographic influences on transportation routes will be examined. History will be taught in the context of transportation's influence on human endeavors. Science will deal with the physics involved in transportation (e.g., mechanics of flight) as well as the inventions that had a major impact on society at the time (e.g., steam engine, airplane). Many basic science skills can be taught from a transportation reference point. machines, sound, energy, and natural resources, for example, all relate to transportation. Simple 1 1 II I I J 1I 1 IS-ur -59- I tl To enhance the climate of the school, the transportation theme will be obvious to those who visit the school. Bulletin boards, hall displays, assembly programs. and other instructional activities will emphasize transportation. Guest speakers and field trips will frequently incorporate transportation ideas. One or more specialists will help deliver the school's instructional program. The specialists will coordinate efforts to develop an interdisciplinary curriculum with a transportation theme. They will head-up the curriculum development process and will assist in inservice for other staff members. lI Students will take field trips to local transportation industries such as Little Rock Municipal Airport, Falcon Jet, Central Flying Service, Arkansas Highway Department, Missouri Pacific Railroad, Terry or Murray Lock and Dam, and the Little Rock Port Authority. Speakers from the transportation industries will present programs in the classroom. Due to the proximity of Badgett and the Junior High Aviation and Transportation Intradistrict Magnet School, cooperative projects between the schools will be common. Junior high students can present lessons to the elementary students. - Elementary students can do assembly programs J (song, dance, skits) for the junior high students. Tutoring, mentorships, and the likes can also be worked out between the schools. 1 other specialty schools will be considered in the long range plan. I For example, if it appears necessary to close an existing elementary building, other uses for the building will be sought including the creation of an alternative 1 school for students in grades 10-12 or an early childhood and infant care center. I Also, to extend the aviation and transportation theme, administrators in vocational education will begin working with the Arkansas Department of Education to establish programs at the Metropolitan Vocational Education Center to prepare students for careers in aviation mechanics and other 3 transportation related areas, place by 1992-93. These programs will be in -60- b I IC. Publicity and Information Often the success or failure of a school depends on the extent to which accurate, timely, and clear information is provided to parents and students about its programs and unique features. As the programs for schools of choice. intradistrict magnets, incentive schools, area schools, and k specialty schools are planned and developed, parents will be encouraged to participate fully in the process through contributing their ideas and suggestions. I i  The District will explain and publicize the programs 5 available at each school to parents, students, and the .1 general community through the use of the District's television channel, through printed brochures describing each school, and through ongoing contact with the education reporters for the local newspapers and television stations. Information coordinators (described in Chapter 8) for each I I 5 school will assist in developing information brochures and obtaining publicity for their schools. I I 1 I 5 k I  I -61-III. INSTRUCTION A. Equity in Academic Achievement B. Early Childhood Education C. Multicultural Education D. Special Education E. Gifted and Talented Education F. G. Guidance and Counseling Extracurricular Activities 1 I tIII -62- a- J A. III. INSTRUCTION Equity in Academic Achievement i If the desegregation of a school district does not result in a superior education experience for all students, then it is not successful no matter how \"balanced\" schools may be. It is not acceptable to bring children to the doors of the school house only to resegregate them again in their classes and programs throughout the school day. This section of the plan identifies problems related to equity in the academic achievement of our students and proposes ways to address their problems. Problem One: Disparity in educational achievement between black and white students (as evidenced by grades and standardized tests) continues despite several years of awareness of the issue and efforts to deal with it. It is clear that the disparity in educational achievement between black and white students worsens as students move from grade to grade. It is necessary 5 ^h^efore that this desegregation plan address this very serious problem. The following solutions are proposed: 1. Conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a prearranged schedule to determine I their educational effectiveness for all I youngsters. Programs to be audited include: 1 Art t -63- JChapter I Reading and Math Drug Education Foreign Language Four Year Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library Media Mathematics Music Physical Education, Health, and Nutrition Education 1 I Program for Accelerated Learning (PAL) Reading Science Social Studies I Special Education 3 Vocational Education The first programs to be audited will include Chapter I Reading and Math, Guidance and Counseling, PAL, Learning Lab, and Foreign Languages. The purpose of the review will I- be to determine whether modifications in programs need to be made in order to increase their educational value to -64- 2 I Istudents. In some cases programs may need to be eliminated or drastically changed. 2. Seek assistance in establishing an Instructional Management System for every student. Technology now exists which can help us analyze a student's learning styles and achievement levels, predict success or failure in school based on a number of factors, and prescribe the necessary interventions in a timely manner. The District will immediately seek to work with experts in instructional technology to devise such a system. -5 4. It should be noted that this approach is intended to benefit both the successful as well as the unsuccessful student. The District will attempt to have this program in place by 1991-92. Begin immediately to develop a five-year schedule for the review of all courses to determine whether their content is sufficiently challenging. relevant, and enriching to students. Require that curriculum supervisors review the use 3. 1 I of the multiethnic curriculum guides and propose necessary revisions and modifications. This will be done yearly so that problems which become apparent can be quickly solved. Problem Two: We continue to have disproportionate I- representation of students by race in certain classes. f programs, and activities. -65- 2 I Ia This is not a problem to be addressed by simplistic solutions such as quotas or percentages which are humiliating and frustrating to students. Every student, both the gifted and the low-achieving, must be given every opportunity to excel, be challenged, contribute, and produce in school. This problem must be addressed first by being certain that a strong basic education is provided to all students beginning with kindergarten or before and that provision is made to concentrate on youngsters who need I -s the enrichment experiences and activities to enable them to compete with more advantaged students and not lose ground as they move from grade to grade. These include additional or extended homework centers, summer learning programs, Saturday classes, Extended Day program, academic incentive programs, and tutorial 5 services. In schools which lack these programs, the District will allocate funds to establish at least one sub program in each school. To a large extent principals, teachers, and guidance counselors can positively impact this problem. However, they must be supported by a Board and an administration which insist on optimum learning opportunities for all students. The extent to which t- 1 I I 1 staff development can assist teachers and administrators in dealing with this problem will be discussed in another section of this plan. I -66- L 1Problem Three: In too many instances different expectations for the level of learning are expected from different students. Most students can learn most of what they should know. The research on this plan is irrefutable. The question is why students do not learn, and the answer has to do with what is expected from them. The District has already recognized the problem of different expectations and is attempting to provide training for all teachers in a program called Teacher Expectations and Student Achievement (TESA). As part of the long-term plan, TESA will be required and provided for all teachers, administrators. library media specialists, and guidance counselors. Additionally, Cooperative Learning and the Program for I I I Effective Teaching will be included. These programs 5 and others will be discussed in the section on staff development (Chapter 7). Also, in instances where teachers have had success in teaching low-achieving students, the District will provide opportunities for other teachers to visit \"model classrooms\" where successful teachingand I I learningfor all students is occurring. B. Early Childhood Education I- Someone recently stated that the answer to the drug problem in society was not to build more prisons but to establish early childhood education programs in the schools. -67- 2 IThe Little Rock School District has experienced success with the HIPPY Program and its four-year-old programs at Washington, Ish, Franklin, Stephens, and Rockefeller. .s: However, it is clear that such programs must be expanded. The District will add an additional program at Woodruff in 1990-91 and will initiate a Montessori program at Garland in 1991-92. In 1991-92 the Early Childhood Program will be evaluated and plans to expand them to other schools will be submitted to the Board. The District will also establish Parent Centers at Washington and Franklin to provide assistance to the parents of children enrolled in the programs there. The Parent Centers will be evaluated by the District in 1991-92. The goal is to have early childhood programs and Parent Centers in at least half of the elementary schools by 1994-95, and in all elementary schools by 1998-99. C. Multicultural Education I 1I 5 In its commitment to provide equal educational access I for all students, the Little Rock School District included in its 1988-89 court mandated desegregation plan the development and implementation of a multicultural education program for grades K-12. 5I Multicultural education seeks to ensure that male and female students, exceptional students, and students who are I-members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. In essence, multicultural education includes (1) the infusion -68- 5II I of multicultural content when appropriate into the core subject matter areas\n(2) the use of various instructional/learning strategies to address diverse learning styles of students\nand (3) the demonstration of the attitude and belief that all students, regardless of cultural diversity, can learn. Multicultural Education has several goals: 1. The development of decision-making and social action skills. 2. The viewing of historical and contemporary events 3. 4. 5. 6. 7. from diverse ethnic perspectives, clarifying students' own ethnic identities and helping them to function effectively within their own ethnic communities. 1 The development of cross-cultural competency\nthe ability to function within a range of cultures. Providing students with cultural and ethnic alternatives to problems. Greater self-understanding by viewing one's self from the perspectives of others' cultures. The reduction of ethnic, racial, and cultural conflict and discrimination through the expanding of students' conceptions of what it means to be human and the development of an appreciation for and sensitivity to the diversity of lifestyles. Mastery of essential reading, writing, and 5 I I computational skills. -69- JTo achieve these goals the District is currently involved in the following six-year plan\nNote\nThis plan modifies the multicultural program approved by the court in the 1989-90 Desegregation Plan - Volume 1, January 31, 1989 Phase I (1987-88) - Awareness for district staff members and input from cultural groups within the community Phase II (1988-89) - Development by committees of teachers of grades K-6 curriculum guides in the following content areas\nEnglish, fine arts, math, reading, science. -5 and social studies (1989-90) - Implementation of the above grades K-6 curriculum guides Phase III ,1 1 (1989-90) - Development of grades 7 and 8 curriculum guides in social studies, American history, and Arkansas history Phase IV (1990-91) - Development of curriculum guides for\nI 1 a) Ninth grade Civics b) C) d) e) American Government (10-12) American History (regular - (10-12) American History (AP - Grade 11) Contemporary American History and Arkansas Studies (Grades 11-12) I- Phase V (1991-92) - Development of curriculum guides for\na) World History, World Geography, and World Cultures (Grades 10-12) -70- 2 I 1b. AP European History (Grades 11-12) Phase VI (1992-93) - a) b) Sociology and Psychology (Grades 11-12) Any additional courses added to the c) social studies curriculum (Grades 11-12) Refinement of existing course guides (if needed) Grades (11-12) The Little Rock School District is on schedule according to the above six-year plan. Periodic review of the content of the guides and their use by teachers will assist us in making modifications or in providing staff development to assist teachers in using the guides. D. Special Education Much work has been done to lower the over- representation of black students in special education classes. Efforts have focused on helping special education ! ii teachers, principals, and regular teachers do a better job of analyzing the needs of youngsters. Extensive training and follow-up are provided by the special education staff and these efforts will continue. Special inservice training I 1 has been provided to help teachers understand and cope with the vulnerability of black male children in society. Disproportion is a continuous issue, and tremendous studies have been made in addressing it in the District. Targeted goals for the Special Education Department include: I -71- If- 1. The development and implementation of a comprehensive sex education program for handicapped students (1991- 92) 2. The expansion of the Learning Center concept to include a center at the junior high level (1991-92) 3. Expansion of the use of the Consulting Teacher Model to provide indirect services to mildly handicapped students (1990-ongoing) 4. Expansion of vocational training for handicapped students that will enable them to meet current and future job market demands (1991-1994) 5. Expansion of research activities to determine the effectiveness of special education programs for different handicapped populations. (1991-1994) E. Gifted and Talented Education The Little Rock School District's Gifted and Talented Program offers services to its students through a design that consists of observation and enrichment for all students in grades K-2, a resource room for students in grades 3-6, and special classes for students in grades 7-12. The program operates under the auspices of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986. The Standards provide the -5 ? t 1 framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and -72- 2 I it II I facilitators) who have completed or who are in pursuit of graduate credits in gifted education. In the Gifted and Talented Program Approval Standards issued by the Arkansas 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 experiences and/or services.\" The criteria for f pupil placement into gifted and talented programs shall be above average intellectual and creative ability and also task commitment and/or motivation. 1 j -5 No criterion shall be used if the result has a disparate impact upon any racial group within the District. Moreover, special attention shall be denoted to 1 identification and placement of pupils from low and middle socio-economic levels. The goal is to decrease the disparity between the number of black and white students placed in the program and the total number of black and white students in the district. This can be accomplished through nurturing the 1 gifted potential of students in the K-2 Enrichment Program and by increasing the number of students at the nomination level of the identification process. A second major goal is to design a curriculum that is (- appropriate for gifted students. Our plan is to have the curriculum completed by the 1991-92 school year. -73- I IF. Guidance and Counseling All too often, the traditional guidance and counseling program fails to address the needs of poor and minority students. 1. Of particular concern are the following factors: In many instances, regardless of curricular offerings, low-income and minority students tend to take fewer courses than are needed in s 1 2. 3. preparation for college. The problem is particularly evident in the areas of math and science. Most black students take fewer years of coursework in math, science, and social studies than do white students. Despite an overall increase in the number of minority students graduating from high school. college enrollment of black students appears to be declining. Even more troubling is the problem of minority retention rates in four-year colleges. These two areas could be positively impacted if early educational preparation and achievement of minority students became a priority. The perceived reduction in the availability of financial aid within the last decade has affected the college retention rates of low-income and minority students who are nearly twice as likely to be dependent upon financial aid to enroll and stay in college. Sufficient financial aid f i 1 I 1 I 3 5 assistance to enable minority and low-income -74- I 1i 1 4. 5. students to pursue post secondary education is a critical need. The high school dropout rate for minority students is increasing. This is a particularly troublesome concern for black males who appear to be dropping out of school at alarming rates. Early intervention and encouragement are factors that have been shown to have a significantly positive impact on the number of low-income and minority students who successfully complete high school and a four-year college program. Learning failures among students frequently are caused by lack of support and encouragement from school and family rather than lack of ability. For many students this source of assistance and encouragement comes from a variety of sources, most often the family. However, with increasing \u0026lt;1 1 1 familial pressures and changing family patterns. I more of the burden for these kinds of support for many minority and economically disadvantaged 1 students is placed on the school and community agencies. When planned and implemented properly, guidance and counseling programs can assist low-income and minority students to improve their academic performance and attitude I toward education\nto enhance self-esteem\nto decrease incidences of academic failure, poor attendance, and I -75- Jdiscipline problems\nand to reduce the dropout rates. A comprehensive, systematically delivered program can also enhance access to post-secondary education and employment opportunities for minority students who often find such 131' access limited for them. To address thes\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_951","title":"Desegregation: ''Preliminary Draft of North Little Rock School District, Revised Desegregation Plan''","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":["1989-11-01"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational law and legislation","Educational planning","School employees","School enrollment","School facilities","School improvement programs","School integration","Student assistance programs"],"dcterms_title":["Desegregation: ''Preliminary Draft of North Little Rock School District, Revised Desegregation Plan''"],"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/951"],"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\nLittle Rock School District v. Pulaski County Special School District\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n          North Little Rock Public Schools PRELIMINADRRYA FT OF NORTLHI TTLER OCKSC HOODLI STRICT REVISED DESEGREGATPILOANN           IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKT COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION PLAN i PLAINTIFF DEFENDANTS IN'l'ERVCNORS INTERVENORS           Introduction Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: TABLE OF CONTENTS Student Assignment Plan. Staff Recruitment Plan. Special Education Plan Introduction Compensatory Education .. Compensatory Programs Aimed at. Dropout Prevention Extracurricular A~tivities. Discipline, Expulsions and. and Suspensions Gifted and Talented Education. School Construction and Inaaequate. Facilities Section 10: Desegregation Monitoring Section 11: Parental/Community Involvements Referral Evaluation Placement and Programming. Procedures for Handicapped Students Page i 1 15 21 32 49 57 60 62 85 88 89 91            INTRODUCTION In its decision of April 13, 1984, the 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. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F.Supp . 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were unuerrepresented on the administrative staff and teaching faculties of the NLRSD schools. Id. at 348, Paragraph 91. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD had failed to have blacks coaching at the senior high level. Id., at 348-49, Paragraph 93 . 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id. at 349, Paragraph 94 and 99 . Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) and ( 1) ( g). ii            6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 and Paragraph 103(l)(a). 7. A disproportionate number of blacks drop out of school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from school. Id., Paragraph 102 . 9. The NLRSD did not provide adequate compensatory education programs for black students. Id. at 350, Paragraph 103(l)(c) . 10. A disproportionate number of black students were bussed in the NLRSD with \"less than satisfactory desegregation results.\" Id. at 351, Paragraph 103(5)(a) . 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 . n-012 iii            The Court of Appeals for the Eighth Circuit affirmed these findings and also noted that, in addition to correcting the violations found by the District Court, the NLRSD would be required \"to comply fully with the prior orders of the district court and this Court.\" LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985) . The NLRSD's remedial plan, originally submitted as NLRX R-1, was directed toward remediating those segregative acts determined to have interdistrict segregative effects and did not address those violations which were intractistrict in their effect. The Court, however, directed that the NLRSD address these intradistrict violations as well and on October 14, 1986, the NLRSD filed its Supplement to Plan. Cumulatively the Plan and Supplement addressed all violations found by Lhe DisLrict Court and the mandate of the Eighth Circuit Court of Appeals regarding Lhis and all prior orders. On February 27, 1987, the Court approved the Plan, as supplemented, in all respects and no party appealed. LRSD v. PCSSD, 659 F.Supp. 363, 367-68 (E.D . Ark. 1987). Since that time, the NLRSD has on several occasions requested the Court to amend the Plan. These include: 1. Addendum to Student Assignment Provisions of Section 1 of the Plan, filed on July 21, 1987 and approved by Order of July 27, 1987 . n-012 iv            2. Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School, filed July 20, 1988 and approved by Order of September 1, 1988 . 3. Petition to Modify NLRSD's Desegregation Plan submitted to the Special Master on February 15, 1989 and approved by Interim Order of July 27, 1989 . PURPOSE OF REVISED PLAN One purpose of this revised plan is to incorporate the District's approved plan an\u0026lt;..! all amendments thereto into a single document. Second, t.he District committed in its origiBal Plan to implement certain compensatory education programs if adequa~e funding was provided by the State. The Settlement Agreement does provide additional funding tot.he District for compensatory education and also requires the District to provide a description to the Court of the compensatory education programs which will be implemented with the settlement monies. On October 25, 1989, the Stipulat.ed Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies was filed which details the programs that will be implemented and when. This revised plan incorporates the provisions of the Stipulation, contingent, of course, on the Court's approval of the Settlement Agreement. Third, in addition to the original plan as formally amended and the stipulated compensatory education programs, the District n-012 V            proposes some additional program commitments relevant to desegregation which have been incorporated in this revised plan . n-012 vi            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 composition represents the racial composition of the District . This plan is based on two primary premises: first that it accomplishes 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 ~' 449 F.2d 500, 501 (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed.,    Order (E.D. Ark., May 12, 1978), LRSD v. PCSSD, 659 F. Supp. 363 (E.D. Ark. 1987) incorporates the following features: 1. Since the total student population of the elementary schools in the North Little Rock School District in 1989-90 is approximately 48 percent black and 52 percent nonblack students, each elementary school in the District must have a student population excluding kindergarten, which approximates as nearly as feasible the proportion  of black and nonblack students in District as a whole.   2. To assure that each elementary school will have a balanced student population. 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, p. 8. 3. Children entering the first grade after May 1, 1978, e enter the District pupil assignment plan according to the last name of the child shown on his official 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., 362 F.Supp. 730 (E.D. Ark. 1973) . 2            5. Black students living in predominately white areas and white students living in predominately black areas are not bused or transferred . The questions and answers concerning the District's student assignment plan (Addendum lB, p. 9) 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. LRSD v. PCSSD, 778 F.2d 404, 435, (8th Cir. 1985). In 1989-90 the N~RSD has 4,444 nonkindergarten elementary students of whom 2,335 (52.5%) are nonblack and 2,109 (47.5%) are black. Thus, in order to meet the 25% standard, each school must have a black population between 35.6% and 59.4%, i.e., 47.5% + 11.9%. All the elementary schools in the District are presently in compliance with this standard . JUNIOR HIGH SCHOOLS: 1989-90 Junior high schools, grades eight and nine, are also assigned by zones. The only exception to this is an area bounded on the east by Interstate 30, on the South and southwest by the Arkansas River, and on the north by Twenty-second Street. See Addendum lC, p. 13. Black students in this area are assigned to Ridgeroad Junior High School\nall other students are assigned to Rose City Junior 3            High School. Each junior high school reflects the racial composition of the District in grades 8 - 9. These zones will be changed if and when necessary to maintain the racial balance within the District. One school, Central Junior High, serves all seventh graders in the District . In 1989-90, the junior high schools in the District have a student population that is 57.0% nonblack and 43.0% black. See Addendum lD. The black population in each school must be between 32.2% and 53.8% black, i.e., 43.0% + 10.8%. All junior high schools in the North Little Rock School District satisfy this standard. See Addendum 10, p. 14 . LAKEWOOD JUNIOR HIGH SCHOOL COMPLIANCE FOR 1989-90 Lakewood Junior High School has been brought into compliance with the court order. We used a volunteer method to bring them into compliance. A letter was sent out to all black students living in the Ridgeroad attendance zones. The letter asked for forty black students to volunteer and transfer to Lakewood Junior High School. It was indicated that this would be done on a first come first served basis. There were about 35 students to transfer . Another letter was mailed to all white students living in the Lakewood attendance zone. The letter asked for twenty white students to volunteer and transfer to Ridgeroad Junior High. It was indicated that this would be done on a first 4           come first serve basis. There were about ten students to transfer. SENIOR HIGH SCHOOLS: 1989-90 The senior high school boundaries were drawn in 1970 so that each high school's racial composition reflected the racial composition of the District. These boundaries have not been changed. They will be changed if and when necessary in order to keep each school racially balanced . The racial composition of the District's senior high schools is 62.0% nonblack and 38.0% black. Thus, each school must have a black population between 28.5% and 47.5%, i.e., 38.0% + 9.5%. The senior high schools in the North Little Rock School District satisfy this requirement . SECONDARY RESTRUCTURING: 1990-91 AND AFTER The North Little Rock School District will implement the new Restructuring Plan at the beginning of the 1990-1991 school year. The plan will affect the secondary schools only. The elementary structure will remain as is . The changes that will occur due to restructuring will be major changes. However, our desegregation plan is made stronger and even more stable as a result of the changes. At present we have two schools housing grades 10, 11, and 12\nthree schools housing grades 8 and 9\nand one school housing grade seven. When the restructuring occurs there will be only one high school housing grades 11 and 12\none school 5            housing grades 9 and 10\nand three schools housing grade 7 and 8. The seventh grade school, Central Junior High School, will be closed and will no longer be in operation. The attendance zones will be revised and reestablished as necessary to assure proper racial balance in each 7th and 8th grade school . In the 1990-91 school year when the restructuring is implemented, transportation will also be provided for the first time to all students living two miles from school . STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 40: 40: The following schools are located south of Interstate ELEHENTARY Argenta Boone Park Glenview Lynch Drive Meadow Park Pine Redwood Rose City Seventh Street SECONDARY Ole Main High Rose City Junior High Central Junior High The following schools are located north of Interstate ELEMENTARY Amboy Belwood Crestwood Indian Hills Lakewood North Heights Park Hill Pike View 6 SECONDARY Northeast High Lakewood Junior High Ridgeroad Junior High            A map showing the approximate location of all North Little Rock Schools is attached as Addendum lC . The racial composition of elementary students in the District as a whole, excluding kindergarten, is 52.5% nonblack and 47.5% black. Thus each area must be between 35.6% and 59.4% black, i.e., 47.5% ~ 11.9%. A review of the data in Addenda lA and 1D discloses that the racial composition of all elementary schools north of I-40 is 54.9% nonblack and 45.1% black and of those schools south of I-40 the composition is 50.3% nonblack and 49.7% black . The composition of secondary schools north of I-40 is 59.3% nonblack and 40.7% black and south of I-40 it is 54.8% nonblack and 45.2% black. These are all well within the+ 25% standard set by the Court of Appeals . 7           NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF SEPTEMBER 20, 1989 EXCLUDING KINDERGARTEN STUDENTS SCHOOL GROUP A LAKEWOOD ELEMENTARY CRESTWOOD ELEMENTARY BELWOOD ELEMENTARY PINE ELEMENTARY TOTAL: GROUP B PIKE VIEW ELEMENTARY ARGENTA ELEMENTARY TOTAL: GROUP C GLENVIEW ELEMENTARY LYNCH DRIVE ELEMENTARY TOTAL: GROUP D AMBOY ELEMENTARY INDIAN HILLS ELEMENTARY SEVENTH STREET ELEMENTARY BOONE PARK ELEMENTARY TOTAL: GROUP E PARK HILL ELEMENTARY NORTH HEIGHTS ELEMENTARY REDWOOD ELEMENTARY TOTAL: GROUP F MEADOW PARK ELEMENTARY ROSE CITY ELEMENTARY TOTAL: BARING CROSS* ELEMENTARY TOTALS: NON-BLACK 138 (57 .5) 117 (56.5) 79 (53.4) 103 (53.1) 437 (55.4) 226 (53.3) 109 (49.5) 335 (52.0) 133 (58.8) 157 (51.0) 290 (57.9) 224 (54.1) 285 (63.6) 183 (58.1) 197 (42.5) 889 (54.2) 135 (61.1) 190 (49.4) 117 (46.6) 442 (51.6) 129 (48. 7) 112 (56.6) 241 (52.1) 10 (47.6) 2,644 (53.8) BLACK 102 (42.5) 90 (43.5) 69 (46.6) 91 (46 .9) 352 (44.6) 198 (46.7) 111 (50.5) 309 (48.0) 100 (41.2) 111 (49.0) 211 (42.1) 190 (45.9) 163 (36.4) 132 (41.9) 266 (57.5) 751 (45.8) 86 (38.9) 195 (SO .6) 134 (53.4) 415 (48.4) 136 (51.3) 86 (43.4) 222 (47.9) 11 (52.4) 2,271 (46.2) TOTAL 240 207 148 194 789 424 220 644 233 268 501 414 448 315 463 1,640 221 385 251 857 265 198 463 21 4,915 *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 and this school is excluded from the student assignment plan . .pa 8          QUESTIONS AND ANSWERS CONCERNING THE REVISED ELEMENTARY SCHOOL DESEGREGATION PLAN FOR THE NORTH LITTLE ROCK SCHOOL DISTRICT 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 students from having to 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 . 9  4. Q. Can a student avoid being transported if he/she attends a private school during the year(s) he was e 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 attendance zone where he will be residing. If a student attends a private school during the year(s) he is to be bused he is automatically bused when he returns to the North Little Rock Public Schools . 5. 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 10            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 Redwood . 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? 11  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 . 12        HORTH LITTLE R1.,vi{ PliDLIC SCHOOLS I lr11..-NIOI) !\u0026gt;\u0026lt;lo\"' 1, \\m~~ .\\tf\\'UI-' J. ......... J ~ llo\" l'.o1l ' , .\" .,\".. \". .-.J. ... 1 .... , ..... 11.a-  1 .. h\"\"\"\"'  . I 111,h 11111\u0026lt; Ill .. k.HI.!\" ~L II N,uth ll,1ih1\u0026gt; I? l'Jtl 11,H II l'il~ \\'-.~ ,.~, .... ..... ..11 ,-.J. , .... 11.,. .. , ...) 11 S.,,e,11h S111 '.\"\". '. . .....,... .. ),o,~ ..... 1 I Jl,\"'\"\"' :!II llkl1'\u0026lt;1tuJ ?I II,\"\"-\"\u0026gt; lllall )o\u0026amp; \"'\"\"' !!. Nu11I\"-.,\" ?J Ok ~lttt !~ lh, IIJ1i111t u\"' ( c111n U. II\"' Slilh tn11tt --- --- \\ \\ '  Ridgeroad Junior High-black students' Rose City Junior High-white students  ..... ii: 0 e 4 . ~ ~ w. 0 e - - - -                SCHOOL CENTRAL LAKEWOOD RIDGEROAD ROSE CITY TOTALS SCHOOL NORTHEAST OLE MAIN TOTALS SCHOOL NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 2, 1989 JUNIOR HIGH SCHOOLS NON-BLACK No. (%) 396 (56.5) 322 (66.0) 333 (53.2) 218 (52.5) 1,269 (57.0) SENIOR HIGH SCHOOLS NON-BLACK No. ( %) 686 ( 69. 3) 528 ( 54. 5) 1,:::14 ( 62. 0) BARING CROSS* BLACK No. ( % ) 305 (43.5) 166 (34.0) 293 (46.8) 197 (47.5) 961 (43.0) BLACK No. ( % ) 304 (30.7) 440 (45.5) 744 (38. 0) (School for multiple handicapped) NON-BLACK No. (%) B!.,ACK No. (%) BARING CROSS (Secondary) 9 ( 34. 6) 17 (65.4) SECONDARY TOTALS: 2,492 (59.1) 1,722 (40.9) TOTAL 701 488 626 415 2,230 TOTAL 990 968 1,958 TOTAL 26 4,214 *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 and this school is excluded from the student assignment plan . 14            SECTION 2: STAFF RECRUITMENT PLAN The primary goal of the North Little Rock School District Personnel Office is to staff all positions in the District with the most qualified employees available. To meet this goal the recruitment, selection, assignment and promotion procedures will be routinely monitored . All personnel office programs and activities will be developed to comply with the District's Equal Employment Policy. The District is also committed to the principles of equal employment. In furtherance of the commitment, it will regularly analyze its hiring and employment practices to identify areas of under-utilization of minority employees as compared to the pool of qualified persons in the relevant labor market. The District will develop numerical goals and timetables to address any identified areas of under-utilization. District personnel involved in the employment process will be knowledgeable of all policies relevant to recruitment, selection, assignment and promotion. The Assistant Superintendent for Personnel will seek information on programs and activities related to minority recruitment and employment. When possible, she will participate in seminars designed to enhance recruitment skills. 15            ANALYSIS OF STAFF Computer software specifically designed to provide a profile of personnel by race will be used to analyze the District's staff by July 1 each year. This staff analysis will enable the Personnel Department to identify instructional areas and schools where under-representation of minority staff exists. Future decisions relating to employment and assignment of staff will be made in response to identified needs . ASSIGNMENT OF STAFF All personnel will be assigned to jobs that allow for maximum use of individual potential in an atmosphere most conducive to learning for all students. During the spring of 1990 all secondary teachers and administrators will be reassigned to facilitate the reorganization of the North Little Rock secondary schools. Assignments will be made in a manner which will allow for equal minority staff representation in all five secondary schools. PROMOTION District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. Announcements of vacancies or job openings will include information relevant to the position title, job description, minimum qualifications, salary information and method used to apply. Notices of vacancies will be posted in 16            the Central Administrative Office Building and in each of the District's schools. In addition, this information will be provided to the President of the North Little Rock Classroom Teachers' Association. Each spring the District will conduct an interest survey among its teachers and administrators with the purpose of identifying individuals who are interested in advancement to upper-level administrative or principal positions. In addition, all minority personnel will be surveyed to determine those currently pursuing or interested in pursuing certification in areas identified as having an under-representation of minority educators. A Minority Mentor Program will be developed to allow minority personnel currently employed in administration or areas with under-representation to provide support and guidance for those with similar aspirations . The District will strive to fill vacancies in assistant administrator positions with black employees who have indicated an interest in advancement to administrative positions and are currently working toward certification. Those assistants will form an applicant pool from which vacancies and newly created positions can be filled at both the District and school level. RECRUITMENT The most important aspect of employment continues to be the ability to attract qualified applicants. The North Little 17            Rock School District is committed to attracting a greater number of black applicants for certified positions thus increasing the pool from which selection can be made. To that end the District proposes the following components of a comprehensive recruitment plan. 1. The District will maintain a budget that anticipates activities related to all components of the plan and provide the necessary funding for these activities. 2. It will be the policy of the District to notify in writing all recruitment sources and to state in all recruitment materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer.\" 3. All individuals participating in the recruitment process will be made aware of the District's Equal Employment Policy. 4. All administrators will be kept apprised of the District's need for recruitment, selection and assignment of minority educators . 5. All interviews for administrative positions will be conducted by a bi-racial interview team. 6. The District will regularly analyze its staff in comparison to the pool of qualified persons in the relevant labor market to identify areas where under-representation by minorities exist. Future recruitment will be directed toward areas where under-representation exists. 7. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 8. 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. 9. The District will contact identified teacher training institutions, as well as others, using a letter of introduction and will provide them with a brochure containing brief information about the District, occupational opportunities and 18            employee benefits, an Equal Opportunity Employer's statement, and a packet containing other pertinent information. 10. The following items will be included in recruitment packets prepared for colleges and universities: - an introductory letter - a description of employee benefits - a District brochure (with minorities prominently shown throughout) - an application for employment - specific informational items on teaching, coaching and administrative positions - notices on current job vacancies - schedule of visitations and seminars - brochure described in paragraph 10 11. A recruitment team will be formed to assist the District Personnel Office staff with recruitment efforts. The team will be composed of black and white teachers, administrators. All members of the team will be knowledgeable of the District's equal employment policies and kept abreast of recruitment needs. 12. Members of the District Recruitment Team will periodically visit teacher training institutions with special emphasis on established career days or special events sponsored by the institutions . Special attention will be given to institutions that have historically produced greater numbers of black educators. 13. During special college events the Assistant Superintendent for Personnel will conduct on-campus interviews with all interested individuals. When vacancies exist, \"letters of intent to employ\" will be offered to applicants who present verifiable credentials and recommendations . 14. The District will request identified teacher training institutions to provide the names and directory information of minority students enrolled in upper level courses. Periodic communication will then be mailed to these students . 15. 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 . 16. A 10-minute slide show describing the District 19            and occupational opportunities in the District will be used at recruitment sites. 17. The District's Personnel Office staff will work cooperatively with the personnel office staffs of Little Rock and Pulaski County School Districts to facilitate recruitment and placement of minority educators. 18. The District will request assistance from the Arkansas Department of Education in identifying potential minority applicants . COMMUNITY INVOLVEMENT The Assistant Superintendent for Personnel will host meetings with black community leaders to report results of the District's analysis of staff. Those leaders will be encouraged to assist the District in its efforts to recruit and employ minority educators. They will also be asked to identify community groups and professional organizations that could provide assistance with minority recruitment. The District will contact organizations identified by black community leaders and will provide them with relevant materials regarding employment with the North Little Rock School District . When appropriate, District personnel will attend state, regional or National conferences sponsored by professional associations for the purpose of recruiting minority educators . 20            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.\" Mero. Op. at 61, 778 F.2d at 435. 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 21            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 \u0026amp; Appeal Procedures: For Special Education and Related Services, (Arkansas Department of Education 1985) (Hereinafter referred to as\"Referral Procedures\") and Program Standards and Eligibility Criteria for Special Education (Arkansas Department of Education 1985). (Hereinafter referred to as \"Program Standards\") . STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS PEQUIRED BY STATE GUIDELINES The Arkansas Department of Education, as the regulatory agency responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 U.S.C. sec.1401 et seq., 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) (provided to the Court in NLRX R-1 and NLRX 28) . 22            These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement . ---DUE PROCESS PROTECTIONS In \"Referral Procedures\" (1981 \u0026amp; 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 has 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 3A. 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 may be 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 3B. 4. No child can be placed in a special education program without either parental consent or court order . 23            5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies (Addendum 3C). 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. See \"Referral Procedures\" at 24-33 ( 1985) . 7. In any appeal, the burden of proof as to any placement is upon the school district. See \"Referral Procedures\" at Pl .B p. 24 (1985) . 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 .. 24          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 certified educationai examiner, licensed psychologist or licensed psychological examiner. See \"Referral Procedures\" at 3-4 (1985) . 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). The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved 25            in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice . 26            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 . CANTALIC~AN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD cornrnittecl to implement the six alternative instructional practices recommended by the Cantalician Foundation in its repor~ 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 27            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 DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the Districts actions have been consistent with the intent of the Cantalician Report. Therefore, the parties agreed 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 Exhibit 3D attached) . 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 ~-handicapped students. The North Little Rock School District 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 parties have agreed 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 is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. 28           The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) 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 . ---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 annually to determine compliance with all State and Federal regulations. The North Little Rock School District's last compliance review was completed on May 26, 1989. See \"Compliance Letter\" attached as Addendum 3E. All suggested improvements were implemented by October 1, 1989 . See \"Followup Letter\" attached as Addendum 3F. In addition to this regularly scheduled compliance review, the District has invited the following organizations to 29    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, chilc advocates will be invited to attend conferences where children's need 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 . 30           RECORD KEEPING The District will 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 . 31            SECTION 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 middle school 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 middle school 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, middle school 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, 32            spirit clubs and special interest organizations encourage self-development and prepara~ion 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 that the regular curriculum is often insufficient in aiding disadvantaged students 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 nonblack student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. The summary data of the standardized achievement test are analyzed by race and content area. The content areas that indicate a significant difference in achievement and disparity plans are developed. The following compensatory programs and compensatory 33            * components of programs will be provided to help students overcome identified deficiencies. EARLY CHILDHOOD PROGRAM 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, Gleview 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 in a component of the program . One school will be added each year beginning in 1989-90 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. Kindergarten Program Kindergarten programs have been implemented at each elementary school with a District goal of 100 percent attendance by all eligible students . Note: * Program descriptions preceded by\"*\" are dependent on the monies to be paid to the NLRSD as part of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989). If this agreement is not 34            approved by the Court, the District will not be able to implement these programs . The Boehm Test of Basic Concepts is 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. The Early Prevention of School Failure program will be implemented in all kindergarten classes. The goal of the program is to prevent school failure through early identification and remediation of developmental deficiencies in young children. The goal is achieved through the implementation of the following six components: team screening, team conferencing, educational planning, modality instruction, evaluation, and parent involvement. Students are screened in the following modality areas: language, auditory, visual, fine motor skills, and gross motor skills. Speech, vision, and hearing are also assessed. By the end of the fourth year of the Plan, the Early Prevention of School Failure program will be implemented in all kindergarten classes. Intensified Instruction At levels kindergarten through second grade, Chapter I teacher aides are assigned to assist teachers in providing learning experiences for selected students who exhibit 35            deficiencies in reading, language, and basic concepts. Third grade students in selected schools also receive special instruction from paraprofessionals in computer labs. The paraprofessional provides supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis, or with computer assisted instruction. The instructional lessons provided by the paraprofessionals are 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 is placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. Chapter 1 Computer Labs Chapter 1 computer labs are in operation in the following elementary schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. An instructional aide is assigned to each lab. Students in grades one through six who are most in need of supplemental instruction in reading and mathematics are served in the labs daily . 36            * Basic Skills Computer Laboratories The first priority of the 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. 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. Basic Skills Computer Laboratories have also been established at Central Junior High School, Lakewood Junior High School, Ridgeroad Junior High School, Rose City Junior High School, Northeast Senior High School and Ole Main Senior High School . The basic skills computer laboratories provide supplementary 37            * computer assisted and computer managed instruction in reading, language and mathematics for all students on a regularly scheduled basis. Utilizing IMPACT software and other course software materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly form this individualized program. Diagnosis 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 tests and the use of the Curriculum Management software that IBM has under development. 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 PACIR objectives and diagnostic tests using the Curriculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and released the Curriculum Management software in early 1990 . A comprehensive assessment program permits the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program also includes standardized tests in grades 38    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 is used in planning appropriate compensatory programs and services for students. Again, particular emphasis is placed on the needs of minority and disadvantaged students. * Standardized achievement testing will be extended to grade 1 8 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. Beginning in year one of the Settlement Plan, the District will provide up to $5,000 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. * 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 (MAT-6) will be used as the evaluative. instrument for grades 2 and 3 . 39         *    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. Remedial Reading at the Junior High School Level Remedial reading classes are provided at each junior high school for students with deficiencies in reading. The classes are staffed by reading specialists. Special emphasis is placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. 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 instruction by a reading 40           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. PACIR An ongoing curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) has been developed and is being implemented for grades K-12 to ensure that classroom learning meets the expectations of parents and students. In this program objectives are developed\nstudents' progress is measured\nstudents' needs are identified\nand programs, practices, and resources are adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District continues to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. Additional Reading Instruction Generally, District elementary students are involved in only one small group classroom instructional reading lesson per day. Selected elementary students are involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing 41          difficulty in reading are prime candidates for this additional instruction. Academic Skills Development Plans State Minimum Performance Tests are administered to students at the third, sixth, and eighth grade levels. Teachers 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 includes a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers are required to indicate the date when mastery of each skill has been reached. PUPIL SERVICES AND PROGRAM MONITORING 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 incividual physical, social, intellectual and emotional growth. The special needs of identified disadvantaged and minority students are met in a variety of ways. All basic classes will be eliminated for the 1990-91 school year. Students will be taught in regular or honors classes. Teachers and counselors will make a concerted effort to identify minority students who can be successful in honors classes. 42            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 and elementary schools will be one counselor for every 450 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students . 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 . 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 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 43            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 disadvantage students as their specific learning needs are matched to appropriate learning materials. Multicultural Education A committee of elementary and secondary administrators is charged with the responsibility of reviewing the literature on multicultural education and studying the needs of the district. This committee has written a develcpmental guide for multicultural educa~ion in the North Little Rock School District, and that guide is in the implementation process . The curriculum guide is based on the belief that multicultural education incorporates the idea that male and female students, exceptional students, and students who are members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. 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 is provided. Computer activities are integrated into the instructional program so that classroom instruction is reinforced by concentrated on-task learning on 44            the computer. All schools will use computers and computer assisted instruction and computer managed instruction software . A corrrrnittee of secondary teachers in the content areas of English, social studies, and science is developing a list of software for each area. A catalog of software will be developed at the district level. Items will be purchased from this list as funds permit . SUMMER LEARNING EXPERIENCES Summer School for Elementary and Junior High School Students 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 Hinimum 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. 45  *          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. VOCAT~ONAL SERVICES Compensatory services in the area of vocational education are provided through a Carl Perkins Project which is specifically targeted for students identified for inclusion in this program. Services 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 . STAFF DEVELOPMENT The North Little Rock School District Staff Development Program is designed to assist each staff member in performing to optimum level in every area of the total teaching act . 46            The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) Classroom Management Training and Teacher Expectation and Student Achievement (TESA). 1. 2. Program for Effective Training. The Program for Effective Teaching (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 observer and teacher. Since all present staff members have completed PET training, new teachers will receive the training each spring. Students with learning deficiencies will profit as the instructional proficiency of teachers is increased. 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 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. 47            3. Teacher Expectations Student and 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. Fifteer interactions are presented in the program. The ining 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 . Inservice training programs are provided to staff based upon identified need. Staff needs assessments for inservice training activities are conducted each year. Standardized test data are analyzed to determine areas of greatest need. These data are analyzed and inservice programs are provided to support those identified needs . 48            SECTION 5: 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 implemented in our 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. ---IMPACT TRAINING In addition to the WIN program, school-based teams (IMPACT) were formed to deal with substance abuse issues and concerns. 49            IMPACT teams are currently operational in each secondary 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. 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. STUDENT ASSIGNMENT CLASSES 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 50            the supervision of the SAC teacher during the time of suspension. ALTERNATIVE EDUCATION In an attempt to meet the diverse educational needs of students in a metropolitan desegregated environment, numerous methods of alternative educational approaches are used to serve those children with special needs. Programs such as Alternative Classroom Elementary, Alternative Classroom Secondary, Joseph Pfeifer Alternative Program, and the Tri District Learning Center are some examples of this approach to service . ALTERNATIVE CLASSROOM (ELEMENTARY) The alternative classroom which is housed at the North Little Rock Boys' Club, is stilffed with a full-time teacher and aide. The alternative classroom, conducted in a self-contained setting, is designed to provide structure and maximum supervision for the student whose behavior directly and significantly interferes with classroom performance. A student who might be considered for placement in the alternative classroom would exhibit persistent behaviors that can cause serious injury to self and others or behaviors of such magnitude and duration that the student is unmanageable in the regular classroom setting. After appropriate behavior has been demonstrated and maintained in the alternative classroom, a student will be mainstreamed into a regular classroom setting at Argenta. 51            After the student is mainstreamed successfully for the full school day for a minimum of two weeks, consideration would be given to returning the student to the homebase school . ALTERNATIVE SCHOOL (SECONDARY) Suspension to the North Little Rock Boys Club is an alternative to our-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 JOSEPH PFEIFER KIWANIS CAMP ALTERNATIVE CLASSROOM EXPERIENCE A pilot Alternative Classroom Experience has been designed for students between the ages of 9 and 13 or who are in the fourth, fifth, or sixth grades in North Little Rock or Pulaski County School Districts. The four main goals of the program are: 1. To improve student behavior in an institutional classroom setting. 2. To improve academics in an institutional classroom setting. 3. To improve community and home relationships. 4. To improve classroom attendance . In addition, the program works to build self-esteem and motivation within the student and to improve basic academic skills . 52            ---PARENTING COMPONENT During the course of the program, parents will be required to attend at least three (3) parenting workshops . ---PROGRAM DESIGN Each student who participates in the program will live at Pfeifer Camp for six (6) weeks, excluding weekends and holidays. During the first four (4) weeks, Phase I, the student will attend the alternative classroom at the camp. Phase II consists of the last two (2) weeks, when the students will attend his/her regular school and return to the camp in the afternoon. In all, each student is required to live at the camp for thirty (30) days. No child will stay ut the camp during the weekends, unless a special event, such as a campout or retreat has been scheduled . This program is operated by Mr. Sanford Tollette, under the supervision of the Little Rock Kiwanis Club with sponsorship from the Arkansas Department of Education and the Metropolitan Education Service Center. TRI DISTRICT ALTERNATIVE LEARNING CENTER The Metropolitan Education Services Center in cooperation with the Little Rock, North Little Rock, and Pulaski County Special School Districts has developed and is implementing a program for educating students at-risk of dropping out of school. This school is an alternative program with new choices for the potential dropout candidate . 53            The target population will be 7th, 8th, and 9th graders who are experiencing difficulty or have been unsuccessful in the traditional school setting. These students will receive alternative instruction at the old Carver Elementary School at 800 Apperson, Little Rock. The courses will include the State-adopted curriculum standards along with supplemental instruction in self-esteem and drug education. ---GOALS 1. Help students attend school regularly . 2. Help students accept responsibility for their own education and conduct in order that they can be successful. 3. Set goals that include graduation . 4. Instill a sense of self-worth and a belief in themselves and to give them an opportunity to learn in a non-threatening adult environment where they can experience a feeling of belonging and a taste of success . 5. Achieve academic success. ---CRITERIA FOR REFERRAL The teachers, counselors, school administrators, or parents may refer students to the Tri-District Alternative Learning Center (TDALC). The following criteria have been established as appropriate reasons for referrals: 1. Students with repetitive discipline problems in the classroom or with peers. 2. Students will excessive absences . 3. Students with children. 4. Students who are 2 or more years over age for their current grade placement . 54            5. Students whose academic difficulties may be attributed to problems with parents or the lack of basic needs. Students who have been diagnosed as needing support from a special education service will not be considered. ---ADMISSIONS Students eligible to attend the Tri-District Alternative Learning Center (TDALC) meet in a traditional school. Referrals to TDALC will be made to a designated person in each district or the TDALC supervisor. These referrals will be screened and final selection of candidates will be the decision of the selection committee. Each district will be allotted the following number of students: 7th 8th 9th Black White Total Little Rock 14 14 14 26 16 42 Pulaski County 1::. 11 11 9 24 33 North Little Rock 5 5 5 6 9 15 30 30 30 41 49 90 The admissions committee will evaluate student eligibility based on these indicators: Poor Attendance Poor Academic Performance Negative School Behavior Need for Social Services Documented Recommendation from the School Students guilty of illegal or violent behavior may be selected to attend classes in other setting. If expelled from school because of illegal or violent behavior, students may enter other components of the alternative program after 55            being out of school one semester. Target date for accepting students in TDALC is set for October 2, pending preparation of the facility . EXITING Students may be withdrawn from Project TDALC and put on a regular campus at any time, but this usually takes place at the end of the school year. An Exit Committee composed of a representative from the receiving school, two TDALC teachers, the TDALC supervisor and the student's parents will determine if a student is to be exited. The students' placement will depend upon attendance, academic_, and social progress, as well as the students' age and achievement test scores . 56            SECTION 6: EXTRACURRICULAR ACTIVITIES 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 ~pecial interest 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 teacher will inform and encourage minority stuqents to become more active in all extracurricular activities . 57           2. 3. 4. 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 . All selection committees will be biracial in make-up. 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 . 5. The District will annually review try-out procedures and eligibility requirements to identify and eliminate and practices that discourage or adversely affect minority participation. 6. Each school will prepare a summary report for all clubs, organizations and other extracurricular activities reflecting the racial composition of tb.e officers in each activity, the total membership, and all those who tried out or sought mernbe=ship, 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 . 58            Mr. Horace R. Smith, Program Advisor from the Division of Planning and Development from the State Department of Education came into the secondary schools in Spring Semester, 1989, and did an assessment of the North Little Rock extracurricular activities. Mr. Smith provided technical assistance in the form of an inservice program for secondary school administrator and activity advisors on strategies to increase minority participation in extracurricular activities. Student feedback was compiled and on-hour inservice sessions designed and scheduled for each of the secondary schools . The primary participants were the school administrators and the activity advisors. The objective of the inservice sessions was to raise staff awareness and focus attention on the broader issues such as academic expectations and social alien\u0026amp;tion which directly impact the degree of minority extracurricular participation. These inservice sessions were held between March 15, 1989, and May 22, 1989. Since the ,inservice sessions were held, we have been working closely with the Equity Center from the State Department of Education to finalize plans for on going inservice. Meetings were held with the Equity Center in September of 1989 and also October of 1989 . 59        SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE Disciplinary policies are periodically reviewed to ensure fundamental fairness and 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 7A. 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 acknowledgirg 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 To ensure fairness and the absence of bias in suspension decisions, the District has revised its disciplinary 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 60            suspended in each school is compiled by the Assistant Superintendent for Student Affairs annually and 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 suspension. In the 1989-90 school year the North Little Rock School District developed a plan to monitor the discipline referrals from each school. At anytime the District Desegregation Team believes there may be disparity, a conference is held with the building principal. The bases for disciplinary action will be studied and an effort will be made to check the consistency from one student to another, and the problem will be corrected. EXPULSIONS The North Little Rock School District has expelled only twenty students during the last three years. 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 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. 61            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. LRSD \u0026amp; PCSSD, 584 F. Supp. 328,349 (E.D. Ark. 1984). 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. T. 2692. She also testified that the program for the 1983-84 school year, NLRX 22 and 23, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. T. 2689. 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. Ronald 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 62            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 by 43% 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 adopted the use of the \"Creative Positives of Disadvantaged Youth and Children.'' by E. Paul Torrance. See Add. 8A . The District has also adopted the Torrance 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 are used in the creativity test for purposes of screening and identification of culturally disadvantaged students . 63            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 assures 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. Where there is unevenness of referrals for culturally disadvantaged students, the supervisor for gifted and talented, resource teacher for gifted and talented and the school principal carefully examine the permanent folders for additional nominations. MULTIPLE PLACEMENT CRITERIA Student placement decisions are based on multiple criteria. See Add. 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 Torrance 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 64           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 hildren for placement. They are required to complete ~he Parent Questionnaire, Add. SC, 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 Gifted and Talented Program then review all identification instruments, Add. SB, and meet with the parents to review all 65           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 . 66            NORTH LITTLE ROCK PUBLIC SCHOOLS GIFTED/TALENTED PROGRAM Creative Positive Among The Culturally Different 1. Ability to Express Feelings and Emotions. Discovery: I suggest that giftedness in expressing feelings and emotions may be discovered by: ----Observations of facial expression and body gestures. ----Analysis of samples of creative writing, especially poetry. ----Observations of behavior in discussions, classroom meetings, role playing, sociodrama, creative dramatics, dance, creative movement, music, and rhythm. ----Study of visual art products and the processes used in their production. ----Observations of response in creative reading . 2. Ability to Improve with Commonplace Materials Discovery: The following observation checklist is suggested for identifying giftedness for improvisation with common materials: ----Makes toys from commonplace materials. ----Uses common naterials to modify toys. ----Makes games from common materials. ----Uses common materials for unintended uses at home. ----Uses common materials for unintended uses in school. ----Uses common materials in inventions. ----Uses common materials in creative dramatics, art, and so forth. 3. Articulateness in Role Playing and Story Telling Discovery: Giftedness in role playing and story telling may be observed among culturally different students in learning activities involving role playing, sociodrama, and related techniques. Such talent becomes evident when the role playing becomes very absorbing and lifelike. Fresh ideas arise in the sociodramatic processes, and students respond to one another at a deeply empathic level. In story telling, the interest of the group is aroused and sustained. The students become quite absorbed as one event 67            inspires another and the problem solving processes become complex. Role playing and improvisation tests have been devised by Moreno (1946, 1969) and others, but a sensitive and alert teacher, school psychologist, or sociodramatic director can discover this kind of talent in the regular course of instruction when this methodology is used. It requires a bit more alertness to become aware of the real life role playing used by many culturally different students as a survival or adaptation technique . However, this may be the \"real test.\" Importance: Since role playing (especially as used in sociodrama) and story telling fundamentally are creative problem solving processes, this kind of talent is important in achievement, just as creative problem solving skills are important. There are numerous careers that specifically require this kind of talent for success. 4. Enjoyment of and Ability in Visual Arts 5. Discovery: Although there are tests to discover giftedness in the visual arts, research literature does not reveal much of great value. Visual art products are so easy to obtain that most searchers for talent in the visual arts have been willing to rely upon judgements of products such as dra.,ings, painting, and sculptures. As an observational screening device for surveying and talent in the visual arts, the following checklist is suggested: ----Experiences real joy in drawing. ----Experiences real joy in painting. ----Experiences real joy in sculpture. ----Becomes deeply absorbed in drawing, painting, sculpture, or other visual art activity. ----Understands subject matter by \"drawing it\" (e.g. illustrates stories, illustrates history, draws biological objects, makes maps.) ----Communicates skillfully through drawings, paintings, sculptures, and other visual arts. ----Captures the essence of whatever is photographed. ----Makes photographs tell a story. Enjoyment of and Ability in Creative Movement and Dance . 68    Discovery: Although some excellent work has been done on the development of tests to assess creativity in movement (Alston, 1971\nClover, 1974\nWyrick, 1966), these tests have not yet been fully standardized and made widely available. While these tests would doubtless be useful in becoming aware of talent in creative movement and dance that might otherwise be missed, most workers will probably depend on observations and judgements of performance. For this purpose, the following checklist is suggested: ----Experiences deep enjoyment in creative movement/dance. ----Becomes intensely absorbed in creative movement/dance. ----Can interpret songs, poems, stories, and so  forth through creative movement/dance. ----Can elaborate ideas through creative movement/dance. ----Movement facilitates learning and understanding of events, ideas, concepts, and reading/literary materials.  ----Spends unusual amount of time in perfecting creative movement/dance. 6. Enjoyment of and Ability in Music and Rhythm Discovery: Although there are a number of useful  tests of musical ability such as the Seashore Measures of Musical Talents (Seashore, 1980), Aliferis Music Achievement Tests (Aliferis, 1954), Drake Musical Aptitude Tests (Drake, 1957), and the Musical Aptitude Profile (Gordon, 1965), and although there are measures such as  Sounds and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974) and Vaughn's (1971) Test of Musical Creativity that seem to predict certain kinds of creative behavior in the realm of music, actual performance in musical activities will probably continue to be the best route for e discovering giftedness in music and rhythm. For this purpose, the following checklist, which can be used by teachers and other observers, is suggested:   69      7.       ----Writes, draws, works, walks, moves with rhythm. ----Rhythm facilitates learning of skills . ----Rhythm facilitates learning and understanding of ideas, events, concepts and so forth. ----Creates songs. ----Creates music. ----Interprets ideas, events, concepts, feelings, and so forth through rhythm . ----Interprets ideas, ev~nts, feelings, and so forth through music. ----Becomes highly absorbed in music and rhythmic activities. ----Works perseveringly at music and rhythmic activities . ----Is exceptionally responsive to sound stimuli. Use of Expressive Speech Discovery: Since the social situation is a powerful determiner of speech (Labov, 1972, 1973), the discovery of giftedness in expressive speech among the culturally different requires that the would-be discoverer enter into the right social relationship with the young person. Many teachers, school psychologists, and counselors are unable to do this. Whether one is searching for giftedness in expressive speech through standardized test situations or in nontest situations, it is important that the culturally different student feel free to use the expressive system that is most comfortable. The importance of this is illustrated by Foster's (1974) study of the influence of non-Standard English dialect and lexicon upon Black 10th grade students' ability to comprehend, recall, and be fluent and flexible in providing titles for verbal materials. These students scored higher in response to non-Standard English stories than they did to Standard English stories. It was apparent that these students thought better in their language when they were cued in some semblance of their language, were not limited to preset written responses, and were allowed to respond verbally and freely and to interpret as they proceeded. Foster's test also indicated that in an uninhibiting situation Black students can be more verbal and intellectually creative in their own language than they can in Standard English . 70  The following checklist is suggested for use in screening students who might be gifted in the expressiveness of their speech: ----Speech is colorful. ----Speech is picturesque (e.g., suggests a  picture). ----Speech includes powerful analogies, metaphors, and so forth. ----Speech is vivid (e.g., lively, intense, penetrating, exciting). ----Invents words to express concepts and e feelings for which existing words are inadequate. ----Combines speech with movement and sound. 8. Figural Fluency and Flexibility  Discovery: Both the Guilford (1967) and Torrance (1966/74) batteries of creativity tests contain measures of figural fluency and flexibility that seem capable of identifying giftedness in this area among culturally different groups. Little or no language ability is required by this type  of test, and language handicaps seem not to interfere with performance. One need not be dependent upon tests for discovering this kind of giftedness, however. The following checklist is suggested in screening for this kind of talent:  ----Produces many different ideas through drawings. ----Produces many ideas with cor.Jnon objects. ----Arranges blocks and other play materials in many combinations. ----Assembles and reassembles complex machines  with ease.     ----Produces images in response to music, sounds, or movement. ----Sketches maps from memory with ease. ----Organizes objects and materials in space . 9. Enjoyment of and Skill in Group Problem Solving Discovery: While there has been considerable work by social psychologists and educators (Lake, Miles, \u0026amp; Earle, 1973) in the development of tests of group performance, such tests have not been widely used either to discover talent or to evaluate the effectiveness of educational programs. Few such tests have been standardized and made available commercially. Perhaps the most carefully developed and standardized of these tests for use in school settings is the Russel Sage Social Relations Test (Damarin, 1959, 71      10.       available from Educational Testing Service, Princeton, New Jersey 08540). Perhaps the best methods for discovering such talent are those that provide students with opportunities for solving problems in groups and for getting important tasks done. The following checklist is suggested as a guide for discovering this kind of talent: ----Influences other students to engage in projects he or she initiates. ----Organizes and structures the group and the group task with skill. ----Work in small groups facilitates learning and problem solving. ----Tries harder in small groups than otherwise. ----Produces original and useful ideas in small groups . ----Becomes more alive in small groups. ----Is highly aware of feelings and skills of others in small groups. ----Supports other members of group, displays high group loyalty and involvement. ----Initiates activities in small groups . ----Is effective in teaching others in small groups. Responsiveness to the Concrete Discovery: Frequent~y, educators derogate concrete thinking as being inferior to abstract thinking. ilowever, responsiveness to the concrete as a creative positive goes beyond what is implied by concrete thinking or concrete operations. The person gifted in responsiveness to the concrete is stimulated by the concrete\nthinking and problem solving are facilitated if the problem can be conceptualized in physical terms. This person obtains enjoyment from doing things with his or her hands, from manipulating objects physically, and from using hand tools. Perhaps the best way of discovering this kind of giftedness is through involving culturally different students in meaningful tasks and problems permitting physical manipulation. There are also a number of tests, games, and puzzles that involve this kind of physical manipulation of objects. The following checklist is suggested for discovering this type of giftedness. ----Produces a flow of ideas and alternative solutions when concrete objects and materials are involved. ----Tries to conceptualize problems in terms of concrete objects and systems. 72            ----Uses concrete objects and systems to generate ideas and solutions. ----Works in an absorbed manner for lengthy periods of time on concrete puzzles, mechanical problems, and so forth . 11. Responsiveness to the Kinesthetic Discovery: There is a danger that responsiveness to the kinesthetic among the culturally different may be equated with a physical or motoric learning style. Responsiveness to the kinesthetic, as I have conceptualized this creative positive, goes far beyond the old concept of a physical style of learning, which is usually thought of as a deficit among the culturally different. Giftedness in responsiveness to the taxonomies of the psychomotor domain (Harrow, 1972). It includes not only manipulative movements but also kinesthetic discrimination, psychomotor coordination, endurance, strength, flexibility, adaptive motor skills, expressive movement and interpretive movement . Out of the growing field of movement education and work on assessing skills in the psychomotor domain, assessment procedures will doubtless be developed for discovering giftedness in this creative positive. Those interested in developing psychometric procedures for assessing this kind of giftedness can build on the earlier work of the Gesell Institute (Ames, 1966) and the California group (Hayley, 1969) and will find many clues in Harrow's (1972) work on a taxonomy of the psychomotor domain and in Birdwhistell's (1970) work on Kinesics. The following checklist is suggested to guide teachers in screening for responsiveness to the kinesthetic: ----Skillfully communicates ideas through movement . ----Skillfully interprets meaning of movement. ----Movement is effective as warm-up for creative thinking. ----Displays skillful manipulative movement in crayon work, typing, piano playing, and so forth . ----Makes quick, precise movements in mime, creative dramatics, role playing, and so forth. ----Shows movement in drawings and other visual art products. ----Makes fine discriminations of kinesthetic information. 73 e ----Has excellent memory for kinesthetic information. ----Works at movement activities for extended periods of time. ----Displays total bodily involvement in interpreting a poem, story, or song, and in e creative reading, dramatics, and so forth. 12. Expressiveness of Gestures and Body Language Discovery: Expressiveness of gestures and body language as a creative positive of the culturally e different overlaps somewhat with the creative positives dealing with creative movement and responsiveness to the kinesthetic. However, in view of the present state of knowledge concerning these types of giftedness, it seems desirable to treat expressiveness of gestures and body e language as a separate set of abilities. Its focus is on communicating through gestures and body language and intPrpreting this kind of communication. Certain aspects of this type of giftedness may be  tapped by some of O'Sullivan and Guilford's (1966) tests of social intelligence, especially their measure labeled Expression Grouping, which involves the interpretation of pictured facial expressions. It is my feeling, however, that tests of this kind miss the essence of the kind e of giftedness I have in mind. Thus, I am suggesting the following checklist of behaviors that may help in the discovery of this kind of giftedness: ----Expresses ideas powerfully and accurately e through gestures and body language. ----Combines speech with gestures and body language to communicate nuances that cannot be expressed by word. ----Is skilled in recognizing the needs of other children from their gestures and body e language.    ----Is skilled in recognizing faces. ----Is skilled in mimicry, imitations and impressions. ----Is accurate in \"reading\" the body language of the teacher. ----Uses gestures and body language to tell a story. ----Is skilled in charades that rely on the use of gestures and body language . 74  13.           Humor Discovery: There have been many attempts to develop tests of humor, but at the present time I am unable to identify any well developed, standardized tests of humor that could be used in discovering giftedness in humor. There are a great variety of theories of humor (Goldstein \u0026amp; McGhee, 1972), and in each, one may find clues for identifying humor in everyday life and in various creative products such as writing, drawing, and acting. Superiority theories of humor maintain that the roots of humor are in triumph over other people. Humor and enjoyment, according to these theories, occur when people compare themselves favorably to others as being less stupid, less ugly, less unfortunate, or less weak. However, this type of humor may be combined with sympathy, congeniality, empathy, and geniality. The incongruity theories of humor insist that hurnor arises from disjointed, ill suited pairings of ideas or situations or from presentations of ideas or situations that are divergent from usual customs. According to surprise theories of humor, the elements of surprise, shock, suddenness, or unexpectedness are necessary conditions of humor. Ambivalent theories of humor content that the basis of humor is the simultaneous occurrence of incompatible emotions or feelings. Release or relief theories of humor maintain that the basis of humor is relief from strain or constraint, or release of excess tension. According to configurational theories, humor is experienced when elements initially perceived as unrelated suddenly fall into place. Psychoanalytic theories of humor hold that in humor there is an economy in the expenditure of feeling\nhumor turns an event that would ordinarily cause suffering into less significance . One can draw from all of these theories of humor to obtain clues for discovering giftedness in humor in the culturally different. I have tried to find such clues in the creative writings and drawings of children. Some workers might find the following checklist helpful: ----Portrays the comical, funny, amusing in role playing. ----Portrays the comical, funny, amusing in drawings . ----Makes humorous, original comic strips. 75       14.      ----Portrays the comical, funny, amusing in dramatics. ----Makes people laugh a lot in games. ----Makes up humorous jokes or stories. ----Makes people laugh (not \"makes fun of\"} in discussion . ----Describes personal experiences with humor. ----Plays jokes on others. The problem in using these observations is finding appropriate criteria of what makes something humorous, funny, comical, or amusing . Other than \"It makes me laugh,\" the best criteria I have found are those inherent in the above theories of humor, such as: ----Superior or clever adaptation in triumph or victory . ----Joining together of incongruous disjointed elements. ----Element of surprise, breaking up of a routine course of thought or action. ----Simultaneous experiencing of two or more incompatible emotions or feelings . ----Experience of release from tension or relief from strain. ----Joining together of incongruous elements that fall into place. ----Making something important unimportant and something unimportant important . Richness of Imagery Discovery: Richness of imagery has generally been viewed as a characteristic of creative products (such as poems, essays, stories, etc.} rather than as an aspect of giftedness. Although my associates and I (Torrance, 1965c, 1976) have obtained crude measures of richness of imagery in the writings and drawings of children, I know of no really satisfactory measure of this type of giftedness. Since images may be visual, auditory or kinesthetic, indications of the ability to procure rich imagery may be sought in all three of these modalities and in the processes through which images are produced. The following checklist is suggested as one approach to discovering this type of giftedness among the culturally different using criteria of clarity, intensity, vividness, and liveliness for various types of imagery: ----Imagery in writings. ----Imagery in da~ce, movement, and other kinetic activity. 76   15.      16 .    ----Imagery in singing or instrumental music performance. ----Imagery used in relating personal experiences. ----Imagery that emerges from oral reading. ----Imagery in role playing and dramatics . ----Imagery in drawings and other art work. Originality and Inventiveness Discovery: There are a variety of tests that can be used in discovering giftedness in originality and inventiveness among the culturally different. One of the oldest such tests is the Rorschach Ink Blot Test (Klopfer \u0026amp; Davidson, 1962), which uses uncommon responses of good form and humor movement as the primary indicators. Current tests which provide measure of originality include the Barron-Welsh Art Scale (Barron, 1969), the Structure of Intellect tests (Guilford, 1967), the Torrance Tests of Creative Thinking (Torrance, 1966/1974), Sounds and Images and Onomatopo and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974), and Welsh's Origence measure based on the Welsh Figure Preference Test (Welsh, 1959, 1975). The following checklist is suggested for purposes of crude screening: ----Produces solutions that others do not think of . ----Produces solutions when no one else can. ----Solutions are unusual, unconventional. ----Stories have unusual, surprising endings. ----Stories have unusual, surprising plots. ----Cornes up with inventions to solve problems. ----Innovates with common materials to produce new solutions. ----Comes up with solutions to problems that others say cannot be solved. Problem Centeredness Discovery: Problem centeredness is such a behaviorally oriented phenomenon that it would be difficult to devise a well balanced test to assess this type of giftedness. However, psychometric procedures have been devised to assess certain aspects of it. Most such attempts have involved the length of time a person is willing or able to continue working on a puzzle or difficult problem~ Frequently, teachers and parents are annoyed by the problem centeredness of children and tend not to recognize this type of behavior as a potential strength to be used in facilitating learning and in developing careers. 77     17 .     18.   The following checklist of problem centered behaviors is suggested as a guide in discovering this kind of giftedness: ----Does not give up easily\nkeeps trying to solve a problem . ----Persists in asking questions about a problem or topic. ----Shows concern and tries to solve or help solve problems of others. ----Is stimulated by difficult problems. ----Is hard to distract when concerned about a problem. ----Keeps seeing relevance of new information to problems of the group. ----Comes back to a problem or unfinished task time after time. ----Follows up outside of class with problems generated in reading or class discussion by reading, interviewing, experimenting, and so forth. Emotional Responsiveness Discovery: Since emotional responsiveness is not associated with level of intelligence, this characteristic is not usually thought of as an aspect of giftedness. While there are tests of empathy and emotionality (Lake, Miles, \u0026amp; Earle, 1973), little or no work has been done to apply such measures to problems of discovering giftedness among the culturally different. While such work needs to be done, the following checklist may be useful in discovering this type of giftedness and culturally different: ----Listens intently and understandingly. ----Feels strong empathy with others and is highly aware of the feelings, distresses, and the needs of others. ----Actively responds to meet the needs of others . ----Responds emotionally to stories, events, needs of group members, and so forth. ----Is responsive to sincere interest and concern of others. ----Seems almost psychic in ability to interpret and anticipate the actions of others. Quickness of Warm-Up Discovery: There are vast individual differences in the quickness with which people warm up or \"get ready to go\" in coping with problems for which they have no learned or habitual responses. 78            Some warm up very slowly, and in responding to tests of creative thinking they may go ahead and produce a large number of obvious and commonplace alternatives before they are able to do the \"mind stretching\" that results in new or original responses. Or, they may sit or stand apparently inert and inactive for a considerable length of time and then seem suddenly to spring into action and produce brilliant solutions. In track competition, there are brilliant dash runners who perform poorly in the distance events, while others perform poorly in the short distance races and excel in the distance races. In open ended tests of creative thinking such as the Torrance Tests of Creative Thinking, certain aspects of quickness of warm-up may be discovered. Currently, we are obtaining one such measure by determining how many of the early responses to tasks (first three responses in the verbal tests and in the repeated figures task of the figural test) are original (uncommon) responses. The following checklist may be helpful in discovering youngsters gifted in quick warm-up: ----Begins productive work immediately when given a new assignment. ----Becomes tired of waiting and loses interest when there are delays in getting a class or activity started. ----Goes \"all out\" on a task immediately. ----Responds immediately to emergencies, quick changes, and so forth. ----Adapts immediately to changes in the situation or assignment . ----Produces original ideas early in a brainstorming session . 79            NORTH LITTLE ROCK SCHOOL DISTRICT INSTRUMENTS OF IDENTIFICATION Ideally, identification should include all of the information which can be gathered about each student. By using multiple criteria, the pitfall thus avoided is that of exclusive attention to an insufficient number or variety of criteria . The case study/placement committee will be less likely to exclude students who could benefit and are in need of special services . 1. Individual Intelligence Test - Wechsler ~ntelligence Scale for Children-Revised (WISC-R), Wechsler Intelligence Scale for Adults, Stanford-Binet Intelligence Scale. These tests are administered by the District's licensed examiners. The WISC-R will be the primary test used. The StaLford-Binet will be an alternative. The Otis Lennon School Abilities Test will be used for prescreening. These tests give an estimate of potential, but must not be used to exclude students from the gifted and talented program. 2. Creativiey Test - Thinking Creatively with Pictures Figural Booklet A by E. Paul Torrance. This test will be administered and graded by the resource teacher/facilitator for gifted and talented. 3. Achievement Tests and Grades - Metropolitan Achievement Test - (MAT-6). Scores and grades should be used to indicate students' performance. Either low test scores or grades should not be used to exclude students from the gifted and talented program. 4. Scales for Rating the Behavioral Characteristics of Superior Students. Renzulli Scales for Learning Motivational, Creativity, and Leadership Characteristics will be used for grades K-6. Grades 7-12 will use Renzulli's Scales for Learning, Motivation, Creativity, and Leadership Characteristics. The Purdue Secondary Checklist for English, math, social studies and science. The Scales will be completed by the classroom teacher(s). 80            5. Parent Questionnaire - The parent questionnaire will be completed by the parent. Parents can provide information on advanced abilities which are often not observable in the school setting . 6. Product Evaluation - Products such as poetry, slide/tapes, photo essays, and/or science projects may be used to document ability, creativity, and motivation. 7. Interviews - An interview will be conducted by the resource teacher/facilitator for gifted and talented. 8. Interest Inventory - An interest inventory will be administered by the resource teacher/facilitator. The inventory will help determine areas of interest. 9. Creative Positive Among the Culturally Different (A list of indicators of potential.) The resource teacher/facilitator will assist the classroom teachers in applying these criteria to the students' characteristics. 10. Characteristics of Giftedness - A list of indicators of gifted responses for possible referrals at the elementary levels . 81           Student's Full Name Parent/Guardian NORTH LITTLE ROCK PUBLIC SCHOOLS PARENT QUESTIONNAIRE GIFTED/TALENTED PROGRAM (Date) All information on this form will be strictly confidential and will be used only by the referral and placement committee. 1. Child resides with: (Check) Father ( Mother Other If other, please specify Occupation of: Father: Mother: Other adults in the home: .., Brothers and sisters: Names Ages 3. Hobbies of: Father Mother 4. Child has own room ( )\nShares with others (number) . S. Private lessons taken by child: Kind How long taken Frequency 82  6. Trips child has taken: Place Age  7. Things the family does together  8. Child's recreational choices 9. Choice of friends (ages, sex, numbers, etc.)  10. How does he/she get along with his/her friends?  11. What does the child like to do when he/she is alone?  12. Child's membership in out-of-school clubs or groups  13. Child's reading interests (favorite books -types, titles, authors)  14. Amount of child's reading per week (estimate)  83   15. Child's hobbies and collections          16. Child's special talents or skills 17. Child's special problems or needs at home 18. How does the child get along with others in ths home? 19. Child's home responsibility 20. Does the child have an allowance? Yes ( )No( )Amount per week( 21. Discuss the attitude cf the child toward school 22. Child's school needs as you see them 23. Describe the child as you see him/her (personality, attitudes toward home, work, friends) 24. Please feel free to attach any additional information that you feel is pertinent . Prior to the referral conference, the resource teacher for the Gifted and Talented will administer an appropriate interest inventory and creativity test to your child . 84            SECTION 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\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_1504","title":"Student handbooks, secondary school, 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":["Little Rock School District"],"dc_date":["1989-11/1997-07"],"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--Standards","Educational innovations","Educational law and legislation","Education, Secondary","School attendance","School discipline","School management and organization","School improvement programs","School employees","Student activities","Student assistance programs","Student expulsion","Student suspension","Parents","Teachers"],"dcterms_title":["Student handbooks, secondary school, 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/1504"],"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":["handbooks"],"dcterms_extent":["50 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_948","title":"'Plan for Implementing the Remedial Order of the Courts of Appeals for the 8th Circuit as It Applies to North Little Rock School District (NLRSD)''","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":["1989-10-25"],"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 integration","Educational statistics","School enrollment"],"dcterms_title":["'Plan for Implementing the Remedial Order of the Courts of Appeals for the 8th Circuit as It Applies to North Little Rock School District (NLRSD)''"],"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/948"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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_853","title":"Court filings: District Court, findings and recommendations of the special master re: proposed settlement agreement, as amended, draft copy; District Court, Pulaski County Special School District (PCSSD) motion for court approval of addition to Northwood Junior High School","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":["1989-10-20"],"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":["Court records","Education--Arkansas","Educational law and legislation","Educational planning","School districts","School integration","School improvement programs","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, findings and recommendations of the special master re: proposed settlement agreement, as amended, draft copy; District Court, Pulaski County Special School District (PCSSD) motion for court approval of addition to Northwood Junior High School"],"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/853"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_203","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count","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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1989-10-02"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School integration","School districts--Arkansas--North Little Rock","Little Rock School District","School districts--Arkansas--Pulaski County"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count"],"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/203"],"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\\ ~  SUMMAORFY O CIDBE2R, 1989 ENROUMENT GRADE WHITE BLACK OTI-IER\u0026gt;'( TOTAL %BLACK K 629 1264 16 1909 66 1 653 1450 19 2122 68 2 697 1334 18 2049 65 3 675 1407 21 2103 67 4 691 1356 18 2065 66 5 612 1302 17 1931 67 6 579 1286 18 1883 68 Ungr. 43 90 0 133 68 Total Elem: 4579 9489 127 14,195 67 7 641 1325 25 1991 67 8 617 1422 35 2074 69 9 680 1159 30 1869 62 Ungr. 13 31 0 44 70 Total Jr: 1951 3937 90 5978 66 10 777 1229 27 2033 60 11 810 1104 23 1937 57 12 854 916 27 1797 51 Ungr. 20 15 0 35 43 Total Sr: 2461 3264 77 5802 56 Total\n8991 16,690 294 25,975 64 Spec. Sch: 39  27. 1 67 40 Grand Total: 9030 16,717 295 26,042 64 ~:SLJ!'MAORF YST UDENTLSIS TEDI N \"OTHERC\" ATI.GORY: Spanish 76 Asian/Pac. Is. 186 Eskimo/Amer. Indian 32 Other 1 , .... , 11.1., c k  II \\./hi le  1./ Other 0 unu: ROCK SOIOOL DIS'IHICr O.:tober 2,.1989 ---------- - - - - -- -- -- --- - --- -HmOl .1./-IEHI'----- ------- - ------ - --- -- - SO JOOL/GRADE \\Jl I ITT: lllJ\\CI\u0026lt; Oil U::1\\ 'l'Ol'/\\1. 7. OLJ\\CI( ------------------------------------------------------------- ------ CENIBAL Ungro\u0026lt;le\u0026lt;l 10 200 396 8 604 667. 11 270 343 12 625 557. 12 250 321 13 584 557. Sub-Total --rio -1060 33 1813 587. Kinc.Jcrgortcn 0 so 0 so 1007. Tot.il 720 1110 33 1863 607. ~-\\~} ---------------------------------------------------------------- FAIR Ungroc.Jccl 13 7 0 20 357. 10 145 211 3 359 597. .11 119 156 1 276 577. 12 120 133 3 256 527. Sub-Total 397 507 7 911 567. Kindergortcn 3 10 0 13 777. Total 400 517 7 924 567. ---------------------------------------------~---- HALL Ungra\u0026lt;le\u0026lt;l 7 8 0 15 537. 10 169 ~ 213 4 386 557. 11 154 245 2 401 617. 12 221 163 6 390 427. Sub-Total 551 629 12 1192 537. Kindergarten 16 3 1 20 157. Total 567 632 13 1212 527. ------------------------------------------------------------------------------------------ MCCELI.AN Ungr.ided 10 141 271 2 414 657. 11 145 207 2 354 587. 12 153 156 4 313 507. Sub-Total 439 634 8 1081 597. Kindergn r ten 3 13 0 16 817. Total 442 647 8 1097 597. ------------------------------------------------------------------------------------------- --- - -- - - ----------------------------------- Jfl \u0026gt;ff~ ~.- ~, -- :~ ~. .. :: ': 111..,ck  II \\'11i le  \\J Other  0 sa IOOL/CfW)E LITil.E ROCK SQICX)L Dis1mcr Cx:tober 2, .1989 -- --- --- -- -- --- - ---- - - - ---- -1:NltU.II .Ml:Hl'-- - -- --- --- - - ------------ - \\Jlll'J'E l)l.J\\(I( (Yll lf::lt TOTAi. 7. 01.ACI( -------------------------------------------------------- ------- - . PARKVIEl-1 U11gro\u0026lt;le\u0026lt;l 10 11 12 Sub-Total Kinc.lergnrtcn Tot:il U11groc.lcd 10 .11 12 Sub-Total Kinc.lergnrten Total 122 138 122 153 110 143 ~ 434 5 14 359 448 10 270 517. 6 281 547. 1 254 567. 17 805 547. 1 20 707. 18 825 547. ------------------------------------------------------------------------------------------- Ungrnclecl 10 11 12 Sub-Total Kindcrgortcn Totnl ----------------- - -- ---------------------------------------------------------- Ungr:ic.lecl 10 11 12 Sub-Total Kinclergnrtcn : _.:.~ , - ---------------- - -------------------------------------------------------------------- !, '. .. I, . : . ~ ::.l. : 111..,ck  II l'11ite  \\J Other 0 1.l1TI..E ROCK SCI IOOL DIS1l, I Cl' October 2, _1989 - -- --- - --- -- ---- - --- -- - - - -- - FNHO.IJ ll:.Hl'-- -- - - -- - - --- ---- --- --- -- - SOIOOL/GrtJ\\DE \\JlllTE lll.J\\CK 01111':ll 'J\"\"l''I. .,. D' 'Cl( u \" ,. u, ------------------------------------------------------ ----- CLOVERDALE Ungroclecl 7 58 126 5 189 67% 8 93 218 3 314 69% 9 100 126 2 228 55% Sub-Total ~ 470 10 731 64% Kim.lcrgnr ten Totnl 251 470 10 731 64o/. ------------------------------------------------------------ DUNBAR U11grm.lccl 7 49 128 () 177 72% 8 35 154 2 191 81% 9 36 172 () 208 83% Sub-Total 120 454 2 576 79% Kinc.lergnrten Total 120 454 2 576 79% --------------------------------------------------------------- FOREST HEIGHI'S Ungr.iclecl 3 12 () 15 80% 7 78, 175 3 256 68% 8 89 197 8 294 67% 9 84 154 5 243 63% --- Sub-Total 254 538 16 808 67% Kinclergarlcn Total 254 538 16 808 67% ... , i ---  -------- -- - -- ------ --- ---------- - - - --- - ----- ---- ---- --------- ------- -------------------\n.-. j .-.:-:,.1 . .\n,. : i .t:.\\ -~ -\n., .:.. - \n: .:1 . I ,, ..., . i ' . : HENDERSON Ungrac.lcc.l 7 73 247 6 326 76% .8 91 240 7 338 71% 9 92 193 7 292 66% Sub-Total 256 680 20 956 71 Kin\u0026lt;.lergntre n Total 256 680 20 956 71 ------------------------------------------------------------------------------------------- ------------ - -------------------------------- -.,:\nt1t I .... i  . I ,,' . ... .1\n .! ,, . . . . '.\n..,. .... . , .... ' .. I  J  ~-: . i ... -': ', 'j . , _: -.\n'.1 l\\l.1ck  II \\Jhi tc  \\~ Other 0 L!ITI..E ROCK SQIOOL DIS'JlUCl' October 2, 1989 ------ -- - ---- --- --- - --- -- -- -1:NllO.II /ll}U'-- -- - - --- ---- ------- -- --- - IJlllTE lll.ACI\u0026lt; rrlllr-:lt TOl'/\\1. r. Cll.ACl\u0026lt; SQ KXlL/GMDE ------------------------------------------------------------------------------------------- MABELVALE Ungroc.lec.l 9 12 0 21 57% 7 75 158 l 234 68%  8 67 114 l 182 63% 9 84 88 0 172 51% Sub-Total -m-- 372 2-- 609 61% Kimlcrgortcn Totol 235 372 2 609 61% ------------------------------------------------------------------------------------------- MANN U11grmlcd 7 140 158 4 302 52% 8 125 158 9 292 54% 9. 116 160 7 283 57% Sub-Totol 381 476 20 877 54% Kindergorten 'l'otol 381 476 20 877 54% -------------- ------------------------------------------------------------~--------------- PUlASKI HEIGHI'S Ungrnclccl 1 7 0 8 88% 7 91 158 2 251 637. 8 74 170 3 247 69% 9 90 119 6 215 55% Sub-Total 256 454 11 721 63% Kindcrgortcn Tot.il 256 454 11 721 63% - ------------------------------------------------------ SOtmlWEST Ungr:idcd 7 77 175 4 256 687. 8 43 171 2 216 79% 9 78 147 3 228 64% Sub-Totol 198 ~ 9-- 7oo 707. Kinclerg.irtcn Total 198 493 9 700 70% ------------------------------------------------------------------------------------------- -------------------- -- ., ... . ' ' '.: ,,.). , . .\n:.\n. , . -~ . : . ,: , . ' 111..ick  II \\,hi le  \\J Olhcr  0 l.ffl'I.E !HX'J( SOIOOI. DTS'JHC CI' Ail\nIUArL.C. PORT OCTOBE2R,..1 9B9~ ----------------------------l'JlltOU.I-IEHl'-------------------------- 1ul'AL i: D!J\\CK SOIOOL/CMDE IJlll'IT. IJLJ\\CI( Ulllr-:t\\ -------------------------- -------------------------------------------- - BADGETT UngrocJccJ . l 3 0 4 75% l 6 29 0 35 03% 2 9 30 0 39 77% J 6 30 0 36 83% t, 10 18 0 28 64% 5 7 21 0 C, 13 34 0 28 75% 47 72% --- Sub-Total 52 165 0 217 76% Kindergarten 5 15 o 20 75% Tot:il 57 180 0 237 76% ----------------------------------------------------------- ------ BALE U11cr:i\u0026lt;lcd 4 5 0 9 56% l 8 50 0 58 86% 2 17 49 l 67 73% J 15 42 3 60 7.0% t, 15 41 0 56 73% 5 7 36 l 44 82% 6 11 40 0 51 78% Sub-Total 77 263 5 345 76% Kinc.Jergortcn 11 29 0 40 73% Total 8fl 292 5 385 76% ----------------------------' -------- ------------------ BAS-~LWE UngrnclccJ l 19 47 -1 67 70% 2 15 41 2 58 71 % ,J . 14 45 0 59 76% 15 39 0 54 72% 5 14 35 l 50 70% C, 9 30 2 41 73% Sub-Total 86 237 6 329 72% Kin\u0026lt;lcrg:irtcn 14 45 l 60 75% Tot:il 100 282 7 389 72% -------------------------------------------------------------------7---------------------- BOOKER Ungr:i\u0026lt;le\u0026lt;l l 33 47 3 88 53% 2 45 45 l 91 49% J 40 45 1 86 52% 4 42 48 0 90 53% 5 41 57 0 98 5fJ% 6 42 47 0 89 53% --- Sub-Total, 248 289 5 542 53% Kinr..lcrg\n,tre n 32 36 0 68 53% Total 2fJO 325 5 610 53% --------------------------------------------------------------- ---- ________________________________________ ...,. I 'i .,.\n\\ .. ' . ,' I   I : , ! . l . . :'!\n. '1 1\n-\n'i '. \"j 111,ick  II l,hi le  IJ OLhcr  0 -- - - - --- -- - - -- - - --- - ---- ----l'J lltOI.I./-IEJff-- --- - ----- -------------- - \\Jl I lll: IJLJ\\CI( (JI\\ lr-:Il 'IUl'/d. 'l.' OLJ\\CK ---------------------------------------------------------------------------------------- SOICOL/Gf\\ADE BRADY Ung rod ct.I 2 6 0 8 75% 1 i1 52 1 74 70% 2 25 48 2 75 64% 38 2 63 6\u0026lt;:t J 23 t, 27 37 0 64 58% 5 7 40 2 49 82% G 10 39 1 so 78% Sub-Total -----rrs \"\"\"160 -8-- 383 ~ Kinc.lcrgH ten 27 32 0 59 54% Tot:il 142 292 8 442 66% ------------------------------------------------------------------------ CARVER Unr,r:ic.lcd 33 33 67 49% l 1 2 45 39 0 84 46% J 48 43 1 92 47% t, 49 40 5 94 43% s 51 45 0 96 47% 6 52 45 0 97 46% ---- Sub-Total 278 245 7 530 46% Klnc.lergortcn 30 28 1 59 47% Total 308 273 8 58'3 46% ----------------------------------------------------------------------------------- --  QIICOT Ungrndct.l 12 9 0 21 43% l 32 46 0 78 59% 2 27 40 1 68 59% J 29 46 1 76 61% 4 23 49 1 73 67% 5 21 57 0 78 73% G 13 44 1 58 76% Sub-Total 157 291 4 452 64% Kin\u0026lt;lcrgurlcn 31 48 0 79 61% Tot:il 188 339 4 531 64% ------------------------------------------------------------------------------------------- CLOVERDALE Ungr.ic.Jc\u0026lt;l l 15 53 1 69 77% 2 24 44 0 68 65% J 24 40 .o 64 63% q ] ') 59 . 1 79 75% 5 14 33 1 48 69% G 12 39 0 51 76% --- Sub-Total 108 268 3 379 71% KincJcrgnrtc11 14 26 0 40 ~5X Total 122 294 3 41~ ?OX ------------------------------------------------------------------------------------------- ...  ' . i  ' I\nI ...... ! i._\u0026lt;.- ,..:  ' .. _\n.. , -:: . l\\l..1ck a II \\'111 le a \\J Other 0 1.l1TI.E IWCI\u0026lt; SOIOOI. DI srn[C l' AlifWAL REPORT OCTOBE2R, 1989 ___________ - - -- - -- -- ---- - -- -HIHOU MEHi'-- -- - ---- -- - - ------------- SO JOOL/GRADE \\JI I l'll: l)l.J\\CI{ (JI I If-]\\ '101'/ll. 7. Ol.J\\CK ----------------------------------- --------------------------------- DODD UngrocJccJ 1 16 30 2 48 63% 2 20 30 0 50 60% J 11 38 0 49 78% t, 29 38 0 67 57% 5 26 50 l 77 65% G 16 47 0 63 75% Sub-Total ---i-w 233 3 354 66% Klnclcrgortcn 20 20 0 40 50% . Totnl 138 253 3 394 64% ------------------------------------- ----------------------------- FAIR PARK U11grnclcd L 18 50 0 68 74% 2 18 32 0 50 64% J 9 35 0 44 80% t, 11 37 0 48 77% 5 12 24 0 36 67% G 12 35 0 --4-7 74% Sub-Total 80 213 0 293 73% Kinclergortcn 12 27 0 39 69% Total 92 240 0 332 72% ------------------------------------ ------------------------------  FOREST PARK Ungrnc.Jec.J 1 19 28 l . 48 58% 2 29 41 0 70 59% J 27 42 l 70 60% t, 21 38 l 60 63% 5 26 28 l 55 51% G 19 30 0 49 61% Sub-Total 141 207 4 352 59% Kinclcrg:irlcn 24 16 0 40 40% Total 165 223 4 392 57% --------------------------------------------------------------- FRANKLIN Ungr:iclecl l 3 64 0 67 96% 2 16 43 2  61 70% J 11 50 2 63 79% 4 10 54 l 65 83% 5 11 48 3 62 77% G 10 43 2 55 78% --- Sub-Total 61 302 10 373 81% Kinc.Jcrg.ir ten 11 62 2 75 03% Total 72 364 12 448 81% -------------------------------------------- -. : ------ ----------------------------------------' ..... . I . :\\:! ,, .i .... ,  ' ' ,l \\ i lll.1ck  II 1,llitc  IJ Olhcr  CJ LITTLER GCKS CHOODLI STRICT AtllWALR EPORT OCTODE2K, l :Je9 --- -- -- - - -- ---- - -- - - -- -- --- - l'l IHCJl.1./-11:H-l-'-- ------ -- ------- ----- - SOIC:OL/Glv\\DE \\JlllTI'. Ill.ACK (Jlllf::I\\ 'l'Ol't\\L 7. OLt\\CI( --------------------------------------------------------- --- FULBRIGHT U11groclccl 5 4 0 9 44% l '39 SU 0 97 60% 2 35 55 1 91 61% J 32 48 3 33 58% ,, 35 30 2 75 51% 5 30 44 0 82 54% C, 30 47 2 79 59% Sub-Total ~ 294 0 516 57% Kintlcrgortcn 28 31 1 60 52% Totnl 24 2 325 9 576 56% --------------------------------------------------------------------- GARLAND Uncrnucd 1 11 0 12 92% l 1 26 0 27 96% 2 2 37 0 39 95% J 2 47 0 49 96% ,, 2 48 1 51 94% 5 5 47 0 52 90% 6 0 35 0 35 100% Sub-Total --13- 251 265 95% Ktnc.Jergortcn 2 17 20 CS% Total 15 268 2 205 94% ----------------------------------------------------------  GEYERSP RINGS Ungrnclecl 1 9 15 0 24 63% 2 10 }4 0 24 57% J 13 20 0 33 61% ,, 11 32 0 43 7'1% 5 7 )7 0 24 71 % C, 12 27 0 39 69% Sub-Total 62 12-5 0 107 67% Kinc.lcrg:irlcn 7 11 0 10 61% Tot:11 69 136 0 205 66% ------------------------------------------------------------------------------------------ GIBBS Ungrac.lcc.l l 21 23 2 45 50% 2 16 20 2 46 51% J 30 35 1 66 SJ,\n11 28 17 0 45 38% 5 23 24 0 1\\7 51% 6 22 25 1 48 52% --- Sub-Tot:il 140 152 5 298 51% Kimlcrg-nr (en 19 20 1 40 50% Total 159 172 7 338 51% ------------------------------------------------------------------------------------------- ---=-~--'-------------------------------------- -- - - . ! ,\n:.'! . ' . -...i , .. : .  ..  , -: ..\n-: I .\n... -: .. 1 . ,! ' : 1ll.1ck a II IA1llc a \\J Other a 0 -- -- - - --- - - -- - - - ---- --- - --- -1-llltOl.l.lil:Hr-- - -- - -- - - - --- -- --- ---- -- - IJ\\llH: lll./lCI( UIIIUl 'IUl\"/IL zol/lCI( sa ICXJL/CMDE ------------------------------------------------------------ - -- ISH U11groc.lcc.l ,0 7 0 7 100% l 1 27 0 28 96% 2 1 18 0 19 95% J 2 28 0 30 93% t, 1 14 0 15 93% 5 2 14 0 16 88% 6 0 13 0 13 100% Sub-Total 7 121 ~ 128 95% Kindergarten 0 36 0 36 100% Totnl 7 157 0 164 96% -------------------------------------------------------------------------------- - --- --- JEFFERSON U11grn\u0026lt;..led 4 9 0 13 69% 1 37 37 0 74 50% 2 37 26 0 63 41% J 40 35 0 75 47% t, 35 34 1 70 49% 5 32 36 0 68 5-9% 6 23 32 1 56 57% ---- Sub-Total 7oa\"\"\" 209 2 419 50% Kinc.lergortcn 29 30 1 60 50% Total 237 239 3 479 50% ---------------------------------------------------------------- - -  Mt\u0026gt;,BELVALE Ungrnclecl 1 3 0 4 75% l 35 55 1 91 60% 2 37 36 0 73 49% J 34 49 0 83 59% ,, 28 46 1 75 61% 5 32. 43 0 75 577. 6 33 41 0 74 55% Sub-Total 200 273 2 475 57% Kinclcrg:irlcn 22 38 0 60 63% Tot.ii 222 311 2 535 58% ------------------------------------------------------------------------------------------- MCDERt--O'IT Ungr::ic.lcc.l 1 28 45 2 75 60% 2 27 60 2 89 67% J 33 56 0 89 63% t, 29 44 0 73 60% 5 28 46 1 75 61% G 22 30 2 54 56% Sub-Tot:il 167 281 7 455 62% Kinclcrgnr ten 23 33 3 59 567. Total 190 314 10 514 61% ------------------------------------------------------------------------------------------- ..., __________________________ __J _. .l .\n. ' , ,, '  I ./:J .,  ... .. ',. . ' .~, ,' 111.,ck  II \\,11llc  IJ Other 0 SOIOOL/GMDE MEADOWCFLFI U11gro\u0026lt;le\u0026lt;l l 2 J, , 5 G Sub-Total Kinclcrgot'lcn Totnl MITCHELL Ungrnucd l 2 ,J , 5 6 Sub-Total Klnclet'go-,r-tl!n Total OTTER CREEK UngrncJccJ l 2 ,J , 5 G Sub-Total Kincforg:irLcn Totnl ________ -- - - - -- - -- -- --- - - - --FJ-/H0UJIEHl'-- - -- - --- -------------- -- - 1./lll'll: IJLJ\\CI~ CJlllF]! 'IOT/11. z 01.J\\CI( 24 30 20 22 14 22 50 0 74 68% 36 l 67 54% 46 0 66 70% 45 0 67 67% 32 0 46 70% 30 l 53 57%  132 30 22399 02 373 64% 59 49% 162 263 2 432 62% 0 3 4 4 4 l 0 8 0 8 100% 37 0 40 93% 35 0 39 90% 24 0 28 86% 29 0 33 88% 19 0 20 95% . 35 0 35 100% --- 16 3 187 0 203 92% 33 0 36 92% 19 220 0 239 92% ------------------------------------------- .- 27 23 0 50 46% 27 32 0 59 54% 24 25 0 49 51% 22 24 0 46 .52% 22 25 0 47 53% 25 26 0 51 51% 147 155 0 302 51% 25 15 0 40 38% 172 170 0 342 50% ------------------------------------------------------ . PULASKI HEIGHTS Ungracll!cl l 20 28 0 48 58% 2 13 30 l 44 68% J 8 34 l 43 79% t, 9 32 0 41 78% 5 10 35 o 45 78% 6 9 38 0 47 81% Sub-Total. 69 197 --- Kintlcrg,,rtcn 18 2 268 74% 21 0 39 54% Total 87 218 2 307 71 % .... , .....: . i . '  .. j ' \". .. IIL.1ck  II \\.-Idle  \\J Other 0 ___ - - _ - - - - - - - -- - - - - - - - - - - - - -EtlltOUJIEH r- - - -- --- --- -- -- --- - --- --- - SO IOOL/CRADE \\JI I lTE IJI.J\\CI( UII IF:ll 'IUl'/\\1. z [ll.J\\CI( ------------------------------------------------------- RIGHTSELL U11groc.lcc.l 1 6 34 1 41 2 0 29 0 29 J 3 28 0 31 t, 0 23 0 23 5 2 20 0 22 G 3 31 0 34 Sub-Total --,,r- m- 1 180 Kin\u0026lt;lcrgortcn 2 29 0 31 Tot:il 16 l 9!l 211' ------------------------------------------------------------------------------ ROCKEFELLER Ungr:i\u0026lt;.lcd l 2 J t, 5 G Sub-Total Kindergarten Total 9 2 3 5 1 5 _2_5_ 8 33 42 35 29 28 28 22 104 31 215 1 52 0 37 1 33 0 33 0 29 0 27 2 211 0 39 2 250 03% 100% 90% 100% 91% 91% 92% 93% 92% 81% 95% 88% 85% 97% 81% 87% m 86% ----------------------------------------------------------  ROMINE Ungrnc.lcc.l 2 5 0 7 71% l 11 53 1 65 82% 2 11 48 0 59 81% J 15 47 0 62 76% t, 14 39 2 55 71% 5 8 60 1 69 -an\n(i 7 40 1 43 03% Sub-Tot.il 68 292 -5- 365 80% Kindcrg:irLcn 10 50 0 60 83% Tot:il 78 342 5 425 80% ----------------------------------------------------------------------------------------- STEPHENS Ungr.idcd 0 7 0 7 100% l 0 37 0 37 100% 2 0 23 0 23 100~ J 0 40 0 40 97% 4 0 31 1 32 100% 5 0 20 0 20 100% G 0 30 0 30 100% -- Sub-Total 0 188 1 189 99% Kinc.lcrgnr'tc11 0 37 0 37 100% Total 0 225 226 lOOl ------------------------------------------------------------------------------------------- t . -- ~:, l\\E:' .... , 11i,. '. ...,   I .:  I l\\l.,1ck  II \\,bite  \\J Other U ---- ----- ------- ---- - --- ----IJ llt()l.l./ ll]ff-- --- --- ----- ------------- sa \\Jl nn: Ill.ACK Oil 1m '('(Jr/II. 7..D l.J\\CI( IOOL/GMDE ------------------------------------------------------------------------------------------- TERRY u,,groc.lcc.l 26 45 0 1 71 637. 2 28 46 1 75 617. J 30 44 0 74 597. ,, 31 48 0 79 617. 5 27 52 1 80 657. 6 26 46 2 74 627. Sub-Total -m- 281 -4- --m- 627. Kinc..lerg a r ten 29 31 0 60 52% Tot:il 197 312 4 513 617. ------------------------------------------------------------------------------------------- WAKEFIELD U11grnc..lcd 0 4 0 4 1007. l 26 44 0 70 637. 2 24 41 0 65 637. J 22 44 1 67 667. ,, 22 49 1 72 687. 5 26 46 1 73 637. 6 22 51 0 73 707. Sub-Total -m 279 3 424 667. Kinc..lergortcn 18 22 0 40 557. Total 160 301 3 464 657. -----------------------------------------------------------------------------------.------- 1:/ASHINGTON Ungrnc.lcc.l 2 2 0 4 507. 1 0 77 0 77 1007. 2 0 62 0 62 1007. 3 0 61 0 61 1007. ,, 0 57 0 57 1007. 5 1 42 0 43 . 987. 6 0 51 0 51 1007. Sub-Total. 3 352 0 ~ 997. Kim.lcrg:ir Len 5 158 1 164 967. Tot:il 8 510 1 519 x' 987. -- -- - - -------------.- -------------------- WATSON Ung,.:ic..lec..l l 26 35 1 62 567. 2 26 47 0 73 647. J 18 47 1 66 717. 4 34 47 0 81 587. 5 19 42 0 61 697. 6 27 46 0 73 637. Sub-Total. 150 264 -2- ~ ~ Kinc.lerg:,r ten 10 30 0 40 757. Total 160 294 2 456 647. ---- -- -------------------------------------------------------------------------------- ,. ,,: .. .. ',' '.  .. . 1,\nI .: :.- ~_: j lll.1ck  II \\,Iii le  \\J Other  U -- --- - -- -- --- - -- --- -- - - - --- -J,J lltUI.I.MEJff-- - -- ---- -- --------------- IJl I l'll: lll.J\\CI( Oltlrn TOTAL z DL/ICI( SO JCOL/GMDE ------------------------------------------------------------------------------------------- WESTERNH IU.S Ungroclccl 1 15 33 0 48 69% 2 22 28 0 50 55% J 22 25 0 47 53% t, 24 27 0 51 53% 5 19 33 0 52 63% 6 22 30 0 52 58% Sub-Total ~ 176 -0-- 300 59% Kimlcrgortcn 16 20 1 37 54% Totnl 140 196 1 337 59% ------------------------------------------------------------------------------------------- WILLIAMS U11grnucd l 32 37 0 69 54% 2 33 36 0 69 52% J 45 39 1 85 46% ,, 34 43 0 77 56% 5 35 36 1 72 50% G 33 34 2 69 49% Sub-Total -m 225 --4-- 441 51% Kinc.Jergorten 29 30 1 60 50% Total 241 255 5 501 51% --------------------------------------------------------------- ----------------------. WILSON Ungrnclecl 9 7 0 16 447. 1 22 44 0 66 67% 2 17 33 o 50 66% J 12 38 0 so 76% 4 17 41 0 58 71% 5 17 38 0 55 69% 6 11 34 0 45 76% Sub-Total 105 235 0 34() 69% Kinclcrg::irlcn 29 28 0 57 49% Totnl 134 263 0 397 66% - ----.---------------------- 1-XX)DRUFF Ungr::ic.Jec.J l 7 16 0 23 70% 2 5 17 1 23 74% J 6 24 1 31 77% 4 13 22 0 35 637. 5 6 29 2 37 78% G 6 19 0 25 76% Sub-Total . 43 127 4 ~. 73% Kimlcrg,irtcn 9 10 0 19 53% Total 52 137 4 193 71% j:. ! ------------------------------------------------------------------------------------------- . .:: .l . ', 111.:ick II \\,hll\u0026lt;! \" \\J Other 0 SOIOOL/GMDE EASTESRE ALS Ungroc.lcc.l l 2 J 4 5 6 Sub-Total Kindergarten Totril ELIZABETMHI TCHELL UngrncJc\u0026lt;l l 2 J {1 5 6 Sub-Total Kin\u0026lt;lergorten Total LITTLE ROCK SOIOOL DISTIUCT -----. ---------- . - . --------1:.NllOUJIIJ{l'-------------------------- \\./III'IT. lJLIICI( m11rn TOl'III. 7. DL/\\CK 11 4 0 15 27% 11 4 0 15 27% 28 23 52 44,: 28 23 52 44,: -----------------------------------------------------------------------r--------------. Ungraded l 2 J 4 s G Sub-Total Kindcrg:irtcn Tot:il ---------------------------------------------------------------------.- -------------------. Ungraded l 2 J 4 5 6 Sub-Total Kinderg:irtcn _.i Total ------------------------------------------------------------------------------------------ f'i 11.. l:t: a: l:t: _J 0 (.f) u [L .. 'st IS) U) IS) u w Q j I 9:IICOL J!dkins Arnnlrl OrivA R:lkAr R\n,,t-Ac 0 ~~,, MPt-n r,-~ r,-, I 1 oru\u0026gt; c::t-,,. fl, ,nr.:.A F\\Jl.ler El.an. Harris J 'vi 11.e EI.em. I Landmark Lawson O:tk Grove El. Oakbrooke Pine Forest \"Pinewocrl Robinson Elem. I Scott Sherwood S. Hills Elen. Taylor Tolleson 'IUJ'AL EJ:DI.I. l---:Se 1-/10~ 1~t'N1IZ. ..:,.JIC\\h J I fuller Jr. I J'ville North I I J'ville South I J'ville Hinh ! Milis North Pulaski Northwood Oak Grove Hiat f\u0026lt;t\u0026gt;. Jr. Hiqh Rob. Sr. Hiah S.Hills Jr. S .Hills Hfoh I 'm'l'Af ~- I I 'lnl'AL DI S'T' I l\"lllf':''E novs GIRLS 108 108 146 160 95 120 192 166 311. 276 Jn4 252 A\u0026lt;\n56 182 169 1c\no lOJ. 22] 210 288 ?42 lhf\\ 11.R 1 .4 '1 lJR ?nf. 237 J78 J?.7 782 J.S2 ?lR :ns 180 172 7n 52 205 190 332 275 179 167 237 205 4.600 4.129 259 203 218 245 226 218 435 386 197 200 349 317 407 365 420 402 223 203 184 179 398 364 J\u0026lt;\n..4 1.70 3.670 3 452 8.270 7,581  #-- - 10-1-89\\ENROLLMENT' lli.J\\CK llISP/\\NIC AflV(\n': r..TDT (\n': OOYS t::T'Ui .~ 71 7r, ,l 37 34 3 2 18 41 185 , 144 7 4 l \"1f\nf\n1 \"i7 44 4 7 \"il 3 4 l f\ns\n1 6() l lf )l QS:: 1 11 Q 1'1\u0026lt;\n1 l 1 1,1. 130 -1.q ?4 1'l 14 7A q.4 l .16 'i,,i 7f.. q\") l l S7 40 l 42 n 57 66 80 58 5 l 51 56 1 40 43 3 4 l 620 1.581 21 15 ) ~\n1..,.J./ J. J /5 205 193 74 68 1 94 72 106 131 3 4 164 145 1 l 87 59 3 110 73 3 2 78 82 1 74 52 55 38 l 123 96 1 7q 91 1 2 1.249 1.100 10 14 2.869 2,681 31 L9 1\\SIJ\\N I PAC. ISL_ AM IND li\n'\u0026lt;:J\u0026lt;rN') lOYS GIRLS OOYS GIRLS TOTAT ') 1 37l ~o 'J J 1 1A7 I 'K 294 ~ 4 6 l 6~H -1/' I 2 1 602 ~ 1 656 ....::2 l 2 l l 242 -40 5 8 3 3 470 ,4() 587 \u0026gt;-,'/ 1 l 633 ~, 3 6 l 796 ,\n,\n..'.:L, l 563 ---/ I 114 l'i 572 /\n).., 678 ~ l 625 J.J/ l 6l4 ~'1 450 ~\n)., 203 ~rr 518 ::,1-1 2 2 755 Ir\nl 455 ,.:\n_.. .. 1 12 8 552 - I!'- 38 40 7 4 12.055 d'i . ~5.YY ~1io ..J/'163 o\u0026lt;~~ 4 1 865 4(p 3 5 1 615 t?,3 3 7 620 ~1 6 10 1.081 .::\n~ 2 710 ~ 3 4 822 /1 3 2 965 I 983 11,, 552 --23 457 20 982 :'.)~ 1. 900 '-1 24 28 1 4 9 5S::\u0026gt; ~ 670 62 68 8 8 21 607 ~/4 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS October 2 I 1989 School Enrollment Black % Non-Black % Amboy 432 198 45.8 234 54.2 Argenta 248 138 55.6 110 44.4 Baring Cross 19 11 57.9 8 42.1 Belwood 147 66 44.9 81 55.1 Boone Park 520 315 60.6 205 39.4 Crestwood 196 85 43.4 111 56.6 Glenview 231 109 47.2 122 52.8 Indian Hills 475 157 33.1 318 66.9 Lakewood 240 98 40.8 142 59.2 Lynch Drive 279 125 44.8 154 55.2 Meadow Park 283 148 52.3 135 47.7 North Heights 412 202 49.0 210 51.0 Park Hill 225 78 34.7 147 65.3 Pike View 456 212 46.5 244 53.5 Pine 226 120 53.1 106 46.9 Redwood 278 164 59.0 114 41.0 Rose City 219 93 42.5 126 57.5 Seventh Street 326 177 54.3 149 45.7 Total Elem. 5,212 2,496 47.9% 2,716 52.1% (Including Kindergarten) Northeast 990 304 30.7 686 6 9. 3 Ole Main 968 440 45.5 528 54.5 Baring Cross 20 14 70.0 6 30.0 Central Jr. 701 305 43.5 396 56.5 Lakewood Jr. 4 88 166 34.0 322 66.0 Ridgeroad Jr. 626 293 46.8 333 53.2 Rose City Jr. 415 197 47.5 218 52.5 Baring Cross 6 3 50.0 3 50.0 Total Sec. 4,214 1,722 40.9% 2,492 59.1% DISTRICT: 9,426 4,218 44.7% 5,208 55.3% .. . . NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excl~ding Kindergarten September 20, 1989 School Enrollment Black % Non-Black % Amboy 414 190 45.9 224 54.1 Argenta 220 111 50.5 109 49.5 Baring Cross 21 11 52.4 10 47.6 (K - 6) Belwood 148 69 46.6 79 53.4 Boone Park 463 266 57.5 197 42.5 Crestwood 207 90 43.5 117 56.5 Glenview 233 100 42.9 133 57.1 Indian Hills 448 163 36.4 285 63.6 Lakewood 240 102 42.5 138 57.5 Lynch Drive 268 111 41.4 157 58.6 Meadow Park 265 136 51. 3 129 48.7 North Heights 385 195 50.6 190 49.4 Park Hill 221 86 38.9 135 61.1 Pike View 424 198 46.7 226 53.3 Pine 194 91 46.9 103 53.1 Redwood 251 134 53.4 117 46.6 Rose City 198 86 43.4 112 56.6 Seventh Street 315 132 41.9 183 58.1 Total Elem. 4,915 2,271 46.2% 2,644 53.8% Baring Cross 20 11 55.0 9 45.0 (7 - 12) Central Jr. 791 342 43.2 449 56.8 Lakewood Jr. 506 166 32.8 340 67.2 Ridge road Jr. 655 299 45.6 356 54.4 Rose City Jr. 421 192 45.6 229 54.4 Northeast 1,043 306 29.3 737 70.7 Ole Main 1,027 474 46.2 553 53.8 Total Sec. 4,463 1,790 40.1% 2,673 59.9% Dist. Total: 9,378 4,061 43.3% 5,317 56.7%\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\u003eArkansas. Department of Education\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 "},{"id":"bcas_bcmss0837_858","title":"Court filings: District Court, findings and recommendations of the special master re: proposed settlement agreement, as amended","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":["1989-09-28"],"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":["Court records","Education--Arkansas","Educational law and legislation","School districts","School integration","Educational planning","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, findings and recommendations of the special master re: proposed settlement agreement, as amended"],"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/858"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_784","title":"'Voluntary Interdistrict Coordinating Council for the Settlement Agreement''","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":["Keating, Thomas N.","Uchitelle, Susan"],"dc_date":["1989-08-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational law and legislation","School integration"],"dcterms_title":["'Voluntary Interdistrict Coordinating Council for the Settlement Agreement''"],"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/784"],"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\nSixth report to the U.S. District Court, Eastern District of Missouri\nJ-VOLUNTARY INTERDISTRICT COORDINATING COUNCIL for the SETTLEMENT AGREEMENT SIXTH REPORT TO THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF MISSOURI AUGUST 25, 1989 Submitted by DR. THOMAS N. KEATING, Chairman and DR. SUSAN UCHITELLE, Executive Director I odmvbp*'^SIXTH TEAR OF IMPBEMKHTATIOM OF THE STDDEHT TRAMSFER AND TEACHER EXCHANGE COMPONENTS OF THE SETTLENEHT AOREEHEHT snmiART The number of students enrolled in the voluntary student transfer progreun for the 1988-89 school year (the sixth year) was approximately the same as it was for the 1987-88 school year. The combined total of city-to-county and county-to-city transfer students in 1988-89 was 11,398 compared to 11,552 in 1987-88. The withdrawal rate for 1988-89 was 12.2 percent compared to 10.95 percent for 1987-88. It was encouraging to note that the number of reported student retentions decreased from 1406 in 1987-88 to 866 in 1988- 89. Graduates have increased in number from 460 in 1987-88 to 633 in 1988-89, and the number of suspensions in 1988-89 (1649) was virtually the same as in 1987-88 (1640). Fourteen of the 16 county districts participating in the voluntary student transfer program have reached their student ratios and received final judgment from the court. Number of Transfer Students The number of city-to-county student transfers as of July 14, 1989 was 10,781. This number is comparable to the 10,971 students enrolled in 1987-88. Approximately 12.5 percent of the city-to-county transfer students were from non-public schools compared to 11 percent in 1987-88. The number of county-to-city student transfers as of July 14 was 617 compared to 581 in 1987-88. Of that number, approximately 7.6 percent were from private or parochial schools.Although the number of enrollments did not increase during the past year, the number of transfer students has grown significantly since 1983. The number of requests for students from school districts and the number of applications that have been submitted for the 1989-90 school year seem to indicate that there will be an increase in enrollments. Over the past six years, 20,991 students at one time or another have participated in the transfer program. This includes 18,618 students (unduplicated counts) transferring from city to county schools and 2,373 students (unduplicated counts) transferring from county to city schools. Withdrawal Rate As of July 14, 1989, the withdrawal rate from the transfer program remained relatively constant over the six-year period. The combined percentage of city-to-county and county-to-city withdrawals was 12.2. In 1983, it was 10 percent. In 1987-88 it was 10.95 percent. A further breakdown reveals that the 1988-89 city-to-county rate was 10.8 percent, and the county-to-city rate was 30.2 percent. A complete analysis of withdrawals will be submitted to the court in October. Part-tiwe Integrative Programs During the 1988-89 school year, 111,125 students (unduplicated count) participated in part-time programs. As many as 122,689 students have had more than one experience with these programs. (Complete reports on the part-time programs can be found in Appendix D.) The range of part-time integrative progreuns offered by St. Louis Public Schools for city and county students is extensive, iiand student involvement remains high. As in the past, programs offered included: Career Education, Consumer Education, English as a Second Language, Honors Art, Honors Music, Pairing and Sharing, St. Louis Student Leadership Program (including the implementation of a Metropolitan Student Council), School Partnership, and Springboard to Learning. Humber of Students Participating in Integrative Programs in 1988-89 Program Humber of Students Consumer Education Career Education Student Leadership Pairing/Sharing Partnership Springboard 535 33,581 5,000+ 20,894 21,115 30,000 Total 111,125 Teacher Exchange As of July 15, two teacher transfers for the 1989-90 school year had been confirmed. There is still time for school districts to place more teachers before school starts. Because interviews are still being conducted, a final count will be submitted to the court in October. During the 1987-88 school year, two teachers participated in the Staff Exchange/Transfer Program from the city. One taught in Lindbergh and the other in Rockwood. (See Section II.) The St. Louis Public Schools did not accept any county transfer or exchange teachers. Pinal Judgment Fourteen of the 16 county school districts have meet their iii Istudent ratios and received final judgment from the United States Federal District Court. The other two districts are continuing to accept students in an effort to meet their student ratios as soon as possible. Students were still being assigned to school districts at the time of the filing of this report. Extracurricular Activities Data collected by the VICC show that transfer students are continuing to be involved in their schools. They participate in all facets of school life. The fall issue of the Volunteer and the August 1989 issue of the Parent Link high-lighted student activities (see Appendix E). Among the number of students who responded to a VICC survey on participation in extracurricular activities, 58 percent reported participation in 1988-89 compared to 62.8 percent in 1987-88. Thirty-four percent of the students participating in extracurricular activities indicated that they are involved in three or more activities. This percentage remained the same from the 1987-88 school year. Graduates A survey of transfer students (both city and county) who graduated from high school during the 1988-89 year indicated that of the 617 students who responded, 267 will attend a four-year college, 152 will register at a two-year junior college or a technical school. 84 will enlist in the armed services, 74 will enter the work force, and 40 are undecided. (See Section III - Other Data, page 123.) Attendance The attendance rate is higher than it was in 1987-88\n83.1 percent of the transfer students attended at least 871 hours (out ivof 1050 hours). In 1987-88, 80 percent attended at least 146 days . All of these data are provided in greater detail in Section IV of this report. Siner School Transfer students from both St. Louis City and St. Louis County are eligible to attend stunmer school in their host districts. This summer, 2,010 students (1,955 from the city to county schools and 55 from the county to city schools) attended summer schools throughout the metropolitan area. Students would attend wherever summer school was available. Proaotions/Retentions In the area of promotions and retentions, based on reports from the districts, 92.1 percent of the transfer students were promoted (4.8 percent higher than last year), and 7.9 percent were retained. Retentions were primarily at the high school level where students lacked sufficient credits to be promoted to the next grade. Suspensions/Disciplinaxy Concerns Of the 11,398 transfer students, 85.5 percent had no major disciplinary problems, whereas 14.5 percent were suspended. This is the first year since 1986-87 that suspensions have not increased significantly. That is an important first step. It indicates that schools are looking at the myriad of issues surrounding student suspensions and working on incorporating programs designed to address these concerns. Detailed reports from all districts on actions taken to reduce disciplinary concerns can be found in Appendix C. It appears from the reports that: VI Schools are finding multiple ways to communicate goals and expectations to parents and students, preschool orientations for families. Most of them have Schools have adopted various preventive practices. * All schools have had human relations workshops and programs for staff and the community. Schools are adopting a variety of strategies to help children become more successful. Many schools have alternative learning centers designed to reduce out-of-school suspensions. Schools are examining teaching strategies and instructional management approaches and looking at new ways to work successfully with all students. More and more schools have initiated positive student action committees. Efforts continue to address bus discipline problems. Educators are realizing that poor student achievement can result in behavior problems. Student achievement remains a critical concern. Schools are focusing on academic issues regularly and are seeking new progress reporting strategies, and initiating curricula changes to address student needs. Many school policies have been revisited or revised. Many new and excellent programs are being developed. The solutions to student discipline problems are complex and will require ongoing efforts by school districts, parents, teachers, principals, superintendents, school boards, and the community-at-large. Staff Development Staff development activities have increased significantly in all school districts and have been targeted to the needs of 1 i staff, students and parents. These activities were far reaching in nature as is reported in the Staff Development section of this document. Special Education In the area of special education, 1,622 city-to-county transfer students (including the 1988-89 referrals) received vispecial education instruction. Of these, 1,414 or 11.9 percent of the 11,901 students (fall numbers) transferring to county schools received resource services. The remaining 208 were full-time special education Phase II or III students. In 1988-89, 421 city-to-county transfer students were referred to Special School District for evaluation. Of these, 293 received services this year and 84 were determined to be non-handicapped. The remaining are waiting evaluation. Among county-to-city transfer students, 17.4 percent (126 students) received special education services in the St. Louis Public Schools compared to 12.2 percent (71 students) in 1987-88. (See pages 98 - 102 for detailed report of special education seirvices.) viiTABLE OF CQHTEHTS Section I INTRODUCTION 1 Section II IMPLEMENTATION OF THE SETTLEMENT AGREEMENT.. 4 Organization of the VICC 4 VICC Subconunittees 4 Recruitment, Publicity and Public Relations....................... 5 City-to-County Activities County-to-City Activities Recruitment Costs....... 5 8 15 Enrollments 18 Transportation 29 Ride Time................................. Desegregation Transportation Office Activities During the 1988-89 School Year AM Ride Time Analysis (June 1989)......... 29 30 31 Finances 32 Status Report: Assessment of Academic Achievement of Students in Interdistrict Student Transfer Component of the \"Settlement Agreement\"..... 36 VICC staff Involvement 42 Involvement with School District Staff Involvement with Students............ Involvement with Parents............. Parent Advisory Committee............ 42 43 44 45 Staff Exchange/Transfer Program 47 Staff Exchange/Transfer Subcommittee 48 Staff Development 51 Pattonville 52 Valley Park 52 Kirkwood 53 Lindbergh 53Hazelwood 53 St. Louis Public Schools 54 Wydown (Clayton School District) 54 Parkway 55 Vice Sponsored Activities 55 Black History Enrichment Project 56 Staff Development Expenditures 58 Data Management Activities 60 Section III YEAR-END DATA ANALYSIS 64 Attendance 64 Promotions/Retentions 67 Suspensions 69 Multiple Violation Suspensions 76 Pupil Transportation Safety Violations 84 Withdrawals 89 Special School District 95 Special Education Services ... Staf f Development............ Parent Involvement........... Special Education Applications Issues and Concerns.......... 96 103 106 107 107 St. Louis Public Schools 109 Parental Involvement.. Staf f Development.... Application Processing 110 110 110 Extracurricular Activities 112 Activities 112 Participation In Extracurricular Activities.... 114 Other Data 121 Grade Modification.................. Graduates........................... Test Scores for Students Transferring City-to-County.................... 121 123 126Section IV - CONCLUSIONS Expectations.............................. Staff Exchanges and Transfers............. Suspensions............................... Participation in Extracurricular Activities Parent Participation...................... Student Numbers........................... Metropolitan Support...................... 128 128 128 129 129 130 130 131 APPEHDICBS Appendix A - VICC Membership and Subcommittees Appendix B - School Districts Actions to Implement Settlement Agreement and report from NAACP Representative Appendix C - Reports on Actions Taken to Reduce Discipline Problems Appendix D - Cooperative Part-time Programs Appendix E - VICC Volunteer and Parent LinkLIST OF TABLES Page Table 1\nCounty Transfers To City Schools (1988-89)... 22 Table 2\nSt. Louis Magnet School Enrollment Data (March 1989).......................... 23 Table 3: City Transfers To County Schools (1988-89)... 24 Table 4: Achievement of Plan Ratio, July 14, 1989 Interim Report (1988-89)............... 25 Table 5\nEnrollments, Targets and Applications 26 Table 6: County Applications for City Magnet Schools (July 1989).. 27 Table 6a\nCounty Applications for Magnet Schools by Resident District (1988-89)... 28 Table 7: Attendance Report (1988-89, 1987-88) 66 Table 8: Promotions and Retentions (1988-89, 1987-88). 68 Table 9a\nSuspensions (1988-89) 71 Table 9b\nAll Suspensions by Districts (1988-89) 72 Table 9c\nSuspensions of Four Days or Less (1988-89)... 73 Table 9d\nSuspensions of Four to Ten Days (1988-89).... 74 Table 9e\nSuspensions Over Ten Days (1988-89) 75 Multiples\nTable 9a\nMultiple Violation Suspensions (1988-89) 78 Table 9b\nAll Suspensions by District (1988-89 79 Table 9c\nSuspensions of Four Days or Less (1988-89)... 80 Table 9d\nSuspensions of Four to Ten Days (1988-89).... 81 Table 9e\nSuspensions Over Ten Days (1988-89) 82 Multiple Suspension Grid (1988-89) 83 Table 9f\nPupil Transportation Safety Violation Report (1988-89).................... 85 Table 9g\nPupil Transportation Safety Violation Report 1988-89 - Violations Reported. 86Table 9h\nPupil Transportation Safety Violation Report 1988-89 - Actions Taken...... 87 Table 9i: Suspensions from Transportation {1988-89).... 88 Table 10: Reasons for Withdrawal (1988-89) 91 Table 10a: Withdrawals by Grade Level (1988-89) 92 Pie Chart: Withdrawal Analysis for 1988-89 93 Table 11: Summary Year-End Data Report By District (1988-89)...... 94 Table 12a: Special School District Report of Voluntary Transfer Students (1988-89) - Students Receiving Special Education Services 98 Table 12b: Special School District Report of Voluntary Transfer Students (1988-89) - Enrollment by Handicapping Condition... 99 Table 12c: Special School District Report of Voluntairy Transfer Students (1988-89) - Special Education Multidisciplinairy Evaluation Report........... 100 Table 12d\nSpecial School District Report of Voluntary Transfer Students (1988-89) - Withdrawals/Transfers from Self-Contained Special Education............. 101 Table 12e: Special School District Report of Voluntary Transfer Students (1988-89) - Other Special Education Services...... 102 Table 13: St. Louis Public Schools County Residents Receiving Special Education Services (1988-89)..... 111 Table 14: Participation in Extracurricular Activities ( 1988-89). 116 Table 14a:Participation by Grade Classification (1988-89) 117 Table 14b:Percent of Total Respondents Participating (1988-89).... 118 Table 15: Stimmary of Extracurricular/AfterSchool Activity Participation by District (1988-89)............................... 119 Table 16: Popularity of Activities (1988-89) 120Table 17: Grade Modifications (1988-89) During the Year................. 122 Table 18: California Achievement Test Scores City-to-County Transfer Students Participating in the Program 1988-89 For Whom VICC Has Test Scores...... 127Section I IMTRODDCTIOH On July 5, 1983, the Honorable William L. Hungate, United States District Judge, filed Order H(2503)83 which directed the implementation of the Settlement Agreement. The decree stated that the voluntary school desegregation plan proposed by the Agreement was fair. adequate, reasonable and constitutionally permissible. The Agreement commenced with the 1983-84 school year. The Voluntary Interdistrict Coordinating Council (VICC) was established to assume the administrative responsibility for the implementation of the teacher and student components of the Agreement. This report addresses only those issues for which the VICC is responsible, according to the Agreement. It does contain reports submitted by the school districts to the VICC in II compliance with Section XII-C, page 1 of the Settlement Agreement of efforts made to implement the Settlement Agreement. In J I J addition, reports are included on what school districts have done to address the concerns brought forth in a previous discipline report submitted in compliance with L(2232)88. The purpose of the VICC as outlined in the Agreement (Section IX.A.2., page 1) is \"to coordinate and administer the student transfer and voluntary teacher exchange provisions of the settlement agreement.\" The Agreement (Section IX.J.h, page 6) also directs that the VICC shall report at least annually to the Court and to the parties the steps taken to implement the Agreement. This report addresses those components of the Agreement set forth in Section IX.J. Powers, pages 5-7, and 1concludes with issues to be addressed related to the full implementation of the Agreement. For the past six years, school districts have participated in the implementation of the Agreement in one way or the other depending upon their legal status in the case. Increasing numbers of black transfer students from St. Louis Public Schools are choosing to attend one of the 16 county school districts accepting transfer students. (The other seven county school districts that already have black student populations of 25 percent or more are not accepting black transfer students.) Districts accepting black transfer students are: Affton, Bayless, Brentwood, Clayton, Hancock Place, Hazelwood, Kirkwood, Ladue, Lindbergh, Mehlville, Parkway, Pattonville, Ritenour, Rockwood, Valley Park, and Webster Groves. All of these districts have received final judgment except Mehlville and Rockwood. Those county districts that had a black enrollment of 25 percent or more in 1983 and are not accepting black transfer students are: Ferguson-Florissant, Jennings, Maplewood-Richmond Heights, Noinnandy, Riverview Gardens, University City, and Wellston. These districts are part of the Settlement Agreement and are represented on the VICC. Those districts with less than a 50 percent black student population are participating in the recruitment of their resident white students into St. Louis magnet and specialty schools as part of their continuing obligations. This report reflects the tremendous commitment so many have made to make the transfer program successful. It appears that each year students are integrating more fully into their schools. 211 I I i I of Section II of this report describes the various components the implementation process. These components include the I organization of VICC\nVICC subcommittees\nrecruitment, publicity and public relations\nenrollment\ntransportation\nfinances\nVICC staff involvement\nstaff exchange/transfer program\nstaff development\nintegrative part-time programs\nthe assessment of I transfer student achievement\nand data management operations. Section III provides statistics on student attendance, J promotions and retentions, suspensions, transportation safety violations. withdrawals, special educational services, extracurricular activity participation, and grade modifications. Section IV concludes the report with issues to be addressed. The appendices follow the conclusions. The hard work and cooperation of the VICC staff members throughout this year as in the past is commendable. as was their assistance in producing this report. I Our deepest appreciation and thanks go to staff members in I all school districts, whose cooperation and professionalism is invaluable. Without their assistance, persistence and commitment. i we would not have accomplished as much as we have each year. We IJ 1 express our gratitude to the two teachers who spent this past year in the exchange/transfer program. It United is with pleasure that the VICC submits this report to the States Federal District Court after six full years of I I implementation of the Agreement. 3 SectLlon II TMPT.KMKlWATTnW OF THE SETTLEMEHT AQIEKMEHT ORGEHISATKn OF THE VICC The VICC membership consists of the following voting members: one person from each school district, one person each from the NAACP and Liddell Plaintiffs, and one person from the State Department of Elementary and Secondary Education. The Executive Director of the VICC is an exofficio member of the VICC without vote. Appendix A (pages 1 and 2) lists the VICC members and alternates for 1988-89. Vice SHBCODHTTEES The VICC established five subcommittees to assist in the implementation of the various aspects of the Agreement. They are: the Policies and Procedures Subcommittee, the Recruitment Subcommittee, the Staff Development Subcommittee, the Staff Exchange/Transfer Subcommittee, and the Transportation Subcom- mittee. Each had a chairperson (Appendix A, page 3). 4RECRniTHEHT, PUBLICITY AND PUBLIC BKTJ^TTnws I The Increase in racial tension that surfaced in the St. Louis metropolitan community during the 1988-89 school year (a situation reflected in many urban areas around the countiry), cast a spotlight on the voluntary student transfer program that necessitated the implementation of additional and unanticipated public awareness activities. To address these issues, VICC supplemented its traditional recruitment activities with other projects designed to promote understanding. The VICC staff made every effort to help dispel the negative myths circulating about the transfer program. Among the issues that turned the eyes of the community to the transfer program during the year were (1) the District Court's comprehensive plan to overhaul the city's magnet school program, (2) the media attention given to racial issues as part I of \"A World of Difference\" prejudice reduction program, and (3) community opposition to the transfer program in a few suburban school districts. VICC staff devoted a great deal of time explaining the transfer program to parents and helping them to understand the mutual benefit of the program to all students. What follows is a list of a combination of recruitment, public relations, and promotional activities that were undertaken ij i| for the 1988-89 school year. CITY-TO-COCHTY ACTIVITIKS 1 \"Winds of Change* Video One important project undertaken as part of VICC's public awareness campaign was the production of a 15-minute video 5entitled \"The Winds of Change.\" The video was designed to promote greater understanding among county residents and suburban teachers about the challenges faced by city transfer students. VICC discovered that many county residents know little, if anything, about the day-to-day realities of the transfer program. \"The Winds of Change\" provides a personal look at three families with children in the transfer program. It contains comments from county teachers. parents and administrators about the changes that have taken place as a result of the transfer program. VICC distributed the video to all county districts accepting transfer students and requested that it be shown to teachers, PTO/PTA organizations, student groups and community residents. Some members of the VICC Parent Advisory Committee will use the video at community meetings in their school districts. The video was also sent to local television talk show hosts along with the suggestion that they build a program around the video. Copies of the video may be borrowed by citizens from the VICC office. \"The Winds of Change\" was produced by Neff Productions. Presentations To Organisations and Teachers VICC staff presented status updates on the school desegregation program to community organizations and teachers throughout the year. Teachers have asked so many questions about the details of the transfer program that VICC has asked superintendents to arrange for VICC staff to meet with teachers during their annual inservice programs at the beginning of the 1989-90 school year or sometime during the year. The purpose of the meetings will be to 6show \"The Winds of Change\" and to provide an update on St. Louis' school desegregation program. This will be done on a district-by-district basis. I Public Service Announceaents For Television Another component of the public information campaign was the creation of three 30-second television public service announcements that were delivered to all local stations and cable networks . These announcements convey the message that America is about diversity and that as long as people keep separating themselves. ll they are defeating the principles that this nation was founded upon. 1 Public Service Announcesients For Radin Announcements designed to increase public knowledge about the school desegregation program were sent to radio stations in late spring. 1| I Radio Advertising The use of commercials to advertise and promote the transfer I I I program on KATZ and KMJM radio stations continues to be one of the most effective means of generating applications for the city- 1 to-county component of the transfer program. Ads were run in I December, January, March, May, July and August on KMJM and in January, March, May, July and August on KATZ. In February, ads I II ( ( were run on KMOX and KLOU radio stations. 1 General Recruitment Brochure Another effective tool in generating applications has been the mailing of application brochures to the homes of city families with school-aged children. The brochure carried brief 7descriptions of the county school districts that are accepting transfer students along with four applications. In addition to being mailed, the brochures were distributed to the public libraries in predominantly black neighborhoods\nsent to pediatricians and dentists in the black community\nand mailed to ministers, daycare centers and presidents of neighborhood organizations. Brochures also were sent to counselors in the St. Louis Public Schools for distribution to interested students. Follow-Dp Recroitaent Mailer In early April, a follow-up reminder was mailed to city parents . The mailer contained an application and list of districts that still had openings for September. Parents were encouraged to apply immediately. Mewspaper Advertising A half-page ad about the city-to-county component of the transfer program was run in a special anniversary edition of the St. Louis American newspaper. Hews Releases News releases were sent the newspapers, television and radio stations to announce that applications were being accepted in January. In April a follow-up news release was mailed that encourage parents to apply before July 1 so that transportation could be arranged for their child the first week of school. CODHTT-TO-CITY ACTIVITIKS Attracting county families to the city magnet schools continues to be a challenge. VICC's four recruitment coordinators have taken on a number of recruitment and public relations re- 8I sponsibilities to help spread the word about the magnet schools to St. Louis county residents. I As in the past, the major recruitment activities were planned and conducted collaboratively by VICC, the Division of I i Public Affairs for the St. Louis schools and the St. Louis Public I Schools Recruitment and Counseling Center. A seasonal breakdown of major activities is listed. The ll list does not include the individual activities and numerous telephone calls and tours each magnet school recruitment coordinator was involved in during the course of the year. The re1] ll cruitment coordinators also followed up with families once they transferred to help them find avenues to address situations that might result in fcimilies withdrawing from the program. KALL ACTIVITIES 1. VICC sponsored a booth at the 1988 Parenting Fair in August at Washington University. 2. A presentation by the VICC executive director on the comprehensive magnet school plan ordered by the U.S. District Court was made at the September meeting of the Missouri School t I Public Relations Association. The purpose of the presentation was to provide county school PR directors with information on the changes that will take place as a result of the plan and to enlist their support in recruiting county students to the magnet schools. WINTER ACTIVITIES 1. Direct Mail A. The general recruitment brochure which contained an application and information about new magnet school applications 9procedures and priorities was mailed in January to public school families in eligible county districts and to some families with children in private and parochial schools in targeted zipcode areas. B. A mailing to families on VICC's list of prospective magnet school families about the January 26 open house was sent. C. A mailing was sent to families in selected zipcode areas in the county with children in private and parochial schools about the March 4 magnet school fair at St. Louis Union Station. 2. The annual open house day at the St. Louis magnet schools was held January 26. Over 500 city and county residents visited magnet schools during the day. To promote the open house day, ads were run in the suburban journals and fliers were mailed to families on VICC's list of prospective magnet school applicants. In addition, information was mailed to county school PR directors for publication in their newsletters or distribution in the schools. 3. VICC sponsored a booth at the Working Women's Survival Show in February. A 4. new magnet school poster with tear-off information cards was designed and distributed to county counselors for posting. 5. Copies of \"A Journey Into the Future\nSt. Louis Magnet Schools\" video were distributed to county counselors so that students could borrow and view them at home. The videos carried tear-off sheets that provided more information to interested students. Copies of the video were also sent to the county branches of the public library. 106. Newspaper Advertising A. Ads promoting the March 4 magnet school fair were run in the Suburban Journals. St. Louis Parent, FAST Magazine, and the Post-Dispatch. B. A Post-Dispatch insert in \"PD Magazine\" in February featured the new programs that will become available through implementation of the court's long-term magnet school plan. 7. Guidelines for the new lottery system that will change the current application and placement procedure for magnet schools were developed jointly by VICC and the St. Louis Public Schools, filed in court and approved by the U.S. District Court. 8. Visits to county school counselors were made by recruitment coordinators to provide them with an update on the status of the long-term magnet school changes ordered by the court. 9. Recruitment coordinators made visits to the eighth grade classes of several county private and parochial schools to inform prospective graduates about the opportunities available through the magnet high schools. SPRING ACTIVITIES 1. Fairs I I I I i I ! 1 A. The annual magnet school fair was held at St. Louis Union Station. The fair was co-sponsored by VICC, the St. Louis Public Schools and KMOX Radio. Free bus transportation from various locations in St. Louis county was provided by VICC. Posters about the fair were distributed to all county schools in eligible districts and fliers were delivered to all students in the schools. KMOX aired announcements about the fair. I B. The Child's Fair at the Convention Center March 10-12 11drew larger than anticipated crowds. This was the first year that the fair was held. VICC sponsored an informational booth and a variety of hands-on activities for children. C. VICC sponsored a booth at the 10th Annual St. Louis Regional Conference on Gifted Education again for the 1988-89 school year. 2. A follow-up direct mail piece was mailed to families in selected zip code areas in eligible county districts in April to remind parents to apply now for September classes. 3. Newspaper and Magazine Advertising A. In March, the St. Louis Parent featured the changes in store for St. Louis magnet schools. An ad was run in conjunction with the article. The newsletter was delivered and distributed at the magnet school fair. B. In May FAST Magazine featured the St. Louis magnet schools. An ad was run in conjunction with the article. FAST Magazine is a local publication that is distributed to high school students in several suburban school districts. 4. Literature racks for magnet school pamphlets and brochures were purchased by VICC and delivered to county school counselors so that the information can be displayed in counselors' offices. 5. Radio commercials about specific magnet schools that still had openings were aired in April and May over KSTZ Radio. 6. The \"Schools of Choice\" information booklet for county counselors and staff members of VICC, Recruitment and Counseling and the St. Louis Public Schools was developed in response to an order from the court. This booklet will be distributed to county counselors by VICC staff. The booklet contains information about 12I individual magnet schools, the application procedure, transportation and other areas. The purpose of the booklet was to help ensure that families receive consistent, accurate information. The booklet will be updated annually. It is also used by all VICC staff involved with magnet schools. SnmiER ACTIVITIES 1. The theme of the 1989 VP Fair was \"Education Is America's Future.\" Because of national attention that the fair drew to the cause of education, VICC's involvement was extensive. VICC staff members took on active leadership roles in several capacities to help organize St. Louis' entire educational community. VICC's purpose for being involved was to promote the concept of school choice and to help shed some favorable light on all of the positive things that have happened in St. Louis as a result of the interdistrict student transfer program. An exhibit that features options available under the student transfer program was constructed for use at the fair and for use afterwards in area shopping malls and other locations. The souvenir magazine published by the VP Fair Foundation carried a three-page spread on St. Louis' transfer program. 2. A booklet that highlights success stories of city and county students who attend magnet schools is being compiled. The booklet will be distributed to families interested in magnet I schools and to the local media. 3. The August issue of VICC's Parent Link newsletter and the fall issue of the Volunteer newsletter will pay tribute to I ll I outstanding city and county voluntary transfer students who graduated from high school in 1989. I 134. The individual school pamphlets about each magnet school will be redesigned and updated. 5. An official magnet school logo was designed by an Honors Art county transfer student who recently graduated. The logo will be used on all literature and other materials. 6. Packets of information for real estate representatives and relocation officers in major corporations will be prepared and be personally delivered to the corporations by the recruitment coordinators. The purpose for distributing the information is to encourage the representatives to inform residents who are new to St. Louis county about the options they have available through the St. Louis magnet schools. Annual Report To The Crunity Starting this fall, 1989, an abbreviated version of VICC's lengthy year-end report to the U.S. District Court will be prepared for the community-at-large. It will provide highlights and pertinent statistics in a simple format. This will enable interested citizens to get the information they need in a concise manner. 14I I RECRUITMENT COSTS VICC Recruitment/Publicity Expenditures For City-to-County School Recruitment APPLICATIOMS/BROCHURES/FLYKRS II School Choices II School Choices\" Brochure Flyer $ 6,041.00 4,263.18 LITERATURE Application Materials Parent Information 211.00 7,326.35 MEDIA ADVERTISING Publications St. Louis American Radio KATZ KLOU KMOX MAJIC 108 775.00 7,781.75 1,224.00 2,780.00 12,282.50 STRATEGIES Missouri School Public Relations Association National School Public Relations Association 20.00 I Video \"The Winds of Change II 145.00 15,855.05 Subtotal $ 58,704.83 VICC Recruitment/Publicity Expenditures For Magnet School Recruitment I ACTIVITIES Booths A) B) C) D) Child's Fair Gifted Child Conference Magnet Fair Maplewood Chamber of Commerce $ 1,528.00 140.40 5,199.88 6.00 I 15E) F) G) H) Open House Parenting Fair Veiled Prophet Fair 1988/89 Display Exhibit ion/Graphics/Photos Pioneer Crafts Transportat ion Working Women's Survival Show 23.60 3,157.02 Premiums for Booths Valley Park - NJROTC Program 7,368.35 3,641.76 973.49 90.00 818.65 812.88 53.25 APPLICATIONS/BROCHURES/FLYERS tl II Right Choice Right Choice tl Brochure Follow-up Flyer \"Right Choice\" Newsletter Special School District Brochure 8,942.93 6,300.00 250.80 112.92 EQUIPMENT Camera 35MM Computer/Software 185.57 8,302.05 LITERATURE Magnet Information Materials Newsletter/Pamphlets Posters School of Choice Booklets 781.48 6,755.47 4,887.62 430.00 MEDIA ADVERTISING Publications Fast Magazine St. Louis Parent St. Louis Post-Dispatch Suburban Journals Radio KSTZ 600.00 1,332.85 8,383.00 4,552.17 3,580.20 MEETINGS 1,219.94 SUPPLIES (General) Booths Parent Contact 3,194.53 1,709.18 STRATEGIES Video/Slide Tapes 351.56 Subtotal $ 85,685.55 TOTAL VICC EXPENDITURES $144,390.38 IfiSt. Louis Public Schools' Recruitnent/Publicity Expenditures For St. Ttonis Magnet School Recruitnent Of County Families Achrertising Post-Dispatch $15,000.00 Magnet School Fair Equipment Rental Insurance Personnel Signage 1,092.00 261.50 208.51 81.00 Printing Individual School Brochure Special Education Brochure Fine Arts Festival, VPA \u0026amp; Honors Program Portion of Annual Report 560.00 514.00 1,277.00 3,275.00 Professional Services Graphic Art Typesetting Photography \u0026amp; Video Graphic Design - \"Right Choice\" Newsletter Negatives \u0026amp; Reprints 2,320.00 337.40 713.99 337.50 71.25 TOTAL ST. LOUIS COST (FOR COUHTT RBCRDITMEHT): $26,049.15 II ri I r! 17I Enrollments of interdistrict transfer students increased for the 1988-89 school year for county to city and decreased slightly for city to county schools. It is important to note that student 1 enrollments fluctuated as students changed their place or city of residence. Thus, the enrollment data used throughout this report reflect enrollments as of July 14, 1989. During the 1988-89 school year, a total of 884 white county students participated in the transfer program at some time. The total number of city black students who participated in the transfer program at some time and transferred into predominantly white county schools from St. Louis this year was 12,092 (see 1 Table 11, page 94). For the 1989-90 school year, as of July 14, 1989, of the total number of city-to-county applications received in the VICC office (4,176), 27 were rejected because of demonstrated behavior problems as certified by the home district, 107 were reviewed and determined to be ineligible because the St. Louis home school was less than 50 percent black, 157 were deemed to be special education students, and 90 were cancelled by parents for various reasons. To date, 1,405 applications have been accepted by county districts for fall enrollment. 963 have been sent to districts and are awaiting acceptance. 1427 are being processed and completed. Applications are still coming into the VICC office. For the 1989-90 school year, as of July 14, 1989 the total number of county-to-city applications received in the VICC office is 645 . Of these. 553 are eligible magnet school applications. To date, 313 applications sent to St. Louis have 18been accepted (see Table 6). This indicates the need to increase the number of magnet seats available for students as there are more applicants than available space. There are 240 county students awaiting acceptance in St. Louis magnet schools. There is still time for these students to be placed should openings become available before school begins in September. Tables 1 6 provide detailed enrollment statistics. Table 1 shows the number of students from St. Louis County school districts who attended either magnet or regular St. Louis Public Schools. Information for this table was compiled from data at the VICC office as of July 14, 1989. Table 2 shows a detailed account of the transfer student enrollment only at city magnet schools. This information was provided by the St. Louis Recruitment and Counseling Center, March 1989. Table 3 shows the number and grade levels of transfer students enrolled in county schools from the city. Table 4 shows the achievement of plan ratios for county school districts. The table also indicates the number of active transfers as of July 14, 1989. Table 5 shows projected anticipated enrollments of transfer students to county school districts for 1989-90. This table also shows the number of applications that had been sent to each district by July 14, 1989. Again, the VICC fall report will show actual enrollments. Table 6 shows the number of county applications received by the St. Louis Recruitment and Counseling Center from VICC of 19eligible students interested in attending city magnets and speI cialty programs for the 1989-90 school year. The numbers of I 1 students applying for each school represent the first choices indicated on the applications. As of July, a total of 451 n^ 'I eligible applications to St. Louis magnet schools from white county students was on file. Table 6a shows the breakdown of the total eligible magnet school applications by resident district. Applications for city magnet schools will continue to be accepted and processed throughout the summer. Students can be accepted into magnet schools until August 1 for placement the first day of school. Students may apply and be placed through the third week of the school term in the fall. Students who apply after that time will be placed on a waiting list and will be admitted at the beginning of the second semester as space permits unless their case constitutes a hardship situation (e.g., English as a Second Language student). If so, they will be given immediate consideration. Final enrollment figures including withdrawals and reasons will not be available until October when all school districts report enrollments of interdistrict transfer students. As in the past, the VICC will submit to the Court final enrollment information for 1989-90 in the fall with a detailed withdrawal I I 11 t 1 analysis for the 1988-89 year. Data in this report for this year reflect enrollments and withdrawals only through July 14, 1989. Until a census is taken in the fall of the year, VICC will not have an accurate picture of 1988-89 withdrawals. Applications for Phase II and III special education students 20 t,who are eligible to transfer are also being processed for the 1989-90 school year. Court Order H(3609)84, filed January 30, 1985, approved the Implementation Plan H(2644)83 for special education students who wish to participate in the interdistrict transfer program. The St. Louis Public Schools, Special School District, and the VICC have been working together to place Phase II and III students. At the time of this report, the Special School District of St. Louis County and the Division of Special Education in the St. Louis schools were reviewing 174 applications for placement for students in self-contained special education settings for the 1989-90 school year. Special education students in resource rooms are eligible to transfer under the same conditions as all other students. These numbers are also reported in the Special Education section. 21TABLE 1 COOHTY TRANSFERS TO CITY SCHOOLS (1988-89) DISTRICT TOTAL K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded and Preschool Wav M K) Affton Bayless Brentwood Clayton Ferguson 29 23 7 3 5 0 0 0 1 1 0 0 2 1 0 0 2 1 0 0 1 0 0 0 1 1 0 0 2 1 0 1 1 5 0 0 3 1 2 0 4 1 0 0 2 4 1 0 1 0 2 1 1 1 1 1 3 0 1 0 17 13 5 2 Florissant 39 Hancock Hazelwood Kirkwood Ladue Lindbergh Maplewood Richmond- Heights Mehlville Parkway 35 71 10 8 15 146 59 29 Pattonville 19 Ritenour Riverview Gardens Rockwood Valley Park Webster Groves 68 11 10 5 30 TOTAL 617 4 3 4 1 1 1 4 3 3 0 1 1 2 1 2 1 0 2 2 2 6 0 0 0 2 2 3 1 1 1 0 0 2 0 0 2 2 2 5 0 0 0 3 3 5 1 0 1 5 2 1 3 1 0 5 4 12 0 1 2 2 6 12 1 1 2 2 3 5 0 2 1 2 2 1 1 0 2 4 2 4 1 0 0 15 16 45 7 2 8 9 6 0 0 7 1 1 0 2 45 12 3 2 2 3 15 1 0 0 2 14 2 0 0 2 10 3 3 0 6 11 0 1 0 7 9 3 4 1 4 10 4 2 1 4 14 6 2 1 1 21 14 6 5 13 13 7 5 3 6 3 7 3 3 5 2 3 0 2 2 3 0 1 1 0 38 35 14 7 40 0 0 0 0 1 1 2 0 0 2 1 0 3 0 1 2 0 0 2 0 0 2 0 2 0 0 1 4 0 0 0 0 1 1 1 0 1 0 0 1 0 4 1 1 2 5 1 3 3 2 3 4 0 2 1 14 37 30 35 40 29 39 47 59 98 71 40 26 21 287to w TABLE 2 ST. LOUIS MAGttT SCHOOL LNROLUtNT DATA (March 1989) High School Health Careers Academy of Math and Science Metro NJROTC (Cleveland) Visual and Performing Arts (Central) Subtotal High School Specialty Program Language and International Studies (Roosevelt) Mass Media (McKinley) Senior Classical Academy (Soldan) Subtotal Total Middle School Academic and Athletic Academy (Hamilton Br. Investigative Learning Center (Mason) Military Middle (Pruitt) visual and Performing Arts (Humboldt) Visual and Performing Arts (Marquette) Total III) Black White City City County Total 201 233 118 356 341 1249 154 57 62 273 1522 70 132 238 126 136 702 % White From County Total Target % of Target B%A4% 157 156 96 237 184 830 19 50 23 63 66 221 176 206 119 300 250 1051 11% 24% 19% 21% 26% 21% 377 439 237 656 591 2300 340 450 240 800 800 2630 111% 98% 99% 82% 74% 87% 53%/47% 53%/47% 50%/50% 54%/46% 58%/42% 54%/46% 99 53 41 193 1023 4 10 2 16 237 103 63 43 209 1260 4% 16% 5% 8% 19% 257 120 105 482 2782 350 200 180 730 3360 73% 60% 58% 66% 83% 60%/40% 48%/53% 59%/41% 55%Z45% 50 93 181 112 90 526 11 31 23 18 35 118 61 124 204 130 125 644 18% 25% 11% 14% 28% 18% 131 256 442 256 261 1346 144 264 420 264 264 1356 91% 97% 105% 97% 99% 99% 53%/47% 52%/48% 54%/46% 49%/51% 52%/48% 52%/48% Elementary School Academy of Basic Instruction (Lyon) Academy of Basic Instruction (Malllnckrodt) Academy of Basic Instruction (Waring) Action Learning and Career Ex. (Madison) Classical Junior Academy (Enright) Expresslve/Receptive Arts (Ames) Foreign Language Experience (Wilkinson) Individually Guided Education (Wade) Individually Guided Education (Woerner) Investigative Learning Center (Stix) Montessori (Euclid) Montessori II (Euclid Branch) Visual and Performing Arts (Shaw) Total Grand Total 102 127 117 181 289 179 95 165 159 139 131 66 190 1940 4164 96 102 82 138 252 155 43 127 131 104 80 34 122 1466 3015 4 6 4 7 45 6 49 12 10 25 16 39 42 265 620 100 108 86 145 297 161 92 139 141 129 96 73 164 1731 3635 4% 6% 5% 5% 15% 4% 53% 9% 7% 19% 17% 53% 26% 15% 1 7% 252 257 245 369 586 380 209 325 323 320 227 139 385 4017 8145 260 262 284 382 622 404 214 334 334 264 264 140 382 4146 8862 91% 98% 86% 97% 94% 91^% 98% 91% 97% 121% 86% 99% 101% 97% 92% 50%/50% 54%/46% 58%/42% 56%/44% 49%/51% 53%/47% 51%/49% 52%/48% Settlement Plan Magnets Black/White enrollment does not Include kindergarten, except for Montessori 11 (Euclid Branch). does include kindergarten except for Classical Junior Academy and Moritnssor1 (Euclid) which have Total enrollment no kindergarten.K) DISTRICT TOTAL TABKK 3 CITY TRANSFERS TO COUNTY SCHOOLS (1988-89) 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded and Pre- School NEW Affton Bayless Brentwood Clayton Hancock Hazelwood Kirkwood Ladue Lindbergh Mehlville Parkway Pattonville Ritenour Rockwood Valley Park Webster Groves 317 178 131 308 238 298 569 323 825 899 3269 878 609 1510 164 265 TOTAL 10,781 17 4 11 21 8 0 28 1 36 21 87 34 1 65 4 11 349 18 10 11 26 23 1 34 25 70 53 179 73 14 102 16 24 8 9 22 16 12 44 29 51 64 197 61 28 114 11 19 17 14 17 23 14 39 31 77 70 233 67 32 127 17 28 16 15 19 25 13 47 31 63 82 245 63 40 127 21 21 18 14 17 15 16 48 30 66 73 265 67 53 134 17 17 26 14 16 25 19 56 28 76 85 253 80 45 158 13 27 19 5 31 27 27 45 24 57 89 315 82 67 171 16 31 16 6 28 20 28 57 14 64 71 280 94 62 138 12 37 17 6 31 32 29 59 16 80 90 444 97 77 109 13 31 9 6 33 15 35 44 34 78 88 364 47 83 125 8 22 12 11 24 9 72 34 31 59 60 212 56 56 67 8 25 6 9 23 0 32 34 29 48 53 195 57 51 73 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 70 51 29 56 56 3 142 5 279 237 613 162 36 464 40 18 20 20 18 31 17 24 19 30 28 12 17 0 60 673 710 817 853 885 928 1026 940 1167 1028 745 660 0 2303TABLE 4 ACHIEVEMERT of plan ratio July 14, 1989 (Does Not Include Hew Enrollees) Interim Report (To Be Updated Fall 1989 When All Students Are Placed) School District Active Transfers July 14, 1989 Plan Ratio Set In Settlement Amceement Student Population Percent Black 1982-83 (Year Before Settlement Agreement) Student Population Percent Black July 14, 1989 Affton Bayless Brentwood Clayton Hancock Place Hazelwood Kirkwood Ladue Lindbergh Mehlville Parkway Pattonville Ritenour Rockwood Valley Park Webster Groves 317 178 131 308 238 298 569 323 825 899 3269 878 609 1510 164 265 15.15% 15.15% 25.00% 16.27% 15.34% 25.00% 25.00% 25.00% 15.79% 15.32% 16.98% 18.72% 25.00% 15.95% 15.48% 25.00% 1.6 % 0.1 % 23.9 % 6.0 % 3.0 % 17.4 % 19.3 % 15.6 % 1.6 % 0.3 % 2.5 % 5.3 % 14.5 % 0.9 % 0.4 % 19.9 % 15.05% 15.49% 24.78% 18.24% 15.44% 26.08% 25.56% 25.10% 16.92% 9.16% 17.15% 20.50% 25.27% 12.13% 23.72% 24.50% TOTAL 10,781 25TART.K 5 KHROKIJIKNTS, TARGETS ARD APFLICATIOHS DISTRICT Current KnrolljBent Targets for Hew and Replaceaent Transfers Applications* Sent to Districts as of Joly 14, 1989 Affton 317 102 140 Bayless 178 68 97 Brentwood 131 20 56 Clayton 308 68 107 Hancock 238 35 66 Hazelwood 298 0 0 Kirkwood 569 90 144 Ladue 323 63 92 Lindbergh 825 165 214 Mehville 899 700 373 Parkway 3269 984 1311 Pattonville 878 126 156 Ritenour 609 89 91 Rockwood 1510 997 407 Valley Park 164 43 73 Webster Groves 265 30 57 TOTAL 10,781 3580 3384 Applications will be continually sent to the districts throughout the summer. 26 I I ii I i, I I I I I IXABIS C COUBAl AFTULCAXIOBS R CITT MBfiBR SCWWWS (1988-89) riBST OOICI- Hiqh Schools Center for Management, Law and Public Policy* Health Careers Math 6 Science Metro NJROTC Visual \u0026amp; Performing Arts (Central) High School Specialty Prograas m APFLICABXS SIR TO ST. LODIS ST. LODIS EBBBBX AOCBFXBD lODIK PABEBT APFBDVAL ----------TOTAL----------- ST. LODIS PABKBT ACCEPTKD ACCBPTKD ***ALL CHOICES*** Foreign Language Specialty (Roosevelt) Honors Art* Honors Music* Mass Media Senior Classical Academy ifidle Schools Athletic \u0026amp; Academic Academy Investigative Learning Center (Mason) Military Middle School (Pruitt) Visual \u0026amp; Performing Arte (Humboldt) Visual \u0026amp; Performing Arts (Marquette) BleaentarY Schools Academy of Basic Instruction (Lyon) Academy of Basic Instruction (Mallinckrodt) Academy of Basic Instruction (Waring) Action Learning \u0026amp; Career Exploration (Madison) Ezpressive/Receptive Arts (Ames) Classical Junior Academy Foreign Language Experience (Wilkinson) Individually Guided Education (Wade) Individually Guided Education (Woerner) Investigative Learning Center (Stix) Montessori Montessori Branch Visual \u0026amp; Performing Arts (Carr) Visual 4 Performing Arts (Shaw) Other BUDBR xonL *St. Louis Magnet School 5 7 18 5 30 39 5 5 17 4 29 38 5 5 16 2 29 36 3 2 11 2 22 25 2 3 5 0 7 11 5 5 16 2 29 36 3 2 11 22 25 0 8 3 1 0 0 8 3 1 0 0 6 0 0 0 0 5 0 0 0 0 1 0 0 0 0 6 0 0 0 0 5 0 0 0 15 11 23 12 16 13 10 21 12 16 13 10 19 12 16 10 4 14 6 14 3 6 5 4 2 13 10 19 12 16 10 4 14 8 14 4 4 2 1 1 2 1 1 2 1 2 0 2 0 2 0 0 0 2 0 2 2 2 44 48 3 16 23 11 51 10 40 2 2 40 48 3 16 19 11 49 10 34 2 1 22 10 2 4 14 4 48 7 18 1 1 17 9 1 3 11 2 38 2 8 1 0 5 1 1 1 3 2 10 5 10 2 1 23 10 2 4 14 4 50 7 23 1 1 18 9 1 3 11 2 40 2 13 1 1 0 0 0 0 0 451 424 305 214 89 313 224 27' 11 TABLE 6a COUHTY APPLICATIOHS TOR RAQSET SCHOOLS BT RESIDEHT DISTRICT (1988-89) ) Affton Bayless 23 25 I Brentwood 7 Clayton 6 Ferguson-Florissant 36 I Hancock 14 Hazelwood 65 il j i Kirkwood 16 Ladue 7 1 Lindbergh 22 i I Mehlville 51 Maplewood-Richmond Heights 94 I I Parkway 46 I Pattonville 24 Ritenour 59 Rockwood 26 Valley Park 9 11 Webster Groves 23 TOTAL 553 I I I I I I 28TRAHSFORXATKn As in the past, the Desegregation Transportation Office of the Missouri Department of Elementary and Secondary Education provided transportation for all city and county students enrolled in the voluntary interdistrict transfer progreun for the 1988-89 school year. In addition to providing services to and from school, the State also transported students for part-time integrative and all extracurricular activities. The VICC Transportation Subcommittee met regularly throughout the year to address transportation issues in a timely manner. With the start of the 1988-89 school year, the Desegregation Transportation Office experienced far fewer problems than in previous years. Ride Tiae The bus ride time for city-to-county interdistrict transfer students is somewhat improved over that of 1987-88. This year. 76.0 percent of the students rode one hour or less, compared to 71.6 percent in 1987-88. This means that 24.0 percent of the (2657) students rode more than an hour to school each day compared to 28.4 percent in 1987-88. County-to-city ride time remains fairly constant with that of 1987-88. For 1988-89, 92.5 percent of these students were riding one hour or less compared to 93.9 percent in 1987-88. This year, 98.3 percent of county-to-city transfer students rode 70 minutes or less compared to 99.1 percent in 1987-88. There were 6.6 percent (731) city-to-county transfer students riding 71-80 minutes compared to 9.4 percent (1029) in 1987-88. 291 Again this year, no transfer students rode 81-90 minutes. 1 I I I The transportation staff processed pupil data forms in these categories: 4,024 additions\n6,257 changes of status\nand 3,638 I deletions. I. I The Transportation Office also assisted in scheduling approximately 1,824 ancillary trips for all segments of the Agreement during the period of July 1988 through May 1989. This included coordinating communication between school officials and the Transportation Office and then contracting bus service for each trip. These trips involved both city and county students. I I i According to the director of pupil transportation, the total i. cost for desegregation transportation services, including part- time programs and extracurricular activities in the 1988-89 school year, was approximately $20,800,000. I 1 1 I 1 I Activities During the 1988-89 School Tear With the start of this school year, the Desegregation TransI I I portation Office experienced far fewer problems than in previous start-ups. The reasons for the improved start-up include the following: 1. The data processing system functioned satisfactorily. 2. Student data were received in a timely manner. 3. Contractors were provided bus runs by August 1, which allowed driver training to begin. 4. Meetings were conducted with the contractors prior to the beginning of the school year. 1 t i 1 30DISTRICT Affton Bayless Brentwood Clayton Hancock Place Hazelwood Kirkwood Ladue Lindbergh SCHEDDLED RIDE TIME JUHE 1989 AM RIDE TIME AMALTSIS 60 Minutes or less 61 - 70 Minutes 71 80 Minutes 81 - 90 Minutes 245 138 125 265 241 287 468 283 723 66 29 2 28 8 14 77 34 116 17 18 4 2 0 3 33 13 26 0 0 0 0 0 0 0 0 0 Maplewood Richmond Heights 1 0 0 0  Mehlville 779 123 20 0 Parkway 2,207 788 318 0 Pattonville 790 71 36 0 Ritenour 605 32 4 0 Rockwood 875 457 205 0 Special School Dist. 45 5 4 0 Valley Park 116 33 17 0 Webster Groves 215 43 11 0 Total City-to County 8,408 (76.0%) 1,926 (17.4%) 731 (6.6%) 0 (0.0%) St. Louis County-to-City 542 (92.5%) 34 (5.8%) 10 (1.7%) 0 (0.0%) QtAHD TOTAL 8,950 (76.8%) 1,960 (16.8%) 741 (6.4%) 0 (0.0%) Cumulative Percent 76.8% 93.6% 100.0% Numbers reflect students listed on routes, not VICC enrollment data. 31FIHAHCBS t At the close of the sixth year of the Agreement, the VICC was able to implement its functions within its 1988-89 regular budget of $948,854.00 ($1,039,014 includes additions to budget per Court Orders L(2238 and 2310)89 of $59,000 and $31,160 for comparative studies on test analysis), shown on page 35. The budget for each fiscal year covers all operational expendi- tures for the VICC (full-time and part-time staff, office expenses, recruitment and publicity costs, data management, staff development, parent activities and other items as budgeted). VICC staff costs account for less than half of the total budget. Quarterly payments are received from the State on a prearranged schedule with a final reconciliation made in July after the end of the fiscal year which is June 30. Each year the VICC undergoes a professional audit. The 1989-90 approved VICC budget [L(2513)89] is shown on page 33. As the fiscal agent for the VICC, the School District of Lindbergh handled all fiscal matters in conjunction with the VICC staff. The VICC extends its gratitude to the entire staff of the Lindbergh business office for its unending cooperation, advice and assistance. I Per pupil costs (i.e., full time equivalent) were paid by the state to all districts accepting or sending voluntary 'I transfer students. Page 35 of this report shows a summary of the fiscal incentives received by each school district for 1988-89. All reimbursement data for this report were obtained from the Finance Division of the Department of Elementary Education. and Secondary I I 32VaUBRART IlfTKRDISTRICT COCffiDIBATIHG COOMCIL BUDGET 1989-90 OBJECT OF EXPEKDITORE 1989-90 Awwint: Staff Salaries Fringe Benefits Temporairy Salaries Staff Development Parent Program Staff Exchange Program VICC Audit Recruitment Legal Fees Consultants Telephone Equipment Maintenance Rent/Office Space Staff Mileage Staff Travel/ Professional Development Office Insurance: Professional Liability Package Coverage (premises \u0026amp; liability) Worker's Compensation $463,500.00 94,712.00 18,000.00 45,000.00 19,500.00 2,000.00 2,500.00 164,000.00 2,000.00 4,000.00 10,700.00 11,700.00 18,277.00 7,000.00 5,000.00 6,062.00 Postage Printing/Publishing Test Data Analysis* Supplies Meeting Expense Office Equipment 40,000.00 34,000.00 70,100.00 15,000.00 1,250.00 9,200.00 SUBTOTAL Fiscal Agent (X.0108) $1,043,501.00 11,270.00 TOTAL $1,054,771.00 33VQLUHTART IMTKRDISTRICT COORDIHATING CODMCIL BDDGBT 1988-89 Object: of Ezpendlfuze 1988-89 Aennnt Staff Salaries Fringe Benefits Temporary Salaries Staff Development Parent Program Staff Exchange Program VICC Audit Recruitment Legal Fees Consultants Telephone Equipment Maintenance Rent/Office Space Staff Mileage Staff Travel/ ($15,741.00) $443,323.00 85,928.00 21,000.00 45,000.00 19,500.00 5,500.00 3,200.00 164,000.00 2,000.00 6,000.00 14,500.00 13,610.00 17,490.00 7,000.00 Professional Development Office Insurance: Professional Liability Package Coverage (premises \u0026amp; liability) Worker's Compensation 5,000.00 6,200.00 Postage Printing/Publishing Supplies Meeting Expense Office Equipment 40,000.00 14,000.00 15,000.00 1,250.00 9,215.00 SUBTOTAL Fiscal Agent (X.0108) $938,716.00 10,138.00 TOTAL $948,854.00 Test Analysis* $ 90,160.00 GRAND TOTAL $1,039,014.00 *In addition, this budget included $59,000 and $31,160 respectively as per Court Orders L(2238)89 and L(2310)89 for comparative studies of test analysis. 34 in SUMMARY OF FISCAL IHCKHTIVKS FOR 1988-89* Schcml District Jkaount Affton $ 1,196,388.00 Bayless 359,082.00 Brentwood 748,776.00 Clayton 1,952,925.00 Hancock Place 404,141.00 Hazelwood 811,091.00 Kirkwood 1,804,842.00 Ladue 1,854,305.00 Lindbergh 2,804,787.00 Mehlville 2,665,245.00 Parkway 12,023,951.00 Pattonville 3,394,117.00 Ritenour 1,286,261.00 Rockwood 3,320,293.00 Special School District 616,116.00 St. Louis 1,648,357.00 Valley Park 605,615.00 Webster Groves 766,708.00 TOTAL $38,263,000.00 Payment adjustments are made in the fall each year after reports are filed by each district. These figures were furnished by the Department of Elementary and Secondary Education the ...................... final . ----J -----.I and are actual payments to the host districts for year ending FY89. 35STATOS REPORT: Assessaent of the Acadeaic Achieveaent of Students in the Interdistrict Student Transfer Cca^onent of the 'Settleaent Agreeaent* and CoMparison Study of Achievenent Outcoaes and Effects Between Students in the Interdistrict Student Transfer Coaponent of the \"Settleaent Agreeaent* and St. I^ouis Public Schools' Eligible Students Who Elect to Hot Participate I- t This report describes the current status of the evaluation I study of the academic achievement of transfer students as ordered ii by the Eighth Circuit Court of Appeals and the U.S. District 11 Court on December 13, 1988. It also describes the evaluation i| study of the Comparison Group as ordered by the U.S. District I Court on February 17, 1989. No findings or conclusions are presented in this status report. It is anticipated that a 1989 final report will be complete by the end of the summer. This interim report describes the activities undertaken to date and I I the kinds of data that will be available in the final report once the analysis has been completed. Throughout the months of December, 1988 and January, 1989, the project researcher met with representatives of each of the 16 I school districts participating in the program. These meetings culminated in designing an evaluation effort that was to begin immediately and continue for several years. The design was also approved by consensus vote as acceptable to the members of the Voluntary Interdistrict Coordinating Council. In that evaluation design. the central focus is upon I gathering and reporting indicators of academic attainments for I transfer students (particularly achievement and ability test 36 11scores) for a long period of time. The evaluation design is both post hoc, and longitudinal\nthat is, it attempts to look back several years (to Spring 1985) and gather and examine the data for each year up to the present. The design anticipates that the evaluation will continue for several years into the future. This is only the first year of what must be a multi-year effort. The evaluation design also allows for indicators of academic progress beyond mere test scores, which can be anything that a particular district believes would cite the academic attainments of a student, such as awards, enrollment in special programs, scholarships, etc. An important part of the project, which influenced the evaluation design and greatly impacted efforts at collecting the data, is the fact that each district decided which data were relevant for their own students, how much of these data would be made available, and in what form they would be provided to the project researcher. During February, the project researcher met individually with persons from each district and discussed plans by which the relevant data could be collected most conveniently from that particular district. Most districts suggested that they make available to the researcher student cumulative record folders and that the researcher would be permitted to copy the achievement or ability test scores for each individual student onto a form specially prepared for that purpose. One district supplemented the information in the students' cumulative record folders by providing the researcher with a set of computer diskettes of students' test scores that the district had purchased previously from a commercial testing company. One other district did not 37allow the researcher to examine students' cumulative record folders\ninstead, that district provided a set of computer tapes containing the achievement test scores for all students in the ll J! J I district, transfer students and all others (one or more computer tape for each of four of the five academic years\n1985 to 1989). Most districts elected to report only achievement test scores and J did not offer other indicators of students' academic attainments. During the months of March and April, the researcher and a team of assistants systematically visited each of the 16 suburban school districts, and one-by-one transferred approximately 9,000 I students' test scores from students' cumulative record folders onto the specially prepared forms. Throughout this data gathering period, it became apparent that there are enoirmous differences in the method by which the I 1 I districts retain data on transfer students, including the completeness and accuracy of the infoirmation. For some students records are complete, accurate, and easily accessible\nfor other ! i students there is only incomplete or inconsistent information\nand for still other students, there is simply no information at all. In the final report, the researcher will address this problem, and recommend a common format for reporting this data to I VICC. Throughout May the researcher's task was to key-punch the information gathered on the special forms for the 9,000 students into the computer. Once this information was entered, the next I step was to edit, or \"clean-up\" the data\nin other words. I I completed information is verified, missing information is I rechecked to be certain that it is not simply recorded 38 Iincorrectly, and other such necessary data-editing procedures. Also, the names o transfer students are verified against a record of names kept by the VICC office. In this procedure, three lists of names are generated. The first list of names is of those students who match between VICC records and students' test scores provided by the districts. The second and third lists of ncunes are discrepancy lists: one for names of students who had information supplied by the district to the researcher but are not enrolled in the program, and the other of names of students who are transfer students according to VICC records but for whom no information was supplied by the districts. These discrepancies of names are investigated on a case-by-case basis with the districts. In order to electronically acconunodate the large volume of informationas well as for planning to access this information and add to it each yearthe researcher is constructing a student database. The researcher has met with VICC officials to discuss technical specifications of this database so that it may be electronically compatible with computer records for students kept by VICC. This database was being constructed during June. Finally, the researcher visited each of the 16 suburban districts in May and June to collect Spring 1989 test scores and any other citations of academic achievements for the transfer students that may have accrued during the Spring semester. In every case, districts provided the researcher with no information beyond test scores. For several of the districts, the test scores were from the state test, the MMAT (Missouri Mastery and Achievement Test). Gathering MMAT test scores is comparatively 39' !l I straightforward because the researcher has access to MMAT test II scores directly through his office. I Concurrently with these efforts to gather data from the 16 school districts (April and May), the researcher met with I, representatives of the St. Louis Public Schools and devised a plan to obtain the achievement test scores for students in the comparison group. As a part of that plan, officials of the St. Louis Public School District provided the researcher with a computer tape of test scores for all students within the district who met certain criteria. The researcher, then, could randomly select from cimong this population of students a smaller sample I who would comprise the comparison group. This selection process occurred in June. There is an additional wrinkle, however. in selecting the sample of St. Louis Public School students for the I I I comparison group. Regretfully, students in the St. Louis Public School District did not take a complete state test (MMAT) in Spring 1989\nrather, selected students only took a portion of the MMAT. Some students took one section of the test while other students took a different section of the test. This means that in order for the researcher to make appropriate comparisons the sample of students for the comparison group must be larger than originally anticipated. I ll I I] As mentioned in the first paragraph of this status report. no findings or conclusions are yet available. It is anticipated that the researcher's work will conclude in August with a 1989 final report of findings and conclusions on the academic I I 1 attainments of transfer students and comparison group students. I That 1989 final report will be much more complete. Still, the I 40 1 I1989 final report will not conclude the evaluation. According to the design, the evaluation must continue for several more years to have an accurate picture of the academic progress of the students. Because of the very late start, and because of the way students' records are maintained, only cursory information could be obtained this first year. It is hoped this circumstance will improve in future years. The 1989 final report, in addition to the findings and conclusions, will identify specific areas within the design of the evaluation that can be strengthened so that more complete information can be gathered in future years. It will state the problems encountered with collecting the data and make recommendations for improvement. 41I vice STAFF IHVQLVKllEHT Throughout the year the VICC staff assisted school staff, parents and students in a number of ways. Contact with parents was an integral part of the responsibilities of the VICC staff, and eveiry effort was made to facilitate ongoing understanding and cooperation between families and schools. There continued to be an increase in requests for counseling and social work assistance by parents and school staff. Areas of concern were student adjustment, individual students' needs. parental involvement, transportation and issues involving race relations. Involvement with School District Staff The VICC counseling staff and executive director attended and made presentations at several staff meetings in various districts. The purpose of these visits was three-fold\n1. to facilitate awareness of some special needs of transfer students. 2. to provide suggestions for intervention strategies, and 3. to offer a problem-solving forum regarding concerns ll ll I 1 I 1 I specifically related to the voluntary transfer program. In January, 1989 the VICC brought Ms. Jane Elliott to St. Louis for two days. Ms. Elliott has gained national recognition for a progreun she designed to help sensitize people to discrimination. On January 25, at the Pattonville Community Auditorium, Ms. Elliott spoke to educators, board members, parents and stu- dents throughout the metropolitan area. Her presentation. \"A Collar In My Pocket,\" centered on prejudice reduction and sensi- I 1, I I I tivity to racism and sexism. Approximately 200 people attended. I I 1 42 1On January 26, Ms. Elliott conducted her full day Blue Eyes/Brown Eyes Exercise in Discrimination for 33 high school principals, counselors, and teachers. It provided a forum for frank discussion of the issues of racism and prejudice. VICC staff visited the two 1988-89 transfer teachers at their assignment sites in the fall and spring. Phone calls and correspondence also proved valuable in providing support for the teachers. For further details on VICC staff involvement in the Teacher Exchange/Transfer Program, see page 47 of this report. Involveaent with Students Upon request, the VICC counselors continued with counseling services for transfer students. Concerns addressed related to school attendance, bus and classroom behavior, improving academic performance, adjustment problems, health problems, and race relations. Generally, staff contacts with students involved consultations with administrators, teachers, counselors and/or parents. The contacts with the students were, for the most part. on a one or two-time basis. A few students were seen several times during the school year by the VICC counseling staff. These ongoing counseling sessions were supported by the school, the parent, and the child. At times, VICC staff worked with groups of children. VICC worked with the Metropolitan Student Leadership youngsters. The major purpose of the Metropolitan Student Leadership Program (MSLP) is to provide leadership training for multi-ethnic and multi-racial teams selected from St. Louis City and St. Louis County schools. 43Involveaent: with Parents On August 25, 1988, a special orientation was held at St. Louis Community College-Forest Park for St. Louis city transfer parents and their children. The theme for the program was I- \"Parents + Students + Schools + Teachers The Winning Combination.\" Kathryn Nelson, program director for the Danforth Foundation, conducted the orientation. Students who attended the orientation were divided into three groups (fourth and fifth graders\nsixth, seventh and eighth graders\nand high school students). Group leaders engaged I students in discussion and activities designed to facilitate a ' I smooth transfer to a new school. Parent groups were divided by elementary, middle and high school. Groups were led by various school staff volunteers. Plans for a similar program August 30, 1989 for the 1989-90 orientation have been completed. The theme is \"Helping Our I i Children Become Successful in a Complex World.\" Parent involvement in their children's education remained a source of concern to the school districts. Reasons given were distances between the students' residences and their schools, the absence of telephones in some homes and, at times, the reluctance of transfer parents to participate in school activities. The Vice staff proposed to school staff methods for integrating students and their parents into the school community. Frequently VICC staff was called to help resolve misunderstandings between school personnel and parents. This was done either over the telephone or through meetings. f In support of the districts' efforts to involve parents. I 44 1home visits and telephone calls were made by VICC staff. VICC staff became involved in a variety of family concerns that directly or indirectly affected the children's school performance. Referrals were made to social agencies and employment programs. Parent Advisory Coaeittee VICC voted to continue the Parent Advisory Committee (one for city transfer parents and county resident parents and the other for county transfer parents) for the 1988-89 school year. The goals of the committees still are: (1) to provide further understanding of the transfer program, (2) to alert the VICC to parents' concerns so that they may be addressed, (3) to serve as a mechanism for feedback, and (4) to ensure parental involvement and support for the program and their host school. More than 45 parents representing county school districts attended the first monthly city-to-county Parent Advisory Committee meeting. The committee decided to address the issues of labeling transfer students, motivating parents to become more involved. and helping to promote a positive image of the transfer program to the community. One of the most exciting ideas to come from this committee was the Parent Mentor Program. The purpose of the program is to encourage parents to develop their own problem-solving skills. The main objective is to help parents realize they are the ones to effect change through learning how to work effectively in their child's school systems. The program will be initiated during the 1989-90 school year. 45I !l 1 The county-to-city Parent Advisory Committee met approxi- 11 '( 1 mately once a month since the fall of 1988. Currently the committee consists of a nucleus of eight magnet school transfer parents. At each meeting, issues specific to county transfer I- N r \u0026lt; IN' students and parents were discussed. The committee discussed the necessity for becoming more J N J \"school-based\" in order to increase communication between parents and their schools. Although specific issues may vary according 9 to school or even grade level, parents should learn the appropriate methods for dealing with issues effectively. This includes how to function within the individual school as well as 1 the school system as a whole. If parents learn the proper I channels for addressing school and policy issues, it will create greater ownership of their respective schools, as well as improve communication between the city and county. The Magnet School Parent Advisory Committee will develop a I I I network whereby its members will become facilitators for other parents to assist them with their concerns. This \"parent-to- parent\" contact should be available for all magnet school parents I I and potential parents. To alert magnet parents to the activities of this committee. ii a flyer was enclosed in the summer packet mailed to all county ii magnet school parents. The officers of the committee will I participate in the county-to-city orientation August 29, 1989 at Horton Watkins High School in Ladue. r I 46 ll i!STAFF EXCHAIKS/TRAHSFER PROGRAM or As of May 15, 1989, 100 applications for staff exchange transfer had been submitted. Seventy-eight of the applications were from St. Louis Public Schools teachers, and 22 were from county teachers. To date. two of the city applicants have been placed in Rockwood. VICC is hoping that additional teachers will be placed before school starts. The State of Missouri and the VICC have approved increasing the incentive bonus from $2500 to $4500 for the 1989-90 school year to facilitate more interest. For the 1989-90 year there are seven requests for the Metromatch, short-term exchange program (five from city teachers and two from county teachers). For the 1988-89 school year, 24 Metromatch applications had been received. Administrative shadowing is another extension of the Teacher Exchange/Transfer Program. During the 1988-89 school year. 20 shadowing experiences took place. Two city teachers transferred during the 1988-89 school year to Lindbergh and Rockwood. VICC staff maintained contact with these participants through on-site visits, a recognition dinner, correspondence and telephone calls. VICC attempted to provide these participants with as much support as possible, without superseding the support offered by their host schools. Participants were generally positive about their experiences and suggested that a great deal of personal and professional growth had taken place during the year. 47I STAFF EZCBAHS/TRAHSFKR SUBCOMMITTEE The Staff Exchange/Transfer Subcommittee the 1988-89 school ment of teachers. information met monthly during year. The subcommittee focused on the recruitActivities included the dissemination of encouraging teachers to apply to the program and enlisting of school districts' support. undertaken included the following. 1. 2. 3. 4. 5. the Specific activities Brochures were distributed to the Personnel Liaison representatives for distribution in schools. also sent to those I Brochures were t persons who inquired about the The Volunteer newsletter featured articles and it was distributed to contact persons. News releases about the public relations program. about the program area teachers through the VICC program were sent to all district persons, the suburban journals, Louis Post-Dispatch, the St. the St, Louis American, the Argus and to the Missouri National Education Missouri State Teachers' Federation of Association (MNEA), the Association (MSTA) and the American Teachers, Local 420. Posters were made available to the districts for display in schools. The subcommittee hosted an Information Exchange for teachers and district Personnel Liaison representatives. The purpose I of the session was to afford interested teachers the opportunity to speak with current participants and representatives . Representatives also discussed interviewing procedures. Twenty-two teachers attended the Information Exchange. The Information Exchange was publicized through: 48 r i! 1 I. I' f !  I I I I I Ih I I I J. i i: I ii I I !i Ll ii I I 11 I' I ! a. b. c. d. e. f. g- 6. 7. 8. 9. 10. 11. 12. News releases to districts, the suburban journals, T^ St. Louis American. The Argus,_The Post-Dispatc^, --------------------- and one of the Louis American, the MNEA, MSTA and the AFT, Local 420 cable TV stations, Fliers to every school in St. Louis city and county, Announcements to all persons who had inquired about the program. Invitations to teachers at every opportunity (staff meetings and via telephone). Flyers to metropolitan area college education departments , Louis County News releases to St. Louis City and St. Relation Departments for publication in teacher Public newsletters, and Public seirvice announcements on radio stations. The VICC encouraged current participants in the program to return to their home schools and districts to speak with staff about the program. Both teachers did this. Visits by county teachers to selected schools in St. Louis city and by city teachers to selected schools in the county were encouraged by the subcommittee. Short-term exchanges were encouraged by the subcommittee. The MNEA, MSTA and AFT, Local 420 were invited to send representatives to subcommittee meetings. Letters were sent to the superintendents of all partici- pating districts encouraging them to support the program. Letters were sent to St. Louis city and county principals in an effort to enlist their support. VICC staff offered to speak about the program at school staff meetings. There were no requests for this service. 491 I 13. The subcommittee met with the Personnel Liaison repre- sentatives to: a. b. c. t clarify procedures for exchanges and transfers, request their support in encouraging teachers to participate, and discuss other methods to promote the program. 14. VICC mailed Staf f Exchange/Transfer report on appli- a cants to the school districts beginning in March 1989. The report consisted of a computerized list of current applicants and their area of certification. The Staff Exchange/Transfer Program has not involved a large number of teachers. Nevertheless, VICC encourages teachers to explore their opportunities by visiting schools and talking I with current and past participants. Current transfer teachers feel more publicity is needed. Although not many teachers or schools have availed themselves of the opportunities under the teacher exchange/transfer program, those that have, f ind the I I ! 1 program very rewarding and worthwhile. according to the individual participants. 1 1 I 1 I 50 1STAFF DEVEUlPIIEn The focus of staff development activities related to school desegregation changed during the 1988-89 school year. Instead of focusing on isolated workshops that lasted a few hours, districts generally opted for long-term pilot projects designed to have lasting effects on students and teachers. There also were ef- forts to include parents in staff development activities that had traditionally been reserved for teachers. Examples of the long-term projects were Pattonville's \"Academic Success Through Involvement - A Service of Academic Intervention For Voluntary Transfer Students,\" Valley Park's \"Student Achievement Project,\" Kirkwood's \"We Are One, \" Lind- bergh's Teacher Expectations For Student Achievement,\" and Hazel- wood's \"Inviting Success.\" Among the projects that involved parents as well as teachers were Wydown Middle School PTO Saturday Seminar in Clayton and Parkway's TAP (Teachers and Parents) For Understanding session. Along with the change in focus of staff development activities in the districts came a change in the types of interdistrict staff development activities hosted by the Staff Development Subcommittee. The two major activities of the subcommittee in 1988-89 were the Jane Elliott exercise in disnriminatinn and the Black History Enrichment program coordinated by Rev. Robert Tabscott. Both of these activities are designed to have a long- term effect on the individuals directly and indirectly involved. Jane Elliott's exercise is about changing behavior and Robert Tabscott's program has the ultimate goal of encouraging districts to make black history inclusive as opposed to isolating black SiI I studies. Description Of Long-Term Projects Pattonville's Acadeaic Success Through Achieveaent (ASTI) Through ASTI, 50 transfer students in jeopardy as a result of their academic probation at the high school were paired with faculty members who served as role models, mentors and motiva- tors. The goals of the project were to improve grade point averages, keep the students from dropping out of school, increase students' involvement in school activities and to expose students to the various support services and programs available. The faculty participating in the program were instructed to listen, understand, motivate and encourage transfer students in an to help them identify their strengths and weaknesses and utilize resources to improve their weaknesses. alley Park's Student Achieveaent Project In an effort to improve the reading and comprehension of at-risk minority students in grades kindergarten through level six. Dr. Thomas R. Schnell conducted a thorough examination of Valley Park's reading program. He observed teachers' reading classes. examined instructional materials and objectives and reviewed standardized test data. Based on his findings, staff development activities are to be designed for teachers. The program will be evaluated over the next three years by tracking test scores and through classroom obseinrations. The purpose of the program is to I I I help more at-risk minority students perform at grade level and to help them gain more confidence in their abilities, help teachers become better reading specialists. It also will 52Kj-Tkwood's We Are One The main thrust of this project is to involve students in small group activities designed to enhance self-esteem, develop group identity and model life skills such as conflict resolution. The program includes specific activities designed to foster appreciation for individual cultural and ethnic uniqueness. It will help students develop healthy relationships with peers, create a school envirorunent that recognizes, accepts and supports cultural pluralism and help students appreciate their uniqueness and the uniqueness of others. The program was for fifth grade at-risk students (blacks, whites, males, females). Lindbergh's Teacher Expectations For Student Achievement Through a series of 10 sessions throughout the school year. teachers developed skills in specific behaviors that will convey high expectations and increase student achievement. The goals of the sessions were to help teachers define specific teacher behaviors that increase student achievement, provide teachers with an opportunity to observe defined behaviors and provide teachers with an opportunity to practice and receive feedback on defined behaviors. The Lindbergh School District identified increasing student achievement as a priority for 1988-89. Hazelwood's Inviting Success Dr. Charlotte Reed conducted a workshop for three schools designed to help teachers, principals and counselors focus in on the conscious use of invitational learning. The goal of the workshop was to increase teacher sensitivity to students who feel disinvited to learn, to give teachers tools to positively invite students to succeed and to determine a format for future 53workshops on the topic. Dr. Reed followed up with workshops in the individual schools. Follow-up sessions were conducted by Hazelwood consultants in each school within two weeks of Dr. Reed's presentation. Dr. I' Reed will return to Hazelwood at the beginning of the 1989-90 school year to present the entire district to the inviting suc- I cess model. Rockwood's Understanding Cultural Differences Through Cooperative Learning This weeklong workshop was designed to meet a need the staff expressed for a better understanding of the cultural aspects of the black student and the need to establish more effective means of communication in the classroom. Junior high teachers were taught to use the cooperative learning model as a technique for improving relationships of students in integrated classrooms. I St. Iiouis Public Schools Again this year, funds were granted to the St. Louis Student 1 Leadership Environmental Adventure Program for the Metropolitan Student Leadership Program. The purpose of the program is to provide student leaders and faculty from city and county schools with interdistrict experience and joint activities that will further cooperation, mutual understanding and desegregation in the metropolitan area. Description Of Projects With Parent Involveaent Wydown Middle School's PTO Saturday SMinar Last year, Wydown's school goals were to address individual I i needs, enhance relationships and parental involvement. The Saturday Seminar gave the school the opportunity to inform parents of characteristics of children's differences. to discuss 54 Iparenting strategies and to bridge the parents at Wydown with a common effort of addressing children's needs. In addition to parents, area educators and PTOS were invited. Among the topics covered were \"Perils of Puberty: Physical Development of the Adolescent,\" \"Anxiety and Performance - The Normal Adolescent,\" \"Survival Techniques For Life With An Adolescent,\" \"Enhancing Self-Esteem,\" \"Setting Limits\" and \"Teaching Your Adolescent Healthy Attitudes About Sex. tt Parkway's Tap For Understanding This program consisted of a joint meeting of the staffs of two schools and parents. The purpose of the meeting was to provide a positive atmosphere for communications and the sharing of ideas. The goals of the session were to increase the aware- ness and understanding of expectations and concerns involving children and to discuss and evaluate strengths and weaknesses of the voluntary student transfer program as it related to the specific schools. Description Of Activities Sponsored By VICC/Jane Elliott Exercise Approximately 200 teachers, principals, administrators. parents, students, and community leaders attended a special presentation by Jane Elliott on discrimination sponsored by the Staff Development Subcommittee. Ms. Elliott became nationally known for her Blue Eyes/Brown Eyes Exercise in Discrimination that was designed to help people recognize and change their own discriminatory behavior. During her two-day visit to St. Louis January 25 and 26, she conducted her intense exercise for a selected group of 33 county high school principals, counselors and administrators. The 55ordeal was difficult and it stimulated controversy. Ms. Elliott created a mini society in which blue-eyed participants were discriminated against. Here are some of the written comments I i' I I 1 participants made about what they had learned: \"I learned what it was like to be discriminated against, embarrassed, uncomfortable and angry.\" I felt \"I have been oblivious to so many things.\" \"I learned what it is like to be judged unfairly.\" \"The ceasing. \" feeling for black kids must be constantly oppressive, un\" I cannot stand to be treated with blatant disrespect.\" \"I feel trapped.\" \"I feel angry at those in authority.\" \"I have always believed that white people are not superior. In similar environments, whites react just as blacks do when humiliated or degraded.\" \"Those of color are judged with negative perceptions.\" \"It is much easier to destroy a person's control and self-concept than I imagined.\" \"I felt powerless.\" \"I felt belittled and helpless.\" \"I learned how it devalued me to have assumptions made about me.\" \"I lose self-esteem when challenged in ways I consider Resultant anger blocks further progress.\" unjust. \"Whites are.\" act the same as blacks when they are treated as blacks Black History Enrichment Project As part of a Black History Enrichment Project that was I I supported by the Danforth Foundation and coordinated by Rev. Robert Tabscott, a black history repository was established at I the VICC office for use by teachers and parents in school dis- I I 56tricts throughout the metropolitan area. The repositoiry consists of books, films, recordings, photographs, videotapes, and other materials that highlight the political, economic, social and contributions of blacks in the St. Louis area and elsewhere. The enrichment program consists of three components: (1) establishment of the repository, (2) the conducting of classroom presentations on black histoiry for students, and (3) the presentation of workshops on black history for teachers and administrators . The Staff Development Subcommittee granted funds to Rev. Tabscott for production of a short video about local black history for classroom use. In addition, the subcommittee provided funds for Rev. Tabscott to train 25 educators this summer to conduct classroom presentations on black history during the 1989- 90 school year in districts throughout the metropolitan area. VICC and Rev. Tabscott conducted a black history survey in districts participating in the voluntary student transfer program. Generally teachers expressed interest in incorporating black history into their curricula, but indicated that materials were not easily accessible. Teachers asked for help and suggested that a centralized location of materials be established. They also asked for lesson plans that were adapted to particular grade levels. VICC has established a Black History Repository Subcommittee made up of representatives from various school districts to work with Rev. Tabscott. For a list of all projects and activities that were funded by VICC in various districts and the amount allocated, 58 and 59. see pages 57I STAFF DEVELOPMENT EXPENDITURES li i  As of June 30, 1989 I VICC REIMBURSEMENT AFFTON SCHOOL DISTRICT \"Positive Teaching: Reaching All Students\" 360.00 CLAYTON SCHOOL DISTRICT Wydown Middle School PTO Saturday Seminar 300.00 HAZELWOOD SCHOOL DISTRICT \"Inviting Success: Working With Black Students\" 800.00 Ri HAZELWOOD SCHOOL DISTRICT/LUSCHER SCHOOL \"Project Impact\" 537.00 KIRKWOOD SCHOOL DISTRICT \"We Are One\" 300.00 LINDBERGH SCHOOL DISTRICT Cooperative Learning Workshop Human Relations Day TESA 1,580.00 200.00 5,050.00 Maplewood-Richmond Heights SRI Training 668.00 MARYVILLE COLLEGE \"Becoming A Teacher: Understanding the Needs of The Minority Child\" 341.50 MEHLVILLE SCHOOL DISTRICT/WOHLHEND SCHOOL \"Compensating Skills and Alternative Teaching Strategies\" \"Cultural Specific Learning Styles\" 200.00 150.00 METRO MIDDLE SCHOOL ASSOCIATION FALL CONFERENCE 1.500.00 NORMANDY SCHOOL DISTRICT Project I.M.P.A.C.T. 2,085.00 PARKWAY SCHOOL DISTRICT TAP For Understanding 150.00 58 ! 1 I i 1 I 1 i I t I IVICC REIMBURSEMENT PATTONVILLE SCHOOL DISTRICT ASTI Program for Senior High 1,400.00 RCET Dwight Allen's Workshop 400.00 ROBERT TABSCOTT St. Louis Black Legacy: A School Enrichment Program 13,500.00 SPECIAL SCHOOL DISTRICT \"Impact of Media on Multiculturalism and Instruction in the Classroom\" 1,500.00 ST. LOUIS PUBLIC SCHOOLS Joint Dialogue Series for City to County Evaluation Staffs \"Maximizing The History of Black Missourians and St. Louisians in the Classroom\" 340.50 683.28 VALLEY PARK SCHOOL DISTRICT Student. Achievement Project 1,000.00 VICC Jane Elliott: Exercise and Lecture Metropolitan Student Leadership Program 7,362.73 3,023.33 WEBSTER GROVES SCHOOL DISTRICT Improving Black Students' Writing Strategies For Succeeding With Minorities 1,000.00 750.00 59I DASA MAHAGEIIEn' ACTIVITIES Tracking and analyzing school desegregation programs is a complex and lengthy process. To develop and modify procedures, maintain operations such as transportation and student transfers, and assess and report progress to the Court requires vast amounts of data. Section IX-J of the Settlement Agreement outlines the basic 'I data reporting requirements of the VICC. Section 4 of the VICC Policies, Procedures and Guidelines specifically requires the maintenance of records on all interdistrict transfer students, the current status of each application, collection of behavior information on each new applicant, and the completion of with- 1 drawal forms for those students leaving the program. All parties involved in implementing the Settlement Agreement are required to comply with the above sections have been veiry cooperative. The procedures for data collection and analysis have im- proved yearly. VICC data management staff has worked with each district to develop and refine their data reporting procedures and assist them in installing and implementing refined data systems. Overall data reporting is stable even though the deI I I mands continue to increase. During the sixth year of the Settlement Agreement, the VICC maintained and augmented its data management services. bases to date include: Data ( 1. City-to-county transfer students enrolled. 2. County-to-city transfer students enrolled. 3. 4. Students who withdrew from the program, City-to-county applications for transfer. 605. County-to-city applications for transfer. 6. Staff exchange/transfer applications, 7. VICC financial management. 8. Students who were suspended. 9. Students participating in extracurricular activities. 10. Year-end summary information for promotions, retentions and graduates. 11. Student inquiiry file for recruiters, and 12. Names of individuals to receive newsletters. From these core data bases, reports were generated to sup- port the operations of the VICC office. These reports included general data analysis on students in the program as required by the Settlement Agreement, as well as withdrawals from the program, applications processing, student accounting, and a variety of special projects. The following are examples of reports produced on a routine basis: APPUCATIOHS STATUS REPORT: Used to identify and track the status of applications being processed for interdistrict transfer, to respond to inquiries on status, and to check status when sending applications to districts for processing. pool. REPORT: Used to identify the priority in which to process applications to county schools and to assure that the county district indicated by the applicant as first choice was granted on a first-come, first-served basis. BEHAVIOR FORM REPORT: Used to follow up on behavior forms that had not been returned by the student's current school so that the school could be contacted and forms requested. This applies to city-to-county transfers. 61APPBICATIONS SENT TO DISTRICTS: Used to identify and calcu- I I\" late the applications that were sent to county districts for processing, to verify counts of applications sent by grade and to calculate pending requirements to meet county district goals for transfers. MAGNET APFLICATICaiS AMD STATUS: Used to identify and track 1 county applications for city magnet schools. 1 For student accounting purposes the following reports were produced on a routine basis: KMRQLUED STUDENTS BY DISTRICT: Used as a ready reference by VICC staff to verify enrollment with county districts, and to provide data on enrollment to VICC and the Court. TEAR-END REPORTS: Used to report to the Court data on academic progress. attendance, suspensions, expulsions, and 1. I special education referrals and services. EXTRACURRICULAR ACTIVITIES PARTICIPATION SURVEY: Used to I, I' report to the Court participation by interdistrict transfer students in extracurricular activities at host districts. WITHDRANAL REPORT: Used to identify students who withdrew from the program and to analyze drop rates and reasons. STAFF EZCHAN(2/TRANSFER REPORT: Used to track status of and process applications for staff exchanges and transfers. .1 I' r' Data projects this past year included: Generating data for progress reports submitted to the Federal District Court. * Assisting participating districts in developing their own capabilities to utilize micro and mini computers to manage and analyze data on interdistrict transfer students. 62 I I' i t r I J Improving ability to analyze extracurricular activity participation and year-end reports on transfer students.  Analysis of bus ride time for interdistrict transfer students .  Improving data collection on students withdrawing from the program, special education, and student discipline.  Developing electronic data communication procedures and system with participating districts.  Assisting districts in developing computer-based techniques for reporting year-end data. The Data Center will continue to look for more efficient means of maintaining the vast amount of data required on transfer students. It shall strive to offer more economic alternatives in gathering the information from school districts by offering electronic interfaces between VICC computers and district comput- ers. VICC, as always, will strive to assure that only the most accurate data are maintained and reported. 63!i Section III TEAREHD DATA AHABYSIS The Settlement Agreement states that the VICC shall provide for the collection of data providing evidence of compliance and assurance of nondiscriminatory treatment\" of interdistrict trans- fer students (Section IX.J.2.h.l, page 6). This section of the report will deal with data in the areas of attendance, promotions and retentions, suspensions and expulsions, withdrawals and reasons, special education referrals and services, and extracur- ricular activities. Data shall be reported for the total of all transfer students in each category. The data furthermore shall be re- i' J f. J', r ) i ( n I F I ported in overall percentages, averages, or actual numbers and comparisons made with previous years when appropriate. Some responses were not complete for all questions\nthus responses reflect the totals as reported to the VICC. Tables 11, I 12a, 12c, 13 and 15 provide summary data on an individual school district basis on enrollment, attendance, promotions. retentions, suspensions, special education, and participation in extracurricular activities. I I Attendance Table 7 shows the breakdown of attendance for elementary middle, and senior high schools by the hours in attendance. past years, VICC has reported this information by days. In The state requires districts to report attendance by hours. To maintain uniformity, VICC will also report attendance by hours attended. 64As Table 7 clearly indicates, 16.86 percent of the students missed 180 hours (approximately 30 days) of school. Whereas, 45.66 percent of the students missed less than 60 hours (approximately 10 days). VICC does not have comparative data on resident students. However, each school district should compare the attendance rate for transfer students with the attendance rate for resident students. K'SHoars K-5 TABT.R 7 ATTEHDKHCE REPORT 1988-89 Grade laevel 6-8 9-12 All Levels 991+ 1886 43.99% 1543 53.29% 1495 41.52% 4924 45.66% 931-990 1282 29.91% 539 18.61% 971 26.97% 2792 25.90% 871-930 542 12.64% 259 8.94% 446 12.38% 1247 11.56% 0-870 576 13.44% 554 19.13% 688 19.11% 1818 16.86% i I! II i . 1 I' Total Hours i' 11 5 .1 H'i 5 Days 166-175 156-165 146-155 4286 39.75% 2895 26.85% 3600 33.39% 10,781 100% !, '1 I K-5 1420 1479 721 33% 35% 17% 145 or less 651 15% ATTEHDAKE REPORT 1987-88 Grade Level 6-8 990 33% 9-12 1110 30% All Levels 3520 32.1% 1 978 33% 1097 30% 3554 32.4% 473 16% 558 15% 1752 16% 558 19% 936 25% 2145 19.5% Total Reports 4271 2999 3701 10,971 100% I ,1 66 il il f| I I IPRQMOTKnS/RBTBHTIOBS Table 8 reviews the promotions and retentions of students in the interdistrict transfer program. As is noted, 92.1 percent of the students overall were promoted, higher than previous years. and 7.9 percent retained, lower than last year. The largest retention rate was at the high school level which con- firms previous patterns in schools in the metropolitan area. Again this year, there were high school students who attempted to enter certain grade without enough credits and were reclas- a sified until they earned sufficient credits. As the high school students achieve those credits, they are reclassified. often at mid year. There were 633 transfer students who completed their school requirements and graduated this year. We note from the high school reports returned to the VICC Office (4263 reports) that 72.4 percent of those students who completed the year earned five or more credits, compared to last year when 64.5 percent received five or more credits. The average credits earned during the year was 6.1, slightly higher than in past years. These data are meaningful at this time only from the standpoint that students need between 4.5 and five credits per year for promotion. Often students earn more than five credits. The range of credits earned this past year was from .02 to 12. The VICC has not completed its analysis on the academic growth of interdistrict transfer students and is unable to assess any achievement gains at this time. 671 I T\u0026amp;HLB 8* PRGHOTKmS AMD RKTKHTIOHS** (1988-89) Grade Level Total Reports Number Promoted Percent Promoted Number Retained Percent Retained K-5 4356 4094 93.98% 262 6.01% ,1 6-8 2966 2792 94.13% 174 5.86% 9-12 3687 3257 88.33% 430 11.66% TOTAL 11,009 10,143 92.13% 866 7.86% .1! id II I 1 I I *City-to-county and county-to-city combined. **The number of graduates reported this school year was 633. Some districts are still reclassifying high school students. I: PRCBUTKWS AUD RBTBHTIOHS* (1987-88) I Grade Level Total Reports Number Promoted Percent Promoted Number Retained Percent Retained K-5 4,379 4,076 93.1% 303 6.9% 6-8 3,089 2,859 92.6% 230 7.4% 9-12 3,630 2,757 76% 873 24.5% TOTAL 11,098 9,692 87.3% 1,406 12.7% *The number of graduates reported this school year was 497. 1 I 68SDSPKHSIOHS The VICC has reviewed the suspension data reported by the schools that received interdistrict transfer students. 14.5 percent of the transfer students were suspended, a very slight increase over last year of .3 percent. 85.5 percent presented no major disciplinary concerns. There were 1,649 students sus- pended, resulting in a total of 2,636 times. The duration of suspensions ranged from one to 9 0 days. There were 20 expul- sions reported to VICC in 1988-89. The majority of the suspensions were in the categories of fighting. insubordination, disruptive behavior, profanity, failure to attend detention and possession of a weapon. Last year (1987-88), there were 1640 students (14.2 percent) suspended for a total of 2,609 times. There were 23 expulsions. For 1988-89, the districts implemented recommendations from a Court request. Order L(1595)87. As can be seen from the above figures, the suspension rate did not rise over last year. The districts will need to evaluate the new procedures they have implemented to determine if they can be credited for no increase in suspensions. Suspensions have been a major concern to everyone. It may be that schools are beginning to find success- ful ways to address the complexities of student behavior that ultimately lead to suspensions. VICC's data only includes transfer students. Perhaps the districts would be interested in looking at their own data on all students to determine if the transfer student rate is or is not reasonable. 691 I, Table 9a gives the number of suspensions and duration of suspensions by grade level. The highest rate of suspensions is r I- at the middle school level followed by high school. Of the students K-5 in the transfer program. 5.1 percent received suspensions. Tables 9b, 9c, 9d, and 9e show in detail the number of students suspended by school district. the number of 1 days of suspension, grade levels, overall percentages of students suspended and multiple violation suspensions. The reasons for suspensions varied greatly. As previously stated, students were suspended for fighting, insubordination, disruptive behav- ior. failure to attend detention, profanity, and possession of I J a weapon. Of the 2,636 suspensions, 1668 were for a period of fewer than four days (63.3 percent). Eight hundred seventy-one suspensions (33 percent of total suspensions) ranged from four to 10 days, and 97 suspensions (3.7 percent) were for more than 10 I days. I I ( I 70GRADE LEVEL K-5 6-8 9-12 TOTAL TABLE 9a SnSPEHSIOHS (1988-89) NUMBER OF SUSPENSIONS BY DURATION \u0026lt;4 DAYS 4-10 DAYS MORE THAN 10 DAYS TOTAL - SUSPENSIONS TOTAL NUMBER OF STUDENTS SUSPENDED PERCENT OF ENROLLED 249 823 596 1668 107 419 345 871 3 44 50 97 359 257 2.3 1286 991 2636 732 660 1649 6.4 5.8 14.5 1DISmCTt (01) (02) (03) (04) (05) AFFTON 12 3 1 2 3 BAYLESS 3 1 0 0 0 BRENTWOOD 2 4 0 0 0 CLAYTON 8 3 1 1 0 HANCOCK 29 1 0 1 1 HAZELWOOD 9 3 2 5 0 KIRKWOOD 52 23 1 7 3 LADUE 7 4 0 4 0 LINDBERGH 102 86 3 11 6 MBHVILLE 84 22 14 32 1 PARKWAY 323 113 33 76 44 PATTONVILLE 53 1 3 2 2 RITENOUR 49 3 2 3 2 ROCKWOOD 148 96 112 36 15 ZBBU 9t\u0026gt; ALL SaSaaSIOBS BT DISXBICT \u0026lt;1988-89) (06) (07) (08) (09) (10) (11\u0026gt; (12) (13) (14) (15) S(KP. STODS KZFUL 4 0 2 4 1 0 0 0 0 7 39 31 0 1 1 4 3 5 21 8 42 45 86 24 18 23 0 0 1 0 0 0 0 1 2 9 5 0 0 0 0 1 0 0 0 0 2 10 5 0 0 0 0 2 0 0 0 0 4 23 14 0 0 0 1 1 0 0 1 0 0 38 28 0 0 0 2 1 1 0 0 0 6 34 20 1 8 3 3 4 0 0 0 3 24 152 81 2 0 0 1 4 0 0 0 4 0 32 19 0 15 14 0 0 1 0 3 0 15 3 1 4 22 11 26 15 2 11 40 3 1 3 0 129 466 186 1 9 3 1 27 0 166 429 196 5 30 10 6 76 15 0 0 5 40 806 509 7 0 0 0 3 37 153 97 0 1 6 0 0 0 23 111 62 0 3 7 1 190 728 335 0 ST. LOUIS 9 9 0 0 3 5 0 3 3 2 0 6 0 0 1 41 33 0 VALLEY PARK 8 3 2 0 0 5 0 1 0 1 0 0 0 0 1 21 11 0 WEBSTER GROVES 13 4 0 1 0 2 0 1 1 0 0 0 0 0 12 34 17 4 TOTAL 911 379 174 181 80 297 38 36 103 188 29 11 38 17 644 3126 1649 20 TABU m The fol loving are rawaona for an^ienaloiui and colon headlngai 1. 2. Fighting Insubordination 10. 11. Profanity Sexual Misconduct 3. Failure to Attend Detention 12. 4. Theft 13. Smoking Tardiness 5. 6. 7. Truancy Disruptive Behavior Failure to Attend Intervention Center 14. 15. 8. Possession of Controlled Substance 9. Possession of Weapon Vandalism Other SUSP. - Suspensions STUDS  Students EXPUL \" ExpulsionsTABU 9C SUSPKHSIOBS OF FEHER THAH 4 DKIS (1988-89) DISTRICT: (01) (02) (03) (04) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS J J AFFTON BAYLESS BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY PATTONVILU RITENOUR ROCKWOOD ST. LODIS VALLEY PARK 8 0 0 5 18 2 37 5 55 71 152 22 33 113 9 2 WEBSTER GROVES 11 3 1 4 3 0 0 15 2 71 18 65 1 1 68 6 2 1 1 0 0 1 0 0 1 0 3 14 29 2 1 106 0 2 0 2 0 0 1 0 1 3 2 4 22 20 0 0 24 0 0 0 3 0 0 0 0 0 2 0 5 1 19 2 0 12 3 0 0 4 1 1 4 3 1 10 7 32 43 41 17 7 18 5 3 1 0 0 0 0 0 0 8 0 9 12 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 3 0 1 0 0 0 0 2 0 0 0 0 0 1 0 2 4 6 0 0 7 0 0 0 1 0 1 2 0 0 2 4 29 7 15 7 5 55 2 1 0 0 0 0 0 0 0 0 0 0 2 4 0 0 4 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 6 0 0 0 0 0 0 1 0 0 0 1 27 0 0 0 7 0 0 0 0 0 0 0 0 0 1 2 0 0 2 0 0 1 0 0 0 5 1 2 4 0 1 17 0 78 147 18 17 10 104 1 0 7 29 3 8 20 22 5 98 22 290 369 374 68 58 519 32 10 20 22 1 3 11 18 5 62 14 118 171 241 45 36 273 25 4 14 *** total 543 261 160 79 47 198 29 5 22 131 10 8 36 6 412 1947 1063 TABU XET The following are reasons for suspensions and column headings: 1. 2. 3. 4. 5. 6. 7. 8. 9. Fighting Insubordination Failure to Attend Detention Theft Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance Possession of Weapon 10. Profanity 11. Sexual Misconduct 12. Smoking 13. 14. 15. Tardiness Vandalism Other SUSP. - Suspensions STUDS Students EXPUL = ExpulsionsDISTRICT: (01) (02) (03) (04) tabu: 9d SUSFEHSIOrS OF 4 TO 10 DATS (1988-89) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS AFFTON BAYLESS BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY PATTONVILLE RITENOUR ROCKWOOD ST. LOUIS VALLEY PARK WEBSTER GROVES 4 3 2 3 11 6 15 2 46 12 147 31 16 33 0 6 1 0 0 0 0 1 3 8 2 15 4 40 0 1 27 3 0 1 0 0 0 0 0 2 0 0 0 0 4 1 1 4 0 0 0 0 0 0 0 1 2 3 2 6 9 48 2 3 12 0 0 0 0 0 0 0 1 0 0 0 1 0 20 0 2 2 0 0 0 0 0 0 0 0 0 10 1 10 2 40 7 11 4 0 1 0 0 0 0 0 0 0 0 0 6 2 0 0 1 0 0 0 0 1 0 0 0 0 0 2 0 3 0 9 3 0 3 3 1 1 0 1 0 0 0 2 2 1 13 5 14 11 2 2 3 0 1 0 0 0 0 1 0 2 0 10 2 13 3 1 21 0 0 0 0 0 0 0 0 1 0 0 3 0 10 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 1 0 0 0 0 2 2 0 0 3 3 0 0 0 0 0 1 1 0 0 0 1 6 0 46 18 20 17 13 85 0 1 4 6 6 2 3 15 17 50 10 161 54 368 78 52 198 9 9 8 5 4 2 3 9 11 16 5 62 24 236 52 26 58 8 7 1 *** TOTAL 338 105 12 88 26 86 9 26 57 53 17 3 2 11 213 1046 529 TABU KBT The following are reasons for Buspenaions and coluan headings: 1. 2. 3. 4. 5. 6. 7. 8. 9. Fighting Insubordination Failure to Attend Detention Theft Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance Possession of Weapon 10. 11. 12. 13. 14. 15. Profanity Sexual Misconduct Smoking Tardiness Vandalism Other SUSP. = Suepenaions STUDS Students EXPUL e Expulsions . . -TABES 9e SnSPSHSIOHS OF OVER 10 DATS (1988-89) DISTRICT\n(01) (02) (03) (04) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS in AFFTON BAYLESS BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY PATTONVILLE RITENOUR ROCKWOOD ST. LODIS VALLEY PARK WEBSTER GROVES 0 0 0 0 0 1 0 0 1 1 24 0 0 2 0 0 1 0 0 0 0 0 0 0 0 0 0 8 0 1 1 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 2 1 0 1 1 8 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 5 0 0 1 0 0 0 0 0 0 0 0 4 1 0 0 0 5 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 2 0 0 0 1 0 0 0 7 2 6 4 0 2 0 0 0 0 0 0 0 0 1 0 0 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 4 1 0 5 1 2 3 0 1 0 0 1 4 0 0 0 1 12 4 0 15 6 64 7 1 11 0 2 6 4 0 0 0 1 4 3 0 6 1 32 0 0 4 0 0 2 *** TOTAL 30 13 2 14 7 13 0 5 24 4 2 0 0 0 19 133 57 TABLE SET The following axe reasons for Buspensions and coluam tmadingn. 1. 2. 3. 4. 5. 6. 7. 8. 9. Fighting Insubordination Failure to Attend Detention Theft Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance Possession of Weapon 10. Profanity 11. Sexual Misconduct 12. Smoking 13. 14. 15. Tardiness Vandalism Other SUSP. = Suspensions STUDS Students EXPUL  ExpulsionsII I I Multiple Violation Suspensions I Transfer students who were suspended for more than one violation of the district discipline code were classified under i! t the \"multiple violation suspensions\" category. Of the 2,636 total suspension for 1988-89, 384 (14.6 percent) were for multiple violations. There were two types of multiple violation suspensions. Those in which the student was suspended after an accumulation of several minor offenses, and those in which a single incident involved more than one violation of the discipline code. The second type was more common. Of the 384 multiple violation suspensions, 217 (56.5  I percent) were fewer than four days, 142 (37 percent) lasted between four and 10 days, and 25 (6.5 percent) were more than 10 days. Data show that students who were suspended for multiple violations received longer suspensions than other transfer students who were suspended. Table 9a-multiple violation suspensions gives the number of suspensions and duration of suspensions by grade level. The 1 highest rate of suspensions was at the middle school level followed by high school. Tables 9b-multiple violation suspension through 9e multiple violation suspensions show in detail the number of students suspended by school district. the number of days of suspension, grade levels and overall percentages of s tudent s suspended. Discipline code violations that tended to occur together to produce a multiple violation were fighting. disruptive behav- 1 ior and insubordination (see Multiple Suspension Grid, p. 82). 54.3 percent of the multiple violations were in four categories. J 76The most frequent combinations were insubordination and disruptive behavior (21.5 percent of total), fighting and disruptive behavior (10.4 percent of total), fighting and tion insubordina( 11.7 percent of total), and insubordination and profanity (10.7 percent of total). 7700 TABLE 9a MULTIPLE VIOLATION SUSPENSIONS (1988-89) NUMBER OF SUSPENSIONS BY DURATION GRADE LEVEL \u0026lt;4 DAYS 4-10 DAYS MORE THAN 10 DAYS TOTAL SUSPENSIONS TOTAL NUMBER OF STUDENTS SUSPENDED PERCENT OF ENROLLED K-5 6-8 9-12 TOTAL 63 88 66 217 25 61 56 142 3 11 11 25 91 72 .6 160 143 1.3 133 125 1.1 384 340 3.0TBBU 9b DUIPUt ViaUTIGB SDSPnSIGHS (1988-89) AU. SU\u0026amp;IU\u0026amp;IOBS BT DISTSICT DISTRICT! (01) (02) (03) (04) (05) (04) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS. KXPUL. AFFTON 1 1 0 0 1 2 0 0 0 1 0 BAYLESS 0 BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY 0 0 0 1 0 0 0 1 0 0 0 0 0 0 1 7 2 0 0 0 0 2 1 1 4 25 14 45 3 0 0 0 I 0 0 0 1 0 0 0 1 2 5 2 0 0 2 2 7 1 0 3 0 0 1 0 0 0 1 0 0 0 0 I 0 9 3 59 14 57 0 0 0 0 0 8 5 3 8 4 1 1 2 0 0 0 1 0 0 0 0 0 8 4 0 1 2 1 1 8 4 0 0 2 0 0 0 1 0 0 0 0 3 8 2 0 0 9 0 0 1 2 0 0 0 I 5 30 13 0 4 0 14 0 5 0 0 1 1 0 0 0 2 0 17 7 0 34 33 34 3 1 6 32 1 0 2 0 42 230 80 0 1 0 5 4 1 0 4 0 47 141 50 0 0 0 4 17 4 PATTONVILLE 0 0 RITENOUR ROCKWOOD ST. LOUIS VALLEY PARK WEBSTER GROVES total TABU ENT 5 5 1 1 1 0 10 0 0 0 5 0 0 0 37 230 95 1 2 2 1 0 2 8 1 0 0 4 0 0 0 0 8 31 13 0 9 0 0 2 111 32 0 0 3 4 192 4 2 3 13 0 1 0 11 0 0 1 0 11 31 13 0 0 0 0 1 0 0 0 1 0 0 0 0 23 101 44 0 0 0 0 0 3 0 0 0 1 0 0 0 0 2 1 0 0 0 7 1 2 0 0 1 0 0 0 0 0 0 0 0 3 11 5 0 22 24 27 140 5 2 17 83 4 0 9 9 207 874 340 1 Tbe follcwlng are reaaona for ao^ienaiona and coIihi headingas 1. 2. 3. 4. Fighting Insubordination Failure to Attend Detention Theft 10. 11. 12. 5. 4. 7. e. 9. Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance Possession of Weapon 13. 14. 15. Profanity Sexual Misconduct Smoking Tardiness Vandalism Other SUSP. - Suspensions STUDS  Students EXPUIj  Expuleionsnau 9c IZflFU VIOIAnOi SUSHmSIGBS (1988-89) SUSFKBSIOBS OF FSWSK TB8B 4 DATS DISTRICT: (01) (02) (03) (04) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS. AFFTON 1 1 0 0 1 2 0 0 0 1 0 0 0 0 1 7 2 BATLESS 0 1 0 0 0 1 0 0 0 0 0 0 0 0 1 3 1 BRENTWOOD 0 3 0 0 0 1 0 0 0 1 0 0 0 0 2 7 3 CLAYTON 0 2 1 0 0 1 0 0 0 1 0 0 0 0 3 8 4 HANCOCK 2 0 0 0 0 2 0 0 0 0 0 0 0 0 0 4 2 HAZELWOOD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 KIRKWOOD 0 2 0 0 0 1 0 0 0 0 0 0 0 0 2 5 2 LADUE 2 1 0 1 0 4 0 0 0 1 0 0 0 1 0 10 5 LINDBERGH 16 46 0 0 3 28 1 0 1 25 0 0 0 0 44 164 53 HBHVILLE 11 10 8 7 0 31 1 0 3 3 1 0 6 0 40 121 42 00 o PARKWAY PATTONVILLE RITENOUR ROCKWOOD ST. LOUIS VALLEY PARK WEBSTER GROVES ** TOTAL TABU m 1. 2. 3. 4. 5. 6. 7. 8. 16 27 2 1 6 14 0 0 1 7 1 0 0 2 17 94 38 3 0 0 0 0 2 53 1 0 0 0 5 0 0 0 2 0 0 0 0 5 16 7 1 0 0 0 5 0 0 0 3 0 0 0 0 6 15 7 12 0 2 1 110 1 0 0 0 12 following are reanona for 0 0 0 0 9 1 8 0 0 0 3 0 0 1 0 5 31 15 0 0 0 11 1 2 0 106 0 0 0 1 0 0 0 0 0 2 1 0 0 0 1 0 0 0 0 0 5 2 0 0 0 0 0 0 0 0 1 4 2 2 0 5 49 2 0 7 3 127 496 186 (oiqMnaLcMia and ooli^n headin^at Fighting Insubordination Failure to Attend Detention Theft Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance 10. 11. 12. 13. 14. 15. Profanity Sexual Misconduct Smoking Tardiness Vandalism Other SUSP.  SuspenBions STUDS - StudentsZ\u0026amp;BU 9d OIXIFUC VZOUnOB SDSRBSIOBS (1988-89) SDsnaisnMS 4 \u0026gt;o io'dbxs 00 DISTRICTi AFFTON BAYLESS BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY PATTONVILLE RITENOUR ROCKWOOD ST. LOUIS VALLEY PARK (01) (02) (03) (04) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 9 2 22 2 2 7 0 0 1 0 7 2 13 4 22 0 1 20 0 0 0 0 0 0 0 0 3 1 1 3 0 0 1 1 0 0 0 0 1 0 0 0 0 0 4 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 8 0 0 1 2 0 0 0 1 3 25 11 0 0 1 3 1 0 2 0 0 0 1 0 8 0 2 2 0 0 1 6 2 16 5 3 4 0 0 0 0 1 0 0 0 0 1 0 7 2 WEBSTER GROVES 0 1 0 0 0 0 2 1 2 7 1 0 2 0 16 60 25 0 0 2 1 0 0 0 0 6 18 7 0 0 0 8 2 0 0 3 16 105 44 0 0 0 3 0 0 0 0 3 15 6 1 0 0 1 0 0 0 0 5 16 6 0 0 0 6 0 0 0 0\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\u003eKeating, Thomas N.\u003c/dcterms_creator\u003e\n\u003cdcterms_creator\u003eUchitelle, Susan\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_827","title":"Court filings: District Court, interim 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":null,"dc_date":["1989-07-27"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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General Assembly","Education--Finance","Court records","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, interim 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/827"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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