{"response":{"docs":[{"id":"bcas_bcmss0837_534","title":"Little Rock Schools: Badgett Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1966/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Badgett Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Badgett Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/534"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["144 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOPTIMIST CLUB INTERNATIONAL SCHOOL Monthly Newsletter for the Partners in Education with Badgett Elementary DAZE April 1966 Volume Number one On Thursday April 25th at 2:35PM, the Optimist Club members that are interested in becoming Education Partners with in Badgett Elementary School will all gather to meet the staff and become acquainted with the school and its surroundings. Badgett Elementary was at one time within the Pulaski County- School District but was shifted over to the Little Rock District in the early 199Os. There are two classes of four year olds, two classes of kmdergarteners, and one class of each of the next six grades. This school is almost a forgotten school in the district because it is so far away from the main part of Little Rock and this is why the teachers and staff are anxious for our Club to become Partners with them. What do partners do? F 1 OPTIMIST VOLUNTEERS TO VISIT BADGETT ELEMENTARY SCHOOL ON THURSDAY APRIL 25TH i 81 The one thing that they dont do is to try to run the school. Partners become adult role models . A Partner as a member of the community provides views that students may not be able to get of the real world. Partnerships are not Big Brothers or Sisters and Partners may not even work with the same student each visit. Partners may read to a class one visit and then talk about what they do for a living at the next visit. Paitners may sponsor essay contests and award prizes to the winners. Or help put together a science fair. They make take student art and exhibit those works in their business. They may help set up a school Spelling Bee or bring a guest speaker that has an interesting job or a fun story to tell. Partners also work with the staff by taking them on tours of businesses to help them better understand the needs that business has for workers tliat can spell and figure well. They can help classroom teachers better understand how die teaching of making change correctly is important for the student to better become job ready. Parmers provide incentives, awards and stickers to students that become achievers. Paitners may sponsor a career day for the parents of students in order for them to better understand how their children need to prepare themselves for the world of work. Partners can provide guidance in how a person should act on the job. Explain why taking full responsibility for ones actions is important. Paitners can be very good examples as to why it is important to stay in school. It is very' important to show students that even though school work may be hard today with practice and not giving up, the work becomes easier. So what are you being asked to do? Try to commit at least five hours each month visidng the school during the school year. Work -with the staff and the teachers to pardcipate in special days such as the first day of school in the Fall or in graduadon day, at least as a usitor. No one expects you to be anything other than yourself. Tlie staff and students love to have visitors as it gives everyone a break from a roudne. Although the staff will tell you that you can drop in at anytime, and that is fine, if you are in the area, it is very important to work from a schedule, which I will work out with you for next fall AFTERWORDS Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do when it ought to be done, whether you like it or not\nit is the first lesson that ought to be learned\nand however early a mans training begins, it is probably the last lesson that he learns thoroughly. -Thomas Huxley OPTIMIST CLUB INTERNATIONAL PARTNERS IN EDUCATION The map just to the nght will give you some idea of the location of Badgett. The address is: 6900 Pecan and tlie school phone number is 324-2475. Tlie name of the pnncipal is : Mary Golston Ba f Please call Skip Marshall at 376-6200 (work) or Take Interstate 440 east past the airport and exit on Fourche Dam Road. At e stop sign turn left and north under the Interstate until you come to Colbv. Turn left on 227-4168 (home) if you are not Colby and follow this road able to attend by Monday April west for just a little over one Directions to Bndgctt Elementary School I lINOSEYRnAD I 24th, Thanks mile. Turn left on Richland Drive and then left again on Pecan Drive. ZTTi^Aagg PKE I PRAZIER C'KF I I Well get you out of there no later than 4PM if not sooner. _______Pixiak.Ve Wr HtilHHI A f'wB of i I - n P I mik OPTIMIST CLUB INTERNATIONAL PARTNERS IN EDUCATION 7711 S St #2 Little Rock, AR 72207 SCHOOL DAZE I Fax:324-2483 May 23 97 P. 01 s4 of S^pprectaiion, from, ( I /5 IM* aa vV 2222., 1199 9977 Deal Parents, We are n e a r 1 n e the end o the 1996-1997 S r b 0 0 1. Ycnir 1 e J. T' and S n n p c \u0026lt; t has m a d e i r. a ' a 'J ' veer ' P 7 t* 9 s  c o n \u0026gt; i n 11 e to d 1 c ti s s wi th V 0 u r chi 1d r e n rhe Importance ( b u s , of good behavior in school and on ' 7  4.12-3 P1 e a .s e Note\n71 a k e a u r I? Report cards will he mailed home. and e  c h of May s t u G e n t w e 1' av t the should nay correct addres'ses ,32 for postage. I t o r a n  3 , i 9 9 7 u e can n o longer accept c h e c k g r e a s on books are closed , Throughou*' the scbod year, in D r d e n students fo t o our lunch and/or materials t h e 5 were, a 11 o tv e d 2_T. c h a T e B . r e c o J d 5 PLEASE send money must be d. a / ''av Nay Ma V I a V Mav rs TT-ry 'P 1' \\| p\nQ 19 9 7 n 2 6 , i' \"l t 2 u I y 9 7 199 7 1 997- 1 9 9 7 - - 1 997- for these c.hfirges c 1 e a r b d imit e d i a t e i y . --Skip Marshall Awards 1.3 c (1 race p r 0 gt era 1\n3 0 ? r e - K Coo k o u t Beat, h 12 : 30 ----- My ce mfi oo o1 1I -a 11, 1 oD sa A7 dJ Dare Program Awards Dav Talent B h c w as i I P a r t\nt 9:00 A.H. 9:00 1:15 Ma v 1 9 9  - \" 1 e ' d --3 : .31. f. ) * p 1 \ne our a c t V1 t i e \\9 b-91 \\ a ar ! day t c T  t ti d e fl t s 1'j9^ I. A1 ! a. \"ten d f 1 n a .1 s c hoc! 3 0 , i: o r Mluiie 4 , e ,,i *6 FCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216-8601 (501) 490-2000 December 19, 2000 4 2 : Mr. John Walker, P.A. Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 OHiSEQF if Dear Mr. Walker: I have discussed M-to-M transfer request to Badgett (Charter) School on several occasions and the Little Rock School Districts present position is that black students do not qualify under the ciurent desegregation plan. We have assigned a white student to Badgett (Charter) School. Mr. Walker, there seems to be a problem with the interpretation of the new desegregation plan. A meeting with representatives from Pulaslci County Special School District, Little Rock School District and Joshua could help remedy this situation. If you have any information or suggestions with this problem, please contact me. Sincerely, K.c.J\u0026gt; B Karl Brown Assistant Superintendent Equity and Pupil Services ac z Ann Brown-Marshall FCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 RECEDED January 3, 2001 JAH  2Q01 OfflCECf Ms. Joy Springer John W. Walker P.A. 1723 Broadway Little Rock, Arkansas 72206 Dear Ms. Springer\nI received your letter dated December 28,2000 on January 2, 2001. The reason we cannot provide transportation to the student in question is because the Little Rock School District denied the student admission to attend Badgett Elementary School. Little Rock School District denied admission because the student did not meet M-to-M requirements. For that reason this matter is no longer under the jurisdiction of this office. Please advise how this office can assist you. Sincerely, Karl Brown Assistant Superintendent Equity and Pupil Services ac c Ms. Ann Brown-Marshall Mr. Junious Babbs ' Fair Park, Badgett at top of the list for possible closing FRIDAY. JANUARyj2L_1995 BY CYNTHIA HOWELL Democrai-Gazene Education Writer Fair Park and Badgett elementary schools may close permanently at the end of this year to help the Little Roc.k School District balance its 1995-96 budget. The district must make S8 million in cuts to balance its budget. Dr. Russ Mayo, associate superintendent for desegregation. said Thursday that a number of factors, including enrollment. were considered by administrators in identifying schools that could be See CLOSE, Page 9B\nI Close  Continued from Page 1B shut down. District administrators will discuss the future of the two schools at two upcoming community meetings. The first meeting will be at 7 p.m. Tuesday at Fair Park. 616 .N. Harrison St. in the north-centra i part of the city. The second meeting is scheduled for 6:30 p.m. Feb. 7 at Badgett. 6900 Pecan Road, near Little Rock Regional Airport. .Adams Field. Badgett and Fair Park are among the smallest of the districts 35 elementary schools, with official student enrollments this year of 177 and 282. respectively. Besides enrollment, other factors considered included the physical conditions of buildings. the cost of potential repairs and renovations, the adaptability of buildings to support modern instructional programs, the number of children in 3 school's attendance zone, the schools racial composition and the ability of the district to successfully recruit children to the school.  'When all the factors were combined. Fair Park and Badgett were at the top of the list, Mayo said. Closing the two schools could save the district up to S900.000 ne.xt year. .Mayo said. .A more accurate estimate will be available once final decisions are made about where students at the schools would be reassigned. The savings would come from reducing the number of principals in the district and the building operating costs. The district also may be able to reduce the number of teaching positions. 'All of our planning to this point was based on a scientific approach. From here on out, we will be considering emotions.  Dr. Russ Mayo Closing the schools could affect more than just the families with children in the two schools, as attendance zone boundary lines for other schools may have to be modified, Mayo said. Decisions on those possible changes haven't been decided. One of the problems administrators face with closing Fair Park is that nearby schools like Forest Park, Jefferson, Pulaski Heights and Williams elemen- taries are filled to capacity. Closing Badgett also creates some reassignment challenges because the nearby schools are magnet schools, most of which are filled by student application and not based on attendance zones. .All of our planning to this point was based on a scientific approach. Mayo said Thursday. -From here on out. we will be considering emotions. The final decision on whether to close the two schools will be made by the Little Rock School Board when board members decide this spring on a budget for next year. Mayo said parents and other community members will have time to make their feelings known to board members before decisions are made. He said he and other district staff members will be available to answer questions about the recommendations for closure. Badgett was one of 14 schools transferred to the Little Rock district from the Pulaski County Special School District in 1986. as part of a federal court order that extended the boundaries of the Little Rock district to the city limits. The county district had a Badgett school for many years. The school was first named Frasier Elementary in honor of a former principal. In 1926 it was renamed Badgett for the township where it was. A new Badgett was built at its current site in 1964. The schools capacity is about 250 students, according to a February report from the federal Office of Desegregation -Monitoring. This year. Badgetts enrollment is 75 percent black and 25 percent white, which is out of compliance with federal coun guidelines calling for a 60- 40 racial ratio. About 64 percent of the Badgett students live in the Badgett attendance zone. Fair Park, which was opened in 1927 and has a capacity of about 350 students, also is out of compliance with the racial balance guidelines. The enrollment is about 72 percent black and 28 percent white this year. The school was expanded in 1951 and renovated and expanded again in 1980. About 57 percent of the Fair Park students actually live in the schools zone. The Little Rock district has closed other schools in recent years. Ish Elementary was closed in 1992-93. Stephens Elementary was closed this year but is to be rebuilt When the new. larger Stephens School is opened in 1996-97. the nearby Garland Elementary will be closed.Arkansas Democrat gazette WEDNESDAY, FEBRUARY 8, 1995  3B Parents plead for Badgett school  LRs best-kept secret BY CYNTHIA HOWELL Oemocrat-Gazetta Education Writer community members and students was unconvinced. boundaries to the city limits. As a result, Little Rock got 14 One by one. audience mem- county schools. \"  ' If you don't want us. I'll bet Badgett Elementary is the --------- ---------------------------  Little Rock School District's bers described the community . best-kept secret and doesnt school as a place of safety and the county will take us back.  deserve to be closed, parents racial harmony, where their said Jodi Crowder, whose chil- \"and community members children are shown love and dren are the fourth generation pleading for the schools future concern by longtime Principal in her family to attend the\ntold district administrators Mary Golston and her staff. school. * Tuesday. The parents are pleased Look at downsizing the ad-   ' ' - -----!' ministrative operation. anoth- The tiny school near Little with this school and feel it is Rock Regional Airport. Adams the districts best-kept secret,\" Field, is one of two elemen- Claude Johnson told district ad- - . taries the district may shut ministrators. If other parents *  knew about this school, we down next year in an effort to trim $8 million in expenses. wouldn't have any trouble at- Dr. Russ Mayo, associate su- tracting students here.? perintendent for desegrega- Parents said that parents tion. said at a meeting on Bad- who tried to get their children getts future that closing the into Badgett were told by the school and Fair Park Elemen- districts student assignment tary, located in north central office that they couldn't, even Little Rock, could save the if they lived in the schools at- school district about St.l mil- er audience member said. Take it off the top. Dont take it from the children.\" Shiem Swift, a Dunbar Magnet Junior High student who attended Badgett, said the elementary school's teachers are willing to help students  even to walk them home if necessary. Jerry Peters, director of the Little Rock branch of Webster University in St. Louis, accused the district of picking on Badgett because it's in a working-class neighborhood with little political clout. Breaking up a successful team of parents, staff, students and community would be a mistake. Peters said. Webster University is Badgetts business partner No final decision has been made about closing Badgett and Fair Park. That will be left . to the seven school board members  four of whom attended the meeting Tuesday  later this spring when the 1995- 96 budget is prepared. No final decisions have been made about where Badgett children might attend school next year. Washington Magnet Elementary and Clinton - Magnet Elementary are possibilities. Mayo said. tendance zone. lion Enrollment at the school We have too many schools was 279 in 1988-89 but is down ..for too many children, Mayo to 177 this year with only one said, adding that the cost of class per grade. renovating Badgett so that it The Little Rock district ac-  could support modem educa- quired Badgett in 1986 from the tional programs would be pro- Pulaski County Special School hibitive. District under an Sth U.S. Cir- ' . But the crowd of more than cuit Court of Appeals order exI '100 parents. grandparents. panding the LiWe Rock district t Coovneht O Uttle Rock inr Backers plead for Hillcrest school BY CYNTHIA HOWEU. 0emocrai.\u0026lt;jaz8tTd cducanon Wnter Advocates for Fair Park Elementary School pulled out the stops in a campaign ^ursday night to convince the Little Rock School Board that their Hillcrest neighborhood school shouldnt be shut down. Parents and a student offered testimonials about the school's importance in their lives. Teacher Opal Rice spoke about staff unity and commitment. Wally Lovelace, a real estate agent, told the board that people ask to buy houses in the neighborhood so their children can attend the Fair Park. .A.nd neighbors talked about the hazards an empty building would pose and the school playgrounds conve- FAIR PARK SPIRtT n , .  -.1 . am uiaiUOIIb geiica Brown (ngnt) and LaSonva Oglesov cneer for mam open oetore Jie UtBe Rock Sch^l Boaro's .meeting ThSy g^ _ . Arkansas Oamocrw-GaaanMJawj Goosowk  Hair . ark Sementary School cheerleaaers An-nience as a neighborhood park. I Board members heard similar pleas from parents and neighbors of Badgett Elementary School, which may also be closed ne.xt year, and from advocates for the district's school nurses program. nom'iall more than 30 people projected S9.1 million deficit day night to deienBdoard Thurs- ffrroomm iittss 11999955--9966 bbiuidrigveetr. - - -------- programs Projected cut oO the district can erase a closing the cuts include two schools. Cuts  Continued fram Page 18 sharply reducing the early childhood education programs, hiring a private company to run the school buses, eliminating grants to the area schools and cutting 19 nursing positions. Board members made no decisions during a lengthy meeting Thursday on the cuts. .Another budget work session is set for 5 p.m. Tuesday. \"Im here to represent the students views about Fair Park.\" fourth-grader Deanna Jones told the school board. \".And we we say keep it open. Our school is not fancy and could use a little fixing up. but we like it just fine.  Diane Nesbitt, a parent at the school, gave the board petitions, signed by 900 people, to keep the school open. She also presented the board with a large red cardboard heart, covered with photographs of Fair Park children. \"Don't break our heart! Nesbitt told the board. Parents from Badgett Elemen-tari'. located in e.xtreme east Little Rock, described the school as a place of comfort, love and safety for generations of children. They said its a school where the principal greets children when they get off the buses and teachers come out of the building to talk to parents who drive up to the school at the end of the day. \"If its not broke, don't fix it\" Claude Johnson told the school board, speaking of Badgett. \"We dont need your help. We are asking you to back off and leave us alone. We re doing just fine.\" .Also making appeals Thursday were:  Bus drivers who oppose hiring a private company to run the school buses.  .Advocates for the 19 school nurse positions.  .A member of the advisory committee for the community education program at McClellan Community High School. Kelly Tucker asked the board to consider some changes in the program but retain IL Bus driver and parent Michael Campbell told the board that inefficiency in the transportation department is at least partly the result of old. deteriorating buses. In regular business Thursday, the board stopped short of authorizing the formation of committees to research how close the district is to complying with desegregation standards set by the U.S. Supreme Court. See CUTS, Page 96 Superintenoent Henry Williams suggested earlier this month paying seven committees of employees and citizens to do the research as a way to accelerate an end to the 12 year-old school desegregation lawsuit Board member John Riggs IV made a motion that the district ask U.S. District Judge Susan Webber Wright for a conference to determine whether the committee approach was an appro-pnate way to work the district out of the case. Wright decided earlier this week to call such a conference. Ann Brown, desegregation monitor. said. Brown had told Riggs of the judge s intentions Thursday. The board also:  Gave conditional approval to establishing a city neighborhood alen center at Ish Elementary School.  .Approved eliminating the learning foundations course at Pulaski Heights. Forest Heights. Southwest and Cloverdale junior highs.- Arkansas Democrat ^azcttc  FRIDAY, MARCH 17, 1995 LRSD may ask state to let it cut two days from next school year BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School District would have to get permission from the Arkansas Department of Education to shorten the next school year to 176 student days, two days less than the minimum required by state standards. The district is considering the shorter school year as one of several ways to reduce expenses to balance the 1995-96 budget and avoid an illegal deficit. Henry Superintendent Williams told Little Rock School Board members Thursday that without budget cuts, salary freezes and other financial adjustments, the district would have a deficit next year of more than $9.1 million. The school board must make decisions on several of the budget proposals  most dealing with eliminating jobs or changing terms in employee contracts - by April 15, Williams said. Eleanor Coleman, Little Rock Classroom Teachers Association president, told the board Thursday that many of the budget-cut- ting proposals, including salary reductions, are unacceptable to teachers and support staff. It is apparent that the school district is attempting to balance the budget on the backs of teachers and the support personnel who are among the least paid, Coleman said, adding that employees are extremely upset. Reducing the number of student school days would save the district $702,000 next year, according to officials calculations. In a budget report submitted this week to U.S. District Judge Susan Webber Wright, district administrators said that with the state Education Departments approval, the number of student-contact days could be trimmed next year by two to provide staff training. So employees would work a shorter year and get a cut in salary based on those two days. That would have to be addressed during contract negotiations between the school district and the ' Classroom Teachers Association, expected to begin March 28. District administrators would have to notify all teaching employees by May 1 of the proposed reductions in their contracts. Each teacher might be able to seek a hearing before the school board to oppose the cuts unless the district obtains some kind of legal waiver, district officials said in a report to the judge. Wright oversees the school district budget as part of monitoring the districts compliance with its desegregation plan. Other proposed budget cuts for next year include eliminating financial grants to the area or attendance-zone schools\nreducing stalTing, including aides, at the incentive elementary schools\nhiring a private company to operate most of the transportation system\nreducing the number of families served in the Home Instruction Program for Pre-school 'Youngsters\ncutting six to nine administrative positions\nand delaying building a new Stephens Elementary School. Earlier proposals to close two elementary schools and cut 19 school nurse positions have been dropped because of school board members objections. But Williams told the board Thursday that failure to close the two elementary schools next year could lead to closing four the next year, thanks to the loss of millions of dollars as state desegregation funding diminishes. The district is anticipating $113 million in operating revenues next year, 1.3 percent less than in 1991-92.Letters Arkansas MONDAY. JUNE 12,1995 Keep Fair Park, Badgett schools  On Thursday night, June 1, while Fair Park Schools PTA was awarding certificates to parents and other VIPS for volunteer work in our school, the Little Rock School Board met and discussed closing Badgett and Fair Park again. In February, the parents, the teachers and the constituentsa.k.a. citizens, taxpayers and voters of these two school communitiesmade it very plain to the members of the school board and the superintendent that budget cuts should not include these small schools. The vote was taken and the parents, the teachers and the constituents remember very vividly what that vote was: Linda Pon- dexter. no: Judy Magness, yes: Pat Gee, no\nKevin OMalley, yes: Katherine Mitchell, yes\nand John Riggs, no. The motion was dead as a result of that vote, and we rushed back to tell the children their schools would not be closed next year. Newsweek magazine for May 29 featured an article showing grass-roots solutions to .Americas problems. One section says just what parents, teachers and even the tods have been saying over and over to board members and administrators: The best way to implement high expectations is to let principals and teachers run their own schools with minimal interference from the central office. And the best way to keep that sense of community is to keep schools small. Small schools work because they allow more access for parents, stay manageable and thus safer, andmost cruciallet teachers know their students over time. The most important variable in student achievement is the size of the school. Fair Park and Badgett are small schools, they are safe schools, and they are working Let the students have this stability, The boards vote to close, if implemented, will wipe out many years of community work and dedication at these sites. Please consider all our children and their schools across the city as the school board seeks budget cuts. With just four votes, they can eliminate entire school organizations, Which schools will they eliminate next? OPAL RICE Little Rockjkansas Democrat THURSDAY, APRIL 13, 1995 Badgett, Fair Park dodge ax LRSD board tied ! on closing schools ! BY CYNTHIA HOWELL Democrat-Gazette Education Wnter Threatened with closure at the end of this school year, Badgett and Fair Park elementary schools won at least a temporary LRSD  Continued from Page 2B gued that officials cant convince voters to approve a millage increase if the district isnt operating efficiently with the minimum number of staff and schools. Pondexter questioned whether the district would submit a mill- age increase proposal to voters in the September school election. cently revised proposal called for condnuing the program but reducing the awards significantly, to $5,000 per school. proved Wednesday would eliminate 28 employee positions.  Met for 40 minutes in a closed session to discuss elimi- agreed nating 10 to 12 administrative  members ogicvu naung lu to ix aaministrative oo- distributing $20 sitions but took no public vote. Su-  toe elementary penntendent Henry Williams SS?so?! administrators this week more eq- reprieve Wednesday night when the Little Rock School Board deadlocked on motions to shut them down. The proposal to close the schools was one of several recommendations district administrators made earlier this year to balance the 1995-96 budget and avoid an illegal $9.1 million deficit. The board voted on some of those budget recommendations during a special meeting Wednesday. But the six board members were hampered repeatedly by a vacancy that resulted in at least six tie votes. Under school board policy, a tie vote defeats a motion. The board will interview candidates and appoint one to fill the vacancy at a special meeting at 5 p.m. today. The appointee will fill the Zone 7 position that O.G. Jacovelli represented until her death March 13. Voting in favor of closing Badgett and Fair Park at a savings of $1.1 million were Judy Magness, Dr. Katherine Mitchell and T. Kevin OMalley. Linda Pon- dexter, Pat Gee and John A. Riggs IV opposed the closing. Magness said she hated to close schools, but such moves are inevitable in a district with more than 900 vacant seats in elementary schools across the city. We cant continue to operate like this. We must make the best use of our resources, she said. Riggs said closing up to four schools may be necessary later, but not if the district can get its finances in shape next year. O'Malley and Mitchell ar- See LRSD, Page 5B ---- Hili lOXlKC from $3,500 to $11,000 per school, auum. uic  _______ On other budget recommenda- their jobs. ' tions. the board\n Agreed to delay construction of a new Stephens Elementary to save $300,000 next year. about the possible elimination of  Cast two tie votes on the future of HIPPY, the Home Instruc- erate $520,000 next year and $1.3 Younst^^^nrnnnLi milhon each year thereafter. ue thf program^ aUte eureenUev' 1 p 1 T j-j  '-uiicui. lev- VI uii icuuLiiig uie seven- roa \u0026gt;, r motion to restrict period class day to six periods at area it to families in central and South- ---------------------- ' ' - Each mill of tax levied would genOn another major issue, the board voted to award each elementary school $20 per child for use in reducing achievement disparities between black and white children and developing programs to make the schools at- tractive to parents.  Took no action on hiring a private company to run the bus system or on reducing the seven- the area junior high schools. The board also didnt act on propos- administrative als regarding teacher salaries proposals to cut about 11 posi-  tions from the incentive elemen- tanes and nine music and guidance counselor positions. The board voted to cut all but $40,000  .Approved and a two-day reduction in the 178-day school year. District administrators initial- uuuu uieu lu ly recommended eliminating the of the $170000 Focused Activities and Academic Progress Incentive Grants next year at a savings of $445,000. A re- ------community education pro^am at McClellan Community High School, which would eliminate three positions. Cuts ap-Arkansas Democrat .'!(J5azcllc   WEDNESDAY, JUNE 14, 1995  Transit, fate of schools top agenda BY CYNTHIA HOWELL Democrat-Gazette Educetton Wrtter After months of discussion, the future of two Little Rock el- eincntary schools and the dis- friels hansportalion department could Ite decided tonight by the Little Rock School Board at a special meeting at 5:30. The meeting's agenda says the proposed 1995 fM) budget will be discussed. But board members said Tuesday they expect to vole on closing Badgett and Fair Park elementary schools and on hiring a private company to operate most of the school bus system. Those moves are designed to help the financially strapped district cut expenses for the coming school year. Both proposals have been defeated before. The board deadlocked 3-3 in April on a proposal to close Badgett, in extreme east Little Rock, and Fair Park, in central Little Rocks Hillcrest neighborhood. The schools are among the district's smallest, need renovations and are under-enrolled  Badgett with 177 pupils, Fair Park with 282. Closing them could save $1.1 million next year, district officials have said. But staff and parents of children at the schools have begged the board not to close them, saying their smallness means more iinlivifluni nUentiun Tor pupils. Earlier, board President Linda Pondexler and members Pal Gee and John Riggs IV voted against closing the schools. Katherine Mitchell, T. Kevin OMalley and Judy Magness voted to close. After that, a seventh board member, Stephanie Johnson, was appointed to the board. Johnson has declined to say how she might vote. District administrators are expected to make a presentation tonight about school bus services that Laidlaw Transit Inc. could provide. Last year, the board rejected a proposal for privatizing the bus system but let district officials ask for bids from companies again this spring. District bus drivers oppose privatization and have proposed their own changes in the transportation system to cut costs. The Laidlaw proposal would save the district nearly $700,000 next year and $1.4 million over the three-year contract, according lo school district officials summary of the contract provisions. Laidlaw, based in Ontario, Canada, and Cincinnati, Ohio, is the largest transit company in North America. It transports 1.8 million students a day in 40 slates provinces. and five CanadianArkansas PemcxTat^ (gazette [ THURSDAY. JUNE 15,1995 Vote on closing 2 schools put off The Little Rock School Board wont vote until June 22 on closing two elementary schools next fall and employing a private company to operate its school bus service. Board members were expected to vote at a special meeting Wednesday. In fact representatives of Laidlaw Transit Inc., the company seeking the job of running the bus system, traveled Wednesday to Little Rock to make a presentation to the board. But district officials said Wednesday afternoon that the meeting had to be postponed because board members had questions about the proposal that required further research by Laidlaw. The companys headquarters are in Cincinnati and Ontario, Canada. Also, board member Katherine Mitchell was out of state Wednesday and couldnt attend the special session. That created the potential for 3-3 tie votes on both the bus service contract and the proposal to close the Badgett and Fair Park elementary schools. In April, Mitchell voted to close the two elementary schools. That motion was defeated with a 3-3 tie. She voted against efforts to privatize the school bus system last year, but the contract proposal is different this year and financial problems are more severe. Both proposals seek to cut district expenses in 1995-96. Closing the two schools would save about $1.1 million. Hiring Laidlaw Transit would save about $700,000 the first year of a three-year contract and about $1.4 million over three years. The board will take up the budget at either their 6 p.m., regular monthly meeting June 22 or at a special meeting right before that FRIDAY, DECEMBER 14, 2001  Parents plead cases, but two schools stay in budget axs reach LR board hears of virtues of smallness, then adds Fair Park to possible closures BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Faced with the possible loss of their neighborhood schools next year to budget cuts, parents and others from the Badgett and David O. Dodd elementary school communities Thursday extoUed the virtues of their small schools to the Little Rock School Board. Board members were sympathetic and made no final decisions. However, by the end of the meeting, the School Board not only directed Superintendent Kenneth James to continue planning for the possible closing of Badgett and Dodd as a way to save about $1.7 million, but also asked him to prepare a feasibility study on closing a third small school. Fair Park Elementary at 616 N. Harrison St, where about 200 pupils attend classes. The presidents of the parentteacher associations from both Dodd and Badgett presented the School Board with petitions Thursday pleading to keep their schools. Were going to refuse to let Dodd close, Tiwana Noon- er, a parent of three Dodd pupils, said. Were going to fight. Dodd parents and community members pointed to the number of grants that the school has received in recent years to restructure the way reading and language arts are taught. Those grants and programs may not all be transferable to other schools, they said. Additionally, they argued that the specially trained staff members will be scattered across the district, diluting the effectiveness of their training. Diane Krippendorf, a community member, also pointed out that as many as 200 new homes are planned for the Dodd attendance zone, which should boost the schools enrollment over the next few years. District officials said the new homes might bring in 14 to 20 new children for the school in each of the next two years. James has said that the possible school closings are just one See SCHOOLS, Page 9B I Schools  Continued from Page 1B area for potential budget cuts, and that he and his staff are preparing recommendations for more reductions. In response to School Board members who said they cant decide on closing schools without knowing what their other options are, James said he will give them some proposals after the first of the year. James, who has been Little Rocks school superintendent for about six months, just last week raised the issue of closing one or more of the districts smallest schools next fall as a way to help offset escalating costs and a declining revenue forecast that is already affecting the districts $2^ million budget. support staff positions also could The district is getting $2.4 be reduced, million less in state fimding this for closing because of their small enrollments. Badgett, at 6900 Pecan Road near the citys airport, has 153 students in its regular program and another 80 enrolled in the districts charter program, which is housed in the same building, Dodd, 6423 Stagecoach Road, has 188 pupils, which is 69 percent of the buildings capacity. The average elementary school in the district has about 360 students. The district would save $536,048 by closing the regular Badgett school and another $479,669 by closing the charter program, plus $738,909 by closing Dodd. By closing the schools, the number of teaching positions in the district could be reduced by about 20. A similar number of milhon m funding District officials speculated, year than mitially budgeted be- however, that most of the peo- ------  pj^ jjj affected schools noimced last month in state tax could be absorbed into other  expect- schools as vacancies occur heed to be earned forward into the cause of retirements and resignext school year when the dis- nations. cause of shortfalls that were antrict must meet contractually obligated teacher pay increases. According to preliminary - _ _ , , * - ,  plans, Badgett pupils would be rhe School Board must make assigned to Rockefeller and a decision on the school closings Washington elementary schools, by Jan. 10 to be able to notify Charter school pupils, who at- Mected parents of the changes tend the school by applying, ' before registration starts for the would return to the schools that j 2002 school year. That regis- serve the attendance zones in I tration period  when parents which they live throughout the /'On mnl/a n _1___1 J  can make a variety of school district. choices for their children  begins Jan. 28. As for Dodd pupils, they would be divided among West- James repeatedly acknowl- ern Hills, Romine and Otter edged that the district is decid- Creek elementary schools if their mg the issue on a very fast time school is closed, line that is contrary to districts - policy that calls for school closings to be considered for at least Two bands of small children set the tone for Thursdays meeting, marching in two circles on 12 months, except in emergen- the administration buildings front steps, waving posters and James assured the board that chanting in support of their is entering dire financial straits, schools, as board members ar- You don t take the largest cut rived for the meeting. Dont m state aid in the history of the close Dodd school, yelled one state and think it is business as group. Please dont close Badgett Badgett and Dodd are targets school, the others said.Group sounds cry to protect LR elementary Dodd, 2 other schools futures on line as district makes cuts  MONDAY, DECEMBER 31, 2001  BY AMY SCHLESING ARKANSAS DEMOCRAT-GAZErrE Theres a battle brewing in the Little Rock School District over a proposed death sentence for one of the districts smallest and highest scoring elementary schools. The Little Rock School Board will decide Jan. 10 whether to close David O. Dodd, Fair Park and Badgett elementary schools to help balance an overdrawn budget. While parents of students at all three schools dont want to see the doors close on the neighborhood schools, one group of parents, school staff and real estate developers has launched an organized campaign to keep at least one of them open. Kathy Porfiris, organizer of the letter-writing campaign to save Dodd Elementary School, has rallied the parents, neighboring real estate developers and staff of the school to fight to keep it open. Little Rock School Board member Baker Kurrus said the issue isnt one of conflict  its one of economics. Theres not a fight to close Dodd, and theres not a fight to keep it open. Im not going to fight with anyone. Im going I to focus on giving our kids the best education possible, he said. Porfiris said her efforts are on behalf of all three schools proposed for closing, but said her heart stays with Dodd Elementary School, since it has been the education base for all four of her children. Her youngest, Jimmy, is a fourth- grader at the school. Dodd is at 69 percent capacity this year with 188 students studying in classrooms built to hold 271 students. Those students have literacy scores that exceed the district average and have been the indirect recipients of several recent grants, the largest of which is a $150,000 Comprehensive School Reform Development grant from the Arkansas Department of Education. Judith Yeager and Barbara Kennedy, administrators of the state grant program, wrote a letter to the School Board, praising the achievements of Dodd Elementary School. Dodd has an outstanding [kindergarten-fifth grade] literacy and technology program in place due to the restructuring made possible by the CSRD grant. We do not feel that it is a wise use of taxpayers money to See SCHOOL, Page 2B School  Continued from Page 1B spend $150,000 of federal and state funds to successfully restructure a school and then have the Little Rock School District Board decide it should be closed, Yeager and Kennedy said in the letter. When the School Board meets Jan. 10, however, the deciding factor will be money, not test scores. Superintendent Kenneth James said closing Dodd, Fair Park and Badgett elementary schools will help offset a $2.4 million cut in state funding the district had counted on for the coming year. Closing Dodd and Fair Park will each save the district $700,000 annually and Badgetts closing will save another $500,000, James said. The movement of charter students back to their neighborhood schools would save about $480,000, for a total projected savings of $2.4 million. Its always hard to close schools, James said. People are very close to their schools and I understand that, but regardless of what happens here, its still my job to bring ideas to the board on how to make cuts and balance the budget. James warned that a larger cut i in state funding could happen after the new year if the economy remains on a path to recession. Couple that with salary obligations, and weve got to make a minimum $6 million cut to balance the budget, he warned. The schools are targets for  I closing because of their small enrollments and high per-student costs. Badgett, at 6900 Pecan Road near Little Rock Nationd Airport, Adams Field, has 153 students in its regular program and another 80 enrolled in the districts charter program at the site. Dodd, at 6423 Stagecoach Road, has 188 students. Fair Park Elementary, off Kavanaugh Boulevard, has 200 students. Those displaced students will be distributed throughout the district. According to preliminary plans, Badgett students would move to Rockefeller and Washington elementary schools, with the schools charter students returning to the schools in their attendance zones. Dodd students would be divided among Western Hills, Romine and Otter Creek elementary schools. The district has not discussed a moving plan for Fair Park students. Porfiris organization will meet with the School Board Jan. 7 in a last-minute effort to influence their Jan. 10 vote. The board plans to bring the principals from the other schools that would absorb the Dodd, Fair Park and Badgett students if the schools are closed. It almost sounds like they have their minds made up, she said. 'Td really like to think that we have a chance and not just blowing in the wind. Kurrus said he has gone to great length to inform people that school closure is no more than an option at this point. I dont think anybodys made up their minds. Weve got to do something, we cant just afford to ignore that we will lose revenue while our expenses continue to climb. But were considering different options, not just closing schools, he said. If the schools are closed, it will affect more than the students. Porfiris said new housing developments near Dodd Elementary will suffer with the loss of a neighborhood school. She has recruited Becky Finney, a real estate developer with Rainey Realty to fight the closure of Dodd. Pecan Ridge, Tall Timber and Kenwood subdivisions have expansions in progress. The School Board estimates those growing subdivisions would increase Dodd enrollment by up to 20 students next year and 15 students the following year. Kumis said nothing is off limits for balancing the budget. The one thing he deems sacred are teacher salaries and raises. \"To have the best teachers, I feel that we have to reward them financially, he said. Kurrus said streamlining the districts administrative process, ending property tax breaks as corporate incentives and get the district out of court over desegregation are all good options for balancing the budget. Porfiris is banking on alternatives to save Dodd. \"And if it comes down to fire the caretaker, heck, well come up there and mow the grass ourselves, she said.J a n u a r y 3, 2 0 0 2 District sets sessions on closing 3 schools ARKANSAS DEMOCRAT-GAZETTE The Little Rock School District will hold a series of public meetings, beginning today, at three low-enrollment schools under consideration for closing. The meetings are scheduled at:  Badgett Elementary, 6900 Pecan Road, 6 p.m. today. g I Dodd Element^^, 6423 Stagecoach Road, 6 p.m. Monday.  Fair Park Elementary School, 616 N, Harrison St., 6 p.m. Tuesday. The meetings- are open to the public. The district proposes closing schools beginning July 1 because of state budget cuts. The Little Rock School Board wiU consider the proposal during its regular meeting Jan. 10 at 5 p^p. at the School District headquarters at 810 W. Markham St.LR parents face closing of 3 schook 7 .ij Arkansas Democrai-GazeHe/STEPHEN B, THORNTON Badgett Elementary School parent Jerry Peters (left) Zeigler (center left), Rockefeller Elementary Principal asks Little Rock School Superintendent Ken James a Anne Mangan, and Sadie Mitchell (right), the districts question Thursday night during a public hearing at associate superintendent for school services. Mangan Badgett to discuss the schools possible closing, Lis- and Zeigler attended because Bad^tt students tening are Washington Elementary Principal Gwen would attend their schools if Badgett closes. Badgett meeting held\n1 more set BY PATRICK HEALY ARKANSAS DEMOCRAT GAZETTE As solemn-faced parents, teachers and administrators discussed the fate of Badgett Elementary School with urgent voices, the children played. Arm in arm, they pranced across the schools packed gym, inspected TV cameramen and galloped through the banana-yellow hallways while adults discussed shutting down Badgett, in east Little Rock, and two other Little Rock elementary schools. The Thursday meeting was the first of three meetings scheduled before the School Board votes whether to close Badgett, Dodd and Fair Park elementary schools. Other meetings are scheduled at Dodd on Monday and at Fair See BADGETT,^age 4B Badgett  Continued from Page 1B Park on Tuesday. The meetings are designed to let school officials explain the shutdown proposal and hear community concerns. Were still in shock, and we still dont want it to happen, said Kim Dunahay, Badgetts Parent Teacher Association president. Even if they vote to close the school, the fights not going to stop. The School Boards vote, rescheduled from Jan. 10 to Jan. 15, comes at a time of financial crisis, said Sadie Mitchell, the districts associate superintendent for school services. In addition to the $2.4 million state funding cut, the school district must pay $3 million in promised raises. Altogether, the school district must slice $6 million from its annual budget of $220 million. Superintendent Ken James said, Were going to have to make some tough decisions. Proposed AUendance Zones .... 1 I 1 ''Ca 'O' n ____ .1^ 5\u0026gt; a? Junious Babbs, associate superintendent for deseg- .......................... regation for the Little Rock School District, discusses The board is considering clos- proposed attendance zones for Badgett Elementary ing Badgett, Fair Park and Dodd elementaries primarily due to nickel-and-dime that to death. their low enrollments, James said. This year, 153 students at- --------------- tend Badgett, 188 go to Dodd, and year before the shutdown date. Arkansas Democrat-Gazette/STEPHEN B. THORNTON students if the school is closed. The informational meeting Thursday night at the school was the first of three meetings to discuss potential school closings. ippiauding when parents praised ular elementary schools. J ..Jnri\n*-,5 Weve tried regular school, at Normally, a proposal to close Badgett and spoke against its schools must be announced one closing. ---------------- year before me shuidowu I like it here because most of grade son, Caleb, has attention But with the budget cuts, James the teachers are nice, and they deficit hyperactivity disorder      ------------------t,:. and attends the charter school. said Carrie Igwe, whose fourth- 200 attend Fair Park. but wm. c.-. \u0026gt;-------- ---------- . ,- . , TTie average Little Rock ele- said, schools must act fast. let you come into their class mentary school has 363 students. Everybody has to be rooms and they give you treats. If the tliree schools are closed, touched, James told the crowd. 10-year-old Kenetra Lowe said their students would attend different schools at the start of He has special needs. Igwe said her son did poorly toucueu, Idllica luxu me i-xMvyM. am w.k. ----------------------------------------- to -____/ Tliis is not a win-win situation. after the meeting. Id rather stay in his classes until he came to  an- Badgett. Igwe said she doesn t The one-hour meeting went here. I may be shy to go to X lie Mile liovil ,ivi., .....A..... *  --------J - - ua , the next school year. more smoothly than past dis- other school. I wouldn't have any want her son to return to regu- Some teachers would find cussions about closing Badgett, friends on the first day. lar classes, and she balks at pn- other jobs in the district, but oth- In 1995, a proposal to close Bad- ra.....ta a.._ c_uc2tc ers could be laid off lames said, eett met with parentsprotests pressed concern about the 65 , , . . \"It certainly seemed reason- Ind a court challenge that forced students who attend Badgett s money to send him o a private able to me  board Vice President the School Board to back down, charter school. The students, school, she said unless the Lit -  - But on Thursday, audience many of whom have learning dis- tie Rock School pisti let is gomi. Parents and educators ex- vate school tuition. We dont have the kind of Judy Magness said When youve got to cut $6 million, you cant DUl Uli A JllAl J', xxxx ------------  c  members listened quietly, twice abilities, would be sent to reg- to pay it tor us. ZOOZ V AienuerJanuary 16. 2 0 02 School Board votes to shutter Badgett Attached LR charter school axed, too BY PATRICK HEALY ARKANSAS DEMOCRAT-GAZETTE Little Rocks smallest elementary school and the charter school attached to it will close at the end of this school year because of a Little Rock School Board vote Tuesday night. Parents, staff and pupils from Badgett Elementary School wore black stickers and sighed as the board voted 6-1 to close Badgett, which has 153 students. The board also voted unanimously to close the charter program, which has 81 students. I feel a betrayal from the Little Rock School District, said Kim Dunahay, president of the Badgett PTA. Some things you think are safe can be snatched away in a matter of minutes. Two elementary schools considered for shutdown will remain open next year. Superintendent Ken James recommended Dodd and Fair Park schools not close because they show potential for higher enrollments. Closing schools is the districts first move toward cleaving $6.5 million from its annual budget of $220 million. Because of massive state funding cuts, the School District also is considering broad cuts to staff, athletics, transportation, individual budgets and other programs. The School District expects to save about $1 million by closing Badgett and the charter See SCHOOL, Page 7B Arkansas Democral-Gazette/BENJAMIN KRAIN : I Samantha Brown, a second-grader at Badgett Elementary School, is consoled by her grandmother, Kim Dunahay, after hearing that her school will close after this school year. The Little Rock School Board voted Tuesday night to close the school indefinitely. School  Continued from Page 1B school. Badgett pupils will attend Rockefeller and Washington elementaiy Board members and James pointed out low enrollment, flat SChOOlS HCXt SChool VCaC test scores and high rates of bused pupils as reasons for the closing. VflSTter SCllOOl pUpUS OF Badgett pupils will attend ~ ' Rockefeller and Washington eleBadgett pupils who live mentary schools next school year. OUtsidC thc BadgCtt Charter school pupils or Badgett . -  pupils who live outside the Bad- neighborhood will go to I their neighborhood Badgetts charter school was SChOOlS one of six operating in Arkansas, said Randall Greenway, the states charter school liaison. Many char- of Im sick of this meeting from ter pupils have learning disabili- a Badgett parent. *t ies andJ cannot .t1h. ri. ve i n a nor_ School Board mal classroom, he said. member Michael Daugherty alone voted Schools will assess each char- to keep Badgett open. He said the ter students needs case by case, closing will barely dent the dis- James said. School officials will soon talk tricts $6.5 million deficit. ________ Badgett is the only neigh-with Badgett teachers and staff borhood school east of the inter-about their future without Bad- state, he said. Tomorrow mom-gett, James said. Some employees ing, when I get up and have to will move to other schools\noth- look in the mirror, I can say, 'We ers may lose jobs. closed the school, but it was over TXiesdays vote wrapped up my opposition.  nearly a month of debate- o- v- er Dunahay, also a Badgett inschool closings. Parents, teach- structional aide, said she worries ers and administrators discussed about enrolling her granddaughter, the closings in meetings at Bad- Samantha, a Badgett second-grad-gett, 6900 Pecan Road\nDodd, er, in anofiier Little Rock elemen- 6423 Stagecoach Road\nand Fair tary school The new school might Park, 818 N. Harrison. close the next \u0026gt;^ar, Dunahay said. Parents defended their schools \"To make sure oiu grandchild in often emotional meetings. Bad- gets the best possible education gett parents praising the schools she can get, we might need to teachers for molding well-round- move,\" she said. They [school ed students. officiisl say, Trust us. Your child The boards vote was calm in wont become a face in the comparison. It lasted 30 minutes crowd. The place shes felt safe and was quiet, except for a mo- and secure has just been ment of applause and a murmur snatched away from her. of Cej ''if'cgciicn Ci L7 Little Rock School District Badgett School Relocation A Business Case January, 1995 Addition Modification Deletion $523,000 savings 1/9/95Badgett School Relocation Business Case 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strate^es were developed to cut costs, most have been one time cuts. A many While a larger than normal number of comparison of the district's total building capacity and total enrollment shows vacant seats. seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to savmg money, it is more unattractive to the patrons of the school considered for closing. ecause it is an emotional issue, specific research criteria were used in making the decision about which school to close.  Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\n2. The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\n3. Enrollment since continue\n1989 has declined steadily from 2237 to 177 and is expected to 4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. recruiting has not been achieved for this school. Successful experience in 6. The per pupU cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\nThe additional 7. The school is geographically isolated from other populations. _________ population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually\nand, The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. MMMHvCkr HwrP RC HADCTOOfBadgett School Relocation Business Case 3 By the opening of school for 1995-96, Badgett students will be relocated, faculty will be reassipied according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfillmg this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. 7. 8. Leaders within the community are made aware of the relocation plan and have the opportunity for input\nInunediate cost savings is realized\nand, The relocation of students and staff at wUl be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience some their friends\ndisappointment in being separated from 2. 3. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\nMMWd K O Hm* P Wt (B.- MOCrOPTBadgett School Relocation Business Case 4 4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students wiU receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett\n5. Immediate and year-to-year cost savings will be realized of approximately $523,000\nand. 6. The Badgett School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96, If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.____________________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo Iw lx Hma r w III'(*/ K MDcrni*Badgett School Relocation Business Case 5 Milestone ______ 6. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood ^.Conduct informational meeting with the principal, faculty, and staff about the process M Mai rtf rtrtMMiui,^ 1__________________________________________________________________________ 8. Mail notice of possible relocation and date of a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) community information meeting to: 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by ,11. Notify finance person to include this as a budget reduction strategy ------ _12. File motion with the U. S. Federal Court to relocate students at Badgett School 13. Develop letter to parents and students with announcement and reassignment 14. Inventory building ' 15. Design plan for new attendance zones in southwest._______ 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school 18. Reroute transportation of students 19. Secure building 20. Reassign staff 21. Send final assignment notices Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo [ Background For several years, the Little Rock School District (LRSD) has faced austere budgets. vacant seats. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in decision about which school to close. making the Based on the criteria used, Badgett Elementary School is a school that must be considered for closing. It is located in the extreme eastern tip of the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. IP^blem Definition Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. imoi HMtn r wdiM ot.Ht RAfxrrrx'tBadgett School Relocation Business Case 6 The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\n2. The capacity of the school itself (257) is below the district elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\naverage of 425 for area 3. Enrollment since continue\n1989 has declined steadUy from 237 to 177 and is expected to 4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fiU the school. Successful experience in recruiting has not been achieved for this school. 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\n7. The school is geographically isolated from other populations. The additional population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school the most expensive to operate annually\nand, one on 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Figure 3 illustrates some of these trends. wMxatM Or Hfwrr C W rc RAOCT nrrBadgett School Relocation Business Case 7 Figure 1 Badgett Elementary Enrollment History Criteria Enrollment % Black % Out of Balance Capacity Attnd. Zone Ttl.2 1989-90 237 76.00 16.00 92.22 AZ % Black 1990-91 797 74.77 14.77 86.38 1991-92 1992-93 1993-94 1994r95 220 73.18 13.18 85.60 202 76.24 16.24 78.60 189 69.84 9.84 73.54 177 75.14 15.14 68.87 135 65.93 160 61.25 One intent of desegregation is to bring children of different cultures together for common opportunities. Badgett's location causes it to be difficult to desegregate. To the south of the attendance zone is the PCSSB) boundary line. M-M transfers across that line to Badgett, if permitted, would not help because that area of PCSSD is predominately black. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexes. See Attachment A. I Analysis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were declining enrollment, increasing costs, and location. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below: 1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\nEnrollments are for October of each year. - Attendance zone data is available for two years only. K Or Hrrm T HArcrnvBadgett School Relocation Business Case 8 2. Redraw the attendance zone to increase the number of students attending Badgett School. per-pupU costs at Badgett but wUl increase costs elsewhere since another attendance zone must be reduced to enlarge Badgett's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate- s^dentsfrom Badgett to solve the problem. This alternative addresses all three areas of the problem. a) A plan to relocate students will be devised. One possible Attachment C\nscenario appears in b) An immediate savings of approximately $523,000 will be realized by eliminating the need for management staff, food service, budding maintenance. and utilities to name a few\nc) d) Staff will be relocated according to the provisions of the negotiated contract. The curriculum offered at Badgett will be offered at other schools under the program for that particular school. 4. Intensijy recmxtment efforts in LRSD and PCSSD. Badgett's location causes it to be difficult to desegregate. Recruitment has been tried in LRSD. The results have not been significant. If the enrollment of Badgett were increased bv this eiiort, it would have a negative impact    on neighboring attendance zones. To the south of the attendance zone is the PCSSD boundary line. M-M transfers across that line^to w I would not help because that area oi PCSSD is predominately ack. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial Attachment A. complexes. See Recommendation Alternative 3 is recommended. 3. Relocate students from Badgett to solve the problem. This alternative addresses all problem areas. I Objective of the By the opening of school for 1995-96, Badgett students zvill be relocated, faculty xvill be reassigned according to the negotiated contract, and appropriate reductions in positions xvill be completed zvith a minimum of disruption to these individuals and the school district. OI'W'WJ K- MAfTCTTXWBadgett School Relocation Business Case 9 Plan. this proposal will require a modification to the LRSD Desegreo-ation proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. 8. Immediate cost savings is realized\nand, ^^^99^5 96^^ students and staff at will be complete before the opening of school Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. I Impact Ana lysis The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. TnQCA _________X. _______ . _ . . These are of paramount concern to many community members. L___ ..ill know if a plan exists for use of the building when the students are relocated. Some will Some will want to want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nm/Otzwl M HAP(7Trk*Badgett School Relocation Business Case 10 3. The building may stand vacant for a period of time if not used bv an agency or the community\n' The general commimity may react to the redrawing of attendance general area of the city. Positives zones in that 1. 2. 3. 4. 5. 6. Students will receive assignment to schools equal to current programs\nSpecial activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto New patrons are included in appropriate school correspondence and activities with those who have been enrolled\nElementary schools in contiguous areas are capable of absorbing the student population of Badgett\nImmediate and year-to-year cost savings will be realized of approximately $523,000\nThe Badgett School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of implementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96, If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the commuruty through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. oi/wi'w nr BAncTJxvBadgett School Relocation Business Case 11 Resources Analysis Personnel No additional positions are positions will be eliminated. No used to eliminate positions. Financial necessary to implement this proposal. Instead, some one will lose his or her job, however. Attrition will be A savings of approximately $523,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. I Force Field Analysis Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities MM MM M. ____-1__ _ _ and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. O Han I* WJli RT *c)CTOnrBadgett School Relocation Business Case 12 General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregatioi in. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the pnncipals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approv^------------------ contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings nr iiHa DTA ___ 9 * Date 1/13/95 1/25/95 1/31/95 2/10/95 Person Modeste Modeste Williams Modeste Include PTA president and ministers. 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. 2/10/95 Mayo zone 6. Develop notice of relocation and date of community infomnation meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood_________ 7. Conduct informational meeting with the principal, faculty, and staff about the process' 8. Mail notice of possible relocation and date of community information meeting tO a) parents \u0026amp; students\nb) community groups and churches:. c) media (press release) _________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by 11. Notify finance person to include this as a budget reduction strategy_________ 12. File motion with the U. S. Federal Court to relocate students at Badgett School 13. Develop letter to parents and students with announcement and reassignment. 14. Inventory building ~ ------------------- 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment____________ 17, Remove materials and equipment from school  18. Reroute transportation of students 19. Secure building ' 20. Reassign staff ~  21. Send final assignment notices 2/10/95 2IAQIB5 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo SttanMwd K Dl Hann T Wdli inzff/5 Ht BAnCTPfVBadgett School Relocation Business Case 13 of map of Little Rock, eastern most area, with Badgett Elementary and other schools SiMnMtM *\u0026gt;* Dr. Mbhv f rc BAnrrnrr Badgett School Relocation . Business Case 14 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Badgett Elementary School ir MucT.nw-WB Mat waim Little Rock School District Department Budget Unit Func ObJ - Description Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 0019 BADGETT ELEMENTARY _________1105 FOUR YEAR OLD PROGRAM ______________01 io REGULAn CERTIFICATED____ _______________0i 20 REGULAR NON-CERTIFICATED ________ 0210 SOCIAL SECURITY TAX_______ _______________0240 INSURANCE_________________ 0380 FOOD SERVICES 0410 SUPPLIES ______0416 SUPPLIES-SUPPLY CENTER 0540 EQUIPMENT-PERSONAL PROPER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN_________________ ______Olio REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX ______0240 INSURANCE________________ ______0410 SUPPLIES__________________ 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES  SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY______________________ ______0110 REGULAR CERTIFICATED_______ ______0117 STIPENDS_____________________ 0120 REGULAR NON CERTIFICATED ______0210 SOCIAL SECURITY TAX_________ 0240 INSURANCE____________ 0326 REPAIRS-EQUIPMENT ______0342 POSTAGE_____________________ 0360 PRINTING \u0026amp; BINDING-INTERN ______0410 SUPPLIES __________________ ______0416 SUPPLIES - SUPPLY CENTER ______0418 PRIOR ENCUMBRANCES________ 0421 TEXTBOOKS - LOCAL SOURCES 0540 EQUIPMENT-PERSONAL PROPER 1120 elementary 1124 ELEMENTARY MUSIC________ ______0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale\n8/ 5/94 Page: 61 Prog: BUD002 29,078.00 9.960.00 2.986.54 2.935.05 2^510.10 325.76 _____0.00 0.00 47,795.45 66,968.40 5,123.11 3,116.29 135.41 0.00 0.00 75,345.21 238,811.46 0.00 31,323.81 20,665.95 15,667.18 25.00 _____86^ 0.00 43.42 967.23 ______0^0 ______g,po_ 500.01 308,330.37* 0.00 .^92 o.oo 1.00 1.00 2.00 1.00 1.00 8.00 3.00 11.00 30,753.00 9,643.93 2*935.42 2*512.86 103.00 176.85 139.50 0.00 46,264.56 70,319.00 5,014.49 2,633.57 262.95 461.44 0.00 78,711.45 241.781.40 0.00 29.868.37 20.919.72 14.759.75 515.00 257.50 257.50 979.74 __1.030.00 3^1.96 257.50 257.50 314,465.94 15,256.00 1,167.00 592.00 ____34,367.00__ 10.411*00 3,178.87___ 2J37.62 2,431.35 35.00 237.47 0.00 52,798.31 40,670.00 3,049.48 1,127.13 145.86 0.00 71.05 45,063.52 215,094.04 0.00 22,217.80 18.030.14 10,236.22 0.00 102.47 21.00 __3^1^2__ 1,365.67__ 0.00 0.00 ______0.00 270.290.56 17.233.50 1,316.32 565.96 1.00 too 2.00 2.00 2.00 7.50 4.00 11.50 0.50 _59,359^__ 20,318.00 __5757,61___ 4,420-00 5,400.00 3,078.00 178.00 3,600.00 102,110.61 40,670.00 2,936.90 1,105.00 240.00 0.00 0.00 44,953.90 206,775.00 300.00 22,893.30 18,018.24 11,602.50 500.00 100.00 0.00 200.00 1,892 00 0.00 0.00 0.00 262,281.04 17.635.00 1\u0026gt;74.34 552.50 2.00 2.00 4.00 1.00 1.00 7.50 3.00 10.50 0.50Unit Func Ob) - Description 1124 ELEMENTARY MUSIC ____1195 ACADEMIC SUPPORT PROGRAM __________0120 REGULAR NON-CERTIFICATED __________0210 SOCIAL SECURITY TAX_______ __________0240 INSURANCE________________ 1195 ACADEMIC SUPPORT PROGRAM 1210 ITINERANT INSTRUCTION _______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1210 ITINERANT INSTRUCTION 1220 RESOURCE ROOM___________ _______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE _________ 1220 RESOURCE ROOM 1580 ACADEMIC PROGRESS GRANTS ______0124 CLERICAL OVERTIME_______ ______0210 SOCIAL SECURITY TAX 0331 PUPIL TRANSPORTATION 0380 FOOD SERVICES___________ ______0410 SUPPLIES__________________ ______0416 SUPPLIES  SUPPLY CENTER ______0418 PRIOR ENCUMBRANCES 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED ______0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE____________ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES ______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale: 8/ 5/94 Page: 63 Prog: BUD002 Little Rock School District Department Budget Actual 92/93 0.00 I FTE 92/93 Budget 93/94 [ 17,015.00~[ Actual 93/94 19,117.78 FTE 93/94 0.50 I Budget 94/95 19,461.84 FTE 94/95 0.00 0.00 000 0.00 100 1.00 J 0,411.00 796.44 1,29294 12,500.38 4.390.97 *336.00 425JI 5,152.08 1.00 1.00 J'164.40 300.93 442.00 4,907.33 0.40 0.40 14,782.56 _____1,130.69 ______768.03 16,681.48 34,784.58 2'66127 2^809.43 40^255.26 3,199.49 244.79 575.76 440.15 ^65.00 6.00 0.00 4,625.19 11,688.24 '909.40 636.56 13,434\n2O 29^058 00 2,223JO 1,532.64 1.00 1.00 1.00 1.00 0.25 0.25 0.50 15,627.50 1,114.42 654.92 17,396 84 15,627.60 1 j95.44 561.04 17,384.08 1 00 1.00 16,029 00 1,156.29 552.50 17,739.79 0.50 050 24,692.00 1,775.06 1J76.20 28,443.26 33,666 02 -2.38^81^ 2662.61 38,93444 1.00 1.00 13,216.50 ___955.20 55^50 14,726.20 0.50 0.50 0.00 o'oo 0.00 0.00 __ooo __ojo 172.10 172.10 0.00 0.00 0.00 0.00 .9.162.72 11.49 0.00 9,174\u0026gt;1 0.00 0.00 O.oo 0,00 0.00 o.oo' o.oo 0?00 15,095.50 1,076.46 652-55 16,824.51 15,366.50 1,095.79 653.77 31,413.98 2,381.65 1,218*64 35014J7 15.366.52 _____1JM:68 563 86 2.00 2.00 0.50 ____32,322.60 ______2'J3^O ______1,105.00 35,763.50 15,768.00 1,13942 552.5Q 1.00 1.00 0.50IMS* LHtle Rock School District Department Budget [ Unit Func Ob|  Description 2120 GUIDANCE SERVICES Actual 92/93 [ 32,613.74 I FTE 92/93 0.50 Budget 93/94 I 17,11606~| Actual 93/94 17,085.06 y FTE 93/94 0.50 Budget 94/95 17,459.92 FTE 94/95 0.50 2134 NURSING SERVICES 0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE 2134 NURSING SERVICES 2222 SCHOOL LIBRARY SERVICES 0110 REGULAR CERTIFICATED _______0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX_ 0240 INSURANCE _______0410 SUPPLIES__________________ 0416 SUPPLIES  SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES 2410 OFFICE OF THE PRINCIPAL _______0110 REGULAR CERTIFICATED _______0120 REGULAR NON CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE________________ 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS___________ _______0i 20 REGULAR NON CERTIFICATED ______0210 SOCIAL SECURITY TAX________ _______0230 PUBLIC EMPLOYEES RETIREME 0240 INSURANCE_________________ 0321 UTILITY SERVICES-NATURAL 0322 UTILITY SERVICES-ELECTRIC 0323 UTILITY SER-WATER/SEWAGEZ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU 0416 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU Date: 8/ 5/94 Page: 63 Prog: DUD(X)2 90.62 6.94 0.00 97.56 0.30 0.30 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5,139.00 371.35 221.00 5,731.35 0.20 0.20 32,692.33 1,152.12 2,589.07 1,701.25 1,458.83 0.00 39,593.60 54,411.43 24,502.13 6,036.72 4,230.79 0.00 0.00 69,181.07 22.766.15 1,743.24 552.51 2,481.37 6,901.65 18,764.99 2,493.27 55,723.18 893.05 893.05 1.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 34,540.67 0.00 1,770.37 1,420.74 176.85 257.50 36,166.13 58,104.26 25,304.67 6,099.61 3\u0026gt;69.99 176.85 257.50 93,712.90 21,511.93 1,656.04 ___5^.66_ 2.421.06 6,400.00 17.500.00 2,700.00 54,762.71 2,000.00 2,000.00 34,455.67 0.00 _^614.46__ 1,166.64 1,553J4_ 0.00 39,790.61 57,067.14 15,229.39 5,478.84 2,220.15 0.00 0.00 79,995.52 23,571.00 1,803.16 __573.60 7.358.75 19,225.15 l382.87 55,799.26 1,253.66 1,253.66 1.00 1.00 1.00 2.00 3.00 2.00 2.00 35,364.58 0.00 2,555.51 1,105.00 1,607.00 0.00 40,632.09 58,150.38 21,275.48 5,739.47 2,652.00 200.00 200.00 88,217.33 23,106.85 1,669.74 _____0.00 2,210.00 o^ooooo 18\u0026gt;00.00 2,700.00 55,666.59 2,000.00 2,000.00 1.00 1.00 1.00 1 40 2.40 2.00 2.00Unit Func ObJ  Description 0019 BADGETT ELEMENTARY Dale: 8/ 5/94 Page: 6-1 Prog: nUD(X)2 Little Rock School District Department Budget Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 724,769.38 24.05 737,551.84 686.653.56 27.50 711,871.49 24.50Badgett School Relocation Business Case 15 A possible scenario for relocating students //* C.BADCrOOC Badgett School Relocation , Business Case 16 Possible Scenario for Badgett Relocation 1. Two four-year-old classes must be relocated intact submitted to eliminate these classes. or a plan modification must be 2. 3. Work with Dr. KoWer, Special Education Dept., to relocate self-contained class of six resource students (5 black and 5 non-black) to another building. 5 tweny-eight black students currently attending Badgett who are not living in DHClPStt S Tnno ________i____i  Badgett's attendance zone back to their area school. 4. Encourage the thuty-seven non-black students to apply to either Booker Magnet School o Booker T. Washington Magnet School. For each white student or assigned to Washington currently attending Badgett because he/she could not get into their attendance zone school, Washington, can Magnet School, a black student who is they are on Washington's waiting list. be assigned to Washington if 5. Badgett will lose twenty-seven sixth graders to jr. high school thereby leaving a total of 104 Qriinonfc in /oc ui__t. ___j ' students to reassign (85 black and 37 non-black) if we parents to select Booker or Washington. If successful, we about thirty black students. are unsuccessful in convincing are looking at reassigning only a) PLAN FOR 85 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Enlarge Chicot and reconstruct the attendance attendance zone. b) PLAN FOR 30 BLACK STUDENTS i) Offer seats in the Incentive Schools 6. zone to include the former Badgett ii) Reassign to Pulaski Heights Elementary School Pulaski Heights currently has vacant seats. iii) Offer Brady as the overflow school Effect of Racial Balance on receiving schools:^ 26 a) b) c) Booker - Will remain the same 53.8% (if 37 non-black students and 37 black students opt to go to Booker). Washington - Will remain the same 57.3% (if 37 non-black students and 37 black students opt to go to Washington). Pulaski Heights' current percentage black is 47.6%, this will increase to 54.8% bv including Badgett's thirty black students. Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. SotaMtwW tw O Hxm f Wb otztwxM w KAnrzTtirLi^SD -PLANT SEPyiCES TEL:501-570-4027 Mar 03,95 13:00 No.003 P.02 TO: PROM: SUB J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 * Mayo, Associate Superintendent Eaton, Director, Plant Services Support Data / Pair Park \u0026amp; Badgett Elementary Schools March 3, 1995 Pursuant to our meeting, please find enclosed the consideration that we used in o'* determining the ^renovation^^and Badgett Elementary ^PPort of our school closing initiatives. Schools in Upgrades, as defined for the -------r~~ context of this study, is primarily Directorate feels the school needs PFOS^am- Most of the upgrades deal with space xpansions and administrative and media center areas, trailer technology. Renovation is a. compilation of center areas. Renovation is an to repair and new work items necessary to bring the school up-to-standards. It consists, primarily, .of roofing SSS requirements, energy conservation, asbestos, and grounds improvement. ' gadqett Elementary School Upgrade Proiects\n1. Expansion of administrative area $65,000 2. .3. Expansion of the media center Additional classrooms $85,000 $75,000 TOTAL $215,000 Elementary School Renovation Projects\n1. General grounds work $35,000 2. Waterproofing $35,000 3. Window replacement and in-fill $60,000 4. New classroom lighting $85,000LRSD PLANT SERyiCES TEL : 501-570-4027 Mar 03,95 13:02 No .003 P.03 5, Central HVAC 200,000 6, Playground enhancements $15,000 7. 8 . Interior/Exterior painting Air conditioner replacement $23,000 $40,000 9. Asbestos removal $244,000 1. 2. 3. 4. TOTAL $737,000 Park Elementary School Upgrade Projects: Fire alarm system $25,000 Classroom expansions/replacements Grounds enhancements Administrative expansion TOTAL S.ajy Park Elementary School Renovations\n1. 2. General work order backlog Roof replacement 3. Boiler replacement 4. Asbestos removal 5. Grounds enhancements 6. Central HVAC TOTAL DCE/rlh/sd $200,000 $65,000 $70,000 $360,000 $20,000 $120,000 . $85,000 $80,000 $15,000 $280,000 $600,000TO: FROM: SUE J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 . Russell Mayo, Associate Superintendent s C. Eaton, Director, Flant Services Support Data / Fair Park \u0026amp; Badgett Elementary Schools March 3, 1995 Pursuant to our meeting, please find enclosed the primary areas of consideration that we used in determining the renovation and upgrade costs for Fair Park and Badgett Elementary Schools in support of our school closing initiatives. Upgrades, as defined for the context of this study, is primarily an evaluation based on what this Directorate feels the school needs to enhance its academic program. I' '  expansions and administrative and media center replacement and technology. r 1_ maintenance and repair and naw work items necessary to bring the school up-to-standards. It consists, primarily, ,of roofing, painting, HVAC requirements, energy conservation, grounds improvement. Most of the upgrades deal with space areas, trailer Renovation is a. compilation of asbestos, and Badgett Elementary School Upgrade Projects: 1. Expansion of administrative area $65,000 2. Expansion of the media center $85,000 .3. Additional classrooms $75,000 TOTAL $215,000 Badgett Elementary School Renovation Proiects\n1. General grounds work $35,000 2. Waterproofing $35,000 3. Window replacement and in-fill $60,000 4. New classroom lighting $85,000 ILRSD PLANT SERyiCES TEL : 501-570-4027 Mar 03.95 13:00 No.003 P.Ol LITTLE ROCK SCHOOL DISTRICT SCHOOL PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, AR 72204 FAX (501) 570-4027 DATE\nTO: FROM: SENDER'S PHONE #: l)oug \u0026amp;)40(-i 5T0-40DQ SUBJECT} T)oJaJ-f^ir PcLfK SPECIAL INSTRUCTIONS: Number of Pages (including this Fax Phone Number '3~/ L c) / 00 cover page) s 5, Central HVAC 200,000 6, Playground enhancements $15,000 7. 8 . Interior/Exterior painting Air conditioner replacement $23,000 $40,000 9 . Asbestos removal $244,000 1. 2, 3. 4. TOTAL $737,000 Park Elementary School Upgrade Pronects: Fire alarm system $25,000 Classroom expansions/replacements Grounds enhancements Administrative expansion TOTAL fair Park Elementary School Renovations: 1. General work order backlog 2. Roof replacement 3. Boiler replacement 4. Asbestos removal 5. Grounds enhancements 6. Central HVAC TOTAL DCE/rlh/sd $200,000 $55,000 $70,000 $360,000 $20,000 $120,000 . $85,000 $80,000 $15,000 $280,000 $600,000(^5 J995 ^^^i^Rictjudq. '\"CUT I dAj^cdj ilvd: 05 /9g5 S. DfSTRicr SUSA^^^syS' 2 (a d/juCCij e'^^^cAyQJL Z-' ^A^lSL/JUOA  \\  30 J  : e  jF^us.4ad* RECESV^O .1111 5 1995 We the undersigned residents of RosuMeadowj,^,, Moniwinj Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively invjilvedLand aware of any and all decisions made by th6 LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease of any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and^creen any person, persons , business etc. . . wishing to locate in eur surroundings. \\\\ Name Address 2-L ?A. Ijf 7 9.-^ O G r\u0026gt; 23. 24^ 2: 26. 27, 28. 29. 30. ^a-T/y\u0026gt;\u0026lt;r2/^57j ___ . \u0026gt;r orJ Cl/ ] -JlCi- 1. y 3. 4. 5. 6. 1'. 8. 9. 11. 12. 13 r 15. \\\\v3z 4 I We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . .wishing to locate in our surroundings. Name Address 1. 2' 3. 4. 5. 9. id 11 12, 13. 14' 15. 16. 17. 7. L-o^n^_ Ajs. 22 7 P- 1 ^^06 ' 7 \u0026lt;i(tfk,/^tl. , II?- ____ --- ^3. 19. 20./^ 22.J 23. \u0026gt; 24. 25. 26. 27-1/ (jt (A 28. /X /t ____ /-A! -y i L 29. 30. Al' -J, Li rU/Ae ! f fa(AA6'l I ,'/I QnIz V^v / / /'J 22lP2 We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our sutToundings. 10. 11. 12. 13. 14. 15. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 1. 2 3. 4. 5. 6. 7. 8. Name Q'VYVCXtaO*^ Cuxv oOa^ {jjdU^An^ Address (c\u0026gt; b (f? iskioCi k) ei~u-^ 'i^ GyC-l lectio d.\"r\u0026lt;y 'T'rao^ (C\\ 1,/ 'y Q(g tX. 1 'L'T-vL 7 :J^ 3, cJ So^'A AGP' ,'l I ?/ 0\u0026lt;y\\/e ^A/ '^1' //PP 7 :__ \u0026gt;, 77 7-gC c-l h ^^0 I 1 \\ We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc.. . wishing to locate in our surroundings. Name 2 ZJ^y-\u0026gt;vg/\u0026lt; Address 'vi'7^7^,ot\u0026gt; Lt a. 7. fj iJ^pMne ne. 'iy/A. 1\\2\u0026gt; bt Ln\u0026gt; \u0026gt;7^^ 6 1Q-(2 ^771 a___.............................................. ......................................................... 12.1 13._, 14. 15. 1^ 17^ 18^ 19. 20. 22. 23. 24.____ 25.____ 26. 27. 28. 29._____ 30. -------p AT ic\u0026gt; '^\u0026gt;li 6. kee '37i\u0026lt;^J t ' . H 7 ?-^0Cj_____ f \\ a\nJ '5i^e the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Nam^ Address 1. 1' 3. wsi^eu^me^n 4i\n4- 5. r /sOOS^elf^ \u0026gt; ~? 6.^ h-l /zS J/he. '72:2/\u0026gt;(. 8. 9. 10. 11. 12.' 13. 14. 15. 16. 17.' 18. 19. 20. 22. 23. 24. 25. 26.' 27.' 28. 29. 30.We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . .wishing to locate in our surroundings. Address 6. '7^ 8. 1 'y. Name Al ^JuL 10, r.j 4-i Cl --------Zsu^ L/x/ 1^ 13^ 14. isZ 2^01^ a. J^Lk/u o{ ^'70^ - /L 7 2- Z-e-C 5g, 16. 7^ iy 17. -yoA Oa\u0026gt;v\\.GLcvv- bi^ao ___ ce -/72OG, 7^cb la. 19^ 20, 2k. 22., 23, 2k. 25, 26, 27^ 28, 29,. 30^ 1I..Z%7 4-^ 5 __ ~\u0026gt;A^^ A -r^Ko-y ky)  We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Name, 1\u0026lt;= 3. 4. _ 5_ 6._ 1(L_ lU- 12. _ 13_ 14. 15_ 16.^ 17^ 18_ 19_ 20.^ 21_- 22^ 23_ 24^ 25__ 26.-. 27*-_ 28L_ 29^ 30__ *We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. 1. 2 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 18. 'IC\u0026gt; 20. 25: 23. 24. 25. 26. 27. 28. 29. 30. Address . a # TL7,MZ cS - 7 .r (, J.   - Vc^cT 1 (-+- (3 / ziyrT ?7// 7 /K.y^zob rod V. Dox'.i ^Uy 1^401^ ( fY\\ ^/^o T-'^ cy^ bj' /' ff f/TTl 1^ yJ k-'^^ I ry Iil n f6\u0026gt;oy /- S /iWe the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. Name 1. Address \u0026lt;5/^1/ 2 4. J \u0026lt;n yliii 6. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. In /J,7-6 FROM THE OFFICE OF STUDENT ASSIGNMENT BADGETT AND FAIR PARK INFORMATION On June 22, 1995, the LRSD School Board voted to close both Badgett and Fair Park Schools. Pending court approval. Badgett students, including 4 year olds, will be reassigned to Washington unless they elect other choices. Fair Park students residing north of 1-630 will be reassigned to Brady. Most of Fair Park students living south of 1-630 will be reassigned to Franklin. A portion of students living south of 1-630 will be reassigned to McDermott. Four year old students currently assigned to Fair Park will be reassigned to Bale. Student Assignment Office personnel will conduct a meeting at each school before July 20 to explain other choices students and patrons may make. Letters explaining reassignment and the date of each school meeting will be mailed no later than July 10 if the court has approved the closings. Students assigned to Badgett and Fair Park that do not reside in the attendance zone of Badgett and Fair Park will be reassigned to their attendance zone school.- o\u0026amp;ED yS DlSTftlcr rni ir,-, IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Q 6 iSS5 LITTLE ROCK SCHOOL DISTRICT IV. MeCOfiM, oyL... PLAINTIFF^ ~ clerk ClERK VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS JOSHUA INTERVENORS' OPPOSITION TO LRSD'S MOTION FOR MODIFICATION OF DESEGREGATION PLAN AND JOSHUA INTERVENORS' MOTION TO SUPPLEMENT THEIR REQUEST FOR THE LRSD TO SHOW CAUSE WHY IT SHOULD NOT BE HELD IN CONTEMPT OF COURT The Joshua Intervenors supplement their inital objections to the proposed 95-96 budget of the Little Rock School District with respect to the closing of Fair Park and Badgett Elementary schools and further reguest that the Court reguire the District to show cause why it should not be held in contempt of court for its June 30, 1995 reguest herein for modification of the desegregation plan. For its supplemental motion, Joshua states as follows: 1. The motion as made by the District is not in compliance with the Court's order of February 8, 1995. Parent involvement was minuscule. The District failed to \"solicit and sustain community involvement\". See Court's order p. 6. 2. The motion as made by the District is not in compliance with the directives of the Court with respect to involving the Joshua Intervenors in the process. Joshua was not involved inthe process. 3. The motion as made by the District is not in compliance with \"milestones\" of its general implementation schedule. 4, Student assignments have already been made without court review and approval. 5. The implementation activity stands to disrupt student assignments at other schools. 6. The plan forces mandatory attendance zones upon the pupils of the closed schools contrary to the desegregation plan, and it treats them differently from other students who had choices of schools, interdistrict. Incentive and magnet. Wherefore, the Joshua Intervenors move the court to disallow the proposed budget changes which would close Fair Park and Badgett Elementary schools, to require LRSD to show cause why its actions are not contemptuous, and for special enhanced counsel fees for Joshua's counsel for this action. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 By: CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing was hand delivered to all counsel of record on this 6th day of July, 1995. RI Er'v. ii 'v flUL J 0 1995 We the undersigned residents of Rose Meadows, Office of Oesegrega'fiiohhiodg and Hermitage subdivisions do hereby make known and 05 submit our request to be present and actively involved and aware judq-any and aH decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and\\creen any person, persons , business etc. . . wishing to locate in eur surroundings. 2^ 11. 23. 1. 2 4. 6. p 8-fi 9.^ 11. 12.\n13' 15.52 \u0026gt;4 19.^ Name 20:222^2 Address i. X' I \\\\ __________,____ Ig. 16. 17y 28. 29. 30. xwHz -7^^0 'TTJZ^ Cl ij\u0026gt; L.o\\^\u0026lt;5 T 7 o (d Ui iL. O A t the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. Name Address 2 3. Z. JsSC)1 f\\i. 1. oa J. lo\nii.j 12. 13. 14:^ 15./ 16. 17. 18. 19. 20. 22. 23. 24. 25. 26. Si s/S. AhrMiA'h, 72.^gz6 28. jU zt N '\u0026gt; Jk/ 29. 30. f9- ~) '^21.0 Z, A. zz.,? 4 . ____ ------------------------ 7226\u0026gt;(2i C\u0026gt; / f OAffz Pzy .O'/\") /(2 ^/O We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our sutToundings. 10. 11. 12. 13. 14. 15. 1. 2 3. 4. 5. 6. 7. 8. Name (f (o (^ ((^ AAUddUrIQesJs y Q t) \u0026amp; Q\u0026gt; XO OA.-^ /7 t::\u0026gt; :___y-r'i-GC 7Z7.(\u0026gt;^ Z-' J G'yyxOi/^Q^A^ (Xoa) otlA-^ Q ijiiioCt i\n^ fe /_PVY'U! 5-3-0 \u0026amp;-W / 7^J\u0026gt;' 19. 20. 21. 22. 23. 24. 25. 26. o '1 A- H \u0026lt;' ^1 ^\"^iQ I LoMU 0^. 7 7 3, I /l-^. top5 4.C1 p* 1 \\ . '^i\u0026gt;by pP^'^'''^ bd^ /' t-/'^^ d #4- -J^yy^ \u0026lt;y- r J y ^ '^O 2,^a -L-y 'i ib'b !. Q yi^ 1^ 'g//yy\u0026lt;^/(: 8\u0026lt;-\u0026lt;-^ J/^We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc... wishing to locate in our surroundings. 1. 2 3. 4. 5-\u0026lt;\n6.'- 8.^ Address. n /z H TU, Ml m \u0026amp; lO'f^ -- C.t -7^00^ 77-//^ 14. 6s\u0026gt;rt/U 15. 04 /' .on Z1 S7/\u0026gt;3 M. 18. 20. 22 23. 24. 25. 26. 27. 28. 29. 30. o, ^3\ni3 Si^-^.,..j Tecliu,^,(i^e.. ^sZsg'Sxi^ 17^ 72.// -) 7.2i\u0026gt;-o^ AT^y^zob 'P1 / yVe the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our surroundings. Name 1. G cA Address Li'^'ce^y^^ TlraC- 2 3. \\U.J XjZlLe'e '^T'iqO 5. 6. \u0026lt;Jq^/cS lo.----- \\U( 1 napT-T'-^^ '[J _______ Z./7. 7:z~Lac, V/- ^M. 8._\u0026gt;S4i4iUc2 iQ-\u0026lt;2e^7n3___ 11. 12.1 13._ 14/ 15. 1^ IS?\" 19. 20. 22. 23. 24. 25. 26. 27. 28. 29. 30. ZhX T./P/ 21/ IJr-, P7\\ e^t( ' Ae \u0026gt;a^,-y,P TA y, p /AAA, G iSf^ hnrJi^-^ T 1. 1 / t  /t^ -7^3^06 / / / We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc... wishing to locate in our surroundings. R '( 5._2 1. 2 3. 4.( Nami Address 9 5 r ^QO , ])r 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 22. 23. 24. 25. 26. 27. 28.\" 29.' 30.' 5-----V -------C/L' 1 '222^^. 22^2 'Tl We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our surroundings. 6.^ V Name Address lWIu if ren e 7^^ C' 4 IL, \\L 4a/ IV 13L 7--^- u A \u0026lt;2\u0026gt;76\u0026gt;y fy\u0026lt;T4yker~ . /I- 7 z. 16. Vl\\ -Vc,A t\nn.,vvGLL.T\u0026lt;- y ^0.0Fourchfi \u0026lt;V, Uqco Tri\\i4-^y la^ 19 20. 2L. 22,, 23^ 24^ 25. 26^ 27_ 28^ 29_ 30. baov, kv __ Ce ITfoG, Web JjLLt^ A the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Address 4. ^/itx:cL 3 tn 6. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. /zaXiu/. ^z^\nwi s'zJ y f)/^We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc.. . .wishing to locate in our surroundings. Namei h 2_ 3. 4. 37 5.__ 6,__ 1.__ 8.___ 9.___ 1Q_ IV- 12^ 13__ 14. 15_ 16^ 17.._ 18 19 20.^ 21 22 23 24 25 26 27. 28 29.__ 30.__Copy /ihd Jimmie Lou Rsher Treasurer of Sfote State of Arkansas Office of the State Treasurer Telephone: (501) 682-5888 Fax:(501)682-3820 RECEIV^H .11)1 1 0 1995 Office of Desegregation Monitoring June 27, 1995 28 The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. My niece attended kindergarten at Fair Park Elementary School during the 1994-95 school year. Her parents, like many others, had several educational options available to them but chose to support neighborhood public schools. I was pleased with their decision and our familys experience was a positive one. As an elected constitutional officer, I am fully aware of the monumental task of balancing constituents needs with fiscal responsibility. Although I have not had the opportunity to fully study the complexities of this issue, I believe closing these schools should be considered only after all other options have been exhausted. Thank you for your time and consideration of this matter. Sincerely, 11 ie Lou Fisher I Treasurer of State 220 state Capitol Building  Little Rock, AR 72201 REC 70 ^?t Jill 1 0 1995 Cr Office Ol Desegregation Monitonna -s. OfsT\n^UDGs: June 27, 1995 The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. During e spring of 1994 our family was recruited by the Little Rock School District and Superintendent Williams to enroll our daughter in e public school system. During this time we were also highly recruited by the staff and parents of Fair Park Elementary. After careful consideration, we decided to enroll our daughter in Fair Park Elementary. Throughout the 1994-95 school year, our experiences with Dr. Samuel Branch (the principal), Mrs. Lee Lewis (our daughter's teacher) and the entire school staff were only positive reinforcement of our decision to place our child in her neighborhood school. She excelled in her first year of school\nin fact, she was one of the seven winners of the Kindergarten Quiz Bowl. You can imagine our dismay when we learned that the School Board had voted to close our school on Thursday, June 22,1995. We must admit we do not understand the complexities of operating a school district. However, as a family, we do understand a budget and \"living within our means\". The School District contends that it must eliminate a ten million dollar ($10,000,000.00) deficit and that closing Fair Park and Badgett Elementary Schools will save two million dollars ($2,000,000.00). It is unclear whether this savings is \"gross\" or \"net\", assuming it will cost the surviving schools additional money to accommodate the increase in students. It is also unclear what additional cuts will be made to eliminate the eight million dollar ($8,000,000.00) balance. As a family we have found that we can balance our budget and live within our means without eliminating necessities, or some luxuries, if we will be disciplined in our spending and work toward defined, realistic financial goals. It seems that these principles would work equally well for the School District The equitable SQlution is for each school to absorb that portion of the deficit equal to its' percentage of the overall operating expenses of the district.f-SPy r.'e'l fi-'r\nsjvE.:2 June 27, 1995 SUS. q-i,^V3Er!' Is Michael Sewell 905 N. Taylor Little Rock, AR 72205 Susan Webber Wright 600 West Capitol Room #302 RE 3 71 Little Rock, AR 72201 Jill 10 1995 Dear Ms. Wright Office of Desegregation Monitoring C ! 3 V S D I am writing to in regard to-the potential closing of Fair Park and Badgett Elementary schools. I am a single parent of a child attending Fair Park and the PTA President for the school year just ending. Of course I am corresponding with you because I do not wish to see Fair Park closed. The school board has given the parents of these two schools the false sense of security that they would be spared at least another year. Doing this by voting against the proposal at least twice during the school year. I feel that it was, to say the leas-t, underhanded that they chose to meet and vote again on this issue after school was dismissed for the summer (less opposition). more It is my opinion that our schools were the least likely to cause major repercussions than closing a school with influential parents. The reasons given to the parents for the proposed closing were basically two reasons: a) Costs to maintain the facility (repair/replace roof and air conditioning) b) Below capacity attendance and low inzone attendance. As for the two reasons above I respond with these facts / comments: Under the new proposal the Fair Park building will still be utilized for teacher training. This would seem to me that the repairs would still have to be made. Regarding Fair Park being below capacity, this is true\nbut, that is a Selling point for me. I am in the me. process of trying to acquire information regarding enrollment, at all Little Rock schools and the individual facilities date of construction.7- ATTENTION Badgett School Parents and Students Due to projected budget cuts Badgett School is recommended to be closed for the 1995-1996 school year. The Final decision has not been made. You will be notified in the next few months if our School Board decides to close the school. At this time, you should continue to prepare your child to attend Badgett for the 1995-1996 school year. You will be notified of your options if Badgett Is to be closed. Please be assured that our top priority in the Little Rock School District is the education and well being of each of our students and no decision will be taken lightly. Little Rock School District Student Assignment Office 501 Sherman  Little Rock, AR 72202  (501)324-2272  .1 nl .:O1 1 - - NOV 2 ii 1995 Olfice of DssegrsaSjon teiicnng IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, :i  ---^. 2=^/ J cRi\u0026gt;/ QJ2' JAMcS W. Sy\n:t ji'C' -'.r  f^t'ANSAS 2 4 1995 WGUHiVWCK, CLEnK vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants. * A  * * * *  * * * * ^P clerk No. LR-C-82-866 ORDER Before the Court is the motion of the Little Rock School District (\"LRSD\") for modification of desegregation plan, filed on June 30, 1995. At that time, the LRSD was seeking the Courts permission to close Fair Park Elementary School and Badgett Elementciry School beginning the 1995-96 school year. The motion is now moot, the LRSD having withdrawn the request. Also before the Court is the motion of the Pulaski County Special School District (PCSSD\") for approval of new school sites. filed on July 21, 1995. The PCSSD was seeking the Courts permission to build a new Daisy Bates Elementary School and a new junior high school at Crystal Hill. This new construction, as well as the purchase of computers for use by fifth and sixth grade students in the PCSSD, was to be financed from a millage increase the PCSSD intended to ask the voters to approve. Because the PCSSD determined not to ask for a millage increase, the motion for new construction is moot. 2 5 6 6Because these motions (docket entry # 2432 \u0026amp; # 2443) are moot, the Clerk is directed to remove them from the pending motions report. SO ORDERED this day of November 1995.\nt judge rms DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON .lANCEWlTH 2 2 *\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_812","title":"Court filings: Supreme Court of the United States, decision, Brown et al v. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["filing"],"dcterms_extent":["363 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n482  OCTOBER TERM, 1953. Opinion of the Court. 347 u. s. the complete exclusion of negroes from jury service, the constitutional provision ... would be but a vain and illusory requirement.\" 15 The same reasoning is applicable to these facts. Circumstances or chance may well dictate that no persons in a certain class will serve on a particular jury or during some particular period. But it taxes our credulity to say that mere chance resulted in there being no members of this class among the over six thousand jurors called in the past 25 years. The result bespeaks discrimination, whether or not it was a conscious decision on the part of. any individual jury commissioner. The judgment of conviction must be reversed. To say that this decision reviyes the rejected contention that the Fourteenth Amendment requires proportional representation of all the component ethnic groups of the community on every jury 18 ignores the facts. The petitioner did not. seek proportional representation, nor did he claim a right to have persons of Mexican descent sit on the particular juries which he.f aced.11 His only claim is the right to be .indicted and tried by juries from which all members of his class are not systematically excludedjuries selected from among all qualified persons regardless of national origin or descent. To this much, he is entitled by the Constitution. Reversed. 15 294 U.S., at 598. 18 See Akins v. Texas, 325 U. S. 398, 403\nCassell v. Texas, 339 U.S. 282, 286-287. 17 See Akins v. Texas, supra, note 16, at 403. - BROWN v. BOARD OF EDUCATIOI Syllabus. BROWN ET AL. v. BOARD OF EDUCATION OF TOPEKA .ET AL. 483 NO. 1. APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF KANSAS.* Argued December 9, 1952.-Reargued December 8, 1953.Decided May 17, 1954. Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendmenteven though the physical facilities and other \"tangible\" factors of white and Negro schools may be equal. Pp. 486-496. (a) The history of the Fourteenth Amendment is inconclusive as to its intended effect on public education. Pp. 489-490. (b) The question presented in these cases must be determined, not on the basis of conditions existing wheri the Fourteenth Amendment was adopted, but in the light of. the full develop111ent of public education and its present place in American life throughout the Nation. Pp. 492-493. (c) Where a State has undertaken to provide an opportunity for an education in its public schools, such an opportunity is a right which must be made available to all on equal terms. P. 493. (d) Segregation of children in public schools solely on the basis of race deprives children of the minority group of equal educational opportunities, even though the physical facilities and other \"tangible\" factors may be equal. Pp. 493-494. (e) The \"separate but equal\" doctrine adopted in Plessy v. Ferguson, 163 U._S. 537, has no place in the field of public education. P. 495. *Together with No. 2, Briggs et al. v. Elliott et al., on appeal from the United States District Court for the Eastern District of South Carolina, argued December 9-10, 1952, reargued December 7-8, 1953\nNo. 4, Davis et al. v. County School Board of Prince Edward County, Virginia, et al., on appeal from the United States District Court for the Eastern District of Virginia, argued December 10, 1952, reargued December 7-8, 1953\nand No. 10, Gebhart et al. v. Belton et al., on certiorari to the Supreme Court of Delaware, argued December 11, 1952, reargued December 9, 1953. 484 - OCTOBER TERM, 1953. Counsel for Parties. 347 u. s. (f) The cases are restored to the docket for further argument on specified questions relating to the forms of the decrees. Pp. 495--496. Robert L. Carter argued the cause for appellants in No. 1 on the original argument and on the reargument. Thurgood Marshall argued the cause for appellants in No. 2 on the original argument and Spottswood W. Robinson, III, for appellants in No. 4 on the original argument, and both argued the causes for appellants in Nos. 2 and 4 on the reargument. Louis L. Redding and Jack Greenberg argued the cause for respondents in No. 10 on the original argument and Jack Greenberg and Thurgood Marshall on the reargument. On the briefs were Robert L. Carter, Thurgood Marshall, Spottswood W. Robinson, III, Louis L. Redding, Jack Greenberg, George E. C. Hayes, William R. Ming, Jr., Constance Baker Motley, James M. Nabrit, Jr., Charles S. Scott, Frank D. Reeves, Harold R. Boulware and Oliver W. Hill for appellants in Nos. 1, 2 and 4 and respondents in No. 10\nGeorge M. Johnson for appellants in Nos. 1, 2 and 4\nand Loren Miller for appellants in Nos. 2 and 4. Arthur D. Shores and A. T. Walden were on the Statement as to Jurisdiction and a brief opposing a Motion to Dismiss or Affirm in No. 2. Paul E. Wilson, Assistant Attorney General of Kansas, argued the cause for appellees in No. 1 on the original argument and on the reargument. With him on the briefs was Harold R. Fatzer, Attorney General. John W. Davis argued the cause for appellees in No. 2 on the original argument and for appellees in Nos. 2 and 4 on the reargument. With him on the briefs in No. 2 were T. C. Callison, Attorney General of South Carolina, Robert McC. Figg, Jr., S. E. Rogers, William R. Meagher and Taggart Whipple. BROWN v. BOARD OF EDUCATIO- 485 483 Counsel for Parties. J. Lindsay Almond, Jr., Attorney General of Virginia, and T. Justin Moore argued the cause for appellees in No. 4 on the original argument and for appellees in Nos. 2 and 4 on the reargument. On the briefs in No. 4 were J. Lindsay Almond, Jr., Attorney General, and Henry T. Wickham, Special Assistant Attorney General, for the State of Virginia, and T. Justin Moore, Archibald G. Robertson, John W. Riely and T. Justin Moore, Jr. for the Prince Edward County School Authorities, appellees. H. Albert Young, Attorney General of Delaware, argued the cause for petitioners in No. 10 on the original argument and on the reargument. With him on the briefs was Louis J. Finger, Special Deputy Attorney General. By special leave of Court, Assistant Attorney General Rankin argued the cause for the United States on the reargument, as amicus curiae, urging reversal in Nos. 1, 2 and 4 and affirmance in No. 10. With him on the brief were Attorney General Brownell, Philip Elman, Leon Ulman, William J. Lamont and M. Magdelena Schoch. James P. McGranery,.then Attorney General, and Philip Elman filed a brief for the United States on the original argument, as amicus curiae, urging reversal in Nos. 1, 2 and 4 and affirmance in No. 10. Briefs of amici curiae supporting appellants in No. 1 were filed by Shad Polier, Will Maslow and Joseph B. Robison for the American Jewish Congress\nby Edwin J. Lukas, Arnold Forster, Arthur Garfield Hays, Frank E. Karelsen, Leonard Haas, Saburo Kido and Theodore Leskes for the American Civil Liberties Union et al.\nand by John Ligtenberg and Selma M. Borchardt for the American Federation of Teachers. Briefs of amici curiae supporting appellants in No. 1 and respondents in No. 10 were filed by Arthur J. Goldberg and Thomas E. Harris 486 OCTOBER TERM, 1953. Opinion of the Court .. 347 u. s. for the Congress of Industrial Organizations and by Phineas lndritz for the American Veterans Committee, Inc. MR. CHIEF JusTICE WARREN delivered the opinion of the Court. These cases come to us from the States of Kansas, South Carolina, Virginia, and Delaware. They are premised on different facts and different local conditions, but a common legal question justifies their consideration together in this consolidated opinion.1 1 In the Kansas case, Brown v. Board of Education, the plaintiffs are Negro children of elementary school age residing in Topeka. They brought this action in the United States District Court for the District of Kansas to enjoin enforcement of a Kansas statute which permits, hut does not require, cities of more than 15,000 population to maintain separate school facilities for Negro and white students. Kan. Gen. Stat.  72--1724 (1949). Pursuant to that authority, the Topeka Board of Education elected to\" establish segregated elementary schools. Other public schools in the community, however, are operated on a nonsegregated basis. The three-judge District Court, convened under 28 U. S. C.  2281 and 2284, found that segregation in public education has a detrimental effect upon Negro children, but denied relief on the ground that the Negro and white schools were substantially equal with respect to buildings, transportation, curricula, and educational qualifications of teachers. 98 F. Supp. 797. The case is here on direct appeal under 28 U. S. C.  1253. In the South Carolina case, Briggs v. Elliott, the plaintiffs are Negro children of both elementary and high school age residing in Clarendon County. They brought this action in the United States District Court for the Eastern District of South Carolina to enjoin enforcement of provisions in the state constitution and statutory code which require the segregation of Negroes and whites in public schools. S. C. Const., Art. XI,  7\nS. C. Code  5377 ( 1942). The threejudge District Court, convened under 28 U. S. C.  2281 and 2284, denied the requested relief. The court found that the Negro schools were inferior to the white schools and ordered the defendants to begin i=ediately to equalize the facilities. But the court sustained the validity of the contested provisions and denied the plaintiffs admis- BROWN v. BOARD OF EDUCA TI. 487 483 Opinion of the Court. In each of the cases, minors of the Negro race, through their legal representatives, seek the aid of the courts in obtaining admission to the public schools of their community on a nonsegregated basis. In each instance, sion to the white schools during the equalization program. 98 F. Supp. 529. This Court vacated the District Court's judgment and remanded the case for the purpose of obtaining the court's views on a report filed by the defendants concerning the progress made in the equalization program. 342 U. S. 350. On remand, the District Court found that substantial equality had been achieved except for buildings and that the defendants were proceeding to rectify this inequality as well. 103 F. Supp. 920. The case is again here on direct appeal under 28 U. S. C.  1253. In the Virginia case, Davis v. County School Board, the plaintiffs are Negro children of high school age residing in Prince Edward County. They brought this action in the United States District Court for the Eastern District of Virginia to enjoin enforcement of provisions in the state constitution and statutory code which require the segregation of Negroes and whites in public schools. Va. Const.,  140\nVa. Code  22--221 (1950). The three-judge District Court, convened under 28 U. S. C.  2281 and 2284, denied the requested relief. The court found the Negro school inferior in physical plant, curricula, and transportation, and ordered the defendants forthwith to provide substantially equal curricula and transportation and to \"proceed with all reasonable diligence and dispatch to remove\" the inequality in physical plant. But, as in the South Carolina case, the court sustained the validity of the contested provisions and denied the plaintiffs admission to the white schools during the equalization program. 103 F. Supp. 337. The case is here on direct appeal under 28 U. S. C.  1253. In the Delaware case, Gebhart v. Belton, the plaintiffs are Negro children of both elementary and high school age residing in New Castle County. They brought this action in the Delaware Court of Chancery to enjoin enforcement of provisions in the state constitution and statutory code which require the segregation of Negroes and whites in public schools. Del. Const., Art. X,  2\nDel. Rev. Code  2631 ( 1935). The Chancellor gave judgment for the plaintiffs and ordered their immediate admission to schools previously attended only by white children, on the ground that the Negro schools were inferior with respect to teacher training, pupil-teacher ratio, extracurricular activities, physical plant, and time and distance in- 288037 0-54-36 488 - OCTOBER TERM, 1953. Opinion of the Court. 347 u. s. they had been denied admission to schools attended by white children under laws requiring or permitting segregation according to race. This segregation was alleged to deprive the plaintiffs of the equal protection of the laws under the Fourteenth Amendment. In each of the cases other than the Delaware case, a three-judge federal district court denied relief to the plaintiffs on the so-called \"separate but equal\" doctrine announced by this Court in Plessy v. Ferguson, 163 U.S. 537. Under that doctrine, equality of treatment is accorded when the races are provided substantially equal facilities, even though these facilities be separate. In the Delaware case, the Supreme Court of Delaware adhered to that doctrine, but ordered that the plaintiffs be admitted to the white schools because of their superiority to the Negro schools. The plaintiffs contend that segregated public schools are not \"equal\" and cannot be made \"equal,\" and that hence they are deprived of the. equal protection of the laws. Because of the obvious importance of the question presented, the Court took jurisdiction.2 Argument was heard in the 1952 Term, and reargument was heard this Term on certain questions propounded by the Court.3 volved in travel. 87 A. 2d 862. The Chancellor also found that segregation itself results in an inferior education for Negro children (see note 10, infra), but did not rest his decision on that ground. / d., at 865. The Chancellor's decree was affirmed by the Supreme Court of Delaware, which intimated, however, that the defendants might be able to obtain a modification of the decree after equalization of the Negro and white schools had been accomplished. 91 A. 2d 137, 152. The defendants, contending only that the Delaware courts had erred in ordering the immediate admission of the Negro plaintiffs to the white schools, applied to this Court for certiorari. The writ was granted, 344 U. S. 891. The plaintiffs, who were successful below, did not submit a cross-petition. 2 344 u. s. 1, 141, 891. s 345 U. S. 972. The Attorney General of the United States participated both Terms as amicus curiae. 483 BROWN v. BOARD OF EDUCATI0.489 Opinion of the Court. Reargument was largely devoted to the circumstances surrounding the adoption of the Fourteenth Amendment in 1868. It covered exhaustively consideration of the Amendment in Congress, ratification by the states, then existing practices in racial segregation, and the views of proponents and opponents of the Amendment. This discussion and our own investigation convince us that, although these sources cast some light, it is not enough to resolve the problem with which we are faced. At best, they are inconclusive. The most avid proponents of the post-War Amendments undoubtedly intended them to remove all legal distinctions among \"all persons born or naturalized in the United States.\" Their opponents, just as certainly, were antagonistic to both the letter and the spirit of the Amendments and wished them to have the most limited effect. What others in Congress and the state legislatures had in mind cannot be determined with any degree of certainty. An additional reason for the inconclusive nature of the Amendment's history, with respect to segregated schools, is the status of public education at that time. In the South, the movement toward free common schools, sup-  For a general study of the development of public education prior to the Amendment, see Butts and Cremin, A History of Education in American Culture (1953), Pts. I, II\nCubberlcy, Public Education in the United States (1934 ed.), cc. II-XII. School practices current at the time of the adoption of the Fourteenth Amendment are described in Butts and Cremin, supra, at 269-275\nCubberley, supra, at 288-339, 408-431\nKnight, Public Education in the South (1922), cc. VIII, IX. See also H. Ex. Doc. No. 315, 41st Cong., 2d Sess. (1871). Although the demand for free public schools followed substantially the same pattern in both the North and the South, the development in the South did not begin to gain momentum until about 1850, some twenty years after that in the North. The reasons for the somewhat slower development in the South (e. g., the rural character of the South and the different regional attitudes toward state assistance) are well explained in Cubberley, supra, at 408-423. In the country as a whole, but particularly in the South, the War 490 - OCTOBER TERM, 1953. Opinion of the Court. 347 U.S. ported by general taxation, had not yet taken hold. Education of white children was largely in the hands of private groups. Education of Negroes was almost nonexistent, and practically all of the race were illiterate. In fact, any education of Negroes was forbidden by law in some states. Today, in contrast, many Negroes have achieved outstanding success in the arts and sciences as well as in the business and professional world. It is true that public school education at the time of the Amendment had advanced further in the North, but the effect of the Amendment on Northern States was generally ignored in the congressional debates. Even in the North, the conditions of public education did not approximate those existing today. The curriculum was usually rudimentary\nungraded schools were common in rural areas\nthe school term was but three months a year in many states\nand compulsory school attendance was virtually unknown. As a consequence, it is not surprising that there should be so little in the history of the Fourteenth Amendment relating to its intended effect on public education.  In the first cases in this Court construing the Fourteenth Amendment, decided, shortly after its adoption, the Court interpreted it as proscribing all state-imposed discriminations against the Negro rac .5 The doctrine of virtually stopped all progress in public education. Id., at 427-428. The low status of Negro education in all sections of the country, both before and immediately after the War, is described in Beale, A History of Freedom of Teaching in American Schools ( 1941), 112- 132, 175-195. Compulsory school attendance laws were not generally adopted until after the ratification of the Fourteenth Amendment, and it was not until 1918 that such laws were in force in all the states. Cubberley, supra, at 563-565. 5 Slaughter-House Cases, 16 Wall. 36, 67-72 (1873)\nStrauder v. West Virginia, 100 U. S. 303, 307-308 (1880): \"It ordains that no State shall deprive any person of life, liberty, or property, without due process of law, or deny to any person within its jurisdiction the equal protection of the laws. What is this but 483 BROWN v. BOARD OF EDUCATIO- 491 Opinion of the Court. \"separate but equal\" did not make its appearance in this Court until 1896 in the case of Plessy v. Ferguson, supra, involving not education but transportation. 9 American courts have since labored with the doctrine for over half a century. In this Court, there have been six cases involving the \"separate but equal\" doctrine in the field of public education.7 In Cumming v. County Board of Education, 175 U. S. 528, and Gong Lum v. Rice, 275 U. S. 78, the validity of the doctrine itself was not challenged. 8 In more recent cases, all on the graduate school declaring that the law in the States shall be the same for the black as for the white\nthat all persons, whether colored or white, shall stand equal before the laws of the States, and, in regard to the colored race, for whose protection the amendment was primarily designed, that no discrimination shall be made against them by law because of their color? The words of the amendment, it is true, are prohibitory, but they contain a necessary implication of a positive immunity, or right, most valuable to the colored race,-the right to exemption from unfriendly legislation against them distinctively as colored,-exemption from legal discriminations, implying inferiority in civil society, lessening the security of their enjoyment of the rights which others enjoy, and discriminations which are steps towards reducing them to the condition of a subject race.\" See also Virginia v. Rives, 100 U. S. 313, 318 (1880)\nEx parte Virginia, 100 U. S. 339, 344-345 (1880). 9 The doctrine apparently originated in Roberts v. City of Boston, 59 Mass. 198, 206 ( 1850), upholding school segregation against attack as being violative of a state constitutional guarantee of equality. Segregation in Boston public schools was eliminated in 1855. Mass. Acts 1855, c. 256. But elsewhere in the North segregation in public education has persisted in some communities until recent years. It is apparent that such segregation has Jong been a nationwide problem, not merely one of sectional concern. 7 See also Berea College v. Kentucky, 211 U.S. 45 (1908). 8 In the Cumming case, Negro taxpayers sought an injunction requiring the defendant school board to discontinue the operation of a high school for white children until the board resumed operation of a high school for Negro children. Similarly, in the Gong Lum case, the plaintiff, a child of Chinese descent, contended only that state authorities had misapplied the doctrine by classifying him with Negro children and requiring him to attend a Negro school. ' 492 OCTOBER TERM, 1953. Opinion of the Court. 347 U.S. level, inequality was found in that specific benefits enjoyed by white students were denied to Negro students of the same educational qualifications. Missouri ex rel. Gaines v. Canada, 305 U. S. 337\nSipuel v. Oklahoma, 332 U. S. 631\nSweatt v. Painter, 339 U. S. 629\nM cLaurin v. Oklahoma State Regents, 339 U. S. 637. In none of these cases was it necessary to re-examine the doctrine to grant relief to the Negro plaintiff. And in Sweatt v. Painter, supra, the Court expressly reserved decision on the question whether Plessy v. Ferguson should be held inapplicable to public education. In the instant cases, that question is directly presented. Here, unlike Sweatt v. Painter, there are findings below that the Negro and white schools involved have been equalized, or are being equalized, with respect to buildings, curricula, qualifications and salaries of teachers, and other \"tangible\" factors.9 Our decision, therefore, cannot turn on merely a comparison of these tangible factors in the Negro and white schools involved in each of the cases. We must look instead to the effect of segregation itself on public education. In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted, or even to 1896 when Plessy v. Ferguson was written. We must consider public education in the light of its full development and its present place in American life throughout 9 In the Kansas case, the court below found substantial equality as to all such factors. 98 F. Supp. 797, 798. In the South Carolina case, the court below found that the defendants were proceeding \"promptly and in good faith to comply with the court's decree.\" 103 F. Supp. 920, 921. In the Virginia case, the court below noted that the equalization program was already \"afoot and progressing\" (103 F. Supp. 337, 341)\nsince then, we have been advised, in the Virginia Attorney General's brief on reargument, that the program has now been completed. In the Delaware case, the court below similarly noted that the state's equalization program was well under way. 91 A. 2d 137, 149. -I I 483 BROWN v. BOARD OF EDUCATIO. 493 Opinion of the Court. the Nation. Only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws. Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other \"tangible\" factors may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does. In Sweatt v. Painter, supra, in finding that a segregated law school for Negtoes could not provide them equal educational opportunities, this Court relied in large part on \"those qualities which are incapable of objective measurement but which make for greatness in a law school.\" In M cLaurin v. Oklahoma State Regents, supra, the Court, in requiring tha,t a Negro admitted to a white graduate school be treated like all other students, again resorted to in tangible considerations: \". . . his ability to study, to engage in discussions and exchange views with other students, and, in general, to learn his profession.\" 494 e OCTOBER TERM, 1953. Opinion of the Court. 347 u. s. Such considerations apply with added force to children in grade and high schools. To separate them from othe:s of similar age and qualifications solely because. of ,their race generates a feeling of inferiority as to their st~tus in the community that may affect their hearts and mm~s in a way unlikely ever to be undone. Th~ ~ff ect of this separation on their educational opportunities was \"'.ell stated by a finding in the Kansas case by a court which nevertheless felt compelled to rule against the Negro plaintiffs:  \"Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law\nfor the policy of separatin_g ~he races is usually interpreted as denoting the infenonty of the negro group. A sense of inferiorit~ affe~ts the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of negro children and to deprive them of some of the benefits they would receive in a_racial[ly] integrated school system.\" 10  Whatever may have been the extent of psy~hologi_cal knowledge at the time of Plessy v. Ferguson, this findmg is amply supported by modern authority.11 _ Any lan- 10 A similar finding was made in the Delaware case: \"I conclude fro'm the testimony that in our Delaware society, S~te-impos~d segregation in education itself results in the Negro children, ~s a class, receiving educational opportunities which are ~ubst_an~1ally inferior to those available to white children otherwise s1m1larly situated.\" 87 A. 2d 862, 865. 11 K. B. Clark, Effect of Prejudice and Discrimination on Per~onality Development (Midcentury White House Conferen~e on Child:en and Youth, 1950)\nWitmer and Kotinsky, Personality ~n the Makmg ( 1952), c. VI\nDeutscher and Chein, T~e Ps~cholog1c~l _Effects of Enforced Segregation: A Survey of SoCJal Smence ~pm1on, 26 J. Psycho!. 259 (1948)\nChein, What are the Psychologwal Effects of . l BROWN v. BOARD OF EDUCATIO- 495 483 Opinion of the Court. guage in Plessy v. Ferguson contrary to this finding is rejected. We conclude that in the field of public education the doctrine of \"separate but equal\" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment. This disposition makes unnecessary any discussion whether such segregation also violates the Due Process Clause of the Fourteenth Amendment.12 Because these are class actions, because of the wide applicability of this decision, and because of the great variety of local conditions, the formulation of decrees in these cases presents problems of considerable complexity. On reargument, the consideration of appropriate relief was necessarily subordinated to the primary questionthe constitutionality of segregation in public education. We have now announced that such segregation is a denial of the equal protection of the laws. In order that we may have the full assistance of the parties in formulating decrees, the cases will be restored to the docket, and the parties are requested to present further argument on Questions 4 and 5 previously propounded by the Court for the reargument this Term.13 The Attorney General Segregation Under Conditions of Equal Facilities?, 3 Int. J. Opinion and Attitude Res. 229 (1949)\nBrameld, Educational Costs, in Discrimination and National Welfare (Maciver, ed., 1949), 44-48\nFrazier, The Negro in the United States (1949), 674-681. And see generally Myrdal, An American Dilemma (1944). 12 See Bolling v. Sharpe, post, p. 497, concerning the Due Process Clause of the Fifth Amendment. 13 \"4. Assuming it is decided that segregation in public schools violates the Fourteenth Amendment \" (a) ,would a decree necessarily follow providing that, within the 496 OCTOBER TERM, 1953. Opinion of the Court. 347 u. s. of the United States is again invited to participate. The Attorneys General of the states requiring or permitting segregation in public education will also be permitted to appear as amici curiae upon request to do so by September 15, 1954, and submission of briefs by October 1, 1954.14 It is so ordered. limits set by normal geographic school districting, Negro children should forthwith be admitted to schools of their choice, or \" ( b) may this Court, in the exercise of its equity powers, permit an effective gradual adjustment to be brought about from existing segregated systems to a system not based on color distinctions? \"5. On the assumption on which questions 4 (a) and (b) are based, and assuming further that this Court will exercise its equity powers to the end described in question 4 ( b), \"(a) should this Court formulate detailed decrees in these eases\n\" ( b) if so, what specific issues should the decrees reach\n\"(c) should this Court appoint a special master to hear evidence with a view to recommending specific terms for such decrees\n\"(d) should this Court remand to the courts of first instance with directions to frame decrees in these cases, and if so what general directions should the decrees of this Court include and what procedures should the courts of first instance follow in arriving at the specific terms of more detailed decrees?\" u See Rule 42, Revised Rules of this Court (effective July I, 1954). BOLLING v. SHARPE. Syllabus. BOLLING ET AL. v. SHARPE ET AL. CERTIORARI TO THE UNITED STATES COURT OF APPEALS FOR THE DISTRICT OF COLUMBIA CIRCUIT. No. 8. Argued December 10-11, 1952.-Reargued December 8-9, 1953.-Decided May 17, 1954. Racial segregation in the public schools of the District of Columbia is a denial to Negro children of the due process of law guaranteed by the Fifth Amendment. Pp. 498-500. (a) Though the Fifth Amendment does not contain an equal protection clause, as does the Fourteenth Amendment which applies only to the States, the concepts of equal protection and due process are not mutually exclusive. P. 499. (b) Discrimination may be so unjustifiable as to be violative of due process. P. 499. (c) Segregation in public education is not reasonably related to any proper governmental objective, and thus it imposes on Negro children of the District of Columbia a burden that constitutes an arbitrary deprivation of their liberty in violation of the Due Process Clause. Pp. 499-500. (d) In view of this Court's decision in Brown v. Board of Education, ante, p. 483, that the Constitution prohibits the States from maintaining racially segregated public schools, it would be unthinkable that the same Constitution would impose a lesser duty on the Federal Government. P. 500. (e) The case is restored to the docket for further argument on specified questions relating to the form of the decree. P. 500. George E. C. Hayes and James M. Nabrit, Jr. argued the cause for petitioners on the original argument and on the reargument. With them on the briefs were George M. Johnson and Herbert 0. Reid, Jr. Charles W. Quick was also on the brief on the reargument. Milton D. Korman argued the cause for respondents on the original argument and on the reargument. With him on the briefs were Vernon E. West, Chester H. Gray and Lyman J. Umstead. .\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 "},{"id":"bcas_bcmss0837_484","title":"Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Office of Desegregation","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":["1950/2026"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Office of Desegregation"],"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/484"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["37 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District INCENTIVE SCHOOLS DESEGREGATION PLAN Office of Desegregation i Little Rock School District INCENTIVE SCHOOLS DESEGREGATION PLAN Office of Desegregation INCENTIVE SCHOOL PROGRAM Introduction The Little Rock School District will have seven (7)* schools providing the incentive interdistrict school, but would continue to provide school program. Rockefeller may become an the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program wiU not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation these schools and in the entire school district. The following schools will provide the incentive school program: Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens The question of an additional incentive school for the 1992-93 school yw is ...  -s-i- * to add an additional discussion. The parties do not seek to modify the plan at this time incentive school. 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 proper resourcm uhd cxpccutiom. the toceudve Khodl progruto wffl Kuve B a luodcl of otocBcncc for the county, ttate and nation. The iucce of the tocentive titoool progtan. is directly related of the long-term desegregation plan in the Little Rock School District. to the success of the long-term ocsBgreaouv**  u addmoa to the ongoms camprahaaaivt pragmas to the inacanvt ichooU, the will ..pin., the possible me of . trust fend to proride future eoUese tootatstop tocaioves. ^es toll detetmtoe the costs of impleinenttog t otoohmhip projnuu for the students schools end will detenutoe the feesihiUty of using trmt funds to prov.de . The parties who attend incentive such an taeeniw. B will have the responsibility for establishing the guidelines and criteria to be used in aUocating any resources to the students. The trust fund ac achievement incentive to students and would also assist would be used to provide an academic parents studenu to settin, retdistic gotds tar sttendtog college. Page 149 I I IIncentive School Progrem Committee developed by a committee of -3. The blueprint will be used ATf^ework'forspecific activities that are expected to occur after court approval of the The blueprint for the incentive school program was administrators, teachers, community represenutives and parents as incentive school program. The following areas were considered in the development of the incentive school program\nA. Staffing B. Parent Involvement C. Staff Development Acadf^i^ Programs and Curriculum Development E. Social Skills F. Support Programs G. Monitoring and Evaluation H. I. J. K. L. Special Student Activities Parent Recruitment School Ariministratiop School Policy and Procedures Counseling/ Social Worit The Incentive School Program Committee divided into five (5) sub-committees to address the above areas: Subcommittee 1 - Academic Programs - Special Student Activities - Sodal Skills Subcommittee 2 - Support Programs \u0026gt; School Administration . P^unneeling/ Sodal WOtk - Monitoring and Evaluation - School Poli^ and Procedures Subcommittee 3 - StafBng ~ Soff Development Subcommittee 4 - Parent Involvement Subcommittees - Parent Recruitment Page ISOf Blueprint for Excellence of this document is to clearly define the mission d pecuuo^ for the Thc purpose of this oocumcm is lu however, attempt to L 1 t'ka inf*^ntive School P^QPTBTn Committee did not, incentive schools. The incenti e ,-,~oTn This document merely fimishes the community with the parameters for exceuencc m local practitioners, and concerns for each individual incentive school must be in The local practitioners are the principals, teachers, parents and P program school The _____J.  ok. nr.rtiinitv foT thc oracuuoncrs to make certam decisions _____ depends on the opportunity for the practitioners OCDCuUd UU U*v J -------r . J This document is hereby submitted to the federal court and the community with the understanding that further details wiU be developed. The Incentive School Program Committee will continue to The committee will be expanded to include at least one parent function until August 1,1989. from each incentive school __ (function as a district-wide The council will have two parent represenutives from each X uC tUlUUUlVvv -- attendance zone. On August 1. the committee wiU be restructured to council of incentive school parents. The councu ww nave rwo p.uu incentive school. Also, four members at-large wiU be PP7^^n^totinE aU activities related Incentive School Program Parent Council will be responsiblefor^^m 5^*001 lo thc incentive school program. The Parent Council will p\u0026lt; to the Little Rock District Board of-Directors and Joshua Intervenors on a quarterly basis. The Aohlemic i^hievemoh, is to h of to that all children can learn, and broad-based commiuuty supptm. j certainly the with the availability of financial resources, educanonal exceUence pjwMlj. It belief of the District that all of these ideals will be evident in each Page 151I Section One: Incentive School Academic Programs and Curriculum Development Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of aU children. The content of the education must be true, appropriate, and relevant. The processes of education arc cjqjccted to be democratic and humane- The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child. 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the incentive schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social, emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. Academic Programs General Areas for Implementation - (subject to an thereof) annual Bsscssmcnt of thc effectiveness 1. Four-Year Old Program (Early Childhood Education)-Thorne Rock^ool^^^ Four-Year Old Program will be operative in each incentive school. The Hi^Scope Curriculum or a coi5able curriculum which is developmentally appropriate and fosttis SSaS? P.S: componcn, lel be inconKnaud in me program model. 2. Writing-to-Read - An instructional technology program, such as Writing to Read, will be implemented at each incentive school for K-2 studentt. 3. VinriPT^arten - The Little Rock School District Early Prevention of School Failure rnodel -ive school. Release time and flexible scheduling will be Page 1524. 5. 6. 7. 8. iis for developing reading _ ______.bje Curric** will be a major emphasis for to \"^nri'clkical reading skills. Each subject area wiU also utihxe strategies to of L appreciation for reading (Pre-Kindergarten.6). Reading Across increase students pleasure of and appreciation fw.., Easmssinn Anmss the Cunicnlum wiU offer instmnnonel objecuves and trnKpes area designed to increase the oral commnnicanons and American English skills of the students (Prc-Kindcrgarten-6). Teaming Styles Inventories will be used in each inceimvc diversifying their teaching styles to JVC school to assist teachers in match the learning stjdes of the students. 7-____i will be developed at the local school level by parents recommended to be integrated into the total curriculum. School Themes and staff and are Snmiepartmentalinetion will be the recoi^ded 6. This organization wfll faciUtate the development of speoahied skills lor suoj teachers for the respective grade levels. 9. Instructional Technology win be available in specialized lhhorator.es and in individual classrooms. 10. Science Laboratories equipped wi\u0026amp; adequate equipment am mobile or permanent, will be available for students. id materials and supplies, either 11. rnpiitr Laboratories for remediation of 25 stations in each incentive school. ul enridmem wffl be expended for a miaidiain 12. Foreign Language be operative in each school. InOTKUooIaboratcrtes with appropriate equipment end mtetiahuill 13. Study and Test^aking Skills wfll be ttught in an each grade level. integral component of the curriculum at ---------- available for loan to students /Remediation and enrichment software will be available for Loan Program - portable computOT 14. Computer (grades 4-6) for use at home home-based experiences. 15 Parent Home Study Guides will be dewio^ in each core subject area for each grade (1-6). win be developed by the beginning of the 1993.94 school year in 16. Computer Managed Instructional Technology will be ing of the 1992-93 school year. njfd for continuous tracking of 17. Student Education progress by the beginning of the --------------------- win be developed, implemented, and monitored for each student. Page 15318. 19. 20. 21. 22. 23. 24. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs. Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. Homework - homework as required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion-referenced tests will be computer generated for the ongoing assessment of students. Heterogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. African and African-American History * each school will establish a sequential program to include the study of African and African-American history and culture. Specific Subject Area F-mphari^ The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. Readins - f -taming to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (R-) - Basal textbooks will be used to augment the classics reading program (K-6) - Strong emphasis on critical reading skills (grades 4-^ - Increased motivation and learning with oral expression through reading\neg^ choral reading, student storytelling, debate, drama, etc. (K-6) F.nglich/Uternture Arts - Writing to Read, or a similar program, as an instructional comfranent for K-2 - Writing Across the Curriculum will be used to enhance the writing skills of studenu (K^) - Latin Program will be used to increase the vocabulary and word attack skills of studenu (5-6) . . - Oral Language Expression wiU be a major emphasis m the reading anf English/language arts areas (K-6) Page 154- Penmanship wiU be emphasized at each level, with appropriate recogniuon of the developmental level of the individual student (K-6) Modeling will be expected in the oral expression, vocabulary, and usage Language skills of thc teachers (K-) Social Studies context-World History, - Emphasis on the study of history from a subject area American History, and Arkansas History (4-6) - Emphasis on introductory concepu in history, geography, and civics qk ) . fipnmnhv will be ttuEht throu^ active learning strategies S'\"??\"?  wm include a multicultural cumculum - riRph subject and grade level in social studies will include a - Learning strategies and activities will promote living social studies\" (K-6) - Emphasis on American and Arkansas History (4-5) - Empbosis on World History (6) - CfIfbrarinns/ ceremonies be integrated into the cumculum Mathematics - Emphasis on use of word or story problems (2-6) - Introduction to basic concepts in geometry and algebra (2-6) - Extensive use of manipulatives (Pre-K-S) - Use of computers for organizing and utilizing mathematical data - Emphasis on critical thinking in addition to methodology and results (K-o? Science Instruction wifi utilize a handson discovery and exploration approach to thc learning of scientific method and suggest the include prepped Wonnntion pieB describing ---------- Msienments wiu inci reinforce what has been ttught - Homework assignments   experiments parentt and students can in the classroom Fine Arts . Content will include an introduction to basic concepts in music and art in the content, knowledge, . S^phS in the earlier grades will be on pSZ^and crafts (Pre-K-3) the enjoyment and creation of music, Page 155- Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developmenu (4-6) - In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts Foreign language - Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations - The instructional methodology for each language will be a \"total physical response\" approach - Emphasis will be on basic vocabulary, conversational, and cultural materials for 1-6. - A foreign language laboratory will be used for instruction, including computers where appropriate - Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) - Provision of practical experiences and interactions with a native language user. - Emphasis will be on vocabulary, grammar, reading, writing, and cultural materials (4- 6). Physical Education/Health - Family Life Education will be included in the total elementary curriculum (1-6) - Nifty Nutrition will be available for all grades (1-6) - Emphasis on \"wellness\" for the young (K-6) - Emphasis will be on the development of an understanding of and respect for the handicapped\nix., disabilities simulations (5-6) - Emphasis on team sports and lifelong leisure skills (K-6) Social Skills Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be oq\u0026gt;ectcd to model exemplary behaviors toward each other, the students, and the total community. activities will be used to emphasize the development of appropriate social skills: FamDy Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging . Structured lessons in self-esteem building will be taught in small group sessions. Inteipersonal Skills - Structured group sessions will focus on problem-solving, decisionmaking, peer pressure, etc. Page 156r Rites of Passage - A structured program will be initiated to respond to the emotional. physical, and social developmental changes in the young si may be established for male and female students. studenu. Separate programs Hole Model ProgrMi - Individuals (intetnalioual. national, state, local and cotnm^W Stations at the school in evet, area of the pr^ to models for students. Special emphasis will be placed on s----------- Afrirap-A-merican role models for males. Mentoring Program  Utilizing local resources in the community and the Partners Program, a mentoring program will be established for students. Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. Special Activities Special activities may be focused on academic reinforcement, special interest clubs. and/ or units of national or state organizations. Academic Reinforcement Activities may include G\u0026gt;ut not be limited to) the following. Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homeworic peer tutoring (see Support Programs). Academic Reinforcement Qubs - Chess Club, Computer Progranumng Club. I^att Clu^hespian (Drama) Club. Math Club (Math Olympiads). Odyssey of Ae Mind. Great Boo^ Club. Science Club. Annual Knowledge Bowl (elementary level). Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Band Swimming Club Bowling Club Rifting Club An Club Horseback Riding Qy^nnactif Club Dance Club Great Decisions International Pen Pal Club Sewing Club Page 157Field Ttips - 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. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DjC.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. Page 158Latin Enrichment Program Elementary T.ngiiag\u0026lt; Aits Classes L Background In the early 196Os, the Philadelphia (PA) School District raised reading an vocabulaiy scores of elementary school children through a progr^ using Latin m language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers\nthe progr^ did not depend on using trained Latin teachers in the elementary classes. Since that time programs of this sort have been implemented in many other school distticts, such as Indianapolis, Indiana\nWashington, D.C4 St. Louis, Missouri\nDallas, Texas\nAngeles, California: New York City, New York\nOakland, California\nand Kansas City, Missouri. Some use the Philadelphia materials\nothers have developed then own materials. In these programs the focus is not on teaching formal Latin grammar, it xs on mantel m IIIWJV ya v--  using Latin words and myths as a means to improve English skills. These programs have also resulted in improved self-image among learners. The initial implementation of the program by Philadelphia and later in the ab^ identified districts was in inner city schools with a large minority poputotion. The targeted levels were grades five and six or grade six only. Reports concerning students performances on standardized tests in the above identified districts reveal at leut a one year growth in rr-ydinE and vocabulary and a significant amount of growth in o er content areas (see attached). In all districts, a team of Latin teachers trained thc elementaiy lan^^ arts teachers in nring the xnaterials and served as resource persons for background in Ro^ .  A -..._______________ if\u0026gt;mentflrv teachers studied to and Greek culture. As the program grew, many of these elementary Suu wZwClk UlULIUw* U** yaw^aaaa* ------  . . become proficient in Latin. A corresponding program using the Greek language has also been developed\nthis program uses the same methods and approach. The materials focus on using Latin and Greek word roots as a basis to increase English readinE and vocabulary skills. Materials arc varied\nthe two basic co^ are and riith crades and are based on classical mythology and lif . designed for fifth and sixth grada and are based on wide variety of subjects, including science, math. Supplemental courses cover a astronomy, and blacks in antiquity. n. Rationales th.n fnifi, of words in the English language are based on Latin words\nMore than 60% of words in uw vnowledee of word-building elements will increase knowledge of focusing on studies and reading curricula the GrtcoioM. world.\nvocboW Mterials that relau  te subject maJrer wiU broaden learning and provide enrichment. Page 159Ability to read English is not limited to language arts and other academic areas but affects success in life itself\nincreasing that ability creates more successful individuals who feel competent to deal with school and living. Latin is an unusual subject for studentt, especially in elementary school. While the study is not focused on learning the Latin language per se, study of an unusual and \"different\" subject, and seeing success in doing so, brings an improved self-image to the learners. The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to . use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. The uniqueness of the program should appeal to parents as well as students\nno other public or private schools in Arkansas, certainly in the metropolitan Little Rock area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardixed test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and needs of the Arkansas students. HL Proposal It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. IV. Program description After teachers for the incentive schools have been identified in the spring of 1989, these teachers win receive six hours of inservice training during the summer of 1989 in implamenting the program. The program wiU be implemented at the start of the 1989-90 school year and wiU be incorporated into the fifth and sixth grade language arts instructional block for approximately fifteen to twenty minutes per day. Throughout the 1989-90 school year, teachers will be involved in four (1) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become more proficient in Latin by enrolling in a college course designed especially for them\nthis course will be optional and at the teachers own expense. Throughout the year, the principal in each building will monitor the program. At the end of the 1989-90 school year, a formal districtwde assessment of the program will be made\nthis assessment will be based on surveys and test data. Page 160Instructional Materials Budget Sununar\n(Per Teacher) $ 30 Printins 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructorss Fee 30 Inservice Stipends 60 TOTAL $245 Budget Summary (Program in all Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each  28 teachers $6360 1 school with 10 teachers \" 10 teachers 2350 TOTAL $9310 Page 161LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation t. To provide awareness of the Latta program to incenllw school prtacipab and staffs. l.l Present imptemenialbn plan proposal Io assoctate supertaiendenis and assisuni supertaiendenis. Jan 30. 1989 Foreign Language Supervisor Staff Dev Director Plan presentaibn 12 IJ Schedute awareness meelbg with principals of bcenllve schools. Develop ageoda for principals meelbg. March I, 1989 Assoc Supi for Edncalbnal Prog Meelbg on calendar 1.4 Conduct awarenem meeting whh prtacipab. IJ Schedute awarenem meeting whh current Sth and Ah grade teachers In tacenlbm schoob. 1.6 Conduct awarenem meeting whh current Sth and 6ih grade leachers. 1.7 Identify Sih and 6lh grade teachers who wish to remain at Incentive schoob. March I, 1989 March IS, 1989 March IS, 1989 AprU 1992 May 1992 Assoc SupI for Edncalbnal Prog Foreign Lang Supv SlafT Dev Dlr Latin Teachers Asst Supi Foreign Lang Supv Staff Dev Dlr Lalb Teachers Human Resources Director Prbled agenda Concerns/ quesibns expressed by prbcipals Meelbg on calendar Meelbg agenda Usl of Menlined 5lti and 6lli grade leachers 2? 5 IJ Reciull and fill vacancies. July 1992 Human Resources Director Idenllfted Sth and 6lh grade leachers al bcenllvc schools for 1989^.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program (continued) Objectives 2. To provide Inservice to participating teachers. 3. Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 2.1 21 2J 2.4 23 2.6 2.7 21 2.9 Requisltloo lostrucllonal materials. DnpUcate copies of above materials. Schedule Iwo Inservice meetings of three hours each. Develop agenda for above two meetings. Conduct above two meetings. Contact UALR about offering college course. Schedule above college course. Implement above college course. Schedule four Ivrofomr Inservice workshops In local bulldtagsZdusters disirictwide. 2.10 Conduct above 4 Inservice workshops. I May 1992 July 1992 JuiK 1992 July 1992 Aug 1992 June 1992 Dec 1992 May 1993 Sept 1992 Foreign Lang Supv Arrival of materials Foreign Lang Supv Foreign Lang Supv Foreign Lang Supv Latin Teachers Foreign Lang Supv Latin Teachers Foreign Lang Supv Latin Teachers Principals Foreign Lang Supv One copy for each teacher Meettags on calendar Printed agendas Agendas and materials Course proposal Identified dales/times/place Completed course Meetings on calendar n e To Implement the elementary Latta program In Sth and 6th grades al incenllve schoob. 3.1 31 33 Schedule time for ctassroom tastructlon. Purchase/dupUcateZ create student materiab. Incorporate Latin program tato districts language arts program. May 1993 Aug 1992 Ongoing Ongoing Latta Teachers Principals Foreign Lang Supv Principals Meeting agendas School's instructional schedule Materials ready for classroom use Lesson plansLRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program (continued) Objectives Strategies/ Activities Beginning Date Ending Date lesponsibllity evaluation 4. To evaluate the elementary UtIn program. 4.1 Monitor classroom acllshlcs. 42 Identify student growth on standardized tests. 4 J Develop student, teacher, parent assepnmnt survey. 4.4 Disseminate abow satwys. 4 J Compile surmy lewHs. 4.6 Submit final evahialion report to nociale snperintendenls. May 1993 May 1993 AprU 1993 May 1993 May 1993 lune 1993 Principals Principals Foreign Ung Supv Utin Teachers Principals Foreign Lang Supv Foreign Lang Supv Identified strength and weaknesses Test data Printed forms Completed forms relumed Survey data Submitted report JAREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal I: To develop and Imptement a quatlly academic program for Incentive Schoo s. Objectives Strategies/ Activities Bcglniiiiig Date Ending Date Responsibility Evaluation I. To promote/enhance leadership and staff understanding of the Incentiw school concept. 1.1 Provide an faideplh pre-orlenlallon session on each component of the Incentive schools for principal. February IS. 1989 February 28. 1989 Supts Cabinet Asst Supt-lncentlve Schools 2. To develop Incentive School Plan for each school. 12 IJ 1.4 2.1 22 2J Develop ta cooperation with the principals a detailed process and formal for developing the Individual Incentive School Phn. Assist each building principal In presenting an In-depth pre-orlentallon session for sulf on each component. Assisi each principal and stalf-wlih orientation session for parents ta the Incenllm schools. Identify Incentive School Man teams. Develop the detailed Indlvidnal Incentive School Plan. Review and approve School Phn. March 3. 1989 March I. 1989 March I. 1989 June 1,1989 June 1989 June 1989 March IS. 1989 March IS. 1989 March IS. 1989 June IS. 1989 Inly 1989 July 1989 Supts Cabinet Asst Supt-faicenllve Schools Supts Cabinet Asst Supt-lncentlve Schools Supts Cabinet Principals Asst Supt-lncentlve Schools Principals Asst Supt-lncentlve Schools AU Divisions Supt's Cabinet Board of Dbectors \u0026lt; 85 3. To develop cnrrlcuhim specific to the incenllve schools. 3.1 Identify each area In need of curriculum dewlopmenl. June IS, 1989 July 31. 1989 Principals Asst Supt-lncentlve Schools Cun Div SupvsAREA: Incentive Schools Goal 1: (continued) I Objectives 3. (continued) I A s: To procure equipment and furniture Ibr Incentive School Programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginnhig Date Ending )ate Responsibility 32 32 3.4 33 3.6 3.7 33 4.1 Evaluation Identify teachers for cnrrlcsinm teams. Pten orleniallon and format for currlculnm development. Review prehmlnaty draft of revised cnrricniar for LRSD. Develop addhlooal components for each curricnium area. Proof and type toeentlve School Curricninm Ouldes. Print Curriculum Ouldes. Distribute and provide Inservice on (he hnplenientatloo of the currlculnm guides. Develop speclflcalloo for bld for equipment and fomltnre. Jone 1.1989 June 1.1989 June It 1989 June 1,1989 July 1.1989 July 20,1989 August I, 1989 March IS, 1989 June IS, 1989 June IS, 1989 June 30, 1989 June 30, 1989 July 20. 1989 July 30, 1989 August 30, 1989 April IS, 1989 Principals Asst Supt-Incentive Schools Curr Div Supvs Principals Asst Supt-IncentIve Schools Curr Div Supvs Curriculum Teams Curriculum Teams Curriculum Div Principals Curriculum Division Curriculum A School Division Principals Dlr of Purchasing Asst Supt-lncentlve School Staff-CurriculumAREA: Incentive Schools Goal I: (continued) Objectives 4. (continued) 5. To effect facility modUlcatlons for Implemenlallon of the Incenllve School speclaUzed programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities leghinhig late Endbig Date lesponsibllity Evaluation 42 4J 4.4 S.l 9 Bld for specific equipment and fomlture. Order fiimllnre and equipment. I InttaU and Invenlory to ensure adequacy of aU equipment and fomhure. Review the detailed Incentive School Plant with the Support Servicet Division. 52 5J 9.4 April IS, 1989 May IS, 1989 Principala Dlr of Purchasing Asst Supt-lncentivc Schools Staff-Curricuhim May IS, 1989 August I, 1989 Principals Dir of Purchasing Asst Supt-lncentlve Schools Siaff-Currlcuhim August I, 1989 AprU IS, 1989 August IS, 1989 AprU 30, 1989 IdentUy modUlcallons limeUne as previously eoUaboraled in the development of the plan. Contract for service at needed/ Mcnilfled hi the pUns. Implement the modlflcatlon pUn for the fociUtles. April IS, 1989 AprO 30, 1989 May IS. 1989 AprU 30, 1989 May IS, 1989 August IS, 1989 Principals Dir of Purchasing Asst Supt-lncentlve Schools Slaff-Curriculum Div of Schools Assoc Supt Asst Supt Principal Div of Support Services Div of Support ServicesAREA: Incentive Schools Goal I: (continued) Objectives S. (continued) 6. To ensure the avallahllHy of adequate resources to Implement academic programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation S J Make Unai Inspecllon on the work for the focilities modification. 6.1 Inhtale Idenitflcatlons of miterbh and lestbooha needed for the 1989-90 school year. 62 Involve school teams staff and parents hl revfewlng the needs Mentifled as required for core and special programs. 6 J Identify any materials or textbooks that must he ordered prior to fiscal year 1989. 6.4 Malnlaln hulMtag record of requbilloos for the 1989 school year. 6J Monitor and approve requisitions as requested from bcentim schools. 6.6 Malnlaitt audit for all materials received. May IS. 1989 May 1.1989 May 1.1989 May 1,1989 May 1.1989 May 20, 1989 July 1.1989 6.7 Cross validaie with purchasing all orders not received. July 1.1989 \u0026amp; 00  Bacept for articles requiring a much longer time period, all requbhlons are signed on or immediately following July August IS, 1989 June 30, 1989 June 30, 1989 May 20, 1989 Ongoing Ongoing Ongoing Ongoing Principals Principal School Teams Principal Asst Principal All Divisions With major input from Purchasing Principal Appropriate Assoc Supi Principal PrincipalAREA: Incentive Schools Ooil I: (continued) Objectives 6. (contteued) LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE 0 StratcgIesZ Activities Beginning Date Ending Date lesponsiblllty evaluation 6.8 6.9 Obtain requirements for participation In all special programs. Pay partldpallon fee and order aO necessary materials for special activity. March 15. 1989 April 30. 1989 Principal 6.10 Select sponsors for each special program acHvhy approved In the Incenllm School Plan. 6.11 Complete special contracts with aU enended day employees for the 1989^ school year. 6.12 6.13 Complele Master . Schedule for total school program. Review/revise as necessary the naff development plan for the foil (September-December). April 30. 1989 April 30. 1989 Augnsi I, 1989 AprU 30. 1989 Augun 30. 1989 (As necessary, but al lean once each semener) Jub 1.1989 Principal July 30. 1989 Principal August 30. 1989 August IS. 1989 September IS. 1989 (As necessary, but al least once each aemester) Principal Principal Principal o $I n AREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal II: To provide staff devetopment for Iniplementallon of Incentive SchodPI^ Objectives trategles/ Activities Beginning Date End big Date lesponsiblllty Evaluation I. To Implement staff devekipmenl activities for toeentlve schoob. l.l Identify the staff development needs of each toeentlve school. April 30. 1989 May 15,1989 Principals Dir of Staff Dev 12 Develop Inservice schedule to colbboralton with hnlMtog principal. May IS. 1989 May 30.1989 Principals Dlr of Staff Dev 12 Notify each achool staff of proposed toservice dales for pre-school Iratotog. May 30. 1989 Aug 30.1989 Principals 1.4 Pbn deialb for deSvery of Inservice, la., she, time, arrangemenls, etc. May 30.1989 July 30.1989 Principals Asst Supi Dir of Staff Dev IJ Obtain services of coosuhanls (as required). May 30.1989 July 30.1989 Principals Asst Supi Dir of Staff Dev I 1.6 Inplenenl fcS trataing cycle. Aug 1.1989 Aug 30. 1989 Principals Asst Supi Dlr of Staff Dev 1.7 Evaluaie sUff development acllvhy through suney response from each staff. Aug 1.1989 Ongoing Principals Asst Supi Dir of Staff Dev oSection Two: Incentive School Operations The focus, function and guiding process of the incentive schools will be to provide excellence shall exemplify the close partnership between parents motivational factor for students. The school program and the school community which is _ will address student success and XJIOU VftUUUW **** --------   development of potential from affective, skill based and academic perspecuves. Support Programs The following items will be components of every incentive school: A. Homework Centers - Although it is anticipated that the school day shall extend from Homework Centers will be extant in each school at iwt BKX) am. to 5:00 pjn.. Homework Centers wiU be extant m e^n  three days per week to assist studenu who are in need of specific help witn ciass material. The school day may be extended another hour if necessaiy. It will be necessary to provide transportation home for studenu who remain at e Homework Center so that studenu whose parenu cannot supply transportation and/ or who live outside of the area which is reasonable walking distance may a themselves of the center. If studenu choose not to attend Homework CentOT, other options for student assistance will be explored. Staffing for tae Homework enters will be in the form of classroom teachers who will be available on a \"volunteer Staff will be mtating basis, communi^ volunteers and peer tutors. - - - certified teacher working. If the number of studenu reaches 25, an instructional aide shall be added to_asM studenu. When the number of studenu attending regularly reaches 5U, an additional certified teacher wiU be hired. Thereafter, as each addinon^ u^ment of 25 studenu attend, instructional aides and teachers will be added on an compensatedJiomework Centers will have alternating basis. B. Homework Hotline - Homework Hotlines should also be put tato p^ S^\"ta^ for a hotline) to be open from 6KK) - 8^ MondHy- ThSrsday eventags. This too will be staffed by teachers on a rotating basis such timt ZS^ntive teStaer wiU provide one (1) evenings service approximately every 45 days. Staff will be paid for this time. c. will be selected from among a group of self-nominated Tntnrinn-Peer tutors will be seiecteo irom aniuuB o 6* _ a outstanding academic averages but will also be open - well with other students and who can verbalize an those students with achieving studenu who work acluvTiUB *******--------- . _____J understanding of subject matter to be covered. Peer tutors will be compensated with coupons which can be redeemed for donated win PC vu H -------books magazine subsenpuons, school '------Boods such as games, books magazine Xu  U B attletic cempment. luus. ett. To\u0026gt;s Will be assigned by subject area and on who wish to serve as peer tutors t rotating basis in order to allow all students the opportunity to do so. a Page 171D. Teacher Mentors - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend. E. Instructional Aides - There will be an instructional aide in every classroom. Applicants will be encouraged to work toward a degree. The LRSD will establish a program to provide financial assistance for instructional aides who have acquired the equivalent of one full year of earned college credit in order that they may work towards a degree in education. The program will be designed to forpve a certain portion of the loan for each year of service after graduation as a certified teacher, provided the aide is employed by the LRSD. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of Student progress, communication with parents and preparation of supplemental instructional materials. F. Supervision Aides - An appropriate number of Supervision Aides will be provided at each incentive school. G. Career SldUs Devdopment Program - A program will be developed within each school whereby written information, guest spe^ers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in earb presentation will be skills needed, academic background required, interest inventories, career planning recommendations, expected Miming potential and a general \"mapping* of how a student can pi ogress from elementary school to the desired' career goal. Other components of this category will be opportunities for students to participate in programs sponsored by the Boy Scouts of America. H. Extended-Year Program - A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and wfil be available for all incentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer school for incentive school students and these students wiU be encouraged to participate. Students wiU participate in thc program generally on an elective basis with prescription for attendance from teachers of students who ye behind grade level in core curriculum areas. A few seats may be open to other students on a space available and paying basis as well. Transportation maybe provided. The number of incentive schools at which summer 1 rauspu __ . ,____J armIc nnd interests. will be held will be based on identified student needs and interests. programs Students participating in the Extended-Year Program wm be^tructed at their own endemic levels rather than by means of a specifically identified grade designauon iTomer words, a student functioning at grade 2 level in math would study at tha Page 172r 1. level but may also study at the fifth grade level in summer reading programs, regardless of his/her actual designated grade level. Community Access/Field Trips - A plan will be developed and implemented at each incentive school which provides for field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with:  historical events and displays  cultural events and exhibits  sciertifie/ mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children s Theater and also the opportunity to attend cultural events such as Arkansas Symphony Orchestra performances. Exhibits and performances will also be brought to the schools. Students have the opportunity to visit industrial complexes to view the actual manufacturmg process and to gain information relative to the world of work by means of visits to actual wrork sites and some shadowing experiences in the intermediate grades, ix fifth and sixth. Among opportunities in the community which exist are:  several major manufacturing corporations  a symphony  a repertory theater  an arts center  a ballet company  a museum of nature science and history  three previous state/territorial capitols  a planetarium at UALR  a zoo  a lock and dam (part of the McdcUan-Kerr river project)  an inland sea port  a major research/ teaching medical center Among other opportunities for students including, but are not limited to. banks, stock/bond houses, hospitals and a law school. J ..tw, Tnvnivompnt - OoDortunities to participate in both Boy Scouting and  will exist at each incentive school with existing troops at each building. Girl Scouting will exist at During thc 3:00 - 5 JO pin. time period (or whatever the K. spi.l sums be provdcd no, only designat^ r-nter and Peer Tutoring activities but also for students to SmilenBflmbingaoivibeseerlysbaUrepcmeither to or guardian. Page 173These skills shall be defined as the opportunity to participate in:  choir (voice)  music (instrumental)  dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child and hopefully to the program), but certainly at minimal cost to the school L. M. N. Special Training * Ongoing training will be provided to staff in areas like human relations skills\nlearning and interactive styles\nTSA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Parents will have access to special training in working with their students, assisting with homework, computer literacy, nutrition and human growth, and developments. Parental Involvement - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place, both through written and oral means. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to visit their childrens classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance. Timing Time Schedules - schedules wiU be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities, for example:  Homework Center  Special Skills  Leisure Activities \u0026gt;4 days -1 day -1 day \u0026lt; (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tannic etc. based on student interest and access to appropriate playing fields etc.)  Clubs, Extracurricular -1 day O Home/School Communication - Monthly reporting to parents wiU take place. Early indicators and early intervention programs wiU be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their childs needs and achievements. Page 174p. be involved in school Programs - Extracurricular programs will be establtthed to aUow studentt recognition, leadership experience and a chance to J activities. Among these wiU be future teachers programs. Just Say No uuos. SmSals. monik \"jobs' in the office (at recess or lunch time, not c^ ume . Ubrary. with the flag, safety patrol, fire marshals and student council membership . Attendance and behavior guidelines will trained personnel will help studenu with problem solving. Q. Attendance and Behavior Guidelines --------------------- provide nnigue opportunities to assist students and keep them in schMl. Tim areas staffed with studentt soivmg. Studentt will participate in the process of developing school-based managemen rules. Studentt and parents will sign a contractual agreement to be at school an on time each day. R Subject Related Extracurricular Activities - Other options for studentt may include, . ............... ...... ....hnnVc vnUnB but not be limited to, activities like math olympiad, junior great boolu, young authors club, young sdentistt, Olympics of the mind, elementary band and a strmg program. Parents will be informed of all of these options. Studentt will be encouraged to participate in these activities and a regular schedule will exist for club/academic- related activities. find cannot attend Note: Students who live in the Washington attendance zone Washington will have access to extended day aebvities^^^nded year acnyia^M thf rhf\u0026gt;itTghip program if a plan to manage this arrangement is appro y Court, CounseliiigZ Sorial Work A rIn Smtes Atcen . Ttae ih.ll be tags to county momii,i\u0026gt;ro\u0026lt;ledto.tiideiiBwboKtei\u0026gt;dtbeii\u0026gt;ceativei^ programs provided to students who attend tne mceni^ ^^STpropLis can be negotiated and/or secured by compact choir in the schools\nvolunteers and pre-professionals from area colleges and nnivefsities XD aSSiSt from social agencies to intervene personal need situations. if studentt need assistance in health and/ m - A mentoring program wiU be established hei^ten student expecutions with which will piuvid _,,-ness of wii ncces$ry for successful entry into the in riK\u0026gt; K \u0026gt;0 hagbte. student opecutiooi with otflote y pgloatt. Parents will also receive L_----- which arc open to their chUdren. this information so that they may be aware of the options Page 175c. D. E. F. G. H. Study Skills - Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, ix., bubble sheeu will be used on some class tests and a variety of question types will be used by teachers. HomeZNeighbortiood Meetings - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes if invited by parents. These less formal meetings out of the school environment maybe more productive and can help forge a school/ neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. Individual and Group Counseling - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. Incentive/ Recognition Programs - Incentive/ recognition programs will be developed by students, staff and patrons at each school. Ideas (suggestions) presented m the subcommittee meeting included? awards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the students choice for academic growth and the like. Wellness Program - A wellness program will be in place at each building with availability of a full time nurse. Students will be screened for physical health Md will also receive information on topics like self-esteem, nutrition, drug prevention and awareness Md first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. Camp Pfeifer - Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, udiereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is m inherent part of this program in assisting them to work with students on homewotit and academics. Students will participate in this program provided the funding of the program continues and it meets the needs of the students. Monitoring and Evaluation A. Verifiable Monitoring of Student Growth - The Planning. Research and Evaluation District will be assigned the task of developing a plan for verifiable Office of the District will be assignee uw uu*.------------ at tmicnt growth id for the development of reliable procedures to accomplish these tasks. This plan ud its accompMjinB procedures should tore uccouot not o^y test 1 ________ . V , class achievement as evidenced scores achieved on norm-referenced tests but also class achievement as evidenced Page 176 AB. c. D. by teacher tests and curriculum and criterion-referenced tesu. There should be long-term monitoring of student growth. Regular Monitoring of Student Attendance, Discipline/Behavior and Achievemnt- Reldar monitoring of student attendance, ducipline/behavior accomplEhed through the development of and use of mdmdual tiSiles by classroom teachers and the buUding administrator. This done on a minimum of a quarterly basE. Individual student of interventions and/ or programmatic changes will be predicated on identif . assessment will or enrichment indicators determined through ongoing review of data. in the Development of Student Educational Excellence Pl^ - The Involve Patents in the Development oibtuoem taucauonai school staff shall involve parenu in the development and momtonng of s educational exceUence plans. Parenu are the first teachers of their students and sec a context outtide the school. In the parental capacity, there u spec^ .. .. extremely them in l -------------------- -------- awareness of a childs potential, talenu and interests. This input is important in reviewing not only academic programs but also extracurricular, peciai skills and extended day activities. Quarterly Reports and Visitations - Quarterly reports wiU be made and will take place for the purpose of assessing student progress, facility lykeep care of grounds and equipment The monitoring team wiU toma staff, school staff, patrons and representatives from the community. s write goaE. not only for the school in general, but also personal goaE staff member has a duty to provide a climate conducive to learning and should how t^nm will be composed of district and model high expectations for all studenu. Students will also be involved in the goal setting process \"contracts* for their own achievement. and will formulate evaluators will be asked to complete evaluations E Student Evaluators - Student (------------- relative to the school, iu dimate and then educational expenence twice a year. F. Sdd Cltamte - Studchts, tcKhen, ri pBChts wffl be riked to complete . *ool climate survey once each year. involvement quesnonnaires to the studenu regarding changes made m rriSd ih this evriuriic pwccss. The sun-ey results edU J^S^d^th each school for dissemination. Computerized datt access will be a reality in all G. Compuurixed - .nd 'am be incennve schools so ^[^^^,^eeededreladw torii school progin Bpecis. immediate for reports Page 177~H. School Site Teams - School site teams will be created to work to implement needed ~ programmatic modiflcations which will be a greater benefit to the students. Membership on these teams will be routing and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. School Policies and Procedures A. Flexible Programs - Every student will receive individualized instruction every day, as needed. Programs will be flexible in order that team teaching and extended time blocks for additional student assistance as needed will be provided. B. Additional Items - It is recommended that each incentive school have:  a permanent assigned substitute who is familiar and dedicated to the building and program philosophy  at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach).  Uniforms for student (such as blue jeans and a white shirt)  dress code for staff  encouraged PTA attendance (and other parent meetings and visits), at least two (2) meetings per year, one of which shall be the Open House  student handbooks available at every building which are produced in and reflective of the philosophy and program at that building  a science lab-----  a computer lab (to be used for other than remediation)  a playground for PE purposes  additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools  community education classes should be investigated for presenution at incentive schools on a mrating basis for parenu in those communities to enhance their skills Page 178 Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to: - field trips - enrichment activities - tutoring X - parent/child \"make \u0026amp; take sessions - book fairs - physical education activities Page 179LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal I: To develop support programs and procedures which will allow Incentive schools to provide enhanced educational opportunities for an students. Objectives Strategies/ Activities Begbubig Dale V I. 2. To provide Homework Centers and Homework Hotlines for the students al these seboob through the extended day program. To eslabUsh training for peer tutors and an ongoing peer Inlorhig program for students. l.l 2.1 3. 4. 5. 6. s To use the skUb of retired teacher mentors to tutor and sponsor clubs. To enhance student kaming through exiensiw use of ebssTOora based ,'taslructlotul aides. To develop and Impkmenl a career sUUs developmeni program whkh wlU help * students develop awareness and motivate them to enhance skllb kading lo specifk careers. To develop a program for year round school includlDg enrkhmenl and remedbl options. 3.1 4.1 S.l 6.1 Ending Date Responsibility Evaluation Schedules vriU be set at the schools to meet their students needs. Honrs wUl meet student needs. Teachers and students vriU receive training to peer tutoring. A model wUI be put bl place. Teachers wiU supervise the process. Mentors vriU volunteer. TheywUl provide esira support to students and suppleaKnl teacbm work. Instructional aides with college hours vriU be employed one to a chssroom to assist teachers and students. Written bfbnnatlon, guest speakers, films win be used to make students aware of career chokes. Summer segments In remedtatlon/ ehrkhment, prescriptions for courses to be taken. Transportation may be provided. Pan AnnuaUy AnnuaUy Annually July August Annually June AnnuaUy Ongofaig Ongoing Ongoing Ongoing Ongoing July AnnuaUy AU divisions Staff Developmeni Asst Supts Coor of Inceollve Schools Office of Descg Educational Prog VIPS Human Resources Dept School Principab VIPS Educational Programs Coor of Incentive SchoolsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal I: (continued) Objectives Strategies/ Activities Beginning Date Ending Date esponsibllltj Evaluation 7. Community access/ filed trips are to be arranged for enhanced esperience for students. 8. 9. To build a program of community Involvemenl to be provided for students with access to communhy organizations and volunteer esperlences. Special skills programs to be offered after school on a four day per week basb. 7.1 Visits to historical, sclentlflc and cultural events and eahibIts within the Chy and around to state and region whh appropriale chaperons to provide educational tapnt. 8.1 Establish OIrV Boy Scoot programs at each school. September Annually Fall Annually 00 9.1 Establish offerings to loctude some of the followiBg: choir, music and dance In addition to Homework Center and peer tutoring. September Annually Ongoing Ongoing VIPS Educational Programs Curriculum Desegregation Quapaw Council Asst Supts for Schools Coor of Incentive Schools Principals School StafT nLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Ool tt: To establish procedures for admlnlstrallon and staffing of the Individual schools such that spectai skills win be brought to bear for the benefit of students at these schools. Objectives StratcgIesZ Activities Beginning Date Ending Date Responsibility Evaluation 1. To establish a viable program for staff recruHment. 1.1 12 IJ 2. To provide special iralntag for staff on an ongoing basis and special training for parents. 2. 3. To establish meaningful attendance and behavior guidelines. 3.1 32 4. To provide subject retaled activities to enhance student leamlng. 4. Nationwide search. Hire staff on a one year bash. Parents IO be Involved In the Interviews. Staff win demonstrate commhmenl Io working wkh \"al risk* youth. TBSA, PBT. working whh youth al rbk. analysis and use of data human retallons skids - parent training on assisting with homework, noirhion and human growth and dcvelopmeel. Tfane-oul area staffed whh trained personnel. Student/parent agreement for attendance and behavior. To Include some or al of math olympiad, junior great books. Olympics of the mind and the like. July Annually August AnnuaHy August Annually August AnnnaUy Ongoing Ongoing Ongoing Ongoing 1 R Human Resources Div of Deseg Office-Curricuhim School PriiKipal Staff Dev Coor Incenllve Sch Principals Principal School Staff Principal School StaffLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal HI: To create a nrniTiM of Counseling/soctol worfc to provide estrt support to students to ensure them opportunity for success. Objectives Strategies/ Activities Begiiining Date sndbig Date Responsibility Evaluation I. 2. To provide community services access for aU students who need additional support. To provide college/ post graduation awareness vb a mentoring program wkh rote modeb to help students pten for the future. I. 2.1 2.1 3. To provide student tratabg In study skUb. testing sUUs and Ustentag skUb. 4. To hold home/ neighborhood meetings to Inctease parental/ neighborhood Involvement In student fearelng. 5. To Increase parental Involvement so that parents become true partners fat the learning process. Compacts vrlth community agenctes, univershtes to assbt with student opportunkbs. Parental Infbnnatlon. Mentoring program. 23 Special emphasb 00 schoob rectuhing mlnorlly students. 3. Testing, tbtening and study AUb wUl be provided to students as weU as particahr ei^ertence In testing. 4.1 Meetings al neighborhood skes wkh smaU groups of parents. 42 Meetings al homes wkh groups of I parents. 4 J Involrement of ministers. 3.1 Parent assbunce at schoob. 52 Parents win sign home*k' lune AnnuaUy Ongoing September AnnuaUy September Annually September AnnuaUy September Annually Ongoing Ongoing Ongoing Ongoing S 8S 3 J Regubr communication between, school and home wlU take pbee 3.4 Day visits for parents. 3 J Schedule settings. VIPS Office of Deseg Curriculum Educational Programs PupU Personnel Counselors VIPS Educational Programs PupU Personnel Counselors. VIPS Educational Programs Principals School Staff Principal School StaffLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal III: (continued) E Objectives Strategies/ Activities Bcgiiinhig Date Ending Date Responsibility Evaluation 6. To establish learning lime schedules for the afternoon's emended day. 6. Schedule (sellings) weekly emended day programs based on hidlvldual school needs. August Annually September Annually Principal School Staff 7. To Improve home/school communicalioo. 7.1 Early Indicalor and early taferventloo programs. September Annually Ongoing Principal School Stair 8. 9 To establish meaningful elemeniaty emracurrlcutar activhles for students. To Implement Individual and group counseling for aU students. 10. Incentive/recognklon programs wtH be Implemented by 1990-91. II. To structure and begin wellness prorai\" students al each school. 12 8. 9.t 92 9J 2 1 Alert and Snocem cards sent regubriy to parents. Ohe students recognition and leadermilp opportunities vb ebbs and monkortag responsibilities. Peer bclUuiors. Counselors doing Individual and group counseling. Conflld resolution wiB be taught. lO.I Student recognition programs. lOJ Oood Chhen programs. lOJ Community Involmment In recognition. Il.l FuB-tlme nurse al each building. 111 Student screening. Ill Parent presentations. September Annually Ongoing Principal School Staff Pan Train Students Ongoing Pupil Personnel VIPS Partners In Education Health Services ILRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal III: (continued) Objectives Strategies/ Activities Itoginning I Ending Responsibility Evaluation 12. To work with community programs like Camp Pfeifer to supplement school programs for students. 12.1 122 I2J Study success of Pfeifer program. Work whli Director to target Incentive studentt. Work with other community groups to undertake similar projects. Date Date PapU Personnel DIstrici Divisions s nLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal IV\nTo more closely and thoroughly monitor Incentim schools fat order lo develop a clearer picture of student achievement al these buildings. Objectives StrategiesZ Activities Beglnnliig Dale Ending Date Responsibllitj Evaluation I. To develop a process for obtaining verifiable Informalion regarding student growth. l.l 12 2. To provide a systematic program for tracking student attendance, discipline, behavior a^ achlemmenl. 2.1 22 3. To Involve parents ta the developmeni of Student Educational Plans (SEP). 3.1 32 3J 4. To ptan and set parameters for quarterly reports and visitations by a mnkifaceted monitoring team. 4.1 42 4J 4.4 Developmeni of validZ reliable monkortag Insirumenl(s). Establish irataing for monkoring learns to use of the Instfument. To be done on a quarterly basb. Ctass and school profiles will be kepi In regard to attendance, behavior, discipline and achlemmeni. Develop SEP formal. Involve parents In wrking phn-based on student needs. To Include eattacurrlcnbr activities also. Develop reporting Format. Involve sMff. patrons, In mookorlng. Involve an staff In goal seutag. Bvahiale goal achievement. September Annually September AnnuaSy September Annuany September Annually Ongoing Ongoing Ongoing Ongoing J? n 3. To establish a student evaluator program for student Inpui and Meas. 3.1 Random seleclion of alndenis lo partlclpaie each year. Fan Ongoing 32 Student training*. 00 o* 32 Student generation of questlonnatres. Assoc Supts Ptanning Research and Evahialion Curriculum Specialist School Staff Pupil Personnel School Staffs PTA Officers School Staff Community Pbnnbig Research and Evaluation Planning Research and Evaluation School Staffs Principals 1LRSD desegregation plan implementation timeline AREA: Incentive Schools - School Operations Goal IV: (continued) Objectives Strategies/ Activities Beginning I Ending Responsibility Evaluation 5. (continued) S.4 53 5.6 Analysis of data collection. Conclusions generated. Report back to students on response Io student evniualloo. 6. To establish a program for computerized data access at each Incentive school. 6.1 6J 63 7. To establish she teams al each school to trnplemenl programmatic modiflcations to beneflt the students. 7.1 Inftin compnteri. 73 13 Tie tato mainframe. Write programs Ibr reporting student data In a variety of modes. Include representatives aB sctir^ departments (cuslodtal, food service, aides and leachers). Team membership to be rotating and on a semester basis. Plan for parent/student meettags for tapni. lA Plan Ibr Implcnieniailon of changet. 73 Make lecommendatlona Ibr changea. Date Date 1991-92 Ongoing Data Processing School Staff Assoc Supts PaB Annually Ongoing I Principals I School Staff n 3 7.6 Implement changes. 7,7 Evaluate changes. (Each aspect wUI occur on a reguhr and rotating basis.)1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal V\nTo reassess Individual school policies and procedures as they rebte to meeting the needs of ah snidenis. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To establish a flexible programming approach al each incentive school which compiles with standards and also meets Individnal student needs. 1.1 12 IJ 2. Areas Io be Invesllgaled for possibfe phn Inclusion. 2.1 Allow for team teaching by means of scheduling. Provide for opportnnllfea for students lo remain In chases for extended Ifane periods as needed. Develop n phn for hidividualhed Insirucllons wkhln the specific building. Pennaneirt assigned snbsillale In each Incenllve school lo be avalhbfe as needed. August Annually August Annually Ongoing Ongoing School Principal Staff Assoc Supts Asst Supts 22 At feast  ooe-hair time assisMat principal. 2 J Uniforms for students. 2.4 Standard dress for teachers. 2J Encouraged PTA allendance (al least two (2) meetings per year for parents/all meetings for staff). 2.6 Student handbooks will be avalhbfe al every school and Individual lo that school. 2.7 A science lab al each school. u 22 A computer lab at each school. 00 oo 2.9 A complete phygronnd for PC purposes.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal V: (continued) Objectives Strategies/Activities Beginning I Ending lesponsibllltj Evaluation 2. (continued) 2.10 2.11 Additional compenaatloa for teachers/principab who work the eatra time periods. Community educatloo cbsses should be Investigated for parents hi the Incentive school communities. 2.12 Salnidajr earichnwnl programs. Date Date School community members \u0026lt; ooI Section Three: Incentive School Staffing The selection and support of quality staff members will be critical factors in the success of Incentive Schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. Ongoing staff development for Incentive Schools must prepare the staffs to attain the standards of excellence they uphold for achieving student success and fulfillment of potential. Stafling A. Little Rock School District (LRSD) Incentive Schools Staffing Committef - A committee will be established to assess staffing needs for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and to determine procedures for staffing. The committee would be composed of teachers, parents, supervisors, principals, other administrators, and Joshua Intervenors. B. Staffing Needs Assessment - The needs and interests of student populations in the Incentive Schools will be considered before staff selections are made. Factors to be considered before adding new staff include the following:  Number of students per grade level  Race and gender  Academic achievement needs and interests  Disciplinary needs  Social interaction needs  Health needs Program goals and curriculum of the Incentive Schools win also be examined. The LRSD Incentive Schools Staffing Committee will then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The foUnwing full-time positions are recommended for each school but are not all inclusive of positions which may be identified during the needs assessment process.  Classroom teachers  Counselor  Media specialist  Music  Art  PZ.  Social Worker  Permanently assigned substitute teacher (for each Incentive School)  Reading (remediation)  Math (remediation)  Computer lab attendant  Resource  Speech  Specialist for alternative classroom Page 1909 Media derk . Instructional aides (one per classroom)  Program specialist  Principal  Assistant principal  Non-certified supervision aides The LRSD will taiplemeot oogoios neUonwide reenduneot r Rtatt - The LRSD wui unpicaii^uh members. Swe^S^Zlpecial empl^ o reenntmg quehfled BWonV.!?. of Section. Item F). D. Staff Selection will develop criteria for LRSD Ihcehtive Schools Suffiog .C\"^^lX7:S^hTidared principal and staff selection. All ^^hnol so that they may be Principals shaU be selected first for\n^ved in staff selection and coUection and review of smdent oaia. criteria will include, but not be limited to, the following. 1. The vacant.  Race and gender  Successful teaching and/or adnunistrative  Record of commitment tonality (jTcoUeagues, principals,  Strongrecommcndationsfromavaiictyofso^(ix.,couis with at-risk youth college professors, and other administrators) Resonices outlining program schoob StdSn,. Connmncc wffl deiop\u0026gt; d.\u0026gt;ip and contractual requirements. and spedal contracts 3. The Human Resources Department wfll advertise the positions. The LRSD from five to seven members composeo oi uw -e will select interview teams of  Teachers  Parents I SthS^Xinistrators as  Joshua Intervenors rcpresentttive . The io^mew education and outline eJ^principals. The principals will The teams wfll make Human Resources Department, who will in then make recommendations to th . c,.hnni Board. then make  wake recommendations turn to the School Board. Page 191 56. With Board approval, contracts will then be issued. Principal and staff will be hired on a onc-ycar basis and involuntary transfer or other decisions may be enacted at the end of the year, depending on quality of performance. (This will also apply to aides, clerical, and custodial workers). A. Staff Recruitment - Certain specific experiences will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school. I 1. 2. 3. A nationwide search will be conducted for staff. Principal and staff will be required to show evidence of a commitment to working in an urban district\nto working with youth at risk and to committing the time necessaiy to provide the kinds of support and services provided at incentive schools. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the performance and the success of the individual in woridng with students and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers. For the 1991-92 school year, all staff members presently assigned to Franklin School who indicate a commitment to the incentive school program will be given the option to remain in so far as a racially balanced staff can be provided. B. Staff Commitmeiit/Effectiveness Monitored 1. Staff conunitment will be reviewed infonnally by the teacher and principal on an ongoing basis thrnngh the use of clinical supervision and monitoring of Individual tnprtwetnent Plans. formal review conferences also will beheld. 2. Monitoring of staff effectiveness will be based upon student academic achievement as measured by test results and other forms of measuremenL Semi*annual formal review conferences will be held to assess staff effectiveness. C. Staff Development: The LRSD Staff Development Department A committee at cach incentive school will assess staff development needs, plan staff development experiences which will meet identified needs, and faciliute staff development activities. The committee wiU be composed of IRC spec^ts. parents, principals, and other administrators as appropriate. These activities will be coordinated through the Director of Staff Development and the Coordinator of Incentive Schools. Dau the needs of student and teacher populations in the incentive schools wiU be coUected and analyzed by each school. Information to be examined includes, but is not limited to, the following: Page 192f  Number of students per grade level  Race and gender  Academic achievement needs and interesu  Disciplinary needs  Social interaction needs  Health needs  Attendance records  Tardiness records Program goals and curriculum of incentive schools will be examined. A survey o staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Department and school planing conmttee will use these data to identify staff development needs for thc incentive schools md to meet the identified needs. The then plan quality staff development experiences committee will function on an ongoing basis as staff development needs WUi AiUA^UWAi we-r ------------------  zfhlv The LRSD Staff Development Committee also will meet on a mommy identified. '****-*.* w~... ---------------------- , . basis to plan activities related to meeting the needs of students who are achievmg below acceptable levels of mastery. The LRSD Staff Development Department will act as a facilitator for the ^ool staff development committees by coordinating, arranging speakers, and gathering materials. An evaluation of staff development experiences wiU be made by participants following each session. D. Minimum Staff Development Requirements - The foUowing staff experiences are recommended as a tninitnum requirement but certainly Susive of experiences which may be identified during the needs assessment process.  PET (1 cycle and a refresher course every 3-5 years)  TESA (1 cycle)  Classroom Management (1 cycle)  Effective Schools Training  Cooperative Learning and Learning Styles  ^nS Commu^Pon and Hnnun Relations Skills : sSS^. E. Teacher Demonstration Program - A district^de Teacher Demonstration Program -----which will enable teachers at the administrators as appropriate. be composed of leKbcs. prmcipals. ud other Page 193I r schools where schools would serve in the capacity programs, and The incentive . teachers from other schools could come and observe curriculum. It is hoped that experience v----- _ which would assist teachers statewide. would be gained through these observauons F. Master Teacher Program  7...^  A committee of ipcective school teachers aiid_ win be established re plan a p. toigaed concentration of J^^SXrstomstatewide.aadlocalcone^jm^ re to iaceative schools. The commiuee win be romped of Sieges aad Other administrators, and faculty representauves from sute anfl locai and local coUeges and universities. schools would serve as laboretory Kh\u0026lt;b where prospective to weds ot in oroviding quality education m-------------- studuB fohtSonint below accepreble leveU of nresteiy. enil  a desegregated setting, in meetmg the neetU m i fphnneing the SCU esteem of these students. A pool of prospective sreff membere would be drewp tom tnmrhnrc assigucd to incentive schools through the Master Teacher gram. The Ftodpal reid concn faaU^r represcore^ wiU reoto of strengths and concerns. ii the iaceative Bdtools re ideadlT  pSSadt would be solicited tom studeat teachets. This lafonaattoa worn Shared with the staffs of the incentive schools. G with Special Instructional Needs - An . Asissasree te Nb. Terehere real Oshere sHsh Instructional Resource Center (IRQ newly hired or who are ongoing support to teachers in thc incentive schwls^^^ e^rienciir\u0026lt;lifficulty. Demonstranon materials and program mplemrata^. 7 nth^ needs wiU be addressed and bulletin boards, environ^t^ from ^principal and staff of the through a remediation planSS^XS^artment to assist IRC.ThismCspedalistwmworkwitt^S^^^ The Districts Staff with intervice training programs through . --------- i nmvidine will be directly involved as Development Department inservice training throughout the school year. a resource in providing A orindoals. fHministrators. and parents will be A. comniiths^e compc^ unlive tchnol program and recommend changes for the selected to review thewifiSemachers thc opportunity to provide 199,42 odiool ,r. to progrem. 7- -\nH. A committee appropriate input after one\n^taplcoiMiostheprogreoi. -----. Teachers will receive a stipend for their meet work The committees report work five days earlier for inservice. Incenuve ive school rerohere re.^  work .heed oi ed re rep^w\n^^^^ ' Separate! _ schedule. Franklin -- the 1991-92 school year than other LRSD teachers for inservice. Page 194 I ILRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development 00.11: To Objectives Strategies/ Activities Beginning Date Ending Date lesponsiblllty Evaluation I. Delermlne staffing needs and promote staff awareness of bcenllw school concepts. 1,1 Establish Distrlcl Incentive Schools Staffing Commhiee to assess ttafftog needs for each Incentive school. 12 Identify staffing needs (classroom teachers and fun-lime support personnel.!.. counselor. Ubrarhn. music, art. P.. social worker, PAL reading. PAL math. PAL oornputer hb. resource, speech, non- certlfled spectallsl for aliemative classroom, media clerk, certified Insirucllonal aides. Bupervlslan aide, permanently assigned I substllnte teacher, program apedaUsl, prfocipal, asslsunt principal, and others. February 1989 February 1989 IJ 1.4 IJ n 1.6 Develop erherte for principal and staff selectloo based on race/gender, successful leachtag eaperteuces, record of commitment 10 qnaUty desegregated education, and strong recommendations from a variety of sources (coUeagues, principals, and others). Develop Job descriptions Io include special programs and contractual requirements for staff and principal. Dectare all positions vacant and advertise positions. Provide an Indeplh orientation session on each component of the Incentive schoob for prtacipab and staff of esbitag schoob. February 1989 February 1989 March I, 1989 February IS. 1989 March 1989 March 1989 March 1989 Mar 30. 1989 Feb 28. 1989 Assoc Supi Asst Supi Incentive Schools Siamng Committee Asst Supt Incentive Schools Staffing Committee Human Resources Director Human Resources Director Assoc Supts Asst SuptsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA! Incenllve Scbooh  Siadlng nd Swlf Developmenl Goal 1: (continued) Objectives StrateglcsZ Actlrilies Bifgtnnlng I Ending Responsibility Ernluatlon Date Date 2. Identify pool of prospective staff members and administrators. 2.1 Implement ongoing local and nat^al recruitment strategies whh specbl emphasis oo recruhlng qualified minority sulf members. February IS, I Ongoing 1989 Human Resources Director 3. Select principals and provide orientation and trafailng. 11 3.1 Mahiialn current flies on qualified prospective stolf members. Review criteria for principal selectloo based on successftil administrative eiqierience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superlnlendcnts cablnel, asslslant superlnlendent, FTA board February 1989 February 8, 1989 OngohiK Human Resources Director Associate Superintendent Assistant Superintendent \u0026lt; and others). 31 Begin local and national recruitment/application proceas. February IS, 1989 Human Resources Director 3J Select racblly balanced Interview teams of S-7 members composed of the following: teachers, parents, principal and othef adininlitfatota as approprtaie. Eaperlence to Interview process Is preferable. 3,4 Preliminary screening/ Interviews. March I. 1989 March IS, 1989 March 31, 1989 Human Resources Director Associate Superintendent Interview Teams Human Resources DirectorLRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA\nIncentive Schools - Stamng and Staff Development Goal I: (continued) Objectives Strategies/Activllles Beginning I Ending Responsibility Evaluation Date Date 3. (continued) 3 J Conduct final Interviews. March IS, 1989 March 31, 1989 Interview Teams Human Resources Director 4. Select staff. 3.6 3.7 4.1 *8 so Make recommendations to the School Board. Ptan and Implement orlentatloo arid irahihig hiservice to acquaint new principals of Inceotlve schools lo Job espectallons, procedures and timelines for suff Interviews and selection. Select racially bahnced Interview teams of 5-7 membeii composed of the following: teachers, patents, principal and other admlnbiratora as approprhie ftom Incentlw school communities. Esperlence hi the Interview process preferable. 42 Interview applicants. 4J 4.4 4J April 1.1989 Superintendent Make staff recommendatloos. Make staff recommendations for employment to the School Board. Issue and esptaln one-year special contracts. March I, 1989 March IS, 1989 Staff Development Committee Assoc and Asst Superintendents April 1.1989 AprU 1989 AprU 1989 May 1989 June 1989 June I, 1989 June 1989 May 31, 1989 Assoc Supt Human Resources Director Interview Teams Interview Teams Principal Human Resources Director Human Resources DirectorLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE ABRAi Incentive Schools - Staffing and Staff Development Goal I: (continued) esK Objectives Strategies/ Activities Beginning Date Ending )ate Responsibility Evaluation 5. Review staFT member employment/commitment and eflectiwness on an ongoing basis. S.l Review staff commitment Informally on an ongoing bash vrtth seml-nnnnal formal review conferences. August 1989 June 1990 Principal Asst Sept \u0026lt; so oo 53 Monitor effectiveness based upon student academic achlewmenl as measured by formal test results and other taformal forms of measurement. August 1989 June 1990 Principal StairLRSD desegregation plan implementation timeline AREA: Incentive Schools - Stamng and Staff Development Goal II\nTo Involve principals and teachers In the development and Implementation of a quality academic program for Incentive Schools. Objectives StratcgIesZ Activllles Beginning Dale Ending Date Responsibility Evaluation 1. To promote/ enhance leadership and staff understanding of the Incentive school concept. 1.1 Establish In cooperatloo whh the principals a detailed process and fomat ftw develophig the Individual Incentive School Plan. Msrch 3, 1989 , March IS, 1989 Supts Cabinet Asst Supt-lncentlve Schools 2. To develop cunlcuhim specific to the Incenllve schools. 11 IJ 2.1 21 Aaslst each twIMhig principal In presenting an Indepth pre-orlenWlon for staff on each component. Assisi each principal and staff ^h orientation session ft\u0026gt;r parents m the bcenllve schools. Idenilfy each area In need of  curriculum developmenl. Identify tetcheri for cnrrlcnhim teams. 2J plan orleniallon and format for curricnium development. Msrch I, 1989 March I, 1989 June IS June 1,1989 June 1.1989 March IS, 1989 March IS, 1989 July 31 lune IS, 1989 lune IS, 1989 i 2.4 Review preliminary draft of revised curriculum for LRSD. lune 1,1989 lune 30, 1989 Supts Cabtaet Asst Supt-lncentlve Schools Supts Cabinet Asst Supt-lncentlve Schools Principals Asst Supt-lncentlve Schools Curr Div Supvs Principals Asst Supt-lncentlve Schools Curr Div Supvs Principals Asst Supt-lncentlve Schools Curr Div Supvs Curriculum TeamsLRSD desegregation plan implementation timeline AREA! Incentive Schools - Siamng and Staff Development Goal II: (continued) Objectives Strategies/Activities Beginning I Ending Responsibility Evaluation Date Date 2. (continued) 2J Develop addhlonal components for each currlctthiin area. June 1.1989 June 30, 1989 Cnniculuni Teams 2.6 Proof and type Incentim school cnrricuhim guides. July 1.1989 July 20. 1989 Curr Division Principals 2.7 Pftot cti1cnln guldei. July 20,1989 July 30, 1989 Cunicuhim DI* 2J Distribute and provide Inservice oo the tarptemenialloo of the cnrricuhim guides. August I, 1989 August 30, 1989 Curriculum and School Division \u0026lt;* LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development Goal 111: To provide quaUty staff development experiences and curriculum. so that staff members are prepared to achiem Incentive School goals and to snccessfidly Implement propams Objectives Strategies/ Activities I Beginning Date Ending Responsibility I Evaluation )ate 1. Analyze staff developmeni needs for principal, certified staff, and non- cerllfled staff on an ongoing bash. 1.1 Establish a Staff Development Committee composed of teachers, IRC specbllst, parents, principab, and mher admtabtralors as approprhie lo pbn staff dcwlopmenl experiences necessary lo meet the needs and Interesis Identified through needs assessment. 1J Collect and review data on needs and hnerests ofiUndent popubllon. Urgeling Ulflsk- lewl, raceZg^r makeup, academic, KhleveTOni 0SVW ^9  ____________u^aiak mrlal needs/ Interests, dbdpMnaty needs, heahh needs, socbl Interaction needs, and attendance and Urdlnem records). 1J Conduct a survey to determine staff developmeni ^ds and tateresia (le. Staff Developmeni Survey) as retoted lo Incentive Schooh Program goals, cnrrlcolnm, and needs/ Inierests of student popubllon. 1.4 Identify staff members who have not participated In the _ a n a --------J AMumwInaaaMtm* following required Inservice experiences: a. PET b. TBSA c. Classroom Management d. Effcctlve Schooh Trabtag e. Cooperatlw Learntog/ Learntag Siyks f Human Effectiveness Trabtag (Elemenlary Curriculum) Parent/Educator Communication and Human Rebtlons g August 1989 August 1989 August 1989 AnnuaUy June 1990 Ongoing i Skllb IJ Assess staff members needs on an ongoing bash through clinical supervblon and monitoring of Individual Improvement Pbns. AnnuaUy Ongoing Incentive Schools Planning Committee Principal Staff Principal Staff Dev Planning Committee Principal PrincipalLRSD DtSECRECATION PLAN IMPLEMEOTATION TIMEUNE area\nIncentive School. - Sinning end SInH Development Goal III\n(comlnucd) Objectives StrategiesZActWlles Beginning Date Ending Date Responsibility Evaluation 2. Plan naff development eiqieriencea on an ongoing basis. 21 Plan a minimum ot the following naff devetopment activities for Incentive achool naff memberr. a. PET (I cycle and a reftedter course every M years) 1 b. TESA (I cycle) ___ c Classroom Management (I cycle) i Effective Schoob Training e. Cooperative Learning and Learning Stylet________. . f Human Blfcctheness Training^ i. Parent/Educator CommunIcatton and Human Rehttons SUUs Annually Ongoing Staff Development Department Principal 22 2J h. Mentor Teacher Program The LRSD Staff Demtopmenl Department win conduct ongoing planning of staff **P^* esperlefKCS rehted to n^s of nudents who are achieving below acceptable levels of manery. The LRSD Staff Develop^nt Department wlU ptan naff ^velopmenl activhles on an ongoing bash as needs/taterens are Identllted thrmgh the use of clinical supervbloo and monhorlng of Individual Impromment Plans. AnnuaUy AnnuaUy Ongoing Ongoing Staff Devetopment Department Staff Developnienl DepattmenlLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development Ooal lit: (continued) Objectives Strategies/ Activities Beginning I Ending I Responsibility Evaluation Date Date 3. Implement staff dewlopmenl actlvltiet. 3,1 Implement Staff Developmenl Commhlee activhles in order to lacilhate staff developoMnl experleoces (In, arranging speakers, gathering materials). Annually Ongoing Staff Development Department tu 32 33 Staff dewelopment actlvhlea. Annually Ongoing Staff Dev Dept Preseniors Staff 4. Implement Teacher Demonstration Program. 4.1 evaluate staff developmenl espcriencei. (Panlclpanla win evalnaie). Use Informailoa for Arturo planning. establish a dlsirtelwlde commhlee to plan a Teacher Demonstration Program where leachera al the Incenllve schools will serve as models Aw teachers In non^ncenllm acfaools tiaievride. The commhlee wiU be composed of teachers, principals, and other adminlstralora. 41 implemenl the Teacher Demonstration Program. 43 The principal In each Incenllw school will monitor the Teacher Demonstration Program and identify areas of strengths and concerns. These shall be shared wlih the siaff In each Incentive school.________ Annually Ongoing Presenters Staff lune Ongoing Incentive School Coordinator Asst Supts Annually Ongoing Teacher Demonstration Program Committee Incenllve Schb Staff Visiting leachers/ administrators Annually Ongoing PrincipalLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Stamng and Staff Development Goal III: (continued) I Objectives Strategics/ Activities Beginning Date Ending Date lesponsiblllty Evaluation 5. Implement a Mailer Teacher Program. 3 I Establish a dblrlctwide commhlee lo pbn a Master Tweher Program In which a concentration of student teachers from local and statewide colleges and nniveralltei will be asrfgned. The commhlee will be composed of teachers, p^lpab. mher admbbtraton and hcuhy representatives from local and state coUeges and unlvershlcs. Annually Ongoing Human Resources Dlr Master Teacher Program Committee SI Implement a Maaier Teacher Program In each Inceallm achool. Annually Ongoing Master Teacher Program Committee Incentive Schools Stairs 3 J Maintain a pool of prospective naff membem dtav, from the student teachers assigned to Incenllve schools through the Master Teacher Program. Annually Ongoing Faculty Reps from colleges and universities Principal Human Resources Dlr S  6. Provide assistance Ibr newly hired teachers or those esperlencing difficulty. 3 4 The principal and college hcuhy represeniallvea Mil monitor the Master Teacher Programs In each IncMilveachTOland Identify areas of strengths and concerns. These shall be shared with the sttff In each Incentive school. 61 Select an Instrucllonni Resource Center (IRC) Insiructlonal specialist who win provide needed assblance for the incentive ^oob. Specbl needs vrffl be Mentlfled and a Teacher Assistance Pbn (TAP) developed for teachers needed assblance In the ebssroom. Annually Ongoing Inly Ongoing Principal Faculty Reps from colleges and universities Principal Staff Dev Dept Human Resources DlrSection Four\nIncentive School Parent Involvement Researchers, practitioners, and policymakers consistently rank parent involvement Wgh among the components of effective schools. Research on family environments show children have an advantage in schools where their parents continuously support and encourage their school activities. Not all families know how to become involved in school-related activities and not all schools actively encourage and direct parent involvement. There have been many discussions on how to solve the problem of designing, implementing, and evaluating successful pwni involvement programs and thc most useful times of parent involvement. Surveys o teac ers, principals, parents and students, have identified five main types of parent involvement. The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being. Parents teach their children basic cogmnvc ano * ...  _i___1 kAi* ^htldr^n social gViiit in their child rearing activities and prepare them for school. Once their chudren are in school, parents are expected to provide support by arranging family life, setting es or \u0026lt;UC AU BWUWX* poicuu OAV WA|/WfcWW *w |awvww - V V--- - . ond practices wdiich promote alermess in school, providing supplies and space for homewor getting them to school on time. Most parents meet their childrens basic needs independently, but when these obligations are not met, administrators and teachers may be obliged to assist the family. Because parents vary in their experiences and skills, some schools take active roles in helping parents to understand and to build positive home conditions for their children s school leanung m behavior. These activities can include publications, workshops, and programs on panting, child development, nutrition, discipline, attendance, homework, television viewing, e use o community resources and services and other topics related to home conditions and pracuces that affect student success in school. A second type of parent involvement common to all schools is communication from the SCCOuO lypc 01 poreui uatwat\u0026amp;aaaw*** ------------------ _ - school to the home. The school has an obligation to inform parents about schMl an ihcir childrens progress, and parents are expected to act on the information th^ schools send home memos, elendm. of . calendars ot tne scnooi yw -k dUtricu iso offer upi. lessees o. schoolss communication can be designed so school to home and from home to school. that useful messages, ideas and questions go from A third and most commonly known type school building, usually in connection with parent of parent involvement brings parents to the volunteer assistance, parent audiences, and parent attendance at workshops. involvement at the school that go beyond valuable nnrent involvemeut ai me scaum There are benefiu fromi p non^caching duties. Having parents in classroom manag . paints to conduct learning activities with assistance in---------- active at school encourages teachers to their children at home. Page 20sI  I I i I A fourth major type of parent involvement is assistance with learning activities at home. The loaming activities should be designed to build general skills and behavior, or spec Unming skills that are directly coordinated with the childrens class work. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. Parents participate in PTA, PTO, or other formal and informal school committees, parent advisory councils, or other groups at the scnooi. district, and state levels. These groups maybe active as advocates for children\npamcipaw m school improvement plans\nhelp to formulate or revise school policies, program ^onnes, curricula, or budgets\nparticipate in the selection of new principals, teachers, or staff\npart in other school-related activities mandated by federal or state-funded program. decision-making bodies may meet and act autonomously, but they are part of the official Bnimrnine ctnirtiii* under the leadershio of school. district. Or state administrators. In a governing structure, under the leadership of school, district, or comprehensive program, however, aU five types will be effectively pracuced. All parents at im grade levels should be involved in purposeful communicatioo with the school, and in the education of their own children. We are only h^ginning to understand which types, formats, frequencies and locations of parent involvement lead to specific student, parent, and teacher achievements, attitudes u Principals can help teachers to successfully involve parents by coordinating. bChflVlOlS* L AaaaayBw  ------------------------------- J 1 flinP managing, supporting,funding,recognizing, and rewarding parent involvement, and by p E programs to strengthen that involvemenL We e^\u0026gt;ect the process of developing paren involvement activities to be on-going. Some suggested activities are listed below: 1. 2. Offer opportunities for adult community education. Establish a parent internship program in all incentive schools with the purpose of employing parents as teacher aides. 3. Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified. 4. 5. Establish mentorships between leachers and parents in the incentive schools. Establish a Parent Center in each school. 6. Assume responsibilities for development and distributions of a monthly communications packet. 7. Prepare and distribute parent handbooks and monthly calendar of events. I I 8. Require at least two or more home visits. 9. Provide parenting education classes. I 1 Page 206LRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal I: Establish and Implement a program the school community. for parents of students ta the Incentive School to equip then, with Job skill, necesury for emplopblllt, at aU levels within Objectives Strategies/Activities Bfiglnniiig I Ending responsibility Evaluation 1. Design and administer a needs assessment to determine community Interest and need. 1.1 Oller opportunities for aduh community education. 12 tJ 1.4 Establish an locentlvewWe Parent Intemslilp Program with the purpose of employing parents as teacher aides. Recruit patents from the Incentive scboots neighborhoods for teacher aides and other positions Ibr which they are qualified. Establish mentonlilps between leachera and parents In the Incenllve schools. Date I Date FaU AnnuaUy Fall AnnuaUy FaU AnnuaUy Fan AnnuaUy Ongoing Ongoing Ongoing Ongoing Coordinator of Incentive Schools Counselors Principals Teachers S *8LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incenllve Schools - Parent Involvemeot . 1. relations through a partnership which promotes good, poslllve Inieracllons and reactions lo the education occurring Goal II: To Increase school, community and human relations inrougn a paromiwv k sr- In the buUdIng. Objectives Strategies/Activities Beginning I Ending Responsibility Dvaluatlon 1. Establish a Parent Center In each school. 1.1 Provide resources and staff to house/operate the center which wM loan matertab to parents. 12 IJ 1.4 Trata a parent la the community to operate the center. Formubte a committee composed of patents and other school personnel to make recommendations on matertab. Assume responsibilities (or developmenl and dhlrnmtlon of a monthly eommunicalloos packet. Date I Date Fan Fan Fan Fan Ongoing Ongoing Ongoing Ongoing Coordinator of Incentlw Schools Asst Supt Principals Counselors \u0026lt; gLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal III: Increase parental Involvement and support bv devetoptog activhles and programs Io attract pirenn md ihe community Into the Khooh. Objectives Strategies/ Activities Beginning Ending responsibility i^valuatlon t. Develop a program that wiU assist parents to understand and carry out Ihe expeclailons of Ihe school. l.l 11 IJ 1.4 2. Use parent recognition as a tool for community and 2.1 parent Involvement. 21 Offer mini-workshops on topics such as: study sklUs, discipline, lime management, pre-reading skllh^ ftaanclal management, developmental learning sUUs. Request that parents come to Ihe school at least twice a year to pick up the report card. Provide and require opporlunHIes for counselors to have direct contact whh parents through scheduled meetings and home vishs. Bach school shaU demonstrate Ihe use of communhy resources In Ihe Insirncllonal program. Recognire parents monthly at PTA meetings for meeting Ihe schoora expeclailons.  Recognlte a communhy pet son monthly at PTA meetings for school Involremenl. Date FaU Fall Fall FaU FaU FaU Date Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Principal Teachers Principal Teachers Principals Principals S  2J Display parent/communhy recognition awards on a huUelln board In the entrance haU. FaU Ongoing Principals TeachersLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incenllve Schools - Parent Involvement Goal 111: (continued) Objectives Strategics/ Activities Beginning I Ending esponsibillty evaluation 2. (continued) 2.4 Provide school lunch vouchers and etc. for award winners. 3. CstabUsh a systematic spproach to ellecllm comrannicallon between the bone and school. 2J 3.1 32 3J 3.4 3J Involve students to the selectloo process of award winners. Identify at leasi three (3) key parent commnnicalors as a vital source for all to rely upon. Teach parents the system for advancing anpport and concern for the school. EstablMi a community resource Usl of role modeb and mentors. Invite community patrons of pre-school youngsters to PTA meetings and other parent tovolvemenl activities. Encourage parent attendance al PTA meeltags and other school related activhles. 3.6 Prepare and dbtrlbuie Parent Handbooks and monthly calendar of 3.7 emnts. Require parents to sign homework assignments, projects, etc. Dale Date Fan Fan Fan Fan Fan Fan August Augnst August Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing PrhKipals Teachers Communications Dept VIPS Principals Teachers Principals Teachers OLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Parent Involvement Goal III: (continued) Objectives Strategies/ Activities leglnnlng Date Ending )a(e lesponsibllity Evaluation 3. (continued) 3A Require parents lo call the school lo report absences and require the school lo can Ihe home and document reasons for absences. 4. Require contractual commhinenl from parents. 35 4.1 Require al Icasi Iwo (2) or more home visits. Require ah parents to sign contracts by having patents sign contract prior to enrollment In Incentive Program. Fan Ongoing Principal r\u0026gt;AREA: Parent Involvement Goal IV LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE : To help milor enhancement schoob provide p.reni with new remarcei. opportunhles .nd atra\u0026gt;egte to enhance .he .cMevemcnt of chlMren. Objectives StratcgIesZ Activities Beginning Date Endbig Date lesponsiblllty evaluation I. Strengthen Unkages between the home and the school. l.l Parenting education cbsses for mothers. Fan Ongoing Principab Counselors 11 Evening and Saturday cbsses lo eapose chndreu lo the Importance of science/math as means lo a heller future. tJ Use school as community center al mtafanal cost to user. Fan Ongoing 1.4 Workshops to eapose students and parents lo the Importance of science/math as a means to a belter future (reguhr workshops for students and parents). s o MLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal V\nTo strengthen the knowledge base of all teachera^ Afrlcan-Americaa hfatoty  tradhkwn, morab and wilue history. Objectives Strategies/ActWilM Beginning Date Ending Date Responsibility Evaluation I. Raise Ihe Iran level between the school and the community. l.l 11 IJ 1.4 Inservice coorses for teachers and school. Develop a speakers buresn for community groups In Ihe school \u0026gt;nes on educatloo bsues. Develop a calendar of events of uelghborhood actWiles and post ta the school. Develop an act that places high value on neighborhood pride - poster contest, talent dwws, participailoo In parades, cicm coordinaied by school staff. Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing \u0026lt; L4LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal VI: Establish a shared novernance team to ereiy school. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Valuation E SB 1. Formuble a committee of administrators, parents, and teachers to develop the school Improrement pbn. 1.1 12 IJ Provide an atmosphere where parents are open, honest and trnstworthy. Obtain masfannm topnt prior to making decbtons by tovoivtog more peopte to decbion making. Create a sense of ownership to decbtons throngh tovohement. Fan Fan Fan Ongoing Ongoing Ongoing PrincipabSection Five: Incentive School Parent Recruitment Aggressive marketing and recruitment are essential to the overall school oroeram Careful marketing of the incentive school program is the first step propam, T^e phe of Uta focus on providing general information to the community. The black commumty wui targeted during thc initial phase of marketing activities. Recruitment wiU be an ongoing process at the incentive schools. The puipose of recruitment program is to encourage voluntary assignments that will enable the schools to comply with the desegregation requiremenu. I. To provide information to the community about the incentive school program. A. Mail final report on incentive school program to special interMt and coMiu^ groups (ix. PTA Coundl, Junior League, Greek organizations. Ministerial Alliance. Tri-bistrict Council, ACORN, etc.). B. Conduct information sessions at churches located near churches throughout the community with large memberships. incentive schools and C. Conduct information sessions with special audiences. D. Establish Saturday information booths at such places as UniversiQf Mall^qrk Pl^ Mall, Wal44art Stores, Safeway Stores, Krt^ Stores, etc. St. \" fjornwinnity will also be targeted for information booths.* Stores in the black E. Secure special media coverage from local newspapers and radio stations. F. Develop highlights sheet for distribution to all elementary parents (and new elementary parents). G. Use telephone hotline.* H. Place highlights sheet in local businesses.* I. Special media coverage from State Press and black radio stations. Note: 'Will be dOK is conjunction with promonon of etudeot assignment ptan. n. To implement a recruitment program with the desegregation requirements. that will enable the incentive schools to comply A. Brochures - for each incentive school. Brochures should Produce a brochure fm each incenuve scuou*. ----------------------- ^Xol ipectal resoorees. prognuos. theme taformeuon, p.^- 01 scnowi, ____ . - Tn.TnhT with hnef include: photo in-education information, grants received, honors, list of staff members with brief credentials. Page 215B. C. D. E. F. G. H. I. J. K. L. PSAs - Produce generic public service announcements for all incentive schools. Billboards - Use billboards, bus benches, etc., to advertise generic information about incentive schools. Seek donated space. Billboards throughout Pulaski County should be used. Media Blitz - Conduct an ongoing media (radio, TV and newspaper) blitz to heighten public awareness regarding incentive schools. Pursue funding donations from community. Videocassette Recordings * Produce short (10-15 minutes) videocassette recordings to be used in public presentations (ix. PTA meetings, realtors, etc.) Flyers * Produce generic incentive school flyers to be distributed throughout Pulaski County. (Example: insert flyers in utility companies* bills\nmass mailings to targeted K-S white parents in NLRSD and PCSSD. Open House - Provide special open house opportunities at incentive schools. Nei^dmrfaood Blitz - Target geographic areas/neighborhoods to receive informational blitz regarding a specific incentive school. Stress group preference as an assignment option. Mail individual school brochures to each elementary student in targeted area. Tours * Conduct small group Tor Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc., with the incentive schools. State Department of Education - Request a special designation from the Arkansas Department of Education (ix. \"Five Star Schools\", \"Model Schools\") to be used in marketing incentive schools. Celdirities - seek incenter- school endorsements from local celebrities. Arrange visits by celebrities, news events, special ceremonies, etc., to generate media coverage. Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers to incentive schools. M. RprniityFB - Hire two parent recruiters to conduct recruitment activities. N Speakers Bureau - Establish a speakers bureau for each incentive school. The parents of white students enroUed in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, etc. Page 216m. To monitor and schools. evaluate the effectiveness of the recruitment program for the incentive will also serve as thc The Little Rock School District Biracial Advisory Committee wilI se^ ____:____tnr incentive school recruitment program. Thc Little kock rnmniittee for thc school recruitment program steering committee tor me mceaurc on the District omce of Desegregation will be responsible for submitung bi-mo P implementation and effectiveness of various recruitment strategies. These reports shared with the Little Rock School District Board of Directors. The Biracial Advisory Committee will review each bi-monthly report and recomme^ w and/or Office of Desegregation any changes needed m recruitmM the Board of Directors and/or Office of Desegregauon any enanges strategies/activities. Thc Biracial Advisory Committee wiU also appomt with in marketing/ advertising to advise the Committee on rccruitmen s The Biracial Advisory Committee will evaluate thc recruitment The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report on the incentive school program. Page 217\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_1054","title":"\"Little Rock School District, A Review of Outsourcing as a Tool for Developing or Managing Business Process,\"\" Process Management Group, Coopers and Lybrand, , undated","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":["1950/2026"],"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","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Economic aspects"],"dcterms_title":["\"Little Rock School District, A Review of Outsourcing as a Tool for Developing or Managing Business Process,\"\" Process Management Group, Coopers and Lybrand, , undated"],"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/1054"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["67 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n.. :: :.._:\\(:.  : :\n:.y:\\::.:-::\\):'-:.:, .. i :1 ..': :.:.,, . ,. 1 ,    . ,\u0026gt;\\,,_,. -:,,\n. .-\n ,.:. -: . \n= . .- : .- : .. :_:_ . . . ....  ,.,1111: UijUUUUU ijUUUUUUUUUUUUUUUU~~UU~D uuuuuuuu~uuuuuuuuuuuuuuuu~~~uuuu UUUUUUUUI u u u u u u u u ~ u u Fortune soo, 80% IJ 1J U U U 1J U U lJ 11 0 U lf'U U u u uuu 1111111JUT.JV1rU ij ij ij u u (1 u u u g u u n n n n n n n n n n n n n n n n n n n n n n n ~! n n n n n n n u ij ij u u u u u u u u u u u g g g g g ~ g ij ij ij ij ij u u ~ i \" u ij ij ~ u u u u g u u u u u u u u u u u U-0 ijij~ijijijijij ij ij ~ ij ij ij ij ij \\) ~ ij ij I.L \\L .U U ,U U U U U U U U l.l IT1ITU ir-lill ft \" \" fl \" \" \" \" \" ft_ft_.\" :f.l .ft \" ftjft __ ft_ft~ft_fl_fl._ft .... fL I\" .. ft I\" Jf.l. \" ,,_,,.dfl_fl~J\"  --ft~ft\"--ft_ft ft _fl_fl ft _fl ft _ft_Jt_J! ft_ ft_ fl __ J'r__jfl_J~_Jlf_.ft ff -~ .ft .ft 1ft~ tt=\u0026gt;fl .... fl_ ft _ft\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_1130","title":"Little Rock's Public Schools: A Plan for Success by Little Rock Alliance for Public Schools to the Little Rock School District, the Office of Desegregation Monitoring, and the Little Rock, Community","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":["1950/2026"],"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 School District","Education--Arkansas","Educational statistics","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["Little Rock's Public Schools: A Plan for Success by Little Rock Alliance for Public Schools to the Little Rock School District, the Office of Desegregation Monitoring, and the Little Rock, Community"],"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/1130"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["161 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock's Public Schools: \"A Plan For Success\" Submitted By: FOR OUR PUBLIC SCHOOLS To The Little Rock School District, The Office Of Desegregation Monitoring, And The Little Rock Community LITTlE ROCK FOR OUR PUBLIC SCHOOLS BOARD OF DIRECTORS LET A JO ANlHONY The Leadership Roundtable 515 Pershing Boulevard. Fourth Floor North Little Rock. AR ROBIN ARMSTRONG Former Little Rock School Board Member Arkansas Children's Hospital 800 Marshall Street Little Rock. AR 72202 REV. STEVEN MARCUS ARNOLD Pastor. St. Mark's Baptist Church 5722 W. 12th Street Little Rock, AR 72204 DEBORAH FRAZIER Division of Child and Adolescent Health Arkansas Department of Health 4815 West Markham Street, Slot 17 Little Rock, AR 72205-3865 BILL HAMIL TON Former Little Rock School Board Member Director. Division of Reproductive Health Arkansas Department of Health 306 Arthur Drive Little Rock, AR 72204 JIM HATHAWAY The Hathaway Group 100 Morgan Keegan Drive Little Rock, AR 72202 DR. REX M. HORNE, JR. Pastor. Immanuel Baptist Church 1000 Bishop Street Little Rock. AR 72202 JANET JONES The Janet Jones Company 7915 Cantrell Road Little Rock, AR 72207-2493 BAKER KURRUS Shults, Ray \u0026amp; Kurrus 1600 Worthen Bank Building Little Rock, AR 72201 MARY MANNING Vice President \u0026amp; General Manager. Arkansas Division Southwestern Bell Telephone Company 1111 W. Capitol Street, Room 1070 Little Rock, AR 72201 VIRGIL MILLER Director of Community Development Boatmen's National Bank of Arkansas 200 West Capitol Avenue Little Rock. AR 72201 DELIA MOORE Pulaski County United Way 615 West Markham Street Little Rock. AR 72201 JOHN STEURI Chairman \u0026amp; CEO (Retired) ALLTEL Information Services, Inc. 4001 Rodney Parham Road Little Rock. AR 72212 SHERMAN TA TE Vice President - Arkansas Division ARKLA Gas Company 400 E. Capitol Avenue Little Rock. AR 72201 RETT lUCKER Flake, Tabor. Tucker. Wells \u0026amp; Kelley. Inc. 425 W. Capitol - TCBY Tower Little Rock. AR 72201 ODIES WILSON Executive Assistant Office of the Governor State Capitol Building Little Rock, AR 72201 Page 2: \"A Plan For Success\" EXECUTIVE SUMMARY This paper, entitled \"A Plan for Success,\" contains the following recommendations by the Alliance for Our Public Schools:  Increased enrollmem is critical. Our school leaders must recognize the relationship between enrollment and school finances. -  Enrollment can be increased through aggressive marketing of the Little Rock public schools system as an education system superior to schools anywhere in the state of Arkansas.  School enrollment registration or pre-registration should be available throughout the year, instead of a narrow period of time.  Children in satellite zones should be allowed to attend neighborhood schools if they choose. This would increase parental involvement in the schools.  Relax racial balance ratios, which would relieve the over-capacity area schools.  Construct a new area elementary school in Little Rock west of Interstate 430.  Rebuild Stephens Elementary School as an area school in central Little Rock.  Close under-utilized schools that are below acceptable structural and engineering standards.  Create criteria for dosing outdated and under-used school buildings.  Create alternative schools at every level.  Achieve financial stability through increased enrollment.  Concentrate budget cuts on operational costs, not classroom costs.  Adopt a new accounting method called Finance Analysis Model, which allows for understandable school budgeting.  Devote all resources necessary to reduce class size in racially identifiable schools.  Create a workable combination of community-based programs and school-based programs.  The District's administration and Board of Education should seek a mediation service to help them overcome personality conflict and strive for unity, teamwork and true leadership.  The District should recruit the highest quality principals and give them the authority and support to create stability and promote educational success in their schools. Page 3: \"A Plan For Success\" INTRODUCTION The Little Rock School District again finds itself at a crossroads. Continued declines in enrollment. increased financial pressures. and the seeming inability by the District's leadership to work together have created an unstable environment that has reached crisis proportions. Out of this crisis atmosphere have come major initiatives by parents. business leaders. community leaders and others who share a deep concern for the District's future and the Little Rock community as a whole. Their concern for and commitment to the Little Rock School District have led to the creation of such groups as the Little Rock Alliance for Our Public Schools, Parents for Public Schools. and the African-American Fact Finding Committee. It is a result of this concern and commitment that the Little Rock Alliance for our Public Schools submits to the Office of Desegregation Monitoring and the Little Rock School District the attached \"Plan For Success.\" which addresses the issues facing Little Rock's public schools and lists recommendations that can provide greater opportunities for the children of the District as well as the community as a whole. The District is seeking relief from federal court monitoring. Because we are an organization composed of parents. grandparents and business and community leaders - not school employees - it would be inappropriate for the Alliance to comment on the status of the obligations outlined in the Desegregation Plan. However, we do believe that even if the federal court were to find unitary status today or ask for Plan modifications, our recommendations would be the same. These recommendations are based on shared goals - that the Little Rock School District strive for a high quality. integrated educational system with strong community support. Our recommendations build on the strengths of the existing Desegregation Plan. The Alliance believes the recommendations foster and advance the ultimate goals of the Plan. namely quality integrated education for all students. With that in mind. the Little Rock Alliance for Our Public Schools submits the following case statement. This problem analysis and included recommendations are offered with the intent of working with the Little Rock School District in any possible way to help identify problems as well as serve as problem solvers ourselves. We hope that the School Administration. members of the LRSD School Board, the litigants and other members of the Little Rock community will find new energy and a renewed sense of hope as we strive to help bring about an even more excellent public school system equipped to provide the highest quality education to every student in our District. It shou'ld be noted that school budget data and census information regarding school population were provided by the School Administration and the Office of Desegregation Monitoring. unless otherwise noted. IDENTIFYING OUR BARRIERS Decreasing Enrollment in little Rock's Public Schools Since 1991, the Little Rock School District has continued to see students and patrons depart our public school system. In fact, the following chart speaks for itself in terms of the enrollment trends that have become anticipated and commonplace within our public school district. Page 4: \"A Plan For Success\" Year Total Pop. Blacks Whites Others 1986-87 19,437 71% 27% 1% 1987-88 26,867 61% 38% - 1% 1988-89 26,633 63% 36% 1% 1989-90 26,042 64% 34% 1% 1990-91 25.749 65% 34% 1% 1991-92 26.301 64% 34% 1% 1992-93  26,212 64% 34% 1% 1993-94 25.594 65% 33% 1% 1994-95 25,231 65% 32% 2% 1995-96 24,922 67% 30% 2% The huge increase in enrollment between the years 1986-87 and 1987-88 was caused by the LRSD's expansion of its boundaries to the Little Rock city limits, as required by the Federal Court. - At that time, the LRSD took in a number of schools that had been part of the Pulaski County Special School District. Thus we are using the population of 26,867 as our benchmark figure for the Little Rock School District. A population decline over the next eight years is clearly evident. Projections by 3D Internacional. a Houston consulting firm, tell us that by the year 2005, the Little Rock School Discrkc could have as few as 21.000 students. These numbers are alarming for those who see a direct link between the public schools and the well-being of our community as a whole (See Addendum). Increasing Private School Enrollment A cursory review of private schools shows chat affluent and advantaged students, both white and black. are leaving the District and entering the private system. As enrollment decreases, discussions increase regarding the closing of our public school buildings. The private schools in Little Rock continue co add enrollment and expand their physical plant facilities. Recent reports indicate that a third of all school-age children in Little Rock attend private schools. In fact, in 1992-93 (the latest year for which we have figures), enrollment in private schools increased by 1,000 students from the previous school year. for a total enrollment of 10.787. Pulaski Academy has expanded co approximately 1.300 students. and has no more room at its current site to grow. The Arkansas Baptist Schools have constructed a new high school campus in west Little Rock. Christ Lutheran Schools recently acquired additional property and announced the intention to construct a new high school. Two new private elementary schools were announced for completion in the next six months. Christ the King Catholic Church has recently acquired additional property. Walnut Valley Academy has announced its intention to construct a new K-12 school on the western limits of Little Rock. Word of Outreach, Heritage Christian Schools, Agape School and many ochers are expanding. It is no secret that the children and families who are enrolling in the private education system are the citizens we should be attracting co the Little Rock School District. Page 5: \"A Plan For Success\" It is important to point out that the Alliance directs no criticism. toward private schools for the problems faced by the Little Rock School District. Instead, the current public education situation in Little Rock has directly resulted in a demand for alternative choices, namely schools that are perceived as safe, friendly, convenient, excellent in their instruction, and free from relentless controversy. In turn, the District has not outlined a plan for aggressively marketing the outstanding education it has to offer. Major demographic changes are occurring in Little Rock .. The City has experienced explosive growth in the western part of the City, but the District has not constructed a new school in that part of the city since 1979. The central city has lost school-aged population, while the south and southwest parts of the City have continued to increase their student population. In 1987, 51 percent of the high school students who attended LRSD high schools were African-American. In 1995, 67  percent of these students are African-American. If present trends continue, the LRSD high schools will be 80 percent black within five years. Any discussion of ratios and the related need to attract white students should not be misconstrued. One-race education institutions are not, in and of themselves, necessarily bad or inferior educationally. In a community that is multiracial, however, one-race institutions - of either kind - are indicative of a dual system that may not be funded appropriately or may not be equal in the quality of education provided. In a multiracial community such as Little Rock, a one-race public education system will inevitably result from a dwindling student population:.. ln addition, a dwindling student population ultimately results in funding deficiencies, which could ultimately lead to, again, educational inequities. Unless the challenges facing the District are met with bold action, current trends indicate the City will find itself embroiled in a dual system of education, one public and one private. The private system will serve those who can afford to pay, while the public system will be left to primarily serve those who cannot pay or cannot relocate into surrounding areas.  Meeting the Challenges of Demographic Change Just as we witness the flight to private schools, Little Rock is also witnessing family flight to surrounding communities. Surrounding suburban schools are burgeoning. It is difficult to quantify the exact number of families who have relocated to surrounding communities or those who have chosen not to move to Little Rock. But we do know that while the Little Rock School District loses student enrollment, communities such as Conway, Cabot, Sheridan, Bryant, Benton and other surrounding towns are all experiencing substantial growth. Below are 1984 and 1994 enrollment figures for some of these surrounding school districts: 1984 Enrollment 1994 Enrollment 10-Year Gain Conway 4,888 7,160 2,272 Cabot 3,686 5,873 2,187 Benton 3,765 4,424 659 Bryant 4,521 5,530 1,009 TOTAL 16,860 22,987 6,127 This growth is also reflected in the issues facing each of these school districts. While the Little Rock School District has languished over the issue of closing several of its school facilities, the Cabot School District recently approved numerous construction projects as a result of growth last year of about 150 students (5.6 percent). Little Rock's city officials and the Greater Little Rock Chamber of Commerce representatives have not scientifically proven the reason for this suburban flight. But anecdotal evidence certainly assumes that urban flight is a direct result of issues surrounding crime and the perception of the public school system. Page 6: MA Plan For Success\" Financial Pressures on the Little Rock School District The Little Rock School District has received from the state, by virtue of the desegregation case settlement, $59 million for compensatory education and other desegregation expenses. These payments have, for all practical purposes, dwindled to an insignificant amount and will soon be limited to Majority-to-Minority transfer funding and Magnet School funding. Without these desegregation funds, the Little Rock School District must adjust its budget and begin to operate on the normal funds allocated by the state and by the taxpayers of Little Rock. The Little Rock School District faces dwindling financial resources from the State. Every time we lose a child from our District, the schools eventually lose money that is allocated on a per pupil basis. Because of the four-year enrollment decline, it is no surprise each spring when District administrators and school board members begin discussing programs that must be cut and school buildings that must be closed. This financial squeeze is not just a result of inflation or increased expenses for employees but is also a result of ongoing enrollment declines that translate into decreased funds from the state and the city, loss of desegregation funds, and failure to fully adjust to changing conditions. School and community leaders must begin to look at enrollment in terms of its economic impact on the Little Rock School District. Take for example the current funding formula for students in the Little Rock public schools. For every student who attends the Little Rock School District, the District receives approximately $4,600 in combined taxpayer money to pay for the education of that child over a nine month period of time. I The following information provided by the LRSD Food Service Department indicates that with each year of decreasing enrollment, the District has also experienced an increasing number of children eligible for the free and reduced price meal programs. School Year Enrollment Free/Reduced Eligible Percent 1991-92 26,070 11.574 44.40% 1992-93 1993-94 1994-95 1995-96 26,139 25,840 25,285 24,844 12,051 12.300 12,792 12.577 46.10% 47.60% 50.59% 50.62% As the private schools and suburban communities continue to attract predominately middle and upper socioeconomic patrons, the Little Rock School District is left with a larger percentage of lower socioeconomic students - both white and black - who have special educational and social needs. OUR FUTURE: Educating a District of Children with Greater Learning Challenges Many elements of the current Desegregation Plan have resulted in positive programs and achievements for many students in the Little Rock School District. Yet, the philosophical basis for the original Plan is rooted in old educational ideas. Unfortunately. the school district has not kept up with recent educational developments. Page 7: \"A Plan For Success\" Although the Desegregation Plan set out to desegregate the school system, it is clear that the present trends, if not changed, will result in resegregation of the children. Little Rock will again have a dual system of education - much like the one that was declared unconstitutional by the Brown v. Board of Education decision - except worse, because the public half of this new dual system will cons,ist primarily of those economically disadvantaged students, white and black, who lack the ability to leave or pay for a private education. These students have special needs that cannot be met by a district with dwindling financial resources, directly attributable to dwindling student enrollment. We must have the resources to educate children with special needs. children who have failed in the regular classroom and children who have no learning support at home. The fundamental task of the Little Rock School District is to provide a quality education to all students. However, the fundamental question is whether the Little Rock School District can achieve its goals if present enrollment trends continue. Lost revenue reduces the per capita program resources actually available for each remaining student because the r~maining administrative and facilities costs are spread over a decreasing_number of students. Real solutions to real problems - such as excess facilities and staffing - must be identified and implemented by the leadership if we are to adequately address these challenges. MEETING lHE LEADERSHIP CHALLENGE It takes a well-planned and well-managed effort to create an environment of learning that challenges and unleashes the potential of every student in the classroom. Schools with that kind of reputation are in high demand by today's demanding parent. And we can look at successful public and private schools within our community - some of which have not enjoyed an abundance of financial resources - and see that one obvious key to success is leadership within the school. A key component of leadership is the ability to work well together as a team. If the Little Rock School District is to create a strong sense of support and faith by the community. it is imperative that the community has leaders who are vigorously addressing the needs of the District and the children that it serves. It is apparent that there is too much unproductive discourse among administrators and school board members. News media reports abqut the public school system oftentimes focus on the i_nfighting between school board members and District administrators. As the District's leadership continues to prolong its disagreements. patrons of the District grow weary of the lack of focus on the important issues facing the Little Rock schools. The current conflicts are perceived as power struggles and personality disputes rather than disagreements over school facilities. educational programs. or school assignments. It is time that District administrators and school board members recognize that their inability to work together plays a key role in how the public perceives the stability of the Little Rock School District. The key focus of the Little Rock School District should be on providing quality education for our children. The District must also recognize the important leadership role of the school principals. It is the principal who can provide an environment of learning, a sense of stability. and productive relationships with students. teachers and parents. This type of leadership can ultimately lead to the success of an individual school. The Little Rock School District needs to continue to attract and train the highest quality principals and administrators. And once attracted. recruited or promoted. they should be empowered to accomplish their objectives while being assigned to a school with the goai of staying for a significant length of time so that they can help create stability and promote success. Page 8: \"A Plan For Success\" \"A PLAN FOR SUCCESS\" An Introduction In order to recover students who are now attending private schools or who are not coming into the District at all. the LRSD must begin to \"Plan For Success\" by addressing six fundamental and interrelated issues:  Increasing Enrollment.  Marketing the Schools.  Creating Financial Stability,  Addressing the Facility Needs of Our Community.  Decreasing the Achievement Disparity Among Students. and  Building Effective Leadership. This \"Plan For Success\" is a road map for improvement that requires fundamental adjustments in the basic attitudes of every person who works with or for the District. The initial actions are designed to build enrollment, ensure financial stability and place educational \"capacity\" where it. is needed. At all times, and without fail. every step should be toward a district that is broad-base~\nL fair and committed to quality education. The simple objective should be the delivery of a full measure of resources to every student in the District so that all students reach their full potential. The focus needs to be returned to meeting the educational needs of children. whatever those needs may be. We can all benefit from a \"Plan For Success.\" There is nothing more important to this city. We must not settle for anything less than success. If we work together. we can achieve it. Marketing Our Schools In spite of its current problems. the Little Rock School District provides one of the best educational experiences in Arkansas. The Little Rock School District offers more foreign languages and more advanced placement courses than any district in the state. LRSD is operating two nationally recognized programs on a trial basis - \"Great Expectations\" and \"Reading Recovery\" - that go beyond remediation and instead bring children to the appropriate level of learning and performance. The LRSD offers more school choices, including vocational/technical training. than any district in the state. And our high school graduates continue to score high on college entrance exams. positioning them for scholarships and acceptance to some of the country's finest institutions of higher education. With all of that said, why, is it that the Little Rock School District continues to see decreasing enrollment? The answer is simple - LRSD does not adequately communicate its message to the families who have the opportunity to be a part of public education in Little Rock. or provide persuasive information to potential families at \"the point of sale.\" Now is the time for the Little Rock School District to be assertive and competitive. Whether we like it or not, an \"education marketplace\" has been created - a marketplace of abundant private competition. Page 9: \"A Plan For Success\" I / I Information is becoming available that explains why people choose cine school over another. Some of these characteristics are:  high expectations of students  results oriented  special programs offered to meet students' needs  good curriculum for their students  open. warm atmosphere  accessible staff  positive communications  academic and athletic achievement  involved parents  safe schools  safe neighborhoods  location convenient for parents  parents and alumni speak favorably about the school. The good news is that the Little Rock School District can already claim most of these accomplishments from among our current student/parent body. So why do parents in Little Rock not know about it? Because, again, the District is not adequately telling its story. For example. the current line-item budget by the LRSD for general advertising is $1,500. Advertising for incentive schools currently has a budget of $9,500. Private schools spend much more to advertise their product to parents looking for alternative choices. The Little Rock School District should do the same. Marketing and advertising the product need not be expensive, but adequate funds should be allocated.  The Alliance strongl3/ recommends that the Administration and the School Board give serious consideration to developing a comprehensive marketing plan that establishes a warm. friendly and personal relationship with families who might choose to enroll their children in the Uttle Rock public schools. This plan should be aggressive, creative and should welcome the advice and participation of as many grnups as possible - groups like the Little Rock PTA Council. Parents for Public Schools, The African-American Fact Finding Committee, neighborhood associations, and marketing professionals from the private sector. These representatives should be asked to assist with developing and implementing the plan. Once the plan is put into place. adequate funds should be allocated for effective implementation. When the plan is formulated and funded. the next step is to communicate the marketing mission to every employee in the Little Rock School District. All District employees must understand their important role as ambassadors of public education and how they can influence student enrollment/ recruitment in our public schools. Every District employee must consider himself or herself to be a member of the LRSD Marketing Team. Another change that should be made is to make registration/pre-registration available throughout the year. At the present time. we have imposed restrictive time periods on families who seek to register their children into the District (other than those who relocate into the area). The District should eliminate any time restrictions and never send away a prospective family because the day they decide to enroll in public schools is not convenient for the school district. The Little Rock School District should also give strong consideration to working with the private sector in providing marketing training to those employees who have frequent contact with prospective LRSD families. No private sector organization places employees in marketing positions without giving Page 1 O: \"A Plan For Success\" them adequate tools and adequate training. Such should be the case for public schools, as well. The City of Little Rock has an abundance of marketing experts who would lend their expertise to our schodls. Due to the successful private sector partnerships created by the Volunteers in Public Schools program, the Little Rock School District has enjoyed increased volunteer hours. additional professional resources. and abundant in-kind contributions for the fifty schools the programs serves. The private sector partnerships are also successful at the District level and should be utilized in any organized marketing effort. The Little Rock Alliance for Our Public Schools and the Greater Little Rock Chamber of Commerce recently organized a two-day open house for the community called \"Show and Tell.\" Because the campaign was communicated to the public through public service announcements, the only cost to the Alliance and the Little Rock Chamber \\.,Vas a minimal amount for printing and postage. The results of this two-day event included over 350 visitors inside the LRSD school buildings. Many schools reported recruiting families who were not previously aware of the District's extensive computer labs. curriculum and library resources. the high caliber of teaching staff, the level of parental involvement, the strong tutoring and mentoring programs, enhanced playgrounds, extracurricular programs and numerous other advantages. \"Show and Tell\" proves that if the public can be brought into the school buildings, they can witness the high-quality educational system LRSD has to offer. The Alliance is currently working with the District in hopes that we can continue this campaign and conduct it next year at an earlier date. The Little Rock School District also needs to make area Realtors, Little Rock CEOs and human resource managers high priority partners. Without the support of those business interests, families who relocate into the city may not find out the good news about Little Rock's public schools. It is imperative that the District. with community support, produce a comprehensive and up-to-date communications package that clearly tells the story of the great things happening in the Little Rock public schools, school-by-school. Again, a package such as this could use the assistance of the private sector. In order to survive in today's competitive market, the District must change into a friendly, accessible, service-oriented organization. It muse adopt the same marketing principles that make or break the American business community today. And it must aggressively and actively seek to meet the needs of every student and parent - current or prospective. But with careful planning. adequate funds and community participation. the Little Rock School District can position itself to be \"the school of choice\" in the Little Rock community. STEP2 Increasing Enrollment Under the current student assignment plan, area schools in majority white neighborhoods have attendance zones that surround each school. In order to provide the source of minority students for schools in majority white areas, satellite zones were established in majority black neighborhoods. Some of these zones are fairly distant from the schools. Children in satellite zones are not given a neighborhood alternative. The use of out-of-neighborhood attendance zones has also increased the - burden on parents who have found it more difficult to attend school meetings outside of their neighborhoods. Parental involvement in a child's school confirms to the child that school is important. The issue of increasing parental involvement should not be ignored. Page 11:  A Plan For Success\" The use of satellite zones has had a positive desegregative effect in some schools, but has also filled some neighborhood schools to capacity. forcing many children on to waiting lists and then to private schools. This is demonstrated by the attendance patterns at Otter, Creek, Terry, Fulbright, Jefferson and McDermott schools. The District also generally has vacant seats in schools close to most of the satellite zones. while the District has a shortage of seats in western and northern Little Rock schools. Children in satellite zones should at least be afforded the opportunity to attend a neighborhood school if they choose. To the extent that children in satellite zones attend a neighborhood school and if racial ratios are relaxed to allow neighborhood children to attend, regardless of race, additional seats would be freed for children in schools - such as Terry Elementary - that are presently over capacity. We recognize that this could have a negative impact on desegregation at the elementary school level. However, we also _recognize that if additional white children are brought into the system at the elementary level. it is more likely that these students will be available to desegregate junior and senior high schools. In order to make room for students in over-capacity area schools. racial balance ratios should be relaxed. The present ratio effectively caps white enrollment in some schools that are sixty percent white and over-capacity. The strict adherence to the ratio in a few schools. when it is not being met elsewhere, is causing overall enrollment to d~cline at the elementary level. This decline is inhibiting desegregation efforts in secondary schools. while also eroding community support and reducing financial resources. Reports prepared by the Office of Desegregation Monitoring indicate that the racial balance guidelines are becoming statistically unachievable given the population of the Little Rock School District. White enrollment has dropped substantially at Forest Heights. Henderson, Cloverdale. Mabelvale, and Southwest, which means those schools will probably be greater than 80% black next year. This will leave Pulaski Heights as the only area junior high school with a balanced enrollment. Dunbar and Mann, which have magnet characteristics. are maintaining balanced enrollments. Likewise. area high schools such as Fair and Hall are moving toward all-black enrollments and will have greater than 80% black enrollments within several years. Some action must be taken or all but a very few of the schools in the District will become fully resegregated. A resegregated district will lack financial resources (due to decreasing enrollment) and will ultimately be unable to deliver its students the kinds of programs necessary in today's competitive enviroament. STEP3 Addressing The Facilities Needs Of Our Community ADDRESSING lHE POPULATION DEMANDS OF WESTERN LITTI.E ROCK An out-of-state firm - 3D International of San Antonio - recently conducted a facilities study for the District. The study offers a number of plans for phasing out or closing schools to accommodate projected decreases in enrollment. It is important to match our current needs with our existing resources. but we believe the facilities study is a plan for failure rather than a plan for success. The school board and District administrators should be aggressively putting into place a plan to increase enrollment at these \"under capacity\" school buildings and to expand the seating where additional capacity is needed. Page 12: \"A Plan For Success\" The following diagram shows the six elementary schools that are over capacity. Four of these schools are in the western and northern corridors of the city. School Capacity Pulaski Heights 109% Forest Park 109% Terry 104% Carver 103% Jefferson 102% Gibbs Magnet 101% The District must give strong consideration to constructing a new area elementary school in Little Rock west of Interstate 430. This school should be in a growth area such as the area near Kanis and Bowman Roads. Although there has been explosive growth in west Little Rock, the District has not constructed a new school in this area since 1979. For example, in School District Zone 4. an area that has approximately 25.000 residents, there are two public elementary schools and no public secondary schools. In this same area there are more than half a d9zen private elementary schools and at least three private secondary schools. The private schools have rapidly grown since 1979. If the Little Rock District is going co be successful in its desegregation efforts, it must build a strong enrollment base at the elementary level. Unless immediate steps are taken to meet the needs of patrons in gi:_owth areas, the District will continue to lose students to private schools and Little Rock will chart its course to return to a dual system of education. This is stifling to middle class growth and frequently results in the development of a typical urban pattern of inner-city decay and suburban sprawl. This type of pattern does not foster student achievement and does not promote desegregation. It has the opposite result. REBUILD STEPHENS ELEMENTARY SCHOOL The District has discussed rebuilding Stephens Elementary in the past. and the reconstruction of Stephens was an integral part of a proposal to construct a community center adjacent to the school during a recent bond election. There are several older inner-city schools that. from a structural and engineering point of view. are below acceptable standards. These schools should be closed and the students at those schools should attend central city schools such as King and Washington. which have vacancies. Stephens should be reconstructed in south-central Little Rock, and the school should absolutely be the best that it can be. The District should consider the reconstruction of Stephens as the first step in a demonstrated commitment to deliver everything that is needed to be certain that all children. regardless of where they live. have the resources and programs available to them that will allow them to maximize their potential. Stephens should be an area school. and it will probably be majority black. The legacy of Mrs. Stephens should be the foundation on which the New Little Rock School District is built. By constructing a new school in a growth area. and by building a new Stephens Elementary School. the District will demonstrate by its actions that it intends cq meet the needs of everyone it is charged to serve. CREA TING CRITERIA FOR SCHOOL CLOSINGS School closings are inevitable in a dynamic environment. especially if overall enrollment is declining. Balanced criteria for consideration of school closings must be developed. If objective criteria are used. the closing of out-dated and under-utilized facilities can be foreseen and accomplished when necessary. Page 13: \"A Plan For Success~ PROVIDING ALTERNATIVE SCHOOL ENVIRONMENTS FOR lliOSE IN NEED The Little Rock School District does not have a program of sufficient size to meet the needs of students who find it difficult to achieve satisfactory progress in the regular classroom. Many of these students have special educational and social needs chat. when not met, result in disciplinary problems. Other districts in the nation - and even in the Pulaski County area - are responding by addressing qiese disciplinary and special educational needs through an alternative environment - an environment that is created to better serve these students by utilizing different educational methodologies that address the individual needs of the student. An alternative learning environment will reduce disruption in the regular classroom and allow for a better educational experience for the students who_ remain in the traditional classroom setting. At the present time, the LRSD only provides this type of educational setting at the junior high level. Prjncipals, teachers, parents, and even some students agree chat some of our school-age children would do better in a setting chat addresses their specific needs. It is time to address these special children's needs by reallocating resources to incorporate this type of specialized training into a school-wide plan. However, in addressing chis concept, we muse be sensitive co the concerns of many in our community that a separate alternative school facility has the undesirable effect of racial segregation. Alternative learning environments can be. but are not required co be, separate school facilities. Whatever method is used, the important thing is chat we create a District-wide alternative learning method for chose students who can benefit most from it. STEP4 Creating Financial Stability FINANCIAL ST ABILITY DEPENDS ON ENROLLMENT ST ABILITY Enrollment declines decrease the LRSD revenue base - which works against chose children with the lease opportunity. For the most pare, it is less expensive to teach a child from a supportive and educationally enriched home than it is to teach a child from a home where education is not supported and emphasized. Empey seats are costly co the District. Money comes in on a per student basis. Goes out on a per teacher basis. Administrative coses, while not fixed, are not proportionally reduced as enrollment dee.lines. In chis respect, the District is similar co an airline. le coses almost as much co fly a plane at half its capacity as it coses co fly the same plane when it is full. Administrative coses for such an undercapacity airline are also not directly reduced, or increased, by passenger load factors. Under-capacity schools have high per-pupil coses. These high-cost schools cause the District co have fewer resources available for actual program coses. The District has been slow co make the difficult cues in staff and facilities. The primary focus of the school administration and board of directors muse be increasing our student enrollment and using available resources wisely. If Little Rock can build enrollment. it will attain financial stability. Every new student brings additional funding. If existing empty seats are filled, the new revenues will not be offset by increased coses. \"Low cost\" students provide the resources necessary co educate higher cost students. In many of the over-capacity schools, the cost per pupil is less than the revenue amibucable co each student. For example, the District receives $4,600 for every enrolled student. However, the average cost co educate a student at Pulaski Page 14:  A Plan For Success\" Heights Elementary School is only about $2,300. The District must increase its low-cost enrollment if it is to meet the special needs of many of its students. FINANCIAL ST ABILITY Because we have too many teachers, too many s~hool buildings and not enough students, the District's financial resources are spread too thin. Today the District must strive to rebuild its enrollment while also balancing its present resources and needs. The Board and administrators have been unable to make some tough decisions. Failure of the school board to close schools that are significantly below capacity has forced budget cuts in other areas. We must work aggressively to increase enrollment by providing school facilities in areas of the citywhere there is population growth, while also matching existing facilities with current enrollment and eliminating under-utilized and outdated facilities. At the same time, any decisions to cut the budget should be focused on operational costs, not classroom costs. Budget cuts should never water-down the excell~nce of programs and curriculum. BUDGETING FOR PUBLIC UNDERSTANDING - COOPERS \u0026amp; LYBRAND FINANCIAL ANALYSIS , MODEL For the past three decades, Americans have continued to address the issue of school reform. Our attempts to achieve sound, basic education and increased student achievement have been a goal of every American dedicated to the success of the public schools. However, continual increases in funding for education have led to Ol'le conclusion - more funding does not always guarantee enhanced student performance. In fact, even though communities may begin to run out of increased funding options, school districts are still required to provide more programs with fewer resources. It has become increasingly critical for school districts across our country to find and apply comprehensive solutions to allocating scarce education dollars more efficiently. A new technology called the Finance Analysis Model - developed by Coopers \u0026amp; Lybrand L.L.P. and the U.S. Chamber of Commerce's Center for_ Workforce Preparation - supports community efforts to redefine education. The product organizes school financial records into one report that can be easily understood by teachers, parents, business leaders and students alike. Tbe model in and of itself will not solve a school district's problems, but in the hands of citizens, school and business leaders, teachers and parents, the process assures that all members of the community can make informed decisions to improve education for the community's children. If the budget process is open and understandable, the difficult decisions can be explained. Once the problems and solutions are understood, the hard choices can be supported. We recommend that the LRSD adopt the Finance Analysis Model. STEPS Refocus Curriculum and Resources to Decrease the Achievement Disparity Among a Diverse Student Population When the existing Desegregation Plan was implemented, it was anticipated that seven schools (Franklin, Carland, lsh, Mitchell, Rightsell, Rockefeller and Stephens) would have predominately black enrollments and that these schools would be designated as incentive_schools. The incentive schools would receive double funding to ensure that the children who were in racially isolated settings were provided with meaningful opportunities for desegregated experiences and activities. Page 15: \"A Plan For Success\" These schools were designed to accommodate a sufficient number of black students who, by attending these schools, would make it easier to achieve a student population in the remaining elementary area schools of 55 percent black and 45 percent whfte wit:h a variance of 5 percent. It was also the intent of the incentive schools to desegregate themselves in phases through a plan of white recruitment by offering special programs that would attract out-of-neighborhood white children. With the exception of Rockefeller. the incentive schools have not become desegregated. In addition. the additional funds have not resulted in higher achievement for incentive school students when compared to students in area schools. In the period since the plan was implemented. a number of other elementary schools have attained the same enrollment and demographic characteristics of the original incentive schools. These are area schools that do not have funds for compensatory education nor funds to pay for incentive programs to foster desegregation. It should not go without notice the recent expert testimony provided to District Judge Susan Webber-Wright. The testimony given by all three experts reiterated the fact that racial balance in schools does not nec~ssarily lead to closing the achievement gap. By eliminating the focus of racial balance and getting back to the basics of providing a quality educational product for all students. the Little Rock School District can then begin to aggressivery address the needs of the students. This will ultimately broaden the enrollment base of the District and foster the goal of desegregation. Based on current enrollment trends and characteristics. double-funding of the five remaining incentive schools is probably not justified. All of these double-funding resources. and any other necessary funds. should be devoted to meeting the needs of students in schools that have the same enrollment characteristics of an incentive school. All of the resources available should be devoted to reduce class sizes in those schools. provide economic incentives for the teachers and principals to stay in those schools. and to implement educational programs in those schools that meet the needs of the children who are actually there.  Programs such as Great Expectations and Reading Recovery should be carefully examined with the idea that children in all schools, including students in schools with characteristics similar to incentive schools, should be achieving all that is possible. This should involve a combination of communitybased programs in addition to school-based programs. The District should not bear all the burden for the community-based programs, but the District should be actively involved in proposing and then pursuing a plan that allows children to succeed. Success will require energetic and imaginative efforts to face the changing needs and conditions. , The educational programs in the Desegregation Plan are static prescriptions that exist in a very dynamic environment. The educational goals should be elevated, and the plans should grow and change as necessary to meet the goals that remain constant. Successful plans that meet goals should be expanded. Unsuccessful plans should be discontinued in favor of new plans and ideas that have a reasonable likelihood to meet goals. In fact, the District has a number of one-race schools, and this will not change, in the short term. One-race schools are not inevitably inferior or unworkable. One of the goals of the original plan was, by definition, desegregation. This goal must not be forsaken, but we must also recast our expectations based on our experience. As a community, we must be especially vigilant. in light of the existing one-race schools, to be certain that these schools are successful for the children who are there.  Page 16:  A Plan For Success\" STEP\u0026amp; Building Effective leadership TEAMWORK BY ADMINISlRA TORS AND SCHOOL BOARD MEMBERS: True success will depend in large measure on the leadership of the District. It is essential that we strive for a school board and superintendent who can work together. We need fifty strong principals, and the ability of these leaders to be open to community participation in school development. Our own strategy for success wm require the District leadership to coalesce and cooperate in order to implement and achieve basic improvements. The school board and District administrators must take prominent and decisive public action in order to demonstrate unity and leadership. Several community leaders, parents and media commentators have often lamented the problems we face as a result of a lack of teamwork by our District leaders. These cries for cooperation have been to no avail. It is the recommendation of the Alliance that the LRSD board and District officials seek some type of mediation service that can help guide them to an increased sense of purpose in addressing not the issues of \"who is in charge,\" but rather the important issues facing the children of Little Rock. Even as office-holders come and go, the Little Rock School District suffers from a reputation for conflict and lack of teamwork. It is imperative that this change immediately. BUILDING LEADERSHIP Equally important is the leadership that we place in our schools. It is the responsibility of the Little Rock School District to strive for stability of leadership in each of our schools in an effort to build a sense of continuity and increased trust by students, parents and visiting community melnbers. Although some circumstances arise that require reassignment, school officials should strive to promote the highest quality leaders while also providing an environment of minimal turnover in principals. There is a direct correlation supporting the belief that LRSD's most successful schools are also the schools with the least amount of leadership turnover. Page 17:  A Plan For Success\" SUMMARY RECOMMENDATIONS There is a great sense of urgency for District leaders to respond to these critical problems. It is fundamentally undeniable that a continuatiol} of existing policies and programs will ultimately result in the Little Rock School District becoming a typical urban district that lacks community support and serves only those who do not have the resources co choose other educational means. The potential for the \"Plan for Success\" will be enhanced if every major player in the District completely commits co a strategy of success for every student., This will require every party to place past differences aside and to begin planning for success. We must press forward without besitation and work diligently until we can say that the Little Rock School District is held in high esteem by the community, that the Little Rock School District recognizes the needs of its students and meets them. and that the Little Rock School District will never settle for anything less than the best for all of its students. Increasing our enrollment is critical. Our school leaders must recognize the relationship between enrollment and school finances. If satellite-zone busing is made voluntary, and if plans are made for alternative educational environments. Stephens, and the west Little Rock school. the District could begin to increase enrollment at the elementary level. If a west Little Rock school .yere to be constructed, the enrollment gains at the elementary level would ultimately be used to desegregate junior high schools, which are becoming one-race schools. Student recruitment can also happen through building and maintaining effective and responsive school leadership - leadership that is responsive to parent-driven marketing campaigns that attempt to bring more families into the District. We can begin today. We must begin today. The leadership must recognize that the current course of negative publicity without aggressive marketing and communications will only lead us in a defensive public stance rather than creating the Little Rock School Distri~t as \"The School of Choice\" in the Little Rock community. Page 18: NA Plan For Success\" ADDENDUM: An Historical Picture of Enrollment In order to understand the true picture of the current enrollment problems, it is important that we take a look at enrollment at the time of the desegregation plan. Following the settlement reached by the LRSD and the U.S. Courts in 1989, the District did, in fact, see an increase in student enrollment between 1990 and 1991. This disproves the theory that the implementation of the desegregation plan is the cause of our decreasing enrollment. In fact, it was quite the contrary. In some ways the desegregation settlement was instrumental in adding enrollment and in promoting desegregation by guaranteeing student assignment that allowed parents to know where their children would attend school from kindergarten th'rough twelfth grade. This stability promoted enrollme)lt. A good example of this beneficial effect can be seen by an examination of the enrollment figures at western and northern Little Rock's area ~lementary schools. These schools had a higher enrollment of black students, a result of complex student assignment plans. Each of these schools attained stable or increasing enrollments when neighborhood children were allowed to attend there. Terry Fulbright Jefferson % Black (1988-89) 59% 55% 56% Forest Park 59% Pulaski Heights 69% % Black (1995-96) 45% 49% 42% 47% 47% When the settlement was reached in 1990. there were eleven elementary schools that were predominately (over 75%) black. Although magnet and incentive schools have been desegregated in some instances, these schools have not slowed the exodus from the Little Rock School District. There are now seats available in many magnet and inter-District schools, such as Washington (180 seats available), Booker (52 seats available), Gibbs (46 seats available), Romine (185 seats available) and King (197 seats available). It is clear that new schools like King are not stemming the growth of the private system or amacting children in sufficient numbers to allow the District to continue to be desegregated. Two of these incentive schools have been closed, yet now there are fifteen elementary schools with the same enrollment characteristics. In light of current enrollment and financial trends, it is probably an accurate assumption that the District cannot afford to fund incentive programs for all of these children attending \"racially identifiable schools.\" The initial goals of the desegregation lawsuit were financial stability and integrated education. The District made a commitment to educate disadvantaged youth when the case was settled. These goals can only be reached when the LRSD immediately begins to recover the students it has already lost and continues to lose at an alarming rate. If the District fails to recover these students, the District will not be able to support itself financially and it will be financially burdened by the task of educating a large number of students who require specialized programs and services in order to adequately meet their educational and social needs. Page 19: \"A Plan For Success\" FOR OUR PUBLIC SCHOOLS 101 South Spring Street. Suite 401 Little Rock. Arkansas 72201-2486 (SOI) 370-9300  Fax (SOI) 375-8774\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_978","title":"Needs assessment, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1950/2026"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","North Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Students","Parents"],"dcterms_title":["Needs assessment, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/978"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["100 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n*DEVELOPING A NEEDS ASSESSMENT There are four basic steps in developing a needs assessment and utilizing the information. 1. Assessing needs. The importance of a needs assessment cannot be overemphasized. It allows the planners to address the most important and/ or manageable needs of a target population. It can avoid wasting time, energy, and resources. The results of a needs assessment shapes the contents of a complete list of goals and objectives listed in order of priority. 2. Developing Objectives. Goals should be clearly spelled out in simple statements. The means to reach these goals are the objectives. Objectives should be specific, observable, and measurable, including the who, what where and when of their accomplishment. They also serve as guide posts that help measure progress or as \"reality checks\" on the course of action taken. Objectives also serve as the basis for further planning activities and determine the focus of evaluation. 3. Assessing Resources. In order to achieve success in implementing goals and objectives, consideration must be given to what will be needed to be successful. Resources come in several forms: human, materials, organizational, financial, and facility. Do not be afraid to look outside traditional arenas. Be receptive to unusual ideas and nontraditional approaches\njust because you've never done it that way before, doesn't mean it can't be done. 4. Developing Strategies Start by brainstorming and work towards refinements. Consider all ideas and approaches and then start analyzing and selecting the best for exploration and implementation. At this phase, you already have completed the first three steps. A needs assessment should be short, simple, and easy to return. Captive audiences work best because you don't have to wait for responses, nor trust that they will even be returned. Many people fail to respond to surveys even when free postage is provided. The downside to using the captive audience approach is that your results are tainted. You may get a certain result because the audience consisted of people with the same problems, beliefs, or biases\ntherefore, they would tend to have a strong common link and results might not be truly representative of the population that will be served. A combination of captive audiences, mailouts, and deposits at places frequented by the target population is recommended (neighborhood stores, beauty shops, churches, laundromats, etc.) * Based on Arkansas Scope And Sequence K-12 Guidance and Curriculum Guide, Appendix E, pages 56, 57 (1987) STAFFING NEEDS ASSESSMENT 1.How many students are enrolled Grade Pre-K Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Black Male Black Female White Male White Female Total 2. If your enrollment is over 450, do you have an additional counselor in your building every day? Aside from the fact that a school is technically out of compliance when they have a student population over 450 and only has the part-time counselor in the building on certain days instead of every day, the lack of an additional counselor requires more time on the part of the principal to handle personal, social, and developmental matters usually referred to a school counselor. 3. Do you have a social worker? If so, is he/ she in the building every day? Social workers spend a great deal of time working with students and their families. Some of the services they provide include referrals to social service agencies, assisting with applying for public assistance, counseling, and home visits. Without a social worker, the school must depend on the principal to assume some of these duties. 4. How many students are referred to the principal's office for disciplinary matters on a daily average? Disciplinary actions are very time consuming, and depending on the number and severity of the problems, could have a negative impact on the principal's ability to concentrate on other areas of importance in the school. 5. How many students are enrolled in special education? Special education students bring unique problems and situations to a school. Couple that with students from economically and socially deprived backgrounds and the need for specialized intervention grows exponentially. Social workers are of enormous benefit to faculty and parents because they can serve as facilitators in arranging services or providing intervention for this high-risk population. They can train faculty and parents in methods to work with these students in areas that are not directly related to curriculum and instruction, but are important to their educational process. 6. How many students receive free/ reduced lunch? The answer to this question helps to determine the number and proportion of economically disadvantaged students in the school. The higher the number, the greater need for specialized social services. 7. Estimate the percentage of your students from single-parent homes. Single parent homes are generally headed by females. This often means smaller incomes and little to no male influence in child-rearing. The lack of proper role models or the presence of an overworked parent can lead to problems that place families at risk of winding up in the social service or criminal justice system. A social worker may be the difference between success or failure for some of these families. 8. How many homeless students attend your school. Foster Care Residential Care Facilities (Dorcas House, Battered Women's Shelter, Elizabeth Mitchell, etc.) These speak for themselves. 9. Do you have in-school suspension? The LRSD desegregation plan commits to placing alternatives to suspension in each school. (LRSD Desegregation Plan, April 29, 1992, page 34) 10. If not, is space available? Schools are required to develop a school-based discipline plan and to have discipline/ attendance intervention teams. (page 34) Incentive schools are required to have time-out rooms staffed with trained personnel. This person provides training in problem solving techniques. (page 175) 11. How many out-of-school suspensions did you have last year? Expulsions? High numbers strengthen the need for an alternative classroom specialist. 12. What is the average number of certified personnel absent each day? This helps to ascertain the cost-effectiveness of hiring a permanent substitute teacher. 13. What is the average number of post-observation conferences held with teachers each nine weeks? These conferences take the teacher out of the classroom during normal instruction time. If a principal averages three of these conferences a year per teacher, the need for a permanent substitute increases with the size of the teaching staff. 14. What percentage of the staff is nontenured? A large nontenured staff also poses the need for an additional person, preferably a certified teacher. That person could wear more than one hat. Questions 1-4 relate to the need for an assistant principal. Schools with large student populations, high numbers of disciplinary incidents, and significant absentee rates would benefit from an assistant principal. Questions 5-8 would indicate the need for a social worker if a disproportionate number of students fall into those categories. Questions 9-11 address the need for an alternative classroom specialist. Questions 12-14 help to identify the need for a permanent substitute. This person not only substitutes for absent teachers, but also serves as classroom replacements for teachers during post-observation conferences. NEEDS ASSESSMENT- PARENTS/ STUDENTS 1. I visit the school - daily weekly monthly twice a year once a year only when I have to (circle one) When parents visit the school, they generally see the principal, even if they have a meeting with the child's teacher. This is an important part of a principal's job, but it too can take time from other essential duties. 2. My child(ren) has been sent to the principal's office this year for breaking the rules. Y N This question is self-explanatory. Disciplinary hearings and other discipline related activities are very time consuming. 3. My child(ren) has been to see the principal as a reward for good behavior. Y N While principals should love these types of activities, they too take time, and plenty of time should be given to students who are being \"rewarded\" with a visit to or by the principal. 4. When I need to speak to the principal he/ she has time to listen. y N Self-explanatory. 5. I live within two miles of the school. y N Students who live in the neighborhoods of the incentive schools tend to come from families of low socio-economic backgrounds and are often headed by single parents. These circumstances sometimes requires the intervention or assistance of a social worker or counselor. The higher the at-risk population, the greater the need for a full-time social worker. 6. I have 3 or more children at home. y N Poverty can be defeating in itself, add several children and some parents have trouble coping. Sometimes a trained specialist is the only thing standing between neglect and assistance. 7. I am employed full-time part-time not employed This will help the administrative staff to determine the number of students that are from families of \"the working poor.\" These families are often eligible for assistance and are not aware of the help that is available to them. Social workers are invaluable to these families. 8. My child has gotten into trouble at school for fighting. Y N Fighting leads to suspension or expulsion. Trained specialists help students to acquire the skills necessary to handle and express anger. They are also helpful in designing and implementing an equitable disciplinary policy. 9. My child likes his/ her school. y N If a child does not his/ her school, this dislike is often manifested in the form of behavior problems. Alternative classrooms can be designed to accommodate problem students and to help them to learn how to become members of the school community. My child has been sent home for getting into trouble at school. y N Students cannot learn when they are not in school. An alternative classroom should be a part of the school's structure. 11. My child has trouble sitting still in the classroom. y N Hyperactive children, kinesthetic learners, and some gifted children have trouble in traditional classrooms. It is like trying to put square pegs into round holes\nthey don't fit. Many of these children wind up in disciplinary trouble and too often out of school. While punishment isn't the answer, a good alternative classroom could be. (See 1991- 1992 Monitoring Report on the Alternative Schools, ODM, December 18, 1992) 12. My child likes to talk. y N See #11. 13.My child gets upset when he/ she doesn't know the substitute teacher. y N Children like stability. They like familiar surroundings and faculty that is familiar to them. Getting to know a new teacher takes time, and there is a need for a certain amount of bonding to occur before a new person is accepted into the \"academic family.\" 14. The best time of day for me to come to school to talk to my child's teacher is If the only time a parent can visit the school is during the regular school day, then the teacher has to leave the classroom or the visit doesn't take place. This survey should be filled out by the parent and child together. The sequences of questions reveal the need for an assistant principal, social worker, alternative classroom specialist, and a permanent substitute teacher. Some of the other recommended positions in the incentive schools (pp. 190-191) would require similar assessments. The district must also take into consideration space allotment, number and types of special programs in the school and staff positions already in place. Some other areas of exploration are outlined below. PE - Does the school have a gym? If not, does it have a good play area, equipment, safe surroundings? How does PE fit in with the required wellness program? Do the nurse and PE instructor coordinate activities? What is the level of fitness/ health in the school? Art - What is available in the neighborhood or community to enhance art instruction (museum, historic buildings, local artists, art gallery, etc.)? How is art infused into the curriculum? Can it help to provide integrative experiences? Media Clerk - How often is the library used?. Is the library and its staff a regular part of instruction? Are students allowed easy access to the library? Is the library well stocked? Does it have the latest equipment? Can parents use the library? Are guest speakers and presenters a regular component of library services? Consideration should be given to the effectiveness of parent and volunteer participation in the school. How strong is the PT A/ PTO? Does the school have a functioning parent center? Are parents utilized in the school on a regular basis - do they serve as mentors, classroom aides, tutors, chauffeurs, office assistants, or guest lecturers? How can parent participation be strengthened so that the school can become self-sufficient yet economically viable? By looking at each position and analyzing information obtained through the needs assessment, the district can make informed decisions about staffing needs in any of the schools. The publication A Curriculum Audit of the Little Rock School District (1990) points out that the district has a wealth of data but is weak on information. By following the steps outlining how to develop and use a needs assessment at the beginning of this document, the district will have the technical ability to develop plans, guidelines and policies on any subject affecting the LRSD.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1270","title":"\"Preliminary Educational Equity Monitoring Report,\" Joshua Intervenors, Little Rock, Ark.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Joshua Intervenors"],"dc_date":["1950/2026"],"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","North Little Rock School District","Pulaski County Special School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","School integration"],"dcterms_title":["\"Preliminary Educational Equity Monitoring Report,\" Joshua Intervenors, Little Rock, Ark."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1270"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["28 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_737","title":"Recreational park plan proposal submitted by Richard Emmel, 1996-2000","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":["1950/2026"],"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 facilities","School integration"],"dcterms_title":["Recreational park plan proposal submitted by Richard Emmel, 1996-2000"],"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/737"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["648 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nRECEIVED 24404 Knabe Lane Little Rock, AR 72210 July 7, 1996 JUL 8 1996 Office of Desegregation Monitoring Dear Friend, Enclosed is a copy of the Little Rock Educational Plan as devised in 1990. Beginning in 1989 a small group of people meet at Hoover Methodist Church on a regular basis for the purpose of writing a plan for the Little Rock Schools. The group varied from month to month but always had a nucleus of Little Rock School parents present. This plan has been distributed to many people over the last six years and has met only token resistance. There has been no hostile opposition to the plan and it seems to have some appeal to both the Desegregation Monitor and Mr. John Walker. The plan changes the form of government in the Little Rock District from a superintendency to site-based management using three zone managers called community facilitators. One third of the current central office staff would be assigned to each zone. Some operations, for example payroll, would continue as unified operations. The plan advocates building at least one Educational Park and suggests all transportation be the responsibility of CAT. Any student who integrates a school while maintaining average grades and good behavior would be rewarded with a college scholarship. Not mentioned in the plan but recently discussed was the possibility of the Central High Area becoming an Educational Park. One unconventional idea was to use a train to transport students from Southwest Little Rock to the Central site. A Little Rock board member stated that riding a train to school was a common practice in European schools she recently visited. Many hours and several dollars have been spent on this plan. It provides the catalyst necessary to reinvigorate the Little Rock Schools. Will you please respond and help formulate a strategy to change the image of the Little Rock Schools. Sincerely, Richard Emmel azettc XK r  THURSDAY, APRIL 13, 2000 A plan for LRs educational woes BY RICHARD P.MMEL M-l \u0026lt; l.\\l III Illi III MUI K \\l l.\\/l III he Liltle Hock School Disirict will ask for bond money lo repair multiple worn out biiilding.s :ind build a T newclenienlaiy.Mhool in western Pulaski County. That new space and rcpair.s are neces saiy is undeniable, but ha.s the Little Hock administration presented the best solution? Would the taxpayers respond to a vision of excellence that draws the community together? Or do we placate the poor and give a new school to tlie rich while tliousands get private education, thereby thumbing our metaphorical noses at tlie mean old people who foisted all this trouble on them? In the late 1920s. Little Rock built two of the finest higli schools in tlie world. Seventy years later. Central High and Dunbar are still active LRSD schools. When Dunbar served a.s a high school, it became one of the first accredited African-American high schools in the United States. Building two classy high schools during such lean times of the late 1920s showed tlie importance Little Rock placed on education then. In 1954. the U.S. Supreme Court ended the sham of separate but equal\" schools. Before that decision. African-Americans typically went to school in old, woim out buildings and used secondhand books. When they got a rare new building, it was usually built inferior to white schools. Conditions in Little Rock public schools today are not too dissimilar from the segregated schools of the past. The public schools are treated similarly to African-American schools before the 8\u0026gt;mm vs. Board of Education decision, while much money and much effort go into building excellent private schools. Thinking so little of public schools causes the students to feel like second-class citizens. Being treated with indifference many times causes one not to think too highly of oneself. There i.s much research verifying the bad effects of low self-esteem on learning. A recent suivey indicated that neighborhood schools might cause people to return to public schools. However, neighborhood schools would cause resegregation by creating majority white schools in western Pulaski County while schools in the southwest oast and central region.s would be majority black. A plan i.s needed to strengthen the public schools without causing more segregation in the process. Please consider the following idea a.s a solution to Little Hocks e'lucalional woes. Guest writer Imagine several hiincired acres alop Ka nis Hill set aside for tlie public schools. This site i.s the geographical center of Little Hock. Iflhe city and school district bought the Kanis property, they would own all of the land from the northwest end of Kanis Hark to the southeast end of Boyle Park. The \"educational village would be built in the center of this huge city park. Putting several schools in a large, central park does away with the neighborhood school problem because tlie park is so large that it is not part of any particular neighborhood. Its location, in the center of tlie city, makes it easy to get from anywhere in the city, The village has 18 school buildings arranged so they each have privacy. The el- ementarj' area looks similar to Disneyland, making it vei7 attractive for children. All the buildings on campus have safe rooms built to protect lives during tornadoes. Safe rooms cost about 13 percent more than regular constmetion. but parents would know that their children would be safe in the event of a deadly stonn. None of the ele- 100111017 buildings has over 400 students, so the small-school atnios- phere would prevail. Having so many children at one site allows special services and facilities that would be too costly to place in neighborhood schools. Building many schools on a campus eliminates one hours of travel time that specialists normally spend getting from school to school. Instruction is organized by subject matter rather than grades. Planning and meeting by departments rather than grades promotes communication between teachers at eveiy level. Vertical teaming is the educational term used to describe such organization. Meeting and planning by subject rather than grade encourages continuity during the years of public school instruction. Vertical teaming eliminates failing an entire grade if a student does not grasp all of the material for that grade. Children will have the option of additional time to repeat difficult material with another teacher. Tlie student will not repeat an entire grade because one or two courses were not understood. The village operates year-round, so retaking .a course can often happen within one year. Ihe technologically advanced class rooms of the village function like TV stu dio.s with the flip of a switch. The city pro- vidc.s ,a classroom channel so absent children can watch their classes on a standard TV until returning to school. Interactions take place over the Inteniet to check grades, attendance, read lesson plans and keep up with school events. The city and school district will share the costs for mutually used employees and facilities, e.g. libraries, playgrounds and museums. CAT would transport students as part of their nonnal bus routes and would also receive funds from the school district. The school district and city also can build a 5.0(X)-seat auditorium for use by both. A police academy located on the campus provides unparalleled 24-hour campus security. The roads in and out of the village have controlled access. During the in- stnictional day. the school campus is closed to the public. The village after-school program provides students with homework help, planned free-time activities and healthy snacks. There also will be an intramural sports program for those unable to make _________one of the school teams. Select organizations such as the YMCA. YWCA, the Boys and Girls Club and churches will have facilities on campus further providing wholesome activities for the village students. City buses make stops in the village and provide rides until late at night. A retirement center on campus provides a source for substitutes and aids in return for reduced rent. The retirees can also eat with the students for substantially less than buying or preparing their own meals. There also will be stipends paid for tutoring students before and after school. The village concept just might be powerful enough to replace the Central High crisis as the image associated with the name Little Rock. There you have a visionary spark. It can easily be doused, or perhaps an advocate will step forward and fan it into a Tire of change. liicfmni Kiiiinil.  teuchi'r in Ilie Inliiski Connlii Sliecial ScliDol Districl. Ures in Lillie lioeli.THE LITTLE ROCK COMMUNITY EDUCATIONAL PLAN For further information: Richard Emmel 821-3747 Ruth Ragsdale 661-1986TABLE OF CONTENTS THE LITTLE ROCK COMMUNITY PLAN Section Page I. GENERAL PLAN CONCEPTS 1 Foundational Principles .......... Choices and School Types ........ Progressive Changes for the LRSD Zone and Site-Based Management K-12 Schools: Capacities and Zones Map of Community Zones ...... 2 5 7 9 11 12 II. THE COMMUNITY EDUCATIONAL PARK 13 Advantages of the Educational Park Location and Site ............... Map Showing Location .......... Proposed Facilities ............ 14 17 19 20 III. INTEGRATION AND STUDENT ASSIGNMENTS 23 Incorporating the Park into the Current Plan Major Enhancement (Incentive) Schools . . . Burden of Busing ......................... Equalizing Choices ....................... Desegregation and the Educational Park . . School Choices for K-6 Students .......... 24 25 26 27 28 341 GENERAL CONCEPTS OF THE LITTLE ROCK COMMUNITY PLAN2 FOUNDATIONAL PRINCIPLES The foundation of the Little Rock Community Plan is the commitment to these basic principles: FAIRNESS - It is not fair to expect young children to solve a community problem created by their parents and grandparents. Therefore, the Plan must not force children to sacrifice for the sake of desegregation. The adults in the community must provide schools and an environment that will facilitate integration. Any child that does go out of his/her way to help desegregate a school should be given a community award, such as a partial college scholarship. Neither is it fair for the LRSD administration to be totally responsible for desegregating the schools. Their responsibility is to provide equal educational opportunities for all children. and when they are shouldered with social problems they are overloaded and unable to do anything well. Therefore, the Plan must delegate significant responsibility for integration to the community. It is also fair for integrated neighborhoods (SWLR) to be allowed to administer their schools free of entanglement in the problems of segregated areas.3 EQUALITY - All schools should have roughly equal facilities and staff. Demonstrated progressive ideas and special approaches could receive additional funding from a special account established to encourage research and growth. Student assignments should be equalized and all students should have the choice of attending their closest school or transferring elsewhere. There will be no mandatory assignments for the purpose of desegregation (no \"satellite zones\") and no assignments made solely on the basis of \"race\". All children must be valued equally by staff and LRSD officials. PARENT/CHILD DECISION-MAKING - The family will select their child's school and have the right to determine if and when their child is capable of being an integrator in a segregated neighborhood. INVESTMENT IN THE FUTURE - Desegregation funds will primarily be invested into building an educational park, continued enhancement in central/east Little Rock schools, and scholarships for integrators. These investments should all work toward permanent integration and greater learning in the LRSD. Some of the currently proposed programs should be re-evaluated to ensure that they will in fact make a difference (such as having a teacher and an aide in each class of 10-20 students in the incentive schools).4 COMMUNITY INTEGRATION AND COOPERATION - The goal is to build community ties, working together to strengthen and harmonize the comm unity. We could make Little Rock the first non-racial city in the United States, and change our reputation in the history books . TEACHING CHILDREN SOCIAL RESPONSIBILITY - Community participation in the desegregation process will be a model of unselfish concern for others rather than pursuing narrow self-interests. The Little Rock Community Plan emphasizes voluntary integration for the good of the whole community, and then gives tangible awards to children who are willing to help integrate schools outside their area. This will teach even very young children the concept of social responsibility, and show them that people appreciate their positive contributions to building a better community.5 CHOICES AND SCHOOL TYPES Little Rock currently offers two types of elementary schools: neighborhood (area) schools and magnet schools. In the Community Plan, these would be supplemented with up to three other types of schools\nEducational Park schools - A cluster of six elementary schools sharing facilities on a large acreage between Kanis and Boyle Parks . A junior high school, as well as other community facilities, will also be in the Park (see Section II). Alternative School(s) - Children with special learning or behavior needs may attend an alternative school. It is a highly specialized, therapeutic school in which need dictates length of attendance. If the community closes any B or C school, the alternative school could be located there. Work Schools Schools located in businesses where there are enough children of employees to populate an accredited school. The community would decide if any would be feasible and where they would be located. They will be subsidized by the business but managed by the school district. These type schools are very convenient and offer the opportunity for a parent to more closely monitor the education process.6 ASSIGNMENT OPTIONS Parents of elementary children would have various options, depending on where they live. They would all have the option of a neighborhood/area school closest to them, subject to capacity. No mandatory assignments will be made on the basis of racial classification. Those who prefer to attend the Educational Park or a magnet school can apply for one of those schools. A third option is to volunteer to be an integrator by attending an area school that would otherwise be outside court-ordered ratios. This will mainly be available to students in Zones B and C. If an integrator maintains satisfactory attendance and acceptable grades, the student would receive a community scholarship award for each year of service. First choice for all Little Rock elementary seats will be given to Little Rock students. Only if there are still vacancies will county and NLR students be allowed to transfer. LRSD students classified as \"Black\" will no longer be encouraged to transfer out of the district, except for legitimate educational reasons.7 PROGRESSIVE CHANGES FOR THE LRSD Long-term integration and educational excellence will be facilitated by implementing some progressive changes in Little Rock: (1) Building more capacity in neutral areas and decreasing capacity in segregated areas. This will be furthered by the construction of an educational park. (2) Improving communications by installing an advanced phone system that will enable automatic dial-outs to keep parents informed of their children's attendance and performance. It would also provide for student registration over the telephone and a 24-hour message service. (3) Expansion of the Central Arkansas Transit Authority so that it can carry students to/from school and enable parents to have t)etter access to their children's schools. The LRSD transportation department should be minimized or eliminated. with it being absorbed into CAT. (4) Zone administration and site-based management to decentralize the LRSD administration and bring it into closer contact with the public it is serving (see pages 11-12).8 (5) Policies that encourage community members to become involved and empower them to make decisions affecting their schools. (6) Expanded and improved vocational programs that are responsive to the community's needs. Apprenticeship programs would be especially productive.9 ZONE ADMINISTRATION AND SITE-BASED MANAGEMENT The Little Rock School District will be divided into three geographical zones and one Educational Park zone. Each zone will have at least one high school and junior high along with several elementary schools (see map, page 12). Each zone will have a chief administrator, called the Community Facilitator. The CF's office will be in the high school, accessible to the public. The CF will be responsible for coordinating programs, helping the community to attain and maintain integrated schools, and keeping track of the schools' progress. He/she will be a source of information and progressive ideas for involved community members. He will moderate community meetings and provide positive, unifying leadership. He/she will develop constructive, cooperative relationships with the other zone CFs. Zone A and the Educational Park zone will be non-racial, and will have very little responsibility for student recruitment. Zones B and C will need much more community involvement and effort in order to integrate all of their elementary schools. Cooperation between the two zones will be required for them to succeed.10 Creating zones will increase initiative and creativity and foster healthy competition. Dividing the total population into smaller units will make management easier and more responsive to the community. Ideas can be tried in a zone before they are used by the entire district. When necessary, each zone will coordinate plans in order to provide continuity. However, each zone will be encouraged to be unique, prepared, bold. aggressive, and always ready to meet the educational needs of the children. The current policy of site-based management will be expanded to include teachers and parents in each school's management team, which is designed to allow the school to control itself. Along with self-control, of course, comes a healthy dose of accountability. A proper balance between the various administrative offices and each school management team will be achieved.11 K-12 COMMUNITY ZONES Zone A Zone B Zone C Educ. Park FAIR MCCLELLAN CENTRAL HALL PARKVIEW CLOVERDALE MABELVALE PULASKI HTS. DUNBAR MANN MAGNET SOUTHWEST FOREST HTS. HENDERSON NEW JR. HIGH Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 Washington - m m  m m PROJECTED CAPACITIES, K-12 Zone A Schools Zone B Schools Zone C Schools Educational Park Zone 9975 8100 (decrease of 1200) 5750 (decrease of 1200) 4400 TOTAL 28,225 (Zones are defined by the combined area of their elementary attendance zones).13 SECTION II THE COMMUNITY EDUCATIONAL PARK14 ADVANTAGES OF THE COMMUNITY EDUCATIONAL PARK The idea of building educational parks was very popular in the late 196O's. In fact, a 1967 Civil Rights Commission report praised educational parks as being a superior and more permanent solution to segregation than incentive schools, cross-town busing, paired schools and/or open enrollment. It appears that many places considered building these parks but were limited by the availability of land and the cost of the initial investment. In Little Rock, we can overcome both of these obstacles. A large, undeveloped tract of land joining Kanis and Boyle Parks is available at a very reasonable cost. The state settlement proceeds, as well as the recent millage increase. provide the resources with which to finance the construction of the Park. It would be far better to invest some of these funds into a permanent solution rather than spending it all on unproven programs. An educational park on Kanis Road would eliminate the need to build or rebuild new schools in segregated neighborhoods. This location is in a fairly neutral area, and students from both east Little Rock and northwest Little Rock would have bus rides of approximately the same length of time. Newly developed areas in Chenal Valley will only be 10-15 minutes away from the Park, thereby eliminating any need for a new school to be built there. Many area schools would still continue for those who prefer them, but their capacity will decrease because of15 students opting to attend the Educational Park. The smaller capacity in east and west Little Rock zones will make the remaining schools there easier to desegregate. The people of the community of Little Rock, working together, could plan and develop a Community Educational Park unmatched in the world. We would become known for our progressiveness and willingness to exceed the bare minimum required by the law. We can come together to solve the problem of inequality rather than continuing to circumvent doing the right thing. The following is a partial list of the advantages of an Educational Park: A Equidistant from the eastern and northwestern boundaries of Little Rock. * It would bring a variety of children together, enabling those in segregated neighborhoods to expand their understanding and experiences with people different from them.  It would give the community the opportunity to plan a grand educational complex together. Inherent in the administration of an educational park is community participation. The cluster of elementary schools will enable students to change schools without changing location. * Children from the same family, with different interests, will be able to attend different schools in the same location. There would be much opportunity for multi-age activities and peer tutoring. * A retirement center located in the Park would be a source of volunteers and paid part-time help.16  Most of the facilities could be used by the entire community when school was not in session. * Specialized teachers could instruct more and travel less. * There is greater opportunity for continuity in the curriculum. * Guidance counselors, nurses, social workers and other specialists could reach more children.  Shared funding would reduce costs to the school district.  Community participation would help prevent the formation of bureaucracies and autocratic decrees. * Specialized equipment and facilities would be available to all students at every grade level. A fourth grade could easily visit a high school physics class. * The Educational Park would espouse democracy. * Because of the high concentration of children and the physical proximity of the buildings it would be possible for special classes. For example, the high school French teacher might be scheduled for one period in the Primary School. * It would provide an opportunity for cooperative planning, funding, and managing of the complex. Many agencies such as public libraries, museums, park boards, colleges, city planners, social agencies, and other government departments would all be involved with an educational park. it Parents would know where their child would attend school and could easily interact with future teachers. All K-12 children from the same family could attend schools in or on the perimeter of the Park, if they chose. it An educational park would keep the community involved in the education process. it Computer networks, satellite hookups, and sophisticated telephone systems would be easily installed. it An educational park offers a great amount of flexibility and choices. It would make Little Rock a more desirable place to live and work.17 LOCATION AND SITE LITTLE ROCK EDUCATIONAL PARK It is proposed that the Educational Park be developed and constructed on acreage between Kanis Park and Boyle Park (see map on page 19). There is a 23 acre tract on the north frontage of Kanis Road, between Michael Drive on the west and Kanis Park on the east. South of this property (across Kanis Road) is a 97 acre tract bordered by Brownwood Terrace Subdivision on the south, Michael Drive on the west, and mostly undeveloped land on the east. There is potential to acquire adjacent property of approximately 69 acres. This acreage would join Boyle Park (243 acres) and Kanis Park (46 acres), creating a large central park of 409-478 acres. depending on how much property was acquired. There are already some facilities in these parks, such as baseball fields, tennis courts, picnic areas, pavilions, nature trailseven a skateboard bowl! North of the property is a retirement home. Woodland Heights. The proposed site of the educational facilities is level to rolling wooded land. It has two small lakes that would add a beautiful touch to the park if left undisturbed. Rock Creek runs through Kanis and Boyle Parks but not through the Educational Park site, which is elevated enough to have no flooding problems. The Little Rock Parks and Recreation would make improvements to the existing parks by increasing lighting and developing more18 nature trails. Although school buildings would not be built in Kanis Park or Boyle Park, other related facilities possibly would. Kanis Park is already connected to Henderson Junior High via a paved bike trail that goes underneath 1-630. It would be possible to widen it for a campus shuttle. A similar road could possibly be built between the Educational Park and Parkview High School. The site is easily accessible from 1-630 taking the Barrow Road exit. Barrow Road is now a five-lane from Kanis Road to Asher, providing quick, uncongested access from areas south of the Park. Kanis Road would probably need to be widened to four or five lanes\nthere may already be city funds allocated for this. There is also access from northern areas of town via Mississippi Street and from central Little Rock via 12th Street. This site is relatively close to the hospitals, UALR, and the zoo. It is neutral and acceptable to people from various parts of Little Rock.20 PROPOSED FACILITIES LITTLE ROCK EDUCATIONAL PARK People from the community who volunteer to be involved with planning the Park will make the final determination as to what facilities will be included, possibilities: However, here are some CLASSROOM FACILITIES - Six separate elementary schools, each with classroom space for 400 students, in the future. Reserve spaces for additional schools - One new junior high school, with classroom space for 1000 students. the Park). (Henderson Junior High may also be linked with These classroom buildings would be locked at the end of each school day, and will not be used by the community, help facilitate security. This will RECREATION AND ATHLETIC FACILITIES - Two covered elementary playgrounds, which will also serve as unloading points for students - Large open field for free play and team sports - Two elementary gyms - One junior high gym - A football/track/soccer stadium (and/or possibly link the Educational Park with Parkview and use its track). Ten tennis courts - Special training facilities for all athletes - 50 meter covered swimming pool21 SPECIALIZED EDUCATIONAL FACILITIES (open to community) - Elementary media center - Junior High/adult media center - Elementary music room - Junior High/adult music room - One special environmental classroom - A health and counseling center - Large community garden OTHER FACILITIES - Firefighter academy Police substation Teacher retirement center - Heating/cooling plant - Food service building with cafeteria - Convocation/Basketball Arena with parking area Most of the above facilities would not require funds from the LRSD. MISCELLANEOUS - Extensive system of nature trails throughout all three parks - Intra-park shuttle with access roads to Parkview High School and Henderson Junior High. - Ample and convenient parking for teachers, staff, and visitors - Several outside restrooms and drinking fountains22 NOTES: Bus traffic will be separated from car traffic and have it own roads. There will be ample office and conference space for teachers and administrators and well-equipped work rooms. All classrooms will be designed for computers and video equipment. Each elementary building will have access to individual playgrounds as well as the shared facilities.SECTION III INTEGRATION AND STUDENT ASSIGNMENTS 235 24 (1) INCORPORATING THE EDUCATIONAL PARK INTO THE CURRENT PLAN Cancel building plans in Zone B and Zone C, including proposed additions at Mitchell and Rightsell. (2) Keep all current attendance zones while the Park is being developed. (3) opens, Plot projected attendance zones for the year that the Park Most zones in west and southwest Little Rock will remain the same, with the addition of an attendance zone for Williams school. Re-draw attendance zones in central and east Little Rock, eliminating satellite zones and absorbing them into existing neighborhood zones (Most B schools will be oversubscribed according to attendance zones.) (4) Give community groups the following information\na. b. c. d. e . f. g- Number of students in each attendance zone Capacity of each school Required ratios Number of integrators needed to fulfill ratios Transfer options for students in oversubscribed areas How much capacity must be decreased in their zone. Possible options for closing school(s) and decreasing capacity. (5) Let the community groups work together to coordinate efforts to integrate neighborhood schools and decide where to decrease capacity. Be helpful in providing them with resources and information they need to make wise decisions. (6) The LRSD distributes school choice forms to those who elect NOT to attend their area school. Working together with the community group, the Assoc. Supt. for Desegregation will process the forms and compile statistics showing which schools will be out of compliance, oversubscribed, or undersubscribed. This information will be the basis of community cooperative efforts to balance the elementary schools. (7) By the time the Park opens, the community would have already completed (4), (5) and (6), thereby allowing for a smooth transition.25 MAJOR ENHANCEMENT (INCENTIVE) SCHOOLS During Park construction, current incentive programs will be continued in the six major enhancement schools. The LRSD should continue to inform the community about the incentive schools and recruit students, telling them that it may only be a two-year assignment. However, if seats are left unfilled in these schools as of Sept. 1, 1990, neighborhood children who are currently bused to west Little Rock should be allowed to transfer if they so desire. This will help decrease the burden of busing on those children. The Park must be constructed as quickly as possible in order to minimize the number of years that elementary schools are out of compliance with court-ordered ratios. Unfilled seats as of July 3, 1990: Garland Ish Mitchell Rightsell Rockefeller Stephens 70 51 77 43 74 53 TOTAL 368BURDEN OF BUSING 26 In the current plan, the involuntary burden of busing falls squarely on the shoulders of lower-income minority children. Middle and upper income community members are spared desegregative busing except for those who voluntarily attend magnet schools in east Little Rock. This, along with unequal choice opportunities, is a glaring inequity in the plan. The educational park located on Kanis Road would enable us to equalize the burden of busing and equalize options. Children will be bused equidistant from Pleasant Valley/Chenal Valley/Heights (Zone C) and central/east Little Rock (Zone B). More students from Zone C will be bused then than now, while many students from Zone B will have shorter bus rides than they do now. The Park will also be much closer to the Zone B students' homes than Terry, Fulbright, McDermott and Jefferson\nthus, it will facilitate parental involvement.27 EQUALIZING CHOICES In the current plan, students in west/northwest Little Rock (Zone C) are all eligible to attend their neighborhood school. They may opt to transfer to any of the six incentive schools or one of the marginal schools such as Bale, Romine or Franklin. No elementary students will be bused involuntarily for desegregative purposes. In contrast, students in central/east Little Rock (Zone B) are divided into mandatory neighborhood zones and mandatory satellite zones. They have virtually no options. Rather than regressing by restricting options for west Little Rock students. it would be better to open similar options for central/east Little Rock students. The educational park. coupled with the elimination of satellite zones, will enable Zone B students to have the same options as Zone C students. They will be able to choose either their neighborhood school, the educational park, or any Zone C school (subject to capacity). West/northwest children will be able to choose either their neighborhood school, the educational park, or any Zone B school. The CAT bus system will be utilized in transporting students.28 1. 2. DESEGREGATION AND THE EDUCATIONAL PARK Little Rock will be divided into three zones (see map): Zone A: Zone B: Zone C: Southwest and part of Central Little Rock Central and East Little Rock West and North Zone A is integrated and will have neighborhood schools. Zones B and C are currently segregated for the most part\nthey will have neighborhood schools and the educational park. All areas will have access to the existing magnet schools. Zones B and C will each decrease capacity in their neighborhood schools by 1200 students, for a total of 2400 elementary students. will absorb these 2400 students. The six elementary schools at the Park (Zone B will be decreasing current elementary capacity by 22%\nZone C elementary capacity will be decreased by 30%. The reason for this disparity is that Zone B currently has many more students relative to its schools' capacity than does Zone C). 3. Zone B will be allocated 60% of the elementary seats in the Park (1440)\nZone C will be allocated 40% of the seats (960). This will insure an acceptable integration of the Park without assigning on the basis of race, will be handled by a lottery. Excessive demand in either area 4. The remaining students in Zones B and C will have a choice: (A) Attend the neighborhood school closest to them (subject 5. (B) to capacity), OR Be an integrator for a school in the other Zone, students attending a school in Zone B, and Zone B Zone C students attending a school in Zone C will receive a community scholarship award of $500 for each year of being an Integrator (magnet schools do not apply). Zones B and C will be responsible for recruiting integrators so that they can keep their neighborhood schools open. If they fail to do this in a school (or if too few students choose to attend it), they will be required to close it. Schools in Zone B will be allowed to have extra funds for incentive programs to compensate for their relative disadvantage in recruiting students. However, there will be NO UNIVERSAL SCHOLARSHIPS FOR INCENTIVE SCHOOLS as is proposed in the current desegregation29 plan. awards. Only integrators would be eligible for scholarship These awards would be given by a community group, not the LRSD administration, money to do this. The community group would be allocated 6. If both Zones B and C agree to do so, they may decrease their school capacities more than 1200 each so that more of their students could attend the school park. In this case, another school would be built at the Park to accommodate them. 7 . school. Williams Magnet school would be converted to a neighborhood The remaining magnets (Booker, Gibbs, Carver, Washington) will remain open \"as is\" with the same assignment process. 8. Integrated neighborhoods (Zone A) will have the advantage of a neighborhood school with no responsibility for recruiting students. 9. Zones will be used for two purposes: grouping schools for management purposes and for allocating seats among students in each area. They will NOT restrict a student from attending a school outside his zone\nin fact, a large percentage of children will be attending a school outside of their zone.30 ZONE A ELEMENTARY SCHOOLS School Capacity 1990 Enrolled 7-3-90 % African-Amerlean Overall 1st Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Wocdru-PC 238 390 558 424 353 236 533 454 378 348 472 469 325 398 57 232 372 508 396 345 199 513 449 361 285 469 442 310 371 115 S427 73 73 64 72 58 64 55 62 50 62 66 65 58 66 (j} 50 67 56 71 65 41 41 54 50 17 69 61 44 51 \u0026lt;^3, 70 76 64 71 42 53 65 60 44 54 59 75 66 50 K = currently has a satellite zone These satellite zones will also be eliminated, with those schools being responsible for recruiting any students which are necessary to balance the school. However, this should not be a major problem for them since they are located in integrated neighborhoods which will continue to become more balanced.School Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine m-Booker m-Carver m-Gibbs m-Washington TOTAL Brady Fair Park Forest Park Fulbright Jefferson McDermott Terry Williams TOTAL ZONE B ELEMENTARY SCHOOLS Capacity 1990 Enrolled 7-3-90 % African-Amerlean Overall K 1st 31 300 200 273 240 340 260 230 149 196 197 266 207 92 99 90 93 78 94 87 100 93 94 61 81 85 98 89 86 68 97 399 529 492 650 613 353 866 5515 337 437 381 590 318 756 76 81 83 50 54 60 ZONE C ELEMENTARY SCHOOLS 491 351 413 587 513 562 537 517 427 312 411 573 479 515 516 490 65 71 52 51 45 60 57 53 3971 3723 78 78 81 61 65 49 45 45 41 44 35 37 36 58 82 83 89 54 56 76 69 74 38 56 54 61 56 5032 Community members in each zone will decide where to cut capacity. They will likely keep schools that will be easiest to desegregate voluntarily, and decrease capacity in hard-to- desegregate schools or close them entirely. The LRSD will not have the responsibility of making these decisions\nthey will simply carry out the decisions of the community. Neither will the LRSD be responsible for integrating schools in segregated neighborhoods\nthe people in those areas will have that responsibility. Mandatory satellite zones will be eliminated. All elementary children in Zones B and C will have equal options: (1) Closest neighborhood school (recruiting responsibility) (2) Educational Park (non-racial*) (3) Be an Integrator ($500 scholarship per year) (4) Magnet school (special programs) Elementary children in Zone A will be able to attend non-racial* neighborhood schools with no responsibility for recruiting students. They will also be eligible for magnet schools, the educational Park, and being an Integrator. A lottery will be the sole means of dealing with excessive demand for any particular option. *Race will have no bearing on student assignments or identification, except for state requirements on tests.33 Zone A ELEMENTARY SCHOOLS AND THEIR ZONE AFFILIATION For Integration and Management Purposes Zone B Zone C Park** Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakef ield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - : Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 ( 5785 0) 5785  * m m m Washington - nt 5515 (1200) 3971 (1200 ) -0- 2400 Capacity Changes + - 4315 2771 2400 Proposed Capacity Schools to be named by community. 34 CHOICES FOR STUDENTS WHO LIVE IN... Zone A: neighborhood schools (current capacity\nnon-racial) transfers on a case-by-case basis to magnet schools, Educ. Park, and Zones B and C schools Zone B: area schools (decreased capacity\n40% of seats to be filled by Zone A and Zone C integrators) magnet schools educational park transfers to Zones A and C schools\nmay apply for an Integrator scholarship Zone C\narea schools (decreased capacity\n40% of seats to be filled by Zone B integrators) magnet schools educational park transfers to Zone B schools Park: No students will reside in the Educational Park Zone. It will get approx. 60% of its students from Zone B and 40% of its students from Zone C. (Zone A will also be allocated seats if there is demand from that area.) Each zone is defined by the combined attendance zones of its schools. As demographics change, schools may transfer to a different community zone. As neighborhoods integrate, they will join Zone A.THE LITTLE ROCK COMMUNITY EDUCATIONAL PLAN For further information: Richard Emmel 821-3747TABLE OF CONTENTS Section Page I. GENERAL PLAN CONCEPTS Foundational Principles ............. Choices and School Types .......... Assignment Options . . . . .......... Progressive Changes for the LRSD . . Zone and Site-Based Management . . . K-12 Schools: Capacities and Zones Map of Community Zones ............. 8 9 11 13 14 II. THE COMMUNITY EDUCATIONAL PARK Advantages of the Educational Park. . . Location and Site ..................... Map Showing Location ................. Proposed Facilities ................... 16 19 21 22 III. INTEGRATION AND STUDENT ASSIGNMENTS Incorporating the Park into the Current Plan Major Enhancement (Incentive) Schools . . . Burden of Busing ......................... Equalizing Choices ....................... Desegregation and the Educational Park . . Zones A, B, and C Schools ................. School Choices for K-6 Students .......... 26 27 28 29 30 32 36 4 7 2SECTION I GENERAL CONCEPTS OF THE LITTLE ROCK COMMUNITY PLAN 3FOUNDATIONAL PRINCIPLES The foundation of the Little Rock Community Plan is the commitment to these basic principles: FAIRNESS - It is not fair to expect young children to solve a community problem created by their parents and grandparents. Therefore, the Plan must not force children to sacrifice for the sake of desegregation. The adults in the community must provide schools and an environment that will facilitate integration. Any child that does go out of his/her way to help desegregate a school should be given a community award, such as a partial college scholarship. Neither is it fair for the LRSD administration to be totally responsible for desegregating the schools. Their responsibility is to provide equal educational opportunities for all children. and when they are shouldered with social problems they are overloaded and unable to do anything well. Therefore, the Plan must delegate significant responsibility for integration to the community. It is also fair for integrated neighborhoods (SWLR) to be allowed to administer their schools free of entanglement in the problems of segregated areas. 4EQUALITY - All schools should have roughly equal facilities and staff. Demonstrated progressive ideas and special approaches could receive additional funding from a special account established to encourage research and growth. Student assignments should be equalized and all students should have the choice of attending their closest school or transferring elsewhere. There will be no mandatory assignments for the purpose of desegregation (no \"satellite zones\") and no assignments made solely on the basis of race\". All children must be valued equally by staff and LRSD officials. PARENT/CHILD DECISION-MAKING - The family will select their child's school and have the right to determine if and when their child is capable of being an integrator in a segregated neighborhood. INVESTMENT IN THE FUTURE - Desegregation funds will primarily be invested into building an educational park, continued enhancement in central/east Little Rock schools, and scholarships for integrators. These investments should all work toward permanent integration and greater learning in the LRSD. Some of the currently proposed programs should be re-evaluated to ensure that they will in fact make a difference (such as having a teacher and an aide in each class of 10-20 students in the incentive schools). 5COMMUNITY INTEGRATION AND COOPERATION - The goal is to build conununity ties, working together to strengthen and harmonize the conununity. We could make Little Rock the first non-racial city in the United States, and change our reputation in the history books. TEACHING CHILDREN SOCIAL RESPONSIBILITY - Community participation in the desegregation process will be a model of unselfish concern for others rather than pursuing narrow self-interests. The Little Rock Conununity Plan emphasizes voluntary integration for the good of the whole community, and then gives tangible awards to children who are willing to help integrate schools outside their area. This will teach even very young children the concept of social responsibility, and show them that people appreciate their positive contributions to building a better conununity. 6CHOICES AND SCHOOL TYPES Little Rock currently offers two types of elementary schools: neighborhood (area) schools and magnet schools. In the Community Plan, these would be supplemented with up to three other types of schools: Educational Park schools - A cluster of six elementary schools sharing facilities on a large acreage between Kanis and Boyle Parks. A junior high school, as well as other community facilities, will also be in the Park (see Section II). Alternative School(s) - Children with special learning or behavior needs may attend an alternative school. It is a highly specialized, therapeutic school in which need dictates length of attendance. If the community closes any B or C school, the alternative school could be located there. Work Schools - Schools located in businesses where there are enough children of employees to populate an accredited school. The community would decide if any would be feasible and where they would be located. They will be subsidized by the business but managed by the school district. These type schools are very convenient and offer the opportunity for a parent to more closely monitor the education process. 7ASSIGNMENT OPTIONS Parents of elementary children would have various options. depending on where they live. They would all have the option of a neighborhood/area school closest to them, subject to capacity. No mandatory assignments will be made on the basis of racial classification. Those who prefer to attend the Educational Park or a magnet school can apply for one of those schools. A third option is to volunteer to be an integrator by attending an area school that would otherwise be outside court-ordered ratios. This will mainly be available to students in Zones B and C. If an integrator maintains satisfactory attendance and acceptable grades, the student would receive a community scholarship award for each year of service. First choice for all Little Rock elementary seats will be given to Little Rock students. Only if there are still vacancies will county and NLR students be allowed to transfer. LRSD students classified as Black\" will no longer be encouraged to transfer out of the district, except for legitimate educational reasons. 8PROGRESSIVE CHANGES FOR THE LRSD Long-term integration and educational excellence will be facilitated by implementing some progressive changes in Little Rock: (1 ) Building more capacity in neutral areas and decreasing capacity in segregated areas. This will be furthered by the construction of an educational park. (2) Improving communications by installing an advanced phone system that will enable automatic dial-outs to keep parents informed of their children's attendance and performance. It would also provide for student registration over the telephone and a 24-hour message service. (3) Expansion of the Central Arkansas Transit Authority so that it can carry students to/from school and enable parents to have better access to their children's schools. The LRSD transportation department should be minimized or eliminated, with it being absorbed into CAT. (4) Zone administration and site-based management to decentralize the LRSD administration and bring it into closer contact with the public it is serving (see pages 11-12). 9(5) Policies that encourage community members to become involved and empower them to make decisions affecting their schools. (6) Expanded and improved vocational programs that are responsive to the community's needs. Apprenticeship programs would be especially productive. 10ZONE ADMINISTRATION AND SITE-BASED MANAGEMENT The Little Rock School District will be divided into three geographical zones and one Educational Park zone. Each zone will have at least one high school and junior high along with several elementary schools (see map, page 12). Each zone will have a chief administrator, called the Community Facilitator. The CF's office will be in the high school, accessible to the public. The CF will be responsible for coordinating programs, helping the community to attain and maintain integrated schools, and keeping track of the schools' progress. He/she will be a source of information and progressive ideas for involved community members. He will moderate community meetings and provide positive, unifying leadership. He/she will develop constructive, cooperative relationships with the other zone CFs. Zone A and the Educational Park zone will be non-racial, and will have very little responsibility for student recruitment. Zones B and C will need much more community involvement and effort in order to integrate all of their elementary schools. Cooperation between the two zones will be required for them to succeed. 11Creating zones will increase initiative and creativity and foster healthy competition. Dividing the total population into smaller units will make management easier and more responsive to the community. Ideas can be tried in a zone before they are used by the entire district. When necessary, each zone will coordinate plans in order to provide continuity. However, each zone will be encouraged to be unique, prepared, bold, aggressive. and always ready to meet the educational needs of the children. The current policy of site-based management will be expanded to include teachers and parents in each school's management team. which is designed to allow the school to control itself. Along with self-control, of course, comes a healthy dose of accountability. A proper balance between the various administrative offices and each school management team will be achieved. 12K-12 COMMUNITY ZONES Zone A Zone B Zone C Educ. Park FAIR MCCLELLAN CLOVERDALE MABELVALE PULASKI HTS. CENTRAL HALL PARKVIEW DUNBAR MANN MAGNET SOUTHWEST FOREST HTS. HENDERSON NEW JR. HIGH Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - 1 Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 Washington - m m m m PROJECTED CAPACITIES, K-12 Zone A Schools Zone B Schools Zone C Schools Educational Park Zone 9975 8100 (decrease of 1200) 5750 (decrease of 1200) 4400 TOTAL 28,225 (Zones are defined by the combined area of their elementary attendance zones). 1314 ADVANTAGES OF THE COMMUNITY EDUCATIONAL PARK The idea of building educational parks was very popular in the late 196O's. In fact, a 1967 Civil Rights Commission report praised educational parks as being a superior and more permanent solution to segregation than incentive schools, cross-town busing, paired schools and/or open enrollment. It appears that many places considered building these parks but were limited by the availability of land and the cost of the initial investment. In Little Rock, we can overcome both of these obstacles. A large, undeveloped tract of land joining Kanis and Boyle Parks is available at a very reasonable cost. The state settlement proceeds, as well as the recent millage increase, provide the resources with which to finance the construction of the Park. It would be far better to invest some of these funds into a permanent solution rather than spending it all on unproven programs. An educational park on Kanis Road would eliminate the need to build or rebuild new schools in segregated neighborhoods. This location is in a fairly neutral area, and students from both east Little Rock and northwest Little Rock would have bus rides of approximately the same length of time. Newly developed areas in Chenal Valley will only be 10-15 minutes away from the Park, thereby eliminating any need for a new school to be built there. Many area schools would still continue for those who prefer them. but their capacity will decrease because of students opting to 16 Most of the facilities could be used by the entire community when school was not in session. * Specialized teachers could instruct more and travel less. * There is greater opportunity for continuity in the curriculum.  Guidance counselors, nurses, social workers and other specialists could reach more children. * Shared funding would reduce costs to the school district. * Community participation would help prevent the formation of bureaucracies and autocratic decrees.  Specialized equipment and facilities would be available to all students at every grade level. A fourth grade could easily visit a high school physics class. * The Educational Park would espouse democracy. * Because of the high concentration of children and the physical proximity of the buildings it would be possible for special classes. For example, the high school French teacher might be scheduled for one period in the Primary School. * It would provide an opportunity for cooperative planning, funding, and managing of the complex. Many agencies such as public libraries, museums, park boards, colleges, city planners, social agencies, and other government departments would all be involved with an educational park. * Parents would know where their child would attend school and could easily interact with future teachers. All K-12 children from the same family could attend schools in or on the perimeter of the Park, if they chose. * An educational park would keep the community involved in the education process. * Computer networks, satellite hookups, and sophisticated telephone systems would be easily installed. * An educational park offers a great amount of flexibility and choices. It would make Little Rock a more desirable place to live and work. 18LOCATION AND SITE of the LITTLE ROCK EDUCATIONAL PARK It is proposed that the Educational Park be developed and constructed on acreage between Kanis Park and Boyle Park (see map on page 19). There is a 23 acre tract on the north frontage of Kanis Road, between Michael Drive on the west and Kanis Park on the east. South of this property (across Kanis Road) is a 97 acre tract bordered by Brownwood Terrace Subdivision on the south, Michael Drive on the west, and mostly undeveloped land on the east. There is potential to acquire adjacent property of approximately 69 acres. This acreage would join Boyle Park (243 acres) and Kanis Park (46 acres), creating a large central park of 409-478 acres. depending on how much property was acquired. There are already some facilities in these parks, such as baseball fields, tennis courts, picnic areas, pavilions, nature trailseven a skateboard bowl! North of the property is a retirement home. Woodland Heights. The proposed site of the educational facilities is level to rolling wooded land. It has two small lakes that would add a beautiful touch to the park if left undisturbed. Rock Creek runs through Kanis and Boyle Parks but not through the Educational Park site, which is elevated enough to have no flooding problems. The Little Rock Parks and Recreation would make improvements to the existing parks by increasing lighting and developing more 19nature trails. Although school buildings would not be built in Kanis Park or Boyle Park, other related facilities possibly would. Kanis Park is already connected to Henderson Junior High via a paved bike trail that goes underneath 1-630. It would be possible to widen it for a campus shuttle. A similar road could possibly be built between the Educational Park and Parkview High School. The site is easily accessible from 1-630 taking the Barrow Road exit. Barrow Road is now a five-lane from Kanis Road to Asher, providing quick, uncongested access from areas south of the Park. Kanis Road would probably need to be widened to four or five lanes\nthere may already be city funds allocated for this. There is also access from northern areas of town via Mississippi Street and from central Little Rock via 12th Street. This site is relatively close to the hospitals, UALR, and the zoo. It is neutral and acceptable to people from various parts of Little Rock. 20Map Showing Location of Proposed Educational Park Buying the Kanis and Brown properties would connect the two city parks with the new Educational Park and create a campus of several hundred acres. 21 PROPOSED FACILITIES for the LITTLE ROCK EDUCATIONAL PARK People from the community who volunteer to be involved with planning the Park will make the final determination as to what facilities will be included. However, here are some possibilities: CLASSROOM FACILITIES - Six separate elementary schools, each with classroom space Reserve spaces for additional schools for 400 students, the future. in - One new junior high school, with classroom space for 1000 (Henderson Junior High may also be linked with students. the Park). These classroom buildings would be locked at the end of each school day, and will not be used by the community, help facilitate security. This will RECREATION AND ATHLETIC FACILITIES - Two covered elementary playgrounds, which will also serve as unloading points for students play and team sports - Large open field for free - Two elementary gyms - One junior high gym - A football/track/soccer stadium (and/or possibly link the Educational Park with Parkview and use its track). - Ten tennis courts - Special training facilities for all athletes - 50 meter covered swimming pool 22SPECIALIZED EDUCATIONAL FACILITIES (open to conununity) - Elementary media center - Junior High/adult media center - Elementary music room - Junior High/adult music room - One special environmental classroom - A health and counseling center - Large community garden OTHER FACILITIES - Firefighter academy Police substation Teacher retirement center - Heating/cooling plant - Food service building with cafeteria - Convocation/Basketball Arena with parking area Most of the above facilities would not require funds from the LRSD. MISCELLANEOUS - Extensive system of nature trails throughout all three parks - Intra-park shuttle with access roads to Parkview High School and Henderson Junior High. - Ample and convenient parking for teachers, staff, and visitors - Several outside restrooms and drinking fountains 23NOTES: Bus traffic will be separated from car traffic and have it own roads. There will be ample office and conference space for teachers and administrators and well-equipped work rooms. All classrooms will be designed for computers and video equipment. Each elementary building will have access to individual playgrounds as well as the shared facilities. 24SECTION III INTEGRATION AND STUDENT ASSIGNMENTS 25INCORPORATING THE EDUCATIONAL PARK INTO THE CURRENT PLAN (1) Cancel building plans in Zone B and Zone C, including proposed additions at Mitchell and Rightsell. (2) Keep all current attendance zones while the Park is being developed. (3) Plot projected attendance zones for the year that the Park opens. Most zones in west and southwest Little Rock will remain the same, with the addition of an attendance zone for Williams school. Re-draw attendance zones in central and east Little Rock, eliminating satellite zones and absorbing them into existing neighborhood zones (Most B schools will be oversubscribed according to attendance zones.) (4) Give community groups the following information: a. b. c. d. e. f. g- Number of students in each attendance zone Capacity of each school Required ratios Number of integrators needed to fulfill ratios Transfer options for students in oversubscribed areas How much capacity must be decreased in their zone. Possible options for closing school(s) and decreasing capacity. (5) Let the community groups work together to coordinate efforts to integrate neighborhood schools and decide where to decrease capacity. Be helpful in providing them with resources and information they need to make wise decisions. (6) The LRSD distributes school choice forms to those who elect NOT to attend their area school. Working together with the community group, the Assoc. Supt. for Desegregation will process the forms and compile statistics showing which schools will be out of compliance, oversubscribed, or undersubscribed. This information will be the basis of community cooperative efforts to balance the elementary schools. (7) By the time the Park opens, the community would have already completed (4), (5) and (6), thereby allowing for a smooth transition. 26BURDEN OF BUSING In the current plan, the involuntary burden of busing falls squarely on the shoulders of lower-income minority children. Middle and upper income community members are spared desegregative busing except for those who voluntarily attend magnet schools in east Little Rock. This, along with unequal choice opportunities, is a glaring inequity in the plan. The educational park located on Kanis Road would enable us to equalize the burden of busing and equalize options. Children will be bused equidistant from Pleasant Valley/Chenal Valley/Heights (Zone C) and central/east Little Rock (Zone B). More students from Zone C will be bused then than now, while many students from Zone B will have shorter bus rides than they do now. The Park will also be much closer to the Zone B students' homes than Terry, Fulbright, McDermott and Jefferson\nthus, it will facilitate parental involvement. 28EQUALIZING CHOICES In the current plan, students in west/northwest Little Rock. (Zone C) are all eligible to attend their neighborhood school. They may opt to transfer to any of the six incentive schools or one of the marginal schools such as Bale, Romine or Franklin. No elementary students will be bused involuntarily for desegregative purposes. In contrast, students in central/east Little Rock (Zone B) are divided into mandatory neighborhood zones and mandatory satellite zones. They have virtually no options. Rather than regressing by restricting options for west Little Rock students, it would be better to open similar options for central/east Little Rock students. The educational park, coupled with the elimination of satellite zones, will enable Zone B students to have the same options as Zone C students. They will be able to choose either their neighborhood school, the educational park, or any Zone C school (subject to capacity). West/northwest children will be able to choose either their neighborhood school, the educational park, or any Zone B school. The CAT bus system will be utilized in transporting students. The school district will reimburse CAT on a monthly basis. 29DESEGREGATION AND THE EDUCATIONAL PARK 1 . Little Rock will be divided into three zones (see map): Zone A: Zone B: Zone C: Southwest and part of Central Little Rock Central and East Little Rock West and North Zone A is integrated and will have neighborhood schools. Zones B and C are currently segregated-for the most part\nthey will have neighborhood schools and the educational park. All areas will have access to the existing magnet schools. 2. Zones B and C will each decrease capacity in their neighborhood schools by 1200 students, for a total of 2400 elementary students. absorb these 2400 students. The six elementary schools at the Park will (Zone B will be decreasing current elementary capacity by 22%\nZone C elementary capacity will be decreased by 30%. The reason for this disparity is that Zone B currently has many more students relative to its schools' capacity than does Zone C). 3. Zone B will be allocated 60% of the elementary seats in the Park (1440)\nZone C will be allocated 40% of the seats (960). This will insure an acceptable integration of the Park without assigning on the basis of race, will be handled by a lottery. Excessive demand in either area 4. The remaining students in Zones B and C will have a choice: (A) Attend the neighborhood school closest to them (subject (B) to capacity), OR Be an integrator for a school in the other Zone, students attending a school in Zone B, and Zone B Zone C students attending a school in Zone C will receive a community scholarship award of $500 for each year of being an Integrator (magnet schools do not apply). 305. so Zones B and C will be responsible for recruiting integrators If they that they can keep their neighborhood schools open. fail to do this in a school (or if too few students choose to attend it), they will be required to close it. Schools in Zone B will be allowed to have extra funds for incentive programs to compensate for their relative disadvantage in recruiting students. However, there will be NO UNIVERSAL SCHOLARSHIPS FOR INCENTIVE SCHOOLS as is proposed in the current desegregation Only integrators would be eligible for scholarship awards. plan. These awards would be given by a community group, not the LRSD administration. do this. The community group would be allocated money to 6. If both Zones B and C agree to do so, they may decrease their school capacities more than 1200 each so that more of their students could attend the school park. In this case, another school would be built at the Park to accommodate them. 7. school. Williams Magnet school would be converted to a neighborhood The remaining magnets (Booker, Gibbs, Carver, Washington) will remain open process. as is with the same assignment 8. a Integrated neighborhoods (Zone A) will have the advantage of neighborhood school with no responsibility for recruiting students. 9. Zones will be used for two purposes: grouping schools for management purposes and for allocating seats among students in each area. They will NOT restrict a student from attending a school outside his zone\nin fact, a large percentage of children will be attending a school outside of their zone. 31Zones A, B, and C Elementary Schools ZONE A ELEMENTARY SCHOOLS School Capacity 1990 Enrolled 7-3-90 % African-American Overall 1 st Badgett Baseline Chicot Cloverdale Dodd Geyer Springs(s) Mabelvale(s) Meadowcliff(s) Otter Creek(s) Pulaski Heights Wakefield Watson Western Hills Wilson(s) Woodruff Total 238 390 558 424 353 236 533 454 378 348 472 469 325 398 209 5785 232 372 508 396 345 199 513 449 361 285 469 442 310 371 175 5427 73 73 64 72 58 64 55 62 50 62 66 65 58 66 65 50 67 56 71 65 41 41 54 50 17 69 61 44 51 42 70 76 64 71 42 53 65 60 44 54 59 75 66 50 56 K (s) = currently has a satellite zone These satellite zones will also be eliminated, with those schools being responsible for recruiting any students which are necessary to balance the school. However, this should not be a major problem for them since they are located in integrated neighborhoods which will continue to become more balanced. 32School Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine m-Booker m-Carver m-Gibbs m-Washington TOTAL Brady- Fair Park Forest Park Fulbright Jefferson McDermott Terry Williams TOTAL ZONE B ELEMENTARY SCHOOLS Capacity 1990 Enrolled 7-3-90 % African-American Overall K 1 st 300 200 273 240 340 260 399 529 492 650 613 353 866 551 5 230 149 196 197 266 207 337 437 381 590 318 756 92 99 -90 93 78 94 87 100 93 94 61 81 85 98 89 86 68 97 76 81 83 78 78 81 82 83 89 50 54 60 61 65 49 54 56 76 ZONE C ELEMENTARY SCHOOLS 491 351 41 3 587 513 562 537 517 427 312 411 573 479 51 5 516 490 65 71 52 51 45 60 57 53 45 45 41 44 35 37 36 58 69 74 38 56 54 61 56 50 3971 3723 33Community members in each zone will decide where to cut capacity. They will likely keep schools that will be easiest to desegregate voluntarily, and decrease capacity in hard-to- desegregate schools or close them entirely. The LRSD will not have the responsibility of making these decisions\nthey will simply carry out the decisions of the community. Neither will the LRSD be responsible for integrating schools in segregated neighborhoods\nthe people in those areas will have that responsibility. Mandatory satellite zones will be eliminated. All elementary children in Zones B and C will have equal options: (1 ) Closest neighborhood school (recruiting responsibility) (2) Educational Park (non-racial*) (3) Be an Integrator ($500 scholarship per year) (4) Magnet school (special programs) Elementary children in Zone A will be able to attend non-racial* neighborhood schools with no responsibility for recruiting students. They will also be eligible for magnet schools, the educational Park, and being an Integrator. A lottery will be the sole means of dealing with excessive demand for any particular option. *Race will have no bearing on student assignments or identification, except for state requirements on tests. 34Zone A ELEMENTARY SCHOOLS AND THEIR ZONE AFFILIATION For Integration and Management Purposes Zone B Zone C Park** Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - 1  m  m m Washington - m ( 5785 0) 5515 (1200) 5785 4315 ** Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams 3971 (1200) 2771 Schools to be named by community. 35 School #1 School #2 School #3 School #4 School #5 School #6 -0- Capacity 2400 Changes+ - 2400 Proposed CapacityCHOICES FOR STUDENTS WHO LIVE IN... Zone A: neighborhood schools (current capacity\nnon-racial) transfers on a case-by-case basis to magnet schools, Educ. Park, and Zones B and C schools Zone B: area schools (decreased capacity\n,40% of seats to be filled by Zone A and Zone C integrators) magnet schools educational park transfers to Zones A and C schools\nmay apply for an Integrator scholarship Zone C: area schools (decreased capacity\n40% of seats to be filled by Zone B integrators) magnet schools educational park transfers to Zone B schools Park: No students will reside in the Educational Park Zone. It will get approx. 60% of its students from Zone B and 40% of its students from Zone C. (Zone A will also be allocated seats if there is demand from that area.) Each zone is defined by the combined attendance zones of its schools. As demographics change, schools may transfer to a different community zone. As neighborhoods integrate, they will join Zone A. 36\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_1481","title":"\"Statewide Information System, Project Overview,\" Arkansas Department of Education","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":["Arkansas. 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