"Incentive School Monitoring Report," Office of Desegregation Monitoring, United States District Court, Little Rock, Ark

ODM's presentation to St. Louis Education Monitoring and Advisory Committee
This transcript was created using Optical Character Recognition (OCR) and may contain some errors.
, ............... OUl~ Office of Desegregation :Monitoring 201 East Markham, Suite-510 Heritage West Building Little Rock, Arkansas 72201 Phone: 501-376-6200 Fax: 501-371-0100 Ann Brown, Federal Monitor Melissa Guldin, Associate Monitor Connie Hickman, Associate Monitor Bob Morgan, Associate Monitor Margie Powell, Associate Monitor Horace Smith, Associate Monitor Polly Ramer, Office Manager LindaBryant, Assoc. Office Manager Jackie Banks, Recep-tionist - AGENDA TOPICS OCTOBER 28, 1992 Welcome, Introductions and Overview Districts Overview Planning and Priority Identification Break & Office Tour Monitoring and Reporting Process Construction Finance Site Visit Overview Wrap Up Ann Horace Polly Connie Connie Melissa Bob Melissa Tenns Office of Desegregation Monitoring (ODM): Created by order of the Eighth Circuit Court of Appeals in December 1990. Functioning as an arm of the U.S. District Court, ODM is mandated to monitor all aspects of the five separate but interrelated desegregation plans that comprise the Settlement Agreement among six parties: three autonomous school districts (Little Rock, North Little Rock, and Pulaski County), the State of Arkansas, the Joshua Intervenors (for black children), and the Knight Intervenors (for the teachers.) ODM gathers information that indicates the degree of the parties' compliance with the desegregation plans and relevant court order. ODM monitors file their findings, conclusions, and recommendations to the District Court in written reports that become part of the case record. Monitor: The process of determining the degree of compliance with the provisions of a desegregation plan or court order. Monitoring the desegregation plans is the act of assessing the progress of the desegregation process in various ways: on-site observation of school district facilities and operations
interviews with district employees, students, parents, and others
and reviewing relevant data to assess the level of compliance with the desegregation plans' provisions. Monitoring guide: Documents developed and used by ODM monitors as the basis for their monitoring activities. These instruments encapsulate the legal requirements of the desegregation plans and court orders. The guides may also contain "compliance indicators," evidence that the districts' are fulfilling their legal obligations. These documents guide monitoring observations, interviews, data collection, and information disaggregation in order for the court to determine the level of compliance with legal requirements. Monitoring report: A summary of information, gathered during the monitoring process, that ODM submits to the court and shares with the parties and the community. The report may be broad or focus on a specific area or aspect of desegregation, such as a particular type of school, program, or operation. The report may be a status (short term or "formative") assessment or a long term ("summative") appraisal of the degree to which the parties are fulfilling the requirements of the desegregation plans and relative court orders. Implementation: The process of fulfilling a desegregation requirement to the degree, and within the timeframe, that satisfies the requirements of desegregation plans and court orders. Implementation considerations include the human, material, and financial resources and time schedules necessary to ensure that the desegregation process continues uninterrupted. Programmatic: Referring to a sequence of actions or operations designed to coordinate various resources and activities for attaining a desired goal. There are numerous programmatic requirements of the desegregation plans such as those pertaining to academic achievement, staff and student recruitment, parental involvement, etc. Community involvement: The desegregation plans include provisions for the participation of parents and other citizens in education through various activities and programs. Community involvement is encouraged and managed through a variety of both required and voluntary activities including parent-teacher conferences, parent-teacher organizations, biracial monitoring groups, school volunteer programs, and school-business partnerships. INCENTIVE SCHOOL MONITORING REPORT JUNE 4, 1992 OFFICE OF DESEGREGATION MONITORING UNITED STATES DISTRICT COURT LITTLE ROCK, ARKANSAS Melissa R. Guldin Associate Monitor Bob Morgan Associate Monitor Horace R. Smith Associate Monitor Ann S. Brown Monitor Connie L Hickman Associate Monitor Margie L. Powell Associate Monitor Polly Ramer Office Manager INTRODUCTION Mission of the Office of Desegregation Monitoring . The Office of Desegregation Monitoring (ODM) is an arm of the United States District Court which serves the Eastern District of Arkansas. The ODM was created by the Court of Appeals for the Eighth Circuit and ordered into law by the district court in a January 1991 decree that vested the Office with "the authority to monitor the school districts' compliance with the settlement plans and settlement agreement, including any future modifications of, or additions to, such plans and agreement." Both professionally and personally, each ODM staff member values children and is committed to quality desegregated education as a vital component of a free and healthy society. The ODM staff has pledged to help build the essential partnership between our legal system, schools, and community in order to achieve the equitable education that is each child's constitutional birthright. The ODM staff are professionals with a broad range of educational, legal, financial, and business management experience among them. They are fully qualified to obseive and assess the rate of progress toward the desegregation goals. All ODM staff members willingly share their expertise with the school districts and, when requested, provide technical assistance in a cooperative spirit of support. ODM Monitoring Philosophy The ODM's monitoring is an ongoing process of collecting and analyzing information about the efforts being applied toward reaching the goals and objectives specified in the desegregation plans and court orders. Assessing the effectiveness of those efforts, both individually and collectively, to determine what's working and what needs work is also an important part of OD M's monitoring mission. The ODM assists the court in determining the parties' compliance with both the letter and spirit of the agreements they have made. It also collects and interprets information that keeps the entire community informed of the desegregation progress, providing reassurance that a vigilant watch is being kept. The ODM can uncover developing problems, point to where changes may be needed, and suggest corrective action to prevent falling short of the desegregation goals. The ODM also highlights the school districts' successes and joins the court and community in applauding progress. The Incentive Schools Monitoring Report Background This report focuses on the implementation of the desegregation plan in the Little Rock School District's seven incentive schools. These schools, which are attended predominately by black children, have many enhancements that include programs, activities, personnel, equipment, and a funding level that are found in none of the district's other schools. The Eighth Circuit Court has termed the incentive schools crucial to the success of the desegregation plan and, therefore, these schools and their programs have been given monitoring priority by the Office of Desegregation Monitoring. Monitoring Process ODM follows a systematic approach to monitoring based upon a process which is described below and illustrated with examples of the incentive school monitoring report that is the substance of this document: 1. Generic statistical information is identified, logged, and summarized. The "Elementary School Monitoring Guide" contains general school information such as student enrollment, staffing, standardized test results, retention and discipline, inservice training, community involvement, and so forth. This information, which comes primarily from the monitors' direct observation of school records and operations, provides an overall picture of a particular school community. 2. The monitors identify the legal obligations of the desegregation plan and assess the compliance status of each obligation. The provisions of the desegregation plan contain the substance of the legal obligations the school districts are required to fulfill. In this report, the provisions that specifically refer to the incentive schools have been concisely summarized and listed in each school's report under the title of "Incentive School Monitoring Guide." A page number follows each provision summary in the Incentive School Monitoring Guide to identify where that provision is located in the desegregation plan. When monitoring of the incentive schools began in the fall of 1991, an appeal was still pending before the court on the parties' proposed revised desegregation plans, so the original 1989 settlement plans were still in effect. Each page of those 1989 plans had been assigned a sequential JDR 0oint Designated Record) number by the court. This is the plan reference number which is found in the Monitoring Guides. The JDR reference numbers are also used in the Updated Information that follows each school's Guides. Any references in this report to the page numbers of the April 29, 1992 revised settlement plans are noted as such. Monitors then determine the compliance status of each provision and note their findings. Through observations, interviews, and a review of all sorts of documents, the monitors assess the degree to which each plan provision is being implemented. (See "Sources of Information", below.) 3. Updated information is collected and added to the monitoring report. Monitors visited the incentive schools during October and November 1991. They collected follow-up information throughout the school year until May 27, 1992, including two more V1s1ts to each school in the spring. In order to document progress at each school, this updated information has been appended to each school's fall monitoring report according to the categories and provisions listed in the Monitoring Guides. 4. Preliminary draft reports are completed and shared with appropriate district personnel. Although monitors make every effort to be accurate in their reporting, mistakes can occur. To minimize factual or recording errors in ODM reports, the monitors have personally reviewed each school's monitoring report with that school's principal and asked for feedback on the accuracy of the data upon which the reports rest. Likewise, the draft reports have been shared with district administrators. This preliminary sharing process enhances report accuracy and completeness by uncovering data errors and allowing incorporation of any additional information that sharpens the monitoring picture. It also helps alleviate surprises that can contribute to the innately threatening nature of being monitored. Since ODM's purpose is not to "catch" the districts, but to help them be successful in meeting their desegregation goals, the monitors make every effort to operate fairly and in good faith with the school districts. Reviewing the preliminary reports with district personnel promotes the open communication and understanding that is basic to the desegregation partnership between the ODM and the school districts. 5. Completed monitoring reports are filed with the district court and distributed to all of the parties. The three county school districts, the Joshua Intervenors (on behalf of black children), and the Knight InteIVenors (on behalf of the county's teachers) receive copies of the Incentive School Monitoring Report as does each incentive school principal and staff. Sources of Information The incentive school monitoring reports are based upon three primary types of information: Site visits: Each incentive school was fonnally visited by an ODM monitoring team in October or November and twice again by monitors in the spring. Monitors obseIVed all areas of each campus and school building, including most classrooms. During some visits, monitors shared lunch and conversation with students and staff at noontime. During the course of the year, monitors also observed a variety of meetings involving district and school committees, boards, administrators, school staff, and parents
attended training sessions
and. participated in school and district special events. Interviews: During the school site visits, team members met at length with the principal and talked with some teachers and other staff members as well as a few students. Throughout the school year, there were occasional phone conversations and meetings between the monitors and the incentive school principals as well as numerous meetings, telephone conversations, and written communication among district administrators and the ODM staff. Written information: Information was gleaned from all manner of written sources including School Profiles, monthly Little Rock School District Desegregation Updates, Quarterly Reports, memoranda, letters, reports, budgets, fund balance sheets, agenda and minutes of various group meetings, district press releases, court submissions and exhibits, court orders, hearing transcripts, and the desegregation plans. Report Organization This report is organized into three parts, beginning with the introductory section. The second part is comprised of seven individual but parallel incentive school monitoring reports and updated information. Section three follows with an overall summary of the monitors' findings along with their conclusions and recommendations. The recommendations are offered as suggestions for achieving compliance with the legal obligations set out in the desegregation plans and for improving the services essential to meeting the desegregation goals . . OFFICE OF DESEGREGATION MONITORING STAFF REPORT September 1991 MAJOR STAFF ACTIVITIES Meetings have included weekly staff meetings
breakfasts with Dr. Steele
introductory meetings 'Nith the senior administrators and principals of all three school districts
introductory meeting with the Joshua monitors
meeting 'Nith PCSSD representatives to discuss progress on construction of the Crystal Hill interdistrict school
meeting with John Walker and Gus Taylor regarding resolution of concerns
numerous meetings and an exit conference with the legislative auditor
meetings with an LRSD data processing official regarding payroll arrangements. Monitoring visits were made to all incentive schools and schools with new construction: Rockefeller, Rightsell, Franklin, Garland, Stephens, Mitchell, !sh, Geyer Springs, Western Hills, Cloverdale Elementary, and Cloverdale Junior High. Also, visits were made to LRSD Alternative School and the NLRSD Alternative School, Romine lnterdistrict Elementary School, College Station Elementary, and Fuller Junior High. Schools visited in September: LRSD: Rockefeller, Rightsell, Franklin, Garland, Stephens, Mitchell, lsh, Pulaski Heights, Romine, Terry, Geyer Springs, Western Hills, Woodruff, and Cloverdale Elementary, Cloverdale Jr. High, Central High, and the Alternative School. PCSSD: College Station Elementary, Fuller Jr. High, Mills High. NLRSD: Alternative School. Total schools visited in September: 21 Reports studied by the staff included the OMS preliminary monitoring report of October 1990, the Joshua monitoring report of July 1991, and recent LRSD status reports. Information requested and received from the districts included current enrollment data of each incentive school by class
number of instructional aides at each incentive school
results from the third administration of the LRSD Minimum Performance Test. Baseline data to be provided ODM by the districts on a routine basis was identified. A provision audit of certain sections of the settlement plans to detennine baseline legal requirements and corresponding accountabilities and perfonnance indicators was conducted as a test to detennine the feasibility of this type of approach to monitoring. Analysis of orders and hearing transcripts to identify specific court requests and directives has been completed. The parties will be notified regarding any action or infonnation which is due in compliance with court directives. - Notice of noncompliance with court orders regarding the number of instructional aides at the incentive schools was communicated to the LRSD. Financial auditing of the books by the legislative auditor was a tremendously time consuming task for the Office Manager as she provided detailed records for the auditor. The audit revealed no irregularities in bookkeeping process or financial balances. The auditor's report has been forwarded to the Legislative Audit Committee which will issue a final report in four to six months. Financial monitoring preparations continue in collaboration with the Arkansas Financial Group. A copy of the entire LRSD General Ledger for their desegregation budget has been obtained in print and on computer disc. Formats for financial comparisons and reports have been determined to enable identification of numerous variables, e.g., what "double funding" represents. Installing and customizing the word processing programs on the five new computers and wiring the printer sharing network among all offices has been largely completed with some "debugging" continuing. An accounting program has been purchased and installed on our powerful financial computer to enable the tracking of the districts' settlement expenditures. Court sessions attended by the ODM monitoring team included the Circuit Panel hearing on the parties' appeals of District Court orders and the swearing in our associate Connie Hickman as a new attorney at the Arkansas Supreme Court. Learning from the experiences of other monitoring agencies took some members of the ODM team to the Dallas Independent School District's Department of Desegregation and to several monitoring agencies in St. Louis: the Educational Monitoring and Advisory Committee, the Voluntary Interdistrict Coordinating Council, the Metropolitan Coordinating Committee for Vocational Education, and the St. Louis School District Desegregation Monitoring Office. Public information, relations, and service: The monitor was interviewed on the Channel 14 public affairs program "Shaping the Future" regarding the status and challenges of the desegregation plans, attended a reception to honor retiring LRSD Board member Skip Rutherford, chaired the September meeting of the Cornerstone Project's Board of Directors, attended the quarterly meeting of the Board of Directors of the National Assn. of Partners in Education (NAPE) in Seattle, and attended the quarterly meeting of the Arkansas Chapter of the National School Public Relations Association. An associate monitor served on the Proposal Committee for the Arkansas Department of Education's Homeless Education Project and helped to award state grants. Staff responded to various phone requests for information from parents and teachers. Staff development was conducted by ODM staff in response to requests: "Cultural Awareness" for Pulaski Heights and Terry Elementary teachers
"Multicultural Education and School Desegregation" for UCA pre-service teachers and education students
"Self-Esteem in Early Childhood" for Arkansas HIPPY Coordinators and home visitors
'Working With At-Risk Youth" for the Central High faculty
"Helping With Your Child's Education" for the Women's Project for parents, youth service workers, and ex-offenders. lnservice for ODM staff continues on the new computers and printing system. Consultation services were provided for Mills High at the school counselor's request for resolution of racial conflict among drill team members. Additional ODM staff support included making travel arrangements to the desegregation offices in Sc. Louis, the NAPE Board meeting in Seattle, and an upcoming training session in Mississippi
handling routine and special requests for information between ODM and the parties
completing the transfer of written bookkeeping records to a computer accounting system
filing and indexing all court orders since December 1990 in a handy notebook system
organizing the office for easy access to the new printer networking system
obtaining a listing of Minority Vendors to ensure that minority businesses are included in our bidding processes. MAJOR ACTIVITIES PLANNED FOR OCTOBER -Finalize monitoring approach including identifying priorities, developing a school monitoring instrument, scheduling monitoring visits, and determining the reporting process and schedule. -Meet with Districts for orientation to monitoring guide, process, and scheduled school visits. -Begin monitoring visits to schools. -Continue follow up to determine district compliance with specific court requests and directives. -Identify schools out of racial compliance and follow up with districts. -Monitor special school and program situations, e.g. incentive school aide ratio, qualifications, and class size compliance. -Complete office personnel policies and administrative procedures and evaluation -Make information gathering trip to desegregation monitoring office in Cleveland. -Complete "debugging'' of office computer system and printing network. OFFICE OF DESEGREGATION MONITORil'
"G STAFF REPORT September 1992 MAJOR STAFF ACTIVITIES Meetings have included staff meetings
several informal meetings with Mac Bernd about various topics
discussed Crystal Hill assignment and transportation concerns with PCSSD administrators
attended the PCSSD monthly Board of Directors meeting and briefly addressed the board
met with LRSD administrators and their lawyer about the proposed Stephens School plan
met with LRSD's communications director about organizing community forums
attended a reception hosted by Acting Governor Tucker to honor visiting cosmonauts and astronauts
met with all parties about cooperative aerospace magnet planning
discussed desegregation plan constraints on the aerospace magnet with the school's grant writer: met with the MRC chairman about the impact oi LRSD budget cuts on magnet schools
three meetings with LRSD's new Asso. Supt. for Organizational and Learning Equities, Marie Parker (who replaced James Jennings), to discuss various aspects of the desegregation plan and monitoring priorities and procedures
met with Joshua representatives, NLRSD administrators and their lawyer about Joshua's monitoring approach
met with Joshua representatives and Marie Parker about Joshua's monitoring approach
met with PCSSD board president to discuss various desegregation issues
interviewed Estelle Mathis about the Stephens School Education Specifications Committee's activities
attended a Women Lawyers Association meeting
attended an Homeless Advisory Committee meeting
met with the Cornerstone Mentors Coordinator
viewed a tape of LRSD's monthly Board of Directors meeting
met with LRSD's IRC incentive school specialist to discuss ODM's incentive school recommendations
attended the PCSSD PALS inservice
meetings and informal discussions with school district officials to resolve several M-to-M transportation problems. ODM individual and team planning centered on developing this year's monitoring schedule. School open houses were attended in the LRSD: Fair Park, Pulaski Heights Elementary, Rockefeller, and Woodruff. School visits: PCSSD: Fuller and Bates Elementary, Fuller Junior High, Mills High. McClellan High School was monitored for compliance with its new magnet .program plan. Monitors wrote and began editing a status report on their findings and conc
usions. Monitoring the NLRSD process for selecting cheerleaders and drill team was concluded, and report writing began. A report writing consultant, a U ALR technical writing professor, has been engaged to help refine ODM reports. Editing for clarity and completeness continued on the alternative schools and biracial committees monitoring reports. MRC responsibilities outlined in court orders and MRC reports were researched. ODM's site monitoring guide was revised, and revisions on the incentive school monitoring guide begun. An audit of the type and timing of data that the districts' publish was requested so ODM and the parties can coordinate information flow. Review of hearing transcripts continues in order to catalog the topics covered and to identify court directives. A summary of the legal events in the desegregation case was updated. Staff development for ODM staff: an associate attended the national conference of the Association for Counselor Education and Supervision in San Antonio
the office manager designed and conducted two workshops for staff on using Wordperfect computer programs. ODM conducted staff development in response to requests: a cultural sensitivity workshop for Cornerstone mentors and tutors
a session on ODM's monitoring process and priorities for PCSSD administrators with a separate session for all PCSSD counselors. Public information, relations, and service: the staff continued to respond to numerous letters and calls from parents and teachers about the impact of LRSD budget cuts
addressed the NLR Rotary Club
attended a meeting of the Future Little Rock Education Task Force
complied with Cleveland and Saint Louis requests for copies of ODM's monitoring reports
the monitor attended the NAPE Board of Directors meeting in Boston, Massachusetts
an associate counseled at length a PCSSD parent with a student assignment complaint
an associate read alternative education and homeless grant proposals for ADE
the staff responded to routine requests for information and assistance from our local press, parents, school board members, school district personnel, and other citizens. Additional ODM staff support included managing the United Way appeal to ODM
attending two Dun and Bradstreet computer workshops on DOS and desktop publishing
preparing a planning process for the staffs computer workshops
designing an "expandable" computer notebook for each staff member that includes glossary, tips, and step-by-step instructions
designing data tables for the monitoring guide. l\1AJOR ACTIVITIES PLANNED FOR OCTOBER -Complete and file monitoring reports on the McClellan magnet program, the alternative schools and biracial committees. -Meet with the Joshua monitoring team. -Chart each school's four year enrollment pattern. -Begin monitoring schools that are out of racial balance compliance. -Complete FY 1992-93 budget. -Installed an editing program (Grammatik) on each office computer. -Conduct a Grammati.k workshop for ODM staff. -Continue indexing all office library material. AREAS OF EMPHASIS Connie Community Involvement, Legal Information, District Policies special programs (e.g. Asset) student recruitment school volunteer programs school/community partnership programs New Futures public relations pa:ent education PTA/parent involvement programs community resources legal obligations and i!:sues policies ar1d procedures due process for staff and students incentive schools Horace Secondar
Education, Staffing, Staff Development, Student Activities and Achievement staff development multicultural curriculum and infusion secondary curriculum instructional practices - secondary library and media services athletics and extracurricular activities staff recruitment, hiring, and distribution student progress achievement disparity racial isolation/grouping of students computer assisted instruction new course offerings bi-racial committees incentive schools Finance and Computers settlement monies/financial accountability Financial accountability computer tracking of students and academic progress data processing Margie Special Programs, Student Support Services discipline, expulsions, and suspensions dropout prevention/statistics attendance safety and security e,-xtended day and year programs compensatory/remedial programs guidance and counseling special education gifted education alternative programs evaluation/testing/test scores federal programs vocational education incentive schools Melissa Early Childhood, Elementary Education, Student Assignments, Schools HIPPY and citywide ECE program early childhood and four-year-old programs daycare programs elementary curriculum instructional practices - elementary magnet, imerdistrict, and area schools incentive schools facilities and capacities new school construction and expansion desegregation transfers m-to-m transfers student assignment processes school racial balance transportation services United.States Court of Appeals FOR THE EIGHTH CIRCUIT Nos. 91-2640EA, 91-2648EA, 91-2655EA, 91-2683EA Little Rock School District, Pulaski County Special School District No. 1, North Little Rock School District, and Mrs. Lorene Joshua,_ Appellants. * * * On Appeal from the United * States District Court * for the Eastern District * of Arkansas. * Submitted: September 4, 1991 Filed: November 14, 1991 Before A.~OLD, Circuit Judge, HEANEY, Senior Circuit Judge, and , WOLL'1AN, Circuit Judge. ARNOLD, Circuit Judge. On December 12, 1990, we approved a comprehensive settlement of the Pulaski County, Arkansas, school-desegregation case. Little Rock School District v. Pulaski Countv Soecial School District, 921 F.2d 1371 (8th Cir. 1990). We recognized, however, that the approved plans, which we shall call the 1989 plan or pians, would need some modification because of the passage of time. We remanded the case to the District Court with directions to adopt the plans with any necessary transitional changes. We also stated that the parties are "free, by agreement, to modify the settlement plans by incorporating in them one or more provisions of the Tri-District Plan, subject, of course, to the approval of the District Court. 11 921 F.2d at 1393 n.15. be approved, but only {f the parties affir.natively establish goad reasons (not including the lack of funds) for them. It may be helpful far us ta state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools
(2) operation of t~e agreed number of magnet schools according to the agreed timetable
(3) operation of the agreed number of interdistrict schools according to the agreed timetable
(4) intradistrict desegregation of PCSSD according to the agreed timetable
(5) the agreed effort to eliminate achievement disparity between the races
( 6) the agreed element.s of early-childhood education, at least in the incentive schools
and (7) appropriate involvement of parents. For purposes of illustration, we will discuss a number of the proposed modifications, indicating which of them seem to us to concern require details mere details, and which of them, on the other hand, would substantive justification. Items we consider to involveinclude deciding whether Russian will be taught at Parkview
failing to include the 144-page appendix in the revised PCSSD May 1991 Plan
changing the plan's language with respect to a possible interdistrict school in Chenal Valley
changing the process to decide whether King Elementary School will be a Montessori school
and eliminating Explorer memberships for students at incentive schools. 1 In contrast, changes we consider to be significant, requiring justification, include r _educing the number of inst::uctional aides in the incentive schools from one per classroom to t-..
o aides for every three classrooms
eliminating incentive-school themes
and eliminating a full-time nurse at each 1students at the incentive schools, which are all on the elementary level, are too young to be Explorer Scouts. Joint Addendum (J.A.) 102. -5- ODM Monitoring Project Planning Process 1. Identify the project and its purpose. Get a handle on exactly what the project or activity is and what it is supposed to accomplish, stated in terms of action and outcome(s). Think about the purpose of your activity (investigation, communication, monitoring project) and what you want it to accomplish. The project and its purposes should fit into this statement: "/ will (do what?) in order to or so that (what will be accomplished)". 2. Determine project priority. Assign a "1 ", "2", or "3" priority, with #1 being the most urgent. In determining priority, consider such things as court priorities and directives, other activities or projects related to or dependent upon this one, ODM critical success factors, etc. 3. Identify target project time span. Given the urgency of this project, the other matters related to or dependent upon it, and the other things you're responsible for, how much time do you need (and realistically have) to devote to this project? - 4. Determine information needs and sources. What do you need to know in order to carry out the project and achieve its goal? Consider possible sources and list specifically which ones you will need from the three main information categories, such as: a. written information Potential sources include provisions from plans and orders, reports, letters, schedules, minutes, district policies, letters, hearing transcripts, court submissions, court exhibits, hearing transcripts, newspaper reports, community complaint and concern logs, etc. b. interviews What categories of people are involved in or impacted by the project area? Whose experiences and perceptions are most relevant to the project and will most likely be able to help you reach your goal? What are the names of those you need to talk to? What do you need to learn from each of them? How will you ask for that information (questionnaire or survey, phone conversation, face-to-face interview, group discussion)? How will you record what you learn? c. observation What or whom do you need to observe (school buildings, playgrounds, classrooms, classes in session, meetings, events, etc.)? What exactly do you need to look for during the observation? Where will you observe? When? How long will you need to be there? How many times will you need to visit? How will you document what you observe (observation guide, pictures, diagrams, notes, check list, etc.)? 5. Identify any special or unusual resources needed. In addition to the above information, will you need special data that might take longer than usual to obtain such as research on legal history, certain books, national or state reports, demographic information, etc.? How much time will it take to get such data? Will you need special training, equipment, or other assistance of any kind? Whose help will you need in getting the special resources? 6. Choose documentation and collection methods. Do you need to develop a written guide (monitoring instrument) as part of your monitoring process? What does it need to address and include? Do you need to design, distribute, collect, and analyze a survey? Who should the survey target? 7. Decide who needs to be involved or informed. Who else will need to know about your project so you can coordinate efforts, plan to get their help, or inform for other reasons? Who needs to review your monitoring approach and/or guide with before implementing it? Before publishing it? 8. Visualize or anticipate the content and form of the final product. What will the final product look like? Will it be a letter? A short status report? A lengthy monitoring report? Who is the audience of the final product? How will the product need to be organized? What must it include (plan requirements, goals, program scope, curriculum and instruction, class size, racial balance of staff and students, parent involvement, staff development, facilities, budget, quality, evaluation, recommendations)? Will the information you've planned to obtain in steps 4 and 5 adequately cover all the areas your final product should cover? Can the product form be correlated with the design (content and sequence) of the monitoring instrument? Will charts, graphs, or diagrams help make information clear? 9. Schedule time and set deadlines. Assign each step the time you think will be required or available to complete it. Set intermediate and final deadlines and mark your calendar accordingly. 10. Ask for review and input. Go over your plan with someone else and be open to suggestions for changes that can contribute to completeness, accuracy, time conservation, etc. Where can the projects of others be combined or correlated with yours? 1. Project type and purpose 2. Project priority and why 3. Estimated project time span 4. Information needs and sources 5. Special resources 6. Documentation/collection methods 7. Who will be informed/involved 8. Final content and form 9. Schedule and deadlines 10. Review and input MONITORING PRIORITIES 1992-93 SCHOOL YEAR Parent and community involvement Incentive schools and double funding Special Education with emphasis on placement parity Discipline with emphasis on disproportionate disciplining of black students Extracurricular activities including participation equity and the selection process Academic achievement and efforts to close the gap between black and white students - School racial balance plan requirements and efforts to improve racial balance in out-ofcompliance schools Interdistrict schools with emphasis on Crystal Hill, Romine, Henderson, McClellan, King, Stephens, and the 67/ 167 school Early childhood education including developmentally appropriate curriculum and practices and its effectiveness as a desegregation tool Public relations and recruitment with emphasis on the interdistrict plan, cooperative efforts between the districts, and the impact on desegregation Finance including an examination to assure that settlement money is being used consistent with the plans and court orders and to determine if the districts are exercising fiscal responsibility so that they can fulfill their plan obligations MONITORING: AN ONGOING PROCESS OF COLLECTING AND ANALY2ING INFORMATION ABOUT THE EFFORTS BEING APPLIED TOWARD REACHING A GOAL EVAllJATION: ASSESSING THE EFFECTIVENESS OF THOSE EFFORTS (INDMDUAL AND OVERALL) MONITORING TECHNIQUES: DATA COll.ECTION AND ANALYSIS OBSERVATION INTERVIEWS MONITORING lYPES: FORMATIVE (short tenn: ODM Status Report) SUMMATIVE Qong tenn: ODM Monitoring Report) e. MONITORING AL'tD REPORTING PROCESS MONITORING Select topic based on plan compliance and/ or court directive Identify plan provisions, court directives, and reasonable indicators & site references Develop instrument for monitoring compliance Review instrument with district staff members Monitor compliance through site observation, interviews, data collection and analysis REPORTING Write report Individual edit - Grammatik Team edit - structure, completeness, accuracy, clarity & efficiency, and grammar & spelling Writing consultant reviews document Review report with district to verify accuracy Distribute report to the parties File report with the court Prepare for compliance hearing - Dec. 12, 1990 Jan. 18, 1991 Jan. 25, 1991 Mar. 26, 1991 Apr. 22, 1991 May 1, 1991 Jun. 21, 1991 Jul. 2, 1991 Jul. 15, 1991 Jul. 19, 1991 July 22, 1991 Aug. 7, 1991 Sept. 4, _ 1991 Legal Events Related to Revised Desegregation Plans Circuit Court overturns Tri-District Plan, upholds settlement plans. Settlement plans and agreement ordered into law. OMS becomes ODM. State dismissed as a party. District Cou1t holds hearing on aerospace magnet school grant. Parties ordered to submit revised plans by March 30, 1991. Parties request and are granted an extension from the Mard1 30 due date to April 22, 1991 as the deadline for submission of revised plans. Parties request and are granted an extension from the April 22 due date to May 1 , 1991 as the deadline for submission of revised plans. Extensively modified plans, unsigned and uncombined, submitted to Court by the parties. Court rejects revisions as beyond the limits set by the Circuit Court and inconsistent with the orders of the District Court. Explicit guidelines for changes are set out and revised document ordered due by July 22, 1991 . Parties file brief, stipulation of facts, and motion asking court to reconsider the parties' revisions and the June 21 order. District Court denies the parties' moticn to reconsider June 21 order with one exception for NLRSD. The three districts and Joshua appeal the June 21 and July 15, 1991 orders of the District Court. The parties file a signed, consolidated document, apparently with revisions which include some provisions from the Tri-District plan, thre~year date extensions, but few, if any, "transitional" changes. District Court hearing on motion for partial stay. Circuit Court hearing on appeals. December 19, 1991 Continuation of the district court hearings on the districts' proposed modifications. January 21-23, 1992 Continuation of the district court hearings on the districts' proposed modifications. January 21, 1992 The district court issued an order requiring LRSD to revise their budget, submit long range revenue projections, and identify start-up costs. January 27-28, 1992 February 5, 1992 February 6, 1992 February 7, 1992 February 11, 1992 February 13, 1992 February 18, 1992 Continuation of the district court hearings on the districts' proposed modifications. PCSSD filed proposed changes to their May modifications. District court hearing on LRSD's "Four-Year-Old Program LongTerm Plan." PCSSD filed a motion to modify the plan along with a brief in support of their modifications. District court hearing on LRSD and PCSSD's restorations. The district court approved LRSD's motion to establish magnet programs at Henderson Junior High and McClellan Community High School. The parties filed a joint motion and a brief in support of their motion requesting that the term "magnet" school be used in naming all future interdistrict schools. PCSSD filed a motion requesting authorization to hold a millage election on May 12, 1992. NLRSD filed a response along with a brief regarding PCSSD's motion to modify the plan. PCSSD filed an amendment to their motion seeking to hold the millage election on May 5, 1992. February 19, 1992 The Joshua Intervenors filed a response to PCSSD's motion to modify the plan. LRSD filed a response to PCSSD's motion to modify the plan. February 20, 1992 The Knight Intervenors filed a response to PCSSD's motion to modify the plan. February 21, 1992 The district court issued an order granting PCSSD's amended motion to hold a special millage election on May 5, 1992. March 5, 1992 The district court issued an order approving the designation of the Crystal Hill Interdistrict School as a magnet school, but deferred its ruling with regard to King and Stephens. March 9, 1992 March 16, 1992 March 17, 1992 March 30, 1992 March 31, 1992 April 10, 1992 April 13, 1992 The eighth circuit filed an order stating that the district court and its agent, ODM, is not a litigant in this case. PCSSD filed a reply to LRSD's response regarding PCSSD's motion to modify the plan. District court hearing regarding the King Interdistrict School site selection. The district court issued an order approving the Magnet Review Committee's budget and set guidelines for future requests. The district court entered an order approving LRSD's request to build the King Interdistrict School at Ninth and Pulaski Streets. PCSSD filed a special status report concerning budget cuts. The United States Supreme Court held that "in the course of supervising a desegregation plan, a district court has the authority to relinquish supervision and control of a school district in incremental stages, before full compliance has been achieved in every area of school operations, and may, while retaining jurisdiction over the case, determine that it will not order further remedies in areas where the school district is in compliance with the decree." Freeman v. Pitts,_ S. Ct._, 1992. The parties filed a joint brief regarding the millage extension and ODM's budget. PCSSD filed a supplement to the special budget reduction status report submitted in March 1992. April 21, 1992 April 23, 1992 April 23, 1992 May 1, 1992 May 14, 1992 May 15, 1992 May 19, 1991 May 20, 1992 May 28, 1992 May 29, 1992 June 1, 1992 NLRSD filed the Second Quarter Status Report regarding NLRSD plan implementation in 1990-91. PACT filed a response to PCSSD's budget cuts. LRSD filed a motion for phased implementation of the McClellan High School Magnet Plan. The district court issued an order regarding the parties' plan modifications along with the revised plans. Motions for clarification or modification regarding the order were scheduled to be filed by May 14, 1992. LRSD filed a motion to extend the time until May 24, 1992 for filing motions concerning the May 1992 order. The district court granted an extension until May 18, 1992 for motions to be filed on the May 1992 order. The district court issued an order correcting an error in the May 1992 order on page 33. The Joshua Intervenors filed an objection to PCSSD's reorganization and requested a hearing. PCSSD filed a motion requesting an extension to file a response to the Joshua Intervenors' objections. The Joshua Intervenors released a Preliminary Educational Equity Monitoring Report concerning the three school districts. The district court held a hearing on PCSSD's motion to delay construction of the 67 / 167 interdistrict school and LRSD's motion to delay construction of the King and Stephens interdistrict school. The district court issued an order scheduling hearings on LRSD's incentive schools, LRSD's budget, and PCSSD's budget. The district court issued an order amending the May 1, 1992 order to reflect the correction of typographical errors in LRSD's desegregation plan. PCSSD filed a motion to remove the portables at Pinewood Elementary and replace them with eight permanent classrooms. June 5, 1992 June 5, 1992 June 15, 1992 June 16, 1992 June 17, 1992 June 24, 1992 June 25, 1992 June 30, 1992 July 1, 1992 July 2, 1992 July 10, 1992 July 15, 1992 The district court approved PCSSD's motion to replace portable classrooms with permanent classrooms at Pinewood Elementary. The district court denied LRSD's motion to delay interdistrict school construction and ordered the district to submit a written plan for the construction of Stephens by September 3, 1992. ODM filed the 1991-92 Incentive Schools Monitoring Report. The district court granted PCSSD's motion for additional time to respond to the Joshua Intervenors' objections to PCSSD's reorganization. PCSSD filed a motion seeking approval of a five year plan for portable replacement. PCSSD filed a response to the Joshua Intervenors' objection to PCSSD's reorganization. The Joshua Intervenors filed a brief and a motion to intervene and for a preliminary injunction regarding LRSD's cheerleader tryouts at Pulaski Heights Junior High School. PACT filed objections to PCSSD's budget reductions. LRSD filed a copy of the Academic Support Program in compliance with the May 1992 order. The district court held a hearing on ODM's Incentive School Monitoring Report. Continuation of incentive school hearing. District court hearing held on PCSSD's budget cuts. The court ordered PCSSD to restore positions eliminated in the instructional division that would impact PCSSD's implementation of the desegregation plan. The district court issued an order adopting .the ODM's recommendations outlined in the Incentive Schools Monitoring Report. The district court issued an order rescheduling a hearing on LRSD's budget process. The Joshua Intervenors submitted a proposed order regarding the Pulaski Heights cheerleader selection process for the court's consideration. July 17, 1992 July 23, 1992 July 29, 1992 July 30, 1992 July 31, 1992 August 3, 1992 The Joshua Intervenors filed a brief and a motion to intervene and sought a preliminary injunction to enjoin NLRSD from implementing the cheerleader and drill team selection results. John Walker filed a complaint against the LRSD Board of Directors requesting that the present board election zones be redrawn to create an additional majority African American school voting zone. NLRSD filed a response to the Joshua Intervenors motion to intervene and for a preliminary injunction, including a request that the court direct ODM to investigate allegations raised by Joshua. PCSSD filed a status report regarding restored staff positions and recommended staffing allocations for the 1992-93 school year which the school board approved. ODM filed a Monitoring Report on the 1991-92 LRSD Four-Year-Old Program. LRSD filed a motion and a supporting brief to dismiss Walker's complaint to redraw the school board election zones. LRSD also filed a motion to postpone the LRSD school board elections and to reform the election zones pursuant to state law. In addition, a copy of the district's revised budget projections was filed. The district court held a hearing on LRSD's budget and budgeting process. The eighth circuit reversed and remanded the district court with directions to correct its order and extend all of LRSD's, NLRSD's, and PCSSD's millages "that would otherwise expire before or during the year 20007 ." The court also directed the district court to afford the parties "a reasonable opportunity to review future ODM budgets before they are given final approval, and to permit the appellants to promptly review, analyze, question, and make recommendations concerning or objections regarding the budget." (page 14) The district court issued an order reinstating the oral rulipg regarding PCSSD's restoration of positions eliminated in the instructional division. The order rendered the Joshua Intervenors' objections to the reorganization moot since PCSSD agreed to restore the Assistant Superintendent of Desegregation and Transportation. The court declined to grant PACT relief, finding that their position failed to show that the budget reduction would have a detrimental impact on the desegregation plan. August 4, 1992 August 17, 1992 August 19, 1992 September 1, 1992 September 2, 1992 ,.J The district court entered an order approving all of LRSD's proposed budget reductions, with the exception of the elimination of the seventh period at McClellan. The court further required the music teacher positions and the seventh period at Henderson to be restored for the 1993-94 school year. Walker and LRSD entered a stipulation agreeing to defer the LRSD school board election. The district court upheld the stipulation and ordered the current directors to remain in their positions until new elections are held. The Joshua Intervenors filed a motion for fees and costs for work on PCSSD's proposed administrative reorganization and budget cuts. The district court ordered PCSSD to supplement its motion for delay on the 67 I 167 interdistrict school construction with a comprehensive construction plan. LRSD and the Pulaski County Board of Education (PCBE) filed a motion to postpone the PCBE Zone 5 election until the time of the 1992 LRSD Board of Education election. PCSSD filed a response to Joshua's motion for fees and costs. September 4, 1992 The district court granted LRSD and PCBE motion to postpone PCBE Zone 5 election. September 8, 1992 LRSD filed the "Stephens Strategic Plan" pursuant to the district court's June 5, 1992 order. September 9, 1992 The Joshua Intervenors filed a response to LRSD and PCBE's motion to postpone the Zone 5 election and stated that the Intervenors had no objections to the September 1992 order granting the delay. September 17, 1992 The district court granted the Joshua Intervenors an extension up to and including September 21, 1992 to reply to PCSSD's response to Joshua's motion for fees and costs. September 18, 1992 Walker filed a complaint against LRSD seeking a temporary restraining order (TRO) to restrain the defendants from denying the minor plaintiff access to education. September 22, 1992 The district court granted the Joshua Intervenors an extension up to and including September 25, 1992 to reply to PCSSD's response to Joshua's motion for fees and costs. September 24, 1992 The district court issued an order finding that the County Board is the appropriate body to determine whether the election zones are out of compliance with the "one man - one vote" principle, and if they are, the board is charged with redrawing the election zones. September 25, 1992 The Joshua Intervenors filed a reply to PCSSD's response regarding Joshua's motion for fees and costs. September 28, 1992 The Magnet Review Committee (MRC) filed a letter with the court concerning LRSD's recent budget cuts at the six original magnet schools. October 2, 1992 The district court found Joshua's motion for a TRO regarding a bus route serving Robinson Junior High School moot and removed the motion from the docket. October 14, 1992 October 15, 1992 The district court directed the parties to file any responses they might have regarding the MR C's letter of September 28, 1992 within ten days. The district court found motions for partial stay filed on December 4, 5, and 9, 1991 moot because Crystal Hill opened for the 1992-93 school year. PCSSD filed a motion to amend their desegregation plan by deleting language regarding the ROTC program at pages 11, 12, and 83. LRSD filed their response to the MRC's letter of September 28, 1992. PULASKI COUNTY SCHOOL DISTRICTS Little Rock School District North Little Rock School District Pulaski County Special School District [ ,J] r ,_
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. ~-+---'-'-= fi -~.,,.,,,~,-- , _ ~(l.i' -. .a "'--l ~ . ... ,12M Area Little Rock School District - 100 sq. mi. North Little Rock School District - 30 sq. mi. Pulaski County Special School District - 729 sq. mi. U.._ .__ --u ,...,, __ "'-~~- = GENERAL INFORMATION Pulaski County Schools LRSD NLRSD Enrollment 26,141 9,251 % Black 64% 48% # of Schools 51 25 # of Employees 4,306 1,292 Annual Budget $120 million $36 million Per Pupil Expenditure $4,400 $3,400 Millage Rate 43.9 36.3 Size/ Square Miles 100 30 Incentive Schools (located within the LRSD) Franklin Elementary Garland Elementary Ish Elementary Mitchell Elementary Rightsell Elementary Rockefeller Elementary Stephens Elementary Magnet Schools - the orginial six (located within LRSD) Booker Arts Magnet (Elementary) Carver Basic Skills/ Math-Science Magnet (Elementary) PCSSD 21,696 28% 37 2,724 $85 million $3,896 43.9 729 Gibbs Foreign Language/International Studies Magnet (Elementary) Williams Basic Skills Magnet (Elementary) Mann Arts and Science Magnet (Junior High) Parkview Arts and Science Magnet (Senior High) TOTAL 57,088 48% 113 $241 million 859 Additional Magnet Schools Crystal Hill Communications Magnet (Elementary) (located within PCSSD) Rockefeller Early Childhood Magnet (Elementary) Washington Basic Skills/ Math-Science Magnet (Elementary) Dunbar International Studies/ Gifted & Talented Magnet (Junior High) Additional Magnet Programs Henderson Health Science (Junior High) Central International Studies (Senior High) McClellan Business/ Communications (Senior High) Interdistrict Schools Romine Elementary (LRSD) Baker Elementary (PCSSD) PCSSD Specialty Programs College Station Elementary TAG Specialty (Talented and Gifted) Bates Elementary Project MAST (Mathematics and Science Together) Fuller Elementary Orchestra Specialty Landmark Elementay Fine Arts Specialty Fuller Junior High TAG Specialty SCHOOLS Bale Elem Baseline Eleni ' > : Booker Elem (M) ~r~clV. ~~~
/ 1988-89 LITTLE ROCK SCHOOL DISTRICT ENROLLMENT COMPARISON 1989-90 Enrollment 1990-91 % Black 1991-92 % 1992-93 % Black 76% 77% t...,,,---,,,-,.,.,,,,,,-...,,.,+,-...,,.,....,--.-Jl-'.====,,.,,,,.,77~\JL"'[''c':=\:,c1> 1"""'==-:-,.,..,-i...,,..,,.........,,........it-,--.......,,---t--.,,...,...,....-.....Jlf,.,..,..-,-..,..-....,,.....f-..~-..........JI ~ :::.:::::~q::~~1.s::r:2221:::r.:..~::2.tjtllii:22~+:.:.~U.:.:...C::ZD:'.:ti:t+JLl:'..l:..2'.l..Jl.2tl:.lt2:t::~.:..:.!...!.~I 56% 69% Carver Elem (M) 55% Chicot ~i~M r: WS{ 00r0{02777rWSTTmt'SJEETIT?STTCTITIITWTT-1t:
sssvv1B7ct'r7:7FST1tSSEI8ITITTJW177BV?IT1h7ITSTBIZ??::t .T/CT,, ,':765-%~. -.u Cloverdale Elem Fair Park Elem Forest.pJi~ g1i~t Franklin Elem (IS) Garland Elem (IS) SCHOOLS 1988-89 % 1989-90 % 1990-91 % 1991-92 % 1992-93 % Enrollment Black Enrollment Black Enrollment Black Enrollment Black Enrollment Black Mabelvale Elem 586 63% 535 58% 559 57% 505 53% 500 56% ) 62"/4 .. / 511 . 509 54% Meadowcliff Elem 65% 427 440 66% Mitchell Ele~ (isf / 88% ~12 264 88% Otter Creek Elem 41% 52% Rightsell (IS) Romine Elem (ID) Terry Elem 44% 69% Washington (M) 519 98% 762 57% 841 57% 822 59% Watson Elem 465 65% 64% 51& 467 72% 451 74% Western Hills 332 64% 337 59% 339 60% 323 59% 335 62% .:?:'./:'.:
,::::'. . 55% 75% 63% 89% SCHOOLS 1988-89 Enrollment Cloverdale Jr. 712 Dunbar Jr.(M) 741 Forest Heights Jr 770 Henderson Jr (M). 954 Mabelvale Jr. 581 Mann Jr.(M) 882 Pul Heights Jr. 694 .... Southwest Jr. 734 Sub Total-Jr. High 6,068 Central High (M) 2,070 Fair High 920 Hall High 1,268 McClellan (M) 1,191 Parkview (M) 847 Sub Total-High 6,296 Grand Toraj /{\: /} .J26,.4a Key: IS Incentive School M Magnet ID lnterdistrict School % Black 60% 81% 64% 64% 56% 59% .. 62"/o 70% 64% 57% 51% 50% 52% 58% 54% ..... ~% - 1989-90 % 1990-91 Enrollment Black Enrollment 731 64% 764 576 79% 663 808 67% 772 956 71% 902 609 61% 620 877 54% . 886 721 63% 722 .. 700 70% 655 5,978 66% 5,984 1,813 58% 1,580 911 56% 866 :-: 1,192 53% 1,212 1,081 59% 1,003 805 54% 804 5,802 56% 5,465 > \L ?5,975 94% -. . .. 2Si?SQ % 1991-92 % 1992-93 % Black Enrollment Black Enrollment Black 70% 745 71% 775 74% 64% 691 61% 705 58% 69% 765 71% 787 70% 75% 859 83% 914 75% 65% 665 65% 667 66% 58% 872 56% 849 59% 63% 761 62% 774 58% ... . 75% 704 74% 695 75% 67% 6,062 68% 6,166 67% 59% 1,721 60% 1,950 58% 58% 882 61% 886 63% . 57% 1,082 54% 976 57% 61% 980 65% 966 66% 54% 844 53% 854 57% 58% 5,509 59% 5,632 60% ..... 6$% . .)26,24 64% ... 26,141 64% NORTH LITTLE ROCK SCHOOL DISTRICT ENROLLMENT COMPARISON SCHOOLS 1988-89 % 1989-90 1990-91 % 1991-92 % Enrollment Black Enrollment Black Enrollment Black Enrollment Black Alternative 10 424 45% Baring Cross Indian Hills Elem Lynch Drive Elem Meadow Park Norlh Heights Seventh St Elem ..- ...-,
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4~~ . 1992-93 Enrollment 20 390 230 447 277 210 243 % Black 70% 44% 36% 42% 62% 56% 44% 57% 45% 51% 41% 51% 48% 45% 49% 60% 54% 49% . ~0% SCHOOLS 1988-89 % 1989-90 % 1990-91 % Enrollment Black Enrollment Black Enrollment Black Alternative Baring Of~ r0J1~ Hl~h I 1ht/,.//tt1 NLRHS-East Sub Total-Sec 1991-92 % Enrollment Black 29 62% 1992-93 Enrollment 30 545 578 % Black 77% 71% . 46% 46% 51% 45% 44% 46% PULASKI COUNTY SPECIAL SCHOOL DISTRICT ENROLLMENT COMPARISON SCHOOLS 1988-89 1989-90 % 1990-91 % 1991-92 % Bates Elem Cato Elem 1992-93 Enrollment % Black 4ZO 36% 390 18% 40% ><?3% 57% 27% 321 14% 469 . 24% Oakbrooke Elem 18% pih
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~r~i~:~::~:+.:....-"----11--'---'-----'-+~-'-----'--i .? >2 0i Scott Elem 213 33% 203 37% 207 34% 205 34% 191 35% SCHOOLS 1988-89 % Enrollment Black Oak Grove High RQbinsori i / : Robinson High Sylvan Hills High Grand Total 21,871 Key: ID lnterdistrict School M Magnet 25% 1989-90 % 1990-91 % 1991-92 % Enrollment Black Enrollment Black Enrollment Black 21,607 26% 21,597 26% 21,062 27% 1992-93 Enrollment 569 12,473 21,696 % Black 24% 18% 26% 24% 28% 24% 28% 34% 22% 28% LITTLE ROCK SCHOOL DISTRICT ENROLLMENT TO CAPACITY COMPARISON 1991-92 % % AVAILABLE SCHOOLS Enrollment BLK CAPACI1Y FILLED SEATS Badgett 220 73% 237 93% 17 Bale 360 82% 396 91% 36 Baseline 337 77% 390 86% 53 Booker 634 55% 656 97% 22 Brady 420 68% 492 85% 72 Carver 601 54% 613 98% 12 Chicot 531 64% 558 95% 27 Cloverdale 392 78% 492 80% 100 Dodd 303 55% 328 92% 25 Fair Park 320 80% 348 92% 28 Forest Park 402 48% 396 102% 0 Franklin 507 84% 570 89% 63 Fulbright 506 46% 515 98% 9 Garland 279 94% 360 78% 81 Geyer Springs 254 71% 328 77% 74 Gibbs 339 56% 353 96% 14 Ish 200 94% 265 75% 65 Jefferson 484 43% 486 99% 2 Mabelvale Elem 505 53% 515 98% 10 McDermott 511 57% 492 104% 0 Meadowcliff 427 59% 442 97% 15 Mitchell 312 91% 360 87% 48 Otter Creek 356 45% 351 101% 0 Pu!. Heights 342 54% 351 97% 9 Rightsell 289 98% 360 80% 71 Rockefeller 403 70% 445 91% 42 Romine 357 84% 487 73% 130 Stephens 245 96% 335 73% 90 Terry 512 47% 492 104% 0 Wakefield 479 69% 492 97% 13 Washington 841 57% 979 86% 138 1991-92 % % AVAIIABLE SCHOOLS Enrollment BLK CAPACI1Y FILLED SEATS Watson 467 72% 492 95% 25 Western Hills 323 59% 328 98% 5 Williams 495 55% 517 96% 22 Wilson 394 73% 394 100% 0 Woodruff 225 64% 324 69% 99 SUBTOTAL .:. ,:.-,.-.,:t,,:... I r . 65% (,:,,,//./c, : ) . : ) :,.: t ? 14
683\ >"'"'": ::r :t\ ..................... f ,417: .......... . ... . ... . Cloverdale Jr. 745 71% 857 87% 112 Dunbar 691 61% 751 92% 60 Forest Heights 765 71% 733 104% 0 Henderson 859 83% 959 90% 100 Mabelvale Jr. 665 65% 594 112% 0 Mann 872 56% 935 93% 63 Pul. Heights 761 62% 692 110% 0 Southwest 704 74% 7(12 100% 0 SUB. TOTAL) ..... tt::::f/:::. ./: T \ ~,6 ?t 6&% : t < \ : [ :1
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:::: -:, Central High 1,721 60% 1,891 91% 170 Fair 882 61% 904 98% 22 Hall 1,082 54% 1,216 89% 134 McClellan 980 65% 1,085 90% 105 Parkview 844 53% 991 85% 147 .,,,:,.:
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1: :\: ::- ._ ......... ~ .. . ta-itX~BiomA!P t ....... ....... ...... }{::}: .,~.. .1.....:.~.. j } 64%j tt It H< b)iit t : NLRSD ENROLLMENT TO CAPACITY COMPARISON SCHOOLS 1991-92 % BLK CAPACITY % F1LLED AVAILABLE ENROLLMENT SEATS Alternative (Elem) 10 80% (Sec) 29 62% 227 17% 188 Amboy 424 45% 394 108% <30> Baring Cross (Elem) 14 64% (Sec) 31 74% 56 80% 11 Belwood 151 36% 124 122% <27> Boone Park 528 60% 589 90% 61 Central 382 52% 477 80% 95 Crestwood 241 41% 235 103% <6> Glenview 233 56% 315 74% 82 Indian Hills 433 44% 408 106% <25> Lakewood 290 47% 288 101% <2> Lynch Drive 257 47% 336 76% 79 Meadow Park 254 51% 240 106% <14> North Heights 410 47% 517 79% 107 Park Hill 213 46% 303 70% 90 Pike View 410 46% 427 96% 17 Redwood 240 60% 315 76% 75 Rose City 245 49% 171 143% <74> Seventh Street 348 53% 352 99% 4 ' ELEM SUB TOT AL 5,083 49% : I NLRHS-West 1,267 40% 1,580 80% 313 NLRHS-East 1,336 43% 1,424 94% 88 Lakewood Jr. 578 45% 612 94% 34 Ridgeroad Jr. 551 45% 665 83% 114 Rose City Jr. 389 52% 591 66% 202 SEC. SUB TOTAL 4,181 44% TOTAL 9,264 47% PULASKI COUNTY SPECIAL SCHOOL DISTRICT ENROLLMENT TO CAPACITY COMPARISON I SCHOOLS I 1991-92 I % I % : Enrollment BLK CAPACI1Y FILLED Adkins 352 39% 400 88% Arnold Drive 408 14% 420 97% Baker 268 25% 328 82% Bates 737 47% 768 96% Bayou Meto 611 2% 564 108% Cato 663 21% 676 98% College Station 310 34% 340 91% Dupree 431 24% 488 88% Fuller Elem 529 58% 676 78% Harris 605 34% 748 81% Jacksonville Elem 844 27% 850 99% Landmark 522 44% 624 84% Lawson 331 16% 444 75% Oak Grove Elem 515 13% 604 85% Oakbrooke 629 18% 636 99% Pine Forest 658 15% 658 100% Pinewood 631 27% 656 96% Robinson 443 23% 588 75% Scott 205 34% 280 73% Sherwood 443 26% 608 73% Sylvan Hills 755 17% 760 99% Taylor 423 26% 444 95% Tolleson 566 24% 570 99% .. : C / SUBTOTAL f :11,s7.9 1_. 26% ... . :i Fuller Jr. 863 48% 1,015 85% Jacksonville North 626 27% 681 92% Jackson ville South 600 30% 723 83% Northwood 953 22% 938 102% AVAIIABLE SEATS 48 12 60 31 0 13 30 57 147 143 6 102 113 89 7 0 25 145 75 165 5 21 4 i : . ::.: .-... ,... . _ ... 1,298} 152 55 123 0 199i--92 % SCHOOLS Enrollment BLI< Robinson Jr. 431 25% Sylvan Hills Jr. 953 21 % Jacksonville High 1,051 27% Mills High 639 46% North Pulaski 828 21% Oak Grove High 926 23% Robinson High 412 25% Sylvan Hills High 901 22% SU:B TOT AL( GRAND TOTAL 21,062 27% % AVAILABLE CAPACI'IY F1LLED SEATS 511 84% 80 944 101% 0 ,::/,'//:\cc:}/ cc::C.cc.:.C :/:::.{i/i:i::i{:: , c,,ic:i ,x:>c{::i::C.::'c ?""'v.,,. 1,233 85% 182 948 67% 309 963 86% 135 948 98% 22 569 72% 157 1,041 87% 140 2,582 A North Little Rock School District lRSl> SAT results . Slanford Achiovamenl lesl, Elghlh Ed11ion nalional porcenl1le rank (01s1r1ctw1do summary, 1992) Enviromnent Grade/ Number Tolal Tolal Soc. Complete race lesled readin malh Lang. Science science battery 1 TOTAL 2,094 42 48 41 37 39 0 1,330 35 40 32 27 31 w 697 63 70 63 59 64 2 TOTAL 1,883 39 57 49 43 45 Grade Race BLACK 1 WHITE TOTAL BLACK 2 WHITE TOTAL BLACK t--::-==-:-:---:-::-=-~~-...,,.,.----'--'--=-=---~--..:....::.-i 3 WHITE TOTAL B 1,173 29 46 39 32 33 w 672 77 70 65 70 3 TOTAL 1,783 58 50 43 46 B 1,131 46 38 30 35 w 632 76 70 67 67 53 : 10 TOTAL 1 602 49 37 48 45 43 llTOTAL 1,472 50 43 48 47 51 B 825 34 32 35 32 36 W 612 69 59 66 68 69 47 51 34 72 BLACK WHITE TOTAL BLACK 5 WHITE TOTAL BLACK 6 WHITE TOTAL BLACK 7 WHITE TOTAL BLACK 8 WHITE I I oata by race lor grades 4,7 and 10 are unavailable al this time Al grades 1 and 2 lhe SCIENCE and SOCIAL SCIENCE objectives aro combined and rellected as ono score under ENVIRONMENT TOTAL MOTE: Totals may not add up because other category was om11ted. BLACK 10 WHITE TOTAL BLACK 11. WHITE TOTAL SOURCE: 'JLRSO Compl1l1 Lang, Social Buie Bau,ry Anding Math Arts Scltnct sc1,nc, B1n,ry 14 22 19 21 19 20 47 53 47 58 46 NA 51 25 34 30 37 29 32 17 20 26 26 21 19 50 48 54 56 55 NA 50 32 32 39 39 36 32 18 20 23 24 19 21 20 43 44 47 47 43 40 45 31 32 34 35 30 31 33 22 23 29 26 26 25 21 54 59 53 53 62 53 54 37 40 41 39 44 38 38 23 23 30 30 25 26 24 51 54 56 55 60 48 52 38 39 44 44 43 37 38 29 28 33 32 33 33 30 61 64 62 60 66 59 61 45 47 48 46 50 46 47 44 18 20 26 27 21 25 59 57 58 54 60 55 58 43 39 44 42 46 39 43 23 24 27 31 34 26 24 61 62 58 65 66 62 60 43 43 43 49 51 46 43 25 26 21 33 29 30 26 61 56 55 56 59 63 59 46 44 40 51 47 49 46 22 22 22 25 25 21 22 61 62 53 63 64 56 60 45 45 39 46 47 41 44 25 29 25 30 28 33 28 65 62 59 61 65 63 63 50 48 46 50 49 51 50 MICHAEL STOREY I A,kansa.t DomoaoHl,.urtne tanford Achievement Test scores
- Pulaski County Special School District Grade Race Compltlt Lang. Soclal Buie Bat1try Rudi Math Arts Science Scteru Battery BLACK 25 24 33 28 19 26 2 WHITE 49 45 56 51 NA 44 49 TOTAL 39 37 47 44 37 40 BLACK 34 31 38 40 31 30 27 3 WHITE 53 51 56 56 52 57 53 TOTAL 46 44 51 51 46 49 47 BLACK 30 32 37 33 32 35 32 4 WHITE 55 58 54 57 55 60 55 TOTAL 48 51 51 51 49 53 49 BLACK 27 28 34 37 32 30 28 5 WHITE 51 52 56 61 48 59 52 TOTAL 45 45 57 55 43 52 46 BLACK 36 36 42 38 39 37 38 6 WHITE 63 64 67 62 62 67 63 TOTAL 56 56 60 56 55 59 56 BLACK 26 23 30 29 26 28 28 7 WHITE 51 51 50 51 46 54 51 TOTAL 43 43 44 44 40 46 44 BLACK 26 30 29 38 29 34 28 8 WHITE 50 54 49 56 50 55 50 TOTAL 43 46 42 50 44 48 43 BLACK 29 30 22 39 33 34 30 9 WHITE 51 51 41 58 53 54 50 TOTAL 46 45 36 53 48 48 45 BLACK 24 27 21 28 25 27 24 1.0 WHITE 54 59 44 56 53 56 53 TOTAL 46 50 38 49 45 48 45 BLACK 23 27 22 26 30 26 25 1.1 WHITE 49 50 42 47 51 50 47 TOTAL 40 44 36 41 45 42 40 URCE: Pesso ,10: Science at second grade reflects a combination or science and social studies jectives labeled environmenr MICHAEL STOREY/ Ariian.s.u {)ern,cratGutte Minimum Perfarmance:.Testscares/(i, -_: . . . . - . . . . . ,, . Pulaski County Special School District 1992 School Total passed Total not passed Fuller Jr. 169 72.8% 63 27.2% Jacksonville North 145 80.5% 35 19.4% Jack.sonville South 144 86.7% 22 13.3% Northwood 265 91.6% 24 9.0% Oak Grove Jr. 119 79.3% 31 20.6% Robinson Jr. 99 85.3% 17 14.7% Sylvan Hills Jr. 212 87.2% 31 12.8% TOTAL 1,153 83.9% 223 16.2% North Little Rock School District 1992 Rose City Jr. 99 72.8% 37 27.2% Ridgeroad Jr. 183 86.3% 29 13.7% Lakewood Jr. 220 87.6% 31 12.4% TOTAL 502 83.8% 97 16.2% tRSD-1-992-MPT results: .
. . : . . ' . . - .. (Eighth grade summar
J ' All students Readinq Math llanq. Arts I Science Soc. Stud.I Tota~ No. tested 1,781 1,781 1,781 1,781 1,781 1,781: No. passed 1,505 1,523 1,435 1,110 1,172 1,369 Percent passed 85 86 81 62 66 77 Black males Percent passed 76 791 69 I 57 57 NA Black females 841 I Percent passed 81 81 47 57 NA White males I Percent passed 96 94 88 87 84 NA White Females Percent passed 98 95 95 I 83 85 NA Other Percent passed 97 921 86 I 81 81 NA 4 YEAR ENROLLMENT COMPARISON School: Data Summary: 1989-90 Black White Other Total 0 % Blk ?? 1990-91 Black White Other Total 0 %Blk ?? 1991-92 Black White Other Total 0 %81k ?? 1992-93 Black White Other Totat 0 %8lk . ?? Page 1 CLASS ENROLLMENT Grd Name Teacher Class Enrollment Total of Enroll- Teacher Black White Other Black White Other ment M F M F M F M F M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total 0 0 0 0 0 0 0 0 0 0 0 0 0 Racial isolation is avoided (ODM 1991-92 Incentive Schools Monitoring Report Summary, page 11). Data Summary: % Blk ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? Page 2 STAFFING/ SCHOOL PERSONNEL BLACK WHITE OTHER % POSITION TOTAL BLACK M F M F M F Certified a ?? Non-certified a ?? I TOTAL I a I al al al al o I a I ?? I PERCENT ?? ?? ?? ?? ?? ?? Data Summary: Page 3 CURRICULUM AND INSTRUCTION Multicultural materials are available in the resource center in a range of interest and reading levels. Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school. Equipment and materials are adequate. An active learning environment is present (learning centers, displays, independent/ group work area). Purchasing procedures meet supply needs in a timely manner (ODM, page 15). Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an' equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). Site Observations: Page 4 TEST DATA Summary: Page 5 STUDENT RETENTION GRADE BLACK WHITE OTHER I TOTAL I % LEVEL BLACK M F M F M F a ?? a ?? a ?? a ?? a ?? a ?? a ?? I TOTAL I al al al a I a I al a ?? PERCENT ?? ?? ?? ?? ?? ?? School staffing teams develop a plan with the next grades' receiving teachers to address the learning deficits of retention candidates (ODM, page 33). Data Summary: Page 6 DISCIPLINE, SUSPENSION, EXPULSION BLACK WHITE OTHER % ACTIONS TOTAL BLACK M F M F M F Suspensions 0 ?? Expulsions 0 ?? Documentation: 0 ?? Short Form Long Form 0 ?? Alternative School 0 ?? Referrals 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? Data Summary: Page 7 SPECIAL SERVICES/ PROGRAMS ENROLLl\lIENT BLACK WHITE OTHER % PROGRAM TOTAL BLACK M F M F M F Self Contained 0 ?? CBI 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? LO Resource 0 ?? EMR Resource 0 ?? Speech 0 ?? Visually Impaired 0 ?? Hearing Impaired 0 ?? Gifted/ Talented 0 ?? Remedial/ Compensatory 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? 0 ?? Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18). Gifted and talented education is tailored to challenge, exercise, and enlarge students' individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 8 PARENT AND COMlVIUNIIT INVOLVEMENT Parents and the community are welcome in the school (school maps, welcome signs, and posters). There is a school volunteer program (school/ community partnership, volunteer sign-in sheets, work space, volunteers, and visible recognition). There are parent involvement programs (parent sign-in sheets, PT A, and school committees). Records of volunteer participation are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. Monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide is compiled (ODM, page 37). Volunteer training including the type of training, when and where the trammg was offered, and session participants by race, gender, and school service site is documented (ODM, page 38). Data Summary/ Site Observations: Page 9 FACILITIES AND SECURITY The campus and building are clean and free of debris and graffiti. Hallways are clean and well maintained. Facilities for special education and counseling are designed to meet the needs of the student served. Playground equipment is appropriate and adequate. Restrooms are adequate (cleanliness, number, supplies). Classrooms are in good repair with adequate heating/ ventilation. Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions. School district safety procedures are evident. Site Observations: Page 10 FACILITIES AND SECURI1Y (continued) Court Adopted Recommendations (ODM, page 43) Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS: Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the building's main entrance. STATUS: lsh: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the building's trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 11 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarian's office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS: Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS: Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS: Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 12 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building, The space thus relinquished would create room in the main library for other use. STATUS: All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 13 INCENTIVE SCHOOL PROGRAM "The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district." (April 1992 revised desegregation plan, page 149) A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149). Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2) . Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28). Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 14 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 15 INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152). Four-year-old enrollment is limited to 18 children per class (ODM, page 10). The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are regularly scheduled parent/ teacher conferences (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152). Reading comprehension and reading for meaning are stressed at ~very grade level (ODM, page 32). STATUS: Page 16 8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles (page 153). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153). Fresh imaginative themes are established based upon each school's unique strengths (ODM, page 20). STATUS: 10. Semi-departmentalization is the recommended organizational structure for grades 4-6 (page 153). - STATUS: 11. Instructional technology is present in labs and individual classrooms (page 153). STATUS: 12. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153). Children are able to execute long-term experiments and study .science in the fullest sense (ODM, page 15). STATUS: Page 17 13. Computer labs for remediation and enrichment have a minimum of 25 stations (page 153). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the "total physical response" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 16. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available (page 153). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: Page 18 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 19. Student education plans are developed, implemented, and monitored for each student. Parents are involved in each phase of development and monitoring (pages 153, 177, 186). STATUS: 20. Specialized programs, such as remedial, special education, and GT, are available during the core day with reinforcement activities during extended day, week, or year (page 154). STATUS: 21. Homework is assigned according to district policies (page 154). STATUS: 22. Computer generated criterion referenced tests are used for student assess
1Ilent (page 154). STATUS: Page 19 23. Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, small group, and individualized instruction. Every student will receive some individualized instruction every day (pages 154, 178, 188). A combination of teacher-directed and learner-directed instruction is present (ODM, page 32). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 25. African and African-American History programs are established in each school. The programs are sequential and include the study of cultures and history (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: Page 20 28. Physical Education/ Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/ handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 30. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians,Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, and sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. Students have the opportunity to serve as office monitors, library helpers, student council members, fire marshals, and the like. Parents will be informed of these options (pages 157, 175, 182, 184). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173, 181). STATUS: Page 21 INCENTIVE SCHOOL OPERATIONS "The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives" (page 171). SUPPORT PROGRAJ."\1S "The following items will be components of every incentive school:" (Page 171) 32. Homework centers operate at least three days a week with transportation provided. The centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. Other options are explored for students who choose not to attend homework centers (pages 171, 180). STATUS: 33. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing (pages 171, 180). Parents are aware of the phone service at the beginning of the year
periodic reminders are issued (ODM, page 26). The relationship between the homework centers and the hotline has been evaluated and appropriate adjustments made (ODM, page 26). STATUS: 34. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods (pages 157, 171, 180). STATUS: Page 22 35. Retired teacher mentors serve as tutors and club sponsors (pages 171, 180). - STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172, 180). Extended year is a continuation of the regular school year (ODM, page 25). Academic enhancements are evident (ODM, page 25). Attendance is recorded by grade level, race, and gender (ODM, page 25). Records indicate both host and guest school's participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: 38. Community Involvement includes Boy and Girl Scouting programs at each incentive school. students have access to community organizations and volunteer experiences .(pages 172, 173). Membership lists include a category for race (ODM, page 39). Records of troop meetings and activities are present (ODM, page 39). STATUS: Page 23 39. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184). A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25). Extended programs are based on information gleaned from SEP's, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 40. Extracurricular programs allow students recognition, leadership experience, and a chance to be involved in school activities. Among these are future teachers programs, Just Say No Clubs, intramurals, office monitors (at recess or lunch time, not class time), library helpers, safety patrol, fire marshals, flag monitors, and student council memberships (pages 175, 184). - STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184). Staff, parents, and students cooperatively design discipline policies (ODM, page 23). Discipline policies/ procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23). Enforcement of policies is fair and consistent (ODM, page 23). Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23). Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 24 COUNSELING/ SOCIAL WORK 42. Community services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183). Students have access to a wide spectrum of community-based programs (ODM, page 39). Documentation of program use is provided (ODM, page 39). STATUS: 43. College/ post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness (pages 175, 183). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183). Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32). Improvement in mathematics understanding is present (ODM, page 32). Cultural infusion is evident in classroom materials (ODM, page 32). Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32). Test taking skills are being taught (ODM, page 32). Student test performance "profiles" (test data, length of attendance at school, discipline/ attendance records, participation in school progrl:lms) are present (ODM, page 32). STATUS: Page 25 45. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184). Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27). The school collaborates with Departments of Human Services and Health (ODM, page 27). A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: 46. A wellness program is in place at each building. Students are screened for health and given information on various topics (self-esteem, nutrition, drug prevention, and first aid). Presentations are made to parents on similar topics (pages 176, 184). Medicaid reimbursements are used at the local building (ODM, page 29). Medicaid reimbursement funds are used to purchase services for non-Medicaid eligible students (ODM, page 29). The school has developed partnerships with the Departments of Health, Employment Security, and Human Services (ODM, page 29). STATUS: 47. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer (page 176, 185). STATUS: Page 26 MONITORING AND EVALUATION 48. Verifiable monitoring of student growth measures student progress. There is training for monitoring teams (pages 176, 186). STATUS: 49. Regular tracking of student attendance, discipline/ behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: - 50. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents, and community representatives. The staff participates in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated (pages 177, 186). STATUS: 51. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random
with 5% involvement from each grade level, to help design questionnaires, analyze data, and reach conclusions. Students receive responses to issues they raise. Students, teachers, and parents complete a school climate survey annually (pages 177, 186, 187). STATUS: Page 27 52. Computerized student data is accessible at each school (pages 177, 187). - STATUS: 53. School site teams work to implement programmatic modifications with membership rotated each semester so that certified and non-certified staff, parents, and students have input (pages 178, 187). STATUS: Page 28 54. Additional items recommended in each incentive school (pages 178, 188,189). uniforms for students, such as blue jeans and a white shirt dress code for staff student handbooks available at every building which reflect the building philosophy and program a playground for PE purposes additional compensation for teachers/ principals who work extra periods of time at the incentive schools Saturday programs to enhance learning which include but are not limited to: -field trips ~nrichment activities -tutoring -parent/ child "make & take" sessions -book fairs -physical education activities STATUS: Page 29 INCENTIVE SCHOOL STAfflNG/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190). Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190). Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 30 57. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art, P .E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides ( one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191). Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42). There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41). An appropriate number of instrui
tional aides (2:3 ratio if no K-6 class has more than 20 students - 1 :1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: 58. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers and participants in the Master Teacher Program (page 191). STATUS: 59. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for on a one-year basis and involuntary transfer or other decisions are enacted at the end of the year, based on performance quality. (This also applies to aides, cleriGal, and custodial workers) (page 192). STATUS: Page 31 60. Staff commitment/ effectiveness monitoring involves ongoing informal review and semiannual formal conferences. These assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement (page 192). STATUS: STAFF DEVELOPMENT 61. The Staff Development Planning Committee at each incentive school is composed of teachers, an IRC specialist, parents, principals, and other administrators to plan staff development experiences (page 192). A long-term strategy has been developed for meeting the plan's minimum staff development requirements (ODM, page 7). The quality, relevance, and adequacy of present staff training programs have been evaluated (ODM, page 8). Classroom utilization of inservice training is evaluated (ODM, page 8). STATUS: 62. A staff development needs assessment is coordinated by the Staff Development Committee. It examines the following: students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, health needs, attendance records, tardiness records, and program goals and curriculum of the incentive schools (page 193). Staff development needs are individually assessed on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans (page 201). School Profile data specifically reflects the amount and scope of each staff member's training (ODM, page 7). - STATUS: Page 32 63. Minimum Staff Development Requirements (pages 192-3) - PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/ Learning Styles: AT&T Human Effectiveness Training: Parent/ Educator Communication & Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal: Staff has had inservice emphasizing active learning at all grade levels. (ODM, page 14) Inservice is held for principals, teachers, parents, and aides emphasizing the developmental levels of pre-school children and developmentally appropriate activities (ODM, page 17). Teachers are provided with comprehensive training in techniques for dealing with disruptive students (ODM, page 23). Parents have access to special training in working with their children, assisting with homework, computer literacy, nutrition and human growth and development (page 174). Staff receives training in working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement (page 174). Training which helps teachers to facilitate active learning has been emphasized at all grade levels (ODM, page 14). Gender/Ethnic Expectations and Student Achievement training has been considered (ODM, page 11). STATUS: Page 33 64. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools (pages 193-4). The principal monitors the Teacher Demonstration and identifies areas of strengths and concerns (page 203). STATUS: 65. A Master Teacher Program Committee plans a districtwide program to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and college faculty representatives. A pool of perspective staff members is maintained from the student teachers assigned to incentive schools through the Master Teacher Program (pages 194, 204). STATUS: 66. Teacher assistance: An IRC specialist provides ongoing assistance to new teachers and those needing help. The specialist assists the Staff Development Planning Committee with training programs (page 194). Teachers make full use of the resources and specialists available at the LRSD Instructional Resource Center (ODM, page 14). STATUS: Page 34 INCENTIVE SCHOOL PARENT INVOLVEMENT "Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being ... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops ... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/ parent mentorships (pages 178,189,206, 207). The parent internship program and parent/ teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/ staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206,208). Parents' recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 35 69. A Parent program will assist parents in understanding and carrying out school expectations by: offering mini-workshops on topics such as study skills, discipline, time management, prereading skills, financial management, and developmental learning skills
requesting that parents pick up report cards at least twice a year
and requiring principals to have direct parental contact through scheduled meetings and home visits (pages 206, 209). Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and child's school. Participant's feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/ community recognition at monthly PT A meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210). Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: Page 36 71. Home and school communication is evident at each incentive school. Parents understand how to advance support and concern for the school, attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, receive monthly reports, and report absences. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their child's needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/ school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176, 183, 184, 188,206, 210-211). The number and date of visits to each student's home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38). Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents' race, gender, and the school their child attends (ODM, page 38). Mechanisms are established at each school to ensure that 'parents regularly sign homework (ODM, page 38). An intense mentor recruitment campaign is underway (ODM, page 29). Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29). Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: Page 37 72. Parent contractual commitments are signed prior to enrollment (page 211). Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 73. Home and school linkage is evident in parenting education classes, evening and Saturday math/ science classes, and the school is used as a community center (pages 206, 212). STATUS: 74. School and community trust is raised through a speakers bureau for community groups in school zones and a posted calendar of neighborhood events. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: 75. School improvement plans are developed by administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement (page 214). STATUS: Page 38 INCENTIVE SCHOOL PARENT RECRUITMENT "Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process ... to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements (page 215). 76. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences, a telephone hotline, Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses (pages 215, 218-219). STATUS: 77. Recruitment strategies include the use of brochures, PSA's, billboards, media blitz, videocassette recordings, flyers, open house, targeted neighborhood blitz, small group tours, ADE special designation, celebrity endorsements, and a speaker's bureau for each school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. Two parent recruiters have been hired to conduct recruitment activities (pages 215- 216, 220-222). A strategic plan is based on the recruitment section of the desegregation plan and reflects a well thought-out, interrelated process (ODM, page 4). A firm timetable is part of the recruitment plan and is strictly adhered (ODM, page 5). Number and variety of specifically targeted recruitment activities are increased (ODM, page 5). A tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups is established (ODM, page 5). STATUS: Page 39 78. The Biracial Advisory Committee, with the advise of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly reports on the implementation and effectiveness of various recruitment strategies from the desegregation office. The committee evaluates the recruitment program each quarter and recommends to the Board of Directors changes needed in recruitment strategies and activities (pages 217, 223). The committee's monitoring instrument includes recruitment assessment (ODM, page 5). STATUS: Page 40 ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL "The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements." (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12, 13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: - 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between U ALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the county's teachers, and daycare workers (page 12). STATUS: Page 41 6. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the school's four-year~ld program (page 13). STATUS: 8. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 42 IN THE UNITED STA~ES DISTRICT COG~T .EA.STE..~~ DISTRICT OF AR.'l(.~~s~s WEST~ DIVISION LIT:':.E ROCK SCECCL DISTRIC':' v. LR-C-82-866 PGL\S~: C~UN~Y S?ECIAL SCHOOL DISTR:c: NC. 1. I E":' AL MRS. :.CRZ..'l'E JCSr:.uA, ET AL M._O'!'!ON FOR APPROVAL OF SCECOL C::JNSTRCCT!ON P.2 PL\IN':'I:'F INTERV'ENCRS INTERVE...'i'ORS Fo= its ~otion, plainti:f Little Rock Scheel District (L..'C_SD) sta-tes: l. r.._qs~ seeks approval of ccnst=-uc--:.ion projects at eight scr..oo:s: Forest Heights Junior High School
Clove::-dale Junior High School
Cloverdale Elementary School
Righ~sell Incentive School, Mitchell Incentive School, Geyer Springs Elementary School
Woodruff Elementary School
and Western Kills Elementary School. Each c~~s~::uc~ion project and its illlpact upcn LRSD's desegregation plan will be described below. 2. With the exception of Woodruff Elementary ~chool, the proposec ele!llentary capacity figures presented in this.motion are based upon ~-enty students per four year old class and the average nunber of st~dents per class required by Arkansas Department of Ed~cation regulations for the elementary grades. Those averages are: T"Nenty students per kindergarten class
twenty-three students per class at grades l through 3
t.enty-five students per F.3 class a: grades 4 through 6. Woodruff Ele?:e::tary School's capacity is calc~l~ted at twenty-tNO s~udents per c~ass fer grades l through 6 beca~se most of the classrooms for tr.e ~pper elementary grades a:::-e tea small to accoi:!!lodate mere than t.
enty-t.
o studen<:s per class. The junior high school capaci ':.:.es are calculated in accorda::ce wit::. a fonnula which takes into account the size and use of each classroom as well as class schedul:ng re'i',lirements. 3 . The proposed projects which are t.':.e subject of this motion follow c~nstructicn and renovation projects at schools in east and centra: L.:.t-cle Rock which were then known as "1:ajor enhanc~ent11 schools. T1:e largest of the 11:naj or enhan:::a:::ient" projects w'as at Washing~:n sc~ool, with a - 198i-88 capacity of three hur.dred !ive (305), ~hich was completely demolished. ~ new Washington school was cor.s~ructed on the same site at a cost of $4,932,377.00. The capacity at Washington was increased by !ive hundred siny-one (561) st~dents to eight hundred sixty-six (866). 4. A new wing of ten classrooms
as ac!ded to Franklin Incent:ve School and Franklin's cafeteria .as ramodaled in 1989. The cost of the Franklin project was $1,330,000.00. 5. Rockefeller, Righ-csell and Ish Incentive Schools were rencva1:ad, including rercofing, beginni:lg in 1988. . Mitchell Incenti1e School was also renovated at t::e same time. Stephens Incent:.ve School received air conditioning, painting and carpeting, but was r.ot renovated to the extent of the 01:her buildings because of the plan to build a new Stephens school. The combined cost of the Rockefeller, Rightsell, Ish, Mitchell a::.d Stephens projects was ~ .-_ :.. C.- 2 P.-1 apprcx.::::.ately Six Hundred Sixty-Seven Thc~sa:-.d Dollars. Capital i:mprcve:::.ents cave also been made recent!.y at Garland Incentive Schoel a~ a cost, since 1988, in excess of $400,000.00. 6. T!:.e LRSD Board of Directors voted on ?-'..arch 15, 1990 to seek t= :~crease the LRSD ~illage rate by e:gh~ m~ls, five and onehalf m::s for maintenance and operation and t~o and one-half mils The debt service mLs were designated fer capi~a: i~provemen~ projec~s. LaSD coI!l!llitted to its patrons that capi~a: i.::1prcvement projects would be undertaken at Woodruff, Wester~ Hills, Cloverdale, Geyer Springs and Forest Heights if the millage passec. The millage was approved by the voters on April 19, 1990. 7. During the 1988-89 school year, L.~D prepared a desegrega~ion plan which proposed t~at a new King school and a new Stephens school be const=-ucted in t.1.e area ot Interstate 630 betwee~ University Avenue and Interstate 30. That desegregation plan w-as agreed upon :Cy all t.1.e parties but rejected by the distric~ cour:. The parties were ordered to imple!!lent a different desegregation plan, the Tri-District Desegregation Plan. 8. The Tri-District Plan called for ~e expansion of Woodruff Elex:er.~ary School, the expansion of Western Hills Elementary School and the elimination of portable classrooms t.,.ere, and the expansion of Cloverdale Elementary and Junior High Schools, The parties appealed. but did not seek to stay implementation of the TriDistrict Plar.. LRSD notified the associate metropolitan superv:.sors on July 26, 1990 that the "building expansion projects 3 P.5 for Wccd.=".lf:::, Western Hills, and Cloverdale .,.ill continue". 9. Arch!tects were hired dur!ng the su:mmer o! 1990 for the Cloveriale, Geyer Springs, Woodruff and *estern Hills projects. The ar:~!tec~ for the Forest Heights projec~ was hired in November, 1990. During Dece~er 1990 and January 19
1, L.RSD advertised for bids, o~ened bids and hired ger.eral contrac~~=s for the Cloverdale, Wester:: Hills, Wocdruf!, and Geyer Springs projects. Work has begun o~ those projects. No contrac~or has been hired and no work has be~~~ on the Forest Heigh~s project. >.=chitects have net yet been hi=ed for the Rightsell and Mitchell projects. 10. The "Interdistrict Desegregation Ean11 , whic:i was approved by t.."1.e Court of Appeals on December 12, 1990, says that " [ a) 11 schocl const:ruction shall be subject to tl:e cou...-t's prior approval and shall prc:ote desegregat!on". Inte:-~!strict Plan, s J.D.R. 1723. T!'le recrui t:nent of st:Jdents to nc~-magnet, non-incentive schools is a part of LRSD' s desegregaticr, plan. Interdistrict Flan, 8 J.D.R. 1721-22
LRSD Desegragaticr. Plan, 10 J.D.R. 2198. The propose<:. projects at Woodruff, Cloverdale, Gayer Springs, Wester.i Hills and Forest Heights will cont=:~ute to LRSD's ability to ac=~mplish t..~at goal. ll. The project at Wood.::uff would add six new classrooms to the sc=.col. WoodrJ.ff' s capacity would l::e increased from two hundred nine {209) to three hundred twenty-tour (324). Wit.~ the increased capacity, Woodruff could accot:1::cdate :forty-four ( 44) students per grade for grades 1 through 6, forty (40) kindergarten studen~s and t~enty students in the four year old program. 4 P.2 grar.d!at~a::r.
prevision in t~a cu=rent plan, one hund:ad eighty I~(.,~ ( a o J s~-...dn~a who res:.1:a within tr..e Wes~ern Hill~ zone attend Wes~ar~ H.:.lls, cne hund=sa !:.!ty-fo~= (l~4) st~dents who resicQ outs:.c~ t:i.e Wester~ H.:.lls zona atten<:i Weste=~ Hills and one hund::-ad s~uden~s who reside within t~ Westar~ Hills Grandtat:iar:.::g will be phaseci out aeccrct::.ng t::: 1.RSC'a ouac
:-egat::.c:-t ~lan (10 J.C.R, U98 & 21SS ) which allows st~dnts "presently ~ss:.gnad" to elementary sctccls to r~:iain in t."loH schools :b1.:.t requires that kir.der
artan a~d new studen~s will be aasignad by attendance zone~. lS. All but onQ o! t.~a ~or~~~ls tuildinqs presently in USQ at Weta:n Hills are e.pproxi1nataly tventy yea::-s cl~. Or:s por-:al:la build::.ng is o~l t~o years old. l 7. Th p~ojact at Geyer Springs Ele:entary Schcc:1 consists ot building t.wal ve classrooms l:y a combina.tion ot new ccnat:-uction and the ccnve=sion cf some existi~g pace to classroom uaa. ~ortable buili:ings which hou3e eight classes will l:e ra:ov1d, tor a net increase at Geyer Sprin
s o! tour classrooms. The . additional classroou wi:.l allow tha school to prov!.d.a tvo c:lu each at gra,:as K-6. ~ construction projec~ will also inc:-ease t.~e 1iza of the kitchen and create a na~ libra::y at Geyer Springs. l8. The capacity ct Geyer Spring Elementary School vould increase !:-om tiio hundred ti!ty-fiva {255) to thrae hundred t.wenty-eight (328). Th present enrollment at Geyu springs i.s t.ro 6 P.3 hunc.:-ec! saver. (207), although t
.ro huncirac! sixte$n (216) students reside i~ the CQyar Springs attar.dance zone. !ig~ty-four students 1who resid i~ t.~a Gyr S~rinc
s attancia~ca zcne a.ttand GeyQ!' Springs !l.e::ier.-:ary School, T::a ra:maining ~~ h1.:.ndred thirty-t-'c ( lJ 2) r..~so at-.:.c.ent.a who raaid in tl':.a Geyer Sprini
s attandanca zone attanc! various ot.1ar L~O schools. Ona r.und.?"sd thi:taCln { 113) lS. T~e presen~ racial composit:on ef Geyer Springs -,.1 Elemar.~a=y Sc~ccl is seventy-one percnt (~) ~l~ck. The racial compos~::.!.cn e! the st.:dants who resiaa i:l the Gayer springa grandfa~~ering is phased cut, tr..e school ~:ll ~!lect t.~a r~cial compcsi~:on o! the attanc~noa zcne. No chL~
in th a.ssign::1ant c! s~~dent~ to ~-yer Springs, ho~aver, ~ill result trom ~~ 2 o. The utSD stucent.s whc ride in t~ Geyer springs attendar.ca zor.a woulc till Geyer Spring to sixty-six percant ( 156%) of capaci~y. T~e ra~aining capacity will ee fillec by rac:-uit~ent to the pulic schools of students who raside within. t..~e Geyar Sprin
s ion a~d by t.i.a as:1igmnsnt ot ~'.:den-ea vno cannot l:lQ acco~e~atad. a~ neiqr..::oring Wake!iela Elet:.enta.ry School which is P=sently oper~~ing at ninety-nine percant (99%) 0! capacity. See 10 J,D,R. 2198-99. 21. The p=oject at Cloverdala Elamanta::-y School ccnsiats of the c~nst~uc~ion of a new cafeteria, t!l.a a~dition of !iVQ ~--c- 7 F . ..1 class=:ccs i~ P-aCQ of ths old ca~etaria and c~a addit!on ot one class=cc: in ~-ace o! the old stage. Cr.e portatla claas:oom w~ll be 4-.:.=inatac: ar.d two exis"ing clasa:-cc:=s will ~e convert9d to Elemar.~a=y Sc~ccl will thera!ore be t.~ae. 2~. The ca~~city ot c:ove~dale Elamer.~ary sc~ool will increase !rom ~
~ to 4S2. Tha inc:aase i~ siza w~:1 allow LRSO to raplaca tta p:-
sQnt ~~Qven grade ~tructU!"e at Cloverdale (t.o class eac~ at gr?ces K, ~ and E
th=ae classes eac~ a~
=aces 2, 3, 4 an~ 5) with t~=ee clasas per grad~. 23. ~~a assig~~nt zone tcr Clcver~a:a ,ilamantary Sch~ol will net c~a~ge as a result of _this project. ~e praser.t ar.roll~ent is thrse t~r.drec. ~~::.ety-one ( J 9 l) S1!'..!der:t3. T~:-ta ht
ne2ed eighty-1!.h~ee (383) s~ude~t$ reside !n the Clovar:a. ~:emantary Scheel et.tenc!a:ice zone. Those studan1:s would till that school to SQVenty igh~ percen~ (i8%) ot proposed capacity. 24. Ona h'l.!l"ldred eighty-five (185) st~~nta ~ho resida in t..~a Clovcar:i?.le ?lement.ary School at-:r.danca zor.fi a.ra praaently assigned to Clcve:dals Elementary Scheel. one hur.c.:sd ninety-eight (198) studen~s who rasida in t..~e Cloverdala ion, a.re asaign~ to va~icus c~her I..~SD el~entary schools. T"o hund=~ seven (207) students who rside outa~d tha Cloverdal Elementa~! zone ara assigned to Clovercah. 25. The present racial composition o! Clcverrhle ilementary is sever.~y-t~o percent black. The racial ccmposition ot all LR.SO studen~$ who ras~d in thQ ClOVQrdale Elemr.~ary School attendanca 8 F.S zons :s also aeventy-t~o percent (72%) ~lack. 40, The ~roject at Clover~ale J~nior Hi
h School involves the add~tic~ o! a new wing of ten per.nanent classroo:ua
t.~ conversion c! the cld ca=ateria to !cur classrooms a~d t.~e conversion c! t~e old ata
s tc or.a classroom. T~ose tifteen clasarcoms will provide p8r-:nar.a .. ~ spa:a tor eleven classes whic..~ are presently held in por1:.ab:: bui:c.ings fc:- a ne1: gain o: tou:::- classrooms. The preser:t sixty-s:x (76S ) studan~a wit.~ an er.:cllment ran~ ct sevan h'l.!nd:'ed thi::-ty-s~x ( 7 J 5 ) student2 to ei
r.t huncirac. eiqhtaen ( 818) student.,. The ccr.s~:::uc~~en projc~ would yield an i:aal enrol~ent ct eight hundrec !ifty-saven ( 857-) 1t~dents at c:overc!ale Ji.:.nie:- Hiqh School, w:th a ran
e ot eight h'.!J~drc t~elv1 (Sl,) to nine hu.~ci=ad t~c (9C~ ) st~:ents. 27. Sever. hund:-ad fcrty-nine (749} at~cier.t3 ara an:-ollsd at Clova:ri:a:s J'.!.""l.:.or High Sc!lool t~is year. Tr.a racial c:ompesi tion 0! the 1ctocl is seventy pereant (70%) blaex. Six hundred thirtyseven (537) s~~~nta reside in the Clover:ala Junior High School attenca~ce zor.e. That group is seventy-or. percant (71%) black. Junior r.igh. sc=.eol stu~ant.s ara tr to t:::-ans!ar to a school outsica ~~i= a~tandanc zone 10 long ae t~ tr~ns!ar leave bot.~ tha send!ng an~ rciving actoola ~ithin t.~ aeceptuia range o! r~cial c=i:osi~ion. LRSD Desegregation Plan, 10 J.O.R. 2200. The phasing cut o! grandta.thering, theratora, w!ll not have th 1ame affect !:: t.'la j'llnior high schools &11 in tb.a alamanta:-y actools - because ~unicr high school students will have g:-eatar t:-eedom to 9 P.6 28, Tr.e six hundred ~~i:-ty-seven (53i) ~~dent$ who :aside wi-
~i::. t~ Clcver~ala :un:cr High School at-:.er:r!ar.ce zone c:::nst.!.t'.lte seventy-!eu= percant (74%) of iaeal capac:::y follcw:!.nq the prc:
:esed cons~=~c~ion projec~. Th nu.::be~ o! studor.ts who presently a~~ar.d Clove:-:ale !::-o::. within the Clcve::-dale Junie:- Hi.c
h School attar.c.anca zone is !cur ~~~d:-sc seven~y-one (471). T~ nu-=4r cf attandance zone a~~~ants who pressntly at~and ether USO ju..~ior high schools i~ cr.e hunc:rec. six-:y-s:.x (He). ~ ncber of atu~anta from outsic.-. the C2.ove::-c.ale Jun:o:- High Schee:. att:ancfance zone who presen~:y a~t~d c:evordale is t~o hu.~cu-ec torty-savan (247). 2 s. '!'=.e prcpcsec ccns~!"J.ct:ion prcj ac-: Junie: F.iqh Sc~ccl is designed to ~e compla~ad i:'l Forest Haiqhts 1~ two pha~as, The first pr.aae, w~ich conists o: renova~ing ~hose portions o! t.~e strJCt"J.!'1 which will net be de:oliahed, i sc..,.edulec: ter ccz::.pletion in Aui
ust, 1991, Th second phase, which consists of the constrJc"
ion o! a new classroot1 building, aainistration building and libr~ry/~ecia canttr ia 1<:.~adulec fer completion in Auguat, 1992. 3 o. The i:rcject at :'eras-: F.eight~ Jur:.!.or High School consists 0! builc.ing t.~ir:y-nine new clasa:rooms a.."'ld renovating elaven existing class=-coms to replace thirty-six per::anant class:-co:m~ which w:ll be ~amolished and t.'lre port~:01 classrooms which will be removed, to~ a net gain 0! alaven classrooms. Five 0! those classroe-:a will be reserved to accommodata a total of not more than !crty s~~dents who rCsUi:a apecial aervicas, sue~ a~ students who 10 ' P.7 are p:-uently" served. a~ ho!'!le or at resi~~-=ial aattings, 31, The present ideal student pcpulat:cn tor Forest
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