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INTERDISTRICT DESEGREGATION PLAN February 15, 1989 INTERDISTRICT DESEGREGATION PLAN February 15, 1989 1. Introduction 2. Overview 3. Interdistrict Desegregation Plan Student Choices and Options 4. Summer School 5. Staff Development 6. Multi-District Desegregation Plan School Operations 7. Library Media a. Special Education 9. Vocational Education 10. Guidance and Counseling Program 11. Parent Involvement/Community Linkages 1 INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four ( 4) main comm! ttees which were devoted to the following areas: 1) student assignments
2) programs/academics
3) community and board development
and, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. The committees submitted their reports to the oversight committee (student assignments) which in turn submitted all of the reports to counsel for the various parties. refined and revised those reports as well following overview. Counsel have now as produced the Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua rntervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as "multidistrict", "the districts", "districts in Pulaski County", "the parties", "tri-district" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. 02 J OVERVIEW I. Objectives: The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski county. Such desegregation plan shall be based upon the following principles: A. All schools ( students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdistrict Schools to be 50% black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. Interdistrict Schools: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, tram.s:Portation, and other matters which are relevant to the interdi~t~ict character of the facility. Six ( 6) new Interdistrict Sc.lJools will be established in the near term: A. B. C. D. E. F. Baker Harris Romine Stephens Crystal King 1989-90 1989-90 1989-90 1990-91 Hill area 1990-91 1992-93 Facilities considered for con:.struction or establishment in the future may include in or near c.tienai Valley and the Scipio A. Jones site. The Interdistrict Schools sh1uil.l be populated primarily by black students from LRSD and by wvlhlte students from PCSSD or beyond Pulaski County. PCSSD and! LRSC will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict s,chools. III. Incentive Schools: There shall be a limited numbe1r. of Incentive Schools, for a period of at least six years, sulfficient to accommodate that number of black students who, by att111:nding these schools, make it possible to achieve a student popul~tion in the remaining Little Rock schools (Elementary Academies) of 55% black and 45% white with a variance of 5%. The recruitment of white students to these Elementary Academies may increase the percentage of white students in these schools to a maximum percentage of 60\. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a combination of white recruitment into the Incentive Schools, and by reserving a designated number of seats in each incoming kin-dergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School
any recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. IV. Magnet Schools: The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50\ and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and ,. LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD Schools: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Construction: All school construction shall be subject to the court' s prior approval and shall promote desegregation. VIII. Transportation: Students shall be provided transportation in order to attend their assigned schools (including its programs and activities) . Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. 06 IX. Building Quality: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. x. students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Activities: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes
extracurricular activities
expulsions and suspensions
and reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring: The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- ties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive. xv. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties, which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdistrict plan without either approval of the settlement with the State, or Court-ordered funding from the state. Further, even if the settlement is approved, LRSD will need additional funds before it can implement the plans. XVII. Community Involvement: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. curriculum and Programs: A joint committee will be established to review the curriculum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts in Pulaski County. INTERDISTRICT DESEGREGATION PLAN student Choices and Options The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools
however, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of themes, the location of themes, and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe 11 that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respective districts for those Interdistrict Schools coming on line subsequent to the 89-90 school year. completed on or before April 28, 1989. Those schedules will be Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The irranediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdistrict School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdistrict School. PCSSD will likely provide additional geocode reassignment as such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the recruitment of black students from Romine as well as to bring Lawson and Robinson into as close a racial balance with each other as is reasonably practicable with the use of Baker as an Interdistrict School. 12 The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be expanded as necessary to accommodate the black students transferring in from the Romine area. Baker Interdistrict School will carry a thematic program. The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the respective districts desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdistrict School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary Harris is to be converted to an Interdistrict School. Such designation offers numerous advantages, including the fact that it is the only elementary school in the PCSSD which has sufficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from those areas of LRSD which will most nearly facilitate LRSD' s desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program, 13 Little Rock black students will designated Incentive School for program. be permitted to its after-school attend a incentive The only presently known facility modification necessary at Harris involves an upgrade of the landscaping. Other potential modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black students but also to the present student population at Harris. However, the parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or before February 24, 1989. The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. c. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to 14 LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the I-630 corridor between I-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. E. Crystal Hill Area PCSSD will construct and operate a new Interdistrict School to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of I-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, 15 from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker and Romine as Interdistrict Schools will not completely resolve the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that imbalance, PCSSD will construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks to be recruited from Romine to PCSSD. In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elernentaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1989-90 school year. F. King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between I-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious consideration should be given to the establishment of an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such a facility might most appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school year, a timetable for construction of an Interdistrict School in - 17 the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdistrict M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majorityto- minori ty transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Maj ori ty-to-Minori ty transfers under the Court's Order. This type of transfer will be perm! tted only where 1 t improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD and NLRSD shall recruit and exchange, on a one-for-one basis, the following students ( and as described in Exhibit "A" hereto): 18 l. Junior High schools: PCSSD Oak Grove white stu-dents with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools: PCSSD Oak Grove white stu-dents with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. 19 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten, within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT "A" r~ - ,_ 20 outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. All other schools within the District are still in compliance with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching this limit. On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-00lJ 1989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the same racial composition. To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-00lJ 1: 22 Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senior high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July l for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-00lJ proposed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability in identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-00lJ ,.- Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Can~alician Foundation warned that there was as yet no evidence of its efficacy in teaching .!!2!!-handicapped students. The North Little Rock School -6- 3-00 lJ ,--- 25 District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to use the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. -7- 3-00lJ 26 CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Llttle Rock's desegregation plan. February , 1989 Respectfully submitted, JACK, LYON & JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas 72201 ( 501) 375-1122 I -' By, ~ltJ. --JTM-- STE~W~ES, Utonieyfu
: By: North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72201 (501) 374-3758 Intervenors WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 ( 501) 371-0808 ""'M~-=-=T=~===-----r-:-:,'------y--:f=-o:-r- P School D -8- 3-00lJ The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT STATE DEPARTMENT OF EDUCATION By: ______________ _ KNIGHT INTERVENORS //' By:.....,_/t,_tZ-<.'""-"/L...
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THE NORTH LITTLE ROCK SCHOOL DISTRICT DISTRICT PROGIW!S - -<0:: !
-... e !- t. < a: ..: V. ~ >. ::, .... u .... ,_ ... u ... :-:o "' ... 0 ::, < C ~- C C ,_ u c.. .. !l .. ..... _-,::, - -= .0.. " ,_ u > ::, ., V u Cl') ,_ ....... u c w "' - V ., = (: "' CJ QI QI u ::, u c.. u :, u ... f-, ... ... ::, CJ -0 ., c:. ~ u 0 "' 0 C C >. "' . .. ., 0. ... CJ ..,_ V: ..: > ... .s c:.. >. "' < u .... C ::, ,_ ~ C ~~lg b uu CeJ -:, "' ]" " 0 C !- .... 0 QI CJ ..... ., 0 ... .. ~ ... .... ... c,: ... ......... V ._. QI 0 ... " ., ... V V C:.. V V ._. ::, on "' C ... " ... .. c:..::, 41 C ,_ .. C " ., ... > Cl') < .. c.. QI u -0 ... .. ::.: <Jl C ... u " e "CJ --- ... 0 < ~ .. .... ., >. ... CJ C E 0 ... e Cl'l ... " C > - QI u 0 ... u " V ,_. ... CJ "' ::, e 0 .. I ..... ...... CATALICIA.'l FOUNDATION'S RECO~~DED .... QI ....... f-, " ... ... " .. C ... u -0 -= -= u -0 ... C/l ::, ..:, .... Cl Q V C U V QI C ... 0( " ~j V e ._. AL TEllNATIVE Il/ S1'RUCTIOXAI. PRACTICES " .. "< ... "' QI 0 " ... QI Cl Cl'l QI .... QI ... ... 0 c:.. .... C. !- "' 0. C. u u Cl') "' ADAPTIVE LEARNIXG ~ r.i.m:MENT ~!ODEL Adapts learnin~ env i ronoent co i nd ividual needs. I I X X Provides technical support to classroom teachers. X X Student individual differences described in tet'llls directly X X X X related to i.nstructiou. Dm!PLARY CEhTER. FOR READING INSTRUCTION Elicits correct responses from uou-respoudillg studeuts. x X X X Established mastery levels X X X X X Time for supervised practice. X X X X Correlated language arts activities. X X x X Effective managemeut & monitoring system. X X X X X X X DISTA.-:t Direct instruction. X X X Students systemactically move throu11b sequenced materials. X X X X X Defined teaching behaviors vith a focus. X X X X X X Clearly specified goals. X X X X Rapid/high rate of student responses. X X I11111ediate acadamic feedback. X X X X X X Teacher controls, selects, and paces .. X X X CO.~PUTER. ASSISTED INSTRUCTION Skills taught through individualized instruction using CAI curricula. I X PEER. TUTORU-G Students assisting ocher students in academic related activities X PRECISION TEACHING EFFICACY RE~r.ARCH KOT AVAIUBLE EXHIBIT A -Cl') 0. -~ ...,. .... - 8 ., .... -= C C ... V 0 Cl') ., ...,. u V QI c:.. .... C. ~ .... g .Q >. ::, ... C. .0, .... C .... 0 ... > _g ., ..... u ... c:.. Cl'l .Q.I ::, ... ... Cl'l QI C QI ~ ..::., ... ::, 0 u" Cl'l :> Cl'l X X X -- X .. X X X X X X X X X I X I EXHIBIT A SUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupil/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading, English/ language arts, mathematics, science, and social studies. Students will receive instruction only in the identified area(s) of need, with instruction being provided in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. 30 Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped peers, benefit from school vacations
however, for children who have limited recoupment capacity, a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended year program provides for an extension of the programming from the regular school year, as identified in the IEP.
31 Areas of Collaboration Cooperative planning for summer school with the Pulaski county school districts should be scheduled for early 1989. students in all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility Since all three districts, including NLRSD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates and curriculum offerings would be beneficial for all invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- 32 tion. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Expected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/failures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. 33 P~en .".. ,. .,Iii ~. ... lliN Ctearl '-el: le ... ,_ _ IW, IZ ... I SIIAIIIIIS, CIIJICII s ACIIIIIIH "M l( ..... ,,,, ., ... ,.,., Mwll~K-1 IK.-.rJ,1 ._MC....,.J'-f' , ......... ,,.. ... K ... l lllft ,csse. _. ll - rer-...11 fw ', ..... , "'" ""' .... - ......... --hlratw1 411<1111 Jaauarr It, Hit ,._ i,rer..,.n, , .... , ..t.. ,.., .e..r. l,.1. l..l .e.s.,. .t.i.c...,. .f w ,. l Mwerll,e taler- ....... J ---- rew .. ..-, zz ... .. .. ,.,., ,._.. - ........ Hit ,, ... , --t1tratlw , .... , ~ " .... llaff J tater,lews .......... i,r ... , .. ... , ............ ...,,. I, ltlt 1-,- IC ... I ... , ............ PreJec:t Hit~ llarc J, ltlt IC ... I i,reer I Wtet .. , ... , ,._....,, .,,., ., ._..u..,. .... .. lllrcll l, ,_r ,c1, .. 1 ' I c-J allft.UI IAII cons DK....-11, - -0- Jaauar, z,, -0 - Hit ...,,. 16. ,., -0- -0- 111,cll Zl, IM1 -0- llerc ll, IM' -D-Narc ll, -0 - ltlt ...... ..... .... .... Olwlsoon Curr1cul- nd ~prc1I ProtrM/Aref"~!=!, Mal - IUIOIS II ll I n (II Al UA II OIi IHwlsl- al ~IOI ... & ~ ..Uar f lnn-.S prob 1 \ Sdml1 ,_. 11 br .., ti le far --1 te .. lU\/ e,,IU.-1m1 al _. \Ulaol lHdlfn . 01.1,i. al Sm.ls Pln1 for f c 1l1t1r, OM\ic11115 al ~Kuloa & OIUr1bu110n of Job nnoun, Sdml1 -nh . .. lnlerw1rw \chrdulrs Dtwt1t1 of C11rr1c111- Dewrloped ludtfrl M41S<IINII
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Procdurs ,.-.nl1f1d '- nore, fl11111el1I Srwcs I I I I I ' ... STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year, twice each semester, to discuss and consider common staff deve-lopment concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. ,- I.ti f 11, \ '1lu111~11I 1111" I .. .-. I .'. 1., t111jll'U\L . .J1 U.LU1JL.&.ull J1iJ JJ111,lt.L1LlllJl.u.1u uL---:.l..u ( d,,v,loua. uL.JLl.ll.'...1L.u:.!>.. '. I L,1 l l - U...\.~, .. , .... , I "1111 , t <( ii ff I lcvc J O(llll'I P. , t1111 l l t'E' canposed of , , l'nsc11lat ives fr<n tlM school lt -1 ricls , 1111illee's function ,. I ' I he lo idenl if y 11111 i11,1leacnl staff -1,,c lo111ienl strategies tlt:1t will assist the districts 111 luUilling the , .,,.,'C' lat ions of ti laining qua Ii ly ,l, s.,~re~aled school ,11 st ric ls. I I :1 : ~~ i :. .!( :,, r
1~!il!S Hinina111 of four (4 meet i~s 1ier year will be held, two (2) each seaesler. Fal I of 1988 (111-lrl~T ION OAT[ ------- - --~ e<
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, ..-------,,------ -- Ongoing u Staff Development Directors of the Districts Ongoin~ ,m,il) f COIA IICC't)S assessment MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. following: We commit ourselves to the I. Underlying Principles * All students will be accorded equal opportunity to participate in all academic and extracurricular programs and services in the districts
* All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race
* All students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals
* Special efforts will be concentrated on increasing parental involvement in the schools
* Staffing and staff recrui trnent will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law
* Staff assignments will be made on an equitable basis
* Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment
- .. e i ,... 9'!19ing 19M lffl CYtd Old\iOft _ sc._~_h_ool_\ ___ _ _ ' ': r. IH
NW-II \tmc .,,. ...u Pro9r , ,.,.. __.r...c.. n..e ,.,rutul ___ d : -L'-=------------------&1'AIL-liC.&IMWl-.al.&.i>b-...-1C.a--ll,j,.l-ll.~h--11. S.cw l!oo-11.I-JAwlC1a1LJA111N111fM0-111&. ...c.w. -MKa..a.l..I- ---- ------ - --------,. Mdr'Hs .....,,,.. c1es..-e,aU011 1M ,...-o-l effort\ . OIJ(CJl\':S llflpoll school i...-o Ml COUkll et , .. rt,rMlllwes fr Hell 1111trlcl. , . ....... l .. l of c-lllNS lo 1111 lss 'PK If le c .. eHs ru of scllool s ,....,.t serwlce, I I I . STUTHiU/ ACHIITHS ...-.u ....... , .... .. ,...- .. ,.-.s.e,.t..ru.. ,....,. . ... ..,. aNft. " -,. JulJ I, 1"9 CCIIPU TIOI I DAU JuN JO, ltM JIIM IM4 cosa I . I( SPOIIS i II LI ii (VALUAilOI ~rtnletNWoB Ind Apc)o1nt11enl ol COUOC I I noci1le/An1u1ol SuperlnlelldNlt\ lor deseljreijll I UII e ssocies/ lesoluon ol ,,surs sslst ... l 5upernltn det!U -L Phn 1989-1994 ( had
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>or.1101e A$$0C,ltlc/A))l)lnl ~r1ntencwnt/Per,onnel OlrKtor, : d II, lo *CIOJP 11UlU1llr Jyppocljyt nd cqu1t,blt penonn.l recrui l-l ,1,c: ... t proudures - I I I I. SlUliGIES/ I( G 111111 NG ((llll(TION 01.!ECTI \':S AC'iiWIHU Dl.l( DAIE COS1S RESPONS:llll if I (VALUl.ilON lo lop joint recruit- Shir pl11111i .. , rSOlll'cs Julr I, 1917 Ongoing Personnel 01rec1ors lncre,ne 1n 111e1r11y 1119 effort, proc:e4un, Md COlllKtS fer recnit- suff IRIJ "'II Leri I I II' 11 with p1rtlcul1r ..,.,1, -t of stiff. '8t sUI f nd ore pr111111r nn inorltr t1ctwr certified 1M _._ llonI repre\enlI 11111 rKruitnt Ctttified au1111 w11por t \ l I I\ 7 lo ,ur the 1Pt1llc1nt Use teKIIWS ia U. . Ongoing . pools lC>ll4j the district, recrt'-l ..-ess Crtified Ind IIOII- . . . Prnporl 1111141 rPprP \ 1'111 J crtlfied wllcMl ' t 11111 ol 111only ul ,ooh will N SMrH .. 1or 11 r eplorePS 111 111 tll the 1..-.it to \UII IOIJ I te,1or1e\ 1ssisl e.c:~ ~tW la corrKLlon of ,1spro-portioo1te ,t1ffl111 lo onltor dlstrlbutl Ille princip1ls will be . . none Principals ', I 4 t 1 \ I 1t .a I 11,1 I .a I h,1 I ~, stiff 1ero11 trlde .c:countable to .. ,.-e Personnel Oir.ctor 111or1tr le.a, hPr\ 11,.,. Is 11141 su,,ort 1re1, equit1bl dlstrlWi Assoc:iate/AS\ISllnt .a<1:P\\ lo 1e,t.h111,, 1111111 ti of teclM!r, bJ 9r1de Super inten~nl\ 111111 I IP.\ otl ,Ill 11,11IP level Ind subJKl ar l1v1> I\, Ill ,I I I \UII I ... I'd\ o111,1 Ill "' I 111 111 . Al' , ll111111r\, 1,/1 t>l1 , I I I I I . I - L i Plan 1989-1994 (Yuri ' ! r. Rt1
,or.11b1t Per)onncl D1[et.tor/Assoc1ate Superintendent ! i 11 . Icon\ invedl !l1, 1s1on __ :u.Jwu_-:--- Progra/1.rea Persoone_l _ _ _ Pr Im. 1 Df I > ---------,-----ST-.-,_-,-5-1-(-S/------.--,.-.- .,,-,-.,---C-"'_l_(_T_IO_N_ _ _ ________________________________ ____ OIJ(Cll\lES I. ACTIWITIU Dll( DAU COSTS I. lo ldentlf, students W10 .. , be fi.lwe lHc-..~ ~ lo ,roI ,..,.,.,.,,.._ 9rs lo lMa , . Jo establish Joint c.-itttt to ddress district plnnl11t for SIIC)tlOrl of Sl ... ts llllo wisll to - lHchers ,h ta_b l ,h.l .l I _t.,,...., .I,N .d lers Jlor "'"'' ... SNior ltigll schools Create ccatrKts of iINt" telllre fi.twe teachers """ detrH and certiflcatiN CCllllpletion Provide 1111,rs111, ....,.,. nil for students of edllc1tion August, 1989 August, 1989 None OngoillCJ ACSPONS:lllliY Assoc1ale/Ass1slanl Soper I ntenllent s Director of Person~, Personnel D1reclor [VALUAi ION Inc rease lhe n.,..wr ol Uudenls enteri nq the leac_hing proless1un lnc re.isf' the nuahpr 111 11uir11, slo,lfonls who gr .itlua I e I roa I he lh \ I , 11 t .in,I return lo lhe,a 111 le.ii h -L Plan 1989 -M ( fur) ,- ~ r: lu
10r.1101e lCUAOOCI Q1cCf..tu,/Anoe1t ~rinttncnt : !I 11 (coot l1!Nfl OIJCll\'S I, 'o ,stbl hh jol11t -iltH for,,._, .. rrcrutlatnl strat .. tes nd proudures I. STUiF(IES/ "'~nmu Pr'OllucU el ,I Ht of .-.-.- u- ..-.-......... ..... . dewelo,N jot11tlr to tncre1se effecttw...-ss nd ca.r tnes rKrui '--Ill respons tbl It les lc'ihlllNG DUE S,,rlng, 1999 O.welop I cw-1th,. Spring, 1989 .._..lfll"hc:l'llll8Nt of certt fled 111d IICNI certified stff _.Ut rserwat toa f 1 ___, of slo~s s, ~I .-.-...1 ,0. ,e. c ,,...,,., , ....... " 1-,rowe teacher ..,.. 1-. C ... tttoas to Milllllll leKtwrs In the profession Spring, 1989 COftPL El I OIi DATE r.11. 1919 r.11. 1919 Ongoing Ongoing COS,S lo be det,r intd I _ AESPONS:IIUTY 01 Hr 1 < t Penon,14! I DlrMLon 01slr1ct Pe,sonll4!1 OlrtllOn Support ~,w1r,s ,nd .,,!ding P,inc1p,ls [VALU/.i JON Co(1ll'l 1on of the doc.-nt A.ic1,1I ratios 111 all stall 1)11\lt 100\ c,-nsu,.tlP wllh hH,1rt dAd cou,1 dj)j)rr1we,1 ljll I ,Je I IA('\ l1lfrr.tsl' ,11 \lrH l \I.ti I retl'nl 1011 -- Div h ion S, hooh Pro9r I l.ru y hqpl Pol,, IC) I. STUH"U/ 15111115 CCINPU1IOII o.llC 1 nu ACtnmn DATl DAil I cosa I. llSPOIIS:llll 11 I (WllUAi IOII I . I stlllll\11 I c-UtN to C-UlN HMl_..t ... .... ,. "" June. ,,.., - District pupil ,.n_ Coap!et1on of lM U\k ..., 11sc1,11-.,, rls c~lslaa el ,ellcles llrKlon 1dl'nl1lled .... H .. IIUs _, t .... ,,. ..... " .. 1d1aol ,t,1 h, nd --to.-.,, s of n .... , Ill Mull ,atron, frua lhe li....-llM dhlricu l Oi1...,-... tl011 of llll .... ,o, S'!l of rIH/ Julr. 19" .._, IMO - . . rlt to,,..,._, e,e<tlliOIK ldll h dlsc1,11 .. , __ ,~ , ...... ,, .. - I iltlcts. IS,e<lflc ,_.ltlH MJ .... , .............. , ... .. ...... , .. i ,_, I. htlllll\1111 llfOC..,e lewle. of ,tllllNt Ill ....... llai!II .. prlnc1p,1, lor Sllllrl .. css to to.,...,, 1,saes llsct,11..,., re<erds rlI dlsp,rltr ,... ,t .. 11 tnlfer Pol lc,/procectu,-e to N .1u1,. ,,., ..... ,,.., - . . *""'" for cc--ec ti ol ,t.-.t dis c i,t 1111r, records .-e.. U-'"'11 lnnsfH or P.apellNl/1u,~ -! I I I ' ' I. STUl[51U/ IE&lIK CWUTIOII OIJ~CHr:s MTIIIIHS UTE DAU I COSIS I. IHPOIIS: II LI if I CVAl UA ii OIi -.,,, .. of ttNNftee --t '"' ,_,u .. .1u1, ..... ~. '" - Appf'oprtle Assocte/ (tJIIC)let,on of ts ,ollc6e1 le tteai,l le .. ,.u ... , .. ,, .. AlllllMII !,uper,ntetldenl CIHle C- ,-1 iCJ ..., . ....,, fr HCII of Ille ... HI of ,r .... H di Uriel\ ..,.,,., ........ u ..... .... lI c-lUN .,,. , ... OncJoi .. - Supet-1ntendt11ts . ,_,u .. t ~ ,ollcles tt...._-,4'h 0..01 .. , ..... of ........ Prl11ei~ls IWI 01str1ct dpll .. __, ,.,,, .. -, iHtlf' ... tM le A11111a1slr.lon to rewiN t ...,.,, IIN'ltles St-- I -ft Dewelafll tter .. uwe scllool Pl 1llerNliwe scllool s,,1 ....... Ogoi .. ..... ........ , w,a,ril As1oc1,1e/ . for ,,..._,, I ....,. of M,000 ,er AuisUat lterwNtl w s,eclI lo Ille district ~llffldNll ssist.-e If trip 1w11lle to Sl- ll Stile O.,,rlnt of .._to, ... ,., .. ,.._. ctr1c1 .. ,h HuUllOII etc. _. collllfltll .... f.-lillt w1ilNllitJ J I I I I I : -L Plan 1919-1994 (lud ,-, r: IH
,or.1111,. p
reclor uf (ounseting/Pupll Personnel/ : : ! I IV. Qiccc.Lw: pl yooi&tCY (df.KLloo fo rov1
oi11t "'zs In guid1nce/cqunsel 1nq to - sluileti niicls lo ensure r1c11I equ1tr Oh n1on SIIMN!\ Pro9r1a/t.rt Gu1dnce I . STIAliGIU/ 1 G ltllll Nia COKPUTION OIJC11\':S ACTiWITIU I I. I o:.u DAU cos
s l.(SPONS:Bll I
y (VAlUAilON Hold Nlfllp .... t fllr ' C.IKI NiJIOJt!S Jul,. 1919 leu1, Directors of f.u1d1nce . for st..-..ts., IIOllld (foc1I. , .. 1 .. 1 Md Voc1tion1I hers nler the lfOrld of IIOf'k AiUONI) Dirl'C lor of Vocu 1001 I Her school. (duut ion Noli, hlr wltll focus on Yeu1, eaplo,ers of inorllJ l1rget skills ---4 for Yeulr . eaplo,-ent as well IS opportuni t 1es l Provide consistent ind Hold joint counsell119 In Fill, ~llr Journ1l1s Oep1rl enls - .. co-.,lete i f.,...tlo to i11forNUon senloas for studHIS r ....... counselors Counselors cell ... ,,.,n,t ... wec1ti0111I sdlools. Co tKl col 1-.es ret,rdlng Eich hll - School Prine 1p1I s IIN11Cl1I ii ltll ainorilJ scllolirslll,s 111d specific ltMI spec:111 flMnCiil iide Directors of Guid1nce cnncefttr1tlon 111 1ccess f blid colleges ind Cont1ct colls rec,1rding lich ,,11. sprilk - Directors of Guid1n<e universities 1nd IIMftCiil idllhsions, ~.,.,, w/c-ttee of couc1selu s d for illOf'llJ SllllteAlS .... iuisons Prov 11le Urgt>l counseling for 111001, studellu ' OnC)o111q - ~dmol Counselun Nol 1fy Sl1111P11l\, pu,-nh Ongo111q """d I fu11n\l'l11r, /l'1 111, 11MI I ,1nd PtJuc11e HI f re1Ju1h11o ',I.ii I 0,,v .. 1111111 1,1 11 opport un ll I PS U11 tc tut\ I .. ... ,,. 11111 111 ld111 ,II '""I I .. . Plan 1989-~ing (Vur) \ , llupors bi I tuount 1ng/Gu1d,nce/Sct1ool s I IY, (cgqllnYCdl I SHAIElilU/ OIJiCTI \'5 ACHWHIU fnhnce lnorlty lndlwictu.l studlftl ecruitaeAt Incl cferenc:11111. , .. , ... r.ness of student for nd COIIIIHIOf' NCaur ... - AP, honors Ind elective -l of Incl -ilorl119 proqrs of Slude11ls Proville pooling of CrHle C-1lelOCJiH of resources ncl s,eciflc of 1w1il.tle lterwention pl111s of i11lerYNtlo. service, fM students llllo ue dis1dw111t1ted 1#14/or Districts sh,re inserw1ce ll rh Ind contucted senlcts to benefit sludtflts Develop nd lapleaent lo be developed Ind Sludellt Clf"Nr tulduce rew1e.ed br studeflls, ,1 ... It~ 11Mtlvldu1I p1renls, counselors 1nd student ed11ullon1I plns te1cht!rs (predic1ted or tnd c.-.niutlon illl potenl11I) ,,uents to ...courage studPnt 1ccess to 111 curricular Ind pro-qr, ... tlc oppo,-tunities 1111 1 ut io c.-nsurte tll school r1Cill ,oapos1tion I 1 I "1 I 0 11illUIING I COKPL(T ION I I 01.1[ DAI( COSlS Ongoing - Ongoing Ongoing - I R[ SPOICS I BI LI i Y Coun\elo,s/le,chers Dhtr1ct D1vn1011 IIHds Coonselors/lechers Oirector of Gu1d,nce DesecJrecJlion Officer I I -- ----- ------ (VALUAl ION Pruporlunte a1no,11y rPpresentlion 1n these Llnses Oewt>lopaeot ,11111 1aplN1enl.it111n of st14te91es lapleaent.tllOII of Pl.Ill\ - _:
F hn -c-.,..,...~-,:-4>"-----( Yur) : ~!Cr: I: OIJtCll\'[S I nh,nce ,_,..ic1l ions 1ft1J dlwisions rel1led to ., .. sel i119 in the 111\lricls llnifor ilJ of district r..cords rrdt119 ,., . ArHNic sUlls Dewelo,..nt PIM. Ml-6 llnifor records tr1nsfer pollc, crHlh illd \W\les STUT[C.IU/ ACTIVIHU R~lr. onlhlJ eelingi -.. directors of tuidince Periodic joint tuldince eetings Appoint joint c-lttee of counselors iM stiff lo cre1le if.,.. district record foras Appoint c-itlee to dewelop procHllre iftd liI ines "' records transfer l[GltllHNG D'-TE Julr, 1989 COKPLETIOII DATE OncJo I "CJ June, 1990 COSlS !}I\'\ 10n 5lhOol \ ?ro~r/~rr ~y1g4nce AHPO~SIB!lliY 01rector of Gu1dnce Appr()C)f'ile A\\OClte/ Ass1st,nl 5u~r1ntendenl Director of guidance 0irec tors uf 91111lanre, pt"1ncip1l\, directors of pup1 I accounting CVALUI.T ION lnhao<.ed 5en,1ce\ lllflruved (-,r11cal 11111 (oaplet 1011 uf la\ laprov-nl in Proc e, \ I. -. !i ?Ian 1,09-M (fur) ,er Rtspor.11b1e Assoca4Lc $MQCflQltndtnts ! i : I OIJiCll\'ES SJIAH"U/ ACIIVIIIU lu \llldJ G.P .A. nd leviete pollclH Mid t11enship p1rticip1- ...,., ... t of ,, ... , .ion requir,...ts of 1NrUcl,-t1 I Hd1 h\lricts to Mldreu district l(IINiC requirtaefttS ind st..-11t ,ullc lpalion .. vlete dill - sludlat llffds _.,-uc1,-u.-, aclllev .... t over the 11st 5 Jtlrs IA tlCII district levlete r1ei1I group represet1t1t ,_ IA etncurrlcul1r activities bJ ,,strict o.er l JHr perlo, ...... illt coalllN lo .. IIU1te res.Its of dlt rnlew 1M see 1, are1s of poller ..,-...,., eaist. ~ I I ..
I "1 I t,j l"PU14~1.
1.
ION l lH~l
,.[ D 1 .-. s ion Schools st..-..ts or e tncurrlculw 1<lh1t1es llable recruilatfll tr1t 1es ccess nd o rtunt1es Progr/~re latrcurr1Lul!:__ 1:lilfllUNG I . C(J\PUTIOI I 01.lE DATE COSJS Jww, 1919 Ontoing - . . . . . . I I . A( SP~S
11 L Ii f I Assoc ile S1111rr 111tenden1 \ Director of Alhlet1cs . . . I [VALUAl ION (Ollf)let 11.111 of pol 1e r rev1~w Ae11n1on, of p11l1<11 lo dtJress ~lude11 needs s l I SHAU,HS/ OIJtCII\-CS ACIIVlilU l . lo ncrult studNts for IHctwr, .,r111t n lArllcl .. tl cdeeic COURseloe ......... IS of relIH Alld Athletic co- oppo,ttlt IH 11111 IR curricular ctlwitles tur t :icow...-.t of studNts Prowia s.,<ill su,pott: of costs, rKrMilaltlt, Ad e11eoungeaet1t to ,t.,..ts a.serwe slots, If MCHWft. te .. tw st.._t ,.,-tlcl,atl 11111 access '""as - ,.-.....-u .. , IINsis .... ' ! c~., I I ltGIIINING I . CCIWUTION CUC IIAH I COSJS June. 1919 Ongoing . . . . I I I. RlSPOt1S:B!ll il Prine ipI s Counulors luchers Athletic Dlrf'Clor . . !l1ns1on _.J!.!!ltl/h __ ___ _ Progrta/1.ru llr4turr1 !c !!.!!!f [ VAL UAJION lncresed student p.rllciptton - nhnc~d proport 10 in student prt1, 1 I n I I I, 11.il 11111 , . . ! , Pl11t 1989 1"4 (Jud !h\'1\1011 _5!!!9<..!!~----- ,. \er. P.e1,or.1 AIMKttlC ~MPC[tnl...-Ol f : Vf. Proc
ria/i.ru . lc1 .L..u llkl.,.._I ____ lo ...... lHlillg prop:eas 111d student pnpu1tion Ind llCeU lo proqr,a\ l AIM41!QD OIJiClll'U I ........... ,, ... prOIJf' r.,.. ,._. ,...,.dillt .11 Md jeit scor1111 Pi\lf'ICt iforaitf iR ,.,..,, .. test re1t1 _, IMIJllllf 41.,.ritiel rOf' 1111-reclat -uor1-. , IHM to .. ,we .,.r.-iI ,.,, pre,,raU -. '" .... c.-dit ... , ror all 1tllllltlt1 . Addren 1trel .. iH to f'flfluc:e dls..,-ltlel ,, ...... .,...,. .n.f. ..s c,ll. ll.o.l. .,.,. ,., and i...,.ow.-.t ,,,.., I I Cit ~ I UIAU"U/ ACIIIIIIU CoordiNle ,.,,, .. ... sc ... , .. ..... ,., ... ,, ... , ,, ... t test rewlt1 wit 4kla 41, ........ tl to .... ,,. dls,erltle1 4Mll ... tMHl,J r 'r Mjed ., .. .......... , , .... , .... ,. N o: leKMr, StAU fr ietlllll 111d twal-..U,... cUlr t - test pre- ..,.1t1 IN lllt cOtldlllI for ,t ... 11 ANlrsh ol Kllool lllr K .... , ..... i-4- ,, ... , Mffl DewP.I~ of Slf'lt-.11 lo ...... ,, CO...-Htl\ Ind to ... , llfft.l\ li"l .. 1115 CCJWUIIN DU[ DAil I COSTS I lfSPOIIS:llt I .W I lVAlUU IOII ...,,,. ,.., Olltoi"I le\llR9/(w1lu1l1on 0.pl laprowrd 1nd .,,. eff 1c 1rnl Pf'CMJI" .. llid \CUf'l8' Spri ... "" Ollgoillf A1soc11le/AS\l\llnl (-l)IP.llon of 11\k Supe,11tlNNINU JIIM, ,,,. .. .... . A(-l1w1l1on of 1114! -l0f'l"9 c-llel!\ s.-,, . ., Ollgolflt PrtllClplls 0.wrloa-nt uf pl1n\ Super11tte1111Pnl\ ,.,.,l\urhlr ,ir. r""'' Ill 1h \j)II' 1 l It!\ . . I I I .Ii PIIA l!!tM CYud ' u r. h1,or.11 AIHK 141 wwo11tNCltnU ~ 1: VI lrnel lmetl !l"-- \ 1011 s~11ooh _ _ __ _ Pro9,1/~rr1 ieii,_9 "9...,/,___ _ _ rnl111llon I SID151lS/ 1[51 .. 1115 CIW\UIN OIJE Cl l\'U AUiWllllS o:.n DAU cosa I. I( SPOIS: 11 u iW I UALUAliON JoillJ ,.. .. ,. 1erwtce1 Jlttat stall .......... l "9DIIWJ an,o1 .. Directors of lest1"9/ AcltNIC laprm,.-nl lo lH<Mrl ta lHU .. h1ltt1llUA of 111 Uudetlh re: uw of tell K .... , ... , .. ,. . . tlH ... etatiNI of ... ,, ... , ..... , Appropr11le A\SCKllle/ r~lfJ. of Kores .aNI A11ist111l ~r1nletldeftl~ to,.,. .. ,, , .. , .... ,...,.,..,, ... . . ltHweatlNS lo Pr1ncip1h NMfit st .... ts ,,,., ..... to ....... C .-es, tllese ,t .... l MHI s, Ille 111H1 t Scllool NIH , ... , .. of . I.R ,l,H,tw N,,t .i.N.S. , ,t o, . rr1.,,.1s of IC:HNliC .aN IHctler lsHwlces for . . Stile Detirt-l of lllllllRt learai .. StJles, (MllllMI coaper1U leart .. , -u..-, .. MHSof lutrlch Stiff .,.o.,u,.t,~IIM.,, .,. ...., ,_ De-t .,....,,1,, 1,,..-..._ua , llreclon r I CIT I ~ I I I caJECTIVES The selection of uterials/resources to support the curr1cul .. in desegregated school distr1cts is a ailti-district goal of the library edia progra s. The inservice training library lledia staff aebers to desegregated school d1str1cts 1s a ai1t1-d1strict goal the 11brary lled1a progra s. .. ~ Cit a') l of STRATEGIES/ACTIVITIES BEGINNING DATE Continue hosting Multi-District annually Multi-cultural Resource Sharing Fair. IN THE FUTURE, THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Mult1-0istrict annually Resource Sharing Fair with Book and AV Meter1als Vendors, rotat1ng the site aong the three districts Plan to host ulti-district ongoing tnservtce ... t1ngs such as the one sponsored by the Pulaskt County Educattonal Service Cooperative 1n Apr11 of 1988 to explain the new nat1ona1 gutde11nes for school library ed1a progr planntng Plan to host 1nservice training for ai1t1-distr1ct 11brary ed1a to be estab11shed spec1al1sts us1ng distrtct 1111ployees CCM>LETION DATE COSTS ongoing Minimal ongoing Mlni al ongoing SHk Funding Fro Coopera-the ongoing Mini al Division: Instruct1onal Program/Area: Library Media RESPONSIBILITY EVALUATION Library Media Resources will be Directors or selected, purchased, and respons1ble person (including NLRSD) Library Media Directors or responsible person (including NLRSD) Library Media Director or responsible person (includlng NLRSD) utilized by teachers and students as they teach the currlculu of the desegregated school districts Inservice training will develop skills for llbrar edia specialists who wor in desegregated school d1str1cts y k C<J4PLETION 00.JECTIVES STRATEGIES/ACTIVITIES BEGINNING DATE DATE Utilization of televi- lapl .. nt utilization of cable to be established to be established sion technology in channel 19 and/or videotapes desegregated school produced at Metro to teach basic districts is a aultt- ski 11 s. etc. district goal of the library lledia progrus. Recruitaent of Minority Contact teachers training ongoing ongoing library Media institutions/Recruit Specialists in desegre- teachers for training progrus gated school districts in library lledia certificatton is a aulti-dlstrict goal of library lledia progrus. Multi-distrtct ~nica Copy aaos relattng staff ongotng ongoing tton for library Metia developaent opportunities progru ad inistrators to other distrtct ad inistra-ts a goal for the tors progra s. Meet infonaally for shartng sessions ,.... l ' COSTS Seeking Federal Funds under Star School B111 Mtniaal Miniaal Division: Instructional Program/Area: Library Media RESPONSIBILITY EVALUATION Library Media Students will gal n prac- Directors or ttcal vocational expert-responsible ence In running a tele-person vision studio
students will benefit fro tnstructtonal units pro-vlded over cable syste or recorded for later classroo use. Library Media Hiring and placement of Directors or tnorlty edla specialist responsible w111 occur. person (including NLSD) library Media Better c01111unlcatlon will Directors or be achieved. responsible person (Including NLRSD) s SPECIAL EDUCATION I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: ( l) A multi-district comm! ttee for assessment is in its fourth year of operation
(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs
public relations and common or shared training sites
(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance ( for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include: 59 1. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Multi-Handicapped d. Seriously Emotionally Disturbed 2. Staff Development a. Central Office staff b. Principals/Other School Staff c. Teachers 3. Multi-district assessment committee a. Establish consistent screening process b. Establish evaluation instruments to be used c. Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruit-ment of minority teachers and support staff. 5.. Establish multi-district system ( forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Multi-District's Expected outcome 1. By the 1989-90 school year the multi-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 c. collaborate on staff development eff arts in all aspects of special education. D. Support activities of the multi-district assessment committee. E. Establish a process for recruiting minority special education teachers. IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better information: ( 1) attesting to the relevance of special education (pull-out programs, self-contained classes, etc.) to meet the unique needs of handicapped students
(2) establishing the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment
(3) outlining the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education
(4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions
and (5) providing more extensive parent educational information systems. 61 Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. . . U I t111 I 11 ,I .. . . . .... 1011 .... ', . t , . .. ,..,,"" # ,&,It 1,11 .--.,.,1 . ....... . 1.,1.tlJ~! l!!--:.:~s ~'!~l _t.N_~h~'!~ ! '.!!'~ !!1 _,, .. ,u- ! ~ -~-~r I ............. ~t-- ~ - ---- -- _,___ --------- SHAl"lfS/ " I tttll 11G COIIPt ( I IOII mJ(CIIWU ACIUIIIU DAil IIAU COSIS ,, ..... ..-.......,.. ..-..... .....,......,. ......... .- IIKo,il ..t -..1-, I-H 1'119- IIJU "91nio ,,,ooo ,nc._n I c&lll .. ""' ..- .. auc.u- __ .,, ..... .. NI ldlt ._.,c ..... It . ............. c . ........... .... ,,__.,, ~ d. r.e-11 ......... .. v1-11, ...,., .... f_.11 !II ff olewl ...... ,.,,000 li.,111 : 1\1111 ... .. rar1ntt'lhlp wilh tale coll .. ,lwHilln IOI' .lr..i..I... ...... ...l rI- ----- -- ll SPOIISl81 lllrKlor: '- st- fduc S..nl,1on Sf,Klal t hof- Si -o..- f.entral Of I le ' t u 1 , , ul . 1 ,I / ," ' ,,. I , I I ti I 1 11 ''" _ \ l u1u11w ali, .. h r
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c-.., c.,.., ,_., ,_,,_Cl ipl ion ~.,,cw ,~.,.,,:x: ,1ttc1 Ul'J:.i J..,,u,.,,y IWN 1-..1,,u.,,y ''-'"''-' ""'"-" t ..,, ,, lt11, , ltil t,U ' ' ..,NJ '"'-'I SC! d&!:&.'I ipl I011a1 '"'""' uy ..,,, .... w, ,.,,. dilt~1c.:1uu:a I I I GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. employment for students entering the working world directly after high school, 2. minority scholarships and financial aid, 3. parent education in terms of student opportunities, 4. college recruitment practices and their impact on minority applicants, 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multi-districts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minor! ty students in advanced and AP classes, 4. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. 83 To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cirterion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. 84 PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. The districts goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as 85 well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, "Just Say NO," and HIPPY
2. Provide workshops for parents on such topics as discipline, learning aids, study skills, academic tutoring, etc.
3. Parents and staff work cooperatively to develop strategies to encourage positive home learning
4. Each school will establish a teacher/parent committee to design and implement school-based activities
5. Promote multi-ethnic in-school parent/teacher committees
6. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program
b. Recruit prospective committee members from diversified communities including retired teachers and community leaders
86 B. Utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons
2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools
3. Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage
b. Designate a contact person at each local school to report to an established information center
c. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers
C. Encourage community-wide multi-ethnic citizen/parent/ teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi-district level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts
87 D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities: 1. Expand the school/business partnerships
2. Have a multi-district event to honor business partners in public schools
3. Encourage the Chamber to continue existing programs such as the teacher appreciation rally and the Excellence in Education Awards for educators and students. * Special needs will be addressed in each school district's desegregation plan ** Participation and programs are contingent on additional staffing and funds in PCSSD 88
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.