"Audit of Obligations, October 1993-October 1994," Little Rock School District

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,. . :) t > (/) Little Rock School District Audit of Obligations October 1993-0ctober 1994 The purpose of the annual Audit or Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Document. That Program Budget Document represents all incomplete obligations of the district through October, 1993. This year's audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by the Superintendent's Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. This year research on the audit includes an update on the status of each obligation. Responsible persons were asked to report on the status on the listed obligations. Responses have been reduced to codes. The audit is included here in chart form for easy reference. Evidence of the status of each is maintained by the person responsible. The chart is divided according to the documents from which the obligations were drawn. In the far left column, each obligation or recommendation is numbered in sequence for easy reference. The date of the document, type of document, page, obligation, person responsible, and the date the obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears at the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephen's Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows: MR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of this audit will be sent to the following locations and people: I. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)
2. Members of the Little Rock School District Board of Directors
3. The Superintendent of LRSD
4. Members of the Biracial Committee
5. Members of the Parent Council
6. Members of the Superintendent's Council 7. Each Program Manager affected (to be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)
8. The Director of Planning, Research, and Evaluation as custodian of the Program Budget Document
and, 9. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation 2 3 4 5 6 7 8 9 10 11 12 13 12/03/94 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 DOC Pg MR 5 MR 5 MR 12 MR 12 MR 13 MR 15 MR 15 MR 15 MR 15 MR 22 MR 22 MR 22 MR 27 LRSD Audit of Obligations October, 1993 to October, 1994 INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMMENDATION PERSON DONE Make recruiting white students to the incentive schools among district priorities, focusing the energy Mayo, and resources necessary to ensure that the incentive schools become fully desegregated. Wagner Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them Matthis for the other incentive schools. Establish goals and objectives for racially balancing each incentive school staff as part of a Hurley comprehensive long-range strategic plan for implementing the incentive school features. Exempt incentive schools from being forced to accept any employees that have not been interviewed Hurley 8-94 and recommended by the principal and the school's staffing committee. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Hurley 8-92 fulfill the commitments in its desegregation plans. Asst. Supt. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua lntervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) Institute staffing needs assessments as an annual process in the incentive schools. Matthis 11 -93 Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in Matthis 11-93 the plan as well as other relevant archival and anecdotal data. Train principals and staffing committees in procedures for effective assessing staffing needs. Woods Involve the LRSD Human Resource Department as an integral part of the assessment process. Matthis Develop specific, comprehensive job descriptions for instructional and supervision aides. Asst. Supt. Hurley Make sure all aides receive a thorough orientation to their individual job along with comprehensive, Woods ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. Provide teacher inservice training in the effective use of instructional aides that include team-building Woods activities for teacher and aide teams. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Matthis fulfill the commitments in its desegregation plan. Requirement: The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (lnterdis. Plan, pg. 6) - Needs to be done + In progress Completed + + + + + + + + 14 15 16 17 18 19 20 21 22 23 24 25 26 27 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC Pg MR 30 MR 34 MR 38 MR 38 MR 38 MR 38 MR 38 MR 38 MR 38 MR 40 MR 41 MR 41 MR 41 MR 41 LRSD Audit of Obligations, November 1994 Page 2 RECOMMENDATION PERSON DONE ODM makes no new recommendations
the district remains obligated to follow all court orders and to Roberson + fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (lnterdis. Plan, pg. 27) Increase the amount of time the gifted and talented program specialists spend in the incentive schools Donaldson 8-94 so they can fully implement the GIT program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace Eaton + water damaged ceiling tiles and carpet. Repair or replace the leaky roof in Mitchell's reading room. Eaton 9-94 Replace the loose floor tiles in Mitchell's hallway. Eaton 7-94 Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Eaton + Repair the floor and wall in Rightsell classroom 3-8, and then replace any damaged carpet. Eaton 7-93 Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down Eaton 7-92 spout draining toward the foundation. Make sure all incentive school principals are aware that district funds are available to improve Eaton 1-94 landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Matthis + fulfill the commitments in its desegregation plans Requirement: The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) Create job descriptions for council members that clearly identify the district's expectations of the Mayo, 6-94 council, membership responsibilities, and the amount of service time involved. Buchanan Outline the council's organizational structure and its working and reporting relationship to the school Mayo, 6-94 board, district administrators, the incentive schools, and other monitoring entities. Buchanan Provide a comprehensive orientation for the council at the beginning of each school year so all Mayo, + members will understand their role, district policies and procedures, communication channels, and Buchanan what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and Mayo, 6-94 objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's Buchanan desegregation plan obligations. - Needs to be done + In progress Completed 28 29 30 31 32 33 34 35 36 37 38 39 40 41 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC Pg MR 41 MR 41 MR 41 MR 43 MR 43 MR 43 MR 45 MR 45 MR 46 MR 47 MR 47 MR 48 MR 48 MR 49 LRSD Audit of Obligations, November 1994 Page 3 RECOMMENDATION Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations. Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of lime and other resources. Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program. Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another instructional technology program, are in place for grades K-2 at each school. (LRSD Plan, pg. 152) Base staff development on activities on areas of demonstrated need. Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach. Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year. Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision. Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences. Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. - Needs to be done + In progress PERSON DONE Mayo, 3-94 Buchanan Mayo, 6-94 Buchanan Mayo, Buchanan Price 10-94 Price 8-93 Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow Completed + + + + + + + + + 42 43 44 45 46 47 48 49 50 51 52 53 54 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/0 3/94 DOC Pg MR 49 MR 51 MR 51 MR 51 MR 51 MR 52 MR 53 MR 55 MR 56 MR 57 MR 58 MR 61 MR 61 LRSD Audit of Obligations, November 1994 Page 4 RECOMMENDATION PERSON DONE Ensure that the materials needed for all science experiments are available to school staff and make Glasgow + sure teachers are aware of procurement procedures. Capitalize on the district's resident expertise and experience to assist the incentive schools in Grier, + establishing a foreign language program as an integral part of the overall school program. Parker Place as many qualified foreign language teachers as needed to provide Spanish instruction to Grier, 8-94 incentive school students as part of the regular school day instructional program. Parker Encourage the Spanish teachers to develop a series of Spanish "mini-lessons" for each grade level to Grier, + help the regular classroom teachers reinforce foreign language instruction across the curriculum. Parker Increase the amount and improve the quality of Spanish language materials available in each school. Grier, + Parker ODM makes no new recommendations
the district remains obligated to follow all court orders and to Matthis 8-93 fulfill the commitments in its desegregation plans. Requirement: Parent Home Study Guides in each core subject area for each grade (1 -6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- Woods + 94 school year. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Woods + fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154) ODM makes no new recommendations
the district remains obligated to follow all court orders and to Asst. Supt. + fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) ODM makes no new recommendations
the district remains obligated to follow all court orders and to Grier, + fulfill the commitment in its desegregation plans. Parker Requirement: A Lalin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164) Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the Matthis + physical education curriculum. Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and Milam + encourage can be so important to a child's development that every student who needs or wants a mentor should have one. Consider a trainer of trainers program or similar means to equip principals or other school staff to train Milam + volunteer mentors. - Needs to be done + In progress * Completed 55 56 57 58 59 60 61 62 63 64 65 66 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 63 MR 65 MR 68 MR 68 MR 68 MR 68 MR 68 MR 68 MR 68 MR 70 MR 70 MR 72 LRSD Audit of Obligations, November 1994 Page 5 RECOMMENDATION Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life. Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded ii. Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals. Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit. Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. Consider implementing the recommendations made by the extended year administrative staff in the district's summary report. Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. - Needs to be done + In progress PERSON DONE Cheatham 4-94 Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. 8-92 Asst. Supt. 10-93 Asst. Supt., 10-92 Principals Completed + + + + + + + + . 67 68 69 70 71 72 73 74 75 76 77 78 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 72 MR 76 MR 76 MR 78 MR 78 MR 78 MR 84 MR 85 MR 89 MR 89 MR 89 MR 91 ---- LRSD Audit of Obligations, November 1994 Page 6 RECOMMENDATION PERSON DONE Make sure all extended day students have an opportunity for some fun activities, such as jump rope, Asst. Supt, 10-92 board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for Principals students to participate in wholesome activities just for fun. Make an effort to pair aides and teachers who are compatible with each other, and provide training Principals + that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics Woods + that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so Milam + these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the Asst. Supt. + opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. Expand contacts with and widen access to the variety of community-based program~ designed to Principals support children and families. + Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish Hurley, 8-94 to transfer elsewhere, they are not necessarily unfit or incompetent
they may simply not be suited for Asst. Supt. the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. Comply with the requirement to develop complete student performance profiles for each child and then Principals 9-94 use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record. Make sure that each incentive school has a full-time certified guidance counselor on staff throughout Hurley, 8-94 the school year. Asst. Supt. Decide each incentive school's need for a social worker, then staff accordingly. Hurley, 8-94 Asst. Supt. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide Elston + an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan Martin 1-94 requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress Completed 79 80 81 82 83 84 85 86 87 88 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC MR MR MR MR MR MR MR MR MR MR -- . Pg 92 92 95 97 97 98 105 105 105 106 LRSD Audit of Obligations, November 1994 Page 7 RECOMMENDATION PERSON DONE Follow up to provide appropriate assistance to survey respondents who have expressed interest in Martin 3-94 receiving specialized help from the district, such as obtaining their GED. Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Milhollen, + Center, as a means for providing education opportunities for parents. Martin ODM makes no new recommendations
the district remains obligated to follow all court orders and to Gill + fulfill the commitments in its desegregation plans. Requirement: A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping Gill + incentive school parents understand and carry out school expectations. Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for Gill + training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Principals + fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement . The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD Plan, pp. 209-210) Standardize the method staff uses to document and report home and school communication to Principals + promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parenUteacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information. Train incentive school principals and staff to serve as trainers for new mentors so they can conduct Woods + their own mentor training, if needed, and thereby expedite mentor placement. Develop transportation policies and procedures, ensuring that principals are aware of this service, Cheatham, 4-94 know how to identify parents' transportation needs, and understand how to arrange for it to support Principals parent participation where needed. Provide parents with current school year contracts to sign when they register their children in the Principals + incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments. - Needs to be done + In progress Completed 89 90 91 92 93 94 95 96 97 98 99 100 102 -- DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR IE a- --- Pg 109 109 109 116 116 117 117 117 117 117 117 117 120 LRSD Audit of Obligations, November 1994 Page 8 RECOMMENDATION PERSON DONE Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the Wagner, + key communicators. Without consistent direction and support, those who volunteer as a speaker or Principals key communicator can't be expected to carry out their responsibilities effectively. Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and Wagner, + key communicators that includes specific goals, objectives, the persons responsible, and evaluation Principals criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau and key communicators that clearly identify the job Wagner, goal, qualifications, performance expectations, the participant and district responsibilities, and the Principals amount of time that will likely be required to successfully perform each job. Seriously consider placing at Rockefeller an early childhood program specialist who has the Matthis + credentials and experience that clearly illustrate adequate training and interest in the education of very young children. Re-establish the Rockefeller advisory group. Price, 1-94 Mangan Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then Price, 3-94 publish the results in an informational handbook for parents. Mangan Make sure that the early childhood students receive the services of the school's counselor. Very Mangan 93-94 young children can need the specialized insights and services of a counselor professional just as much as older children. Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Milhollen + Magnet Program that the district lavishes on other magnet schools and programs. Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district Mangan + should capitalize on its success. Refrain from placing any uncertified teacher in an early childhood classroom. Mangan 8-93 Provide regular, quality staff development opportunities for the early childhood education staff. Mangan + Ensure that Rockefeller serves as an early childhood education model, demonstration site, and Mangan 93-94 training center by initiating the innovative practices described in the desegregation plan, utilizing ongoing advice and expertise from parents, teachers, and college and university staff. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Milhollen Annually fulfill the commitments in its desegregation plan. Requirements: Fundings for the Incentive Schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (lnterdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress Completed 103 104 105 106 107 108 109 110 111 112 113 114 115 - DATE 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 12/03/94 DOC Pg MR 12 MR 12 MR 12 MR 12 MR 12 MR 12 MR 13 MR 13 MR 13 MR 13 MR 19 MR 20 MR 20 - ii LRSD Audit of Obligations, November 1994 Page 9 Incentive School Recruitment Monitoring Report RECOMMENDATIONS PERSON DONE Evaluate the means parent recruiters are using to inform the community about the incentive schools Wagner + hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target Wagner + audience. Assign specific district employees the responsibility and accountability for fully developing and Wagner + implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive all Mayo 1-94 monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification Principals, + and job descriptions that clearly state the team charge, the district's expectations, qualifications (such as Wagner skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and Principals, expertise of parents and district personnel who have a track record of successfully promoting Wagner, desegregation. Ingram Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and Wagner, + neighborhoods for recruitment to the incentive schools. Principals, Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a Wagner school and what would prompt them to request a desegregation transfer to an incentive school for their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Principals 5-94 Annually identify specific recruitment goals for each incentive school and regularly track the headway Wagner, + made toward each goal. Principals Establish a target date for completing recruitment efforts, measuring results, and deciding whether to Wagner, 9-94 petition the Court to release available pre-kindergarten and kindergarten seats to black students who Mayo could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to Principals, + which schools they move. Then use this information to modify recruitment and retention strategies. Ingram Consider adding four-year-old classes at the incentive schools which have only one class, thereby Matthis 8-94 * achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress Completed 116 117 118 119 120 121 122 123 124 125 126 127 128 DATE 01-25-94 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 - DOC Pg TR 54 TR 227 TR 241 CO2091 2 CO2091 6 TR 115 CO2129 3 CO2146 5 CO2155 1 TR 39 TR 39 TR 150 TR 192 - - LRSD Audit of Obligations, November 1994 Page 10 Audit of Court Orders & Transcripts OBLIGATION PERSON DONE The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment. Wagner The LRSD is obligated to build, in addition to the King lnterdistrict School in the fall of 1993, the Mayo 6-94 Stephens lnterdistrict School. 1 LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School. The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Mayo 5-94 Desegregation Plan, to be done more quickly than the District has done in the past. LRSD white students may be permitted to attend King lnterdistrict School without violating the Mayo 8-94 desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD lnterdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County Develop immediately specific guidelines regarding assignments to King School, by extension, apply to Mayo 9-94 its other lnterdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children
they must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools
they must be clear and unambiguous enough for district workers and parents to understand
and while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its Williams 11-94 budget process and public input with respect to the budget. LRSD reimburse PCSSD $167,113 within 60 days of order Millhollen APPEAL + PEND. Approval of school construction at Jefferson Elementary should be and hereby is granted Eaton + LRSD will pay an increase of $52,604.09 in the ODM Budget. Millhollen 6-94 The court wants something justifying the expenditures and explaining why increases, decreases or Millhollen 9-94 deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment Mayo + zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it. The court wants more detail on how the district plans to recruit white students for Stephens in light of Mayo + the demographic trends. In addition, the court wants to know who will be responsible for recruitment. Wagner 9-94 1 The Stephens Stipulation of June 7, 1994 changes the third interdistrict school from Stephens to Washington. - Needs to be done + In progress Completed 12/03/94 129 130 131 132 133 134 135 DATE 06-07-94 06-28-94 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12103/94 - DOC Pg TR 193 CO2225 5 TR 81 co 4 co 5 co 6 co 8 - - II Ii LRSD Audit of Obligations, November 1994 Page 11 OBLIGATION PERSON DONE The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Eaton + Approved magnet status for King with the expectation that the LRSD will expeditiously revise its Mayo 9-94 lnterdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students, thus promoting racially balanced school enrollments. The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Wiiliams + Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also Mayo 10-94 in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school y_e.ar.s... Develop and conduct quality, continuous training on the program planning and budget process for all Clowers + those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented. Institute management processes which will actively review progress, in terms of achievements and Clowers + expenditures, on a regular basis, involving every level of the organization down to at least every budget manager. LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description Matthis of the Spanish program as it is being offered at each of the incentive schools - Needs to be done + In progress Completed 136 137 138 139 140 141 142 DATE 10-24-94 10-24-94 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 - DOC Pg co 9 co 17 DOC Pg ST 1 ST 1 ST 1 ST 1 ST 2 ii -- LRSD Audit of Obligations, November 1994 Page 12 OBLIGATION The district is to submit on or before Wednesday, November 16, 1994, a description of theme implementation in each of the incentive schools that includes at least the following information: 1) a summary of the theme, how it is being integrated into the curriculum and school activities, and the implementation timeline. 2) if theme implementation is contemplated in phases, the rationale for such a method and plans for seeking Court approval for that approach. 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school. 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation. 5) what remains to be done to implement the theme fully. 6) the amount of money spent on each school's theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e.g., personnel, equipment, etc.). The court requires the district to file a plan or business case which explains how the district plans to spend the money on transportation. Stephens School Stipulation2 June 7, 1994 OBLIGATION Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred students and will be constructed as soon as possible but shall be completed no late than July 31 , 1996. The new Stephens school shall be a magnet school ... PERSON DONE Matthis, Ingram Mayo 10-94 PERSON DONE Williams 6-94 Mayo 8-94 Eaton Eaton Matthis + 2 This stipulation was the subject of the June 7, 1994 hearing. References 126-129 on this list are related to this stipulation. Toward the end of the hearing, Judge Wright approved the building of "something". Therefore, LRSD assumes that these items from the stipulation are now obligations. From the hearing, it is clear that Judge Wright remains concerned about whether or not students can be recruited to racially balance the new Stephens School and whether or not enough students exist in LRSD to justify a planned capacity of 700. Therefore, LRSD is further assuming that items 126-129 above are still of interest to Judge Wright. - Needs to be done + In progress Completed 12/0 3/94 143 144 145 146 147 148 149 150 151 152 153 154 155 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 12/03/94 DOC Pg ST 2 ST 2 ST 2 ST 2 ST 2 ST 3 ST 3 ST 3 ST 3 4 ST 4 ST 4 ST 5 ST 5 II - LRSD Audit of Obligations, November 1994 Page 13 OBLIGATION .. . and the student body shall consist primarily of black and white LRSD students and some majority-to- minority transfer students from PCSSD. Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened. The former Garland Students shall be assigned to Stephens Magnet School. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including administrators. They will also promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. The double funding provisions for Stephens and Garland Schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. (At or below 80% black population) Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD. ' Stephens Magnet shall provide the following benefits which are found in LRSD incentive schools: 1. Extended Day Program
2. Extended Week Program
3. Extended Year Program
4. Early Childhood Program
5. Curriculum Specialist
6. Student Educational Plans
7. Computer Loan Program
8. Parent Programs including parents as tutors, instructional aides and advisors. . . . Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black. LRSD will pursue federal magnet school grants and funds from other potential funding sources. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. The parties agree to withdraw their appeal regarding Stephens School. - Needs to be done + In progress PERSON DONE Mayo Williams Mayo Mayo Hurley, Principal Matthis, Principal Williams Williams Matthis, Principal Mayo Williams Matthis Attorneys Completed + + 156 157 158 159 - DATE 06-07-94 06-07-94 06-07-94 06-07-94 12/03/94 DOC ST ST ST ST - - - .. ill .. iii ill Pg 5 6 6 6 LRSD Audit of Obligations, November 1994 Page 14 OBLIGATION PERSON DONE The parties agree that early childhood programs within LRSD should be located in accordance with Mallhis 6-94 LRSD's motion and substituted Exhibit 1 (Motion for Approval of Four-Year Old Program Sites, April 6, 1994 and substitute Exhibit 1 to that motion, April 21, 1994. The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution, to have the Williams amount of same referred to the Court for disposition at the cost of the LRSD. The parties agree that the combination of the operation of Washington lnterdistrict Magnet School and Williams 6-94 the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and Williams + educational opportunities of Stephens Magnet School. - Needs to be done + In progress Completed Little Rock School District Audit of Obligations October 1993-0ctober 1994 November 22, 1994 I , I ' ') 1 c_. ......J., l l \! . r IN THE UNITED STATES DIST~tC~,FPUF-T EASTERN DISTRICT r6K1 'ARKANSAS-. ' WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT ... ,, __ __ ' \ PLAINTIFF v. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL DEFENDANTS INTERVENORS INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of the attached audit of obligations, October 1993 - October 1994. The attached audit of obligations is being filed in order to apprise the court, the monitor and the parties of the desegregation efforts being made by LRSD. LRSD' s progress in meeting its desegregation obligations will be shown in the LRSD Program Budget Document. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 ( 501) 376-2011 By:~.,lK_~~:..:.i_.,..:._J~~~~~~::J.__ t)i CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 27th day of January 1995: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept. of Education 4 State Capitol Mall Little Rock, AR 72201-1071 ~ ChF istopher He t l/ 2 Little Rock School District Audit of Obligations October 1993-0ctober 1994 The purpose of the annual Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Document. That Program Budget Document represents all incomplete obligations of the district through October, 1993. This year's audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by the Superintendent's Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. This year research on the audit includes an update on the status of each obligation. Responsible persons were asked to report on the status on the listed obligations. Responses have been reduced to codes. The audit is included here in chart form for easy reference. Evidence of the status of each is maintained by the person responsible. The chart is divided according to the documents from which the obligations were drawn. In the far left column, each obligation or recommendation is numbered in sequence for easy reference. The date of the document, type of document, page, obligation, person responsible, and the date the obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears at the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephen's Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows : MR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of this audit will be sent to the following locations and people: 1. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)
2. Members of the Little Rock School District Board of Directors
3. The Superintendent of LRSD
4. Members of the Biracial Committee
5. Members of the Parent Council
6. Members of the Superintendent's Council 7. Each Program Manager affected (to be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)
8. The Director of Planning, Research, and Evaluation as custodian of the Program Budget Document
and, 9. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation 2 3 4 5 6 7 8 9 10 11 12 13 12/03194 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 DOC Pg MR 5 MR 5 MR 12 MR 12 MR 13 MR 15 MR 15 MR 15 MR 15 MR 22 MR 22 MR 22 MR 27 LRSD Audit of Obligations October, 1993 to October, 1994 INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMMENDATION Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee. ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua lntervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) Institute staffing needs assessments as an annual process in the incentive schools. Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Train principals and staffing committees in procedures for effective assessing staffing needs. Involve the LRSD Human Resource Department as an integral part of the assessment process. Develop specific, comprehensive job descriptions for instructional and supervision aides. Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams. ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (lnterdis. Plan, pg. 6) - Needs to be done + In progress PERSON DONE Mayo, Wagner Matthis Hurley Hurley 8-94 Hurley 8-92 Asst. Supt. Matthis 11-93 Matthis 11-93 Woods Matthis Asst. Supt. Hurley Woods Woods Matthis * Completed + + + + + + + + 14 15 16 17 18 19 20 21 22 23 24 25 26 27 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 30 MR 34 MR 38 MR 38 MR 38 MR 38 MR 38 MR 38 MR 38 MR 40 MR 41 MR 41 MR 41 MR 41 LRSD Audit of Obligations, November 1994 Page 2 RECOMMENDATION PERSON DONE ODM makes no new recommendations
the district remains obligated to follow all court orders and to Roberson + fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (lnterdis. Plan, pg. 27) Increase the amount of time the gifted and talented program specialists spend in the incentive schools Donaldson 8-94 so they can fully implement the Grr program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace Eaton + water damaged ceiling tiles and carpet. Repair or replace the leaky roof in Mitchell's reading room. Eaton 9-94 Replace the loose floor tiles in Mitchell's hallway. Eaton 7-94 Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Eaton + Repair the floor and wall in Rightsell classroom 3-8, and then replace any damaged carpet. Eaton 7-93 Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down Eaton 7-92 spout draining toward the foundation. Make sure all incentive school principals are aware that district funds are available to improve Eaton 1-94 landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Matthis + fulfill the commitments in its desegregation plans Requirement: The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) Create job descriptions for council members that clearly identify the district's expectations of the Mayo, 6-94 council, membership responsibilities, and the amount of service time involved. Buchanan Outline the council's organizational structure and its working and reporting relationship to the school Mayo, 6-94 board, district administrators, the incentive schools, and other monitoring entities. Buchanan Provide a comprehensive orientation for the council at the beginning of each school year so all Mayo, + members will understand their role, district policies and procedures, communication channels, and Buchanan what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and Mayo, 6-94 objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's Buchanan desegregation plan obligations. - Needs to be done + In progress * Completed 28 29 30 31 32 33 34 35 36 37 38 39 40 41 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 41 MR 41 MR 41 MR 43 MR 43 MR 43 MR 45 MR 45 MR 46 MR 47 MR 47 MR 48 MR 48 MR 49 LRSD Audit of Obligations, November 1994 Page 3 RECOMMENDATION Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations. Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program. Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another instructional technology program, are in place for grades K-2 at each school. (LRSD Plan, pg. 152) Base staff development on activities on areas of demonstrated need. Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach. Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year. Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision. Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences. Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. - Needs to be done + In progress PERSON DONE Mayo, 3-94 Buchanan Mayo, 6-94 Buchanan Mayo, Buchanan Price 10-94 Price 8-93 Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow * Completed + + + + + + + + + 42 43 44 45 46 47 48 49 50 51 52 53 54 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC Pg MR 49 MR 51 MR 51 MR 51 MR 51 MR 52 MR 53 MR 55 MR 56 MR 57 MR 58 MR 61 MR 61 LRSD Audit of Obligations, November 1994 Page 4 RECOMMENDATION PERSON DONE Ensure that the materials needed for all science experiments are available to school staff and make Glasgow + sure teachers are aware of procurement procedures. Capitalize on the district's resident expertise and experience to assist the incentive schools in Grier, + establishing a foreign language program as an integral part of the overall school program. Parker Place as many qualified foreign language teachers as needed to provide Spanish instruction to Grier, 8-94 incentive school students as part of the regular school day instructional program. Parker Encourage the Spanish teachers to develop a series of Spanish "mini-lessons" for each grade level to Grier, + help the regular classroom teachers reinforce foreign language instruction across the curriculum. Parker Increase the amount and improve the quality of Spanish language materials available in each school. Grier, + Parker ODM makes no new recommendations
the district remains obligated to follow all court orders and to Matthis 8-93 fulfill the commitments in its desegregation plans. Requirement: Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- Woods + 94 school year. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Woods + fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154) ODM makes no new recommendations
the district remains obligated to follow all court orders and to Asst. Supt. + fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) ODM makes no new recommendations
the district remains obligated to follow all court orders and to Grier, + fulfill the commitment in its desegregation plans. Parker Requirement: A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164) Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the Matthis + physical education curriculum. Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and Milam + encourage can be so important to a child's development that every student who needs or wants a mentor should have one. Consider a trainer of trainers program or similar means to equip principals or other school staff to train Milam + volunteer mentors. - Needs to be done + In progress Completed 55 56 57 58 59 60 61 62 63 64 65 66 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03194 DOC Pg MR 63 MR 65 MR 68 MR 68 MR 68 MR 68 MR 68 MR 68 MR 68 MR 70 MR 70 MR 72 LRSD Audit of Obligations, November 1994 Page 5 RECOMMENDATION Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life. Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it. Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals. Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit. Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. Consider implementing the recommendations made by the extended year administrative staff in the district's summary report. Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. - Needs to be done + In progress PERSON DONE Cheatham 4-94 Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. 8-92 Asst. Supt. 10-93 Asst. Supt., 10-92 Principals * Completed + + + + + + + + 67 68 69 70 71 72 73 74 75 76 77 78 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103194 DOC Pg MR 72 MR 76 MR 76 MR 78 MR 78 MR 78 MR 84 MR 85 MR 89 MR 89 MR 89 MR 91 LRSD Audit of Obligations, November 1994 Page 6 RECOMMENDATION PERSON DONE Make sure all extended day students have an opportunity for some fun activities, such as jump rope, Asst. Supt, 10-92 board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for Principals students to participate in wholesome activities just for fun. Make an effort to pair aides and teachers who are compatible with each other, and provide training Principals + that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics Woods + that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so Milam + these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the Asst. Supt. + opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. Expand contacts with and widen access to the variety of community-based programs designed to Principals + support children and families. Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish Hurley, 8-94 to transfer elsewhere, they are not necessarily unfit or incompetent
they may simply not be suited for Asst. Supt. the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. Comply with the requirement to develop complete student performance profiles for each child and then Principals 9-94 use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record. Make sure that each incentive school has a full-time certified guidance counselor on staff throughout Hurley, 8-94 the school year. Asst. Supt. Decide each incentive school's need for a social worker, then staff accordingly. Hurley, 8-94 Asst. Supt. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide Elston + an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan Martin 1-94 requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress * Completed 79 80 81 82 83 84 85 86 87 88 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 92 MR 92 MR 95 MR 97 MR 97 MR 98 MR 105 MR 105 MR 105 MR 106 II LRSD Audit of Obligations, November 1994 Page 7 RECOMMENDATION PERSON DON Follow up to provide appropriate assistance to survey respondents who have expressed interest in Martin 3-94 receiving specialized help from the district, such as obtaining their GED. Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Milhollen, + Center, as a means for providing education opportunities for parents. Martin ODM makes no new recommendations
the district remains obligated to follow all court orders and to Gill + fulfill the commitments in its desegregation plans. Requirement: A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping Gill + incentive school parents understand and carry out school expectations. Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for Gill + training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Principals + fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement . The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD Plan, pp. 209-210) Standardize the method staff uses to document and report home and school communication to Principals + promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parenUteacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information. Train incentive school principals and staff to serve as trainers for new mentors so they can conduct Woods + their own mentor training, if needed, and thereby expedite mentor placement. Develop transportation policies and procedures, ensuring that principals are aware of this service, Cheatham, 4-94 know how to identify parents' transportation needs, and understand how to arrange for it to support Principals parent participation where needed. Provide parents with current school year contracts to sign when they register their children in the Principals + incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments. - Needs to be done + In progress * Completed 89 90 91 92 93 94 95 96 97 98 99 100 102 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC Pg MR 109 MR 109 MR 109 MR 116 MR 116 MR 117 MR 117 MR 117 MR 117 MR 117 MR 117 MR 117 MR 120 ii LRSD Audit of Obligations, November 1994 Page 8 RECOMMENDATION PERSON DONE Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the Wagner, + key communicators. Without consistent direction and support, those who volunteer as a speaker or Principals key communicator can't be expected to carry out their responsibilities effectively. Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and Wagner, + key communicators that includes specific goals, objectives, the persons responsible, and evaluation Principals criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau and key communicators that clearly identify the job Wagner, goal, qualifications, performance expectations, the participant and district responsibilities, and the Principals amount of time that will likely be required to successfully perform each job. Seriously consider placing at Rockefeller an early childhood program specialist who has the Matthis + credentials and experience that clearly illustrate adequate training and interest in the education of very young children. Re-establish the Rockefeller advisory group. Price, 1-94 Mangan Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then Price, 3-94 publish the results in an informational handbook for parents. Mangan Make sure that the early childhood students receive the services of the school's counselor. Very Mangan 93-94 young children can need the specialized insights and services of a counselor professional just as much as older children. Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Milhollen + Magnet Program that the district lavishes on other magnet schools and programs. Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district Mangan + should capitalize on its success. Refrain from placing any uncertified teacher in an early childhood classroom. Mangan 8-93 Provide regular, quality staff development opportunities for the early childhood education staff. Mangan + Ensure that Rockefeller serves as an early childhood education model, demonstration site, and Mangan 93-94 training center by initiating the innovative practices described in the desegregation plan, utilizing ongoing advice and expertise from parents, teachers, and college and university staff. ODM makes no new recommendations
the district remains obligated to follow all court orders and to Milhollen Annually fulfill the commitments in its desegregation plan. Requirements: Fundings for the Incentive Schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (lnterdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress * Completed 103 104 105 106 107 108 109 110 111 112 113 114 115 DATE 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 12/03/94 DOC Pg MR 12 MR 12 MR 12 MR 12 MR 12 MR 12 MR 13 MR 13 MR 13 MR 13 MR 19 MR 20 MR 20 LRSD Audit of Obligations, November 1994 Page 9 Incentive School Recruitment Monitoring Report RECOMMENDATIONS PERSON DONE Evaluate the means parent recruiters are using to inform the community about the incentive schools Wagner + hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target Wagner + audience. Assign specific district employees the responsibility and accountability for fully developing and Wagner + implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive all Mayo 1-94 monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification Principals, + and job descriptions that clearly state the team charge, the district's expectations, qualifications (such as Wagner skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and Principals, expertise of parents and district personnel who have a track record of successfully promoting Wagner, desegregation. Ingram Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and Wagner, + neighborhoods for recruitment to the incentive schools. Principals, Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a Wagner school and what would prompt them to request a desegregation transfer to an incentive school for their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Principals 5-94 Annually identify specific recruitment goals for each incentive school and regularly track the headway Wagner, + made toward each goal. Principals Establish a target date for completing recruitment efforts, measuring results, and deciding whether to Wagner, 9-94 petition the Court to release available pre-kindergarten and kindergarten seats to black students who Mayo could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to Principals, + which schools they move. Then use this information to modify recruitment and retention strategies. Ingram Consider adding four-year-old classes at the incentive schools which have only one class, thereby Matthis 8-94 achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress Completed 116 117 118 119 120 121 122 123 124 125 126 127 128 DATE 01 -25-94 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 DOC TR TR TR CO2091 CO2091 TR CO2129 CO2146 CO2155 TR TR TR TR Pg 54 227 241 2 6 115 3 5 1 39 39 150 192 II LRSD Audit of Obligations, November 1994 Page 10 Audit of Court Orders & Transcripts OBLIGATION PERSON DONE The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment. Wagner The LRSD is obligated to build, in addition to the King lnterdistrict School in the fall of 1993, the Mayo 6-94 Stephens lnterdistrict School.1 LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School. The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Mayo 5-94 Desegregation Plan, to be done more quickly than the District has done in the past. LRSD white students may be permitted to attend King lnterdistrict School without violating the Mayo 8-94 desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD lnterdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County Develop immediately specific guidelines regarding assignments to King School, by extension, apply to Mayo 9-94 its other lnterdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children
they must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools
they must be clear and unambiguous enough for district workers and parents to understand
and while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its Williams 11 -94 budget process and public input with respect to the budget. LRSD reimburse PCSSD $167,113 within 60 days of order Millhollen APPEAL + PEND. Approval of school construction at Jefferson Elementary should be and hereby is granted Eaton + LRSD will pay an increase of $52,604.09 in the ODM Budget. Millhollen 6-94 The court wants something justifying the expenditures and explaining why increases, decreases or Millhollen 9-94 deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment Mayo + zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it. The court wants more detail on how the district plans to recruit white students for Stephens in light of Mayo + the demographic trends. In addition, the court wants to know who will be responsible for recruitment. Wagner 9-94 1 The Stephens Stipulation of June 7, 1994 changes the third interdistrict school from Stephens to Washington. - Needs to be done + In progress Completed 12103/94 129 130 131 132 133 134 135 DATE 06-07-94 06-28-94 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12103194 DOC Pg TR 193 CO2225 5 TR 81 co 4 co 5 co 6 co 8 LRSD Audit of Obligations, November 1994 Page 11 OBLIGATION PERSON DONE The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Eaton + Approved magnet status for King with the expectation that the LRSD will expeditiously revise its Mayo 9-94 lnterdistrict School Assignment Guidelines to facil itate intradistrict transfers of white students, thus promoting racially balanced school enrollments. The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Wiiliams + Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also Mayo 10-94 in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school ~ Develop and conduct quality, continuous training on the program planning and budget process for .all Clowers + those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented. Institute management processes which will actively review progress, in terms of achievements and Clowers + expenditures, on a regular basis, involving every level of the organization down to at least every budget manager. LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description Matthis of the Spanish program as it is being offered at each of the incentive schools - Needs to be done + In progress * Completed 136 137 138 139 140 141 142 DATE 10-24-94 10-24-94 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 DOC Pg co 9 co 17 DOC Pg ST 1 ST 1 ST 1 ST 1 ST 2 LRSD Audit of Obligations, November 1994 Page 12 OBLIGATION The district is to submit on or before Wednesday, November 16, 1994, a description of theme implementation in each of the incentive schools that includes at least the following information: 1) a summary of the theme, how it is being integrated into the curriculum and school activities, and the implementation timeline. 2) if theme implementation is contemplated in phases, the rationale for such a method and plans for seeking Court approval for that approach. 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school. 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation. 5) what remains to be done to implement the theme fully. 6) the amount of money spent on each school's theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e.g., personnel, equipment, etc.). The court requires the district to file a plan or business case which explains how the district plans to spend the money on transportation. Stephens School Stipulation2 June 7, 1994 OBLIGATION Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred students and will be constructed as soon as possible but shall be completed no late than July 31, 1996. The new Stephens school shall be a magnet school . . . PERSON DONE Matthis, Ingram Mayo 10-94 PERSON DONE Williams 6-94 Mayo 8-94 Eaton Eaton Matthis + 2 This stipulation was the subject of the June 7, 1994 hearing. References 126-129 on this list are related to this stipulation. Toward the end of the hearing, Judge Wright approved the building of "something". Therefore, LRSD assumes that these items from the stipulation are now obligations. From the hearing, it is clear that Judge Wright remains concerned about whether or not students can be recruited to racially balance the new Stephens School and whether or not enough students exist in LRSD to justify a planned capacity of 700. Therefore, LRSD is further assuming that items 126-129 above are still of interest to Judge Wright. - Needs to be done + In progress Completed 12/03/94 143 144 145 146 147 148 149 150 151 152 153 154 155 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 12103/94 DOC Pg ST 2 ST 2 ST 2 ST 2 ST 2 ST 3 ST 3 ST 3 ST 3 4 ST 4 ST 4 ST 5 ST 5 LRSD Audit of Obligations, November 1994 Page 13 OBLIGATION ... and the student body shall consist primarily of black and white LRSD students and some majority-to- minority transfer students from PCSSD. Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened. The former Garland Students shall be assigned to Stephens Magnet School. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including administrators. They will also promote the use of uniforms as is done at Williams Magnet School unless ii is demonstrated to be unfeasible. The double funding provisions for Stephens and Garland Schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. (At or below 80% black population) Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD. Stephens Magnet shall provide the following benefits which are found in LRSD incentive schools: 1. Extended Day Program
2. Extended Week Program
3. Extended Year Program
4. Early Childhood Program
5. Curriculum Specialist
6. Student Educational Plans
7. Computer Loan Program
8. Parent Programs including parents as tutors, instructional aides and advisors. . .. Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black. LRSD will pursue federal magnet school grants and funds from other potential funding sources. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. The parties agree to withdraw their appeal regarding Stephens School. - Needs to be done + In progress PERSON DONE Mayo Williams Mayo Mayo Hurley, Principal Matthis, Principal Williams Williams Matthis, Principal Mayo Williams Matthis Attorneys * Completed + + 156 157 158 159 DATE 06-07-94 06-07-94 06-07-94 06-07-94 12103/94 DOC Pg ST 5 ST 6 ST 6 ST 6 LRSD Audit of Obligations, November 1994 Page 14 OBLIGATION PERSON DONE The parties agree that early childhood programs within LRSD should be located in accordance with Matthis 6-94 LRSD's motion and substituted Exhibit 1 (Motion for Approval of Four-Year Old Program Sites, April 6, 1994 and substitute Exhibit 1 to that motion, April 21 , 1994. The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution, to have the Williams amount of same referred to the Court for disposition at the cost of the LRSD. The parties agree that the combination of the operation of Washington lnterdistrict Magnet School and Williams 6-94 the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and Williams + educational opportunities of Stephens Magnet School. - Needs to be done + In progress * Completed
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from the The Andrew W.
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.