The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. LR-C-82-866 R Ec1:111,:D JUL 2 - 1997 DESEGRJFF!CE OF TION MONiTORJNG NOTICE OF FILING PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Please take notice that the PCSSD is filing the following documents as part of the record in this case: 1. Office of Desegregation Monitoring Climate Analysis Process and Climate of Robinson High School, both performed by the Office of Desegregation Monitoring this Spring. 2. A portion of the minutes of the Board of Directors meeting of the PCSSD dated May 13, 1997. 3. Letter dated January 24 , 1995 from counsel for the PCSSD to all other counsel in the case. 4. Pertinent portions of the PCSSD Handbook for Student Conduct and Discipline, 1996-97, Secondary Edition . 5. Portions of the Pulaski County School Desegregation Case Settlement Agreement as revised September 28, 1989, including pages 19 and portions of the attached PCSSD release. 6. Pertinent portions of the 1995-96 Pupil Personnel Services Annual Report describing discipline outcomes. 7. Pertinent portions of the 1994-95 Pupil Personnel Services Annual Report ' describing discipline outcomes. 8. Pertinent portions of the 1993-94 Pupil Personnel Services Annual Report describing discipline outcomes. 9. Pertinent portions of the 1992-93 Pupil Personnel Annual Report describing discipline outcomes. 10. Pertinent portions of the 1991-92 Pupil Personnel Annual Report describing discipline outcomes. 11. Letter dated May 16, 1997 from the Office of Desegregation Monitoring to Mr. John W. Walker regarding climate analysis at Robinson High School. Respectfully submitted: WRIGHT, LINDSEY & JENNINGS 200 West Capitol Ave., Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 ' ,,-?"' / By  ,, , ~-----1, -( -- --- M. Samuel Jones III (16060) Attorney~ for PU-Hiski County 8.peci--arschool District CERTIFICATE OF SERVICE On July 2, 1997, a copy of the foregoing was served by U.S. mail on the following. Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Christopher Heller Friday, Eldredge & Clark 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Mr. Richard W. Roachell Roachell and Street 410 W. Capitol, Suite 504 Little Rock, Arkansas 72201 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Ms. Ann Brown ODM Heritage West Bldg., Ste. 510 201 East Markham Street Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 ODM CLIMATE ANALYSIS PROCESS The ODM climate analysis process occurred in six steps: 1. Collecting and Analyzing Archival Data To develop a statistical picture of Robinson High School, ODM examined archival data that included attendance zone maps, census tract demographics. enrollment reports, school profiles. quarterly discipline records, and extracurricular participation rates. We also studied the school CO E. (Creating Opportunities for Excellence) staff, student, and parent survey results. 2. Site Observations A team of ODM monitors formally visited Robinson twice, and individual monitors returned to the school on other occasions for interviews and observations. We observed a total of 44 classes, representing eleven disciplines (such as math, social studies, etc.) and four activities (such as basketball. cheerleading, etc.). We stayed in individual classrooms from 30 to 60 minutes or lo nger. noting the physical environment (such as visuals. facilities, seating patterns, etc.). instructio nal approaches, and the nature of student-to-student and student-to-teacher interactions. \Ve also watched the interplay among students, staffs, and administrators during the morning bus arrival, class changes, and lunch. Additionally. we observed student interaction during one home basketball game when the boys and girls varsity teams played Lonoke High School. 3. Interviewing School Staff. Students, and Parents ODM interviewed randomly selected staff, students. and parents. We asked interviewees about their perceptions of interactions among various groups at Robinson and about their opinions of the strengths and weaknesses of the school. :\1onitors conducted one-on-one interviews with 39 randomly selected students (approximately l ')0/o of the student body). Over half of the student interviewees ( 54%) were white and 460 \\ ere black Based on a random drawing, monitors identified and interviewed 16 staff members (31 % of th e total staff). Blacks comprised 31 % of staff interviewees and whites 69%. We talked to teachers. cafete ria workers, office staff, and paraprofessionals, as well as the principal and assistant principal. 0 OM conducted parent interviews by phone. We randomly generated a list of 43 parents. representing both black and white parents from various geographic areas within the Robinson attendance zone. The list also included the parents of majority-to-minority transfer students who lived in adjacent school districts. Overall, 26% of the parents we interviewed were black and 7 4% were white. - 4. Organizing the Finding, After gathering information from the various sources, we grouped our findings into broad categories (such as geography, leadership, etc.) Each individual monitor assumed responsibility for various categories and converted the data into a series of comprehensive summaries. 5. Reaching Conclusions Working in concert, the ODM monitors drew conclusions by identifying patterns across the data summaries and drawing connections bet.veen various pieces of information. We focused most of our conclusions on broad themes rather than individual behaviors and incidents. 6. Making Recommendations Finally, ODM developed a series of recommendations based directly on our findings. We attempted to make the recommendations as broad as possible in order to address more than one specific finding. The recommendations are applicable to the Robinson High School community as well as the PCSSD central administration. and are offered as suggestions for improving the school environment not only at Robinson, but at other schools in the district. CLIMATE OF ROBlNSON HIGH SCHOOL Strengths (Identified by Staff, Students, and Parents)  The students themselves. especially their comradery and good interpersonal relations Diversity of the student body (race. socioeconomic status. geographic are:i) Small size of school and local community Racial integration of the school An environment that is safe  Many involved parents Parents feel welcome at the school Teachers who care about their students and work hard Positive relationships between the students and staff Some strong relationships among staff members The academic program Block scheduling Sports  A strong program for students with special needs A strong administration An administration that has improved the academic program and established a safe environmem Strong discipline Additional Strengths (Identified by ODM) Well-maintained facility that is attractive and welcoming Orderly environment Students who are friendly and respectful Cooperative administration, staff, students, and parents Most classes are racially integrated Some good teaching practices Additional factors that have contributed to the climate at Robinson High School Geography The Robinson attendance zone is far ranging and very diverse, with a student enrollment that also includes M-to-M transfer students from various neighborhoods. \\-rule such diversity is a strength of the school, it is also a potential barrier to maintaining a cohesive school community. Expectations The principal expected to have the latitude to make changes as he saw fit. The pn11cipal believed he had been hired to increast! order at Robinson High. Prior to his arrival. the school had experienced disc1pli11e problems. racial conflict, and loss of e11rollmelll. The staff did not expect sweeping changes. Staff seemed pleased wiih the increased order and discipline established in the las! !WO and half years, bm they were not so pleased w1th other changes i11st1wted by the principal. The adve11t of block scheduling caused greaI co11stematio11. While there was general support for the co11cept, staff felt they did not have mough say i11 the decision. Issues related to the scheduli11g of athletics and spint teams caused a rremendous rift between some staff. parents, and rhe adm1msrraao11. The principal' s values and Robinson s traditions represented a culture clash. The prmcipal sought ro increase the emphasis on academics a11d achrevemenc, b111 many teachers believe he did so at the expense of Robinson rradiuons. Sports have been very important lO Robinson studellls. parents. and teachers. Attendance at sporting evellls was often the on(v school-related acuvrty reported by parents m our imervrft'r11s. i\,fany members of the school community perceived the pnnc1pal as anti-athletic. One student said she thought the admi11istration was trying to /Um Robi11so11 imo "something rt is not . ..  The PCSSD did not plan for change at Robinson High If the district had made effons to help facilitate the leadership rransrtion at the school. many of the current problems could have been avoided or at least m111imi:ed The dismct should have worked closely with the prrnc1pal to help acquaint him with the traditional culture and values at the school. If the district expected the pri11c1pal to make changes at Robinson, they should have articulated this charge to the staff and parents as well. Leadership The principal' s leadership style was perceived as autocratic by many of the staff, students, and parents. Many staff members felt they were not involved in the decision-making process within the school. , Trust has become frai.tile or non-existent between some individuals and groups. Wt! rept!at11dly ht!ard comments that reveall:!d various levels of distn1st between the administration and many staff members. as well as among some staff A minimum of infonnal inter:iction between the principal and many of the school's students, staff, and parents has contributed to perceptions that the principal was generally distant and aloof Some pi:!ople told us that the principal was seldom in the halls or cafeteria to mingl11 with st11dents and staff Others hi:!li11ved that the prmcrpal was oftm away from the school during the day or that he declined to participate in some school activities. especially athletic events. The few opportumtiesfor informal imeraction wrdened the distance between the principal and members of the school community. A lack of general collegiality has characterized the relationship between the principal and most staff members, contributing to a general lack of cohesiveness that has inhibited communication. understanding, trust, respect, shared work goals, and mutual support. Th11 school's admimstrators and faculty have not bonded well either as professional colleagues or as informal associates. Building positive relationships is work that requires time, attention. shanng, and muwal support on the part of all involved. Some staff. students, and parents have sensed a racial undercurrent at Robinson and perceived that racial prejudice has been a negative factor in some interactions. They be!il:!ved that racial prep1dice has impeded objective decision-making and caused inequitable trearmem of soml:! individuals and groups. Problem Solving )."o mechanism has been in place at Robinson to anticipate problems and head them off Small problems and disagreements between the administration and staff members were not addressed early on, so some small problems escalated into much larger ones. Few. if any outlets, were available for the adrninimation and staff to vent frus-trations and concerns without going through the formal grievance process. 01her rhan 1he Jonna! gnevance process, 111dividuals who were dissansfied had few opnons for ventmg 1hetr frustrations or solving 1he1r problems. Eventually neganw feelings compounded mlSt de1enorated. anger 1tscalated, and a tense atmosphere prevaJ/ed; some individuals l:!ven acted on a desire /0 retaliate. Many staff members perceived that central office administrators did not give adequate attention to the problems developing at Robinson nor did they provide direction and support for solving problems until they had grown to enonnous proportions. No staff development or any other kind of meaningful intervention was initiated early on to assist the school's administrators or staff in resolving the problems they were facing. Even !hough leaders at both Rohinson and the central office were aware !hat the school was experiencing serious difficulties, they did not quickly move lo objectlvely analy:e the problems or set about fixing them. Professionalism Many members of the staff manifested inappropriate professional behavior by individually soliciting parent and student involvement in their controversy with the principal. 'v(aJ1y srajj members, parents, and swdents were distressed by the pressure they received to take sides on issues. Some starf members have shown favoritism to certain students and parents. Some swdents and parents 1:xpressed 1ea/011sy, resenrment. and a sense that everyone co11/J11 't expect fair, 11qwtable rrearment. They perceived that some people were shown javonusm based 011 race or soc10economrc status. Instructional Quality Teachers exhibited uneven instructional performance. We found some classes that were well orgam:ed with motivarional teachers and involved studems, hlll in too many other classes we smv disengaged st11d11111s and teachers who were not presennng mformat1011111 an engagmg way. In a few cases. we found teachers who had a poor grasp of rhe basic comem of the course they were teach111g.  A number of te:ichers made poor use of instructional time. We saw maJTy teachers that seemed to be havlllg some rro11b!e adj11sring to the longer class periods afforded by block scheduling. The extended time period should have allowed for more ac11ve swdenr leam111g. but some teachers were su!l spending an ho11r or more lecwnng. In some classes. teachers S.:f!med 10 "coast" durmg the last 30 mmwes of class rime, usmg nomma!!y re/el'CI!ll matena/s 10 .fill nme. While teachers sel!med 10 be srn,gg!ing to .fill class lime wuh meaJ1mgf11I !eannng act1v111es, some pare ms comp/al/led that swdents did not have enough learning nme during the school day, and that the teachers did not have llme to adequately exp/am new concepts. Some classes were lacking in order and control. Whzle most classes were orderly, af(?W were dramatic excep110ns. We noted classes where no one seemed to be in charge: consequem!y, no learning could rake place. Student Behavior Some srudent behaviors may indicate a backlash against school rules that students have perceived as too restrictive. For example. fo//(J'Wing their lunch period, students left the cafeteria in a deplorable state. Much of the mess appeared to be the result of conscious neglect. We saw uneaten food, large m,mbers of unused napkins strewn on 1he floor, half-filled plastic cups, and ketcfn,p smeared across tables and chairs. Cafeteria workers said some swdents Jon 't appear 10 feel it's /heir responsibility to pick up after themselves when lunch is over. Although we saw adults supervising in the cafeteria. few of them encouraged student to bus their own 1ab{es before leaving. RECOMMENDATIONS 1. Work to establish an atmosphere of collegiality and the re.1liry of teamsmanship among the entire staff Collegialiry ,s fosr2red by a number of factors, including agreement 011 common values aJ1d goals: respect for the ideas and comnhutions of fellow workers: /2adersh1p that elicits and s11pporrs a s2ns2 of teamsmanship: and opporwmtiesfor i11forma/ interaction that allows co-workers to feel comforrahle wirh 011e anorher and develop a ge1111i11e se11se of connectedness a11d caring 2. Bring together existing school organizations (such as staff committees, student council, equity committee, etc ) to squarely confront both the perception and reality of racism and other prejudices and work to eliminate them. Recog11i:mg that prejudice and bigotry are teamed, use inservice rraining. swdent workshops, open andjrank disc11ssio11, multicultural opporru11ities in the curriculum, staff retreats, behavior modeling, and all other available means to eliminate biased behavior and atti wdes. 3. The PCSSD should de\e!op both a fonnal system for regularly assessing school climate and a process for delling with conflict within a school community.  The key to a posime school envrronment is wg,lmu monitoring of the factors that comprise the climate and addressing problems before they escalare. !11 addition. an organi:ed approach to d2aling wirh co11J7icts wirhm individual schools will help solve probl2ms before they are playd out in the evening news. 4. The district administrar;on should support a summer retreat for the Rci:inson staff led by a skilled, outside professional. A summer rerreat or series of retreats will allow the Robinson stafj an opporru111ry to reflect m1d leamfrom recent experrences. 1dennfy changes they need to make, and commll to overcoming the problems that have divided them. 5 All stakeholders at Robinson (parents, students. administration, support staif. facuity. and PCS SD administrators) should work together to deve!cp a vision for the sc:1001' s short and long tenn future. 6 Develop and implemem a staff development program on communication skills Bnng in tramers 1~1th a proven track record in the area of orgam:auonal a11d crosscultural communrcanon. Thrs r;,pe of tramrng should be an ongoing actmry ratha than the one shot,. i11oculat1on approach. 7. Provide more staff training on effective time management and varied instructional approaches for the 90 minute periods offered through block scheduling. 8. Consider collaborating with the staffs of other secondary schools in central Arkansas who have had a history of successfully implementing block scheduling. 9. Plan additional staff development for teachers who need skill development (such as classroom management techniques). Io. rn selecting the next principal. take care to match the vision. strengths. needs. culture. and expectations of the school community with the skills. style. vision. and expectations of the prospective principal. 11 . The school PTO and Equity Committee should jointly establish a plan of act ion to deve!op a more inclusive school community 12. The staff should involve student representatives in the fonnulation of school-based rules and policies. 13 . Staff members and srudent leaders should present a united front to encourage the student body to exhibit more responsible beha,ior toward maintaining a clean school en,ironment. P.2 A.DDENDVM  BOARD OF EDUCAUON MEETING MAY13, 1997 !;!,_EMENT4,RY ELFCTIQNS Wendy Case Resource To Be Assigned Nicole Robinson ElemcntarY To Be ASSigned SECONDARY ELfCTJONS Richard Allen Bishop Jacksonville Jr. High Art Rel'.)lacing: Richard Alan Llsemby Transferred to Social Stu.dies BESIGNATJQNS Brenda Groce (Priroa.ry) Temporary Oakbcook.e Elemenwy Andrea Knapp (Kindergarten) Temporary Sherwood Elemenwy Julie Rasmuson (Biology/Chemistry/Coach) Robinson High Ralph Hoffman (Principal) Robinson High School Searcy. AR; Certification: Special Ed. BA  Harding University at Searcy ,AR Experience: None Beginning: August 14, 1997 Warren, AR; Cettification: Elementary BS  U of A at Pine Bluff, AR Experience: None Beginning: August 14, 1997 Mtn. View, AR; Certification: Art K-12 BS Hardini University at Searcy, AR Experience: Two and ooc half (2-1/2) years outside the District &ginning: August 14, 1997 June 17, 1997 June 17, 1997 June 17, 1997 June 6, 1997 EOWARO L . WRIGMT i I 903-t 977) ROBERT S LINOSEY WRIGHT. LINDSEY 8: JENNINGS ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2200 tl 91J.!991J RONALD A MAY IS AA.C A. SCOTT JR .;AMES M MOODY JOM N G LILE LITTLE ROCK. ARKANSAS 7 2 20 I 3699 GORD(" t;RATHER. JR TERR)' THEWS DAVID .JWELL ROGER ..., GLASGOW C OOUGLAS BUFORD. JR PATRICK J GOSS ALSTON JENNINGS JR JOI-IN R flSDALE KATMLYN GRAVES '-t SAMUEL JON ES ill JOHN -N IL.LIAM SPIVEV IU LEE J MULDROW WENDELL L GRIFFEN N M NORTON. JR EDGAR J TVLER CHARLES C PRICE CHARLES T COLEMAN JAMES J GLOVER EDWIN L . LOWTHER. JR BEVERLY BAS SETT SCHAFFER CHARLES L SCHLUMBERGER SAMMY( L TA.VLOR WALTER E. MAV Mr. Mr. Mr. Mr. Ms. Ms. Christopher Heller Stephen Jones John W. Walker Richard Roachell Ann Brown Elizabeth Boyter ( 501 ) 371-0808 FA.X 1!5011 376,9442 OF COUNSEL ALS TON JENNING S GEORGE E LUSK J R January 24, 1995 A.N,.,.( I-IIR A I GIB S ON CRECORV T .JON ES M ~EIT,_. '4QRR ISON BETTINA E BRO'o'fNSTE JN H.-.LiER "'4 CS P.-.OOEN ROGER O ROWE NA "CY BELLHOUSE MAY JQl-+N O DAVIS .. UOY S IMMONS HE'-IRY K IMBERLV WOOO T'JCKER '4ARK L PRYOR RAY F COX JR H-'RRY 5 ,..URST J R TROY A PRICE P'-i'qlC IA SI E V ERS LEHALLEN J A"'4E5 M ""1000Y JR t<ATMRYN A PRYOR J '4AR,< DAVIS C!..A IRE SNOWS HANCOCK l<(V IN -H ,<(NNEOY "'4ARI( A ROGERS J ERRY J SALLINGS M TOCO WOOD R GREGORY ACLIN FRED M PERKINS 111 WILLIAM STUART JACKSON M ICH AEL O SARNES STE.='HEN R i..ANCASTE"' FRED ANDREW WOOD JUOV "4 ROBINSON BETS Y MEACHAM AIN SLEY H LANG Re: Pulaski County Special School District Dear Ladies and Gentlemen: Enclosed for each of you are copies of the Pulaski County Special School District Discipline Management System Manual together with a copy of Memorandum of Unqerstanding between the District and PACT dated January 12,. 1995. Bill Bowles tells me that our desegregation plan requires, and that we previously indicated to the Court, that we would first develop this system, then share it with the parties and, assuming no significant opposition, then file it with the Court. MSJ/jhs Enclosures JlullJOS.030 Cordially yours, WRIGHT, LINDSEY f- omuel Jones, & JENNINGS III HANDBOOK FOR STUDENT CONDUCT AND DISCIPLINE ~~~~~~- /: : ' ----', .. "------,.,i .. ',: . ' .. ~ 1996-97 SECONDARY EDITION  w z :J 0 w ~ a: 0 u.. a: w a.. c., z g <( I u ~ w 0 PULASKI COUNTY SPECIAL SCHOOL DISTRICT PARENT-STUDENT STATEMENT OF RESPONSIBILITY Student Name Date The statement below must be signed and returned to the homeroom teacherw1thIn one (1) week after the student receives ,t. If. after one ( 1) week. the student has not returned the form. he will not be permitted to attend class until he does comply. We have read the PCSSD Handbook for Student Conduct and Discipline and although we may not agree with all the regulations, we understand that the student must adhere to them while he ,s at school or In attendance at school sponsored activ1t1es. In the event that we are not entirely certain of some aspect of school policy, we w,11 contact the principal for clarification w1th1n one (1) week after receipt of that policy. Student Signature ParenVGuardian Signature Date State law (6-18-502. 6-18-505) requires documentation of student and parent receipt of student d1sc1pline polIcIes. This document will be included in the records packet for students transferring w1th1n Pulaski County Special School District .  TO THE STUDENTS: This document has been prepared for the purpose of outlining to you the expectations of the Pulaski County Special School District ,n regard to student conduct. The District recognizes that students are guaranteed full rights of c1t1zensh1p by the United States Const1tut1on; and these rights may not be denied except in accordance with due process of law. The District further recognizes that with these rights there are respons1bli1t1es which are designed to help all part1c1pants acquire the full benefits of the educational program, regardless of race. sex. creed or national origin. It 1s 1mposs1ble to list in this Handbook all of the rules and guidelines for student and staff use. Therefore. the contents of this Handbook should not be construed to limit or deny your rights and respons1b1ht1es on your own campus as a member of the student body or as a c1t1zen. Neither should the Handbook be construed as limiting or denying your principal the right and respons1b11ity to develop such necessary rules and regulations that are not 1ncons1stent with federal and state laws and Board of Education policies and regulations. Each student will receive a copy of the policy Handbook, and will be required to sign a statement of receipt. ii  Eddie Collins Assistant Superintendent Pup,! Personnel Services WHO IS RESPONSIBLE FOR STUDENT CONDUCT? Freedom 1s a constttut1onal nght. but it does not mean the absence of reasonable rules and regulations which serve to guide the actions of 1nd1v1duals. Along with freedom comes the respons1b1ltty to act In such a manner as to insure that all part1c1pants may en1oy the same freedom. To obtain the greatest possible benefit to the students, teachers. adm1n1strators, parents. Board of Education and ti'le entire community. 1t ,s essential that all work together to insure that all persons are treated equally and with d1gn1ty 1n respect to their rights and respons1b1htIes. Students Students have the respons:01hty to pursue their education tn the Pulaski County Special School O1stnct In a manner thats ows respect for other students. acuity members. parents and other c,tIzens. Students shot;ld be aware that they have a respons1b1'.1ty o cooperate with and ass,st tne school s a~ ,n the orderly and erf1c:ent conduct of he schoo1s by abiding by rules and regulations established by the Board of Education and r.e school of attendance. and implemented by teachers and school aom,nistrators. Each student 'S respors1ble for his own conduct at all times. Parents or Guardians Parents should carefully ,ead the pages of this handbook and assume a ,ead1ng role ,n ad IsIng their children of appropriate and inappropriate behavior at school. Parents should stress he r:,portance of a good educatton and conduct necessary to achieve ,t. Without the support of tne parents/guardians. this attempt o promote good c1t1zensh1p and success ,n ,,fe may not succeed and the student will be the one to suffer the consequences of struggling though 1fe ., 1 r:out benefit of an educauon. Arkansas Law 6-15-.116. 6- 5 . .1 7 establishes a penalty not to exceed 550 plus court costs and reasonable fees for any parent who fails to attend a student conference to discuss his child's failure to achieve mastery level periormance on a basic competency test at grade levels 6 and 8. Fa,lure on the part of the student's parents to attend the conference or o arrange another t,rr,e for he conference sub1ects them to the c1v1l penalty. Arkar,sas Law 6- 7-106 states that any person who shall abuse or ,nsult a public school teacher while hat teacher ,s performing normal and regular or assigned school respons,b1hlieS shall be guilty of a misdemeanor and upon conviction be liable for a fine of not ,ess than 5100 nor rrore than S1 .500. o urauthor,zed person 1non-stt;dent) shall purposely en er or remain unlawfully tn a scnoot venIc:e or on the schaol premises. ICrim1nal respass - A.C.A 5-39-203) Teachers All eacrers are responsible for the superv,s,on of he bel-iav1or of all the students .n re sc,..col. This includes not only the s udents who are regularly ass:gred to the teacner. but all ot;,er students ~J1th ,1,hom the teacher comes 1n contact. Each teacher s expected to rna,nta1n the kind of atmospr,ere and decorum which will promote the learning crocess. and to ut11,ze sound :ecr-r1ques :ih1ch seem appropriate. These techniques ,nclude conferences mth students ar,o parents. referral o counse,ors at the school or referral to other supportive service personre of tre Oistnct rnurse. attendance caseworker. educational examiner. psycho1og1st). Wren re teacher 'S unable o assist the student to maintain proper controls of ,s benav1or. the stwdent s o be referred to the appropriate adrrnnistrator 1n the school.  , I School Administrators An administrator of each school will disseminate and explain to all students at the beginning of the school year, and will d1ssem1nate to each new student upon reg1strat1on. the rules and regulations currently in effect for that school. In developing rules and regulations the administrator Is expected to involve representatives. of the teaching staff. the student body and the patrons of the school. The administrator of each school is responsible for conducting continued inservice education for all personnel on a regular basis to interpret and implement established policies. Each principal. or the princ1pal's des,gnee. ,s authorized to assign students to detention. to work detail. to probation status and to suspend or to recommend the expulsion of students. The principal ,s expected to inform the parents or guardians of any student whose behavior ,s in serious conflict with established laws, rules and procedures. Superintendent The Superintendent ,s responsible for exercIsIng leadership ,n establishing all necessary procedures. rules and regulations to make effective t e Board of Education policies relating to standards of student behavior. * * * * * Board of Education The Board of Education of the Pulaski County Special School District. acting through the Superintendent. holds all school employees responsible for the supervision of the behavior of students while legally under the supervision of the school. The Board expects all employees to be concerned with student behavior and when and where unacceptable behavior occurs. to take appropriate action. * * * * * Nondiscrimination It ,s the policy of the Pulaski County Special School D1stnct to provide equal opportunities without regard to race, color. national origin, sex. age. qualified handicap or veteran ,n ,ts educational programs and act1vItIes. educational services. financial a,d and employment. Inquiries concerning application of this policy may be referred o: Director of Desegregat1on/EquIty Coordinator 925 East Dixon Road/PO. Box 8601 Little Rock. Arkansas 72216 Telephone Number: 490-2000. Extension 205 In keeping with the requirements of federal la.v. state law and aoolicable court order, the District w,11 stnve to remove any vestige of d1scnm1natIon ,n the employment. assignment and promotion of personnel: ,n educational opportunities and services offered students: ,n student assignment o schools and classes: ,n student discipline. and, ,n location and use of fac1lit1es. Furttier. the D1stnct will make special efforts to employ and advance women. blacks and handicapped persons. (Board Policy Code AC) Any student. or parent, who feels aggrieved urder the aoove policy may secure 1nformat1on concerning filing grievance procedures from the principal of a D1str:ct scrool or from ttie office of the Assistant Superintendent for Pupil Personnel Services. * * * * * Student Procedure for Filing Sexual Harassment Complaints It ,s me policy of the district that none of ,ts s:L.dents 11111 be sub1ec:ed to sexual :iarassment 'Jy any school employee, including teachers and administrators. any ,olunteer or any v1s1tor 2  * * * * * Alternative School The Pulaski County Special School District has an Alternative Learning Center for students in grades 7 through 12. It Is designed to serve the needs of those students whose educational needs are not met by trad1t1onal programs. The primary goal of the program ,s to help students develop and maIntaIn the academic. social and behavior skills they need to function successfully ,n school and in society. Grievance - Due Process Students have the right to be Immed1ately informed of alleged vIolat1ons of standards of behavior as estaol,shed by Board poilcy and/or school regulations. and to be informed of appeal procedures. Students have the respons1b1l1ty to know and obey school rules. to express gnevances ma ool1te and hoso1table manner. and to give parents correct information concerning misconduct. Pnnc1oals and teachers have the respons1b11ity to follow Board established procedures ,n d1sc1plmary actions against students. Principals are responsible for nottfymg and confernng with parents and students m cases mvolvmg suspension and expulsion recommendations. Parents have the respons1b1l1ty to calf pnnc1pals for conference when needed. and to arrange with proper school authont1es for desired student hearings. * * * * * Student Complaints It a student and the parent of a student involved In a dIsc1plinary ruling wish to contest a d1sc1plinary ruling or a cond1t1on or ci