Little Rock School District Board of Education Policies & Regulations i School Uniforms CONTENTS
Citizeris Comments from Melissa Guldin Assorted Readings LRSD Administrative Directive Arkansas State Law' AI am here this evening to talk to you about my child, his school, and a terrible dilemma that our family must face before the beginning of the next school year. My son Will, who is in the founh grade, has been attending Carver Magnet School since kindergarten. From the very first, he loved the school. In his five years at Carver, Will has been a model student
making the honor roll each 9 weeks, receiving the three consecutive awards for science achievement, and maintaining a spotless discipline record. But despite his exemplary academic performance and good behavior, there is a very real possibility that my son will be asked to leave his school. I know this sounds farfetched, but it is true. You see. Carver is in the process of adopting a uniform policy. A policy that apparently will make no allowances for parents who, having made the magnet school choice years ago, are now forced to choose between adhering to the uniform policy or leaving the school. While those promoting this new Can'er policy have yet to furnish a written copy of their regulations, the committee chairperson has announced that the only opportunit) for children or parents to "opt out of the uniform policy would be to go to another school. I realize that many parents believe that uniforms improve behavior and academic performance. While this view may be widely held, it is a specious argument. There is no documented scientific evidence that uniforms improve behavior or achievement. At many of the schools where uniforms have been adopted, parents and staff members offer anecdotal or perceptual evidence that uniforms have made a positive difference. Anecdotes and perceptions are nothing more than appealing stories and personal opinion. We expect our students to learn to be critical thinkers, but we often fail to exercise critical thinking skills ourselves. The recent trend, of embracing school uniforms as some type of cure-all, represents the triumph of wishful thinking over reason. Whether my son stays at Carver or not, I know that this entire uniform debate has taught him a lot of lessons, but I fear that they are not the lessons I would have had him learn. When I approached the Campus Leadership Team about surveying students as well as parents, I was turned down. This taught him that adults in authority do not value the opinions of the children they oversee. When he asked whether teachers would be required to wear uniforms and learned that they would not, he learned all about double-standards. And if he remains at the school and is forced to wear a uniform, I fear he will come to believe that it is futile to fight for what you believe in because authority figures make their minds up in advance and refuse to reconsider their stance despite compelling evidence to the contrary. In all my years as a both a teacher and a district patron, I never expected that such hard lessons would be visited on my child by the district I have so long supported. The Carver Campus Leadership Team intends to bring their policy before the Board for approval, I urge you to make sure that policy allows parents to opt out of the uniform requirements. Thank you.3-1-96 - Point of View
School Uniforms Page 1 of 2 I r American Cival Liberties Union Freednn Networit March 1, 1996 Point of View: School Uniforms By Loren Siegel Director, Public Education Dept., ACLU Until President Clinton called attention to the issue in his State of the Union address, mandatory public school uniform policies were sporadic local occurences. ,A few school districts had been quietly experimenting with uniforms for years, but the issue caught President Clinton's eye after the Long Beach, California school district released some numbers suggesting that after only one year, its mandatory uniform policy had not only brought about significant decreases in vandalism and fighting, but had also led to higher test scores. Now that the President's endorsement has elevated school uniforms into the realm of federal education policy, a question needs to be answered
Are uniforms a good idea? The most concise response to this question is, nobody knows. The superintendent of the Long Beach School District claims that the district's self-generated data showing decreases in certain forms of student misconduct is proof that uniforms work. But other steps to improve student behavior, like increasing the number of teachers patrolling the hallways during class changes, were also taken by the district around the same time the uniform policy was introduced. Without further study, it is impossible to say with any certainty that the uniforms were responsible for the changes. The fact is that there are no empirical studies that show that uniforms consistently produce positive changes in student behavior over the long run. .At best, school uniform policies are purely experimental. The experiment presents some very practical problems. First, although President Clinton said he supported uniforms "if it means that teen-agers will stop killing each other over designer jackets," the Long Beach policy, like virtually every other uniform policy in the country, applies only to elementary and middle school students, and not to teenagers. While younger children may be amenable to uniforms - might even like them - teenagers are different. It's axiomatic that adolescence is a time when young people strive to express their uniqueness and individuality in many different ways, and especially through fashion. Of course as several political cartoonists have pungently observed, teens are already in uniform - baggy pants, T-shirts and baseball caps worn backward. But these are "uniforms" of teens' own choosing, and not fashions dictated from above. School administrators and teachers know that teenagers are sure to rebel against uniforms policies
that's why so far they've been reluctant to impose them at the high school level. Second, for a public school uniform policy to be legal, it has to have an opt out provision. Every child in this country has the right to a public school education, and that right cannot be conditioned upon compliance with a uniform policy. Some parents and children will have religious objections to uniforms. Others won't want to participate for aesthetic reasons. If given a choice, it is hard to imagine that most or even many teenagers will opt to wear the uniforms. http://www.aclu.org/congress/uniform.html 2/25/00 XetV
3-1-96 - Point of View
School Uniforms Page 2 of 2 Beyond these practical considerations, the call for school uniforms is not constructive because it is a Band Aid solution to a set of serious problems that defy easy answers. There is something profoundly cynical about our political leaders promoting uniforms in the face of crumbling school buildings, overcrowded classrooms, and dwindling education funds. The debate over uniforms is a diversion. .Attractive, modem and safe school buildings, small class sizes, schools with well stocked libraries, new computers and an array of elective courses like music, drama and art - those are the kinds of changes that would produce long lasting and dramatic improvements in student deportment and achievement. But of course that would require us to invest, rather than disinvest, in our public school system. If policy makers are serious about finding solutions to the problem of school violence, maybe they should ask the real experts: the students themselves. The ACLU recently conducted a series of focus groups and discussions with high school students and asked them what they thought would help. Uniforms didn't even make it onto the list. Their suggestions: 1) Since school violence mirrors that of society at large, schools should seriously confront and discuss issues of racism and cultural conflict
2) "Safe corridor" programs should be supported to protect the safety of students as they go to and from school
3) School entrances should be secured
4) More extracurricular activities and clubs should be established
, 5) Open-mike assemblies should be held on a regular basis to give students the opportunity to express themselves
6) Programs to help students find part-time jobs should be established
7) Conflict resolution techniques should be taught. Now, that is a real plan! IDEX HOME FEEDBACK Copyright 1996, The American Civil Liberties Union B http
//www. aclu.org/congress/uniform .html 2/25/00 Manual on School Uniforms Page 1 of" Updates on Legislation, Budget, and Activities Manual on School Uniforms School Uniforms: Where They Are and Why They Work A safe and disciplined learning environment is the first requirement of a good school. Young people who are safe and secure, who learn basic American values and the essentials of good citizenship, are better students. In response to growing levels of violence in our schools, many parents, teachers, and school officials have come to see school uniforms as one positive and creative way to reduce discipline problems and increase school safety. They observed that the adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. The potential benefits of school uniforms include: decreasing violence and theft - even life-threatening situations among students over designer clothing or expensive sneakers
helping prevent gang members from wearing gang colors and insignia at school
instilling students with discipline
helping parents and students resist peer pressure
helping students concentrate on their school work
and helping school officials recognize intruders who come to the school. As a result, many local communities are deciding to adopt school uniform policies as part of an overall program to improve school safety and discipline. California, Florida, Georgia, Indiana, Louisiana, Maryland, New York, Tennessee, Utah and Virginia have enacted school uniform regulations. Many large public school systems -- including Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Long Beach, Miami, Memphis, Milwaukee, Nashville, New Orleans, Phoenix, Seattle and St. Louis - have schools with either voluntary or mandatory uniform policies, mostly in elementary and middle schools. In addition, many private and parochial schools have required uniforms for a number of years. Still other schools have implemented dress codes to encourage a safe environment by, for example, prohibiting clothes with certain language or gang colors. Users Guide to Adopting a School Uniform Policy The decision whether to adopt a uniform policy is made by states, local school districts, and schools. For uniforms to be a success, as with all other school initiatives, parents must be involved. The following information is provided to assist parents, teachers, and school leaders in determining whether to adopt a school uniform policy. 1. Get parents involved from the beginning http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 2 of Parental support of a uniform policy is critical for success. Indeed, the strongest push for school uniforms in recent years has come from parent groups who want better discipline in their children's schools. Parent groups have actively lobbied schools to create uniform policies and have often led school task forces that have drawn up uniform guidelines. Many schools that have successfully created a uniform policy survey parents first to gauge suppon for school uniform requirements and then seek parental input in designing the uniform. Parent support is also essential in encouraging students to wear the uniform. 2. Protect students' religious expression A school uniform policy must accommodate students whose religious beliefs are substantially burdened by a uniform requirement. As U.S. Secretary of Education Richard W. Riley stated in Religious Expression in Public Schools, a guide he sent to superintendents throughout the nation on August 10, 1995
Students may display religious messages on items of clothing to the same extent that they are permitted to display other comparable messages. Religious messages may not be singled out for suppression, but rather are subject to the sa.me rules as generally apply to comparable messages. When wearing particular attire, such as yarmulkes and head scarves, during the school day is part of students' religious practice, under the Religious Freedom Restoration Act schools generally may not prohibit the wearing of such items. 3. Protect students' other rights of expression A uniform policy may not prohibit students from wearing or displaying expressive items -- for example, a button that supports a political candidate - so long as such items do not independently contribute to disruption by substantially interfering with discipline or with the rights of others. Thus, for example, a uniform policy may prohibit students from wearing a button bearing a gang insignia. A uniform policy may also prohibit items that undermine the integrity of the uniform, notwithstanding their expressive nature, such as a sweatshirt that bears a political message but also covers or replaces the type of shirt required by the uniform policy. 4. Determine whether to have a voluntary or mandatory school uniform policy Some schools have adopted wholly voluntary school uniform policies which permit students freely to choose whether and under what circumstances they will wear the school uniform. Alternatively, some schools have determined that it is both warranted and more effective to adopt a mandatory uniform policy. 5. When a mandatory school uniform policy is adopted, determine whether to have an "opt out" provision tn most cases, school districts with mandatory policies allow students, normally with parental consent, to "opt out" of the school uniform requirements. Some schools have determined, however, that a mandatory policy with no "opt out" provision is necessary to address a disruptive atmosphere. A Phoenix, Arizona school, tor example, adopted a mandatory policy requiring students to wear school uniforms, or in the alternative attend another public school. That Phoenix school uniform policy was recently upheld by a state trial court in Arizona. Note that in the absence of a finding that disruption of the learning environment has reached a point that other lesser measures have been or would be ineffective, a mandatory school uniform policy without an "opt out" provision could be vulnerable to legal http ://www. ed. go v/updates/uniforms .html 2/25/00Manual on School Uniforms Paae 3 of" challenge. 6. Do not require students to wear a message Schools should not impose a form of expression on smdents by requiring them to wear uniforms bearing a substantive message, such as a political message. 7. Assist families that need financial help In many cases, school uniforms are less expensive than the clothing that smdents typically wear to school. Nonetheless, the cost of purchasing a uniform may be a burden on some families. School districts with uniform policies should make provisions for students whose families are unable to afford uniforms. Many have done so. Examples of the types of assistance include
(a) the school district provides uniforms to students who cannot afford to purchase them
(b) community and business leaders provide uniforms or contribute financial support for uniforms
(c) school parents work together to make uniforms available for economically disadvantaged students
and (d) used uniforms from graduates are made available to incoming students. 8. Treat school uniforms as part of an overall safety program Uniforms by themselves cannot solve all of the problems of school discipline, but they can be one positive contributing factor to discipline and safety. Other initiatives that many schools have used in conjunction with uniforms to address specific problems in their community include aggressive tmancy reduction initiatives, drug prevention efforts, student-athlete drug testing, community efforts to limit gangs, a zero tolerance policy for weapons, character education classes, and conflict resolution programs. Working with parents, teachers, students, and principals can make a uniform policy part of a strong overall safety program, one that is broadly supported in the community. Model School Uniform Policies States and local school districts must decide how they will ensure a safe and disciplined leamin
environment. Below are some examples of school districts that have adopted school uniforms as part of their strategy. Long Beach, California Type: Uniforms are mandatory in all elementary and middle schools. Each school in the determines the uniform its students district will wear. Opt-out: Size of program
Yes, with parental consent 58,500 elementary and middle school students Implementation date: 1994 Support for disadvantaged students: Each school must develop an assistance plan for families that cannot afford to buy uniforms. In most cases, graduating smdents either donate or sell used uniforms to needy families. http
//www. ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 4 of~ Results: District officials found that in the year following implementation of the school uniform policy, overall school crime decreased 36 percent, fights decreased 51 percent, sex offenses decreased 74 percent, weapons offenses decreased 50 percent, assault and battery offenses decreased 34 percent, and vandalism decreased 18 percent. Fewer than one percent of the students have elected to opt out of the uniform policy. Dick Van Der Laan of the Long Beach Unified School District explained, "We can't attribute the improvement exclusively to school uniforms, but we think it's more than coincidental." According to Long Beach police chief William Ellis, "Schools have fewer reasons to call the police. There's less conflict among students. Students concentrate more on education, not on who's wearing SI00 shoes or gang attire." Seattle, Washington Type: Mandatory liniform policy at South Shore Middle School Opt-out: Yes, with parental consent. Students who opt out must attend another middle school in the district. Size of program: 900 middle school students mplementation date: 1995 Support for disadvantaged students: South Shore works with local businesses that contribute financial support to the uniform program. In addition, the administration at South Shore found that the average cost of clothing a child in a school with a prescribed wardrobe is less than in schools without such a program, sometimes 80 percent less. School officials believe that durability, reusability and year-to-year consistency also increase the economy of the school's plan. Results: The principal of South Shore, Dr. John German, reports that "this year the demeanor in the school has improved 98 percent, truancy and tardies are down, and we have not had one reported incident of theft." Dr. German explains that he began the uniform program because his students were "draggin', saggin' and laggin'. I needed to keep them on an academic focus. My kids were really into what others were wearing." Only five students have elected to attend another public school. Richmond, Virginia Type: Voluntary uniform policy at Maymont Elementary School for the Arts and Humanities Opt-out: Uniforms are voluntary. Size of program: 262 elementary school students Implementation date: 1994 Support for disadvantaged students>: Responding to parent concerns about the cost of uniforms, the school sought community financial support for the uniform program. Largely as a result of financial donations from businesses and other community leaders, the percentage of students wearing uniforms rose from 30 percent in 1994-95, the first year of the program, to 85 percent during the current year. Results: Maymont principal Sylvia Richardson identifies many benefits of the uniform program, http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 5 of" including improved behavior, an increase in attendance rates and higher student achievement. Kansas City, Missouri Type: Mandatory uniform policy at George Washington Carver Elementary School Opt-out: None. Carver is a magnet school to which parents and students apply knowing about the uniform policy. Size of program: 320 elementary school students Implementation date: 1990 Support for disadvantaged students: Students receive their uniforms at no cost to them. The state and school district pay for the uniforms primarily with magnet school funding. Results
Philomina Harshaw, the principal for all six years that Carver has had uniforms, observed a new sense of calmness throughout the school after students began wearing uniforms. "The children feel good about themselves as school uniforms build a sense of pride. It forces adults to know a child." Memphis, Tennessee Type: Voluntary uniform policy at Douglas Elementary School Opt-out: Uniforms are voluntary. Size of program: 532 elementary school students Implementation date: 1993 Support for disadvantaged students: Douglas has business partners in Memphis that have contributed financial support to purchase uniforms for needy families. Results
According to Guidance Counselor Sharon Carter, "The tone of the school is different. There's not the competitiveness, especially in ^ades, 4, 5, and 6, about who's wearing what." Ninety percent of the students have elected to wear uniforms on school uniform days, Monday through Thursday. Fridays are "casual" days during which none of the students wear uniforms. Baltimore, Maryland Type: Voluntary unifonn policy at Mt. Royal Elementary/Middle School Opt-out: Uniforms are voluntary. Size of program: 950 elementary and middle school students Implementation date: 1989 Support for disadvantaged students
Mt. Royal Elementary/Middle School keeps a store of http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 6 or'~ unifonns that are provided free to students who cannot afford the $35.00 to purchase them. Ninetyeight percent of graduating eighth graders donate their uniforms to the school. Results
According to Mt. Royal's assistant principal, Rhonda Thompson, the uniform policy "has enhanced the tone and climate of our building. It brings about a sense of seriousness about work." All of the students have elected to participate in the uniform program. Norfolk, Virginia Type: Mandatory uniform policy at Ruffner Middle School Opt-out: None. Students who come to school without uniform are subject to in-school detention. Size of program: 977 middle school students Implementation date: 1995 a Support for disadvantaged students
The school provides uniforms for students who cannot afford them. 12 Results
Using U.S. Department of Education software to track discipline data, Ruffner has noted improvements in students' behavior. Leaving class without permission is down 47 percent, throwing objects is down 68 percent and fighting has decreased by 38 percent. Staff attribute these changes in part to the uniform code. Phoenix, Arizona Type: Mandatory uniform policy at Phoenix Preparatory Academy Opt-out: Yes, with parental consent. Students who opt out must attend another middle school in the district. Size of program: 1,174 middle school students Implementation date: 1995 Support for disadvantaged students
A grant from a local foundation covers the $25 to $30 cost of uniforms for families that cannot afford to buy them. Results
According to the principal, Ramon Leyba, "The main result is an overall improvement in the school climate and a greater focus on positive behavior. A big portion of that is from uniforms." For More Information If you have questions about school programs with uniforms, please call the U.S. Department of Education Safe and Drug Free Schools office at 1-800-624-0100. Prepared by the U.S. Department of Education in consultation with local communities and the U.S. Department of Justice. http
//www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 7 of .###. [Return to Updates on Legislation, Budget, and Activities] [ED Homepage] Last Updated ~ Feb. 29, 1996, (pjH) http://www.ed.gov/updates/unifoiTns.html 2115m4/3/96 - Do They Reduce Violence-Or Just Make L's Feel Better? Page 1 or'-i April 3, 1996 fOUCAIIONWEIK Education Week , the web mCOHlHl s II II I Do They Reduce Violence-Or Just Make Us Feel Better? By Kathleen L. Paliokas and Ray C. Rist Public school uniforms have become the latest rage in education circles. Parents, teachers, school administrators, and politicians are embracing uniforms as the new policy tool for solving the problem of violence in schools. We hear enthusiastic claims that as a result of uniforms, disciplinary incidents and violence have declined, students' attitudes have improved, and a more serious learning environment has resulted. All these testimonials are confidently communicated, and their sheer abundance is persuasive. But do uniforms, in fact, reduce violence? Or are good intentions and wishful thinking, rather than empirical evidence, driving this policy initiative'? President Clinton has, in the last three months, catapulted the public-school-unifotm issue to national prominence by endorsing uniforms in his State of the Union address in January. Subsequently, he again publicly discussed the issue in one of his weekly radio addresses in February and then visited a Long Beach. Calif, school that had instimted a uniform policy. The president is actively encouraging communities to adopt uniforms and has just asked the U.S. Department of Education to distribute to school districts a new manual offering guidelines for formulating and implementing a uniform policy. In this way, he has not only jumped on the uniform bandwagon but has taken the reins and set it racing off at full speed. Parents and teachers are enamored with the idea of uniforms. The wearing of uniforms is seen as a concrete and visible means of restoring order and discipline to the classroom. The wearing of uniforms also conjures up visions of the Roman Catholic parochial school system as well. Tlie perception of the Catholic schools is that they are safe, secure, and orderly learning environments. So if uniforms help in even a small way to achieve such an environment in the public schools, let them wear uniforms! The increased national prominence given to arguments for wearing uniforms has fueled rhetoric decrying the condition of American public education. We are told we need uniforms because the public schools are in bad shape. Violence is rampant, kids in schools are getting killed over designer jackets, assaults on teachers are frequent, and, as Time magazine tells us, more than 100,000 students carry a weapon to school each day. The perception of a crisis of violence raises the pressure on schools and politicians to act quickly. The urge to do something has become widespread. We are seizing on uniforms because they appeal to our conventional wisdom and our intuitive belief that increased structure will improve childrens attimdes. The problem is, we don't know whether uniforms actually reduce violence in the schools. We have very little empirical data on the cause-and-effect relationship between uniforms and violence. Because this policy initiative in the public schools is new, we have no track record, just a young body of evidence that is woefully sparse. What do we know? We have a myriad of anecdotal reports from teachers, parents, and administrators saying that violence has been reduced in their schools with uniforms, that the snidents are more serious, well-behaved, and focused on their studies, that they have higher self-esteem, that ethnic and racial tensions have decreased, that absenteeism is down, and academic performance up. The National Association of Secondary School Principals recently released results from a survey it http://www.edweek.org/ew/vol-15/28rist.h 15 2/25/00 4/3/96 - Do They Reduce ViolenceOr Just Make Ls Feel Better? Page 2 of4 conducted of 5,500 secondary school principals, showing that 70 percent believe requiring students to wear uniforms will lower the incidence of discipline problems and violent behaviors. All these testimonials and high hopes are undoubtedly sincere and based on personal experience in the schools. But what about documented results? The Long Beach, Calif, school district, the first in the country to adopt mandatory public school uniforms in grades K-8. has been touted as an example of the proven success of uniform policies. Long Beach appears to be the only district so far that has provided documented results indicating that uniforms improve smdent behavior. District officials supply data showing a dramatic decline in violence in their K-8 schools from 1993-94 to 1994-95. including a 51 percent drop in physical fights, a 34 percent drop in assaults and batteries, a 50 percent drop in weapons offenses, and a 32 percent drop in suspensions. (See Education Week. Feb. 14, 1996.) Simplistic attribution of these declines over one yearand only in grades K-8to the wearing of school uniforms is problematic. Other factors may be intertwined with and responsible for the decline-presuming the data are trustworthy and that there were no changes in how violence was measured from one year to the next. In order to eliminate competing explanations for the decline, we must ask what other factors might account for the change in Long Beach during this period. Was the initiation of an uniform policy only one aspect of a comprehensive safer.' plan that included heightened security measures and stricter rules? Did local communitypolicing procedures change? Other questions would include these: Was the trend of violence in the district at its peak and ready to decline? (Comparison from one year to the next does not give a trend.) Were this year's figures an aberration and in fact the violence will resume? Do we have here a classic example of the "Hawthorne effect." where the short-term attention to and visibility of the problem created this immediate downturn in violence? Perhaps increased parental involvement in the activities of the school (and thus with their children) is a key factor in the decline. One Long Beach official has admitted that the district does not attribute the decline in violence exclusively to uniforms. He asserted the system's belief, however, that the decline was more than coincidental with the institution of uniforms. The point is that without a careful assessment of the data over time and the elimination of competing explanations for why the reductions have taken place, the data from Long Beach have to remain suspect. And it should not be forgotten that the data are only for grades K-8. The realities of violence in high schools are not addressed with any of the Long Beach data. Ideally, three research techniques would be used to ensure validity and credibility of data results. First, policy effects would be measured from a historical series of observations that would enable us to determine whether the decline in violence is a real change, and not the continuation of a trend, an erratic pattern, or a recovery from an extreme. Second, data on violence would be gathered and compared from two groups of smdents: a group of experimental, uniformed students and a control group of students outside the school who did not wear uniforms. Third, data would be gathered on other factors that might explain the decrease in violence, and sutistical analyses would be conducted to control for these factors. This would be in an ideal world, which is rarely available to us. The absence of these techniques and the uncertainties they create about the interpretation of the data does not mean that the claims of success for uniforms are not real, only that we don't know for sure. All we can say with certainty is that the data now available in the United States do not now suppon any specific conclusions about the impact of public school uniforms on violence. The real question then becomes how fast and how extensively we move forward with a policy that lacks data to suppon it. The policy adrenaline is running. Do we forge ahead based on intuition, good intentions, and sincere impressionistic beliefs? This would not be the first time tn education that a lack of data stood in the way of embracing such a presumed "good thing" for schools and kids. (Dare we use the "f word and call this rush to uniforms a "fad"?) http://www.edweek.org/e'.v/vol-15/2 Sri st. h 15 2/25/00 - Do They Reduce Violence-Or Just Make Ls Feel Better? Page 5 of 4 Lost in the euphoria over so-called positive results from uniforms are the potential negative or unanticipated consequences of running roughshod over smdents' free-expression rights. Norman Isaacs, the principal of Millikan Middle School in Sherman Oaks. Calif, has voiced opposition to uniforms, saying that smdents need to learn to make choices and decisions based on internal I'alues, rather than functioning with arbitrary rules that set the limits for them. Only then, he says, can they learn to think for themselves and develop self-discipline. I Others also argue that student dress serves as a barometer of what is going on with the student and can signal problems such as drugs, gang membership, or sex abuse. Uniforms would eliminate a warning system that lets teachers and administrators identify and rescue smdents who need help. Lastly, a uniform policy penalizes everyone instead of focusing on the small percentage of kids causing the problems. Any number of additional unintended consequences could result from a uniform policy. If the rush to instigate such policies does not result in reduced levels of violence, increases in order and stability, and enhancements of learning, then what? Does public confidence in schools dip still lower? Do the calls for vouchers and choice programs allowing kids to leave the public schools grow louder? Do more Draconian proposals for dealing with school violence emerge? What happens if this whole effort falls flat-and why should we expect it not to? Measuring these potential costs is difficult, but no less so than measuring changes in smdents' attimdes resulting from uniforms. What is needed is some careful thinking and a whole lot of caution. This initiative should not be spared serious cost-benefit assessments. Carefully working through the potential consequences of adopting a school-uniform policy is not time wasted. The dangers of forging ahead in an atmosphere of such contagious excitement are twofold. Enthusiasm may lead us to perceive initial evidence of violence reduction as permanent. If uniforms are in fact a Band-Aid approach, as some claim, and the underlying problem persists, violence will resurface quickly despite the presence of uniforms. What is more, the adoption of a public school uniform policy may not be as easy or as sustainable as the enthusiasm for the idea might suggest. The move should be considered carefully and balanced against local needs. A number of individual schools have experienced strong resistance to uniforms-on the part of parents as well as smdents. The absence of systematic empirical evidence supporting uniforms does not mean that a uniform policy is not good policy or will not work. We just don't know. The question raised here is how we should proceed. If we are not sure what we are doing, what are our chances of success? If our diagnosis of the problem is wrong, uniform policy is prone to failure and may even be counterproductive. The judicious approach is to proceed thoughtfully, collecting data along the way. Careful pilot studies are well justified. Making policy decisions based on information that is incomplete, misleading, or absent is risky, because we do not know what we do not know. Along with the euphoria of early results comes the tendency to overstate possible benefits and overlook potential costs. The sense of having a safety crisis in our schools impels us to act before we think. In the case of public school uniforms, it may be wise to pause and assess the implications of our actions. Failure to deliver on promised results with this initiative, as with so many others in education, has its costs. Ray C. Rist is the director of the Center for Policy Smdies of the graduate school of education and human development at George Washington University in Washington. Kathleen L. Paliokas is an attorney and is a doctoral smdent in educational policy at George Washington University. http
//www.edweek.org/ew/vol-15/28rist.hl5 2/25/00 Education Week: Violence and Safety Page 1 01'2 ri Looking for classroom resources, software, or testing resources? January 16, 2000 EDUUTEONWEOt . J IHEMEHWES | TBtffllTW~ Education Week on the web I nffiMumns | smanKPaiis | nmoBcntsmics I?. ir Tiff
Ever since President Clinton endorsed the idea of public school uniforms in his 1996 State of the Union Address, the concept has been all the rage in urban districts around the country. In February 1996, the U.S. Department of Education sent a manual on school-uniform policy to every district in the country. And Long Beach, Calif., the first public district to require uniforms, recently reported a dramatic decrease in violence and discipline problems since they instituted the policy in 1994. I Other Issues Hages: The very idea of uniforms appeals to a lot of parents and teachers. They are seen as a concrete and visible means of restoring order to the classrooms. Uniforms conjure up visions of parochial schools, which are perceived as safe, secure, and orderly learning environments. Many people would agree that anything that puts an end to the grueling, expensive, and sometimes violent competition to keep up with the latest fashions is a good thing. Besides Long Beach, the Oakland, Calif., district began a districtwide uniform requirement in September 1995. A few districts-including Dade County, Fla.
Seattle
and Charleston, S.C. allow schools to decide for themselves. And a slew of other schools and districts appear to be joining the bandwagon. From the Archives "N.Y.C. Joins Growing List of Districts Dressing the Same," Nov. 24, 1999. "Schools Ratchet Up the Rules on Student Clothing, Threats," May 12, 1999. But are unifonns such a great idea especially in today's schools, which theoretically celebrate diversity rather than uniformity? Are they just a fad? Can Long Beach's decrease in violence only be traced to uniforms? Experts agree that the data just don't yet make a clear link. The strongest opposition to uniforms comes from two camps: civil libertarians "Calif. District Points to Uniforms for Plunging Crime Rate," Jan. 21, 1998. "Majority of Dade Schools Back Uniforms for Students," April 30, 1997. "Do They Reduce Violence- Or Just Make Us Feel Better?" April 3, 1996. and students (particularly older ones). Civil libertarians argue that required unifonns violate students' free-expression rights. Said Lon: Beach 7th grader Hector Gonzalez: "It's like we're all in jail." On the Web http://www.edweek.org/context/topics/unifoiTns.htm ig 2/25/00 Education Week: Violence and Safety Page 2 of 2 A Memo From the President. In this February 1996 memorandum to U.S. Secretary of Education Richard W. Riley, President Clinton outlines his position on school uniforms. Manual on School Uniforms. A manual from the U.S. Department of Education intended to assist parents, teachers, and school leaders in determining whether to adopt a school uniform policy." Point of View: School Uniforms. Loren Siegel, director of the public education dept, of the American Civil Liberties Union, expresses doubts about the value of uniforms. School Uniform Fact Sheet. From the Long Beach Unified School District, a fact sheet on their policy. SPBOE [ Mmirwaul O 2000 Editorial Projects in Education http://www.edweek.org/context/topics/uniforms.htm 2/25/00 education 214 6-18-102 membership in the National Honor cS oci ety norr -am.,v seaqu-ivolenc cLCudemic honor society. . - academic honor society on ho(ndoir Aso csiteutdy.e nt who is a ^mge^mbbeer o_f_ rnrndons of subsection to {1993, shall be exempt from the promsio August of this section. THTl-S COrV,, Aapct"a' LwwJ-. ^- ^w0. 980. 1 1993 . VN. o." 1 1 1-1 'No. 9 /. 5 2: Amendments. 01 3' fYie 1997 amendment rewrote the section. 6-18-102. LLeeggiissllaattiivvee Sounduiunxgss - determines that the (a) The General Assembly .^e public schooh often clothes and from m^nose preoccupy educated in math. s^ school, that Assembly mi and other subjects - f g^vear has, m competition over todies anU violence and i^un - -- uniforms, aispanties senOOLa tnat nave ._____onn oisr and distraci ducated their major purpose for being m 51 science, English, history, farther finds that student in several instances, lea to Q .ereas, in those Arkansas in student sscohcoiooelsconomic levels are le:ss obnous andiVruptive incidents are less ......... ed ot^arinuSsiSeh'iii adopc a uduor. < for students.^ recommends to the boarU that lilcGLv bO Tochceu rb. oard of directors ot, ibii I- O' dress code If the advisory d no tiniform dress code uniform dress (c ode for studento b ^o is adopted by the filing deadline for the annual the 5< 5' i I dress code to the qualified electors oi 3 s< P" '-^' ^an"d timyplem oefntth teh eq upaol iicfiye.d elector of the district voting Igmnst the adoption ooff aa school uniform pohmrthe board of X^.T^mmumTenod^of one (D L.oUfipd electors of the dis.net atte. thereon at the election vote qualified electors UXAl -^er a school uniform pol^myhEU been maple 2000 annual school electio ^he distnc. o.-. ^'onuliag .ha school aad. pohC at the next school election. of the minimum bv petition 5 voted upon result for a of the district may 215 STUDENTS 6-18-103 (B) The petition shall be signed by not less than hve percen (0.05) of the qualified electors in the district. loll.A) Qualified electors of the distnct may atany time oy petition have the question of implementing a unitorm dress code voted upon at the next school election. (B) The petition shall be signed by not less than nve percent m-fe) of the ouahfied electors in the district. fc) .Any school uniform pohcy adopted by a school district shall provide for individual students to make application to opt out of the uniform requirements with parental consent where no other reasonaole alternative placement for the student exists. ... id) -Any school district which has adopted and implemented a oistnct policv to require a uniform dress code prior to_election shall be exempt from the provisions of this section other tnan the 2000 annual school subsection (g). , .. .. . ....__ (e) Nothing in this section shall be construed to limit the anility ot a school district or a particular school within a district to adopt and imnlement a school uniform policy. .Any school district may implement a school uniform policy without suomitti cr s the issue to the electors of the district. , (fj The Department of Education and eaucational cooperatives snail, when Dossible, assist public schools by providing iniormation regarding uniform dress codes upon request from public school administrators. ) Within sixty <60) days after the 2000 annual school election, each school distnct shall submit a letter to the department setting torth the recommendation of the advisory committee,, the action taKen by the (sr) o school board regarding a uniform dress code as a result of the advisory committee's recommendation, and the results ot any election regarding a uniform dress code. .... (h) The department shall compile a report oi the miormation received from each school district and submit the report to the Senate Committee on Education and the House Committee on Education prior to January 15, 2001. History. Acts 1995, No. 1239, l-o
1999. No. 1301, 1. Amendments. The 1999 amendment rewrote this section. 6-18-103. Selective service registration. (aid) Each local school district and each adult education program shall provide a registration form at least thirty (30) days before the 3Ud.iI ULUviuc a 1 nJ- students eighteenth birthday to any student who is enrolled m the district or the adult education program and who is requmed to renter with the selective service system in accordance with the Military 3 Selective Service .A.ct, 50 U.S.C. Appx. 451 et seq. (.2) The district and adult education program shaU further provide appropriate instructions for returning completed registration forms to selective service personnel.LPSD SUP'3 GF? LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 Date
May 13, 19S6 To, Parent Groups and School Staffs Interested in Standardized Dress Cwe or Uniform Policy From: Henj Re
Adoptfon of Uniform Policy/Standardized Dress Code The Board of Directors of the Thursday Mav 9 199R n =n voted in a special meeting on r^nlirip. , to implement uniform We nave been asked to provide guidelines in order to uniform ooiicies Thn fnii ^^opting local school dress codes .nn- e A.PP^ss has been followed when uniform were adopted policies at the local school level. standardize, io some extent, the or and should be used as a guide. 1. Conduct a survey of parents relative to shoulo be integrally involved throughout all activities requiring uniforms at your school. The PTA parents is attached. i. A sample survey and letter to 2. the survey and calculating the results in favor of adoption of a ?he standardizSTesTfi^^'"' s'ing nA
Z response to the survey should indicate that a maiori parents/siudents favor the adoption of a dress code/uniform policy. a majority 3. Incentive Schools should include the Joshua process. The Desegregation Plan does not inctud^aSorii req'u'iSme'''" 4. immediately. a pnase in or if uniforms will be required 5. Parents should be informed about where uniforms can be viewed and/or purchased, regarding the cost of uniforms and whether or not The vendor should be contacted student discounts will be allowed. able tolpsd supts oppice 241 P03 DEC 7. Send a brief report to the Superintendent and Board of Directors. Include the IS results of the survey and the specifics regarding the adopted uniform. Although ths Board no longer has to approve the decision to implement the dress code, district administration will need to know for recruitment and information purposes. It should be clear that the Board has not mandated that a uniform policy be put into effect for all of our schools. Their action, as I see it, was intended to provide latitude for each school to discuss with their parents and community the possibility of adopting a uniform policy without coming to the Board for approval. I would suggest that there are parents in each school that do not wish to have their children wear uniforms. In the process of adopting a policy, these parents wishes should be considered and taken into account. If you have any questions or require additional information, please feel free to contact my office at 324-2012.I LITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF STUDENT UNIFORMS The Board of Directors hereby adopts the legislative findings set forth in Act 1301 of 1999 and authorizes the Superintendent to take such steps as are necessary to ensure the districts compliance with that Act. The Board of Directors further finds that parents and students in individual schools should be able to adopt a uniform student dress code for their school when necessary to avoid a substantial disruption of the schools learning environment. Accordingly, the Superintendent is further authorized to develop regulations setting forth procedures to be followed by parents and students in adopting, implementing and terminating a uniform student dress code. Those regulations shall at a minimum provide for
1. The creation of an advisory committee composed of parents and students for the purpose of considering whether the circumstances present at their school justify adopting a uniform student dress code
and 2. Where a uniform dress code is adopted, compliance with the uniform student dress code by all students attending the school. Nothing in this policy shall be construed as requiring any LRSD school to adopt a uniform dress code for students. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R STUDENT UNIFORMS This regulation governs the adoption, implementation and termination of a uniform student dress code. Adoption 1. A schools decision to adopt a uniform student dress code shall be based on a finding that student dress has in the past caused and in the future will likely cause a substantial disruption of the schools learning environment. 2. An advisory committee composed of students and parents shall be established by each school for the purpose of considering whether circumstances present at the school justify adopting a uniform student dress code. The advisory committee shall be composed of at least four parents and selected by the PTA Board, in consultation with the school principal, and at least three students selected by the school principal. It is desirable that the advisory committee be demographically representative of the schools student population by socioeconomic group, race and gender. The principal may also include teachers on the advisory committee on an ex officio advisory basis. 3. The advisory committee shall meet and discuss the adoption of a uniform student dress code. The adoption process shall move forward only if a majority of the advisory committee favors adoption of a uniform student dress code. Even if a majority of the advisory committee does not favor adoption of a uniform student dress code, the adoption process shall move forward if requested by the schools Campus Leadership Team or by a petition signed by at least one parent or legal guardian of 25% of the schools current student population. The petition shall state that by signing the petition a person indicates his or her belief that circumstances present at the school justify adopting a uniform student dress code. Only one parent or guardians signature per student shall be counted. 4. Upon a decision to move fonward with the adoption process, the advisory committee shall develop a proposed uniform student dress code for the school which at a minimum shall
a. b. c. Include at least two options for dress for each gender
Require compliance by all students who attend the school
Not require the wearing of items too expensive to be purchased by a majority of the students at the school
LITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R (continued) d. Provide a method(s) for obtaining the uniform dress for students who cannot afford it (e.g., PTA assistance and the LRSD Student Welfare Fund)
and, e. Allow a special circumstances transfer out of the school for students the district finds genuinely opposed to wearing a school uniform. 5. The proposed uniform student dress code shall be distributed to the parents and legal guardians of all current students who will not graduate or matriculate to another school the following year. The advisory committee shall prescribe a method of distribution reasonably calculated to place all parents and legal guardians on notice of the proposed uniform student dress code. 6. The proposed uniform student dress code shall be submitted to the Board of Directors for adoption if approved by the parents or legal guardians of at least 75% of all current students who will not graduate or matriculate to another school the following year. Only one parent or legal guardian shall be counted per student. The advisory committee shall determine whether the approval of parents and guardians shall be assessed by petition or by vote. 7. A proposed uniform student dress code will only be considered if submitted to the Board of Directors at the agenda meeting for a vote of the Board of Directors at the regular April Board meeting. Implementation If a school's proposed uniform student dress code is adopted by the Board of Directors, implementation shall begin the start of the next school year following the April Board meeting. Termination 1. The advisory committee shall initiate the process for terminating a uniform student dress code upon a recommendation by a schools PTA Board, the schools Campus Leadership Team or a petition requesting termination signed by at least one parent or legal guardian of 25% of the schools current student population. Only one parent or guardians signature per student shall be counted. 2. A uniform student dress code shall be terminated unless approved by the parents or legal guardians of at least 75% of all current students who will not graduate or matriculate to another school the following year. Only one parent or legal guardian shall be counted per student. The advisory committee shallLITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R (continued) determine whether the approval of parents and guardians shall be assessed by petition or by vote. 3. The termination of a uniform student dress code will only be considered if submitted to the Board of Directors at the agenda meeting for a vote of the Board of Directors at the regular April Board meeting. If terminated by the Board of Directors, the termination shall be effective beginning the start of the next school year following the April Board meeting.co > > 03 Sgaz s> SO mz z po cn SECTION A: FOUNDATIONS AND BASIC COMMITMENTS Section A of the Little Rock School District policy manual contains policies, regulations, and exhibits on the District's legal role in providing public education and the basic principles underlying school board governance. These policies provide a setting for all of the school boards other policies and regulations. AA School District Legal Status AB The People and Their School District AC ACA ACB ACBB ACBE ACC ACD ACE ACF ACG ACG-R1 ACG-R2 ACG-R3 Nondiscrimination Nondiscrimination on the Basis of Gender (Sex) Nondiscrimination on the Basis of Ethnicity and Race Equitable Student Assignment Equitable Maintenance and Repair of Facilities Nondiscrimination on the Basis of Age Nondiscrimination on the Basis of Religion Nondiscrimination on the Basis of Handicap/Disability Interpersonal/Human Relations Compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA Section 504, or Other Similar Requirements Compliance with the Revised Desegregation and Education Plan Complaint Resolution for the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or Other Similar Requirements Student/Parent/Guardian Complaint Procedure AD ADA ADB ADC ADD Little Rock School District Mission Statement Little Rock School District Objectives Drug-Free Schools Tobacco-Free Schools Safe Schools AE Commitment to AccomplishmentLITTLE ROCK SCHOOL DISTRICT NEPN CODE: AA SCHOOL DISTRICT LEGAL STATUS The corporate name of this school district shall be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas. Adopted: September 24. 1998 Legal References: Statute 80-401,80-402, 80-403 School Law of Arkansas LITTLE ROCK SCHOOL DISTRICT NEPNCODE: AB THE PEOPLE AND THEIR SCHOOL DISTRICT The Board of Education is the legal entity for conducting a system of public education within the geographic area of the school district. The system was created by, and is governed by, state statutes. Members of a Board are chosen by citizens of a district to represent them and the state in the legislative management of public schools. The Board of Education has the dual responsibility for implementing statutory requirements pertaining to public education and local citizens desires for educating the communitys youth. While the Board has an obligation to determine and assess citizens desires, it should be understood that when citizens elect board members to represent them in the conduct of public education they at the same time endorse their representatives with the authority to exercise their best judgment in determining policies, making decisions, and approving procedures for carrying out the responsibility. The Board therefore affirms and declares its intent to: 1. 2. 3. 4. Honor the Little Rock School District Covenant for the Future as approved by the Board on January 11,2001 (attached). Maintain two-way communications with citizens of the District. The public will be kept informed of the progress and problems of the schools, and citizens will be urged to bring their aspirations and feelings about their public schools to the attention of this body which they have chosen to represent them in the management of public education. Establish policies and make decisions on the basis of declared educational philosophy and goals. All decisions made by this Board will be made with primary emphasis given to the purposes set forth, most crucial of which is the optimal learning of the children enrolled in our schools. Act as a true representative body for citizens of the District in matters involving public education. The Board recognizes that ultimate responsibility for public education rests with the State of Arkansas, but individual Boards of Education have been assigned specific authority through statute. The Board will relinquish none of this authority since it believes that decision making control over the childrens learning should be in the hands of local citizens as much as possible. Revised: March 22, 2001 Adopted: September 24, 1998 Attachment: LRSD Covenant for the FutureLITTLE ROCK SCHOOL DISTRICT COVENANT FOR THE FUTURE WHEREAS, the 1998 Revised Desegregation and Education Plan established a workable framework for improving the academic achievement of all students and for creating an equitable, nondiscriminatory learning environment: WHEREAS, improving the academic achievement of all students and maintaining an equitable, nondiscriminatory learning environment will forever be the core of the Little Rock School Districts mission
and WHEREAS, the Little Rock School District will no longer be required to implement the 1998 Revised Desegregation and Education Plan after the District earns "unitary status" and has been released from federal court supervision
THEREFORE, the Little Rock School District in order to manifest its post-unitary commitment to the community hereby resolves to establish this covenant. After obtaining unitary status the District will in good faith continue to exercise its best effort to: improve the academic achievement of all students. comply with the Constitution, and ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD, and provide equitable educational resources, programs and opportunity in a nondiscriminatory environment for all students attending LRSD schools. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: AC NONDISCRIMINATION The commitment of the Little Rock School District to the most fundamental principles of academic freedom, equality of opportunity, and human dignity requires that decisions involving students and employees be based on individual merit and be free from discrimination in all its forms. It is the policy of the Board of Education that there will be no discrimination because of race, color, religion, sex, age, national origin, or handicap/disability in the placement, instruction, and guidance of pupils
the employment, assignment, training, or promotion of personnel
the provision and maintenance of physical supplies and equipment
the development and implementation of the curriculum, including the activities program
and in all matters relating to the instruction, supervision, administration and Board policy development. Adopted
September 24, 1998 Legal References: Title VI and Title VII, Civil Rights Act of 1964 Title I and Title II, Civil Rights Act of 1991 Equal Pay Act of 1963 Executive Order 11246 of 1995 Title IX, Education Amendments of 1972 and regulations, 34 C.F.R. part 104 Rehabilitation Act of 1973, Sections 503 and 504 Section 504, 34 C.F.R. part 104 Americans with Disabilities Act, 1990 Vietnam-era Veterans Readjustment Act, 1974 Age Discrimination Act, 1975 Age Discrimination in Employment Act, 1967 Arkansas General Laws Individuals with Disabilities Education Act (IDEA) 1997 Cross References: Board of Education Policies ACA, ACB, ACC, ACD, ACE, ACFLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACA NONDISCRIMINATION ON THE BASIS OF GENDER (SEX) Gender equity is the provision of equal opportunities for ail individuals without regard to their gender. Gender equity is attained through compliance with laws prohibiting gender discrimination and through the elimination of gender bias and gender stereotyping. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will, on the basis of gender, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity or employment. Adopted
September 24, 1998 Legal References: See Code AC Cross References: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACB NONDISCRIMINATION ON THE BASIS OF ETHNICITY AND RACE The Little Rock School District is committed to serve the educational needs and aspirations of our culturally diverse community. The District is committed to the pursuit of racial and ethnocultural equity for all its students and staff and the promotion of positive attitudes which respect the cultural diversity of our community. It is the policy of the Board of Education that there will be no discrimination on the basis of ethnicity and race in the placement, instruction, and guidance of pupils
the recruitment, employment, assignment, training, and promotion of personnel
the provision and maintenance of physical supplies and equipment
the development and implementation of the curriculum, including the activities program
and in all matters relating to the instruction, supervision, administration and Board policy development. In pursuit of equity, the Board is committed to: (1) (2) (3) (4) The development and promotion of racial harmony among students and staff and within the community it serves
Respect for the principle of racial and ethnocultural equity in its personnel practices
Provision in its programs of opportunities for students to develop positive attitudes toward people with diverse racial, religious and cultural heritages
and The acquisition of learning materials which are free of racial and cultural stereotyping. Further, the Board: (1) (2) (3) Strongly reiterates its refusal to tolerate expression of racist or ethnic bias in any form by its students or staff or Directors
Affirms its right to deny access to any person, group or association whose intent is to promote discrimination on the basis of race, creed, color, nationality or place of origin, and
Reaffirms its support for special services and programs for students of diverse racial and ethnic backgrounds. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE
ACBB EQUITABLE STUDENT ASSIGNMENT The Board of Education is committed to the implementation of student assignment programs and procedures designed to ensure the desegregation of Little Rock School District schools to the extent practicable, recognizing that the Revised Desegregation and Education Plan may not require that every Little Rock School District school be racially balanced. The Board directs the administration to develop and implement procedures designed to ensure desegregation within the parameters of the Revised Desegregation and Education Plan, to periodically assess the student assignment plan and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References
Board of Education Policies AC, ACB, ACBD Revised Desegregation and Education Plan of 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACBE EQUITABLE MAINTENANCE AND REPAIR OF FACILITIES The Board of Education is committed to the equitable maintenance and repair of all District facilities. It is the expectation of the Board that repairs and maintenance of facilities will be made equitably, promptly, and effectively, and in keeping with the intent of the Revised Desegregation and Education Plan. The Board directs the administration to develop and implement procedures designed to periodically assess the equitable repair and maintenance of District facilities and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACB, ACBB Revised Desegregation and Education Plan of 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACC NONDISCRIMINATION ON THE BASIS OF AGE Discrimination on the basis of age is illegal under the Federal Age Discrimination Employment Act (ADEA). Age discrimination is present if an individual 40 years of age or older covered under this provision is treated unfavorably in the terms and conditions of his/her employment. Employment issues include hiring, promotions, demotions, terminations, wages, benefits, hours worked, working conditions, and availability of overtime. It is the policy of the Board of Education that individuals employed by the Little Rock School District will not experience discrimination in any form on the basis of age in the terms or conditions of employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACD NONDISCRIMINATION OTI THE BASIS OF RELIGION The First Amendment to the United States of Americas Constitution requires that public schools remain religiously neutral. All students, staff, and faculty have the right to choose or not to choose their own religion and there will be no discrimination of any kind based upon an individuals religion. It is the policy of the Board of Education that no student, faculty, or staff in the Little Rock School District will, on the basis of religious belief, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE
ACE NONDISCRIMINATION ON THE BASIS OF HANDICAP/DISABILITY In support of Section 504 of the Rehabilitative Act of 1973, the Vietnam Era Veterans Readjustment Assistance Act of 1974, and Individuals with Disabilities Education Act (IDEA) of 1997, the District will not discriminate against persons who qualify on the basis of handicapping/disabling conditions. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will on the basis of handicapping/disabling conditions be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24,1998 Legal References
See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACF INTERPERSONAL/HUMAN RELATIONS The Little Rock School District is committed to providing a learning environment that is free from discrimination, culturally sensitive, and promotes positive interpersonal/human relations across all cultures. It is the policy of the Board of Education to provide a learning environment free from discrimination. Programs and procedures will be developed which serve to promote understanding and positive relationships among people. Adopted: September 24,1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII, TITLE IX, ADA, SECTION 504, OR OTHER SIMILAR REQUIREMENTS The purpose of this policy is to affirm the Board of Educations commitment to compliance with the Districts Desegregation and Education Plan and the Civil Rights Law of 1964 as amended. LRSD will implement a compliance program that will include the following components: 1. 2. 3. Compliance standards and procedures reasonably capable of reducing the prospect of noncompliance
Oversight of compliance with such standards and procedures by the Superintendent and the responsible officials
Communication of compliance standards and procedures to all employees
4. Utilization of monitoring and auditing systems reasonably designed to detect 5. 6. 7. 8. noncompliance
Utilization of a reporting system whereby students, patrons, and employees can report complaints or noncompliance without fear of retribution
Enforcement of compliance standards and procedures through disciplinary mechanisms when appropriate, including the discipline of individuals responsible for compliance and individuals responsible for any failure to report noncompliance
and. After noncompliance has been detected, implementation of all reasonable steps to correct past noncompliance and to prevent further noncompliance, including modification of the compliance program as necessary to prevent and detect further similar noncompliance. Annual review of the compliance program for necessary revisions. Adopted: July 22, 1999 Cross References: Board of Education Policies AC, ACA, ACB, ACBB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998 Administrative Regulations ACG-R1/R2/R3LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R1 COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance and Quality Assurance Committee The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent will comprise the Compliance and Quality Assurance Committee. The Districts compliance official also will be a member of the committee. (The compliance official duties may be one of the responsibilities of one of the aforementioned positions.) The committee will have responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program will include any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Desegregation and Education Plan (Plan). The compliance philosophy will be based on internalizing the Plan through the performance responsibilities of the respective organizational divisions. For example, the Instruction division will be responsible for integrating the Plans I'equirements into the curriculum development, staff development, and other similar functions of that division. The associate superintendent who heads the division will be the responsible person for the components of the Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Plan into the Districts structure, the respective divisions will proactively monitor compliance. The associate superintendents will take appropriate action with respect to incidents of non-compliance and take steps to prevent future similar incidences of non-compliance. Communication and Training All employees will be provided training on the Plan and the Districts commitment to the principles of equity and Plan compliance. Each employee will be provided a copy of the Plan and a Plan compliance handbook. The associate superintendents will be responsible for the training of the employees in their areas on the specific obligations of the division and the employees. The Plan compliance handbook will include the following information: A statement of the Districts commitment to compliance
The procedures for reporting complaints and/or non-compliance with the Plan
The possible sanctions for non-compliance
The employees responsibilities for reporting non-compliance
The possible sanctions for the failure to report non-compliance
The avenues for suggesting modifications in the compliance plan.LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R1 (continued) The District web site will be used to assist in communication associated with the Plan and Plan compliance. The web site will include the following information
A copy of the Plan
The name, telephone number, and E-mail address of the District's compliance official
The procedures for filing a complaint or reporting non-compliance. Date
July 22.1999 2LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 COMPLAINT RESOLUTION FOR THE REVISED DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII, TITLE IX, ADA, SECTION 504, OR OTHER SIMILAR REQUIREMENTS The specific purposes to be served by these procedures are: To ensure that a complaint is considered fairly, with all due speed, and without prejudice or reprisal to the aggrieved person
To encourage employee expression regarding conditions that affect him/her
To provide a specific procedure that will facilitate the understanding of district policies affecting employees
To build confidence, in the sincerity and integrity of the complaint resolution procedure as a means to establish the facts upon which a complaint is based, a problem is stated, and a fair conclusion or solution is reached. Definitions A complaint" is an allegation of action or inaction by the District or its representatives in violation of the Revised Desegregation and Education Plan, Title VI, Title IX, ADA or Section 504, or the implementing regulations, or other similar requirements. The complainant is the student, patron, or employee bringing the complaint. "Employee" means a person who is a full or part-time employee who is on the payroll of the District. Patron means any students parent or other resident in the LRSD. The "responsible official means the employee designated by the District to coordinate its efforts to comply with and carry out its responsibilities under the abovementioned requirements. "Student" means a person enrolled in one of the schools operated by the corporation. "Superintendent" means the Superintendent of Schools or his/her designee. Responsible Official The following LRSD administrators are the responsible officials for the areas listed: Revised Desegregation and Education PlanAssociate Superintendent for Administrative Services Title VIDirector, Exceptional Children Title VIIDirector, Human Resources . Title IXSpecial Assistant to the SuperintendentLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R2 (continued) ADADirector, Human Resources Section 504 for EmployeesSpecial Assistant to the Superintendent Section 504 for StudentsDirector, Exceptional Children Process The following process will be used in the review and resolution of complaints regarding compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or other similar requirements of the Civil Rights Law of 1964 as amended: Step 1 (Informal Resolution) The complainant is encouraged to try to resolve any issues relating to implementation and compliance with any of the aforementioned legal requirements at the lowest administrative level possible. The complaint should be brought to the administrator/supervisor at the point where the possible violation exists. Within ten days after receipt of the complaint, the administrator will attempt resolution with the complainant in an informal manner. If a satisfactory informal resolution cannot be reached, the complainant and/or the administrator may seek the assistance of the District's responsible official. Step 2 (Formal Complaint) If the complainant is unable to secure a satisfactory resolution through informal means at step 1, the complainant may file a formal complaint. The complaint should be filed with the LRSDs official who has district level responsibility for that area. The complaint must be filed within ten days of the response of the administration at step 1. The complaint should be in writing and give a concise but thorough overview of the alleged problem or violation and indicate the specific relief requested. All relevant documents also should be included. The responsible official will investigate the complaint and collect whatever information is needed to make an informed decision. The responsible official will issue a written finding within fifteen days of the receipt of the complaint or inform the complainant of the reasons that it is not possible to issue a finding in that time frame. If a finding cannot be issued within fifteen days, it will be issued as soon practicable. as 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R2 (continued) Step 3 (Appeal to the Board of Education) If the complainant is not satisfied with the finding at step 2, he/she may request a hearing with the Board of Education. The request for the hearing must be made within ten days of the written finding issued at step 2. The request for the hearing must include a statement of the complaint, the finding of the responsible official from step 2, and any response to the finding that the complainant wishes to present. It should include the reasons that the complainant believes the finding is in error. The individual members of the Board will review the information presented with the written request for the hearing prior to following months Board agenda meeting. The Board will decide at the agenda meeting whether or not to place the appeal on the agenda for a hearing. If the Board decides not to hear the complaint, the written finding of the Districts responsible official will be the position of the LRSD. Timelines The failure of the complainant to comply with the identified timelines will be considered to be an abandonment of the complaint. Effect of Settlement Any settlement of a complaint will be applicable to that complaint only and will not be binding authority for the disposition of any other complaint. Anonymous Complaints The LRSD is committed to compliance with its legal obligations. As a result anonymous complaints will be thoroughly investigated and handled in a serious manner. However, anonymous complaints are more difficult to substantiate and investigate. Therefore, complainants are encouraged to be open, forthcoming, and identify themselves to assist in a satisfactory resolution to the complaint. The LRSD recognizes that some students, patrons, and employees will not come forward with legitimate complaints because of a fear of retribution. The LRSD will not condone or tolerate reprisals against complainants by any of its employees. Employees who exercise retaliatory behavior against any complainant will be appropriately disciplined. 3LITTLE ROCK SCHOOL DISTRICT NEPNCODE
ACG-R2 (continued) Reporting Outside the Process In instances where there is a genuine sense of potential reprisal and it is not realistic to report the complaint at the lowest administrative level, the complaint may be made with the Districts responsible official. The responsible official may refer the complaint to another administrator in the departments organizational structure to attempt a resolution. Date: July 22,1999 4LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R3 STUDENT/PARENT/GUARDIAN COMPLAINT PROCEDURE The following procedure will be used to address a complaint from a student, parent, or guardian. Complaints can include, but are not limited to, discrimination based on race, national origin, religion, handicap, age or gender, including sexual harassment: 1. Report the alleged incident to the principal as soon as possible after the event(s) has occurred. If the complaint involves the principal, the report of the alleged incident should be made to the Assistant Superintendent or Associate Superintendent for School Services as soon as possible after the event(s) occurred. 2. The complaint will be investigated and the individual bringing the complaint will be advised of the outcome of the investigation within ten (10) days. 3. If the individual bringing the complaint is not satisfied with the principals resolution he/she may appeal to the Assistant Superintendent or Associate Superintendent for School Services. The appeal must be made in writing within ten (10) days from receipt of the principals decision. 4. If the individual is not satisfied with the Assistant or Associate Superintendent's resolution of the complaint, he/she may appeal to the Superintendent of Schools or his/her designee. Date: November 18, 1999 Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: AD LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. Adopted: September 24, 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE
ADA LITTLE ROCK SCHOOL DISTRICT OBJECTIVES No later than the year 2003, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum. Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. By 2003, the percentage of students in every identified sub-group of race and gender performing at or above the national average in reading and math on standardized tests shall be at least 65%
performing at the highest quartile in reading and math on standardized tests shall be at least 30%
and performing at the lowest quartile in reading and math on standardized tests shall be no more than 10%. Adopted: September 24, 1998LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADB DRUG-FREE SCHOOLS The Little Rock School District is committed to providing a drug and alcohol free learning environment and workplace. Drug abuse and alcohol abuse at school or in connection with school-sponsored activities on or off school grounds threaten the health and safety of our students and our employees and adversely affect the educational mission of the school district. It is the policy of the Board of Education that the manufacture, distribution, dispensation, possession or use of illicit drugs, alcohol or other controlled substances in the workplace, on school premises or as part of any school-sponsored activities is strictly prohibited. These standards of conduct are equally applicable to students and employees. Any employee who is convicted of a drug statute violation arising out of conduct occurring in the workplace must notify the central administration of such conviction not later than five (5) days after the conviction. Compliance with these standards of conduct is mandatory. In accordance with the Drug-Free Workplace Act of 1988, compliance with this policy is made a condition of employment by the school district. Disciplinary sanctions (consistent with local, state and federal law), up to and including termination of employment and referral for prosecution, will be imposed on employees who violate the standards of conduct set forth in this notice. Adopted
September 24, 1998 Legal References: Drug-Free Schools Act, 1988 Drug-Free Schools and Communities Act Amendments of 1989 (Public Law 101-226) Cross References
Board of Education Policy GBEC Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ADC TOBACCO-FREE SCHOOLS The Board of Education believes that tobacco smoke in the school and work environments is not conducive to good health. As an educational organization, the Little Rock School District should provide both effective educational programs and a positive example to students concerning the use of tobacco. It is the policy of the Board of Education that all uses of tobacco and tobacco products, including smokeless tobacco, will be prohibited in all District facilities. At no time will the use of tobacco or tobacco products be permitted in classrooms, corridors, restrooms, locker rooms, work areas, cafeterias, offices, faculty lounges, gymnasiums, all other rooms and school grounds. This policy also prohibits the use of tobacco or tobacco products, including smokeless tobacco, in all vehicles owned, leased or operated by the District. District employees and students enrolled in the Districts schools are not permitted to use tobacco or tobacco products, including smokeless tobacco, while they are participants in any class or activity in which they represent the school district. Adopted: September 24, 1998 Legal References
School Law of Arkansas, Acts 854 and 779 Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADD SAFE SCHOOLS The Little Rock School District will maintain a safe and nurturing educational environment where students can learn, teachers can teach, and where parents and patrons can meet. The Little Rock School District will not tolerate violence or injury to staff or students, nor will weapons be tolerated at any school activity or on any school district property. It is the policy of the Board of Education to enforce fairly and firmly all federal and state laws and related District policies pertaining to school safety and student discipline. Any criminal misconduct will be reported to the proper law enforcement authority, and school district staff will cooperate with any subsequent criminal prosecution. Adopted: September 24, 1998 Legal References: Arkansas General Laws Federal Gun-Free Schools Act Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: AE COMMITMENT TO ACCOMPLISHMENT The Board of Education accepts ultimate responsibility for all facets of Board operations. Because it is accountable to the people, the Board will maintain a program of accountability consisting of the following elements: 1. Clear statements of expectations and purpose as they relate to operations, programs, departments, and positions. 2. Provision for the staff, resources, and support necessary, to achieve stated expectations and purposes, subject to the Districts financial capabilities. 3. Evaluation of operations, programs, instruction, and services to determine how well expectations and purposes are being met. Adopted: September 24, 1998P Qv> OO <X m o Z2r0- z' o SECTION B: SCHOOL BOARD GOVERNANCE AND OPERATIONS Section B of the Little Rock School District policy manual contains policies, regulations, and exhibits on the school board how it is appointed or elected
how it is organized
how it conducts meetings, and how the board operates. This section includes bylaws and policies establishing the boards internal operating procedures. BA BAA Board of Education Operational Goals Board of Education Self-Evaluation BB BBA BBB BBBA BBBB BBBD BBBE BCA BCB BCC BD BDA BDB BDC BDCA BDCB BDD BDF BDG BDH BE BEA BEB BEC BED BEDA BEDB BEDC BEDD School Board Legal Status Board Powers and Responsibilities Board Membership Elections Board Membership Qualifications Board Membership Oath of Office Board Member Removal from Office Unexpired Term Fulfillment/Vacancies School Board Member Code of Conduct Prevention of Nepotism Financial Disclosure by School Board Members Organization of the School Board Board Organizational Meeting Board Officers Appointed Board Officials District Representative to the Board of Equalization District Representative to the Little Rock Planning Commission Board-Superintendent Relationship Advisory-Committees School Attorney/Legal Services Consultants to the Board School Board Meetings Regular Board Meetings Special School Board Meetings Executive Sessions Meeting Procedures Notification of Board Meetings Agenda Quorum Rules of Order Section B - Page 1 of 2 BEDDB BEDF BEDG BEDH BEE Suspension of Rules of Order Voting Method Minutes Public Participation at Board Meetings Board Hearings/Appeal Proceedings BF School Board Work Sessions and Retreats BG BGD BGE School Board Policy Review of Regulations Policy Communication BH BHA School Board Communications School District Logo BIB BID Board Member Development Board Member Compensation BJ School Board Legislative Program BK School Board Memberships in Professional Associations Section B - Page 2 of 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BA BOARD OF EDUCATION-OPERATIONAL GOALS The Board of Education is responsible to the people, all of the people, for whose benefit the school District has been established. By virtue of this responsibility each member of the Board must look to the future and to the needs of all people. This requires a comprehensive perspective and long-range strategic plan in addition to attention to immediate problems. The Boards primary responsibility is to establish those purposes, programs, and procedures that will best produce the educational achievement needed by District students. It is charged with accomplishing this while also being responsible for wise management of resources available to the District. The Board must fulfill these responsibilities by formulating and adopting policy, by selecting a superintendent to implement policy, and by evaluating results. Further, the Board must carry out its functions openly, while seeking the involvement and contributions of the public, students, and staff in its decision making processes. Adopted: January 28,1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BAA BOARD OF EDUCATION SELF-EVALUATION Annually, the Board of Education will conduct a self-evaluation. The evaluation plan will be developed by the Board president and an Ad Hoc Board committee appointed by the president. The following areas of Board functions will be included in the self-evaluation: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Board Meetings Policy Development and Evaluation Fiscal Management Board Role in Educational Program Development Board Member Orientation Board Member Development Board Officer Performance Board-Superintendent Relationships Board-Staff Relationships Board-Community Relationships Legislative and Governmental Relationships. Adopted: January 28. 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BB SCHOOL BOARD LEGAL STATUS The corporate name of this school district will be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas. The Little Rock School District of Pulaski County, Arkansas, will be referred to as the District or Little Rock School District in this policy book. The District is governed by a Board of Education consisting of seven Board members, each of whom is elected for a three-year term. Adopted: January 28, 1999 Legal References: Statute 80-401,80-402, 80-403 School Law of Arkansas Cross Reference: Board of Education Policy AALITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBA * * BOARD POWERS AND RESPONSIBILITIES The Board of Education is a representative body elected to provide for and oversee the operation of the District. Power and mandatory responsibilities of the Board are defined in state statutes. The Board exercises its powers and responsibilities only when convened in a legally constituted meeting. Powers of the Board
Legislative or policymaking. The Board is responsible for the development of policy and for the employment of a superintendent who will carry out District policy through the development and implementation of regulations. The Board will serve as the final authority within the school system to resolve any issue which cannot be resolved through regular administrative channels. Educational planning and appraisal. The Board is responsible for using reliable information which will enable it to make the best possible decisions about the scope and nature of the educational program. The Board is responsible for requiring appraisal of the results of the educational program. Staffing and appraisal. The Board is responsible for approving the employment of staff. The Board is responsible for approving salaries, salary schedules, terms and conditions of employment, and for ensuring an effective appraisal of District staff through the annual evaluation process. Financial resources. The Board is responsible for adopting a budget that will provide the financial base for staff, buildings, materials, and equipment to enable the District to carry out the educational program. The Board is responsible for exercising control over the finances of the District to ensure proper use of, and accounting for, all District funds. School facilities. The Board is responsible for ensuring that District facilities support and enhance the educational program. Communication with public. The Board is responsible for keeping the community informed about the schools and for providing opportunities for the community to share ideas and concerns with the Board. Adopted: January 28,1999 Legal Reference: A.C.A. 6-13-620LITTLE ROCK SCHOOL DISTRICT NEPNCODE
BBB BOARD MEMBERSHIP ELECTIONS The Board of Education of the Little Rock School District is composed of seven (7) directors. As established by law the directors are elected by qualified voters of each zone on a nonpartisan ballot on the third Tuesday in September. Directors terms of office are staggered to ensure that not more than three (3) Director positions are elected each year. The term of office is three (3) years with the right to succession. Candidates for election are nominated by petition. The petition must be signed by twenty (20) qualified voters from the candidates zone. This petition must be filed with the Pulaski County Circuit Clerk 45 days prior to the election date and the candidate certified by the Pulaski County election Commission. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-615, 6-13-608, 6-13-607LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BBBA BOARD MEMBERSHIP QUALIFICATIONS Qualifications to be a member of the Little Rock School District Board of Education as stated by law are as follows
Be a qualified elector from the District Be eighteen (18) years of age or older Be a citizen of the United States of America Be a resident of the election zone Reside in the zone at least six (6) months prior to the election Not be employed by the District Adopted
January 28,1999 Legal References: A.C.A. 6-13-616, 6-13-607, 6-13-630 LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BBBB BOARD MEMBERSHIP OATH OF OFFICE Each Director will, within ten (10) days after receiving notice of his or her election or appointment, subscribe to the following oath: I,___, do hereby solemnly swear or affirm, that I will support the Constitution of the United States and the Constitution of the State of Arkansas, and that I will not be interested, directly or indirectly, in any contract made by the District of which I am a director, except that said contract be for materials bought on open competitive bid and let to the lowest bidder, and that I will faithfully discharge the duties as school director in the Little Rock School District of Pulaski County, Arkansas, upon which I am about to enter. The county clerk, upon receipt of the directors oath, will immediately commission the director and the director will enter at once upon his or her duties. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-617LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBD BOARD MEMBER REMOVAL FROM OFFICE Board members will be removed from office for the following reasons: Conviction of a felony: A vacancy will exist on the Board of Education from the date of the final judgment of conviction. The prosecuting attorney who prosecutes a board member will immediately notify the Little Rock School District Board of Education and a vacancy shall be declared. Removal of residence from the zone represented: If a Board members primary residence is moved outside the zone he or she was elected to represent, the board member will immediately tender a letter of resignation. Temporary vacancy due to service in the armed forces: A successor will be appointed to fill the temporary vacancy. Upon return to civilian activities the elected member may resume the duties of board member for the unexpired term by written notice to the Board secretary. Absence from board meetings: A vacancy may be declared by a vote of the Board if a member fails to attend a school board meeting during a ninety (90) day period due to removal of residence from the District or employment at a distance from the District. A vacancy may be declared by a vote of the Board if a member misses three (3) regular and consecutive board meetings during a school year for any reason other than service in the armed forces or illness documented by the members attending physician. The member must be given an opportunity for a hearing before the Board upon fifteen (15) days notice received by personal delivery or certified mail with return receipt signed by addressee. When a vacancy occurs on the Board of Education the remaining Board members will appoint an individual to serve until the next annual school election. Adopted: January 28,1999 Legal References: A.C.A. 6-13-612, 6-13-613, 6-13-6 Cross References: Board of Education Policies BBBA, BBBFLITTLE ROCK SCHOOL DISTRICT NEPNCODE
BBBE UNEXPIRED TERM FULFILLMENT/VACANCIES Vacancies may occur on the Board of Education because of a members resignation, death, moving out of the District, or other reasons provided by law. The Board by formal action will declare the Board position vacant. The vacancy will be filled by a majority vote of the remaining members within thirty (30) days. At least fifteen (15) days before making an appointment to fill a vacancy, the Board will publish a notice in the newspaper(s) having general circulation in the District. Qualified persons interested in filling the position may make application. If the Board fails to fill the vacancy within thirty (30) days, the vacancy will be filled by appointment by the Pulaski County Board of Education. Appointed directors will serve until the next annual school election and may be a candidate for election to the seat to which they are appointed. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-611 Cross References: Board of Education Policies BBB, BBBA, BBBB, BBBDLITTLE ROCK SCHOOL DISTRICT NEPNCODE
BCA SCHOOL BOARD MEMBER CODE OF CONDUCT The Board of Education is elected to develop policy and provide overall leadership to the District. The role of the Board will be to act on issues that impact the quality of education for all children. They will act as both statespersons and representatives. To ensure that this goal is achieved, the Little Rock School District Board of Education adopts the following code of conduct for all Board members. 1. 2. 3. 4. 5. 6. 7. 8. 9. The Board of Education (the Board) has oversight responsibility and control over all activities related to the public school education provided by the District. The Board is elected by the public and has decision-making authority, the power to designate management, the ability to significantly influence operations and primary accountability for fiscal matters. Board members will act as policy makers, monitors, and evaluators of educational policies, and they will be the liaison to the people. Individual Board members have no power or right to make individual promises that would be binding upon the Board and/or the District. When Board members are contacted by staff or community members, they should listen to the concern or complaint and inform the individual of appropriate board policies and procedures regarding the complaint or concern. Board members should praise employees when it is appropriate to do so, but criticism must be handled through the office of the superintendent. Interaction between the superintendent and Board members will be constructive, open, productive and mutually respectful. Board members may provide individual advice but may provide direction to the superintendent only as a result of official Board action. Confidences shared among colleagues will be honored and information that is privileged under applicable law will remain completely confidential. Each member of the Board agrees to direct questions about school district operations to the superintendent or to his/her designee(s).LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BCA (continued) 10. Each Board member is expected to work to establish an open, positive, problemsolving atmosphere to achieve the goals of the organization. 11. In the area of policy, only the president of the Board is empowered to speak for the Board, and then only on matters which the Board has resolved by a majority vote of the Board. Board members may state personal positions as long as they make it clear that they are not speaking on behalf of the Board or the District. The Board speaks only through its resolutions. 12. Before each meeting Board members should read all available agenda materials and call the superintendent prior to the meeting if clarification is needed. 13. Once a decision is reached, the administration should ensure the decision is implemented. 14. When interacting with staff. Board members are expected to be cognizant of their role as policy makers, in contrast with the role of administrators as managers of the school system. 15. Board members will facilitate dialogue, divergent thinking, and debate in order to make the best decisions. In order to ensure that this code of conduct is adhered to, the President of the Board will entertain discussions of perceived violations of this code, and the Board is empowered to censure officially, in public meetings, members who persistently violate this code. Adopted
January 28, 1999 2LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOB PREVENTION OF NEPOTISM No person will be employed in the Little Rock School District in any capacity who is related (whether by blood or marriage, including spouse, parent, child, grandparent, grandchild, brother, sister, aunt, uncle, niece, nephew, or first cousin) to a member of the Little Rock School District Board of Education, the superintendent of schools, or senior administrators reporting directly to the superintendent. The policy will be applied prospectively and will not be construed to affect the employment or annual renewal of employment of any individual so related who is in the employ of the Little Rock School District at the time of adoption of this policy. Additionally, no person will be employed in a position where he/she would be related, as defined above, to his/her immediate supervisor. If an employee is transferred to a supervisors position which would cause a violation of this policy, the subordinate employee will be transferred to a substantially equivalent position as soon as reasonably possible. Under no circumstance will a supervisor be allowed to evaluate the performance of one of his/her relatives. Adopted
January 28,1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCC FINANCIAL DISCLOSURE BY SCHOOL BOARD MEMBERS Members of the Little Rock School District Board of Education must file a written financial disclosure statement on or before the last day of January of each year. The statement is filed with the Pulaski County Circuit Clerk and is open for public inspection. The financial disclosure statement is retained for five years and then destroyed. Adopted: January 28,1999 Legal References: A.C.A. 21-8-305 through 21-8-309LITTLE ROCK SCHOOL DISTRICT NEPNCODE
BD ORGANIZATION OF THE SCHOOL BOARD The Board of Education will organize by electing officers of the Board. The Board will elect a president, a vice-president, and a secretary. Officers will be elected by majority vote of the members present at the organizational meeting. The Board may assign a District employee to provide clerical assistance to the Board. Board officers will serve for a term of one year or until a successor is elected and qualified. No member of the Board will serve more than two consecutive terms as president. A vacancy among officers of the Board, other than the president, will be filled by majority action of the Board. A vacancy in the presidency will be filled by the vice- president, and a new vice-president will be elected. Adopted
January 28. 1999 Legal Reference
Arkansas School Law 80-506 Cross References
Board of Education Policies BBBD, BBBE, BEDC, BEDD, BEDFLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDA BOARD ORGANIZATIONAL MEETING The Board of Education will organize annually at its first regular meeting after the annual school election for the purpose of swearing in successful candidates and electing officers. At this meeting, the Board will elect a president, a vice president, and a secretary from its members. The incumbent president of the Board will preside until a successor is elected, whereupon the successor will assume the chair. Adopted
January 28, 1999 Legal Reference: Arkansas School Law 80-506 Cross References: Board of Education Policies BBB, BE, BEA, BED, BEDFLITTLE ROCK SCHOOL DISTRICT NEPN CODE
BDB BOARD OFFICERS Duties of the President The president will preside at all meetings, will decide questions of order in accordance with Roberts Rules of Order Revised and will appoint all committees at the direction of the Board of Education. The president will have the right as other members of the Board to discuss and vote on all questions. The president will call a special meeting of the Board of Education whenever conditions required for special meetings have been met. Duties of the Vice-president In the absence or incapacity of the president, the vice-president will perform the duties and assume the obligations of the president. Duties of the Secretary The secretary of the Board of Education will keep a record of the proceedings in all Board meetings. This may be done through clerical assistance. In the absence or incapacity of the president and vice-president, the secretary will perform the duties and assume the obligations of the president. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDC APPOINTED BOARD OFFICIALS It is the practice of the Board of Education to appoint individuals to officially represent the Board on appropriate county, city or community based boards and commissions. The representative will appear before the Board at the Boards request to report on the actions and future actions of the related board or commission. At that time, the Board may direct any questions to the representative concerning the function or actions of the related board or commission. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDCA DISTRICT REPRESENTATIVE TO THE BOARD OF EQUALIZATION The Board of Education will appoint a representative to the Board of Equalization for Pulaski County, Arkansas. The function of the Board of Equalization is to review the assessments made by the county assessor and make recommendations to the county assessor, to raise or lower individual assessments and to make a report to the Arkansas Tax Coordination Reassessment Division for the State of Arkansas. The County Clerk reviews the report of the Board of Equalization and forwards the report to the Arkansas Tax Coordination Reassessment Division. This body reviews the report and determines if the assessments fall within the guidelines dictated by state law. The term for this appointment is three years. The representative must be a qualified elector, a real estate owner, and have familiarity with property values in Pulaski County. The representative must be able to attend the several day planning meeting in July and to meet daily during the month of August. Occasionally, a special session is held during the first two weeks of September to complete any unfinished business. The representative is compensated $50.00 per day while in session. A certain amount is appropriated and cannot be exceeded. Each school district (Little Rock, North Little Rock and Pulaski County Special) has a representative on the Board of Equalization at ail times. The three-year terms of the representatives are staggered so that one school district representatives term expires each year. The superintendent of the school district with the expiring term in consultation with the Board of Education nominates the representative to replace the representative whose term expires or who may have resigned. By gentlemans agreement, the superintendents of the remaining two school districts cast their vote to elect the nominee from the district with the expiring term. Adopted
January 28, 1999 Legal Reference: Arkansas School Law 84-701LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDCB DISTRICT REPRESENTATIVE TO THE LITTLE ROCK PLANNING COMMISSION The Board of Education will appoint a representative to the Little Rock Planning Commission. The function of the Little Rock Planning Commission is to serve in an advisory capacity to the City Board of Directors on matters relating to land development, proposed utility expansion, and proposed new improvement districts and to act as final authority on the proposals for subdivision plats. No formal qualifications are required to serve on the Planning Commission. The person appointed to serve on the Planning Commission should be able to spend about one-half day each month in his/her personal vehicle driving to areas that are under consideration
to meet with the full commission at least twice monthly
and to spend a total of approximately four days per month on Planning Commission business. One position of the Planning Commission is designated for the representative of the Little Rock School District and is an open-ended term. The representative serves until the representative resigns. There is no compensation for service in this position. Expenses for out-of-town retreats or other authorized business is reimbursed. Adopted: January 28, 1999 Legal Reference: City Ordinance Article II, Sec 23-27(a)LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDD BOARD-SUPERINTENDENT RELATIONSHIP The Board of Education believes that the legislation of policies is the most important function of a school board and that the execution of the policies should be the function of the superintendent and staff. Delegation by the Board of its executive powers to the superintendent provides freedom for the superintendent to manage the schools within the Boards policies and frees the Board to devote its time to policymaking and appraisal functions. The Board holds the superintendent responsible for the administration of its policies, the execution of Board decisions, the operation of the internal machinery designed to serve the school program, and for keeping the Board informed about school operations and problems. The Board will strive to employ the best professional leader available for the head administrative post. Then, the Board as a whole, and individual members, will: Give the superintendent full administrative authority for properly discharging his or her professional duties, holding him/her responsible for acceptable results. Act in matters of employment or dismissal of school personnel only after receiving the recommendations of the superintendent. Hold meetings of the Board in the presence of the superintendent, except when his or her contract and salary are under consideration. Refer all complaints to the superintendent for appropriate investigation and action. Strive to provide adequate safeguards around the superintendent and other staff members so that they can discharge their educational functions on a thoroughly professional basis. Present personal criticisms of any employee directly to the superintendent. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-620LITTLE ROCK SCHOOL DISTRICT NEPNCODE
BDF ADVISORY-COMMITTEES The Board of Education may appoint ad hoc advisory committees to counsel it as one means of discerning the needs and desires of the school district and its residents. The central purpose of all advisory committees is to contribute to the educational program by conducting studies, identifying problems, and developing recommendations that will enhance the effectiveness of the decision making process. The ultimate authority to make decisions will continue to reside in the powers and duties of the Board as imposed by law. Such committees will be formed by the Board at such times and for such specific purposes as the Board deems necessary. They will function until their assigned goal has been accomplished, and then will be dissolved. Generally, citizens advisory committees will be assigned to investigate areas of educational program which need development, change, or reorganization and areas of community involvement in District affairs. Members will be broadly representative of the community's population and chosen from among residents who have shown an interest in the topic to be studied and who express a sincere interest in the advancement of public education. Once activated, the committee will report periodically to the Board, keeping it informed of progress and problems. The Board may designate the intervals at which it will hear from the committee, but any significant developments will be reported as they occur. No announcement may be made by any committee or its members to the public or press until such release has been cleared with the Board president or his or her designee. The Board will provide citizens advisory committees with a suitable meeting place and administrative assistance. Recognizing the contributions to be made by staff members in the deliberations of citizens advisory groups, the Board may authorize participation of school personnel in various ad hoc advisory committees. In such cases, the superintendent will recommend the staff member or members to serve on the committee. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE
BDG SCHOOrATTORNEY/LEGALSERVICES The increasing complexity of school operations requires the frequent procurement of legal services. Consequently, the Board will retain an attorney or law firm. The school attorney must be admitted to the state bar and licensed in the legal profession. In addition, the attorney will either have supplementary training in school- related law and the role of the public school in society, or will commit himself or herself to acquiring such knowledge within a reasonable time following appointment. The school attorneys services will include, but not be limited to: furnishing general legal advice in policy development and on relations with employees, employee organizations, pupils, parents, district residents, and other governmental and nongovernmental groups and agencies
aiding the well-being of the district
and rendering services in impending or actual litigation involving the school system as a whole or any unit, individual, or groups of individuals connected with the schools. A decision to seek legal advice or assistance on behalf of the school system will normally be made by the superintendent. Such action will be taken as consistent with Board policy and as it meets an obvious need of the District. It may take place as a consequence of formal Board direction. Except in unusual circumstances, all communications between the school attorney and District personnel and Board members will be directed through the superintendent or the president of the Board. If inquiries are addressed directly to the attorney by other district personnel, responses, in writing, will be channeled through the superintendent or the president of the Board. Many types of legal assistance will be considered routine and will not need specific Board approval. However, when the administration concludes that an unusual type or amount of legal service may be required, the Board directs the administration to advise it expeditiously and to seek either initial or continuing authorization for such service. Selection Procedures The school attorney will be appointed or reappointed at the annual organizational meeting. In order to provide an opportunity for firms or attorneys to apply periodicallyLITTLE ROCK SCHOOL DISTRICT Continued NEPN CODE: BDG for the position, the Board will adhere tolhe following selection procedures every three years: Law firms within the District will be contacted by letter to determine interest in being considered. A survey questionnaire will be sent to firms that indicate an interest. Firms expressing an interest will be interviewed by the Board. Selection Considerations Experience in school law will be an important consideration. The attorney must be willing to: 1. devote the time needed to keep up with school law, attend Board meetings when requested, and respond promptly when legal assistance is requested by the Board or the administration
and 2. participate in state and national organizations of school attorneys and attend meetings sponsored by these and other organizations that deal with school legal problems. Fees The fee schedule for the various types of services rendered (legal research, information, attendance at meetings, in court, etc.) will be established at the time of appointment and/or reappointment. Adopted: January 28, 1999 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDH CONSULTANTS TO THE BOARD The Board of Education may enlist the services of consultants to provide specialized advice or assistance to the District concerning educational, management or administrative matters where an additional opinion or opinions are appropriate or when knowledge or technical skills are needed that cannot be provided by persons on the staff. Where appropriate, bids for consulting services will be sought, but the Board will have ultimate discretion with respect to selection. Consultants who serve this District will exercise no authority over the work of the employees of the District, but will act only as advisor in the field in which they are qualified to offer assistance. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BE SCHOOL BOARD MEETINGS The Little Rock School District Board of Education will meet in regular session once each month in the Board Room of the Little Rock School District Administration Building at 810 West Markham. A twelve-month calendar of Board meetings will be approved prior to the beginning of each school year. Changes in the site, date, or time of any meeting may be made by a vote of the Board. The Board may also meet to set the agenda, conduct work sessions, and participate in Board retreats. All meetings of the Board of Education will be open to the public and will be governed by the Arkansas Freedom of Information Act. Newspapers, television and radio stations will be notified at least two (2) hours prior to all regular and special Board meetings. Adopted: January 28, 1999 Legal References: A.C.A, 6-13-619, 25-19-101LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEA REGULAR BOARD MEETINGS The regular meeting of the Little Rock School District Board of Education will be held on the fourth Thursday of each month in the Boardroom of the Administration Building at 6:00 p.m. unless otherwise set by action of the Board. Board members will receive copies of the final agenda by Tuesday prior to the Thursday regular meeting. All Board meetings are open to the public. The order of business of any regular Board meeting will include an opportunity for citizens to address the Board. Notification of Board meetings will be sent sufficiently in advance to the newspapers, television and radio stations. Adopted
January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 et seq. Cross References
Board of Education Policies BE, BEDHLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEB SPECIAL SCHOOL BOARD MEETINGS Special meetings of the Little Rock School District Board of Education may be called in four (4) ways. 1. 2. 3. 4. By the Board president By the Board secretary By any three (3) members of the Board By petition signed by fifty (50) electors in the District. No business will be transacted at any special meeting of the Board which does not come within the purpose set forth in the call for the meeting unless all members of the Board are present and agree to the consideration of the additional items. All special meetings will be open to the public. All Board members will be given reasonable notification of the special meeting. The news media will be notified at least two (2) hours prior to the meeting. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 et seq. Cross References: Board of Education Policies BE, BEDALITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEC EXECUTIVE SESSIONS During a regular or special meeting Board members may vote to go into executive session which is closed to the public and the media. Executive sessions are permitted only for the purpose of considering employment, appointment, promotion, demotion, disciplining, or resignation of a public officer or employee. The superintendent at the invitation of the Board may attend all executive sessions except those that pertain to the superintendents contract. The immediate supervisor of the employee involved and the employee may be present at the executive session when so requested by the Board. Also, any person being interviewed for superintendent may be present when so requested by the Board. No minutes are taken during executive session. That such a meeting is held will be recorded in the minutes of the open meeting. In accordance with law, no official action may be taken in executive session. To take final action on any matter discussed, the Board will reconvene and act upon the matter in open session. Board members, the superintendent and other persons attending the executive session are duty-bound not to disclose matters discussed in executive session. Adopted: January 28, 1999 Legal Reference: A.C.A. 25-19-106 Cross Reference: Board of Education Policy BEDGLITTLE ROCK SCHOOL DISTRICT NEPNCODE
BED MEETING PROCEDURES The Little Rock School District Board of Education uses certain procedures for conducting business. Except as specifically altered herein, all meetings will be conducted according to Robert's Rules of Order Revised. Agenda For regular Board meetings the superintendent will determine which administrative items will be placed on the agenda. Board members may request items placed on the agenda. The Board will have until noon on Friday of the week it receives the proposed agenda to request additional items be placed on the agenda or to object to items on the agenda. For special Board meetings the superintendent in consultation with the Board president will set the agenda item(s). Board members may request an item be placed on the agenda by submitting the request at least two (2) days prior to the meeting. All Board meetings will be conducted in accordance with the printed agenda unless the Board votes to suspend the rules for the purpose of considering an item of business. Order of Business The order of business of all regular meetings will be as follows: Preliminary items: Roll Call, Recognitions, Superintendents Report, Board of Education Report, Public Communications and Petitions. Consent agenda
Routine items of business will be placed on the agenda under Disposition of Routine Business by Consent and will be introduced by the superintendent. If a Board member has a question about any item on the consent agenda, that item will be pulled from the consent agenda and considered as a separate agenda item immediately following Disposition of Routine Business by Consent. Other items on the agenda for Board action and/or discussion will generally be handled as follows: The Board President will identify the item. The superintendent will make his/her recommendation. A Board member will present the motion and receive a second.LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED (continued) The superintendent or a designated administrator will be available to make a brief explanation of the item and respond to questions from the Board. Board members will discuss the item. The Board President will call for the vote. Closing items: Administration Reports, Announcements, Hearings. Adjournment Minutes will be recorded at all Board meetings and kept on file. Meetings will also be recorded on tape. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619 Cross References: Board of Education Policies BE, BEA, BEDB, BEDC, BEDD, BEDDB, BEDF, BEDH, BEE 2 LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEDA NOTIFICATION OF BOARD MEETINGS At the beginning of each school year the Board will approve a calendar of regular Board meeting and agenda meeting dates and times. This calendar will be made available to the news media and to anyone requesting this information. In the event of a special Board meeting the news media will be notified of the time, place and date of the meeting at least two (2) hours prior to the meeting. Board members will be notified as early as possible. Adopted: January 28. 1999 Legal References: A.C.A. 25-19-106 (2) Cross References: Board of Education Policies BE. BEA. BEBLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEDB AGENDA An agenda for each regular meeting of the Little Rock School District Board of Education will be prepared by the superintendent. The method used by the superintendent to establish the Board agenda must provide an opportunity for the Board members to voice objections or add items. The agenda will contain all, but only, those items introduced by the Board members and superintendent. Only action items scheduled in the agenda wi
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.