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I .<( t t tnl I / t I . SiMiv J t. C'uiiMiJi uittut cxinivifijr*^ ttuu t.'uut uu ut tut tn^u Mtfp|4/W t'MUIkM til tut ^UttJ alMifMI ilt/bL'i Ipl lOliM tuf tttttututu'vti wiM/ii ttutt t.\iut ^t t^ JMtUaty 1^*9 IVlMUeiiy &\j< f /1 tt'i I ft uttt u h t I I k10 11 5GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. employment for students directly after high school. entering the working world 2. minority scholarships and financial aid. 3. parent education In terms of student opportunities. 4. college recruitment practices minority applicants. and their Impact on 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies and/or at-rlsk students. for disadvantaged The outcomes expected from using a joint approach by all con- cerned school counseling personnel In the multi-distrlets include: 1. increased employment for post high school minority youth. 2. more minority students attendIng college receiving financial assistance to attend college, and/or 3. Increased enrollment of minority students in advanced and AP classes. 4. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. 83 01800E I . I 3 To facilitate and Insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the ^1 I 5 . .E- districts, will explore reporting procedure. a joint test purchasing, scoring. Such a program may reduce cost and uniformity in test data. and provide A bl-raclal multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of Identifying both at-risk students and gifted and talented stu3 dents, with standardized test data terion. as a key identification cir- Teachers will also be shown how to use Individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (Including the HLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative rests with the Coordinator of Counseling Services. efforts 84 01801J I 11 I 1. i I I i E PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be Informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups I substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school ties can improve interracial attitudes among all students. activi- There are a variety of approaches and specific activities that can be effective in promoting support and Involvement desegregated schools. in The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing conmunity Involvement organizations and programs. as 85 01802well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the 1989 and be an ongoing process, will include: fall of A. Develop parent Involvement/support activities which facilitate the teaching-learning process: 1. Establish Parents in Learning Program, a a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, "Just Say No," and HIPPY
2. Provide workshops for parents on such topics as discipline, learning aids, study skills, tutoring, etc.
academic 3. Parents and staff work cooperatively to develop 4. strategies to encourage positive home learning
Each school will establish a teacher/parent committee to design and implement school-based ties
activl- 5. Promote multi-ethnic in-school parent/teacher committees
6. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program
b. Recruit prospective committee members from diversified communities Including retired teachers and community leaders
86 01803B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing I to be contacted to talk with potential patrons
2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools
3 . Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organiza- tions to encourage positive media coverage
I C. b. c. Designate a contact person at each local school to report to an established information center
Produce video presentations of area schools for use by real estate offices, utility panies and day care centers
com- Encourage community-wide multi-ethnic cltizen/parent/ teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi-dlstrict I level committees which are racially, geographically and socio-economlcally representative to provide input and feedback on the operations of the schools and the districts
87 018041. 2. Have 3 . such as the teacher D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities: Expand the school/business partnerships
a multi-district event to honor busines s part-ners in public schools
Encourage the Chamber to continue existing programs appreciation rally and the Excellence in Education Awards for students. educators and Special needs will be addressed in each school district desegregation plan programs are contingent on additional staffing and funds in PCSSD ' s 01805 8s s s IWTESDrCSTP.IC'- L. 15 L. IrI L. 8 APPEMDiX 1716-1805 OSilBGEEGATfCN PbAK .VT'jeRGAny F .5. 1955 .1 I 1 l: I I J a a 1 2 3 INTERDISTRICT DESEGREGATION PLAN February 15, 1989 3 a 01716I 1 I INTERDISTRICT DESEGREGATION PLAN February 15, 1989 2 3 1. Introduction I 2. Overview A 3. I 4 . Interdistrict Desegregation Plan Student Choices and Options Summer School 5. I staff Development 6 . L I Multi-District Desegregation Plan School Operations 7 . Library Media I 8. Special Education 9. Vocational Education ] n 3 s 10. Guidance and Counseling Program ] 11. I & Parent Involvement/Communlty Linkages L I I I ! I I a H I n I I I 1 n I I d 1 kI 01717 n Ii N 1 N 2 I H 3 f N 4 I I I I I I 1 I I I II I II IJ I' I n I n I I j t '1 5 l|<- il' II'! I 6 I 7 8 9 10 11 1INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as IP I a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment IP I 11 which encourages and provides academic and human growth for all stu- I II dents based upon their individual needs and talents a goal of any adequate desegregation plan. must also be IP I M The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized IP I N so that school practices, policies and procedures prevent unfair IP treatment or denial of opportunity for any child because or her racial, economic status or cultural identification. of his H s Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets 'and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that fOl overview, the reader will find a series of documents prepared by Mh committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come fPni to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main committees which i Un were devoted to the following areas: 1) student assignments
2) programs/academics
3) community and board development
and. 4) school operations. The student assignment committee also had rp I J. oversight responsibility for the other committees. rp 01718 1 2 3 1 I I 1 I z III 1 r I II The committees submitted their reports to the oversight com- mittee (student assignments) which in turn submitted all of the 2 I 1 11 IV I reports to counsel for the various parties. Counsel have now 3 refined and revised those reports as well as produced the 4 following overview. I Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, proce- II 11 dures or policies set forth in this document. The NLRSD, II I however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to ] the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph J I & II does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as "multidistrict". II I a "the districts", "districts In Pulaski County", "the parties". II I II "trl-dlstrlct" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. II II I It h I II II I I The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. (I I 1 h 00 II a 01719I 2 3 4 5 I 6 I II 7 I 8 9 I 11 10 I 11 I r I 1 recruitment, theme selection, transportation, and other matters q which are relevant to the Interdistrict character of the faci- I"5 3 lity. I q Six (6) new interdistrict Schools will be established in 4 the near term: I I I I f q 4 q n A. Baker 1989-90 B. Harris 1989-90 C. Romine 1989-90 D. Stephens 1990-91 E. Crystal Hill area 1990-91 F. King 1992-93 Facilities considered for construction or establishment in I I H the future may include in or near Chenal Valley and the Scipio A. J Jones site. MM The Interdistrict Schools shall be populated primarily by V black students from LRSD and by white students from PCSSD or I I beyond Pulaski County. PCSSD and LRSD will engage in early. rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. IncentiyeSchools: There shall be a limited number of Incentive Schools, for a period of at least six years. sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Academies) of 55X black and 45% white with a variance of S%. The recruitment of white students to 01721 04 1 r 3 1 I H I I I I S s n * 1 these Elementary Academies may increase the percentage of white u] students in these schools to a maximum percentage of 60%. The Incentive Schools shall be: Franklin, Garland, ish. Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated blnation of white recruitment into the in phases through a com- Incentive Schools, and by reserving designated number of seats in each incoming kin- dergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School
any recruitment and/or any assignment shall be in accordance student assignment plan. with each district's Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided a I I 3 2 meaningful opportunities for desegregated experiences/activities. I I n To meet that goal. the parties shall utilize the services of a consultant who has demonstrable experience in developing and suc- I I n cessfully implementing such tlonal setting. _ i I q I I I I 4| i c programs in a majority-black educa- II IV. Magnet Schools
The Little Rock District shall II present magnet schools. continue to operate the six Those schools shall be racially balanced n n L to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and 05 iR 01722I I fl LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the f. fl Court's February 27, 1987 Order. V. PCSSD Schools: 3 4 I r The PCSSD schools shall have a black-white ratio goal in I I accordance with that district's proposed permanent desegregation plan. PCSSD. Interdistrict Schools shall be built and/or established by I I PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. I . I J I I I I I VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Constiructlon: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. Transportation: Students shall be provided transportation in order to J attend their assigned schools (Including its programs and activi-ties). Nothlng in the transportation process will preclude a I student from voluntarily choosing an assignment which requires JH more than a 45 minute bus ride. I I I Hl I 1 I 06 01723 n II II IX, Building Quality: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to districts. X. those in more affluent areas in respective Students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select Tntacdiotgtgt Schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimlna-tion of educational achievement disparities between black and white students. An Instrument for initial measurement of disparity will be standardized, properly approved and/or vali-dated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially 0? 01724 1 3 4 I ri ri I I identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Activities: There shall be a presumption that racial disparity programs and activities in any school need not exist. disparities do exist, 3 4 c I in where such they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented . ment Special attention shall be given to any imbalance in place-into special education, honors, talented and gifted, advanced placement classes
extracurricular activities
expulsions and suspensions
and reward and pxinishment systems. objective of this appraisal An shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring: The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- 01725 I3 I I I I I I I I I I I I ss I I HN H I I s ties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or Intrusive. XV. Housing
The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties, which when finalized reference, I I I are or hereby Incorporated into this dociunent by as may otherwise be ordered by the court. Implementation of these desegregation plans by either LHSD or I 3 4 PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdistrict plan without either approval of the settlement with the State, or Court-ordered funding from the State. Further, even if the settlement is approved. LRSD will need additional funds before it can Implement the plans. ( 01726 I 5 J 6 7 8 9 : 10 Ill 'i I ll XVII, Community Involvement: Jtk I I 3 J I 3 The parties are committed to ensuring a high degree of Involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes 3 I positive steps to make that Involvement substantive and ongoing. XVIII. Curriculum and Programs: A joint committee will be established to review the currl- culum requirements as well as the programs for the districts In n Pulaski County. The committee will have at least one represen- tatlve from each party In the Pulaski County school desegregation I 3 t I I ri case. The committee will recommend any curriculum or program ri changes necessary to facilitate and/or enhance students among the districts In Pulaski County. the movement of I 1 I 1 _ I I n , I 1 I I J I M I r 01727 I1 3 M ! 4 5 I H 6 I M 7 8 9 I M 10 I 11 i I I I t II INTERDISTRICT DESEGREGATION PLAN Student Choices and Options I I The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well 4 as the real potential for expansion of the Interdistrict I Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before to other assignment strategies. consideration is given Preliminary recommendations are set forth below regarding the location of Interdistrict Schools
however, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. that end, these parties propose to conduct drawn parent/patron public mes, To a series of carefully meetings and/or surveys designed to public opinion and input concerning the selection of the-the location of themes, and the Implementation of themes. The parties further data received from propose that, following an analysis of the any surveys which may be conducted, a series of public meetings would be conducted to regarding potential themes. receive further comment suggestions for thematic refinement. and further input regarding theme location. The parties believe 01728 11 T I I e s I I I E I I I I I LI r" I I I II H II M I II II II H 3 H II II II II ^iRi I a that this process will not only promote confidence expanded and new programs but will operate to about and enthusiasm for these in these generate curiosity expanded activities. A survey process and procedures schedule will be prepared by the tive districts for those Interdistrict subsequent to the 89-90 school year. completed on or before April 23, 1989. respec- 4 Schools coming on line Those schedules Interdistrict Schools K will be The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein
A. The Baker Elementary immediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate of that number of black students xRomine attendance area to the transfer from the presently configured compose Baker Elementary as an Interdistrict School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdistrict will likely provide additional assignments presently affect School. PCSSD Elementary Schools. geocode reassignment Baker, Lawson and as such Robinson Such shifting will be for the dual of Increasing white enrollment at Baker recruitment of black students from Romine Lawson and Robinson into as close purpose to compliment the as well as to bring a racial balance with each other as is reasonably practicable with the Interdistrict School. use of Baker as an t a a 12 01729I J II M The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be L I- H expanded as necessary to accommodate the black students transferring in from the Romine area. LI II Baker Interdistrict School will carry a thematic program. 4 LI I Ki The parties intend to conduct appropriate public meetings or ( parental contact, particularly in the Romine area, to determine LI II the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the u I I respective districts' desegregation office. PCSSD shall provide its full Eni compensatory education program [HI at the Baker Elementary Interdistrict School students transfer from LRSD to Baker. if 35 or more black B. Harris Elementary [ni Harris is to be converted to an Interdistrict School. Such designation offers numerous advantages, including the fact that fni it is the only elementary school in the PCSSD which has suf- fni ficient excess capacity to the interdistrict plan. serve an immediate significant role in At least 200 seats are presently Eni available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from Ena those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include. but will not be I II limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an I II Incentive School. As an added feature of the Harris program. I 13 t I 01730EV I I EV Little Rock black students will be permitted to attend a I I designated Incentive School for its after-school incentive EV program. EV The only presently known facility modification Harris involves an upgrade of the landscaping. necessary at Other potential 4 EV modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove I El I ria 1 attractive not only to transferring Little Rock black but also to the present student population at Harris. students El t 3 3 However, the parties fully intend to conduct appropriate nOH parental meetings with black parents in the whether or not an alternative theme LRSD to determine or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly identifiable. fn However, LRSD will make every effort to obtain comments from IflM parents in the general target 1989. areas on or before February 24, The PCSSD will Implement enhanced Ittl compensatory education at Harris, beginning with the 1989-90 school year. The program will II be implemented in sufficient I black children for whom the scope to accommodate any Little Rock program is appropriate or necessary. ll I C. Romine Elementary Romine is to be converted into an Interdistrict School. Its I student population will be composed of those students from the 'I Romine attendance zones and white students recruited from particularly the western sector. PCSSD, White students returning to I 14 01731fl M II LRSD will likewise be recruited to Romine. PCSSD shall engage in I' r II early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Li Romine shall have an early childhood education program. theme will be selected after appropriate parental meetings have LI II been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation 3 A 4 c I n I II office. D. Stephens Elementary [I [I LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor bet-ween 1-30 and University Avenue. II the 1990-91 school year or as . This school will be ready by soon as reasonably practicable. These parties propose that this elementary center be constructed, II owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School II and Its white student population, to the extent feasible. from I I I I I 3 S N I both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old i Stephens School building will then be closed. E. Crystal Hill Area I I I PCSSD will construct and operate a new Interdistrict School I to be opened by the 1990-91 school year, or as soon as reasonably I n practicable, in the general area of the intersection of 1-430 and I Maumelle Boulevard. I This school will be partially populated by I whites from PCSSD through mandatory assignment, if necessary, I I M I 15 01732 from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this & I I I I I I I I I I school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker II and Romine as Interdistrict Schools will not completely resolve the racial imbalance II 1989-90 school year. at Romine Elementary School during the To help resolve that imbalance, PCSSD will N H 4 5 ( construct this new school. The parties project that the school would have capacity of between 600 and 800 students. This a capacity would allow the desired number of blacks to from Romine to PCSSD. be recruited II In addition to the other desegregative effects outlined above. this school will have the further desired desegregative II effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further Interdistrict II of the PCSSD) intradistrict (and, in the case movement of black students to those II elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementaries will allow new black students II to bring those two schools within the final court-approved range for desegregation. I Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy I scattered-site housing to be erected in those areas beginning with the 1989-90 school year. I I 16 f 01733 JF. King Elementary LRSD will construct a new King Elementary School as a down- _r II town Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this faci- LI lity be located in the general area bounded by Interstate 6 30 betwee.n 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals .1 who work within the governmental and business centers of Little Rock. .1 A Montessori school theme will be explored for King and committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings N 4 c s I I I I I H M s a ( M M regarding the desired theme. I H G. Other Matters sr All Interdistrict and Magnet Schools shall be open to stuI Efl dents who reside outside Pulaski County. This action seems par- I n II ticularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. I Serious consideration should be given to the establishment of I an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such facility might most a LI appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school I' year, a timetable for construction of an Interdistrict School In I 17 i 01734 9 ja I S' ni the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdistrict M to M Enhaneements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict to-minority transfers. maj ority- This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it Improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an Inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD I I I I I I I 3 1 I 3 X I a 4 5 ( I n I n PCSSD and NLRSD shall recruit and exchange, on a one-for-one basis, the following students (and as described in Exhibit "A" hereto): ! 1 IS 1 01735I II II Junior High schools: PCSSD Oak Grove white students with NLRSD Ridge Road, Rose City and Central Junior High 1. J H School black students. 2. _1 LI II Senior High schools: PCSSD Oak Grove white dents with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including stu- the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet Schools. and Interdistrict If the districts available in time to are successful, then monies should be assist in the development and implementation T & I a s 4 E H M M M I ri I M of the proposed new Magnet and Interdistrict Schools. I r I ' I a' I 1 I I ft >1 n El II 19 01736 K II I II I II IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION I II 11 I M 4 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. al. INTERVENORS ( I M KATHERINE KNIGHT, et. al. INTERVENORS I II PETITION TO MODIFY NORTH LITTLE SCHOOL DISTRICT'S DESEGREGATION ROCK PLAN a' > c I I I I I I M M II II II II II II Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, resulted in some departures from the North Little Rock Plan February 27, 1987. therefore, 1986 have specific letter of the as adopted by the Court in its Order of The North Little Rock School District, petitions the Court to modify its Plan in of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY recognition SCHOOLS The Orders of this Court and the Eighth Circuit each school within the North Little Rock School racial composition, excluding kindergarten, racial composition of the school district as organizational level. require that District have within 25% of the a whole at that As of October 1, 1988, however, the racial composition of Lakewood Junior High School had EXHIBIT "A" a moved r. ~ IT- 20 01737outside of this ] permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would 4 correct this imbalance. All other schools within the District are still in compliance with the 25% 5 standard although Ridgeroad Junior High School and Ole Main High School limit. are approaching this ( On September 1, 1988, the Court approved the North Little Rock School District' s request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School j having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated the attendance areas as part of this reorganization that of the three junior high schools would be changed to equalize their racial compositions. No provision. however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee t !i I I II I I 1 I EM EM I and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- i: 3-OOlJ 01738 1 .1 JI N 4: II I - I M 1989-90 . Since the movement of only thirteen students will achieve compliance with racial composition standards, the 4 II M parties believe these voluntary measures should be successful. The parties recognize that the stability of student E assignments is a critical factor in the community's support of a I I C' district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of M . I M M students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than I M I ir five percentage points outside the permissible limits, an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken If such prior to the commencement of the academic year. In the 1990-91 school I M year, the attendance areas of all North Little Rock junior high I schools will be modified so that each has approximately the same II racial composition. I I To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective I implementation of its proposed long-term desegregation plan. the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and I -3- 3-OOlJ * b 22 01739Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senior 4 high school at Oak Grove provided no transfer negatively affects 5 the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole X- R Main High School and Rose City, Ridgeroad and Central Junio High Schools under these same conditions. r Further, I the parties desire that any shifts in the racial I r composition of schools that might fall outside the Court-approved standard be identified and addressed before beginning of a school year. School District the To this end, the North Little Rock agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ 2? 01740n f: H J I s c & I I ! Ir n II w I I I i i II proposed the use of the System of Muitipluraiistic Assessment (SOMPA) as an alternative test for intellectual ability in 4 identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as alternative test an of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMP.A was used but it was found that the Torrence Test fo Creative Positives and the were more effective SOMPA. r use of multiple placement criteria in identifying minority gifted students than Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ 5 ( 1 01741 ! a fc I & I I a E _ I E 8. fe I te 1 I a II M fl 1 I Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts exemplary programs which could be adapted to curriculum and needs. 4 5 with ( each district' s 1 It was never suggested that the could be effective only if implemented exactly the Report. Thus, programs as described in because the North Little Rock School has adopted various District programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent Cantalician Report. of the Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and for Reading Instruction the Exemplary Center alternative practices except already being done through other attached) . as is programs. (See Exhibit A J The sixth proposed alternative instructional practice Precision Teaching. This has been was very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 25 01742 I s? N a i PI ' 11 I i (I ..J i I District has made several attempts to li obtain information regarding the effectiveness of this method in teaching I J 1 non-handicapped students but has been 1 4 unable to obtain such informat ion. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is s. fl supplied supporting its efficacy for non-handicapped DALLAS PRESCHOOL SCREENING TEST students. f I I t 5 M H M ( i I At page 4.3 of its October, 1986 Supplement, the NLRSD g fl committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. I Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has I X fl ceased using it. The North Little Rock School District has. H therefore, replaced it with the Early Prevention of School I Failure Test which is also being used by the Little Rock and i * fl Pulaski County Special School Districts. The parties agree that I the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. use 1 I M -7- i fl 3-OOlJ t fl F 01743 * flH n II II M II [I rl II n CONCLUSION The Joshua Intervenors and other parties do not agree with every factual statement necessarily in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. Respectfully submitted, JACK, LYON & JONES, P.A. 3400 TCBY Tower 71 I d -'ll 4 5 LI February , 1989 Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 STEPl^ W. JONES, Attorney for North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 By! ____ LAZAR Joshua Intervenors 72201 \ PALNICK, Attorney fo?<i WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAMUEL/JONES, Att^orney for Pulaski County Spej/ial School D/str i -8- rounty Sg^ial 3-OOlJ 01744 ,1 I J Il - F The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT 4 I By:. 5 STATE DEPARTMENT OF EDUCATION By: KNIGHT INTERVENORS 3 By:_ .3 3 i 1 i -9- 3-OOlJ I" 2R 01745A c: ?aa:sos 0- SIX al ::<is 3Y THE I Z PR.XCT catalician ? INSTRuC :
:at IN THE NCR' 'icN. INC. :i?3i) :: LITTLE RCCK SCHCOL CIST A DISTRICT PRXRAMS rj X l. e X 3 < C s I 1 41
3 e I U 3 4 o s w 4 X c fl 0 0 UI C fl -^1 O 41 Vt & u 3 . 41 u '< C I I o c 0 u V I u I O I" 3 ai C 5 " lib S t VJ 0 ua a V u I H CATAtICIAN PCTNDATIQNS RECOHXZNDED ALT^>iATIVE ZiSTaUCTTCNAL PRACTICES I a fl s u - X 6 M 4 UI 41 C E >1 4) U 4l X u c 4 9 2 -t! *u Tj fl < 4 s U 4 o 3 o I M 41 a e 4 O a o o cs U) 3 5 U I 21 4) I I w Oil 3 n. e. 41 8 0 (J a a u |i ! ADAPTIVE LE !n:>:c SDniRoxxENT I O w 3 UI O o U) yi 1 0 u UJ V) u ua u 3 e 4 e U 4 S w (J ua I 0) V c 0 c o UI 41 c n V c. 3 ua 4) 4 ua 5 Hoon a I M ' Adaocs Xeirr. I .ndividual r.eeds. *5? enviror.xenc co X X X Provides cech
classrooo ceachers.
al support co ft I X X X X I I I EH I I I M I i I t i Scudenc individual differences described in cerss directly relsced co iascructioa. EXDiPLAAY CEXTEX ?0R RA0I2<C DISTRUCTIOM Elicits correct responses froa ooa-responding students. Escabllshed aasttry levels TIse for supervised practice. Correlated las^uage arts activities. Effeccivt nsasgestac & aonicoriag- syscea. DISTAl Direct i.istruetisn. Scudencs syscecsccieslly aove through sequenced aacerials. X X X X X t- X X X X X X X X X X X X X X X I X ill X X X X X X X X X X X X X X X X X Defl-.ed teaehlcg behavlari with a focus. Clearly specified goals. Xapid/hlgh rate of student responses. Isnedlate acadeaic feedback. Teacher controls, selects, and paces CdlPUTEK ASSISTS) INSTRUCTION Skills csughc chrough indivlduillzed lAscrudCioQ uslag CAX currleuls. ?SiX TUTORING Scudencs sssisciAg ocher scudencs la acadealc reXectd acclvicles PRECISION TEACHING X X X X X X X X X X X X X X I X X X X X X X I I X X X X X X X I I X X X I I t X X ExTICACY RESFARCH KOT AVAILABLE I " 29- EXHIBIT 01746 A? ft I ft I i s I f I I I I I H II H N H M L I 1 * i I 4 5 6 1 8 9 10 11 ISUMMER SCHOOL '5' I Programs for remediation and < during a six (6) week summer session. enrichment will be offered LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. student eligibility for this free program shall be based strictly upon deficient during regular school year. assessment LRSD expects a maximum participation of approximately 500 students in grades one through twel The I I M M M ve. 5 e I M pupll/teacher ratios and other support programs shall be similar to regular year programs which address the I 3 3 same concerns. I I Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fall to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during I the spring of 1988. I I The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department I of Education guidelines, In the areas of reading, English/ language arts. mathematics. science. and social studies. Students will receive Instruction only In the identified area(s) L of need, with instruction being provided in three-week modul A student may receive extensive remediation in weeks or assistance in two areas with three week each area. one area for six concentrated on es. I I h The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. I h { b 30 01747 I 3: M I ri J ri Little Rock School DistrIct/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of reading and mathematics and provided 1 ri remediation instruction. . The Little Rock School District has 5 submitted a proposal to the city of Little Rock, JTPA and Private I I !| Industry Council for approval. The proposal was developed and 1 6 Li ri submitted in accordance with Little Rock School District and 'Job Training Partnership Act Program guidelines. ri LI Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped 1 J 1 I I I I M L I I 1 children, like their nonhandicapped peers, benefit from school vacations
however, for children who have limited recoupment LI capacity, a break In programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program Is to prevent ri regression relative to previously-learned skills which cannot be recouped In a reasonable length of time when assessed and/or p p demonstrated recoupment capacity is present. I The extended year program provides for an extension of the programming from the regular school year, as identified in the lEP. I IK.. J 31 01748 f I pAreas of Collaborat1on Cooperative planning for summer school with the Pulaski County school districts should be scheduled for early 1989. Students in all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the 5 following: 3 -locations e -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility I Since all three districts, including NLRSD, offer summer school for grades 9-12 on a tuition basis. mutual planning to determine locations. dates and curriculum offerings would be beneficial for all Invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will programs where feasible. coordinate and share In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- 32 01749 a4 ri It st tton. It is also anticipated that a tuition-free summer enrich-ri ment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will be provided for students who ri fail the eighth grade MPT. All other summer programs will con-tinue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. LI > Exoected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored I n I I I 5 6 I I I I M I according to grade level, gender, subject area and race. Progress/fallures will be monitored according to grade level, gender, subject area and race. I I p p p Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. I ! t I I I I 1 33 i 01750 as * 1 R' f afr-j r j f I r i F I F p I MW' NHtmw nttmtit vmtnw JWHR WfW tQgji IWWfW VM91M iirili- 1 BaP1 L fuwtni mmMi MIBHI' InrtIMHIAIKM IIMl IM AaaaaIl rPlIama ItM Farsaa kasaaas iSla Caal: la laalaaaall' laaaa MatJ IWHTIIHI mill (Vtarl Cum<wlu Sp*< il X I. 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SdiMl AWIaltlrAlort Sumer Stltaal AVatatilrAlsrii I lata- cIaI Srlcct: Supparl Screlcct o> UI latarvice tort Fr IIM ipalt' mtlrt CaapIrlcA report SutMitled repat Ip k r I i i I flWK ' WCffl' RWRM atutfifi fwfm ttmini Ww^hi WWW fW iwt?^ sffrfut O Ol I iUM lumi L\suu AUUUI AmmI PIm* IW9 PartM (*( Ibla Ual: l f !g* jccnws inrtlMNUIlOa IIMlINt IK^ <r I snuKtifs/ ACIItllKS WCIMIK Ml( (MPIfllM Mil tOili RfSHMSiait IK Olv It loa Prapraac/Area torr iculia* aad Special Pro^raat tiinr tc hop I (VMUAIlOa f- la deflaa Iha Mapa of Iha carrlcalia It Iha aleaea- lary aad tacaadary Nall aall^et la laper- vltart rapaetllaf racaa- acadallaat It Ititr Mhaal caartat lavile prapatalt ftr waaer Mhaal aarlchacal caartat Plaa caaperallvaly allh *'*'*^r-MhMl caardlaa- Naie each Pltlrlcl't affarlayt avallahla la priacipalt aad caaatclari la all three ditirlcit. Plaa far Pr Ivar (aucallar Ideal If y aiU prial each caarta la ha adlarad It laati Mhaal Plaa aad latlllale taaMr Mhaal aadla/ advertItlaf a<a*ar 1. IfM aveMer M, ISM -0- 0l*lilaa Curriiulua Noticrt MI lea 1. |M haveaker M, ISM -0- Oleiilaa of Currituliaa AMOuncroenlt potted Oaccakar |. |M April 1. IM Nartk I. M March IS. |M April I. IMS Oeccaher If. ISM Nay 1. IM Narch IM April I. ItM Nay >1. IMS -0- -0- -0- IMO -U- Olellloa l Curruulu^ Oleltioa of (urritulua OIvKIaa l Curriculua
Ivpparl Sarvlcet IvHlaa t lutrntiluu OlvHioa of (urricvlva aad Schaolt (ooperelive plent titit ot Aetloa plaa tourie offeria^t Pul*l *c 11 y w oi UIr V T r I 9ir mm IWW&) wFinii WfW O (jt UI IMtlMMIAIIUM IIMIIM iWMl I FIm IM *araaa- --B---a--a--y-1a1a ailbMlala 0M layalalaH MOe adi y<r~ tcbaal Oldtiaa MMCIIVCS tlMKSKV MIKIIIIS MCIMIK OAK CWKIlOH Mil (MIS USfOnilHIlT (vMiMlioa t. (CMl*4t 0. tavalay la arlllay Iha cara caalaal far aach a! Iba caarM affarlayi Share currlcalaa aayacla- (laat wllb laaaar icbaal Half la layraea tha lOaadfl-callaa al aaaaatlllcatlaa lar tlMOaal* ( attaaO naaaaf ubaal tevela* uaaaar tchaal flaaaclal aracaiarat (atlew ayyllcallaa/aall-flcallaa yracaOarai aaO caaria affarlayt wllb yriBclyalt A<lc aaallcallaa/aallf I callaa yraceOara* aat caarte affarlayt allh caaatalari levlta t Altlrlbala taaaer Mhaal ayyilcallaa la Iha laaieiaaal tchaalt AOrertIte tchelarthlyi erita aad yrlal tludaal haadbaakt I Arll I, ItM Nay II. |M -0- S*jl Area Suyereitw COM(C< 9wl4ei JwM, KM Narcti I. |M Narcb 20. |M tttrtlt ?0. ItM Narch 20. ItM March 20. IMt Hay a. IMt Jmm 20. KM orll I. KM Narih it, IMt March 24. IMt March 24. ItM Narch 24. IMS Nay 2S. IMt -0- -0- -0- -0- 1500 -0- 11,000 IvUIm af (wrrltuliaa Sunacr Schaal Adaial-llralart
Olritiaat al (arrlcalMi tt Schaalt flaaaclal Serncet Saa* at akoor 'aaae n itott Olvlttee at Stkoolt Oiritiea al Sihoolt Suaairr Schoul Adami llralait Herl aqeMa f inal proredurei Herlin9 aqenUa Hrelinq aqaada Oi t< r itM.( luM ul appli* *Un I iirr>il\ Ofrltcd hanUliout .1 (JO o> UI r I r I f I f I F I A* I iffr> MWt rftww WWf 1 I (WfWW wims NWIWfl WIMW fmwf WW! tnmi inPtiMiHlAllOB I IMi IM wwl IWt O u< o> SmI: >y >H H IwlJ OajfCIIMS (Caars) *. 10. Hiar irrtrl r tcbosl lIMIfSKV MllVlIIlt ofsmios OAK UHyilllOO OAK CMIS (KNNiitmn (VAIUAIIW acalva tfl tlaOaat aooK callaa faraa aaO laat Iraa local tcAaall (aodoct iMwr MiMal rofltlrallaa CaaSucI lAK rcltlrlta ! aaeawa ituaeat avalu- Oavelaa t^n aa4 allaa aro<*arat avaloallaa yracaaaeat la ref laa ttaMar tckaal a^taltlrallvo aaO ratara kaaola, yrataOarat ftlaklltb fradlaf yrata-rayarllaa) ftlahllth rc,itlrar racadorat tar ratartta^ tat airaraatat tvaatr *Uy IS. IM* Nty 1$, IM Juaa. I*n Nay. IM lUy 0. 1*0* Nay 0. 1*0* Juae. IM Juoa, IM* Juaa. IM* Jaaa. IM* H*y la. 1*09 **y la. i*a* -0- -0- -0- -0- -0- -0- '<Naal oraOat far yaraaaaa rutart Otldralaa oaodt aaO raoaatl JIFA-------1 artart Oaloraloa ho rtcardt art la ho tiorad Iff a. ita* Nay la. 1*0* -0- Nap, 1*0* *tia, 1*0* -0- I I I oc a I aod Siowr Sr Koo Adalaltlralort
I . <lal Seevtcet Siaaaer School Aaoini-tlralorti fioaocial Servlcet Saoc at akove School/courie St hou I /< ourif re,iil(4l iii re,olri mo Saac at above luvar School AMioi-tlralort Aeyular aod Suaaar School *a,ltlrarti Oal. ^racattla, Siar Schaal Aaaiol-tiralart aivltloo of Scboolti floaaclai lervicet I o> UI Developed procedurei firtal proreduret flnal proieduret IdeniI fled needt a ii IT II 5 B 6 t I 7 { 8 9 I 10 II I I 11 ! I P ! I LI ri I I i I JB. I 3- J tf * LI M I M STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN I M The staff development departments of the school districts, I M including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff deveI lopment concerns. This multi-district committee will plan and 6 Implement staff development strategies that will provide training I M that addresses the commonalty of staff development concerns that the districts have. I I J I M I M I M I U e I r ~ I - 40 01757r . i J J IW* I MWMI IMtfMI wnwflu wefi R kuittWil WO ww 1* t>UiUVl> OUlHt UUAh 2 Til I.ii I K \'iimui *H* * i*i . n. I iW> KILL-. 1,1 IIII|III1V u uiuuuiullou aid ul I "HU .1 -l.lff |CV<'|OJPI I .i(HiUi*e cw(>os<?l of .. |H< iIm smlalives froai school i.MMtillee's funclion I.ill l lo iilenlify u*l iM|>lMcnl staff I. v< lofMeiit strategies lUit will assist the districts III liilfilling the I" <(at ions of I laining <|ual ily h segregaled school hslricts. o I 00 >- kK.i .!! ..<
iv!ilS HiliiMM of four (4) eelings |r year will be held. Iwo (2) each sea^sler. .',*1.1. IIG Oi'i Kall of 1088 (mint I ION 0*l[ Ongoii^ fisis O Pt jPoir. lull 11 Staff Development Directors of the Districts o> ( / Al IKI nt:i Ongoing .lo.ili (r< neixls asscssnwnl 6 7 8 1 9 10 11I 5 MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS I General cooperation among the Pulaski County Districts is necessary. A collaborative effort is crucial to the success of I this countywide desegregation plan, following: We commit ourselves to the i I. Underlying Principles All students t will be accorded equal opportunity to participate in all academic and extracurricular ( I programs and services In the districts
All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race
I All students, all staff and all parents will have I ri I r ri I I equitable access to and input into programs, school and district activities, planning and Implementation of school plans and goals
* Special efforts will be concentrated on increasing parental Involvement In the schools
* Staffing and staff recruitment will reflect student need for contact with minority teachers and a diver- slty as the racial makeup of support staffs con- I I slstent with applicable law
Staff assignments will be made on an equitable basis
I Policies directed toward students will reflect an I awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment
I 42 n wVri C 01759 I I 4I I O 1 Mt- I O o> o I < ? fl I (i Fla * I: lx I I I r mtmf IflffUft 'WtW tiintm ttrnns uiuaii iVUit Luuuii imiH-H'A: iOK IIHUIIl DIV i tio OJ(CIIV<S MWI{(i(S/ MllVlIItt la auxaltih a raalii aide VhnnI laarniiaaul fniiaril---------------- la aMraii aaaia Miafrayallaa it4 iaara*> alforlt. V Itool 1 -Uttul HSIMIM MIC camciiM MIC cos:$ (VMUAilOa Aaaalal a Mkaal tapraaa- eat cawKlI ! tha r>maalatl<* fraa aach atitrlcl. aMlala*at ! caaalllMt la 4*11 llh liMaa taaclllc caacarat la araat at Mbaal* aa4 M**art larvica* I I *aa CJ MAreti Itr OMyH* ^laaalaa JuM M. I9M MAC alaa aaaltUallaa tr laalaaaalatlaa aaat. II ParMMt witk UI <. *1 mM. la caaBlItM* ceeri mu irtarwMt ri1ala4 (a Ua laa *a(b at iraataarlallaa 004 titlf 4aalaaaaat jMMOTf. IW9 Jmm . I9H MAC I SuatrI xn4 SuacrtalMMlrali lor 4(tfVrclitm *aa*'aa<'*al* *iuKialat/ Attltlaal Suacrialca- 4ali fl^poinleeMl ol (ourail cwlwduA of itsoet 1 b kJ f IJ o* f >*' lit' . I t. I O a> I 'i run < WfWWl FuTiWT" mw* ftnam WWW ww* srmw ??? INn.'H-H*A
sON IlHillli -s.-r nesporsiaie Assoc latc/Assistant Super inlendent/rersonnel Directors I: Jt,____________ ____ ______________________ _____________ Io develop anitualU suMwrtive and eouUabic personnel recruilnent aad placaaent procedures 01V 111 on St huuIs rersoonrI Mj
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s SIRAIiCICSZ ACliVlIUS rciMiiNc OAK CaHrtdlON DAK COSIS RCSrOMSItllllY (VAIUAIION Io develop Joint racrult-nf el forts and procedures witli particular cnpitasls on ninorlly teacher recruilnent Io tMrr (k oii^llcoMl raoh aoi>^ the dUlrtctt Io onllor dlilrlbwtlon >f Atalf Kroit yrodo ecl* and iHMort area* I I Share plaanlaf. resources and contacts far rocruit-aent of staff. Mtn certified and non* certified Iha tcKhari In IM racrnilnanl nracat* Cerlilied and non-ccrtllied aalItani naol* Mill M iMrad witk (M a|r'****''l M am It aacA -jIMt la corrcttlon of dlipra-nortionala tlaflln IM prlntlnalt mIII M accoMniakle la aoMrt a^ilible dlsIrlMtian of leathert M level and tubiect area July I. INZ On^olnq Onqotnq nunc Fersonnel Otretlors rrlnclpalt Fersonncl Director AAiociale/Aiiitlanl SuperinlendenU I I Increate in ninairiU Itallint) Minq (rrlilii-)l stall and nure priiiNM tiimal represent al (iMi aauiK| su|>port stalls Prnpurl iiHial represeiila I iiHi ol ninurily and aiiiriu enpinrees in all slallini) <atr<|ories Slatisl II al data Ihal aiimrilir leathers lia>e access III leachin*) npiHii limi I les al al I ip aile levels. III all siil>|eil aieas ami in all (m ep .lus . Al*. lAimirs, eii il I H MT mr ' MWmr IfUttfUH Bimm I* * 111 i* (MU^h (fmfw E MHlUUa UlMUl 'fWHR? WWW WWW B b tUU4il 4 1!i rin n *(portibi* 1989-1994 (te*r) o Ol lo imiHtirATiON iiHfiir^ IL__ItwUnwxO oaj(cii*s ftrionwel Dirt<.torZAnoci4* Su<>rtn(enilen( lo Idcntlfp students uho U| be future teachers, and to pre*Ide support'pr*- grans to thea Io eslahllsh a joint coauiillee lo address district planning for support of students uho wish IP becone teachers I I r* ul 91VIiIon ______iUiuuLs_ Progran/Area Personnel FriiKiph SIAAItCItSZ ACIiHIIItS BfCinniNS OAIE tOHPtfTION OAK COSIS *(SPONs
>H Ilf (VAlUAtlON fslablish Iplffpo toacbars clubs in eleoiMlarp. junior highs and stnior high schools Hold career fairs for students Contact the coMuallp fl Create contracts of intent* to hire fulura teachers upon degree and certification tonplelion Provide I oppprluni iJIfTS of o^McaUon August. I9M August. 1989 Ongoing Ongoing None None 1 Print iplsZ(e(hrs AssocialeZAstislanl Superintendents Olreclar ol Personnel rerioMwl Oirector Building FriocipaK liHrease Ihe mnNier ol students entering Ilie leaching prolession Inrreasr Ilie mmlier ul llHM-lly stuilmls Umi qraaluale Iru Ihe hl\l> i< I aiul return lo llien lo leai hi r J r j r I r BflWW* r *4 > WHRW if 0imM Hmm WHHI WNVIH JWW J 'MWS iiUUUill HkUUtl iiMUkl k L ftUSliiil INniHiM'AUON Ilnil!J. I. o ai u t' M (T<r| portiaia frione| Pirei inf/Atuxl>< SupertnlrMtmt okJtcnvfs SWiKKS/ i|.~iITIIS ECINMIMC MIC COHPICIIM MIC COSiS *(SP<Ms:iiiin Diw * tion ProqrM/Arc* Si huul I Pertiiwiel evuiuiioM 'o etloblHIi a onaillaa far plaaaint racrullacnl ilralatla* aral pracaturas I I ..5 Pratucllaa aC.R Ml ! ^cnrttaaMC ppacaMra* and llM*laa* la ba 4aaalopa4 jalntir la Incraaia aflacllaaaas* ant Paflnas racrultaani raipontibllllai Daaalop a ctaperalIna atraanant fJrracrnl laaal ot carllfla^ ant naa- carliflaa tlaff allfe raaarvallaa 1 a aaabar t (lata ap )MC aaplayaa calatnriaa will ba 4iaapata*a4 cnntKIon* la aalntaln taacHar* In Iha pra- faiiion Sprtof. IM Sprint, IMt Sprint, IMt rail. IM5 fall. IMt Ontoing toi"t I Io ba liflcrninct Oillrirl Persomial Dim tors Oislritl Persuraial Oimlors Support Servim oral uilning Priraipals (uatilrl ion nl Ilia diMiiaanl Rai lal rat lui iii all stall piiMlions cnaaiviisuraln uilh III str ir I aral hmh i appriirril guiUrl iiirs Ira rrair iliMr ii I It al I r rtnit iimi* J T r I r I i if f int UiUUUi] mww KtWIW 1*^ i 1 IWWW amm MkUUi L IK It it iUtJUU UUMh < INn.(HtN'A
iON lllttlli:! I I. -tii ri tiM m ITtir) Div 11 l<H S liool _1U M.'(Cllr(t I Itlaklltk a caaalltca la 'ati aitclkllaarf ralat raaalallaat aaa ta ark la attract araat al Viaarfaaca Bitaaaravillaa at aala ralalaa la tlaaaal aitclallaa O oJ I. (tlAfelltk a fraceVara lar tkarta* atcat* ta aiMtaitaarir racarat *aa *|aaat* traailar w I I >aa J l> UM<Vt OKOlimr. ta^ lttw>*iMt *<> Mu4ri Wt Kt n t tcboel Fre^rta/ArvK Sj fal>lle^__ SiaAKCKtZ ACIiVUIK MtIWIK MH CDMtdlM co$n israii$:iiiin CVUUAilOa CaaiBllIaa attattaaat aaa caaaaritlMi al falMat aaa arack^xv* * tlaaaat kaaabartt tvalaa a tai af ralatZ aaaaclallaat afilck It caaaaa ta ttakMlt la atllrlcit. (Saacific aa**lllat aa* arf-llaal aiMHIat all ka aalarcaV la caaa) aalaa at tlaaaal Vata ta aaarett Ittaat af racial altaarlty ralUi/arataVara la ka aatiaaaV tar laaaaittta-liaa al tlaantl atl-cialtaarf racarat akea tlaaralt Iraatler ar ata utatta^Ha^aam^ JalV. IVM JhI. I9M Jmi*. im Jhm. IVW Jmm. iVM JUM. IM ktilrlcl aaa*I arrtoaae airMlart. laralilica Khaal tlallt. aaa aairaat Irua llw aitiricit (oapleltaaaf Ibe l4\b i M- 1 I imtr ' KHMNf vmm rum HuBI tftmw w WWtP
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:(M millll ('1 imum r B(^(lbia Aiiamla/tnuljat 0 V 11 I G* S4 hMl t UWMX I o o> UI -- *: _lll. UWrtHIMO otJUiir'S SIWHSIIV MtiVlIIIS USIMINfi uu COMdlM MK cosn a(sr<M$:BiiiTi fVMUAilM k. Mavicw ol llmBaaca pallcla* I* atlaaH ! craata caaaaa pal Uy aa4 Ml a< pracaMrat Appatal oapolap aaailarlap caMlltaa la heap pal Idas aa allaaPaaca aaP Pls-clpllaa aaPer raalaa aaP la rooito Pala aaalop allaraatlaa Khaal lor tlaPtal* la aaaP ot lotoroootloo or spacial astislaaca II "al risk* Paa la laaa paraalkaaP alc. I UC Appalal raalaa caaalllaa o pairaaa. hoort aaMari atat CMtllM Oaaalaa rorioo ol PisaaaraaalaP Pala la aPPrats Pisparlllai aaP flaPtal aaaPt PIm allarMliw uliaal la ha aoailahla la slaPtals aa a caalracl has 11 aaP caallaptal apaa loaPlat aaallaPlllly Juli. UM Jolr. IM9 SMtM. * JtiM. ItM I AppraalMlaly HP.PM par atilricl oo Ipprapriala Assoclale/ Assislaal iaaarialtaafal Iraa each al Iha aisiricts liiari(wiliiU PriMiaals anil Oisirtcl Ateiaitiralori AiMtialaZ AttHlaal * ---- Slata Prparlaaal ol (Bacaliaa (uaalctiM ol tosh tHim- I RMmi wnm W k k nmiM WBWW imMW ,tbWe > if/temi uuuuki Siuumi dUUUt hUkUii INniN-N'AIiON -ui: Plan IVP 1951_____________ (fearI -srr. aespartihie Oirectof ul Coi^setIna/PupiI Personnel/ : ! I: IV. airectiif ol 1^naW HMtHlM F oo me jolwt troyww tw auK^ucc/cixumt nm tliMlMl M lo etii^e rMiel to Division eroyrM/Arc* n iMOlIC______ Guidanc e I ? O cn Ol (wjfciins STUItGKS/ ACIiVlIKS aiCIMIK D&1C COnndlDN OAK cos
$ CVAlUAilM Hold enplMOMot fair ' lor studanls^uho uauld enter the uorld o! uork alter school. Oroelde consistent end roaplele lalaraMtloa to students rapardlap cal lapes.t teal tap. ndcelloael ithaal*. Itaaaclel eld ulth specific end special cancenlrelloa la access I black callepet and unteerslllet and financial aid for nlaortty ttudenis I CaaUct eaplayari (Tocet, rolaael aetloaell Held leir ulth (ecus aa cuployers ol ainorlty leraet skills aeeded lor coplayMat e uell et opporlualtie* Hold Jalal couasellay laloraelloa lesiloai lor counselors Caalect calleei reyerdlaf ainorily Kholership* (laeaciel eide Coatect colleges reerdlap adnisslons. ajeayjlv edaistisans Provide tarpet counselInp lur ainurily stadentt' Mniily slioleiils, perenl s eikicaie stall re^ariliio ill oppor(willies July. I9M Tcerly leer Iy la fell, laauilly fech (ell lech (ell, sprimj Onyoinq 0n4uinq Yearly I Nioiaal Olreclors ol Guidance Wocallonal leaihers Director ol Vocational (ducal ion JouriullM Deparlaenlt Counselors School Frincipals Directors ol Guidance Directors ul Cuiilanre /caantlec ol cuunselo s ScIhioI Counselors fooospitirs/l'i IIO ipal Mall INplMn*|ll Uiii-i Iio ' Si.Ill* lO'iil III IUio .11 iiH(| m U I r I J I tr- ih tfumi 9mm WttUfWl rnmni nww iiwqyn WWH WffW SfSfrtW It 4 IB aMUU !* K ? k B uuiua. kUUW, I uuu\*, Auuui H H H I S O 0i .4 riR ly^-oyoiya (Vr| iHnrK{t:*AU0N iihhuk lv ton $4 ImmiI $ '*' JV.^__(fflallMifill Prograa/^reA Guidame UJtCIIVIS SIBAUCKS/ ACIKIIUS ECliMIMfi OAIl COMPIIIIOM OAK costs tcsroKSiaiLi
(VAIUAI ION iNboncc alMwIty ccrullaeal bad eMrcaeil ol ytudcat lor f, buaory oad olecli** prn^raay Provitir pooling ol reyourcci *Ad ipaclfic plaai ol latorveatloa lor itudeali obo era diiodeoaloaod ooAlor ol rlU Oerel op end lopleaeot tlMdeal toroor butdoato ploa wllb ladleiduol iladeal oducolloaol ploat ad coematlcol loa allb ^realt Io eacotarobe tludeal octtit Io oil rurrlcolor oad pro- broMollc opporluailiet OR o rollo caaaeotarole Miib tcbool roctol ruapotilloa ladividuol llodtat coaloroaclaf. loocbor oad coaaielor oacowrobe- aeal of oad Noallorlab ol iludeoli Creole c leloqies ol ol ootlobio lalervealloa icrvlcet Otstrlcti iMr* ltric t>4 c<Mlr<t(4 Mrtc* to kcmfit iImAmIs la be OevelopeN Mid by pereali. couayclors eod teacbery (*rdl(led or ^(eaCUII 0*"9 On90ln9 OMtOlRf Couaiclnri/lrtcheri Olltrict Division lleods Couaic I or I /1 e A( hrri OkrMlor ol CuitUnre D(iC9re*(lun Ollntr rriipurlunAle ainorily rrpreienlAl lot* in ll>c$e ilAtsci Oewrlopaenl 4imI lapIraeiiUI IIMI nl 1(1elrqies lapiraenlat loti of Pl.tais 1 or o O) co k I Si jsuiaa >: I*. UMtli>u>dl MJtCiirts ww lidience couaunitel ton* W9 dlnilioni reletcd to unicltnp In the diMricti liniforaily ol dHiricl recordi renrdlaD 1*1. Acedcaic Util* euplnpaent PiM. IMI-t llnilora record* trM*ler policy creation and tycleai I QI WfJtH itllXiiih w !tk4ib I IKn-MiU KilO* IIM'ClJ HWW "'SW ttSUfir ciniitt] (tor* MIIVlIIIS UCIMHIM UK COHPtdIOM DAU COSIS ii(sroKSiB!ii
t Dii'tion __Sihoolj________ _ fio^i ta/l.frt __Guidance_____ (VAIUAIION Deyular. HMtlily Mtii Mopf dirpctpr* ol uIAmcp Periodic joint duldMce nectinp* Appoint joint coualttee ol counielor* Md *t*lf tp crenle uallprs dltUlcl rdcr4 (arm Appoint coMtltep to develop procedure end ttael Ine* ol record* IrMtIer July. IBM On^aiaq Jimc. I9B0 June, IBBO Director ol GuiUence AMiroDriete Asiocule/ Atjitlent Superintendent Director of 9ui<Unce Dlreclort of ynidenie, principelt. directort al pupil eccoiMitinq I iniieiKed Servitei lapruved toaaunic 4I iim> tu<a|ile( ion ol l4\li ClMiplel UMI ul l4\k lpr^e*rflt in eriM r\\ I r I T I I im> Itefw ' WHWW unmiit RHMM Rimw AfBV W!?W WWfl* ftWWtt HWH HifiififH .1 W K * c I. O <J> to b .MH (.<! nr tiprt^l* AltOf UI Sw.rinl^ m: JL (WJfCIIVfS III slwdy C.e.A. and iiicashia paniciRA- . ton reaaircaMati ol districts to address aradeaic regiments and student participation eedt 'M I I cn to kHum, bVtiUiU, iiUAUt sUVt^ Ukun kmMl inntKiK'KuoM iimiue Io deveiop eooitable recmitnent tlrateeiet. access and opporluniies lor all studeots ot eatracurricular activities OlblllOA _____________ (aCrMurf imlo SIUKCKS/ ACIIVIIKS eClHHIK UIE COVldlON OAK COSIS isroKs
aiii'> CVMUAI ION pollcl** and rarcaal l tladaat MctlclMlthh th hhcti district view 4<l a *lH4Mt MclicipaltM 4 achiawaMl o<rt (k* latl S y*rt la ch 4Ulritt Oevlew racial eroup representatian in eatracurricular activities by district ver ) year period Appoint coaniltae to evaluate results I data review and tee If ana areas ol policy atraoannt ealst. juM. itn OnaoiMq AsUKl(e Suffer intendenl s Otrcclor ot Athlelics Cuapleliim ol pulKr Reivion$ of puluics Io OOreii \lu>teiit needsIt F MP e I V W ' IMN> annUuHaIuIwitt 1 itiUUUl IV.UittS] lUutAV
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Bii HI (WMUAIION lo rKmlt sImBmI* MrIlciMitM * BM alhlelic cs-currlcMlar Mitvttict Iddcbar, *dr>l Mid cohumIm' dMraadti df addo.-tMittid Mid ta turn t'KdiirdMmi( at studMl* IM9 OrboIhb PriMtpalt CoiMiclors leattieri Athlelic Dirrclor Ifwretird tlutlrnl |Mrlicip4liun - mhtntrd prnpiMl hhmI ii in stwlcnl p4rliiipj|i fronts (fdCtdl liiBBiii'ti I catli, rccraitamt. Mid MCOMrdBMwal ( tlMdmit* tidti. If McattdrK. tladMil H'licitdfida Mid Kcm la rd|BMi aa a radarlta*dt kail* O I I O Z/J Cj r J I Mf tmnf J ftffftMUt t|**IWI* WM* 8MH liiHHMi ******* U>UU. iUttl itiUub h\Uttllt| UiUll I I O .! rita IM9-IM4 < ter eataariibia Atiaciala _*i. oufciiru SIWKClIS/ MIIVIIIIS la tiaiiMca latlta^ frtr*"'* **< ltM4tat fre^tttiut aa xfen Io af>y Oiiltion __________ rco^iaa/Acra UtliauZ ________________ lualaatiaa__ OcCIHMIM OAII CORniTIOM All COSTS (SraHSSIIll'.T lMU*IIOM .luiat latlla* fra^aa raah caa* ro*arala* al-b oat liotat Karla* iilrlcl aallarally la rroarlia* lail ratallt aa* aaalfila* dltoarilla* fora bl-raclal aaallorla* > loaat la aatara aooraorlal > tail oraoarallaa aa* IrillB* caa4l|laai tar all ilaOMitt . adarait *lralc*let la rMiHca aiioarlllrt bf araat ol Mbaal olaai aaO laaivibaal tta<ral laoraoaaaal alaa* I I cn Caardlaala latlla* aaO Karla* rra*raa lar aaalrtlt al tlaOtat latl raMllB allh 4ala *lia**ra*atlaa la aaalfia altoarlliai aa4 ilMbaal aaaOt hf fait at viaiatt maa HoallKlai taaai caa*a*' aO a.' laKaar. Hall Iraa lailla* aaO iMlaallaa al cllliaat la aaallar latl aia-oaraltaa aat lail caadlllaat lar ilaOtali Aaalvtlt el uhaal b* Mhaal Aala an* ladiaidaAi llaOtal aaadt Omrlnpaul of tiralraiot la aoarrtt toafrta\ an* la atal aerdt In Soria*. DM Am. IMO S Mir '0 I Oagaia* ltllaZ(allMl>aa Oral Attaclale/Attitlaal Saoer lalntOral i macioall Sapcr laleadml t I Coaalrlioa ol lovk Arlivalion of Ibc KMilaria* ctaKilIrct Orvrlnaaral ul plant Mratucahla ila. crate ditpai II irt i r I r r r * I 9lt IWRIP? mnmm MHffm ffvim IWBW ww WHP WfWW MMNf I419R ,< .W b UUtUBi tiiiUiili tlUUili U\UUIi hu* o to < ria JJttM (tr| -t<e iTr-******* --* otJfCiirft llBlf6lfS/ MliVlIKt I limCMiK'KlIOa ilnau c ' 1 ton Vhoul_____ r>9iZA'ee leili^Z frelaeliua USIMIW All COMTIdlOM AH (os
$ [srati\:ai(U( (VMUAIiOM Jaiallf *rMt4a laralcei la (eecbart re: >ate ef leil Kerei laler^reUltea* ! .re^^tJU ar la ereali Karel lalereeatlaai la beaefil ilaaeali (aa4 reit Iheie i^iric aee4i) I JalM lUff eaeliaeal la Uilla* la4l*l4Ml teecber eaelritt *1 ila^eat aee41 leecher reterellea < ilreleyiet ta Mrail ilaacat aee41 Schaal beia4 leaala* t la eitlit ila4eall la ereei al leecher laierrlcei lar laaral laaraia ilflei. CarteretIeerala, m4 aaallarta* aee4t al yaalh el rllh ea4 411- etbtealeyt^ ila4tali eae aiaartly lta4(all irectori of IriltaaZ (elaeliaa **pro^ilr AiiiXKlfZ AtlitiMl Saaperiamdcal t macierli rrlaciM*! Slele Draertaeal al f^aitaa illrlcli Slell ereliani treeIori Ac eilraic laarorarl ol ell llaAeali ccoa DO I g .11 j 8 9 10 11 J r J r I I w mwm < MMMI imnmR ffnri<irr WWW WWW M - i UlMW I |K aaiiW aiUib, aSUliill XtrUUt*] aUUUl^ ttvUUi AUlliU uuu OBJECTIVES The selection of aaterlals/resources to support the currlculua In desegregated school districts Is a aultl-dlstrict goal of the library iMdIa prograas. The Inservice training library nedta staff aabers to desegregated school districts Is a aultt-district goal of the library Bedia prograas. o 1 G) CA STRATEGIES/ACTIVITIES Continue hosting Hultl-Dlstrlct Multi-cultural Resource Sharing Fair. IM THE FUTURE, THE FAIR SITE HILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multi-01 strict Resource Sharing Fair Mtth Book and AV Materials Vendors, rotating the site aaong the three districts Plan to host aultl-dlstrlct Inservice neetlngs such as the one sponsored by the Pulaski County Educational Service Cooperative In April of IDBS to explain the new national guidelines for school library >adla prograa planning Plan to host Inservice training for aultl-dlstrlct library aedla specialists using district aaployees BECIHMIHC DATE annually annually ongoing to ba established Division: Instructional Prograa/Area: Library Media COMPLETION DATE ongoing ongoing ongoing ongoing COSTS Mlnlaal MlniMl Seek Funding Froa Cooperative Mlnlaal RESPOHSIBILITY Library Madia Directors or responsible person (Including MLRSO) Library Media Directors or responsible person (Including NLRSD) Library Media Director or responsible person (Including NLRSD) EVALUATIOH Rasourcas Mill ba selected, purchased, and utilized by teachers and students as they teach the currlculua of the desegregated school districts Inservlca training will develop skills Tor library BedIa specialists who work tn desegregated school districts 00 _ I r I r I mww' BWfWIl MiWfM WBBHW vtnmi WH*S rnnmi WfW BTWHi I M tu UUiiub .tUUiUB b b llkUUtt, uxuiil I Division: Instructional Prograa/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a oultl-dlstrlct goal of the library aedla prograas. Recruitment of Minority LIbrery Madia Specialists In desegregated school districts Is a multl-dlstrlct goal of library media prograas. Hultl-dlstrlct communication for library media prograa a<teln1strators 1s a goal for the programs. F-W I I o tn STRATEGIESZACTIVITIES laplaaant utilization of cable channel IB end/or videotapes produced et Metro to teach basic skills, etc. Contact teachers training Institutlons/Recrult teachers for training prograas In library aedla certification Copy aaaos relating sUff davelopaant opportunities to other district adalnlstra-tors Meet Informally for sharing sessions BECIMWIHO DATE to be established ongolng ongoing COMPLETION DATE to be established ongoing ongoing COSTS Seeking Federal Funds under Star School Bill Hlnlaal Hlnlaal 00 RESPOHSIBILITT Library Media Directors or responsible person Library Media Directors or responsible person (Including NLSD) Library Media Directors or responsible parson (Including NLRSD) EVALUATIOW Students Mill gain practical vocational experience In running a television studio
students will benefit froa Instructional units pro-vided over cable systea or recorded for later classrooa use. Hiring and placaaant of minority media specialist
will occur. Batter communication will ba achieved. I s 1 s I 8 9 10 113 SPECIAL EDUCATION ii. I. c' c- ri ri ri II. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to han^ dlcaoned students. Areas of Need: student Identification and Placement staffing Instructional Methodology . Materials and Supplies Monitoring and Evaluation Funding for Indirect Services Areas of Collaboration I 7 a '1 : s S 5 I I H I H H I There have been some efforts toward collaboration among the I districts over the last several years. Examples include: (1) A multi-district committee for assessment is in its fourth year of operation
(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs
public relations and common or shared training sites
(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 01775I I H M boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There I B- i- S' I I S
is sharing of personnel. Metropolltan High School. have been less formal. facilities and equipment at Other efforts toward cooperation such as the mutual understanding between LRSD and PCSSD on the procedure for transfer student records from the fourteen schools transferred of to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination seems that an organized and expanded collabora- tion plan would benefit the districts. Several cooperative programs can be established to meet the best Interests of the districts and can be added to each district's indlvl- dual desegregation monitoring pl an. Areas for the districts. Including NLRSD, to explore and/or expand I i I I I I I f I I I a M 3 3 J c I Include: il 59 01776I 1. Programs for low-incidence handicapping conditions I a. b. c. d. visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed I 2. Staff Development I a. b. c. Central Office Staff Princlpals/Other School Staff Teachers 3. Multi-district assessment committee I a. b. c. I Establish consistent screening process Establish evaluation Instruments to be used Establish consistent eligibility criteria for MR and SLD _t 5. Establish process and coordination in area of recruitment of minority teachers and support staff. Establish multi-district system (forms and format) for documenting due process procedures. 4. ( The directors (including NLRSD) plan to hold monthly scheI duled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration. and provide technical assistance where appropriate. The directors (Including NLRSD) will also look for actlvl- I ties that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. I i t ri III. Multi-Dlstrlct's Expected Outcome By the 1989-90 school year the multi-district will: A. Develop and Implement programs for low-incidence ri handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 01777 I 1. I iI I iI i 1 I I i 3 4 C. Collaborate on staff development efforts in all aspects of special education. D. Support activities of the multi-dlstrlct assessment E, committee. Establish a process for recruiting minority special education teachers. I IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents. state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better information
(1) attesting to the relevance of special education (pull-out programs, self-contained classes, to meet the unique needs of handicapped students
etc.) (2) establishing the scientific significance and validity of new/exlstlng assessment Instruments, materials/supplles and equipment
(3) outlining the extent to which certain teacher and student behaviors are evidence of improper or A Inadequate classification or placement In special educaI I_ tion
(4) certifying the actual outcomes {reduction of minority students and males) resulting from the use of prereferral interventions
and (5) providing more extensive parent educational Information systems. i I V I I 61 B 3 01778Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants In the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. -2 e 01779I r J J * MM' ' wmiii'i MMMRV mm wtnvilf * mwHff ffnwm PTOWW WfWff wnwm W m--. A utttitw* kttWM .tumi, /JiW, "uViuUft AXUmtis ktUUlti lUUiw, b b H i'umVta iHiUti I A-li fl A A iri b ! ** I .tM * I t* I OBJfCtlHS . M I IIH I M l .a.I t.HH.IllOl IM ": Ml MUMU -..I ( alMWlly I. .I.l
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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.