Desegregation: Interdistrict desegregation plan and settlement agreement

July Submission Settlement Plan Interdistrict/Settlement Agreement #4 J*?the f.ll <lh-n, 1989 Minnn Substantially finalized in February of 1989. Minor revision occurred thereafter. The parties extended by up to three in the text of '"ferred to xt of the plan be extended by up to three voane ( on orm to the originally proposed schedule of compliance. INTERDISTRICT DESEGREGATION PLAN February IS, 1909 SP-01023 01716INTERDISTRICT DESEGREGATION PLAN February 15, 1989 1. Introduction 2. Overview 3. Interdistrict Desegregation Plan Student Choices and Options 4 . Summer School 5. Staff Development 6. Multl-Dlstrlct Desegregation Plan School Operations 7 . Library Media 8. Special Education 9. Vocational Education 10. 11. Guidance and Counseling Program Parent Involvement/Communlty Linkages SP-01024 01717INTRODUCTION The goals of school desegregation planning must he clearly focused and well understood. It Is Insufficient to establish as a single goal the physical movement of bodies and the rearrange- ment of boundary lines. An educational environment whlc.h encourages and provides academic and human growth for ail students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction. the parties have Included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdlstrlct desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdlstrlct desegregation aspects on assigned subjects. There were four (4) main committees which were devoted to the following areas: 1) student assignments
2) programs/academics
3) community and board development
and. 4) school operations. The student assignment committee also had oversight responsibility for the other committees. SP-01026 01718HI The committees submitted their reports to the oversight committee (Student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. 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. procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language 13 specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is Included in preceding or succeeding sentences and paragraphs. Terms such as "multidistrict". "the districts". "districts In Pulaski County", "the parties". "trl-distrlct" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate In additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. SP-01027 01719OVERVIEW I. Ob1ectlves
The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdlstrlct Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdlstrlct Schools to be 50% black/whlte. Proposed Interdlstrlct Schools shall be phased-ln to these ratios over time. The establishment of Interdlstrlct Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. Interdlstrlct Schools: There shall be Interdlstrlct cooperation in developing the thematic programs at the Interdlstrlct Schools. Responsibility for operating and managing Interdlstrlct Schools shall rest primarily with the host district. subject to coordination and cooperation among the parties with respect to such matters SP-01028 as 03 01720recruitment, theme selection. transportation, and other matters whlch are relevant to the interdlstrlct character of the faci- llty. Six (6) new Interdlstrlct Schools will be established in the near term: 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 the future may include in or near Chenal Valley and the Scipio A. Jones site. The Interdlstrlct Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdlstrlct Schools. III. Incentive Schools: 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 55* black and 45* white with a variance of 5*. The recruitment of white students to SP-01029 04 01721these Elementary Academies may Increase the percentage of white students In these schools to a maximum percentage of 60%. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a combination of white recruitment into the Incentive Schools, and by a reserving designated number of seats in each Incoming kln- dergarten class for the enrollment of white students. As new Interdlstrlct Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School
any recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experlences/actlvlties. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully Implementing such programs in a majority-black educational setting. IV. Magnet Schools
The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and SP-01030 05 01722LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD Schools: The PCSSD schools shall have black-white ratio goal in a accordance with that district's proposed permanent desegregation plan. PCSSD. Interdlstrlct Schools shall be built and/or established by PCSSD commits to populate these and other Interdlstrlct Schools In accordance with the procedures outlined in this plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdlstrlct School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Construction: All school construction shall bo subject approval and shall promote desegregation. VIII. Transportation: to the court's Students shall be provided transportation in order to attend their assigned schools (Including its programs and activities ). Nothing In the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. SP-01031 06 01723zx. Sulldlnq Quality: An alm of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. Students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select IXLLa44etrtct 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 elimina- tlon of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially SP-01032 (} 01724Identifiable schools than on others, and further that the nigh demand/hlgh 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 Actlvltles: There shall be presLunptlon that racial disparity in a programs and activities in any school need not exist. where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented . Special attention shall be given to any Imbalance in placement into special education. honors, talented and gifted. advanced placement classes
extracurricular activities
expulsions and suspensions
and reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV, Monitoring
Tho 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- SP-01033 ('Q 01725ties, 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 interdlstrlct desegregation plans of the parties shall be In accordance with any underlying agreements between or among the parties, which when finalized are hereby Incorporated into this document by reference, or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdlstrlct 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. SP-01034 01726 (XVII. community Involvement: The parties are committed to ensuring a high degree of Involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. Curriculum and Programs: A joint committee will be established to review the curri culum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts In Pulaski County. SP-01035 01727INTERDISTRICT DESEGREGATION PLAN Student Choices and Options The parties to this proposal believe that the recent success of the Magnet Schools In the Little Rock School District as well as the real potential for expansion of the Interdlstrlct Majorlty-to-Minorlty program should constitute the fundamental building blocks upon which a multl-dlstrlct student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdlstrlct Schools
however, with certain exceptions, these parties do not presume to suggest final themes for Interdlstrlct Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of the- mes, the location of themes, and the Implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may bo conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement. and further input regarding theme location. The parties believe SP-01036 11 01728that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respective districts for those Interdlstrlct Schools coming on line subsequent to the 89-90 school year. Those schedules will be completed on or before April 28, 1989. Interdlstrlct Schools The following Interdlstrlct Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The Immediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdlstrlct School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdlstrlct School. PCSSD will likely provide additional geocode reassignment as such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the recruitment of black students from Romine as well as to bring Lawson and Robinson Into as close a racial balance with each other as is reasonably practicable with the use of Baker as an Interdlstrlct School. SP-01037 1.2 01729Little Rock black students will be permitted to attend designated Incentive School for its after-school incentive program. The only presently known facility modification necessary at Harris Involves an upgrade of the landscaping. Other potential a modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black students but also to the present student population at Harris. However, the parties fully intend to conduct appropriate parental meetings with black parents In the LRSD to determine whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly Identifiable. However, LRSD will make every effort to obtain comments from parents in the general target 1989 . areas on or before February 24, The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient black children for whom the scope to accommodate any Little Rock program is appropriate or necessary. C. Romine Elementary Romine Is to be converted into an Interdlstrlct School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to SP-01039 14 01731The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be expanded as necessary to accommodate the black students transferring in from the Romine area. Baker Interdlstrlct School will carry a thematic program. The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdlstrlct School. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdlstrlct School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary Harris Is to bo converted to an Interdlstrlct School. Such designation offers numerous advantages, including the fact that it is the only elementary school in the PCSSD which has sufficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program. SP-01038 13 01730LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist In the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor bet- ween 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw Its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. E. Crystal Hill Area PCSSD will construct and operate a new Interdlstrlct School to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, If necessary. SP-01040 15 01732from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker and Romine as Interdlstrlct Schools will not completely resolve the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that Imbalance, PCSSD will construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks to be recruited from Romine to PCSSD. In addition to the other desegregatlvo effects outlined above, this school in have the further desired desegregatlve effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdlstrlct (and. in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementarles will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected In those areas beginning with the 1989-90 school year. SP-01041 16 01733King Elementary LRSD will construct a new King Elementary School as a downtown Interdlstrlct School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located In the general area bounded by Interstate 630 between 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for Individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters All Interdlstrlct and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently option of attending Interdlstrlct or Magnet Schools. have the Serious consideration should bo given to the establishment of an alternative school In North Little Rock in 1909 or beyond. The parties recognize that such facility might most a appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school year, a timetable for construction of an Interdlstrlct School in SP-01042 17 01734the Chenal valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdlstrlct M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdlstrlct majority- to-mlnorlty transfers. This Plan will permit the treatment of interdlstrlct 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 Interdlstrlct Majorlty-to-Mlnorlty 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 doos 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 constiructlon at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an Inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD and NLRSD shall recruit and exchange. on a one-for-one basis, the following students (and as described In Exhibit "A" hereto) : SP-01043 IS 017351. Junior High schoo1s: PCSSD Oak Grove white students with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools
PCSSD Oak Grove white students with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the Joint pursuit of federal magnet grants for the operation of the multl-dlstrlct Magnet and Interdlstrlct Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdlstrlct Schools. SP-01044 19 01736IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS . NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. ai . INTERVENORS KATHERINE KNIGHT, et. al. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT "A" ^0 01737 SP-01045outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. still in compliance Ail other schools within the District with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching 1imit. 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 having ail students in grades 11 and 12, Northeast High School housing ail students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision. however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ SP-01046 21 017381989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ 22 SP-01047 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 senlor high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central .lunior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 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 SP-01048 01740 23proposed the use of the System of Muitipiuraiistic Assessme nt (SOMPA) as an alternative test for intellectual ability in Identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test. the expense of its administration and the fact that alternatives in the gifted field have proven more effective. the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantaiician 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 SP-01049 1 01741Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantaiician Foundation in its report. The parties recognize that the purpose of the Cantaiician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantaiician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is being done through other programs, attached). (See Exhibit A The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantaiician 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 SP-01050 01742District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. use -7- 3-OOlJ SP-01051 01743CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. Respectfully submitted, JACK, LYON & JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 February , 1989 By
Uj- STEPHAN W. JONES, Attorney for North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 By
LJA^ZZAARR W PALNICK? At Joshua Intervenors WRIGHT, LINDSEY 6 JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By
M. SAMUELyJONES, Attorney for Pu^ski Oounty Sg^ial School DiatrLex ski -8- 3-OOlJ SP-01052 01744 \ , Attorney fo?'^'. The undersigned parties do not object to this modification. By: LITTLE ROCK SCHOOL DISTRICT STATE DEPARTMENT OF EDUCATION By: KNIGHT INTERVENORS By:_ -9- 3-OOlJ SP-01053 '2 01745 A ccm?ar:sos O SIX a.:: SY THS CATAL :r
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:9SL) TO E.X.S' P3AC7 IS THE SC STH LT : SOCK sc:-::i DISTRICT PRKRAMS VI '^3 U I 13 5 c a CO u ai , 3 IV) Qi'? o ei e Is h I O w 1 e. e o 0 I u 9 V) CATALICIXN FOUNDATIOS'S RECO.'ClISOED ALTCINATIVE ISSTRUCTIOSAL PRACTICES ADAPTIVE LEARNTXC OnTROIXEKT I COEL > Adaocs laaraiat anviroaeanc co ' individual ntadto B Provides taehnlcal support to tlassrooa caachars. SCudtnc iadividuAl difftraacts dttcribad la cams diraecly ralacad co lascruccioa. EXCIPLAAY CEaSTU READING INSTKUCTTOM Elicxca corraec raipoasas from Qoa-raipoodia| scudaacsa E*cbllxhd uicacy Itvals Tint for suparrlitd praeclea. Cocrtlactd lia(ua|a art* acclvlelta. Effactlva managaaanc t aonltoring systaa. DISTAi DLiaet IniCTuecion. Scudaacs aysccaaecleaXly aova chrougb saquanead Bacart&ltd Oafintd ccachlst babavlors vich a focus. Cltacly tpselfltd goals. Rapld/hlgb tact of scudsnc itspoosas. Imdlaci acadsale ftadbaek. Ttaehsr concrols, solaces, and pacas ccevura assisted ihstxuctiob Skills caugbe ebrougb Indlvlduallasd Inscrueclon using CAI curricula. PEEX TtrTOlIKC Scudancs asslsclng ochar atudancs In acadaale ralacad acclvltias PXCCISIOa TEACHIMC w U ee t o & u e. 3 u o e. a Vi 8 . V.. e I u wi o c C hl- '**1 W M I U u wt a 9 u a e o a o e U 9 (Z) u (Z) u 8 8 S. 21- (2 SI c a 4 s X X X X z X X e e <9 O o u o wt u s 0 it s t a < o OK. O 9 9 a o o <Z) o 0 tj (Zl e a o U 9 a 8 u J u e * 22 Cl m I a (0 e a e a V) X X X X X X X z X X X X X X X X X X X X X X X X z X z X X Z X X X X X X X X z X X X X z z z X z z X X X X X X z X X X X z X X X X X z X X X X Z I I I o O tn 1^ - - 29 ' EXHIBIT A EITICACT RLSrARCH KOT AVAILABLE 01746SUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupll/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be Implemented for those students who fall to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation. In accordance with Arkansas Department of Education guidelines. in the areas of reading, English/ language arts, mathematics, science. and social studies. Students will receive instruction only In the Identified area(s) of need, with instruction being provided In three-week modules. A student may receive extensive remediation In one area for six weeks or assistance In two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. SP-01055 30 01747Little Rock School Dlstrlct/JTPA Literacy Program Effective the summer 1907 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of remediation Instruction. reading and mathematics and provided The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education. some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children. like their nonhandicapped peers, benefit from school vacations
however, for children who have limited recoupment capacity, a break In programming may bo detrimental rather than beneficial to the overall learning The purpose of the extended process. year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity Is present. The extended year program provides for an extension of the programming from the regular school year, as identified In the lEP. SP-01056 31 01748Areas of Collaboration Cooperative planning for summer school with the Pulaski County school districts should be scheduled for early 1989. Students In all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/fundlng -transportation -eligibility Since all three districts. Including NLRSD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations. dates and curriculum offerings would be beneficial for all Invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students In grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- SP-01057 32 01749tlon. It Is also anticipated that a tuition-free summer enrich- ment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will bo provided for students who fall the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. V Expected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/fallures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. SP-01058 33 01750FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION INTERDISTRICT SUMMER SCHOOL SP-01059 /U(| A oiiiujivi
I 2. i. tiUHdliiM* Si liHU I III i dent i f y elementary and secondary siiihiiier school sites Io advertise for, interview, and select sunnier school administrative staff Io develop propiised Siiiuiier school budgel -o,'4 QI .. <43 to .4a <xi <43 in 63 I O O CJl o I. I I.? 2.1 3. I 3.2 3. 3 li H II I. 1 I...I Kll'lllli ..HI iiiiij lui: uii.il 1. lu i .aIci.cut suaiuer. sclicicil olloM11 III
/Al.11V11 ii Work witli .u..i..er SibunI Cuur-dinators from titR, I'l.SSD, and IR to obtain ecoiu.cinlatiun for elen.entary and seiondar, sites. Meet with lucdl building administrators to discuss the procedures. lOncerns, expectations, etc., for use of the identified buildings. Delevop job announcements fur interview Conduct sniii.ipr school joti interviows. Obtain I'Itlll sui.n.ei Sili(JU I budget balance fro lee t 1'3119 suiiii.ei siliUul program anil budgetary needs Investigate alternate fundin. sources for sunnier school 111 J
ii>.-iiic.
llVli. Det emher-1, 1968 lanuaiy 3 dahuary-19, 1989 February 19 February 22, 1969 Hji cti t
- liJti^l Hjicti 3
-f983 Hllillli
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beeeit.ber-22, 1968 lan^ry 22 January 26, 1989 februjry March 16, 1989 Harcli 23-,-196'. Hdicli 23-. i98* ill.' h.:i, 1 111 1 117 hivisiahs-tif'Cum-eulum- dNd-Sehaals Ediicatiun.il Programs blVtSIUh-Ul-SthUols Di vi sItoh-wf-f urrI - Eulurn-and-Scheels Educational Program
bivisiuhs-uf-tui ri- Eulum-and Schesls Edbcationjl Proyrji.is SAuiitpiipinoi itI Services IVAIIIAllH'l Records aiid/or finished puuknts will be on file for vi-r i f ic.it lon/eval nat ion of siiiuci.r schuul teachers. lulls fur fdL I 1 11 les Distribution of job annuidn i iueiits Interview schedules henelup bui]iji
t K_ MitA Siiiiiiit'i IltlLl 1 Gu d L 1: _ (cuatiniutii)---------- OlUI-jCTTVIi 4 . fo identify summer school program dates ST-la-identify-tFanspar-needs- far-summer-sehu I (Hetrepalitan) Io plan for qua 1ity instruction in sunniei school a .AJ cu m c. IM o w hO I O O 01 4.1 4.2 K ijc.i) i45.u
kh.ai iixi riA/i itirma SlKAlljJ 1 K/ACr 1V IT 1 t.'i Coordinate dates with Suntvei school coordinators fiom NIR and PCSSD Submit proposed dates to (1) Plant Services. (2) Executive Staff, and (3) Board of Dircc tors for approval St I-Est imale-nawber-at-buses-and est-f8F:HetrepelitaH-suit*ef sehael-site Brstuss-Posstble--EBH-Pass-wi th-6Af 5.J Develop and implen<ent siiiiner school job announcements (in and Out of ERSD) 5^ Interview suiiiuer school applicants HEhllffllNC DATE Bet ember - 15 1988- In effect Mare<-I
-I9g9 March U
-I989 April )O!-I989 WICX) TIHH.IHL S.^ Notify teachers to be employee May 1,-1989 ENDUIG DA It Beetmber-22
1988- O'ilQl.Q'J Hdrth-2J.-' March 29
-I9g kK'.HXISinil.riY Dtvlaiohs-of-Burr*- Eulum-and-Sthaels Ed^ation^l Programs BivisioHs-af-Eurri-fcolb+ aRiJSthaals yucat iona 1^ Prpgr^im Di ret tor-af - Iranspur tatibHi-BIreetar ef-Veealiaaal Edotalien Breelar-of-Persanne Human Resources April 28i-19Hi Suiiiiier School Admin- May 9i-1989- islrators
Director of Personnel Human Re^ices
Content Area Supervisors LVAIJbVUlXI Firidt dates Submission of d.ites tst tmaled-tbSl Job aiinouiiceiiieiit s Interview schedule Notification letters I_ II i> I.I..H.1 i..:i ll.-Ji lIliHIU <
i I Illi I IM. AHI A (.0,11 I : Simii.er Schuul (c^nt inued) IllillJ.'l IVI'.', 6 1(1 .uleiJiidUj ly stuff and su|)|ity suKiier 6 I
iK\iii,U'. //i.'l I'.'i i 11.. i'.i., 1 liil I ill 1 liAll-iiiiiiii.: daie: I i: j\'i'i..liill I iV I VAUiAi u -
i school -a Al cu m a ID A* ISO cn W XJ I o o a> to I.leiillfy sUli....er s, lii.ol '.tafi evaluation protedures 6.2 Revise and print teather hand- Outs 6.3 Provide scuinier school contract to employees 6.A Provide inservice fur sunu.er school staff 6.5 6.6 April <i5-)yH9 Hay 8i-19119 Hiy it),-1989 lune 1989 April Huy 29,-1989 June 2,-1989 provide clinicdl supervIsion and mon I tor inij of program I'leiilify and secure n.jteri,ils, texts, and eguipmenl needed for junior hitjh and senior high level pro(|rani 6.7 Complete sunnier school evaluation report 6.8 Provide a comprehensive sunnier school report to the LRSD Board of Directors June 1989 June 1989 August 19, 1989 Augus t August 1989 September 28 1989 Siiiiii.ei Silii.ul Aj.iiin-istraturs
Director of Personnel lliiman Resources SdlliC- iiS iillUVC Director of Persenne thmi^n Resources Division of Cun i-culum. Sunnier School Ad.i.inistrators Suni..er Sihool Admin-istrat. iis DivislOH-af-Schuuls-, School Administrators Educational Program's Suiiiner School Adiiiin-istrators
Einancial Services Support Servites Eva lii.it lull Iles I'ln Pl lilted iii.itei 1.11 s Sign cuiitidcis Inservice di|eiid.i Pl irif ipa I s ' miles Rece I ve ii.jtcr ia 1 s Complete report Suliiiiitled report AUt A Hr 11 |.|..Ia.I.II lid i'l/itl Uli'inu. iCKJ Tiiin.iiii
Sijliiiik'i biluiol Ql^l*! ! : (Coiit ifiijcil) (iiiiu.Tivi.
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ii
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/a<:iiviiii., liEj.lllilliA: liAli
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r.i? iuisiiiii 1 lY hv.\iiiAri(d 7. Ill define the scope of the curriculum for the elementary and ary prograiiis. serond- 7.1 Hall notices to supei visors requesting recoinnendat ions lor summer school courses Noveoiber 3
1988 November 38
1988- Blvlbiun al Lari- ita-lam Educat lulial Programs Nut l(e:> n.Jl li il y.2 Invite proposals for luin.icr school enrichment courses 7. J Pl art cooperatively with suiivuer school coordinators 7,4 Hake each district's offerings available to principals and counselors in all three districts 7^ Plan lor Bliver Education Program 7J) Identify and print each cuuise to be offered tor summer school No.eOibcr 3, 1988 llci-emhtr 1
1988- April t
-l)89 March Ii-1989 March 18i-1989 November 38
1988 Becember 22
1988 Hay 3
-1989 March 9
-1989 April 1
-I989 Blvislofl ol tarrI-- fcalam Educational Programs Bivision nl Cum-eulbin tducat lonal Programs bivisicn-of-tam-- ealom Educational Programs Blviatnii-ol-tam-e a I amEducallonal Programs Support Services Bl V IsIuH-af- Carr 1 - ealaffi Educatlonal Programs AiiiiouiK.enieiilk lid Couperjl) vL* pljii\ Lists of offtriiiijs Action plan Course olferinijs fv tn o ro ho C U) I o o 01 Q k. 7.7 Plan and institute summer school media/advertising April 1
-1989 May 2I
-1989- bl visinn-oi-Lorr I - ealam Educational Programs Puhi Icily Alii A IK:.Il l.l.'.! I'lAli IllilJlU] J 1 iiHJ iin: Si ilhllH 'I b' iipy! Giiiil I: lull'll HIM-Ey) (iiiiH.'i ivu
/. (i:i)iiHnueil) 8. lu impruve the ideiiti- 1 H dliuii 01 and iioti - I icat lull for students lu attend summer school T3 o> iQ ID ixi' I\3 oi CiJ w fl I o O 01 iPv
ii-,Arn:ii.'./Ai:i ivi 1 ii
, 7 .a He.elup 111 1.1111119 the (lire 1 uiitciit ioi lalh ol Ihe course uf feriiiijs Z.Share curriculum expeclal luus with sunmier school staff a. I hevelup suiuiici' school financial procedures ^.2 bevic-M appl icat lun/nul 11 ical lull procedures and course ulferirijs Hl th pr 1 lie I pa Is 8^1 He
lew appl ii al luii/liut 11 leal luii prui.ediires and course ollerings Ml th cuunselors 8,4 Revise diid dislriliule Suinnii.-r school applications lu the individual schuuls 8^ Ailvei 11 Se it hul ai Shlpi 8^ Revise and prim student handbouks 111., I Illll ml HATE April l
-lu89 Julie 19b9- March 1
-1989 Hal ch 2U
-1989 March 20
-1989 llllilhi
DAIK May 31
-1989 Jure 20
-1989 April 1
-19H9 March 24,-1985 March 24,-1985 I ^..||.:l:,lhll I lY Subjei-l Al i a Super VI .UIs bivIston-of-torri-- ealam fdiical lonal ProijrairSj Summer Sihuul Ad.iiin-islralurs, Uivisibn-of- tuFricdlu-iiaHd Stheols f iranc iai Services
and tducatluiial Pl udi aiiis Same as ahu.e Same as al-uve I.VAlllAI 11XI Coilleiil di ea ijiilili
> Meeliiuj ajerJa filial [Il III' ediiitb Hetllii'j dijeiiJa Heeliii.j di|eiiJa March 20
-1989 March 24
-1985 March 80,-1989 March 24
-198 Hay 8
-1989 Hay 29
-1989 blvlbioh-nl-Sthool5 tducat Hindi Pruijrams bn I 51 nil nt School a {flueatluhdI PriHjramb Sunmier Schuul Adiiiiii- I slrdli.ib UlStrihul lull ut a|i|il II al lidic Allver 11 sc-iiii'iils llev 1 bed halidhiiul Ahl A Uc.l) ItXI IlAJI IlUUni Ullll-IUK Suiiiiicr Sttltol Godl 1: (continued) oiDiiJlVl
, it. (i iiiit inued) 9. Io improve student evaluation procedu res 10. Io refine summer o, m lO 2 IM cn Ui hO I O O 01 cyi .VniAlHill.-./ACi IVI'l 11., a.7 Receive all stu.liiit app 1 ica t luii fornis and fec-s fro.i, local schools a.a Conduct Sumner school legist-trat ion 11.9 Conduct LAIC registration 3.1 Odvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) I).2 Establish registrar procedures for recording and averaging Sumner school grades for permanent record 0.3 Determine needs and request JTPA Summer workers ID.4 Determine how records are to be stored uu.iiihiia: ljy 1j/ 19i-1989 lune 1989 lay 1989 lay 8,-1989 lay 8,-1989 Hay-8-,-1989 Ongoin May 1989 Hllillli
IVUK June 1989 June 1989 .June 1989 June 1989 Jay 18i-1989 '<ay-18
-1989 lay-18,-1989 As long as funding and program are available June 1989 l
h'.iu
Mltll 1I7 Local and Sun,Iter School Adi.iinistrators financial Services Sumner School Adnlin-istraturs
finaneiai Services Sanie as above Same as above Sumner Schuul Administrators Regular and Sonnier School Registrars
Data Processing Sumner School Administrators BivisleH-ef-Seheels, Programs
Financial Services I.VAIIIAI Kh'l ionus/fees tollecled School/course regisirdi um School/course registration School/course registration final (Ji'ocedures final procedures identIfied needs Procedures identified STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts. including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. SP-01066 40 01757FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION STAFF DEVELOPMENT SP-01067 I HUI 1)1 :iliiU_GAHiiU Mi .H-il UI Al lUU I IKI I Illi. 'll -1 al t|m|-wiiI- HUI Tl-dlSTHICl COlLADORA!I OU PI AU .-I. .1 -. I Hir lli'f If IH t tHI- I it-.uidl ibK*,lihi -IfiijUi f * ftUi Hi Mi I- k.UH (- 4 btt c! T jr.c I .!i A': u! i 1i !l I. IlG Ii-i ( IHlI'l { I HUI HAU C'ILD Plsriiir.luii ID I J M Ilf I Kill .1 <'l.iif ilcv(i|<>|inri I I IfP C(T1|MISC<I til sriilalives Inn SClkUll TJ iliiiiinini (i( fiMir ) nieeliiigs |>er year will Ie |M.-Id, (wo (2) eacli seraeslcr. July, 1991 Staff Oevelopmenl DlrecLors of the Di st r icls duelling aii.ilv'' (i iin iici-ils nsscs:.iiMii( (hif>,iiiiig 0 I ids , Dee's fiNKl ion l Io ideiillfy iii|>lnncnl stall iDliieiil slralrgies will assist live r iota illtlliiig lie Ini ions o| inlng igiallly .regaUxI scliool IDs. -O m lO o tn 00 0 nJ I O O O) 00MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort Is crucial to the success of this countywide desegregation plan. We commit ourselves to the following: I. Underlying Principles * All students will be accorded equal opportunity to participate In all academic and extracurricular programs and services in the districts
* All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race
All students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and Implementation of school plans and goals
* Special efforts will be concentrated on increasing parental involvement in the schools
* Staffing and staff recruitment will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law
* Staff assignments will be made on an equitable basis
Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment
V: 01759 SP-01069FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION MULTI-DISTRICT PLAN SCHOOL OPERATIONS SP-01070 AREA 1 icai l.r
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i.i b Multi ()istric^2!lB_^!!^
2! f!PI21i92^ r.ual 1. Tu nlJEClIVt'J Appoint a st 11001 im provement council of the representatives I roir. cai h district. 1 1
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. Ir.-SS Oh.j.H.j plun.-.ii. J f.,r' (letegregaticii anJ plan a.
,.) 1 I I ,1 li/j) iniinimiATiaJ TUM-mK Liil.lisr. a ^221 l!i:R12Yi!lh'21 cation or iA.pleir.ei.tati r..
frjs, if any. PK.U.'NK.e: ':!!2 L niDIllG DMi
,11111 i i'i Supc i 11.1 un.i(..|. t s anil Assotiale/Assisiant Super i ntei.'leiits for [,cstgrv
ai icn IVAI11/. 1 I. ..'I Ai,[,uii.t.:,LUl i-t 1 1.1. 11 "O Qi CD IM l) Appo I llliliclll Ot CGHJUil lees to ileiil uilh issue specific con-cei IIS ill ar'eas of scbools and suppofl S C I V i C s u C/) I O 2 1 (ers.,ns uitii spes-ilK e.^pui'11- v.ill rr.eet, as neeJeO. in co.t.- ir.ittees anJ resolve ongoing coordination in areas relate,! to the plan such as transportation and staff de.elop.tent 1 1 .1. i 1S.jC 1 Rctalui 1 .(I 01 1 C L S I S t .:M Supci u.lif. lent' s Hti.j l.i.u i.id .1 i i/Jl'IHi'l IHlI Fxj TiHiJ.ini: Aftt A Hili 11 H jf' J LJj r al Uil.S u?j! il I . (juiix
rivi-.s s'ik/.nbii^./ACiivii iis
id'^p in btOltltllliC iiVir I I et I <11 I ' tlilJlNG IlAlt i
.1 ii'.i id
! 10 develop joint recrui l in J efforts and procedures willi particular emphasis on minority teacher lecruilment 1.1 SI..ire planning, resouicts a contacts for re. i ui tir.enl of staff, botli Cerlified an.l certified (. ,1. 111'1 etitly in effect Ongoing semiannual 1y liirc^t^r j_o liuinju Resources increase i n i:.i i...i i:, slillinj among cerliiicd tall ai.l ii.ore proper 1 ior.jl re, r suppoi I staff'- sct.l.'ili .11 ai: ..hj To sliaie the applicant pools am..ng the districts 2.1 Use teachers in ttie rtcruit-ment process Lui rent I y _ln effect Ongoing 0 lieu tul' S ^s^irces 01 llumin 2 .2 Certified and iioncer 11 f icd applicant pools will be shaieJ with the agreement to assist each other in correction of disproportionate staffing Curren^d y in effect Ongoing Resources I iluijin Propoi 1 lonal in pi e-i ntal i. ninon ty and nuijority fu.pl all staffing tategorits n 1 I n Io nioni lor d i str itnilion of staff across grade levels and support areas 3.1 1 ne pi i n. i pu 1 s mil tiC accountable to ensure equ liable distribution of ic-acliers by grade level and subject area Curre^ly_!n effect Ongu i ng Il 1 liC 1 e j I s Sia11 st 10 a 1 II. 11 1.11 .1 iij Ol IlC I r of Human Resources Assoc 1atc/Ass i slant Super i nlcndents teachers hive access lu i.-i i.ii., opportunities al all gr.i.ii levels, in all sufjjC'Cl aieas an.l in all (ft'uQi oHiS AP, IL.nors. I..'l. etc T3 o> lO n> dlu CaJ o ID Ui 13 fO O N) AREA IK.I. MM.,Hl. 'jtl illlij.ilii. Multi bislricl Plan S, liianl bi.pi a11i.nt, Goal II: (liiiin iviii 1. (torilinueiJl To i.ltiilily studciils .lio may be iutiire teachers and to provide support programs to tllClil lu establish a joint conjiiittee to address district planning for support of students uho wish l.l become teachers -o < to :x) EQ 4.1 S. 1 5.2 5.3
iiG\'ii .Ji .'H'.'li ll
. isial.listi intuit tt.iJitis clubs in ele.T.ei.tary. junioi l.ighs Olli scnioi' l.i,]l, sct.oul'.. Hold career fairs ior stu.ler.t. Contact the business coirrr.un-ity for support Create "contracts of intent" to hire future teachers upon de.jrce and ccr ti I icat i.>ii completion provi.i,' 1 nterllsh 1 p uppui t.in 11 les f.,, students of educat ion I'.ii.iil,-Ili.,. I itiE ' 0.1' L- ii ef fee t E Au.^uSt 15119 Currently in of tect CT, ru U) 1 o El.bllX
DAIK Oi.goii.j Onjoir.j bn join.] Ri:.it,.Mlilll.ll'i' I'r 1 (,^ 1 pa 1 a /1 c a c liC'i's Assoc 1 u t t/A ss I stai.t Supei i iitenJents birectui' oi humin PfSOiirceS Illi t.
ui 11,1.7.111 ReSi'.ui I ts lull l.lii .j Pl 11.^ n.jls 1 '.iii' i ii.:i Inci ease ll,.- i.ui..i.-, r oi 111,1, 1 .1 ciitei in,] tl,t tcai.t,ii,,j j , oi ,".,1,i. i. lncica*.c It,-- 1,1, OI mil, .III, students v.lio (jia,li.ate li',ii, ti,e Districts and it tin n i
teach ti,, .1. I O W ARLA 111 iiht .
Ai HXi 1 i/Ji'iiiruiiii J Til tn Hit Hidii Qj slciC-l - LliP-ith'i'i! QUKt^ Goa) il: (continued) (liiil..TlVr
> I). To cstablish a joint coiunittee for planning recruitir.ent strategies and procedures 6.1 6. i 6.3 >u Qi m ca (b cj GTfcMbUi-'./ACilVTlil^ Production of a Set of re-ciuilii. ent procedures and timelines to be developed jointly to increase effcc-tiveness and define ment responsibilities I c CI u I I Ocvelop d cOOpcIctiwC' d'jlC'f ment for recruitment of certified and nonccrtificd staff dith reservation of nu.T.oer of slots so that a employee categories mil ne desegregated Improve teaclier vcji l ing Condi I i'UiS to n.jintain teact.ers in llic profession liUJIilllbJ DATE Spring 1990 1991 199u HlUlliG DATE Ongoing Oibjoinj Ongoing K?
>lt..l.,lllll.lli District Directors o llun^ Resources bl StI let bi I'l C 101 s of lluii.ai. Resources Snpp I -er vices and Bui Idin J I'l incipals IVMb'ub .'i Comp) Ct I on of ll.j do
oi, .i.t tfac I d 1 I d 11 os In d i I s t : I I positions con n .UI a le v.itn d1'fI ic t an I cour t apniosed gm del iiiCS loci c J1 ',11 I. I re ten I ion
1 W 'fl I o o O' I'i^l ii .'i 1 I .'Ji'IMi'l H11 H . 'iiiai iiif. ARf A Multi bistricl SlIiJuI Uici jlMJli. I. ..H iii I . sluJeiil d i sc ip 1 iii.iiy jn.l a n .-...1 jiif.e policif. v.lmh j.l li . . it.ilcul needs A^we]l_^s_sr.hco1 clj^te cciicei^ns ciitjH.rivi-.s 1. Establ i sh a comni ttee to study disciplinary rilles and regnlatioiis and to work to address areas of divergence 1.1 1.
nG'xrb,il...''.'j7 ivii ii.. Ci.ii.mitce assessriiciit and cGCi-parison of policies and procedures in student Pjiidi.oGks n.xilll.lilu
11 .n: ll.ljlllG D.AIK Omju i 16] li Alt,
...11.11.117 i
.Aiii\i i.J 111 sag.jie.j.i 11 on of data related to student discipline I s tall I i th a pl otedui e tor stiai ing aeccss to disciplinary reccr ds when students transfei Qi lO n> a> co CT, CO Ui I O O J O' 2.1 J. 1 J. iiistriul |.,ipil personnel directors, identif ie 1 si tool staf fs . an 1 patrons CoiTifiletii,.T 61 tr.i i.i.l. fiGiT, II. d I s ti it IS lie-velop a set of riilcs/iuptr tat ions wPich is cunai.on to students in districts. (Spec i f ic pvnal ties r.a, vary-final penalties will t.e enforced in co.T.hOn) Review I,t stnknt dita t.i addicss issues of racial dI spar i ty 1'.. 11 e > .^pi' .'Uul I' ItJ lc designed Mr C6nj..unica11un of student disciplinary records wi.- n students trai.sln or are expel led/suspended li. effect ...jMih.J iiui Mil. III'. Ip.I I s BBQ ARIA llulLi-UisLiit.i I'J jii .Sclijul Qpeiiliciii jlodi 1 _____ oiK:nvi.s 4. keV lew of attendance policies to attempt to create a comaiion policy and set of procedures j. Appoint ongoing mon- 1loring commi ttee to keep policies on attendance and discipline under review and to review data 6. Develop alternative school for students in need of intervention or special assistance if "at risk" due to teen parenthood etc. 4.1 5.1 5.2 6.1
n(.Anj'
ir-''./ACHvirii.s Appoint ic-fliu c.,.....iHee of patrons, staff and toard members Appoint Coramitlee Ongoing revieu of disaggregated data to address disparities and student needs Plan alternative school to be available to students on a contract basis and con-tigent upon funding availability lie.11 iH.'jiljib.Al k'.l ri/'Ji'l.'ll'lJMEl J 'rnuiii.t bujltiiill'C ii.vrE As nL.'cUc'l As needed In effect UIDIIJC DATE Ongoing Ongoing Ongoing ki.')iv'i.,ibii.ri'i' Appi'vpi 1 ate Asso-ciate/ Assistant Super Intendent from each of the districts Siipci 1 fl LL-nJenl s Principils and District Administrators Appropriate Asso-ciate/ Assistant Super 1ntendent 1 Loirijilc l lull ui '.1 IA I H '.'1 I J a> in fb CaJ 4^ n> at UI W t) I o o 01 AHEA ijc.M bril.atliiAiiixi I'l/ji-itii'iiiia
'uii 1 ituiaia: _.Hj 11 i: Q i 5 ir i L L Elaik Sthuii LUpiiji L i Olli. l.oa 1 1 (. Id provide ITPit dViJe jjd.jiiiiiill pprrooggrraammss in guidance/OuuiiSe) ing to s toilenL UCeJi-iDlt-tQ .ensucfi -cacaai-ciiuiLy---------- oiiJtrrivhS SrKvMTi
ILS/AC117II1 i i isECTItRUGG DATE ElfOIKG DAIt REiiU-ISlBlI.iri' LVAllJAI luU 1. Hold eruployment fair for students who would enter the world of work after school 1.1 1.2 1. J 2. Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with specific and special concentration in access to black colleges and universities and financial aid for minority slinlenls 2.1 2.2 2.i 2.'1 funtact employers (lueal, regional and national) Hold fair with focus on employers of minori t. Target skills neede.l tor employiaent as well as opportunities Hold joinl counselin.j information sessions for counselors Contact colleges regarding minority scholarships and financial aid f.ontuct colleges legarding admissions, minority admissions Provide target counseling for minority students in effect Ongoing 2 S in.lify slurlents. p.lients. and educate stall regarding all opportunities Yearly 1 ear ly In fall, annually Lach fall Lach fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing OnguI ng Ongoing Ol 03 ID CaJ cn n> OV O' C/1 hO I O O Directors of Guidance. Vocational Teachers, Director of Vocational Lduca tion Jouma 1 I sm Depar l-ments Counselors School Priiieipals Directors of Guidance Directu. j uf Gul dance w/couii ttec-of counselors Sc lidd 1 1 olihSe 1 OI s Counst l.,rs/l'rincipal Stall Gevelopn.enl Directors HtA l}<Sb liEblLKtGAriiXI IlAH UttTBlUfEATIOU TIHU.IHE 2!ul 11-District Plan ScbuJi Operations 3ai_J Uli .itx
rivES S IKVlIi
1LS/AC11V111 llbJllnlillG iiAu: DlDllX: DAIK REC>lv:bliin.l'iY tV.AlUAl Ki i I nlijnce minori ty r ecru I tir.ent and awareness of student of AP, honors and elective programs 3.1 I r,.l 1 V I .iiial sill.lent c.ni-ferencing . Teacher an.I c.iun-selor encouragement of anJ G.onitoring of students tn. jjinj ConnsciiH i/icaci.ers Propor tiunal minui ii, i vj.i i-i i.ial lOfi in these classes Provide pooling of resources and specific plans of intervention for students who are disadvantaged and/or at risk 11.1 1.2 Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Gn.goi ng birecloi s of f.u 1 - dance75tu'dent Services Deve 1 opr.enI an.l i...(,lei..ei.la 11 oi. o strategies Develop and implement student career guidance plan with individual student educational plans and comi.iun it a I i on with parents to encourage student access to al 1 curricular and pro-graiijiialic oppoi-tunities in a ratio commensurate with school racial compos 11 ion 5.1 10 be developed and reviewed by students, parents, counselors and teachers (predicate.! on potential) In eftect Lounse 1 ..I s/ leathers Director of Guidance Dcsegregj t ion Officer Implenienlalion of rimis -a 01 03 (0 a> GJ CT* W nJ o o -J 00 I \RtA iKsu i)i:,ii
i
ii
Aibxi ri/Ji na'iimuATiai Tiina.itii: t >-tiistrict Plan School Operations ioal IV: (continued) lilECnVE 1 nliance communications among divisions related to counsel iinj in the districts 6.1 6.? EncAT10IP.S/ACHVli'II.S Pcjular. niohthly r.retings air.ong directors of guidance Periodic Joint guidai.ie meetings UiTTitailCC D.A'IT .ibl, ISil E31DUJG DATE Ongoing REiriA'iSilllEllY Director of Guidance Appropriate Asso-ciate/ Assistant Siiperinler.dent Director of Guidance EVAUJAi 10.'I Enhanced Services Improved Cociii.unical i .ns Lo.Tipl e-1 loll of 1aSl o u a D a-yp'( d'ci records trans fr_^ icy ere - at ion and systems y.i Appoint coiinii ttee to develop procedure and timelines of records transfer 1591-92 Directors of goi-daiice, principals, directors of pupil accountiiij f.uinpl et I oh of last inprovca.cht in Proc JO o> 00 w hO I O O to iREA llulli District Plan Opera t ions DECriVti To study GPA and citi-senship participation requirements of districts to address academic requirements and student partici pa tion needs 1.1 1.2 1.3 1.4 Iic4) ijr-'.l 1 fHrAfAl i'i.-Jl if li'iU Q ICXi lIMEI.IfiE Goa 1 V. To dt.vlop t.fuitaLle recruitment strategics, access and opportunities _ __for_all .AlUilpnts or extranirricular acliyilies P bnG\Tlj
iL.S/ACiIVITli.S Revieu policies and percent of student participation in cavh district Review data on student par ticipation and achievement Over the last 5 years in each district Revieu racial group representation in extracurricular activities by district over 3-year period Appoint committee to evaluate results of data revieu and see if any areas of policy agreement exist DATE eudiiig DAIX Ongoing RESICiiSlbll ITi hVAHIAi io
i Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Associate Superintendents Assouiutc Superintendent Associate Superintendent Associate Superintendent Completion of p.jliu) re<iL.. Revisions of policies to address student needs a Qi 03 (t> .Q* Xi rt> co CT> co (n hO I o o 00 o J REA iKM) nyji ufliuttJ/rATioti 'niia.niE llulli-bistrict Plan School Operations 241. V: (continuedj_____ UECriVI-LS To recrui t students for participation in academic related and athletic co-curricular activities 2.1 2.2 2.3 E
iH.-viEniE.s/ACi'ivrnt5 Teacher, parent and counselor awareness of opportunities and in turn encouragement of students Pluvide special supports of costs, recruitment, and encourageii.ent to students Reserve slots, if necessary, to ensure student participation and access in programs on a proportional Oasis iiEiJtflllO'G DATE June 1909 June 1989 June 1989 BED ING DAIE Ongoing Ongoing Ongoing REShX'iolllil.llY Principals Counselors Teachers Associate Superintendent or Designee LV,\lJIAlli.
l Increased student purticipation - enhanced proporti..na1ity in student participation -o Q> ni -c* GJ CO fO W I O O 03 REA Multi District Plan School Opeidtions .lEX-'ElVES I. Oi str ic t uniformi ty in reporting test re^ts and analyzing disparities f orm bi-racial monitoring teams to ensure appropriate test preparation and testing coiidi t ions for all students. Implement strategies to reduce disparities by means of school plans and individual student improvement plans TO LCQU ft) o rt> w hO I O O 00 IQ 1.1 2.1 3.1 3.2 IKSO bLSbbRfjGAUutl H7JI UQTfMUftATlOtl TIMQ-UIE Coal VI. To cnhaiice testing programs anJ student |,repai nt ion anJ access to prograg^ S'lTtAT-EGIES/AUlVlTHS DEjGItfniMG DATE Program for analysis of student Spring 1989 test results with data disaggregation to analyze disparities and student needs by race by subject area Monitoring teams composed of Planning and Evaluation Specialist and other DTstriet_gcrsonnel to mon- Ttor test preparation and test conditions for students Analysis ol school by school data and individual student needs Development of strategies to address concerns and to meet needs June 1990 Suiimer 1989 Sunnier 1969 RflilllG DATE Ongoing Ongoing ongoing Ongoing ItESTttlSKlIl.nV Associate/Assistant Superintendents Associate/Assistant Superintendents Principals Assistant Superintendents LVA1U\T1O
I Completion of tasi Activation of tlie monitoring coiiimi ttees Development of plans Ileasurahle decrease in disparities AREA U(SD ijEsu
rfjga'i iixi ii/j) imiMun'A' n Tmn-iNE .Hu 11L ki ilLll_EUii-Suli!j!iL Hucr^l Goal VI
(continued) )[1JECT IVE'S siitvresiLS/Acrivn I F.s BEL 1 till ItlG D.AIE UIDUIG DATE RESEtXiSIBll.nY EVAUhVllOil Provide services to teachers re
'use of test scores interpretations of scores 'reporting of scores to parents interventions to benefit students (and address these specific needs 1 4.1 4.2 4.3 4.4 4.5 Joint staff development in testing Individual teacher analysis of student needs leacher preparation of strategies to address student needs School-based planning of interventions to assist students in areas of academic need leacher inservices for student learning styles, cooperative learning, and nionitoring needs of youth at risk and disadvantaged students and minority students Ongoing ongoing Ongoing Ongoing Oligo I ng Ongoing Ongoing Ongoing Ongoing Ongoing Directors of Testing/ Evaluation Appropriate Asso-ciate/ Assistant Superintendents Frinci pa Is Prine I pa 1s State Department of Education Districts Staff Devclopn.ent Direc tors Academic improvement of all students -a Qi lO (t) aj (D ro b) I O o 00 co FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION LIBRARY MEDIA SP-01084 M MU 01 vl J Ion: Initructlonjl Program/Area
LIbrary Media OeJECTIVES STRATEGIES/ACTIVITIES BEG IHHING CATE LCMPLETION DATE COSTS The selection of materialsZresources to support the curriculum In desegregated school districts Is a multl-dlstrlct goal of the library media programs. Continue hosting Mu 111-D1strlct Hultl-cultural Resource Sharing annually ongoing Minimal Fair. IN THE FUTURE. THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Dlstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts annually ongoing Minimal RESPONSIBILITY Library Media Directors or responsible person (Including NLRSD) Library Media Directors or responsible person (Including NLRSD) evaluation Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts he Inservice training Ibrary media staff embers to desegregated chool districts Is a ultl-dlstrlct goal of he library media rograms. Plan to host multl-dlstrlct Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 198a to explain the new national guidelines for school library media program planning ongoing ongoing Seek Funding From Cooperative Library Media Director or responsible person Including NLRSD) Inservice training will develop skills for library media specialists who work in desegregated school districts 1 Plan to host Inservice training for multl-dlstrlct library media specialists using district eiRployees to ba established ongoing Minimal to hO I o o 03 tn "O cu uo n> m czi 05 J SB Division: Prograa/Area
Instructional Library Media objectives utilization of television technology In desegregated school districts Is a aultl-dlstrlct goal of the library aedla prograa^ llecrultaent of Minority Library Media Specialists In desegregated school districts Is a multl-dlstrlct library aedla prograas. goal lultl-dlstrlct coaaunlca tlon for library aedla irograa adalnistrators Is a goal for the rograas. I 1 cn *o Ol la (D m o tu STRATEGIES/ACTIVITIES ___ I begihhihg date lepleaent utilization of cable channel 19 and/or videotapes prodjced at Metro to teach skills, etc. basic to be established COMPLETION DATE COSTS ^5PONSIBILnirJ EVALUATION to be established Seeking I Federal Funds under Star School am Library Media Directors or responsible person Students will gain practical vocational experl- Contact teachers training Institutlons/Recrult teachers for training In library aedla cert prograas certification - Copy aeMs relating staff lovelopaent opportunitt as Lo other district adilnlstra-tors Meet Inforaally for sharing sessions ongoing ongoing ongoing Hlnleal Library Media Directors or responsible person (Including NLSD) ongoing HInlaal Library Media Directors or responsible person (Including NLRSO) c 980T0-dS [ anco In running a television studio
students will benefit froa Instructional units provided over cable system or recorded for later classroom use. Hiring and placeaent Inorlty aedla will occur. of specialists Bettor communication be achieved. will SPECIAL EDUCATION I. The school districts in Pulaski County should employ stra- tegles that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to 'handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples Include: (1) A multl-dlstrlct 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 01775 SP-01087boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel. facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts. It seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can ba established to meet the best Interests of the districts and can ba added to each district's individual desegregation monitoring plan. Areas for the districts, Including NLRSD, to explore and/or expand include: 59 01776 Sp-010882. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Mu1t1-Hand1capped d. Seriously Emotionally Disturbed Staff Development 1. a. b. c. Central Office Staff Prlnclpals/Other School Staff Teachers 3. Multl-dlstrlct assessment committee a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4 . Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multl-dlstrlct system (forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration. and provide technical assistance where appropriate. The directors (Including NLRSD) will also look for activities that will foster cooperation and sharing such as III. writing grants to secure funding for innovative programs. Multl-Dlstrlct's Expected Outcome 1. By the 1969-90 school year the multl-dlstrlct will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 01777 SP-01089C. collaborate on staff development efforts in all D. aspects support of special education. activities of the multl-dlstrlct assessment E. committee. Establish a process education teachers. for recruiting minority special 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 vlded to for evidence of the effectiveness handicapped students. There is a of services proneed for better Information: (1) attesting to the relevance of special education (pull-out programs self-contained classes, etc.) to meet the unique needs of handicapped students
(2) establishing the scientific significance and validity of new/exlstlng assessment Instruments , materlals/supplles and equipment
(3) outlining the extent to which certain teacher and student behaviors are evidence of Improper or inadequate classification or placement in special educa- tlon
(4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions
and (5) providing more extensive parent educational Information systems. 61 01178 SP-01090Evaluation 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. 01779 SP-01091FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION SPECIAL EDUCATION SP-01092 .'.t.l u J 1 r- 1 jn 19i^-9u ^^r\,on Rcspons iblfc ( t J r I Goa 1: Dircciors - iri-Listricts Estniilis'n prcx^ess and coordination in area ot re. OBJECTIVES STRATEGIES/ activities :k
i i: AIl'JI IJKlLII.i VTJiCulii'.. - -rait.Ticnt of minority teachers and support staff. k-'! r r ,r r !. 1 Special Iducetici. BEGlIltllNG DATE COMPLETION DATE COSTS RESPOHSIBILITY evaluation I <n oa I Ensure proportionate representation of cell qualified minority special education teachers Recruit and onploy minorit teachers in certified areas of: a. Mildly handicapped b. Hearing inpaired c. Moderately/severely liandicapped d. S|x
ech impaired e. Visually impaired actitdties: staff develo
jr.-nt a. Partnership with state colleges and universities for training and retraining of teachers. 1989-90 Chafing $7,000 $5,000 Tuition TO m o Ui hO I o 00 o O to u Directors: Personnel Special Education Supervisors - Special Education Professors, Special Education Department Central Office Staff Increased jxx)! of ccrcirctent minority special education teachers Af.f Ut. 1 i-ljn (i rsor. P.cSpon-Ti'blt [ji God 11 ___________________ ((tar) rectors - iri-lustricts :k
i [ i
ji I iMii :. 11,1. Curriculiiii 1 \ svste.n (forms and foniL:itj will Le developed for d.,<jr.entalion of due process procedures. r rt^,rMt/tjxci.il Lduc. OBJECTIVES STRATEGIES/ ACTIVITIES BEGItlhlllG DATE COMPLETION DATE COSTS RESPOnSIBILITY EVALUATIOU 1. Ltvelop revised form.it for tri-district docerr^r.t ation of due process. 2. Implement revised format for tri district docu
.'ent-ali- ii of due process X) rm <ri I o 00 0) TJ I O O (O Is. a. Select conriittee of special education personnel from all three districts. b. Develop format for documentation of due process c. Submit to ADE for review a. Inservice teachers ana personnel, on use of revised forms 1969-90 1991-92 Spring, 1991 OTfipilTR $30,000 for Printing Directors and Associate Directors Designated Special Education Staff I Docuneiitation will be consistent services will be provided in more timely rnreier for students i-> r'.ci Oojl: . .el, 1'.- H'.spon-., 1 Hr. > li.r.. (>etr, iri-i),strict i'e d' veli.:i a cg-rvin I'ru/r.r.i for stiti. OBJECTIVES 1. begin plan.-.ir.g process -Provide approiriate program for the foilcuing: a. Visual unpaired students b. Hearing impaired c. Multi-handicapjied d. Seriously Emotioiully Disturbed ai'leTeiit [iroer. nteas listld ubove.
s l..r the I ya m on <n 'U I 00 ro W hd 1 o O (O O1 . i .HjII IlMll !!.
Ciirrivul..--. i' t.-. 1-1 tn i li.,idet.ee h-iixlicaps. STRATEGIES/ ACTIVITIES BEGItlllltlG DATE COMPLETION DATE COSTS RESPONSIBILITY He ^.ecul tdui EVALUATICH .1 r.-i, I . Conduct needs assessr.en . Select a school site (s for VI, 13,.'11, & 31) stubii i . Sliare specialists required to meet needs of VI, 12, Ml,
rd SED Identify ar.J carbine e.x-isting resources available . Purchase ncedeel re'- suurces uikI irateriaH . 1 ruvidu s()eciali2i.d tr.iining fcr staff . Eeorui at end sole. of perscn.al aixl/or vice providers Sir.
^iej ni-.d .uli.iii. to 1x2 dcten.iin.
d by Individual Education Flans (lEF's) 1989-90 School >ear 1990-91 Ctlgpirg To be determined. Use of local, stale, and federal furds Directors and Associate Directors of Tri-District Ejtpanded and itttproveci services to low incidence handicap[x.<i students. Services will be inore cost effective I I G. J Ik'.
I ck,. Mt ^tl i.. ul 1 : T. To CeJlCTIVlS STRATEGIES/ ACTIVITIES .re GOt ot LJ3_lGaiL3 to insercice tea.hers - kceiviec eentr.ll office Sl.llt Ir.Strc-ice six.ial te. on spe-ciai education ricultrr, and recarr e: teaching ials, etc. tcoi-r.irros .r.u zTs cur-ivJ r.c-presentotives tro.n thrcu (3j districts r.rt at specified tkr.cs to deter-c. ine needs ar.d select ccr. sultcnts tc Vi lop ii. .irii .ciiL to ovu-.k.^t a iicCkls assess-c
Select a te.-icher coc- ..rittec i-.gIc
! carious i:isi_-r prCijra-r. nerds process
issa i.e. due of riricri: cverrepruscatation
gular schcol/prcgran rc-ir. oditicalicns
screeair..'. 33 m us (Ti -J I 00 to -tj Ct (.Jt-caiiGii. BEGItl.'lltiG DATE 9/o9 o/c9 i/'H ? r I I,. Pre pLcij] i/iu
iv t: COKPLETlOH DATE OTSPirg COSTS Consul torus Substitutes Teachers Ilitiri-J i Supplies Printing Stipei Js RESPOHSiaiLITV EVALG'ATICU Director and Associate Directors /WE l.ill h,jve a coeprehensive tri-district staff developceat prograns M hfl I O o (O at p ..'H Ri cpi.i.c 11.ie iijf,,
. ' . 1^-----lloa . . -1-- rgiiiiy i i'"' and r C3JtCTIVS I i- , i-Jh .idthi.. X14
learning Center. ii-nL-iLi'-:: t i t .j ...___L., L.
i Rri.r IN c.eti.il idiicatiun thruu.ch .'i eu..-.
.ri h-i...ive staff de-veloie.ent ' C.u
'j ituli: r- STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITT evaluation 1. i-ravide insei-vice that locuses on teacher Lehavioi lo'.iard a disprojxirtion ol rir.arity students eareJaUy 1-iack .Tales in special education. I i I XI m I I I (Ti -a 03 I 4^ Ui n) I o o to a. Develop training center for regular teachers experiencing problems in understariding ar.d teaci
- ing black tnales ai.d other mincrity students Identify teachers i.ith high referral rates of black icales to special education chcdule inscrrice Arrange sucatitutes far regular teachers Seivice Ut.iL Khuvier .'..aili
icati,
far teacher lehavicr . 1\ . l.k 1 tec.hers to Ir, Cl I I .li .1 iiti lizc 1939-9U OgpiiTg >125,OOu-Per-sonricl > 20,000 iL-it-srials/ Se(plins Director - Special Educ. Supervisors/Coordir.ators of Special Education Improve instruction for raitri'/./ other students Decrease in referrals to Ljec-cJ Education Principals Supervisors - Spec. Exluc SOS Director - Spec. Educ. Learning Center Staff Rates of disi.iissal of i.i
.ck males/other students increas .iSe in discipline reicrraii 111. . I!., e.i'. .r.lii. ui.-.
rt . lcs, 1, Ali.,1 Ilf t i...
till,.I /A - Ml I 1 : : ... 1 - .111 Pv.l...1.Sibil- G. .I
1 . I I h i: J L.C -_l-_Lciii .llLtlll:. I r /Ar- . ! t L !c!' C3 T1V t S STRATEGIES/ ACTIVITIES EEG I till I NG DATE CCHPLETIOti DATE CCST5 RESPOHSIBILITY E7ALUATIC!I i'revide ir.teas ii.t disciplinary interter.ti for
Stu. and ral:. adv. :its uh. .ll atctici*!! iereivicc it diffi-ult to
ce acad-tically
Slaients ..ho the.. sic..- patterns of devel_.pr.ent i.iiich ra'. i' odi: test sccrt.3. co m . f'ipl) shills at Ceiil^.. v>lth Student . ?.u:u~. to school . Ilcnitor teacher effectiveness Aly [ re-referral interver.- tioi'.s traii.ir.. CdrciCjlUTa luiuj assess lint: Linkir.^ Asiessr.-c
t
Classroom Strategics . Identify regular u.c ers for training ide training ti...L tocuses on cliangvs tn instruclio
.al tech:i-to iT.atch stud. h r.cc'S i! . i t .iluatv i.
.'.
ckiteri.il instrixtions are ] re- :-nted to stcdints 5/=5 5/6 0 7/69 / o9 ' 9/cy Regular Teachers Regular Ttacl^rs upervisors/Princi(>als Regular Teachers Principals Expande-d ts'.d ic.pruve-d teachi
.., skills Reduce referrals for u.ir.crit
, students to special ed..cation (hoping filgf/ing Qlgping I (Tt QO I Ui I o I 00 en O lO 00 25 teachers 5 days X ' ,0C-0 J 500 Central Office Staff Psychological Lxeeair- rs i 1^1. I I
i':! :: I '.on Gc4 1
Rcip'.r.s ible 1 Ccr.ti: .i -l ?,i
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. : i I C3JECTIVES STRATEGIES/ ACTIVITIES BEGIll.'llhG DATE completion DATE COSTS RESPONSIBILITY EVALUATlC.'i 33 m o (Ti to 'J I 00 CTi W tJ I o O to (O . O.eck for niss/tnleii
ef student skills/ deficits/teacliirg approaches . .Assess i.hy students are not nustering .materials Monitor stuleiit act iv'itics ever lor.,h ir. tur\21s to identify Lfeskdj-Tij in ths learning process . kmiLcr icctive-r.ess - da stu dents understand tne t.isk? . Provide n-.A-rous i... hods of assessing chat students have learned . i^ale cut e.xclusicnj
feeturs for studenti not learning L.ck of instru.tic Inck of prerequisi les for ae-jiisilj i. for a'., .-ialls OlfPiTTg QTfpirig OTgpirig (>T8Ping ftlfipiJTg Ltattriuls jSuo L'l.pfove student pcrfor::.:nct
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?nljn!a^ibtr_l_________ ___________ I 1.,. . kre-j *' i\rk: f .1, b j i.U bJif C3jtCTIVES STRATEGIES/ ACTIVITIES BEG I MU NG DATE CCHPLETION DATE COSTS RESPONSIBILITY evaluation i revise inservice ttut i'>
uses on teacher liehavior toward a disproportion cf .-inority students c^xcxtU'. black males in special cvacation. rn co Ui fl I o caci.il factors - Scho-'.ls atteul, ! Atteridance Support syster. Pre-school instra-ction lrovi<,i2 TE.\ InsctT. ice . Revici.- literature research regarding teacher expectation.
for minority students especially black ralts . l-ruvide training Application of trai.-,- ing by teacb.erj . ebserve/provide fee.i-back to teachers . Monitor teacherbthu\ icr on an ongoing lasts 10/69 Qvpirig J5,^uu Special Education Qaitral Office Staff Increase stuJent/teacher interactions Higher exjx.ctations ter stirrr.ts Improved instruction and surij.t achieveraent O o r (,n Pcsi i:l. i f G.
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t:-S r 1 CSJtCTIVES STRATEGIES/ ACTIVITIES BEGIHHIHG DATE I I 33 m o co co iMi I . : I 1 I . . . . Pr.cy-
CCMPLETIGN DATE COSTS RESPOHSIBILITY Cufi i .111*. ' 1 LI - * 2 L ' I**- ' * E7ALUAT1CH Ijisure the fcllo'..-i:.c
Assist Hack .Tales in developing adaptive sla.ll. a. I'rovide cur.prehensive assusai.ciits and dk^ju i. b. Provide short-ten?, interven,tions such co group activities to strengthen social itCer-action skills without changii.g student's assigrr-.ents c. L-plu....nt Exit.-.del F'lacec'.ent services in n diagnostic classrooff,. Placement to lie revit.,- td each StiT.ester. d. icvelcp Parent Ga.iuu.t (1) InfomuLiei/r.t^/u:i (?) Behavior Managen.-cni Skills (3) .'J-.ocacy icr Qiildren y iraii'.ir.^ (A
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on?-a?.ily rot.ources 9/i9 9/89 9/89 C^icig Chping Qlgpirg W 0 I o o 1 Regular Teachers Psychological Lxaniiners Social Uorker Psychologist Improve siuJent acadc.ic [ erConn..nce Increase in siudenl alt-c.-.da Increase parent invol .c- ,criL a.-id advocacy SyslCfir.ide effective KiryJs-o.. inservice I . - . i f i ,11. '.on P 'Sa Gu i : _L I blf 1 -J. .l.Jh (df i Iltlll.. 1I 1| *4' Xr. I b t
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r blC- _li 5. C:JCTIVlS STRATEGIES/ activities BEG I till I IlG DATE CCHPLETIOtl DATE COSTS RESPOHSIBILITY EVALUATICII Ejisure increased equity in instructional r.ethod- h'.y thrauch a cecipreh, sl\'e P^ogr. lai f di iviieent 5. Lnsure increased equity ii instructicnai methodology through participation in regular classes co m I I o 05 'XJ I o no I co to O to f. Miint.iin transitional Services to regular classes throujji liais.n support sendees g. Oevelop/adept rateriuld ard disscninale to lce.J schools Conduct the fullccing services
in- a. b. d. b. 1/90 4/90 CtTgping learning Strategic
. laut-ich Readin' 'o A Peer Tutoring Mike adaptations/i...'ii- fications of curri- culun for regular classes Identity effective in- structional tcchni ,ee
> learning styles, chinq stylca tea (>epir|g 1990-92 $ 750 i 500 'Ot 100 S 2ou f>.Ci00 $ 3oJ Central Office Staff Social Corker Special Teachers Director and Special Education Supervisors Decreasing reterrals of blacr tales and other minority . dents to special education StL' hicrease-d application of skills in regular classes ft Increast-d student-teaclier interactions Reduce the niiiiber of students pulled out of regular classesXI m D. 1 Doj 1 : n Pes ..i.s.ul fi:-.-t Lil' - L-r iLi_r OBJECTIVES 1. hcfine the ruiiito
O I 1 uo eo I O i
11 arg ti- - f IJXl vvaluation process in the District. J. To c: in data colltc-tien for a Icngitudinal stui/ of plccer.cnt frac tices in the District. tZ) 'd I o I ttiiis itf.riii: svst - STRATEGIES/ ACTIVITIES 1. ILnitoring is completed on a bi-nnLhly basis. A su.-riary report is pre vided to the building principals, action forms Corrective are pro-vided to ensure continued con.jiliance of due process ty the District. ) Ca..
pile sfx.cial education enrollment including race, sex, etc. a.-.c monitor cn a regular Ixisis. Data is re-viewed Dy the associate superii.Lcndent. Specific schools are targeted if proble.TS are identified by staff. Building principals an: their staff nust develop action plans to ra-mediate deficiencies identified ty Central Office. Ttieso pains are rionitored ly Centi-.i Office staff. 11 I: -l.ii.i fir eonduclin.
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! l-IuI. i,f -|cLial hliicaticn [.rocr jj. BEGINNING DATE Oigoing Ongoing / rv ! wD.
.-dc-.sLil ifii .1 COMPLETION DATE Ongoing Ongoing COSTS Softuaru S3,OOtJ Consultants n.ooo Forms S2,000 Professional Growth JI,COO Materi.ils $3,000 RESPOHSIBILITY evaluation Central Office Sfecial Education Staff Director - Special Education lleview as an on-going process all rules, regulations, policies, and practices in the District's special education and regular education progrxis. Prereferral interventions are utilized by school personnel. Each school has organized pupil service Loaias. Prertferral interventions are designed to prevent inappropriate referrals as well as focus on alternative instructional programs. school's pupil service team Each actively participates in ensuring appropriate referrals. O w I !
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.rol I'd in rro^i I,.. I k r L 111... I C3JECTIVE3 STRATEGIES/ ACTIVITIES BEG 1 Ilin NG DATE COHPLETIOH DATE COSTS RESPONSIBILIT* evaluation 1. Provide assistar.ce in reducing the cverrepresunta-tic. n of minority students in special education. 33 m I o to I W TJ I O o its 1. Schedule staff development on the following: a. b. d. f. e- Current legislatio.n aid litigation Eligibility criteri. for special edurnin and related service: Current trends in assess.T.ent lion-biased asjussTtr.t Translation of test data into appro-priate curriculu.i and instruction Adaptive Behavior AsSC:S.T.Ci, L Curriculum Based ASSC: cent il. Apply appropriate pre-referral interventions .11. Review coc:ponents ci Little Rock School District delivery system a. i.-.licies ard Procedures Apprniral GaiL b. Organizational structure c. Curriculum d. Service delivery rui., I Ongoing Ongoing Ongoing Ongoing Ongoing Oigoing Ongoing Ongoing Ongoing Oigoing 1991 1991 1991 Ongoing $25,CeO overall cost: Inservice average cost per type- $3,000 X 7 sessions 75 teachers $2,000 printed matters
$2,000 consul taj'.ts $3,003 Director of Special Education Supervisors Dr. Al Sullivan State Department of Education - Special Education Consultants Central Office Staff In.prove skills .in utilizing cne referral, placcsrent procedures Decrease in referral of minority students to special education Decrease in misclassification of minority students as handicap
ed Increased knowledge of due process and appropriate proerarrdng increased laiuwledge of e
M..ciel Education Programs aid Procedures I 1 1'1.Ill 1O' 1'1 I '..UR Kc-.ipur.'., iblc M 11 L.'V CojI : le ci"i: i I'liliurt lor t OBJECTIVES 1. i'artieijjate in a tri-districl assess.Tnint cu-- ir.ittee with a planned agenda and stated di:Ti-rim m <n lo I ro U) 'fl I o O o>
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|C'.r..l./ I.11 Uii fl^illi. . J $|vCl<ll 1/11. .111 .-.-I ..t I. .. STRATEGIES/ ACTIVITIES BEGIHHIHG DATE COHPLETIOH DATE COSTS RESPOHSIBILITY EVALUATIOII . Dettnaine agenda nrttiig . Establish consiste.icy in areas of assessment: -screenirig -evaluation instnrr.er.ts -eligibility criteria -review existing assess- T.er.t instruments -identify new assessmei instrimeiits and pur-ciiase for field test-ii's It -expanj purchasing based on data secured from field testing Ongoing Ongoing $10,000 Directors - Special Elc. Ongoing Ongoing Consultants Examiners Consistency within and across tri-district boundaries thcuiji-out the assessment process. Ongoing Ongoing Qigoing C>going Ibterials/ Supplies Printing Cooperative Purchasing Coordinators 1 I > I JI. Ihi
1 i "..uil r'espur.. Itilc 1'1 Gc J1 I je t . .1 e r 3 (/ II, 1 Il.I Prey . "Z Ari
t'lCl'jJci-iiilll..ii - , ...t I >11 Alai blue :t lu.i C2JcCT[VES STRATEGIES/ ACTIVITIES SEGUIN ING DATE COMPLETION DATE COSTS RESPOHSIBILITY E'ZALG'ATICII e. Parent involvc.'xnt f. Parent Lducation Seminar - Special Education To reduce by ten percent over a five year period the number of minority students enrolled in siecific learning disabled pnulaticn Current Percent
:' .Researeh-longitudinal Stud, a. Pilot Program in targeted schools utilizing various strategiu. b. Use effective strategies district wide 1993-94 Director of Spe<ial Education Supervisors Longitudinal studies vill iidi-cate tltat special education enrollment will reflect district's racial population. Principals black 7o4 Unite 30.^ Special Education Taxlias 3. Io reduce over a five year period by twenty percent the nusber of students cn-rolled in it. :ally retard-vd and speech i
paired population. a. Lise as its base of operation federal, PL 94-142 and Statu Zirkansas
\ct 102, legislations. CL.nr 9/87 1993-94 Division of School Personnel Supervisors Adherence uh 11 reduce the [rrcjit of misclassification representation. id over-m well written ulicies lave been esl.'JJi.-hxi to provide satisf.x-tory assurance tltat policies, procedures and progrrrr.s esLddi.^bf c-d and addnistered l^- the district sh-ill L ccTELSUit \,itli the ptt/- visiais of fcda-al
nJ stale laiditcs. o I --J -XI co <n GO I W I o O 01 J t. .1. !1 TIMul. urJ 1 : S H 1 R.-'. 1 -r - i-st. lll .'Lattlli.s 1: r r(,'ir-.-lnrta -f. - :[Z
IXLciiil Ijdu: I CoJtCTl 5 STRATEGIES/ ACTIVITIES BEGINNING CATE COMPLETION DATE COSTS RESPONSIBILITT evaluation 70 m o -w lO I W tl I O I I I b. Review the referral evaluation, and placement decisions irade by the Education Mana^ecent Tca.m. c. Monitor the process aixj all due process folders in each school. 9/84 9/84 Ongoing Ongoing Special Education Gffitra Placenent decisions and Office Staff ecuca-tional plans will be bascsC on overall comprehensive mants. assess- An appreciable decline in corrective action procedures. o iMI Ub'.iiOII liKil I. -.j.i I. 1.1 . 11 If r 1,11 CEJECTI'.'ES I iiijj
'!! Lie. .iiiiiii. i'. .iiU',I ir. b 1Vr. UJI tjirru ulu Pre jrjin/Are : I . Irj-J '! J'lu. I . STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY evaluation 1. Insure pro.'xjrtion.ite representation of kill r,u.ilified minority special education teachers. 33 m I ' 00 uo I cn W hd I o O 03 Recruit and employ minor-ity teachers in areas of: Curtilic-a. Mildly haixlicapped b. Hearing impaired c. Modcrately/scverel handicapped d. Speech impairud e. Visually unpaired Expand staff development activities: a. Partnership kith state collejjes and universities for training aid retraining of teachers. b. See Student Idc-nti fication and Place (cent and Instructional Methodology for otlier staff develoiinent activi ties. 7/89 8/89 1993-94 Oigoing $7,000 $4,000 ibition Directors: Personnel Special Education Supervisors- Special Education Professors, Special Education Deparbnent Central Office Staff 50 percent of district's teaching staff kill be qualified minority teachers r 1 Jfl
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'111 l-nSL!!' J__ i 1 ij.L lur Isl. 11 1 :r.-'VC il l2U^ i IL I I ."klLlhl
. ind equity in raiti i i.ils end supplies provided to harelicapiinl students. CurriulilLI
rc'jruih/z.rtj 1 1. OBJECTIVES STRATEGIES/ ACTIVITIES BEGItilllNG DATE COHPLETIOH DATE COSTS RESPONSIBILITY EVALUATION Social education teachars t.'ill detnonstrate systcn-atically that hi^h quality effective special instruc lien is being provided through the use of varied innovative, and appropriate iraterials and supplies. a . Identify a special education conmitte-a representative of the total special educatiui staff to assist in thu: selection of appropriate materials and supplies 3/&1 (>igoing None Director - Special Educ Each classroom will contain adequate and appropriate raterialt/ supplies b. Schedule "tkiterial Fair" Ongoing for staff using local, state, and nationally knoi.Ti vendors c. Identify materials/ supplies, etc. that an basic to resource, itinerant and special classrooms 3/88 ftigoing $120,000 Supervisors Special Education Ccomittee Lnprove quality of instruction d. Identify rciterials/ supplies needed to ira-prove/ enhance the quality of instruction identified in students lEP's 10/89 Oigoing Special Education Connittee e. .'ionitor selcction/usv of liciterials/supplies Ongoing Ongoing Principals Supervisors At I uJ i i' 1 jn H-SOr Bvsp.r.ilUe iii'n.ta:- - Fs 11 1 I r l/, e uCc I
5' . C* rntir.iiH .irj- r 5 C3JECTIVES STRATEGIES/ ACTIVITIES 8EG1IIH1HG DATE IIMLl !l.i - --''cAnn CCuurrii''iiccuulliittnn - Special 1ro.ra r r .-^rM/Tjiecial Lducatich' XI m o I 00 (E <O I 'a in t) I o COMPLETION DATE COSTS RESPOHSIBILITY EVALUATICH f. Activities to focus on current trends of nee- materials/smiie g. Schedule sharing times for effective and innovative use of materials/ s-pplics h. Aaaptations/rxxlifi-cations of materials, suppl ies/equipnei'.t Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing $3,000 $2,000 Supervisors Director Teachers Teachers Informed regarding national trends Availability of new materials and supplies I i I o FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION VOCATIONAL EDUCATION c SP-01111 Annual Plan 1994 (^ear) Scr Person Responsl^V vocational Directors Goal: To 'mprove articulation/offerings of PCSSD, LRSD, and NLRSD lit ) Cl1i icn InslriKt ion Prc'
rani/Arei Voca t i OBJECTIVES STRATEGIES/ ACTIVITIES BEGItllii.'iG DATE CCMPtETlCN CATE COSTS RESPCHSIBlLliy EVALL'ATiCfl To improve articulation of 1 vocational programs. I Attend each other's 'advisory council meetings 1903 1989 Ongoing Each Vocational Director Actual attendance Improve recruitment of students into Metropolitan Vo-Tech 2. Review course offerings 1988 - 1989 Annually FI AvQtnA None Vocational Di rec tots 1 -a a* Id n> :ia m o lO 00 2. Offer Open Houses Student Brochures Employment fair 1988 1989 Annually -$989 Completion Activity of $200 Vocational Directors 1989 - 1990 1990 II .. Annually. -1998 Completion Activity of $2S0 Vocational Directors Annually -1998- I I $250 Vocational Directors I I Completion Activity Completion Activity of of Ui hO I O hO AREA |j
i) IJI.S1 iki riAH iiii-iuu I TinhJ.iin
VotiLiandL-- Goal: Io improve cooperation among vocational departments in PLSSD. LRSD^ ahd HLRSD oitittriivLs 3. Student meetings 3.1 4. Share Information 4^ 4.2 Sl'KATOI I I'.S/AC.r IV1 f I E.S Conduct monthly meetings among vocational directors It Share applicant pool 5. Comnon Course Description 5.1 2t Consult each other concerning new course offerings Review course offerings and course descriptons for differences a 01 Id n> o m AO Ui t) I o BEflllltllflG DAl-E Monthly September -12 Oeteber-ll Hevember-IS Beeember-11 uiDiix
DAIK Q-Ospj.ns When new course i Ongoing arise January 1989 February 1989 Ongoing ItliltXISIltlLI'lY Each director will attend Each student wi11 attend Each Director will attend EVAIJIAIKX) Minutes of Meetimjs Ddcumentation Documentation Documentation W GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for Joint activities. Some of the areas of cooperation that will be explored are: entering the working world students 1. employment for directly after high school. 2. 3. minority scholarships and financial aid, parent education In terms of student opportunities. 4 . college recruitment minority applicants. practices and their impact on 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective Intervention and/or at-risk students. strategies for disadvantaged The outcomes expected from using a Joint approach by all con- cerned school counseling personnel in the multl-dlstricts Include: Increased employment for post high youth. school minority 1. 2. more minority students attending receiving financial assistance to attend college college. and/or 3. increased enrollment of minority students in advanced and AP classes. 4. 5. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and more positive parental interaction with the schools. SP-01114 83 01800To facilitate and Insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bl-raclal multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will bo formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cir- terlon. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. 84 SP-01115PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be infoirmed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community Involvement is of utmost importance in planning and implementing a school desegre- gation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental Involvement affords parents the sense that they have some control over their children's education and their future. Research Indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are variety of approaches and specific activities that can be effective in promoting support and Involvement in desegregated schools. The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs. as SP-01116 85 a 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 fall of 1969 and be an ongoing process, will include: 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 2. 3. 4. 5. 6. the learning process programs as APPLE, which would utilize such Just Say No," and HIPPY
Provide workshops for parents on such topics as discipline, learning aids, study skills, academic tutoring, etc.
Parents and staff work cooperatively to develop strategies to encourage positive home learning
Each school will establish a teacher/parent commit- tee to design and implement school-based activities
Promote multi-ethnic In-school paront/teacher committees
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 n teachers and community leaders
SP-01117 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 to be contacted to talk with potential patrons
2. Establish parent recruitment teams in each school to encourage families to enroll in the public 3. C. schools: Seek positive media coverage featuring parents from all multiethnic backgrounds: a. b. c. Work through local parent/teacher organlza- tlons to encourage positive media coverage
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 companies and day care centers
Encourage community-wide multi-ethnic cltlzen/parent/ teacher/student committees for input Into planning and decision-making: 1. Establish building. district and multi-district level committees which are racially, geographically and soclo-economlcally representative to provide input and feedback on the operations of the schools and the districts
SP-01118 87 01804D. Work with the Chamber of Commerce Committee on Education on Its advocacy for public school activities: 1. Expand the school/business partnerships
2. Have a multi-district event to honor business part- ners in public schools
3. Encourage the Chamber to continue existing programs such as ths teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD SP-01119 88 0180Sdocket \O. 126 3a return to folder 29a.1 V s <v PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT March, 1989 (As Revised September 28, 1989) SP-01120 03443 PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT March, 1989 (As Revised September 28, 1989) SP-01121 03444 PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT CONTENTS Page I. Introduction 1 II. General Provisions 2 III. A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Magnet Funding Calculation .............. Magnet Surplus Credit..................... Magnet Operational Charge................. Restrictions on Funding Magnet Schools . Continuation of Existing Funding ........ Compensatory Education, Early Childhood Education and other Statewide Programs . . Conditions to Settlement ................. Act 34 Exemption ......................... Staff Development......................... Recognition of Autonomy................... District Budgets ......................... Prohibition of Punitive Action .......... Rededicated Millages ..................... Limit of Liability ....................... Majority to Minority Provisions.......... Consent Order............................. State's Role in the Desegregation Process . . A. B. C. D. E. F. G. H. I. J. K. . L. M. Monitoring Compensatory Education........ Statement of Support for the Plans .... Petition for Election..................... Statutes and Regulations Affecting Desegregation............................. Elimination of the Pulaski County Education Service Cooperative....................... Commitment to Prlncit)les................. Remediation of Disparities in Academic Achievement............................... Test Validation........................... In-Service Training....................... Recruitment of Minority Teachers ........ Financial Assistance to Minority Teacher Candidates ............................... Minority Recruitment for ADE Staff .... School Construction....................... 11 SP-01122 03445 2 2 3 4 4 6 6 7 8 9 10 10 10 11 11 12 13 13 13 14 14 14 15 15 16 16 16 17 17 18 IV. Dismissal of Litigation 18 A. B. C. Dismissal of the State with Prejudice and Release................................... Agreement Regarding Litigation Among Joshua and the Districts......................... Reserved Issue ........................... 18 19 19 V. Attorneys* Fees 20 VI. The LRSD Settlement 22 VII. A. B. Payment Schedule and Terms Loan Provisions.......... 22 24 The PCSSD Settlement 27 A. B. C. D. Financial Settlement 1. Magnet Payments . 2. Other Payments. . Staff Development. . Food Services. . . . Housing............ 27 28 28 29 30 30 VIII. The NLRSD Settlement 30 A. B. C. D. Magnet Payments. . ................... Compensatory Education Payments. . . . Additional Payments................... Description of Additional Compensatory Education Programs ................... 30 31 31 36 IX. Execution 36 ATTACHMENTS Attachment A Attachment B Attachment C Attachment D Release of Claims State Release of Claims - LRSD Release of Claims' - PCSSD Release of Claims NLRSD 111 SP-01123 03446 I. Introduction The Little Rock School District ("LRSD") Desegregation Plan (January 31, 1989) , the Pulaski County Special School District No. 1 ("PCSSD") Peirmanent Desegregation Plan (October 3, 1988 , as supplemented February 15, 1989), the North Little Rock School District ("NLRSD") Desegregation Plan of March and October, 1986 (as amended or modified through February 15, 1989 or by operation o this settlement agreement) and the Interdistrict Desegregation Plan (February 15, 1989) (the "Plans") hold excellent promise for achieving unitary school systems in these three districts which are free from the vestiges of racial discrimination. Continued litigation regarding funding and other issues may make more difficult and further delay effective implementation of the constitutional obligations of the State of Arkansas and the three Pulaski County school districts (the "Districts"). This settlement of the issues concerning the Districts, the Joshua Intervenors ("Joshua"), the Knight Intervenors ("Knight") and the State of Arkansas in Little Rock School District vs. Pulaski County Special School District, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors ("this Litigation") is in the best interest of the students, patrons and staffs of the Districts and the people of the State. SP-01124 1 03447 The superintendents of the Districts support the settlement and it has received the unanimous approval of their respective boards of directors. The business community as represented by the Greater Little Rock Chamber of Commerce also supports the settlement and the Plans. That group has pledged the strong support of its membership to help the Districts achieve many of the goals of the Plans. The black plaintiff intervenors ("Joshua"), the NAACP Legal Defense and Educational Fund, Inc., the Little Rock and North Little Rock chapters of the NAACP and the Greater Little Rock Christian Ministerial Alliance pledge their support to the Plans and this settlement. The settlement is also supported by Knight (LRCTA, PACT, NLRCTA and the AEA) . The Arkansas State Board of Education, the Arkansas Department of Education ("ADE") and the Governor of Arkansas support the settlement. I SP-01125 1-A 0344811. General Provisions A. Magnet Funding Calculation Each District's magnet students will be included in the calculation of that District's table rate in determining State aid to be paid under the MFPA formula or any future funding formula. B. Magnet Surplus Credit Any cash surplus remaining in the magnet school fund for given fiscal year after all expenses and receivables for that fiscal year have been accounted for (including payment to the host District for administrative costs) will be returned to the Districts and ADE as follows: (1) NLRSD will receive the difference a a between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year to the extent surplus funds are available
(2) If additional surplus funds exist following the payment to NLRSD, PCSSD will receive the difference between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year, to the extent surplus funds are available
(3) If additional surplus funds exist following the payments to NLRSD and PCSSD, 2 SP-01126 03449 LRSD will receive the difference between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year, to the extent surplus funds are available. (4) If additional surplus funds remain following the payments to NLRSD, PCSSD and LRSD, the ADE will be refunded its magnet operation payments to the extent such funds are available. This provision will remain in effect for seven years beginning with the 1988-89 school year. The payment to the host District for administration of the magnet schools for the 1988-89 school year will be 3.09% of the magnet school fund. In future years. the payment to the host District for the administration of magnet schools will be the same percentage of the magnet fund as the state-determined percentage of the host District's budget attributable to administrative costs. C. Magnet Operational Charge The current per pupil operational charge for magnet students ($3,100) will remain in force until changed by the Magnet Review Committee, or in the event the Magnet Review Committee is restructured or eliminated, then by agreement of the parties, subject to the review of the district court in any event. SP-01127 3 03450 The parties will review the operational charge on an annual basis but will not increase the charge solely for the purpose of creating a surplus. Calculations in paragraphs II.B., VII.A.1. and VIII.A assume a $3,100 operational charge. D. Restrictions on Funding Magnet Schools The State will have no further obligation to contribute any additional funds to magnet schools other than under paragraph II E. below. The Districts' obligation to contribute funds to magnet schools shall be limited to their paying their portion of the costs of the six existing magnet schools pursuant to the Court's order of February 27, 1987. Any reference to the six existing magnet schools in this settlement shall mean, for funding purposes, up to their present seating capacities. Those seating capacities are as follows: Carver 613 E. Williams Gibbs Booker Mann Parkview 515 351 660 935 991 Continuation of Existing Funding In addition to any payment described elsewhere in this agreement, the State will continue to pay the following costs: SP-01128 4 03451 (1) The State's portion of magnet school operational costs for the six existing magnet schools (Gibbs, Booker, Carver, Parkview, Mann and Williams) using the formula employed by the State during the 1987-88 school year modified by the inclusion of the number of students from each District attending magnet schools in the calculation of that Districts table rate for distribution of MFPA
(2) Majority to minority student transfer incentive payments to the host and home Districts as described in the August 26, 1986 M to M stipulation
(3) The State's share of Magnet Review Committee expenses as currently allocated
(4) Transportation to the six existing magnet schools
(5) Transportation of majority to minority transfer students between the Districts as described in the August 26, 1986 (6) M to M stipulation
and The State's share of any and all programs for which the Districts now re
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