Desegregation: ''Interdistrict Revised Desegregation Plan''

INTERDISTRICT REVISED DESEGREGATION PIAN u MAY 1991INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all 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 compromis they consider essential to an interdistrict 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 interdistrict desegregation aspects on assigned subjects. There were four (4) main Re
01718 Page 381 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. 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 oveirview. 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 is 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 pazrties", "tri-district" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. Re: 01718, 01719 Page 382The 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. Re: 01719 Page 383I. OBJECTIVES: OVERVIEW 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 Interdistrict Schools which shall seek to obtain a ratio of between 60-%- percent and 4O'%- percent of either race with the ideal goal of .these Interdistrict Schools to be SO-^ percent black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict 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. INTERDISTRICT SCHOOLS: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Re: 01720 Page 384Schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Gix (6) Four (4) new Interdistrict Schools will be established in the near teirm: At Baker 19-89-00 Bt Harris 1980-00 A. Romine 1080-00 1991-92 B. Stephens 1900-01 1994-95 EC. Crystal Hill area 1900-01 1993-94 ED. King 1902-03 1993-94 Facilities considered for construction or establishment in the future may include in or near Chenal Valley and the Scipio A. Jones site. The Pulaski County Special School District commits that it will reserve up to 200 additional elementary seats for transferring black Little Rock School District students for a new school to be constructed in (1993-94 at a site mutually agreed to by all of the parties. Any school constructed in Chenal Valiev will also be an Interdistrict School. The Interdistrict 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 Re: 01720, 01721 Page 385early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. INCENTIVE SCHOOLS: There shall be a limited number of iincentive Sschools, 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 Academies elementary area schools) of 55-%- percent black and 45-%- percent white with a variance of 5^ percent. The recruitment of white students to these Elementary Academies elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60-%^ percent. The ^incentive Sschools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens etnd Washington. The iincentive Sschools will be desegregated in phases through a combination of white recruitment into the ^incentive Sschools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an iincentive Sschool
any recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Re: 01721, 01722 Page 386Funding for the iincentive Sschools shall be set at two tiroes the level for the Eleroentagy Acadeiaies element airy area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activitiiwB. 5 meet that goal, theparties shall utilieo the servioGa of a consultant who has domonatrablo exporionee indeveloping and\ successfully implementing such programs in-a -ffla-jority-blaelc educational setting-r IV. MAGNET SCHOOLS: The Little Rock District shall continue to operate the oi present interdistrict magnet schools established in 1987-88 . Those schools shall be racially balanced to a point of between 50-%- percent and 55-%- percent black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize pairticipation 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 a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. Re: 01722, 01723 Page 387 VI. NLRSD SCHOOLS: The North Little Rock schools shall have a blackwhite ratio goal in accordance with its present desegregation plans. That district may educate pupils of the two other districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. FURTHER SCHOOL CONSTRUCTION: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. TRANSPORTATION: Students shall be provided transportation in order to 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. IX. BUILDING QUALITY: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socioeconomic 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 Interdistrict Schools. Re: 01723, 01724 Page 388Assignments 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 elimination 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 sane 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 identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. Re: 01724, 01725 Page 389XIII. PROGRAMS AND ACTIVITIES: There shall be a presiunption that racial disparity in 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
The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Maoteg Office of Desegregation Monitoring. 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 parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that Re: 01725, 01726 Page 390requests for access are not disruptive, unreasonable or intrusive. XV. HOUSING: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of. segregated housing patterns. XVI. FUNDING: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties. which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Imploaontation of thoao deaegregation plans by oithog LRSD op rcsCE>- ia dependent- upon-thereceipt of additional deaogpogation fundothrough whatever acananay-be available. LRSD
PCSSD-and-Joahaa"atatc that neither LRSD nor PCSSD can iaplcacnt their reapective plana or the -interdiatrict plan without either approval of the aettleacnt with the State,er Court-ordered funding froa the- State. Further,even if the aettleaentia-approved,LRSD will need additional funda before it can iaploaont the plana. No Re: 01726 Page 391XVII. 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 curriculum 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. Re: 01727 Page 392INTERDISTRICT 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 Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools
however, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons. parents, and students in theme selection. To that end. these parties propose to conduct a series of carefully drawn A c parent/patron public meetings and/or surveys designed to 9" elicit public opinion and input concerning the selection of themes^the location of -themoa, and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to Re: 01728 Page 393receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that 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 pgocGas and procedugea achodule will be prepared by the raspoctive -diotricto for those Intardistr-ict Schools coming on lino subsoquont to the 89-90 school year. Those ocheduloo will- bc-complotod on or before April 20,1980. Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: At Walter Elementary The immediate construction of an-additional 200 dassroom spaeos io required at Baker Elementary to foeilitate the-trans-far-ofthat number of black students from the presently conf-igured Romine attendance area to compose-Baker Elementary as an Interdistric-t--School-. PCSSD will obtain the white students needed for thio school by aosigning-those whites currently attending Baker Elementary to Balcer Intordistriet School-. PSSD-will likely provide additional geooodo reasoignment ao such asoignmento prooont-lyaffect - Baker,^woon andRobinoon -Elementary Schools. Such shifting will be for the dual purpooe-of Re: 01728, 01729 Page 394in/rcriif ^nGrGQaing white onrollaent at Bakcg gGcguitaontof black atudent-O' fgon Roi bring Lawaon and Robinaon into aa ole
with each other aaioroaaenably praol tBaker aa an Interdiatrict Sohool. Th&-GXtGnded-day pgoggaa at Dakog wixx ee xn xua cnxra year begi-nni-ng with the 1080-00 achool" year. ^hat pgoggaa w-iirl-be expanded aa-neeeaaagy to acooaaodate the black atudenta tranaferring in fgoa the Roaine area. Baker Interdiatriet School will-oaggy a theaati program. ^gho-partiea intend to conduct appropriate g meetings or-parental contaety-pagticularly in the Roh area, to determine the appgopgiate theae fog this / Interdiatrict- choolt Theae aootinga-will-be coaplet eg before Februagy 24 >1000 by the gespeetive distgie deaegregation office. PCSSD ahal-l -provide ita full ceapenoategy edueation pgoggaa at the Bakeg Eloaentagy Interdistr-iet School if 35 og aoge-black students transfer fgoa LRSD te Bakeg. Pv B-r HaggiS' Bl-eaentary A. New Interdistrict School Harria ia to be converted te an Integdiatgiet School. uch dcaignation- offers nuaeroua advantages,including the fact thatit ia the only elcaentagy achool' in the PCSSD which has sufficient exeeaa-capacity--to oerve an iaaediato s-ignificant role in the-integd-iatgict-plan-.- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 sea are-preaentlv will be 3 ! 0 Re: 01729, 01730 Page 395 negeQ3-ing white ongollnont at Bakog to conpliBOftt the gecguitaoat- of blaok atudonta fgoa nomine aa well aa to bging Lawoon and -Rebinoon into aa oloae a gacial balance with each- othog aa ia-roaoenably practicable with the uae of wBakor aa an Interdiatrict School. The extended-day pgoggaa at Bakeg will bo in ita thigd yeagboginn'ing with the 1090-00 aoheol yoag. ^at-- pgoggaa will bo oxpanded-ao-nocoaoagy to aeoeaaodate- the--blaek atudonta trans fegging in fgoa the Roaine ageau Baker Intogdiatgiot Scheel--will eaggy a theaatio program. The partiea intend to conduct appgepgiate publie meet-inga--or parental contact, particularly in the Roaine area, to-deteraine-the-appropriate-theBe for thia 'Intordistrict School. Theae Beetinga will be coBpleted on or before February 24,1000 by the reapective diatricto* deoegrogation office. PCSSD ahall provide ita full coBpenoatory education / program at tho-Bakeg ElementaryInterdiatrict School if35 or more black atudenta tranafer from LRSD to Baker. V Harria Eloaontary A. New Interdistrict School Harria ie to be convortod-to-anInterdi-atrict School. Sueh-deaignation- offers nuBeroua advantageo,including the faotthat it ia the only oleaentary school in the PCSSD which haa auffieient exeeaa-capacity to 3egvo--an iaaediate aignificant rolo-in the--ifttordi3tr-ict plan.- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 sea are prcacntlj^will be 0 Re: 01729, 01730 Page 395 fTl- available at^Harria :he school for transferring Little Rock black students. Little Rock will target for Ha-gjia recruitment 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, j added feature of the Harris program. Little Rock black Aa an students will be permitted to attend a designated Incentive School for its after-school incentive program. The' orvly-pgeaently known- facility modif-icat-ion noeeaaagy at Haggia involvca an upgrade of-the landacaping. Gthog potential aodif icationaw-ill -bo- evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to tgansfogging Little--Roek- black students but also to the pgosont student population at Haggis. Howovog,t^he parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whcthcg- og not an-altegnative what theme or themes would be more most appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Haggis are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areason-or before February 24,1080. Re: 01730, 01731 Page 396The PCSSD will implement enhanced compensatory education at Haggis, the school, beginning-with--the 1980-90 school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. B. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white student: recruited from PCSSD, particularly the western sector. White students returning to LRSD 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. Theoe aoetingg will be-eopleted on og before Febguagy 24,1969-,by- the goapoetivediotricta'deooggegation effice. S. 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 between 1-30 and University Avenue. This school will be ready by the 1990-91 1994-95 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and Re: 01731, 01732 Page 397operated 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. ES. Crystal Hill Area PCSSD will construct and operate a n^ district School to be opened by the 1000-01 1993-94-eehOQl 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, from 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. Thia school ia nccogaary because the redesignation of Baker and Roaine aa Interdiatrict Schoola will net coapletely resolve the racial imbalance at Roaine Eleacntary School during-the 1080-00 school year. To help resolve that iabalancc, PCSSD will construct this new school. mu partiea project that the seheel-would have a PCSSD has agreed to increase capacity of the Crystal Hill Elementary Re
01732, 01733 Page 398School between end to 800 students with up to 399 seats reserved for black students transferring from Little Rock School District and, if space is available, from North Little Rock School District. Thio capacity would a-llow the desired number of blacka to be recruited fgoa Romine to PCSSD. In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (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 Elementaries 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 1989-00 1992-93 school year. PS. King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 199a-9-3- 1993-94 school year or as soon as reasonable practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between 1-30 and University Re: 01733, 01734 Page 399Avenues. 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 andacommitteemadeup of -onegepreoentativef gomeaoh party shall makeageport and recommendation to the Court by February,1990,after conducting appropriate parental guFzeys and meetings regarding the-dosired themoi GF. Other Matters All Interdistrict 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 have the option of attending Interdistrict or Magnet Schools. / Serious consideration chould-be given to the eotabliohmont of an alternative school in North Little Rock A in 1909 or beyond. The parties-recogniao-that such a facility might moot appropriately be operated by the ochoel districts. The parties will determine, by the end of the 1990-91 I school year, a timetable for construction of an Interdistrict School in the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Re
01734, 01735 Page 400Potential Interdistrict M to H Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majority-to-minority transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD' and NLRSD shall reeruit and exchange-,on a one fog-one- basis,the following students(and as described in Exhibit "A" hereto)-?' Re: 01734, 01735 Page 401 iioPtmior High achoolai PCSSD Oak Grove white atudonta with HLRSD- Ridge Road,Roac City and Central Juniog High School black atudenta. onior High achoola! PCSSD Oak Grove white atudenta-with NLRSD Ole-Main black atudenta. VOLUNTARY TRANSFERS BETWEEN NLRSD AND RCGCD* To aid in the desegregation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County School District will cooperate In each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to .attend NLRSD schools on a voluntary basis provided no .transfer negatively affects the desegregation status of any NLRSD or PCSSD school. 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 multi-district Magnet and Interdistrict 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 Interdistrict Schools. Re: 01736 Page 402*The language found at pages 18 to 19 of the Interdistrict Plan, 8 JDR 1735-36, limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been eliminated to facilitate voluntary desegregative transfers at every level. Page 403IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT plaint VS. NO. LR-C-82-956 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ec ai 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. !^CIAL 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 n r. ~ - -20- 01737outside of this permissible range, being 27.U black '^hen Che minimum was 30.2% although a movement of thirteen students . would correct this imbalance. Ail other schools within the District are still in compliance with the 25^ standard although Rtdgeroad Junior High School and Ole Main High School limit. are approaching this On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, housing ail students in grades 9 and 10, Northeast High School and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 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. 7 and 8 . The NLRSD has formally requested the Magnet Review Committee and the MZT 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 017381389-90 . Since the movement of only thirteen s tuden ts will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of s tudent 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 students should be made to bring the racial composition of o f 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 -23 01739 Paq^406Central Junior High Schools to attend Oak Grove Jun ior Hign School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the S'-n lor high school at Oak Grove provided no transfer negatively a'^ o t 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 Junio High Schools under these same conditions. r Further, the parties desire that any shifts in the racial composition of schools that might fail 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 -Pr? - 01740 Page 407prcpcsed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability tn identifying students for Its special education and gifted and talented program-. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as a n 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 f act that alternatives in the gifted field have proven more effective. the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ r * 01741 Page 408Adapci'/e Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation i in Its report. The parties recognize that the purpose of the '-antaiician Report was to provide school districts wit.h 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 Cantalician 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 already 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 Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 01742 Page 409District 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 informat ion. The District will continue to seek this information but the parties agree that the North Little Pock 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 all kindergarten children at the first of each school Test to 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-Schoql Screening Test. use -7- 3-OOlJ 01743 Page 410CONCLUSION The Joshua Intervenors and other parties do not necessarr V agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Lx tie Rock's desegregation plan. Respectfully submitted, JACK, LYON & JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 7220 1 February , 1989 By:_________________________________ STEPH5^ JONES, Attorney for North Little Rock School District By: JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 LAZAR Hi PALNICK, Attorney fo^i Joshua Intervenors WRIGHT, LINDSEY i JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAMUeUjoNES, Attorney for Pulaski County Sp^ial School Dj^trjjrt ski -8- 3-OOlJ 01744 \The undersigned parties do not object to this modi ( a t i LITTLE ROCK SCHOOL DISTRICT By
, STATE DEPARTMENT OF EDUCATION By: KNIGHT INTERVENORS -9- 3-OOlJ I " 01745 Page 412s
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! i 1 = i * Z I 2 ' tZI I o c 1 1 II H Si"- H U wl 3 tl 4/ C, - >1 & 4)1 M .. C I M 3 >c C 0/) 3 o 3 I b6 I? - : |5 M Ml II I - : ! = i w i i! O 4j I s' CATALXeXAN rOU*NDAT:C:r S RCO>:-LNOEO ALTaxArr.'E zis~uct:cxal practicss I V at *W9 <w{l ww cm 4) V o a 3 0 > M 0 AJAPT' ,l\wd:c ' Acaozs Lea needs. cnviT
r.tnc to I ' X X V (/) i/i e <1 *1 uC VM) u 0 e 7u1 41 I 3 (Zl X C 3 O (Z) i ??: xdcs technical supporc :3 I cliSSTPoa ccachers. X X X X Scudtr.e XzdXvXduaX diffccencis deseribad la eerr.s dieteeXy rtXaetd co iaseruceioo. X X X z X LOZaPUJlT ClaKTtzl rOR RAD^<C THSiRUCTTOH Sllciu esr?ec cespocsts fraa aoa-rcspoadlai scudaacst X X z z z s
ablish(d use try l<vli z TXat for superristd praceics. Corrtiacad languat* ares aeelvtclas. I i X I' I N I I X X X' z X I z X z X X X ESftcclvt &a.as|[<sac 6 aonlconag syseca. X X X X X X X X DISTAi Qictee ijiseraeexca. I X I X I I X I I X I Scudiaes sysetaacelcaXXy aova chroush saquanetd aaeariaXs. X X X X X X Oefiaad eeaching bahavlsra vlch a focus. X X X X I X X X !. Cltarly iptcifiad (oalt. X X X X X Xapld/hl|h raca of scudsne rsspoosas. X X X IsBsdlaea acadaalc ftadbaek. X X X x X X X Tcaehtr eoneroXs, stXaees, aod pacta X X X X cotfUTH A3sisra asTxucrioa Skills uufhe chrou<h iadlvldualised lAscTuceiatt uslnt CAX eurrlculsa X pxni TUTOR INC Scucancs atsxaeiat ochar leudanct ta aeadaale raXacad acelvtelaa EXHIBIT x SUMMER SCHOOL TRI-DISTRICT COLLABORATION PLAN I. OVERVIEW Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school opportunities for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficit assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve 12. The pupil student/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Remediation Program (ftth Eighth Grade Remediation Program) The Summer Learning Remediation Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1008 each year. 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 Re
01747 Page 414in 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 Loa-gning Remediation Program will have a projected enrollment of 500 eighth grade students and teacher/pupil ratio of 1:20. Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program (See Volume I, Summer Learning Program) will muat be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District will has submitted a proposal to the city of Little Rock, JTPA, and Private Industry Council for approval.' The proposal wae will be developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. ongoing if and only if funding is available and forthcoming from the Private Industry Council. Extended-Year Services (Handicapped Students) The Little Rock School District recognizes that meet the geaponaibility of enauging that all some handicapped students may need to receive special education oemo hond-ichappcd atudenta may need-to- geceivo apecial- This program will be education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped Re: 01747, 01748 Page 415 peers, benefit from school vacations
however, for children who have limited recoupment capacity. a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent 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 extendedryear program provides for an extension of the programming from the regular school year, as identified in the lEP. II. AREAS OF COLLABORATION Cooperative planning for summer school with the Pulaski County Sschool ddistricts will should be conducted each year seheduled for early- Students in ail the three districts, including NLRSD, will be better served if the districts coordinate, with respect to summer-school, the following aspects of the summer school program
locations dates - curriculum offerings purpose
enrichment vs. remediation - fees/funding - transportation - eligibility Re
01748, 01749 Page 416since all three districts-
including MLIU3D, 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 involved. 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 in danger of -fer grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-S will be provided. Tuition-free remediation will be provided for students who fail 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. Re: 01749, 01750 Page 417III. EXPECTED OUTCOMES By 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/failures 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. Re: 01750 Page 418FA irrivES Sunnier School To identify elementary and secondary summer school sites To advertise for, interview, and select summer school administrative staff To develop proposed suiimier school budget cn I j<sn desfcrbgatiw iian u-ipumifni'ation Gofll-l-^-Ta snwiiruiis/Acrrv rn es 1.1 Work with summer school coordinators from NLR, PESSD, and ER to obtain recommendation for elementary and secondary sites. 1.2 Meet with local building administrators to discuss the procedures, concerns, expectations, etc., for use of the identified buildings. 2.1 Delevop job announcements for interview Conduct summer school job interviews. 3.1 3.2 3.3 Obtain 1988 summer school budget balance Project 1989 summer school program and budgetary needs Investigate alternate funding sources for summer school ta-iiii-: ImulirnieaLsuunier-ichool BEGINNIfIG DATE December-1, 1988 January 3 January-19, 1989 February 19 February 22, 1989 March 1
-1989 March 3
-1989 FMDTNG DA'l-E December-22, 1988 January 22 January 28, 1989 February March 18, 1989 March ?3-
-198f March ?3
-198 REsroHsinii.riY Bivisians-ef-Eurri-euluffl- and-Seheels Educational Programs DivlsioR-ef-Seheels Educational Piwjrms Bivisien-sf-Eurri- Eulum-and-Seheels Educational Programs BlvlsleHS-ef-Eurrl- Eulum-and-Seheels Educational Programs Support Services EVMJIA'rr(X4 Records and/or finished products will be on file for verification/cvaluation of summer scliool teachers. Plans for facilities Distribution of job announcements Interview schedules Develop budget .REA Summer School oaI 1- (rnntiniipH) UBCTIVES To identify sunnier school program dates T--Te-deHtfy-tpanspep-needs- fep-summep-sehe (Hetpepeiitan} 3 To plan for quality instruction in summer school 4.1 4.2 4) LRSD DESEGREGATION PLAN IMPIJEMENTATION TIMELINE STRATEGIES/ACrrVITIES Coordinate dates with summer school coordinators from NLR and PCSSD Submit proposed dates to (1) Plant Services, (2) Executive Staff, and (3) Board of Directors for approval Brl-Estimate-Humbep-ef-buses-and 6est-fep7MetP8peTitaH-sumiep ,s6he8l-site D4seuss-pessibTe-'-Fun-Pass-with- GAT ~1! 5.1 Develop and TmplemenVsuiSner school job announcements (in and out of LRSD) Interview summer school applicants BEGINNING DATE Be6embep-T7 1988- In effect Hapeh-Ii-IBSB March IIj-1989 April IBr-1989 5.3 Notify teachers to be employee May 17-1989 ENDING DATE DeEGmbep-227 1988- Ongoing RESPONSIBILITY Bivisions-ef-Guppi- 6u)um-and-SehuuIs Educational Programs Bivtsiens-ef-Guppi-euluin- and-Seheels Educational Programs EVALUATION Final dates Submission of dates Mar6h-23j-198 I Bireeter-sf-Transper - Estimated-eest tatienj-Bipeetep ef-Vaeatienal Edueatien March 23i-198 I Bireetsp-ef-Pepsonne Job announcements Human Resources April 287-1981 Summer School Admin- May 7-1989- istrators
Director of Personnel Human Resources
Content Area Supervisors Interview schedule Notification letters fA___ Goa 1 I: ira'ivES luninet-Schoal (continued) To adequately staff and supply summer school 30 o tn 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 IJ(Sl) OI'SfjGKlSGATION HAN IMl'IlIIEWrATIOI SFRA'itciES/Acri vrn e.s Identify summer school staff evaluation procedures Revise and print teacher handouts Provide summer school contract to employees Provide inservice for summer school staff Provide clinical supervision and monitoring of program Identify and secure materials, texts, and equipment needed for junior high and senior high level program Complete sumner school evaluation report Provide a comprehensive suniier school report to the LRSD Board of Directors El .ini
BEGINNING DATE 1ND1N<
DA'ii: RESlWISinil.riY l-.VAUIAl'KXI April 3,-1989 May 8,-1989 May 30,-1989 June 1989 June 1989 June 1989 August 16, 1989 April 27,-198! Hay 26,-1989 June 2,-1989 August August 1989 September 28 1989 Siiirtiier School Administrators
Director of Personnel Human Resources Same as above Director of Personnel Human Resources Division of Curriculum, Sumner School Administrators Suiimier School Administrators Di visien-ef-Scheels, School Administrators Educational Programs Summer School Administrators
Financial Services Support Services Evaluation Design Printed materials Sign contracts Inservice agenda Principals' notes Receive materials Complete report Submitted report I KSn DESEERFjGATION 1'1 am IHPlBtEHl'ATlOI [iinJNE REA Summer School oal I: (Continued) jraivES SI-RATBG lES/ACriV ni ES BEGINNING DATC ENDING DAlt Rl^STONSinri-IlY EVAinATIOM To define the scope of the curriculum for the elementary and secondary programs. 7.1 Mail notices to supervisors requesting recommendations for summer school courses 7.2 Invite proposals for summer school enrichment courses 7.3 Plan cooperatively with summer school coordinators ^4 Make each district's offerings available to principals and counselors in ail three di stricts 7.5 Plan for Dirver Education Program 7.6 Identify and print each course to be offered for summer school n> 1J Plan and institute summer school media/advertising tn November 37 1988 November 3, 1988 December 1? 1988- April 17-1989 March 17-1989 March 157-1989 April 17-1989 November 307 1988- November 3O7 1988 December 227 1988 May 37-1989 March 97-1989 April 17-1989 Bivisien-ef-Gurriea- Tuffl Educational Programs Bivisien-ef-Garri-- ealuffl Educational Programs 8ivisien-df-arri-eulum Educational Programs Bivisien-ef-Garri-- ealam Educational Programs Bivisien-ef-Garri-e a1 am-Educational Programs Support Services Bivisien-ef-Gurri-eulum Educational Programs Notices mailed Announcements posted Cooperative plans Lists of offerings Action plan Course offerings May 217-1989- Bivision-ef-Curri-eulum Educational Programs Publici ty REA Summer SchooL loal 1: (Continued) lIBCnVES (continued) To improve the identification of and notification for students to attend summer school -o cu tn fD -fi UI ro UI GJ IJiSD DESEGREGATION Pl AN IMPUTIENTATIOll HELTHE SERAnSCIES/ACnVITTES BEGINNING DATE ENDING DATE RFSlONSiniLTlY tVAUIATItXI 7.8 Develop in writing the core content for each of the course offerings 7,9 Share curriculum expectations with summer school staff 8,1 Develop summer school financial procedures 8,2 Review application/notification procedures and course offerings with principals 8,3 Review application/notification procedures and course offerings with counselors 8.4 Revise and distribute summer school applications to the individual schools 8.5 Advertise scholarships _8^Revise and print student handbooks April 17-1989 May 317-1989 Subject Area Supervi sors Content area guides dune 1989- dune 207-1989 Bivisien-ef-Eurri-- euluffl Educational Programs Meeting agenda March 17-1989 April 17-1989 March 207*1989 March 207-1989 March 207-1989 March 207-1989 May 87-1989 March 247-1989 March 247-1989 March 247-1989 Summer School Administrators
Bivislen-ef- Currleuluffl-and Seheels Financial Services
and Educational Programs Same as above March 247-1989 May 257-1989 Same as above Blvisian-ef-Seheels Educational Programs Btvtsion-ef-Seheals Educational Programs Summer Scliool Administrators Final procedures Meeting agenda Meeting agenda Distribution of applications Advertisements Revised handbook IJiSD ni'SBCREiGATION PLAH IHPIIMEHTATION TIMEIJNE ^REA Sunnier School Goal 1: (continued) UICTIVES STRAiTJS ri'S/Acn V rri f.s BISGINNING DATE EHDTNG DA'lTs RESrONSIOIl.riY EVAUIATIOU 8. (continued) 8.7 Receive all student application forms and fees from local schools May 15j-1989 June 1989 Local and Summer School Administrators Financial Services Fornis/fees collected 9. To improve student evaluation procedures 10. To refine summer 30 m o tn 8.8 Conduct summer school regist-tration 3.9 Conduct LATE registration 9.1 Ddvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) 10.2 Establish registrar procedures for recording and averaging summer school grades for permanent record 0.3 Determine needs and reguest JTPA summer workers 10.4 Determine how records are to be stored May 18,-1989 June 1989 Summer School Adiilin-istrators
Financial Services School/course registration lune 1989 June 1989 Same as above School/course registration lay 1989 June 1989 Same as above School/course registration lay 8,-1989 lay 8,-1989 Hay-8,-1989 Ongoin May 1989 May 18,-1989 May-18,-1989 MaxJ8,-1989 As long as funding and grogram ar^ available June 1989 Summer School Administrators Regular and Summer School Registrars
Data Processing Summer School Administrators Blvlsien-ef-Sehaels, Financial Services Final procedures Final procedures Identified needs Procedures identified STAFF DEVELOPMENT MULTI TRI-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. Re: 01757 Page 425LRSD DEStGRLGAI ION PLAN Ih FHLNIAIIUN IIMLLIHL I MULTI-niSTRlCl COLLABORATION PLAN "IT.- iiifinnfcTartieuldtieH-and-Biqdn* "lattcii-------- -z-bcvcTr.Yr.cr KAi .!! ACJIVlil'.S (linn n inn DA II CISIS r'srnir.luii in (7A1 iiM inn alf ilev<>lo)iiici 1 c(n)|Misc4l Ilf al Ives frixa sclmiil T7T Hiiiiinini nf fimr meetings |ier year will lie Iteld, Iwo (2) each soneslcr. -pa f F1* I" PMI- July, 1991 staff Development Directors of the Districts (Signing ana 11I' (rmn iicimIs nsscssiiMMil (^ip.i)iiig 0 I 's function o Iileiilify men! slaff III slralrgles assist (Ite ts I Ing (Ite Olis of <|iial 11 y led scImioI 7 m o I 00 MULTI TRI-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 program and services in the districts
it 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 needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law
Re
01759 Page 427it 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. Re
01759 Page 428LRSD DESEZJREGATION PLAN IKFLEMENTATION TIMELINE Multi-District Plan School Operations__ Goal I. To establish a countywide School Idiprovemont Council CTIVES STRATEGLES/ACrivniES BEGINNING DATE ENDING DATE RESPONSIBILTIY EVALUATION Appoint a school improvement council of the representatives from each district. 1 .1 Adress ongoing planning for desegregation and plan modification or implementation needs, if any. July 1, 1991 Ongoing Superintendents and Associate/Assistant Superintendents for Desegregation Appointment of council Appointment of committees to deal with issue specific con- 2.1 Persons with specific expertise cerns in areas of schools and support services 30 fU o will meet, as needed, in committees and resolve ongoing coordination in areas related to the plan such as transportation and staff development Appropriate Associ-ates/ Assi stant Superintendents Resolution of issues A Hu1t1-District Plan School Operations^ ECTIVES develop joint recruit-g efforts and proce-res with particular phasis on minority acher recruitment 1.1 IJ^SO DESEGREGATION FLAN^IMPLEIfENTATION flFlELINE GQjl 11 STRATEGILS/ACrrVniES To develop mutually supportive and equitable personnel recruitment and placement procedures BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION share the applicant lol s among the dis-icts 0 monitor distribution f staff across grade evels and support reas o cn 2.1 2.2 3.1 Share planning, resources and contacts for recruitment of staff, both certified and noncertified Use teachers in the recruitment process Certified and noncertified applicant pools will be shared with the agreement to assist ejch other in correction of disproportionate staffing The principals will be accountable to ensure equitable distribution of teachers by grade level and subject area Currently in effect Currently in effect Currently in effect Currently in effect Ongoing semiannually Ongoing Ongoing Ongoing Directors of Human Resources Directors of Human Resources Directors of Human Resources Principals Director of Human Resources Associate/Assistant Superintendents Increase in minority staffing among certified staff and more proportional representation among support staffs Proportional representation of minority and majority employees in all staffing categories Statistical data that minority teachers have access to teaching opportunities at all grade levels, in all subject areas and in all programs - AP. Honors, G/T, etc. A Hiilti-Pistrict Plan School Operations i1 11: (continued) SCTIVES 0 identify students iho may be future .oachers and to provide 4.1 IJlSD DESEGREGATION PLAN^lt tPLElIENTATION STRATEGIES/ACTIVITIES Establish future teachers clubs in elementary, junior highs and senior high schools BEGINNING DATE Currently in effect iupport programs to them To establish a joint committee to address district planning for support of students who wish teachers to become > cn ro 5.1 Hold career fairs for students Contact the business community for support 5.2 Create contracts of intent" to hire future teachers upon degree and certification completion 5.3 Provide internship opportunities for students of education lELINE ENDING DATE Ongoing RESFONSIBILnY EVAUIATION Principals/Teachers Increase the number of students entering the teaching profession August-1909 Currently in effect Ongoing Ongoing Associate/Assistant Superintendents Director of Human Resources Director of Human Resources Building Principals Increase the number of minority students who graduate from the Districts and return to them to teach Hulti-District Plan School Operations 1 II
(continued) CI IVES 0 establish a joint ommittee for planning ecruitment strategies nd procedures 6.1 XI fD 1 JtSD DESEGREGATION PLAN-'IEIPIJENENEATION FLINE STRATBGIES/ACIIVITIES Production of a set of recruitment procedures and timelines to be developed jointly to increase effectiveness and define rcc
'-'. ment responsibilities recrui t- 6.2 Develop a cooperative agreement for recruitment of certified and noncertified staff with reservation of a number of slots so that employee categories will be desegregated 6.3 Improve teacher working conditions to maintain teachers in the profession BEGINNING DATE ENDIEiG DATE RESPONSIBILITY EVAIUATIOH 1990 Ongoing District Directors o I luma n Resources Completion of the document 1991 Ongoing District Directors of Human Resources Racial ratios in all staff positions commensurate with district and court approved guideli nes Spring 1990 Ongoing Support Services and Building Principals Increase district staff retention o 03
EA Multi-District Plan School QQra.tiQns_ lECTIVES Establish a committee to study disciplinary rules and regulations and to viork to address areas of divergence 1.1 LRSD DESEGREGATION PLAN^IMPITKENTATH Goal III. STRATEGIES/ACT rvrriES Commitee assessment and comparison of policies and procedures in student handbooks ELIHE To establish student disciplinary and attendance policies vihich address student needs as viell as school climate concerns BEGINNING DATE In effect ENDIflG DATE Ongoing RESFONSIBILITY District pupil personnel directors, identified school staffs, and patrons from the districts EVALUATIOtl Completion of the task Disaggregation of data related to student discipline 2.1 Develop a set of rules/expec-tations which is common to students in districts. (Specific penalties may vary-final penalties will be enforced in common) In effect Establish a procedure for sharing access to disciplinary records when students transfer 3.1 Review of student data to address issues of racial di spari ty Ongoing Building principals cu n> 4:* OJ o CO cn 3.2 Policy/procedure to be designed for communication of student disciplinary records when students transfer or are expelled/suspended In effect Ongoing IJiSD DESEGREGATION PIAN^IMPLEMENTATION Dn.INE A al 111: (continued) EcrrvES STRATEGIES/ACrrVrriES BEGINNING DATE ENDING DATE RESrONSIBILIIY EVAIUATION Review of attendance policies to attempt to create a common policy and set of procedures Appoint ongoing monitoring committee to keep policies on attendance and discipline under review and to review data Develop alternative school for students in need of intervention or special assistance if at risk" due to teen parenthood etc. ZU n> o O1 UI 4.1 Appoint review committee of patrons, staff and board members 5.1 Appoint Committee 5.2 Ongoing review of disaggregated data to address disparities and student needs 6.1 Plan alternative school to be available to students on a contract basis and con-tigent upon funding avail-abi1i ty As needed Ongoing As needed In effectsi Ongoing Ongoing Appropriate Associate/ Assistant Superintendent from each of the districts Superintendents Principals and District Administrators Appropriate Associate/ Assistant Superintendent Completion of task LRSD DESEGREGATION PLAN-'IMPLEMENTATION TIMELINE It Hulti-District Plan Schnol..OpenAtiiins, Goal IV. TToo pprroovviiddee jjooiinntt pprrooggrraammss iinn gguunid ance/counseling to meet student needs_an(i to ensuci i rflcial~.tiiiiiit crivES STRATBGlES/ACrrVITIES BEGINNING DATE ENDING DATE RESPONSIDILITY EVALUATION lold employment fair or students who viould ^nter the world of (ork after school 1 .1 1.2 Contact employers (local, regional and national) In effect Ongoing Hold fair with focus on employers of minority Yearly . Ongoing Directors of Guidance, Vocational Teachers, Director of Vocational Educa tion 1.3 Target skills needed for employment as well as oppoi tuni ties Yearly Ongoing 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 2.1 Hold joint counseling information sessions for counselors 2.2 Contact colleges regarding minority scholarships and financial aid 2.3 Contact colleges regarding admissions, minority admissions aid for i students minority 2.4 Provide target counseling for minority students XJ 2.5 notify students, parents, and educate staff regarding all opportunities In fall, annually Each fall Each fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Journalism Departments Counselors School Principals Directors of Guidance Directors of Guidance w/committee of counselors School Counselors Coiinselors/Principal Staff Development Directors LRSD DESEGREGATION PLAN D-tPEEMENTATTON TIIIELINE Hulti-District Plan School Operations IV
(continued) __________ _____________ IVES STRATBGIES/ACriVTTIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION ihance minority 3.1 Individual student con-
crui tment and aware-jss of student of P, honors and ferencing. Teacher and coun-sei or encouragement of and monitoring of students ective programs rovide pooling of esources and pacific plans of ntervention for tudents who are isadvantaged and/or t risk 4.1 4.2 Ongoing Counsel Ol'S/Teachers Proportional minority representation in these classes Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Ongoing Directors of Gui-dance/ Student Services Development and implementation of strategies evelop and implement tudent career gui-ance plan with ndividua1 student ducational plans ind communication lith parents to ?ncourage student 5.1 To be developed and reviewed by students, parents, counselors and teachers (predicated on potential) In effect Counselors/teachers Director of Guidance Desegregation Officer Implementation of Plans iccess to all iirricular and projrammatic opportuni ties in a ratio Lommensurate with school racial composi tion 0 i Hulti-District Plan School Operations IV: (continued) riVES diance communications nong divisions slated to counseling n the districts niform records ransfer policy ere-tion and systems LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE STRATBGIES/ACnvrriES 6.1 Regular, monthly meetings among directors of guidance 6.2 Periodic joint guidance meetings 7.1 Appoint committee to develop procedure and timelines of records transfer BEGINNING DATE July 1991 1991-92 ENDING DATE Ongoing RESPONSIBILITY EVALUATIOIi Director of Guidance Appropriate Asso-ciate/ Assistant Superintendent Director of Guidance Directors of guidance, principals, directors of pupil accounti ng Enhanced Services Improved Communications Completion of last Completion of Task Improvement in Process Hu 11i-District Plan School Operations TIVES 0 study GPA and citi enship participation equirements of dis-ricts to address caderaic requirements nd student participa-ion needs re to ] JRSD DESEGREGATION PLAN n-lFEDtENTATION TIMELINE Goal V. To develop equitable recruitment strategies, access and opportunities for all students or extraciirxjcu^Iar activities. STRATBGIES/ACriVITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVAIIJATIOH 1.1 Review policies and percent of student participation in each district 1.2 Review data on student participation and achievement over the last 5 years in each district 1.3 Review racial group representation in extracurricular activities by district over 3-year period 1.4 Appoint committee to evaluate results of data review and see if any areas of policy agreement exist ingoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Associate Superintendents Associate Superintendent Associate Superintendent Associate Superintendent Completion of policy review Revisions of policies to address student needs u . LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Hulti-District Plan School Operations Y: (continued) TIVES STRATEGLES/ACrPAITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION J recruit students ar participation in cademic related and 2.1 thletic co-curricular Teacher, parent and counselor awareness of opportunities and in turn encouragement of students June 1989 Ongoing ctivities 2.2 Provide special supports of costs, recruitment, and encouragement to students June 1989 (Ingoing ft) 2.3 Reserve slots, if necessyy, to ensure student participation and access in programs on a proportional basis June 1989 Ongoing Principals Counselors Teachers Associate Superintendent or Designee Increased student participation - enhanced proportionality in student participation II o I Hulti-District Plan School Operations IVES strict uniformity reporting test suits and analyzing spanties 1.1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal VI. STRATBGIES/ACriVlTIES To enhance testing programs and student preparation and access to programs Program for analysis of student test results v<ith data dis-aggregation__ t_o_ _a__n_a_ly__z_e_ _d__i_s_- parities and student needs by race by subject area irm bi-racial mon-
orin9 teams to 2.1 Monitoring teams composed of BEGINNING DATE Spring 1989 June 1990 ENDING DATE Ongoing Ongoing RESPONSIBILriY EVALUATION Associate/Assistant Superintendents Associate/Assistant Superintendents Completion of task Activation of the monitoring committees isure appropriate
st preparation and
sting conditions ar all students. Planning and Evaluation Specialist and other District personnel to monitor test preparation and test conditions for students Implement trategies to reduce ispari ties by means f school plans and ndividual student mproveinent plans 3.1 Analysis of school by school data and individual student needs Summer 1989 ongoing Principals Assistant Superintendents Development of plans Iteasurable decrease in disparities m o 3.2 Development of strategies to address concerns and to meet needs Summer 1989 Ongoing IJRSD DESEGREGATION ITAN IMPLEMENTATION TIMD-INE Multi-Qistrict Plan School Operatiflns VI: (con t i nued)_____________ _______________ CT IVES STRATEGIES/ACriVITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION Provide ser-ices to teachers e: use of test scores interpretations of scores reporting of scores to parents interventions to benefit students (and address these specific needs) 4,1 4.2 Joint staff development in testing Individual teacher analysis of student needs 4.3 Teacher preparation of strategies to address student needs 4.4 Scliool-based planning of interventions to assist students in areas of academic need 4.5 Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and disadvantaged students and minority students Ongoing ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Directors of Testing/ Evaluation Appropriate Asso-ciate/ Assistant Superintendents Principals Principals State Department of Education Districts Staff Development Directors Academic improvement of all students ro X3 LIBRARY MEDIA MU 01VIlon: Instructional Program/Area
Library Media CTIVES selection of ' ' trials/resources to ort the curriculum asagregatad school nets Is a Bultl-rlct goal of the ary media programs. nservice training ry media staff rs to desegregated I districts Is a -district goal of Ibrary media ams. 1 "D CU IQ n> XJ m C/J * 05 ro o STRATEGIES/ACTIVITIES BEGINKIHG DATE CCMPLETION DATE COSTS RESPONSIBILITY | EVALUATIOH Continue hosting Multl-Dlstrlct Multi-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 Plan to host multl-dlstrict Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 1988 to explain the new national guidelines for school library madia program planning Plan to host Inservice training for Bultl-dlstrlct library media specialists using district employees annually ongoing to be established ongoing ongoing ongoing Minimal Seek Library Media Directors or responsible person (Including NLRSD) Library Media Directors or responsible person (Including NLRSD) Library Media Funding Director From or responsible Coopara- I parson tlva Minimal (Including NLRSD) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts Inservice training will develop skills for library media specialists who work In desegregated school districts Division
Program/Area: Instructional Library Media CTIVES STRATEGIES/ACTIVITJES BEGINNING DATE Izatlon of teldvl- technology In gregated school nets Is a Bultl- rlct goal of the Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basi skills, etc. c to be established sry Media prograas. Itnent of Minority ry Media all Sts In desegre- school districts ultl-dlstrlct goal >rary Media IMS. Contact teachers training Instltutlons/Recrult teachers for training programs In library Media certification ongoing COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION to be established Seeking Federal Funds under Star Schoo] Bill Library Media Directors or responsible person Students will gain prac- tlcal vocational axperl- ence In running a television studio
students Hill benefit from Instructional units provided over cable system or recorded for later classroom use. ongoing HInInal Library Media Directors or responsible person (Including NLSD) Hiring and placement minority media will occur. of specialists district coMBunIca or library aedla a adilnlstrators oal for the - Copy MOMS relating staff s. I 1 C/I O 04 a> CaJ 70 m o dovelopaent opportunities to other district attalnlstra- tors Meet Informally for sharing sessions ongoing ongoing HInInal Library Media Directors or responsible person (Including NLRSD) Better communication will be achieved.SPECIAL EDUCATION TRI-DISTRICT COLLABORATION PLAN I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing I Instructional Methodology (Materials and Supplies Monitoring and Evaluation Funding fog Indirect Sogvicea O II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A multi-district committee for assessment cl * is in its fourtiFi fifth year of operation
(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their egommunity bBased -ilnstruction (CBI) programs
public relations and common or shared training sites
(3) North Little Rock School District and Pulaski Re: 01775 Page 444County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan H-igh School. Vocational Technical Education Center. 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 14 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 be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include: 1. Programs for low-incidence handicapping conditions a. b. c. d. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed Re: 01775, 01776, 01777 Page 4452. staff Development a. b. c. Central Office Staff Principals/Other School Staff Teachers 3 . MttitiTri-districtls assessment mmmi ht-po 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 multi-district 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 writing grants to secure funding for innovative programs. III. Mul-tiTri-Districts' Expected Outcomes By the 1080-00 1993-94 school year the multi-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/foraat) for documentation of due process procedures. Re: 01777 Page 446 C. D. E. Collaborate on staff development efforts in all aspects of special education. Support activities of the multi-district assessment committee. Establish a process for recruiting ninogity black special education teachers. IV. Evaluation There ia a need-fog a ^systematic approach to assessing practices and policies that yield an overrepresentation of minogity black students and black males in special education is critically needed. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. need for better information which: There is a (1) attestings to the relevance of special education (pull-out programs. self-contained classes, etc.) to meet the unique needs of handicapped students
(2) establish-ing^ the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment
(3) outlinings the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education (4) certifyingis the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions
and (5) Re: 01778 Page 447providiftg^ more extensive parent educational information systems Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The director of Special Eduea-te-ion The Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. Re: 01778, 01779 Page 448a a fa * I -iM '< iL l- ! lUAHCKS/ AdKIIKS -Ocrniil an! t>ley nlnorli leadwrt lncellllt arcaa all . *1 Mill I II I M I eovn- nFONSiaii III IW li leainl |al nl i x^a-i.n niiHxilr i|<x iai nl .Il i>Mi Ir.Mitris fClimiNC OAK coHrdiion OAlf hlreclara: Per tom* I S<*clal lilucaliim Si^xrvlMMra - Special hllKallim 1^1 .MHthlMl I**! IH <l * I lit iMi-lil <t| MllMH lly l (t In i , .it| Sll
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o OJ m ua .. fo o cn '-J cn 00 cn - - 4Im( A-in *! */nUiar _ - . Alt .aiulniL AkUJt/-- -- - 4li U/lmKli* -- ______ MflAr iiuOMn* - w r mt-an< nil* ~ .aambilass-- - NmUAmi-aluOaU-aci * .JkUitt-aav Jo - loniinr ra* tMrfr> -WnUaaa-U-Ua-- -iraantiptomi* {Unl lr-' -*tA1T<MHk~* Wkiu -->tr>l*-aiAr<ln4-4ir -- -Kii:cdwiwc:: - hMU-al-aiMMimf OMl-ArdniTi'MM'" * -'irwHnt----- -^*Hla-<it-achalnniw- -- __IvJMO.bw.Uoaaila -__ ImKaI. JatljrwUJu i._ nrtHnanb""* irfHi( M'nW nOrfiaTs IVII - -lii^ivTrtkMriT ^t-rnnnriF. This 1s In LRSD Plan I MOM Illi I 11 hi.. , 'uil I'laM I'jlit 'ai . iHi tl.Ir I * I t I I I I <1 ! . I 4 1.1.. ia I MJICIIVIS siniiicirsz Atiiiiim (CUMING 0l( (aVIlllON AK (O$I5 RiSPONSIBIl III I -<Al UAI lOll rrttuiar trtOMc 51W itK4MM.au i<ata4 a 4l|Mmiarl law f - un Uf-liiaw(a |lally *ik-antrr t i^arlat----- atCaaihmr------------ -- ---------- -O XI Ol m m . (D 5m.LI Jm-Uui. r. ScWaH-MletUcai - - " inM&fkV -Sijprl-ByUm-- - |rr-ii'kMi~riwlru~ ' mAr<tt-nsA -inMrvk*- - -- JV
MW------ S(>< Iri'hliKX-lnaa 4'M>al- t*tlr-irl< -Inm'fccrtwir "iaaafca^ Ma^ac iai iaua TMWI I-Ml maMi -vapiMaHy-MKtrMkba - -Itsvldv -iralhi|~----- iHcortar nt tret** ,lif a. . 4Viaan>aZr*aa*i4a. (aaJ*. -- - -taartr la laalhark----- 4*aiUaa iaatMa Uta> -- This 1s 1n LRSD Plan iniirw.-,-,-.!<x I .iTrixit TI.T flnaw - laftnivrd -linTnTKTiTrfi iT.l "r.r.i.r - II 3 o 4::* I-* tn **4 cn co Bmi 1 11 l-l IM ri'ii ! II...I IM I I. |ib4 I I OMtttim- SIRAKCir^/ jrminiff' t 111 I I - M >11 .t. i.li Ilf, I
Jf 1U0Q_. ..iwriLUoa OAK OAK (OSH RISPIMSIIII IK I' I I I .0 |.. I U |.h I I UAI ILII --hnan-ttv-ruttlMlllf:------- .-AuiU-litl.lni-tn------ .PriiirifrViilVHiAAriir" -A/00- niM<n'diib4ll*A?----- ...WwenOMiLiwk-wu -|rwi^ tcrtvlttn. 1_. - "nlar mitirflniuui- * ---- nr.- miAWtiiHM 'MnMMiA-M<vtca.4ii-i -- .- itlayinUc clfttBoo -MwcwvNi'tv-br vv^NT - - -ed- mh -Mm trrs - "if "kl^efcip lirmr ~yS3'~~' t 70 m 0) IWMiilir-Hiimfciii---- -sarni......... t .JhilMnc ^VWVOTVT^K -fwtMmrMk* (M4<ila<M4aH-Crater wx-mRairy-KTfwAmr "Vtr cwKl miAoco This is In LRSD Plan - -a<oii<* - iklgolll^ - -- Sac ini Utikrr Tkvnioioci tiln^ M.ivr 'iT.x-i.TAi *ir-,r ll* irMU jLluVUalua.AUi.ul.ik.-'- "" ?iCOr>3C4dCQa-uwubAoa_t..i Wvcr|r .yM'riuMfeHJucXjwu JwAak-m I I o I 00 I I <KUJ| I* I to (Itir I > I UiiUtui I J. UaiLuwsl lk4Ai. I * Mb* .1 I p 1*1 1.1. . MJKIiVIS $II(CI(V Miniiiis ICIMIMC OAlt (otriiiiuM OAII (osn (israasitit in I '<*1 'JAI ion IftaGiTilTri/aaUi UmL _. .-4iilcju.(A.utguLAr_. . - - A lA>i-UaI UM . - AiavMl. Mm iZva _ _ _ _ _ ay9Q.___ O,rtT.|-5r.in - - rrM ^nHal-UirtTr T.r7.iK
I I > - -----a-AE<il<*/a<b(4.MU(UI ant atnMlaat-- bnA admh----------------------- <><*< T hrrA' V.- liKu^f InrrrfAilii^nv" " --In-tnrtnKthMF rttwid' ""hwr j.qbjmHw. CdHn3-(ta-lhati<- ht-- ------------------- Oiaoii^ H9e-^- --PUWUK. ---- ----- I-MX-- -b.- -IwAm k -aiMHiY x-.ns* -4'.- -^nr lotw h^ K Anu. lor A *-wih H" yr -*, 4tAr nvdMiK^MMsvl lOonTH//MMtt >IK tnnxt- B^txiitolaar -------ficnHaM-W-MVAl --Hwinil,k-|<w Ua 4|tt Inn-In --*a*W TlBfSM------- -- -------- -------**i- tnt-naulw tI -- ------------ r"TWimKUtUw* Jii. lniUliM>.4wll9i - --------(fKlUar alJc.-Us. -<llMia-*ty|^ This 1s 1n LRSD P an X3 m o 4 co ID -hr r<T{iitr c t-x^xf r -><-**-. n-,-- ri
Kr 'r'ioo' WTOnU- 100 ,111 t^-ix 1st X ni h n U J t J. J L _ ini I'l .11 11 mil " kritrA X rllloif.Av*p nr l**Triii"iiiTi7r riViii irr r. t.inr.r-- I I I J IHI I I HI I.......... Il 11|. I riM'i I ll Ma I litr lint* 1**1 * I. IklilM: dul tlAlMiU Ur anl"ll'u ! i-lllal l.l. 1 h I l.i,, . l lil IhIi ! i-< III lilr .1 |i I ill* I MJUIIHS SUAKCIIIZ Kiiviim (CIMNIMC OAK CdhTUIION OAK (osn unroHSiBii III l I * 4 1.1* I JACJAI lOlt UrtlflK' nt - -L, l*w-**"*^l** ri>i*M-i>ar|*wvrrlMlhr~ M"ioiM|-UihT MiMrhBr (kigaUill- ------ JkagiUuj^ X tnMMry-rnr-i jMa _ _ .Uail la Iba tiuUilL<- f4nifal- - fsuacllu* - _14a<l la A xaa-. _ .UmoLcjwpIImkX-W. . ...Olfldcl.. lo- la -del* coHvc- J-.-fta^Ha-welal Hae-iar - ha^Huihart--------------- tlaaianRbwiil I -vdoc*-- llwb-1>14>1 u111 a>LU4A<.a - - - - |-
MRh------------ XanuUlanlA-- |J,Ulft-------------- ____ u,au._______ t< atau Iona 1 - Zaovth_______ ------------ Ibouo OUwb4-<^4 Up* kH- hdiKivrinn -f.t.rli 4M*h-w-.>5f- an- Tri I iTi1r%
mnhrt tt r l~lu JCip AijL fl-l It Ji _'l . t'L Ju kUucI- .mUa. xiu. A . anal Mr- - Hl |aac"~ lillUl--- burner i-****-*^ ----naUl(-- a
ula---- ___ taJli-JPi" J-M vlM^ IIm MMclal* upnMMtfMr --------- t|irUla -aUM- - ____ ____aV_(lbLULirf.l^>lal ____bUidian^lailrUa-aM ---Ibtlaalall 41. dawr lAirantAWiitMriati: ardiala-drtlvlMK-tn _ blcBljU LaLlit tad tai-. rv-aonlme*'iMim ~~ -uUJca-BUli.. This 1s In LRSD Plan riuc*niMi in 1 rnrrt ia
ht ri.a.i -j-. 7 -hah \<hiwA Hen -iit q-nn r--1-f T I- - I V H - -1 - 4 -< kI> *- a- .1 C-^ruOlMIS. J-I (HrvrnI i.tl - ilii aK-iSI T lis- rT ".I n T.- - *1 M <- l-i * >4 - M ** >a I -<.T hrwd'^v jo^ni'nr ri >M 4 4 IT <|b4K4*-b^<.*4-<- I . -vnTOiK*ivrn|n T.itT-ni rnT'l------ m o o r j< al I f<i II . .Il I *.<IN lUV* I. o I r-.|aI.U (itlK.lul I. I>ac 'luiu.ll* * ''!* * ' '"4 '* >> "I . .II.-I I.. |....,,. 'I A* ..I I' I , a 1.1.. MJICIlVfS siaiiim/ (CIIMIK iUK totfiiiioa IMIi OSI$ (SKMSiaU IH 1 MUJAl |U<I ___ ------------------------------------------------------------4M- _ ~ Jioa 4. jalaia il>. aUajMila- ------ >a ma* |I wliaal bmi- -------- - 4'u>U Ja*!* UI i<av. ---------aad-glUgaUaa---------- -U -tgiMlUr ___ JH 4JtL _______ tad .ralalad. aaorlca. JlktoU>- _... -Qiigalii|. (>S,Wk.vr<- aU-i.<ul4--- IUM LUU S ------ - pL i.U------- . l4iaalbu.-!u.fMM4uM - e4- - fxr> l(4 Ja------- anaI _ .4.- JtaiMaa(4 KManaa. 4(aaataUa at-4t- ------ data. Ul awani------ ------- I zpTsj.3 XmmI ua o J 4* I I I .wMtTKxicvb*-- iMiMinnlM- - - JLitfJ Iw UtuiiwtK-. --------Aimil----... g. turrlculiM tAMd --- Amaiaaal - ____ - n^n ii< jlkab< --- -otn^ng- ----- rrf<nBl"l<aUrH<air' ~ ---------- XUllJhK.kj<Jbml JUa-li- ol--------t*<nh<' -aa*-Frace-- ---dMa A>BaU^ JlaiA fc. Aa---- A--- a L " _ trtjnwrf" -.-fwT kuhw This Is in LRSD Plan 4// zr
ziiiizzz: . -IVU ------- cassloii*. 1S-- IsadaMB - - 41,IXJQ -(laal. - - ---------- aonauUaa^ - --tl.lMO---------- -SI a -Br) a Hand - n f. i(*nL - - 4K*.al Mmi- Xaisull<H T UW aUUI<--LU-LU.. U...LU.. luIl t.L.U-pLu.(ja uL .JU uu tku. OerraTe- br anr - ri-i AHalewl^lu- k a*!** rtt-K .. Tly fiKHrrd-s-.n.- h *? ~ I nrtt*FHH-tce Inrrr.i^wt-kiooh^.r Tit 'Itif* 3* **Vw |-r^a, . V r I'Tt'i t-T 7* I J JI J J <1 I ru 1 II. Ml UH lUlt Pi lit Im % - * LIm jii' til'Ir.li iU 1 ***2?.ffj - . _ * *11 I t ! I .1 I- >1 I MJ(ciir$ AdIVIIIIl (ciiMiw
OAII (onruiioa Mil {OSIS anroMMaii iii I At u* I lUM .raMla4fMt-bra~'--.*------- .dlUUI-asaaKwrtt<*ctw*- a IVI sa l Mt-a-|>t ataard ~ ~ ~ . agsada aad aUtd dwikn "IBT --txtablliircaaaH'InKy-iM - -*Maa-sf-asaMtBtttH------aMgolag (*<-------------- h
oui----------------nnenojf'-siJ-rnrtifir r I? 70 m U3 .. } n> o 4:a I-* cn IMO ---"wnMn^ -"vataaUa* last twats -EraabiTTr TTF"ihMmrrIrx^rMrn'^Tnrda .-Ji aass iUMtlag sastsi -OttgoJa^' ^V^VWWW* - liirtraMtsrad-fur' ---S 1V*I-.---------- ---- ----------------a- atltnVgnlng. ------- -M-am-MiaM^aa ------- This is in LRSD Plan JtUas4ts/------- -Coot il bw tot S-- ***"<---------------ri'titrli<- OigolnK-I I I I I I run ** il.li- Hiki |i I. laBdliBBil lAada I I * t MJKIIVU )l*liCIIS/ (IIIIIU -^rrtnd. JiNullffBCUi------ -<r-l\rrd--4AMaH<------- ------- -lilacBllfln-- rrnCcr'Ty bJja^luiUa*l.S**Bly l_a>B4c. <4. Umw 41)1- >Ub -Ti-U* tragf 4a.tM untiT'awiiltnt-hr'BiiRritlc- - I M I * ! M . aiCIIMINC PAIt '9/n- <lA-a(*i^a utf IXIi i ajuulg-dlwMLp|*4aUai. -_b. --li< wrtalraHttR xrrnl-^rt m>* Hfcn Kir* disirtcl wlilr rvrior iMtr-JUl- irj JL ti|i. 4 wad H 4(xrtat. 4i|f4LUia4<lr>Lr -. -VX-- idl4- lBaMd4ly-4Ml----ArlMiisM-Act-MUr - - <1-mI-rml- SvLaII'SU__________ - -lr|il4M'lmT - Clear _ X U. HClltflMOlktoA. law iiM'MUMMar lB>-|irn*l<lr -MUalBce - - norf BimrAKr iiui' Aarr*' ..jnlJvtuw-ebMilr .. 4-4-Widiai1r __JkhcjU4Ul(l.itaULl<----- initEdUr taWOepdr - -viMa W- (aOnl-Mtl - .jMcbvaHm.______ >70m This is in LRSD Plan o CO HI I I . fUMPIIIIOII OAK . .4au.(K. lOSIS I I ((SPOM'.IBII III 1 I . I 1.1 I Ai u*
I'.ii I 4McL<ir-aL S<< Lvl- - -. UBiLJbfcU_i.UJLi
A_u.l-l- n-U - JdlC^LUMI. SofmiMur*- -Olmlprlr unJc-dhtL MJirj v. . LoJJwaii-*^J_ijIbsJ-doli-u4__ i-ac-ial- - - -Sixrlal' f AririwThrtiii i- - 4Uwi*ivoL iSaJmmjU. . bliTLCiB r.ujj 1 U4xKb J. Llw- p J J^cumaurJ__ 6(>rrvHon-u(. viu luUjirc JuL I I 1 jfl d d a^a 8^ JBl' .1*11 M II,, .nil I IHI I Ihl I ! > |n4| I >14 I !* .|MM . lIll** OIJUIIVIS MBAIICIIS/ BIIIVHIH DAK (OM'll HON OAK (OMS BlSFMi'.iail in I I r I- . .1 I.I I I I JAt UAI |g:i -UZU. .Uvuluuu ^ilacnnil _*ln LlJiRi''. jMfe. Im. Jb*. I4kx -t<(-l*k 14<v AKnn -InAnil - -U - liOkt il-ill__________- iuamL 14 otj-'id J _______________________
_W(.iaU- L'i'i'i'Jt L'i'.' Tier WMtIII' Jmk..----- -XT "ttMllBr-Ihr pracon -va* a<im 1 i >11(11-. MlMvIr ! k)Xi I Ol m This Is in LRSD Plan I 2n> ' I o .0U hr 1 - Air "arpTTC hrtrtr MrM-hw - . - pcliuxi-Juurl------- I I I I . .ll I II... M I *! ', -ai > .1.1. Hi......... I Ik IHa- I -fill y IK 1(11 Iki |<iiiI liku II IXI 1'1 K41 MJKiivn M*iiim/ Adiiiim Mil nil HIHH '<l b . .. ..I . I >.11. - - ** a.'. Uk-vMdt-JUiLoilJaib vlmc. -*llnr.tl4iaw. - - - .llBr-- - ------- - - - -o XI 01 m ua T o C42T::l* LO tn lir.lWIING Mil .UM -4j| ?l^*J-**''***^**'------ w: < Ml r RV** 4.-HrIt*-1^*1 ------------ .. X-aiurrU.--.- ~ V. "viMirfH^rrM 1---------------------------- ------- ".7 TVlAkrif BWt- 1------ --Wt M*'Shrirti.-MpbH - llfaliTMTnicr ~ -amt*-mM-lantn*- -__liwtl Mllltadolaiiii _ -iwM*<-aaM------ -*wtifBrr>nn0i -It - This Is in LRSD Plan (ItVIHION OAK (QMS jriLS*.-------- --------------------------- -<kah----------- --t*
(na -AtlHot' Isruii'.iiii III . ..I>4 >mwMi| . ~ Iikical iii IVbf/iloT
I 1*111*4- 1 :,-r.r li' -*.'1 U ill Bl I I * .. - -"I-rr.T.n-.n __ I I rr aim UMeX-l Rrjair hn|-- - --<itiiM|-O(l M-c-Stu! I-- I -|1.- D JO I * I Ml I ru I ii I .I'
'A' 1*1* ft'^l*****'* lull* ! * I < ' .Im ............... .iHfHMvoi .rt.iui " <..i iK . i.. .. I I . . . .1 I I. MJUiivn MoallCIIW AlllnllKS ICHNHNC 0*11 COMBI 11 ION BAK (OSI$ DlSPOiiSIBII III I MtUAI I'll* "nki l rmi rr'jr(JT ----- <,lnrtrciirtirr-- Wia* >4Hec1er hlrw iiri SibT Ann aG XTi(T,mr\ I kt I I ^JlecJ l<ir-i|ir>.k4.iio*Ro 4 Jwa J -I* - -------h>tBl-opNUI-iu*ot-i>* - JbUHRh - --M4w4tan-a(- ImMWOtJWy .OM4 f|*N 4 1*1 r jwJ cxJ a to. BuJ.- -imff+IrT-.-------- - -M- - Iw^aX-talcHaM-aM- -MfrOM--- -44M*tr nw.-Aa-h*atU' t~ -isBiinrf Mftr woz - -J/M . _(m k. I KM . daano^' --W/OT .MitiUn. Ma4(4 Jo Jax ptnin/wJciKe-Uw-------- a^thiM^twirnrrtiw " Mnii11 Hrr -<k<ah<' lliA.-ttK* 'Su(rvtTiin S|>n. Col.blucal JivL _ Cowl tier 'S|ir hrl'tikrafimi .GotUJc. hrtnetfiok I I l*fir<K^-if nt n-y-iit" tii^i r.i t r-T * i in LRSD Plan za m o lO cn .II* II I ri I rHi *111 *M* <1 !* '.! . 11. Ir j. Uaa.uu.U |kiUA4 j MJHIinS t I* I MRAIICin/ Adimiiii a( Cl Ml IMG OAK (UNrilllM ItAK (OMS I -o XI . cu m
lo I o cn "rAi 1 -.-.jiaucMUMlJKmIsuJ. -----mw-aiHf-!*/ItJlr
----T-****^'!***"!*-------<*< __UatLljv.tUrXlM.. _ Ml-tMMWBrt** "UM ~ ' ----------U-aalwIata/^toUcn- k. Aikvtall4a4K-- _IjuubM-of-MUflab ______tJiA/*U|MniL _ This Is in LRSD Plan -- -i*wtW --H
l- -iheoo- Bol oaa Gi^ msroii'.ieii III SrTKnrv " - . JULiX Lur. Trtr TMfrT- **i* f . I . .1 i.t I Ai UAI ic:i I *. r.n Tiivs n T. y A n n r< m rn l-w^ls Raxl t Alni rry-of-T-is Mmim - Mal-U|^4 *-- IVOCATIONAL EDUCATION al Plan 1989 IW^ (Year) on Responsible Vocational Directors
To improve articulation/offerings of PCSSD. LRSD, and NLRSD Set" Division Pregrem/Aret Instruction Vocatinnal OBJECTIVES STRATEGIES/ ACTIVITIES BEG I Nii I NG DATE CCMPLETICN CATE COSTS RESPCNSIBILITT evaluation mprove articulation of tional programs. 1 Attend each other's advisory council meetings 1983 - 1989 Ongoing Each Vocational Director Actual attendance ove recruitment of tents into Metropolitan ech Review course offerings 1980 - 1989 Annually -1909 None Vocational Directors 2. ! Offer Open Houses Student Brochures Employment Fair 1988 - 1989 - 1990 1989 1990 Annually -1989 . Completion Activity of $200 Vocational Directors .. Annually. -1998 Completion Activi ty of $250 Vocational Directors Annually -1998- Completion Activity of $250 Vocational Directors Completion Activity of I I I IJiSD DESEGREGATION PLAN DIPITMENTATIO lELIlJE *EA JocatJonal-------------------------------------------------- oal
To improve cooperation among vocational departments in PCSSD, LRSD. atid NLRSD JECriVES STRAITEIK/ACrrVITI L student meetings Conduct monthly meetings among vocational directors BEGINNING DATE Monthly Septei)iber-}2 Oeteber-H November-15 Beeember-11 ENDING BATE P-QSP-Lqs REsroNSiniLnY Each director will attend IVAIJJATION Minute^ of_ Meetings . Share Information 4_J It Share applicant pool When new courses Ongoing . Conmon Course Description <o >f> 4.2 5.1 2t Consult each other concerning new course offerings Review course offerings and course descriptons for differences arise January 1989 February 1989 Ongoing Each student will attend Each Director will attend Ddcumentation Documentation Documentation 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 wilT^meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are
41. college recruitment practices and their impact on minority applicants. 2, minority scholarships and financial aid, 3 . parent education in terms of student opportunities, iA. employment for students entering the working world directly after high school. 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multidistricts include: 1, increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minority students in advanced and AP classes, Re: 01800 Page 469 4 . earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students,-with atandagdiaed teat data as a key idant-ification cgitogion. 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 iensures that the records of students transferring among the districts. including the NLKSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which Re: 01800, 01801 Page 470students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing cruidance should result in additional education and career advantages for minority students. Pho responsibility fop the foregoing cooperative efforts roots with the Coordinator of Counaoling Services. Re
01801 Page 471 PARENT INVOLVEMENT/COMMUNITY LINKAGES TRI-DISTRICT COLLABORATION PLAN Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. Re: 01802 Page 472The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as well as developing new additional designed to facilitate substantive involvement and programs cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, "Just Say No," and HIPPY
2. Provide workshops for parents on such topics as discipline, learning aids, study skills. academic tutoring, etc.
3. Parents and staff work cooperatively to develop strategies to encourage positive home learning
4. Each school will establish a teacher/parent committee to design and implement schoolbased activities
5. Promote multi-ethnic in-school parent/teacher committees
Re: 01802, 01803 Page 4736. Develop and expand the parent volunteer programs
a. Encourage all parents to become an active member of a parent involvement program
B. b. Recruit prospective committee members from diversified communities including retired teachers and community leaders
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 schools
3 . Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage
b. Designate a contact person at each local school to report to an established information center
Re: 01803, 01804 Page 474* C. D. c. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers
Encourage community-wide multi-ethnic citizen/ 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 socio-economically representative to provide input and feedback on the operations of the schools and the districts
Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities
1. 2. 3. Expand the school/business partnerships
Have a multi-district event to honor business partners in public schools
Encourage the Chamber to continue existing programs such as the 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 Re: 01804, 01805 Page 475PUBLIC RELATIONS SUMMARY AND RECOMMENDATIONS Public relations describes the process by which schools and the community achieye awareness, understanding, and confidence through communication, shared experiences, and a history of fulfilled promises. Deseorecration will succeed only so far as the community supports and participates in it. Therefore, creating an understanding of desegregation as a preferred way of 1lying together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieyjng support of the public schools. Highlights of the recommendations of parents are as follows: The public relations programs and strategies currently employed by the districts are approyed for continuation but with the addition of certain approaches which haye been suggested by parents. The districts will search for ways to increase the number of staff who are responsible for public relations programs. Emphasis must be placed on the accomplishments of the schools and educating the community about the yarious features of the desegregation plan. The districts will cooperate to form a media coalition as a communication and adyisory link with the local media. Innoyative ways must be deyjsed to communicate with citizens who are difficult to reach. Each district will establish a school communication network which will feature a communications coordinator at each building. Outreach into the community must be energetic and ongoing, including fresh and creatjye ways to Page 476 promote the public schools, and boost employee morale and job satisfaction. Staff, students, and parents must be prepared with information and skills so they can serve as positive ambassadors for the schools. Communication channels between school-based personnel, district leadership, and the community must be established and maintained. The districts will demonstrate dependability and inteqrity by faithfully includinq, informing, and communication with the community. Great emphasis is to be placed on the continued involvement of the community in all facets of the deseqreqation process. The link between the schools and the business community is to be strengthened through active and visible support of the school-business partnership programs and by further involving members of the . business community in various wavs in the districts. Toqether, and with the participation of the Chambers of Commerce and business community, the districts will launch a massive public relations campaiqn to herald the beqinninq of the school year. INTRODUCTION Parents and professionals who studied the public relations plans of the Pulaski County school districts illustrated their conviction about the central importance of public relations to the desecrecation effort by quoting, in their report, the director of the National School Public Relations Association: Buildinq and maintaininq public confidence in education is the most important sinqle task we face. The effort requires that educators develop sophisticated understandinq of the school district public relations process, which is a complex. demandinq one. It serves in many respects as the conscience of the school district: winninq support from internal and external publics alike by Page 477demanding the kind of responsible institutional behavior that commands public support. People tend to avoid, fear, or dismiss altogether that which is unfamiliar or which they do not understand. A community well-informed about its schools, and their desegregation, is more willing to place confidence in them and to participate in various aspects of desegregation- related initiatives and activities. Public relations aims toward achieving and sustaining public support and involvement by bonding the schools and community in a mutually beneficial and respectful relationship. one characterized by openness and responsiveness, accuracy and honesty, reliability and responsibility. Public relations is not the mere act of publishing or publicizing data. Rather, it is the process of achieving awareness. understanding and, ultimately, trust through communication and shared experiences. As we work toward public understanding and confidence in the desegregation plans, it is important to acknowledge that a major component of all public relations is marketing. A well-known dynamic at work in the products and services we purchase in our day-to-dav lives, selling is seldom considered in relation to our schools because we tend not to see schools in a commercial light. After all, public schools employ professionals, not salespersons, and they impart knowledge, not manufacture a product, nor are fees exacted. Somehow, it's deemed inappropriate to equate schools with business. Page 478However, the inescapable facts make the business metaphor entirely applicable and accurate
public schools deliver a service (education) to clients (children) for a price (tax dollars). Public schools are in competition with each other and with private schools and they must achieve a competitive edge to capture an adequate market share for survival. Schools must convince their shareholders (the public) that they provide a reasonable return on investment and their employees that there is adequate revenue stream to insure salaries. Schools must innovate and improve throuqh research and development. They must develop an attractive image and quality packaqinq which they aqqressivelv promote. and they must supply service after the sale to maintain satisfied customers who keep cominq back for more. Clearly, our schools are in the business of providinq educational service to our community. And we must be about that business of service not as servitude, but as the ~iob of providinq the high quality, equitable, and child- and communitv-centered manaqement that will most quickly and surely take us to meet our deseqreqation qoals. If we do not do that lob well, neither the community, nor the courts. will tolerate our failure. For the school districts in Pulaski County, the great challenge of public relations is largely a matter of regaining community confidence and support in order to undergird the desegregation process. It also includes teaching the community to understand desegregation not as a "body count. but as a fundamental transformation in the way Page 479we live our lives and teach our children. just as basic to educational excellence as any technology, materials. programs, or human resources that might ordinarily be itemized on the tab of public education. The plans presented to the Metropolitan Supervisor by the school districts and the parent committees reflect a solid understanding of the critical connection between desegregation and public relations. The plans also contain excellent goals, ideas, practices, and proposals which, when implemented, promise to rebuild the bridge of trust between the schools and the community. RECOMMENDATIONS The specific public relations goals and obiectives of the Pulaski County Special School District, North Little Rock School District and Little Rock School District desegregation plans presented to the Metropolitan Supervisor fDecember 1, 1989) were approved for implementation or continuation. However, these plans are to be supplemented or augmented by the excellent suggestions offered by parents and teachers. Specifically the districts will
Continue to embrace public relations as basic to successful desegregation. They will allot sufficient financial and human resources to effectively support the communication and involvement activities, training, and specialized programs or approaches to public relations which are reguired. a. The professionals responsible for public relations in all three districts are doing an admirable job, but desperately need more hejp. Therefore, the districts will work to find ways to augment the number of professional staff. Page 480b. Staff will identify various public relations functions or office tasks which might be performed by trained volunteers. ___________________They will work with the school volunteer programs to recruit volunteers to help, looking to business partners, retirees, parents, college students, and others. 2 . Utilize public relations programs and avenues to educate all publics to all aspects of the desegregation plan, stressing such special features as magnet schools, attendance options, early childhood education programs, extended daycare, etc. Careful consideration will be given to the marketing suggestions made by parents in the Early Childhood Education section of this plan. 3 . Continue to disseminate public information in wavs the districts customarily employ, paving careful attention to guality, accuracy, and positive tone. a. Communications will include such means as district-wide and community newsletters, informational brochures and fliers, school calendars, public service announcements, press releases, and news conferences, etc. Special emphasis must continue to be placed on the districts' achievements and positive events and activities. b. c. d. Each district, each school, and those programs or departments which have broad contact with staff or parents will produce a newsletter to communicate positive news, discuss issues, and highlight the accomplishments of students, staff, and volunteers. The districts will cooperate in seeking to form a media coalition consisting of representatives from the local newspapers and other publications, cable and public television stations, radio stations and/or the Central Arkansas Radio Broadcasters Association, and other media groups. The superintendents will hold regular roundtable discussions with this group to build a relationship of understanding, share information, and discuss issues and concerns. This coalition will also serve as a source of advice on public relations matters. The district should seek a commitment from the media to provide prime-time placement of Page 481 public service announcements about the schools and features of the desegregation plan. 4 . Devise innovative ways to communicate with the public who are hard to reach through routine methods: the illiterate or semi-literate educationally or socio-economicallv disadvantaged, hearing, visually or physically impaired or those who rarely participate in school-related activities. One parent committee was particularly concerned about this problem and suggested: 5. a. b. c. d. e. Consider developing an audio tape or record (i.e. "rap) which can communicate messages about the schools, special programs, and opportunities. developing the rap. Students could participate in A concert might be given along the lines of the successful fl Farm Aid" or "Anti-apartheid concerts as an awareness activity, concert could be taped and aired on television and radio. The II Consider a regular newspaper feature such as comic strip, simple language editorial. or guestion-and-answer column that deals with school programs and issues. A play could be written and produced by students for staging in churches, community centers, and businesses to promote awareness. A "Desegregation Awareness" week, similar to that of the "Just Say No to Drugs" campaign could be the focus for various awareness activities. Establish a school communication network to assure an accurate and ongoing flow of information. a. Identify a "communications coordinator" in each building. This individual could be a staff member, parent, student, or volunteer. b. The coordinator will be designated by the principal with input into the selection process from school staff and parents. c. Especially in large schools, the coordinator may wish to recruit other individuals, including staff, students, parents, and volunteers, to form a team to assist with the communication network. Page 4826. 7. d. e. The coordinators will receive regular communications regarding district activities and will assist in gathering and disseminating news from the schools. Training and any necessary resources will be provided for the coordinators to enable them to be effective in their jobs. Outreach into the community will be broad, energetic, consistent, and include
a. b. c. Regular dissemination of information to key community leaders and opinion makers including parents, church leaders, retired educators, elected
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.