INTRODUCTION 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 5 prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an 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 381committees 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 overview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language 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 parties", "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 404f percent of either race with the ideal goal of .these Interdistrict Schools to be 50-% 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, sxibject to coordination and cooperation among the parties with respect to such matters as recmitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Four (4) new Interdistrict Schools will be established in the near term
At Bakeg &T Harris ioeo-00 A. Romine 1991-92 BB. Stephens 1994-95 BC. Crystal Hill area -1990-91 1993-94 King 1902-03 1993-94 ^^2- Facilities considered for construction or establishment in the future may include in or near Chonal 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 Coxinty. 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 (Elementary Aeademiea elementary area schools) of 554 percent black and 454 percent white with a variance of 54 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 604 percent. The ^incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens etnd Washington. The incentive 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 incentive 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 times the level for the Elomenta-gy Acadeaiea elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. meet tha-t gool, tho-parties ahull utilize the aegv-ioea of a eoftsul-tant who haa damonatgablo axpegianec in developing and oueeooafully implementing auch proggama in u majogity-b-l-ack educationa-l aetting-.- IV. MAGNET SCHOOLS: The Little Rock District shall continue to operate the six preaent interdistrict magnet schools established in 1987-38. 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 participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD SCHOOLS: The PCSSD schools shall have 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 387VI. 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 same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially 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 presumption 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 Maater 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. Sap-logcntation of thoae deaeggagatioft- plana by aitheg LNGD or DCSSD' ia dependent-upon the receipt of CKiditional daaaggagation funds thgough-whatavag aeanamay-be available. LRSDr-Pgi D and Joahua-atata -that neitheg LRSD nog PCSSD can iaplamant thcig gaapactive plana og tha intagdiatgict plan w-ithout aitheg appgoval of theaefetlament with the-State, og Cougt-ogdeged funding fgom the State-
Fugtheg,even if the aettlement ia appgoved,LRSD will ncsod additional funda before it can implement the plana-. 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 4- 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 parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of themes-
the location- of themeor 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 guyzey proGGSs and -procedugGa ochedula will- be prepared by the-geapGGtive diatricta for thoao Intardiatrict Schoola coming on line aubao-quont feo-tho-8G-90 achool year. Thoae aohedulea-will be completed on or before-April 28,1080. Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: Baker- Elementary The immediate conatruction of an additional ee eiaaaroem-apaoea ia required at Baker Zlementary to facilitate-the transfer of that number of-black students from the- presently configured -Rom-ine attendancearea-to eempoaeBaker Elementary aa an Intordiatrict School. PCSSD will obtain the whiteatudenta needed for thia achool -by aaaigningthoae - whitea -currently attending -BakerEl-omentary to-Saker Interdiotriot School. PCSSD will1-ikely provide additional geecede reaaaignment aa aueh aaaignaonta preaently affect Baker,Lawaon and Robinaon -Elementary Schoola. Such shifting will be for the dual purpoae-of Re: 01728, 01729 Page 394increaaing whitoongollment atBctkcj to coapliaGnt the geeguitaef^t of block atudento from- Romine oo well go to bging Lcwaon ond Robinaon into oa oloao o gociol bolonce v-i-th eoch otheg ae- 4o gGoaonobly pgacticoblG with- the uae of Bokog oa n Integdiatgict School. The-extended-day pgoggaia ot -Bokag will bO' in ita third ycog bogi: ng withthe 198S-S0-cchool year. That pgoggom will bo expanded aa-nccGaaagy toaccoctaodatG the black etudent atranafegging in fgointheRea-inc area Bakcg Integdiatgict School will mgy a thematic program. j.ho partieaintend to conduct .ppgopgiate public e ffloetingac-gpagen-t-ad.eont-act-
pagticulaglyin- the Roaine area,feedotogminc- the appropgiato theme fog th-ia Interdi3t2?-iot School. Thcao meetinga-wil-l-be completed on or befoge Februogy24-108C)--by the geapeet-ir'.'Gd-iafegiefea-^ deceggegat-i-on office-. RCSSD shall pgovide-i-ta full ccmpenoategy-edueo-t-ien program at the Dakeg Elementagy Integdiofegiefe Coheol if 35 og more black atudenta tranafer from LRSD te Bakar. fir rria Elementary A. New Interdistrict School Harris ia to-be- convortod to an Interdiatriet Schaal. Such designationoff-oranumerous advantagea,ineluding the fact that it ia theonly-elementary achoel-in-the PCSSD which has sufficient exceaa capacity to acrve an immediate aignificant-role in the interdiatriet plan-
- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 seats are preoently will be Re: 01729, 01730 Page 395available at Harris the school for transferring Little Rock black students. Little Rock will target for Ha-g'gia 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. Ao an iaddod foaturo-of the- Harrio program. Little Rock black students will be permitted to attend a designated Incentive School for its after-school incentive program. The only preocn-tly known facility modification nGCGoaary-at Karrio involveo- an upgrade ofthe landocaping. Other 'potent-ial mod-i-ficationo will bc-Gvaluatcd by the parties. rcsSD believes that a-math and oe-ienge- omphaoio would prove rttractive not only to transferring Little-Reck black st-udonts but also to the present student populatien--at Harris. However,feThe parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whether or not an alternative what theme or themes would be mere most appropriate or attractive. The targeted parents of LRSD blacks who will be recruited te Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or bo-fore rebruary24, 1000 . Re: 01730, 01731 Page 396The PCSSD will implement enhanced compensatory education at Harria- the school, ^^ginning 5fith the loop gp 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 students 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. These aeetingo will be cenpleted on or before February 24,1989,by-the rooPGctive diatriota'deaegregatien- office. SC. 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 1090-91 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. ED. Crystal Hill Area PCSSD will construct and operate a new Interdistrict School to be opened by the 1000-91 1993-94 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, 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 achool- ia noceaaagy beeauae the- gedeaignation of Bakeg and Romine aa Integdiatgict Schoola will not completely geaolve the-gaeial imhalanee-at Romine Elementagy Schoo-1 duging the 1989-90 achool yeag. To help geaolve that -imbalance, PCSSD'will construct this new school. pagtiea project that-the achool would havea PCSSD has agreed to increase capacity of the Crystal Hill Elementary Re
01732, 01733 Page 398School botwoen fr&e aftd to 8 00 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. ghi-a capacity would allow the dcaircd number- of blaeka tobo- recruited from Romine to PSS&t 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 1080-00 1992-93 school year. PS- King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1002-03 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 MontonnoTi nnhnni ni 11 he-explored for King and a committee made up of one repgeaentative- from each party shall make a report and-recommendation to the Court by Fobruary,a-ftog- conducting appropgiato parental aug'zeyo and meet ingo ragardingfcho deairod theme. GF. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems pairticularly 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 considorat-ion-ohould-be given-to the ootabliahaont of an alternat-ivo-school in NorthLittle Rock in 1000or beyond. The parties recognize that -oueh a foeility might most-appropriately--be-oporatod by the-school districts. The parties will determine-
by the ond of the 1000-01 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 M 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 ituation 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. Pulaski. This will require additional construction at North 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 gecguit and exchange, on a on& fog-ona- baaia,the following atudont-g(and aa doacgibed -in Exhibit- -A^ hereto) i Re
01734, 01735 Page 401i-
j-ttnior H-i^h aehoola
PCSSD Oak Ggovo-white atudenfea--with-NLRSD- Ridge Road,Roae City and Central Juni er H-igh School b-lack atudenta. Sen-ioff-High aehoola
PCSSD Oalt Grove white atudenta with NLRSD Olo Main black atudenta VOLUNTAR 'TRANSFgRS BETWEEN NLRSD ?iND PCSCD* To aid in the desecreaation 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 anv 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 NO. LR-C-S2-856 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ec ai defendants MRS. LORENE JOSHUA, ec. ai. INTERVENORS KATHERINE KNIGHT, et. ai. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Deveiopments subsequent co che initial submission of the North Litcie Rock School District's Desegregation Plan in March, " 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT "A" -20- VS . 01737 Pac^outside of this permissible range, being 27.n black when the minimum was 30-2% although a movement of thirteen students , wou ig correct this imbalance. Ail other schools within the District are still in compliance with the 25^ standard although Ridgeroad Junior High School and Ole Kain High School limit. are approaching this On September 1, 1938, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having ail students in grades 11 and 12, 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. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ 01738 7 and 8 .139-90 . Since the movement of only thirteen s tuden ts will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successf> The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-9 1 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 tile 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 01739 Page 406 o :Central Junior High Schools to attend Oak Grove Junior H'gn Schoo 1 n a voluntary basis. In addition, the NLRSD will pe r.-n 11 black students from Ole .Hain High School to attend the S'-'n to r high school at Oak Grove provided no transfer negatively affe 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 co Ole .Hain High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ 01740 Page 407prcccsed che use of che System of MulcipluraLiscio Assessmenc (SCMPA) as an alcernacive cesc oc incelleccuai abiLi y in idencifying scudencs for ics special educacion and gifced and calenced prograr.-. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual education area because the ability in the special cesc was not normed nationally but only on the basis of California students. In the gifced area, SOMPA was used but ic was found that che Torrence Test for Creacive Posicives and che use of multiple placement criteria were more effective in identifying minority gifted students cha n SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact chat 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 19 84 . 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 A.'I 01741 Page 408Adaptive Learning En'. 1 cnment Model (ALEM) have been inip lemen ted 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 anta 1i ian Report was to provide school districts with exemplary programs which could be adapted to eachi 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 Instr' uction which implement the educational content and elements of ECRI and-i 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. (See Exhibit A attached) . 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 DALLAS PRESCHOOL SCREENING TEST students. At page 4.3 of its October, 1986 Supplement, the NLRSD 4 committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District ha 3 / 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 f ft 01743 Page 410CONCLUSION The Joshua Intervenors and other parties do not necessarI agree concur with every factual statement in this Petition but do in and support the proposed modifications to North Lx 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:________________ STEPHAN W. JONES, Attorney foF~ North Little Rock School-District JOHN W, WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 By: -AZAK Mx PALNICK. Attornev LAZAR MxPALNICK, Attorney fo^
Joshua Inteirvonors WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAliUEL/JONES, Attorney for Pulaski County Sg^ial School ski Distrjjrt -8- 3-OOlJ 01744 Page 411The undersigned parties -Jo not object to this modi f : LITTLE ROCK SCHOOL DISTRICT By: STATE DEPARTMENT OF EDUCATION By
KNIGHT INTERVENORS -9- 3-OOlJ -2^- 0X745 Page 412K s:- ::sTx:: CATAL
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l I I I I _ i 7 i 3 , d i - ! 5 o c u VI u 3 e 9 e *- t 1 f I s. :: I ' U I X X X X X 3 9 X UI X A- Id I I I I Id I X X X Id I I X X X X X HNII X X X i X I X |X| X .'.ad ttacaia* bahavlori vtch a focus. | x | Claarlx I'aclfiad X X X X Xapld/hi|h raca of acudaac tatpoasas. taaadlaca aeadaoxe faadbaek. Taae.bar cancrala, salaeca, aad pacas C=JVTa alSXSTD XXISTXUtTXai SkLlXa uu|ne cn?au<h ladLvlduaXltad lAtCTucclaa usiAg CAI currlculia no. rjToxnx ScuAfUi AtaiicAat oc.*tr scudtocs La aci4axe rtlaced aeeirleUt X X I Fc:sios TEACXDW I I dl I |x| I X X X X X X I X I X I I I I X I X I d d d Id I d Id I I I X X X X X X X X X X X X I I X X X X EirXCACT XE.trAXOl WT AVAOAILS 1 EXHIBIT A 01746 Pace 413SUMMER 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 sximmer 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 i2.. 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 (Sth 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 1060 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 oagning 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 fSee Volume I, Summer Learning Program) will auot be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District wi has submitted a proposal to the city of Little Rock, JTPA, and Private Industry Council for approval.' The proposal wets will be developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. This program will be 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 he acet the gespensibility of enauring that al-1 some handicapped students may need to receive special educationT aene handieapped-^tudenta may need ta geceive gpeei-a^ edueatien and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped Re: 01747, 01748 Page 415peers, 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 extended^ear program provides for an extension of the programming from the regular school year, as identified in the lEP. AREAS OF COLLABORATION Cooperative planning for summer school with the Pulaski County Sgchool ddistricts wi should be conducted each year scheduled for early lOGO. Students in etii the three districts-
including NLRSD, will be better seirved if the districts coordinate, with respect to suaner schoc-l,- 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 MLRGD, 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 s
immer program for primary children to provide early intervention strategies for J- students recomaoftded in dancer of -fe? 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 Slimmer 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. 4 Re
01750 Page 418ARFA oaiirrivES 1. 2. 3. T3 Summer School To identify elementary and secondary siuiimcr school sites To advertise for, interview, and select summer school administrative staff To develop proposed suiuiier school budget fU .. in .pk tn lO IJ(Sl) Dl'SFCRIXJATiai IlAN IMPlJI-IEHI'ATl GQfll_-lj_TiL,lui(ilemeat_suiiinifir.-Scliool srRA'irciics/Acrrvri'fES I.1 Work with summer school coordinators from NLR, PCSSD, and LR to obtain recommentlalion for elementary and secondary sites. 1.2 Meet with local buibling 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 riHELIE Obtain 1988 suinner school budget balance Project 1989 suiiiner school program and budgetary needs Investigate alternate funding sources for suimier school BBGIHNIHG DATE December-1, 1988 January 3 danuary-19, 1989 February 19 February 22, 1989 March l
-1989 March 3
-1989 FWDIMG DA'lls December-22, 1988 laniiary 22 January 28, 1989 February March 18, 1989 March 23
-198^ March 23
-198 REsronsinTi.m Divisiens-ef-Curri-euluHi- and-Schsels Educational Programs Division-ef-Sehaals Divisien-of-urri- Eulum-and-Schesls Educational Programs Divisisns-af-Gurri- Eulum-and-Seheels Educational Programs Support Services LVABIATKXI Records and/or finished products will be on file for verification/cvaluation of summer school tear tiers. Plans for facilities Distribution of job announcements Interview schedules Develop budget AREA Summer School __ Go^l 1: (rnnliniipfl). ODJBCTIVES 4. To identify summer school program dates Sr-'To-ideHtify-transpar- Beeds-far-summer-sehe a (Hetrepalitan) To plan for quality instruction in summer school 41.1 4.2 IJtSD DESEGREGATION PLAN IMP1TMEHTATION TIMELINE STRATEGIES/ACTIVrn ES Coordinate dates with simiier school coordinators from NLR and PCSSD Submit proposed dates to (1) Plant Services, (2) Executive Staff, and (3) Board of Directors for approval Srl-EstTmate-Humber-af-buses-aBd e8St-fBr-
Hetrapal I tan-summer ,S6heeT-ste Dis6U5s-pess4ble-FuB-Pass-with- GAT 5,1 Develop and implement sunmer school job announcements (in and out of LRSD) 5,2 Interview summer school applicants BEGINNING DATE Beeember-TT 1988- In effect Mareh-lT-1989 March 1-Ij-1989 April lOr-1989 5,3 Notify teachers to be employee May b-I989 ENDING DATE De6eitibei-22? 1988- Ongoinq Har6h-23j-198 I RESPONSinnJTY DivisiBRS-Bf-Gurri- Eulum-and-Sehouls Educational Programs BivisieRS-af-Gurri-eulum- and-SehBaTs Educational Programs EVALUATION Final dates Submission of dates DireetBp-ef-Transper - Esliraated-esst tatieBt-DireatBr Bf-VaeatienaT Edueatian March 23j-I98l DireetBr-ef-PersenBer Job announcements Human Resources April 28^-198 I Summer School Adniin- Interview schedule May Si-1989- istrators
Director of Personnel Human Resources
Content Area Supervisors Notification letters a a n> o O ijtsi) nrsreniDGA i ioN pi an iNi-iJ^i inn'AT, I^^'l 'nMEr.iNi-
A(!fA .__Su!l!!!lg|l_SchQQl Goal I
(continued) onjicrivES srRA'iTEiES/AcrivrriF.s llEjGINNING DA'IE ENDING DA'IE RESlONSiniI.riY l-.VAUlATKXi 6. T0 adequately staff and supply summer schoo1 -O 30 cu Q fD m o rO Ln J GJ 6.1 Identify summer school staff evaluation procedures 6.2 Revise and print teacher handouts 6.3 Provide summer school contract to employees 6.4 Provide inservice for summer school staff 6.5 Provide clinical supervision and monitoring of program 6.6 Identify and secure materials, texts, and equipment needed for junior high and senior high level program 6.7 Complete sumner school evaluation report 6.8 Provide a comprehensive sunnier school report to the LRSD Board of Directors April 3,-1989 April 27,-198! Sumner School Administrators
Director of Personnel Ihnii^n Resources Evaluation Design May 8,-1989 May 30,-1989 June 1989 June 1989 June 1989 August IS, 1989 May 26,-1989 June 2,-1989 August August 1989 September 28 1989 Same as above Director of Personnel 11 uman Resources Division of Curriculum, Sumner School Administrators Summer School Administrators Di vision-of-Scheels, School Administrators Educational Programs Summer School Administrators
Financial Services Support Services Printed materials Sign contracts Inservice agenda Principals' notes Receive materials Complete report Submitted report ...IV. IJiSn DI?5EERFf.ATI0N 1'1 AN IHPl BtEWlATlON TllinANl-area Summer School Goal 1
(Continued) iBJra-lVES siTiATK iFS/Acrrv rri es BEEIHNTNC oatc liNDIW
bait
RiLsrasinTi.riY EVAl DATIOiN . 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 7_J Make each district's offerings available to principals and counselors in all three districts 7.5 Plan for Dirver Education Program Identify and print each course to be offered for summer school November 37 1988 November 3, 1988 December 1? 1988- April 17-1989 March 17-1989 March 157-1989 November 307 1988- November 307 1988 December 227 1988 May 37-1989 March 97-1989 April 17-1989 Divisien-ef-Guprieu-luffl Educational Programs Bivision-ef-Eurri-- eulum Educational Programs Bivisien-ef-Gurri-eulum Educational Programs Bivisien-ef-Gurri-- euluffl Educational Programs Bivisien-ef-Gurri-eulum- Educational Programs Support Services Divisien-ef-Gurri-eulum Educational Programs Notices mailed Announcements posted Cooperative plans Lists of offerings Action plan Course offerings o> U3 fO O 4^ tn ro 4* ro 7.7 Plan and institute summer school media/advertising April 17-1989 May 217-1989- Bivision-ef-Gurri- Eulum Educational Programs Public!ty AREA Siimnier Schoo) Goal 1: (Continued) mumivES 7. (continued) 3. To improve the identi-fication of and notification for students Lo attend summer school -o cu U3 X} fD o ut IM oi to IRSD nESECRECATION 11 AH IMllJI lENTATIOH nUtXTHI-
srRA'iTOrES/Acrivriii?.s BEGINNING DATE INDING DAIE RI'51V)HSinil.riY EVAUIAIKX) 7,8 Develop in writing the core content for eacti 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 8.6 Revise and print student handbooks April 17-1989 Hay 3tT-1989 Subject Area Supervi sors Content area guides dune 1989- dune 207-1989 Btvisten-ef-Corr!-- euluHi Educational Programs Heeling agenda Hatch 17-1989 April 17-1989 Harch 207-1989 Harch 207-1989 Harch 207-1989 Harch 247-1989 Harch 247-1989 Harch 207-1989 Hay 87-1989 Harch 247-1985 Harch 247-198' Hay 267-1989 , V VJr. Summer Sctiool Administrators
Divislen-ef- Currleuluffl-antl Sehouis Financial Services
and Educational Programs Same as above Same as above Bivisien-ef-Seheols Educational Programs Blvisien-ef-Seheols Educational Programs Summer Sctiool Administrators final procedures Heeling agenda Heeling agenda Distribution of applicalions Advert!sements Revised handbook lJ(Sn ni'SBGREfiATION PLAN IMPIJllENTATION TrunjNE AREA Sunmer School Goal I
(continued) MDIOTVES STRA'irn LE5/Acri V ni f.s IIBGINNING DATE tiiniNG datt
RESPONSirni.riY EVAIJIATKXL R. (continued) 8.7 Receive all student application forms and fees from local schools May LSi-1989 June 1989 Local and Summer School Administrators Financial Services Fornis/fees collected 9. To improve student evaluation procedures 10. To refine summer 01 m Q nt o tn or 8.B Conduct summer school regist-tration a.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 request JTPA summer workers 10.4 Determine how records are to be stored May 15,-1989 June 1989 Summer School Adiilin-istrators
Financial Services School/course registration lune 1989 June 1989 Same as above School/course registration May 1989 June 1989 Same as above School/course registration lay 8,-1989 lay 8,-1989 May-8,-1989 Ongoin May 1989 May 18,-1989 May-18,-1989 May-18,-1989 As long as funding and program are available June 1989 . .tv. Summer School Administrators Regular and Summer School Registrars
Data Processing Summer School Administrators Bivlslen-ef-Sehoels, Educational Programs^ 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 425f I.KSU DESEGRLGAHOH PLAN I^^EI-il.NIAI lUN IIMH.UIL MULTl-DISTRICT COLLABORATION PLAN - 71 -r--------JolfYn-ir > -l,lH-|<.-Vt-|MpM^Ot-|-'l-l^'-t'l-*- iii|innfcTHrtifcuidt iBH-.ind-iiii|l* I Liintt" 'laff ilev(*ro|inri l Il al ives from sclmnl 'HAis .!i: AHIVIIIIS T7T fliniinini of four (A) meetings |>cr year will lie liuld, Iwo I (2) each semester. r. in.
Ilf. n-:i -htii-ttf-mia July, 1991 Hinn fl mil UAH Oilgoing CMS! S I'tsriiii'jiiii Hl Staff Development Directors of the Districts ( 7.M ltA1 mil Ongoing iioiilv'' from nei*<ls nsscsMiiont 0 I s *e's function to iilentify loncnl staff tent strategies I assist Ilie eta ill Ing tlie I Ions of ig <|iialUy sclmol 1 s. -o %> rn o >- ro 00 . A,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, commit ourselves to the following: We I. Underlying Principles All students will be accorded equal opportunity to participate in all academic and extracurricular program and services in the districts
All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race'
All students, all staff and all parents will have equitable access to and input into programs, school and district activities. planning and implementation of school plans and goals
Special efforts will be concentrated on increasing parental involvement in the schools
* Staffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law
Re: 01759 Page 427Staff 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 428REA Multi-District Plan School Operations UBCTIVES . Appoint a school improvement council of the representatives from each district. 1 .1 LRSD DESEGREGATION PLAN IlfPI-ELtENTATION TIMELINE Goal 1 STRATECTES/ACTIVm ES To establish a countywide School Improvement Council Adress ongoing planning for desegregation and plan modification or implementation needs, if any. BEGINNING DATE July 1, 1991 ENDING DATE Ongoing RESPONSIBILITY EVAIJUATION Superintendents and Associate/Assi stant Superintendents for Desegregation Appointment of council . Appointment of committees to deal with issue specific concerns in areas of schools and support services 2.1 Persons with specific expertise 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/ Assistant Superintendents Resolution of issues -a 01 a (B . eo >a 73 at . * AREA Hulti-Distrlct Plan School Operationi IBJECTIVES To develop joint recruiting efforts and procedures with particular emphasis on minority teacher recruitment 1 .1 IJtSD DESEGRI3GATI0N PLAN^IMPUEMENTATION TIMELINE Goal IL STRATEEIES/ACriVnTES To develop miituall't supportive and equitable BEGINNING DATE ENDING DATE ocrsonnol rccruitmont and placcniont_ qrocoduros RESPONSIBn.ITY EVALUATION To share the applicant pools among the districts 2.1 2.2 Share planning, resources and contacts for recruitment of staff, both certified and noncertified Use teachers in the recruitment process Currently in effect Ongoing semiannually Directors of Human Resources Increase in minority staffing among certified staff and more proportional representation among support staffs Currently in effect Ongoing Directors of Human Resources To monitor distribution of staff across grade levels and support areas 3.1 Certified and noncertified applicant pools will be shared with the agreement to assist each 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 Ongoing Ongoing Directors of Human Resources Principals Director of Human Resources As socTate/Assislant Superintendents T3 (XI Q (D 50 ID o F* CaJ or .Mi 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. !EA Multi-District Plan School Operations lal II: (continued) lECTIVES To identify students who may be future teachers and to provide support programs to them 4.1 1J(SD DFSEGREGATION PLAN-'ItlPIJQIENTATION TIMELINE SIRATEGIES/ACriVITI ES Establish future teachers clubs in elementary, junior highs and senior high schools BEGINNING DAIL Currently in effect ENDING DATE Ongoing RESrONSIllILnY EVALUATION Principals/Teachers Increase the number of students entering the teaching profession To establish a joint committee to address district planning for support of students who wish teachers to become 5.1 Hold career fairs for students Contact the business community for support August-1909 Currently in effect Ongoing Associate/Assistant Superintendents Increase the number of minority students who graduate from the Districts and return to them to teach -a 01 (D GJ X9 n) at ro 5.2 Create contracts of intent" to hire future teachers upon degree and certification completion 5.3 Provide internship opportunities for students of education Ongoing Director of Human Resources Director of Human Resources Building Principals ItA IJ<SI) DESEGREGATION FLAN-IMHJEMENrATION Hulti-District Plan School Operations, a) II: (continued) lEClTVES STRATEGIES/ACriVlTIES BEGINNING DATE ENDING DATE MELIME RESroNSIDILlTY EVAIUATION To establish a joint committee for planning recruitment strategies and procedures 6.1 Production of a set of re~ cruitment procediii'es and timelines to be developed jointly to increase effectiveness and define rc
r-'. 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 O 30 Qi .a lb (D o c*J S ro to 1990 1991 Spring 1990 Ongoing Ongoing Ongoing District Directors of Human Resources Di strict Directors f Ilunian Resources Support Services and Building Principals Completion of the document Racial ratios in all staff positions conunensiirate with district and court approved guidelines Increase district staff retention . >u REA LRSD DESEGREGATION FIAN^IMHJU lENTATION TIMEl.TE Hulti-District Plan SchoolOperAtions Goal III. To establish student disciplinary and attendance policies which address student needs as well as school climate concerns UECriVES STOATEGlES/ACrrVTTIES DBCINNING DATE EMOIhG DAl'E REsroNSinn.iTY WAIJIATION Establish a committee to study disciplinary rules and regulations and to work to address areas of divergence 1.1 Commitee assessment and comparison of policies and procedures in student handbooks District pupil Completion of the task In effect Ongoi ng personnel directors, identified school staffs, and patrons from the districts 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 disparity Ongoing Building principals p 0, n in ( o CaJ cn CJ A 3.2 Policy/procedure to be designed for communication of student disciplinary records when students transfer or are expelled/suspended In effect Ongoing e iii, AREA Hii1ti-ni
trirt. Plan SchOfll-OpETALilinS, Goal 111: (continued) oruEcrivES 4. Review of attendance policies to attempt to create a common policy and set of procedures 5. Appoint ongoing monitoring committee to keep policies on attendance and discipline under review and to review data 6. Develop alternative school for students in need of intervention or special assistance if "at risk" due to teen parenthood etc. USD DESEGREGATION rLAN-'IMPLEE STRATEGIES/ACrrvrriES 4.1 Appoint review committee of patrons, staff and lioard members 5.1 Appoint Committee 5.2 Ongoing revieii 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 availability BEGINNING DATE As needed As needed In effect ON TIWa.INE ENDING DATE Ongoing Ongoing Ongoing RESTONS IBTLITY Appropriate Asso-ciale/ Assistant Superintendent from each of the districts Superintendents Principals and District Administrators Appropriate Asso-ciate/ Assistant Superintendent EVAWATION Completion of task -o . OI IQ n> o *1 r. 4^ UI .-.Dv I USD DESEGREGATION FLAN"IlfPI-EMENTATION TIMELINE area HulH-DistricLEIaiL-Schonl-OpecAlJflns- Goa1 IV* To provide joint programs 1n guidance/counselIng to pV ro. vt idIe. _Ej oint in guidanceA/cZAolIuvtnktselii meet student needs_anil_lQ-nsure-xac.iaL-e(iiiily- OBJECTIVES STRATEGIES/ACTIVITIF-S BEGINNING DA'IE ENDING DATE RESPONSIBILITY EVALUATION 1. Hold employment fair for students who would enter the world of work after school 1.1 1.2 1.3 2, Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with sped f ic and special concentration in access to black colleges and universities and financial aid for minority students 2.1 2.2 2.3 2.4 Contact employers (local, regional and national) Hold fair with focus on employers of minority Target skills needed for employment as well as opportunities Hold joint counseling information sessions for counselors Contact colleges regarding minority scholarships and financial aid Contact colleges regarding admissions, minority admissions Provide target counseling for minority students In effect Yearly . Ongoing Ongoing Directors of Guidance, Vocational Teachers, Director of Vocational Educa tion 2.5 notify students, parents, and educate staff regarding all opportunities Yearly Ongoing In fall, annually Each fall Each fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing -a (u ua fp Ji LU cri x> n o at Or Journalism Departments Counselors School Principals Directors of Guidance Directors of Guidance vj/coGvaittee of counselors School Counselors Counselors/Principal Staff Development Directors REA Multi-District Plan School Operations nal IV: (continued) JECTIVES Enhance minority recruitment and awareness of student of AP, honors and elective programs 3.1 ! IJISD DESEGREGATION PLAN IMPLEMENTATION TIMELINE STRATEGIES/ACriVTriES Individual student con-ferencing. Teacher and coun-selbr encouragement of and monitoring of students BEGINNING DATE Ongoing ENDING DATE RESPONSIBILITY Counselors/Teachers EVALUATION Proportional minority representation in these classes . Provide pooling of resources and , specific plans of intervention for students who are disadvantaged and/or at risk 4.1 4.2 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 1. Develop and implement student career guidance plan viith individual student educational plans and communication with parents to encourage student access to all curricular and programmatic opportunities in a ratio commensurate with school racial composition 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 u J? lO n> 4^ o GJ cn ...A- \REA Hulti-District Plan School Operations ~.na1 lY: (continued) BJBCTIVES . Enhance communications among divisions related to counseling in the districts , Uniform records transfer policy cre-ation and systems ~a . 50 01 IQ (D co nt o at co I LRSD DESEGREGATION FLAN IMPLEMENTATION TIMELTNE STRATTGIES/ACriVTTI ES 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 RESPONSIDn.ITY Director of Guidance Appropriate Asso-ci ate/Assi stant Superintendent Director of Guidance Directors of guidance, principals, directors of pupil account!ng EVAUMTION Enhanced Services Improved ConvnunicaIions Completion of Task Completion of Task Improvement in Process . Ar IREA r | ...... 1 IJlSn DESFERBGATION PLAN IhfPLQlENrA'nON TIMELINE Mu11i-District Plan School Operations Goal V. To develop equitable recruitment strategies, access and opportunities for all students or-emacucclailaii-acLhu-tjs BJECTIVES STRATBGIES/ACTIVrrlES BEGINNING DATE ENDING DATE RE.spoMSinn.m' EVAUJATION To study GPA and citi-senship participation requirements of districts to address academic requirements and student participation needs 1.1 Review policies and percent of student participation in each district Ongoing Ongoing Associate Superintendents -a cu ua CD 30 o GJ cn 00 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 Ongoing Ongoi ng Ongoing Ongoing Ongoing Ongoing ...id-/ Associate Superintendent Associate Superintendent Associate Superintendent Completion of policy review Revisions of policies to address student needs REA .l..^ LRSD DESBGRECATION PLAN D-IPLEMENTATION TD-tELTNE llulti-Dlstrlct Plan School Operations oal V: (continued) UECriVES STRATBGIES/ACriVrrrES BEGINNING DATE ENDING DATE RESPONSinn.ITY EVALUATION To recruit students for participation in academic related and athletic co-curricular activities 2.1 Teacher, parent and counselor awareness of opportunities and in turn encouragement of students June 1989 Ongoing Principals Counselors Teachers Associate Superintendent or Designee Increased student participation enhanced proportionality in student participation 2.2 Provide special supports of costs, recruitment, and encouragement to students June 1989 Ongoing <1 2.3 Reserve slots, if necessary, to ensure student participation and access in programs June 1989 Ongoing on a proportional basis -o (U in fO 4^ co i> :o o o REA Multi-District Plan School Operations jEcrrvEs . District uniformity in reporting tesT results and analyzing disparitfes . Form bi-racial monitoring teams to ensure appropriate test preparation and testing conditions for all students. I. Implement strategies to reduce disparities by means of school plans and Individual student Improvement plans o cu CQ n> 4:* O po m o I IJiSD nESBGRBGATION PLAN IMPLEMENTATION TIMELINE Goal VI. STRATEEIES/ACTIVrri ES To enhance testing programs and student preparation and access to proflrains 1,1 Program for analysis of studen1 test results v/ith data dis~ aggregation to analyze disparities and student needs~ fay race by subject area 2.1 Monitoring teams composed of Planning and Evaluation Specialist and other District personnel to mon-itor test preparation and test conditions for students 3.1 Analysis of school by school data and individual student needs 3.2 Development of strategies to address concerns and to meet needs BEGINNING DATE Spring 1989 June 1990 Summer 1989 Summer 1989 ENDING DATE Ongoing Ongoing ongoing Ongoing RESPONSinn.rTY EVALUATION Associate/Assistant Superintendents Associate/Assistant Superintendents Principals Assistant Superintendents Completion of task Activation of the monitoring commi ttees Development of plans Measurable decrease in disparities 1 I IJiSO DESEGREGATION PLAN IMPLEMENTATION TIMEI.TNE AREA , Mill tbDi Strict Goal VI: (continued) JDJECTIVES SIRATFGLES/ACrrvni ES BEGINNING DATE ENDING DATE RESPONSIBILITY EVAIJUATION Provide services to teachers 4.1 Joint staff development in testing Ongoing Ongoing Directors of Testing/ Evaluation Academic improvement of all students re: use of test scores interpretations . of scores reporting of scores to parents interventions to benefit students (and address these specific needs) 4.2 Individual teacher analysis of student needs 4.3 Teacher preparation of strategies to address student needs 4.4 Sctiool-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 o (U U3 fP 4^ n o fSJ ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing ..dw Appropriate Asso-ciate/ Assistant Superintendents Principals Principals State Department of Education Districts Staff Development Directors LIBRARY MEDIA 4SHU DIvUton: Instructional Program/Area: Library Media OBJECTIVES The selection of ' ' materials/resources to support the curriculum in desegregated school districts Is a multl-dlstrlct goal of the library media programs. The Inservice training library media staff members to desegregated school districts Is a multl-dlstrlct goal of the library media programs. 1 a (u * IQ fD XI m o STBATEGIES/ACTIVITIES I BECINNIHa DATE COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION Continue hosting Mu 1tl-DIstrlct Huitl-cultural Resource Sharing Fair. IN THE FUTURE, THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Olstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts Plan to host multl-dlstrlct 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 media program planning Plan to host Inservice training for multl-dlstrlct library media specialists using district eeployees annually annually ongoing to ba established ongoing Minimal Library Media Directors or responsible person (Including NLRSD) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts ongoing ongoing ongoing Minimal Seek Library Media Directors or responsible person (Including NLRSD) Library Media Funding Director or From responsible Coopera- person tive Minimal (Including NLRSD) Inservice training will develop skills for library media specialists who work In desegregated school districts CA * 05 J Division
Instructional Program/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a multl-dlstrlct goal of tha library media programs. Recruitment of Minority Library Media Specialists In desegregated school districts 1s a multl-dlstrlct goal of library media programs. Multl-dlstrlct coamunlca tion for library media program adilnistrators 1s a goal for the programs. C/l "D O) tn n> -pi co X) m o STRATEOIES/ACTlVniES beginning date COMPLETION DATE Implement utilization of cabl channel 19 and/or videotapes produced at Metro to teach basic skills, etc. e to be established to be established COSTS Seeking Federal Funds under Star School Bill RESPOHSIBItITY Library Media Directors or responsible person evaluation Students will gain practical vocational experience In running a television studio
students will benefit from Instructional units provided over cable system Contact teachers training Institutlons/Recrult teachers for training programs in library media certification i- Copy memos relating staff development opportunities to other district adilnlstra-tors Meet Informally for sharing sessions ongoing ongoing or^olng ongoing -J.: Minimal Minima! or recorded for later classroom use. Library Media Directors or responsible person (Including NLSO) Library Media Directors or responsible person (Including NLRSD) Hiring and placement of minority media specialists will occur. 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 Instructional Methodology : Materials and Supplies Monitoring and Evaluation Fund-ing fog Indirect-Sogvices 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 is in its fourth fifth year of operation
(2) Little Rock School District and Pulaski County Special School District have a written cooperative plein to coordinate in their egommunity feBased ilnstruction (CBI) programs
pxiblic 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 High 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 f-ourteen 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. MttifeiTri-districtl^ assessment nnTn-mi-t-t-go 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) p-lan 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. MultiTri-Districts' Expected Outcomes By the 1030-00 1993-94 school year the multi-district will: A. Develop and implement programs for low-incidence B. handicapping conditions. Develop a system (forms/format) for documentation of due process procedures. Re: 01777 Page 446C. 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 ainogity black special education teachers. IV. Evaluation Thara io a need- for a ^systematic approach to assessing practices and policies that yield an overrepresentation of minority 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 seryices 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) establishinges the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment
(3) outlinlmes the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education (4) certifyingi^ the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions
and (5) Re: 01778 Page 447providing^ 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 fidirector of Special Education The Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. Re: 01778, 01779 Page 448J ai a d I'lhu *^1 ll !< I Mail-* liM I ihi I h l I I CM *-/ . | - I (CIIMIING (OnrilllOM MIf l<)i<a^ss .Mill ctMinlauil |(Mi iii >aipi ai^ aaailMoMl .**h*
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-------------------- (nKelapTSriml ItaiiJiA -sArni------------ eW^VWWwe^u ---tM- tklMTMa" lM-l44MMlt.Cmtrr r. -tawr^ tSS-R^SRii. <Maall| aiiiam----- "Wf -(k(ga4*(g----- Ongbli^""- This 1s 1 n LRSD Plan JICR>3C3atClU-UwubxejU_u.| - mlvacnrir .yMrSuHlr-riJuul-luii Juuk-m - - -(MM-l wmz- -o cu lO (B X) m un I I o 00 00 "(I '.(in l*Pl|NH(*.|ile I > ,> I .M.> I Uiiulwi J. LuiLuulM ik4Ai. I I i*l>a . ( I .1 ('111 1.1.. --^r MJitiivn SIHAKCHS/ AdIVlIKS ICiMIMC 0*11 (UWIIIIUN OAK (QMS *(SroaMtii III I Mt'JAI Mill rmvr-I nrrr!<4t ~ Ir - tnd na t tuMt-wHbkI.- f r ltaG>Tl7i~l/*avli Innal__ . _a<cKlc*A-lA-M*uLMr..- - _ Mnlui _ _ _ _ _ a - ABurl<4yaifi<. aatx Ula ~ ~ vnl-0hnm4 Ion* ~-ctMla--------------------- ------alw-rt ------ --PUWUM. ay 90.___ ^Hat-AAiri-rr--------------- ' "Cili Twif Tiflw I rHw rcM -M-r-ll u I I I CdHMatn^- ------------------------------- '"tvarirtnc'SirstcgIeB-- - k.- X-.--11S* 4.- -f*r Yotw bn --- Zt??r.ZZZ"" TSTowr "ruxr ' toutarkm -hr rrxiit-r iTxnFr .(. tajTMVt irilh nU J t-J
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IMI -ar-TatauL JiNulvKOCUt----- -<r-hr--lA<aH------- ------ Cilucalloii-- .rofKite'IijFl'j*FifHl___iMAaubJia^ltuiUMl- SUily -avn -w HwTfa ----- - U.<Ba4*x. ot. laor alu I, -ClUt J^tua 4a-tc .JKUM. ^U^rtLoT-OC LvI. w-- JtbuLim. lUi -ilmta'awartfnl-hr'aiwiitlc- - _ ..lauuU^ jUtablaiLpiwIaUaL -_l>-Alaaa<lactiM^iaia^ (lea dlslrlil witk -Sufmrttor*- . Lalc_dwL_M<-iAJ.<jUK.l<Ju*j J t-- --Btvr w* -.UMta-m- ijiatlaltAKBrrn<i''irTii -r- L-Ia. ai-4MiMr-a-44w-'yM- --a.-4Ja aa-iia !*--- . _prj jaL li|. Jwaiil I* -%/-- 4Uui4lan-oL .St-huuL - - - - &>lirtcia c-uiJ 1 ujxJu j. llu-_ pj ~ -l4ir-Mi*4*r-a#> aHiilml-a~ w- - - - - -^-1^ ~aiwl *b4al~ atal- aimale -ia^iai Mxl- __blvLAll'9U______________ -----Atkaaaaa-Aci-MUir - ^r^^i^laoa - Clear _ JMC U. lAilU4oUctlA. lAW bmA'Muuionr an-ywwvMr -aaUafo- - nnrr noraKr iiur __ jrJ jif ffO-oMiUi *T*r"Mt9 wMlwMOWl ly ..JhcjUlUlcl-ilialLlx----- inaUtfraWOtfiMr -4-faHalml - __ MMcwM/Oi_______ - TcumaurJ__ -SuiirrvHor*- uC rlM iGiU JUL .tuL x'U-u I I 3
a ifc i.m. n> o This is in LRSD Plan I I M<x> GJ , jJy A A ii jfl iill H bB a .1-11 *1 He .nil I Illi I Illi I ri Ml ||l| 'HI I I I I. I *ail law*! Ubi**!* I mI I I-I I 1.1 I I OIJKIUtS MtAIICIfSZ I r. I Ml I hi
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-1h-vk-tU ^>abiaOo..*A_- 4iluoit -Ini Jb*. libM*- -rtor tfatBill------ Jm*.____ - - XT "HiiiHBr Ihr pracvn -4-ati fMcM - .ttlilUUIIt____ 5 kixi I (1) m This Is in LRSD Plan I n> o * rs. { I4 Kwr mU MUI___________ 4-lotMl 4-J J. ___________________________ 2 .UV-'J dLL L'i'I'Vjt 'i'. rI 1- l.v I " JVt niYTrTT hrtdr tirrhnr thi-* . J . M44UO. aul4<Ma ~ . I I I - iV I I I I , I. .ti I fl ! I . . UMI wn fl 1. .1,1. Ui............ I* . I< 'f.ily I.. I .11 I*.! J., l.l 1*^1 .!,. ri*.4i*w,. III . I .1 I. OaJKIKU M*lllll\/ Adiniim I r.iMiiiar. MK (inrii iioN OAK tosis (Isruo-.iiii III -a.-w.li.lL jwLohJm^- wIllKi. _, J9ai.4u_- tng'T hyqn-lwl -<ilnr.i JuM. -- iMollBtBr------------ -- ------------------- -tl|_jhrl__4--crUlr---------- - . Uli** <4H* - ~r T,7, w
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l-KC*al\ Ainrt I xinl rtvol" m m i rn Mal- 4li(if ll *- o Oh lOVOCATIONAL EDUCATION -SAnnual Plan 989 1994 (Year) Person Responsible Vocadonal Dire'etors Goa 1
To improve articulation/offerings of PCSSD, LRSD, and NLRSD ' Sc Division PrcGram/AreJ .n Instructio, Vocaiinnal i OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE CCMPLETION CATE COSTS RESPONSIBILITY EVALL'ATiCN . To improve articulation of "vocational programs. I Attend each other's advisory council meetings J9B3 - 1989 Ongoing Each Vocational Director Actual attendance Improve recruitment of "students into Metropolitan Vo-Tech Review course offerings 1988 - 1989 Annually -19&9 None Vocational Directors 31 7^ a rn lo 0) cn o lO 00 2. ! Offer Open Houses 2. I Student Brochures 2^1 Employment Fair 1988 - 1989 1989 - 1990 4990 I Annually -1989 . .V Annually, -1996 Annually -1996- $200 $250 $250 I Vocational Directors Vocational Directors Vocational Directors Completion of Activity Completion of Activity Completion of Activity Completion of Activity AREA IJtSD nF5BGRBGATI0N PLAN DIPIIT-IE riON TIKELTIIE J/Qcational Goal: To improve cooperation among vocational departments in PCSSD, LRSD, atid NLRSD ODJECriVES STRATECIES/ACriVrn ES BEGINNING DATE ENDING DATE ItESPONSIBTLnY LVAlTJAT'im 3. Student meetings 3,1 Conduct monthly meetings among vocational directors Monthly September-12 Oeteber-11 Nevember-16 Beeember-H Onoojno Each director will attend 4. Share Information 4.1 Is Share applicant pool When new coursei Ongoing 4.2 5. Conmon Course Description 5.1 27 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 -a (u uo n> m os co KO KO vlV 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 will meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. college recruitment practices and their impact on minority applicants. 2. minority scholarships and financial aid. 3 . parent education in terms of student opportunities, i 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 4694 . 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 studentS7with-atandardiaed- teat data aa a key dGtification cgitorion. 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 ^ensures that the records of students transferring among the districts. including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which Re: 01800, 01801 Page 470students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and tooting ouidance should result in additional education and career advantages for minority students. The reoponaibility for-the foregoing cooperative ef-fo-rtorecta with the Coordinator of Counseling Ser^/iceo. i Re
01801 Page 471PARENT 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. Recruit prospective committee members from diversified communities including retired teachers and community leaders
B. 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. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers
C. D. 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 achieve awareness, understanding. and confidence through communication, shared experiences, and a history of fulfilled promises. Desegregation will succeed only so far as the community supports and participates in it. Therefore, creating an understanding of desegregation as a preferred way of living together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieving 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 approved for continuation but with the addition of certain approaches which have been suggested bv parents. The districts will search for wavs 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 various features of the desegregation plan. The districts will cooperate to form a media coalition as a communication and advisory link with the local media. Innovative wavs must be devised 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 creative wavs to / Page 476promote the public schools, and boost employee morale and lob satisfaction. * f I_students, and parents must be prepared with infoiiuation and skills so they can serve as positive ambassadors for the schools. serve as Communication channels between school-based personnel,_district leadership, and the community must be established and maintained. The districts will demonstrate dependability and integrity bv 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 desegregation 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 bv further involving members of the business community in various ways in the districts. Together, and with the participation of the ' Chambers of Commerce and business community, the . districts will launch a massive public relations campaign to herald the beginning 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. community well-informed about its schools. and their deseoregation, 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 bv bonding the schools and community in a mutually beneficial and respectful relationship. one characterized bv 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 A 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-day 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 eguate 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 andwith private schools and they must achieve a c_omoetitive edge to capture an adecuate 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 through research and development. They must develop an attractive image and quality packaging which they aggressively promote. and they must supply service after the sale to maintain satisfied customers who keep coming back for more. Clearly, our schools are in the business of providing educational service to our community. And we must be about that business of service not as servitude, but as the ~iob of providing the high quality, equitable, and child- and communitv-centered management that will most quickly and surely take us to meet our desegregation qoals. If we do not do that job 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. iust 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 Qians presented to the Metropolitan Supervisor bv 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 ob~iectives of . > the Pulaski County Special School District, North Little Rock School District and Little Rock School District desegregation plans presented to the Metropolitan Supervisor (December 1, 19891 were approved for implementation or continuation. However, these plans are to be supplemented or augmented by the excellent suggestions offered bv 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 help. 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 bv 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 macrnet schools. attendance options, early childhood education programs, extended davcare, etc. Careful consideration will be given to the marketing suggestions made bv 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 gualitv, 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. 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. c. 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 wavs 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 suopested
a. Consider developing an audio taoe or record f i. e. "rap") which can communicate messages about the schools, special programs, and opportunities. Students could participate in developing the rap. 5. b. c. d. e. A concert might be given along the lines of the successful "Farm Aid" or "Anti-apartheid" concerts as an awareness activity, concert could be taped and aired on television and radio. The Consider a regular newspaper feature such as comic strip, simple language editorials or guestion-and-answer column that deals with school programs and issues. A play could be written and produced bv students for staging in churches, community centers, and businesses to promote awareness. A "Desegregation Awareness" week, similar to that of the "Just Sav 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 bv 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 anv 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 kev community leaders and coinion makers including parents, church leaders, retired educators, elected officials, l
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.