Early childhood

Free Program For Four-Near Olds Applications Accepted April 29-May 10 LITTLE ROCK SCHOOL DISTRICT First Class Schools For World Class Kids \ /? A A Program Of Fun And Learning For Four-Year Olds Certified early childhood education teachers Ratio of two adults to every 20 students (1 teacher, 1 aide) Structured learning environment Developmentally appropriate curriculum and activities Before- and after-school childcare available Tuition-Free Tuition-free program for children who will be four years old on or before October 1, 1991, is available at the following schools during the 1991-92 school year: X / ' I ^''A7 -1 Badgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Applications will be accepted at these schools April 29-May 10. /\ Selections will be by lottery whenever the number of applicants for the Program for Four-Year Olds exceeds the available seats. Enrollment preference is given to children who live within the school's attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 23. Those who cannot be placed will be put on a waiting list. I I School Hours. The regular school hours are from 8:00 a.m. to 2:30 p.m., Monday through Friday except for regular school holidays. Childcare. Childcare for a fee is available from 2:30-5:30 p.m. For additional information. For more information about the Program for Four-Year Olds, call the Student Assignment Office at (501) 324-2272. \ s > 3 K - ' /I -I / /! PUT YOUR 4-YEAR OLD ON THE RIGHT TRACK FOR SOCIAL, EMOTIONAL, PHYSICAL, AND COGNITIVE GROWTH. Enroll now for the Little Rock School Districts Special Program for Four-Year Olds. Little Rock School District Student Assignment Office (501) 324-2272 i I -f- X f SOH G n ?r &: I \ "1 I --1 '1 V \ lx kJ 3 tZ5 X '\ ' .ZX/ I t I t r I r Free Program For Four-Near Olds I" \ \' A I I \ - #* \ I x. '' I - \ .71 \ \ Applications Accepted April 29-May 10 r- 2 m o 3 3 2 " i > -O o " -T y n > Q D H (re > g Os 73 R- m o' X I LErCESB LITTLE ROCK SCHOOL DISTRICT First Class Schools For World Class KidsLittle Rock School District March 20, 1990 TO: FROM: Downtown Early Childhood Committee James Jennings, Associate Superintendent for Desegregation^^ Monitoring and Program Development SUBJECT: March 7 Minutes Members Present: Fatimah Akbar James Jennings Chip Jones Rachel Myers It was noted that Glenda Bean (Arkansas Early Childhood Commission) and Jack Turner (Domtown Partnership) could not attend the meeting. Both have had experience in developing a downtown early childhood program. The committee identified five planning areas for the downtown early childhood project: (1) Site Identification (2) Publicity (3) Licensing Requirements (4) Staffing (5) Support Services In regard to site identification, the next meeting will be used to discuss the site identification process. A prospective site should have at least three classrooms (20 students in each class) and outdoor space for play. Hie conmittee also agreed that the center should only enroll four-year old students. Other age groups can be considered after the center is in operation. Teacher representatives will be added to the committee. Also, respresen- tatives from the other districts in Pulaski County will be added to the committee. 810 West Markham Street Little Rock, Arkansas 72201 (501)374-33612. 3. 4. DOWNTOWN EARLY CHILDHOOD CENTER COMMITTEE Site Selection Report Staffing and Program Report Publicity Needs Assessment AGENDA 4/17/90 1. 5. Additional Committee MembersDOWNTOWN EARLY CHILDHOOD CENTER COMMITTEE April 17, 1990 MINUTES Those attending were Jack Turner, Thelma Jasper, Cecil Talliaferro, Dorisen Hill, Michele French, Rachel Meyers, Fatimah Akbar. Mrs. Meyers opened the meeting. The minutes were read by Michele French and they were approved by the committee. a report on the task of the commission, were heard on the following: Mrs. Meyers gave Questions and discussion 1. 2 . 3. Including 3 year olds and 4 year olds Funding for 3 months beyond the regular school year Care during vacation days, summer and after school The site acquisition committee had several possibilities. searched and reported on A description was given on each, and Jack Turner was given the task of setting up an appointment to visit the Bushman Court Building at 6th & Pulaski and also the Cashion Company at 501 Sherman. of the exact date and time. All committee members will be notified The staff and A question was program committee presented two staffing plans. asked concerning North Central Association accreditation if the center is disassociated with the schools. Carver Magnet School was suggested as a possibility for associating the center with a school since there is no existing 4 year old program. suggested go to an affiliate Discussion on giving children a preference to Meyers was asked or to associating school was presented. check on requirements for the center and to North cost modified version of Plan 1 was recommended. Mrs. Central Association out both plans. A A vice principal was recommended instead of a full-time administrator. The curriculum completed by the Early Childhood Task Force recommended and would be programs in the District. consistent with other 4 year was old A question was asked about a theme in the center. Mrs. Meyer's committee was asked to check on possible schools the center could be attached to. Mr. Jennings asked that consideration be given to Thelma Jasper's program. A needs assessment established as follows: was asked for and a subcommittee was Glenda Beane Dorisene Hill Cecil Talliaferro Co-Chairman Co-ChairmanDOWNTOWN EARLY CHILDHOOD CENTER COMMITTEE May 3, 1990 MINUTES Those is attendance were Jim Moses, Michele French, Glenda Beane, T^my Jack Turner, Thelma Jasper, , Dorothea Davis, parent from the North Little Rock School District. and a Site selection sub-committee asked Mr. Moses to present facts about the Cashion Building and Bushman Courtyard Building. Moses reported the following: Mr. A. 6th Street. The Bushman Courtyard Building is located at 1300 West 1. 2 . 3. 4 . 5. 6. 7 . 8. 9. 10. 11. 12 . 5500 sq. ft. of usable space $3,100 per month to lease Smaller spaces Sharp corners 3 major hallways Kitchen Parking spaces Intra structure work needed 35 years old Some remodeling has been done Previously a doctors' building Possible playground by using some parking area B. The Cashion Building is located at Sth and Sherman. 1. 2. 3. 4 . 5. 6. 7 . 8. 9. 10. 11. 4,800 sq. ft. of usable space Larger spaces Large kitchen Parking spaces Full lot adjacent to building for playground For lease - $5,000 per month (including taxes & insurance) Will spend $15,000 for improvements 10 years old Excellent condition Circle driveway Parking Recommendation to have Jack Turner and the committee pursue the Cashion location. after the meeting. make an offer, frame to be used. Other committee members were excited to visit Mr. Turner proposed that the sub-committee Consideration for money, improvements and timeNew members were assigned to the sub-committees as follows
Dorothea Davis - Staffing Jack Turner - Publicity Glenda Beane NLR Parent - Site Selection The next meeting will be on May 10 at 1:30 p.m.ROCKEFELLER COOPERATIVE EARLY CHILDHOOD EDUCATION DEMONSTRATION MAGNET PARENT-TEACHER PLANNING COMMITTEE ON STAFF DEVELOPMENT AND CURRICULUM PRELIMINARY RECDMMENDATIDNS March 20, 199D TRAINING AND STAFFING Thosa who care For young children must be well prepared and sensitively selected For their work. They must have Formal training in both child development and appropriate pedagogy, For quality training For all personnel who provide care and education For vary young children is a critical component in the success oF early education programs. Ongoing inservice education must be an integral part oF their training and growth as early childhood educators. ThereFore: Early childhood education curriculum and daily activities will be based upon young childrens interests and styles oF learning, emphasize developmentally appropriate learning, and appeal to childrens sense oF curiosity and eagerness in order to help them experience the joy oF learning. Thora will bo a Full spectrum oF activities to stimulate children at various levels oF development. A comprehensive curriculum and training approach is to ba collaboratively developed among the throe districts by those presently responsible For training and supervising HIPPY paraproFessionals, CARE employees Cor other beFore- and aFter- school day care programs), and teachers and aides who work These individuals in any aspect oF early childhood education. will utilize the expertise or professionals From local insti- tutions oF higher education in deaigning the training curri culum. A coordinated training approach among HIPPY, extended daycare, and early childhood education personnel will promote understanding, cooporatlon, and continuity among the programs. To promote understanding oF the total.school program, early childhood staFF should be given an overview oF the elementary curriculum and the elementary staFF should ba given an over- view oF the early childhood program. Thon appropriate in- aervica training should bo provided separately For early childhood staFF and elementary staFF. This approach to training should enhance cohesiveness oF staFF while allowing spaciFic targeting oF teaching levels and oFFicient utilization oF training time. # # # Z2 # Early childhood students should not attend school at least one week CpreFerably two weeks) beFore elementary school students return in the Fall oF each year to allow certiFied and non-certiFied staFF to attend the inservice training and prepare For the coming year. tha First # Early childhood teachers should meet during two weeks oF summer vacation with Dorothea Davis, Michelle r. a representative For Arkansas Baptist College and UALR (Tish Henslee, iF possible), and Marian Shead (HIPPY), This French, to continue work on the early childhood curriculum. could be coordinated with Systematic Training For EFFective Teaching with a halF-day oF curriculum reFining and a day oF S.T.E.T. halF- # The training outlined in the two previous paragraphs will provide one month oF training recommended For RockeFeller School StaFF. . , x IN-SERVICE TRAINING SHDULD INCLUDE
* Human Relations workshops For entire school and perhaps some just For early childhood staFF to occur in August * Training For staFF about working with computers Viewing and discussion oF the videotape made to illustrate the NAEYC booklet on Developmentally Appropriate Practices For Young Children Workshop presented by Dr. Anna Heatherly about what early childhood classes should provide to encourage language development and literacy >!= Training For staFF , in building conFlict resolution strategies in early childhood classrooms and playgrounds ! An inspirational speech by Dr. Bettye Caldwell in preparation For the school year 1990-91 * Training For instructional aides at RockeFeller to be required For continued employment and including: 1 . 2. Early Childhood Methods Child Development OTHER RECOMMENDATIONS + CertiFied early childhood staFF should not be required to Many extra hours aFter 3:DO P.M. work longer hours each day. are necessary to plan and prepare For optimal experiences daily For early childhood students and these hours are give IF teachers are n voluntarily by early childhood teachers. required to spend extra hours working with children, this voluntary preparation time will be reduced and program quality will suFFer. + Additional salary compensation should be provided For instructional aides who work longer hours at RockeFellor in tha early childhood classroom than instructional aides It is our at other Little Rock School District schools. understanding that tha promise oF extra pay worked has not been honored. For extra hours3 + Comprehensive developmental screening should be provided * 1. . A__II.. M4 1 rlrn * C3 for early childhood students. Arkansas Children's Hospital might be a resource for this need. + Regular observational assessment of all children should be provided + Foreign language instruction (ppench or Spanish] should begin in early childhood classrooms. ly childhood students should be paid + Field trips for early childhood students snouxc co paxu Little Rock School District Cat least one per for by the class per nine weeks]. + Several specially equipped vans with removable restraining Seats for -inf ants , - twov - and tbree-yeac. old.-studeots-pcovided to allow this age group of children transportation for field trips. to have state mandated + All children should not be required to stayuntil 5:00 P.M. as In f.hR Incentive School Plan. This should be Stated in the Incentive School Plan. voluntary. + More time should be allotted during the summer for teachers to work in their classrooms. AFTER SCHOOL CARE S HIPPY 0 To apply developmentally appropriate practicesfor young four-year-old students should be provided consistent and nurturing by the same staff, with the sama children, experiences group This does not occur of children throughout each day. enrolled in the CARE program after 2:30 daily, enrolled in our classes when they are Ten parents of four-year-old children at Rockefeller have their children picked up by a private bus and taken to a private after school program day care artar scnoox progi an- simply because of this inconsistency of care in this school. Consistency can be provided by having staggered schedules for instructional aides throughout the early childhood program. must receive careful @ Those employed in extended day programs training, supervision and support. As indicated in the section on Training and Staffing of the Early Childhood Plan for desegregation, daycare personnel must bo included in the early childhood education training program which is designed and implemented by the districts and are to members of the school faculty. to be be supervised and supported as @ There must be uniformity of quality among extended daycare programs regardless of the school at which they may be based. @ Activities provided during extended day hours should be sufficiently varied, appealing, and age-appropriate to sustain the interest of the children, 0 The Little Rock School District will consider mandating or strongly encouraging participation in HIPPY for all four- year-old students at the incentive schools.RECOMMENDATIONS should not bs required to + Early childhood children be remain in school until 5:00 p.m. It has worked well for those children not needing extended child care to bo picked up 2*30
1 r-Hn not endoPBC voung children Qw C.C3. Child care experts do not endorse young attending preschool for long hours if child care is not necessary. Thev feel that the children should be with their Families. parents They feel that the =. A parent on this committee stated that many , including herself, would not enroll their children children were required to remain at Rockefeller if the for an extended day. + An assistant co-teacher is needed for the infant/toddler classroom because of the number of children in that area.OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 LITTLE ROCK, AR 72201 Hand Delivered Date
May 2, 1990 To: James Jennings, Associate Superintendent From: t^^Ann S. Brown, Associate Metropolitan Supervisor Subject: Progress Report on Desegregation Plan, Early Childhood Education Section As we discussed in our meeting last Friday, April 27, 1990, members of the Metropolitan Supervisor's Parent Committee on Early Childhood Education reported on April 26 that they have a number of concerns about the development and implementation of the early childhood education portion of the Desegregation Plan. They are aware that the Desegregation Plan requires the bi racial participation of parents, teachers, and representatives of UALR and the local black colleges, along with district administrators, throughout the planning and implementation of all programs which involve early childhood education and Rockefeller School. The concerns which these parents express relate to both communication and participation. To illustrate, the parents state that as members of the planning committees at Rockefeller, they have received no acknowledgment nor any sort of response regarding reports which they submitted to the District in late March. These reports contain suggestions on curriculum, training, and staffing. Without administrative response to their reports, the parents are uncertain how to proceed next in the development and implementation process. The parents al so say that they have not been consulted about the re-evaluation of Rockefeller's early childhood education policies as required in #6 on page 15 of the early childhood section of the Plan. There have also been complaints that the teacher interview committee at Rockefeller was decidedly racially imbalanced and that there was no representation from UALR or the black colleges. Previously, there have been other difficulties regarding the Little Rock School District's compliance with the early childhood education section of the Plan. In early March, you and I discussed the necessity of involving parents and representatives from the local university and colleges in interviewing the candidates for principal of Rockefeller. A March 5 memo, sent at the direction of Mr. Reville in order to insure compliance with the plan, plainly described and mandated what the composition of the Rockefeller principal interview committee was to be. Yet the procedure outlined in that communication was not followed. Apparently, corrective measures were not implemented until sometime after a March 22 memo which reiterated the necessity for following the requirements of the Desegregation Plan and the directives of the March 5 communication.May 2, 1990 Page 2 In order to assess compliance with the early childhood education section of the Desegregation Plan, and to prevent confusion or misunderstanding on the part of parents, teachers, administrators, or this office, a progress report seems in order. Therefore, by Monday, May 14, please provide the Office of the Metropolitan Supervisor with information which clearly defines how the Little Rock School District is complying with the Desegregation Plan's provision that "...the process of developing, modifying, or augmenting any early childhood education programs must be done in conjunction with biracial planning and oversight groups approved by the Metropolitan Supervisor and comprised of parents, teachers, representatives of area universities and colleges, and the districts' supervisors responsible for early education." This report must: --Contain an update on the progress made regarding all provisions of the early childhood section, including curriculum, staffing, training, the Downtown Early Childhood Education Center, interdistrict collaboration, etc. --Indicate how suggestions from parents, teachers, and representives from local institutions of higher education are being incorporated into program planning and implementation. --Include the names and race of the parents who have been added to the District's Early Childhood Education Task Force, the date they were added to this group, and the primary tasks this group is presently focusing upon. --Include a timeline which indicates key tasks and expected or actual start and completion dates, and the individuals or groups primarily responsible for each task. If there are problem areas or tasks which have not been undertaken, please briefly indicate what the difficulties have been and how and when you expect them to be overcome. I believe that a progress report at this time will help resolve questions, alleviate uncertainties, and uncover problems which must be resolved before they become major hindrances to the timely implementation of the Desegregation Plan. If you have any questions, please don't hesitate to contact me. Thank you.OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 LITTLE ROCK, AR 72201 Date: May 2, 1990 To: James Jennings, Associate Superintendent From: 4^Ann S. Brown, Associate Metropolitan Supervisor Subject: Progress Report on Desegregation Plan, Early Childhood Education Section As we discussed in our meeting last Friday, April 27, 1990, members of the Metropolitan Supervisor's Parent Committee on Early Childhood Education reported on April 26 that they have a number of concerns about the development and implementation of the early childhood education portion of the Desegregation Plan. They are aware that the Desegregation Plan requires the biracial participation of parents, teachers, and representatives of UALR and the local black colleges, along with district administrators, throughout the planning and implementation of all programs which involve early childhood education and Rockefeller School. The concerns which these parents express relate to both communication and participation. To illustrate, the parents state that as members of the planning committees at Rockefeller, they have received no acknowledgment nor any sort of response regarding reports which they submitted to the District in late March. These reports contain suggestions on curriculum. training, and staffing. Without administrative response to their reports, the parents are uncertain how to proceed next in the development and implementation process. The parents al so say that they have not been consulted about the re-evaluation of Rockefeller's early childhood education policies as required in #6 on page 15 of the early childhood section of the Plan. There have also been complaints that the teacher interview committee at Rockefeller was decidedly racially imbalanced and that there was no representation from UALR or the black colleges. Previously, there have been other difficulties regarding the Little Rock School District's compliance with the early childhood education section of the Plan. In early March, you and I discussed the necessity of involving parents and representatives from the local university and colleges in interviewing the candidates for principal of Rockefeller. A March 5 memo, sent at the direction of Mr. Reville in order to insure compliance with the plan, plainly described and mandated what the composition of the Rockefeller principal interview committee was to be. Yet the procedure outlined in that communication was not followed. Apparently, corrective measures were not implemented until sometime after a March 22 memo which reiterated the necessity for following the requirements of the Desegregation Plan and the directives of the March 5 communication.May 2, 1990 Page 2 In order to assess compliance with the early childhood education section of the Desegregation Plan, and to prevent confusion or misunderstanding on the part of parents, teachers, administrators, or this office, a progress report seems in order. Therefore, by Monday, May 14, please provide the Office of the Metropolitan Supervisor with information which clearly defines how the Little Rock School District is complying with the Desegregation Plan's provision that "...the process of developing, modifying, or augmenting any early childhood education programs must be done in conjunction with biracial planning and oversight groups approved by the Metropolitan Supervisor and comprised of parents, teachers, representatives of area universities and colleges, and the districts' supervisors responsible for early education." This report must: Contain an update on the progress made regarding all provisions of the early childhood section, including curriculum, staffing, training, the Downtown Early Childhood Education Center, interdistrict collaboration, etc. --Indicate how suggestions from parents, teachers, and representives from local institutions of higher education are being incorporated into program planning and implementation. --Include the names and race of the parents who have been added to the District's Early Childhood Education Task Force, the date they were added to this group, and the primary tasks this group is presently focusing upon. --Include a timeline which indicates key tasks and expected or actual start and completion dates, and the individuals or groups primarily responsible for each task. If there are problem areas or tasks which have not been undertaken, please briefly indicate what the difficulties have been and how and when you expect them to be overcome. I believe that a progress report at this time will help resolve questions, alleviate uncertainties, and uncover problems which must be resolved before they become major hindrances to the timely implementation of the Desegregation Plan. If you have any questions, please don't hesitate to contact me. Thank you.Little Rock School District May 11, 1990 V TO: FROM: Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervi sors Chip Jones, Manager of Support Services __ James Jennings, Associate Superintendent for Desegregation 03 Monitoring and Program Development THROUGH:lj^br. Herb Cleek, Deputy Superintendent of Schools (?)^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material & Supplies Postage Furniture & Equipment Renovations Contingency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the partici-pating districts be allowed to use the Settlement proceeds to pay for the Center. 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361 Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, it must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its wal1s are movable so that renovation requirements are minor
a separate lot will provide an outdoor play area
off-street parking is generous
and access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month. 6,500 sq. feet). This was the committee's second choice
however, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, II the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area. II As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County -- Little Rock School District, North Little Rock School District, and Pulaski County Special School Di strict. The Downtown Early Childhood Center will have three four-year old classes during the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats ODowntown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the appli- cation period to inform downtown employees about the downtown early childhood program. city efforts. The three districts will work together to promote and support publi- As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. The downtown area is defined as the Central Business District of Little Rock. The boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a parti- cular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily acti- vities. The program itself will be compatible with the developmental needs of young children. the joy of learning. It will appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected be- Children will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. and fine motor development. Such activities facilitate language talking. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD OLittle Rock School District r .f- - J* May 11, 1990
A TO: FROM: Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervi sors Chip Jones, Manager of Support Services James Jennings, Associate Superintendent for Desegregation "753 Monitoring and Program Development THROUGH:iJ^Dr. Herb Cleek, Deputy Superintendent of Schools (?^Dr. Ruth Steele, Superintendent of Schools J SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material & Supplies Postage Furniture & Equipment Renovations Conti ngency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the parti ci- pating districts be allowed to use the Settlement proceeds to pay for the Center. O 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, it must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its walls are movable so that renovation requirements are minor
a separate lot will provide an outdoor play area
off-street parking is generous
and access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month. 6,500 sq. feet). This was the committee's second choice
however, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, "the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area. II As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County -- Little Rock School District, North Little Rock School District, and Pulaski County Special School Di strict. The Downtown Early Childhood Center will have three four-year old classes during the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats ODowntown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the appli- cation period to inform downtown employees about the downtown early childhood program. city efforts. The three districts will work together to promote and support publi- As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. fined as the Central Business District of Little Rock. The downtown area is deThe boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a parti- cular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily acti- viti es. The program itself will be compatible with the developmental needs of young children, the joy of learning. It will appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected beChildren will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. and fine motor development. Such activities facilitate language talking. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD OPROGRESS REPORT ON DESEGREGATION PLAN, EARLY CHILDHOOD EDUCATION SECTION May 14,1990 B JB A_C J[ A L._..RAjR I IC. IEAT-I-OjN The District will continue to have biracial participation throughout the planning and implementation of all programs, which involve Early Childhood Education and Rockefeller School. Rockefeller School. On March 21,1990 - The Planning Committee met at a) b) c) d) e) Represented were: The Metropolitan Supervisors' Office The Little Rock School District The Rockefeller Staff Parents The Local Colleges After a general meeting the group broke up into subcommittees in order to plan, organize and schedule their next meeting date. Rockefeller School. On March 28, 1990 - A general meeting was held at The following committees met : 1. 2. .3. 4. Public Relations, Recruitment, and Parent and Community Involvement Elementary Curriculum Early Childhood Education Policies and Procedures Staff Development and Curriculum Represented were: a) b) c) d) Little Rock School District Rockefeller Staff Parents Local Colleges CQMMUJSJLCAri.QH-..AND_JPAB.LKIEAIIGH A letter was sent to the Chairperson of the various committees from Mrs. Mangan on March 29, 1990, informing them their reports have been forwarded to the Central Office. These reports will be addressed beginning the third week of May by a District Committee comprised of the following: a) b) c) Rockefeller Parents, Teachers, and Administrators Little School District Administration College representatives The purpose of the District Committee is to review all recommendations and concerns and to make final recommendations to the Metropolitan Supervisors' Office. Page 1These recommendation: concerned. will then be made available to all parties EAP,LL_CHILtDHQQD...ED.UCAT LON _EQL LC.IES. The parent committee met on March 28,1990 and submitted a list of ten preliminary recommendations. These will be examined at the meeting scheduled for the third week of May and the above stated procedure will be followed. This committee will reconvene in order to develop specific recommendations regarding the following: 1. Infant Enrollment Age 2. Sick Days for Extended Illness The plan specifically state that these items "must be evaluated by the parent committee on early childhood education." Childhood section, page 15, item 6) (Early T.EAC.HR.-.IN.TEm.EK_GQWMLTJrE The Teacher Interview Committee at Rockefeller School has been enlarged by representation from U.A.L. R. and Shorter College. The composition of the Interview Committee is as follows: 1. Ann Mangan Principal 2. Rachel Meyers Asst. Supt. B F 3. Rose Ivory Supervisor 4. Dorothy Daniels Parent 5. Evelyn Jackson Retired Teacher B F 6. Jaime Foster 7. Romona Clark U. A. L. R. Shorter W F B F B F W F B F These changes should adequately address any earlier concerns of imbalances. SIAEEIHG All of the applicants have been interviewed with the exception of two which are scheduled for an interview next week. The Director of Human Resources will begin staffing the school Thursday, May 10, 1990. TRABUMS A tentative outline of training is complete and will be addressed by the District Committee during the third week of May. DQWHTQHH...EARLY-.CHILDH.Q.QD...EDU.CAT.LQK..,CENTER Page - 2STATUS REPORT May 8, 1990 The Downtown Early Childhood Center Committee has met five time since its March 1 inception. According to the Tri-District Desegregation Plan, the Downtown Early Childhood Center will be: 1. Of the same high quality as other early childhood education programs in the district. 2. Aimed at serving the children of parents who work in the downtown area. 3. Racially integrated. The center is scheduled to open in 1990-91. In order to meet this deadline, the committee has agreed to place primary interest on selecting a site as soon as possible. A property search in the downtown area was conducted by committee member Jack Turner. Mr. Turner is employed by the Downtown Partnership, were reviewed during the April 17 meeting. Five sites On April 27, several of the committee members toured two of the facilities. and Pulaski Streets. The Bushman Reporting building is located at Sixth Fifth and Sherman Streets, for both buildings. The Cashion Company Building is located at Jim Moses is the real estate agent The building were evaluated on the basis of the following areas: Access ibility Condition Renovation Work Expansion Landscaping Attractiveness Playground Space Costs The committee agreed to pursue a lease arrangement on the Cashion Building. The site selection committee (Jack Turner, Chip Jones, and Amy Flynn) will make a recommendation to the committee at the May 10 meeting. Three subcommittees have been established. As already stated. the site selection committee is preparing a lease proposal, staffing and program subcommittee has recommended a staff of three teachers, one administrator, one secretary, and The paraprofessional support. The center will have three four-year- old classes (20 students each) during the first year of operation. The Little Rock School District four-year-old curriculum will be used at the downtown center. Subcommittee members are Rachel Myers-Jones (LRSD), Michelle French (PCSSD), Thelma Jasper (Educational Cooperative), and Doretha Davis Page - 3(Philander Smith College). The staffing and program subcommittee will develop plans for year-round service, extended day care, and holiday service. The publicity subcommittee is developing a needs assessment survey for downtown employees. Subcommittee members are Glenda Bean (Arkansas Early Childhood Commission), Fatimah Akbar (LR parent), and Monecia West (NLR parent). The publicity subcommittee also will develop plans for recruitment in the downtown area. INTERDISTRI.C.T...C.QLLAB.QRAT.,IQN. A comprehensive curriculum and training approach is to be collaboratively developed among the three districts by those presently responsible for training and supervising HIPPY paraprofessionals, CARE employees (or other before- and afterschool daycare programs), and teachers and aides who work in any aspect of early childhood education. The Little Rock School District Early Childhood Task Force will develop a training model for early childhood teachers and aides. The training model will focus on the delivery of the specific skills and objectives listed in the early childhood curriculum report. The training model will be completed prior to the end of the 1989-90 school year. In regard to training for CARE and HIPPY employees, Jo Evelyn Elston will be responsible for developing a tri-district committee to address this task. The Little Rock School District HIPPY program currently uses a training model that has been refined over the past five years. LRSD will explore the possibility of developing collaborative HIPPY training with PCSSD and NLRSD. two weeks. The tri-district committee will meet within the next INC0RP.QRATJNG_5JGGESTlQN.S_JKLQ_fR.Q.GRAM...-RLAN.N.IRa_AND IMPLEMENTATION The Little Rock School District is soliciting and collecting suggestions from a wide range of groups including patrons. employees and local colleges. These are collected by various committees such as the Parental Involvement and Public Relations Committee. The committees forward the reports to the Principal who sends them in turn to the Little Rock School District where they are analyzed and distilled by the District Committee comprised of various enabling groups. The results of the committee's decisions will be disseminated as timely and widely as possible through the following means: 1. District Cable T. V. 2. Press Releases Page 43. District Focus 4. P.T.A. 5. Personal Communications EARkyCmJL.DHQQI?._.EDD.QAIl^^ The following parents have been added to the Early Childhood Education Task Force as of March 22, 1990: Garland Georgia Rucker 5113 W. 29th St. Little Rock, AR 664-2856 (Home) Black Garland was unable to furnish a white parent. Franklin: Denise Northcutt 4320 Irwin Road Little Rock AR 455-3110 (Work) 821-3310 (Home) White 72210 Darlene Jones 9601 Nathan Hale Little Rock, AR 666-4665 (Home) 686-9103 (Work) Black 72209 In accordance to the Tri-District Desegregation Plan, the Early Childhood Education Task Force is focusing on the continuation of high school kindergartens. UMEL INE.-_KEX-IASKS 1. Conduct an investigation of the continuation of high school kindergarten. Initiation - 12/89 Completion - 6/30/90 Persons Responsible - Rachel Myers-Jones, LRSD Task Force 2. Re-evaluate early childhood policies now in existence and their impact on desegregation and educational goals. Initiation 3/21/90 Completion - 6/30/90 Persons Responsible - Rachel Myers-Jones, LRSD Task Force, and selected Rockefeller Committee Members 3. Review and revise the comprehensive curriculum training and information document proposed by the Tri-District Early Childhood Task Force. Initiation 10/3/89 Completion - 8/27/90 (ongoing) Page - 5Persons Responsible - Rachel Myers-Jones, LRSD Task Force, Pat Price, Selected Rockefeller Committee Persons 4. 5. Staff Development - Identify the Early Childhood components that are needed in the incentive Schools. Initiation - 3/29/90 Completion - 6/15/90 Persons Responsible - Pat Price, Marvin Zimmerman, Input Task Force, Rockefeller Committee, Incentive School Curriculum Committee Identify and secure reports and other relevant concerns. Initiation - 3/29/90 Completion - On-going Persons Responsible - Pat Price, James Jennings, Estelle Matthis Page - 6TO: FROM: Little Rock School District May 14, 1990 Ann S. Brown, Associate Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Estelle Matthis, A.ssociate Superintendent for Educational Programs and Staff Development THROUGH: Dr. Herb Cleek, Deputy Superintendent Dr. Ruth Steele, Superintendent of Schools SUBJECT: Progress Report on Early Giildhood Education Section of Tri-District Desegregation Plan - W A * Tne progress report on the early childhood education section of the Tri-District Desegregation Plan is attached for your review. The report contains all the information requested in your May 2 memo. Your May 2 memo begins with a reference to our meeting on April 27. How- ever, your memo does not give much detail about our discussion on 4/27. It is very important to review our discussion in order to establish the proper context for responding to other concerns listed in your May 2 memo. As you know, you stated that you met with a committee on April 26 about the Rockefeller program. You stated that the committee liad a number of concerns about the development and implementation of the Rockefeller early childhood program. You also stated that the committee was the Metropolitan Supervisor's Parent Committee on Early Childhood Education. The District was unaware of a meeting scheduled for April 26 with the Parent Committee on Early Childhood Education. In our meeting on April 27, you vzere unable to respond to our questions about the role of this committee and the relationship of this committee with the parent/ staff committee for Rockefeller. Rockefellers parent/staff committee was already in existence on April 26. At the time of your meeting on April 26, you were fully aware of the existence of the parent/staff committee for Rockefeller because you were instrumental in developing this committee. As you probably recall, we met with you on March 9 and discussed the letter you wrote and distributed to all Rockefeller parents without our knowledge or approval (see attacl'iment). You also addressed the parent/staff planning committees at the March 21 orientation meeting. - 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361Memo to Ann Brown Early Childhood Progress Report page two Your May 2 memo specifically refers to the concerns of the Metropolitan Supervisor's Parent Committee on Early Childhood Education. Tne District is still interested in knowing about the role of this committee, in regard to Rockefeller, and the relationship between this committee and the parent/staff planning committees at Rockefeller. The District has met with the parent/staff planning committees on several occasions, and we are in the process of responding to their recommendations. It is somewliat confusing to now hear that another committee has some concerns. There are at least four early childhood committees presently in operation: LRSD Early Childhood Task Force, Metropolitan Supervisor's Parent Committee on Early Childhood Education, Downtown Early Childhood Committee, and the Rockefeller parent/staff planning committees. Communications have varied regarding the role that each of these committees should play in developing a comprehensive early childhood program. A meeting with the committee chairpersons, the Metropolitan Supervisor's office, and LRSD will help clarify the various roles and responsibilities. Once clarity is established, all committees should be able to complete the tasks iden- tified in the Tri-District Desegregation Plan. The ultimate goal is to develop and implement a quality early childhood education program that addresses the needs of all students whether they attend Rockefeller School or any other early childhood site in the district. The merging of strategies, philosophies, etc., and the cooperation of all parties will ensure the accomplishment of this goal. In regard to another matter, your May 2 memo also refers to "other difficulties regarding the Little Rock School District's compliance with the early childhood education section of the Plan. It of your May 2 memo, you specifically state the following: In the third paragraph A March 5 memo, sent at the direction of Mr. Reville in order to insure compliance with the plan, plainly described and mandated what the composition of the Rockefeller principal interview committee was to be. Yet the procedure outlined in that communi- cation was not followed. Apparently, corrective measures were not implemented until sometime after a March 22 memo wliich reiterated the necessity for following the requirements of the Desegregation Plan and the directives of the March 5 conmunication. In your May 2 memo, you failed to mention why the "procedure outlined in your March 5 memo was not followed. It Please be reminded that the following individuals met on March 7 to discuss your March 5 memo: Eugene Reville Arma Hart Ann Brown Prentice Dupins Dr. Ruth Steele Dr. Herb Cleek Estelle Matthis James Jennings Chip JonesMemo to Ann Brown Early Childhood Progress Report page three Ihe District reviewed your March 5 memo and outlined the procedure we wanted to use to interview for all incentive school principal positions, including Rockefeller. We specifically stated that the teacher committee members would be selected by the LRCTA, and the parent committee members would be selected by the Joshua Intervenors. We also noted that the first round of interviews would be used to develop a pool. The second round of interviews would be used to deal with possible assignments to particular schools. Mr. Reville approved our procedure. In our minds, llr. Reville's March 7 approval of our proposal for selecting interview team members superceded your March 5 memo. We regret that a memo was not written to confirm the decisions made in the March 7 meeting. In regard to the teacher interview committee at Rockefeller, please note in the progress report that the committee includes representatives from UALR and Shorter College. This information was shared with you during our April 27 meeting. Please refer to page two of the April 27 minutes prepared by your office. The minutes clearly indicate that the District "rectified" this problem. In regard to the principal interview committee at Rockefeller, the local universities were involved in the process after your March 22 memo. However, you must remember that the District pro- ceeded after the March 7 meeting with our understanding of Mr. Reville's approval. cc: Prentice Dupins Arma HartMarch 7, 1990 Dear Parent: Rockefeller School is growing! And we want you to be part of the exciting changes in store for the Rockefeller community of students, staff, and parents. The new Desegregation Plan enables Rockefeller to become a cooperative early childhood education demonstration magnet school next year. That means our school will become a model of creative and exciting ways to provide the very best care and education for children from infancy through grade six. Educators and college students from all over the county and the state will be able to visit Rockefeller to learn about early childhood education at its very best. And your child will be a student at this wonderful school! As a parent, your ideas about how our school will grow into an early childhood magnet are very important. Parents, teachers and other school staff, college It representatives, and administrators will all work together to make suggestions and decisions about what our "new" school will become, based on the framework of the Desegregation Plan. Attached is a A number of planning areas will be addressed through parent-staff committees, each of which will concentrate on certain aspects of the school. Attccf.cd i: c list of these committees and a brief description concentration. of each one's area of Will you become our planning partner and join us as a committee member? Please say "yes!" by filling out the enclosed Committee Volunteer Form and returning it to your child's teacher by this Friday, March 9, 1990. Then join your fellow parents, school staff, and the Metropolitan Supervisor, Mr. Eugene Reville, for one hour at Rockefeller on Thursday evening, March 15, at 5:00 p.m. for an orientation and the first meeting of each committee. Thank you very much. Sincerely, The Staff of Rockefeller School P.S. Remember these two important dates: Friday, March 9, 1990: return Volunteer Form to your child's teacher Thursday, March 15, 1990: orientation and committee meetings at RockefellerROCKEFELLER PLANNING COmiTTEES VOLUNTEER FORM Name Address ZIP Phone (day) (eveni ng) Please join us in planning for the Rockefeller Cooperative Early Childhood Education Demonstration Magnet School. Below is a list of committees and the If you can think of types of topics that will probably be considered by each one. other planning areas you believe should be adclressed, please write your idea in the space marked "Other suggestions." Then indicate your preferences for the conmittee you would like to join by placing a 1" by your first choice, a 2 by your second choice and a "3" by your third choice. (You may serve on more than one committee but be careful not to over-commit your time!) Staffing: selection process
staff distribution
contract lengths
responsibilities
compensation
career ladders
interfacing with colleges. Early childhood curriculum: emphasis on developmentally appropriate curriculum for infants through kindergarten
how to link early childhood and elementary curriculum
special programs and events. Elementary curriculum: emphasis on grades one through six
how to build elementary curriculum upon that of early childhood
special programs and events. ___Staff development: training programs and topics
trainers and trainees
staff development calendar. ___Scheduling and calendar: organization of the school day. week, and year. Policies and procedures: includes those of the early childhood program: infant enrollment ages
vacation days, private pay and lunch rates for infants and toddlers
schoolwide policies and procedures for staff, students and parents. Alternative education: al ternative classrooms and incentive and discipline programs. teaching methods
Public relations and recruitment: information dissemination
school racial balance. community outreach
communication and strategies for student recruitment
enhancing Parent and comunity involvement: types of involvement
how to promote. support, and sustain involvement
training for parents. Student support systems: college scholarships
mentoring
service learning (students as volunteers
) peer and cross-age interaction. Other suggestions for committee topics: Please return this form to your child's teacher by Friday, March 9. Thank you!PROGRESS REPORT ON DESEGREGATION PLAN, EARLY CHILDHOOD EDUCATION SECTION May 14,1990 EIBALIAIuJEAEXIlEmi^ The District will continue to have biracial participation throughout the planning and implementation of all programs, which involve Early Childhood Education and Rockefeller School. Rockefeller School. On March 21,1990 - The Planning Committee met at Represented were
a) b) c) d) e) The Metropolitan Supervisors' Office The Little Rock School District The Rockefeller Staff Parents The Local Colleges After a general meeting the group broke up into, subcommittees in order to plan, organize and schedule their next meeting date. Rockefeller School. On March 28, 1990 - A general meeting was held at The following committees met : 1. 2. 3. 4. Public Relations, Recruitment, and Parent and Community Involvement Elementary Curriculum Early Childhood Education Policies and Procedures Staff Development and Curriculum Represented were
a) b) c) d) Little Rock School District Rockefeller Staff Parents Local College A letter was sent to the Chairperson of the various committees from Mrs. Mangan on March 29, 1990, informing them their reports have been forwarded to the Central Office. These reports will be addressed beginning the third week of May by a District Committee comprised of the following: a) b) c) Rockefeller Parents, Teachers, and Administrators Little School District Administration College representatives e The purpose of the District Committee is to review all recommendations and concern
and to make final recommendations to the Metropolitan Supervisors' Office. Page - 1These recommendations will then be made available to all parties concerned. The parent committee met on March 28,1990 and submitted a list of ten preliminary recommendations. These will be examined at the meeting scheduled for the third week of May and the above stated procedure will be followed. This committee will reconvene in order to develop specific recommendations regarding the following: 1. Infant Enrollment Age 2. Sick Days for Extended Illness The plan specifically states that these items "must be evaluated by the parent committee on early childhood education. Childhood section, page 15, item 6) (Early The Teacher Interview Committee at Rockefeller School has been enlarged by representation from U.A.L.R. and Shorter College. The composition of the 'Interview Committee is as follows: F 1. 2. 3. 4. 5. 6. 7. Ann Mangan Principal W Rachel Meyers Asst. Supt. B F Rose Ivory Supervisor Dorothy Daniels Parent Evelyn Jackson Retired Teacher B F Jaime Foster Romona Clark 0. A. L. R. Shorter B F B F W F B F These changes should adequately address any earlier concerns of imbalances. SIAELINfi All of the applicants have been interviewed with the exception of two which are scheduled for an interview next week. The Director of Human Resources will begin staffing the school Thursday, May 10, 1990. TRAIHIHG A tentative outline of training is complete and will be addressed by the District Committee during the third week of May. Page - 2STATUS REPORT May 8, 1990 The Downtown Early Childhood Center Committee has met five times since its March 1 inception. According to the Tri-District Desegregation Plan, the Downtown Early Childhood Center will be: 1. Of the same high quality as other early childhood education programs in the district. 2. Aimed at serving the children of parents who work in the downtown area. 3. Racially integrated. The center is scheduled to open in 1990-91. In order to meet this deadline, the committee has agreed to place primary interest on selecting a site as soon as possible. A property search in the downtown area was conducted by committee member Jack Turner. Mr. Turner is employed by the Downtown Partnership, were reviewed during the April 17 meeting. Five sites On April 27, several of the committee members toured two of the facilities. and Pulaski Streets. The Bushman Reporting building is located at Sixth Fifth and Sherman Streets, for both buildings. The Cashion Company Building is located at Jim Moses is the real estate agent The buildings were evaluated on the basis of the following areas: Acce ibility Condition Renovation Work Expansion Landscaping Attractiveness Playground Space Costs The committee agreed to pursue a lease arrangement on the Cashion Building. The site selection committee (Jack Turner, Chip Jones, and Amy Flynn) will make a recommendation to the committee at the May 10 meeting. Three subcommittees have been established. As. already stated. the site selection committee is preparing a lease proposal, staffing and program subcommittee has recommended a staff of three teachers, one administrator, one secretary, and The paraprofessional support. The center will have three four-year- old classes (20 students each) during the first year of operation. The Little Rock School District four-year-old curriculum will be used at the downtown center. Subcommittee members are Rachel Myers-Jones (LRSD), Michelle French (PCSSD), Thelma Jasper (Educational Cooperative), and Doretha Davis Page 3(Philander Smith College). The staffing and program subcommittee will develop plans for year-round service, extended day care, and holiday service. The publicity subcommittee is developing a needs assessment survey for downtown employees. Subcommittee members are Glenda Bean (Arkansas Early Childhood Commission), Fatimah Akbar (LR parent), and Monecia West (NLR parent). The publicity subcommittee also will develop plans for recruitment in the downtown area. A comprehensive curriculum and training approach is to be collaboratively developed among the three districts by those presently responsible for training and supervising HIPPY paraprofessionals, CARE employees (or other before- and afterschool daycare programs), and teachers and aides who work in any aspect of early childhood education. The Little Rock School District Early Childhood Task Force will develop a training model for early childhood teachers and aides. The training model will focus on the delivery of the specific skills and objectives listed in the early childhood curriculum report. The training model will be completed prior to the end of the 1989-90 school year. In regard to training for CARE and HIPPY employees, Jo Evelyn Elston will be responsible for developing a tri-district committee to address this task. The Little Rock School District HIPPY program currently uses a training model that has been refined over the past five years. LRSD will explore the possibility of developing collaborative HIPPY training with PCSSD and NLRSD. two weeks. The tri-district committee will meet within the next IHPiEMENTATKIH. The Little Rock School District is soliciting and collecting suggestions from a wide range of groups including patrons, employees and local colleges. These are collected by various committees such as the Parental Involvement and Public Relations Committee. The committees forward the reports to the Principal who sends them in turn to the Little Rock School District where they are analyzed and distilled by the District Committee comprised of various enabling groups. The results of the committee's decisions will be disseminated as timely and widely as possible through the following means: 1. District Cable T. V. 2. Press Releases Page - 43. District Focus 4. P.T.A. 5. Personal Communications The following parents have been added to the Early Childhood Education Task Force as of March 22, 1990
Garland Georgia Rucker 5113 W. 29th St. Little Rock, AR 664-2856 (Home) Black Garland was unable to furnish a white parent. Franklin
Denise Northcutt 4320 Irwin Road Little Rock AR 455-3110 (Work) 821-3310 (Home) White 72210 Darlene Jones 9601 Nathan Hale Little Rock, AR 666-4665 (Home) 686-9103 (Work) Black 72209 In accordance to the Tri-District Desegregation Plan, the Early Childhood Education Task Force is focusing on the continuation of high school kindergartens. 1. Conduct an investigation of the continuation of high school kindergarten. Initiation - 12/89 Completion - 6/30/90 Persons Responsible - Rachel Myers-Jones, LRSD Task Force 2. Re-evaluate early childhood policies now in existence and their impact on desegregation and educational goals. Initiation 3/21/9 0 Completion - 6/30/90 Persons Responsible - Rachel Myers-Jones, LRSD Task Force, and selected Rockefeller Committee Members 3. Review and revise the comprehensive curriculum training and information document proposed by the Tri-District Early Childhood Task Force. Initiation 10/3/89 Completion - 8/27/90 (ongoing) Page - 54. 5. Persons Responsible - Rachel Myers-Jones, LRSD Task Force, Pat Price, Selected Rockefeller Committee Persons Staff Development - Identify the Early Childhood components that are needed in the incentive Schools. Initiation 3/29/9 0 Completion - 6/15/90 Persons Responsible - Pat Price, Marvin Zimmerman, Input Task Force, Rockefeller Committee, Incentive School Curriculum Committee Identify and secure reports and other relevant concerns. Initiation 3/29/90 Completion - On-going Persons Responsible - Pat Price, James Jennings, Estelle Matthis Page 6 t Jack, Lyon & Jones, p.a. ATTORNEYS AT LAW 3400 TCBY TOWER 425 WEST CAPITOL AVENUE LITTLE ROCK, ARKANSAS 72201 (501)375-1122 TELECOPIER (501) 375-1027 Nashville Office 1201 Sixteenth Avenue South P.O. Box 121114 Nashville, Tennessee 37212 (615) 329-4664 Telecopier: (615) 320-0115 May 15, 1990 Christopher J. Heller, Esquire FRIDAY, ELDREDGE & CLARK 2000 First Commercial Building Little Rock, Arkansas 72201 VA"^ SAS'S RE
Downtown Early Childhood'Center Dear Chris: Upon review of the Memorandum of May 11, 1990, from Chip Jones and James Jennings to the Associate Metropolitan " Supervisors regarding the Downtown Early Childhood Center, I must infeorm you that the position of the North Little Rock School District is that the cost distribution provisions of that Memorandum violate the March, 1989, Pulaski County Case Settlement Agreement (as revised September I Desegregation 28, 1989). 1989, The May 11, Memorandum states at page 1, "Each _ district will be responsible for the costs of the Center based on seat allocation." Thus, it anticipates that the Districts will have to provide funds for their respective students attending this Center. participating at page Thus, . _ ----- As you are aware Sectxon^II. D. of the Settlement Agreement at page 4 provides, "The districts' obligation to contribute funds to Magnet Schools shall be limited to their paying their portions of the costs six existing Magnet Schools pursuant to the Court's Order of February 27, 1987." By agreement, the only funds to be provided to a host district for students attending new magnet schools is limited to the MtoM transfer payments The May 11 Memorandum suggests an obligation in addition to this which is in violation of the Settlement districts of the SIX from the State. Agreement. We note that the Memorandum also provides, _________ recommended that the participating districts be allowed to the Settlement proceeds to pay for the Center." "It is further use _ _ As you are aware, pursuant to the Settlement Agreement all Settlement proceeds received by the NLRSD are restricted to providing compensatory education. See, Section VIII., B., C. and D. Thus, North Little Rock Settlement proceeds would not be available for this purpose even if we so desired. B. C.* - a Jack, Lyon & Jones, p.a. Chistopher J. Heller May 15, 1990 Page 2 Also, you should be aware that the NLRSD is surprised by the proposed budget. Daycare centers in the Little Rock area, such the First United Method Church Child Development are able to provide an early childhood program for children ranging in ages from infants through four years of age for half of this cost. as Center, If we were expected to pay for such a program, we anticipate that we would be involved in the budget preparation and determination of program content. In any event, I hope that you will remind your clients about the provisions of the Settlement Agreement. Hopefully, thro 13 simply an oversight and further proceedings regarding the Settlement Agreement will not be needed. this is Hopefully cc
Very truly yours, Stephen W. Jones All counsel of record Office of Metropolitan Supervisor James Smith PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216 (501) 490-2000 May 16, 1990 Ms. Ann Brown Mr. Prentice Dupins Ms. Arma Hart Associate Metropolitan Supervisors Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown, Ms. Hart and Mr. Dupins: The LRSD's memo to you dated May 11, 1990 regarding a proposed downtown early childhood center has been brought to my attention. This is the first time the PCSSD's Office of Desegregation has been notified of this proposal. The Court approved plan provides that the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area. II I certainly assumed that my office. which has direct line responsibility for desegregation, would have been at least notified of this decision prior to its submission to the Office of the Metropolitan Supervisor. Our district representative on the committee, Michelle French, is not aware of any discussions on funding formula or seating allocations during committee meetings she attended. While I have not had time to fully analyze the May 11, 1990 memo or to discuss it at all with the superintendent, the following objections have already occurred to me: 1. The proposed method for funding is directly contrary to the Court's Order of December 11, 1989 which accepted the alternative funding mechanism of M to M transfer monies as opposed to the funding method which has prevailed for the six existing magnet schools. funding "similar to the magnet schools. The PCSSD is not agreeable to II 2. while the LRSD generously suggests that the PCSSD settlement funds be used to pay for this center, the fact remains that after several requests these funds have not been released to our District. May 16, 1990 Page 2 The proposed commitment It May 18, 1990 is simply unreasonable. of five working days ending 4. While you indicate that the seats will be populated pursuant to ratio that means. "desegregation requirements" I do not know what 3 . 5 . The late Metropolitan Supervisor, Mr. Eugene Reville, with Dr. Don Stewart, Mr. Bobby Lester and myself, in a meeting on January 16, 1990 responded to some questions and concerns that dealt specifically with funding interdistrict magnet and specialty schools. Note his response to questions number one and sixteen in the attached information. 6 . I have simply not had time to assess such important issues as access and whether or not the proposed starting time is reasonable for our patrons. Neither can I determine the racial composition that would be anticipated from PCSSD students. Because of all of the foregoing considerations, the PCSSD must, at this point in time, register its strong objections to the proposal as presently outlined. Sincerely, Bi y J. 'B Assistant Superintendent for Desegregation ch Attachments c Mr. Chip Jones Mr. James Jennings Dr. Herb Cleek Dr. Ruth Steele Mr. Bobby Lester PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1 500 DixO': ' Liitie d 3 January 18, 1990 Mr. Eugene Reville Metropolitan Supervisor Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Mr. Reville: At our January 16 meeting you requested that notes be taken recording your responses to the questions and/or concerns regarding our District's desegregation plan. Enclosed is a copy of the questions and your responses, review this for verification. Please We are also enclosing our suggested changes in the wording of the tri-district desegregation plan. Sincerely, Bobby G. Lester Superintendent of Schools ps Enclosures 1. 2 . 3 . 4 . 5 . 6. PULASKI COUNTY SPECIAL SCHOOL DISTRICT QUESTIONS/CONCERNS AND MR. REVILLE'S RESPONSES REGARDING TRI-DISTRICT DESEGREGATION PLAN January 18, 1990 Who will schools? RESPONSE: pay for new Little Rock School District magnet LRSD will pay for any new magnet schools located within their district. either Will the PCSSD have any financial responsibility for the construction, operation or maintenance of the new LRSD magnet schools beyond the M to M payments its students schools generate? RESPONSE: If the No, it will not. answer is PCSSD's responsibility? students, seat other arrangements? RESPONSE: yes," what will be the magnitude of the Will it be based on the number of allocations, Not applicable cost of the schools, or some extent that the money does not presently exist -in the PCSSD budget, where will it come from? Other than federal magnet school grants, new revenue * If so, what do you propose? To the from? do you plan sources for our District? RESPONSE: Judge Woods cannot order a millage increase the school districts are unsuccessful in unless -- ----- their attempt to pass a increase. I suggest you seek and pass a millage increase. to millage how do you the PCSSD finance its obligations under your proposed plan? Do you believe the PCSSD should engage in - " If so, what additional cuts do you If the PCSSD is unable to pass a new millage. propose Do you further budget cuts? propose? RESPONSE: First, its obiigat ions a we need to do everything we can to pass increase. If we run into financial millage increase. If we run problems after the millage fails. to the courts. then we
an go (Page 17, LRSD Student Assignment) Transportation. The statement about the 8 a.m. school opening would_ create numerous problems transporting PCSSD's students. (--- ---- time be more flexible? 8:a.m., a .m. Can this RESPONSE: (8 : 20-8:30 m., etc.) This will be discussed with the LRSD. 17 . We have serious concerns that plans may be under way by the LRSD to establish a medical arts magnet (page 16, Interdistrict Schools and Programs) which would be duplicate of the program approved for Oak Grove High, you share these concerns or do you believe duplication is satisfactory? If you share how do you propose to resolve them? arts concerns, RESPONSE: This 8 . 9. 10 . 11. 12. and a Do that such IS not conf lict. laboratory interested believed to This area is in experience be a planned for the medical courses for credit. any of our problem or to those field, a provide students rather than The elimination of one-race classes by 1990-91 is not possible to accomplish, especially on the high school level This is something that will have blacks into advanced classes and one-race in some advanced courses. to be tied to phased in. employ to relaxed? RESPONSE: What getting accomplish specific this strategies goal and do can you propose we the timetable be Explain why this is not being done. Who will pay attending incentive schools? feasible and what is the scholarships for PCSSD and NLRSD students As this money is not present in the budget, where do you propose it be secured? RESPONSE: Has the The LRSD will pay for the scholarships. business community pledged a particular amount of level of support for the public money or schools? Have you obtained some firm commitment regarding a dollar figure they would raise or guarantee? RESPONSE: Some businesses have pledged their expertise and some money to Dunbar. There has been some support for the aerospace magnet, an especially large amount from a foundation. businesses to give more than their support--they pay their taxes. We cannot expect (Page 1," Extracurricular Activities) Is the director of activities appointed by the principal in each school, a new position or a new assignment for existing staff? Extracurricular Activities) RESPONSE: It could be a new assignment for existing staff. (Page 3, mean all Does this Standardized Eligibility Requirement) which have membership requirements? organizations RESPONSE: We should strongly consider this proposal. 213 . (Page 10 item 4, qualifications Early Childhood required for principals Education) make it The almost 14 . impossible to find applicants. Can the "must be changed to II should"? RESPONSE: Yes, it can be changed to "should." (Page 10 item 5 Early Childhood Education) position or added responsibility for existing staff? Is this a new RESPONSE
This staff. responsibility can be added to existing 15. (Page 11 item 3 Early Childhood Education) PCSSD's program to be 60 percent black? Does this allow 16 . RESPONSE: No it does not. (Page 16, Early Childhood Education) Who will the downtown E.C.E. Center? What are the pay sites for under consideration? Where are they located? What do they cost? RESPONSE: The LRSD will pay for the downtown E.C.E. Center.- There was no response to the other parts of the- question. 17 . (Page 17 item 1 Early Childhood Education) Does this make 19. extended day mandatory for every school? RESPONSE: Are No, it is not mandatory that every school have the extended day program. recommendations" going to be mandatory is accepted by the court? RESPONSE: if this plan In most cases they will be mandatory. If the court approves those things that have been "strongly and we are not able to comply, will we be held recommended in contempt of court? RESPONSE: The court gets angry when the districts are not serious about what they are doing or have proposed to do. ignore the court order, comply. You get into trouble when you will not be able to If you see that you come to me and explain why. Then there is no real problem. Clarification is needed (Pages 31 and 35, Incentive School) on who will administer the trust fund--two groups are 18 . listed. RESPONSE: One group will manage the trust fund and the other group will oversee the program. 3RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OCT 1 1991 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE W. KNIGHT, et al. INTERVENORS NOTICE OF FILING Little Rock School District hereby gives notice of the filing of the attached "Four-Year-Old Program Long-Term Plan II as required by this Court's order of August 22, 1991. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 ) BYT Christopher Hei^SrJCERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following counsel of record by depositing copy of same in the United States mail on this 30th day of September 1991. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell MITCHELL & ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 BYl . -- Christopher Hell -2- FOUR-YEAR-OLD PROGRAM LONG-TERM PLAN Little Rock School District This report will outline the long-range plans for expanding the early childhood education program in the Little Rock School District. In particular, this report will address the demographic, instructional, and structural needs for expanding the current four-year-old program. The report will begin with a review of background information related to the expansion of the four-year-old program in the Little Rock School District. selecting program sites will be provided. Next, the objectives for The objectives will be followed by an analysis of demographic data related to the four- year-old population in the Little Rock School District, attention will be given to identifying the number of Special disadvantaged students to be served by the four-year-old program. A review of the instructional goals of the four-year-old program will be included. Finally, long-term recommendations for establishing new four-year-old classes will be presented. Background The Little Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old students prior to this time, the emphasis on using this program as a tool to desegregate schools started in the 1988-89 school year. Three schools participated in the four-year-old program during the 1988-89 school year: Ish, Rockefeller, and Stephens. In the following year (1989-90), four-year-old classes were added to Franklin and Washington. Four-year-old classes were added to Badgett and Garland in the 1990-91 school year and Mitchell, Rightsell, Romine, and Woodruff at the beginning of the current school year - 1991-92. As a result, eleven of the 36 elementary schools in the Little Rock School District have one or more four- year-old classes: Badgett - Franklin - Garland - Ish - Mitchell - Rightsell - Rockefeller 20 seats 60 seats 20 seats 20 seats 20 seats 20 seats 60 seatspage two Romine - Stephens - Washington - Woodruff - 20 seats 20 seats 40 seats 20 seats Total 320 seats Volume I of the long-term desegregation plan was drafted and submitted to the federal district court during the first semester of the 1988-89 school year. At that time, the Little Rock School district proposed to have a four-year-old program in all elementary schools by the 1993-94 school year. This goal included the provision that the "scope of this program may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan. II The District still believes that early childhood education is a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Furthermore, we believe that effective early childhood programs will reduce, if not eliminate, the need for major remediation programs in the upper grades. For these reasons, the enhancement and expansion of the four-year-old program will continue to be a priority for the Little Rock School District. Objectives for Selecting Sites It has already been stated that the expansion of the four- year-old program in the Little Rock School District is related to two major objectives: (1) to meet the growing needs of disadvantaged students
and (2) to improve the racial balance at schools that are difficult to desegregate. These objectives carry with them certain limitations in regard to the location of future four-year-old sites. The settlement plan emphasizes the ongoing collaboration between the Little Rock School District and other federally funded early childhood programs to meet the needs of inner city Little The District has worked closely with the Rock students. Head Start program operated by the Community Organization for Poverty Elimination (COPE). Since Head Start can only serve families below the poverty level. Head Start centers are typically found in areas that are easily accessible to this population. As a result, future four-year-old sites should be located in or near areas that will facilitate collaborative efforts between the District and Head Start.page three Another factor that should be considered in identifying future four-year-old sites is the number of disadvantaged students in a given area. Priority should be given to areas that have a very high concentration of low income students. The first objective cannot be accomplished without an estimate of the number of disadvantaged four-year-old students in the Little Rock School District. According to the settlement plan, 80% of the disadvantaged students in the city of Little Rock will be served by the citywide early childhood education program. The figures listed below represent the District's estimate of the number of four-year-old students who have been eligible for the free and reduced lunch program during the past four years: 1987 1988 1989 1990 981 1077 1237 1071 Using the long-range goal of sezrving 80% of the disadvantaged students, these figures will require the citywide program to have the capacity to be able to serve 785 to 990 disadvantaged four- year-old students. The remainder of this report will use the average of these four years, 1092 four-year-old students, for planning purposes. As a result, for planning purposes only, the long-range goal is to serve 874 disadvantaged students. The four Head Start centers currently serve 361 students. All of these students are below the poverty level. In addition. the Model Cities Program, operated by the City of Little Rock, can serve a total of 60 four-year-old children. The Model Cities Program has two centers: the East End Community Complex (near Carver Magnet School) and the South Little Rock Recreation Center (across the street from Washington Magnet School). There are no income eligibility requirements for the Model Cities Program. The second objective of the long-range plan for expanding the four-year-old program is to improve the racial balance in schools that have been difficult to desegregate. The elementary school attendance zones were originally designed to establish a racial balance at each school of 55 5, variance of 5%. black and 45% white with a Demographic changes over the past two years have resulted in some attendance zones having a lower number of white students than anticipated. The District has been successful in using the four-year-old program, along with other voluntary desegregation measures, to attract white students to schools that fall in this category. For instance, the Romine area is experiencing a steady increase in its black population. The four-year-old program at Romine School, however, is 50% white.page four The use of the four-year-old program as a means to improve the racial balance at certain schools also implies that these classes cannot be placed in attendance zones that continue to remain racially balanced. A list of the attendance zones that are not in danger of becoming racially imbalanced is provided below. This restriction does not preclude the placement of four- year-old classes in satellite zones that have heavy concentrations of disadvantaged students. Attendance zones less than 55% black: Brady, Dodd, Fair Park, Forest Park, Fulbright, Jefferson, McDermott, Meadowcliff, Otter Creek, Pulaski Heights, Terry, and Western Hills. In order to use the four-year-old program as means of improving the racial balance at a school it will be necessary to make provisions for both black and white students. This requirement must be addressed in calculating the number of additional four-year-old seats needed to meet the long-range goal. Demographics The purpose of this section is to review demographic data related to four-year-old children in the city of Little Rock, should be noted that the Little Rock School District has worked very closely with COPE to develop and maintain early childhood It opportunities for four-year-old students. As a result, some of the demographic information collected by COPE will be presented in this section. At present, COPE operates four Head Start centers within the boundaries of the Little Rock School District. Start center is at the old King/Oakhurst School, still owned by the Little Rock School District. The largest Head This site is The second largest center is in Hollingsworth Court (east Little Rock). addition, two buildings that were formerly Educare centers are In currently used at Head Start sites. The center on 65th Street will probably be vacated at the end of this school year, site in the southwest Little Rock area has already been Another identified for the 1992-93 school year. The center on Asher Avenue, directly across the street from Wilson School, opened at the beginning of this school year, classrooms that are not in use. This center has four Community Needs Assessment. was conducted by COPE in 1990. 523 families throughout Little Rock. A community needs assessment Interviews were conducted with pre-school children at the time of the interview, is a brief review of some of the findings: All of the families had The followingpage five A. More services are needed in the King School/Highland Court area, the John Barrow/Asher Avenue area, and in southwest Little Rock. B. All of the centers in the above areas have waiting lists. C. Children were identified in each area who are above the Head Start income guidelines, cannot be served by Head Start. Barrow/SWLR - 16 As a result, these children King/Highland - 25, D. Number of children in families inteirviewed
0-2 years 3 years 4 years 5 years Total H.S. Eligible 275 233 377 72 957 508 E. 53 of the families interviewed are at the bottom of the economic ladder - less than $6,280. F. 77% (401) of the families interviewed are headed by single mothers. G. 65% of the families interviewed indicated a need for Head Start in the future. H. A substantial number of parents indicated that they would be willing to participate in the following parent programs: literacy, drug abuse prevention, self-improvement, parenting, self-sufficiency, parent support group (child abuse), parent support group (drug abuse), and adult education classes. LRSD Data. It is interesting to note that the demographic information compiled by the LRSD Student Assignment Office identifies two of the three target areas cited by COPE as areas of need. Attachment One shows the number of four-year-old students over the past four years who have enrolled in kindergarten. each geographic area. The schools are listed as a means of describing Areas A, B, H, J, L, and M have experienced increases over the past two years. The largest increase (50% growth) occurred in Area. H - the area around Parkview, Wilson, and Bale Schools. This area is referred to by COPE as the John Barrow area, growth in areas L (22% growth), A (21% growth), and B (14% The growth) is more likely to be the result of parents who decided toV page six choose public education, as opposed to a net increase in births. The fluctuations in these areas over the four-year period tend to confirm this assumption. The increase in Area M (7% growth) from 1989 to 1990 tends to confirm the finding by COPE in regard to the need for more early childhood services in southwest Little Rock. In addition to this finding, however. Area M is the only area that experienced a steady increase in the number of four-year-old children during the period of 1987-1990: 1987-1988 1988-1989 4 % growth 21% growth The findings for Areas H and M should be coupled with the trend in Area J - the area around Western Hills, Meadowcliff, and Dodd Schools. This area is contiguous to, and in some cases overlaps, what is generally considered to be the Barrow area and southwest Little Rock. Again, a steady increase in the number of four-year-old children is evident during the period of 1987-1990: 1987-1988 1988-1989 11% growth 14% growth The data supplied by both parties document the need for four-year-old services in the John Barrow Road area and southwest Little Rock. Although these areas continue to show growth. future services in the central Little Rock area should not be disregarded. Little Rock. COPE is interested in having a center in central Currently, Head Start students from central Little Rock must go to the King/Oakhurst site. Transportation from central Little Rock to King/Oakhurst is a serious problem for some of these parents. Attachment One indicates heavy concentrations of four-year-old students in Areas D and I, the areas which serve the Incentive Schools, even though both areas have experienced declines since 1988. Instructional Goals The whole thrust of the early childhood program has been to remedy the academic differences that our students are bringing into the school system. In the past, we have experienced low performance, retention, and dropouts. Significant amounts of time and money have been expended on remediation, special education, and on providing the basic level of preparation needed to succeed in school. Many of the problems of skills disparity that are chronic in the higher grades are lessened when all youngsters enter kindergarten with appropriate pre-school experiences. Thepage seven citywide early childhood programs are geared to providing the skills and experience that have often been lacking in lower income youngsters. This is tremendously important, not only to the parents, but to the self-image and self-confidence of the child. The number of students who will flourish, learn, and perform at grade level while building on a foundation of pride, achievement, and self-esteem is simply incalculable. The instructional goals of this program are to address the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. Philosophv/Ob~i ectives. The early years of life are critical for helping children realize their full developmental potential. Arranging experiences to enhance development is a task for the home, the school, and the community. The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children. It will appeal to young children and help them experience the joy of learning. The early childhood program will be multicultural in focus and it will be sensitive to the cultural and ethnic heritage of children. Young children need the opportunity to learn about themselves and other cultures. An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about, and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. The Early Childhood Task Force has endeavored to structure a curriculum for four-year-old children that is multicultural and tailored to the individual needs and interests of the learners. In every instance, teachers of young children must be curriculum developers who are able to observe and talk with children to determine high interest areas. The specific skills taught in LRSD four-year-old classes can be found in the District's early childhood education handbook.page eight Parent Involvement. The active involvement of the family is critical to children's success in school. helps sustain the effects of school programs. It reinforces and Parents will be actively involved in the implementation of the program through: - Orientation Meeting and Make/Take Workshops - Parents will become acquainted with the program at Open House. Parents also will be provided a variety of activities and strategies to enhance achievement by their children. - Parent Participation - Parents will be invited to volunteer in the classroom, accompany the class on field trips, and observe the child in the classroom. - Advisory Committee - Parents will serve on the Early Childhood Advisory Committee. - Training Sessions - Principals and teachers will encourage parents to participate in training sessions so they can have a better understanding of the characteristics of children and how they grow. - Discussion Groups - Parent discussion groups with teachers and outside agency representatives will be scheduled as a means to improve parent effectiveness. - Parent Survey - Parents will help us evaluate the program in the school by completing a survey. A summary will be made from the responses to identify needs and provide better services for the children. Staff Development. The Little Rock School District is committed to providing continuous professional growth opportunities for all staff members. Major components of these opportunities are the districtwide training courses and minicourses which have been designed and scheduled to address staff development needs as reflected in the local schools' Annual School Improvement Plans. Also, in order to be in compliance with State Department Standards, LRSD certified staff members are required to complete a minimum of five (5) days or 27 1/2 hours of staff development training each year. Staff development activities for the four- year-old program will include but not be limited to the following areas: - Licensing Requirements - Classroom Managementpage nine - Child Development and Behavior - Learning Styles Parent Conferences - Developing Centers and Units - Transitional Activities - Prejudice Reduction - Behavior Management and Self-Esteem Instructional aides will receive child development associate training or early childhood education technical assistance depending upon individual needs. Program Evaluation. A longitudinal study of all students involved in the citywide early childhood program will be conducted. The information gained from this study will allow LRSD, and the other agencies, to make valid assessments of student achievement and program effectiveness. Recommendations The difference between the estimate for the long-range goal (874 disadvantaged children) and the number of children currently served by Head Start (361 children) is 513. The extent to which the Head Start program will expand over the next 3-5 years cannot be detennined at this time. long-range expansion planning. Head Start is currently involved in It will be necessary for the Little Rock School District to continue to work closely with COPE to determine the exact number of seats that can be provided by each agency to meet the long-range goal. The long-range goal will probably be modified as better information is acquired about the number of disadvantaged four-year-old students in Little Rock. In addition to determining the number of seats that must be provided by each agency, the Little Rock School District will have to provide enough seats at each new site to meet the desegregation requirements. The following recommendations are tentative pending the collection of additional details on demographics and expansion possibilities, and the finalization of agreements with COPE, citywide early childhood planning committee will be formed to A continue the process of studying these factors. The committeepage ten will consist of representatives from the Little Rock School District, COPE, Model Cities, the Housing Authority, related agencies. and other quarter. The committee will meet at least once each The nature of long-range planning to meet the growing needs of disadvantaged children is such that ongoing collaboration and planning is crucial. 1992-93 A. B. Open a class at Bale School - 20 seats Open 3 classes at the Asher Avenue Head Start Center C. D. (directly across from Wilson School) Open a class at Watson School - 20 seats Open a class at Geyer Springs - 20 seats 60 seats 1993-94 A. B. Open two classes at the new King School - 40 seats Convert Ish School to an early childhood center if the attendance zones for the new interdistrict schools will allow for accommodation of Ish students at nearby schools and place LRSD in a position to petition the court to authorize conversion of Ish to an early childhood center. The proximity of the new King School, Mitchell School, and Rightsell School, and the low enrollment at Ish are factors that will be considered in developing a proposal to submit to the court. C. Open at least one class at the new SWLR Head Start Center - 20 seats 1994-95 A. Open two classes at the new Stephens School - 40 seatsFOUR-YEAR-OLD DEMOGRAPHICS AREA DESCRIPTION 1987 1988 1989 1990 A Fulbright Terry 99 83 89 108 B Brady Fair Park Jefferson McDermott 130 125 138 157 C Pul. Hgts. Woodruff 83 105 119 95 D Rightsell Mitchell Rockefeller Ish 324 377 314 283 E Carver Mann 93 81 96 90 F Badgett 13 14 28 25 G Romine 131 161 135 116 H Parkview Wilson Bale 107 106 74 111 I Franklin Stephens Garland 324 318 313 285 J Western Hills Meadowcliff Dodd 73 81 92 93 K Geyer Springs Wakefield 73 81 100 96 L Otter Creek 24 28 23 28 M Cloverdale Mabelvale Watson Chicot 159 166 201 216 N Baseline 133 135 141 116For suspension of the rules at regular Board meeting on April 23, 1992. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEiyPO April 23, 1992 APR 2 2 1992 Office of Desegregation Monitoring TO: Board of Directors FROM: istelle Matthis, Associate Superintendent for Educational Programs THROUGH: Ruth S. Steele, Superintendent of Schools SUBJECT: Arkansas Better Chance (ABC) Program Continuing Grant Application The Arkansas Department of Education recently aimounced the availability of Arkansas Better Chance (ABC) monies for second-year funding of developmentally appropriate early childhood education programs which identify and assist educationally-deprived children ages three (3) to five (5), as specified in the Arkansas Better Chance Program, Act 212 of 1991. The request for the Continuing Grant Application was released April 16, 1992, and the deadline for submission is May 8, 1992. The amount requested for second-year funding may not exceed the total amount of last years grant award, plus a five percent increase. 1991-92 Grant Allocation Center-based Four-Year-Old Program HIPPY Program Total Allocation Five percent increase $100,000.00 47.050.00 $147,050.00 + 7,352.50 Continuing Grant Request 1992-93 $154,402.50 It is recommended that you authorize the administration to submit an application for second-year funding in the amount of $154,402.50.ARKANSAS BETTER CHANCE ( STATEMENT OF ASSURANCES 1. The applicant has the necessary legal authority to apply for and to receive the proposed contract. (Attach a copy of the substantiating document.) 2. The applicant agrees to plan and implement a program in compliance with Act 212 of 1991, the Arkansas Better Chance Program, and to follow all applicable state and federal statutes and regulations. 3. If applicable, the applicant agrees to secure a license for a child care center under The Child Care Licensing Act, Ark Code Ann. 20-78-201 through 221 (1987 and Supp. 1989). 4. The applicant agrees to keep such records and provide such information to the Arkansas Department of Education and to the Arkansas Department of Human Services as reasonably may be required for fiscal auditing and program evaluation. 5. The applicant agrees to use funds provided under Act 212 of 1991 to supplement and not to supplant existing funds for early childhood programs. 6. The applicant agrees to participate upon request in an external annual evaluation of the project as determined by the Arkansas Department of Education. 7. The applicant agrees to coordinate its efforts with other early childhood programs and service providers to provide a comprehensive, quality early childhood program. 8. The applicant agrees to prohibit discrimination and intimidation on account of race, creed, color, sex or national origin in student selection and employment practices. 9. The activities and service.s under this proposed program will be admim'stered by or under the supervision of the applicant. 10. For operation of HIPPY Programs, a letter of authorization from HIPPY USA will be provided. 11. The filing of this application was authorized at the following official meeting: District Board of Education meeting Policy Board meeting--------------- Head of Administration________ President of Board ____________ Date Date Date Date Date Signature of Authorized Official TitleFOUR-YEAR-OLD PROGRAM LONG-TERM PLAN Little Rock School District Ofiico (.
? iiacj jUH 4 o{ Desegregation Moniw-3 This report will outline the long-range plans for expanding the early childhood education program in the Little Rock School District. In particular, this report will address the demographic, instructional, and structural needs for expanding the current four-year-old program. The report will begin with a review of background information related to the expansion of the four-year-old program in the Little Rock School District. selecting program sites will be provided. Next, the objectives for The objectives will be followed by an analysis of demographic data related to the four- year-old population in the Little Rock School District. A review of the instructional goals of the four-year-old program will be included. Finally, long-term recoiranendations for establishing new four-year-old classes will be presented. Background The Little Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old students prior to this time, the emphasis on using this program as a tool to desegregate schools started in the 1988-89 school year. Three schools participated in the four-year-old program during the 1988-89 school year: Ish, Rockefeller, and Stephens. In the following year (1989-90), four-year-old classes were added to Franklin and Washington. Four-year-old classes were added to Badgett and Garland in the 1990-91 school year and Mitchell, Rightsell, Romine, and Woodruff at the beginning of the current school year - 1991-92. According to the May 1 court order, the District must "accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned" (page 16). in the Little Rock School District. There are 36 elementary schools This moans that the District must provide 648 four-year-old seats in order to comply with the desegregation plan. a four-year-old program in 1992-93. Figure One shows the schools which will have These schools will account for 378 of the 648 four-year-old seats needed by 1994-95.1992-93 Badgett Bale Cloverdale Franklin Garland Geyer Spgs. Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff 2 FIGURE ONE Ineligible 1993-94. 1994-95 Brady Dodd Fair Park Forest Park Fulbright Jefferson Mabelvale McDermott Moadowcliff Otter Creek Pul. Heights Terry Western Hills Baseline Chicot* King** Booker Carver Gibbs Williams * Under consideration - will need additional space (NOTE: Wakefield is eligible for a four-year-old program, but no space is available for an additional class.) ** If approved by the Court to open in 1994-953 Objectives for Selecting Sites It has already been stated that the expansion of the four- year-old program in the Little Rock School District is related to two major objectives: (1) to meet the growing needs of disadvantaged students
and (2) to improve the racial balance at schools that are difficult to desegregate. These objectives are consistent with the terms of the May 1 court order to "place four-year-old programs in locations which will best further the goals of disparity reduction and racial balance" (page 16). These objectives carry with them, however, certain limitations in regard to the location of future four-year-old sites. A factor that should be considered in identifying future four-year-old sites is the number of disadvantaged students in a given area. Priority should be given to areas that have a very high concentration of low income students. The second objective of the long-range plan for expanding the four-year-old program is to improve the racial balance in schools that have been difficult to desegregate. The elementary school attendance zones were originally designed to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. Demographic changes over the past two years have resulted in some attendance zones having a lower number of white students than anticipated. The District has been successful in using the fo\ir-year-old program, along with other voluntary desegregation measures, to attract white students to schools that fall in this category. For instance, the Romine area is experiencing a steady increase in its black population. The four-year-old program at Romine School, however, is 50% white. The use of the four-year-old program as a means to improve the racial balance at certain schools also implies that these classes cannot be placed in attendance zones that continue to remain racially balanced. This restriction does not preclude the placement of four-year-old classes in satellite zones that have heavy concentrations of disadvantaged students. The attendance zones that are ineligible for a program because of racial balance Brady, Dodd, Fair Park, Forest Park, Fulbright, Jefferson, Mabelvale, McDermott, Meadowcliff, Otter Creek, Pulaski Heights, Terry, and Western Hills. balances that are less than 55% black. These attendance zones have racial are: In light of the information provided in Figure One, the District will need to open a total of 270 four-year-old seats by the 1994-95 school year in order to comply with the desegregation plan. This goal can be met by using area centers, opening programs at schools that are eligible, and/or adding one or more classes to schools with existing four-year-old programs.4 Demographics Attachment One shows the number of four-year-old students The over the past four years who have enrolled in kindergarten, schools are listed as a means of describing each geographic area. Areas A, B, H, J, L, and M experienced increases between 1989 and 1990. The largest increase (50% growth) occurred in Area H - the area around Parkview, Wilson, and Bale Schools. This area will be referred to as the John Barrow Road area. The growth in areas L (22% growth), A (7% growth), and B (14% growth) is more likely to be the result of parents who decided to choose public education, as opposed to a net increase in births. The fluctuations in these areas over the four-year period tend to confirm this assumption. The increase in Area M (7% growth) from 1989 to 1990 tends to suggest the need for more early childhood services in southwest Little Rock. In addition to this finding, however, Area M is the only area that experienced a steady increase of more than 1% growth in the number of four-year-old children during the period of 1987-1990: 1987-1988 1988-1989 1989-1990 4% growth 21% growth 7% growth The findings for Areas H and M should be coupled with the trend in Area J - the area around Western Hills, Meadowcliff, and Dodd Schools. This area is contiguous to, and in some cases overlaps, what is generally considered to be the Barrow Road area and southwest Little Rock. Again, a steady increase in the number of four-year-old children is evident during the period of 1987-1990
1987-1988 1988-1989 1989-1990 11% growth 14% growth 1% growth These data document the need for four-year-old services in the John Barrow Road area and southwest Little Rock. Although these areas continue to show growth, future services in the central Little Rock area should not be disregarded. Attachment One indicates heavy concentrations of four-year-old students in Areas D and I, the areas which serve the Incentive Schools, though both areas have experienced declines since 1988. even Instructional Goals The whole thrust of the early childhood program has been to remedy the academic differences that our students are bringing In the past, we have experienced low into the school system. Significant amounts of performance, retention, and dropouts. time and money have been expended on remediation, special 5 education, and on providing the basic level of preparation needed to succeed in school. Many of the problems of skills disparity that are chronic in The the higher grades are lessened when all youngsters enter kindergarten with appropriate pre-school experiences. District's four-year-old program is designed to provide the skills and experience that have often been lacking in lower income youngsters. This is tremendously important, not only to the parents, but to the self-image and self-confidence of the The number of students who will flourish, learn, and child. perform at grade level while building on a foundation of pride, achievement, and self-esteem is simply incalculable. The instructional goals of this program are to address the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. The early years of life are critical Philosophv/Qbjectives, for helping children realize their full developmental potentxal. Arranging experiences to enhance develojxnent is a task for the home, the school, and the community. The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and The styles of learning which will guide daily activities. program itself will be compatible with the developmental needs of It will appeal to young children and help them young children. experience the joy of learning. The early childhood program will be multicultural in focus and it will be sensitive to the cultural and ethnic heritage of children. Young children need the opportunity to learn about themselves and other cultures. An appropriate curriculum for young children will be one in They will be given which the children are active learners. freedom to act on materials, to use them in their own ways, to move about, and to interact verbally and physically with other children and with their teachers. There will be a full spectrxim of activities to stimulate children with many levels of development. The Early Childhood Task Force has endeavored to structure a curriculum for four-year-old children that is multicultural and tailored to the individual needs and interests of the learners. In every instance In every instance, teachers of young children must be curriculum developers who are able to observe and talk with children to determine high interest areas. The specific skills taught in LRSD four-year-old classes can be found in the District's early childhood education handbook.6 Parent Involvement, The active involvement of the family is critical to children's success in school. It reinforces and Parents will be helps sustain the effects of school programs. actively involved in the implementation of the program through: - Orientation Meeting and Make/Take Workshops - Parents will become acquainted with the program at Open House. Parents also will be provided a variety of activities and strategies to enhance achievement by their children. - Parent Participation - Parents will be invited to volunteer in the classroom, accompany the class on field trips, and observe the child in the classroom. - Advisory Coirenittee - Parents will serve on the Early Childhood Advisory Committee. - Training Sessions - Principals and teachers will encourage parents to participate in training sessions so they can have a better understanding of the characteristics of children and how they grow. Discussion Groups - Parent discussion groups with teachers and outside agency representatives will be scheduled as a means to improve parent effectiveness. Parent Survey - Parents will help us evaluate the program in the school by completing a survey. A summary will be made from the responses to identify needs and provide better services for the children. Staff Development. The Little Rock School District is conmitted to providing continuous professional growth opportunities for all staff members. Major components of these opportunities are the districtwide training courses and minicourses which have been designed and scheduled to address staff developxnent needs as reflected in the local schools' Annual School Improvement Plans. Also, in order to be in compliance with State Department Standards, LRSD certified staff members are required to complete a minimum of five (5) days or 27 1/2 hours of staff development Staff development activities for the four- training each year. year-old program will include but not be limited to the following areas : - Licensing Requirements Classroom Management - Child Development and Behavior7 - Learning Styles Parent Conferences - Developing Centers and Units Transitional Activities - Prejudice Reduction - Behavior Management and Self-Esteem Instructional aides will receive child development associate training or early childhood education technical assistance depending upon individual needs. Program Evaluation. A longitudinal study of all students involved in the four-year-old program will be conducted. The information gained from this study will allow the District to make valid assessments of student achievement and program effectiveness. Long-Range Proposal - Structural Heeda As stated earlier, the District will need to open a total of 270 four-year-old seats by the 1994-95 school year in order to comply with the desegregation plan. This amount is equivalent to 15 four-year-old classes with a maximum capacity of 18 students in each class. It was also noted that future four-year-old programs should be located in the John Barrow Road area, southwest Little Rock, and/or the area around the incentive schools. In regard to future four-year-old sites, the Little Rock School District proposes the following: A. Chicot. In the 1993-94 school year, open a class at Baseline and The class at Chicot is contingent on the District's ability to free a classroom (e.g. eliminate a kindergarten cla
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.