Little Rock School District Free Program For Four- Year-Olds I I 5 Applications Accepted April 2 7-May 8 r- C. o I 3 <z O c/) (J3 o 1/1 5j tfQ O D n (U z o " o 73 O z p > s o First Class Schools For World Class KidsA Program Of Fun And Learning For Four-Year-Olds Certified early childhood education teachers Ratio of two adults to every 18 students (I teacher, I aide) Structured learning environment Developmentally appropriate curriculum and activities Before- and after-school childcare available Tuition-Free The Program for Four-Year-Olds is a tuition-free program for children who will be four years old on or before October 1, 1992. It is available at the following schools during the 1992-93 school year: Badgett Bale Cloverdale Franklin Garland Geyer Springs Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff School Hours The regular school hours are from 8 a.m. to 2:30 p.m. Monday through Friday except for regular school holidays. Childcare Childcare for a fee is available from 7 a.m.to 8 a.m. and 2:30 p.m. to 5:30 p.m. (6 p.m. at incentive schools). For additional information For more information about the Program for Four-Year-Olds, call the Student Assignment Office at (501 324-2272. Put Nour Four-Near-Old On Tfie Rig fit Track For Social, Emotional, Physical, And Cognitive Croivtfi. Enroll now for the Little Rock School Districts Special Program for Four-Year-Olds. Little Rock School District Student Assignment Office 501 Sherman, Little Rock, AR (501)324-2272 Applications will be accepted at these schools and at the Student Assignment Office April 27 through May 8. 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 schools attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 18. Those who cannot be placed will be put on a waiting list. Page 10, LRSD Long-Term ECE Plan: Total Number of Four-Year-Old Classes Plan: Page 10 outlines the number of four-year-old classes the LRSD expects to add over the next three years. The figures below include the modifications made to the long-term plan by Exhibit #31*. 1992-93 A. B. C. D. E. Open a class at Bale School -18 seats Open three classes at Wilson School - 54 seats Open a class at Watson School -18 seats Open a class at Geyer Springs -18 seats Open a class at Cloverdale School -18 seats 1993-94 A. B. C. D. E. Open two classes at the new King School - 36 seats Convert Ish to an early childhood center - 324 seats Open at least one class at a new SWLR Head Start Center -18 seats Open one class at Baseline - 18 seats Open one class at Wakefield - 18 seats 1994-95 A. Open two classes at the new Stephens School - 36 seats Capacity figures Jurnished by LRSD now conform to NCA standards. Changed: The original plan called for at least one four-year-old class in each school. Facts: LRSD has currently established 16 four-year-old classes in 11 schools. There are a total of 36 LRSD schools which serve elementaiy children: 23 area Schools 7 incentive Schools 6 magnet/interdistrict Schools 36 Total 36 total number of schools with ECE programs -11 number of schools that currently have 4-year-old programs 25 additional schools required to have a four-year-old program under the original plan. Original Plan Obligation (to be met by 1993-94) 16 current classes X 18 (NCA class standard) = 288 26 remaining schools X 18 Total number of children to be served under original plan = 738Long-Term Plan commitment (by 1994-95) as modified by worksheet Exhibit #31 16 current classes X 18 12* classes to be added X 18 Total number of children to be served = 288 = 216 504 Actually 13 classes are being added over this time period, but the closing of Ish eliminates one existing class and this elimination has been deducted from the total additions. If Ish were closed it would provide additional space for four-year-old classes. The worksheet introduced as Exhibit #31 stated that if Ish were converted to an early childhood center it would serve 324 four-year-old students. Total number to be served in existing and added LRSD classes = 504 Total number to be served at possible Ish center Total number children served in LRSD facilities = 324 828 The LRSD has also listed 18 new seats to be located in a Southwest Little Rock Head Start Center. Neither these 18 seats nor the 361 Head Start and the 60 City of Little Rock Day Care Center seats have been included in this comparison because, although they may serve the needs of educationally disadvantaged children in the area, they are not under the control of the LRSD nor does the court have the authority to monitor those programs. There is no assurance that the goals and standards the LRSD applies to its programs will be applied by these independent agencies. Issue: There is a significant reduction in the number of children served in LRSD elementary schools between the original plan and the Long-Term Four-Year-Old Plan. However, the modifications offered in court on 2/6/92 represent a total number of children served which is not a reduction from the original commitment. However, under the new plan, 37% of the children attending a four-year-old program in a LRSD site would be enrolled at the Ish center. This concentration of services at one site is of great concern for many reasons, not the least of which is that there is no guarantee that the court will approve closing Ish. The parties seemed to understand the great political and legal risk they take in trying to close Ish since they declined to pursue it in court on February 6. Despite this apparent retreat from that proposal, Ish is still listed as being closed in the long-term plan and the capacity of that school has been increased. There should be a long-term contingency plan for little Rock to meet its early childhood obligations if the Ish center is not approved by the Court.Ask: 1. During yesterdays hearing, you declined to petition the court, at this time, to close Ish. Despite that, the closing of Ish figures prominently in your longterm plan. What is your plan for Ish? 2. If the Court should decline to close Ish, what are your contingency plans to accommodate the 324 students and 18 classrooms planned for an Ish center? 3. At an earlier hearing, James Jennings stated that he considered the four white children currently enrolled in the Ish four-year-old program to be a success since it is very difficult to recruit white students to the school. If this site is so difficult to desegregate, why would you consider it for an early childhood program since we agree that early childhood education is designed for both remediation and white recruitment? 4. How do you plan to attract large numbers of white children to the Ish center? 5. Does your long-term plan have enough seats available to meet both the requirement to serve 80% of the disadvantaged students and to have desegregated programs? 6. What racial ratios will you be using for these new four-year-old programs? 7. Then what is the total approximate number of black children and total approximate number white children that you expect to serve in the districts desegregated four-year-old program?Timelines on page 10, LRSD Long-Term Four-Year-Old Plan as revised 2/&^2 by worksheet (Exhibit #31) 1992-93 A. B. C. D. E. Open a dass at Bale School -18 seats Open three dasses at Wilson School - 54 seats Open a dass at Watson School -18 seats Open a dass at Geyer Springs School -18 seats Open a dass at Cloverdale School -18 seats 1993-94 A. B. C. Open two classes at the new King School - 36 seats An Ish center would have 324 seats. "Convert Ish School to an early childhood center if the attendance zones for the new interdistrict schools will allow for the 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 of Ish are factors that will be considered in developing a proposal to submit to the court" Open at least one dass at the new SWLR Head Start Center -18 seats D. Open one dass at Baseline -18 seats E. Open dass at Wakefield -18 seats 1994-95 A. Open two dasses at the new Stephens School - 36 seatsRECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OCT 1 1991 OffiC3 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" 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 I BYT Christopher Heii^ ICERTIFICATE 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 3 0th 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 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 Next, the objectives for in the Little Rock School District. selecting program sites will be provided. 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 instmictional goals of the four-year-old pT-ngT-a-m will be included. Finally, long-term recommendations for establishing new four-year-old classes will be presented. Background TheLittle 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. during the 1983-89 school year: Three schools participated in the four-year-old program : 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," 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 Rock students. The District has worked closely with'the 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. plan, 80 o. According to the settlement 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 serving 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- o. 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. Program has two centers: The Model Cities 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 o. 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 sei-vices 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 interviewed: 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 infoirmation 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 g. o growth) is more likely to be the result of parents who decided topage 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~iectives. 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 ne6ds 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 minimiua 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 determined at this time. Head Start is currently involved in long-range expansion planning. 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, r""---- 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 116RECESVEO IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAR 2 2 1993 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 The Little Rock School District hereby gives notice of the filing of its revised Four-Year-Old Program Long Term Plan. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 BY: iristopher Heller Christopher Hellfer Bar No. 81083CERTIFICATE 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 18th day of March, 1992. 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 Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg,, Suite 510 201 East Markham Street Little Rock, AR 72201 BY: iristopher Heller Christopher -2-Little Rock School District FOUR-YEAR-OLD PROGRAM LONG-TERM PLAN XRgyisgd) This revised 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. Next, the objectives for selecting program sites will be provided. 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 recommendations for establishing new four-year-old classes will be presented. This document incorporates changes and corrections as well as clarification of issues raised by the Court in the May 1, 1992, ruling. Rackground 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 during the 1991-92 school year, and Bale, Cloverdale, Geyer Springs, Watson, and Wilson at the beginning of the current school year (1992-93). 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). There are 36 elementary schools in the Little Rock School District. This means that the District must provide 720 four-year-old seats in order to comply with the desegregation plan. Figure One shows the schools which have a four-year-old program in 1992-9X These schools will account for 378 of the 720 four-year-old seats needed by 1994-95.FIGURE ONE 1992-93 Projected 1993-94 Projected 1994-95 Schod Badgett Bale Cloverdale Franklin Garland Geyer Spgs. Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff No, of Classes * 1 1 1 3 1 1 1 1 1 3 1 1 2 1 1 1 School Baseline Brady Chicot Cloverdale* Fair Park King Romine* No.of Classes '...2..... 1 1 2 1 2 1 ScilMl Stephens* Woodruff* Classes and/or Area Center No. of "'"2..... 1 6 Total 21 10 Number of classes that will be added to existing programs Total seats needed by 1994-95 720 Total seats available by 1993-94 558 Remainder of seats needed to be in compliance by 1994-95 162 Four-year-old classes will continue to be established in schools that are difficult to desegregate and/or experiencing difficulty in racially balancing its student population. 9 ' 2Objectives 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 academic and social 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 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. In light of the information provided in Figure One, the District will need to open a total of 342 seats (a total of 19 additional classes) by the 1994-95 school year in order to comply with the desegregation plan. This goal can be met by opening programs at other schools that meet the objectives mentioned above, adding additional classes to schooE with existing programs, and/or by using area centers. Demographics Attachment One shows the number of four-year-old students over the past four years who have enrolled in kindergarten. The 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 Schook. 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. 3The 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, 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 achievement disparity that are chronic in the higher grades are lessened when all youngsters enter kindergarten with appropriate pre-school experiences. The Districts 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 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. 4Philosophy/Objectives 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 childrens 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 opportxuiity 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 Districts early childhood education handbook. Parent Involvement The active involvement of the family is critical to childrens success in school. It reinforces and helps sustain the effects of school programs. Parents will be actively involved in the implementation of the program through
Provide parent-focused activities that help parents to improve their parental self-esteem, parent-as-educator skills, parental problemsolving skills, and development of the parents skills that will empower them to advocate for their childs educational needs. Family Support Teams will be established to help parents in ensuring the success of their children. Family Support Teams will focus on attendance, coordination of outside social services, parent involvement, and student behavior. 5 Develop family enrichment packets that combine videotapes, teaching aids, thinking kits, and software programs into an integrated package for in-home use. Establish an Outreach Library for parents. This library will provide materials and support to assist in building successful family environments. Using the videocassette player as a delivery system, videotapes can provide more time on task for students and allow parents to improve their basic skills at their own pace. Parent Participation - Parents will be encouraged to become actively involved in the school. Task Force - Parents will serve on the Early Childhood Task Force. Parent Survey - Parents will help us evaluate the program in the school through discussion and by completing surveys. Information gained from the responses will identify needs and assist the District in providing improved 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 district-wide 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 h 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 Management Child Development and Behavior Learning Styles Parent Conferences Developing Centers and Units 6Transitional Activities Effective Ways of Teaching Disadvantaged Children Behavior Management Instructional aides will receive child development training or early childhood education technical assistance depending upon individual needs. Program Evaluation Beginmng with the 1992-93 school year, all children participating in the Districts Early Childhood Program will be identified through data entry. This will allow the District to track and assess the following: Number of children staying at schools where they attended prekindergarten class. Number of children staying in the District and choosing other assignment alternatives. Number of children exiting the District after the pre-kindergarten program and the reason for leaving the District. Number of students entering school ready to learn. Number of students showing an increase in achievement and a reduction in disparity by grade four. This assessment will begin at the start of the kindergarten year of each class of prekindergarten children. The Planning, Research, and Evaluation staff will assist with analysis of student assessment data to determine if measurable growth in student achievement has occurred. A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the Early Childhood Program as an intervention strategy. Long-range Proposal Structural Needs As suted earlier, the District will need to open a total of 342 scats by the 1994-95 school year in order to comply with the desegregation plan. This amount is equivalent to 19 classes with a maximum capacity of 18 students in each class. It was also noted that future programs should be located in the John Barrow Road area, southwest Little Rock, and/or the area around the Incentive Schools. 7In regard to future sites, the Little Rock School District proposes the following: 1993-94 School Year School Program Status Number of Classes Baseline Brady Chicot Cloverdale Fair Park King Romine New New New Expanded New New Expanded Total 2 1 1 2 1 2 1 10 1994-95 School Year Stephens Woodruff Expanded Expanded Classes and/or Area Center Total 2 1 9 The remaining six classes will be placed in schools that meet the objectives for selecting sites as previously mentioned, and/or adding one or more classes to schools with existing programs or by opening an area center with six classes. Area Center If it becomes necessary to utilize an Area Center, the District will identify buildings which may be leased or purchased to house the Area Center. The Center will be in the targeted areas and will be operated by the Little Rock School District for the purpose of meeting the Early Childhood Education Program commitment in our desegregation plan. Program Budget The Little Rock School District Plant Services Department, Office for Organizational and Learning Equity, and Office for Curriculum and Learning Improvement will be responsible for identifying sites for the program. All sites will meet licensing requirements. The continuing program costs do not include funds to lease or purchase space for an area center. The District will continue to seek other sources of funding for purchasing playground equipment. 8BUDGET PROJECTIONS 1993-94 1994-95 Set-ups $67,000.00 $63,315.00 Playgrounds $38,850.00 $36,713.25 Continuing $95,072.22 $111,940.80 Staff Development $25,300.00 $32,500.00 Teacher salaries estimated at $25,000 average salary 1993-94 and $26,000 average salary 1994-95 $775,000.00 $1,040,000.00 Fringe benefits package $106,943.80 $141,344.00 Instructional aide salaries estimated at $9,000 average salary 1993-94 and $9,300 average salary 1994-95 $279,000.00 $372,000.00 Fringe benefits package $64,932.60 $84,789.60 Total $1,452,098.62 $1,882,602.65 9AREA A B C D E F G H I J K L M N ATTACHMENT ONE FOUR-YEAR-OLD DEMOGRAPHICS DESCRIPTION Fulbright Terry Brady Fair Park Jefferson McDermott Pulaski Heights Woodruff Rightsell Mitchell Rockefeller Ish Carver Mann Badgett Romine Parkview Wilson Bale Franklin Stephens Garland Western Hills Meadowcliff Dodd Geyer Springs Otter Creek Cloverdale Mabelvale Watson Chicot Baseline 1987 19SS 1989 1990 99 89 101 108 130 125 138 157 83 105 119 95 324 377 314 283 93 81 96 90 13 14 28 25 131 161 135 116 107 106 74 111 324 318 313 285 73 73 24 159 133 81 81 28 166 135 92 93 100 96 23 28 201 216 141 116RECSIVF^ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 7 1994 Office cf Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF MOTION FOR APPROVAL OF FOUR-YEAR OLD PROGRAM SITES The plaintiff. Little Rock School District ("LRSD"), for its Memorandum Brief in Support of its Motion for Approval of Four-Year Old Program Sites, states: The Federal Rules of Civil Procedure ("FRCP"), Rule 7(b)(1), provides that an application to the Court for an order shall be by motion which shall be made in writing, stating with particularity the grounds for the motion and setting forth the relief or order sought. In accordance with the requirement, the LRSD has submitted its motion for approval of the sites for four-year old programs for the 1994-95 school year. Under the terms of the desegregation plan approved by the Eighth Circuit Court of Appeals, the LRSD committed itself to implement a four-year old program by the end of the 1993-94 school year in all schools in the District. Little Rock School District V. Pulaski County Special School District. 921 F.2d 1371 (8th Cir. Irad-bf1990) . However, the LRSD later proposed modifications to the 1989 settlement plans for consideration by this Court. Hearings were held in late 1991 and early 1992 regarding the proposed modifications. By Order dated May 1, 1992, this Court ruled on both proposed modifications. Among the modifications which had been proposed by the LRSD was the request that this Court release it from the obligation of placing a four-year program in every school in the District. Rather, the LRSD submitted that four-year old programs were both compensatory and desegregatory in nature since they impact disparity of academic achievement by better preparing children for kindergarten and also serve to attract white children to the public schools. In light of those facts, the LRSD persuaded this Court that it was more appropriate to place four-year old programs in those schools or areas which have proven difficult to desegregate. Based on the evidence and testimony presented, as well as other matters, this Court granted the request and relieved the LRSD from the requirement of placing four-year programs in every elementary school. In considering the modifications proposed by the LRSD, the Court did not release the District from serving the same number of children who would have been served had every school in the District offered a four-year old program as had been originally planned. However, the Court did relieve the LRSD of the obligation to completely implement the four-year old programs by the 1993-94 school year. Rather, the Court permitted the District to follow a Ind-br 2time schedule in which implementation could be completed by the 1994-95 school year. In accordance with its obligations to select locations which will best further the goals of disparity reduction and racial balance, the LRSD embarked upon a review to determine the most appropriate sites and the number of classes for each site. The LRSD has now completed that review and attached its report as Exhibit 1 to the Motion filed herewith. For the reasons stated herein as well as those contained in the Motion, the LRSD submits that the Motion should be granted. This Memorandum Brief is respectfully submitted in support of the Motion. , FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Ind-br Attorneys for Plaintiff LITTLE ROCK SCHOOL DISTRICT B' Jerry L. Malone Bar ID No. 85096 3 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Brief in Support of Motion for Approval of Four-Year Old Program Sites has been served on the following people by depositing copy of same in the United States mail on this 4,^ day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Mr. Sam Jones WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 5IQ. 201 East Markham street Little Rock, AR 72201 Jerry L. Malone irad*br 4I APR 7,99^ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OllICQ Ql 'Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR APPROVAL OF FOUR-YEAR OLD PROGRAM SITES The plaintiff, Little Rock School District ("LRSD") or ("District"), for its Motion for Approval of Four-Year Old Program Sites for the 1994-95 school year, states: 1. Pursuant to the court-approved desegregation plan, the LRSD agreed to implement four-year old programs in all schools in the LRSD by the 1993-94 school year. 2. The LRSD later proposed certain modifications to the 1989 settlement plans, which modifications were heard by this Court. 3. Among the modifications proposed was the request that the Court accept the District's long-range implementation plan which was filed with the Court on October 1, 1991. Although the Court did not accept the long-range implementation plan as submitted, the Court did release the LRSD from the requirement to place a four- year old program in every elementary school in the District. Irad'tpp4 . By Order dated May 1, 1992, this Court accepted the LRSD's proposal that four-year old programs be placed in locations which would best further the goals of disparity reduction and racial balance in the District. Further, the Court permitted the District to complete implementation of the program by the 1994-95 school year. 5. In accepting the LRSD's proposed modifications, the Court continued the requirement that the four-year old programs developed by the District had to accommodate the number of children which equalled or exceeded the number which would have been accommodated had all schools in the District had a four-year old program as originally planned. 6. The LRSD added additional four-year old programs as required during the 1993-94 school year. 7. Further, the LRSD has now completed its review and has determined the number of classes necessary to accommodate the number of children which would have been accommodated had programs been placed at all elementary schools in the District. The LRSD has also determined those locations it believes will best further the goals of disparity reduction and racial balance. 8. Attached hereto as Exhibit 1 is a true and accurate listing of the sites selected by the LRSD to complete its obligations for four-year programs during the 1994-95 school year in accordance with the Order dated May 1, 1992. The sites reflected are incorporated herein by reference. Irsd-app 29. The LRSD is now prepared to take those steps necessary to implement the hereindescribed expansion of the four-year old program for the 1994-95 school year. However, the LRSD would request expedited consideration so that it may begin the necessary preparatory arrangements. WHEREFORE, the plaintiff. Little Rock School District, moves this Court for an Order approving the locations, number of classes and other terms as outlined in the attached implementation proposal
it requests that it be awarded its costs. expenses, attorney fees incurred herein and all other legal and proper relief to which it may be entitled. FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Attorneys for Plaintiff LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar ID No. 85096 Irad-app 3CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion for Approval of Four-Year Old Program Sites has been served on the following people by depositing copy of same in the United States mail on this ' day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Mr. Sam Jones WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, 7VR 72201 Jerry L. Malone Irsd-app 4 n men n EXHIBIT 1 LRSD'S 1994-95 FOUR-YEAR OLD PROGRAM SITE SELECTIONS Pursuant to the LRSD Desegregation Plan, as amended by subsequent court orders, the LRSD must accommodate in four-year old programs a number of children which equals or exceeds the number which would have been accommodated if all schools in the District had a four-year old program At the time the commitment was made, the LRSD had 36 elementary schools. The number of children to be served was computed by using a maximum capacity of 20 students per class. This yielded 720 students as the total number to be served. In accordance with the May 1, 1992 Order of this Court and North Central accreditation standards, the number of students per class during the 1993-94 year was based on the standard of 18 students per classroom. By virtue of this standard, the LRSD had capacity to serve 576 students in its 32 four-year old classes. Accordingly, the LRSD must add eight (8) four-year old classes during the 1994-95 year to have the capacity to serve the additional 144 children necessary to achieve the 720 children capacity as originally computed. To select the eight (8) sites, the LRSD considered the following criteria: 1. Schools which are difficult to desegregate and are racially imbalanced. Irad-tpp 52. Areas which have a very high concentration of low income families. Based on its review, the LRSD selected the following elementary school sites: 1. Badgett One additional class can be added by using space that is available within the building. 2. Bale - One additional class can be added by using space that is available within the building through the reassignment of classroom space (classroom space currently being used for physical education on rainy days and for psychological testing). 3. Fair Park One additional class can be added by installing a trailer, which would free up a classroom within the building. 4 . Geyer Springs One additional class can be added by offering only two (2) kindergarten classes. Although a third kindergarten class was added after the start of the 1993-94 school year, the majority of the students assigned to that class were from outside the schools' attendance zones. Accordingly, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 5. Mabelvale - One additional class can be added by using a room being made available due to matriculating seventh grade students. 6. Watson - One additional class can be added by using space within the building obtained through the sharing of space by the lr*d-pp 6Chapter I teacher (there three (3) days a week) and the G/T teacher (there two and one-half (2/1/2) days a week). 7. Woodruff - One additional class can be added by using space available within the building. 8. Stephens - One additional class can be added by using space within the building. Irad-tpp 7RECEIVED APR 2 2 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED ''fTFiPPiyrD c easSsVStSsas APR 2 I J994 Ollice of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT JAMES w. McCormack, clerk By: PLAIN'iU^l-fcLERK V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING Plaintiff Little Rock School District (LRSD) hereby gives notice of filing of the attached replacement Exhibit 1 to its previously filed "Motion for Approval of Four-Year Old Program Sites". Replacement Exhibit 1, which is titled "LRSD's 1994-95 Four-Year Old Program Site Selections" should be substituted for Exhibit 1 to LRSD's "Motion for Approval of Four-Year Old Program Sites" which was filed on April 6, 1994. The only difference between replacement Exhibit 1 and Exhibit 1 is that Washington has replaced Stephens as the site of a four year old class. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By* Christopher Helle: Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 21th day of April, 1994. 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 Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS REPLACEMENT EXHIBIT 1 LRSD'S 1994-95 FOUR-YEAR OLD PROGRAM SITE SELECTIONS Pursuant to the LRSD Desegregation Plan, as amended by subsequent court orders, the LRSD must accommodate in four-year old programs a number of children which equals or exceeds the number which would have been accommodated if all schools in the District had a four-year old program At the time the commitment was made. the LRSD had 36 elementary schools. The number of children to be served was computed by using a maximum capacity of 20 students per class. This yielded 720 students as the total number to be served. In accordance with the May 1, 1992 Order of this Court and North Central accreditation standards, the number of students per class during the 1993-94 year was based on the standard of 18 lfid-<ppstudents per classroom. By virtue of this standard, the LRSD had capacity to serve 576 students in its 32 four-year old classes. Accordingly, the LRSD must add eight (8) four-year old classes during the 1994-95 year to have the capacity to serve the additional 144 children necessary to achieve the 720 children capacity as originally computed. To select the eight (8) sites. the LRSD considered the following criteria: 1. Schools which are difficult to desegregate and are racially imbalanced. 2. Areas which have a very high concentration of low income families. Based on its review. the LRSD selected the following elementary school sites: 1. Badgett - One additional class can be added by using space that is available within the building. 2. Bale - One additional class can be added by using space that is available within the building through the reassignment of classroom space (classroom space currently being used for physical education on rainy days and for psychological testing). 3. Fair Park One additional class can be added by installing a trailer, which would free up a classroom within the building. 4. Geyer Springs - One additional class can be added by offering only two (2) kindergarten classes. Although a third kindergarten class was added after the start of the 1993-94 school 2year, the majority of the students assigned to that class were from outside the schools' attendance zones. Accordingly, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 5. Mabelvale - One additional class can be added by using a room being made available due to matriculating seventh grade students. 6. Watson - One additional class can be added by using space within the building obtained through the sharing of space by the Chapter I teacher (there three (3) days a week) and the G/T teacher (there two and one-half (2/1/2) days a week). 7. Woodruff - One additional class can be added by using space available within the building. 8. Washington - One additional class can be added by using space within the building. 3as ?i==aO JUN 2 9 1994 OiiiO8 01 Otseaf-S'*-'' IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED district COURT eastern district ARKANSAS JUN 2 8 1994 JAMES By
. y^V^CORMACK, CLERK I CLERK 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 KNIGHT, ET AL INTERVENORS ORDER Before the Court are two motions which the Court now addresses
(1) motion by the Little Rock School District (LRSD) for approval of four-year old program sites [doc.#2147], and (2) motion of the LRSD to designate King Interdistrict School a magnet school [doc.# 2162]. For the reasons that follow, the Court finds that each of these motions should be and hereby is granted. I. The LRSD seeks approval of eight sites for additional four- year-old programs for the 1994-95 school year. In support of its motion, the LRSD submitted on April 21, 1994 a revised list of the sites it has selected to complete its obligations for four-year-old programs during the 1994-95 school year in accordance with this Court's May 1, 1992 order. Objections to the proposed sites which had been raised by the Joshua Intervenors were dropped during a June 7, 1994 hearing on Stephens School, 2 2 2In selecting the sites, the LRSD states that it considered schools that are racially imbalanced and difficult to desegregate. and that it also focused on areas which have a very high concentration of low income families. The district also submits that it chose those locations it believes will best further the goals of disparity reduction and racial balance. Based on these considerations, the LRSD selected the following elementary school sites for the additional four-year-old programs: -I. Badgett: One additional class added by using space that is available within the building. 2. Bale: One additional class added by using space that is available within the building through the reassignment of classroom space (classroom space used for physical education on rainy days and for psychological testing). 3. Fair Park: One additional class added by installing a trailer, which would free up a classroom within the building. 4. Geyer Springs: One additional class added by offering only two kindergarten classes. The LRSD states that although it added a third kindergarten class after the start of the 1993-94 school year, the majority of students assigned to that class were from outside the school's attendance zones. Accordingly, states the LRSD, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 5. Mabelvale: One additional class added by using a room available due to matriculating seventh grade students. 26. Watson: One additional class added by using space within the building obtained through sharing space with the Chapter I teacher (who is present three days a week) and the G/T teacher (who is present two and one-half days a week). 7. Woodruff: One additional class added by using space available within the building, 8. Washington: One additional class added by using space within the building. The-LRSD asks for a court order approving the locations, number of classes, and other terms as set forth above. Noting that these program additions will result in services to the total number of four-year-old children which the LRSD originally committed to serve under the terms of its desegregation plan, the Court grants the motion. II. By order dated July 9, 1993, the Court noted that the development of the King Interdistrict School "has been rife with delays, including those of site selection, theme identification and development, attendance zone delineation, staff hiring, and student recruitment
construction lags have been such that the building still may not be finished by the date students are to begin the 1993-94 fall term." The Court noted that "[w]hile the King facilities and programs hold great promise for achieving magnet caliber, at this time the Court will only provisionally grant the motion to designate King Interdistrict School a magnet school. The LRSD may recruit students to the school on the basis of its 3provisional status only." The Court stated, however, that it would approve full magnet status for the new school at such time that the parties could demonstrate that King is fully functioning a interdistrict school displaying the characteristics of magnet as previously set forth in the case record. a quality In the motion now before the Court, the LRSD states that the King Interdistrict School has become fully functioning a interdistrict school which has all of the characteristics of a quality -magnet school. The LRSD asks that the King Interdistrict School be designated a magnet school. The Court notes that during its first year of operation in 1993-94, King failed to achieve an enrollment that is within the racial balance guidelines for interdistrict schools. Black children comprised 65% of King's students, a proportion that lies outside the 40 to 60 percent enrollment ratio target set forth in the desegregation plans. Preliminary LRSD registration figures for the 1994-95 school year dated May 11, 1994 indicate that King's black enrollment is still not within the 40 to 60 percent range. Indeed, none of the LRSD's three elementary interdistrict schools achieved a racially balanced student body during the 1993-94 school year, and the preliminary registration figures show that all three still remain outside racial balance guidelines. Furthermore, all three have an enrollment that is well below each building's capacity. During a hearing on June 7, 1994, the Court urged the LRSD to revise its Interdistrict School Assignment Guidelines, a document filed March 16, 1994. As written, the guidelines severely restrict 4the district's ability to accept intradistrict transfers of white students into the LRSD interdistrict schools. Broadening the guidelines to promote intradistrict transfers can help the interdistrict schools achieve their full complement of students in racially balanced proportions. In addition, the Court admonishes the parties that they are obligated to continue to aggressively recruit students to the interdistrict schools in accordance with the desegregation plan provisions. -Inrespects other than enrollment, King appears to be functioning at a level of service and quality consistent with that which characterizes magnet schools. Therefore, the Court approves magnet status for King with the expectation that the LRSD will expeditiously revise its Interdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students, thus promoting racially balanced school enrollments. Such intradistrict transfers are to be consistent with the desegregation plans and the law of this case. IT IS SO ORDERED this day of June 1994. UNITED STATES' STRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IM COMPL1A^(^WTH BULE 58 AND/OR 7S{a) FRCP ON ANGE yWTH BY 5
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