Obligations

Includes ''Audit of Obligations'' (October 1993-1994)
''Obligations from the Pulaski County Desegregation Case'' (August 1995, draft copy)
and news clippings
IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL JAN 3 1 1995 INTERVENORS KATHERINE KNIGHT, ET AL Cffics Ct Desegn 9' tVtOi uiCf'PQ INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of the attached audit of obligations, October 1993 October 1994. The attached audit of obligations is being filed in order to apprise the court, the monitor and the parties of the desegregation efforts being made by LRSD. LRSD's progress in meeting its desegregation obligations will be shown in the LRSD Program Budget Document. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011CERTIFICATE 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 27th day of January 1995: 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 It Christopher Heller U' 2RECEIV^rD IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 4 1995 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 KNIGHT, ET AL INTERVENORS The Plaintiff, "District"), NOTICE OF FILING Little Rock School District ("LRSD" or for its Notice of Filing, states: 1. Representatives of the District attended budget hearings before this Court on Tuesday, August 1, and Wednesday, August 2, 1995 . During the hearing on the afternoon of August 2, this Court heard testimony and evidence regarding the desegregation obligations of the District and efforts which had been made to compile a listing of the obligations under subject categories and identify those persons who are primarily and secondarily responsible for those obligations. 2 . The examination initially related to the desegregation duties and responsibilities of the deputy superintendent and the assistant to the deputy superintendent as well as those persons who would now be assigned those duties and, thereby, become responsible d iana\pcssd\lll i ng-4. ikx -1-for insuring that the District complies with those obligations. Specifically, it is the District's understanding that this Court wanted to be apprised of those desegregation-related responsibilities of the deputy superintendent which will now be performed by other persons within the District. 3 . Attached hereto as Exhibit One (1) is a true and accurate copy of the District's rough draft listing of its desegregation- related obligations from the various sources as identified in the document. Please note that this document is by no means intended to represent the District's final representation of its desegregation obligations. Rather, it is envisioned that further clean up, adjustment and refinement to this document will occur to remove redundancies, items which are not obligations and the like. As identified in the document, certain subject areas were previously assigned to and under the supervision of the deputy superintendent. In those instances, the deputy superintendent served as the primary leader for those subject areas during the 1994-95 school year. During the 1995-96 school year, the attached document reflects the job titles of the persons who will now be the primary leaders for those subject areas. The District understands that this Court has also 4 . 5. requested revised job descriptions for those persons who will assume responsibility for duties formerly performed by the deputy superintendent. The District will prepare those job descriptions and provide them to the Court, ODM and the parties upon their completion. diana\pcssd\ti}ing-4.no( -2-WHEREFORE, the Little Rock School District does hereby submit the foregoing in accordance with the order of this Court made from the bench on Wednesday, August 2, 1995, and requests that it be awarded any and all legal and proper relief to which it may be entitled. Respectfully submitted. FRIDAY, ELDREDGE & CLARK Attorneys at Law 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT diana\pcssd\fiiing-4.rxx Jerry L. Malone Bar I. D. No. 85096 -3- CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing Notice of Filing has been served by U. S. Mail, postage prepaid, except as otherwise indicated, on August 4, 1995, upon the following: Mr. John W. Walker JOHN W. WALKER, P.A. (Hand-delivered) Attorneys at Law 1723 Broadway Little Rock, AR 72206 Mr. Samuel M. Jones, III WRIGHT, LINDSEY & JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON & JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL & STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown (Hand-delivered as per Order by the Court) Attorney at Law Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone diana'pcssdifiling-J.rxx -4-March 12, 1996 AR "^S EDUCATION ASSOCIATION 1 y <'./ 1500 WEST 4TH STREET UTTIEROCK, ARKANSAS 72201-1064 PHONE: (501) 375-4611 FAX: (5011375-4620 GRAINGER lEDBETTER President CORA D. McHENRY Executive Director An NEA Stole Affiliate Memorandum Office To: From: Little Rock Desegregation Committee Cora D. McHenry, Co-Chair Bill Bowen, Co-Chair Enclosed you will find materials to review in preparation for our meeting on March 14, 1996. If you have any questions, please feel free to give us a call. Thanks. Enclosure BB/CDMcH:at-jDesegregation Committee The Role of the Committee: 1. Determine the extent to which the Board has been able to meet the goals of the current desegregation plan. 2, Identify barriers impeding the Boards ability to implement the current plan. 3. Make recommendations for possible alternative actions that will make it feasible for the Board to meet its desegregation obligations. Desegregation Charges
Review the current desegregation plan for the following purposes: 1) to determine the goals of the plan 2) to identify the expected outcomes from the established goals 3) to appraise whether the District has been successful in reaching the established goal 4) If the answer to question 3, is no, was the goal unmet because it was not implemented or because the goal was unattainable? 5) . to identify the measurement tool used to determine success or failure 6) to identify internal or external forces which preclude the Little Rock School District from being able to attract and maintain a desegregated student body. 7) to determine the publics commitment to maintain school structures in their community and to gamer from them ways the District may develop a sounder fiscal base without school closures 8) to ascertain how the patrons of the Pulaski County School System will respond to restructuring schools (i.e. site-based decisionmaking, middles schools, alternative schools, etc.). I Office may J996 KI ' I . Little Rock School District CFFiCE OF THE SUPERINTENDENT May 3, 1996 I 0 J996 3 Ms. Melissa Guildin Assoc. Monitor, ODAI 201 E. Markham, Suite 510 Office Ot Gti: 'C.'( Little Hock, AH 7 01 Dear Ms. Guildin
You are cordially invited to join me for a very special announcement concerning the progress of the Little Rock School District in its ongoing effort to meet the obligations of the Desegregation Plan. The announcement will be made as part of a press conference to be held on Wednesday, May 8, 1996, 1:00 p.m. at 1500 Park Street. We will meet in the auditorium in the event of inclement weather. I look forward to seeing you on May 8. Sincerelv, Henry P. Williams Superintendent 810 West .Markliam Street Little Rock, zVrkansaa 72201 (501) 324-2(X)0 1 K r ^'f t- a:*' A 4 > f *> ! ? A. t 9: A" t ) t .V, V t., ji .4 V lA^, isff*"'*^'fx'. 'j
ADMIN. BULLING Fax:1-5G1-324-2032 May 8 96 9:12 P.02/02 1 r 5? Tjttle Rqcjl^chqoiJDistrici LRSD Press Conference May 8, ! 996 For more information: Suellen Vann,, 324-2020 [jlttle Rock School District Superintendent Dr. Henry P. Williams will hold a Dress terence today at 1
00 p.m. to make an aruiouncement concerning the districts desegregation plan. The press conference will take place on the steps of Central Higli School, 1500 Park In the event of inclement weather, the event will be held in the Central High aaditorium. iiif#J.i?9i ADMIN. EULDING Fax:l 1-324-2032 Maq 8 96 9:12 P. 02/02 1 iiTLE Hock School JhsrRici I I'Si) Press Comfereocc \by K. ! 906 For more information
Suellen V.tnn. 324--2020 Little Reck School District Superintendent Dr. Henn' E. 'Wil'ianis will hold a cies' cimfer-mce 'oday at L.OO p.m. to make an announcement concerning the district's deegrcgaM'ip plan. The press conference will take place on the steps ct Central High School, 1500 P,yk In the event of inclejnent weather, the event will be held in the Central High aadnotiuni. 810 West Markha-m Street Little Rock, Arkaiisaa 7ii401 (501)324-3000 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-G-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL received DEFENDANTS MRS. LORENE JOSHUA, ET AL MAY ^1996 INTERVENORS KATHERINE KNIGHT, ET AL Office of Decosregaiian Msniiontfa INTERVENORS SPECIAL-STATUS REPORT ...__ For its special status report, the Little Rock School District states: 1. The Little Rock School District has recently reviewed the status of its compliance with its desegregation obligations and determined that the district is in substantial compliance with those obligations. The attached "Little Rock School District Position Paper On Desegregation Obligations" describes the process used by LRSD to determine its compliance and reports the conclusion that LRSD has implemented 96.3 percent of its desegregation obligations. 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: Bar No CERTIFICATE OF SERVICE I certify that a copy of the foregoing Special Status Report has been served on the following by depositing copy of same in the United States mail on this 8th day of May, 1996: Mr. John Walker JOHN WTILKER, 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 HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 2 RECEIVED Little Rock School District MAY 1996 Office of Desegfegaiion Monncnntf Position Paper on Desegregation Obligations Table of Contents Executive Summary 1 1. Purpose of Position Paper 2. Background 3. Response Groupings and Definitions of Terms 4. Results of Audit and Interviews 3 4 8 11 5. Position on Not Begun Items 6. Internal Enhancements 13 15 7. Conclusions 16 May 8,1996 This report was prepared by the LRSD administrative team of Brady Gadberry, Sterling Ingram, Dr. Ed Jackson, Deana Keathley, Dr. Patty Kohler, Dr. Russ Mayo, Leon Modeste, Ken Savage, and Marvin Schwartz. Little Rock School District, 810 West Markham, Little Rock, AR 72201 #501-324-2000Little Rock School District Position Paper on Desegregation Obligations EXECUTIVE SUMMARY Findings The District is in substantial compliance with its desegregation obligations. This is based on implementation of 96.3% of its obligations. Some of the goals of the plan have not been achieved and are not likely to be ACHIEVED THROUGH THE CURRENT OBLIGATIONS. Recommendations Recognition of the Districts substantial compliance should be made by the Court. Obligations where substantial compliance has been achieved should be RELEASED FROM COURT SUPERVISION. Obligations which do not meet the needs of students should be revised. Revised obligations should be modeled on action items in the recently COMPLETED STRATEGIC PLAN. Page 1Little Rock School District Position Paper on Desegregation Obligations Summary of Position Paper Sections 1. Purpose of position paper Assess Districts performance in 4. Results of Audit and Interviews Final assessment of the audit showed meeting desegregation obligations. Inform the public of status of these accomplishments. Prove good faith effort in achieving substantial compliance. substantial compliance with all desegregation obligations. This is based on implementation of 96.3% of those items. The interview process allowed comprehensive review of all evidence 2. Background The District has accepted desegregation obligations as a binding contract. Desegregation obligations are reviewed through regular updates of the Program Budget Document. A LRSD obligations audit identified more than 2,000 items and published the listing as the Abbreviated Summary. Scan sheets were developed for each item and completed by District staff. Compilation of scan sheet responses provided the overall status for this report. supporting obligations. implementation of 5. Position on Not Begun Items Obligations identified as Not Begun reveal barriers to effective implementation such as unrealistic expectations. The obligations modification process lags behind current implementation plans. 6. Internal Enhancements An automated PBD will show new patterns of completion, allowing 3. Response Groupingsand Definition OF Terms Responses to the scan sheets were grouped to match program names. Responses within each program name were sorted to identify total items in compliance and items not yet begun. assessment of obligations by individual items and by schools. The automated process increases overall accountability toward fulfillment of the obligations. Page 2Little Rock School District Position Paper on Desegregation Obligations 1. Purpose of Position Paper The daily operation of the Little Rock School District is centered on providing the public with the highest quality education available in Arkansas and the nation. With an October 1995 enrollment of 24,922 students and the employment of 3,513 people, the tasks required to provide that quality education are quite numerous. Effective coordination of those tasks and obligations the District has fully or partially accomplished, and it will show the results from those actions. public accountability for their The overall intent of this paper is to prove a good faith response by the LRSD to the complex task of meeting desegregation obligations. implementation are some of the criteria by which the District should be measured. The numerous obligations approved for the District by the Sth Circuit Court of Appeals have resulted in a lengthy and highly detailed document containing more than 2,000 obligations or specific tasks. Additionally, the LRSD Desegregation Plan is one of several plans approved by the Court for Pulaski County public school districts. The District commits significant personnel and financial resources to Further, this paper will address those obligations which the District has not fulfilled, and it will give an account for those nonaccomplishments. In some cases, an appropriate response to the obligation was not possible. In other cases, a response was possible but not attempted because circumstances made the effort unfeasible. Finally, this paper will provide an update on District efforts to meet reasonable obligations where progress is lacking. implementation and reporting of desegregation obligations. Some of these resources could be used more effectively to meet student educational needs. The primary purpose of this position paper is to More specifically, the overall intent of this paper is to prove a good faith response by the LRSD to the complex task of meeting desegregation requirements. assess District desegregation obligations. progress in meeting Secondary purposes of this position paper follow in logical sequence. To assure accountability by the District in response to desegregation obligations, this paper will identify the status of those accomplishments. It will show which It is the goal of the LRSD to meet the educational needs of all its students. In the process of meeting those needs, the District seeks to achieve unitary status or release from Court jurisdiction. We believe an objective reading of this position paper will advance that effort and better serve the interests of Little Rock students and all citizens of the community. Page 3LrrTLE Rock School District Position Paper on Desegregation Obligations 2. Background The desegregation obligations currently in place for the LRSD have evolved from legal actions and court supervision of Pulaski County school districts that began in the early 1980s. These obligations derive from the consent decrees the District has entered into with several parties, including: North Little Rock School District Pulaski County Special School District Knight Intervenors Joshua Intervenors State of Arkansas (no longer current) toward obligations is key to the assessment and conclusions reached in this position paper. This process is the Program Budget Document (PBD). An explanation of the development and implementation of the PBD will help identify the reporting burden and the tendency for duplication imposed by the system. The PBD was developed to monitor progress on all obligations. The document identifies every obligation relating to the case and provides essential information to track relevant activity. In 1993, an audit of desegregation obligations was undertaken by LRSD attorneys at the Friday Law Firm. After review by District management, the obligations listing was filed with the court. The District's response to the desegregation obligations has been to accept them as a binding contract. The Districts response to all desegregation obligations has been to accept them as a binding contract. As a whole, this imposes a weighty burden on the District. Finances for instructional programs have been diverted toward legal fees, and an administrative capacity for the development of creative instruction has been dissipated in time spent in the legal process or in The PBD is updated quarterly with information provided by the primary leaders to reflect progress. However, many items on the PBD are repeated yearly or are part of a continuous process. These can include items such as principals writing school profiles or District Equity Monitors visiting schools. Such items are never completed in preparation of desegregation-related documents. These impositions have limited the Districts ability to meet the needs of a diverse student population. A reporting process used by the District to update the Court on progress themselves, but reports are required within the year to show how much of the task has been accomplished. Conversely, some items are maintained on the PBD and addressed even after they have been completed. (This weakness in the PBD design has been corrected in the new automated version. See Section 7. Internal Enhancements'). Page 4Little Rock School District Position Paper on Desegregation Obligations The LRSD process for reporting to the Court is centered on updates of the obligations and activities contained in the PBD. One barrier to the PBD reporting process, however, is the lack of a quantifiable assessment which clearly shows how well the District has done in meeting all its obligations. The original version of the PBD did not provide a numerical or percentage summary. duplicative obligations fSee Figure 1. Examnles of Duplication among Desegregation Obligations) and obligations being implemented for which no legal reference could be located. Additionally, numerous legal As a preliminary step toward overall assessment, the comprehensive review District began a in mid 1995 to identify every distinct obligation. The Abbreviated Summary, as the project came to be known, involved cross referencing items from the PBD and all legal documents. The audit identified 2,098 distinct obligations. A refining of the list yielded a final count of 2,008 obligations. Further, the Abbreviated Summary identified numerous inconsistencies such as documents had made separate contributions to the obligations by this time, each introducing additional requirements. Legal Documents Influencing Obligations 8th Circuit Court Orders District Court Orders Interdistrict Plan LRSD Desegregation Plan Settlement Agreement Stipulations McClellan Plan Henderson Plan Court Transcripts Exhibit June 5,1992 Monitoring Report Figure 1. Examples of Duplication among Desegregation Obligations Subject Abbreviated Text I Original Legal Document ID#' Incentive School Staffing 1. Make recommendations to the Board 2. Make staff recommendations 3. Make staff recommendations for ! employment to the Board LR Deseg. Plan LR Deseg. Plan LR Deseg. Plan 1783 1788 1789 M-to-M 1. Develop recruitment plan with PCSSD for Interdistrict Plan 1481 Transfers i M-to-M transfers 2. Parties to promote M-to-M transfers Interdistrict Plan 3154 ID numbers for obligations refer to listings in the Abbrc\'iated Summary. Page 5Little Rock School District Position Paper on Desegregation Obligations The assessment process chosen for the task was for the LRSD Division of Planning Research and Evaluation (PRE) to develop computer scan sheets relating to the status and evidence of all obligations. (See Figure 2. Obligations Scan Sheet) In 1995, a process was begun in which primary leaders answered six concise questions and sent the sheets back to PRE for compiling of responses. The scan sheets asked direct questions and gave multiple choice answers. The Primary Leaders had to identify if their obligations were a) not begun, b) completed, c) completed periodically, or d) continuous/never completed (See Figure 3. Response Categories for Scan Sheet Survey of Obligations). To assure accountability, they also had to identify the specific location where evidence concerning the obligation was kept and who was responsible for that evidence. The assessment process continued with a 1996 follow-up survey to address items that had been recently added as well as allow a Figure 2. Obligations Scan Sheet Questions relating to the evidence available for the above named obligation. (e
(i' (c) I () 1. What IS the status of the obligation? A) Not begun (If answer is A. do not complete the rest of the form.) B) Completed (If answer is B. go to question # 2.) C) Completed Periodically (If answer is C. go to question #3.) D) Continuous/Never Completed (If answer is D. go to question #3.} 2. In what school year was the obligation completed' A) Priorto1992-93 (If answer is A, go to question 114.) B) 1992-93 (If answer is B. go to question # 4.) C) 1993-94 (If answer is C, go to question # 4.) D) 1994-95 (If answer is D, go to question # 4.) (i) r lr-.k : I I I I 1 .l-StT' I
J I I I .. i . ! e 3. If the obligation is on-going, in what school year was the obligation first accomplished? A) Priorto 1992-93 B) 1992-93 C) 1993-94 D) 1994-95 '! J 'l i i ! 5. In what form does the primary evidence for this obligation exists A) Pamphlet or Publication B) Written Evaluation, Survey or Summary Report C) Bill or Requisition D) Document {written agenda, sign-in sheet, notice of meeting, invitation, etc.) E) No evidence exists (If answer is E. do not comolete the rest of the form: however, explain why in AREA 2 on the Pack of this sheet.) I: ' d>. I I' T 'p I f?) fS) ' (? ffl l-(cptaa I Location where pr/mary evidence concerning this obligation is kept A) School B) District Offices. LRSD Annex. IRC, Student Assignment C) Plant Services, Procurement Food Services. Safety & Security, Transportation D) Adult Education |.l4>
|ia4a8E) i tU Si!' 4 I f' C .! li I i I ' .1 I i I ' 6 Who IS the keeper of the primary evidence? A) Primary Leader B) Secondary Leader C) Person Responsible ii>,| _l. . (.4 J li/ d) Signature: Date: Si ' Page 6Little Rock School District Position Paper on Desegregation Obligations second reporting on items previously identified as not begun. The processing of scan sheets gave the District a clear and comprehensive understanding of the degree of compliance it had achieved regarding the identified obligations. r/ie scan sheets gave the District a clear understanding of the degree of compliance it had achieved regarding the identified obligations. I I I I Progress since 1993 has resulted from the improved tracking accuracy of the original PBD. A recent upgrade to a computerized PBD process will further improve its accuracy. The audit of obligations and scan sheet surveys represent other distinct improvements in the Districts overall obligations. response to desegregation Figure 3. Response Categories for Scan Sheet Survey of Obligations CO - Completed. Items done once which need no repeating. Example: Motion granted for construction of cafeteria at Chicot Elementary. ID *1177. Court Order. 4/30/93. Pg. 1 CP - Completed Periodically. Items which have repetitive schedules within fixed time frames. Example: Establish a summer school program, id #1208. inteixustnct pian. 4/29/93. pg. 13 NC - Continuous/Never Completed. Items which require on-going implementation. Example: Monitor the Desegregation Plan, id msse. lr pian. 4/29/32, pg. 28 NB - Not Begun. Items which have not been addressed. Example: Plan new junior high school construction, id #1326. lr pian, 4/29/92. pg. 129 Page 7Little Rock School District Position Paper on Desegregation Obligations 3. Response Groupings and Definition of Terms To fully understand the information reflected on the scan sheets and to communicate those results to the public in a precise manner, certain groupings of responses were made. This process included three broad steps, summarized below and detailed in the remaining sections of this report. 1 2 3 The status of individual obligations were identified on the scan sheets as CO, CP, NC, orNB. All obligations were categorized as CO or NB. Overall response to desegregation requirements was identified as Substantial Compliance (SC). The process began by grouping the scan sheet responses into PBD Program Areas. In this manner, thousands of individual obligations and strategies were brought together under distinct program names. Restore Gifted Coordinator to Budget, ID if 5144, Court Transcript, 7/6/95. Pg. 7 Court Requires Long-Range Facilities Plan, ID 5I27. Court Order. 2/8/95. Pg. 2 All A items have been addressed in the follow up survey of February 1996, and their tally is included in the final results. As represented in Figure 4. Obligation Status - Grouping Process, the grouping process condensed five categories of responses into three. Each category represents total responses for that status and does not relate to specific programs or activities. For example, responses marked completed include those which are addressed periodically and those which are continuous/never completed or cyclical. These items are considered completed because the District has met all possible requirements for their fulfillment during the time frame or cycle. The process then gave abbreviated titles to the distinct categones of response as culminated Final grouping of the responses in the two categories, shown on the scan sheets. These abbreviations are presented in Figure 3, and examples of obligations for each category are provided. An additional category is Completed (CO) or Not Begun (NB), represented in the next section of this report. In this manner, the District has been able to provide the most direct presentation of its substantial compliance with desegregation obligations. represented with the letter A. This group includes obligations which were identified after the 1995 scan sheet survey. Examples of A items include: To assure the most accurate reporting possible, the District identified the legal definitions of the categories of response and other terms used when describing desegregation obligations. Many Page 8Little Rock School District Position Paper on Desegregation Obligations of these terms have had their original meanings transformed through usage by the media, the public, and by educators who did not fully understand them in the proper context. As a legal document, however, the Plan requires a strict and consistent interpretation. The following items are key terms^in understanding desegregation obligations and the Districts response. Obligation - a legal requirement that constrains to a course of action, an imperative for specific action. An Page 9 LtTTLE Rock School District Position Paper on Desegregation Obligations obligation is something one is bound to do. It leaves no room for negotiation, compromise, or alternative. Example: LRSD -will pay an increase of S52,604.09 in the ODM budget. ID #4113 . Court Order. 4/8/94, Pg. 1 defraud or seek advantage. Example: Provide Homework Hotlines, id ^918, lr Desegregation Plan. 4/2/92, Pg. 180 Recommendation - something which is offered or suggested as a favored action. A recommendation is worthy of acceptance, but there are no constraints upon its action. Recommendation refers to an action which is advisory in nature rather than one having a binding effect. Example: The following full time positions are recommended for each Incentive School. (20 positions are listed, including classroom teachers, counselors, etc.) lr Desegregation Plan. Incentive School Section, 4/2/92. Pg. 190 Completion - something which is fully realized, which possesses all necessary parts. Completion means an action has been brought to an end or to an intended condition. With desired results achieved, no further action is necessary. Example: Install Rockefeller Elementary Heat/AC. id # 1350. Monuonng Report, 6/5/92. Pg. 43 On-Going Obligations - certain items identified as obligations which need to be repeated on a regular basis. These on-going obligations' l can not be Substantial Compliance: conformity with the essential requirements in fulfilling formal or official obligations of a contract or a statute. Being in substantial compliance means that you have done substantially all you were required to do to fulfill the obligation. The concept of substantial compliance is the primary assessment criteria for this report. Example: Establish six thematic interdistrict schools, id #1479. imerdistnct Plan. 4/29/93. Pg. 3 totally completed because further action is necessary throughout the term of the desegregation plans. The District considers itself in compliance with these items if it fulfills the necessary action within each scheduled reporting period. These items are represented in the CP (completed periodically) or the NC (never completed) groups. Example: Maintain all school facilities for safe/operable condition. ID a950. LR Desegregation Plan. 4/2/9/92. Pg. J 29 Good Faith Effort - an effort based on an honest belief, the absence of malice, and the absence of the design to Page 10Little Rock School District Position Paper on Desegregation Obligations 4. Results of Audit and Interviews showed Results of the preliminary surveys the District in substantial compliance with its desegregation requirements. This was based on initial findings which showed implementation of 97.5% of obligations. was achieved in 1.1% or 19 obligations, and only 45 obligations or 2.6% of the total remained as Not Begun items. The need for evidence of compliance with obligations led to a final round of interviews. The intent of the interviews was to gain proof in addition to the scan sheets that all information was accurate. Interviews were conducted with all primary and secondary leaders and all persons responsible for implementation of the obligations. Evidence of all activities was reviewed by committees, and a new and more specific assessment was obtained. As illustrated in Figure 5. Results of the Interview Audit, the final number of obligations became 1,753. This was achieved by the removal of additional duplicates, recommendations, goals, and items which were obligations. identified as not The District is in substantial compliance with its desegregation requirements based on 96.3% ! implementation of its obligations. Of that group of 1,753 obligations, 96.3% or 1,689 were identified as being in substantial compliance. Partial compliance Page 11Little Rock School District Position Paper on Desegregation Obligations Figure 5. Results of Interview Audit ORIGINALLY IDENTIFIED OBLIGATIONS REVIEWED - NOT OBLIGATIONS DUPLICATE OBLIGATIONS RECOMMENDATIONS GOALS NET OBLIGATIONS AFTER AUDIT 2008 12 224 9 10 1753 RELEASED FROM COURT SUPERVISION SUBSTANTIAL COMPLIANCE COMPLETED ON-GOING PARTIAL COMPLIANCE NOT BEGUN 203 52 429 1005 19 45 1753 11.6% 3.0% 24.5% 57.3% 1.1% 2.6% 100.0% } 96.3% Substantial Compliance I SUBSTANTIAL COMPLIANCE PARTIAL COMPLIANCE NOT BEGUN 1689 19 45 1753 96.3% 1.1% 2.6% 100.0% I I i i I NOT BEGUN 3% PARTIAL COMPLIANCE 1 i SUBSTANTIAL COMPLIANCE 96% Page 12 Little Rock School District Position Paper on Desegregation Obligations 5. Position on Not Begun Items As previously stated in this report , the District has identified desegregation obligations with a Not Begun status. Analysis of those obligations showed that in some cases, the premise upon which the obligations were based was found to be flawed. In other areas, obligations were shown to be dependent on numerous factors outside the Districts control. Accountability for the Not Begun obligations is best represented through the following broad categories. Conditional Obligation: These items are dependent on external factors which have not been met, such as partnership relations with other organizations, receipt of grant funds, or other conditions outside District control. Example: Two obligations under the Library Media section of the Interdistrict Plan and cross referenced in the LRSD Desegregation Plan call for Utilization of TV Technology and Implement Utilization of Cable Channel 19. (id #1033, Interdistrict Plan. Pg. 34, 4/29/92) The Plan states these obligations will be done if funded by a federal Star grant. The grant was not funded, therefore, the obligations were not begun. Unrealistic Expectation: These items are unfeasible or do not generate a sufficient return to justify the effort of implementation. This decision is based on District experience in the field and is a realistic response to items developed as part of a wish list by framers of the obligations. Example: The Incentive School Support Section of the LRSD Plan requires the District to meet at homes with groups of parents, (id #2049, lrsd Desegregation Plan, Pg. 210, 4/29/92) The District has found the effort to locate and coordinate a home-based meeting of parents is a time consuming and laborious process. This obligation does not address the reality that people must be invited into a home. They can not be mandated to offer that hospitality. Changed by Court Order: Changes in the LRSD Desegregation Plan by the Court, such as rulings from the bench and Court orders, have not been reflected as revised the language in the Plan. Example: Numerous items within the Focused Activity section of the LRSD Desegregation Plan have been superseded or redefined by a May 1, 1992 Court Order. On Appeal: The District is involved in an appeal process to the Sth Circuit Court of Appeals regarding an the obligation. In this instance, obligation is not appropriately aligned with contemporary events. Example: A Court Order currently under appeal states that the LRSD will reimburse PCSSD SI 67,113 within 60 days of the order, (id #4111, coun order, pg. 3, 3/16/94) Page 13Little Rock School District Position Paper on Desegregation Obligations Improperly Reported: Errors in reporting were discovered as a result of of the desegregation obligations scan sheets and audit. Example: An item erroneously reported as NB requires the LRSD to develop or enhance site-based management at designated schools, (id #0501, LRSD Desegregation Plan, Pg. 42, 4/29/92) The obligation is being implemented through staff development for principals, revision of District procedures, and enhanced principal accountability for programs. The implementation is being addressed through the Strategic Planning Action Team 8 and will continue through the 1996-97 school year. Not Begun: These are obligations which the District has not yet implemented.The District recognizes the validity of these obligations and intends to comply with them. Example: An obligation addressing the Incentive School Latin Program calls for the District to evaluate the elementary Latin Program, (id #2021, lrsd Desegregation Plan, Pg. 164, 4/29'92) This will be done as soon as possible. Similarly, an obligation requires the District to form a media coalition that involves a series of meetings between the superintendents of the three school districts and representatives of the local media, (id #1555, Interdistrict Plan. Pg. 3, 4'29'92) Scheduling for these meetings is currently being arranged. Page 14Little Rock School District Position Paper on Desegregation Obligations 6. Internal Enhancements The LRSD has completed a revision of the Program Budget Document (PBD) reporting process which will provide information in greater detail and with instant computer access. The computerized PBD will greatly enhance the Districts ability to track on-going compliance with obligations. Staff inservice is underway for the recently designed program automation, which is expected to be implemented in the spring of 1996. updates and changes to the obligations, thereby avoiding errors resulting from changing text or phrasing of obligations. An automated computer linkage will allow primary leaders to access the system and input directly to the LRSD mainframe AS400 system. Information will address activities done toward the fulfillment of obligations. The automation replaces a manual system where computer diskettes were submitted quarterly and updated reports printed. Another improvement in the system is the automated programs ability to identify responses to single items by individual schools and across the District. This will allow school-by-school reports on specific obligations, an option not previously available. If questioned about a specific obligation, the District has immediate access to its status at each setting. The system will also show patterns of completion and allow deactivation and storage of completed obligations. PBD automation will control the publishing of Page 15LrTTLE Rock School District Position Paper on Desegregation Obligations 7. Conclusions Major accomplishments such as the identification of obligations and the implementation of a strategic planning process show the District is doing a good job of meeting its desegregation obligations. A 96.3% level of implementation affirms that achievement. The District should be recognized for its accomplishments and certain items should be released further court supervision. from The District should be recognized for its accomplishmentsand certain items released from further court supervision. The District is accountable for its response to desegregation obligations, a response represented in this report. But it should not be held accountable for all of the goals of the Plan, some of which have proved to be unobtainable in this district or any other district in the country. The desegregation plans of the District have resulted in significant desegregation accomplishments. As we near the end of the six-year life of those plans, however, it is apparent that in some ways they have outlived their usefulness. The recently completed Strategic Plan, developed as a result of significant community input and involvement, should be used to guide decisions about LRSDs future. Page 16-LRSD ADMIN. BULDING Rax:1-501-' 4-jo: Man 9:12 o 1.12 I Little Rqtk School Distbjci LRSD Press Conference May 8, 1996 For more information: Suellen Vann, 324-2020 Little Rock School District Superintendent Dr. Henry P. Williams will hold a press conference today at 1:00 p.m. to make an announcement concerning the districts desegregation plan. The press conterence will lake place on the steps ot Central High School, 1500 Park. In the event of inclement weather, the event will be held in the Central High auditorium. 810 West Markham Street Little Rock, .ArkaMsas 73301 (501)324-3000 W5S LRSD Desegregation Case Obligations DIUFr Subject'"! Facilities Facilities Facilities Facilities Facilities Facilities Facilities Facilities Facilities Facilities Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Fed. Progs. Finance Finance Finance Finance Finance Finance Finance Finance Finance Finance Pli LdjMF^I Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Asst Supts Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Sac Ld Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Plant Serv Dir Transport Principal Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Dir Fed Progs Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance De MR MR MR MR MR CO CO CO CO I CO LR LR LR LR LR LR LR L^ LR LR LR LR LR LR LR CO C8 MR MR CO CO CO CO CO CO 43 43 43 47 47 1 1 1 1 5 1 97 96 96 97 97 97 Hl 9? 97 97 97 97 97 97 1 5 2 47 1 1 1 1 1 1 * Deputy Supt. was primary leader Page 6 Data jft 6/5/92 6/5/92 6/5/92 6/5/92 6/5/92 3/21/91 9/13/93 9/27/93 9/27/93 4/29/92 3/24/93 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 5/1/95 7/12/95 6/5/92 6/5/92 1/4/91 8/4/92 11/5/92 12/30/92 12/30/92 7/9/93 Install Rockefeller Heat/AC Complete Repairs/Stephens Incentive School Landscaping Incentive schools priority in district capital improvement Incentive schools high priority in capital funding Constr. proj. approved for Rightsell, Mitchell, Cloverdale Elem/JH, etc. Court approves sub. language on J. A. Fair constr. Old Stephens must be demolished or used for community - not left vacant Court requires LRSD to report to ODM plans for old Stephens's Bldg. Schs. in lower socio-econ. areas shall receive equal attention & resources May delete PAL after submission of prg. that can be monitored Pursue Federal Magnet School Grant Develop Grants To Enhance Desegregation Identify Programs/Funding Areas Submit Application to USDE for Funding Be Placed on Mailing List for Grant Applic. Form Grant Devel. Committee Develop Grant Proposal Appoint Grant Development Comm. Conclude Grant Proposal Ready for Admission Provide Grant Proposal to Board for Approval Submit Grants to A. Supt. for Review Submit Grant Proposal to USDE Submit Grants to Board for Approval Submit Grants to Agencies for Approval Pursue federal magnet school grants and funds Identity major adjust, made since 1995-96 propos. budget doc. last month. Place pooling of M-to-M funds into a central account. Demonstrate Invest, pd. for children before settlement money lost Dist. is bound to keep pledge to double fund incent, school Continue double fund, after six yrs. if inc. schs. over 80% black Restore certain cuts to 92-93 budget Reinstate individuals listed for 93-94 Restore 22.8 FTE music teachers for 93-94 & 7th per. at Hendersonz Any changes to budget must be court approved for budget 93-94 Revise budget so not so dependent on non-recurring revenue sources LRSD Office of Desegregation 8/4/95 nn^Sullj^WW Gifted Prog Gifted Prog Gifted Prog Guid/Cnsing Guid/CnsIng Guid/Cnsing * Guid/Cnsing Guid/Cnsing * Guid/Cnsing * Guid/Cnsing * Guid/Cnsing Guid/Cnsing * Guid/Cnsing * Guid/Cnsing * Guid/Cnsing Guid/Cnsing Guid/Cnsing Guid/Cnsing Guid/Cnsing Guid/Cnsing Guid/Cnsing Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Dir Except Child Dir Except Child Supt Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Asst Supts Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec * Deputy Supt. was primary leader Page 9 w? )W Dir Gifted Dir Gifted LRSD Desegregation Case Obligations Mng Sup Serv Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Principal Principal Principal Principal Principal Principal Principal Principal Principal DUAll Pc LR 62 Date?
'.' 4/29/92 LR 62 4/29/92 TR 1 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR HN HN HN HN HN HN HN HN CO CO CO CO CO CO CO 35 35 35 35 35 35 35 35 35 35 35 35 37 37 37 37 37 37 25 25 15 25 26 26 26 26 3 3 3 3 3 4 4 7/6/95 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Implement Objectives Relating to Plan Implement Strategies/Activities to Refine Plan Restore Gifted Coordinator to Budget Inform Students of All Opportunities Publish Annual Document of Financial Aid, Higher Ed. Opportunities Encourage Students to Take Advantage of Opportunities Follow-up on Referral Make Parents Part. In Ed. by Keeping Them Informed Hold Community Ed. Mtg. Each Year During Spring Provide Written Info to Parents on Curriculum 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 5/1/92 5/1/92 5/1/92 5/1/92 5/1/92 5/1/92 5/1/92 5/1/92 2/11/92 2/11/92 2/11/92 2/11/92 2/11/92 2/11/92 2/11/92 Make Students Aware of Ed./Post Ed. Opportunities Hold Annual Skills/Employment Fair with Business Community Provide Guidance/Counseling to Address Student Needs Create Community Linkage to Assist Students Provide Linkages w/Service Providers and Guidance Staff Provide Minicourses in Sequenced Program Gr 4-12 Develop Sequential Minicourses Beginning w/Gr 4 Provide Teacher Staff Development in Use of Curr. Raise Awareness of Student Career Options Use Resourse Volunteers in Classes/Assem. - Career Options Provide Guidance/Counseling making Students Aware of future Options Require A/Z Students Submit Magnet Application Require Non-A/Z Students Complete OERF Use Random Selection Process for Non-A/Z Applicants Require Interdistrict Students Complete M-M and OERF Consider Applications on Basis of Deseg Requirements Only Process Applications During Spring Each Year Grant StaffTransfers According to PN Agreement Ensure Staff Racial Balance Complies w/Deseg Requirements Provide Clearly Stated Program Goals/Objectives Provide Comprehensive Description of Program Components Describe Selection Criteria for Students/Teachers/Staff Identify Students by Grade/Teachers & Staff by Role Identify Necessary Resources
Identify Costs Itemize Necessary Teacher Training (Preparatory & Ongoingl Provide Evaluation Criteria/Timelines LRSD Office of Desegregation 8/4/95r^^wsubjMi^^ Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag Hender. Mag ^Pri Ld ^1 jjgse Ld ' ~ LRSD Desegregation Case Obligations De HIPPY HIPPY Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Asst Supt Sec Dir Staff Dev Dir Staff Dev Principal Principal Principal Principal Principal Principal Principal Principal Principal Dir HIPPY Dir HIPPY HIPPY Dir Staff Dev Dir HIPPY CO CO CO HN HN HN HN HN CO LR LR HIPPY Dir Staff Dev Dir HIPPY LR HIPPY Dir Staff Dev Dir HIPPY LR LR HIPPY Dir Staff Dev Dir HIPPY HIPPY Dir Staff Dev Dir HIPPY LR LR HIPPY Dir Staff Dev Dir HIPPY HIPPY HIPPY HIPPY HIPPY HIPPY Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY LR LR LR LR LR HIPPY HIPPY Dir Staff Dev Dir Staff Dev Dir HIPPY Dir HIPPY LR LR HIPPY HIPPY Dir Staff Dev Dir Staff Dev Dir HIPPY Dir HIPPY LR LR HIPPY Dir Staff Dev Dir HIPPY LR HIPPY Dir Staff Dev Dir HIPPY LR HIPPY Dir Staff Dev Dir HIPPY LR LR HIPPY Dir Staff Dev Dir HIPPY HIPPY Dir Staff Dev Dir HIPPY LR HIPPY Dir Staff Dev Dir HIPPY LR HIPPY Dir Staff Dev Dir HIPPY LR HIPPY Dir Staff Dev Dir HIPPY LR HIPPY Dir Staff Dev Dir HIPPY LR HIPPY Dir Staff Dev Dir HIPPY LR LR 4 4 28 4 26 26 26 26 3 6 6 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 15 15 15 Jl 5 DUAIT 2/11/92 2/11/92 2l-iyi92 81^182 5/1/92 5/1/92 5/1/92 5/1/92 2/11/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 * Deputy Supt. was primary leader Page 10 Anticipate Impact on School Capacity, Facilities, Enrollment Identify Community Involvement in Program Development Address Program Implementation/Completion Timelines Establish 7-penod Day Hold Mtg. During 2nd Semester to Familiarize New Students Principal Meets Prior to 4/23/92 w/Staff re Commitment Ascertain Future Applicants' Commitment to Magnet Program Specialist Coordinates Program and Teaches Part-Time Do written plan for Henderson Mag. in 30 days 1 Initiate Home-based and 4-yr-old collaboration in training areas Collaborate Implementation LRSD and PCSSD Promote the HIPPY Program with mailed flyers & PSA's Mail PSAs/Distribute Flyers Select 14 HIPPY Aides ' " Select 14 Aides Conduct Initial Training Aides/Staff Arrange Logistics w/State Regional Office for Training Conduct Home Interview /Enroll Families Conduct Home Interview /Enroll Families Recruit Families Send correspondence to Churches to Recruit Families/Aides Determine Service of Coordinators Identify Families to be Served By Each Coordinator Identify & assign families to be serviced by aides Identify Families to be Served by each Aide Organize Instructional Material Print Curriculum Material Familiarize Aides of Implementation in LRSD Conduct 3-day Workshop Obtain Material for Program Conduct orientation meeting for enrolled families of Conduct Orientation Meeting Identify and secure meeting sites for Secure Meeting Sites for Group Mail Notification of Meeting Sites Schedule Implementation of Curriculum groups program LRSD Office of Desegregation 8/4/95M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers M-M Transfers SubjectyV^ V? I Pl/ M-M Transfers M-to-M Mag M-to-M Mag M-to-M Mag M-to-M Mag M-to-M Mag M-to-M Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Mng Sup Serv Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Assoc Supt Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec td I Sc Ld I De I ajli LRSD Desegregation Case Obligations Dir Transport Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Principal Principal Principal Principal Principal Principal Principal Principal Principal Principal Principal Principal ST ST ST ST ST LR LR LR LR LR MC Tic Tic MC mF mF MC MC 7^ CO CO CO FF MC mF" MC MC 7^ MC MC 4 5 6 6 7 DP . Dau syf 142 T42 143 143 144 144 2 51 51 51 FT 51 51 60 F~ 3 F" F" F" 5~ F" 5? 51 51 52 52 DRAFT 6I26IQ& 3l2ei3G 8/26/86 8/26/86 S/2e/B6 8/26/86 BI2BIBB BI2BIBB ^I2BIB2 4/29/92 4/29/92 ^129192 AI29I92 4/29/92 BIMB2 Bf\l92 5/1/92 BI-\IB2 Bf\l92 5/1/92 BI-\IB2 BIMB2 Bn 192 2/1 yi92 2n 1/92 2nyi92 5/1/92 5/1/92 5/1/92 5/1/92 ' bn 192 bni92 1 bn 192 I 5/1/92 i i Provide transport, for extra-curr. act. (Cost to ADE) i ADE & Districts to follow payment procedures 1 ADE to pay cost of K-12 FTE students to host dist. I Current yr. payments based on previous school year i Host to report M-Ms to ADE on forms provided i Host to estimate & forward FTE of students to ADE in Sept. ADE to pay monthly with correction in January Host maylnof count M-M in number of reg. aide stud, number ADE pays home dist. .5 of table rate Payment provisions do not apply to magnet schools & programs SAO assigns students to Henderson Jr. High Magnet SAO assigns students to McClellan High Magnet SAO assigns students to Central High Magnet School SAO assigns students to Dunbar Magnet Jr. High Obtain a 60/40 ratio of either race in interdist. magnets SAO assigns students to Washington Magnet School Use Program to Achieve Racial Balance A/Z Students Must Submit Magnet Application Non- A/Z Students Must Submit OERF Use Random Selection Process tor Non-A/Z Applicants Interdistrict Students Complete M-M and OERF Consider Applications on Basis of Deseg Requirements Process Applications During Spring of Each Year Anticipate Impact on School Capacity, Facilities, Enrollment U McClellan Class Periods Provide Clearly Stated Program Goals/Objectives Provide Comprehensive Description of Program Components Describe and Use Selection Criteria for Students, Teachers, Staff Increase Academic Achievement/Decrease Disparity in Bl/Wh Interweave Business Courses With Various Subject Areas Begin 7-period Day in 1992-93 McClellan Students Also Apply When Declaring Area of Study Hold Mtg. During 2nd Semester to Familiarize New Students Familiarize Staff with Goals/Objectives of Program Principal Meets Prior to 4/23/92 w/Statf Re Commitment Grant Staff Transfers According to PN Agreement * Deputy Supt. was primary leader Page 29 LRSD Office of Desegregation 0/4/95Subject McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag McClell. Mag Multicult Curr. Multicult Curr. LRSD Desegregation Case Obligations Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. * Multicult Curr. * Multicult Curr. Multicult Curr. Multicult Curr. * Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Ast Supt Sec Assoc Supt Asst Supts Asst Supts Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Multicult Curr. Multicult Curr. Multicult Curr. * Multicult Curr. Multicult Curr. Multicult Curr. Multicult Curr. * Multicult Curr. * Multicult Curr. Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Principal Principal Principal Principal Principal Principal Principal Principal Dir PRE Principals Principals Supt Supt Supt Supt Supt Supt Supt Supt Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs MC MC MC MC MC MC MC CO CA CA LR CA CA CA CA CA CA CA CA LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 52 52 53 55 56 58 y 101 101 35 100 100 100 100 100 100 101 TT? 64 65 65 66 66 66 66 66 66 66 66 66 66 67 67 67 * Deputy Supt. was primary leader Page 30 Jii/'DateJ^L 5/1/92 5/1/92 5/1/92 5/1/92 imAFT Ascertain Future Candidate's Commitment to Magnet Program 5/1/92 5/1/92 5/1/92 2/11/92 12/21/90 12/21/90 4/29/92 12/21/90 12/21/90 12/21/90 12/21/90 12/21/90 12/21/90 12/21/90 12/21/90 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 ' 4/29/92 4/29/92 i 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 i Ensure Staff Racial Balance Complies w/Deseg Requirements ! Identify Students by Grade/Teachers & Staff by Role ! Provide Program Implementation/Completion Timelines ! Identify Necessary Resources & Costs ! Itemize Necessary Teacher Training (Preparatory & Ongoingl ! Provide Formative/Summative Criteria/Timelines ! Do written plan for McClellan Mag. in 30 days Est. sequntl. Unit among data, planng., goal dev., curr. dev. and budgeting I Require 1 goal in school's annual plan be related to stud. ach. Create Academic Intervention Strategies ' Dav- & adopt a compreh. Bd. policy framework for curr. management ' Dev, policy establishing purpose for curr. & progs, of district Dev. policy that sets min. goals and obj. for all student learning outcomes Require congruence among curr. objs., tching techqs, & dist. test asses. Est. policy requiring texts to align w/adopted curr. outcomes est. by Board Dev, policy that outlines clear procd. for curr. dev.and includes Bd adopt Require Bd to use achieve, data in their goal-setting process Establish consistency and equity in educational programs Monitor Staffing Develop Speaker's Bureau Establish Curriculum Review by 9/30/91 Implement Curr. Review/Revision Cycle Provide Teachers Formal Course Training Obtain Info on Multi-Cultural Courses from Colleges Advertise Course Offerings to Staff Identify Summer/Fall Course Participants Develop District A/V Resource Catalog Review & catalogue A/V materials Purchase Addit. A/V Materials from Budget Identify Other Resources tor A/V Materials Revise A/V Catalog for LRSD Place Initial Supp. Order for A/V Materials Plan annual instructional materials fair (Multicultural) Plan Fair as Component of Pre-School Conference (more) Identify Vendors of Instructional Materials LRSD Office of Desegregation 8/4/95_ TUESDAY, AUGUST 8, 1995 Copyright O Uttlp Rock Nowspopors, Inc. LRSD lists mandates from suit Money running out before goals reached BY CYNTHIA HOWELL Democrat-Gazette Education Writer U.S. District Judge Susan Webber Wright figures the Little Rock School District has spent an average of/$34,812 on each of its more than 2,000 desegregation mandates since 1989. The judge made the calculation last week after learning school district officials had, for the first time, compiled a complete list of their desegregation obligations. Wright observed that the district has received 92 percent of the $73 million it will get from the state as the result of a 1989 financial settlement in the desegregation lawsuit. But the district estimates it has complied with about 41 percent of 2,097 obligations. Im aware that the money is being dispersed at at rate greater than the rate of meeting the goals, the judge said. She reminded district officials of a federal appeals court order that said the inability to afford the desegregation plan cant be an excuse for non- compliance. While the district has satisfied 41 percent of the obligations, officials estimate that another 51 percent are ongoing commitments, such as racially balancing enrollments at each school. After last weeks court hearing, the district on Friday submitted a copy of its mandates to the judge. Dr. Russ Mayo, associate superintendent for desegregation, called the 59-page list user-friendly. Compiling the list was a first step in determining how much progress the district has made in complying with each obligation, he said. The district plans to present evidence showing how it has met some of its obligations at a hearing Aug. 30. The obligation list gives a brief, one-line description for each mandate. It also notes the administra- tors overseeing implementation of each mandate and its source. There are 10 different possible sources for each obligation. Those sources include the districts desegregation plan, the Pulaski County interdistrict plan, the 1989 settlement agreement with the state, transcripts from past court hearings and a a 1990 audit of the districts educational programs. The people listed as having primary responsibility for implementing each desegregation obligation include school board members, the superintendent, the associate and assistant superintendents and Sterling Ingram, who Williams said was recently appointed district director of staff development. Meeting the obligations can include any thing from keep staff and citizens informed, to provide transportation for extracurricular activities and monitor and evaluate recruitment to the incentive schools. The document also includes information showing how the hundreds of desegregation duties once assigned to the deputy superintendent have been redistributed among staff members.Arkansas Democrat gazette THURSDAY, MAY 9, lg96 Schools Henry Williams LRSD 96.3%
in compliance, Williams says BY CYNTHIA HOWELL Democrat-GazEttB Educatoi Writer The Little Rock School District has complied with 96.3 percent of its desegregation obligations and deserves to be released from federal court supervision. S__u-p erinregation. for his role in identifying fondent Henry Williams sa obligations included in J- ' tile 1989 desegregation plan, as Stoi^g m .front of histo c i well as obligations included in fed- Central High School and speaking | , orders, court transcriots. to more than 100 school and com- JUDGE ends court-munity leaders, ordered busing in Williams pro- Cleveland. claimed the dis- Page 10A. tricts long, ar- ----- ----------------- duous journey to achieve school desegregation near an end. In li^t of the districts degree of compliance with its 1,753 desegregation obligations, Williams said, attorneys will ask a federal judge next week to release the district from court supervision, thereby ending the school systems 13-year-old desegregation lawsuit, It will be up to the judge to review the evidence and make some kind of ruling on our compliance, Williams said. We believe we have irrefutable evidence that we have substantially complied. Substantial compliance means we See SCHOOLS, Page 10A Continued from Page 1A have done all that we can do with a particular obligation." The Little Rock district has been operating under a desegregation plan and court orders that touch virtually every' aspect of its operation. Williams announcement was greeted with sustained applause and congratulations from onlookers, including Little Rock Mayor Jim Dailey. Some people involved in the case expressed reservations, however. Among its many provisions, the desegregation plan requires construction of a new King Elementary School, operation of some doublefunded elementary schools, development of a multicultural curriculum, and operation of magnet programs and interdistrict student transfer programs. District officials submitted a position paper Wednesday to U.S. District Judge Susan Webber Wright describing the method used to determine the 96.3 percent rate of compliance. Williams praised Dr. Russ Mayo, associate superintendent for deseg- ' eral court orders, court transcripts. and agreements negotiated with other parties in the lawsuit. The district complies with 1.689 obligations. Williams said. There are an additional 19 obligations only partially completed and 45 never begun. The district, for e.xample, never planned for construction of a new junior high, as required by its desegregation plan. Nor did district officials meet with parents in their homes about children attending the incentive elementary schools, another requirement. Little Rock School Board member Judy Magness attended the announcement and later praised Williams for his efforts to measure the degree of compliance. Finally we have a superintendent who stayed here and dug into this to see what we had accomplished, Magness said, Im grateful for his leadership. But Linda Ponde.xter, president of the school board, was skeptical about the accomplishments and concerned that Williams made the announcement without involving the school board. This is nothing short of a miracle, said Ponde.xter, who didnt attend the announcement. Six months ago we were told by the superintendent that we had an un-
workable desegregation plan. Today* we have 96 percent compliance, fl believe in Biblical miracles, but? lets get real." She said the final as-* sessment will be up to the judge. ! The school board will discussf the compliance report withj Williams at a special board meet-i ing at 5 p.m. today, Pendexter said.: John Walker, an attorney for black families who intervened ini the desegregation lawsuit said he.' doesnt believe the district has^ made significant headway in meet4 ing its desegregation goals. The
achievement disparity between
black and white children hasnt! been eliminated, and black stu-? dents are still more likely than^ whites to be bused to school and to be punished, he said. j Ill feel better when I see thej eridence that confirms what Drj Williams says. Walker said. think it will prove to be very em-t barrassing to this district if it turns? out that what he said is untrue. Walker also said the districts
claims contradict findings abouti compliance made in reports to the? judge by the federal Office of De-^ segregation Monitoring. 5 .And he said Wednesdays an-? nouncement will undermine the
work of a citizens committee com-* missioned by the school board to? propose amendments to the deseg-j regation plan. .Asked whether ther work of the citizens committee was unnecessary, Williams said his job
is to present the school districts
position to the community. , I dont have any control over
the committee. Williams said, i
can't tell you that the committee
doesnt need to e.xisL The commit-3 tee members may point out other
things that we need to consider.^ JJ They may have value.' Williams acknowledged that en-3 rollment in some of the districts^ schools has become heavily blacki because of white flight. But raciaC composition and white students*
higher achievement test scores^ shouldnt preclude the district' from getting released from court
supervision, he said. He is opti-
mistic that he will soon be able ten show that the academic disparity
has lessened.
Chris Heller, an attorney for the^ school district said the motion he! files ne.xt week will show that the' district is better desegregated than
other districts across the countryll that have been released from court
supervision. School board members Mag-? ness, John Riggs TV, Mike Daugher-! ty and Dr. Katherine Mitchell at-1 tended the announcement I 6 EDUCATION WEEK MAY 22,1996 Across the Nation Little Rock Seeks End to Oversight of Desegregation Efforts By Jeff Archer 'The superintendent of the Little Rock schools planned last week to seek an end to court supervision of desegregation efforts in the Arkansas district. But the announcement troubled some school board members, who werent told about it in advance and who were skeptical about the prospect of a speedy end to federal court oversight. During a press conference at historic Central High School, Superintendent Henry P. Williams said a recently completed analysis showed the system has met 96 percent of its desegregation goals. We believe weve done those things we were obligated to as part of the desegregation plan, Mr. Williams said in an interview. Were not going to do anything different, but we would have the freedom to modify our programs as best as we see fit. Board members said, however, that they had yet to receive the voluminous review. u 'I havent seen it, so I cant go n out and give it a glowing report, said Linda Pondexter, the board president. I feel the board should have been informed first. At a meeting later in the week, the board decided that Mr. Williams could proceed with filing the motion with U.S. District Judge Susan Webber Wright in Lillie Rock. Still, there are things we said we were going to do that we simply have not done, Ms. Pondexter said. If he is able to prove that we have, then great. But the sudden announcement troubles some board members. Disagreements over the management of the 26,000-student district during the past year have split the boards support for the superintendent. Last fall, the board voted 4-3 riot to extend Mr. Williams current contract, which ends alter the 1996-97 school year. The Longest Struggle Little Rock made history in 1957 when Gov. Orval E. Faubus mobilized the Arkansas National Guard in an attempt to thwart school integration there. In response, President Eisenhower sent federal troops to protect nine black students ns they became the first to attend the traditionally all-white Central High School. The districts current desegregation case stems from the tremendous white flight that occurred in the following decades. The Little Rock case differs from most other desegregation cases because the district itself initiated the lawsuit, and so the remedy was court approved rather than court ordered. In 1982, the Little Rock schools sued the state and two surrounding districts in an effort to consolidate with them. Although a federal judge approved the idea, an appeals court overturned his ruling. Instead, the districts agreed on a greatly modified plan as part of a final settlement the court approved in 1992. The final plan involved a series of programs designed to improve education in Little Rock and to attract white students from the suburbs. As part of its settlement with Little Rock, the state agreed to pay about $73 million to subsidize the districts desegregation efforts over several years. (See Education Week, March 8, 1989.) Mr. Williams noted last week that the district will receive the last of those payments next year, although the district still will receive some other state funds for desegregation programs.Little Rock School District Audit of Obligations October 1993-October 1994 o S o o o c5 y 6' -.3 CM o ialil U..^3 a <0 cn rn <*.0 vO cn till I i i i 1 r > c/i H: I I -4 November 22, 1994 toLittle Rock School District Audit of Obligations October 1993-October 1994 The purpose of the annual Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Docnnicnt. Thal Program Budget Document represents all incomplete obligations of the district through October, 1993. This years audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by Ihe Superintendents Council, the Superintendent, LRSD Aliorneys, and the LRSD Office of Desegregation. This year research on Ihe audit includes an update on Ihe status of each obligation. Responsible persons were asked to report on Ihe status on the listed obligations. Responses have been reduced Io codes. The audit is included here in chart form for easy reference. Evidence of Ihe status of each is maintained by Ihe person responsible. The chart is divided according to the documents from which the obligations were drawn. In Ihe far left column, each obligation or recommendation is numbered in sequence for easy reference. The dale of the document, type of document, page, obligation, person responsible, and Ihe date ihe obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears al the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephens Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows: MR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of this audit will be sent to the following locations and people
I. 2. 3. 4. 5. 6. 7. 8. 9. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)
Members of the Lillie Rock School District Board of Directors
The Superintendent of LRSD
Members of the Biracial Committee
Members of the Parent Council
Members of the Superintendents Council Each Program Manager affected (Io be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)
The Director of Planning, Research, and Evaluation as custodian of the Program Budget Document
and. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation1 2 3 4 5 6 7 8 9 10 11 12 13 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 5 5 12 12 13 15 15 15 15 22 22 22 27 LRSD A udit of Obligations October, 1993 to October, 1994 Ai C. OM iJl(^ i^- INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMMENDATION _________________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.___________ Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.____________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee.____________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Inten/enors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190)____________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools.____________ Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data._____________ Train principals and staffing committees in procedures for effective assessing staffing needs. Involve the LRSD Human Resource Department as an integral part of the assessment process._______ Develop specific, comprehensive job descriptions for instructional and supervision aides. Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. _______________________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams.____________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg 6) - Needs to be done + In progress dX4f<^ PERSON Mayo, Wagner Matthis Hurley Hurley Hurley Asst. Supt. Matthis Matthis Woods Matthis Asst. Supt. Hurley Woods Woods Matthis DONE 8-94 8-92 11-93 11-93 * Completed + + + + 14 15 16 17 18 19 20 21 22 23 24 25 26 27 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 2 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 30 34 38 38 38 38 38 38 38 40 41 41 41 41 _____________________RECOMMENDATION ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)________________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program._________________ Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet._______________________ Repair or replace the leaky roof in Mitchell's reading room Replace the loose floor tiles in Mitchell's hallway.__________________ Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.__________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation.____________________________________ Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings.____________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans Requirement: The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149)_____________ Create job descriptions for council members that clearly identify the district's expectations of the council-membership responsibilities, and the amount of service time involved.__________ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities.___________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available.__________________________ Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations. - Needs to be done + In progress PERSON Roberson Donaldson Eaton Eaton Eaton Eaton Eaton Eaton Eaton Matthis Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan Mayo, Buchanan DONE 8-94 9-94 7-94 7-93 7-92 1-94 6-94 6-94 6-94 * Completed + +28 29 30 31 32 33 34 35 36 37 38 . 39 40 41 LRSD Audit of Obligations, November 1994 ____________________________ Page 3 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 I 2/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 41 41 41 43 43 43 45 45 46 47 47 48 48 49 ____________________________________RECOMMENDATION Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations.______________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks_____________ Coordinate monitoring activities with other internal monitoring groups including the district biraci^ committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources._______________________ Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program._________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force._________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another instructional technology program, are in place for grades K-2 at each school. (LRSD Plan, pg. 152)_____________________________________________ Base staff development on activities on areas of demonstrated need.______________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach._______________________________________________ Encourage principals and assistant principals to attend subject area in service meetings so they. too. are well informed and understand the new curriculum____________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.___________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision._____________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs._________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. - Needs to be done + In progress PERSON Mayo, Buchanan Mayo. Buchanan Mayo, Buchanan Price Price Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow DONE 3-94 6-94 10-94 8-93 * Completed + + + + + + + +42 DATE 12/09/93 DOC MR Pg 49 43 12/09/93 MR 51 44 12/09/93 MR 51 45 12/09/93 MR 51 46 47 48 49 50 51 52 53 54 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 MR MR MR MR MR MR MR MR MR 51 52 53 55 56 57 58 61 61 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 4 RECOMMENDATION __________________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program Place as many qualified foreign language teachers as needed to provki^SpanisKlnstruction to incentive school students as part of the regular school day instructional program Encourage the Spanish teachers to develop a series of Spanish "mini-lessons" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum Increase the amount and improve the quality of Spanish language materials available in each school. ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)___________________________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- 94 school year.________________________________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154)________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154)__________________________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans. Requirement: A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164)________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.___________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourage can be so important to a child's development that every student who needs or wants a mentor should have one._________________________________________________ Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. - Needs to be done + In progress PERSON Glasgow Grier, Parker Grier, Parker Grier, Parker Grier. Parker Matthis Woods Woods Asst. Supt. Grier, Parker Matthis Milam Milam DONE 8-94 8-93 Completed + + + + 7^ + .A55 DATE 12/09/93 DOC MR Pg 63 56 57 58 59 60 61 62 63 64 65 66 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12,'03'94 MR MR MR MR MR MR MR MR MR MR MR 65 68 68 68 68 68 68 68 70 70 72 LRSD Audit of Obligations, November 1994 -------------------------------------------------Page 5 ___________ RECOMMENDATION Abandon the practice of limiting three-and-four-year-oid children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life. Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it._________________________________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals.______________________________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit. Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.____________________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report._________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. - Needs to be done + In progress PERSON Cheatham Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt, Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. Asst. Supt Asst. Supt., Principals DONE T94 8-92 10-93 10-92 * Completed + + + + + +67 68 69 70 71 72 73 74 75 76 77 78 LRSD Audit of Obligations, November 1994 ___________________________ Page 6 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 I 2/03.94 DOC MR MR MR MR MR MR MR MR MR MR MR MR Pg 72 76 76 78 78 78 84 85 89 89 89 91 ____________________________________RECOMMENDATION Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun.___ Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for ail aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness.______________________________ Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands.___________________________________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families.______________________________ Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent
they may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. _______________________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record.______ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.______________________________ Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and Io explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure Io include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress PERSON Asst. Supt, Principals Principals Woods Milam Asst. Supt. Principals Hurley, Asst. Supt. Principals Hurley, Asst. Supt. Hurley, Asst. Supt. Elston Marlin DONE 10-92 8-94 9-94 8-94 8-94 + + + 1-94 * Completed79 80 81 82 83 84 85 86 87 88 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 LRSD Audit of Obligations, November 1994 ----------------------------------------------- Page 7 DOC MR MR MR MR MR MR MR MR MR MR Pg 92 92 95 97 97 98 105 105 105 106 ____________________________________RECOMMENDATION Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED,_____________ Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents._____________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)___________________________________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations.________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. ______________________ ODM makes no new recommendations
the district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD Plan, pp. 209-210)___________________________________________________________________________ Standardize the method staff uses to document and repoit home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conterence, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information._________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.____________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed.________________________________________ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments._________________________________ - Needs to be done + In progress PERSON Martin Milhollen, Martin Gill Gill Gill Principals Principals Woods Cheatham, Principals Principals DONE 3-94 4-94 * Completed + + + +89 DATE 12/09/93 DOC MR Pg 109 90 91 92 93 94 95 96 97 98 99 100 102 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 MR MR MR MR MR MR MR MR MR MR MR MR 109 109 116 116 117 117 117 117 117 117 117 120 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 8 ________________________ RECOMIVIENDATION __________________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job._____________ Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children.__________________________________________________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents.__________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children.__________________________________________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs.________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success._______________________________________________________ Refrain from placing any uncertified teacher in an early childhood classroom._____________________ Provide regular, quality staff development opportunities for the early childhood education staff._______ Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff. ODM makes no neviz recommendations
the district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirements: Fundings for the Incentive Schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress PERSON Wagner, Principals Wagner, Principals Wagner, Principals Matthis Price, Mangan Price, Mangan Mangan Milhollen Mangan Mangan Mangan Mangan Milhollen DONE 1-94 3-94 93-94 8-93 93-94 ongoing Annually * Completed + + +103 104 105 DATE 03/11/94 03/11/94 03/11/94 106 03/11/94 107 I 03/11/94 108 109 110 111 112 113 114 115 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 t2
O3
94 LRSD Audit of Obligations, November 1994 -------------------------------------------- Page 9 Incentive School Recruitment Monitoring Report DOC MR MR MR MR MR MR MR MR MR MR MR MR MR Pg 12 12 12 12 12 12 13 13 13 13 19 20 20 _______________________ RECOMMENDATIONS Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Assign specific district employees the responsibility and accountability for fully developing and implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive ail monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification and job descriptions that clearly state the team charge, the district's expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools. Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Establish a target date for completing recruitment efforts, measuring results, and deciding whether to petition the Court to release available pre-kindergarten and kindergarten seats to black students who could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to which schools they move. Then use this information to modify recruitment and retention strategies. Consider adding four-year-old classes at the incentive schools which have only one class, thereby achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress PERSON Wagner Wagner Wagner Mayo Principals, Wagner Principals, Wagner, Ingram Wagner, Principals, Wagner Principals Wagner, Principals Wagner. Mayo Principals, Ingram Matthis DONE 1-94 + 5-94 9-94 + 8-94 * CompletedAudit of Court Orders & Transcripts I DATE 01-25-94 117 118 119 120 121 122 123 124 125 126 127 128 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 10 DOC TR TR TR CO2091 CO2091 TR CO2129 CO2146 CO2155 TR TR TR TR Pg 54 227 241 2 6 115 3 5 1 39 39 150 192 OBLIGATION__________ The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment. The LRSD is obligated to build, in addition to the King Interdistrict School in the fall of 1993, the Stephens Interdistrict School.' LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School.______________ The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Desegregation Plan, to be done more quickly than the District has done in the past. LRSD white students may be permitted to attend King Interdistrict School without violating the desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD Interdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County Develop immediately specific guidelines regarding assignments to King School, by extension, apply to its other Interdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and while children
they must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools
they must be clear and unambiguous enough for district workers and parents to understand
and while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its budget process and public input with respect to the budget._____________ LRSD reimburse PCSSD $167,113 within 60 days of order PERSON Wagner Mayo DONE 6-94 Mayo Mayo Mayo Williams Miilhollen 5-94 8-94 9-94 11-94 Approval of school construction at Jefferson Elementary should be and hereby is granted LRSD will pay an increase of $52,604.09 in the ODM Budget. The court wants something justifying the expenditures and explaining why increases, decreases or deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it. The court wants more detail on how the district plans to recruit white students for Stephens in light of the demographic trends._____________________________ In addition, the court wants to know who will be responsible for recruitment. Eaton Miilhollen Miilhollen Mayo Mayo Wagner 1 The Stephens Stipulation of June 7, 1994 changes the third interdistrict school from Stephens to Washington. 12/03/94 - Needs to be done + In progress APPEAL PEND. 6-94 9-94 9-94 * Completed + +129 130 131 132 133 134 135 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 11 DATE 06-07-94 06-28-94 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12/03/94 DOC TR CO2225 Pg 193 5 TR CO CO CO CO 81 4 5 6 8 ________________________________________OBLIGATION The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Approved 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.__________________ The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school years.__________________________ Develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented.______________________________ Institute management processes which will actively review progress, in terms of achievements and expenditures, on a regular basis, involving every level of the organization down to at least every budget manager._________________ LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description of the Spanish program as it is being offered at each of the incentive schools - Needs to be done + In progress PERSON Eaton Mayo Wiiliams Mayo Clowers Clowers Matthis DONE 9-94 10-94 * Completed + + +136 137 138 139 140 141 142 DATE 10-24-94 10-24-94 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 12 DOC CO CO DOC ST ST ST ST ST Pg 9 17 Pg 1 1 1 1 2 _________________________ OBLIGATION __________________________ The district is to submit on or before Wednesday, November 16, 1994, a description of theme implementation in each of Ihe incentive schools that includes at least the following information: 1) a summary of the theme, how it is being integrated into the curriculum and school activities, and the implementation timeline. 2) if theme implementation is contemplated in phases, the rationale for such a method and plans for seeking Court approval for that approach. 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school. 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation. 5) what remains to be done to implement the theme fully. 6) the amount of money spent on each schools theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e g., personnel, equipment, etc.).________________________________________ The court requires the district to file a plan or business case which explains how the district plans to spend the money on transportation. Stephens School Stipulation^ i i June 7, 1994 ' ______________________________________OBLIGATION Stephens Incentive School will be closed at the end of the 1993-94 school year.____________________ Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation.____________________________________________________ LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located.________________________________________ The new school shall accommodate approximately seven hundred students and will be constructed as soon as possible but shall be completed no late than July 31, 1996._____________ The new Stephens school shall be a magnet school. . . PERSON Matthis, Ingram Mayo PERSON Williams Mayo Eaton Eaton Matthis DONE 10-94 DONE 6-94 8-94 + 2 This stipulation was the subject of the June 7, 1994 hearing. References 126-129 on this list are related to this stipulation. Toward Ihe end of the hearing, Judge Wright approved the building of "something". Therefore, LRSD assumes that these items from Ihe stipulation are now obligations. From the hearing, it is clear that Judge Wright remains concerned about whether or not students can be recruited to racially balance Ihe new Stephens School and whether or not enough students exist in LRSD Io justify a planned capacity of 700. Therefore, LRSD is further assuming that items 126-129 above are still of interest to Judge Wright. 12/03/94 - Needs to be done + In progress * CompletedLRSD Audit of Obligations, November 1994 ---------------------------------------- Page 13 1 DATE 143 I 06-07-94 DOC ST Pg 2 144 I 06-07-94 ST 2 145 146 06-07-94 06-07-94 ST ST 2 2 147 06-07-94 ST 2 148 06-07-94 ST 3 149 06-07-94 ST 3 150 06-07-94 ST 3 151 06-07-94 ST 3 _______________________________________OBLIGATION ... and the student body shall consist primarily of black and white LRSD students and some majority- to-minority transfer students from PCSSD. ____________ Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened.__________________ The former Garland Students shall be assigned to Stephens Magnet School. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school.____________________ Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including administrators. They will also promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible.__________________________ The double funding provisions for Stephens and Garland Schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. (At or below 80% black population)________________________________ Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD.__________________ Stephens Magnet shall provide the following benefits which are found in LRSD incentive schools: PERSON Mayo Williams Mayo Mayo Hurley, Principal Matthis, Principal Williams Williams 4 1. 2. 3. 4. 5. 6. 7. 8. Extended Day Program
Extended Week Program
Extended Year Program
Early Childhood Program
Curriculum Specialist
Student Educational Plans
Computer Loan Program
Parent Programs including parents as tutors, instructional aides and advisors. . . . Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be Matthis, Principal 152 06-07-94 ST 4 DONE 153 154 06-07-94 06-07-94 ST ST 4 5 155 06-07-94 I CT 5 employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black.________________________________________________ LRSD will pursue federal magnet school grants and funds from other potential funding sources. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. ________________ The parlies agree to withdraw their appeal regarding Stephens School. Mayo Williams Matthis + + 12/03/94 - Needs to be done + In progress Attorneys * Completed156 157 158 159 LRSD Audit of Obligations, November 1994 ------------------------------------------------ Page 14 DATE 06-07-94 06-07-94 06-07-94 06-07-94 1 2/03/94 DOC ST ST ST ST Pg 5 6 6 6 _________OBLIGATION The parties agree that early childhood programs within LRSD should be located in accordance with LRSDs motion and substituted Exhibit 1 {Motion for Approval of Four-Year Old Program Sites, April 6 1994 and substitute Exhibit 1 to that motion, April 21, 1994.___________ The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution, to have the amount of same referred to the Court for disposition at the cost of the LRSD. The parties agree that the combination of the operation of Washington Interdistrict Magnet School and the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and educational opportunities of Stephens Magnet School. - Needs to be done + In progress PERSON Matthis Williams Williams Williams DONE 6-94 6-94 * CompletedLittle Rock School District Obligations from the Pulaski County Desegregation Case Abbreviated Summary August, 1995 Previous responsibilities of Deputy Superintendent notedRECEIVED RECBVeo AUG 41995 Office of Desegregation Monitoring Little Rock School District Obligations from the Pulaski County Desegregation Case Summary IW5 Office of Desegregation twoniioring The attached list is a summary of obligations essential to the Little Rock School District in the Pulaski Couhfy Desegregation Case. The list was excerpted from documents relating to the case. Documents reviewed include the Little Rock Desegregation Plan, The Interdistrict Plan, court orders, stipulations, transcripts, exhibits, and monitoring reports to name a few. The first audit of LRSD obligations was completed by attorneys of the Friday, Eldredge & Clark law firm in December 1993. After extensive review by LRSD senior management, the obligations were filed with the U. S. Court, Eastern District of Arkansas. The Program Budget Document (PBD) was then developed to monitor these obligations. To keep the PBD current, an audit of new obligations is done each year. During the first six months of 1995, a study was repeated. All legal documents relating directly to LRSD obligations m the Pulaski County Desegregation Case were reviewed again to verify the accuracy of the original audit. The attached list is the result of this research, defined generally as statements that require action. They include those that are routinely done m a school district. They are Obligations are < included here because they are specifically mentioned in a document relating to this case. This document includes two parts as follows: 1. Explanation of Codes for List of Obligations (Figure 1) is an explanation of headings across the top of the obligations list and the meaning of codes found in that column
and, 2. Pulaski County Desegregation Case Obligations is the list of obligations abbreviated for quick reference. It is a working document. We believe it includes all possible obligations including those from stipulations dating back to 1986. It includes approximately 75 redundant items that will be considered for removal after consulting with the appropriate leader. There are 2098 listed. It is still m draft form. NOTE: Under no circumstances should the abbreviated text of the Pulaski County Desegregation Case Obligations list be considered a complete statement of the obligation. The original legal reference should be read when making decisions about the implementation or meaning of the item
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.