Submitted October 14, 1986
approved February 27, 1987
The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.
l APPENDIX 67-69 2 APPENDIX 81-364 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 1 of 3 NLRSD Proposed Desegregation Plan Part 1 submitted on 3/17/86 was supplemented and became the Plan submitted on 10/14/86 Parts 1 and 2 SEE APPENDIX PAGES 000''6/ - 005-:35 00067 a'\ ...J I a'\ 10 N :r,, "d "d l:,j z 0 H >< c:c ~ I w a'\ V, STUDENT ASSIGNMEI 2 APPENDIX 81-365 UITMENT PLAN SPECIAL EDUCATION PLAN ro t.O ~-~... / ~ I g {) if) 0 ~ ~ 0 Q) _q ' u t: Cl) -~ ~ .u.. .. ...c:: pwe 4 ...,..o 111114 ~ 0~ z !N THE UNI~ED STATE:S DIST~:c~ COUR~ EASTERN DISTRICT OF ARKA~SAS w'ESTERN D!VISION LITTLE ROCK SC~OOL DISTRICT vs. NO. LR-C-d 2-aoo PULASKI COUNTY S?EC!AL SCHOOL DISTRICT NO. l, et al. MRS. LORE~E JOSHUA, et al. DE:ENDANTS INTERVE:,lORS ?LAN FOR IMPLEMENTING ?HE REMEJ_AL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS !'I' A?P~IES TO rHE ,'..O~L'"i :,Ir"!'LE ROCK SCHOOL D!S:'R.:CT 00069 > '"d '"d t,j z t:, 1-1 >< CX) I-' I w O'I V, NORTH LITTLE ROCK SCHOOL DISTRICT SUPPLEMENT TO DESEGREGATION PLAN APPROVED FEBRUARY 27, 1987 STUDENT ASSIGNMENT PLAN STAFF RECRUITMENT PLAN SPECIAL EDUCATION PLAN -------- ------- ~~ V Cl) f , Ii 0 . t 0 ~ 0 Q)~ - u .::.:. ..<.. I) ~ .u,.. . -d Fas 4 .,... ,..o ~ ~~ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT Of A~KANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l, et al. MRS. LORE~E JOSHUA, et al. ?LAN FOR IMPLEMENTING ~HE REMEDI~L ORDER PLAINTIE'E' DEFENDANTS INTER VE NO RS Of THE COURT OF APPEALS FOR rHE EIGHTH CIRCUIT AS !T A?PSIES TO rHE NO~r~ .rrTLE ROCK SCHOOL DISTRICT 00082 C/l 8 c:: 0 l:lj z 8 :i:C/ l C/l H Ci) z z~ 8 "d ti :zi: C/ l 8 !l:" "'l l':j ~ l:lj n ~ c:: H 8 ~z 8 "d ~z Iti':'RODUC':I'O N In 1c.s decision of Novemoec 7, 1985 in this matt~r, tne Court of Appeals speci.f1cal1y addcessed tne 1nterdistrict vtolac.ions i.e. :ound nad oeen committed by t~e Nortn Little ~ock scnool J1scricc and ordeced tne NLaSD to ta~e S?ecifi.c C-=meJ1a_ action: It [:ne NLRSD] will tnus oe reauired to
nake tne necessacy modificac.ions to its.studenc assignment plan, tie employment of olack adminisccatocs and princi?als, and the ado9tion of a rac1ally neutral plan evaluating and placing students requicing special education. It will also oe cequiced to cooperate in t~e ~ntecdisccict aspeccs of c.ne cemedy outlined herein. Little .:tock Sen. L>l:5t. v. ?ulasKi Cty. Sceci.al Sch. Dist., Memocandum Opinion at 61 (Nov. 7, 1985), 778 E'.2d 404, 435 (3tn Cir. 1985). As d r
:SUL':, tne tlLRSD cecogn1z~::1 that Lt :13.S a li
nit-=d role, and t~us a li~1ted interest, in furt,!r re~~dlal proceeding:
oe:0ce tn1s Cour':. ':'he sco9e cc i:s ?lan is S?@c1tically de:
igned witn cnese l1m1tacions in :nind and is l1mited ~o
na~ing tne cnanges in tne N:JSD's scuden: assi
nment plan, L':S rec:::.ii.c.::ient and assignment of olack tedc:i,~r:
, govecning the evaluacion and placement of scudents requiring spe~ial education nec~ssctCJ to comply Jtch tne mandate of th~ E:igntn Ci CCUl ':.. and :
cope oi cne Di:
tcict':
pact1cipation 1n any other interdistcict celief ordered oy the court cecause it would be pcematuce to address tnis 1ssue at this time. Before any 00083 meaningful consideration canoe given to an/ interdistcict cooperative programs, tne more pressing Lssu:=s oE .)011nrldry c:ianges, excnanges of propectJ, assignment oE ces?onsio1litJ for oonded indeotedness, reassignment of teac~ecs oetween districts, and che adoption of student ~ssignnent ~nd transportation plans for the districts as wod1Eied nust oe resolved. At tnis time tne Nortn Little ~ock School Jistrict does not perceive how these issues affect its interests and, therefore, has nothing to offer to the resol tic,n of tnese questions. Once these issues ace reso ved and tne District court deems lt appropriate tne NLRSD will make proposals regacaing its participation in magnet scnool and otnec cooperative programs. Should tne other parties propose sucn programs oefora these issues ace resolved ~~i~n involve th~ tnis time, t:.e :~:RSD -..,ill provide sucn ::,efoce t:ie .:une 16, 1936 nedrings. 3cwevec, as stated aoove, gi~~n :~a fact tnat all ~LRSD suomi:s tndt Lt is pre~ature to deal ..,i:n tne aoove descci::,ed ?rogr3ms at tnis time. NLRS0 suomits that tne Eollow1ng pl3n will, iE ~EEec:ivelJ implemented and monitorad, remedy tne vtol!tions Eound the tne circuit Court. of tn1s plan. Tne District pl~dges :o =amply ~itn tne teems 00084 Cl) 8 c:::: t:, t:%j z 8 ::r,, Cl) en H G') z 3: t:%j z 8 'C t-< ::r,, z Cl) 8 ::r,, l"lj ~ :::0 t:%j n :::0 c:::: H 8 ~ z 8 'C t-< ::r,, z '"o t-< ::r,, z STUDENT ASSIGNMENT PLAN HISTORY OF STOR~ PLAN Elementary students witn1n tne Distric: ace assigned accocding to tne St~,~ ?lan in gcades 1-6. The stoc~ ?lan pairs a scnool in a 9redominately olacK acea with one or moce schools in a predominately white area. These scnools are gcouped so that eacn gcoup's racial make-up represents the racial maKe-up of the Distcict. This plan is based on two pcimary premises: first tnat it accomplishs tocal integration and, second, that it is the least discriminatory met:'lod possible 1n that no area of the District can be considered to be favored in any way. In ceder to oe as faic as possiole students we,e initially selected at cancan for transportation. ~tie following 9coceuuce ~a~ used: a:l l~ctecs of tne alpnaoet wece placed in a container and an a:pnaoet was drawn from tne containP.r. aeginning wi=n tnat lettec of tne alpnaoet tne stadent oorly in each scnool .. .a s di1iced into gcou9s of at)pcopciat: .
.1,~. .rno::n the end of tne al9naoet is reached, the 9rocess 3tar:s ovec and tne Di.strict continues to regcoup alpnabeti.calty. ELEMENTARY SC2OOLS The Noctn Little ~ocK Scnool Di.stcict desegregation plan, approved by the couct of appeals, see Davis v. 3oacri of Ed., 449 F.2d 500, 501 (8
::i Cir. L97L) ,rnd c-:vi.sed wi.tn the approval of the district court, see Javis v. 3oacd of Ed., Oeder (E.D. ArK., May 12, 1978), incorpocates tne following features: 00085 1. Since the total student population of the elementary scnools in the North Little RocK School District is approximately 42 percent blacK and 58 percent nonoldck students, eacn elementary scnool in the district ~ust have a ~tudent population wnich approximates as nearlJ as is feasiole these percentages. 2. ro assure tnat eacn school ~ill have a student population which is composed of approximately 42 percent black students and 58 percent nonblacK ~tudents, schools ace placed in groups so that students within eacn group can be assigned to sc~ools in such numbers as is necessary to achieve tne desired racial composition in eacn school. see Addendum lA. 3. Children entering tne first grade after May l, 1978, as well as all cnildcen ent-=ring tne district from anutnec scnoo1 district afte, May i, 1978, will enter the District pupil assign~ent plan dccording to tne last nane of tne cnild shown on nis official b1rt:h certificate (or n1s previous scnool record if he is -:ntectng Ecom anotner sc:1001 -:i..
tn..:::t) -,nd will continue in the r:otation cycle und-:r tnat: n.l:ne. 4. Kindergar:ten students ar:e assigned to their neighborhood scnools and ar:e not transported foe purposes of racial oalance. 7nis Nas approved by the court in Davis v. 3oar:d of Ed., 362 f.Supp. 730 (E.D. Ack. 1973) -2- 00086 5. alacK students living in predominately white aceas and white students living in predominately clack aceas ace not oused oc tcansfecced. Tne questions and answers concerning tne District's student assignment plan (Addendum 18) ace puolisned in August of each year dnd mailed to all patrons of tne Nortn Little Rock Scnool 01stcict. The decision of the Court of Appeals directs tnat the student population in the District n~ve ~ cacial composition within 25% of tne racial composition of the District as a wnole. Mem. Op. at 62
778 E'.2d at 435. The NLRSD has 4,620 elementary students of #nom 2,467 (57.9%) ace nonolack and 1,793 (42.1%) a,~ olacK. Tt1us, in order to meet the +25% standard, eac:1 school must nave a nonolack population betwe~n 42.4% and 73.4%, i.~., 57.9% ~ 15.5%. All tne elemdntacy scnools in the Distc1ct ace pcesent1y in compliance wit~ tnis .
tandard. JJNIOR HIGH SC~OOLS Junior nigh sc~ools, grades eight and nine, ace also assigned cy zones. :ne only exc~ption to tnis is an acea bounded on the east oy Intecstatd 30, on cne sout, and wouthwest by tne Ac1<ansas Riv~,, and on ti1~ ,10,tn oy Twenty-s~cond Street. See Addendum lC. alack students in this area ace assigned to Ridgecoad Junior Hign Scnool
all other students ace assigned to Rose City Junior Hign School. ~a.en junior nigh ~~hool reflects the racial make-up of the -3- 00087 oistcict. ':'hese zones will be changed if and when necessacy to maintain the racial oalance within the District. One school, central Junior Hign, serves ali seventn graders in tne Distcict. T~e j nice nigh schools in tne Distcict have a student population tnat is 63.8% nonolacK and 36.2% black. See Addendum lD. The nonblack population in each scnool must oe between 47.8% and 79.8% nonblack, ~' 63.8% + 16.0%. All junior high scnoois in the North Little RocK School oistcict satisfy tnis standard. See Addendum 1D. SENIOR HIGH SCHOOLS The s~nioc hign school ooundacies wee~ dcawn in 1970 so tnat each high scnool's racial ~ake-up ceflected tne rac1al make-up of the District. These ooundaries nave not been cnanged. They ~ill oe cnanged if and when necessary in ocdec to keep eacn scnool racially oalanced. The Ccial com~osition of the District's senioc nign schools i3 67.2% nonblack and 32.8% olacK. Tnus, ~~en sc:1OO1 must nave a nonolacK population oec,1een 50. H and 64. 0%, ~' ,0. 7.2% + 16.8%. -:-ne senioc nign scnools in ':ne Uoc::1 L.i.ttle ~oci< s.::1OO.L Distcict satisfy tnis r~4uic~!nent. STUDE~T orsrRI3UT[ON NORTH AND sou-HOF [-40 The following scnools aca locat~rl soutn of Int~c~cate 40: ELEMENTARY Argenta Boone ?arK Glenvie.., Lyncn Drive Meadow ParK J?ine -4- SC:CONDArtY Ole Mai:1 Hign School Rose City Junior Hign Scnool Centcal Junior Hign Scnool 00088 Red .. ood Ros~ City seventh Stceet Bacing Ccoss Centec Skills Centec 7he follow1ng schools ace located nocth of Intecstat~ 40: Amooy aelwood cr:est .. ood Indian Hills Lai<ewood tl or t :1 Hoi: g ht s ?ac1< :UU P11<e View SECONDAaY Northeast Hign Scnool LaKewood Junior: Hign School Ridgeroad Junior High Scnool A ma9 snowing tne appcoximate location of all Nor:th Little Rock Schools is attacned as Addendum lC. The cacial composition of tne Distcict as a whole is 61.8% nonolacl< and 38.2\ olacl<. 7nus eacn acea must oe oetween 46.3\ and 77.3% nonolac1<, i.e., 61. 8% data in ~ddenda 1~ and lJ discloses tnac tne cacial composition of all scnools nor:tn of I-40 is 65.0% nono1ac1< and 35.0% alack and of tnose scnools soutn oc I-40 the composit1on Ls 58.2% none Lac!< and 41. 3~ oldci<. :'nis is .. itnin tne st
ndard set O'J tne Couct oc ~991:als. -5- 00089 SCHOOLS GROUP A LAKEWOOD CRESTWOOD BELWOOD PINE TOT.A.LS GROUP 8 PIKE VIEW ARGENTA TOTALS GROUP C GLENVIEW LYNCH DRIVE TOTALS GROUP D AMBOY INDIAN HILLS SEVEN7H STREET BOONE PARK 'i:'OTALS GROUPE PARK HILL NORTH HEIGHTS REDWOOD 7OTA.LS GROUP F MEADOWPA RK ROSE CITY ':'OTALS BARING CROSS* DISTRICT TOTALS NORTHL ITTLE ROCK ELEMENTARYSC HOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDINGK INDERGARTENS TUDENTS NONBLACK No. ( % ) 143 (63.6) 100 (57.1) 61 (55.0) 93 (53.l) 397 (57.9) 234 (60.6) 97 (53.9) TIT (58.5l 104 (58.8) 123 (51.0) TIT (54.3) 172 (58.l) 209 (63.5) 169 (57.ll 239 (54.8) 789 (58.l) 116 (61.7) 238 (63.2) 133 (54.1) 487 (61.0) 117 (56.5) 116 (53.5) 233 (55.0) 3 ( 30. 0) 2,467 (57.9) B~ACK No. ( % ) 82 (36.4) 75 (42.9) 50 (45.0) 82 (46.9) 289 (42.l) 152 (39.4) 83 (46.1) 11'"5(' 41. 5) 73 (41.2) 118 (49.0) TIT (45.7l 124 (41.9) 120 (36.5) 127 (42.9) 197 (45.2) 560 (41.9) 72 (38.3) 127 (34.:3) l13 (45.9) 312 (39.0) 90 (43.5) 101 (46.5) 191 (45.0) 7 (70.0) 1,793 (42.ll TOTALS 225 175 111 175 686 38 6 180 )66 177 241 418 29 6 3 29 296 436 1357 188 365 246 799 207 21 7 424 10 4, 260 *Bacing Ccoss was cceated as an altecnative to placing sevec~ly nandicapped cnildcen in state institutions. Tne only stuJents assigned to tnis scnool ace tnose who ac~ pcofoundly and multiply nandicapped. 00090 I 1. Q. CONcn.'fING THE ll:VIS!Z> ~ARY SCSOOL DESEC?-ECA'l'!ONP U."f /~c(j_t. o FOR THE NOl!H Lim.E ROCK SCHOOL DISTRICT -~_if What about children ia:'"the same family vho have different names? A. A child who enters tba School District after ~ay 1, 1978, as a first grader or aa a newcomer to the district on any grade level vill be placed in the pupil uaignment rotation according to his/her last nace as it appears 011 the official birth certificate. Special consideration cannot be given to families vhose members have different lat names. 2. Q. After the number of uaignments have been made in the spring to achieve the proper racial balance, vhat provisions vill be made to protect that balance from losses resulting from moving during the su=er? A. An additional 10 percent vill be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to p:-e:ent s:
.
:ie:.:z fro:: ha
ing t,j ... it at school longer than is desirable. It should be noted that no child .n.!.l be t=a~sported more than 7.5 miles one vay
therefore, the s:aggerec tice schedule causes only slight dif:erences in school schedules. 4. Q. Can a student avoid being transported if he/she attend~~ private school during the year(s) he vas assign~J to a school outside his neighborhood? A. Any movement vithin the District will place the student i~ the rotation plan or assignment present!.} i:1 effect in the attenda:-:ce zone where he will be residing. If a student attencs a private sc~cc~ ~e rec~~~~ to the ~orth Little ~ock Pu~lic Scheets. 00091 5 .. Q, Where do stuaents attend school vho enroll after the school year begins? A. Students will b usigned according to their place in the alphabetical rotation system. 6, Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q, Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. 'No stops will be made to receive or discharge pupils at any other point. It is the parent's responsibility to deliver children to the neighborhood school
it is the district's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in cwo schools. The zones were revised so that some students who would have attended Crest~ood Elementary will now attend Indian Hills, Soree students who would have attended Crestwood will now attend Lakewood, and scree students who would have attended Saventh Scree~ will no~ attend Redvoo~. 00092 9. Q. How were the groupings of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enroll~ent of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial CO!lll)osition such that their race is in the minority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the district to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special educ3tion program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enroll=ent in special education classes be sc3ll enough to allow for as much individual atte~ticn as is needed for each child. Exceptions rnay also ~e made for children with a medical disability if the situation ~arrants. These must be considered on an individual basis. 00093 STAFF RECRUITMENT PLAN NORTII LITTLE HOCK runL lC SCIH)OL
, 1,--------------------- ,. ...,...,,.~ .,. ..... ,, ,,111 ... , 1 .,. ... ,. .., a .I. .......... , ~ fl,.,.,.. l'
nL , . "''"'"'" " ti"-:mit: 1, , ,,:111 '''""' '"lt.._, .. tJ ...I )n,h lhh~ Ill. ~k.-,t.,. 1.a,L II. N,,.,h 11.-irtw, I! l'L 11,11 IJ l'il..- \'k u. l'iu< " th',1...-.,J '"M ,,..,(.'.i t> 11. '.'M.hnth su~1 "'"'"' 1111h S.l,,,.,h IM C.totul ('I I aL.,.,.,J ~ kiolrcu,,J 21. ku-.c l i11 lll11t S. ..... .._ .? ? Nut1ltla,1 11 Ilk M
oin 2-1 I, .. ,. IJ.nioa (. '"'' ( cmn lJ. I'"' 'ilifh t ""'"' --- " Ridgeroad Junior High-black students' Rose City Junior Jllgh-white students 0 e .. ,.( . ... ,( C
---- 0 I lul, kJ \ UIIII) l lnt'I "'"'" .." ,.., ,. ' ' .., Ol 0 0 0 SCHOOLS CENTRAL LAKEWOOD RIDGEROAD ROSE TOTALS SCHOOLS NORTHEAST OLD MAIN TOTALS SCROOLS Baring cross NORTH LITTLE ROCK PUBLIC SECONDARYS CHOOLS RACIAL COUNT AS 0~ OCTOBER 1, 1985 JUNIOR HIGH SCHOOLS NONBLACK BLACK TOTALS No. ( % ) No. ( % ) 423 ( 61. 0) 270 ( 39. 0) 693 348 ( 69. 0) 156 ( 31.0) 504 413 ( 6 4. 0) 23 2 (36.0) 645 274 ( 61. 6) l 71 ( 38. 4) 445 1,458 ( 6 3. 8) ~ ( 3 6. 2) 2,287 SEtlIOR HIGH SCHOOLS NONBLACK BLACK TOTALS No. ( % ) No. ( % ) 769 ( 7 3. 5 J 2 27 ( 26. 5) 1,046 665 ( 61. 1) 424 ( 38. 9) 1,089 1,434 ( 67. 2) 70i ( 3 2. 8) 2,135 aARING CROSS* ( Scnool foe multiple handicapped) NONBLACK BLACK TOTALS No. ( % ) .l O. ( % ) 7 ( 22. 3 l 23 ( 7 6. 7) 30 *Baring Cross was cceat~d as an alternative to placing sev~cely nandicapped cnildcen in state institutions. The only students assigned to this scnool ace tnose wno ace ?Cofoundly and multiplf nandicapped. 00095 C/'t-3 :i:,i "rj 1-:,?
l::t?j n ?
l::c::: H >-3 z~ >-3 STAFf RECRUIT~ENT ?LAN ~he Eighth Circuit directed tne Noren Little RocK Scnool District to develop a plan to comply with earlier decrees regarding inc:easing the representation of alacks as principals and administrators in tne North Little Rock scnool District. To ensure that a greater numoer of olack applicants ace attracted to teacning positions wnich would improve the pool of qualified applicants for administrative positions, and in order to meet the scandards set oy applicaole law, the North Little Rock scnool Discrict proposes the following components of a comprenensive recrui=ment plan. INTERNAL ACT!VI~IES 1. The District ,
ill develop a oudget that anticipates activities related to all components of the plan and provides the necessary funding for these activi:ies. 2. North Lit=le 2oc1< Scnool District personnel wil_ oe notified of ~~canc~-=s in ddministtative and principal positions and ~iLl oe ~ncouraged to apply. 3. ?eriodica1.:.:r, tne :iocth Little Roel< Scnool District will conduct an in:ec~sc survey among its teacners and admini~tratocs wit~ the purpo~e uf ~ien=i~ying tnose individuals ',
no ,,01llr.i os: inter~sted in advancs:ment to administrative or ~rincipal position~. 00096 COLLEGE A~D UNIV?RSITY CONTAc:s colleges and universities are perhaps tne oest 5ource oE qualified applicants Eoc teacning positions. ~~erefoce, tne District will contact these institutions foe the purpose oE recruiting qualified black applicants. 1. The District will identifJ regional colleges and universities wnic~ nave strong teacner education programs witn significant black enrollment. 2. The District will identiEy regional universities having post graduate education programs witn significant black enrollment for tne purpose of soliciting olacK applicants for administcat1ve positions. 3. Tne uistrict will contact tnose instit~tions identified in paragrapos land 2, as well as otners, using a letter of introduction (~ddendum 2A) and will provide tnem ~ith a ococnuce containing ori~f infcc:na::.ion aoout tne 9istrict, occupational o~por~uni~ies ~nd ~ pioyee bene~its
an Equal Opportuni~J 2wployer statement
and a~~: con:a~n~ng otnec pertinent information. 4. District personnel will visit tnose teacnec ::raL~1ng institutions expressing int~cest, witn special e~pnas1s on estaolisned career Jays or special ~vents ~ponsoreJ OJ :ne institutions and witn special attention given to institutions ::.nat nave nistoricaliJ ?reduced greater numoers of clack educators. -2- 00097 5. Disccict pecsonnel will attend visitation seminars at interested institutions at ti~es agreed upon oy the institution and tne District. Pceaccangements and announcements would be made thcough t~e appcopciate officials at the instit tions. 6. The Jistrict will deve op appccpciate ~atecials Eoc distribution to institutions and their interested students, including an intcoduccory letter (Addendum 28)
a description of employee oenefits (Addendum 2C)
a District orocnuce (Addendum 2D)
an application
specific informational items on teacning, coacning, and administrative positions
notices on c~rr=nt joo vac~ncies
a scnedule of vis1tations and seminars
and the brocnure descrioed in paragraph 3 dbove. COMMUNITYA C7IVITIES Anotn~r excellP.nt sourc-: ,or recc
it.:ie"l:: can be Eound in communit/ f)Cog:a,:is anr.i dCtivities. :o t:1is end, tne Ji5trLct ~ill ensue~ cnac its paccicipation in =ommuni~y pccgc3~s and ac:ivities is consistent wit~ its commit~en:: as an ~qudl o~f)ort~nity dra~loyer. L. alack community leaders will be 1nvic~~ co tal~ ~Lt~ the North Little Rock Scnooi D1stcict concer~ing c:1e e~ploy~~nt of alack administ:3tocs. 2. The Jistrict will also contact community organizations, such as tne Uroan League of Greater Li:tle RocK, ~hicn ~covLde employment cececrals for olack professionals. -3- 00098 - PROFESS:ONAL ASSOCIATIONS Placement services provided by proEessional associations :or their members is an additional method of rc~r~i.t~ent. 1. The 0istric: will identiEy tnose educational organizations wnicn could serve as a source of olack appl:cants for administrative positions. 2. T~e ~iscri.c~ ~ill contact those organizations which provide employrnenc information and will provide them with relevant materials regarding employment with the ~LRSD. 3. Where appropriate Discrict personnel w:11 actend regional or national confecences sponsoce<l oy ?roEessional associations Eoc tne purpose oE recruiting administcati'le personnel. OTHER OU1SIDE AC~!VI~I~S 1. Recru1:ment activities will ce administered oy tnose ~ully aware of tne Jistci~ts non-disccimina~ion and equal ernp:oymenc oppoccunity policies. 2. ~ecruit::io::nt ~:>rograrns rnay oe neid in nocel/:.iotel conf?cence cooins 1n cii:io::s considered a :,:,cur.11.,
i.ns.
ourcc 0f. .
19pli.-:ant3 - Eor e:<ampie, Mem~nis, Ttl
Jackson, :1S
Jacon ::tuuge, i:..A. Suen programs would oe preceded oy extdnsive local !
)Ublicity. 3. It ,1ill oe cne pollcy oE tne ~locth Little ,:\CC'< scncol Disi:cict to nocify in ~citing all recruitment suuccas and to state i.n ill recruiting materials, includin1 news9dpec advertisements, that it is an "Equal Opportunity Emplot~c. -4- 00099 PROFESS:ONAL ASSOC:ATIONS Placement secvices provided by proEessional associations :or their members is an additional method of re~c~i::.~ent. 1. The Jistric: will identiEy tnose educational organizations wnicn could serve as a soucce of clack applicants for administcative positions. 2. T~e Jistri.ct ~ill contact those organizations which provide employment information and will provide them with relevant materials regarding employment with the ~LRSD. 3. Where appropriate District personnel will attend regional or national confecences sponsored oy professional associations foe tne purpose oE recruiting administrati~e personnel. OTHER OU1SIOE AC~!VI~I2S l. Recru1::.ment activitLes will oe adminis::.eceJ oy tnose ~ully awace of tne Jistri~ts non-discrimination and equal employment opportunity policies. 2. ~ecruit::ient programs may be neld in noc:el/:.iote.!. conf:!cence cooi.ls u1 ci::i1:s consider.:ed a pc0m1si.ns source vi:. 19pli-:ant.
- Eoc e:<ampie, Mem9nis, Ttl
Jackson,
1S
Jaton ~ouge, C,A. Suen programs would oe preceded oy ex::.~nsive local publicity. 3. It .. i 11 oe the policy of tt1e tloc:::.h Little ~eek Scncol Dis:c:ict to notify in ~citing all recruitment suucc2s dnd to state i.n ill recruiting materials, includinJ newspd~ec advertisements, tnat it is an "C:qual Op~,ortunity Emplof~r. -4- 00099 4. ~he Distcict will pccduce a 10-minute slide snow oc videotape pcesentation desccioing the Distcic: and occupational oppoct nities 1n the District foe ,1se at ceccuitment sites. 5. When appcopciate, the Distcict will advectise teacning and administcacive vacancies in newspapecs and othec wedia in communities that have colleges and univecsities tacget2d foe ceccuitment efforts. -5- 00100 ! I AddendumA Add.JA uIMI~1 trr@mu!llLiIi luu!L~m @~~ ~@IID!Lr~r~~ IMI@@!L~ ADMINISTRATIVE OFFICES 2700 POPLAR Sii=lEET January 14, 1986 ME1'T0 O: Officers of Teacher Training Institutions FROM: Doyle Crownover, Assistant Superintendent for Administration SUBJECT: Employment Applications The North Little Rock Public Schools seeks to staff its schools with the best teachers available. To be able to do this, we covet opportunities to consider your teacher candidates. Toward this end we have prepared material that gives prospective teacher applicants information concerning employment in the District. We are eager to have this information placed in the hands of all potential teachers, and solicit your assistance in this effort. We would welcome calls or visits from your teacher candidates, and would be happy to visit your campus to talk wi:n groups of prospects if it appears this would be mutually beneficial. NORTLHI TTLER OCKS CHOODLI STRICTIS ANE QUAOLP PORTUNIETMYP LOYER P.O. SOX 687. NORTH LITTLE ROCK. AA 72115/CE87 5011758-1760 00101 AddendumB Al~(. J /J u'.I=J~~ ~ulliJ rL,JrJuib~~ @~~ ~l::IDrr,,~rr~~n =J@/1~ ADMINISTRATIVE OFFICES 27C0 POPLAR STREET The North Little Rock (Arkansas) School District is seeking an opportunity to consider for employment the most outstanding teaching and administrative candidates available. If you desire to be a part of the professional staff of a public school district that is recognized as being a state leader in learning opportunities and student performance, we earnestly solicit your application. We ask you to examine the enclosed materials tJ acquaint you with the advantages and desirability of employment with the North Little Rock School District. If beccming associated with this District appeals to you, we encourage you co complete and return th~ application form. P.O. 8OX687. NORTH LITTLE 9CCK. AA 72115/C687 501/758-1760 00102 Adcendum C iiorth Little Rock, Ar~ansas Benefits of Teaching in North Little Rock School District Sal arv Teachers are paid on an indexed sa ary scale that rec:gnizes training and experience. Increments are provided for each 12 hours of graduate st dy beyord the Bachelor's Degree, and for each 15 hours beyond the ~as~er's, and for each year's experience up to eight years at the Sachelor's Degree level, and up to 15 years at the Specialist's Degree level. For the 1985-86 school year the salary for a regular classroom teacher of 187 days of employment '"'ith a Bachelor's Degree and no previous experience is $14,530. A teacher with a Specialist's Degree and 15 years experience receives $25,611. Fringe Senefi ts Each teacher is provided a fully paid Blue Cross-o ue Shield 11ajor
-ledical Coverage, a dental insurance coverage, and a hospital iridernnity plan, 'Nith the option of having f~nily members included through payroll deduction. ~e provide $21,000 life insurance coverage on each ~eacher. Each teacher is provided an amount of S15.83 per month ',ihich may be applied to the :::ost of family coverages, or for additional life insurance. The total value of these coverages is $91.93 per month. Al 1 teachers must be members of the Arkansas Teacher Rei::~rement Syste,n. Beginning on July 1, 1986, they '.iill have t~e oo:ion of joining the co1tributory plan (63 of salary) or non-contribucory ~lan (Q~ of salary). Those choosing the contributory system .~ill qualify for a greater ari:iui:y uoon retire1,1ent. Deferred tax opticns are also available for rer:irement planning. Teachers also participate in the Social Security retire,.1erit system. Si ck ~eave Teachers in the tlorth Little Rock system receive 1i:1e days per year sick leave for- the first four years in the Distric:. These days per year then increase for each of next six years until 20 days oer year are awarded for the terich year and thereafter. Unused sick days c.re ac:::u111ulated up co 100 days. Perso,al Leave Teachers of the District are awarded one day per year of leave for personal reasons. There is an accu1,1ulation provisio:1 for :nese ddyS if tl1ey are unused. 00103 Page 2 (Benefits of Teaching in North Little Rock School Oistric~) Inservice Training The North Little Rock School District maintains an ongoing, indepch program for increasing the competency of its staff. The program is constantly revised and adapted to the needs of the staff. Profess iona 1 Le~ve Upon approval of request, teachers are granted professional leave for a wide variety of activities. 00104 Addend1JTD1 NORTH LITTLE ROCK PUBLIC SCHOOLS-- jf - - ... -~- --=--- -- .~ ,,____ :.::-:.-
-~ iii:.~.. ~~
~~-~{
-:.--,~,,--~._~ _
_ moving in the right direction, helping every child achie\'e Cl) "'d l:rj n H
i:,, t'1 tJj c:, c:::: n
i:,, t-3 H az From the Superintendent ~.:.:"':'-S_ - .--- a
:.
.
We are pleased chat you wane co icnow about public schools in Sorth Lmle Rocle.T his brochure ,,.,II~ ve you some basic fac-...asb out our schools. students. teach~ and educmonal programs. We hope you will also \1Sit our schools to see for yourself why we have one of the state's best school systems. Quality education has been a standard in the :'-forth Little Rock School D1stnct since the first school door opened in 1901. Since then. the Discncr has grown to approximately 30 square miles W'lth 15 schools serving nearly 9.500 students, the founh largest in Arlcansa.s. Along with growth in siz.e and enroUment. the District has also grown in educational stature to become a recognized leader in learning opportunities and student performance. To ensure individual student growth, school cumc-.ilum 1s broad in scope while empha.sizmg basic slcills in re:iding, commurucanon and computation. ,\II schools have earned accredJCat1ons tatus by the ~Orth Central Acc:-editauon Assoaat1on, and all are rated A" by the State of Arlcansas. Public support for our schools is reflected through Parent Teacher Assoc1at1ons (PTA). the Dmr:ct PT A Council. advisor
committ~ and ocher groups. The District enJoys the help of patrons through the Volunteers in Public Schools program. Through these :ind other eiforu. community members are involved in the educatton of our children. The School Board and ,he staif agree with the public th.it schools are rlaces for karn1ng. and the~ belie\e in strong, fair dbc1piine m the ~ch1A.b. The result 1s the !aclc of senous disciplinary problem~ that disrupt the educational process. We like co thinlc of our ciscnct as responsive to community needs. Please fee! free to cill upon me. our ~nncipals or any of our staff for 1nfor.nat1on or to e:~press vour concerns. I believe that when schools and homes work together, life imprO\e5 for everyone wtthin sc:iool distr:ct bcundar.es. I urge you co ccamme our s.:nocis and join us in support oi our public school SYStem and our commumt\. Joe -\u~11n, Ed. D. Sup,=rinrendenr bf S.::iool, Addendun D NORTH LITTLE ROCK PUBLIC SCHOOLS-- =~ - ----
i-:P: .. .f--.-- -~-- ~-:=~--
~-s, i_~__:_ ~.. ~ ==-.' ~-, ---~~-.-< \. ..~. - moving in the right direction, helping every child achie\e en "'d trj n H :i=t- 1 t:r:I t, c::: n :i=- 1-3 H 0 z "'d t-1 :i=z Twelve ways we help children achieve ... a comprehensive. coordinaled cumculum that stresses basic skills in reading, ~ommunication and computation an expcnen~. highly trained and dedicaled st.1ff, nearly half oi whom hold masler's deye:s a regular program of curnculum n:newal and textbook evaluation guidance and counseling services al all elementar)' and =onda.ry schools a gifted and talented program for e!emencary and junior high children computer assisted instruction projects with more than 300 microcomputers available to students a range of high school course offerings for vocational. coll~e-bound and handicapped students a range c,f <peciai educanon
~:", 11:es wah Ll!d1v1d~: 1! education pl:l~s advance plact:ment classes for
e,:ondary students :ict1ve parent involvement through PT A's. PT A Council. ad,isory commmees and booster clubs an eifec{lve disciplinary program wnh i:,aremal input low studenu teacher ratios ana high
,er-pupil e:<~ nditures for effec:1ve dassroom learning moving zn the right direction, helping every child achieve 00108 Educational Programs North Linle Rocle teachers believe that all chtldren may learn - the vocauonaJ student. the coUegebound srudent. the student Wlth spe-=:al gifts and the handicapped student. They re:ogmze :hat each chlld has an individual learning pattern. and they encourage each to progress according to his or hc=r best ab1liucs. Careful appraisal. frequent evaluation and nexible grouping ensure that each chlid W'IU receive instrucuon according to idem1iied srrengths and needs. The curriculum at seventeen elementary schools places primary emphasis on the basics of reading. spdling, English. mathemano. '4nting, social studies. science and health. Children also pamcipate in music. an and physical education acuvmes. Mastery of learning skills in each subJect is stressed. :ind career awareness is a component in many of the basic subject.S. The Junior high provdes a period of transition from the elementary si:hool to senior high schoob. Tne tranmion covers aJl areas or s.:hool life: academic. CO-c'Jrricular and soc:al. All seventh-grade students attend Central Junior High. Three other junior high schools se:-.e students in gr:
::::
eight and nine. At the junior high level, connnued emphasis 1s placed on the indi\1duaJ and on basic skills instruction. while a wider scope of insr.rucr:onal programs and co-curricular aci:1vities is introduced. In additton to basic disciplines. junior high ~rudents may selet:r electives in modern foreign languages, 1ndustnal am. home economi.:s. expl0ratory busine,s, :in. commumc: irions. choral music and band. lntrodu~1ions to competitive athletics. stude:,~gove-:nment, sp1nr clubs and special interest organiutions encourage self-Je_ velopment an9 pre
:,aranon for high school. Two high schools sene students in grades ten through twei,e '4'ith a comprehensi\e course of srud~ based on the distncr's commnment to prov,d1ng J c!assical colkge preparatory cumculum :ind career preparation programs. A strong basic academic program and J \\tde range of decti\es in tine arts. fure1gn languag~. forensics. business and \O.:at1onaltecnn1cal skills offer :i :nultnude of options to hq
h school
tude~r~. . .\ te:i<:hin! ,tJ!T oi more than 550 d
is
room in< rru,:ors prc,,1des for :in erie::t1ve a,erage 1eac~cr,1.. 1J.:m rauo of vnc: w ,<!,cnt.:en. movmg in the right direction, helping every child achieve Gifted Education More than 500 students pamciparc in spec,al programs for gifted and talented children in kindergarten through grade nine. Placement is based on case studies of students who demonstrate outstanding intelligence. ability, c:-e:iovHy and task commitment. Placement is documented by test data. teacher input and parent input. Gifted dementary students are assigned :o regular classrooms tor basic mstrucuon and receive additional instrucoon from a gifted.' talented resource teacher. Junior h1~h
cudems arc placed in duster classes usuall~ in :he areas of E:1glish. mathematics. science and social studies. Addicional mstrucnon is also a\ailablc from resource teachers. and a separate gifted math program provides au:~iliary opponuni.' ties for elementary and junior h:gh students two evenm. sessic:,s pe~ '-': ::le sc:-.:ondary scuden,~ a, ,he ju.-:ior and ~c:r.ior high leveb may tx placed in honors classes based on grades. ta.
he:- rec0mml!n.i
,rion~ and ~tandardized test scores. The total gifted program ensures the mastery of basic skills while offenng t1e:(ibilicy, independent inquiry. ennchment. ,11.:.:dc:rationa nd ht~her :e,el :earn::, g a
::t\'t!:~. :. Special Education Special education ser.1ces enable approxuna:ely 1,500 handicaoped stude:,ts to receive maximum educat1onal be.-:eiits chrough individual programs. Learnmq n~..s are dete!inlned by a crained staff of special ~ucac1on ccach~ and school psvchologists. They work closely w1th students and parents to develop mdhidual cducauon plans. The 'ionh Lmle Rod .. schools are dedicated to the ::,roposmon rhar rhe -ruder.: ,,.,rh s~:i! :-:ee--s..hsc :.:!:i noc be 1solate-J from pee:-s. HandicipfX(i scuJent, ar~
,lac~ in spcc::ll .:lasses or regular classes, de~ndtn!! er. the :e::
: ::i::~e5: cf :he students. Plac:mem 1s based on hancicappmg conditions and accompanytnll educauor.ai deficits. E,e:-y effon 1s made :o ::.-:su~ e
rucenrs :~! a par. vf :he scnool e:1,1ror.~e::t. A, \4 1Ji! ral
!,C ~i~r V~i::ii7'i' l:i-:!l.des:~ J.SSc!S r~: :,:..:. de:11 w11:, l~r:img ji~actliues. beha\tOr ad1us,meru ..:las,c:s . .:!asses tor .-:ie~:111~ handicapped scuce~:s. s~rv1~es tor ortho~d1.:a lv handicapped srude:1ts a:::.: s~!'l :he~:i.c, .:ia~,c:~. H::indi,appcd students ma, acce:1d the s:..11~ C ~nee~. :i ,e
:,arate facdn, ,,.,th 'o:: rnc::al
::o~:l.:7:S,e :"- :::>?, c:-:onJary ,cudencs in na,. cta, ,ess1on< c,i1c~e'."'. 1ges 5 10 :1 "'l!h muiur:1e handicap< ":io -.::i.nnL,r: :.rnrnon 1n rhe regular ..:!aS> rovm are
.
:-.d ac :~~ 3
inng Cross c~ni:::. -..h:: fun,lll'llal J ::demi, ,r.,,~
.i,t1on inC:ude, a rcx:
.i, 0n , l'~J11un~I ::r~:::-ar:::uc~. Student~ "n,"c: mc:.J,, . : ... ,rhilf1\,r~ ..:.:.:::-_ i1 .. ~-
-_. ..: :en Jt h,)r:-:~.l ~~ \c:!~\:.:J =-'' .. t lh':~:."" "I' - : . ..! ... 7
::- Computer Education Recognizing the tremendous impact oi computer technology on learning styles. teaching techniques. occupational skills and car~r choices, the d1stnct 1s committed to a comprehensi,e program of computer educ.'.ltion. :'viore than .300 microcomputers are available to students distnctw1de. Computer literacy in grades kindergarten throu2h twelve incroduc::-
scudencs to the fundamental skills ne-.
:ss:ir:
:o li.-c and -... nr~ in a high-!~h sv..:ic:::. C-Jmputer i1tc:rat:y 1s de,eioped throu2h seconda
..,. Lour~~ in co1:1pu_tesrc ience. as well as ~omputeras
!~! ed ?nstr!.!:t:on:~ :!~::id::-:-:::i:r e:s a: all grade level.
. Compl!ter science courses include insm.iction in computer languages and programming skills. Thev rre
:,are stuaerm tor
:,ost-se-:ondary e.,penenc:s in .om
:,1.
:::r-
eiaccd,
el-:l
ihruu~h ..:ollege c:t.lu1.:auun, ,ocat1onal edu.:auon or on-1he-J0b tra1mn2. Computer ass1s,ed and computer ma~a2ed instruc: 1on are ,1e"'ed as ,iul assets in manv cu~cular areas. \.1i..:ro.:ompucers ~sis1 students in.masterv oi basic skills in mathematics. i-eading and lan2~a2e arts. Cumput~r :i:
,ist~.! instruction supplement
re~ular .:!a~sroom ac:1\ ll1es but does not replace bas~.: 1n,truct1on. .:la,,room te-st1o r home,...ork. .\s a result of :he distnct"s .::ommnment tu ..:omputer 1nstrut:11ona. Nor:.th Little R0t:k juni,ir h12h .,.a. s <cks.:tc:Jt~! a \ite ior a t"'0-' ear pilnt pro~rJm throuizh the \fi,rP,0rr.r.utc~ Pt,,e:: it,r \r\.
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... r i1r.d11 .. :..1I :::~:11 .. Vocational Education Voc:rnonal education is another way Nonh Little Rock ~hools prepare students for life after graduation. Educat0rs believe that those studentS who s-eek e:noloyment after high school should have encry-leve! Job skills to accompany their basic academic kno"' ledge. The combination be:ter prepares them for producuve cmzenship. Studem.s may e!~t ro attend vocational edu.:auon courses 1n business education. home econom1cs. markeung and industnal ans. Pract1c.'.lal .n.s courses inc!ude computer onented ao:ounting, intem1,e office laboratory, shonhand. typewming, marketing. merchandising, child care, home economics. auto mechanics. construcuon. electronics, graphic arts and power mechanics. E ~ploratory courses ~n at the juruor high school level. Cooixrati\e programs. invo!v1r.g on-th:-jot: training:. ar~ lature:i Jl tne high school !~,cl. The.e indude cooc<:rat1,e orfice edu.:auon. markeuniz. distnbutive ec~cat1on. occ11r
i1i0nal home ~on~m1<.:s ar.d 1ndustr.al cooperau"e training. Athletics .\thieuc, for t,n,, J:,c~, and g:r!s Jie ~ :m::o:-:::-,: pan oi school life in .'ionh Lmle Rock. Secondar\ studc!nt
mav par,1,:pate in iootball. basJ..e::-ai!. track and rield. golf. vollevball and :enms :e:ims. H,gn schools ..:orr.pe:e in :~e 4A .::omoeuuon di\!s10n. :he d1,111on 01 school, "1th the scares :arsest c!nrollmc!:m. E!ig:1ctl1:f\ ur par:i 1rat1un in athletic JCtl\ 1t:e-si, ~0, .:rnc:ub ~ the .l..ri...1r.s:.1. is.. cti\lues. .\ssoc1au0n. In gen.:rJI. ,t1 .. .:::n1, mu<t ra,< ,hr~ JCademK ,ut-_1::--.::, 1r0111 :h.: ,:-r~-~~uin-~.: :-nesterf or clt"g1btl1t\. 00111 Excellent Performance North Little Rocle students consmemly score at or above the state and nauonaJ norms on standardized tests: and in general. scores improve each :,-ear. The .\.letropolitan Achievement Test is administe:-ed annually to students in grades t,,.,o t.hrough ten. In accordance wnh state regulauons. m1rumum
:>e!'formance tests are admmmered to students in ades three. sue and eighc. Compome scores on college entrance e.'taminat1ons re\ea] that North Linle Rock students are more than adequately prepared for academic success aiter high school graduation. Also. as a result oi high scores on the :~auonaJ Ment Scholarship Qualifying r~r. ~rndenrs r~e:ve r~o!,:niuon e:ich year. \/onh Little Rod high school~ are consistently among :he state leaders in numbers of students rcce1, mg cc:!ege ~cholar
h1p<t hrough the :--.:ationa\JJ te:,t Scnoi:i:sn1p e.~aminat1ons. High periorrnance is the result of program de,d- 0r,menr. curriculum renewal Jnd qualiry teJ.::.ing. nrher honors uid a,,Jrds re-:ogr.:ze studenrs for 0utilanding achievement 1n many academic areas ~ach ~ear. s1gnsf:,ing the dismct's commnment to ~.:cat1onal e."eUence. Guidance Services Gu1dJnce program< in a:!e:-r.enrarayn d
econdary schools are conmtc:nt "'irh ,tJte and North Central A~s0\.1ationr egulations. The progr~s proV1dec oun~ eling for student~. parents and school per~onnd rdat1,e 10 students progress! beha, 1or and per\on:iJ '.TlJttcr~.P arents and ~rudc,m Jre en,0ur Ji(c:J to \c:~k !
UldJncc <er-ic~. Health Services Stude:1r he:ilth
ervi.:es a.re pro,ided by prot'c:ss1onaJ nurses "'ho ,tar'f the dimes at ach school. The -chool nurse
ror.iores health educarion. provides e'.Tlergen.:,: :.~: :o r suc.lde:,i llness or injurv and prc,1de~ ,1~100 Jnc ~e:mng sc~eensngs. The nur,e "L'r~~ "1th paren!< Jnd the s,h<..'01s taff in ident1r\- 1nt.:q uJcn, hc:.dth
-r. ..c !c:~ .. .!~t .
e~~ing s.:u:\:J..::\,:-. mov11H! 1n rhc righr direcrion, helping erery child achiere Staff 5upcrior teachen and a strong suppon staff are the most valuable assets in the Nonh Little Rock ,chools. The professional staff renects the high standards of the people who live in the communny and who
,i.ac: .:ducauon as a top pnoncy for their ctuldren. With an approximate S21.CXXavl ~age. Nonh Little Rocle teacher salanes rank in the top five percent in the state. Nearly half of the staff hold advanced degr~ and cerufo:ation. All principals. supervisors 211d te:iche:-s rec~ve training in improving 1nstruc- 11onatle chniques and classroom management. Media specialists. special educauon teachers and elementary tc:ache:-so i gifted students complete specially developed management sessions. ~1any tcai:hers participate in proies.s1onal organizations such as the Arkansas Assoc,auon of Professional Educators (AAPE). :he :\m~c:in Feeention of Teai:h,m (AF1) or ihc National Education _.~ssociauon (NEA). Finane1al grants. recognmon grants and honors awan.Jc:-tJu ta.:hcri iet1.:c, ,he -=~=:cateds
,int of al! proressional staff members. In 1981-82 and in 198-4- SS. a "'onh Lmle Rock teai:her was named Arkansas T ea..:her oi the Y e:ir. and the state runner-up m 1983- ~ ,..as anotr.er :--,ionh Lml.: Ro..:k tea..:her. Discipline The Soard of EJucacion and administration ha~e imple:-ne~ted m.::isures to ensure acceptable benav1or at all sc:iools: Handbooks-based on student, teacher anJ pa,e:it input outline student nghts and re<p0n<1- bdit1~. a~ ,..ell a.~ ,1mer school-relat.:d information. 01,..:1rlinarv ,
anc:1on, an: .1Jrn111i-1c:r<p'Jru mptl\ \\ :: 1- ..!i :: ,"~l"W,_~:. , Administration The adm.mistration of the :--lonh Little Rocle School D1stnct operates under the policies established by a six-member Board oi Educ:rnon. eleced at large. Policies are administered by the supenntendent and four div1s1onaJa ssistant supenntendents for admmistrauon. instrucnon, business affairs and student affau,. D1~tn::
x:,l!1:1easr e !mplemented and eniorc:d 1n each
d10vl by the ca.~p:is pnncipal. The Board meets the four:h Tuesday or each month at adm1rumat1\e offices. :-co Poplar Street . .',,1eetmgs begin ac S
,.:n. The public 1s encouraged to attend. Curriculum Renewal A ,.
umcc1lumr er:e"'aJ proJe-::- :.:illedP racucal .. \p preach to Cumcuium and lnstruct1ona.J Rene,..al (P .. \CIRJ ensur~ that .:!assroorn IC3!TUnmg ee"!st he c,pe-.
:auons vi"
:-arencsa na se:ve-,
t udems. In P.\ClR. learner goals based on a commun1tv survey ana
ro~ram goai, b~,cJ on a
ur.ey ut edu.:.: itors ~1\e 111re-:t1otno cur.icuiar ar=. ObJc:-~tt\e, arc: Jc,duc:-.:1: ,,udent progress 1s measured: student nd, :i.re 1Jc:lllcied: :ind r~ograms. prarn..:es :ind ~esource, are ad_1uste<lT. hus :i.dm1mstrattved ec:s1ons arc b
i,_.J ,n s:uder.c
:-err0rmancc data . .:0mrnum1, .Enrolling Your Child Rc:gistration for !le\1,- srudem.s beg
r.s in :nid-Au~t
,.each year. Pupils who are age five before October I rare eligible for kinderganen,enrvllment in neighbor- hood schools
Kindergarten studems may request to transfer to a school "'here their race is in the minority. :-.ew students en.roiling in the rirst grade must be six years old by October l. All students new to the district must ,ubmir a complete he:ilth record certified by a licensed physician. No child will be admitted without proof of immunization against poliom~elitis. diphtheria. tetanus. pertu, sis. red measles (rubeola) and German measles (rubella). This information should be presented with a birth cemficate upon registraticn. For additional enrollmenr informarion, parents should contact the principal at the assigned school. Parenc.~ with a.~signmem questions
hould c:ill the Oifke of Student Affairs. iil-6109. r. Racial Balance Approximately J9 percent of the :'-Jorth Little Rock students are black. and 61 percent are white. :\t the elementary level. the ratio is J3 percent black to 57 percent white. The district follows a U.S. Federal Court ordered desegregation plan which governs the assignment or students to schools. To ensure that each school building's student population approximately ref1ects the racial makeup of the district, schools are placed in groups for purposes of busing co achieve raciJ.1 balance. Students within e:ich group are assigned to schools in numbers necessary to achieve the desired racial composition. Transrer of students w1thin e:i.::i group is determined by the random selection or a letter of the aiphabet. The initial selection was mad_e in I 9i:!, and a student assignment rotation based on that selection remains in effect. New students enter the assignment plan according co the last name on the students bir:h :::nifiote. Education Expenses in 19~-85, ::ie dismct spent nearly 52.500 for each -:hiid', <!d:1.::ition. With a 1985-86 budget 0f S:6.J 16. l l ::. that figure dimbs to more than 5:.WJ. one or the :o~ ,Jnl.:ings 1n the ~tate in e.xixna1ture, per child. Appru.,imatci, ,.3 per(~nt or" all revenues are t"~om lcxal sour.:es ( reJI property Jnd personal propci
v ta,es1. State sour-:es pro, 1de for J8 percent. Fcdc~JI ,our::::s
:ro, 1c:~: :inlv ti, e pe~~~rn.J nd four percent ,, t'rom other sour~c~. __ ,._ppr0,1m:ite!v: 3 percent 0r' rhe di,ffict', ~uJ
~: i< ,rent t'or ,:ilan~. ,l!ld nine pers:ent :,!<X< ,0" JrJ cmpio, e-e bcneiits. Othc:r c,r,:nJitures are for , ... ,,. rlie< :ind maren:ih. five ~~~~nt: ut1l1t1c~.
"our r<:r ,cnt
dci:lr ,~r, ices. four rcrcent: :ind ti, c per.:~n1 :ur 0th~r c:-.rcn,cs. 00114 (/) rd t
rj n H ::i:,, t:-1 t,j t:, cn: : ::i:,, 8 H 0 z E.lemtnW'Y Schoob I. Amboy 2. Argent. 3. Belwood 4. Boone Parle 5. Crestwood 6. Glenview 7. Indian Hills 8. Lakewood 9. Lynch Drive I 0. Meadow Park 11. North Heights 11. Parle Hill 13. Pike View 14. Pine 15. Redwood 16. Rose City I 7. Seventh Street JuniOf' Hi1fl Schoob 18. C.:ntral 19. Lakewood 20. Ridgeroad 21. Rose City High Schools 22. Northeast 23. Ole ~1ain ::'.4. The Baring Cross C.:nter Z5. The Skills C.:nter a,-::-.::-~-=~.-:-. _.._ .-. ~ --.:i. . =-=:_~-
~~~~-:~ :- - ~:.: ~ -- --r--~:_ i: - .~ ..,._ ... ._ - Information The district publishes a quarterly newsl.:uer to keep parents and other residents iniormc:<l oi progr: ims, activities .md issues. The district welcome-
questions and concerns. P:itrons m:iy re:ich th.: lnfor. n:rnL,n ()r'ii.:~ a1 -7 I -Ii I :s :,~:<"" e:1~ a.m. an.:! '--- ...0. Club Rd. Counrry Club Wildwood Hwv. ~o ,_ii.,-.r'.: -.,.. ... --:-..,,:, - ... ,- .. - .. 00116 .....,._:._ .". I I I SPECIAL EDUCATION PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a ttracially neutral plan evaluating and placing students requiring special education. Mem. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. first, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide.special education to a black child who did need it would be a violation of Public Law 94-1~2 and Arkansas Act 102 of 1973. Recognizing the te~sion between these important public policies, the District conside:s that the emphasis of its special education plan must be an ensuring the accuracy of its evaluation programs and the elimination of any ~asking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court oE Appeals' pr~macy concern is with the classification of black students as educably mentally retarded (EMR) and has, therecoce, tJcused ~pecifically on the evaluation, placement and instructional practices related to its mental retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. 00117 Since 1980, however, significant changes have been implemented in the State and federal regulacions governing evaluation and placement in special education programs, many of which were spec::ically aimed at safeguarding against the misc.assification of students as needing special education. See generally, Referral, P~acernent & Aooeal ?rccedures: For Soec~al Education and Re at~d Services (Ark. Dept. of Educ. 1985) (Addendum 3A
hereinafter referred to as "Referral Procedures") and Program Standards and SLigibility Criteria Ear Soecial Education (Ark. Dept. of Educ. L985). (Addendum 3B
hereinafter referred to as "Program Standards"). With these factors in ~ind, the North Little Rock School District proposes the following plan for implementing a race neutral special education program. STRICT ADHERENCE TO ?ROCEDURAL S~FEGUARDS RSQUI~EJ BY S7ATE GUIDELINES The Arkansas Depart~ent of Education, as :r.e requlat~ry agency responsible for the enforce~ent of t~e Eudcati0n 0f ~he Handicapped Act of 1975, P.L. 94-142, 20 rJ.S.C. 1401 et ~-, has issued detailed regulations governing the cperat:on of special education programs in Arkansas public schools. These detailed guidelines were Eirst issued in L931 and wee~ upda:~d and reissued in 1985. See "Referral Procedures" (1981) and "Program Standards" (198L) contained in NLRX 28 and Addendum 3A and 3B hereto. -2- 00118 These guidelines incorporate provisions which specifically act as safeguards against i~proper evaluation and placement. ---DUE PROCESS ?RO~~CTIONS In "ReEer:al Procedures (1981 & 1985), the ~epartment oE Education adopted detailed requirements Eor due process designed to safeguard against the misevaluation oE a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3C. for a comple:e understanding of all the details of these procedures, ~ne ~s reEerred to the proce~~res themselves. A surrmary of sc~e Jf the ~ore important :eat~rcs follows: ?arents must be not~:~ed oE every s:ep in the referral, evaluat~Jn and placerr.ent process and given t~e opportunity to attend and participate Ln aLl meet1ngs and conferences. 2. Parents must gi'le their consent teEore any formal evaluation or testing af the child may be done. 3. The parent has the right to be represented by the person of theLr choice at all proceedings. While not required by State or federal regulations, the ~L~S~ provi~es the parents of children being evaluated with a list of indeoendent agencies who provide assistance to parents in this process. See Addendum JD. -3- 00119 I I I I I I I I I I I I I I 4. No child can be placed in a special education program without either parental consent or court order. 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies. Addendum 3E. While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is Eound to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See "Referral Procedures at 24-33 (1985). 7. :n any appeal, the bucjen GE proof as :o any place~ent is upon the school district. See "Referral ?rocedures a: ,1.B, 9. 24 (t935). a. The ~Laso advises ?arents 0f these rights in writing at the beginning of the referral and evaluation process. ---SAfEGUARDS AGAINST IMPROPER USE Of TEST [~STRUMENTS In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State cequlati0ns firsc adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: -4- 00120 I I I I r ' I' r I I I I I 1. Tests and other evaluation materials: 2. 3. 4. C: .J. a. b. Have been validated Eor the speciEic purpose for which they are used
and Are administered by trained personnel in conformace with the instructions provided by their producer. c. Include materials tailored to assess speciEic areas oE educational need and not merely those which are designed to provide a single general intelligence quotient. No single ?rocedure is used as the sole crite:ion for determining an appropriate educational program foe a child. The e~aluation is made by a .multidisciplinary team oc group of persons, including at leas: oJne teacher or other specialist with ~~cwledge in the a:ea of suspected iisajility. The chi:d is assessed :n all areas related to the suspec:ed disability, incL.i.ding, ,1hece a9pr0~c~a-:e, health, 'lision, hearing, social and e~otional status, general intelligence, academic pecfor~ance, communicaci'le scatus, and motor abilities. Intellectual ability mus: je ~easured by an individual intelligence test appropriate to the student and such testing may only be done by a certificated educational examiner, licensed psychologist JC Licensed psychological examiner. See "Referral i?coceduces at 3-4 ( 1985). -5- 00121 I STATE REGULATIONS SPECIFY WHICH TESTS ~~y SE US2D IN MENTAL RETARDATION ASSESSMENT In furtherance of the requirement that tests ~ust have been validated for the purpose for which they are used, the Arkans?s Department of Education, in its program Standards specifies by name which tests may be validly used for what purpose. 7his is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the "Program Standards (1985). The North Little Rock School District is in compliance Hith these regulations. It uses no test not specifically approved in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVE ASSESSME~T ?ROCEDURES AND !NSTRUCT:ONAL PRACTICES S~ECI~ICALLY DESIGNED AVOIJ OVERREPRES2NTATION Cf MINORI~Y S7UDE~TS IN E.1R l?ROGR.!J1S In addition to ~aintaining its comp~iance Hi:h all State and fede~al regulations governing special education, particularly those provisions designed as saE~guards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to 3ddress the problem of overrepresentation of minority children in EMR programs. -6- 00122 ---~ The System of Multipluralistic Assessment (SOMPA) is a recently developed test Ear intellectual ability specifically designed to eliminate the cultural or socioeconomic bias octen associated with other tests oE intellectual ability. The District does not currently use this test because it is not one of those tests presently approved by the Arkansas Depart~ent oE Education for measuring intellectual ability. See "Program Standards" at 13-2 to 13-3 (1985). The NLRSD has Eor~ally requested that the Department oE Education approve the use of SOMPA as a test oE intellectual ability in performing ~ental retardation assessments and evaluations. As soon as the State grants its approval, the District will use SOMPA when appropriate in assesstng ~inority students. ---C~NTALICCAN STUDY [n 1984 the Cantalician foundation, ~~blished a booklet entitled "Technical Assistance on Alterna~i?e ?~ictices ~etated to the ?roblem oE the Overrepresentation oc Blac~ and Other Minority Students in Classes Ear the Educably ~entally Retarded" (Cantalician foundation, rnc.: 19d4). (.l.ddendum 3f
hereinaEter referred to as "Cantalician Study ac "). This publication ,,.as commissioned by the Ot:Eice or Ci.vil Rights, United States Department of Education in an eEEort to provide technical assistance to state and local educational agencies in the reduction oE the overrepresentation oE minority students in EMR programs. -7- 00123 As a result of its study, the Cantalician Foundation identified six alternative instructional practices, two alternative referral practices and two alternative assess~ent practices which appeared to be effecti'le in reducing minority placement in E~R classes. The alter~ative instructional practices were endorsed by the Foundation because, ic implemented successfully, they would enable some students at risk of EMR placement to improve their performance to the extent that referral for special services would not be necessary. The six practices identified were: 1. Direct rnstruction with DISTAR (Cantalician Study at 10) 2. Exemplary Center for Reading rnstruction (rd. at 13) 3. ?::ecis:.an Teaching ( :d. 3': L5) 4. ?eer Tutoring (rd. at 20) .:..-.:!apti,e Learning En1i::on::-.en:. :-!odeL ([j. a: 23) 5. (:)mpui:er Assisted [ns':r.ic':ion (:i. at 2 :j) l The No:::h Little Rock School Distr~=: ~as ~~plemented or is in the process of implementing all six Jf these alternati'le instructional practices. The Cantalician Foundation also rec:mrr.ended :our alternative recer::al and assess~ent practices: 1A detailed description of these practices is contained in the Cantalician Study attached heret:) as Addendum 3F and will not be repeated here. -8- 00124 1. Pupil Appraisal Assess~ent Program (1.. at 30) 2. Rapid Exam Eoc Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) 4. Interactive Model Eoc PcoEessional Action and Change Eoc Teac~ecs (Id. at 4 6) . The alternative cefeccal and assessment practices listed above will ce closely studied by the NLRSD. rf ':here ace critical at:ributes within the above referenced practices that ace not cuc:ently in use in the North Little Rock School District and :he addit:on of these attributes will lower cefeccal and ~lacement rates in the District without compromising educational quality, these 3ttributes will be added cc used to ce~lace current practices. ---OTHER AL~EiNA![VE PRACTICES endorsed by :he Cantalician foundation, the ~LRSD has also implemented a Chapter I Project Eoc Elemen~ary Sc~ooLs designed to identify children in grades K - 2 who lack the basic learning skills necessary Eor successcul per~orrnance in the regular classroom. Teacher aides are assigned to the regular classroom specifically for the purpose of working with the students in this program and provide these students with intensive, individualized instruction designed to develop the learning skills needed. When successful this program avoids -9- 00125 the need to place a student in a special education program and permits advancement through the normal curriculum. A more detailed description of this program is contained in Addendum JG, entitled MNorth Little Rock Public Schools: A Cha9ter r Project for Elementary Schools. ---rNCREASED REVIEW SY I~DEPENDENT PARTIES State regulations provide that the Departxent oE Education will conduct a review oE each school district's special education program at least once every three years to determine compliance with all State and federal regulations. The North Little Rock School District's last compliance review was completed on April 18, 1984 and the District was found to be in compliance. See NLRX 30 ~Monitoring Checklist and Compliance Letter attached as Addendum 3H. All 3u~1ested improvements were i~plemented by January 31, 1985. See Let~er t0 Ark. Dept. oE Education jated L/31/85 attached as Addendu~ JI. In addition to this regularly scheduled c=~pliance rev:ew, the District will invite the following organizations ta conduct in-service training and/or periodic review oE ~he District'3 policies, practices and procedures related to 3pecific education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. federal Office of Special Education -10- 00126 5. Arkansas Department oE Education 6. OEEice oE Civil Rights, U.S. Depart~ent oE Education As a Eurther eEEort to open the Distric=s assessment process to outside review and constructi~e criticism, child advocates will be invited to attend conferences where children's needs are being discussed, subject to ~arental approval where necessary. The Superintendent of the North Little Rock School Dist:ict will also appoint a committee whose ~embers will include, but will not be limited to, parents, patrons, scudents, teachers, licensed examiners, counselors, princi?als, speech therapists and special education administrators which committ:e will be charged with r:viewing student records a~d special education procedures and whose me~bers will be asked :0 attend student conEerences. Additionally, this cJmmi:::e ~ill ~e 3sked to ~onitor all phases 0f =he Districc's 3~ecial educacio~ ?roqcam 3nd its compliance with State and cederal reguLatiJns a: lease every 18 months. -11- 00121 REFERRAL PLACEMENT & APPEAL PROCEDURES: FOR SPECIAL EDUCATION Mct/:JJ.t t AND RELATED SERVICES ARKANSAS DEPARTMENTO F EDUCATION ----- TOMMY R. VENTERS DIRECTOR GENERAL EDUCATION 198S 00128 ( ~.
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-=- 00129 TABLE OF CONTENT~ PART I. CHILD LOCATICN ANO qffERRAL . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . l PART II. EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 PART III. PROGRAMMING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 PART IV. INDIVIDUAL PROTE::TIONSA NO PROCEDURASL AFEGUARDS.. ....... 12 A. PRICR NOTICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 8. INOE.~Et~OEN2T/A LUATIONS .................................. 13 C. CCNF!OENTIALITY .......................................... 14 0. CONSENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 E. ENFORCE~NT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 F. NONO!SCRIMI~ATCRYT ESTII-G ...................... 17 G. LEAST RESiRICT:VE SETTING ................................... 17 H. SURRCGTAE PARENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 I . HEARINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 PART V. FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 A. SA1"PLE FORMS FCR LOCATION, IOENT!rICATICN, ANO E1/ALUAT:ON . 37 8. SAMPLEF QRMSF GR PROGRAMMING... .................. 63 C. SA1"PLEF ORMSF CR SURROGATEP ARE~TS ............. 69 0. SAM'LE FORMS FOR HEARINGS ................................... 76 \ 00130 S'E:'.NING CHILD FI1'0 AWARENESS C~PAIGNS FLOWC !-lAAT FOR PLACEriENTF ROCEOLRES SL'RVEYS Oir,ER AGENCY RE=cRTS ~GE:'liS, TEAC:-8S, OTl-8S AUTC~ATIC AI\NUAL REVi:E'i'I .=i:RST PARENT 'lOTIFiCA ION ( 60) ,, (30) ::'/.OLuAT :CN/ROGRM-1MIN G :SNFBENCE I ::>QRENCTC 1'6ENT I / / I ~ ( 7) C(60T i~FCR~RY SETT~NG J ::::.oRENT'IO TIF ICAT ICN OF :'.'ltll 1JA TION 'JUTCCMEA W OEC:!S:C N 7 ?~RENT NOTIFIC.~i:GN lJF CUTc:J~E r----------1 :::i.aRENTC '.:NSENT :.JRJN rRE-EVALUATION TO BE 1- - I CONSIO ERED AN1'1UALYL- I RECUIREEDV ERYT HIRD L - - YEAR - - - - - J (15) ~NNUAL REVIEW INITIAL =t.ACE~ENT :>ARENTN OTIFICATION OF CONFERENCE ?ARENT, TI ICATION F !lNNUAL REVIE'i'I DEC IS ION (~ERS H-OICATE MAXIMl.MN t.J,48E~O F CAL::NJAA QAYS CN 'ol/H!Q-i EVENTS SHJULO OCM.) 00131 t r I r 9CIAL ~01...CAfICAlN-0 RE'...AfExJ. ~VICES I NrRCOLHCO N 7hese :e
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:ilacement is U::iited to a ce:!od of sixty (6C) ca_encar oays ::ur:..-1g hi:::, :ne evaluation '!lust t:e co110leteo. ~ temoorary setting should Jnly oe ut.!.lizeo 'or Jne of
:ne 'oilowing reasons: (l) ooserveo e:ucaticnal neeos constitute necessity ro: 11'YT!ed1ate inte:vention anc/or (2) diagnostic data gather.!.ng is reouireo. The :eason(s) 'or ~emporary placement 11\Jst oe stateo on a '<eferral C.::nference Jecision Fon,. ~n .!.nteri ~ =~sh ould be ceveloped for tne cnila, hicl'1 sets out tne scec.!.fic conoit.!.ons anc t.!.mel.!.nes 'or the temporary setting. F'rior to comcrerensi-,e Jr soec.!.alizeo evaluation, ca:ents 1\JSt ::e fully !nformed about the ~inds or tests t .,at ill oe seo. -<n !rformed Consent Statement ::'A.ist t:ien :e obtaineo from the ,::arents/guar::ian. The I:,for:neo Consent Statement 1lso :::ntains ,::er:nission to ,elease personal:y !:ent.!.fiaole .!.nfor:nat.!.on to tnlrd oart.!.es as :eter:nined oy tl'1e scnool off.!.:.!.als and acoopnrsoecnrt.e!o.a te tor or 'Jym eet.t".!i.en go ta:rieisn tsr. eouireFm"oern,,ts. similar to Samele Form e: and Sarrole Form ::-1 are F'arer.ts ::iust :ece!ve -r.:.t::~n ,ot..!.'.!.c:.t.!.::, Jf ::-e :ec:s:.:n :eac!"'eO at :::-:e '<eferr:.l C::n'::ence. rr ::,-,e ::,arent is ,,oc Present, noti.f.!.cat :in :.s ,ace *i::i:.:i seven (7) :alencar cays after :he Referral CJnference :y (:) :egistereo -:,ail, C:2) ce::.!.r..!.eo ,11ail, ,r (3) rirst class mail. Sa110le ,or
n 0-l is aoproo.:.ate for not.!.f .cat.!.on. ~ ,:nor.e :ontact and/or home visit sroJld be 11ace #hen t ., ere :.s any reason to :i l!eve :-,at ::-e
:a:ents ,ay :equire assistance in understanding e~e not:.f.!.cat..!.on Jf ::.~e :., .er:al :cnferer:e Sec.!.sion. ~11
:arent :eq1,.
ests for furt."ier lnfor:naticn snoul: :ece.ive 3 :es1 :nse at t:'e ~ar!..!.est
:iossi::ile Cate. PARTU . EVAlUATI ON The purpose or evaluat.!.on is to determir.e ~"le
::esence or 1 -arc:.:aopi
-g c:rd.:.t..!.on -ni:~ :esults in an eeucational Cef!c!t and the :cr:esoond.!.r.g .-:eea 'or
cec.!.ally :esi
r.eo ..!.r.s::-.
c:icn. Evaluation :ata :.s :.:ilized .!.n program
:ilanning, incli..
Ol!"'g :.-e :eter.111.,atlcn :~ a .-:eeo 'or :elated services. :valuat.!.on
:irocecures ,l)Jst :e :::mc!etea *ie.,.!.n
..!.::<, ( SCl :aleridar
ays or :!"e '<ef er.al Conference =ec.!.sion noti:"..!.cation to ::iarents. Consent for ~v"'--a:.!.::n uti!.!.z!ng 1n !nfcr:::ec :onsent cFo"morp:nlse ltmedi:.a r :o Samele Fon :: 1nd ::-1
:iust :e ()O:ai.-~ea :ef::e 31'v '::-:ial ev"!l1
at.!.::n
:ir::cecures ue A. Assessment Saf~guards rn orcer to acnieve as tnorour
n an unce:standi.-:g Jf ::-e -ee:s ::J :ne :ni:o 3s
:ass.:.: e, :ne assessment snould .!.ncluce inf Jr.nat.!.on f:om tne sc!"'oo:, ::-e nome, 1nd :elevant ::::rm,1,.
ni:1 vsoaruirecteys . or Its ettiisn g!sm coarntaa nt. !.ntchivati cu1a1lse.a sures of the c:ii_j's :e!"'av:.:: 1nc/or ~e:f:ir:nance :c~e '::m 1 As reouired liy F'. L. 94-142. the roll owing c:noi t.!.ons ,use :e .net :e
ar::ing evall.a t:.on Jr a stuoent ::ir.!.or to placement in a soec..!.al educat..!.on program: (l) rests and other evaluation materials: (a) ~re proviceo and 3dministerea in the c.,i!c's native language or other moce of cotl'fflunicaticn unless it is clearly not ~easible to oo so
(b) Have been validatea for t~e specific pur
:,ose 'or whicn tney are used
1nd (c) oArroev iOacemd lnbiys tetrheedi r pbryo outrcaeirn. ed personnel .!.n conformance -.!th the instruction
" L. 94-142, Section l2la.532 -J- 00134 areas of idueat!onal need and not merely tnose wnicr. are oesii
-ieo to provioe a si~gle gereraJ. intelligence cuotient. (3) Tests are selected and administered so as best to 1!1'1sure t.,at hen a test is acministered to a child with ill'Oaired sensory, manu
1l, or speaking skills, the test results accurately reflect t e child's aotitU<1e or acn:.eve.,ent level or whatever other factors the test purports to measure. rather than reflecting the cnilo' s i~aired sensory, manual, or speaking skills (except where those skills are the factors wtiich the test purports to measure). (4) No single procedure is used as the sole criterion for determining an appropriate ecucat:.onal program for a cnild. ( 5) The evaluation is made !Jy a :nultld!.sc!.plinary ::eam or
:ouo of ,:
e:scns, including at least one teacner or ot:-:er specialist with l<nowleoge in tr.e area of suspected oisaoillty. (6) The cnild is assesseo :.n all areas reldted to tne susoected disaci_:ty, ir~luding, ,.nere acorcpriate, heal::h, vision, hearing, social anc e!l'Ot.!.cnal status, general intel:i~ence, academic perfc::nance, ccmnunicative status, and moto: aoilities. (7) Testing and evaluation materials ano procedures used for t:-:e ~u:poses of evaluation ano placement of handicapced chilcren must ::ie selecteo and aoninistered so as not to be racially or culturally discriminatory. (8) An evaluat.:.cn of the c!iil.d, ::iased on
irocecures nic., .,eet ':he :ecui:ements under Sect.:.:n 2la.532, is conducteo every three years or ~o:e frecuently if conditions war:ant or :f tne cnilc's oa:ent or teacher requests an eva.:uat.:.cn. a. c:more.,ensbe :'.valuat.:.on C:mconents T,e components of a co~:ehensive evaluation snculo include all ~eas~res r.ecessary for :eter::iin:ng, as
i:ec:sely as possiole, :~e barriers to learning ::resen::eo :y ~,e hand!.caooing c::ndition. ~inimum components: 3.1. Academic ?erfon,ance rr..:.s :.ncll..des tests 3nC: measures ni:n evaluate t!"le level Jf ac
:e'lli: 3-<::l attainment ::r ecucat:cnal achievement of ~he stucent. s~cn ,ieasures shoulo resu:: :.
i a s
::ec:f:.:Jc:.cn cf ::ie 3:wdent's academic st:engths 3nd ea,<r.esses, snould indicate scec:':.: s~:.1: :e::.:.:.: 1reas, 3nd snculo
i:ovice :.nfc:mat.:.on .:in .. nic:, ::: :ase recc1TVr.encat.!.ons. ~:: :es:'...":
n:,.:J :e :cne ':Jy :ert.:.f:catea sc:-:col
::ersonnel anc/c: ot:i~r aoprocr.:.ate
r::fess.:.::-e: ,:e:~cnne: ,:e::ificated ano/or :i:enseo ::iy :ne State or ~r-<ansas. !naiv icual acnievement :est3 ire :.
-c_1..cec .:.n tnis area. 3.2. Intel!ec:wa. Sk:lls :
itellectual aoil:.:y of tne stucen~ -nus: be measurea 'Jy 3n :_-,c:.1:.:l..a: :.:-:e:::.-
e"ce :est acoroori3te co :hf stuoert. Suen testing ~,ust be done oy a cer:::.:':.:a:ec ::c...:Jt:.~:-a: examiner, licensee
sycnolcg1st, or-licensed
::sycnol:
ical examiner. 3.3. Acaotive 3el"avior and Soc:al ~l..rc::.::~ Aoaptive benavior :efers to tl"e effectlveness it:i ni::"I ::i: s:,,c .r,:
::es .,it:i the natural and social oemanos of :,:,s or ner envi:onment. ~as~:es :.:-:c:-~e ,n :v~iuJt.:.on of the degree of tne stucent 's .:.ndecendent funct.:.oni..,c
, :
::.:.:. :. ::rnl..nicate, perceptual-11otor aevelopment, anc socialization and se:f'-:~e:.o ~<:.~:s. 3enavioral ooservation tecnniques, interviews ,.ith the stuoent ano ::t:ie:-s, 3nc ac:ioc:.ve '.:lenavior scales are employee. Data snoulo come from several sources. a .. :i Co11VT1ur,icativAeb ilities Assessment :ir Language !lbillties Cnl, The aetermination of the level of assessment (e.g. cc=unic:n:.,e a:::::.::.es o: language only) ana appropriate appraisal
iersonnel is maae oy tne ~efer:al Ccmni:tee. A ~eneral language abilities assessment may ::ie concucted by certif~e J schOol i:
ersonnel and/or other appropriate professional
iersonnel certificated and/or ::.censec >:Jy i
ne State of' Arkansas. If oisaoilities are suspected or inaicatea, ~
.
:-:ner Jssessmer.t( s) for specific dlsorders in the area of COnYnunicative aoilit~es ~st ::e .:onauc:ed by a licensed and/or certificated sceecn-language patnologist. Suen te'.
:5 :etc!r:nine levels of fuictioning in r?gard to soeecn (fluency, voice, articulatl.:n), '..mguage, ana he~ring processes. This includes aonormal c:mprene,sion ano/or exp:ession of spcl<en vr -ritten language. -4- 00135 11 r I I 8.5. Soc!.al History ihe history shr.iuld 1r.c!uce existing ,ert!.r.ent Cata, sucn :1s the student's ::iecical recoros, report
of orevious evaluat!.ons, :.-eoor:s f:om .
tr.e:.- ::::v!.ce:.- ac
enc!.es, the cunulative scnocl :ec::ircs, ar:O tr.e ramily infor:nat.:.:n. Contact ith sne
Jarents snould t:e mace to gain aaca on the stuoent' s cevelopment:il histcry aiid
,cme cehavior. Such cata snould ce
atnered t:y the
:ir:ifessional ces!.g,ated :es
::cnsit:le :.n the i'<eferral Conference. 8.6. Additional Co1TOonents Additional components ::ir t:-e c:l!'Orenensive evaluat!.cn
nou d ::e :.r.c!.uCed as cete::11ined necessary oy the :earn. 3ome acoitional :cll'pcnents 11ay je: 1. cur:ent ,eai:n stacus
:ir:iviced :ya _icersec
:nys!.::!.an 2. ophthalmologi:al eva!.uat!.::n 3. audiological evall1ation 4. neurological evaluation 5. psycniatric evaluation C. Soec.:.allzed :'.,aluat!.on .ifhen it has Jeen cete:"l!.
1ea :y ::--e ~ei:e::al -::mnit:ee :, ac :-:e _r.i::.
e -:ef:c.:.ts of ':.~e 3::.
cent do :io: necess!.:ate 3 :::no:er-er"si.v~ ~v
l~uat!.~ri, .3 3pec.:.~~.:.z~aa sses3::-:e!:!s: nould :e ::ec:..:es~e~ ana c::itai,,eo :.n :r.e a:ea :.r.c:.::J:~: :y :-e 3va:.:ao:e :efe:.-::11 :.nf::::iar::!.::n. ~ny s::ec:. ':.c or :.~a:.,:.::ua! cc:r.pcnenr:: Jf :~e ::,::er-eris:.,e e,a::.:at.:.:r cay ::e exc:3c:eo 35 a s
:e::.alized evaluation. a. '::-'!e ::--:i~j s ::ec
u:ar teacrt!!r, or if ':.:-e ::ii!: Cces ,at ""lave a :egular :eacr!::. 2 =~~:..
.
.3::2 .2ss::::cm ~.?ac~e: ~~a .. :f:.ec :::J :aac.., .3 =~ila .Jf nis or l":er ac
e
:,. 3t :eas: ::-:e
:e:s:n ~:.:al: '!.e,j -~ ::::nct..c~ inc::,i:i.:al aiac
nost.:.: ~:<a.1'li.:iat:~rs :f ::i.:.:.:::en, s:_c:, 1s an ~!:l..cac~:~al axa:nir~e:-,
::sycno~:gi:::al axam!~e:, ~s1c~:::Jgist, ~tc.
2. T
ie ::eam -nay ceter::iire ::-:at a ,:n:.:o "las a s
::e:~f.:.: :ea::ii:-:c
:!.saoility if: a. t:ie c:-,ild -:c~s iO~ ac:iieve .:crr:nen.s.. :.3 t? .,:~:i i!S :1r r.er age ana 3oi:::1 :evels Ln c:-:e Jr .11ore of tne :::i1~:w1:-:c
.3re3s .nen
ir:vicea i,
, :e:u:ii:-:g e~oe,:.::!:-:ces 3o
ircpri3,e ~o: ::-:e ::-::..:.:
1c
e .:
r 3oili!:y le' els: (.:.) oral ~xp:essicn (2) ~!.s~:ning comp:enensicn U) :eac :.ng c:mp rehens :.on (,) -nat:-eciat~cs calc~lat.:.cn ( :) .-nat~ematic3 reasoning The team :TIUst oetermire
i severe 1iscre
iancy :eteen icnievement and intellectual aoil.:.ty in one or more
f t:Me above-named areas. Sum-nar!.zefa: om ?. L. ]4-142, 3ect.:.cn :~:a.5-.0-543 ucoa.S.:.C-543 as ..,e..,11: !es.:.gnated) 00136 -5- - J. Ooservac.:.on: At least one evaluation team lllel!'bero ther than the d'U.ld' s regulu teacher snall ooserve the child's acadelllic performance in the regular classroan setting, 4. Written report: The team snall prepare a written report of the results of the evaluation. The r~ort must include a statement of: a. whether the child has a specific learning disability, b. the basis for making the determination, c. the relevant behavior noted during the ~bserv~tion of the ct,ild, d. the relationship of that benavior to the child's academic functioning, e. the educationally relevant medical findings, :r any, f. hether there is a severe disc:epancy bet,teen achievement and ability which is not correctaole without special eO'JCation ano related services, and g. the determination of the evaluation team concerning the effects of envirorvnental, cultural, or economic disadvan~age. Eaci team memoer shall certify in writing whether ':he report reflects his or her c:::nclusion. rr it does not, the team merroer rust suomit a separate statement presenting his or her conclusions. E. Evaluation Confer~e Within thirty (30) calencar days following the c:::~let!on of 3:.,: f:::rmal evaluation activity, the Evaluation/Prograrrrning Conference rust be held. Notificat!on of t.'"le parents should precede this conference by a mini!IUII of fourteen (14) calenoar days. If the parents do not respond to the first notice 'llithin seven (7) calendar oays, a second notice lll.lst be sent. Sa,rple Forms F and F-l are appropriate for the required notificati~. Every effort rust be made to inform the parents of the scheculec ::inference and its purpose. If the parents fail to respond at all, or indicate that they ::o ~ot wisn to participate, the conference lllJst prcce~ ithin the thirty (30) calendar cay ti11e f:3111e. The Evaluation/Progranmi~g Conference is called and chai:ed :y the pr:::fessional who as cesignated at trie Refer:-al Conference to assune :esoonsioili:y #:: ~aving ~~e cecision carried out. It is c~:.-!.seo of 3 11in!!T'I.Jomf three (3) 11emoers ar: 11ust incluce at least one professional ccmpetent to review and !.nter
::i:et ~~e eval"..Jat.:.:n :esults. Aoditional members shal.!. include persons such as the follow:.ng: l) the stucen~s :Jarent or
uardian, 2) the student's present teacner, 3) other professionals or soec!.al ec"...cation oersomel who may be involved in providing services. The stuoent may be !.ncluoeo .:.n al: or part of the Conference, when appropriate. After reviewing all the oata, the person! attending trie Sva!_ac!.:::n/ ?rograimiing Conference will: (1) Oe~e:mine wnether the stuoenc is nancicacpec.
5ee ?rcg:am Standards and E..'..cibilitv Cr!.teria For Scecial E:::lucation. ::-:e cnilc coes not meet ttle el.:.gioility cnteria, tne oecislon of cne .::cmm.:.::ee ,,ill be "hat no special eoucacion services are neeceo.) (2) Sp~!fy the primary hanoicapping condition if the stucent is determined to be hanoicapped. (3) Design an Individual Educational Plan (IE.OJ. (See i:!I. ?RCG~AMMit-CA. lso see Sa11-pleF orm J for developing the I.S.P.) (4) determine appropriate placement for i~lementacion ,r the Individual Educational Plan. Decisions must be based on careful analysi
of the evaluation caca. Severity of handicapping condition, behavioral cnaracteristics, and emotional needs of c:ie student 111.Jsbt e considered in making plac=t and service decisions. -6- 00137 ] 1 I I 1 1 A cent '.r.uvm 'J f ecucat'.cnal services ror nandlcacced stucents ls :ecui:eo. Serv lee set t!ngs vary ac:c:olng to ::ie severity or tl-e stucent' s nanclcao. The
:,lacement decision ':imulateo at the :'.vakat1cn1Prcgramming C.:::nference :nust aaoress th!.s ccnt'.r.uum of services to assure that ':.he stucent' s !nc'.vlcual ::01.icaticn ?~an can :::e !.
nc
.ementeo .'..n the least :estr.!.c~lve settir.g. The continUI.Jffl of services ls as follows: l. Regular Class - Indirect 3erv1ce (resource consultant or 1:lnerant instructor) 2. Regular Class - Some Dire:t Inst:uction (itinerant inst:uctor) 3. Regular Class/Resource Room (up to 50% of tne instructional cay in a qesour:e Rocm) .:i. Self-Ccntained Class with/it:-:out 'l.egular C~ass (miniirum of 50% of instr:.Jctional cay in self-c:::ntained) 5. No Instruction in Regular :lass (special Oay Service facility) 6. Residential School 7. Hospital Program 8. i-'omeoound Inst:uction All cecisicr,s :nade at t.:ie :'.'lal-..iat:.cn/P
:,
:arrmi:ig '.:.:::nference are :ec:r::eo on an :'.valuaticn C.:::nfere!"1CCe ecision ,or~ simi:l: tJ ~2"'0:e ,o:~ G arc si
rec :iy ::iose 3::enoir,g the c:infe:enc~. ~t il'IJSt 3lso :e si
r.~~ Jy ':..~e :~civicual ~c::ti:-:i3:.:a~:,"!l/ :esocnsi:~e fur scecial
ervices in :he Oist:ict. At .'..eas~
ne ::i::fessional is ces:.
na:ec as :esoons:.::e fer ensuring ::nt ::ecisions :eacneo at ~:,e .::-,alyatiJn/?::g:arrming :::nfe:e!"1ce
re ca:::.eo out. ?arents/guar-:lians ~st :e
,rovi:ea
#rit:en scacemenc :f :~e i::2c:s::n :Js:.r.g :an 300:cp:-iate ?are.it Notification ,arm ~xpla.:.ning ::,e :easons leacing :o ::r.e cec:.sion. Sairple F"o:~ rl is an exarrpie :if an appropriate ~er~. Not.:.f:.caticn or :ne :ecision -:iust ::ie -:iaoe ~i::nin sev~., ( 7J :alencar .:ays of the :'.va.'.Jation1P::::
:=ir.c
C.:r,ference :f
:a
e!"1tS are :iot
::-ese~:. A ,cme contac: ,1nc/o: '1ome v:$iC -~st:! ":1aC#en en :~er! ~s any :eas:r. ~o ~eli~ve :~a::-!
a:en:s ~ay :ec_::~ assistance :.n ..r.cers~anc!r.g :~e nc::~!.cat!.
n J: :~a :'.valuat::r.,~:::
:
-~i~c
:
r.fe:ence :ec:sion. All ~:J:-en:: e~ ...e.s ::s ~c: ~Jr'::"er: nf':r-:at!:n s~cu:: Je :esccr:cec :.: 3S -:t.J::i<:/
s
cssi:Jle. ~ny
er:!nenc !~f~:~ac!
n :e~a:~!rg sce:!31 !C~cac~~n s~:,::es. 1ssc:.:..3:e~ ~ea!~al 3nc icc:al 3er,ices, :,are!"': :r
ani.:a,:i.~ns, and :areri: :r:grJms sr.cu.:.: =~
::::vi:e~ :: :are!"ts. ?3:-erical ass.:..s:ance .:...,. . ~:icer
:recac.:..cnof ~13.:."Jat:.v:ea c.1 :Jr oc.~er -:-:a~:-!:S:e ::J.:..~~r.t
: ~ ::--e :cucJ:.:..:r.al sta:us of ~-e
,~cent m.Jst Je
:,rovi.:ed. ?arental :onsent
nust :ie ootaineo oefore initial
:,.'.ace~e!"1~J r J ~anc!.:Joc:ec st:.JCe!"1t :n a arog:am orovi.:ing sc:ec!.al eoucJt.!.cn ano :elateo servi,:es ...s !.r,c
a ',:".1
:.,,ilu ::i 3amc:e =-o:::i L ::.,ceot
or evaluation ano initi ,l
ilacement, consent ..,ay '"'Ot :e :ecui:e-: 35 1 -::::no::::n of any :ienefit to ':.'1e parent or cr.ila C
:nt!.:iwation of placement :n :re same set::.ng :ces not requi:e an annual consent form. ~a ental 3<
::eement :o c:-e annual :e,iew ,no .c:eacance Jf tne rE? thereafter il!'plies consent. 11 ,weve:, snculd a cnange in placement or service jei:very occur, an uooateo placement consent
nould ::ie octained. rifteen ,15) calenoar days foEo ing
:,arental notif:::Jt::::n of :::ie C:valuat.!.on/Prog::a!T'ming :::orference Ceclsion, the recommeno, a serv i:es snall oe
:::::viced, unless tne
:,arent/gua.aian oo:_ects to ::ie placement. If
ucn an :ejection is receiveo pr:cr to :ne exoi:ation of_ the f 1-teen ( 15) calenoar day per ice, the s :~cent shall remain :.n t:ie then curreN. eoucat ~anal pl 1cement penoing the outcome of tr e approoriate :eview ::cceoures. The oarent/
uaroian and tM sc:,ool ::istrict may agree to a temporary placement .::ienoing tne .:utc:me of t,,ose proceoures. To the maximun extent approoriate, exceptional children :.n .:lrkansas shall Oe eoucated with chilaren wno are not hanoicappeo. Special classes, se:,arate sc!"lool!.!"1go r otrier removal of hanoicappeo Children from the rec
ular class environment snail occJr :ni, hen the nature or severity of the nanoicao ls sucn tnat ecucation in re
ular clJsses witn tne use of suoolemeritary aios ano services cannot oe satisfactorily acnieveo. Furtner, it is ~he policy or tne Arkansas Deoartment or ::c~cation :h'lt >ianolcaoceo cnilcren nave the r.!.ght to be eoucateo 1 :n their non-nanaicacpeo
:eers, unless dear ev icence Ls avai:acle ~tiat partial or full :emoval is aesiracle for the elfare of tre cnilO or other children. 00138 -7- - When an exceptia,al child 111.CSbte usig,ed to a special program, ec1Jcational goals snall be specified. If-en tnese goals 1r11 111et, the student shall be returned to the most normal setting possible, consistent witn the d'lild's capacUities and eci.cational needs. G. Independent Evaluation- The local school district shall inform parents at the Evaluation/Programning Confererce that they hav,! the ril1lt to obtain an independent evaluation at puolic expense if they disagree with the evaluation provioed by the local sehool district. However, the local school district may initiate a hearing (see Part IV, Section I) to show that its evaluation ls appropriate. !f the hearing decision is that the evaluation is appropriate, the parent still has the rig,t to an independent evaluation, but not at public expense. Ir the parent obtains an independent evaluation at his or her own expense, the results or the evaluation: l. ITIJSt be consicered by the State and local educational agercy in any decision made awnidth respect to the provision or a free appropriate pu::,lic educatioo to the Cl"lild, 2. may be presented by either party as evidence at a hearing re
arding that child. rr a hearing officer reQIJests an lnoependent evaluation as part of a hearing, the cost or the evaluation lllJst be at p1..0lic expense. Any and all evaluations conducted at pl.tllic expense ( including independent evaluations) :11Jst be conducted by persomel licensed and/or certificated by t"le apprcpr!ate regulatory agencies and/or boards according to Arkansas law. ~or the purposes or this sect!on, "!ncependent tvaluation" means an evaluation c~ted by a qualified examiner who is not e!!Cloyed 'Jy the public agency responsible for the education of the child in question. -8- 00139 r [ I I ..- \:! i r( ( Cl u a: n r- ~ n. r OJ a, c u u r. J. 1fl c "' ,. ,, ,u 11 ,~. ~ ft I' n CJ 1, ll t,f) .! I (l ~: ,'
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... '_j L I' t t - 11 'It L L {} tJ t ' :-- n. 1 n ']1 l -(I' C: !J' C r L' t .~:'' .,_.'~.~ 9 IJ QI o t ,1 C u U 1 C (' J U QI VI ll - I: I E !{! .,, ~. ~! ~ r: ,, ........ , ,, .1 'J , .. '. ' J .J "' IJ c .. .,-, tl L' - 'l' fll ff_\! F00i
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<:,: ,. r I 1. ... - r_:, _. 0.: r- ~ C "tJ .... ~ t.' f"'J L, - L C c,
:,. u I - ~ g ~: ~ i. ~~ ~ ~ \~ _,,
:~ ! .. ... (_ .C...:.. -... ,.. r: u- ,.
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' r ,, u l .... '."-:: r_ t: ...."., ~ ~ E" -~ ,. .. ,_, , .S -~
"=~:~ ~ :j
i'. .-. ~ .. '.'-.:
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i
UC J.J ( - _. C ,., -:' ,. ,.. ,::, ,... '..! 11 k J
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.: '. ,. ...:. -: -. u .. ,. !: j I ,:. !, I ,
: . ]! . I' .
, .. :1 -. ' ,L I "I ' 0. .. rl 0 0 I interest grou0s or clu:is. C:acn puclic agency ITl.JSt
irovice spec.!.al ecucat!.cn 3M :elatec ser,::es :o a anc!.cacpeo cnild in accorcance ,i :.n an inciv1cualized education plan. However, tr.e :nciv icualizeo ecucation plan is not a oinoing contract, and federal law ooes not :equire :~at any agency, teacner, or omer person t::e held accountaole if a cnilo aces not acnieve t."'e c
rowtn
irojected in the amual c
oals and objectives. s. Annual ~eview of Child Progress All scecial services are to be vie~ed as :.ransitional arrangements, 1th the -
oal or changing services to :::e ,-nost acPrcpriate ln response to ~,angi:ig c:,ilc ~eecs. F~r :nis reason, continual monitoring and review of ct,Hd
irog:ess :.a1<es :,lace f.:ect.
ently to 3s~ re tre rost appropr:.ate service For tr,e cnilo. The :evie'II shall incluce: (:) :e.evant .:.nFor:nat.:.onf rom al. these
irov.tc!ng .:.nsc'-.lct.:.:::n=3aln d/or relateo services, (2) an 3nal
s.:.s of t:-e c:iil::l's ce: for:nance !.n _all acacem1c areas, ano (3) an anal,sis of :."le C."l:..o's :ur:ent soc:.al ano/or acaptive func::oning. Thls :ev .. e'II 1s mace in :elation co t:ie c:,i o's !ncivicual Education Plan. The plan is uccateo in a :corcance it:, c:,e res.
lts of '::..--e:e vie"' at least annually. Revie'II of cni.O's progress snoulc1 be mace at any t.:.me l..pcn reql..est :if aoprcpr.:.ate :nofessicnal personnel anc/or the cni_d's pare,ts. An annual report of eac:, nanoicaoped cnild' s progress '.s
i:-epared .,ear tne eno of eacn school year, with ,ri~ten results suomitteo to t."le pa:ents ano co ~r.e :::.rc:.pal for sc.'iool records. one professional is designateo by the princical as :-esponsi:iie for
i:epar:.ng tne annual reoort. The cnild's inoiviCual eoucation plan is uooateo in acc::-::ance it:i :-esults of the report. Parents have tne ric
nt to attend ano ce .:.nvolvto in tr.e annual revie'II. rr :-e-evaluat.:.on is :-ecui:-ed ano agreed con at t:-:e ::i-e ::if annual :-evie.- ano t. e sixty (60) day time line 'or c::mplet.:.ng tne evaluat:.Jn ,cu:::i , 3::. :l..:-:ng tr.e :.:.me
::~cl.:.: scncos are not in session, special ag:eement oeceen pare:--t 3nc sc"'.ool .:ay specify :.--:e .Jate 'llhen re-evaluat.:.cn cculo reasonaoly :e excec:eo :o :e ~c~c:eceo. Nr:.::e-, :oc~mentaticn stating the oate for completion of the :-e-evaluat.:.an ano reasons fer ::ie extens.:.cn :eycnc
ixty (60) cays are required. c. Hanoicaoped St:.icents :01aceo inc: 'le'er:ec :::i "::.,at~ Sc!'1cols Under .J.ct 102 of 1973 as amerceo anc ::--e St:
:? "~an 'Jr ::::~:::.al ::-:ucat:.::in, local sc.'iool distric<
s and public ac
enc!.es are
::e:-mit':ec :a olace .,anc:.:acpec ::-::.:::~n :.n
::rivate schools provioing special ecucat.!.on. ?uol.:.c La" ]4-i.~2 .~as necessitatec a clarification of tl"le policies regarding
irivate scncol
:::lacement: 1. 11hen a scticoi cis::r.:.:::t or
::uol!.c ac
~r.cy i:i ac::o:::ance it.'"1 S:a::e :egulations has cecermined :."lac ~"le mst ac~rcp:!.ate :::c
:~m f:::r a ~ancicac:e:: s:Jcent :.s 3vailable on a puoli: sc..,ool :amcus and :::ie
:::a:enu forego ::iat Joco::i..n.:.:1 :.:i aver :Jf
:::lac.:.ng the st:.ioer.t in a
::r.:.,ate
er.col, :nen :ne scnool a!.s::i::c 's :'.:.ranc:.a:. :espcnsibil.:.:y for eCl.cat:.:--g ~~at
,~:enc .:.:
al
o aive::l. 2. ~nen a sc:--ccl Jis:::.c: :ece:,i:-:es :.a: aco::::::r:.a::e ser,:.:es :arr.c: :e
:::rcv:.cea at tne site :
f .:r.e _:.:. i ., ::iey -:iay encase :o ::int:act ith anot."ler agerc-
t'.J '.molement the i:ioiv:.cual educat:.~n
:::lan. ?a:ent.s .no ::.s.
g
ee it:, Sl..c., i
iiiCe"le,t. :eci
ion nave t,"1e rignt to appeal. 3. The fol:::.ng -
:eps rnust :e ~3Ken i:h :es
iec: :o :~e ::ic:.,i:uai. :::ucat:.cnal ?lans cevelccea ror st~=ents placeo in ~r:v=3r:e rac:.lity: a. Eacn sc~ccl ~ist
:.ct Jr =~c!.:.c a~ency Jr.all ~~ :esconsi:l! for ~ne =~velccment and implementation of an :::." r-c: ~acn ,ano.:.:.icceo c:iil.:: .no is p~aced in or referreo to a :rivate :ac:.lity, ls enrol:eo in a ~aroc:-i.al or other
:irivate school, ano :eceives spec:al !Cuc3ticn 1no relateo servi :es From cnat school district or ~uolic a~ency. b. Each sc.'1ool district or
::uolic agency shall ae responsible for the initi,1tion of 1Teetings or conferences for tne pur
iose of oevelcoing, rev ie.,.ing, or revising tne IE?. c. Eacn sc:icol district or
:uol:.c a~ency snall ::e respcns.:.::ile for Jrov iding a representative of the private school witn tne copor~unity to attend the conference at wnich tne ::? is cevelcceo. tr tr.is reoresentat:ve cannot attend, tnen the scnool oistrict or agency ITl.JSt use oc.:,er ,netnods such as telepnone calls, pre or post conference meetings, etc. to ootain participation. This ,T,eeti:ig snall ta1<e place cefore tne nanoicapped cnilO is placed in tne private program. -10- 00141 r l l 4. d. After tne ,
:,i .!.:: as ence :e::: '::"le
:ir
.v ace sc:ioo.!. :ir ~ac!.ll :1 , any -neet!.r:
s :o :eview ano :evlse ::-.e c:-::.:cs i~ eay ~e !.nlt!.ateo :r ::ro..c:eo oy t:ie ::r.:.vate sc:-:ccl or fac.:..!.i:1 . s1..c:1 eeet.:.nc
s a:e conci..c:eo, it is t:-e
cncol Oist:ict' s or cublic a,
ency 's resoonsibill:y to insure :nat trie recuirements for
:iarental
:iar:ic!.
:i.tion ano consent are carrieo out. e. Eac:i school d1s:::!ct or
:iuol!.c agency mus: insure ::?s are cevelcced for all randicappeo cn1lcren it olaces !.n ::ir!.,ate scnools. r. T-e school district or
:iuclic a,
ency ~ay :eculre ~:,e ::rivace sc:iool or facility tJ furtner :ef!.ne ~e :~ :evelcceo at ':ne ~valuat.:.cn/
::,
:alT'l!ling ::nference. g. A '.l of t~e above :equi:e'l!ents also apply :o .,anci::ac::ed stuoents err::il.'..ed in p:!.vate or :
arccn!.al
creels -ho :eceive scec!.al ecucat!.en f:cm ::ie CUJllc a~ency or :ocal sc~ool cist:!ct. For c:iilcren enroLed in
::r!vate sc~cols Mr o c!.st:.:.cts or puol.!.c a,
enc.:.es, :ne fo.!..:.ewings n
ere not :i aced or :efer:eo Oy ac
:,ly: scnool a. To the extent :onsis::ent shall make orovision ror
::r:.vate scnools in scecial with Title vr-a funos. -i'::i ::iei: '1L -oer anc ~:cat.:.er., local sc.":ool c!.s::::.::s ':ne ::ar:.:.c.:.::, :.:.en :if ~ane:.caccec cn:.:c:::en enrol:eo in eci..cac.:.:in aro :ela::eo services f:.:,anceo -nolly or .:.n
::art b. ihe neec!s of Jri' ate scnool ,ancicaooed c:-il::::en, ::ie ,unoer -no ,,ill
::art:.::.
:i:.ate :.n Ti:.!.e VI-3 services, ano :.-e :ypes or scec.:.al ecucac.:.:n and :elaceo ser' ::es ,,nicn !:.~e local sc:iool :Hs::::.c: -111
:ircvice 11us:: :::e ::ete:.,:..-~eo af:er c:insi..l:a-~:n -n
.,
::ersons ,<nowlec,
eacle aoeuc : . .,e ,eecs :if :.-ese :n .. .!.::en. The oasis 'o: :::-:e cec:.sicn is ~:-.e leve.!. cf ser' !.:es orcviceo .,anc:.caopec :::-::.:cren enroUeo .:.:i ,:1..ol.:.c sc:iools. c. Se:1i:es co
:r:.,a:e scree~ arc:.:aecec cn:.::::e:-: ay -~ ::i:oviCed :.-::iuc
n suc:i ar:Jr~ements as :uai ~n
:l~~enc, ~CLcacicnal :3c.:.= 3nc :e:~visicr., ana ~~e ~=~vision of 110oile ecucaticnal ser,i::es ar
:1 e~u!.
:,ment. d. A lccal :
c:-ocl j.!,st:!:: eay ::::ivice scec:.al ec-~cat.:.:::n ire :elat~c ser,::es to :ir.:.vate sc:iool rianc.:.:Jcped ::i.:.:::en ~ni::, are :::.:~re"'i: ':::n ::ie
cec.:.a~ e:1..cJt.:.:::n <1nc relateo services :.t ,:r
:iv:.:es :o :1..ol!.c scneol c.-:..:.cren, :.f c.-e diffe:erces are :iecessary to ,11eet :re scec:.al .,eecs
if ::,e :i:bace
::-:ocl iar.c:.cai::
::ecc :i:.:.a:en, ano ~.,e scecial ecucat.:.cn ar.c :e:acec serv :.:es are ::rr::anc.:.e !.n ~uali:y, sc:ce, ano
~f c. .c. -uni y f ...r ""a- L...,:"""4a-tn ::: :~cse
:-oviCe~ -=~ ::...a:!.=
.:..-:eel ,:!1!.!.c:en ii::i ~eeas w e
~al lrnco
'
~c~.----~ - ~ :,~o:!c sc~col :e:sor.ne! ~ay =~ ,ace 3,a::Jc:~ :.~ ::-e:- ::'i
r. :------ 5C'.""CC.~.3 c:..:.:.::es :r:l
1 to t~e e."c<~ rit -e,:es3a:, . .J : ::, :..:e s~:, ~.:es =~~-,: =~-:=y ..... Q ,ar:::..:3c
:::ec ::ii~:ren ana cn:y .-ne!1 :.,as~ sar,.:.:es lre ........ ::-a.:.:_1 ::::,.:.:e-: :, :."'le :::,ate sc:icol. ~3c~ lccal scnool 1ist:i=~ :::v:c1~g se:~!:es ~: :~!!::!~ ~~::!!ec :~ Jr.:.,ate sc:iools snall :naintain conc:.:iu.:,.g ac:ar.isc:a:.:.ve ::!"'::ol ire ::.:~c::..:n :v~= ::-:csa ser' iCes. g. rne ser,ices provicaa ,,,ith f'. .r c: i...nce: 7i:!~ ,r--:, ..: : :l:.
.:.:~e ,3r.c.:.:3oce:: :,::::=n enrcl:eo in
:ir:.' ate scr.ools nay ~oc .:.rc!~ce :~e :ay~enc Jf sa!ar:.es cf :eac~ers Jr nr.er ef!'Oloyees of
:1r:.,c1ce sc: eels exceot :r sa:,ices :er:::nec Jwtsi:e :~ei.: :egular ncurs of .Juty ano uncer ::uol:.c super,isi:n ano .:cr.::::il or ::ie ::ns::: ..c. :.:.cn of private scnool facilities. h. C:cuipment accuireo -it."1 funos _ncer Title ,r-a ,ay :
e ::laceo on ::iri'lace sc:iool ::iremises for a limiteo per.:.oo cf t:.:ne, ouc t:-:e :.:.cl: :o ire acm~niscrative :cnc::-ol over all equipment 1\.JSC oe cetai,eo ano exerc:.seo ::ya :uolic ac
ercy. In exercising aominlscncive ce,trol, !:he ::iuoli.c a,
ency sr:all -<ee::i recoros o: ano account for the eouioment, sna. l insure that !:.ne ecui::iment :s Jseo solely for the pur::ioses of the program or c::ojE:t, ano remove the :cui
::ment from Che
:,rivace sc:iool premises Lr nece,
sary to avoio its being useo for ot11er
:iurposes Jf the i::rogram or project. 1. Programs or projects car::.eo out tn public ~aclli~ies lnQ involving joint part1cicat1on by eligible nanc .cacoed ch110ren enrolled in private scnools and hanoicacped ch1ldren enrolled . , PL.Olic scnools, may :,oc include classes that are separated on the Oasis of scncol enrollment or t:,e rel!.c
:.cus arfiliations of the Children. -11- 00142 J. Funes
irovicea uncer Title ,r..a and ::,rcoerty oer:.ve::i f::::m '::iose ~t..nos 11ay ~at :::e used as an advantage to any private scnool. k. P:-ovisions ror serving
irivate scnool nandicapped cnildren .11ay nc t include tne fi:,a
c:.r.g of :ne existing level or instruction in tne private sc:iools. PAATI V. Il'-OIYICi.JAPl.R OTECTIONSA W PRCCECI.JRAS.L.F EGUAAOS A~ Prior Notice - Polley and Procedures Prior <tritten notice snall oe given :o tne parer.ts, guard!.ans, or sur:::ga:e
::arents of a nandicappeo cnilo or a cnild .,itr, a suspecteo nanc icap Oy the ~ccal sc:icol :::.scr:.ct. ?::.or notice snall. oe affcrceo to the cn:.ld him/herself in tne event tnat r.e/sne :s :s years of age or older. The agency shall ,,ave :he opt!.cn of ei':ner ut!.1.!.zing the ::ontent ano n
an:.zat.:.cn of the .,ritten materials proviced in :nis :::ocument for
ir::ivicir.g pr!.or not:.ce or ut::iz:ng any otner written materials so :cng as tney -neet the fellowing standarcs ar.d ir~luCe: l. a full explanation of all of tne procedural safeguaros avaLaol~ ta tne
::arer.ts unoer tnis
iart
2. 3. 5. 6. a Cescri::iticn ::
f ':he ac:!.cn oroposed or refused '::ly ':he agency, an exolanaticn of ny the agenc, or::ooses or ref~ses co take ':ne action, and a Cesc::.::it!.cn of any ::pt:.ons !.n tne agency :cnsice:eo ano tne reasons ny :nose opt!.:ns ere :e~ec:ed
a cescr:.ot:.:::n :if each evaluat!.cn pr::ceoure, test, rec::ir-:l, :ir :ecor: :he agency l.Ses as a basis for the
irc:osal or refusal
a ::escr:.::.::.:n ::if any :ther factors nlcn are relevan: :o :~.e age,-.::,' s pr:posal :ir refusal
language ..r,ce:s.:arcao:e ':o '::'le
eneral puol!.:: and :roviceo :.n t~e :"'ative :anguage :f tne
:iarer.t or Jt:"'er -:ioce Jf ::11m.Jnicat:.on usea oy ':ne
iarent l.11less it is c~aa: ly not Feasible:: co so
and an :iral :::-arislat:.on or a ::anslat:.on by :it:-:er 11eans t:, ':he event that t:ie iati,e lang~age Jr ot:-:er ~ace of :::ctrmuni::aticn of tne parent is ,ct a rit::.en language, so tnat ~,e
:iarent ..rioers:ancs =~e :::intent of t:,e ~ot:ce,
r.J a wr:.::en r~cord :e:ec:s that this t::-anslat:.on as
::roviCed. Prior :iot.:.ce :nusc :e aff":r:ed :n t!-e :':::i.owing .Jccas!.ons: 3. cest:uct:cn : f :.n fo:~ac.!.:n :n ac::JrCance 111itn :
ie ::nf :.:ent!a.!.!. :y Jr:ce~u:es
1.i. refusal :y ::ie agency to amend stucent recor:s in ~c::r:ance ic:, ::ie c:ri f icer.:::al.:..- .: , :::ccec .. Jres
5. en any :c:as:.cn hen t:-:e scnool district or:coses :o :nic:.3te ,.
:-:anc
e ::-e icentifi:at:.cn, ~valuat!.on, nr ~cucaticnal placement of u-:ie C:"'i::
6. on anv :ccasion nen ::ie scnool district refuses to ini:.:.a~e Jr c:iani
e ::ie icentificat!.on, ~valuation, or acucation olace~ent of c:'le :nild. Prior ~otice relateo t:i :ef~rral recuires the following proceoures: l. Parents and otner parties may refer their child for c:n
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.