Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 3 of 3

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.
4 APPENDIX 910--937 5 APPENDIX 1032-1033 8 APPENDIX 1737-1745 14 APPENDIX 3584-3816 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 3 of 3 PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S STUDENT ASSIGNMENT PLAN AND TO CLOSE CENTRAL JUNIOR HIGH SCHOOL FILED. U.S. 01S UICT COUIIT. (. C ..... OISTlltlCT A.OJftAI JUL ~Of~ _,_ IN THE UNITED STATES DISTRICT C~ R. BRENTS,~ EASTERN DISTRICT OF ARKANS~-------::-:~- WESTERN DIVISION OiMLu LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT PLAN AND TO CLOSE CENTRAL JUNIOR HIGH SCHOOL DEFENDANTS INTERVENORS INTERVENORS Come the North Little Rock School District and the members of its Board of Education through their attorneys, Jack, Lyon & Jones, P.A., and for their Petition state: 1. The North Little Rock School District presently maintains two senior high schools, Ole Main and Northeast High School, which serve grades ten through twelve. Currently, the senior high school population in the North Little Rock School District is thirty-four ( 34%) percent black and pursuant to the Eighth Circuit's racial balance guideline of plus or minus twenty-five ( 25%) percent of the minority population, the permissible range for senior high schools would be between 25.S and 42.S percent black. 2. In the 1987-88 school year Northeast High was 27. 9% black and Ole Main was 41.6% black. While these populations are narwly within the permitted range, they are at the opposite extremes of that range and it is expected that within two years the population would move out of compliance. Rezoning the high school attendance areas to approximate the 66-34% district-wide balance would require the movement of several hundred high school students from one attendance area to the other with the attendant disruption that such a move would cause. J. As an alternative to simply re-drawing these boundaries with the probability that demographic shifts would require further changes in the future, the North Little Rock School District decided to explore the possibility of reorganizing its secondary structure to provide for one high school serving all students in grades eleven and twelve and another serving all students in grades nine and ten. 4. After several months and numerous public meetings to solicit community input, the North Little Rock Board of Education voted on May 10, 1988 (See Minutes of Special Board Meeting of 5/10/88 attached as Exhibit 1) to reorganize its secondary schools, both junior and senior high, in the following manner: a. Ole Main would be designated the single North Little Rock high school for grades eleven and twelve and Northeast High School would be the single district facility for grades nine and ten. -2- 00911 03-025 b . Central Junior High School, which currently serves all North Little Rock seventh graders, would be closed and the three remaining junior high schools, Ridgeroad, Rose C-ity and Lakewood would serve grades seven and eight. c. To insure proper planning and to allow the current students in the senior high schools to matriculate from their present school, the reorganization would be implemented for the 1990-91 school year. 5. As is more fully set forth in the Superintendent's Memorandum of May 2, 1988 (Attached as Exhibit 2), there are numerous advantages to this reorganization including the following: a. It would achieve a permanent student assignment plan for grades nine through twelve which achieves ideal racial balance. b. Central Junior High School is thirty-five ( 35) years old and closing it would permit the District to avoid approximately 2. 2 million dollars in renovation costs which, when coupled with operational savings, would save the District $258,000 per year. -3- 00912 03-025 0 w r-J I ~ 0 l.,J l.,J c . The Minimum Performance Test (MPT) is given at the sixth and eighth grades. Having middle schools serving grades seven and eight offers a better framework for remediating inadequate MPT performance than the current structure which has schools housing grades K-6, 7, and 8-9. d. The economy of scale that will result from having all students in particular grades housed in the same school will also permit increased course offerings and the use of more high technology equipment which could not previously be afforded when it had to be purchased for two schools each having one-half of the students interested in programs utilizing such equipment. e. Transportation would be provided for all secondary students who reside more than two ( 2) miles from school where in the past such transportation has only been provided to seventh graders with all other secondary students being responsible for their own transportation to and from school. 6. The North Little Rock School District is aware that this Fall the Special Master will be making recommendations to the Court regarding long-term student assignment and desegregation plans for the Pulaski County and Little Rock School Districts. While we cannot foresee how the North Little Rock School -4- 00913 03-025 0 r-J I I-' 0 w w Dis.rict's second~ry reorganization could in any way impede this planning effort, we recognize that the Court's approval of the District s secondary reorganization and the closure of Central Junior High School will be contingent on their not impeding the development of long-term desegregation plans for the Pulaski County Special School District and Little Rock School District. 7. The undersigned parties do not object to the granting of this petition. WHEREFORE, the North Little Rock School District Defendants request that the Court order the amendment of the North Little Rock School District desegregation plan to permit the secondary reorganization adopted by the North Little Rock School Board on May 10, 1988 and to permit the closing of the Central Junior High School facility contingent only on the requirement that the implementation of this reorganization will not impede or interfere with the long-term desegregation plans of the Pulaski County Special School District and Little Rock School District and for all other just and proper relief. July 6, 1988 Respectfully submitted, JACK, LYON & JONES, P.A. 3400 Capitol Tower Capitol at Broadway Little Rock, Arkansas 72201 (501) 375-1122 K. LYON and \STEPHEN W. JONES, Attorneys for North Little Rock School District -5- 0091' 03-025 u, Re~ewed and Approved: ~ -?' -'? lli..il.le ~~,r- ~ /p'G'laski County Special School District Ji~u~ Arkansas Department ot_~tion J~~~@ Knight Intervenors -6- 00915 03-025 u, > "'d I'd ttj ZI t, H >< 1--' 0 w I\.) I H 0 w w C0 ~ CERTIFICATE OF SERVICE I hereby certify that a true and correct copy of the foregoing Petition was sent via U.S. Mail, postage pre-paid to the counsel listed below, on this 20th day of July, 1988. Herschel H. Friday, Esquire Walter A. Paulson, II, Esq. Christopher J. Heller, Esq. H. Charles Gschwend, Esquire FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. Little Rock, Arkansas 72201 M. Samuel Jones, Esquire Alston Jennings, Sr., Esq. WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 Steve Fedo, Esquire NEAL, GERBER & EISENBERG 208 South LaSalle Chicago, Illinois 60604 Tim Humphries, Esquire ATTORNEYG ENERAL'S OFFICE Heritage West Building 201 East Markham Street Little Rock, Arkansas 72201 -7- H. William Allen, Esquire Attorney At Law 1200 Worthen Bank Building Little Rock, Arkansas 72201 Sharon Streett, Esquire ARKANSAS DEPT. OF EDUCATION Education Building #4 Capitol Mall Little Rock, Arkansas 72201 Noman Chachkin, Esquire LEGAL DEFENSE FUND 99 Hudson Street, 16th Floor New York, New York 10013 John W. Walker, Esquire Attorney At Law 1723 Broadway Little Rock, Arkansas 72201 Richard W. Roachell, Esquire MITCHELL & ROACHELL 1014 West Third Street Little Rock, Arkansas 72201 00916 03-025 I'"" 0 l.
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J CCI J~Jullian, Esquire H~E, WALLACE& JEWELL, P.A. 3800 Capitol Tower Capitol at Broadway Little Rock, Arkansas 72201 Steven T. Shults, Esquire SHULTS, RAY & KURRUS 1600 Worthen Bank Bldg. Little Rock, Arkansas 72201 Stuart W. Hankins, Esquire HANKINS, CAPPS, HICKS & MADDEN 800 West Fourth Street Post Office Box 5670 North Little Rock, AR 72119 -8- Stephen L. Curry, Esquire IVESTER, HENRY, SKINNER & CAMP, P.A. 212 Center Street, Suite 900 Little Rock, Arkansas 72201 Thomas B. Staley, Esquire ROBINSON, STALEY, MARSHALL & SHIVELY 111 Center Street, Suite 410 Little Rock, Arkansas 72201 00917 03-025 ) NORTH LITTLE ROCK SCHOOL DISTRICT Office of the Superintendent MINUTES SPECIAL HEETING, BOARD OF EDUCATION Administration Building, 2700 Poplar Street Tuesday, May 10, 1988, 5 p.m. A special meeting of the North Little Rock Board of Education was held on Tuesday, May 10, 1988, 5 p.m., in the Board Room of the Administration Building, 2700 Poplar Street, North Little Rock, Arkansas. The meeting was called to order by the Chairman, Vicki Stephens. Expulsion YH.S: NAYS: Secondary School Purpose of Meeting First item of business was to consider the ac..uinistration's recorr..~endation on a student expulsion. Mrs. Stephens asked if anyone was present to represent Kevin Jones. Mrs. Jones, Kevin's mother, was present and requested the hearing to be in a closed session. The Board retired to the Superintendent's office to consider the ex?ulsion at 5:02 p.m. At 5:17 p.m. the Board reconvened in ope~ session. Hrs. Stephens called for a motion. Mr. Witcher moved to uphold the adr.tinistration's recommendation for the expulsion of Kevin Jones for the remainder of tt.e present school year due to his violation of Board Policy FB~, Assault on School E~ployee. Mrs
Jones seconded the motion. Earrison,Jones,Lazenby,Stephens,Willshire,Witcher None Mrs. Stephens called for a motion to consider t~e qraje organizat~on of ~he secondary schools. Mrs. ~nnoc c~~tg~ that sh~ had a mo~ion in nine parts a~d read the following: "I move ~hat beginning w~th the school year .1990- 9- that our, 1. High schools be realigned so that there is one high school with two c~~puses. Or.e campus will house grades 11 - 12 and or.e campus grades 9 - 10. 2. That the Ole Main camcus be used for the 11 - 12 grades, and the Nor-:heast Cilmpus be used for the 9 - 10 grades. A-12 00918 u, > '"C "d t:,j z C H X I'"" 0 w N I H 0 w w c:o Minutes, Special Board Meeting page 2 Tuesday, May 10, 1988, 5 p.m. A-13 3. The junior highs shall include graces 7 and 8. 4. We seek approval for this grade realignment from the Special Master and Judge Woods as quickly as possible. 5. We request th~ Court's permission to discontinue using the building at 2300 North Poplar to house students. 6. The Superint~ndant recommend to the Board for approval a Steering Co~~ittee to develop a planning guide for use throughout the planning for these changes. 7. The planning guide be submitted to the Board for approval. The Steering Committee will submit to the Board monthly reports. 8. All final reports of any sub-committee be submitted to the Steering Committee to be presented to the Board for approval. 9. Financial planning for the renovation or additions to any building be submitted to the Board for approval." Murry Witcher seccnded the nine-part motion. Mrs. Stephens called for d~scussion and comments from the Board. Discussion included forming committees first and doing the planning before approval of suggested changes
concern about millage passing
criteria for designation of the two campuses
administration giving direction to the Board on the proposal
six-year plan for the District
looking at facilities that are available
financial situation
preserving Central Junior High
number and individuals to serve on steering committee
imfortance of consistency for seventh and eighth grades on same campus
and student performance on testing. 00919 Minutes, Special Board Meeting page 3 Tuesday, May 10, 1988, 5 p.m. Amend.ment_ YEAS: NAYS: Discussion Vote YEAS: Nil.YS: Adjournment YEAS: NAYS: Mrs. Harrison moved to amend the motion to omit part three--the junior highs shall include grades 7 and 8. Died for lack of a second. Mrs. Willshire moved to amend the motion to address transportation costs with the information being brought back before the Board. Mr. Witcher seconded the motion. Harrison,Jones,Lazenby,Stephens,Willshire,Witcher None Other discussion covered taking alternative approach by using cor.unittees first and taking the plan step by step
addressing the courts for approval
money being available for the proposal. Chairman Stephens called for a vote. Harrison, Jones, Stephens, Willshire, Witcher Lazenby It was asked that as many individuals as possible be involved in committees on all segr.lents and to ask for volunteers. Mrs. Jones moved to adjourn with Mrs. Willshire seconding the motion. Harrison,Jones,Lazenby,Stephens,Willshire,Witcher None Vicki Stephens, Presidant Rosa Willshire, Secretary A-14 00920 1.11 :i:,, 'C 'C t,j z 0 H >< I-' 0 w N I I-' 0 w w co .... ., ...-... :.
OFFICE OF THE SUPERINTENDENT May 2, 1988 MEMTOO : Members,B oard of Education f
OM: ~ Joe Austin, Superintendent of Schools SUSJECT: Realignment of Secondary Sc~ools For the past several weeks, the realignment of our secondary schools has been considered. The proposal calls for grade 7-8 middle schools to be housed at Ridgeroad, Lakewooda, nd Rose City Junior High School with grades 9-10 at one high school campus and grades 11-12 at the other. It is recoffimendetdh at the plan becomee ffective at the beginning of the 1990-91 school year. This amount of time is advisable in order to do some facility modification and to conduct comprehensive planning necessary to a smooth transition. A great amount of study and evaluation leads to the reccmnendation that the present Northeast High School be designated as the 9-10 grade campus and the present Ole Main High School serve grades 11-12. Several pieces of infonnation are appended for your study. These i_nclude: I. Advantages of a Two-CampuHsi gh School. II. Advantages of the 7-8 Middle School. III. Criteria for Determining 9-10, 11-12 CampusD esignations. IV. Model for Planning Transition to the 7-8, 9-10, 11-12 Organization. V. Observations about the 7-8, 9-10, 11-12 Organizational Structure. VI. Student Transportation Information VII. High School Building Capacity VIII. Cost Savings in the Closing of Central Junior High School IX. Desegregation of High Schools X. Realigrment and Scholarships 00921 OR. JOE AUSTIN ADV~!TAGESO F A TWO-CAMPOSH IGH SCHOOL _ltter Student Schedulina By increasing the student population in t~o grade levels, less scheduling conflicts will develop. Presently, advanced students that select courses offered. only one t::ne during the cay t-.ave great difficulty i~ making a schedule. Mere Course Offerincs Sc~e higher level classes have been ca'"celled due tc low o::nrollment at each ca..1T,ous. Othe::r courses need to be offerec. for beth the high and low ability students. Vocational shop classes would be better utilized. Better Utilization of Staff The number of preparations for ~eachers would be reduced a~d allow teachers to work in their major field. Elimination of Racial Balance Proble~ Presently, Ole Main has a much higher po?ulation of black students than Northeast. It will be necessary to racially balance the t,o10 schools in the next year or two. New bounc:ary lines can be drawn or combining the schools would solve the problem. Imoroved Athletic and Other Extra Curricular Proarams All progr~~s would be strengthened by providing earlier trainin~ for advanced competition. More stude~ts would be actively participating rather than just being a rne~ber of an organization. Eliminates tha Perceotion of Two Unecual Schools Presently, one school is perceived to be a better school and the other one is becoming the less desirc~le. They are cor..rnonly re:erred to as the "poor" and the "r:c~ schco_, Prcmote Citv Gnitv Al_ students would have the opportunity to interact with others frcro across the city and develop lasti'-g friendships. The school administration and business people would not be perceived as favoring one school. 00922 V, > '0 '0 t,j z 0 1-1 >< I-' 0 w N I I-' 0 w w co Appendix 1 page 2 4est Side Propertv Values Property on the w~st side should ~a more desirable to new people moving in to the city, if all stuaents are attending the sa~e school. TrClnsoortation With seventh gradars going to neighborhood micdle schools, transportation could be provided for all secondary stucents wr.o reside two or more miles from school. 00923 1.11 > "cl "C t<:1 z 0 H >< I-' 0 w N I I-' 0 w w CX) APPENDIX II ADVANTAGEOSf THE 7-8 MIDDLE SCHOOL ~ The success of Central Junior High School is r.ot questio~ec. The i-8 middle school provides an excell~nt opportunitv to expand the type of programs offered at Central to cipproximately twice the number of studencs. 2. The i-8 middle schcol provides fer better cor.tinuity in allo~ing teachers, counselors, and administrato:s to become rr.ore familiar wit~ students and t~eir parents. 3. The i-8 middle sc~ool preserves t~e neighborhood school conce?t for one additional year as most seventh graders will attend middle schools n~arer their homes. 4. Student conduct in the 7-8 schools will be much improved over the current S-9 junior high organization. 5. The 7-8, 9-10, 11-12 plan allows for the closing of a secondary school facility. It is estimated that operating costs will diminish by $250,000 per year with one less school. 6. Th~ middle school allows for a more student-centered approach for ~ighth graders. With hi:h school credits beginning at grade nine, the middle s~hool approach is ffiore concerned with student success than ~ith Carnegie units for credit. 7. The Minimu.-n Ferforrnance Test (MPT) is given at the sixth and eighth grades. Remediation, as needed, is planned for grades seven and eight. The 7-8 middle school offers a remediation framework far superior to the existing K-6, 7, 8-9 grade arrangement. 00924 l,J1 > "O ~ t'rj :z: 0 1-1 >< t--' 0 w N I t--' 0 w w C0 I APPE~rorx II! .RITERIA FOR DETE&INING 9-10, 11-12 C~~PUS DESIGNATIONS There are many factors th~t can be considered in deter.nining which campus is bet~er suited for grades 9-10 and which for s=ades 11-12. Net all quantity and ~uality factors, howeve~, are relevant to such decisicn making. For example, a cafeteria to feed the approxim~te s~~e number o: students is needed at each campus. It is r.ot possible to determine that one cafete=ia 1o,ould serve a particular campus any better than it would serve the other. The same should be said a:out office space, teacher work areas, geographic locations of the buildings, and several c~ter considerations. Scme factors do, however, seem to have programming at the 11-12 grade level. identify those factors and to evaluate ability to provide for those factors. l::elow. a greater impact on An attempt was made to each high school's Those results are shown SCIENCE FACILITIES: More higher leve_ science courses will be needed at the 11-12 campus. More courses call for more lab space and oth~r instructional areas suited to science teaching. Ole Main facilities for science are more ~lentiful and better suited for grades 11-12. DRAMA/FINE ARTS: Both ca.mouses are forti:nate to have top-flight drama/fine arts facilities: The Northeast facility is more modern and better suited for complex settings and advanced stage productions for grades 11-12.d A7ELETIC FACILITIES: Ole Main athletic facilities are more favorable for grades 11-12 utilization. The gym has more seating and is used for high school athletics exclusively. Track and football facilities would a_so favor the Ole Hain campus. P.!.?3:ING AREAS: More automobiles woulc. be expected at the 11-12 g=ac.e campus. Northeast has much more available space for student, faculty, and fan parking. Additional space can be prov~ded at the Ole Main c~~pus. voc
.::IONAL FACILITIES: !-!ore shops and other vocational edcation spaces are needed at the 11-12 grade campus. Such spaces are much more abundant at the o_e Hain ca.'!lpus. 00925 t--' 0 w N I t--' 0 w w I I Apendix III page 2 MUSIC FACILITIES: As with drama and other programs, adequate music facilities are needed at each campus. The Ole Main music ..,.tacilities do, however, provide more space and are better ituated to serv~ ~he more advanced music student. OTHER FACILITIES: s~veral other facilities such as libraries, journalism, art, and other teaching spaces were considered. rt coes not appear that those facilities at either campus offer advantages over th~ other for use with graces 11-12. SUM..Y~RY: When all curriculum and student activity possibilities are considered, the Ole Main campus is more ideally suited to house grades 11-12. Due to its proxL~ity to Lakewood and the need to share f~cility with younger students, Northeast is better suited for the 9-10 campus. 00926 APPE~~rx IV WDEL FOR PLANNING !HE TRANSlTION TO THE 7-8, 9-10, 11-12 .GANIZATION Decisions for implementing a new secc~dary grade structure woul~ obviously nQ'l\ber in the hundreds. Decisions that.relate to course offerings, staff assignments, student activities, athletic programs, and countless othe: concerns will need to be made through the intervening months ahe~d. A:though the planning to be done is cetailed and tirr.e consQ~ir.g, one should find comfort in this major fact: the two most L~portant ingredients in planning are ~~ple time and capable people. Both ingredients are in good supply in planning for a t=ansition that should occur in the 1990-91 school year. It should be further noted that along with the expertise and experience within our o~n district, other districts using the se.me or sL~ilar approaches are availcble for study and comparison. As in the case with all educational planning, the true wexpertsft are to be found among the teaching, counseling, and building administrative corps. Their direct involvement in the planning process is not just L~portant--it is essential to the establishment of an effective program fo= the secondary students of North Little Rock. Tha planning model, therefore, is primarily a model for the involvement of staff and others in the planning process. THE COORDI~ATION OF THE PLAfi"NING EFFOR~ will be provided by a twelve member steering committee appointed by the Superintendent of School$. The steering committee will be c~aired by the Assistant Superintendent for Instruction and include representati~es from all secondary ce.I.lpuses, the Board, the student body, and parents of secondary school students. The steering co~.mittee mav choose to use the services of educational consultants as d~emed.necessary. ~.mong the early tasks of the ste~ring cc~~ittee will be the development of a pldnning guide for use throughout the planning e::o:t. Along with ~esc:ictions of the various planning objectives, time lint$ wili provide check poin~s to determ~ne i: satisfactory progress is being made and will allow for "in-flight" adjustments to the planning process. 00927 SGB COMMITTEESto study and plan specific elements will be appointed and their work su~ervised by the steering committee. Although the determination is to be made by the steering c.Pmmittee, it seeffis likely that sub committees would be needed a, deal with such i~~ms as staff assignments, devising student activity programs, designing instructional programs, and manv other areas of op~ration. Sub committees should be representative of the buildings, students, and parents served. Their findings should be submitted to the steering committee in the form of highly specific recommendations. PERIODIC REPORTS of the progress being made and of decisions reached should be made by the steerin~ committee to the Superintendent and Board. A?PENDIX V CBSERVATIONSA BOUTT HE 7-8, 9-10, 11-1: ORGANIZATIONALS T?.l:CTl!RE , 1. Contrary to the cpinions of some, student participation in school activities actually increases ir. the 9-10, 11-12 organization. With larger numbers of students of sir:.ilar ~ges _and_incerescs, scudent activities are limited only by 1mag1nat1on. 2. Total numbers o: students in bane, athletics, drill te~~, and cheerleading ~ay actually increase with the 9-10, il-12 arranc:
ement. 3. The strong intramural athletic ar.d music program now at Central Junior High School can easily be continued in the 7-8 middle school setting. 4. Increased numbers of eleventh and t .. elfth grace students presents tremendous opportunity to expand courses for students of all ability levels. More Advanced Placement courses, additional courses in higher ~ath and science, ROTC, a~d strings programs are all possible. In addition, courses such as cor.mercial art and expanded conputer offerings are well within possibilities. Several additional vocational programs should be given ~trong consideration. S. Although realignment brings certain fears and concern_s to some, it clearly provides additional educational, financial, desegregation, transportation, and other advantages that probably cannot be realized in ar.y other way. 00929 V, NORTR L!TT~E ROCK SC~OOL DISTRICT STUDE)IT TR.
NSPORTATION INFOR.'-t.:\TION / .rrently, the North Littl: ~ock Scheel District operates a rleet of 42 buses for the ca1ly trar.s~ortation of regular er.d sp~cial education stucents to and frc~ school. Under feceral law, all s~ecial ecucation students are eligible for daily transportation. Approxi~ately 1400 elener.tary studer.ts are bused in accordance 1-:ith the court mancatec "Storm Plan." All seventh crac.e stuc.ents who resic.e more than two miles from Central Jur.ior,P.ich are bused to ar.c from desig!'
ated stops ttroughout the City. A court crder requires a Si:'tall a.:-,ount of busi::g of secondary stuc.er.ts. Euse~ are used to transport students to the six ~agnet schools and to Metropolitan Eigh School in Little Rock. In addition, buses are used for transporting ele~e::tary, junior high, ar.c high school students to a variety o: student activities, field trips, athletic contests, ar.d perfor~ances. Stucents from all secondary schools are bused to the Skills Cer.ter and some high school students are enroll~d in courses dnd receive transportdtion to the other high schccl campus. During the 1987-88 school year, approximately 1500 students in grade 8-12 who reside two or more miles !ram school are not provided transportation. Although most do not experience major problems in g~cting ~o and from school, some have great difficulty with transportation. High school principals report that many of these students are fre91ently absent due to a lack of transportation. Students with hig~ absenteeism usually have grace prcblen~ and are the most likely to drop out of school. Under the proposed 7-8, 9-10, 11-12 s=ade structure, a total o: 3200 secondary students would live two or wore miles from school. (900 in grades 7-8 and 2300 i:: graces 9-12.) Through t~e past several years, apprcxL~a~ely SO percer.t of eligible seventh gracers actually r:ce the bus to and from school. Applying this ex?erience to t~e 3200 eligible seco~cary s~udents under the propo~ed plan, tra~s?ortat1on would be r.eedec fer a max~mum of 1600 students. It is r.ot ar.tici?ated that 50 perc~nt o: grad25 11-12 student~ woulc chocs2 bus trans?ortatio
: i: availa:ile. ~1th the addition of ten or less school buses, all stucents residin~ t~o or more m~les from schoo_ could be transported on a c~ily bisis. With elementary classes teginning at 8 a.m. and seconcary classes begi~ni~g at 9 a.m., thirty-one buses would be sufficient. 00930 \J1 > "O "O t,j z 0 1-1 >< 1--' 0 w N I 1--' 0 w w 00
>g t,j z 0 1-1 Student Transportation Information page 2 l Arkansas, transportation costs are allocated to school stricts based upon the nwnber of eligible students. (Residence of two or rr.ore miles from school) . With fifty percent or less of the eligible students actually riding the bus, i~ is expected that all transportacion costs would be reimbursed ar.d th~t all eligible secondary students .would be transported at no additional cost co the school district. 00931 u, p::,. 'O 'O t:,j z t, H >< I-' 0 w t\.) I I-' 0 w W1 NORTH LITTLE ROCK SCHOOL DISTRICT HIGH SCHOOL BUILDING CAPACITY APPENDIX VII The following graphic shews square footage and student capacity at Northeast and Ole Hain High Schools. The scudent capacity nu.rnbers represent an 80 percent utilization rate. NORTHEAST SQUARE FEET O.PACITY Main Building 86,020 Fine Arts 1,092 Building 41,389 165 Gvmr.asium 22,437 100 C~:eteria 15,313 ------ TOTAL 165,159 1,357 1357 X .80~ = 1,086 Stucent Capacity OLE MAIN SQUARE FEET CAPACITY ~ain Building 121,270 1,100 Music Building 8,119 100 Vocational Building 18,762 175 Science Building 31,268 325 Gym and PE Dressing 34,787 100 ------- TOTAL 214,206 1,800 1800 X .80\ = 1,440 Student Caoacitv The proposed 9-10, 11-12 grade align.'!lent \.-ould necessitate additional classrooms at the Northeast High School. Twelve regular classrooms would allow the Northeast campus to accommodate 1400 students. An addition of 10,200 scruare feet would be constructed for approximately $357,000. Such addition could be made with a minimum disruotion of classes and other activicies of the school. It is proposed that building costs be paid from the current building fund. Although not essential to the proposed realig~nent plan, Ridgeroad Junior High School should also be renovated and U?-dated at this time. It is estimated that renovation costs would total approximately $1,500,000. These monies should also be paid from the building fund. 00932 U1 > "ti ttj tii :z: t:, 1-1 >< I-"' 0 w N I I-"' 0 w w C0 ~ ttj tii :z: t:, 1-1 NORTH LITTLE ROCK SCHOOL DISTRICT COST SAVINGS IN THE CLOSING OF CENTRAL JUNIOR HIGH SCHOOL APPENDIX VIII Central Junior High School was constructed in 1953 and is located on a 10 acre site at 2300 Poolar Street. The building is structurally sound but shows the ~ear and tear of 35 years us~ as a junior high school. Certain portions of the non-air conditioned facility are prone to flooding. Several cost savings are obvious in the operation of five rather than six secondary schools. Although the 7-8, 9-10, 11-1i olar. is not proposed as a way to eliminate staff positions, cost savings are likely to occur as staff is more efficiently assigned in new settings. The fig~res below show cost savings as related to custodial and cafeteria personnel. They do not reflect reductions in a~uinistrative, secretarial, and counselor costs that may also be realized. All reductions that do occur will be handled t~rough attrition and no personnel, certified or classified, will lose jobs as a result of the proposed realignment plan. Although no value is shown, the trans:er of furniture, e~uipment, and supplies to the three middle schools should provide for more efficient use. The following annual savir.gs are expected to result from the closing of Central Junior High School: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Cus~odial Salary (through attrition) Custodial Supplies Water Natural Gas Electricity Insurance Security Waste Disposal Normal Maintenance Exoenses Estimated Savings - C~feteria Departuent Avoidance of renovation cost of $2,167,567 divided by 30 years useful life Added cost of $350,000 for Northeast addition assuming one half value left with other one half d:vided by 30 years useful life $54,600 2,750 4,360 17,582 49,526 21,600 1,075 1,550 16,700 22,000 72,252 +5,833 Total Annual Savings $258,162 00933 u, > '0 '0 trj z 0 1-1 >< .... 0 w (\.) .I. .. 0 w w C0
>g trj z 0 1-1 >< Savings in Closing of Central page 2 No determination has been made at this time as to the future use ~f the Central Junior High School campus. Demographic 'rojections do not show a n~ed for additional classroom soace in the foreseeable future. Possibilities that might be considered include the following: 1. The property could be sold with the proceeds to be s?ent on other facility needs in the District. Once sold, the value of the property is placed on the tax roll and adds to local tax revenues. 2. The property could be leased for commercial or industrial use. 3. The property could be converted for uses as an elementary school if needed. 4. The property could be used for other district purposes. Such need is unforeseen at this tL~e. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATIONO F HIGH SCHOOLS APPENDIX IX The Federal District Court has ordered, dnd the U.S. Eighth Circuit Court of Appeals has upheld, a desegregation plan for the high schools of North Littl~ Rock. The plan calls for two attendance zones with comparable numbers of black and white students in each zone. The order allows for a certain amount of variation in the assignment of students. The schools must be balanced "to.within plus or minus t~enty-five percent of the minority race." The meaning of this phrase is explained below through the actual n~~ber of students enrolled in Northeast and Ole Hain High Schools curing the 1987-88 school year. NORTREAST Black 329 Wnite 850 % 27.9 % 72 .1 Total p~rcentage Total percentage Black White 34% 66% OLE 1-'..AIN Black 424 White 59 5 \ 41. 6 \ 58.4 The "plus or minus 25 percent" rule is a~?lied as follows: our total percentage of black students at Nor~heast and Ole Main is 34. Twer.ty five percent more than 34 is <2.5. Twenty-five percent less than 34 is 25.5. Therefore the percentage ~f black students at each school must not be more than 42.5 percent and not less than 25.5 percent. -- Trends of the past several years indicate that both high schools are likely to be outside of the plus/minus t~enty-five percent rule within the next t~o years. Rezoning the high school attendance areas to account for a 66-34 balance would require several hundred high school students to change from one zone to the other. As our district moves toward a unitary sta~us with the courts, the 9-10, 11-12 grade structure would be a strong drgu.~ent in our favor. In addition, the stability a::orded students and their parents should lead to a greater co~~unity wide support of the ecucatior.al system. 00935 u, > "O I'd trj 21 t:j H >< I-' 0 w IS.) I I-' 0 w w CX) I Rca.1.1.g,_-
-,enta nc ~ct-.olarsr..1.ps page 2 4. Strong four year foreign language programs provides local glo~a
firms the opp?rtunity to :ncourage advanced language tra1.ning through the.Lr sponsorsh.1.p. Global firns frequentlv ~ncourage bilingual development as a procedure to enhance world trade. Scholarships to outstanding language students are a by-product of strong progr~~s. 5. A high school with a magnet program in each curricular area encourages student achievement. Students that are products of such a system would find opportunities available nationwide. These students become more competitive for scholarships and fellowships due to their advanced training. 6. As student enroll.rner.t increase in AP classes, the success rate of students with the ACT and SAT tests will increase due to advanced course preparation. Increased scores on the ACT and SAT make scholarship opportunities available. Although few in number when compared to academic scholarships, some North Little Rock seniors receive scholarships in athletics and music. It likewise is anticipated that more, rather than fewer, scholarships will be awarded in these important areas with implementation of the 9-10, 11-12 high school concept. College and university recruiters are ac~~ely aware of two major factors as they seek talent for their programs: The quality of the student performer and the quality of the program that trained the student performer. It is a well understood fact that larger high schools with quality programs produce a much higher proportion of athletic and music scholarships than do their counterparts jn smaller high schools. 00937 IJ1 > '0 '"Cl trj z t:, H >< 1--' 0 w N I 1--' 0 w w CX) > ~ trj z t:, H >< 1--' ....J w ....J I 1--' ....J ~ IJ1 ORDER APPROVING NORTH LITTLE ROCK SCHOOL DISTRICT'S PETITION TO CLOSE CENTRAL JUNIOR HIGH SCHOOL AND MODIFY STUDENT ASSIGNMENT PLAN 1.11 :i:,, "'C "C t,i z t:l H >< I-' 0 w N I I-' 0 w w cc :i:,, "'C "C t,i z t:l H >< I-' -.J w -.J I I-' -.J 1".1"1 I IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS ':~RL R. ~i''ffS. CLERK l ,:
y: /1111&1m-< WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT j PLAINT I FF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MS, LORENE JOSHUA, et al. INTERVENORS KATHERINE KNIGHT, et al INTERVENORS ORDER There are several issues pending before the court. The North Little Rock School District (NLRSD) has moved for approval of a modi(ication of its desegregation plan to permit reorganization or its secondary schools. The proposed changes would make Ole ~ain High School the only NLRSD school for eleventh and twelfth grades and Northeast High School the only NLRSD school for ninth and tenth graders. Further, Central Junior High School, which currently serves all NLRSD seventh graders, would be closed, and the remaining NLRSD junior high schools would serve seventh and eighth graders. The proposed changes would not be implemented until the 1990-91 school year. NLRSD's motion acknowledges that this court's approval must be contingent since the parties to the case are charged with the task of developing long-range, cooperative desegregation plans (September Plan) by September 30, 1988. The proposed changes in NLRSD appear to be desegregative in nature and are, accordingly, approved, with the caveat that the changes not in any way impede 01032 I I I I I I the yet-to-be developed September Plan. -There is also a motion pending to approve the annexation of certain territory into NLRSD from the Pulaski County Special School District (PCSSD). The territory is located within the North Little Rock city limits, but is currently a part of the PCSSD. In conformity with prior holdings of this court and the court of appeals, the annexation is hereby approved. The annexation takes place pursuant to state law. This court will expect the parties to comply fully with state law regarding the exchange of tax base and debt. The current stipulation w~ich governs majority to minority (M to M) transfers should be reviewed and evaluated !or effectiveness. Any changes should be submitted as a part of the September Plan. However, there is one clarification which deserves irrrnediate attention. Students who transfer from one district to another to aid desegregation efforts will be allowed to participate in athletics at the receiving school so long as the transfer is made by Labor Day. This comports with the eligibility requirements of the Arkansas Athletic Association. IT IS SO ORDERED. This 1st day of September, 1988./" , ?bL------ 01033 (X) PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN (Part of Interdistrict Desegregation Plan) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN PLAINT I FF DEFENDANTS INTERVENORS INTERVENORS Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten, within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXl:iIBIT 20 01737 outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. All other schools within the District are still in compliance with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching this limit. On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-00lJ 01738 I 1989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the same racial composition. To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-00lJ ,: 22 01739 I Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senior high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSO. North Little Rock will also accept the transfer -of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July l for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the P~n, the District ------- ----------- -4- 3-00lJ - ._. .. 01740 proposed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability in identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-00lJ 01741 Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching !!!!-handicapped students. The North Little Rock School -6- 3-00lJ ,--- 25 01742 District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to use the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. -7- 3-00lJ 26 01743 I CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. February , 1989 Respectfully submitted, JACK, LYON & JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas 72201 (501) 375-1122 By: ~tv.-~ STEP!i]
}l W. JONES, hlorneyfu North Little Rock School District By: JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72201 (501) 374-3758 Attorney Intervenors WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 (501) 371-0808 -M--+==-=--+==:---r-.-:-:t:.~:-::-::y:-:f.:o::-:r=-- P School D -8- 3-00lJ 01744 I I I I The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT By:~--?------:- :'-5-.,.,..<.i
--==~r~b'... . ..,.~-- ~- STATE DEPARTMENT OF EDUCATION By: _____________ _ KNIGHT INTERVENORS // By:__._f_/~_IL_1l_J~_ --- (/ -9- 3-00lJ 01745 NORTH LITTLE ROCK SCHOOL DISTRICT'S STIPULATED COMPENSATORY EDUCATION PROGRAM IMPLEMENTED WITH SETTLEMENT MONIES FILED U S. DISTRICT COURT EASTERN DISTRICT ARKANSAS OCT 2 5 1989 IN THE UNITED STATES DISTRICT ~~R.BRENTS,CLERK EASTERN DISTRICT OF ARKANSA9y: OE? c o:o WESTERN DIVISION L_.,K LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. DEFENDANTS INTERVENORS INTERVENORS STIPULATED COMPENSATORY EDUCATION PROGRAMS TO BE IMPLEMENTED BY NORTH LITTLE ROCK SCHOOL DISTRICT WITH SETTLEMENT MONIES The programs listed below will be implemented with settlement monies pursuant to paragraph VIII. D, at page 39, of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989, as amended. The District cannot presently implement these programs without funds from the Settlement Agreement due to the financial condition of the District. In its October, 1986 Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District, approved by the Court in its Order of February 27, 1987 (LRSD v. PCSSD, et al., 659 F.Supp. 363, 367-68 (E.D. Ark. 1987), the NLRSD described in Section 4: Compensatory Edtication, certain educational programs needed to address achievement disparity of black students which could be implemented only with additional . . funding from the State. With the settlement monies from the State, the NLRSD will now be able to implement those programs as described below. SETTLEMENT PLAN FOR COMPENSATORY EDUCATION Programs to be Implemented with Settlement Monies I. Learning Resources Goal: A. Provide technology based remedial basic skills instruction to reduce the achievement disparity between black and non-black students. Basic Skills Computer Laboratories The first priority of this Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading
language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. -2- 3-00ld B. Diagnostic and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive test and the use of the Curriculum Management software that IBM has under development. The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and releases the .Curriculum Management software in early 1990. II. _Pupil Services (and Program Monitoring) -Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. A. Diagnosis and Prescription Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. B. Beginning in year one of the Settlement Plan, the District will provide up to $5,000.00 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. III. Staff Development Goal: Provide teachers with additional skills and awareness which will more greatly involve -3- 3-00ld IV. I minority students into the mainstream of classroom activities and reduce teacher preconceptions which might hinder learning by black students. A. Teacher Expectations student and Achievement (TESA) Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. Early Childhood Goal: A. To better prepare disadvantaged and minority four and five year old students for school success. Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Glenview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent.involvement in the learning process of the students is a component of the program. -4- 3-00ld 03587 One attendance zone will be added each year beginning in 1989-90 school year and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. v. Summer Learning Experiences Goal: Provide tuition grants and transportation to low socio-economic students to attend summer school A. Summer School for Secondary Students B. To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be madeavailable the second year of the implementation plar.. Summer School for Elementary and Junior High School Students Goal: To enable low achieving students the opportunity to receive small group remedial instruction. Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings through both computer assisted and teacher directed instruction. Summer school activities are currently on-going for grades l, 3, 6 and 8. An evuluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion for the second year of the implementation plan. -5- 3-00ld VI. Basic Skills Instruction Goal: Provide remedial instruction for basic skills mastery to reduce achievement disparity between black and non-black students A. Remedial Reading Laboratories at the Senior High School Level B. Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed by a reading specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, conm1unication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. Remedial Reading and Mathematics Supplementary Instruction at the Elementary Level Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or n1athematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the sett~ement plan. -6- 3-00ld 03589 VII. The implementation of the District's compensatory education programs will also be monitored by the State pursuant to Section III A of the Settlement Agreement and nothing in this plan is intended to limit that monitoring responsibility. Respectfully submitted, JACK, LYON & JONES, P.A. 425 West Capitol Avenue 3400 'l'CBY Tower Little Rock, Arkansas 72201 (501) 375-1122 September "J4, 19 8 9 By, ,_/4..L,_,.__, c.J~ ~ STEPHEN W. JONES, ~rney for North Little Rock School District The undersigned parties join in this stipulation. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Al:kansas 72206 Attorneys for Joshua Intervenors FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. Little Rock, Arkansas 72 1 Attorneys for Little Rock School District -7- 03590 3-00ld WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 laski County Special School District ALLEN LAW FIRM 1200 Worthen Bank Building Little Rock, Arkansas 72201 Attorneys for the Arkansas Department of Education MITCHELL & ROACHELL 1014 West Third Street :::t/42J
J
:
Rich& W. Roachell 72201 Attorneys for Knight Intervenors CERTIFICATE OF SERVICE I hereby certify that a true and correct copy of the foregoing has been sent to the attacl
_eg.,-iist of counsel, via U.S. Mail, postage pre-paid on this _._A_: ::>+ _1f.-..daoyf Ser I ember, CJck ber 1989. -8- 3-00ld 03591 North Little Rock Public Schools 12/ 1/89 NORTHL ITTLE ROCKS CHOOLD ISTRICT REVISED DESEGREGATIOPLNA N IN THE UNITED STATF.S DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION PLAN i PLAINT Irr DEFENDMJTS INTERVCNOPS Introduction Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: Section 10: Section 11: ~ABLE OF CO~TENTS Student Assignment Plan Staff Recruit~ent Plan. Special Education Plan Introduction Compensatory Education and Elimination of Achievement Disparity Page ,i 1 15 21 31 Compensatory Programs Aimed at. 50 Dropout Prevention Extracurricular Activities. . 58 Discipline, Expulsions and. 62 and Suspensions Gifted and Talented Education. . 64 School Construction and Inadequate. 88 Facilities Desegregation Monitoring 91 Community Relations . . . 92 Referral Evaluation Placement and Programming. 95 Procedures for Handicapped Students INTRODUCTION In its decision of April 13, 1984, the Court found lhe tlJr.tlt Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification ,-,1: North Little Rock neighborhoods. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F. Supp. 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were underrepresented on the administratLve staff and teaching faculties of the NLRSD schools. Id. at 3 4 8, Paragi:aph 91. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD had failed to have blacks coaching at the senior high level. Id., at 348-49, Paragraph 93. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. ld. at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as "learning disabled" while blacks were classified as "mentally retarded." Id. at 350, Paragraph 103(l)(d) and ( 1) ( g). ii 6. Blacks were underrepresented in the NLRSD's Jttt~~ and talented program: Id. at 349-50, Paragraph 100 and Paragraph 103(1)(a). 7. A disproportionate number of blacks drop out 0E school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from schocl. Id., Par.Jgraph 10:. 9. The NLRSD did not provide adequate compensatory education programs for black students. Id. at 350, Paragraph 103(l)(c). 10. A disproportionate number of black students w~re bussed in the NLRSD with "less than satisfactory desegregation results. Id. at 351, Paragraph 103(5)(a). However, only four of these violations were found to have had a continuing interdis tr ict e f feet. Spec if ical ly, the NLRSD "(a) failed to assign blacks to its central administration or to high school principalships and coaching positions
(b) concentrated whites in schools north o~ Interstate 40 and blacks in schools south of it
(c) assigned students to special education classifications on a discriminatory basis
and (dJ failed to apportion the burdens of transportation equally on black and white students. Id. at 353, Paragraph 10. n-012 iii The Court of Appeals for the Eighth Circuit affi.rmect th~s~ findings and also noted that, in addition to correcting the violations found by the District Court, the NLRSD would be required "to comply fully with the prior orders of the district court and this Court." LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The NLRSD's rem-2dial plan, Jti.gi1:a.lly suumitted dS ill~RX k-i, was directed toward remediating those segregative acts determined to have interdistrict segregative effects and did n0t address those violations which were intractistrict in their effect. The Court, however, directed that the NLRSD address these intradistrict violations as well and on October 14, 1986, the NLRSD filed its Supplement to Plan. Cumulatively the Flan and Supplement addressed all violations found by Lhe Dislrict Court and the mandate of the Eighth Circuit Court of Appeals regarding Lhis and all prior orders. On February 27, 1987, the Court approved the Plan, as supplemented, in all respects and no party appealed. LRSD v. PCSSD, 659 F.Supp. 363, 367-68 (E.D. Ark. 1987). Since that time, the NLRSD has on several occasions requested the Court to amend the Plan. These include: 1. Addendum to Student Assignment Provisions of Section 1 of the Plan, filed on ,Tuly 21, 1987 and approverJ by Order of July 27, 1987. n-012 iv 03597 2. Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School, filed July 20, l'.l88 and approved by Order of September 1, 1988. 3. Petition to Modify NLRSD's Desegregation Plan submitted to the Special Master on February 15, 1989 and approved by Interim Order of July 27, 1989. PURPOSE OF REVISED PLAN One purpose of this revised plan is to incorporate the District's approved plan and all amendments thereto into a single document. Second, the District committed in its original Plan to implement certain compensatory education programs if adequate funding was provided by the State. The Settlement Agreement does provide additional funding to the District for compP.nsatory education and also requires the District to provide a description to the Court of the compensatory education programs which will be implemented with the settlement monies. On October 25, 19 89, the Stipulated Compensatory Education Progr-ams to be Implemented by the NLRSD with Settlement Monies was fil':!cl which details the programs that will be impl~mented and when. This revised plan incorporates the provisions of the Stipulation, contingent, of course, on the Court's approval of the Settlement Agreement. Third, in addition to the original plan as formally amended and the stipulated compensatory education ~rograrns, the District n-012 V proposes some additional program commitments relevant to desegregation which have been incorporated in this revised plan. n-012 vi 03599 SECTION 1: STUDENT ASSIGNMENT PLAN HISTORY OF STORM PLAN Elementary students within the District are assign8d according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial composition represents the racial composition of the District. This plan is based on two primary premises: first that it accomplishes total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. ELEMENTARY SCHOOLS The North Little Rock School District desegregation plan, approved by the court of appeals, see Davis v. Board of~, 449 F.2d 500, 501 (8th Cir. 1971) and revised with the 1 approval of the district court, see Davis v. Board of Ed., Order (E.D. Ark., May 12, 1978), LRSD v. PCSSD, 659 F. Supp. 363 (E.D. Ark. 1987) incorporates the following features: 1. Since the total student population of the elementary schools in the North Little Rock School District in 1989-90 is approximately 48 percent black and 52 percent nonblack students, each elementary school in the District must have a student population excluding kindergarten, which approximates as nearly as feasible the proportion of black and nonblack students in District as a whole. 2. To assure that each elementary school will have a balanced student population. Schools are placed in groups so that s~udents within each group can be assigned ': to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA, p. 8. 3. Children entering the first grade after May 1, 1978, enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is entering from another school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F.Supp. 730 (E.D. Ark. 1973). 03601 5. Black students living in predominately white areas a~d white students living in predominately black areas are not bused or transferred. The questions and answers concerning the District's stuce~t assignment plan (Addendum lB, p. 9) are published each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student population in the District have a racial composition within 25% of the racial composition of the District as a whole. LRSD v. PCSSD, 778 F.2d 404, 435, (8th Cir. 1985). In 1989-90 the NLRSD has 4,444 nonkindergarten elementary students of whom 2,335 (52.5%) are nonblack and 2,109 (47.5%) are black. Thus, in order to meet the~ 25% standard, each school must have a black population between 35.6% and 59.4%, i.e., 47.5% + 11.9%. All the elementary schools in the District are presently in compliance with this standard. JUNIOR HIGH SCHOOLS: 1989-90 Junior high schools, grades eight and nine, are also assigned by zones. The only exception to this is an area bounded on the east by Interstate 30, on the South and southwest by the Arkansas River, and on the north by Twenty-second Street. See Addendum lC, p. 13. Black students in this area are assigned to Ridgeroad Junior High School
all other students are assigned to Rose City Junior High School. Each junior 3 high school reflects the racial composition of the District in grades 8 - 9. These zoDes will be changed if and when necessary to maintain the racial balance within the District. One school, Central Junior High, serves all seventh graders in the District. In 1989-90, the junior high schools in the District have a student population that is 57.0% nonblack and 43.0% black. See Addendum 10. The black population in each school must be between 32.2% and 53.8% black, i.e., 43.0% ~ 10.8%. All junior high schools in the North Little Rock School District satisfy this standard. See Addendum 10, p. 14. LAKEWOOD JUNIOR HIGH SCHOOL COMPLIANCE FOR 1989-90 Lakewood Junior High School has been brought into compliance with the court order. We used a volunteer method to bring them into compliance. A let~er was sent out to all black students living in the Ridgeroad attendance zones. The letter asked for forty black students to volunteer and transfer to Lakewood Junior High School. It was indicated that this would be dace on a first come first served basis. There were about 35 students to transfer. Another letter was mailed to all white.students living in the Lakewood attendance zone. The letter asked for twenty white students to volunteer and transfer to Ridgeroad Junior High. It was indicated that this would be done on a first come 4 03603 first serve basis. There were about ten students to transfer. SENIOR HIGH SCHOOLS: 1989-90 The senior high school boundaries were drawn in 1970 so that each high school's racial composition reflected the racial composition of the District. These boundaries have not been changed. They will be changed if and when necessary in order to keep each school rucially balanced. The racial composition of the District's senior high schools is 62.0% nonblack and 38.0% black. Thus, each school must have a black population between 28.5% and 47.5%, i.e., 38.0~ + 9.5%. The senior high schools in the North Little Rock school District satisfy this requirement. SECONDARY RESTRUCTURING: 1990-91 AND AFTER The North Little Rock School District will implement the new Restructuring Plan at the beginning of the 1990-1991 school year. The plan will affect the secondary schools only. The elementary structure will remain as is. The changes that will occur due to restructuring will be major changes. However, our desegregation plan is made stronger and even more stable as a result of the changes. At present we have two schools housing grades 10, 11, and 12
three schools housing grades 8 and 9
and one school housing grade seven. When the restructuring occurs there will be only one high school housing grades 11 and 12
one school 5 housing grades 9 and 10
and three schools housing grade 7 and 8. The seventh grade school, Central Junior High School, will be closed and will n0 longer be in operation. Tte attendance zones wi~l be revised and reestablished as necessary to assure proper rdcial balance in each 7th and S~h grade school. Transportation will be provided in the 1990-91 school year to all students who reside two miles or more from school. This will be a part of the restructured secondary schools program. Par~nts are encouraged to make recommendations and express concerns to the District's Transportation Department. Concerns and recommendations made to the Transportation Department will be investigated and corr~cted as theneed arises. The North Little Rock School District will continue to provide safe transportation by (1) well trained drives, (2) good discipline on buses, (3) proper bus maintenance, and (4) bus routes as short as possible. STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 The following schools are located south of Interstate 40: ELE~1ENTARY Argenta Boone Park Glenview Lynch Drive Meadow Park Pine SECONDARY Ole Main High Rose City Junior High Central Junior High 6 03605 Redwood Rose City Seventh Street The following schools are located north of Interstate 40: ELEMENTARY Amboy Belwood Crestwood Indian Hills Lakewood North Heights Park Hill Pike View SECONDARY Northeast High Lakewood Junior High Ridgeroad Junior High A map showing the approximate location of all North Little Rock Schools is attached as Addendum lC. The racial composition of elementary students in the District as a whole, excluding kindergarten, is 52.5% nonblack and 47.5% black. Thus each area .must be between 35.6% and 59.4% black, i.e., 47.5% + 11.9%. A review of t~e data in Addenda lA and 1D discloses that the racial compos~tion of all elementary schools north of I-40 is 54.9% nonblack and 45.1% black and of those schools south of I-40 the composition is 50.3% nonblack and 49.7% black. The composition of secondary schools north of I-40 is 59.3% nonblack and 40.7% black and south of I-40 it is 54.8% nonblack and 45.2% black. These are all we:l within the+ 25% standard set by the Court of Appeals. 7 NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF SEPTE~BER 20, 1989 EXC~UDING KINDERGARTEN STUDENTS SCHOOL GROUP A LAKEWOOD ELEMENTARY CRESTWOOD ELEMENTARY BELWOOD ELEMENTARY PINE ELEMENTARY TOTAL: GROUP B PIKE VIEW ELEMENTARY ARGENTA ELEMENTARY TOTAL: GROUP C GLENVIEW ELEMENTARY LYNCH DRIVE ELEMENTARY TOTAL: GROUP D AMBOY ELEMENTARY INDIAN HILLS ELEMENTARY SEVENTH STREET ELEMENTARY BOONE PARK ELEMENTARY TOTAL: GROUPE PARK HILL ELEMENTARY NORTH HEIGHTS ELEMENTARY REDWOOD ELEMENTARY TOTAL: GROUP F MEADOW PARK ELEMENTARY ROSE CITY ELEMENTARY TOTAL: BARING CROSS * ELEMENTARY TOTALS: NON-BLACK ne (57 .5l 117 (56.5) 79 (53.4) :.03 (53.1) 437 (55.4) 2:6 (53.3) 109 (49.5) 335 (52.0) 133 (58.8) 157 (51.0) 290 (57.9) 224 (54.1) 285 (63.6) 183 (58.1) 197 (42.5) 889 (54.2) 135 (61.1) 190 (49.4) 117 (46.6) 442 (51.6) 129 (48.7) 112 (56.6) 241 (52.1) 10 (47.6) 2,644 (53.8) BLACK 102 (42.5) 90 (43.5) 69 (46.6) 91 (46.9) 352 (44.6) 198 (46.7) 111 (50.5) 309 (48.0) 100 (41.2) 111 (49.0) 211 (42.1) 190 (45.9) 163 (36.4) 13: (41.9) 266 (57.5) 751 (45.8) 86 (38.9) 195 (50.6) 134 (53.4) 415 (48.4) 136 (51.3) 86 (43.4) 2:2 (47.9) 11 (52.4) 2,271 (46.2) :40 : o-:: 4 8 194 789 424 :20 644 233 268 501 414 448 315 463 1,640 221 385 251 857 265 19 8 463 21 4,915 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan. 8 03607 QCESTIONS AND ANSWERS CONCER~iNG THE REVISED ELEMENTARY SCHOOL DESEGREGATION PLAN FOR THE NORTH LITTLE ROCK SCHOOL DISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the District on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in t~e - spring to achieve-the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will 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 prevent students from having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way
therefore, the staggered 9 time schedule causes only slight differences in school schedules. 4. Q. Can a student avoid being transported if he/she attends a private school during the yearls) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attendance zone where he will be residing. If a student attends a private school during the year(s) he is to be bused he is automatically bused when he returns to the North Little Rock Public Schools. 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned 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 10 any other point. It is the parent's responsibility to deliver children to the neighborhood school
it is the District's responsibility to retur~ 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 two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend .Indian Hills, some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will now attend Redwood. 9. Q. How were the groupi~~s 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 enrol~ment of each school and the capacity of each school were considered. 11 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 com?osition such that their race is in the minority. Also, there may be instances where some handicapped children will r.ot 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 education program which m~y 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 enrollment in special education classes be small enough to allow for as much indivicual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis. 12 HORTII LITTLE R"-i{ PliDLIC SCHOOLS ... .....,,. ....... I: ,_,, ,.,,. .... ........... .._,_ ....., , ......-., .... ....... ...,. ... ..... ....... ...,,,. . .J .. I u.11 , ... ,, Ill ia. ....... , .,., II ,.w,i. 11,'fl I! ..,. .. ... II 111L,.:" " ....... u " """' ..... t ., ll ~"\t,,"'Ntl. ~Un.1 . .- .... ~ ..', ........ ... , .. I I ..l,,, .J )t .... ", .... ... ?I ll,,-.c l .. . 111.~ ... ~ ... !? ............ "" ?I ,,.. - ?t II, ..._..~ l ,.,,, C .,. .. c, U 1i..-\l,a,1-n --- \ ' * Ridgeroad Junior High-black &tudents' Roae City Junior High-~hite atudents ' 0 e - - . - e ... ....' ...... .. \\,I.I . J e 111 ... e SCHOOL CENTRAL LAKEWOOD RIDGE ROAD ROSE CITY TOTALS SCHOOL NORTHEAST OLE MAIN TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 2, 1989 JUNIOR HIGH SCHOOLS NON-BLACK No. (%) 396 (56 .5) 322 (66.0) 333 (53.2) 218 (52.5) 1,269 (57.0) SENIOR HIGH SCHOOLS NON-BLACK No. ( %) 686 ( 69. 3) 528 ( 54. 5) 1,214 ( 62. 0) BARING CROSS* BLACK No. (%) 305 (43.5) 166 (34.0) 293 (46.8) 197 (47.5) 961 (43.0) BLACK No. ( % ) 304 ( 30. 7) 4 40 ( 45. 5) 744 ( 38. 0) (School for multiple .handicapped) SCHOOL NON-BLACK ESACK No. (%) No. (%) BARING CROSS (Secondary) 9 (34.6) 17 (65.4) SECONDARY TOTALS: 2,492 (59.1) 1,722 (40.9) 701 488 626 4:. 5 2,230 TOTAL 990 968 1,958 TOTAL 26 4,214 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan. 14 SECT:ON 1 STAFF RECRUIT~IBNT PLAN The primary goal of the North Little Rock School District Personnel Office is to staff all positions in the District with the most qualified employees available. To meet this goal the recruitment, selection, assignment and promotion procedures will be routinely monitored. All personnel office programs and activities will be developed to comply with the District's Equal Employment Policy. The District is also committed to the principles of equal employment. In :urtherance of the commitment, it will regularly analyze its hiring and employment practices to identify areas of under-utilization of minority employees as compared to the pool of qualified persoos in the relevant labor market. The District will develop numerical goals and timetables to address any identified areas of under-utilization. District personnel involved in the employment process will be knowledgeable of all policies relevant to recruitment, selection, assignment and promotion. The Assistant Superintendent for Personnel will seek information on programs and activities related to minority recruitment and employment. When possible, she will participate in seminars designed to enhance recruitment skills. 15 03614 ANALYSIS OF STAFF Computer software specifically designed to provide a profi:e of personnel by race will be used to analyze the District's staff by July 1 each year. This staff analysis will enable the Personnel Department to identify instructional areas and schools where under-representation of minority staff exists. Future decisions relating to employment and assignment of staff will be made in response to identified needs. ASSIGNMENT OF STAFF All personnel will be assigned to jobs that allow for maximum use of individual potential in an atmosphere most conducive to learning for all students. During the spring of 1990 all secondary teachers and administrators will be reassigned to facilitate the reorganization of the North Little Rock secondary schools. Assignments will be made in a manner which will allow for equal minority staff represent~tion in all five secondary schools. PROMOT:CN District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. Announcements of vacancies or job openings will include information relevant to the position title, job description, minimum qualifications, salary information and method used to apply. Notices of vacancies will be posted in 16 the Central Administrative Office Building and in each of the Tiistrict's schools. In addition, this information wi:1 be provided to the President of the North Little Rock Classroom Teachers' Association. Each spring the District will conduct an interest survey among its teachers and administrators with the purpose of identifying individuals who are interested in advancement to upper-level administrative or principal positions. In addition, all minority personnel will be surveyed to determine those currently pursuing or interested in pursuing certification in areas identified as having an under-representation of minority educators. A Minority Mentor Program will be developed to allow minori~y personnel currently employed in administration or areas with under-representation to provide support anc guidance for those with similar aspirations. The District will strive to fill vacancies in assistant administrator positions with black employees who have indicated an interest in advancement to administrative positions and are currently working toward certification. Those assistants will form an applicant pool from which vacancies and newly created positions can be filled at both the District and school level. RECRUITMENT The most important aspect of employment continues to be the ability to attract qualified applicants. The North Little 17 03616 Rock School District is committed to attracting a greater number of black applicants for certified positions thus increasing the pool from which selection can be made. To that end the District pr9poses the following compor.ents of a comprehensive recruitment plan. 1. The District will maintain a budget that anticipates activities related to all compon~nts of the plan and provide the necessary funding for these activities. 2. It will be the policy of the District to notify in writing all recruitment sources and to state in all recruitment materials, including newspaper advertisements, that it is an "Equal Opportunity Employer." 3. All individuals participating in the recruitment process will be made dWare of the District's Equal Employment Policy. 4. All administrators will be kept apprised of the District's need for recruitment, selection and assignment of mir.ority educators. 5. All interviews for administrative positions will be conducted by a bi-racial interview team. 6. The District will regularly analyze its staff in comparison to the pool of qualified persons in the relevant labor market to identify areas where under-representation by minorities exist. Future recruitment will be directed toward areas where under-representation exists. 7. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 8. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 9. The District will contact identified teacher training institutions, as well as others, using a letter of introduction and will provide them with a brochure containing brief information about the District, occupational opportunities and 18 employee benefits, an Equal Opportunity Employer's statement, and a packet containing other perti~ent information. 10. The following items will be included in recruitment packets prepared for colleges and universities: - an introductory letter - a description of employee bene:its a District brochure (with minorities prominently shown throughout) - an application for employment - specific infor~ational items on teaching, coaching and administrative positions - notices on current job vacancies - schedule of visitations and seminars - brochure described in paragraph 10 11. A recruitment team will be formed to assist the District Personnel Office staff with recruitment efforts. The team will be composed of black and white teachers, administrators. All members of the team will be knowledgeable of the District's equal employment policies and kept abreast of recruitment needs. 12. Members of the District Recruitment Team will periodically visit teacher training institutions with special emphasis on established career days or special events sponsored by the institutions. Special attention will be given to institutions that have historically produced greater numbers of black educators. 13. During special college events the Assistant Superintendent for Personnel will conduct on-campus interviews with all interested individuals. When vacancies exist, "letters of intent to employ" will be offered to applicants who present verifiable c~edentials and recommendations. 14. The District will request identified teacher training institutions to provide the names and directory information of minority students enrolled in upper level courses. Periodic communication will then be mailed to these students. 15. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. 16. A 10-minute slide show describing the District 19 03618 und occupational opportunities in the District will be used at recruitment sites. 17. The District's Personnel Office staff will work cooperatively with the p~rsonr.el office sta:fs of Little Rock and Pulaski County School Districts to facilitate recruitment and placement of minority educators. 18. The District will request assistance from the Arkansas Department of Education in identifying potential minority applicants. COMMUNITY INVOLVEMENT The Assistant Superintendent for Personnel will host meetings with black community leaders to report results of the District's analysis of staff. Those leaders will be encouraged to assist the District in its efforts to recruit and employ minority educators. They will also be asked to identify community groups and professional organizations that couldprovide assistance with minority recruitment. The District will contact organizations identified by black community leaders and will provide them with relevant materials regarding employment with the North Little Rock School District. When appropriate, District personnel will attend state, regional or National conferences sponsored by professional associations for the purpose of recruiting ~inority educators. 20 Section 3: SPECIAL EDUCAT:ON PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a "racially 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 specia~ 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 94-142 and Arkansas Act 102 of 1973. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with tie classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional prac~ices related to its mental 21 03620 retardation progra~s. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant changes have-been implem~nted in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement & Appeal Procedures: For Special Education and Related Services, (Arkansas Department of Education 1985) (Hereinafter referred to as"Referral Procedures") and Program Standards and Eligibility Criteria for Special Education (Arkansas Department of Education 1985). (Hereinafter referred to as "Program Standards"). STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS ~EQUIRED BY STATE GUIDELINES The Arkansas Department of Education, as the regulatory agency responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 U.S.C. sec.1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were f~rst issued in 1981 and were updated and reissued in 1985. See "Referral Procedures" (1981) and "Program Standards" (1981) (provided to the Court in NLRX R-1 and NLRX 28). 22 621 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. ---DUE PROCESS PROTECTIONS In "Referr~l Procedures" (1981 & 1985), the Department o: Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests o: the child were of paramount importance. The North Little Rock School District has 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 JA. For a complete understanding of all the details of these procedures, one is referred to the procedur~s themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child may be done. 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federa~ regulations, the NLRSD provides the parents of children bei~g evaluated with a list of indepe~dent agencies who provide assistance to parents i~ this process. See Addendum 3B. 4. No child can be placed in a special education program without either parental consent or court order. 23 03622 S. The parent may request an independent professional evaluation from a list of twenty-four approved agencies (Addendum JC). While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found 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 ttReferral Procedurestt at 24-33 ( 1985). 7. In any appeal, the burden of proof as to any placement is upon the school district. See ttReferral Procedurestt at Pl.B p. 24 (1985). 8. The NLRSD advises parents of these rights in writing at the .beginning of the referral and evaluation process. :, ---SAFEGUARDS AGAINST H!PROPER USE OF TEST INSTRUMENTS ~ ''r,
<,. 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 regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used
and b. Are administered by trained personnel in conformance with the instructions provided by their producer. 24 03623 c. Include materials tailored to assess specific areas of educational need and not ~erely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educatio~al program for~ child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certified educational examiner, licensed psychologist or licensed psychological examiner. See "Referral Procedures" at 3-4 (1985). STATE REGULATIONS SPECIFY WHICH TESTS MAY~~ USED IN MENTAL RETARDATION ASSESSMENT in furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its "Prograr.i Standards" specifies by name which tests may be validly used for what purpose. This is done for each handicap category. The provisions re_ating to mental retardation assessment are found at pages 13-1 through 13-7 of the "Program Standards" ( 19 85 l . The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved 25 624 in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNAT:::VE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTAT!ON OF MINORITY STUDE~TS IN EMR PROGRAMS In addition to maintaining ics compliance with all State and Federal regulations governing special education, particularly those provisions designed as safeguards 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 address the problem of overrepresentation of minority children in EMR programs. Individual schools :ound to have overrepresentation problems must submit a school action plan which addresses the disparity in their special education population. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not 26 necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with ex~mplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only i~ implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the Districts actions have been consistent with the intent of the Cantalician Report. Therefore, the parties agreed that the North Little Rock School District should not be required to implement the Adaptive Lear~ing Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit 3D attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching ~-handicapped students. The North Little Rock School District made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The parties have agreed that the 27 03626 North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its e:ficacy for non-handicapped students. The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) The alternative referral and assessment practices listed ~bove will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices. ---INCREASED REVIEW BY INDEPENDENT PARTIES State regulations provide that the Department o: Education will conduct a review of each school district's special education program annually to determine compliance with all State and Federal regulations. The North Little Rock School District's last compliance review was completed on May 26, 28 1989. See "Compliance Letter" attached as Addendum JE. Al!. suggested improvements were implemented by October 1, 1989. See "Followup Letter" attached as Addendum JF. In addition to this regularly scheduled compliance review, the District has invited the following organizations to conduct in-service training and/or periodic review of the District's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of Education As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's need are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock Public School District will appoint a Special Education Advisory Committee with the responsibility to conduct compliance reviews every 18 months. This committee will be established with the following additional requirements: 1. Chaired by a member of the North Little Rock Public School Board. 29 03628 2. No fewer than seven (7) members. J. Minimum of two (2) members to have expertise in special education or related field. 4. No employee of the North Little Rock Sc~ool District may-serve as a member. RECORD KEEPING The District will maintain records suf:icient to identify and tabulate separately the total number of students by race in each school and grade level and by type of placement who are (a) referred for consideration for placement in a special education program
(b) evaluated for such placement
and (c) actually placed in a special education program. This data will be maintained in the central administrative offices although separately from each student's individual file. This data is to be re.viewed by the central administrative staff and reported to the Court annually. JO SECTION 4: COMPENSATORY EDUCATION AND ELIMINATION OF ACHIEVEMENT DISPAR!TY The North Little Rock ScAool District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexib:e grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science, and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The middle school program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-cur=icular and social. At the middle school level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, middle school students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music and band. 31 Introduction to competitive athletics, student government, spirit clubs and special interest organizations encourage self-development and preparation for high school. The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocational-technical skills offer a multitude of options to high school students. The District recognizes that the regular curriculum is often insufficient in aiding disadvantaged students to achieve mastery of basic skills. Therefore, within the framework of a comprehensive ~urriculum, which meets and exceeds State Standards and which is structured to meet ~te varying individual needs of all students, the North Little Rock School District must address identified remedial :eeds of disadvantaged minority students. The District also recognizes that achievement disparity does exist between the black and nonblack student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. ~he summary data of the standardized achievement test are analyzed by race and content area. The content areas that indicate a significant difference in achievement and disparity plans are developed. The following compensatory programs and compensatory 32 * components of progracs will be provided to help students overcome identified deficiencies. EARLY CHILDHOOD PROGRAM Pre-Kindergarten Program. To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Gleview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students in a component of the program. One school will be added each year beginning in 1989-90 and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be . , - ' utilized until after year four of the Settlement Plan. Kindergarten Program Kindergarten programs have been implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. Note: * Program descriptions preceded by"*" are dependent on the monies to be paid to the N~RSD as part of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989). If this agreement is not 33 03632 approved by the Court, the District will not be able to implement these programs. The Boehm Test of Basic Concepts is administered to all kindergarten children at the first of each school year. The Boehm Test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. The Early Prevention of School Failure program will be implemented in all kindergarten classes. The goal of the program is to prevent school failure through early identification and remediation of developmental deficiencies in young children. The goal is achieved through the implementation of the following six components: team screening, team conferencing, educational planning, modality instruction, evaluation, and parent involvement. Students are screened in the following modality areas: language, auditory, visual, fine motor skills, and gross motor skills. Speech, vision, and hearing are also assessed. By the end of the fourth year of the Plan, the Early Prevention of School Failure program will be implemented in all kindergarten classes. Intensified Instruction At levels kindergarten through second grade, Chapter I teacher aides are assigned to assist teachers in providing learning experiences for selected students who exhibit 34 deficiencies in reading, language, and basic concepts. Third grade students in selected schools also receive special instruction from paraprofessionals in computer labs. The paraprofessional provides supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis, or with computer assisted instruction. The instructional lessons provided by the paraprofessionals are correlated with the instructional lessons provided by the teachers. BASIC SKILLS INSTRUCTION The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis is placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. Chapter 1 Computer Labs Chapter 1 computer labs are in operation in the following elementary schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. An instructional aide is assigned to each lab. Students in grades one through six who are most in need of supplemental instruction in reading and mathematics are served in the labs daily. 35 * Basic Skills Computer Laboratories The first priority o: the Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elemen~ary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. Basic Skills Computer Laborato~ies have also been established at Central Junior High School, Lakewood Junior High School, Ridgeroad Junior High School, Rose City Junior High School, Northeast Senior High School and Ole Main Senior High School. The basic skills computer laboratories provide supplementary 36 * computer assisted and computer managed instruction in reading, language and mathematics for all students on a regularly scheduled basis. Utilizing IMPACT software anc other course softwar~ materials, th~ supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly form this individualized program. Diagnosis and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive tests and the use of the Curriculum Management software that IBM has under development. The North Little Rock School District has request~d that IB~ Corporation allow North Little Rock School District to part:cipate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Cur~iculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and released the Curriculum Management software in early 1990. A comprehensive assessment program permits the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program also includes standardized tests in grades 37 2-10
Minimum Performance Tests in grades 3, 6 and 8
aptitude tests
subject area mastery tests
diagnostic tests, such as the Boehm Test
teacher-made tests
psychological tests
and health screening. Test data is used in planning appropriate compensatory programs and services for stucents. Again, particular emphasis is placed on the needs of minority and disadvantaged students. * Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. * Achievement data by race will be developed for each school by ~ grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. * Beginning in year one of the Settlement Plan, the District will provide up to $5,000 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. * REMEDIAL READING AND MATHEMATICS SUPPLEMENTARY INSTRUCTION AT THE ELEMENTARY LEVEL Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. 38 * An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. Remedial Reading at the Junior High School Level Remedial reading classes are provided at each junior high school for students with deficiencies in reading. The classes are staffed by reading specialists. Special emphasis is placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed instruction by a reading 39 specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. PACIR An ongoing curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) has been developed and is being implemented for grades K-12 to ensure that classroom learning meets the expectations of parents and students. In this program objectives are developed
students' progress is measured
students' needs are identified
and programs, practices, and resources are adjusted. Th~ough this emphasis on the mastery of the basic skills, the ~orth Little Rock School District continues to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. Additional Reading Instruction Generally, District elementary students are involved in only one small group classroom instructional reading lesson per day. Selected elementary students are involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing 40 difficulty in reading are prime candidates for this additional instruction. Academic Skills Development Plans Stat~ Minimum Performance Tests are administered to students at the third, sixth, and eighth grade levels. Teachers work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests. Each individual student plan includes a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers are required to indicate the date when mastery of each skill has been reached. PUPIL 'SERVICES AND PROGRAMM ONITORING In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual and emotional growth. The special needs of identified disadvantaged and minority students are met in a variety of ways. Beginning in the 1990-91 school year, basic cla~ses will be eliminated in phases. Seventh and eighth grade basic classes will be eliminated in 1990-91 and the following year basic classes will be eliminated in grades 9-12. Students will be taught in regular or honors classes. Teachers and counselors 41 will make a concerted effort to identify minority students who can be successful in honors classes. Guidance Services. A guidance program will be provided in each school to aid students in educational, per~onal, social and vocational development. All students will have access to a guidance counselor. The ratio for secondary and elementary schools will be one counselor for every 450 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home and .. .-,: f,' ~J,- . ! _,.. , . community and.will assist students in overcoming academic, social and behavior problems. Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES Library/Media Program The library/media program is a key component of the instructional program. The District Instructional Materials 42 036U Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand a~d enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance leve~s, learning styles, and interests, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantage students as their specific learning needs are matched to appropriate learning materials. Multicultural Education A committee of elementary and secondary administrators is .charged with the responsibility of reviewing the literature ' ... ~ 1 " <,
_,.,pn .mul.~icul tural., education :and studying the needs of the ..~ t . #' { ~-- _.,. ">".'. :.. ,.. , :
.:.,'\ .~.. ~~.,:
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t~ " . ~ :
:' .. district. This committee has written a developmental guide for multicultural education in the North Little Rock School District, and that guide is in the implementation process. The curriculum guide is based on the belief that multicultural education incorporates the idea that male and female students, exceptional students, and students who are members of diverse racial, ethnic and cultural groups will have an equal chance to achieve academically in school. In accordance with recommendations from our parents' advisory group, parents and students will be more actively involved in the implementation of the District's multicultural plan. Computer Assisted Instruction 43 For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language and mathematics, computer assisted instruction is erovided. Computer activities are integrated into the instruct
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.