Little Rock School District v. Pulaski County Special School District
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LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED MAY lrAPRIL 22, 1991 ~lW (I 1 1991 IN THE UNITED sTATEs DISTR.JtC1iC"(l g)(nti91 CARL H O ... Nrs c EASTERN DISTRICT OF ARKANSAS B . H... ' LEAK ,, , . . WESTERN DIVISJ.@h. I . .,
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~,-------- By: ----------:--:---:: DEP. CLERK DEP. CLER~ LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED !!f.A.:Yf
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- TABLE OF CONTENTS HISTORY OF HLRSD DESEGREGATION PLAN SECTION 1: STUDENT ASSIGNMENT PLAN. SECTION 2: STAFF RECRUITMENT PLAN. SECTION 2A: STAFF RECRUITMENT PLAN SECTION 3: SPECIAL EDUCATION PLAN SECTION 3A: SPECIAL EDUCATION SECTION 4: COMPENSATORYED UCATION . . . 902 . . . 910 ..... 919 .... 924 . . . 926 .. 938 . 939 SECTION 5: COMPENSATORYPR OGRAMSA IMED AT DROPOUTP REVENTIOB62 SECTION 6: EXTRACURRICULARA CTIVITIES . . . . . . . 965 SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE . . . . . . . . . . . . . . . . . . . . 968 SECTION 8: GIFTED AND TALENTED EDUCATION. . 970 SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES .. 975 901 NLRSD HISTORY OF NLRSD DESEGREGATION PLAN The desegregation plan approved by the Court of Appeals for the Eighth Circuit in its decision in Little Rock School Dist. v. Pulaski County Special School Dist. No. 1, et al, 921 F.2d 1371 (8th Cir. 1990) on December 12, 1990 (hereinafter "NLR Plan") is actually to be found in several documents beginning with its original submission in March, 1986 and culminating with the stipulation regarding compensatory education filed on October 25, 1989. The purpose of this document is to consolidate all the elements of the Plan into a single document for ease of reference. The NLR Plan was initiated by the filing on March 17, 1986 of the "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" (hereinafter "March Plan"). See Joint Designated Record Vol. 1 at 67-69
Vol. 2 at 81-364
and Vol.3 at 365-535 (hereinafter" __ JDR __ "). The purpose of this initial submission was to address the interdistrict violations addressed by the Court of Appeals in LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The district court, however, required the NLRSD to provide a plan to address its intradistrict violations as well, and in response the NLRSD filed on October 14, 1986, its "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" (hereinafter "October Supplement"). 3 JDR 536- 634. 902 NLRSD In its Order of February 27, 1987, the district court approved the NLR Plan as described in these two documents. LRSD v. PCSSD, 659 F. Supp. 363, 367-68 (E.D. Ark. 1987)
see also, LRSD v. PCSSD, 921 F.2d at 1387. Subsequently, some modifications to the NLR Plan were made either by petition to and approval by the district court or by operation of the settlement among the parties which has now been approved. LRSD v. PCSSD, Order (E.D. Ark., January 18, 1991). The first modification occurred as a result of the NLRSD's motion of July 21, 1987 to add an addendum to the NLR Plan to address the impact of Acts 624 and 762 of 1987 which was approved by the district court by its Order of July 27, 1987. Copies of the Addendum and the district court's order have been attached as Addendum lE to Section 1 of the NLR Plan which addresses student assignment. The next modification occurred as a result of the NLRSD s "Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School" filed on July 20, 1988 (4 JDR 910) (hereinafter "NLR Secondary Reorganization") and approved by the district court by its Order of September 1, 1988. 5 JDR 1032. This modification provided for the reorganization of NLRSD secondary schools beginning in the 1990-91 school year and resulted in a single high school for the NLRSD with grades 9-10 at the former Northeast High School campus and grades 11-12 at the former Ole Main campus. Additionally, Central Junior High School was closed and the student assignment zones for the remaining three 903 NLRSD junior high schools for grades 7 and 8 redrawn to ensure comparable racial balance. These modifications were implemented at the beginning of the 1990-91 school year, i.e., August, 1990. The remaining modifications occurred as a result of the settlement among the parties. First, the parties agreed to the NLRSD's "Petition to Modify NLRSD's Desegregation Plan" (hereinafter "NLR 2/89 Petition") submitted to the Special Master in February, 1989 and incorporated into the parties' "Interdistrict Desegregation Plan". See 8 JDR 1737-46. The provisions of the Petition dealing with interim efforts to desegregate Lakewood Junior High School pending the secondary reorganization to be implemented in the 1990-91 school year (8 JDR 1737-39) were satisfied and are no longer applicable since the secondary reorganization has now been accomplished. The other provisions of the Petition have now been incorporated into the NLR Plan. The final modification of the NLR Plan occurred as a result of the "Stipulated Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies" (hereinafter "NLR Comp. Ed. Stip.") filed on October 25, 1989 (14 JDR 3584-91) which satisfied paragraph VIII D, of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989) (14 JDR 3483) (requiring a description of the compensatory education programs to be implemented by the NLRSD with funds to be received from the Settlement Agreement). This Stipulation also gave effect to and now supersedes that portion of the original NLR Plan which described additional compensatory education programs 904 NLRSD which could be implemented only with additional State funds. See 3 JDR 562-574. In organizing the original NLR Plan and these modifications into a single plan document, the March Plan has been used as the base document. Thus, Sections 1, 2 and 3 of the October Supplement, which involve the same topics as Sections 1, 2 and 3 of the March Plan, have been relabeled Sections lA, 2A and 3A and placed immediately after Sections 1, 2 and 3 respectively of the March Plan language. Sections 4 through 9 of the October Supplement have then been added as Sections 4 through 9 of this consolidated plan document. The addenda which immediately followed the respective sections of the March Plan and October Supplement have been moved to a separate volume for attachments. Commentary is included through the use of footnotes or parentheticals
omissions are reflected by"[***]" with an explanatory footnote as appropriate
and new language is identified by footnote or by underlining as appropriate (except for this History, all of which is new). These ste~s were taken to minimize the amount of editorial change and to retain as much of the original language as possible since that is the language approved by this Court and the Court of Appeals. 905 NLRSD PLAN FOR IMPLEMENTING THE REMEDIAL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS IT APPLIES TO THE NORTH LITTLE ROCK SCHOOL DISTRICT1 1Originally submitted on March 17, 1986, supplemented on October 14, 1986 and approved by the Court in LRSD v. PCSSD, 659 F. Supp. 363, 367-68 (E.D. Ark. 1987). 906 NLRSD INTRODUCTION II 3 In its decision of April 13, 1984, this Court found the North 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 of 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 administrative staff and teaching faculties of the NLRSD schools. Paragraph 91. Id. at 348, 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 has failed to have blacks coaching at the senior high school level. Id., at 348-49, Paragraph 93. S. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id., at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as "learning disabled" while blacks 2The March Plan Introduction was rendered irrelevant by the requirement to file a plan to address the NLRSD's intradistrict as well as interdistrict violations and has therefore been deleted. See 2 JDR 83-84. 3Source: October Supplement, 3 JDR 541-43. 907 NLRSD were classified as "mentally retarded." Id. at 350, Paragraph 103(l)(d) & (l)(g). 6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 & Paragraph 103(1) (a). 7. A disproportionate number of blacks drop out of school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from school. Id., Paragraph 102. 9. The NLRSD does not provide education programs for black students. 103(1) (c). adequate compensatory Id. at 350, Paragraph 10. A disproportionate number of black students were 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 interdistrict effect. Specifically, the NLRSD "(a) failed to assign blacks to its central administration or to high school principalships and coaching posi~ions
(b) concentrated whites in schools north of Interstate 40 and blacks in schools out of it
(c) assigned students to special education classifications on a discriminatory basis
and (d) failed to apportion the burdens of transportation equally on black and white students." Id. at 353, Paragraph 10. The NLRSD's remedial plan, submitted as NLRX R-1, was directed toward remedying those segregative acts determined to have 908 NLRSD interdistrict segregative effects and did not address those violations which were intradistrict in their effect under the assumption that remedial efforts directed to intradistrict violations would be addressed in proceedings in Davis v. Board of Educ. of NLRSD, No. LR-68-C-151. The Court, however, directed that North Little Rock supplement its remedial plan in the present case to address the intradistrict violations that were not determined to have an interdistrict effect and that is the purpose of this document. 909 NLRSD SECTION 1: STUDENT ASSIGNMENT PLAN' HISTORY OF STORM PLAN5 Elementary students within the District are assigned 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 make-up represents the racial make-up of the District. This plan is based on two primary premises: first, that it accomplish 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 SCHOOLS6 The North Little Rock School District desegregation plan, 4The Court found in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that the NLRSD had corrected any violations relating to student assignment. 5Source: March Plan, 2 JDR 85 'source: March Plan, 2 JDR 85 910 NLRSD approved by the Court of Appeals, see Davis v. Board of Ed., 449 F.2d 500, 501 (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed., Order (E,D. Ark., May 12, 1978), incorporates the following features': 1. Since the total student population of the elementary schools in the North Little Rock School District is approximately 42 percent black and 58 percent non-black students, each elementary school in the district must have a student population which approximates as nearly as is feasible these percentages. 2. To assure that each school will have a student population which is composed of approximately 42 percent black students and 58 percent non-black students, schools are placed in groups so that students 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. 3. Children entering the first grade after May 1, 1978, as well as all children entering the district from another school district after May 1, 1978, will 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 'statistics in this section reflect the school population of the NLRSD in the 1985-86 school year since this part of the Plan was submitted in March, 1986. As of October 1, 1990, the elementary student population in the NLRSD was 49. 2% black and 50.8% non-black. 911 NLRSD 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), 5. Black students living in predominately white areas and white students living in predominately black areas are not bussed or transferred. The questions and answers concerning the District's student assignment plan (Addendum 1B) are published in August of 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. Mem. Op. at 62
778 F.2d at 435. The NLRSD has 4,620 elementary students of whom 2,467 (57.9%) are non-black and 1,793 (42.1%) are black. Thus, in order to meet the 25% standard, each school must have a non-black population between 42.4% and 73.4%, i.e., 57.9% 15.5%,(:-A11~ne ~ ...... ....,.
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-3~):]"~"':-~::~Ji~:J~:!7_,'U[.l' the elementary schools in the District are preseAtly in compliaAce with thi& 912 NLRso JUNIOR HIGH SCHOOLS8 Junior high schools, grades seven and eight, 9 are also assigned by zones. [***] Each junior high school reflects the racial make-up of the District. These zones will be changed, if and when necessary, to maintain the racial balance within the District. [***]~ SENIOR HIGH SCHOOLS For twenty years, the NLRSD had two senior high schools - Northeast and Ole Main. Beginning in the 1990-91 school year, however, these schools were consolidated into a single school - North Little Rock High School - with two campuses. All students grades 9-10 are assigned to the east campus (formerly Northeast High School) and all students grades 11-12 are assigned to the West campus ( formerly Ole Main). 12 8Source: March Plan, Reorganization, 4 JDR 910. 2 JDR 8 7 and NLR Secondary 9As a result of the NLR Secondary Reorganization, 4 JDR 910, Central Junior High School was closed. The remaining three junior high schools were converted to grades 7-8 rather than 8-9 and their attendance zones were redrawn to ensure racial balance. The language of this subsection has been modified to reflect these changes. 10Addendum lC, 2 JDR 94, which was referenced in the deleted language has also been eliminated. 11The section in the March Plan, 2 JDR 88, dealing with senior high school assignment has been deleted since it has been superseded by the NLR Secondary Reorganization, 4 JDR 910. Addendum lD, 2 JDR 95, which was referenced in this language has also been deleted. 12 Source: NLR Secondary Reorganization, 4 JDR 910. 913 NLRSD STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 [***)13 VOLUNTARYT RANSFERSB ETWEENN LRSD AND PCSSDu [***] To aid in the desegregation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County Special School District will cooperate in each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to attend NLRSD schools on a voluntary basis provided no transfer negatively affects the desegregation status of any NLRSD or PCSSD school. COMMUNICATIOONF ANTICIPATED SCHOOLE NROLLMENT15 S 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 1 for the coming school year. If it is determined that any school is within 13The language in the March Plan regarding student distribution north and south of I-40 has been deleted since it does not describe any plan, policy or procedure governing student assignments and any violation in this regard has been found to be corrected. See LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987). -- uSource: NLR 2/89 Petition, 8 JDR 17 39-40. The language limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been eliminated to facilitate voluntary desegregative transfers. 15Source: NLR 2/89 Petition, 8 JDR 1739. 914 NLRSD 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. INTERDISTRICT TRANSFERS OF TEACHERS' CHILDREN.16 In the 1987 Legislative Session, the Arkansas General Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached as part of Addendum lE, 17 directs that no school district may permit or accept transfers of students from other school districts if either school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subject to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 1987, copy attached as part of Addendum lE, which states that "the children or wards of anyone who is a public school teacher in one school district entitled and a resident of another school district ... shall be to attend school in either ... district ... ". This is seemingly inconsistent with the "no transfer" requirements of Act 16Source: Proposed Addendum submitted by NLRSD on July 21, 1987 and approved by the Court's Order of July 27, 1987 regarding Acts 624 and 762 of 1987. See Addendum lE. 17While Addenda lC and 1D have been deleted, see notes 10 and 11 supra, this has been designated lE to avoid any possible confusion. 915 NLRSD 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent conflict. In Opinion No. 87-190, copy attached as part of Addendum lE, the Attorney General opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the NLRSD has no discretion regarding the admission of the children or wards of nonresident teachers and this situation could result in an interdistrict segregative effect on the racial composition of the LRSD and NLRSD. Specifically, the NLRSD has 578 teachers of whom 141 live in the LRSD, the great majority of whom are white, 18 Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teachers' children has been minimal and the race of those applying has been so balanced as to have no adverse effect on either school district involved. However, to protect against the potential adverse interdistrict effect that such enrollment makes possible, the NLRSD will report to the Court annually regarding the number and race of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district 18These numbers were accurate as of July, 1987 when the Addendum was submitted to the court for approval. 916 NLRSD in which they reside. Should a problem develop, the NLRSD will ask the Court for relief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No. 87-190. 917 NLRSD SECTION lA: STUDENT ASSIGNMENT19 Section 1 of NLRX R-1 20 addressed issues relating to student assignment and established a plan for assigning students in the NLRSD which remediated any concentration of whites and blacks north and south of Interstate 40 and achieved a racial balance in each school well within the standard of plus or minus one fourth of the District-wide racial make-up. These student assignment provisions were not criticized at trial or in the proposed findings submitted by the parties and the NLRSD believes these provisions fully remediate the effects of any violation related to student assign. men. t 21 19 Source: October Supplement, 3 JDR 544. 20NLRX R-1 is the March Plan. 21The Court held in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that all deficiencies related to student assignment had been corrected. 918 NLRSD SECTION 2: STAFF RECRUITMENT PLAN22 The Eighth Circuit directed the North Little Rock School District to develop a plan to comply with earlier decrees regarding increasing the representation of blacks as principals and administrators in the North Little Rock School District. To ensure that a greater number of black applicants are attracted to teaching positions which would improve the pool of qualified applicants for administrative positions, and in order to meet the standards set by applicable law, F#f'''N.5fiTtl'.#.1
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t:h: :aL~itt~.lex ~:ey:%~?.~:'~': Reek School District. proposes the following components of a eomprehensive reeruit.ment plan, INTERNAL ACTIVITIES 23 1. The District will develop a budget that anticipates activities related to all components of the plan and provides the necessary funding for these activities. 2. North Little Rock School District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. 3. Periodically, the North Little Rock School District will conduct an interest survey among its teachers and administrators with the purpose of identifying those individuals who would be interested in advancement to 22 Source: March Plan, 2 JDR 96 23 Source: March Plan, 2 JDR 96 919 NLRSD administrative or principal positions. COLLEGE AND UNIVERSITY CONTACTS2 ' College and universities are perhaps the best source of qualified applicants for teaching positions. Therefore, the District will contact these institutions for the purpose of recruiting qualified black applicants. 1. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 2. 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. 3. The district will contact those institutions identified in paragraphs 1 and 2, as well as others, using a letter of introduction (Addendum 2A) and will provide them with a brochure containing brief information about the District, occupational opportunities and employee benefits
an Equal Opportunity Employer statement
and a tit containing other pertinent information. 4. District personnel will visit those teacher training institutions expressing interest, with special emphasis on established career days or special events sponsored by the institutions and with special attention given to institutions that have historically produced great numbers of black 2'source: March Plan, 2 JDR 97 920 NLRSD educators. 5. District personnel will attend visitation seminars at interested institutions at times agreed upon by the institution and the District. Prearrangements and announcements would be made through the appropriate officials at the institutions. 6. The District will develop appropriate materials for distribution to institutions and their interested students, including an introductory letter (Addendum 2B)
a description of employee benefits (Addendum 2C)
a District brochure (Addendum 2D)
an application
specific informational items on teaching, coaching, and administrative positions
notices on current job vacancies
a schedule of visitations and seminars
and the brochure described in paragraph 3 above. COMMUNITYA CTIVITIES 25 Another excellent source for recruitment can be found in community programs and activities. To this end, the District will ensure that its participation in community programs and activities is consistent with its commitment as an equal opportunity employers. 1. Black community leaders will be invited to talk with the North Little Rock School District concerning the employment of black administrators. 2. The District will also contact community organizations, such as the Urban League of Greater Little Rock, which provide 25 Source: March Plan, 2 JDR 98. 921 NLRSD employment referrals for black professionals. PROFESSIONAL ASSOCIATIONS26 Placement services provided by professional associations for their members is an additional method of recruitment. 1. The District will identify those educational organizations which could serve as a source of black applicants for administrative positions. 2. The District will contact those organizations which provide employment information and will provide them with relevant materials regarding employment with the NLRSD. 3. Where appropriate, District personnel will attend regional or national conferences sponsored by professional associations for the purpose of recruiting administrative personnel. OTHER OUTSIDE ACTIVITIES 27 1. Recruitment activities will be administered by those fully aware of the District's non-discrimination and equal employment opportunity policies. 2. Recruitment programs may be held in hotel/motel conference rooms in cities considered a promising source of applicants - for example, Memphis, Tennessee
Jackson, Mississippi
Baton Rouge, Louisiana. Such programs would be preceded by extensive local publicity. 3. It will be the policy of the North Little Rock School District to notify in writing all recruitment sources and to state in 26 Source: March Plan, 2 JDR 9 9 . 27Source: March Plan, 2 JDR 99. 922 NLRSD all recruiting materials, including newspaper advertisements, that it is an "Equal Opportunity Employer". 4. The District will produce a 10-minute slide show or videotape presentation describing the District and occupational opportunities in the District for use at recruitment sites. 5. 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. 923 NLRSD SECTION 2A: STAFF RECRUITMENT PLAN28 In Section 2 of NLRX R-1 29 the NLRSD enumerated the steps it will take to improve the recruitment and selection of black faculty and staff. Included in these are job posting and an employee interest inventory intended to improve promotional opportunities for black employees, with particular emphasis on placing blacks in administrative and principal positions. These efforts are all related to remediating violations 2 and 4 which related to the underrepresentation of blacks in administrative, principal and coaching positions. teaching, At trial, there was criticism of the failure to provide for numerical goals and timetables. In the NLRSD's Proposed Findings of Fact and Conclusions of Law, the District addressed this criticism by incorporating requirements that the District develop numerical goals and timetables. NLRSD F. 0. F. & C. 0. L. #2 0. A labor economist will be employed to conduct an analysis of the pool of qualified applicants in the relevant labor market for each job classification. 30 In addition, the vacancies in the District for the last five years, anticipated new positions and positions it is anticipated will be eliminated will be considered in determining the vacancies reasonably anticipated in the future. it
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[~j 28 Source: October Supplement, 3 JDR 545-46. 29 The March Plan. 30This labor market analysis was completed in 1988 and submitted to the Special Master. See 5 JDR 1451-78. 924 NLRSD 1&:1+M+'+~::1::s~f.4.':1
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@P:i: 'i'he aailability data aftd T."aeaftey iftformatioft will theft be utilized ift deelopiftg reasofta.ble goals and timetables for eaeh elassifieation. 'i'he NLRSD proposes that these be submitted to the Court no later than Mareh 1, 1987. NLRSD F.O.F. & c.o.L. No. 23. When fully implemented, the NLRSD believes these recruitment efforts and selection goals will fully rernediate any violations related to the underrepresentation of blacks in administrative, teaching, principal or coaching positions. 925 NLRSD SECTION 3: SPECIAL EDUCATION PLAN31 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 special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 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 of socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with the classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional practices related to its mental retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant 31 Source: March Plan, 2 JDR 117. 926 NLRSD changes have been implemented 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 (Ark. Dept. of Educ. 1985) ([***]
hereinafter referred to as "Referral Procedures". ) and Program Standards and Eligibility Criteria for Special Education (Ark. Dept. of Educ. 1985). ( [***] 32
hereinafter referred to as "Program Standards",) With these factors in mind, the North Little Rock School District proposes the following plan for implementing a race neutral special education program. STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS REQUIRED BY STATE GUIDELINES33 The Arkansas Department of Education, and the Regulatory Agency Responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 u.s.c. S 1401 et seg., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See "Referral Procedures" (1981) and "Program Standards" 32 Since these are published documents available from the Arkansas Department of Education and are quite voluminous, they have been deleted as Addendum 3A and 3B and, references to Addendum 3A or 3B have been deleted. l3 Source: March Plan, 2 JDR 118 927 NLRSD (1981) contained in NLRX 28. [***] 34 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. DUE PROCESS PROTECTIONS35 In "Referral Procedures" ( 1981 & 1985), the Department of Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3C. For a complete understanding of all the details of these procedures, one is referred to the procedures 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 federal regulations, the NLRSD provides the parents of children being evaluated with a list of independent agencies who provide assistance to parents in this process. See 3'Reference to Addendum 3A and 3B deleted. 35Source: March Plan, 2 JDR 119 928 NLRSD Addendum 3D. 4. No child can be placed in a special education program without either parental consent or court order. 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies. See Addendum 3E. 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 "Referral Procedures" at 24-33 (1985). 7. In any appeal, the burden of proof as to any placement is upon the school district. See "Referral Procedures" at l.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 IMPROPER USE OF TEST INSTRUMENTS36 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. 36 Source: March Plan, 2 JDR 120. 929 NLRSD 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. c. Include materials tailored to assess specific areas of educational need and not merely 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 educational program for a 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 certificated educational examiner, licensed psychologist or licensed psychological examiner. See "Referral Procedures" at 3-4 (1985). STATE REGULATIONS SPECIFY WHICH TESTS MAY BE USED IN MENTAL RETARDATION ASSESSMENT 31 37 Source: March Plan, 2 JDR 122. 930 NLRSD 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 "Program Standards" specifies by name, which tests may be validly used for what purpose. This is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the "Program Standards" (1985). The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVEA SSESSMENTP ROCEDURESA ND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTATIOONF MINORITY STUDENTS IN EMR PROGRAMS 38 In addition to maintaining its 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. [ *** )39 38 Source: March Plan, 2 JDR 12 2 39References to SOMPA found in the March Plan, 2 JDR 123, have been eliminated pursuant to the NLR 2/89 Petition, 8 JDR 1740-41. 931 NLRSD CANTALICIAN STUDY'0 In 1984, the Cantalician Foundation, published a booklet entitled "Technical Assistance on Alternative Practices Related to the Problem of the Overrepresentation of Black and Other Minority Students in Classes for the Educ ably Mentally Retarded" (Cantalician Foundation, Inc.: 1984). (Addendum 3F
hereinafter referred to as "Cantalician Study at __ "). This publication was commissioned by the Office of Civil Rights, United States Department of Education in an effort to provide technical assistance to state and local educational agencies in the reduction of the overrepresentation of minority students in EMR programs. As a result of its study, the Cantalician Foundation identified six alternative instructional practices, two alternative referral practices and two alternative assessment practices which appeared to be effective in reducing minority placement in EMR classes. The alternative instructional practices were endorsed by the Foundation because, if implemented successfully, they would enable some students at risk of EMR placement to impr?ve their performance to the extent that referral for special services would not be necessary. The six practices identified were: 1. Direct Instruction with DISTAR (Cantalician Study at 10) 2. Exemplary Center for Reading Instruction (Id. at 13) 3. Precision Teaching (Id. at 20) ' 0source: March Plan, 2 JDR 123. 932 NLRSD 4. Peer Tutoring (Id. at 20) 5. Adaptive Learning Environment Model (Id. at 23) 6. Computer Assisted Instruction (Id. at 26)' 1 At page 7-8 of its March 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 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 41A detailed description of these practices is contained in the Cantalician Study attached hereto as Addendum 3F and will not be repeated here. [This footnote is in the original Plan. See October Supplement, 2 JDR 124.] 933 NLRSD 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 Addendum 3J). 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 nonhandicapped students. The North Little rock School 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.' 2 CANTALICAN STUDY -- ALTERNATIVE ASSESSMENT PRACTICES'3 The Cantalician Foundation also recommended four alternative referral and assessment practices: .,.-,'M~,:2,soyrce :_.. , ,. NLR Peti tigp, ~-8 JDR .P 41"'.':43_ ~ _F "''"-TliTs"''underl'rn~ ~anguage paraphrases pages portions of the Petition Modify, 8JDR '.1741-43, regarding the Cantalician Study, If there are .ahx ~i~Iu~~~~~~I{'.l:c!_.!~-~! l~g- ~-~ n~~~!.:1..:1 ~:A~~ 9.A~9!:.~.'. :.~.~~ 1-:~-~ $~~-~-~--A!.~~ffi}J\~ ' 3Source: March Plan, 2 JDR 124-25. 934 NLRSD 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) 4. Interactive Model for Professional Action and Change for Teachers (Id. at 46) The alternative referral and assessment practices listed above 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. OTHER ALTERNATIVE PRACTICES" In addition to the alternative instructional practices endorsed by the Cantalician Foundation, the NLRSD has also implemented a Chapter I Project for Elementary schools designed to identify children in grades K - 2 who lack the basic learning skills necessary for successful performance in the regular classroom. Teacher aides are assigned to the regular classroom specifically for the purpose of working with the students in this program and provide these students with intensive, individualized instruction designed to develop the learning skills needed. When successful this program avoids the need to place a student in a "source: March Plan, 2 JDR 125. 935 NLRSD special education program and permits advancement through the normal curriculum. A more detailed description of this program is contained in Addendum 3G, entitled "North Little Rock Public Schools: A Chapter I Project for Elementary schools". INCREASED REVIEW BY INDEPENDENT PARTIES' 5 State regulations provide that the Department of Education will conduct a review of each school district's special education program at least once every three years to determine compliance with all State and federal regulations. The North Little Rock School District's last compliance review was completed on April 18, 1984 and the District was found to be in compliance. See NLRX 30 "Monitoring Checklist and Compliance Letter" attached as Addendum 3H. 1985. All suggested improvements were implemented by January 31, See Letter to Ark. Dept of Education dated 1/31/85 attached as Addendum 31. In addition to this regularly scheduled compliance review, the District will invite the following organizations to conduct inservice 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 ' 5Source: March Plan, 2 JDR 126. 936 NLRSD 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 needs are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock School District will also appoint a committee whose members will include, but will not be limited to, parents, patrons, students, teachers, licensed examiners, counselors, principals, speech therapists and special education administrators which committee will be charged with reviewing student records and special education procedures and whose members will be asked to attend student conferences. Additionally, this committee will be asked to monitor all phases of the District's special education program and its compliance with State and federal regulations at least every 18 months. 937 NLRSD SECTION 3A: SPECIAL EDUCATION'6 The provisions of the NLRSD's plan for remediating violations related to the overrepresentation of blacks in special education programs is fully set forth in Section 3 of NLRX R-1". In its Proposed Findings of Fact and Conclusions of the Law, the NLRSD did provide that the District would maintain records sufficient 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. These data are to be maintained in the central administrative offices although separately from each student's individual file. This data is to be reviewed by the central administrative staff and reported to the Court annually. NLRSD F.O.F. & C.O.L. No. 80a. Furthermore, it is suggested that the Arkansas Department of Education monitor compliance with all classification procedures and safeguards on an annual basis rather than once every three years. NLRSD F.O.F. & C.O.L. No. 80b. Also, the NLRSD would establish an intradistrict review committee to monitor the District's special education programs and, particularly, its classification proceedings . NLRSD F. 0. F. & C . 0. L. No. 8 0c . F"
~he"" Joshua ~--, ~. ................. .-. )., /4 I>rx-i..t-.e....r -.v...e ... r..i..o...r...s. -.............m... -a.y..... ..a.. p p.o.. .i-.. n-... t.. ......a...-. ... ..r...e..p....: r..e .s...e...n. t..a..t..f..v.. e .. .... -.. -.t..o.... ......t..h. ios:. . ... ..,.,. .."...c....o .... m.- .-...m . .- ..-.x f. .-t ...:..t.-.e.......m..e .. sv ! ,6 Source: October 1986 Supplement, 3 JDR 547. "The March Plan. 938 NLRSD SECTION 4: COMPENSATORYE DUCATION48 The North Little Rock School 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 flexible 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 junior high program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular, and social. At the junior high 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, junior high students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music, and band. Introduction to competitive athletics, student government, spirit clubs, and special interest organizations encourage self-development and preparation for high school. '8Source: October Supplement, 3 JDR 548. 939 NLRSD 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 vocationaltechnical skills offer a multitude of options to high school students. The District recognizes, however, that the regular curriculum is often insufficient in aiding disadvantaged students, particularly disadvantaged minority students suffering the effects of centuries of societal discrimination, to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculu..~ which meets and exceeds state standards and which is structured to meet the varying individual needs of all students, the North Little Rock School District must address identified remedial needs of disadvantaged minority students,t""The Oist:flc't c-. - - X ,.r also recognizes. that. achlevement disparity does existootweeti t:n.4 X<- . ... - - - ,. - - - --- -- -- - . . ._ .... ---v CVX .. .
-.. e::::::oc:.:.J.1., pLic'k'.~:and-nc,nbfac~ student __p_o piilatiqn::~=~d,?fessi~g ~ ~:?~SR~!~ [ssuemay start "1fth' 1:he''developmentof disparit:y"i
ffans''"''a1fWeaER XJ. ......- .. -.. ... -.,.. . -... -.......... ... .. .......... ,... . . . . ...- .. -.-..-.... ..... ,.... ..-,,-,... .-.. -,-,. .......... ... ,.t-.. ., .. . ........... -.-...... . . ... -..-... -.-.... -.. -..-... .-..,. ..... ~...,,. ...-. .-.-.-..X.-.< The following compensatory programs and compensatory components of programs will be provided to help students overcome the segregative effects of a nonunitary school system. Like the Little Rock School District, however, the North Little Rock School District lacks sufficient resources to implement all the 940 NLRSD compensatory programs it would like to have available and still provide a regular program of instruction which is educationally adequate. The District is aware that Little Rock contends that the State is obligated, pursuant to the Court of Appeals decision in this case, to provide additional funds to all three school districts for additional compensatory education. The NLRSD does not necessarily share this interpretation but should Little Rock's position be the correct one, there are compensatory programs beyond the District's present means which should be implemented if the State is obligated to provide the additional funding. Because of this ambiguity in the availability of resources, the NLRSD has provided two lists of compensatory programs. The first lists those programs which the District has implemented or will implement from its present funding base and without additional funding from the State. The second lists those compensatory programs the District would like to implement but cannot without additional State aid. [***] 49 PROGRAMSIM PLEMENTEDW ITHOUTA DDITIONALS TATE ASSISTANCE EARLY CHILDHOODP ROGRAM Kindergarten programs will be implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. ,9 Addendum 4A and, thus, references to Addendum 4A have been eliminated~ince _A_d d. 4A has been deleted and superseded by the NLR Comp. Ed.rstip.
Strip, regarding compensatory programs to be implemented with the settlement funds from the State. See 14 JDR 3584-91. 941 NLRSD Two diagnostic tests, the Boehm-R Test of Basic Concepts and the [***] Early Prevention of School Failure Test 50 , will be 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. [***] 51 Teachers will use the data from these two tests to design a prescriptive learning program for each child. They will assume the responsibility for implementing the instructional learning programs. Intensified Instruction. At levels kindergarten through second grade, teacher aides will be assigned to assist teachers in providing learning experiences for selected students who exhibit deficiencies in reading, language, and basic concepts. Third grade students in selected schools will also receive special instruction from paraprofessionals. The paraprofessional will provide supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis. The instructional lessons provided by the paraprofessional will be correlated with the instructional lessons provided by the teachers. 50 The Early Prevention of School Failure Test has replaced the Dallas Preschool Screening Test included in the October Supplement (3 JDR 550-51) pursuant to the NLR 2/89 Petition, 8 JDR 1743. 51Id. 942 NLRSD BASIC SKILLS INSTRUCTION52 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 will be placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. 1. PACIR. r.wt:J \~
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'.. ::s1},.):~~gqijf::lf(tJilhg A C\H:fi:E.'W:lfi renewal project for Mathematics and Language Arts called Practical Approach to CurriculWII and Instructional Renewal (PACIR} will be developed to insure that classroom learning meets the expectations of pacccnts and students, In this program, objectives will be developed
students' progress will be measured
students' needs will be identified
any programs, practices, and resources will be adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District will continue to focus on the remediation of identified deficiencies in reading, language arts, and 52 Source: October Supplement, 3 JDR 552. 943 NLRSD mathematics. 2. Early Childhood Program. l\Y<tl
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)Ni,pt:l.[jj.eptinq first and second grade students, as well as third grade students in selected schools, who have identified reading deficiencies will receive supplemental reading instruction as described in the Early Childhood section. This instruction will be in addition to the regular reading instruction and will be planned and directed by the classroom teacher. The program will include one-to-one tutoring by a trained paraprofessional. 3. Additional Reading Instruction. Generally, District elementary students will be involved in only one small group classroom instructional reading lesson per day. Selected elementary students will be involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing difficulty in reading will be prime candidates for this additional instruction. 4. Academic Skills Development Plans. State Minimum Performance Tests will be administered to students at the third, sixth, and eighth grade levels. Teachers will 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 will include 944 NLRSD a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers will be required to indicate the date when mastery of each skill has been reached. 5. Remedial Reading at the Junior High School Level. Remedial reading classes will be provided at each junior high school for students with deficiencies in reading. The classes will be staffed by reading specialists. Special emphasis will be placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. PUPIL SERVICES53 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 will be met in a variety of ways. 1. Guidance Services. A guidance program will be provided in each school to aid students in educational, personal, social, and vocational development. All students will have access to a guidance counselor. The ratio for secondary schools will be one 53 Source: October Supplement, 3 JDR 554. 945 NLRso counselor for every 450 students. For elementary schools, the ratio will be one counselor for every 600 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. 2. Diagnosis and Prescription. A comprehensive assessment program will permit the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program will include standardized tests in grades 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 heal th screening. Test data will be used in planning appropriate compensatory programs and services for students. Again, particular emphasis will be placed on the needs of minority and disadvantaged students. 3. 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 community and will assist students in overcoming academic, social, and behavior problems. 4. Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be 946 NLRSD provided instruction by a certified teacher. LEARNING RESOURCES54 1. Library/Media Program. The library /media program is a key component of the instructional program. The District Instructional Materials Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand and enrich the curriculum. The media specialist, recognizing students' unique learning abilities, perfonnance levels, learning styles, and interest, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantaged students as their specific learning needs are matched to appropriate learning materials. 2. Computer Assisted Instruction. For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language, and mathematics, computer assisted instruction will be provided. Computer activities will be integrated into the instructional program so that classroom instruction will be reinforced by concentrated ontask learning on the computer. All schools will use computers and computer assisted instruction and computer managed instruction software. 5'Source: October Supplement, 3 JDR 556 947 NLRSD 3. Basic Skills Computer Laboratories. Basic Skills Computer Laboratories have been established at Argenta Elementary School, Central Junior High School, and Rose City Junior High School. The basic skills computer laboratories provide supplementary computer assisted and computer managed instruction in reading, language, and mathematics for all students on a regularly scheduled basis. Utilizing IMPAC software and course materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly from this individualized program. SUMMERL EARNINGE XPERIENCES55 To extend students' opportunities for the mastery of the basic skills and for enrichment, a program of sununer learning experiences will be established. 1. Summer School for Secondary Students. A summer school program will be offered on a tuition basis for students in grades 9-12. Students may elect to take remedial or enrichment courses. 2. Pilot Project for Eighth Grade Students. During the summer of 1987, a pilot summer program funded by JTPA (Job Training Partnership Act) will be conducted to remediate the learning deficiencies of eighth grade students who did not pass the Minimum Performance Test. The procedure will be to assess learning deficiencies, 55Source: October Supplement, 3 JDR 558. 948 NLRSD plan for and provide individualized instruction, and utilize the best learning approaches available in a concentrated time frame. Transportation will be provided for the students. If the pilot project is successful and if JTPA continues to fund the project, the e~ghth grade summer school will be implemented each summer. PARENTAL/COMMUNITY INVOLVEMENT56 Parents will be encouraged to become informed about the District's educational program and involved in their children's instructional program. Opportunities for involvement will include: PTA
Chapter 1 Parent Advisory Committee
District committees such as Curriculum, Textbook, Discipline, Gifted, Special Education, and Six-Year Planning
and local school committees such as Six-Year Planning, PTA, and NCA Self-Study. Steps will be taken to assure that there is biracial participation in this committee work. A part-ti.me coordinator will work with Volunteers in Public Schools (VIPS) which serves as a vehicle to involve parents directly in the instructional process. Parents will serve as resource persons, do one-to-one tutoring for students not achieving mastery of the basic skills, and perform other volunteer tasks. Parents will be kept well-informed of their children's progress in school. Conferences will be scheduled at least twice each year for parents of elementary students and at least once each year for parents of secondary students. This parental involvement, 56 Source: October Supplement, 3 JDR 558. 949 NLRSD while important for all students, is extremely critical to the success of many disadvantaged and minority students, and special attention will be paid to these students. Report cards will be issued at the end of each nine week grading period. Written interim progress reports will be sent home to parents if a student is making unsatisfactory progress. Parents will be asked to confer with teachers throughout the year concerning the student's progress. For minority students who are participating in other compensatory education programs extra steps will be taken to involve parents or guardians in the student's educational experiences. Through the Classmates Program, the business community will become more informed about and more involved in the educational process. Efforts will be made to extend Classmates, which provides the opportunity for a business and a school to become community partners, to all North Little Rock schools. STAFF DEVELOPMENT57 The North Little Rock School District Staff Development Program is designed to assist each staff member in performing at his/her optimum level in every area of the total teaching act. The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) and Classroom Management Training. 1. Program for Effective Training. The Program for Effective Training (PET) teaches the 57 Source: October Supplement, 3 JDR 560. 950 NLRsD teacher the key elements which must be present in any instructional lesson if student mastery is to occur. A training cycle consists of: seven full days of instruction for the teacher
five practice lessons taught by the teacher while being observed by a trained observer
and follow-up conferences by the observed and teacher. Since all present staff members have completed PET training, new teachers will receive the training each spring. Students with learning deficiencies will profit as the instructional proficiency of teachers is increased. 2. Classroom Management Training. In the training sessions, Classroom Management is approached as a matter of preparation, organization, and instruction. The program stresses that effective classroom managers are successful, not so much because they are more effective in responding to problems of inattention or disruption, but because they are more effective in preventing such problems. Each training cycle consists of two days of training for each teacher and three classroom observations. Following each observation, the trained observer confers with the teacher to commend areas of strength and to provide assistance in overcoming deficiencies in classroom management. All elementary teachers have completed this training. New elementary teachers and all secondary teachers will receive Classroom Management Training. 951 NLRSD Since many students who are encountering learning problems are often inattentive or disruptive, this program impacts positively on these students as teachers learn to manage classrooms more efficiently and effectively. 952 NLRSD STIPULATED COMPENSATOREYD UCATIONP ROGRAMS TO BE IMPLEMENTEDB Y NORTHL ITTLE ROCK SCHOOLD ISTRICT WITH SETTLEMENTM ONIES58 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 Education, 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. SETTLEMENTP LAN FOR COMPENSATOREYD UCATION Programs to be Implemented with Settlement Monies I. Learning Resources 58 Source: NLR Comp. Ed. Stip., 14 JDR 3584-91. These stipulated programs were approved by the Court of Appeals in LRSD v. PCSSD, 921 F.2d 1371, 1387-88 (8th Cir. 1990). This stipulation gave effect to and now replaces that portion of Section 4 of the October Supplement describing programs which could only be implemented with additional state funds. Therefore, 3 JDR 562-574 has been deleted and replaced by this stipulation. 953 NLRSD Goal: Provide technology based remedial basic skills instruction to reduce the achievement disparity between black and non-black students. A. Basic Skills Computer Laboratories B. 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 ex~ansion 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. Diagnostic and Prescription Diagnostic and prescriptive services will be 954 NLRSD 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 or some comparable alternative. 59 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 El~ :::#filjij9'.p:#gy
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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. 60 II. Pupil Services (and Program Monitoring) Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. 59IBM has withdrawn the Curriculum Management software and the status of its development and likelihood of release is unknown. The NLRSD is presently seeking a suitable alternative. ' 0Id. 955 NLRSD 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. 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 minority students into the mainstream of classroom activities and reduce teacher preconceptions which might hinder learning by black students. A. Teacher Expectations and Student 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 956 NLRSD 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. IV. Early Childhood Goal: To better prepare disadvantaged and minority four and five year old students for school success. A. 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. 957 NLRSD 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. 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 made available the second year of the implementation plan. 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 958 NLRSD 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 1, 3, 6 and 8. An evaluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion implementation plan. VI. Basic Skills Instruction for the second year of the 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 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, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing 959 NLRSD VII. B. through year seven. Remedial Readina 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 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. The implementation of the District's compensatory education programs will also be monitored by the State 960 NLRSD pursuant to Section III A of the Settlement Agreement and nothing in this plan is intended to limit that monitoring responsibility. 961 NLRSD SECTION 5: COMPENSATORPYR OGRAMSA IMED AT DROPOUTP REVENTION61 In North Little Rock, as in any urban school district today, at least 25 percent of the students could be categorized as potential dropouts. Characteristics of these "at risk" students may include: poor self-concept, a high degree of frustration with school work, possession of values that are in direct conflict with those of the school, and difficulties in verbal and nonverbal coI!llllunication. All compensatory programs address those symptoms, even at the early elementary level
however, if the problems have not been corrected as the student enters the secondary schools, the risk of dropout intensifies. A number of intervention programs which address the "at risk" student will be implemented. WIN PROGRAM62 The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being piloted at Lakewood Junior High School during 1986-87. If the program is successful, it will be implemented in other secondary schools. The intent of the program is to provide an intervention process that involves the student, parent, and school personnel. This intervention process will be especially beneficial for disadvantaged students. 61Source: October Supplement, 3 JDR 575. 62Source: October Supplement, 3 JDR 575. 962 NLRSD STUDENT ASSIGNMENT CLASSES (SAC)63 Student Assignment Classes (SAC) will be established for oncampus suspension of secondary school students. Students involved in this program will continue academic work under the supervision of the SAC teacher during the time of suspension. ALTERNATIVE SCHOOL 64 Suspension to the North Little Rock Boys Club is an alternative to out-of-school suspension that will be provided for selected secondary school students. This program will be available for students whose behavior is unmanageable both at school and at home and who cannot function in the on-campus suspension program. Students involved in this program will continue their academic work, and receive counseling services at the Boys Club Alternative School. VOCATIONALS ERVICES65 Compensatory services in the area of vocational education will also be provided through the Carl Perkins Project, which is specifically targeted for students who are potential dropouts. An individualized written vocational plan will be completed for each student identified for inclusion in this program. Services will include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students 63Source: October Supplement, 3 JDR 576. "source: October Supplement, 3 JDR 576. 155Source: October Supplement, 3 JDR 576. 963 NLRSD in the most appropriate vocational courses. STUDENT ATTENDANCE 66 When possible, parents of senior high school students will be notified each day that a student is absent from one or more classes. To aid in this effort, an automatic phone calling system will be installed in each of the senior high schools. A computer will call the home of each absentee at night and ask for a response from a parent. Follow-up calls will be made the next day by school personnel. 66 Source: October Supplement, 3 JDR 577. 964 NLRSD SECTION 6: EXTRACURRICULARA CTIVITIES 67 The North Little Rock School District recognizes that clubs and student organizations are an important part of the total educational experience for students. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership in student organizations and clubs shall not be restricted on the basis of race, sex, national origin, or other arbitrary criteria. Further, entry shall not be by decision of the current membership of the organization. Eligibility requirements for participation in cheerleading, drill teams and athletic activities are determined by the Arkansas Activities Association. Other extracurricular activities and/or organizations related to special interests or subject areas do not have a minimum grade requirement, except those clubs and organizations that are governed by charters from parent organizations. In order to assure greater participation by minority students the following actions will be taken: 1. Principals, counselors, sponsors, and teachers will inform and encourage minority students to become more active in all extracurricular activities. 2. Schools will publicize and inform minority students and 17 Source: October Supplement, 3 JDR 578. 965 NLRSD their parents well in advance of the selection process so that they will know what to expect and when to apply. 3. All selection committees will be biracial in make-up. 4. The District recognizes that one impediment to minority participation in extracurricular activities is the lack of transportation before or after normal school hours. Unfortunately, the NLRSD lacks the resources to provide extracurricular transportation for its students and, therefore, has requested that the Court direct the Department of Education to provide such transportation, not only for majority-to-minority transfer students but for all students. See NLRSD F.O.F. & C.O.L. Nos. 10 & 11. Absent funding by the State, however, the NLRSD will be unable, with its present resources, to provide such additional transportation and still provide a regular program which is educationally adequate. 5. Principals and sponsors will monitor participation in all extracurricular activities and, where such participation is racially identifiable, special efforts will be made to promote minority participation in any such racially identifiable clubs and/or organizations. 6. The District will annually review try-out procedures and eligibility requirements to identify and eliminate any practices that discourage or adversely affect minority participation. 7. Each school will prepare a summary report for all clubs, 966 NLRso organizations and other extracurricular activities reflecting the racial composition of the officers in each activity, the total membership, and all those who tried out or sought membership. This report will be prepared in April of each year which provides sufficient lead-time to permit planning, publication and recruitment of minority participation for the following year. See Addendum 6A. These reports will be compiled in a District summary for all extracurricular activities which will be completed and presented to the Board of Education at its May meeting each year. 967 NLRSD SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE 68 Disciplinary polices are periodically reviewed to ensure fundamental fairness and the absence of bias. In this effort all District policies relating to student conduct and discipline were revised in the 1985-86 school year. See Addendum 7A. To ensure that parents and students are advised of expected student conduct, bases for discipline and all disciplinary procedures including any right of appeal, District-wide handbooks were developed in the 1985-86 school year and given to each student. Students are annually required to have their parents read the handbooks and sign a statement acknowledging that both the parents and the student have read the handbook. Additionally, the handbook is reviewed with the students in all schools during class time. SUSPENSIONS69 The NLRSD student population is 40% black and 60% white. 70 In the 1985-86 school year 48% of those students suspended were black. While the District does not believe this is significantly disproportionate, it has taken additional steps to ensure fairness and the absence of bias. First, as discussed above, it has revised its policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. 68 Source: October Supplement, 3 JDR 582. 69 Source: October Supplement, 3 JDR 582. 70This was the population in 1985-86. 968 Second, each NLRSD suspension is reviewed by the Assistant Superintendent for Student Affairs and the Superintendent to ensure that District policies are followed. Third, a summary of suspensions showing the number and race of students suspended in each school will be compiled by the Assistant Superintendent for Student Affairs and will be provided to the Board of Education at its July meeting each year. A review of all suspensions will be conducted for any school that has a disproportionate number of suspensions of minority students to ensure that race has not been a factor in the suspensions. EXPULSIONS71 The North Little Rock School District has expelled only twenty students during the last three years. 72 Of this number ten have been black. Seventeen of these expulsions have been because of serious offenses relating to drugs or the possession and/or use of weapons. Given the very small number of expulsions and the extreme seriousness of the offenses involved, the District believes that any violation relating to expulsions has been corrected. Further, all expulsions are made by the Board of Education and then only after a hearing. 71Source: October Supplement, 3 JDR 583. 72 The data in this section were accurate as of the 1985-86 school year. 969 NLRSD SECTION 8: GIFTED AND TALENTED EDUCATION73 The Court based its determination that the NLRSD denied black students access to its program for gifted and talented students on data from 1980. LRSD I, 584 F. Supp at 349, Paragraph 100. Since that time, significant changes have been made in the District's identification procedures designed specifically to improve the identification of gifted minority students. These efforts, which are detailed below, have been described by Dr. Emily Stewart, an expert in gifted and talented education, as comparing favorably with the state of the art for identifying minority gifted students. T. 2692. She also testified that the referral and placement of minority children in the NLRSD gifted program for the 1983-84 school year, NLRX 22 and 23, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. T. 2689. [* * *]" CALLAHA/NTR EFF INGER STUDY75 During the 1982-83 school year, the District's concern was the identification of all gifted students, but an overriding concern was the identification of the culturally disadvantaged. Through a 73 October Supplement, 3 JDR 613 ''References to SOMPA found in the October Supplement, 3 JDR 613, have been eliminated pursuant to the Petition to Modify NLRSD's Desegregation Plan, 8 JDR 1740-41, which was in the Interdistrict Desegregation Plan. 75Source: October Supplement, 3 JDR 614 970 NLRSD Title IV-C Grant, the District was afforded the opportunity to hire two consultants in the field of gifted education, Dr. Donald Treffinger from State University College at Buffalo, New York, and Dr. Carolyn Callahan, University of Virginia. The plan was to develop a methodological case-study /placement procedure. The casestudy method provides information from a variety of sources and also sununarizes strengths and weaknesses for instructional programming. Dr. Callahan evaluated the District's case-study placement procedures. She found that although the identification of minority students was uneven across the District, the selection of minority students had increased by 43% districtwide. Recommendations in Dr. Callahan's study were used by the District to implement other strategies to increase identification and selection of culturally different students as well as to even out the process across the District. CREATIVE POSITIVES FOR IDENTIFYING DISADVANTAGED YOUTH76 During the same year, the District utilized the "Creative Positives of Disadvantaged Youth and Children," by E. Paul Torrence. See Addendum SA. The District also adopted the Torrence Test of Creative Thinking. This test has been even more useful in discovering giftedness among the culturally different. The District continues to use the test, and special scoring of strengths is used in the creativity test for purposes of screening and identification of 76 Source: October Supplement, 3 JDR 614. 971 NLRSD culturally disadvantaged students. MULTIPLE REFERRALS OURCE7S7 As a safeguard against bias, nominations for placement in the gifted program are sought from a wide variety of sources including parents, other students, and the individual student himself or herself as well as from teachers and principals. This ensures that everyone who might see a different facet of the nominated student perhaps not seen by others is encouraged to nominate that student if he or she feels the student might be gifted. MULTIPLE PLACEMENTC RITERIA78 Student placement decisions are based on multiple criteria. See Addendum 8B. No single criterion or cut-off score is used to exclude a student from placement. Teacher ratings may override poor test scores
however, good normative information may outweigh negative teacher ratings. Creative Positives Among the Culturally Different by E. Paul Torrence is used to assist in identification of the culturally different. GROUP DECISION-MAKING79 Another safeguard against bias and a further assurance that no student is overlooked lies in the fact that no single individual makes a placement decision. Each school has a case study/placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two 77Source October Supplement, 3 JDR 615. 78Source: October Supplement, 3 JDR 615. 79Source: October Supplement, 3 JDR 616. 972 NLRso classroom teachers. On the elementary level, one teacher is primary
the other is intermediate. On the secondary level, one classroom teacher is a current teacher of the student being referred. The principal is responsible for the total process and serves as chairman of the case study/placement committee. The resource teacher of gifted and talented will be actively involved in the committee work. The supervisor of gifted and talented assists as needed. No single person can decide to place or not to place a student. PARENTAL INVOLVEMENT AND APPEAL 80 Parents are involved throughout the referral and placement process. They are invited to refer their children for placement. They are required to complete the Parent Questionnaire, Addendum SC, which is an important source of information not obtainable by other means. They meet with the case study/placement committee concerning placement recommendations. Finally, parents have the right to appeal the decision of the case study/placement committee to the Director of Elementary or Secondary Education. The Director and the Supervisor of the Gifted and Talented Program then review all identification instruments, Addendum 8B, and meet with the parents to review all placement criteria. If an error has occurred an appropriate correction will be made. MONITORING AND INTERVENTION ' 0 source: October Supplement, 3 JDR 616. 973 NLRSD Reports are submitted to the Central Administration showing the race and grade of all students referred and placed in the gifted programs in each school. Where there is an unevenness of nominations, referrals, and placements of the culturally disadvantaged students, the permanent folders are carefully examined by the Supervisor for Gifted and Talented Education. As a result of such additional reviews, minority students who might be gifted are identified and follow-up procedures are initiated to observe and document the student's actions which would justify referral, evaluation and possible placement. Also, additional in-service training regarding the use of the creative positives in identifying minority gifted students is conducted for teachers in those schools. 974 NLRSD SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES 81 The North Little Rock School District was established in 1901 with all students housed in a single building. As the population increased during the next several years, schools were added to accommodate student growth. The District made an early commitment to neighborhood schools as evidenced by the relatively small size and geographic location of school buildings. Such commitment prevailed until recent times. Constructed in the 1950 's, the Belwood Elementary School, for example, contains only seven classrooms and small spaces for library, offices, and cafeteria. Most elementary schools were originally designed to house two hundred or less pupils. Almost all of the existing school facilities have been expanded since their original construction. Although facility expansion has increased pupil capacity in most North Little Rock Schools, the neighborhood school concept has remained evident in the location of elementary schools. No elementary pupil within the District is assigned to a home school which is located two or more miles from his place of residence. From its inception in 1901 until the 1969-70 school year, student population grew at a steady rate until reaching the alltime high of 14,000. Since the 1969-70 school year, student population has, consistently declined. The October, 1986, enrollment was 9,686 students, an overall decrease of 4,414 since 11 Source: October Supplement, 3 JDR 632. 975 NLRSD 1969-70. Through its history, various school facilities have come into and gone out of existence. During the 1970-71 school year, elementary and secondary students attended school on twenty-eight separate school campuses. Twenty-three regular schools and two special schools currently serve students in the twenty-six square mile district. Beginning with the 1972-73 school year, all North Little Rock schools have been fully integrated in accordance with the "Storm Plan" approved by the Federal District Court ( Judge Henley) . Attendance zones have been established and racial quotas established to ensure that the racial composition in all elementary and secondary schools is within plus or minus twenty-five percent of the percentage of the minority school population. Beginning with the rebuilding of Amboy Elementary School (fire) in 1970, the North Little Rock School District has sought Court approval of all openings, closings, and additions to school facilities. The most recent such action was a request (granted) to close the Levy Elementary School prior to the 1985-86 school year. In light of the declining to stable student population, it does not appear likely that new school construction will be necessary in the near future. If new facilities or additions to existing facilities become necessary in the future, the District shall rely on the standards contained in Swann v. CharlotteMecklenburg Bd. of Educ., 402 U.S.1 (1977). The overall condition of school facilities in the North Little 976 NLRsD Rock School District is excellent. A rather well-financed maintenance program has kept facilities in a very serviceable and attractive condition. This is evidenced by the fact that since the 1982-83 school year every school in the District has been reviewed as part of the ongoing North Central Accreditation process and all have satisfied NCA standards. No building is in need of major renovation. All buildings are well ventilated and heated. Over fifty percent of the students attend school in air-conditioned facilities. The overall condition of buildings shows only minor variations throughout the District. Certainly, no building condition bears a relationship to its geographical location within the District. 977 NLRso IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED MAY 1, 1991 Appendix Addendum lA Addendum 1B Addendum lE Addendum 2A Addendum 2B Addendum 2C Addendum 2D Addendum 3C Addendum 3D Addendum 3E Addendum 3F Addendum 3G Addendum 3H Addendum 3I Addendum 3J Addendum 6A Addendum 7A Addendum SA Addendum 8B Addendum SC TABLE OF CONTENTS NLRSD Racial Count as of 10/1/85 Questions and Answers Addendum to Section 1 Notice Regarding Applicants Notice Regarding Positions. Schedule of Benefits NLRSD Brochure Due Process Steps for Appraisal . NLRSD Special Services Dept. List of Agencies Cantilician Study 63 69 Chapter I. Project 101 A.D.E. Monitoring Checklist Letter to Arkansas Dept. of Educ. Recommendations Activities Report Policies and Procedures Gifted/Talented Program Instruments of Identification 1050 1051 1054 1064 1065 1066 1069 1080 1112 1113 1119 1151 1168 1191 1197 1198 1200 1228 1238 Parent Questionnaire . . . . 1239 SCHOOLS GROUP A LAKEWOOD CRESTWOOD BELWOOD PINE TOTALS GROUP B PIKE VIEW ARGENTA TOTALS GROUP C GLENVIEW LYNCH DRIVE TOTALS GROUP D AMBOY INDIAN HILLS SEVENTH STREET BOONE PARK TOTALS GROUPE PARK HILL NORTH HEIGHTS REDWOOD TOTALS GROUP F MEADOW PARK ROSE CITY TOTALS BARING CROSS* DIS'l'RICT TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDING KINDERGARTEN STUDENTS NONBLACK No. ( % ) 143 (63.6) 100 (57.l) 61 (55.0) 93 (53.l) 397 (57.9) 234 (60.6) 97 (53.9) 331 ( 58. 5) 104 (58.8) 123 (51.0) 227 (54.3) 172 (58.l) 209 (63.5) 169 (57.l) 239 (54.8) 789 ( 58.1) 116 ( 61. 7) 238 (63.2) 133 (54.l) 487 (61.0) 117 (56.5) 116 (53.5) 233 (55.0) 3 (30.0) 2,467 (57.9) BLACK No.(%) 82 (36.4) 75 (42.9) 50 (45.0) 82 (46.9) 289 (42.l) 152 (39.4) 83 (46.1) 235 (41.5) 73 (41.2) 118 (49.0) 191 (45. 7) 124 (41.9) 120 (36.5) 127 (42.9) 197 (45.2) 568 (41.9) 72 (38.3) 127 (34.8) 113 (45.9) 312 ( 3 9. 0) 90 (43.5) l 01 ( 4 6. 5) 191 (45.0) 7 (70.0) 1,793 (42.l) ADDENDUM lA TOTALS 225 175 111 175 686 386 180 566 177 241 418 296 329 296 436 1357 188 365 246 799 207 217 424 10 4,260 ~Baring Cross ~as cre~ted as a~ al~ern~tive to placing se~erely handicapped children 1n state 1nst1tut1ons. The only students assigned to this school are those who are profoundly and multilJ:liSD handicapped. 001050 QUESTIONAS NDA NSWERS ADDENDUM 1B CONCERNINTGH E REVISEDE LEMENTARSYC HOOLD ESEGREGATIOPNLA N FOR THE NORTHL ITTLE ROCKS CHOOLD ISTRICT 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 the 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 st~dents fro~ having to ~ait 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 time schedule causes only slight differences in school schedules. 4. Q. Can a student avoid being transported if he/she attend~ a private school during the year(s) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assign~ent presently in effect in the attendance zone where he will be residing. If a student attends a private school during the years(s) he is to be bused he is auto~aticallv buse~ ~hen r.e ret~c~s to the ~orth little Rock Puhlic Schools. HLRSD 0 0 J O fj l 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 any other point. It is the parent's responsibility to deliver children to the neighborhood school
it is the district's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in 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. lfLRSD 0 0 1 Qr') .J t) 1_ 9. Q. How were the groupings of schools detennined? 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 enrollment of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such that their race is in the ~inority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the district to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much individual 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. NLRSD 001053 , ADDENDUMlE FILED U.S. DISTRICT COURT [ASTtRN DISTRICT ARKANSAS JUL 211987 LITTLE ROCK SCHOOL DISTRICT PLAHITifF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFf.l'IDANTS ADDENDUMT O STUDENT ASSIGNMENT PROVISIOI-JS OF SECTION 1 OF THE PLAN FOR IMPLEMENTING TBt. REMEDIAL ORDER OF THE COURT OF APPEALS FOP. THE EIGHTH CIRCUIT AS IT APPLIES TO THE ~0RTH LITTLE ROCK SCHOOL DISTRICT {NORTH LITTLE ROCK PLA1'l) In the 1987 Legislative Session, the Ark?.!'.S?.s C:eneral Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached' a.s E
-~hibit "A", directs that no school district may permit or accept transfers of students from other school districts if either school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subject to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 1987, copy attached as Exhibit "B", which states that "the children or wards of anyone who is a public school teacher in one school district ... and a resident of another school district ... shall NLRSD 001054 03-009 be entitled to attend school in either ... district This is seemingly inconsistent with the ~no transfer" requirements of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent c~nflict. In Opinion Attorney General No. 87-190, copy attached as Exhibit "C", the opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the !Jl-RSD ha.!5 n0 discretion regarding the admission of the children or wards of non-resident teachers and this situation could result in an interdistrict segregative effect on the racial composition of the LRSD and NLRSD. Specifically, the NLRSdhas 578 teachers of whom 141 live in the LRSD, the great majority of whom are white. Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teacher's children has been minimal and ihe race of those applying has been so balanced as to h~vs n0 ~1verse effect on either school district involved. Howe,er, to protect against the potential adverse interdistrict effect that such enrollment makes possible, the NLRSD will report to the Court .NLRSD -2- 03-')')'] 00105:5 CT IM .-. annually regarding the number and race.of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district in which they reside. Should a problem develop the NLRSD will ask the Court for ielief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No 87-190. July 21, 1987 Respectfully submitted, JACK, LYON & JONES, P.A. 3400 Capitol Tower Capitol at Broadway Little Rock, AR 72201 (501) 375-1122 . STEE'HEI-1 w. JONES, Attorneys for the North Little Rock School District CERTIFICATE OF SERVICE I hereby certify that a true and corre-:t -:opy 0f thca foregoing Addendum was maile<l to the attached. list '2 cou.nsel on this 21st day of July, 1987. lfLRSD 0010 5 t> -3- 03-009 State of Arkansas ACT7 6 2 l~d7 A Bill 76th General Assembly Regular Session, 1987 HOUSE BILL 1790 2 3 By: Reps. Towosend, I. Brown, Walker For An Act To Be Entitled "AN ACT TO ALLOWT HE TRANSFERO F CHILDRENF ROHO NE SCHOOL DISTRICT TO ANOTHER
AND FOR OTHER PURPOSES." 4 BE IT ENACTEDB Y THE GENERALA SSEHBLYO F THE STATE OF ARKANSAS: 5 6 SECTION l. Upon the petition of a student residing in one school 7 district (resident district), to transfer to another school district (receiving 8 district)
the Board of Directors of the resident district may enter into an 9 agreement with the Board of Directors of the receiving school district trans- 10 ferring the student to the receiving district for purposes of education. 11 Forms for use in transferring children from one school district to another 12 shall be provided by the State Department of Education. After the petition 13 has been approved by the Board of Directors of th,e resident district and the 14 Board of Directors of the receiving district, copies of approved transfers 15 shall be filed by the receiving district with the office of the County Clerk, 16 with the administrative offices of the respective school districts, and with 17 the State Department of Education. This legal transfer of a student from one 18 district to another places the responsibility for the education of the student 19 on the receiving district and permits the receiving district to count these 20 children in average daily membership for state aid purposes. This section 21 does not transfer the localtax money from the resident district. 22 I 23 SECTION 2. Boards of Directors of local school districts are prohib~ted 24 from granting legal transfers in the following situations: ~'-~ \ 25 (a) where either the resident or the receiving district is under.a 26 desegregation related court order or has ever been under such a court o~e 27 and ~. \ 28 (b) the transfer in q~uestion would negatively affect the raifi.'i:ts~a~ 29 of that di
trict shich is or h been unO ouch a court order. \',. \ "~ 30/4_)_/11,
fl{
~:( ]fBi--IT A 00~05':~ f { mih227 H.B. 1 SECTION 3. Each form filed with the State Department of Education 2 reporting a legal student transfer ~ust be accompanied by an affidavit 8igned 3 by _ea~h member of both school boards 8tating that the transfer does not ~ violate the prohibition set forth in Section 2. 5 6 SECTION~- The Arkansas Department of Education shall wfthhold state aid 7 in an amount equal to that to be generated by the student in question in the 8 respective districts from each district, if the transfer fails to comply with 9 Section 3. 10 11 SECTION 5. (a) Any district not currently unde~ a desegregation related 12 court order but which bas been under such a court order in the past may apply 13 for a vaiver of the prohibition set forth in Section 2. 1~ (b) The State Board of Education may grant such a district a waiver from 15 the provisions of Section 2 if it is determined that the district's desegrega- 16 tion status would not be adversely affected by allowing a legal transfer which 17 would negatively affect the district's racial balance. 18 19 SECTION 6. Act 275 of 1959 as amended, the,same being Arkansas Statutes 20 80-1518.1, 80-1518.2 and 80-1525 through 80-1528, is hereby specifically 21 repealed along with all other laws or par . . :: -litf<<>1/I>J
l!fM6IV.1/ , / '
- i ,.: ,,,--,: .. , .,..:... , . /:, . 25 26 =.-, .. of laws in conflict with this Act. :~~:!v:D/BY- ~?uc~J~ \ . ' NLRSD onio.~_
\ J l 2 3 Ii 5 6 7 State of Arkanaaa 76th ~neral .uaembly l.egular Se11ion 1 1987 !y: kpresentative Thomason ACT6 24 1987 A Bill For An Act To Be Entitled ROUSE !ILL1674 "AN ACT TO PROVIDE TiiAT nu: CHILDREN OR WARDS or A PERSON WHO IS A PUBLIC SCHOOL ITACHER IN ONE SCHobL DISTRICT AND A RESIDENT OF ANOTHER SCHOOL DISTRICT SHALL !E Eh'TITLED TO ENROLL IN Al,"D ATTEND SCHOOL rn EITHER TrlE DISTRICT IN 'WHICH THE PAREh'T OR GUARDIAN RESIDES OR IN !RE DISTRICT Ill l.7HICH THE PARENT OR GUARDIAN TIACHES
AND FOR OTHl:R PURPOSES." 8 !E IT ~ACTID BY '11:ITG ENERAL ASSD ill LY OF nn: STATI OF ARKANSAS: 9 10 ) SECTION l. The children or varde of any pcr&on vho is a public school 11 teacher in one school district in this State a.nd a resident of another achool 12 district in this State shall be entitled to be enrolled in and to attend 13 school in either the district in which the parent or guardian resides or the 14 district in which the parent or guardian is a public achool teacher. 15 16 SECTION 2. All la~s and parts of la~s in conflict vith this A.c.t are 17 18 19 23 24 25 26 27 30 EXHIBlT B /I ,. I_ . _.._ __. _ ----- STATE OF ARKANSAS OFFICE OF THE ATTORNEY GENERAL 201 EAST MARKHAM STREET HERITAGE WEST BUILDING LITTLE ROCK. ARKANSAS 72201 (501) 371-2007 Opinion No. 87-190 May 29, 1987 The Honorable John Ward Representative, District 65 2705 Donaghey Drive North Little Rock, AR 72116 Dear Representative Ward: This is in response to your opinion request wherein you posed the following inquiries ~hich appear to result from the apparent conflicts between Act 624 and Act 762 of 1987, to-wit: 1. By virtue of Act 624, is a school district required to enroll the children of teachers who reside in other districts and whose children have been attending in another district if the receiving district is currently under a desegregation order? 2. Would it be considered a 11 transfer 11 under Act 762 for children who have been attending another district to enroll in another under the provisions of Act 624? 3. Would it be considered a 11 transfer 11 under Act 762 for the receiving distriet to enroll children of teachers who reside in other districts (by virtue of Act 624) which children have not been enrolled in any district (e.g., first graders)? Act 624 of 1987 provides in pertinent part as follows: SECTION 1. The children or wards of any person who is a public school teacher in one school district in this State and a resident of another school district in this State shall be entitled to be enrolled in and to attend school in either the district in which the parent or guardian resides or the district in which the parent or guardian is a public school teacher. HLRSD 0010GO zmanza ,,,. =n_-_.,."-=: Representative John Ward May 29, 1987 Page 2 Act 762 of 1987 limits legal transfers among school districts to those situations where such transfer would not adversely impact the racial balance of either the sending or receiving district if one of the districts were under a court ordered desegregation plan. Because Act 624 of 1987 entitles children of public school teachers to attend school in either their resident district or the district wherein their parent or guardian teaches, it is the opinion of this Office that such children are not transfers and would not come under the limiting provisions of Act 762 of 1987. Thus, in response to your question 1, the school district wherein the parent or guardian teaches would be required to accept the child of the parent or guardian. As stated above, the answer to your question 2 is that a child coming under the provisions of Act 624 would not be considered a transfer under Act 762. And, new students (e.g., first graders) availing themselves of the special provisions of Act 624 would also not be considered transfers under Act 762. The foregoing opinion, which I hereby approve~- was prepared by Assistant Attorney General C. Randy McNair III. JSC: CRM: jk NLRSD 001081 -n IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 FJLED U.S. OISTllJCT . (ASTERN OJ COURT STRICT ARKANSA~ JUL 2 '? 1987 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS ORDER The North Little Rock School District (NLRSD) has requested this Court's approval of an addendum to its desegregation plan which was approved in the Order of February 27, 1987. The NLRSD has expressed the concern that Arkansas Act 624 of 1987, which provides that teachers residing in one school district but teaching in anothe~ have the right to enroll their children in either district, could have an interdistrict segregative effect on student enrollment in the Little Rock School District (LRSD). Since 141 of the NLRSD's 578 teachers live in the LRSD and most of these teachers are white, these concerns are legitimate although the problem is merely prospective and no such interdistrict segregative effect has occurred to date. In its plan addendum, the NLRSD corrrnits to report to this Court annually regarding the number and race of students being enrolled in the NLRSD from other districts and in other districts from the NLRSD. No further action is contemplated unless a segregative effect actually occurs at which time this Court!Q.RSD -,... ----..,-------- be asked for appropriate relief. The scope of the NLRSD1 s proposed addendum to its desegregation plan is appropriate in light of the speculative nature of the problem. The NLRSD proposes to comply with the State law until such time that this compliance actually results in a segregative effect. Until that time it will keep the Court apprised of the impact of Act 624. Such reporting compromises no party 1 s rights and is entirely consistent with rulings of this Court and the Court of Appeals requiring the school districts in this case not only to remediate past interdistrict segregative effects but also to avoid further such effects. For these reasons, the NLRSD1 s Motion to Approve Plan Addendum is approved and it is directed to report to the Court on an annual basis the number and race of children enrolled in the NLRSD or removed from the NLRSD and enrolled in other districts pursuant to Arkansas Act 624 of 1987. IT IS SO ORDERED this ,J._7 day of July, 1987. / NLRSD -- i \ Ir . .a I ADDENDUM 2A ADMINISTRATIVEO FFICES 2700 POPLAR STREET January 14, 1986 MEMTOO : Officers of Teacher Training Institutions FROM: Doyle Crownover, Assistant Superintendent for Administration SUBJECT: Employment Applications The North Little Rock Public Schools seeks to staff its schools with the best teachers available. To be able to do this, we covet opportunities to consider your teacher candidates. Toward this end we have prepared material that gives prospective teacher applicants information concerning employment in the District. We are eager to have this information placed in the hands of all potential teachers, and solicit your assistance in this effort. We would welcome calls or visits from your teacher candidates, and would be happy to visit your campus to talk with groups of prospects if it appears this would be mutually beneficial. NORTHLI TTLER OCKSC HOODLI STRICTIS ANE QUAOLP PORTUNIETMY PLOYER HLRSD P.O. BOX 687, NORTH LITTLE ROCK, AA 72115/0687 501/758-1760 001084 ADMINISTRATIVE OFFICES 2700 POPLAR STREET The North Little Rock (Arkansas) School District is seeking an opportunity to consider for employment the most outstanding teaching and administrative candidates available. If you desire to be a part of the professional staff of a public school district that is recognized as being a state leader in learning opportunities and student performance, we earnestly solicit your application. We ask you to examine the enclosed materials to acquaint you with the advantages and desirability of employment with tre North Little Rock School District. If becoming associated with this District appeals to you, we encourage you to complete and return the application form, P.O. BOX 687, NORTH LITTLE ROCK. AR 72115/0687 501 /758-1760 ADDENDUM 2B NLRSD OOJ 06
, Salary NORTHLI TTLER OCKS CHOODLI STRICT North Little Rock, Arkansas Benefits of Teaching in North Little Rock School District ADDENDUM 2C Teachers are paid on an indexed salary scale that recognizes training and experience. Increments are provided for each 12 hours of graduate study beyond the Bachelor's Degree, and for each 15 hours beyond the Master's, and for each year's experience up to eight years at the Bachelor's Degree level, and up to 15 years at the Specialist's Degree level. For the 1985-86 school year the salary for a regular classroom teacher of 187 days of employment with a Bachelor's Degree and no previous experience is $14,530. A teacher with a Specialist's Degree and 15 years experience receives $25,611._ Fringe Benefits Each teacher is provided a fully paid Blue Cross-Blue Shield Major Medical Coverage, a dental insurance coverage, and a hospital indemnity plan, with the option of having fillnily members included through payroll deduction. We provide $21,000 life insurance coverage on each teacher. Each teacher is provided an amount of $15.83 per month which may be applied to the cost of family coverages, or for additional life insurance. The total value of these coverages is $91.93 per month. All teachers must be members of the Arkansas Teacher Retirement System. Beginning on July 1, 1986, they will have the option of joining the contributory plan (6% of salary) or non-contributory plan (O~~o f salary). Those choosing the contributory system ~vill qualify for a greater annuity upon retirement. Deferred tax options are also available for retirement planning. Teachers also participate in the Social Security retire1ilent system. Sick Leave Teachers in the North Little Rock system receive nine days per year sick leave for the first four years in the District. These days per year then increase for each of next six years until 20 days per year are awarded for the tenth year and thereafter. Unused sick days are accwnulated up to 100 days. Personal Leave Teachers of the District are awarded one day per year of leave for personal reasons. There is an accumulation provision for these days if they are unused. NLRSD 00108i
P~ge 2 (Benefits of Teaching in North Little Rock School District) Inservice Training The North Little Rock School District maintains an ongoing, indepth program for increasing the competency of its staff. The program is constantly revised and adapted to the needs of the staff. Professional Leave Upon approval of request, teachers are granted professional leave for a wide variety of activities. NLRSD 0010S'/ ADDENDUM 2D NORTH LITTLE ROCK PUBLIC SCHOOLS-- moving in the right direction, helping every child achieve From the Superintendent We are pleased t
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