{"response":{"docs":[{"id":"ndd_holsaertfaith_r40k26h97","title":"Mississippi Subversion of the Right to Vote, [undated]","collection_id":"ndd_holsaertfaith","collection_title":"Faith Holsaert Papers 1950-2011","dcterms_contributor":["Holsaert, Faith"],"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":null,"dc_date":["1950/2011"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["fhpst02033","https://repository.duke.edu/iipsrv/iipsrv.fcgi?IIIF=/srv/perkins/repo_deriv/multires_image/b/3/e0/b3e020c4-15d5-4123-a1ef-25d933a3dedd/fhpst02033001.ptif/full/!350,350/0/default.jpg"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["Faith Holsaert papers"],"dcterms_subject":["Feminism","Civil rights","Social justice","Women political activists","Women's rights","Voter registration--Mississippi"],"dcterms_title":["Mississippi Subversion of the Right to Vote, [undated]"],"dcterms_type":["Text"],"dcterms_provenance":["Duke University. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["100 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n*DEVELOPING A NEEDS ASSESSMENT There are four basic steps in developing a needs assessment and utilizing the information. 1. Assessing needs. The importance of a needs assessment cannot be overemphasized. It allows the planners to address the most important and/ or manageable needs of a target population. It can avoid wasting time, energy, and resources. The results of a needs assessment shapes the contents of a complete list of goals and objectives listed in order of priority. 2. Developing Objectives. Goals should be clearly spelled out in simple statements. The means to reach these goals are the objectives. Objectives should be specific, observable, and measurable, including the who, what where and when of their accomplishment. They also serve as guide posts that help measure progress or as \"reality checks\" on the course of action taken. Objectives also serve as the basis for further planning activities and determine the focus of evaluation. 3. Assessing Resources. In order to achieve success in implementing goals and objectives, consideration must be given to what will be needed to be successful. Resources come in several forms: human, materials, organizational, financial, and facility. Do not be afraid to look outside traditional arenas. Be receptive to unusual ideas and nontraditional approaches\njust because you've never done it that way before, doesn't mean it can't be done. 4. Developing Strategies Start by brainstorming and work towards refinements. Consider all ideas and approaches and then start analyzing and selecting the best for exploration and implementation. At this phase, you already have completed the first three steps. A needs assessment should be short, simple, and easy to return. Captive audiences work best because you don't have to wait for responses, nor trust that they will even be returned. Many people fail to respond to surveys even when free postage is provided. The downside to using the captive audience approach is that your results are tainted. You may get a certain result because the audience consisted of people with the same problems, beliefs, or biases\ntherefore, they would tend to have a strong common link and results might not be truly representative of the population that will be served. A combination of captive audiences, mailouts, and deposits at places frequented by the target population is recommended (neighborhood stores, beauty shops, churches, laundromats, etc.) * Based on Arkansas Scope And Sequence K-12 Guidance and Curriculum Guide, Appendix E, pages 56, 57 (1987) STAFFING NEEDS ASSESSMENT 1.How many students are enrolled Grade Pre-K Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Black Male Black Female White Male White Female Total 2. If your enrollment is over 450, do you have an additional counselor in your building every day? Aside from the fact that a school is technically out of compliance when they have a student population over 450 and only has the part-time counselor in the building on certain days instead of every day, the lack of an additional counselor requires more time on the part of the principal to handle personal, social, and developmental matters usually referred to a school counselor. 3. Do you have a social worker? If so, is he/ she in the building every day? Social workers spend a great deal of time working with students and their families. Some of the services they provide include referrals to social service agencies, assisting with applying for public assistance, counseling, and home visits. Without a social worker, the school must depend on the principal to assume some of these duties. 4. How many students are referred to the principal's office for disciplinary matters on a daily average? Disciplinary actions are very time consuming, and depending on the number and severity of the problems, could have a negative impact on the principal's ability to concentrate on other areas of importance in the school. 5. How many students are enrolled in special education? Special education students bring unique problems and situations to a school. Couple that with students from economically and socially deprived backgrounds and the need for specialized intervention grows exponentially. Social workers are of enormous benefit to faculty and parents because they can serve as facilitators in arranging services or providing intervention for this high-risk population. They can train faculty and parents in methods to work with these students in areas that are not directly related to curriculum and instruction, but are important to their educational process. 6. How many students receive free/ reduced lunch? The answer to this question helps to determine the number and proportion of economically disadvantaged students in the school. The higher the number, the greater need for specialized social services. 7. Estimate the percentage of your students from single-parent homes. Single parent homes are generally headed by females. This often means smaller incomes and little to no male influence in child-rearing. The lack of proper role models or the presence of an overworked parent can lead to problems that place families at risk of winding up in the social service or criminal justice system. A social worker may be the difference between success or failure for some of these families. 8. How many homeless students attend your school. Foster Care Residential Care Facilities (Dorcas House, Battered Women's Shelter, Elizabeth Mitchell, etc.) These speak for themselves. 9. Do you have in-school suspension? The LRSD desegregation plan commits to placing alternatives to suspension in each school. (LRSD Desegregation Plan, April 29, 1992, page 34) 10. If not, is space available? Schools are required to develop a school-based discipline plan and to have discipline/ attendance intervention teams. (page 34) Incentive schools are required to have time-out rooms staffed with trained personnel. This person provides training in problem solving techniques. (page 175) 11. How many out-of-school suspensions did you have last year? Expulsions? High numbers strengthen the need for an alternative classroom specialist. 12. What is the average number of certified personnel absent each day? This helps to ascertain the cost-effectiveness of hiring a permanent substitute teacher. 13. What is the average number of post-observation conferences held with teachers each nine weeks? These conferences take the teacher out of the classroom during normal instruction time. If a principal averages three of these conferences a year per teacher, the need for a permanent substitute increases with the size of the teaching staff. 14. What percentage of the staff is nontenured? A large nontenured staff also poses the need for an additional person, preferably a certified teacher. That person could wear more than one hat. Questions 1-4 relate to the need for an assistant principal. Schools with large student populations, high numbers of disciplinary incidents, and significant absentee rates would benefit from an assistant principal. Questions 5-8 would indicate the need for a social worker if a disproportionate number of students fall into those categories. Questions 9-11 address the need for an alternative classroom specialist. Questions 12-14 help to identify the need for a permanent substitute. This person not only substitutes for absent teachers, but also serves as classroom replacements for teachers during post-observation conferences. NEEDS ASSESSMENT- PARENTS/ STUDENTS 1. I visit the school - daily weekly monthly twice a year once a year only when I have to (circle one) When parents visit the school, they generally see the principal, even if they have a meeting with the child's teacher. This is an important part of a principal's job, but it too can take time from other essential duties. 2. My child(ren) has been sent to the principal's office this year for breaking the rules. Y N This question is self-explanatory. Disciplinary hearings and other discipline related activities are very time consuming. 3. My child(ren) has been to see the principal as a reward for good behavior. Y N While principals should love these types of activities, they too take time, and plenty of time should be given to students who are being \"rewarded\" with a visit to or by the principal. 4. When I need to speak to the principal he/ she has time to listen. y N Self-explanatory. 5. I live within two miles of the school. y N Students who live in the neighborhoods of the incentive schools tend to come from families of low socio-economic backgrounds and are often headed by single parents. These circumstances sometimes requires the intervention or assistance of a social worker or counselor. The higher the at-risk population, the greater the need for a full-time social worker. 6. I have 3 or more children at home. y N Poverty can be defeating in itself, add several children and some parents have trouble coping. Sometimes a trained specialist is the only thing standing between neglect and assistance. 7. I am employed full-time part-time not employed This will help the administrative staff to determine the number of students that are from families of \"the working poor.\" These families are often eligible for assistance and are not aware of the help that is available to them. Social workers are invaluable to these families. 8. My child has gotten into trouble at school for fighting. Y N Fighting leads to suspension or expulsion. Trained specialists help students to acquire the skills necessary to handle and express anger. They are also helpful in designing and implementing an equitable disciplinary policy. 9. My child likes his/ her school. y N If a child does not his/ her school, this dislike is often manifested in the form of behavior problems. Alternative classrooms can be designed to accommodate problem students and to help them to learn how to become members of the school community. My child has been sent home for getting into trouble at school. y N Students cannot learn when they are not in school. An alternative classroom should be a part of the school's structure. 11. My child has trouble sitting still in the classroom. y N Hyperactive children, kinesthetic learners, and some gifted children have trouble in traditional classrooms. It is like trying to put square pegs into round holes\nthey don't fit. Many of these children wind up in disciplinary trouble and too often out of school. While punishment isn't the answer, a good alternative classroom could be. (See 1991- 1992 Monitoring Report on the Alternative Schools, ODM, December 18, 1992) 12. My child likes to talk. y N See #11. 13.My child gets upset when he/ she doesn't know the substitute teacher. y N Children like stability. They like familiar surroundings and faculty that is familiar to them. Getting to know a new teacher takes time, and there is a need for a certain amount of bonding to occur before a new person is accepted into the \"academic family.\" 14. The best time of day for me to come to school to talk to my child's teacher is If the only time a parent can visit the school is during the regular school day, then the teacher has to leave the classroom or the visit doesn't take place. This survey should be filled out by the parent and child together. The sequences of questions reveal the need for an assistant principal, social worker, alternative classroom specialist, and a permanent substitute teacher. Some of the other recommended positions in the incentive schools (pp. 190-191) would require similar assessments. The district must also take into consideration space allotment, number and types of special programs in the school and staff positions already in place. Some other areas of exploration are outlined below. PE - Does the school have a gym? If not, does it have a good play area, equipment, safe surroundings? How does PE fit in with the required wellness program? Do the nurse and PE instructor coordinate activities? What is the level of fitness/ health in the school? Art - What is available in the neighborhood or community to enhance art instruction (museum, historic buildings, local artists, art gallery, etc.)? How is art infused into the curriculum? Can it help to provide integrative experiences? Media Clerk - How often is the library used?. Is the library and its staff a regular part of instruction? Are students allowed easy access to the library? Is the library well stocked? Does it have the latest equipment? Can parents use the library? Are guest speakers and presenters a regular component of library services? Consideration should be given to the effectiveness of parent and volunteer participation in the school. How strong is the PT A/ PTO? Does the school have a functioning parent center? Are parents utilized in the school on a regular basis - do they serve as mentors, classroom aides, tutors, chauffeurs, office assistants, or guest lecturers? How can parent participation be strengthened so that the school can become self-sufficient yet economically viable? By looking at each position and analyzing information obtained through the needs assessment, the district can make informed decisions about staffing needs in any of the schools. The publication A Curriculum Audit of the Little Rock School District (1990) points out that the district has a wealth of data but is weak on information. By following the steps outlining how to develop and use a needs assessment at the beginning of this document, the district will have the technical ability to develop plans, guidelines and policies on any subject affecting the LRSD.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"ndd_holsaertfaith_r4v97zz16","title":"Notes for a talk on Albany, Georgia, [undated]","collection_id":"ndd_holsaertfaith","collection_title":"Faith Holsaert Papers 1950-2011","dcterms_contributor":["Holsaert, Faith"],"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":null,"dc_date":["1950/2011"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["fhpst02054","https://repository.duke.edu/iipsrv/iipsrv.fcgi?IIIF=/srv/perkins/repo_deriv/multires_image/3/3/67/3367def9-b6f0-4ab1-bdc3-97cde74cce68/fhpst02054001.ptif/full/!350,350/0/default.jpg"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["Faith Holsaert papers"],"dcterms_subject":["Feminism","Civil rights","Social justice","Women political activists","Women's rights","Voter registration--Georgia"],"dcterms_title":["Notes for a talk on Albany, Georgia, [undated]"],"dcterms_type":["Text"],"dcterms_provenance":["Duke University. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["648 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nRECEIVED 24404 Knabe Lane Little Rock, AR 72210 July 7, 1996 JUL 8 1996 Office of Desegregation Monitoring Dear Friend, Enclosed is a copy of the Little Rock Educational Plan as devised in 1990. Beginning in 1989 a small group of people meet at Hoover Methodist Church on a regular basis for the purpose of writing a plan for the Little Rock Schools. The group varied from month to month but always had a nucleus of Little Rock School parents present. This plan has been distributed to many people over the last six years and has met only token resistance. There has been no hostile opposition to the plan and it seems to have some appeal to both the Desegregation Monitor and Mr. John Walker. The plan changes the form of government in the Little Rock District from a superintendency to site-based management using three zone managers called community facilitators. One third of the current central office staff would be assigned to each zone. Some operations, for example payroll, would continue as unified operations. The plan advocates building at least one Educational Park and suggests all transportation be the responsibility of CAT. Any student who integrates a school while maintaining average grades and good behavior would be rewarded with a college scholarship. Not mentioned in the plan but recently discussed was the possibility of the Central High Area becoming an Educational Park. One unconventional idea was to use a train to transport students from Southwest Little Rock to the Central site. A Little Rock board member stated that riding a train to school was a common practice in European schools she recently visited. Many hours and several dollars have been spent on this plan. It provides the catalyst necessary to reinvigorate the Little Rock Schools. Will you please respond and help formulate a strategy to change the image of the Little Rock Schools. Sincerely, Richard Emmel azettc XK r  THURSDAY, APRIL 13, 2000 A plan for LRs educational woes BY RICHARD P.MMEL M-l \u0026lt; l.\\l III Illi III MUI K \\l l.\\/l III he Liltle Hock School Disirict will ask for bond money lo repair multiple worn out biiilding.s :ind build a T newclenienlaiy.Mhool in western Pulaski County. That new space and rcpair.s are neces saiy is undeniable, but ha.s the Little Hock administration presented the best solution? Would the taxpayers respond to a vision of excellence that draws the community together? Or do we placate the poor and give a new school to tlie rich while tliousands get private education, thereby thumbing our metaphorical noses at tlie mean old people who foisted all this trouble on them? In the late 1920s. Little Rock built two of the finest higli schools in tlie world. Seventy years later. Central High and Dunbar are still active LRSD schools. When Dunbar served a.s a high school, it became one of the first accredited African-American high schools in the United States. Building two classy high schools during such lean times of the late 1920s showed tlie importance Little Rock placed on education then. In 1954. the U.S. Supreme Court ended the sham of separate but equal\" schools. Before that decision. African-Americans typically went to school in old, woim out buildings and used secondhand books. When they got a rare new building, it was usually built inferior to white schools. Conditions in Little Rock public schools today are not too dissimilar from the segregated schools of the past. The public schools are treated similarly to African-American schools before the 8\u0026gt;mm vs. Board of Education decision, while much money and much effort go into building excellent private schools. Thinking so little of public schools causes the students to feel like second-class citizens. Being treated with indifference many times causes one not to think too highly of oneself. There i.s much research verifying the bad effects of low self-esteem on learning. A recent suivey indicated that neighborhood schools might cause people to return to public schools. However, neighborhood schools would cause resegregation by creating majority white schools in western Pulaski County while schools in the southwest oast and central region.s would be majority black. A plan i.s needed to strengthen the public schools without causing more segregation in the process. Please consider the following idea a.s a solution to Little Hocks e'lucalional woes. Guest writer Imagine several hiincired acres alop Ka nis Hill set aside for tlie public schools. This site i.s the geographical center of Little Hock. Iflhe city and school district bought the Kanis property, they would own all of the land from the northwest end of Kanis Hark to the southeast end of Boyle Park. The \"educational village would be built in the center of this huge city park. Putting several schools in a large, central park does away with the neighborhood school problem because tlie park is so large that it is not part of any particular neighborhood. Its location, in the center of tlie city, makes it easy to get from anywhere in the city, The village has 18 school buildings arranged so they each have privacy. The el- ementarj' area looks similar to Disneyland, making it vei7 attractive for children. All the buildings on campus have safe rooms built to protect lives during tornadoes. Safe rooms cost about 13 percent more than regular constmetion. but parents would know that their children would be safe in the event of a deadly stonn. None of the ele- 100111017 buildings has over 400 students, so the small-school atnios- phere would prevail. Having so many children at one site allows special services and facilities that would be too costly to place in neighborhood schools. Building many schools on a campus eliminates one hours of travel time that specialists normally spend getting from school to school. Instruction is organized by subject matter rather than grades. Planning and meeting by departments rather than grades promotes communication between teachers at eveiy level. Vertical teaming is the educational term used to describe such organization. Meeting and planning by subject rather than grade encourages continuity during the years of public school instruction. Vertical teaming eliminates failing an entire grade if a student does not grasp all of the material for that grade. Children will have the option of additional time to repeat difficult material with another teacher. Tlie student will not repeat an entire grade because one or two courses were not understood. The village operates year-round, so retaking .a course can often happen within one year. Ihe technologically advanced class rooms of the village function like TV stu dio.s with the flip of a switch. The city pro- vidc.s ,a classroom channel so absent children can watch their classes on a standard TV until returning to school. Interactions take place over the Inteniet to check grades, attendance, read lesson plans and keep up with school events. The city and school district will share the costs for mutually used employees and facilities, e.g. libraries, playgrounds and museums. CAT would transport students as part of their nonnal bus routes and would also receive funds from the school district. The school district and city also can build a 5.0(X)-seat auditorium for use by both. A police academy located on the campus provides unparalleled 24-hour campus security. The roads in and out of the village have controlled access. During the in- stnictional day. the school campus is closed to the public. The village after-school program provides students with homework help, planned free-time activities and healthy snacks. There also will be an intramural sports program for those unable to make _________one of the school teams. Select organizations such as the YMCA. YWCA, the Boys and Girls Club and churches will have facilities on campus further providing wholesome activities for the village students. City buses make stops in the village and provide rides until late at night. A retirement center on campus provides a source for substitutes and aids in return for reduced rent. The retirees can also eat with the students for substantially less than buying or preparing their own meals. There also will be stipends paid for tutoring students before and after school. The village concept just might be powerful enough to replace the Central High crisis as the image associated with the name Little Rock. There you have a visionary spark. It can easily be doused, or perhaps an advocate will step forward and fan it into a Tire of change. liicfmni Kiiiinil.  teuchi'r in Ilie Inliiski Connlii Sliecial ScliDol Districl. Ures in Lillie lioeli.THE LITTLE ROCK COMMUNITY EDUCATIONAL PLAN For further information: Richard Emmel 821-3747 Ruth Ragsdale 661-1986TABLE OF CONTENTS THE LITTLE ROCK COMMUNITY PLAN Section Page I. GENERAL PLAN CONCEPTS 1 Foundational Principles .......... Choices and School Types ........ Progressive Changes for the LRSD Zone and Site-Based Management K-12 Schools: Capacities and Zones Map of Community Zones ...... 2 5 7 9 11 12 II. THE COMMUNITY EDUCATIONAL PARK 13 Advantages of the Educational Park Location and Site ............... Map Showing Location .......... Proposed Facilities ............ 14 17 19 20 III. INTEGRATION AND STUDENT ASSIGNMENTS 23 Incorporating the Park into the Current Plan Major Enhancement (Incentive) Schools . . . Burden of Busing ......................... Equalizing Choices ....................... Desegregation and the Educational Park . . School Choices for K-6 Students .......... 24 25 26 27 28 341 GENERAL CONCEPTS OF THE LITTLE ROCK COMMUNITY PLAN2 FOUNDATIONAL PRINCIPLES The foundation of the Little Rock Community Plan is the commitment to these basic principles: FAIRNESS - It is not fair to expect young children to solve a community problem created by their parents and grandparents. Therefore, the Plan must not force children to sacrifice for the sake of desegregation. The adults in the community must provide schools and an environment that will facilitate integration. Any child that does go out of his/her way to help desegregate a school should be given a community award, such as a partial college scholarship. Neither is it fair for the LRSD administration to be totally responsible for desegregating the schools. Their responsibility is to provide equal educational opportunities for all children. and when they are shouldered with social problems they are overloaded and unable to do anything well. Therefore, the Plan must delegate significant responsibility for integration to the community. It is also fair for integrated neighborhoods (SWLR) to be allowed to administer their schools free of entanglement in the problems of segregated areas.3 EQUALITY - All schools should have roughly equal facilities and staff. Demonstrated progressive ideas and special approaches could receive additional funding from a special account established to encourage research and growth. Student assignments should be equalized and all students should have the choice of attending their closest school or transferring elsewhere. There will be no mandatory assignments for the purpose of desegregation (no \"satellite zones\") and no assignments made solely on the basis of \"race\". All children must be valued equally by staff and LRSD officials. PARENT/CHILD DECISION-MAKING - The family will select their child's school and have the right to determine if and when their child is capable of being an integrator in a segregated neighborhood. INVESTMENT IN THE FUTURE - Desegregation funds will primarily be invested into building an educational park, continued enhancement in central/east Little Rock schools, and scholarships for integrators. These investments should all work toward permanent integration and greater learning in the LRSD. Some of the currently proposed programs should be re-evaluated to ensure that they will in fact make a difference (such as having a teacher and an aide in each class of 10-20 students in the incentive schools).4 COMMUNITY INTEGRATION AND COOPERATION - The goal is to build community ties, working together to strengthen and harmonize the comm unity. We could make Little Rock the first non-racial city in the United States, and change our reputation in the history books . TEACHING CHILDREN SOCIAL RESPONSIBILITY - Community participation in the desegregation process will be a model of unselfish concern for others rather than pursuing narrow self-interests. The Little Rock Community Plan emphasizes voluntary integration for the good of the whole community, and then gives tangible awards to children who are willing to help integrate schools outside their area. This will teach even very young children the concept of social responsibility, and show them that people appreciate their positive contributions to building a better community.5 CHOICES AND SCHOOL TYPES Little Rock currently offers two types of elementary schools: neighborhood (area) schools and magnet schools. In the Community Plan, these would be supplemented with up to three other types of schools\nEducational Park schools - A cluster of six elementary schools sharing facilities on a large acreage between Kanis and Boyle Parks . A junior high school, as well as other community facilities, will also be in the Park (see Section II). Alternative School(s) - Children with special learning or behavior needs may attend an alternative school. It is a highly specialized, therapeutic school in which need dictates length of attendance. If the community closes any B or C school, the alternative school could be located there. Work Schools Schools located in businesses where there are enough children of employees to populate an accredited school. The community would decide if any would be feasible and where they would be located. They will be subsidized by the business but managed by the school district. These type schools are very convenient and offer the opportunity for a parent to more closely monitor the education process.6 ASSIGNMENT OPTIONS Parents of elementary children would have various options, depending on where they live. They would all have the option of a neighborhood/area school closest to them, subject to capacity. No mandatory assignments will be made on the basis of racial classification. Those who prefer to attend the Educational Park or a magnet school can apply for one of those schools. A third option is to volunteer to be an integrator by attending an area school that would otherwise be outside court-ordered ratios. This will mainly be available to students in Zones B and C. If an integrator maintains satisfactory attendance and acceptable grades, the student would receive a community scholarship award for each year of service. First choice for all Little Rock elementary seats will be given to Little Rock students. Only if there are still vacancies will county and NLR students be allowed to transfer. LRSD students classified as \"Black\" will no longer be encouraged to transfer out of the district, except for legitimate educational reasons.7 PROGRESSIVE CHANGES FOR THE LRSD Long-term integration and educational excellence will be facilitated by implementing some progressive changes in Little Rock: (1) Building more capacity in neutral areas and decreasing capacity in segregated areas. This will be furthered by the construction of an educational park. (2) Improving communications by installing an advanced phone system that will enable automatic dial-outs to keep parents informed of their children's attendance and performance. It would also provide for student registration over the telephone and a 24-hour message service. (3) Expansion of the Central Arkansas Transit Authority so that it can carry students to/from school and enable parents to have t)etter access to their children's schools. The LRSD transportation department should be minimized or eliminated. with it being absorbed into CAT. (4) Zone administration and site-based management to decentralize the LRSD administration and bring it into closer contact with the public it is serving (see pages 11-12).8 (5) Policies that encourage community members to become involved and empower them to make decisions affecting their schools. (6) Expanded and improved vocational programs that are responsive to the community's needs. Apprenticeship programs would be especially productive.9 ZONE ADMINISTRATION AND SITE-BASED MANAGEMENT The Little Rock School District will be divided into three geographical zones and one Educational Park zone. Each zone will have at least one high school and junior high along with several elementary schools (see map, page 12). Each zone will have a chief administrator, called the Community Facilitator. The CF's office will be in the high school, accessible to the public. The CF will be responsible for coordinating programs, helping the community to attain and maintain integrated schools, and keeping track of the schools' progress. He/she will be a source of information and progressive ideas for involved community members. He will moderate community meetings and provide positive, unifying leadership. He/she will develop constructive, cooperative relationships with the other zone CFs. Zone A and the Educational Park zone will be non-racial, and will have very little responsibility for student recruitment. Zones B and C will need much more community involvement and effort in order to integrate all of their elementary schools. Cooperation between the two zones will be required for them to succeed.10 Creating zones will increase initiative and creativity and foster healthy competition. Dividing the total population into smaller units will make management easier and more responsive to the community. Ideas can be tried in a zone before they are used by the entire district. When necessary, each zone will coordinate plans in order to provide continuity. However, each zone will be encouraged to be unique, prepared, bold. aggressive, and always ready to meet the educational needs of the children. The current policy of site-based management will be expanded to include teachers and parents in each school's management team, which is designed to allow the school to control itself. Along with self-control, of course, comes a healthy dose of accountability. A proper balance between the various administrative offices and each school management team will be achieved.11 K-12 COMMUNITY ZONES Zone A Zone B Zone C Educ. Park FAIR MCCLELLAN CENTRAL HALL PARKVIEW CLOVERDALE MABELVALE PULASKI HTS. DUNBAR MANN MAGNET SOUTHWEST FOREST HTS. HENDERSON NEW JR. HIGH Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 Washington - m m  m m PROJECTED CAPACITIES, K-12 Zone A Schools Zone B Schools Zone C Schools Educational Park Zone 9975 8100 (decrease of 1200) 5750 (decrease of 1200) 4400 TOTAL 28,225 (Zones are defined by the combined area of their elementary attendance zones).13 SECTION II THE COMMUNITY EDUCATIONAL PARK14 ADVANTAGES OF THE COMMUNITY EDUCATIONAL PARK The idea of building educational parks was very popular in the late 196O's. In fact, a 1967 Civil Rights Commission report praised educational parks as being a superior and more permanent solution to segregation than incentive schools, cross-town busing, paired schools and/or open enrollment. It appears that many places considered building these parks but were limited by the availability of land and the cost of the initial investment. In Little Rock, we can overcome both of these obstacles. A large, undeveloped tract of land joining Kanis and Boyle Parks is available at a very reasonable cost. The state settlement proceeds, as well as the recent millage increase. provide the resources with which to finance the construction of the Park. It would be far better to invest some of these funds into a permanent solution rather than spending it all on unproven programs. An educational park on Kanis Road would eliminate the need to build or rebuild new schools in segregated neighborhoods. This location is in a fairly neutral area, and students from both east Little Rock and northwest Little Rock would have bus rides of approximately the same length of time. Newly developed areas in Chenal Valley will only be 10-15 minutes away from the Park, thereby eliminating any need for a new school to be built there. Many area schools would still continue for those who prefer them, but their capacity will decrease because of15 students opting to attend the Educational Park. The smaller capacity in east and west Little Rock zones will make the remaining schools there easier to desegregate. The people of the community of Little Rock, working together, could plan and develop a Community Educational Park unmatched in the world. We would become known for our progressiveness and willingness to exceed the bare minimum required by the law. We can come together to solve the problem of inequality rather than continuing to circumvent doing the right thing. The following is a partial list of the advantages of an Educational Park: A Equidistant from the eastern and northwestern boundaries of Little Rock. * It would bring a variety of children together, enabling those in segregated neighborhoods to expand their understanding and experiences with people different from them.  It would give the community the opportunity to plan a grand educational complex together. Inherent in the administration of an educational park is community participation. The cluster of elementary schools will enable students to change schools without changing location. * Children from the same family, with different interests, will be able to attend different schools in the same location. There would be much opportunity for multi-age activities and peer tutoring. * A retirement center located in the Park would be a source of volunteers and paid part-time help.16  Most of the facilities could be used by the entire community when school was not in session. * Specialized teachers could instruct more and travel less. * There is greater opportunity for continuity in the curriculum. * Guidance counselors, nurses, social workers and other specialists could reach more children.  Shared funding would reduce costs to the school district.  Community participation would help prevent the formation of bureaucracies and autocratic decrees. * Specialized equipment and facilities would be available to all students at every grade level. A fourth grade could easily visit a high school physics class. * The Educational Park would espouse democracy. * Because of the high concentration of children and the physical proximity of the buildings it would be possible for special classes. For example, the high school French teacher might be scheduled for one period in the Primary School. * It would provide an opportunity for cooperative planning, funding, and managing of the complex. Many agencies such as public libraries, museums, park boards, colleges, city planners, social agencies, and other government departments would all be involved with an educational park. it Parents would know where their child would attend school and could easily interact with future teachers. All K-12 children from the same family could attend schools in or on the perimeter of the Park, if they chose. it An educational park would keep the community involved in the education process. it Computer networks, satellite hookups, and sophisticated telephone systems would be easily installed. it An educational park offers a great amount of flexibility and choices. It would make Little Rock a more desirable place to live and work.17 LOCATION AND SITE LITTLE ROCK EDUCATIONAL PARK It is proposed that the Educational Park be developed and constructed on acreage between Kanis Park and Boyle Park (see map on page 19). There is a 23 acre tract on the north frontage of Kanis Road, between Michael Drive on the west and Kanis Park on the east. South of this property (across Kanis Road) is a 97 acre tract bordered by Brownwood Terrace Subdivision on the south, Michael Drive on the west, and mostly undeveloped land on the east. There is potential to acquire adjacent property of approximately 69 acres. This acreage would join Boyle Park (243 acres) and Kanis Park (46 acres), creating a large central park of 409-478 acres. depending on how much property was acquired. There are already some facilities in these parks, such as baseball fields, tennis courts, picnic areas, pavilions, nature trailseven a skateboard bowl! North of the property is a retirement home. Woodland Heights. The proposed site of the educational facilities is level to rolling wooded land. It has two small lakes that would add a beautiful touch to the park if left undisturbed. Rock Creek runs through Kanis and Boyle Parks but not through the Educational Park site, which is elevated enough to have no flooding problems. The Little Rock Parks and Recreation would make improvements to the existing parks by increasing lighting and developing more18 nature trails. Although school buildings would not be built in Kanis Park or Boyle Park, other related facilities possibly would. Kanis Park is already connected to Henderson Junior High via a paved bike trail that goes underneath 1-630. It would be possible to widen it for a campus shuttle. A similar road could possibly be built between the Educational Park and Parkview High School. The site is easily accessible from 1-630 taking the Barrow Road exit. Barrow Road is now a five-lane from Kanis Road to Asher, providing quick, uncongested access from areas south of the Park. Kanis Road would probably need to be widened to four or five lanes\nthere may already be city funds allocated for this. There is also access from northern areas of town via Mississippi Street and from central Little Rock via 12th Street. This site is relatively close to the hospitals, UALR, and the zoo. It is neutral and acceptable to people from various parts of Little Rock.20 PROPOSED FACILITIES LITTLE ROCK EDUCATIONAL PARK People from the community who volunteer to be involved with planning the Park will make the final determination as to what facilities will be included, possibilities: However, here are some CLASSROOM FACILITIES - Six separate elementary schools, each with classroom space for 400 students, in the future. Reserve spaces for additional schools - One new junior high school, with classroom space for 1000 students. the Park). (Henderson Junior High may also be linked with These classroom buildings would be locked at the end of each school day, and will not be used by the community, help facilitate security. This will RECREATION AND ATHLETIC FACILITIES - Two covered elementary playgrounds, which will also serve as unloading points for students - Large open field for free play and team sports - Two elementary gyms - One junior high gym - A football/track/soccer stadium (and/or possibly link the Educational Park with Parkview and use its track). Ten tennis courts - Special training facilities for all athletes - 50 meter covered swimming pool21 SPECIALIZED EDUCATIONAL FACILITIES (open to community) - Elementary media center - Junior High/adult media center - Elementary music room - Junior High/adult music room - One special environmental classroom - A health and counseling center - Large community garden OTHER FACILITIES - Firefighter academy Police substation Teacher retirement center - Heating/cooling plant - Food service building with cafeteria - Convocation/Basketball Arena with parking area Most of the above facilities would not require funds from the LRSD. MISCELLANEOUS - Extensive system of nature trails throughout all three parks - Intra-park shuttle with access roads to Parkview High School and Henderson Junior High. - Ample and convenient parking for teachers, staff, and visitors - Several outside restrooms and drinking fountains22 NOTES: Bus traffic will be separated from car traffic and have it own roads. There will be ample office and conference space for teachers and administrators and well-equipped work rooms. All classrooms will be designed for computers and video equipment. Each elementary building will have access to individual playgrounds as well as the shared facilities.SECTION III INTEGRATION AND STUDENT ASSIGNMENTS 235 24 (1) INCORPORATING THE EDUCATIONAL PARK INTO THE CURRENT PLAN Cancel building plans in Zone B and Zone C, including proposed additions at Mitchell and Rightsell. (2) Keep all current attendance zones while the Park is being developed. (3) opens, Plot projected attendance zones for the year that the Park Most zones in west and southwest Little Rock will remain the same, with the addition of an attendance zone for Williams school. Re-draw attendance zones in central and east Little Rock, eliminating satellite zones and absorbing them into existing neighborhood zones (Most B schools will be oversubscribed according to attendance zones.) (4) Give community groups the following information\na. b. c. d. e . f. g- Number of students in each attendance zone Capacity of each school Required ratios Number of integrators needed to fulfill ratios Transfer options for students in oversubscribed areas How much capacity must be decreased in their zone. Possible options for closing school(s) and decreasing capacity. (5) Let the community groups work together to coordinate efforts to integrate neighborhood schools and decide where to decrease capacity. Be helpful in providing them with resources and information they need to make wise decisions. (6) The LRSD distributes school choice forms to those who elect NOT to attend their area school. Working together with the community group, the Assoc. Supt. for Desegregation will process the forms and compile statistics showing which schools will be out of compliance, oversubscribed, or undersubscribed. This information will be the basis of community cooperative efforts to balance the elementary schools. (7) By the time the Park opens, the community would have already completed (4), (5) and (6), thereby allowing for a smooth transition.25 MAJOR ENHANCEMENT (INCENTIVE) SCHOOLS During Park construction, current incentive programs will be continued in the six major enhancement schools. The LRSD should continue to inform the community about the incentive schools and recruit students, telling them that it may only be a two-year assignment. However, if seats are left unfilled in these schools as of Sept. 1, 1990, neighborhood children who are currently bused to west Little Rock should be allowed to transfer if they so desire. This will help decrease the burden of busing on those children. The Park must be constructed as quickly as possible in order to minimize the number of years that elementary schools are out of compliance with court-ordered ratios. Unfilled seats as of July 3, 1990: Garland Ish Mitchell Rightsell Rockefeller Stephens 70 51 77 43 74 53 TOTAL 368BURDEN OF BUSING 26 In the current plan, the involuntary burden of busing falls squarely on the shoulders of lower-income minority children. Middle and upper income community members are spared desegregative busing except for those who voluntarily attend magnet schools in east Little Rock. This, along with unequal choice opportunities, is a glaring inequity in the plan. The educational park located on Kanis Road would enable us to equalize the burden of busing and equalize options. Children will be bused equidistant from Pleasant Valley/Chenal Valley/Heights (Zone C) and central/east Little Rock (Zone B). More students from Zone C will be bused then than now, while many students from Zone B will have shorter bus rides than they do now. The Park will also be much closer to the Zone B students' homes than Terry, Fulbright, McDermott and Jefferson\nthus, it will facilitate parental involvement.27 EQUALIZING CHOICES In the current plan, students in west/northwest Little Rock (Zone C) are all eligible to attend their neighborhood school. They may opt to transfer to any of the six incentive schools or one of the marginal schools such as Bale, Romine or Franklin. No elementary students will be bused involuntarily for desegregative purposes. In contrast, students in central/east Little Rock (Zone B) are divided into mandatory neighborhood zones and mandatory satellite zones. They have virtually no options. Rather than regressing by restricting options for west Little Rock students. it would be better to open similar options for central/east Little Rock students. The educational park. coupled with the elimination of satellite zones, will enable Zone B students to have the same options as Zone C students. They will be able to choose either their neighborhood school, the educational park, or any Zone C school (subject to capacity). West/northwest children will be able to choose either their neighborhood school, the educational park, or any Zone B school. The CAT bus system will be utilized in transporting students.28 1. 2. DESEGREGATION AND THE EDUCATIONAL PARK Little Rock will be divided into three zones (see map): Zone A: Zone B: Zone C: Southwest and part of Central Little Rock Central and East Little Rock West and North Zone A is integrated and will have neighborhood schools. Zones B and C are currently segregated for the most part\nthey will have neighborhood schools and the educational park. All areas will have access to the existing magnet schools. Zones B and C will each decrease capacity in their neighborhood schools by 1200 students, for a total of 2400 elementary students. will absorb these 2400 students. The six elementary schools at the Park (Zone B will be decreasing current elementary capacity by 22%\nZone C elementary capacity will be decreased by 30%. The reason for this disparity is that Zone B currently has many more students relative to its schools' capacity than does Zone C). 3. Zone B will be allocated 60% of the elementary seats in the Park (1440)\nZone C will be allocated 40% of the seats (960). This will insure an acceptable integration of the Park without assigning on the basis of race, will be handled by a lottery. Excessive demand in either area 4. The remaining students in Zones B and C will have a choice: (A) Attend the neighborhood school closest to them (subject 5. (B) to capacity), OR Be an integrator for a school in the other Zone, students attending a school in Zone B, and Zone B Zone C students attending a school in Zone C will receive a community scholarship award of $500 for each year of being an Integrator (magnet schools do not apply). Zones B and C will be responsible for recruiting integrators so that they can keep their neighborhood schools open. If they fail to do this in a school (or if too few students choose to attend it), they will be required to close it. Schools in Zone B will be allowed to have extra funds for incentive programs to compensate for their relative disadvantage in recruiting students. However, there will be NO UNIVERSAL SCHOLARSHIPS FOR INCENTIVE SCHOOLS as is proposed in the current desegregation29 plan. awards. Only integrators would be eligible for scholarship These awards would be given by a community group, not the LRSD administration, money to do this. The community group would be allocated 6. If both Zones B and C agree to do so, they may decrease their school capacities more than 1200 each so that more of their students could attend the school park. In this case, another school would be built at the Park to accommodate them. 7 . school. Williams Magnet school would be converted to a neighborhood The remaining magnets (Booker, Gibbs, Carver, Washington) will remain open \"as is\" with the same assignment process. 8. Integrated neighborhoods (Zone A) will have the advantage of a neighborhood school with no responsibility for recruiting students. 9. Zones will be used for two purposes: grouping schools for management purposes and for allocating seats among students in each area. They will NOT restrict a student from attending a school outside his zone\nin fact, a large percentage of children will be attending a school outside of their zone.30 ZONE A ELEMENTARY SCHOOLS School Capacity 1990 Enrolled 7-3-90 % African-Amerlean Overall 1st Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Wocdru-PC 238 390 558 424 353 236 533 454 378 348 472 469 325 398 57 232 372 508 396 345 199 513 449 361 285 469 442 310 371 115 S427 73 73 64 72 58 64 55 62 50 62 66 65 58 66 (j} 50 67 56 71 65 41 41 54 50 17 69 61 44 51 \u0026lt;^3, 70 76 64 71 42 53 65 60 44 54 59 75 66 50 K = currently has a satellite zone These satellite zones will also be eliminated, with those schools being responsible for recruiting any students which are necessary to balance the school. However, this should not be a major problem for them since they are located in integrated neighborhoods which will continue to become more balanced.School Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine m-Booker m-Carver m-Gibbs m-Washington TOTAL Brady Fair Park Forest Park Fulbright Jefferson McDermott Terry Williams TOTAL ZONE B ELEMENTARY SCHOOLS Capacity 1990 Enrolled 7-3-90 % African-Amerlean Overall K 1st 31 300 200 273 240 340 260 230 149 196 197 266 207 92 99 90 93 78 94 87 100 93 94 61 81 85 98 89 86 68 97 399 529 492 650 613 353 866 5515 337 437 381 590 318 756 76 81 83 50 54 60 ZONE C ELEMENTARY SCHOOLS 491 351 413 587 513 562 537 517 427 312 411 573 479 515 516 490 65 71 52 51 45 60 57 53 3971 3723 78 78 81 61 65 49 45 45 41 44 35 37 36 58 82 83 89 54 56 76 69 74 38 56 54 61 56 5032 Community members in each zone will decide where to cut capacity. They will likely keep schools that will be easiest to desegregate voluntarily, and decrease capacity in hard-to- desegregate schools or close them entirely. The LRSD will not have the responsibility of making these decisions\nthey will simply carry out the decisions of the community. Neither will the LRSD be responsible for integrating schools in segregated neighborhoods\nthe people in those areas will have that responsibility. Mandatory satellite zones will be eliminated. All elementary children in Zones B and C will have equal options: (1) Closest neighborhood school (recruiting responsibility) (2) Educational Park (non-racial*) (3) Be an Integrator ($500 scholarship per year) (4) Magnet school (special programs) Elementary children in Zone A will be able to attend non-racial* neighborhood schools with no responsibility for recruiting students. They will also be eligible for magnet schools, the educational Park, and being an Integrator. A lottery will be the sole means of dealing with excessive demand for any particular option. *Race will have no bearing on student assignments or identification, except for state requirements on tests.33 Zone A ELEMENTARY SCHOOLS AND THEIR ZONE AFFILIATION For Integration and Management Purposes Zone B Zone C Park** Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakef ield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - : Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 ( 5785 0) 5785  * m m m Washington - nt 5515 (1200) 3971 (1200 ) -0- 2400 Capacity Changes + - 4315 2771 2400 Proposed Capacity Schools to be named by community. 34 CHOICES FOR STUDENTS WHO LIVE IN... Zone A: neighborhood schools (current capacity\nnon-racial) transfers on a case-by-case basis to magnet schools, Educ. Park, and Zones B and C schools Zone B: area schools (decreased capacity\n40% of seats to be filled by Zone A and Zone C integrators) magnet schools educational park transfers to Zones A and C schools\nmay apply for an Integrator scholarship Zone C\narea schools (decreased capacity\n40% of seats to be filled by Zone B integrators) magnet schools educational park transfers to Zone B schools Park: No students will reside in the Educational Park Zone. It will get approx. 60% of its students from Zone B and 40% of its students from Zone C. (Zone A will also be allocated seats if there is demand from that area.) Each zone is defined by the combined attendance zones of its schools. As demographics change, schools may transfer to a different community zone. As neighborhoods integrate, they will join Zone A.THE LITTLE ROCK COMMUNITY EDUCATIONAL PLAN For further information: Richard Emmel 821-3747TABLE OF CONTENTS Section Page I. GENERAL PLAN CONCEPTS Foundational Principles ............. Choices and School Types .......... Assignment Options . . . . .......... Progressive Changes for the LRSD . . Zone and Site-Based Management . . . K-12 Schools: Capacities and Zones Map of Community Zones ............. 8 9 11 13 14 II. THE COMMUNITY EDUCATIONAL PARK Advantages of the Educational Park. . . Location and Site ..................... Map Showing Location ................. Proposed Facilities ................... 16 19 21 22 III. INTEGRATION AND STUDENT ASSIGNMENTS Incorporating the Park into the Current Plan Major Enhancement (Incentive) Schools . . . Burden of Busing ......................... Equalizing Choices ....................... Desegregation and the Educational Park . . Zones A, B, and C Schools ................. School Choices for K-6 Students .......... 26 27 28 29 30 32 36 4 7 2SECTION I GENERAL CONCEPTS OF THE LITTLE ROCK COMMUNITY PLAN 3FOUNDATIONAL PRINCIPLES The foundation of the Little Rock Community Plan is the commitment to these basic principles: FAIRNESS - It is not fair to expect young children to solve a community problem created by their parents and grandparents. Therefore, the Plan must not force children to sacrifice for the sake of desegregation. The adults in the community must provide schools and an environment that will facilitate integration. Any child that does go out of his/her way to help desegregate a school should be given a community award, such as a partial college scholarship. Neither is it fair for the LRSD administration to be totally responsible for desegregating the schools. Their responsibility is to provide equal educational opportunities for all children. and when they are shouldered with social problems they are overloaded and unable to do anything well. Therefore, the Plan must delegate significant responsibility for integration to the community. It is also fair for integrated neighborhoods (SWLR) to be allowed to administer their schools free of entanglement in the problems of segregated areas. 4EQUALITY - All schools should have roughly equal facilities and staff. Demonstrated progressive ideas and special approaches could receive additional funding from a special account established to encourage research and growth. Student assignments should be equalized and all students should have the choice of attending their closest school or transferring elsewhere. There will be no mandatory assignments for the purpose of desegregation (no \"satellite zones\") and no assignments made solely on the basis of race\". All children must be valued equally by staff and LRSD officials. PARENT/CHILD DECISION-MAKING - The family will select their child's school and have the right to determine if and when their child is capable of being an integrator in a segregated neighborhood. INVESTMENT IN THE FUTURE - Desegregation funds will primarily be invested into building an educational park, continued enhancement in central/east Little Rock schools, and scholarships for integrators. These investments should all work toward permanent integration and greater learning in the LRSD. Some of the currently proposed programs should be re-evaluated to ensure that they will in fact make a difference (such as having a teacher and an aide in each class of 10-20 students in the incentive schools). 5COMMUNITY INTEGRATION AND COOPERATION - The goal is to build conununity ties, working together to strengthen and harmonize the conununity. We could make Little Rock the first non-racial city in the United States, and change our reputation in the history books. TEACHING CHILDREN SOCIAL RESPONSIBILITY - Community participation in the desegregation process will be a model of unselfish concern for others rather than pursuing narrow self-interests. The Little Rock Conununity Plan emphasizes voluntary integration for the good of the whole community, and then gives tangible awards to children who are willing to help integrate schools outside their area. This will teach even very young children the concept of social responsibility, and show them that people appreciate their positive contributions to building a better conununity. 6CHOICES AND SCHOOL TYPES Little Rock currently offers two types of elementary schools: neighborhood (area) schools and magnet schools. In the Community Plan, these would be supplemented with up to three other types of schools: Educational Park schools - A cluster of six elementary schools sharing facilities on a large acreage between Kanis and Boyle Parks. A junior high school, as well as other community facilities, will also be in the Park (see Section II). Alternative School(s) - Children with special learning or behavior needs may attend an alternative school. It is a highly specialized, therapeutic school in which need dictates length of attendance. If the community closes any B or C school, the alternative school could be located there. Work Schools - Schools located in businesses where there are enough children of employees to populate an accredited school. The community would decide if any would be feasible and where they would be located. They will be subsidized by the business but managed by the school district. These type schools are very convenient and offer the opportunity for a parent to more closely monitor the education process. 7ASSIGNMENT OPTIONS Parents of elementary children would have various options. depending on where they live. They would all have the option of a neighborhood/area school closest to them, subject to capacity. No mandatory assignments will be made on the basis of racial classification. Those who prefer to attend the Educational Park or a magnet school can apply for one of those schools. A third option is to volunteer to be an integrator by attending an area school that would otherwise be outside court-ordered ratios. This will mainly be available to students in Zones B and C. If an integrator maintains satisfactory attendance and acceptable grades, the student would receive a community scholarship award for each year of service. First choice for all Little Rock elementary seats will be given to Little Rock students. Only if there are still vacancies will county and NLR students be allowed to transfer. LRSD students classified as Black\" will no longer be encouraged to transfer out of the district, except for legitimate educational reasons. 8PROGRESSIVE CHANGES FOR THE LRSD Long-term integration and educational excellence will be facilitated by implementing some progressive changes in Little Rock: (1 ) Building more capacity in neutral areas and decreasing capacity in segregated areas. This will be furthered by the construction of an educational park. (2) Improving communications by installing an advanced phone system that will enable automatic dial-outs to keep parents informed of their children's attendance and performance. It would also provide for student registration over the telephone and a 24-hour message service. (3) Expansion of the Central Arkansas Transit Authority so that it can carry students to/from school and enable parents to have better access to their children's schools. The LRSD transportation department should be minimized or eliminated, with it being absorbed into CAT. (4) Zone administration and site-based management to decentralize the LRSD administration and bring it into closer contact with the public it is serving (see pages 11-12). 9(5) Policies that encourage community members to become involved and empower them to make decisions affecting their schools. (6) Expanded and improved vocational programs that are responsive to the community's needs. Apprenticeship programs would be especially productive. 10ZONE ADMINISTRATION AND SITE-BASED MANAGEMENT The Little Rock School District will be divided into three geographical zones and one Educational Park zone. Each zone will have at least one high school and junior high along with several elementary schools (see map, page 12). Each zone will have a chief administrator, called the Community Facilitator. The CF's office will be in the high school, accessible to the public. The CF will be responsible for coordinating programs, helping the community to attain and maintain integrated schools, and keeping track of the schools' progress. He/she will be a source of information and progressive ideas for involved community members. He will moderate community meetings and provide positive, unifying leadership. He/she will develop constructive, cooperative relationships with the other zone CFs. Zone A and the Educational Park zone will be non-racial, and will have very little responsibility for student recruitment. Zones B and C will need much more community involvement and effort in order to integrate all of their elementary schools. Cooperation between the two zones will be required for them to succeed. 11Creating zones will increase initiative and creativity and foster healthy competition. Dividing the total population into smaller units will make management easier and more responsive to the community. Ideas can be tried in a zone before they are used by the entire district. When necessary, each zone will coordinate plans in order to provide continuity. However, each zone will be encouraged to be unique, prepared, bold, aggressive. and always ready to meet the educational needs of the children. The current policy of site-based management will be expanded to include teachers and parents in each school's management team. which is designed to allow the school to control itself. Along with self-control, of course, comes a healthy dose of accountability. A proper balance between the various administrative offices and each school management team will be achieved. 12K-12 COMMUNITY ZONES Zone A Zone B Zone C Educ. Park FAIR MCCLELLAN CLOVERDALE MABELVALE PULASKI HTS. CENTRAL HALL PARKVIEW DUNBAR MANN MAGNET SOUTHWEST FOREST HTS. HENDERSON NEW JR. HIGH Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - 1 Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 Washington - m m m m PROJECTED CAPACITIES, K-12 Zone A Schools Zone B Schools Zone C Schools Educational Park Zone 9975 8100 (decrease of 1200) 5750 (decrease of 1200) 4400 TOTAL 28,225 (Zones are defined by the combined area of their elementary attendance zones). 1314 ADVANTAGES OF THE COMMUNITY EDUCATIONAL PARK The idea of building educational parks was very popular in the late 196O's. In fact, a 1967 Civil Rights Commission report praised educational parks as being a superior and more permanent solution to segregation than incentive schools, cross-town busing, paired schools and/or open enrollment. It appears that many places considered building these parks but were limited by the availability of land and the cost of the initial investment. In Little Rock, we can overcome both of these obstacles. A large, undeveloped tract of land joining Kanis and Boyle Parks is available at a very reasonable cost. The state settlement proceeds, as well as the recent millage increase, provide the resources with which to finance the construction of the Park. It would be far better to invest some of these funds into a permanent solution rather than spending it all on unproven programs. An educational park on Kanis Road would eliminate the need to build or rebuild new schools in segregated neighborhoods. This location is in a fairly neutral area, and students from both east Little Rock and northwest Little Rock would have bus rides of approximately the same length of time. Newly developed areas in Chenal Valley will only be 10-15 minutes away from the Park, thereby eliminating any need for a new school to be built there. Many area schools would still continue for those who prefer them. but their capacity will decrease because of students opting to 16 Most of the facilities could be used by the entire community when school was not in session. * Specialized teachers could instruct more and travel less. * There is greater opportunity for continuity in the curriculum.  Guidance counselors, nurses, social workers and other specialists could reach more children. * Shared funding would reduce costs to the school district. * Community participation would help prevent the formation of bureaucracies and autocratic decrees.  Specialized equipment and facilities would be available to all students at every grade level. A fourth grade could easily visit a high school physics class. * The Educational Park would espouse democracy. * Because of the high concentration of children and the physical proximity of the buildings it would be possible for special classes. For example, the high school French teacher might be scheduled for one period in the Primary School. * It would provide an opportunity for cooperative planning, funding, and managing of the complex. Many agencies such as public libraries, museums, park boards, colleges, city planners, social agencies, and other government departments would all be involved with an educational park. * Parents would know where their child would attend school and could easily interact with future teachers. All K-12 children from the same family could attend schools in or on the perimeter of the Park, if they chose. * An educational park would keep the community involved in the education process. * Computer networks, satellite hookups, and sophisticated telephone systems would be easily installed. * An educational park offers a great amount of flexibility and choices. It would make Little Rock a more desirable place to live and work. 18LOCATION AND SITE of the LITTLE ROCK EDUCATIONAL PARK It is proposed that the Educational Park be developed and constructed on acreage between Kanis Park and Boyle Park (see map on page 19). There is a 23 acre tract on the north frontage of Kanis Road, between Michael Drive on the west and Kanis Park on the east. South of this property (across Kanis Road) is a 97 acre tract bordered by Brownwood Terrace Subdivision on the south, Michael Drive on the west, and mostly undeveloped land on the east. There is potential to acquire adjacent property of approximately 69 acres. This acreage would join Boyle Park (243 acres) and Kanis Park (46 acres), creating a large central park of 409-478 acres. depending on how much property was acquired. There are already some facilities in these parks, such as baseball fields, tennis courts, picnic areas, pavilions, nature trailseven a skateboard bowl! North of the property is a retirement home. Woodland Heights. The proposed site of the educational facilities is level to rolling wooded land. It has two small lakes that would add a beautiful touch to the park if left undisturbed. Rock Creek runs through Kanis and Boyle Parks but not through the Educational Park site, which is elevated enough to have no flooding problems. The Little Rock Parks and Recreation would make improvements to the existing parks by increasing lighting and developing more 19nature trails. Although school buildings would not be built in Kanis Park or Boyle Park, other related facilities possibly would. Kanis Park is already connected to Henderson Junior High via a paved bike trail that goes underneath 1-630. It would be possible to widen it for a campus shuttle. A similar road could possibly be built between the Educational Park and Parkview High School. The site is easily accessible from 1-630 taking the Barrow Road exit. Barrow Road is now a five-lane from Kanis Road to Asher, providing quick, uncongested access from areas south of the Park. Kanis Road would probably need to be widened to four or five lanes\nthere may already be city funds allocated for this. There is also access from northern areas of town via Mississippi Street and from central Little Rock via 12th Street. This site is relatively close to the hospitals, UALR, and the zoo. It is neutral and acceptable to people from various parts of Little Rock. 20Map Showing Location of Proposed Educational Park Buying the Kanis and Brown properties would connect the two city parks with the new Educational Park and create a campus of several hundred acres. 21 PROPOSED FACILITIES for the LITTLE ROCK EDUCATIONAL PARK People from the community who volunteer to be involved with planning the Park will make the final determination as to what facilities will be included. However, here are some possibilities: CLASSROOM FACILITIES - Six separate elementary schools, each with classroom space Reserve spaces for additional schools for 400 students, the future. in - One new junior high school, with classroom space for 1000 (Henderson Junior High may also be linked with students. the Park). These classroom buildings would be locked at the end of each school day, and will not be used by the community, help facilitate security. This will RECREATION AND ATHLETIC FACILITIES - Two covered elementary playgrounds, which will also serve as unloading points for students play and team sports - Large open field for free - Two elementary gyms - One junior high gym - A football/track/soccer stadium (and/or possibly link the Educational Park with Parkview and use its track). - Ten tennis courts - Special training facilities for all athletes - 50 meter covered swimming pool 22SPECIALIZED EDUCATIONAL FACILITIES (open to conununity) - Elementary media center - Junior High/adult media center - Elementary music room - Junior High/adult music room - One special environmental classroom - A health and counseling center - Large community garden OTHER FACILITIES - Firefighter academy Police substation Teacher retirement center - Heating/cooling plant - Food service building with cafeteria - Convocation/Basketball Arena with parking area Most of the above facilities would not require funds from the LRSD. MISCELLANEOUS - Extensive system of nature trails throughout all three parks - Intra-park shuttle with access roads to Parkview High School and Henderson Junior High. - Ample and convenient parking for teachers, staff, and visitors - Several outside restrooms and drinking fountains 23NOTES: Bus traffic will be separated from car traffic and have it own roads. There will be ample office and conference space for teachers and administrators and well-equipped work rooms. All classrooms will be designed for computers and video equipment. Each elementary building will have access to individual playgrounds as well as the shared facilities. 24SECTION III INTEGRATION AND STUDENT ASSIGNMENTS 25INCORPORATING THE EDUCATIONAL PARK INTO THE CURRENT PLAN (1) Cancel building plans in Zone B and Zone C, including proposed additions at Mitchell and Rightsell. (2) Keep all current attendance zones while the Park is being developed. (3) Plot projected attendance zones for the year that the Park opens. Most zones in west and southwest Little Rock will remain the same, with the addition of an attendance zone for Williams school. Re-draw attendance zones in central and east Little Rock, eliminating satellite zones and absorbing them into existing neighborhood zones (Most B schools will be oversubscribed according to attendance zones.) (4) Give community groups the following information: a. b. c. d. e. f. g- Number of students in each attendance zone Capacity of each school Required ratios Number of integrators needed to fulfill ratios Transfer options for students in oversubscribed areas How much capacity must be decreased in their zone. Possible options for closing school(s) and decreasing capacity. (5) Let the community groups work together to coordinate efforts to integrate neighborhood schools and decide where to decrease capacity. Be helpful in providing them with resources and information they need to make wise decisions. (6) The LRSD distributes school choice forms to those who elect NOT to attend their area school. Working together with the community group, the Assoc. Supt. for Desegregation will process the forms and compile statistics showing which schools will be out of compliance, oversubscribed, or undersubscribed. This information will be the basis of community cooperative efforts to balance the elementary schools. (7) By the time the Park opens, the community would have already completed (4), (5) and (6), thereby allowing for a smooth transition. 26BURDEN OF BUSING In the current plan, the involuntary burden of busing falls squarely on the shoulders of lower-income minority children. Middle and upper income community members are spared desegregative busing except for those who voluntarily attend magnet schools in east Little Rock. This, along with unequal choice opportunities, is a glaring inequity in the plan. The educational park located on Kanis Road would enable us to equalize the burden of busing and equalize options. Children will be bused equidistant from Pleasant Valley/Chenal Valley/Heights (Zone C) and central/east Little Rock (Zone B). More students from Zone C will be bused then than now, while many students from Zone B will have shorter bus rides than they do now. The Park will also be much closer to the Zone B students' homes than Terry, Fulbright, McDermott and Jefferson\nthus, it will facilitate parental involvement. 28EQUALIZING CHOICES In the current plan, students in west/northwest Little Rock. (Zone C) are all eligible to attend their neighborhood school. They may opt to transfer to any of the six incentive schools or one of the marginal schools such as Bale, Romine or Franklin. No elementary students will be bused involuntarily for desegregative purposes. In contrast, students in central/east Little Rock (Zone B) are divided into mandatory neighborhood zones and mandatory satellite zones. They have virtually no options. Rather than regressing by restricting options for west Little Rock students, it would be better to open similar options for central/east Little Rock students. The educational park, coupled with the elimination of satellite zones, will enable Zone B students to have the same options as Zone C students. They will be able to choose either their neighborhood school, the educational park, or any Zone C school (subject to capacity). West/northwest children will be able to choose either their neighborhood school, the educational park, or any Zone B school. The CAT bus system will be utilized in transporting students. The school district will reimburse CAT on a monthly basis. 29DESEGREGATION AND THE EDUCATIONAL PARK 1 . Little Rock will be divided into three zones (see map): Zone A: Zone B: Zone C: Southwest and part of Central Little Rock Central and East Little Rock West and North Zone A is integrated and will have neighborhood schools. Zones B and C are currently segregated-for the most part\nthey will have neighborhood schools and the educational park. All areas will have access to the existing magnet schools. 2. Zones B and C will each decrease capacity in their neighborhood schools by 1200 students, for a total of 2400 elementary students. absorb these 2400 students. The six elementary schools at the Park will (Zone B will be decreasing current elementary capacity by 22%\nZone C elementary capacity will be decreased by 30%. The reason for this disparity is that Zone B currently has many more students relative to its schools' capacity than does Zone C). 3. Zone B will be allocated 60% of the elementary seats in the Park (1440)\nZone C will be allocated 40% of the seats (960). This will insure an acceptable integration of the Park without assigning on the basis of race, will be handled by a lottery. Excessive demand in either area 4. The remaining students in Zones B and C will have a choice: (A) Attend the neighborhood school closest to them (subject (B) to capacity), OR Be an integrator for a school in the other Zone, students attending a school in Zone B, and Zone B Zone C students attending a school in Zone C will receive a community scholarship award of $500 for each year of being an Integrator (magnet schools do not apply). 305. so Zones B and C will be responsible for recruiting integrators If they that they can keep their neighborhood schools open. fail to do this in a school (or if too few students choose to attend it), they will be required to close it. Schools in Zone B will be allowed to have extra funds for incentive programs to compensate for their relative disadvantage in recruiting students. However, there will be NO UNIVERSAL SCHOLARSHIPS FOR INCENTIVE SCHOOLS as is proposed in the current desegregation Only integrators would be eligible for scholarship awards. plan. These awards would be given by a community group, not the LRSD administration. do this. The community group would be allocated money to 6. If both Zones B and C agree to do so, they may decrease their school capacities more than 1200 each so that more of their students could attend the school park. In this case, another school would be built at the Park to accommodate them. 7. school. Williams Magnet school would be converted to a neighborhood The remaining magnets (Booker, Gibbs, Carver, Washington) will remain open process. as is with the same assignment 8. a Integrated neighborhoods (Zone A) will have the advantage of neighborhood school with no responsibility for recruiting students. 9. Zones will be used for two purposes: grouping schools for management purposes and for allocating seats among students in each area. They will NOT restrict a student from attending a school outside his zone\nin fact, a large percentage of children will be attending a school outside of their zone. 31Zones A, B, and C Elementary Schools ZONE A ELEMENTARY SCHOOLS School Capacity 1990 Enrolled 7-3-90 % African-American Overall 1 st Badgett Baseline Chicot Cloverdale Dodd Geyer Springs(s) Mabelvale(s) Meadowcliff(s) Otter Creek(s) Pulaski Heights Wakefield Watson Western Hills Wilson(s) Woodruff Total 238 390 558 424 353 236 533 454 378 348 472 469 325 398 209 5785 232 372 508 396 345 199 513 449 361 285 469 442 310 371 175 5427 73 73 64 72 58 64 55 62 50 62 66 65 58 66 65 50 67 56 71 65 41 41 54 50 17 69 61 44 51 42 70 76 64 71 42 53 65 60 44 54 59 75 66 50 56 K (s) = currently has a satellite zone These satellite zones will also be eliminated, with those schools being responsible for recruiting any students which are necessary to balance the school. However, this should not be a major problem for them since they are located in integrated neighborhoods which will continue to become more balanced. 32School Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine m-Booker m-Carver m-Gibbs m-Washington TOTAL Brady- Fair Park Forest Park Fulbright Jefferson McDermott Terry Williams TOTAL ZONE B ELEMENTARY SCHOOLS Capacity 1990 Enrolled 7-3-90 % African-American Overall K 1 st 300 200 273 240 340 260 399 529 492 650 613 353 866 551 5 230 149 196 197 266 207 337 437 381 590 318 756 92 99 -90 93 78 94 87 100 93 94 61 81 85 98 89 86 68 97 76 81 83 78 78 81 82 83 89 50 54 60 61 65 49 54 56 76 ZONE C ELEMENTARY SCHOOLS 491 351 41 3 587 513 562 537 517 427 312 411 573 479 51 5 516 490 65 71 52 51 45 60 57 53 45 45 41 44 35 37 36 58 69 74 38 56 54 61 56 50 3971 3723 33Community members in each zone will decide where to cut capacity. They will likely keep schools that will be easiest to desegregate voluntarily, and decrease capacity in hard-to- desegregate schools or close them entirely. The LRSD will not have the responsibility of making these decisions\nthey will simply carry out the decisions of the community. Neither will the LRSD be responsible for integrating schools in segregated neighborhoods\nthe people in those areas will have that responsibility. Mandatory satellite zones will be eliminated. All elementary children in Zones B and C will have equal options: (1 ) Closest neighborhood school (recruiting responsibility) (2) Educational Park (non-racial*) (3) Be an Integrator ($500 scholarship per year) (4) Magnet school (special programs) Elementary children in Zone A will be able to attend non-racial* neighborhood schools with no responsibility for recruiting students. They will also be eligible for magnet schools, the educational Park, and being an Integrator. A lottery will be the sole means of dealing with excessive demand for any particular option. *Race will have no bearing on student assignments or identification, except for state requirements on tests. 34Zone A ELEMENTARY SCHOOLS AND THEIR ZONE AFFILIATION For Integration and Management Purposes Zone B Zone C Park** Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - 1  m  m m Washington - m ( 5785 0) 5515 (1200) 5785 4315 ** Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams 3971 (1200) 2771 Schools to be named by community. 35 School #1 School #2 School #3 School #4 School #5 School #6 -0- Capacity 2400 Changes+ - 2400 Proposed CapacityCHOICES FOR STUDENTS WHO LIVE IN... Zone A: neighborhood schools (current capacity\nnon-racial) transfers on a case-by-case basis to magnet schools, Educ. Park, and Zones B and C schools Zone B: area schools (decreased capacity\n,40% of seats to be filled by Zone A and Zone C integrators) magnet schools educational park transfers to Zones A and C schools\nmay apply for an Integrator scholarship Zone C: area schools (decreased capacity\n40% of seats to be filled by Zone B integrators) magnet schools educational park transfers to Zone B schools Park: No students will reside in the Educational Park Zone. It will get approx. 60% of its students from Zone B and 40% of its students from Zone C. (Zone A will also be allocated seats if there is demand from that area.) Each zone is defined by the combined attendance zones of its schools. As demographics change, schools may transfer to a different community zone. 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