{"response":{"docs":[{"id":"bcas_bcmss0837_988","title":"Desegregation: ''North Little Rock School District Desegregation Plan as Modified''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational law and legislation","Educational planning","Educational statistics","School improvement programs","School integration","School employees","School facilities","Student assistance programs","School discipline"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan as Modified''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/988"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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   \n\n  \n\n  \n\nLittle Rock School District v. Pulaski County Special School District\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE 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 . .,\n,h ... 111 I::\u0026gt;, CLE~\n~,-------- 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\n.\":.lt PRIL 22, 1991 :,.\n~--.\n.,\n-\n,.-\n,.,\n-..\n.. .:.\n. . -\n- 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\nVol. 2 at 81-364\nand 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)\nsee 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\nomissions are reflected by\"[***]\" with an explanatory footnote as appropriate\nand 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) \u0026amp; (l)(g). 6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 \u0026amp; 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\n(b) concentrated whites in schools north of Interstate 40 and blacks in schools out of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (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\n778 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 ~ ...... ....,.\n,x..\n.\n.,\n...:\n:-:,...,~..vX J~il~~Ei.:~.S~.El!w. ~n-\" ~~~p~s~.!.~. ~~,\n~ }-n,::S~l\u0026gt;1-:!~il!i.l4:1ii, ~:~yj ,,,.tandarcf\"when the Court a ~ rovedthe .NI.a Plan~rn=,T!f8ii,Y.Rb\"\"v'! l,.,,..,,_ \"'-'\"\"\"\" \"\"'', v ... ='- N,.--.-,.x-.--.,, .............., ., ... PI\u0026gt;..,.,..,.',\u0026gt;.w ... ,N=\u0026lt;,.X,vx, =....-.x,,. -~ .~ .. \"', . ...._,__-..,,,.,. \"\"\"'\"\"M=- 1[~QZ\":.3~p~_~ [.ee.)~\n-3~):]\"~\"':-~::~Ji~:J~:!7_,'U[.l' the elementary schools in the District are preseAtly in compliaAce with thi\u0026amp; 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\n:l)~'.1)l\u0026lt;R::\nsph.QQI:'.\n:P!'.~fi\nt,q.1\n/~g1l~'.t#g''.'.'.::sBmP9f.\\.~P#.!''.X:R~,'.'''.'.:~::::\n'if~9#P##!i~n#ln::::::::'.:'.#~~i.'\ntfig~~n{f:'.''.~e'''Ji'.~~:::''::Ji:~::::):\u0026gt;\"~$th~e fRN'o.r\nt: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\nan Equal Opportunity Employer statement\nand 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)\na description of employee benefits (Addendum 2C)\na District brochure (Addendum 2D)\nan application\nspecific informational items on teaching, coaching, and administrative positions\nnotices on current job vacancies\na schedule of visitations and seminars\nand 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\nJackson, Mississippi\nBaton 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. \u0026amp; 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\n}\n[J.\n[~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\u0026amp;:1+M+'+~::1::s~f.4.':1\n~#@'n::s#s~ns:m+ntsm~~2n1:::t\\!4i++':Jim:::::\n:p.ijy~J\nsifffig:'~~-~Pn~l$.X#:'gjl,ilibai:tm\u0026amp;'eil.f\u0026gt;lJii!::r.l'.)'.~A#ti:'.'qX~iJiJ.:$.l.o.,~.~'nfaif.\\l\n++Y.l[:{i.jpJ\n~~#j,.i\n@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. \u0026amp; 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 \u0026amp; Appeal Procedures: For Special Education and Related Services (Ark. Dept. of Educ. 1985) ([***]\nhereinafter referred to as \"Referral Procedures\". ) and Program Standards and Eligibility Criteria for Special Education (Ark. Dept. of Educ. 1985). ( [***] 32\nhereinafter 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 \u0026amp; 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\nand 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\nhereinafter 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\n(b) evaluated for such placement\nand (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. \u0026amp; 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. \u0026amp; 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. \u0026amp; C . 0. L. No. 8 0c . F\"\n ~he\"\" Joshua ~--, ~.  ................. .-. )., /4 I\u0026gt;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\u0026lt;- . ...   -  -   -  ,. - -     -   ---  --    -- -   . . ._  .... ---v CVX .. .\n-.. 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\nffans''\"''a1fWeaER XJ. ......- .. -.. ... -.,.. . -... -..........  ... ..  .......... ,... . . . . ...- .. -.-..-.... ..... ,....  ..-,,-,...  .-.. -,-,. ..........  ... ,.t-.. ., .. . ........... -.-......  . . ... -..-... -.-.... -.. -..-... .-..,. ..... ~...,,. ...-. .-.-.-..X.-.\u0026lt; 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.\nStrip, 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 \\~\n'~a:f:\u0026gt; ~\n:J:lieJ~$.91~~2y'~)\n'.1Y.$*t::C:.J:: if'.iC:t:\u0026lt;J\ngU\nt,_ t~iiew.a.r:,p r~\nfj~ c\n:'1:\":: )~~f.'7''.ff~i:$$ajlt.r' c\n@s a ::\nta:i\ngw.,ageL~ti'Jl1.:iillJia Ji.t~~\niiii:.:..~.:. PP#i~4h,:t.p\n, '~: :c:~t,i.q.4J.wn'L~na::1M'.t.~t\ntgn!ft,:\n:::g~\u0026amp;a.1 K~!i.C:C:.Rw .tJp ::\n~~.'.:.4~~],9.~4#? :,,::\ntn~.W:f:..-h~(t,ct\n'.. ::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\nstudents' progress will be measured\nstudents' needs will be identified\nany 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\u0026lt;tl\nffi\\gnp. g\n::jtfig'.}l~~+H~.?)t~h)klY.~A:Pt!%itf:[t@i!\n)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\nMinimum Performance Tests in grades 3, 6, and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand 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\nChapter 1 Parent Advisory Committee\nDistrict committees such as Curriculum, Textbook, Discipline, Gifted, Special Education, and Six-Year Planning\nand 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\nfive practice lessons taught by the teacher while being observed by a trained observer\nand 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\n'.pi\nggj\n!~~~:\ni~A~f']?!!:!.E.!:at\nIgqjltl ~p.1: #\n2y#iei: raaJ'#.Jap#XC~9-c:\u0026lt;1.t\ntpila:t\n'\n#i\u0026gt;?:4!g-:h.iPf~:~#C1'.iJi#'49 ~~n~,~ .f.~. g:14\u0026lt;swi~~:::::0::::\n:\n.m:~-iil:i,'.\\~n~~9.:~til:M\\t~Pe+~vffi1i)\nThese 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\nhowever, 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. \u0026amp; C.O.L. Nos. 10 \u0026amp; 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\nhowever, 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\nthe 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\ntherefore, 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\nit 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\n-~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 \u0026amp; 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\u0026lt;l to the attached. list '2 cou.nsel on this 21st day of July, 1987. lfLRSD 0010 5 t\u0026gt; -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\nAND 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)\nthe 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\ntrict shich is or h been unO ouch a court order. \\',. \\ \"~ 30/4_)_/11,\nfl{\n~:( ]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\u0026lt;\u0026lt;\u0026gt;1/I\u0026gt;J\nl!fM6IV.1/   , / '\n- i ,.: ,,,--,: .. , .,..:... , . /:, . 25 26 =.-, .. of laws in conflict with this Act. :~~:!v:D/BY- ~?uc~J~ \\ . ' NLRSD onio.~_\n\\ 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\nAND 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\u0026amp;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\n, 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\nP~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\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":"bcas_bcmss0837_886","title":"'Status Report,'' North Little Rock School District, fourth quarter","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-04/1991-06"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School improvement programs","Student assistance programs","School discipline","Gifted persons","School facilities"],"dcterms_title":["'Status Report,'' North Little Rock School District, fourth quarter"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/886"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"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\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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":"bcas_bcmss0837_1377","title":"Proceedings: ''Hearing on Construction''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","School districts--Arkansas--Pulaski County","Education--Arkansas","Educational law and legislation","Educational planning","School buildings","School facilities","School improvement programs","School board members","Court records"],"dcterms_title":["Proceedings: ''Hearing on Construction''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1377"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["45 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1364","title":"Proceedings: ''Hearing on Grant Proposal''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1991-01-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","School districts--Arkansas--Pulaski County","Education--Arkansas","School districts--Arkansas--North Little Rock","Educational planning","Educational law and legislation","Education--Finance","Magnet schools","Educational innovations","School improvement programs","School board members","Court records"],"dcterms_title":["Proceedings: ''Hearing on Grant Proposal''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1364"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["296 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_821","title":"\"Alternative School Policies, Procedures, and Referral Process,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","School management and organization","School improvement programs","Student assistance programs","Dropouts","School discipline"],"dcterms_title":["\"Alternative School Policies, Procedures, and Referral Process,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/821"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nNOV 1 9 1991 Office of DesegregatioMn orii!cnng ALTERNATIVSEC HOOLP OLICIES, PROCEDURESA, NDR EFERRALPR OCESS SEE ATTACHMEN2T  1' I ' .. ALTERNATIVE EDUCATION PROGRAM P.atic:12le An ~niccefti~ly his~ ~~~ber cf students choose not to complete their educ~t1on. Nationally, as well as in Arkansas, approximately 25-39 perce~t of the students entering the ninth grade will not graduate from high school. Rssearch on drcpouts his revealed thit behaviors which are corducive to dro~?ing cut are evident as early as the t~ird gri~e. A re~1ew ~f the drcpc~t research has not revealed an\nsingle solct1on to tte ~rJblem. Hov~~er, t~e Frogr\n~s thEt have te2n sc~e~h2t s~ccessf~l sh~re tte characteristics of being positi~e, child-centE~ej, 2ccc~cd~t1~g, s1:ccess-orjented, and different, in that they Evo1d repect1~3 the sta\n1darj ccadEmic rigors by offtri~g a n~~:cr of ~~csrE~~1~3 cptio~s iJ 2 v2r1ety cf ettings. To a~~ress the ~rc~~~t pr0~l2~ Jn the i\n~rth L1ttls Rock Sct0ol District, an ~lte1:Eti~e ed~c\nt::rEl p\nogra~ ~2s E~cpt~d. .: ..  r . . 1 - \\.. - . . - ~ .. - tJ ~~~cti:~ f:s1t:~a:) ~!~~1~ ~~a tr~j\ntic~~l sc~~cl fEt~:~\n. ... :\n.: .. J I.~ ~~~E ~~\n~~l~E/~-~~c:~hy se:f ~s~~~~ ~=-~:~ ck c::~-~te~cy =~ ttE : ~ ... .:.. ~ : I. : - -. : C f t l ~ :-: 1 : :: : - S l :. :-: - :.: E ~: :. :.\nC :. j ~-: ( ::-1 C :7. - S :: : \\: .: :~ = , ~\n-\n: : -~\n! : :-: ~  - ~  t~::.:: : : :\n:: : ~ r s : : - ~ : :-.~ E :: s C : ~ 1. . . : ::\n, \"\"(, s ,: f :-1. C, -.  ~ r G ~\n::\nC ,-. : :--:.: :~ - : :..- :. :- ~ : rj :-.: t : ::. :-: . . .i. : ~ l :-: t :-.E :\nC\n: : t : (, :-.C : l :..2 ~ :-. ~ t : ~ E h. . T ~ ~ 3 : i: =r ?i 2 -.: : .-~ i. : ..:C =:- .. : : ~-~ ! l. :~e Alttr~it1e LEi[Cl~g Ctnttr (grad Es 7-12) 2. i~e A!ternit1vc Clissrcorn (grades K-6) . i~E SFE ~2\nireatrent Classrocms (grides ~-12) 4. ~~e h:Jlt Ecs1c ~c~~ct1cJ Ce~t(r :, . ':\"~e. Ff e j f Er Co' r..? ( 9 rad cs ~~ - 6) E. T~E Ketrc\no!:t~n Vocit1ocal/Tech~1cal Sc~0ol . , . ..... ... } ! r .. l t E .j 7. T~e t~de~t Ass1gi~e~t CJasEroo~s hC (gr~dfs S-12) !. T~e Elc~e~ ir/ Susfe~s1~n Cla~srccm (grades K-E) 9. T~2 ~econj~1y S~SFEns1c~ Cl2ssr0Gm (gi~~Es 7-l~) 10. 7~e J~ven1le Cc~rt AlterJat1~E Schcol .2 il. The North Little Rock Public Schools 12. Cc~binations of the above Referrals are solicited frcm a Yariety of sources, inc]Jj1ng students who may be experiencing one or more of the problems that follow: 1. ExFeriencing sc~ool failure, pocr grades 2. ?epeated failure, rete~t1on, or over-ased 3. Fre\nnar:t or single p.rent 4. ~xper1er.c1n3 envirc~~E~tal factcrs, to~eless, a~used er :-icgJected 5. Eng2s1r.g 1n ir:2ppro]=riate tE,anors le:\n:lir.g .-o failure, r~rnoval free the c~ins~re~n, or truancy 6. ~eeding a structJrEd er transit1c~3J settin3 7. HaY1ng already dr~p~ed out of school Ttc :r~tc:.\n:e TE:o::i !~t\n-\n:-ti\n,-\n. ~~:::-, c\n-prcva1 fer t:ie\n:-::.\n?rc!:1, 2:1 1r1tc:i.e 3E~ESE~e~t ~ill ~e sc~~~ul~ti ~1th t~G st~de~t ~~~ t~2 ~arE~t. At ttiiS time t~3 1ntervie~er will seek to 3a1J additic~al iJfor~at1on r\nE~cj ~a li.e'\n1 J C t\n\\\ne J C r i ~-g 2 :i ? r :~S C r l\nl : ~0 p } 3 n f C, :- t\n, i? S t L:j E :1 f 2 !: d t Cl 3 : t vol::Jtar~ 2~rn1ss10J to the ?rc\nr~~- T~e AJt~\n~Et1~2 ~ear~1~3 CEJ!er js located at J~th and Xa1n. T~e sctcJl will be open fr~~ 7:30 a.D. until 5:C0 p.~. T~ese hcurs ~111 per~it a flexible sc~e~ule th2t en6~les t~e sttde~t to stteJ~ a :crL.al school day and still have t1~e for e~pl~r=eJt or ~~cat:onal trainicg. The ~ta!! js cr\n.\n11~d of a F?c~ram a~~1~istr2tor, five cert1f1ed teachers, G~e ~a:!prof0ss1cn2l, one counselor/social worker, two part-t1~e pS)'C~~:c31sts, 0nG secrft21}, ,l~d 0~e c~stodi~n. Instruct10~ in t~e are~s of English, re2th, Gcial st~d1es, sciE~c0, and prEvocat1onal/~ocation2l t1a1J1Jg (JTPA) will be pravidrd .ased on the FersGJr.21 from the District's s ,. C CIT) cl\ni r }' pr Cs: 2 r.:\n,, j J l be d: ~ .1 s 1 ( l t ti l { Cr 11 i\nl EC ti\\' e C () \\l rs es s il C ~ as music, art, dra~J, and physical cd~cJtir~. Also, it 13 conceivable that a student could spend Fart of his/her sctool day at tte alternJtlYa schcol ar.d the re~J1nder ~ta raiddle or high school campus to partiripate in the academic program and/or extra-curricular acti vi ti es. . .' ., :OORIBL IITLE ROCKA LTERNATIVEP R\u0026lt;X\nRAMS REFERFRORAML DATE OF REFERRAL--: ----- Student Name- ------------ Race: Sex: Grade- --- Date of Birth: ------------ Referring School: ------------- Address: Home Phone: -------- Street Zip Code Parent/Legal Guardian: ------------- Work Phone: -------- Place of Employment: __________________________ _ Reason for Referral: __________________________ _ Circle all .Appropriate Characteristics: 1. School failure/poor grades 2. Repeated failure/retention/over-age 3. Pregnancy/single parent 4. Environmental factors Student Strengths: 1. 2. 3. ..: List Current Class Schedule and Grades: 1. 2. 3. 4. ____________ / ______ _ ____________ / ______ _ ____________ / ______ _ ____________ / ______ _ Please attach a copy of each of the following: 5. Inappropriate behaviors leading to failure/removal from mainstream 6. Chronic truancy/dropped out 7. Need for transitional setting Student Weaknesses: 1. 2. 3. 5. 6. 7. ------------ I ---- ------------ / ---- ------------ / ---- ____ Emotional and Behavior Problem Scale Rating Form Last Report Card ----Current MPr and Achievement Scores Attendance Record ------, ----. Disciplinary Record ____ Psychological Evaluation Report, if evaluated for Special F.ducation Additional Cooments: ------------------------------ NORTH LITTLE ROCK SCHOOL DISTRICT In-take Form Date ----------- Student ~ame: ________________ _ Race: Sex: Grade: Date of Birth: --------- Referring School: ______________ _ Address: ____________________ Medicaid#: _________ _ Phone ti: ________ _ SS//: ------------ ID II: ---------- II. Family History: l,ith \\,7,om Student Lives: ___________________________ _ Parent's Marital Status: ___________ Legal Custody: ________ _ other's Same: ------------------ Phone#: ---------- Place of E~ploy~ent: Phone#: --------------- ---------- Father's '.\\2:::\n:e ________________ _ Phone ti: _________ _ Pl.\nce of fa1ployment : _____________ _ Phone ti: ---------- ~ames 2nd Ages of Others Living in the Household: Relationship Age Any Significant Others: Present Family Concerns: Financial __ Siblings Marital Death Health Friends __ Legal Explanations/Cor.unents: ----------------------------- In-take Form III. Medical History: Current Health Problems: ____________________________ _ Currently Taking Medication: __ yes no Prescribed by Doctor: ______ _ Name of Medications: ___________________ _ Dosage: ______ _ Reason for Taking Medication: __________________________ _ Names of Medications Taken in the Past: --------------------- Past Illnesses (convulsions, seizures, periods of high fever): --------- Accidents, Injuries, or Emotional Traumas: ___________________ _ Ever 3een Hos?italized: __ yes no Reason: ________________ _ Previous Psychological Testing: __ yes Currently Receiving Counseling: __ yes no By ~horn: __________ _ no Counselor: ----------- Previous-\"Counseling: __ yes no Counselor: ________________ _ IV. ?resenting ?roblen: Student/Parental Perception of Reason for Referral: --------------- Do You Believe You Have a Problem: ------------------------ If Yes, what: ----------------------------------- Does Your Family Believe You Have a Problem: __________________ _ If Yes, \"'hat: ----------------------------------- Who in the Family Would be \\,illing to l,ork \"'ith the Alternative School and to Attend ~eetings and Programs: --------------------------- 1',h en h'ould the Family ~:ember be hvailable: -------------------- 2 In-take Form Has Your Problem Had an Effect on: School/Work: __ yes no What: Family: yes no What: -- Friends: __ yes no What: Sleep: __ yes no What: Appetite: __ yes no What: Leisure Activities: __ yes no What: V. Behavioral Information: Self-destructive (risk-taking, accident prone): _______________ _ Property Destructive (fire setting, in anger, etc.): _____________ _ Unusually Aggressive (when, temper tantrums, etc.): _____________ _ Activity Level: ________________________________ _ Runaway: ____________________________________ _ Peer Interactions: _______________________________ _ Adult Interactions: ------------------------------- Disruptive in Home/Classroom: _________________________ _ 3 In-take Form Gets Along with Family Members: _________________________ _ Response to Discipline/Authority/Confrontation: ________________ _ Willingness to Accept Responsibility: _____________________ _ Depression (withdrawal, crying, fears): ____________________ _ Strengths, Special Interests, Abilities: ____________________ _ Any Criminal Charges: ___________________________ ~--- Alcohol/Drug Use: --------------------------------- Family History re: Drug/Alcohol, Emotional or Legal Problems): --------- 4 ,. 1' 2 c e : ____________________ D ct e cf Er, r o l I\ni\ne r, t : _________ _ agree to ~~1 ~~~er5t~~d tta !ol!c~i~\nccntract ~1th tte !~L~ Alternit1ve Sc~ool: l. 2 . - i:, Le J e I Zero , .f I 2m placed 3:CO, enter tt2 ~~!!~1~g S~!Etly ~trc~\nh tt\u0026amp; ~2Ck ~ccr, follc~ :he rulfS ~! tt2 Level Z2ro r~cm, ~~r~:c1p2te 1n tt\n:2\nc~tJc\nr:~~\n, ~~j ~o ~\nk2-t? t1ae ES re:u1red. - .. ,. - ~ : -  ... ~\nl -. '\"'... I. l, ~ t J 1 - - - - - - - ... - - - ::-  C '- - ..,   cf 7. ~s~ee to ?Ert1c1p~te 1~ !1Eld cxperi~~ces ~~d cct.~~~1ty service 9. 2cti,1t1Es ~s ~\nreed ~\nc-~ ~1th the Altern2tive ~c~~=l st2!f. t ~-E ..... t. Ci for t::c ct~.Er ed, 1t :ouJ:l effEc: .. ,\n::ir,E o t t e : 2 : e  -~ p . l O . t: :-, C c r ~ t c r. j t t1 ~ t : :. r. c : t :, ~ J ~1 ,_. o l v c j J :-, i, : 1 y \" c' i ....~ ..1 ..1 d r 'J s s dur1~: ~chcol to~rs ~~j t~~t ~ ~ot tc te o~ s,~c~! pr~~erty ' ~hile under the influence of 2ny drugs. 11. I underst2nd th2t the Altern~tive School, ~y p~rents, acd I ~ill ~erk tosether in teter~lning ~hen I eight return to the regular school, or if I stay with the Alternative School or gJ to a nether 12. l ~a~t to ~e enrolled in the Altrnative School fer the _______ schcol )\"ear. ...:- ' .. '' Name: _______________ ,Date o! Enroll~ent: ________ _ PARENT'S CONTR~CT WITH THE NORTH LITTLE ROCK ALTERNATIVE SCHOOL I agree and understand the following contract with the North Little P.ock Alternative School: 1. I am the parent or legal guardian. I understand that my child aust live in ay hcae while attending the Alternative School. Should other 2rr2ngeaents be considered, I agree to work with the Alternative School before taking action. 2. ...: I utce~sar.d that the Alternative School has a level system to help st~cents deal with behavior problems. All students enter the Fre5ram en Level Cne. Level !we students are those who are work1~g en, ~Jt have not resolved, tteir own eaoticnal/tehav1oral ?ro~!Ecs, c~~ ttey tcve tte resuler\nriv1lesEs o! t~e Alter~ct1~e Sc~cc!. :e~el !tree ttte~ts a:e t~~se ~~o t~ve re~clved =est c! t f. E : : C - :: ': ~ :. C \\. ! : :- C l / t: r: ( t 1 C:: e l :\n: c :J l EI: s , e :-e C o ! :: g .,.:  ! 1 : :: t :. E : :- c ! e ~ 5 ~:: ~, ~=~ c:e ~111::~ to cct ~s ~cs1t:,e !e~~ers !:: t~E\nc~~ :! :~~ ~=~c~l :~\ne:e~cl. :c~el Ze:o st~de:~s c:2 ~~:Ee~~: ___ ,... ____ , __ _\n. , r  - ::   G '- C l S. I\n:ve\neralss1cn for cy child to receive ?rescr1bed cedicat1c~s from tte Altercative ~chGol staff. \u0026amp;. I i5ree to ~rov1de tbe Alternative School with rry curreit tele\n:hoce ncc:ter and 2cdress, acd to ccntact the Alterc2tive School 1c1Led1itely ~hen a chin5e occurs. 7. l igree with and uncerst2nd my child's scheol schedule this year. l agree to seed ay child to school every day unless te/she is ser\nc\nsJy 111, or tl:ere is a cecth 1n the 1c:rrediate !ill'Jly. l 2cce\nt t~e reEfcns1b1l1ty cf see1:g ttat ILY chi Id ccces to schcol at t~.e a\n:\n:c1~,ted t11Le. :t ~t\n:\ncrt cy chi!d te1cg trcact. re~ce is re~u1red after truiccy and that my child must make up the time. If my child is not able to attend school for one of the reasons stated cbove, I agree to call the school (374-6942) at least one hour before my child is scheduled for class. 9. I underst.nd that my child is not tote involved in any way with drugs during school hours and that he/she cannot be on school property while under the influence of drugs. 10. If the Alternative School experiences problems with rry child, I 2gree to assist the staff in solving these problerrs in .ny wcy possible. 11. I cgree to foster the ~eveloprrent of rry child c:d our EJtu2l relationship with the hlternctive ~chool ~y 2ttend1cg the farent-~ teacher rreetl\u0026amp;gs and prograrrs wb1cj are ~es1~:ed to stre~gtheJ ccc~~n1c~t1on skills. ...: ~er re:trJ to :e5~:~:\nc~cc: ,a ::~~:~~E~ tte Et~y ~:~~ ~~e hlte::~:1~~ ~c~c~!, :: a :e~~=-~E: :: E~C~~~r\n:c\n:~=- -C':. e- - - -.... ~... -=- , r ,. ... I ~ -   ..,: I Secondary Alternative Program Name ______________ _ ~ ..c: Ci) CJ .j.J '\"d '\"d (!) 3 ..c: ..c: .c: .c: C/l C 1-1 1-1 .j.J .j.J .j.J .j.J .-I N ('\u0026lt;\") ~ -::t lJ\"'\\ ' r--- Level One - 90% to earn break Date -------- ~ Ci) Q.) 1-1 ~ lpt - Avoiding Profanity lpt - Following directions of staff lpt - Showing respect for property lpt Showing courtesy and respect for others lpt - Arriving to class on time lpt Arriving to class in orderly manner lpt - Bringing necessary materials to class lpt - Beginning a task in a reasonable time lpt - Remaining in classroom and participating lpt- - Staying on task or completing task Total Bonus Level Two - 95% to earn automatic break/off point sheet Elementary Alternative Classroom and SPE Elementary Day Treatment Class LEVEL SYSTEM ELEMENTARY . The BA class is organized on a level system that utilizes earned points. This system defines the responsibilities and the privileges earned by each child every day and gives an indication of the child's progress. The goal of the level system is to provide a vehicle by which to measure improvement and to allow for students to move back into the regular classroom. The system is designed to give the child responsibility for recognizing his/her personal growth, and to allow him to track personal progress. Each day the student receives a point sheet to be used to record points earned for that school day. LEVEL ONE Elementary (2 options) Option 1 The school day can be divided into 30-minute periods with the earned points placed on the student's point sheet et the end of each 30-minute period. (See Sample A). Option 2 The school day can be divided into subject area periods with the earned points placed on the student's point sheet within 30 minute intervals. Total points should be consistent from day to day. (See Sample B). Remember: 1. Points must be given consistently on either of the two schedules listed above. If the teacher fails to be ~ consistent, he/she has broken the contract with the child. 2. Points ca.~ never be taken away from a student. This is not a fine system--the student has earned the points elreedy received. Points will be given to reward posi~ive, desired behavior. Point System 2 pts. - beginning assignment within appropriate time frame 3 pts. - remaining on task or completing it 5 pts. - positive behavior (personal affecting only self) behavior (optional) 5 pts. - positive social behavior (behavior toward others) Page 2 bonus pts. - going a bove and beyond i.e. , staying on task and ignoring an acting-out person Privileges Points are used to determine the privileges the student earns and as a barometer of readiness for mainstreaming. 90% of total points = 5 minutes free time 95% of total points = 10 minutes free time 98% of total points = 15 minutes free time The child with the highest number of points gets to choose activities first. Teacher Reports At the end of each day, the teacher sends home a note to the parents stating the number of points earned that day. This is useful in setting up a school-home report system where privileges at home are for points earned at school. The total points should also be retained in the teacher's journal to be used in monthly staffings. LEVEL T\\'10 MOB Sauad (My Own Boss) After en consecutive days of perfect points, a student ca.n enter the MOB Squad. On this system, the student earns one point every 30 minutes to an hour and receives a reward when he gets 100 points. Example: Student gets a coke and is allowed to drink it in class as soon as he earns the 100th point. (See example C). Examples of privileges that might accompany being on the MOB Squad are: - freedom to leave the classroom on teacher errand - freedom to spend free time outside - access to special activities e.g., games, etc., reserved for MOB Squad The student may receive special recognition the first time he/she is placed on the MOB Squad. This might mean a class party with a cake, etc. At this point, mainstreaming should begin or be increased. Time Out Room (Elementary) Time-out is the removal of the opportunity to engage in reinforced behavior. Page 3 1. Time-out seclusion should be used only for behaviors that are so out of control or disruptive, or dangerous, the teacher cannot conduct class. General non-compliance, selfstimulation, academic refusal, etc., can be responded to with less stringent and restrictive techniques. Time-out is never to be used for routine disciplinary problems. 2. The time-out room should be used only as a last resort, if and when less restrictive means of controlling behavior have proven ineffective. The teacher should have documentation that milder forms of time-out or other reduction techniques 'have proven ineffective in suppressing the inappropriate behavior. 3. Only those students who are placed in the Behavior Adjustment Program can receive time-out. The use of time-out must be in the student's IEP, and written parent permission must have been secured. 4. Time-out must be paired with a plan to provide positive reinforcement for appropriate behaviors. This must also be included in the child's IEP. A cardinal rule in the use of time-out is that a corresponding effort should be made by the teachers to increase their level of positive interaction with the child when he/she is behaving appropriately. 5. Avoid lengthy verbal explanations as to why the student 1s being placed in the time-out room. Behavior? resulting in time-orjt should be clearly explained prior to implementing the time-out procedure. If an explanation is provided during use of time-out, it should be brief but adequately describe the misbehavior involved. A standard explanation format, such as \"Because you you go to time-out for minutes, \" is recommended. Other interaction should be avoided. 6. 7. Time out is never to be used as a threat. No warnings should be given\nthe point system is the warning. The child needs to monitor his/her own behavior as soon as the teacher knows he/she understands the rule. If the teacher says time out will be used, it must be used. To maximize opportunities to exercise self-control, students should be given the opportunity to take their own time-out after receiving the instruction from the teacher. If the students refuse to take their time-out or if they fail to respond to teacher's instructions within 5-10 seconds, the teacher should physically remove them to the time-out room. For high intensity behaviors like kicking and screaming, the student should be escorted to the time-out room. P~e4 8. When time-out is used, this sequence shall be followed: 1. Maximum 10 minutes - the door must be opened and the child offered the opportunity to join the class. 2. Ten more minutes if child is still out of control. 3. Call psychologist--if child is still out of control-because maximum time for time-out is 30 minutes. 9. Records must be kept of each occasion when time-out is used. The records should include: 1. student's name 2. behavior for which time-out is used (specified on IEP) 3. the time of day the student was placed in and removed from time-out These records will be continuously monitored and will be addressed formally in monthly staffings. DISCIPLINE Elementary Discipline should be handled within the classrocrn, unless the child becomes a danger to himself and/or others. There should be documentation of the incident, and the psychol~gist should be contac~ed. f-JOJN I i \\ \\ I \\  0 1--1 Cl) Cl) ..(1.j. , u Q) :\u0026gt; M . (I) 6 Q) . ~ ~ (1j . I ~ J\\SSIGNMfo:NTS DATE Di\\TE -1--------------- --- ------- - --- - -t--------------1--11------ - - - --- ,-- --\\--------------- I MJ\\111 I MJ\\1'11 ~IJ\\111 Li\\NGUJ\\GE Li\\NGUAGE ~- ------------11___...,,,,,_----/--/-,--- _________ _ '=--r--_/.\n:\nTT/J AAA / \\ 1\u0026amp;~ ' ~ING,..., ' I LJ\\NGUJ\\CE ~DING 1----------------1-------------- -1-------------- -- Sl'fo:LLING ~---------------1.----l-- _____________ , __ , ______________ , _ \n:_-L--~::::-==- _11-11-----'a~-1\" { ~/~--=--'- ,-1-- _Wa\u0026amp;M L. J. I , /.. -' , L -' , /  \\ i_ ASSIGNMmrs Icy?-\u0026lt;/, .,,. , 1 A:\n:\nJ\u0026lt;:NtllNT:, /~pc/ \" r ASSIGNMmrs /0/c?c/ :\n_\\ - DATE D1\\TE DATE ,--------------1--~--------------------1-------------- SPELLING Sl'ELLlNG -1~1--1-\\-1-1--1- ------- -- ____________________ -l--------------1--,: M/\\111 'M/\\111 LJ\\NGUJ\\GE LANGUAGE cUm_\nllEi\\lJING 1-----------------1-------------1-I---------------- SPELLING Sample c Elementary Alternative Classroom t. 0@ (j)@ (iJ) ?f ,.. SJ S @\u0026lt;?:) ~~@ \u0026amp;) C!I 3 6)@ @)@ ! poirAs = poit\\ts =i frtt 'yero\"~, poir-.-\\s- =~ -ha periods Elementary SPE day treatment classroom NAME: _______ DATE ______ DAYS LEFT: __ .. 8:30- 9:00 9:00- 9:30 9:30-10:00 10:00-10:30 I I I I I 10: 30-11: 00 11: 00-11: 30 I I 11:30-12:00 I I I I I I 12:00-12:30 I I I I I I I I I 12:30- 1:00 I I I ~ I I I I I 1:00- l:15 I I I I II I I I I I I I I I I I - I I I Rl'TC:: I _. I I I I I I I L, I I I' _we:: I Bonus I  Sa.I:.ple 3 . ~ \\ t [ ci ! ~ Elementary SPE Day Treatment. j j I -(_ t f ~ t3  ! .. i (r, ~ \\~/ ' : r_-,-,__ I - ---. i l I I CrS: I ' I I I ~ l I I i\n! I I [f' I I rr---\u0026lt; I I ~ I \\ - I - ' .., ! ( ,.., #' I I ') . /\ni.:._ ' ' -\n! I I ' I I I ' i I , I I i l I I i\n' \\ I i I I . t :i~ (1 l I  \\ \\ ?- : :_l._,_E7 i.. ,\n_\n?  tct I . j I i I I ! I I f I I j '\nI i' (\ni I I I l I j ' I Sample C @ (j)@ 7P. poirAs = po,\\ '\\t 5 --~8 fret 'j\u0026gt;er0l~ poil'.b =-~ -ha periods sECONDARspYe dAY tREATMENT Page 5 LEVEL SYSTEM SECONDARY The secondary Behavior Adjustment program is based on a fourlevel evaluative system. Each student enters on Level I and must progress through Level IV in order to exit the program. Each student earns points (maximum of 100) and privileges during the school day for appropriate academic and social behavior. A daily point sheet and a weekly work card will be received weekly by every student and will be used to record tQe points earned by the student during each school day (see example 4). These points are to be recorded in a teacher journal to ensure availability during staffings. Points are earned during ten 30-minute intervals or for each 'separate unit of activity or each subject area taught (see samples D, E) with the total number being 100 points. Appropriate student behavior during these activities will determine how many points are earned: 2 points for beginning work within an appropriate time frame 3 staying on task/completing a task 5 behavior (personal and social) The point~ are used to determine the studen~'s level. The level, in turn, -will determine what kind of activities will be included in the school day. Ascending the Levels Level I: Each student enters the program on Level I. points are earned and recorded on a daily point sheet weekly work card. Points needed to stay on Level I: 86 (See Level 0) ,Every day and the Privileges earned: 10 minutes of free time daily 5 extra minutes of free time on Friday physical education in classroom lunch in the cafeteria with teacher Level 0: This level is used only when the student is not making it on Level I for five consecutive days. There are no pr i vi leg es: escorted to restroom, lunch in classroom, no assemblies or activities outside the classroom. The student needs 78 points for ten (10) consecutive days to move to Level I. Level II: In order to move to Level II, a student must earn at least 86 points for 10 consecutive days. Page 6 Points needed to stay on Level II: 92 Privileges earned: 15 minutes of free time daily 10 extra minutes of free time on Friday physical education 1n the classroom and outside eat lunch when teacher eats, but at different table (corning and going with teacher) aide watches student walk to restroom one special activity every ten (10) days, usually during free time. For example: use of school gym, special interest project, specified Level II equipment and materials, use of bandroom. If a student fails to obtain the minimum number of points for five (5) consecutive days, he returns to Level I. Level III: To points for ten move (10) to Level III, a student must earn at least 92 consecu~ive days. Points needed to stay on Level III: 96 Privileges earned: Go to lunch at regular lunch periods 20 rninites of free time daily 15 extra rnir.utes oi free time.on Friday go to school assemblies 2 library visits weekly special activities outside classroom go to restroom unsupervised some special activity every 5 days, usually during free time If the student fails to obtain the minimum number of points for five (5) consecutive days, he returns to Level II. When the student reaches Level III, mainstreaming begins and the student is taken off the point system. Discipline (Secondary) On the secondary level, the discipline should be handled in the classroom. If a student becomes dangerous to others, remove the remainder of the class and call the district psychologist. Because of the uniqueness of the student placed in a BA classroom, confrontation should not take place in the hallway. Whenever possible, get the student back into the classroom before dealing with the behavior. STUDENT /\\SSIGNMENT SHEET FOR TIIE WEEK OF . MONDAY TUESDAY WEDNESDl\\Y Tl!URSDl\\Y FRIDAY I PERIOD I I I, (/) (D () 0 8:05 - 9:05 ::i p. 11\u0026gt; 1-1 SCIENCE '\u0026lt;: en \"'O (D p. 11\u0026gt; '\u0026lt;: H 1-1 (D 11\u0026gt; JERIOD II rt a (D ::i 9:05 - 10:05 rt ENGLISH/READING  - PERDD III 10:20 - 11: 15  MATH ' -- -- -- - PEJIOD IV 12 :00 - 12 :55 WORLD PROBLEMS --- Secondary SPE Day Treatment . - NAME_~----------------- DATE ____________ _ SPE SECONDARY RATING SCALE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY COMING IN (5) BREAK.FAST (5) MATERIALS (5) PERIOD I (10) PERIOND II (10) BREAK EARNED --------- TOTAL POINTS ______ _ lONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY PERIOD III (10) LUNCH (5) SOCI.l\\.LJATION (5) PERIOD IV (10) - ...: BR EAK EARNED --------- TOTAL POINTS ____ _ EXTRA POINTS MAY BE USED ON YOUR WEEKLY TOTAL MORNING BUS CONDUCT M T W TH F AFTERNOON BUS CONDUCT -- -- -- -- -- M T W TH F DAIIY CLEANUP OF ROOM AND AREA M T W TH F -- -- -- -- -- TOTAL EXTRA POINTS M T W TH F -- -- -- 0-P.RT FOR POINTS TO EARN BREAKS: MORNING: AFTERNOON: 32 - 35 15MINUTE BREAK 30 - 28 15 MINUTE BREAK 31 -28 10 MINUTE BREAK 27 - 25 10 MINUTE BREAK 2 7 - 24 5 MINUTE BREAK 24 - 22 5 MINUTE BREAK 2 3 - UNDER NO BREAK 22 - UNDER NO BREAK MON TOTAL TUES TOTAL WED TOTAL THUR TOTAL FRIDAY WEEKLY TOTAL FOR SPECIAL PRICILEGES ------ TOTAL Page 7 ELEMENTARAYN D SECONDARY WASTEDT IME When a student use inappropriate social behaviors directed toward others, i.e, profanity, aggressive acts, etc., interferes with the class, the student will be on wasted time until he/she writes an apology to all involved. He/She must also write an apology to his/her parents. The student will remain on wasted time until the parent's apology is returned to the teacher. When a student is on wasted time, he/she is unable to earn any points. INAPPROPRIATEP ERSONALB EHAVIOR When a student is engaging in minor inappropriate behaviors that do not affect others in the classroom (i.e., knocking books on floor, refusal to work, etc.), the behaviors should be ignored, but the student will not receive points until the behavior stops and is replaced by appropriate behavior. \"DO'i'iNT IME\" To eliminate \"down time\" while the teacher tends to the class rol 1, lunch r.ioney, etc. , each student needs to have some \"order task\" such as sharing time, copying a 1=,oer.1 from the board, working a word find, working review frcm previous day's wcrk, etc., as soon as he/she enters the classrco:n. This will allow the structured day and the point system to begin immediat.ely. FREE TIME Teachers must be prepared to end instruction for those students who have earned free time. Planning must also include additional activities that. can be given to students who have not earned free time. A.gain, consistency is the key, and for the point system to be successful, the teacher must live up to his/her end of t.he contract. VERBALI NTERVENTIONT IPS It is preferable to allow a child to vent verbally when his/her behavior is not harming e.nycnE\u0026lt; elEe. It allows him/her to let off steam, and the behavior will generally deescalate. When a child is engaged in verbal venting, he/she does not process information well at high point intervals of behavior. When a child breaks for air, etc., he/she will process better, so this is the time to set the limits. Listen. You can gather important information while a child is verbally venting. Page 8 Remove of the face.\" onlookers when possible. This will decrease the problem child's refusal to back down due to a fear of \"losing Remain calm. The teacher's behavior can either calm the situation or add fuel to it. Be particularly aware of body language. The teacher needs to be attentive not only of the student's but also his/her own body language. Non-threatening body language would avoid encrouchment of personal space and utilize non-challenging, non-threatening body movements. Be aware of how you communicate. Tone, volume, and cadence of speech can work to defuse or to escalate behavior. Be prepared to enforce the limits you set. The teacher may wish to use some \"we\" statements because they are less threatening i.e. , \"We need to complete tr.e work before recess. SETTING LIMITS Setting limits is a very effective tool in dealing with problem behaviors. The way the teacher states a directive is extremely important, so that negative behaviors are not encouraged. To maximize the effectiveness of the limits set, 1. state them positively, when pcssible, 2. ~ provide a choice, 3. give a time frame. \"You can calm down, or you wi 11 be on wasted time. \" \"You may turn down the volume now, or use the earphones.\" \"You need to finish your work before recess, or you will complete it during recess. Guidelines for effective limit setting 1. Be c 1 ear and understood. 2. Be simple and concise. 3. Be reasonable, fair, and enforceable. TENSION REDUCTION After a student loses control and acts out, verbally or physically, the teacher needs to re-establish rapport after the student calms down. This can be accomplished by communicating with the student. Everyone, student and teacher, needs an opportunity to \"debrief\" after an incident, and it presents an excellent learning opportunity. Behavior Adjustment Aides Because of the uniqueness of the Behavior Adjustment class and the population that is served by it, it is essential for the aide to be viewed as an extension of the teacher--providing instruction, as directed by the teacher, and exercising authority as an adult in the classroom. This is due in part to the necessity of having no \"down time\" in the class, structured learning taking place at all times. Another aspect involves the potential explosiveness of individ~al students within the classroom setting. The following list contains duties that might be assigned to the BA aide and is not to be considered all inclusive: Reading and telling stories Directing an \"order task\" to being instruction each day Providing small group and individual instruction, as directed by the teacher Assisting students in performing activities initiated by the teacher Assisting students in reviews, guided and independent practices Correc.-ting homework and workbook assignments Correcting and recording test scores, etc. Prepari~g instructional materials such as flash cards, charts, transparencies, etc. Assisting in checking student's seatwork Writing student's earned points on the point sheet at specified time intervals Accompanying students to individual classrooms when mainstreaming begins Monitoring classroom in teacher's absence Attending conferences and staffings for individual students Assisting substitute teachers Monitoring students in time-out Performing other duties, as assigned by the teacher. DAT_E_ F.as_t and West Campus Student Assignment Classrooms TIIB RULES FOR Tu SUiDD\"\"TA SSIG'.0IT2\\\"\"Cl'L ASS (S.!,C) ARE AS rOLlD\\,S: 1) TiiE Sil:\"\"DE.'.'\\1.\n:J U, EE ISOUI.ED FRO'.!T I-:::ER EST OF IBE sn\"D2'\"\"1' 30DY. 3) Sil\"\"DD\"\"I'S~ rCST CO~PLITE _t..SS:::G'.'('E\\\"H\"TFSO RED:TI .\\RE RELE..'....SiF::RDO \u0026gt;lS A.C. 4) STl\"DESIS _!,__~TEO RI-?CRT TO S.!,C .c_8T: 15 _\n. !l. STCDD1S !\\\\.:SI _E_!:_\\\"I l70\n'( DI S~H ssn., AT 3: 00 P. \u0026gt;L 6) STt\"J2\\.I.S \u0026gt;R:ST :U:P(,:,:u -:-os .\nc 1:I'3 _!.j_L '.GCESS_t_~y5 00~ _.'..2\\J): ,'._.'.._T:3..1 '. J.. . S. ( STC2CTS 1-:IU. \\CI :SE _.'..l:..01:-~Wo 1-un: $_.'.._-C~- I DT.-:::SIG\n\\.~_101 ::::-~.s).. 7) STL?2G.S '.ll.\"ST: :Ol.LO\\, ::::..Dr:I ?2CIIC\\S C? ~ S.!..C1 .,S.1.~LCL.:~. f_!._J:..,~?-i: -=o )C) so 1,IU. ?.I.SU.I E c-=-B ::::ISCI?l.-D.. ' .._-:..!_:y.C I:::m.s. :-:_.:.~:: ==\\~ 5.-'-.C~~~-- -:,c:-::::::~.: _:..~::=(: ' c_.:.~~2,~:: =~:..=y~_:::: __ ::-.::=--c_,- '-...5.5:G:,::\n:c 5_:.._,:. ...... ..--. - - ... - --\\. - ... -. ' ------..-- - . ,.,..._,.. .:.\\. .:.._\\ - ::-: __ -_\\_.:_::: - . --.--.-- -----,-- ~ .----- :.-: .. :._\\_:, .::,_.,__,,.:__\\_~ __.. ..: :-_ :-:- .-.- ,---~-\\,.-:.,: :, FA.IlL\"RET O .ADHERET O 'j}-:\n:f.SRE ULES J.-..' \\Y R.ESl.1..TI N FURTI-:ERD. ISCIPl.Kh.RY ACTIO~S. ,r - ' rn,, ------ ~:v-:-. Di-.::::.SC ? _t:.SSIG~,E'G: ):-::..:-._J) 1ST ?~:.--:=:\n:I 1.\\~ _.'.__-~::, :'. .-.. - - . \\...\n--- - - - . - - --- ___ -_::: ....... - -- --- STI.iDE\\1 ASSIG~1.E!G CLASS RECORD OF EEi{!.\\\"IO:l. --------------------- 2:\\\"D ~:ZD .!.\nI r1 I 5 ili I f:1': 1 \\ ::.=..J -------\n_- ____ ,.\n----------- - ' - - -- -- - . -- -- - _._ --- ::.:c I-_: . ~'..,  I ::... :.._-_ =: ~: i \\ I ,. .::.:....::..=:\n=.:....__==:-\n-=---5'-- -____.!..._..--1..._)___ ___ _______:.I I .- , --,r I '_. ...-.. - .... ,..,\nI 1 -- - - .. - ! .' - - ! .- ::- 2\\-::l 3:u I 1- ..J -: \\ 51\"1 (..,-.: I., ' I I'~ I I ID,1_ ___ _ ____ _______________ __\nAt:~~CeC_ ________________________ _ ____ .:.. ._c2.:c=.-c _ .:.:-: . - - = - -. _.\\. _~_J ..: 1 ..:_ - I ____________________________ -.e, 5 S .\n,CC t ~ ~ 'f ...:: : : C : :':\"\n:-_ C: C ~\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":"bcas_bcmss0837_800","title":"Biracial Committee, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","School districts--Arkansas--North Little Rock","School management and organization","School improvement programs","School integration","Meetings","Education--Finance","School facilities","School discipline","Little Rock (Ark.)--History--21st Century","Educational planning"],"dcterms_title":["Biracial Committee, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/800"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nNORTH LITTLE ROCK SCHOOL DISTRICT BIRACIAL COMMITTEE BYLAWS The Biracial Committee was appointed by the North Little Rock Board of Education for the purpose of assisting in the desegregation of the North Little Rock Schools, to promote quality desegregated education, and to review and analyze information/data provided by the Assistant Superintendent of Desegregation. ARTICLE I Membership The membership is appointed by the Board of Education and consists of twenty-four (24) members. The membership shall consist of eight (8) educators chosen by their professional peers and are evenly balanced by race, fourteen (14) parent/patron members represented by two (2) individuals (one (1) white and one (1) black) from each of the seven (7) school zones (one must be a parent of a currently enrolled student at the time of appointment.), and two (2) minority members selected at large and shall be Native American, Asian American, or Hispanic American. ARTICLE II Terms of Membership Each member shall be appointed for a term of three (3) years and shall be eligible for reappointment. The term of membership shall begin on October 1 and end on September 30. Each member shall serve no more than two (2) consecutive terms. The initial terms of office shall be decided by lot (drawing) to determine tenure on the committee. One third (1/3) of the committee will serve a one (1) year terms, one third (1/3) a two (2) year term, and one third (1/3) a three (3) year term. These terms shall be retroactive to October 1, 1990. The District will publicize Committee vacancies and solicit members. Applications for vacancies will be accepted during July of each year. The Board of Education will be asked to approve nominations in September of each year. ARTICLE III Resignation Whenever a member is unable to complete his/her term of membership, the member shall submit a letter of resignation which shall be binding. If a verbal resignation is given, then a majority vote of the membership is needed to confirm the resignation and the member shall be notified by a letter from the Secretary and Chairperson of the committee's action. ARTICLE IV Removal from Membership A member who misses three (3) scheduled meetings will be subject to termination from membership, unless the membership is given reasons for the absence and the majority of the membership votes to retain the member. ARTICLE V Meetings The committee shall meet at least once per month. The time, date and place to be the consensus of the membership. Special meetings can be called by the Board of Education, the Superintendent of the North Little Rock Schools or his/her designee, and the Chairperson of the Committee. ARTICLE VI Quorum A quorum shall be ten (10) members. However, for the purpose of changes in the bylaws, revocation of membership and election of officers, the quorum shall be a simple majority of the current committee membership. A majority shall be fifty-one (51) percent of the quorum as defined above. ARTICLE VII Election of Officers The officers shall consist of a Chairperson, Vice Chairperson, and Secretary/Recorder. Election of officers shall be held at the September meeting. These officers will begin their duties at the October meeting. Their term of office shall be for one (1) year. A simple majority as defined in Article VI is sufficient for election. In the event an officer resigns or leaves the committee, the office shall be filled at the following meeting. ARTICLE VIII Robert's Rules of Order, Newly Revised The procedures set forth in Robert's Rules of Order, Newly Revised will govern all business of the Biracial Committee unless otherwise indicated in these Bylaws. ADOPTED: March 19, 1991 North Little Rock Bi-racial Committee Report Timelines and Monitoring Procedures: The North Little Rock Bi-racial Committees monitor the schools once each semester. The second monitoring report was received in ODM in June after the school year was ended and most principals were off contract. The schools were monitored in NLRSD in December and January. These dates were either near the end of the first semester or the beginning of the second semester. Elementa\ni\n:y Schools Dates Amboy December 11, 1990 Argenta December 11, 1990 Belwood December 4, 1990 Boone Park November 28, 1990 Crestwood December 17, 1990 Glenview January 3, 1990 Indian Hills January 10, 1991 Lakewood January 29, 1991 Lynch Drive December 11, 1990 Meadow Park December 12\n1990 North Heights January 8, 1991 Park Hill December 14, 1990 Pike View December 12, 1990 Pine November 29, 1990 Redwood December 13, 1990 Rose City December 11, 1990 Seventh Street January 9, 1991 Middle Schools Dates Lakewood December 3, 1990 Ridgeroad December 17, 1990 Rose City January 10, 1991 High Schools Dates North Little Rock January 11, 1991 These reports were given to members of the desegregation team, biracial committee, and members of the district's board of education on March 15, 1991 by the Superintendent for Desegregation, Mable Bynum. Each principal was then asked to provide written responses to Mrs. Bynum regarding concerns cited in the first semester biracial committee monitoring reports. These responses are included in NLRSD's Monitoring Report, Attachment VI-B. The written responses were provided to Mrs. Bynum between March 8 and March 15, 1991. A time lag of approximately three months existed between the monitoring visits and the responses sent. The twelve areas monitored by the bi-racial committees were: 1.0 Separation of Race/Gender 2.0 Curriculum 3.0 School/District Initiated Honors and Awards 4.0 Committees 5.0 Extracurricular Activities 6.0 Student Achievement/Assessment 7.0 Special Education 8.0 Gifted and Talented Education 9.0 Staff Development 10.0 Parental Involvement ll.O Student Discipline 12.0 Bu~lding Leadership/Management Problem Areas Some of the general problem areas pervasive throughout the district were being addressed at the district level according to Mrs. Bynum. The general areas identified in most of the schools in the district were: 1.0 Separation of Race/Gender The percentages of black and male staff members in most schools are not comparable to those of the student population. 6.0 Student Achievement/Assessment Academic achievement data is not provided in a format designed for easy interpretation by monitors. 9.0 Staff Development Staff development programs have not addressed the matter of equitable staffing. Although the district is aware of and expresses a commitment to correct the problems in the schools, there are no specific timelines, strategies or activities to indicate when these problems and will be corrected. The information gathered by the bi-racial committees is used by principals to ascertain their strengths and weaknesses as evidenced by their efforts to correct problems in the schools. In reviewing the reports, principals addressed each of the problems identified in their schools except separation of race/gender, student acheivement/assessment and some areas in staff development programs. Assistance would be provided by the district administrators in these areas according to Mrs. Bynum. The three month time lag contributes to the monitoring process becoming bogged down.This process can be streamlined by giving the principals copies of the report in three to four weeks and asking them to respond within 2 weeks or less unless there are extenuating circumstances. 22 .,,. \"'C('C xrr r-. ,J- l,.... v .u. .i. U/.u~ r 11,n: 1..1 _ i '(. f !- n.lo- 0 f''\nJ ~ r .i. .. t :--dEnt :f.01. e 1: Jl t..,, .L\ni.L s a wac- '1able o a ) f 'Nort. te ry 19 89-S on.tr f l 'ii I'Ci t r: 19. 1 u es c.,f J t \"'1 nd ( for t p - 0.::: NOV 1 9 1991 Office ol Desegrsga11Mono nitoiing MONITORINSGC HEDULEOS F ALL DISTRICTM ONITORINGGR OUPS INCLUDINGB I-RACIAL COMMITTEES See Attachment 13 Attachment 13 THIB NOJRTH 1LITT1LJIBR OCKP lIB1LliCO CH001L December ADMINISTRATIVE OFFICES 2700 POPLAR STREET NORTH LITTLE ROCK SCHOOL DISTRICT MONITORING SCHEDULE FIRST SEMESTER 1991-1992 (Dates are subject to change to accommodate monitors) 3 4 5 6 9 10 11 12 13 16 17 Crestwood Elem. - Lakewood Elem. - Seventh Street Elem. North Heights Elem. - Pike View Elem. Meadow Park - Park Hill Elem. - Boone Park Elem. Alternative Education Center - NLRHS-West Campus Rose City Elem. Ridgeroad Middle School - Glenview Elem. Central Elem. - NLRHS-East Campus Baring Cross Amboy Elem. - Belwood Elem. - Redwood Elem. Indian Hills Elem. - Lakewood Middle School Lynch Drive Elem. - Rose City Middle School P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 EDUCATORS Cynthia Hampton Tom Hudson Attachment 13 NORTH LITTLE ROCK SCHOOL DISTRICT FIRST SEMESTER 1991-1992 MONITORING TEAMS NORTH LITTLE ROCK HIGH SCHOOL-WEST CAMPUS STUDENTS B Josh Clary W W Jenny Watson B PARENTS/ADDRESSES Kathryne Jordan-4604 E. Puckett 72117 B Bill Lowe-6605 Allwood 72118 W Connie Sisson-5613 Stella Dr. 72118 W Phyllis Stokes-5704 Sorenson,iC 72118 B NORTH LITTLE ROCK HIGH SCHOOL-EAST CAMPUS Anita Bell B Stacy Roberts B Clancy McDowell W J.T. Zakrzewksi W Jimmy Albright-3323 N.Cypress 72116 W Martine Bonds-2917 Justin Mathews72116W Wendal Furquan-49 Lakeside, LR 72204 B Christine Hickman-5013 N.Woodland72117B LAKEWOODM IDDLE SCHOOL Esther Beavers B Travis Lambright B Debbie Hardison W Jeremy Neel w Thomas Baskins-402 w. 22 72114 B Lee \u0026amp; Becky Davidson-IO Oak Tree Circle Stephanie RatliffW Erica Ross B Varnastine Hymes-1322 N.Poplar Mary Ruth Morgan-4830 Oaklawn Carol Warren-219 East 12th RIDGEROAD MIDDLE SCHOOL 72116 W 72114 B 72116 W 72114 B Debra Butler Joe King B Candice Kastel W Burnis J. Tate W Mary Branden-521 West \"A\" 72114 W B Jacquelyn Johnson-60 Cliffwood Cr72118B Hilton Taylor,Sr.-2502 s. Berkley72118B Frank Welch-509 Melanie 72118 W Gayle Calver Curtis Scott w B Laura Ralston W Marcia Scott B Eva Allen n ROSE CITY MIDDLE SCHOOL Chanda Anderson Eric Waldorf B Les Allen-5213 Lynch Drive W Pat Brewer-5207 s. Woodland Patsy Caldwell-302 Kay Street David Gober-222 Rhodes AMBOY ELEMENTARY Lorraine Harvey-#2 Elrod, LR David Holmes-1017 Nicole Lucy Horton-2208 Sasser Ct. Brenda Matthews-1403 W 9th BELWOOD ELEMENTARY 72117 72117 72117 72117 72209 72118 72118 72114. w B w B B w w B George Bryant-3901 Susan Circle 72118 B Terri Whittington W Autreana Battles B Deborah Whitehurst W Louene Lipsmeyer W Euleta Ware B Maria Bryant Karen Chappell B w Barbara Edmondson W Jackie Hampton B Edith McGough Valencia Power w B Rebecca Heathcock W Annie Morgan B Tina Jackson Norma Nelson w B Attachment 13 Jacquelyn Jones-605 W.Scenic,L23 Linda Little-412 W. 23rd Lavonda Squires-31 Theresa Dr. James Triplett-3516 Nixon Rd. BOONE PARK ELEMENTARY 72118 B 72114 B 72118 W 72118 W Robin Dudley-1505 Nannette 72114 W Michael Johnson-1104 Vestal 72114 B Vanessa Stewart-15 Lenora Lane,LR72207 B Lou Thomas-1810 W.Short 17th 72115 W CENTRAL ELEMENTARY Teresa Burns-1700 Olive 72114 B Letitia Martin-7907 Pinto Trail 72116 w Gerald Parker-5600 Browning Rd.LR72209 B James Parker-260 Plainview Larry Rich-2022 Romine Rd., LR Ebbie Rozzell-3907 Lakeview Rd. CRESTWOOD ELEMENTARY Jane Bell-4917 Hampton Regina Dobynes-16 Lakewood Drive Mike Hemphill-1610 Northwood Michael Walker-1300 Poplar GLENVIEW ELEMENTARY Angela Crain-5003 N. Woodland Sandra Davis-4201 Rodgers Carol Morris-143 Plainview Cr. Virginia Wortham-324 Belmont INDIAN HILLS ELEMENTARY 72116 w 72204 B 72116 w 72116 W 72116 B 72116 W 72115 B 72117 B 72117 B 7:\n:116 W 72116 W Lyn Fortner-7505 Geronimo 72116 W Charles Germany-1709 Okmulgee Ct.72116 B Laverne Price-N.Beech,#78,Bldg.7 72114 B James Rhoades-1909 Osage 72116 W LAKEWOOD ELEMENTARY Kenneth Griffin-2408 Fairway Alice Hammonds-1113 Bannock, LR Betty Jacobs-3104 Martineau Danita Mays-4505 Randolph LYNCH DRIVE ELE~IBNTARY Myrtle Borders-6505 Farmstead Dan Floyd-405 Healy Carolyn Hunter-724 Graham 7 2116 W 72202 B 72116 W 72116 B 1211 7 \\v 72117 W 72117 B Erma Jerrod Brenda Martin Deedra Bynum Liz Jorgenson Kim Grissom Shirley Kelly Janie Mcclinton Esther Watson Nancy Montgomery Arthur Robinson Doris Callahan nosie Coleman Ruth Chandler Jane Ploszay B w R w w B w B w B w B B w Attachment 13 Mary Jenkins-1116 Healy 72117 B MEADOW PARK ELEMENTARY Kathy Arman-412 Meadow Park 72117 w Joyce Brewer-319 Emily 72117 B Donald Hale-6505 Delhaven 72117 B Diane Lawrence-110 Marvin 72117 B Cindy Mathews-516 Pollock 72117 w Vickie Musgrove-4803 Lynch Dr. 72117 w NORTH HEIGHTS ELEMENTARY Sharon Dumas-4925 Longview 72118 B Raymond Jerrod-200 Wisteria Cr. 72118 B Charles Kumpe-5425 Chauvin Dr. 72118 w Jill Massa-490=7 Sycamore 72118 w Dorothy Taylor-609 Paula Dr. 72114 w Arthary Terry-1 Somerset 72116 B PARK HILL ELEMENTARY Nancy Martin-3420 Fiesta 72116 w Juuy McNeese-3407 Fiesta 72116 w Deborah Rhodes-408 W. 23rd 72114 B Arlene Stephenson-2736 John Ashley72114B PIKE VIEW ELEMENTARY Lilian Cooper-5804 Lamirado 72118 B Edna Keener-5800 Lamirado 72118 B Terri Nevins-5716 Locust 72116 w Pam Satterfield-5801 Locust 72116 w REDWOOD ELEMENTARY Sheila Arnold-2201 E. Washington Qui~zella Stacey-400 N.Palm,#101 Kim Dozier-#56 Hemlock Ct. Karen Kelley-3019 East 4th St. ROSE CITY ELEMENTARY Vickie Carroll-321 Cheryl Kathy Harris-709 Blossom Jo Evelyn Marshall-4617 Haywood Smith-3205 Gribble 72114 B 72114 B 72114 W 72114 W 72114 w 72117 w 72117 B Jonas 72114 D Rosemary Turner-3015 Arkansas Ave.72114B SEVENTH STREET ELEMENTARY Nathaniel Brown-8912 Landers Rd. 72117B Joe Jordan-814 Cedar 72114B Debra Rogers-16 Dove Creek Cr. 72116W I  Nat Askew B John Kellar W Jo Ellen McPherson W Jeanne Dimond Schula Holley w B Attachment 13 Debra Rogers-16 Dove Creek Cr. 72116W Helen Stegall-600 Silverwood Trail72116W BARING CROSS SCHOOL Michelle Poole-1617 Chandler 72114W Dorothy Williams-2616 Lansbrook Ln72117B ALTERNATIVE EDUCATION CENTER Corey Nelson B Nick Taylor-#5 Spear Rd Chris Taylor W Verna Turner-246 Melrose Circle LeaAnn Upchurch-1301 W. 10th Shirley Wood-2501 Willshire 72117W 72114B 72114W 72118B NOV 1 9 1991 Ot:,ceo t Desegregiao n tAoniioring DISTRICTB I-RACIAL COMMITTEMEE ETINGS CHEDULE AND DISTRICTB I-RACIAL COMMITTEMEE MBERSHLIPI ST, INCLUDINGR ACEA NDA DDRESS SEE ATTACHME5N Ta nd 6 Attachment 5 and 6 COMMITTEEM EETINGS: 5:30 p.m. First Tu\u0026lt;\u0026gt;sday of c..?ch month September-June NORTH LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE Patrons: ZONE 1 Ms. Lori Pledger Ms. Belinda White ZONE 2 Ms. Artha Minton Mr. Dan Floyd ZONE Mr. Thomas Daskins Mrs. Michelle Poole ZONE Mr. Robert Johnson Rev. Arnette Dotson ZONE Mr. Charles Hunter Mr. Felix Thibault ZONE Mrs. Gayle Wing Race TERM EXPIRES W 94 B 94 B w D w w B B w w 94 92 94 92 93 93 92 92 Mrs. Sheryll Lipscomb B 93 94 ZONE 7 Rev. Rochester Rodgers D Mr. Pat Hunter w Teachers Opal Goldsby, Central D 94 94 93 Address 712 Annelle, 72117 1406 Pine, 72114 2611 E. 2nd, 72114 405 Healy, 72117 Telephone Uome-945-9617 Work-376-3629 Home-376-8144 Home-945-4312 Home-945-2912 Work-376-3629 402 W. 22nd, 72114 Work-374-6661 Home-753-4184 1619 Chandler, 72114 Home-376-4354 1912 Arrowhead, 72118 Work-224-6067 Home-758-7624 5908 Nicole Dr.,72118 Home 758-8967 1601 Osage, 72116 Work-370-2400 llome-834-2220 400 Latona Ln.,72118 Work-945-8612 Home-758-8317 2000 Black River 72116 Home-835-3616 5913 Elk River,72116 Work-374-3484 Home-835-0787 444 McCain Blvd,72116Work-758-9227 Home-758-1593 349 Goshen,72116 Work-753-1311 Home-753-8656 412 w. 21st, 72114 Work-374-6943 Ilomc-753-3261 Valencia Power, B 93 6408 Greenbank, 7 2118 Work-835-5622 Indian Hills Horne-758-5834 Susan Shaunfield w 92 1605 Wewoka, 72116 Work-771-8185 Amboy Horne-835-54 77 .Amanda Ware w 94 1 22 Whitewood, 72120 Work-835-5622 Indian Hills Horne-834-1216 Sue Bennett w 93 4512 Valley Drook work-771-8200 East Campus 72116 Horne-758-0328 Anita Cameron w 92 134 Sheridan, 72116 Work-771-8114 West Campus Horne-753-5466 Arlean Robertson B 93 803 w. 13th, 72114 Work-771-8200 East Campus Horne-375-2698 Ivory Young B 92 9509 Susanne Dr. Work-771-8200 East Campus 72209 Horne-562-8993 PATRONS: ZONE 1 Mr. Dan Floyd Ms. Belinda White ZONE2 Ms. Artha Minton Vacant ZONE3 Mr. Thomas Baskins Mrs. Michelle Poole ZONE4 Mr. Robert Johnson Rev. Arnette Dotson ZONE 5 Mr. Charles Hunter Mr. Felix Thibault ZONE6 RACE w B B B w B ll w Mrs. Gayle Wing W Mrs. Sheryll Lipscomb B ZONE 7 Rev. Rochester Rodgers B Mr. Pat Hunter AT LARGE Minority 1 Minority 2 TEACHERS Mrs. Opal Goldsby Mrs. Valencia Power w B B NORTHL ITTLER OCKS CHOODL ISTRICT DISTRICTWIDBEI RACIALC OMMITTEE TERME XPIRES 9/30/92 9/30/91 9/30/91 9/30/91 9/30/91 9/30/92 9/30/93 9/30/93 9/30/92 9/30/92 9/30/93 9/30/91 9/30/91 9/30/91 9/30/92 9/30/93 9/30/93 9/30/93 ADDRESS 405 Healy - 72117 1406 Pine - 72114 2611 E. 2nd - 72114 402 W. 22nd - 72114 1619 Chandler - 72114 1912 Arrowhead - 72118 5908 Nicole Dr. - 72118 1601 Osage - 72116 400 Latona Lane - 72118 2000 Black River - 72116 5913 Elk River - 72116 444 McCain Blvd. - 72116 349 Goshen - 72116 412 W. 21st - 72114 6408 Greenbank - 72118 TELEPHONE Home-945-2912 Work-376-3629 Home 376-8144 Home-945-4312 Work-374-6661 Home-753-4184 Home-376-4354 Work-224-6067 Home-758-7624 Home-758-8967 Work-370-2400 Home-834-2220 Work-945-8612 Home-758-8317 Home-835-3616 Work-374-3484 Home-835-0787 Work-758-9227 Home-758-1593 Work-7 53-1311 Home-853-8656 Work-374-6943 Home-753-3261 Work-835-5622 Home-758-5834 j AGE2 DISTRICTWIDBEIR ACIALC OMMITT(ETEE ACHER-S CONTINUED) rs. Susan Shaunfield w 9/30/92 1595 Wewoka-72116 Work-771-8185 Home-835-5477 rs. Amanda Ware w 9/30/91 122 Whitewood - 72120 Work-835-5622 Home-834-1216 rs. Sue Bennett w 9/30/93 4512 Valley Brook - 72116 Work-771-8200 Home-758-0328 s. Anita Cameron w 9/30/92 134 Sheridan - 72116 Work-771-8114 Home-753-5466 rs. Arlean Robertson B 9/30/93 803 W. 13th - 72114 Work-771-8200 Home-375-2698 r. Ivory Young B 9/30/92 9509 Susanne Dr. -72209 Work-771-8200 Home-562-8993 N (D)I ffiT. JBII LIITTILIE Iffi.@CmC\n:I P1IJIBILCIIC  CCJ B(I0 )(0)I L ADMINISTRATIVE OFFICES 2700 POPLAR STREET December 7, 1992 DEC 8 \\9'12 O!tice of Oescgr1::gatiMo.v1r ntcring MEMO TO: Ann S. Brown, Federal Monitor FROM: Mable W. Bynum, Assistant Superintendent-Desegregation Enclosed is a revised list of the North Little Rock School District Districtwide Biracial Committee. Please feel free to call if our office can be of further assistance. Happy Holidays! MWB:aw AN EQUAL OPPORT\"C'. ITY EMPLOYER P. 0. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771 8000 NORTH LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE Patrons: ZONE 1 Ms. Lori Pledger Ms. Belinda White ZONE 2 Ms. Artha Minton Mr. Dan Floyd ZONE 3 Mr. Thomas Baskins Mrs. Michelle Poole ZONE 4 Mr. Robert Johnson Mrs. Caryn Duckery ZONE 5 Mr. Charles Ilunter Mr. Felix Thibault ZONE 6 Race TERM EXPIRES W 94 B 94 B w B w w B B w 94 95 94 95 93 95 95 Mrs. Gayle Wing W 93 Mrs. Sheryll Lipscomb B 94 ZONE 7 Rev. Rochester Rodgers B Mr. Pat Hunter w AT LARGE Mr. Antonio Franco H Minority 2 Mr. Michael Jeu 0 Teachers 94 94 95 95 Address 712 Annelle, 72117 1406 Pine, 72114 2611 E. 2nd, 72114 405 Healy, 72117 Telephone Home-945-9617 Work-376-3629 Home-376-8144 Home-945-43]2 Home-945-2912 Work-376-3629 402 W. 22nd, 72114 Work-374-6661 Home-753-4184 1619 Chandler, 72114 Home-376-4354 1912 Arrowhead, 72118 Work-224-6067 Home-758-7624 1700 Arrowhead Rd. Home-758-6875 Apt. A, 72118 1601 Osage, 72116 Work-370-2400 Home-834-2220 400 Latona Ln.,72118 Work-945-8612 Home-758-8317 2000 Black River Home-835-3616 72116 5913 Elk River,72116 Work-374-3484 Home-835-0787- 444 McCain Blvd,72116Work-758-9227 Home-758-1593 349 Goshen,72116 Work-753-1311 Home-753-8656 4919 Parker, 72118 Home-771-0405 #5 55th Terrace, 72118 Home-753-0590 Work-375-6759 Tammy Collier, w 95 2505 Ozark, 72116 Work-835-5622 Indian Hills Home-835-5510 Opal Goldsby, Central B 93 412 w. 21st, 72114 Work-374-6943 Home-753-3261 Valencia Walker, B 93 801 So. Rodney ParharnWork-835-5622 Indian Hills Rd. L.R. 72205 Home-228-0017 Amanda Ware w 94 122 Whitewood, 72120 Work-835-5622 Indian Hills Home-834-1216 Sue Bennett w 93 4512 Valley Brook Work-771-8200 East Campus 72116 Home-758-0328 Anita Cameron w 95 134 Sheridan, 72116 Work-771-8114 West Campus Home-753-5466 Arlean Robertson B 93 803 w. 13th, 72114 Work-771-8200 East Campus Home-375-2698 Ivory Young B 95 9509 Susanne Dr.  Work-771-8200 East Campus 72209 Home-562-8993 Vacancy NOV 9 t9n Patrons: ZONE 1 Ms. Lori Pledger Ms. Belinda White ZONE 2 Ms. Artha Minton Mr. Dan Floyd ZONE 3 Mr. Thomas Baskins Mrs. Michelle Poole ZONE 4 Mr. Robert Johnson Mrs. Caryn Duckery ZONE 5 Mr. Charles Hunter Mr. Felix Thibault ZONE 6 Mrs. Gayle Wing NORTH LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE Race TERM EXPIRES W 94 B 94 B w B w w B B w w 94 95 94 95 93 95 95 95 Address 712 Annelle, 72117 1406 Pine, 72114 2611 E. 2nd, 72114 405 Healy, 72117 Telephone Home-945-9617 Work-376-3629 Home-376-8144 Home-945-4312 Home-945-2912 Work-376-3629 402 W. 22nd, 72114 Work-374-6661 Home-753-4184 1619 Chandler, 72114 Home-376-4354 1912 Arrowhead, 72118 Work-224-6067 Home-758-7624 1700 Arrowhead Rd. Home-758-6875 Apt. A, 72118 1601 Osage, 72116 Work-370-2400 Home-834-2220 400 Latona Ln.,72118 Work-945-8612 Home-758-8317 2000 Black River 72116 Home-835-3616 Mrs. Sheryll Lipscomb B 93 94 5913 Elk River,72116 Work-374-3484 Home-835-0787 ZONE 7 Rev. Rochester Rodgers B Mr. Pat Hunter AT LARGE Mr. Antonio Franco Minority 2 Teachers Tammy Collier, Indian Hills w H w 94 94 95 95 - 444 McCain Blvd,72116Work-758-9227 Horne-758-1593 349 Goshen,72116 Work-753-1311 Home-753-8656 4919 Parker, 72118 Home-771-0405 2505 Ozark, 72116 Work-835-5622 Horne-835-5510 Opal Goldsby, Central B 93 412 w. 21st, 72114 Work-374-6943 Home-753-3261 Valencia Walker, B 93 801 So. Rodney ParhamWork-835-5622 Indian Hills Rd. L.R. 72205 Home-228-0017 Amanda Ware w 94 122 Whitewood, 72120 Work-835-5622 Indian Hills Home-834-1216 Sue Bennett w 93 4512 Valley Brook Work-771-8200 East Campus 72116 Home-758-0328 Anita Cameron w 95 134 Sheridan, 72116 Work-771-8114 West Campus Home-753-5466 Arlean Robertson B 93 803 w. 13th, 72114 Work-771-8200 East Campus Home-375-2698 Ivory Young B 95 9509 Susanne Dr. Work-771-8200 East Campus 72209 Home-562-8993 Vacancy Meeting dates of the Pulaski County Special School District's Biracial Planning and Steering Committee for 1991-92. September 19, 1991 Administrative Offices October 17, 1991 Administrative Offices November 14, 1991 Administrative Offices December 19, 1991 Administrative Offices January 16, 1991 Administrative Offices February 20, 1991 Administrative Offices March 19, 1991 Administrative Offices April 16, 1991 Administrative Offices May 21, 1991 Administrative Offices OCT 1 5 1993 NORTH LITTLE ROCK SCHOOL DISTRICT Officeo f Desocregantl Momlcilng DISTRICTWIDE BIRACIAL COMMITTEE Patrons: ZONE 1 Mrs. Pat Brewer Mrs. Jackie Gregg ZONE 2 Ms. Artha Minton Mr. Dan Floyd ZONE 3 Mr. Thomas Baskins Mrs. Nichelle Poole ZONE 4 Mr. Robert Johnson Mrs. Caryn Duckery ZONE 5 Mr. Charles Hunter Mr. Felix Thibault ZONE 6 Race B w B w B w w B B w Mrs. Gayle Wing W Mrs. Sheryll Lipscomb B ZONE 7 Rev. Rochester Rodgers B Mr. Pat Hunter w AT LARGE Mr. Antonio Franco H Mr. Michael Jeu 0 Teachers 'l'ERM EXPIRES 96 96 94 95 94 95 96 95 95 95 96 94 94 94 95 95 1993-94 Address 5207 S. Woodland 72117 108 Park Pl.,72117 2611 E. 2nd, 72114 405 Healy, 72117 4 0 2 W. 22nd , 7 21 J 4 1511 Gum, 72114 October, 1993 Telephone llome-945-9617 Work-682-1948 Home-945-0961 Home-945-4312 Home-945-2912 Work-376-3629 Work-374-6661 Home-753-4184 Home-376-4354 1912 Arrowhead, 72118 Work-224-6067 Home-758-7624 1700 Arrowhead Rd. Home-758-6875 Apt. A, 7 2118 1601 Osage, 72116 Work-370-2400 Home-8 34-22 20 400 Latona Ln.,72118 Work-945-8612 Home-758-8317 2000 Black River Home-835-3616 72116 5913 Elk River,72116 Work-374-3484 IIome-835-0787 444 McCain Blvd,72116Work-758-9227 Home-758-1593 349 Goshen,72116 Work-753-1311 Home-753-8656 4919 Parker, 72118 Horne-771-0405 1101 Winnebago 72116 Horne-771-4040 Tammy Collier, w 95 2505 Ozark, 72116 Work-835-5622 Indian Hills Home-835-5510 To be announced later B 96 Valencia Walker I3 96 801 So. RoclJwy P\u0026lt;1 rh,1m\\VL'rk-8J s-~ L, .::.:: Indian Hills Rd. L.R. 72205 Home-228-0017 l\\manda Ware w 94 122 Whitewood, 72120 Work-835-5622 Indian Hills Home-834-1216 To be announced later w 96 Anita Cameron w 95 134 Sheridan, 72116 Work-771-8114 West Campus Home-753-5466 Arlean Robertson B 96 803 w. 13th, 72114 Work-771-8200 East Campus Home-375-2698 To be announced later B 96 TO: FROM: DATE: RE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HER IT AGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Mable Bynum Horace Smith and Connie Hickman April 20, 1992 Request for Districtwide Biracial Committee information In order to better understand the functioning and effectively monitor the performance of the Districtwide Biracial Committee, we will require the following information. The request is organized according to the categories identified in the monitoring guide you received. We realize that this is a very busy time of year, and it is not our intention to burden you further. However, we would like for the following information to be submitted to our office by April 29, 1992. We will call you on April 22, 1992 to answer any questions you may have regarding this request. Thank you for your cooperation. Recruitment  Committee job descriptions  List of individuals involved in the member recruitment process  Written description of the recruitment process Connnittee Composition  Current membership roster with information on race, gender, geographic area, address, home and work phone numbers  Schedule of committee meetings * Biracial committee meeting agenda, minutes/ attendance record  Written yearly goals and objectives, policies and procedures  Organizational chart Orientation and Training  Copy of the orientation packet provided for new committee members  Agenda for orientation session * Schedule of orientation/ trainings including time, location, and number of members attending * Descriptions of training provided for the committee (goals/ objectives, agendas, handouts, presenters, evaluations) Monitoring Process  Monitoring instrument  Schedule of monitoring (review reports) Flowchart describing the process by which the committee receives, assimilates, and reports along with corrective action identified and taken by the district Reporting Process  Schedule of reporting periods * School Biracial Committee Reports and principals' responses * Semester Monitoring Reports Support and Recognition  List of resources provided to the committee  List of methods of appreciation and schedule of recognition events for committee members * Indicates information which should be submitted as generated. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor November 16, 1992 Robert Johnson, Biracial Committee Chair 1912 Arrowhead North Little Rock, AR 72118 Dear Robert: 201 East Markham, Suite 51 0 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax {501) 371-0100 I am happy to share the enclosed 1991-92 Monitoring Report on the Biracial Committees with you and your fellow Biracial Committee members. The Office of Desegregation Monitoring (ODM) filed this report with the District Court today and also furnished copies to the three Pulaski County school districts. My associates and I sincerely thank you and your committee colleagues for having helped make this report possible. Your cooperation in talking with us, sharing materials, and answering our questionnaire were all invaluable as we gathered the information we needed. We hope you'll find that our assessment of the Biracial Committees, and their relationship to the districts and the desegregation process, is both comprehensive and accurate. We also hope that it provides some useful insights and suggestions. Any comments you and your committee may have about this report will be most welcome, and I would be pleased to hear from you. Your job as biracial committee members is a very important part of meeting the enormous challenges facing our school districts. Thank you for all the ways you are working to improve the lives of our children. a:yyours, Ann S. Brown .. - Attachment I - 011 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting on March 19, 1991 The North Little Rock Biracial Committee met on March 19, 1991 at 5:30 p.m., in the Board Room of the Administration Building. The following committee members were in attendance: Dan Floyd, Artha Minton, Thomas Baskins, Michelle Poole, Robert Johnson, Arnette Dodson, Charles Hunter, Felix Thibault, Gayle Wing, Sheryll Lipscomb, Rev. Rochester Rodgers, Valencia Power, Sue Bennett, and Anita Cameron. The following school district administrators were introduced by Mable Bynum: Gene Jones, Dana Chadwick, Jim Dyer, Greg Daniels, and Esther Crawford. Danny Shameer from the Arkansas Democrat was also present. The meeting was called to order by the Chairperson, Charles Hunter. Sue Bennett was named recorder for the meeting. Copies of the agenda, the proposed Biracial Committee Bylaws, and the STORM Team Guidelines, were given to those present. Copies of the First Semester Monitoring 1990-91, and the Minutes of the District Desegregation Team Meeting on March 11, 1991 had been mailed to members earlier, but were available to anyone who did not have a copy. The new members, Michelle Poole from Zone 3 and Arnette Dodson from Zone 4, were introduced to the committee. The first item for discussion was a report on the STORM (Success Through Outstanding Role Models) program. Mr. Paul Scott, coordinator for the program, reported the program is a role model program for selected black male students in the third through the sixth grade teamed with high school role models. The program is similar to the Ambassadors of Life Program and will center on providing positive experiences. The program is to be implemented in the Spring of 1990-91. Ms. Cameron stated that there are presently seventeen black male high school students who have been trained and accepted to participate. Mrs. Bynum stated that the students have been chosen from three elementary schools (Argenta, Pine, and Rose City) with plans to expand in the future. There are thirteen more mentors waiting for orientation and training. The elementary counselors have reported the students are excited about receiving their mentors. The plan for the program is for each high school student to meet one-to-one with a mentor at least once a month. Mr. Hunter asked what they would do and when would they start meeting. At this point, Ms. Cameron introduced four STORM members: Everett Smith, Clifton Jackson, Marc Thompson, and Rodney Sisk. They responded with \"play basketball, picnics, studying, etc.\" The plans are to begin next week. Mr. Johnson asked the students what motivated their participation. The responses were: \"It makes me feel good, the encouragement of Ms. Cameron, remembering looking up to older students when in elementary, etc.\" Mr. Baskin remarked -that since he works with r Big Brothers/Big Sisters, Inc., the desire to help means a lot. Those present gave the young students a hand and asked how to express appreciation at the end of the year. Ms. Cameron said, \"food works\". Mr. Thibault asked if the program would be evaluated. Mrs. Bynum said, \"yes, at intervals.\" Mr. Hunter asked the students to remember \"what you do is important, keep giving back.\" The second item for discussion was the Even Start Program Grant. Mrs. Bynum asked Jim Dyer to explain to the committee the rationale of the grant. Mr. Dyer, as Chapter I Coordinator, explained that a meeting was to be held immediately following the Biracial Committee Meeting. The purpose of the meeting is to procure financial assistance to eligible local educational agencies for the federal share of the cost of providing family-centered education projects to help parents become full partners in the education of their children. The idea is to train non-reading parents with children age one to seven to reach their full potential by coordination with other agencies. The agencies are: Job Training Partnership Act (JTPA), Baptist Memorial Resource Center, Department of Human Services, Literacy Action of Central Arkansas, Laman Library, Family Advocacy Network, Adult Education Centers, Head Start, local churches, and civic organizations. Participants will reside in the attendance zones of the five areas being targeted: Dixie addition, Eastgate Terrace, Hemlock Courts, Shorter Gardens, and Silver City Courts. Mr. Dyer elaborated that in a needs assessment across the District, forty-four percent of the students in Chapter I schools are functioning below the 50th percentile on the Metropolitan Achievement Test (MAT6) in the area of Total Reading. Eighty percent of the kindergarten students given the Boehrn-R Test of Basic Concepts in the fall of 1990 scored below the 50th percentile. He said the application is due March 29, 1991 and that he had recently been in Baton Rouge receiving instructions for the grant. The total funding for Arkansas is $262,000 and we are asking for four year funding. Mr. Hunter then asked for a report concerning the corporal punishment committee. Mrs. Bynum stated the committee to develop long-term strategies is now meeting and is composed of four parents, four educators and four administrators. Members represent elementary and high school. They are charged with developing some plans for correcting student behavior and alternatives to corporal punishment. The committee will finalize its reports early enough to have new information included in 1991-92 student handbook. The committee then proceeded to discuss the committee bylaws. Mr. Hunter reminded the committee of the changes in Article II, Article V, Article VI, and Article VII. There was a brief discussion and Felix Thibault made a motion that the revised edition of the bylaws be adopted and Anita Cameron seconded. There was a unanimous acceptance by verbal \"ayes\". Article II (Terms of Membership) states that initial term of office shall be decided by lot to determine tenure. One-third will serve one year, one-third two years, and one-third three years. Once bylaws were adopted, Mrs. Bynum asked each member to draw a slip of paper (marked with the number one, two, or three). Mr. Thibault asked the chairman to draw for him since he had to leave. The committee agreed. The membership terms of each committee member was drawn as follows: ONE YEAR TERM TWO YEAR TERM Dan Floyd Michelle Poole Zone 2 Charles Hunter Belinda White Artha Minton Vacant Spot for Thomas Baskins Sheryll Lipscomb Rochester Rodgers Amanda Ware Pat Hunter Felix Thibault Susan Shaunfield Anita Cameron Ivory Young Minority #1 (See Bylaws) THREE YEAR TERM Robert Johnson Arnette Dodson Gayle Wing Opal Goldsby Valencia Power Sue Bennett Arlean Robertson Minority #2 (See Bylaws) There was a brief discussion regarding the terms. In case of a vacancy, the new member would have the same term as the person who left. The one year term ends in September, 1991. The final discussion of the committee was related to the school monitoring reports. Mr. Hunter asked if the members had gone over their reports. Ms. Cameron mentioned the need for black teachers was referred to several times in the reports. Mrs. Bynum said she believed the best answer would be to \"grow your own\". Mr. Chadwick stated that the legislature is now considering men in teaching as a minority and that a financial incentive would help recruitment. Ms. Cameron said a scholarship from the District would help those students considering teaching and would demonstrate commitment on the part of the North Little Rock School District. Mrs. Bynum stated that the District would look into the possibility of a teaching scholarship. She said she would like other discussion from the committee concerning this. Mr. Baskins noted that some reports, especially the North Little Rock High School-East Campus's, referred to purchases by teachers and asked that the District keep such personal expenditures at a minimum. Mrs. Bynum referred the committee to the packet of \"Responses from Principals\", and explained the importance of reading those whenever concerns were studied. She also mentioned that some teachers referred to \"ideal\" supplies instead of \"adequate\". Ms. Bennett also spoke about the impact of reorganization transfers and the time needed to put all things, including supplies, in place. Mr. Johnson asked if any new views or insights were produced by the visits. Mrs. Bynum said the visits were very useful and that they would be used more as continued visits are made. Issues, she said, will be raised to the principals and concerns would be brought to the front. Mr. Johnson asked if parents on the teams were helpful. Mrs. Bynum said yes and next time the team monitors would visit different schools, thereby proving a different view. Mr. Hunter suggested that the discussion of the last item be continued at the next meeting. Perhaps, at that time more time could be devoted to the Biracial Monitoring Team visits. The time for the next meeting was designated as being April 9, 1991 at 5:30 p.m., in the Board Room. Valencia Power will be the recorder at that meeting. As a parting comment, Mr. Hunter stated on this night there was a committee meeting to discuss the feasibility of a north of the river school district and south of the river school district. lie said he expected to hear more of this in the future. The meeting was adjourned. THIE NOJRTH LIT1I'LJER OCK PUIBLKCS CHOOL ADMINISTRATIVE OFFICES 2700 POPLAR STREET August 2, 1991 MEMO TO: Members of District Biracial Committee FROM: Mable W. Bynum, Asst. Superintendent for Desegregation SUBJECT: Postponement of August Meeting As you are aware, the Committee scheduled its next meeting for Tuesday, August 6. After consulting a majority of the committee members, Mr. Smith, Chairman Charles Hunter and I decided to postpone that meeting. Desegregation related activities have been limited and without much impact so far this summer. Consequently, a meeting at this time would be very short, therefore, we decided to provide written updated information with the understanding that a meeting will be called if necessary prior to the scheduled September third meeting. If you have questions about this update, need clarification or want to share information/ideas, please call me. YOUR INPUT IS ALWAYS WELCOMED! Desegregation Plan Hearings Upon review of an earlier ruling, Judge Webber-Wright absolved the District of any responsibility for incorporating aspects of the revised December, 1989 plan. However, the modified Settlement Agreement has not been approved. The three school districts and the Joshua Intervenors have appealed Judge Webber- Wright's decision and a September fourth appellate court hearing is scheduled. Summer School Summer programs have been successfully completed with exception of the six Pre-Kindergarten programs $Cheduled to end August 9, and a two week program for a limited number of incoming seventh grade students considered to be most at risk of failure. That program will begin Monday, August 5, at all middle school campuses. Alternative Learning Center Plans are being completed for the Alternative Education Center at Argenta School with an August 26 opening anticipated. A six member advisory committee will meet soon to review implementation P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 plans. Charles Hunter and Pat Hunter of the Biracial Committee have been a::\nk.ed to serve on that committee. Pine Building Use The District is presently accepting proposals from parties interested in leasing the building and operating an educational/community program on the site. Proposals are being accepted through August 14 with the School Board expected to make a leasing decision at the August 27 meeting. Operation Stay in School The School Board approved Mr. Smith's request to enter into an agreement with the North Little Rock Police Department to participate in \"Operation Stay In School.\" This program is designed to curb truancy in the.District. Stu~er.ts observed off school property during school hours will be requested to provide verifiable proof of an excused absence. If a student is unable to provide such proof, he/she will be detained at the Alternative Education Center un ti 1 returned to school or home. 'rhis program was developed during the 1989 legislative session. Drug Policy Being Prepared The School Board also approved Mr. Smith's request to pursue the development cf a policy mandating drug testing for all per~onnel assigned to drive vehicles owned or leased by the District. Copies of policies from other school districts and companies have been reviewed by personnel and the Board will be requested to take action on a pre-tmployment drug screening policy at a special meeting called for August 6. Staffing Most vacancies have been filled. As we approach the school we are anticipating more vacancies to occur. very few black applicants for certified positions. contracted a few, but our numbers are certainly not you know of possible candidates, I encourage you to the Personnel Office as soon as possible. opening of We have seen We huve exciting. If refer them to NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting on 9/3/91 The North Little Rock Biracial Committee met on September 3, 1991, nt 5:30 p.m., in the Board Room of the Administration Building. The following committee members were in attendance: Mr. Charles Hunter - Chairperson, Mr. Dan Floyd, Mr. Thomas Baskins, Mrs. Michelle Poole, Mr. Robert Johnson, Mrs. Gayle Wing, Mrs. Opal Goldsby, Mrs. Valencia Power, Miss Anita Cameron, Mrs. Susan Shaunfield, and Mrs. Sue Bennett. Administrative staff attending: Mr. James Smith, Mrs. Mable Bynum, Mr. Bobby Acklin, Mr. Gene Jones, Mr. Jim Morris, Mr. Dana Chadwick, and Mr. Greg Daniels. Anita Cameron was appointed recorder for the meeti11g. The conwittee heard updates from the following divisions: Instruction - Mr. Jones updated the computer lab status -- there are now 28 station labs in each elementary school. Wiring at all facilities should be completed by the end of the month. He added that Belwood and Crestwood are implementing an experimental program that links classroom instruction with computer-assisted instruction. (Computers are placed in the classrooms rather than in a separate lab.) On early childhood projects, he stated that the District had been awarded a $106,000 grant from \"A Better Chance.\" The HIPPY program will be expanded to include Doone Park and Central. A pre-school center for thirty-sjx 3-4 year olds is being implemented at Central. Priority placement will be given to (1) children of high school students, (2) children who cannot be serviced by HIPPY, artd (3) handicapped children. A $152,000 \"Even Start\" grant has been received to provide adult education programs, part-time nursin9 care/immunizatio11, and additional para-professionals to work with housing project residf~nts. The Alternative School, housed in the old Argenta building, is providing services in a number of areas - (1) Student Assignment Classes (SAC) from both high school campuses, (2) Special Education classes, (3) Behavioral classes, (4) instruction for poorly to non-functional secondary students. The Child Study Center will work with the Alternative School popula t.ion, prov idiug therapeutic counseling. Plans are bein9 explored to work with Shorter College to provide college credit classes for Alternative School students. Mr. Jones further stated that over one thousand students wPre served through a variety of summer programs. Mr. Baskins asked how the administration felt with some of the charges made in the Joshua report. He wondered if there was any validity to the statement involving the sensitivity of the Principal at the West Campus regdrding suspensions. Mr. Acklin responded to the question by assuring Mr. Baskins that he had personally reviewed the suspensions and that we should see the actions happening and look at preventive measures. Ile also felt the monitoring team would find thE:re was nothir.g racial in the discipline referrals. The committee discussed other items mentioned by the Joshua Committee. One detail mentioned was the lack of knowledge about a multicultural curriculum. Mrs. Bynum explained there was a difference in phrasing. She said we used the term \"multicultural infusement.\" Mrs. Bynum said she would check with Mr. Jones ior the next meeting for a report on the infusion of this information. Mrs. Valencia Power mentioned it would seem difficult to do a thorough job in the two hours the team visited. Mr. Ilunter then asked if we should let them know what we are doiny. Mr. Smith said we will respond to the School Board, to this committee, and everywhere we have an opportunity. Mr. Smith said he believed that is what they expect. Mr. Morris said monitoring is a new process to all of us and we feel a need to respond to all questions. We are learniny together. 'l'he committee then moved to the ncY.t item on the agenda. Bynum told the committee that we need a member from Zone was a discussion of the location of the zone. She asked recommendations from the committee. Mrs. 1. There for Mr. Hunter asked if anyone would consider being a reccrder for the next year instead of rotating among educators. He said it is difficult to find a volunteer each month. Mrs. Bennett said she would serve as recorder if Mr. Hunter would consider another term as chairperson. Mrs. Bynum, serving as moderator, then asked the committee to consider making nomination::\nfor a new committee chairperson. Mr. Baski11s nominated Mr. Uunter. The nomination was closed. All members voled for Mr. Hunter to continue as chsirperson. Mr. Hunter resumed control of the meeting. Mr. Baskins then nominated Mrs. Gayle Wing for Vice-Chairperson. The nomination was closed. All members voted wjth a show cf hands for Gayle Wing as Vice-Chairperson. The committee agreed to meet on October 1, at 5:30 p.m., at the Alternative School facility (previously known as Argenta Elementary School). Meeting was adjourned at 7:30 p.m. aw 'fHE NOJR'fH LIITilLE !ROCK Plffi~~1C SCHOOL ADMINISTRATIVE OFFICES 2700 POPLAR 3TREET NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the District Desegregation Team Meeting on 9/25/91 The North Little Rock School District Desegregation team met on September 25, 1991, at 2:00 p.m., in the Conference Room of the Administration Building. The following members attended the meeting: Mrs. Mable Bynum, Mr. James Smith, Mr. Bobby Acklin, Mr. Donald Watkins, Mr. Gene Jones, Ms. Scharmel Bolling, and Mr. Greg Daniels. Mrs. Bynum opened the meeting by stating that she had invited Mrs. Ann Brown and her staff from the Office of Desegregation Monitoring. Mrs. Bynum introduced Mrs. Brown, and she in turn asked her staff to introduce themselves and explain their areas of responsibilities. Mr. Horace Smith introduced himself. He had previously worked with the Equity Assistance Center with the State Department of Education. He explained that his areas of responsibility with the Desegregation Monitoring Office would be as follows: Secondary Education, Staffing, Staff Development, Student Activities and Achievement. These areas entail the following: staff development, multicultural curriculum and infusion, secondary curriculum, instructional practices - secondary, library and media services, athletics and extracurricular activities, staff recruitment, hiring and distribution, student progress, achievement disparity, racial isolation/grouping of students, computer assisted instruction, new course offerings, bi-racial committees and incentive schools. Miss Connie Hickman was next to introduce herself. Miss Hickman had just recently passed the bar exam. She explained her areas of responsibility as follows: Community Involvement, Legal Information, District Policies. These areas entail the following: special programs (e.g. Asset), student recruitment, school volunteer programs, school/community partnership programs, New Futures, public relations, parent education, PTA/parent involvement programs, community resources, legal obligations and issues, policies and procedures, due process for staff and students and incentive schools. Mrs. Margie Powell introduced herself. Mrs. Powell described her duties as follows: Special Programs and Student Support Services. These areas entail the following: discipline, expulsions, and suspensions, dropout prevention/statistics, dropout prevention/ P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 ,, statistics, attendance, safety and security, extended day and year programs, compensatory/remedial programs, guidance and counseling, special education, gifted education, alternative programs, evaluation/testing/test scores, federal programs, vocational education and incentive schools. Mrs. Melissa Guldin introduced hersel~ and described her duties as follows: Early Childhood, Elemelltary Education, Student Assignments, School Categories. These areas entail the following: HIPPY and city-wide ECE programs, early childhood and four year old programs, daycare programs, elementary curriculum, instructional practices - elementary, magnet interdistrict, and area schools, incentive schools, facilities 2nd capacities, new school construction and expar,sion, desegregaticn t:ransfers, m-to-m transfers, student assignment processes, school racial bal\u0026amp;nce and transportation services. Mr. Bob Morgan introduced himself as a part time employee with the office. He described his responsibilities as: Finance and Computers, which include settlement monies, financial accountability, computer tracking of students and academic progress and data processing. Mrs. Brown complimented her team and stressed that her staff were given responsibility of the duties as assigned. She stated that each of her staff were available to be called upon at any time for assistance to the three districts. She said that the monitoring of her office would not be a process of trying to catch a district ir. failure to be in compliance with the Court Order, but to work with the districts to make sure that the provisions were being implerr,ented and timelines were being met. She said that Judge Webber-Wright placed emphasis on the implementation of early childhood programs, middle school programs, racial balance and incentive programs. Mrs. Brown further stated that in the monitoring of our schcols, they did not want the school personnel to feel uncomfortable in anyway. She said that she and her staff would be visiting with the principals in the schools, and that her office would report back to us after each monitoring visit and observatic.,n. Mrs. Bynum asked Mrs. Brown if we would be made aware of their schedule in visiting the schools. Mrs. Brown assured us that we would have a schedule. She also said she and her staff wanted to correlate their monitoring with the ether groups that would also be monitoring. She said that emphasis would be placed on ider.tifying priority areas. She stated that they have determir\ned three areas that they will be requesting information on from us, and a blanket request for information needed. She stressed that although they were appointed to serve the court, they want to work as partners with the districts to assure that the very best education was available for all students. Mrs. Brown stressed that the monitoring visits from her office would be on an informal basis. They would be auditing the provisions of the plan from a legal aspect. Mr. Smith expressed his confidence in the capabilities of our District's administrators and assured Mrs. Brown that our group would cooperate and work with her staff in anyway requested. Miss Hickman asked by what means we had come up with the present monitoring forms we were using. Mrs. Bynum responded that all three of the Distiicts had worked together in trying to produce a workable set of forms and that some revisions would be made from last year's forms. Mrs. Brown stressed the need to get away from so much data and point out what was working best. Nr. Jones questioned to what extent would the Early Childhood Education programs be monitored. Mrs. Brown responded that it was reasonable to agree that early childhood program would greatly impact on disparity in education, and these programs would be one of the priorities. Mr. Morgan said that one of their main goals would be to see a reduction in disparities. Mr. Jones inquired as to whether the Office of Desegregation Monitoring would be concentrating only on the provisions of the court approved plan or including programs, activities beyond the plan. Mrs. Brown responded that in her opinion there would be some portions of one District's program ~lans which would be beneficial for other districts, and that she did not see things in isolation. Miss Hickrnann explained that the staff was currently reviewing all plans to establish base-line requirements in order to better determine what to specifically monitor. Mrs. Bynum stated that the North Little Rock School District officials would have concrns over parameters used after the baseline was established since the plan provisions were already court approved. Mrs. Bynum reminded the Office of Desegregation Monitoring staff of their scheduled visit with other district administrutors on Monday, September 30, 1991. Meeting was adjourned at 3:00 p.m. NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting on October 1, 1991 The North Little Rock Districtwide Biracial Committee met October 1, 1991, at 5:30 p.m. at the Alternative School (formerly Argenta Elementary). Roll call was taken, and the following members were present: Thomas Baskins, Sue Bennett, Anita Cameron, Dan Floyd, Charles Hunter, Pat Hunter, Robert Johnson, Sheryll Lipscomb, Artha Minton, Michelle Poole, Valencia Power, Arlean Robertson, Rochester Rodgers, Felix Thibault, Belinda White, Gayle Wing, and Ivory Young. Charles Hunter called the meeting to order and then introduced our special guest, Dr. Steve Phaup. He introduced the administrators and Democrat reporter, Danny Shameer. Dr. Phaup stated that the ninth grade drop out rate in North Little Rock is as high as 33 percent by the time that class graduates. It is hoped that the Alternative School will reduce the drop-out rate and offer the students that come an opportunity to be successful. It is further stated that students who are expelled, suspended, and/or put on homebound can now benefit from the curriculum of the Alternative School. Presently, there are 42 students enrolled. The Alternative School is an option for students who otherwise cannot adjust to a regular school environment. Nancy Moore explained the alternative program and stressed that she hoped the student's needs will be met as individuals. The school has 19 people on its staff, seven of whom are male. The center's programs include: 1. Two elementary-level alternative classrooms for academically capable students who cannot succeed in a regular classroom environment. 2. Two special education classrooms, one for elementarylevel children and the other for secondary-level children. 3. The Child Study Center, where psychologists work with students. The psychologists are based at the center, but also go to the city's other schools. In addition, the center will have a drug counselor who works in other schools. 4. North Little Rock High School's student assignment class, a three or four day in-school suspension program. 5. A drop-off point for truants found by the North Little Rock Police Department. 6. An Alternative School on the first floor for seventh through twelfth grade. 7. Saturday School, a four-hour suspension program for non-violent students who break school rules during the week. During the tour, Mrs. Moore stated that\n\"The Alternative School is not for bad children, but for round pegs that don't fit into square holes.\" After the tour, the committee went to the cafeteria for refreshments and a discussion of the tour. Mr. Baskins commented that Mrs. Moore shows a positive attitude that this should help the school succeed. He commended her for that attitude. Mrs. Robertson stated she thought a positive attitude would keep more order in our schools. Dr. Phaup added the program was modeled after a program in Jonesboro, but has been expanded and adapted to our needs. He said that program seemed to be off to a good start. Mr. Smith discussed the fact that too many of our students were ending up on the streets. He said our goal here in North Little Rock is to have a place for every student. Mrs. Moore added, she hoped the Alternative School would be a haven for students having pain. Miss Cameron questioned if there would be a place for the large n~mber of pregnant girls that are in schools today. Dr. Phaup responded that we will be as flexible as we need to be to meet the needs of that particular group. After the discussion of the Alternative School, Mr. Hunter brought up the vacant slot for a Zone 1 patron. He said there are slots for other minorities. He asked for help from the committee to find likely candidates. Mrs. Bynum thanked the committee and patrons for giving of their time and efforts. She also discussed the National Committee for School Desegregation Conference to be held October 31 and November 1, at the Little Rock Hilton. She encouraged all members of the committee to attend. Mrs. Bynum also stated that the district would be able to pay the fees for a group of North Little Rock School District Representatives. The next meeting was set for November 5, at 5:30 p.rn. The meeting was then adjourned. Respectfully submitted, Sue Bennett Recorder aw NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting on December 3, 1991 The North Little Rock Districtwide Biracial Committee met December 3, 1991, at 5:30 p.m. in the Board Room of the Administrative Building. Roll call was taken, and the following members were present: Sue Bennett, Charles Hunter, Pat Hunter, Robert Johnson, Opal Goldsby, Lori Pledger, Valencia Power, Felix Thibault, Gayle Wing, and Ivory Young. Mable Bynum, Jim Morris, Bobby Acklin, Dana Chadwick, Esther Crawford and James Smith were present from the administrative office. Charles Hunter called the meeting to order and asked for Mrs. Bynum to give an update. Mrs. Bynum stated that monitoring began with three schools today. She said some of our committee members are involved in that process, (e.g., Mr. Baskins is a member of a team, and he will share his experiences at the next meeting). She also mentioned Dan Floyd is on the Lynch Drive team and Michele Poole with Baring Cross. School monitoring will go through December 17th. A discussion centered around the role of the Equity Committee and its changing role in assessing strengths and areas of concern. The committee can be used to give feedback to the principal and to function as a sounding board. Some improvements in this year's monitoring include involving the principals more actively. Mrs. Bynum said, \"We learn as we go.\" Mrs. Bynum also apprised the committee of the Joshua Group's report. She said the group informed the administrative office they had written their primary reports. When they are received, the results will come to this committee. There was some discussion of the lack of interviews with the team after their visit. Mr. Hunter asked if the Joshua Group plans to do this very often. Mr. Thibault was concerned that the visits may be disruptive and asked if the Joshua Group notified the school before a visit. Mr. Smith told us the schools are informed. Mr. Smith gave an update on the court actions. He stated the unofficial word is that we will be back in court on December 16.\" Mr. Thibault expressed frustration that lots of money, which could be used for educating students, is going to attorneys. He asked if there was any hope of getting the school district out of court. Pat Hunter suggested some school systems were able to get out of the courts and perhaps we could find out how they achieved this end. Mr. Smith replied that the ability to get out of court depends on the court. The Eight Circuit Court does not see fit to release us. As a result, we will seek help from this committee on where to make cuts in our budget. Mr. Smith said we will need feedback from this committee. He also stated, \"We will continue to do the things we told the court we would do\nhowever, the players as well as the expectations of the court continue to change\nit is like a moving target.\" Mrs. Wing asked for an update on the STORM team. She mentioned that STORM started as a program for young black males to help other young black males and she wondered if it had been expanded to include white girls. Mrs. Bynum said there are thirty-two high school students assigned and they are going out to the elementary schools this week. She said STORM started in three schools and has grown to seven. She also mentioned the program has grown to capacity without hiring a full-time coordinator and there are no funds for additional staff. Mr. Johnson stated, \"There is potential to make a real difference here.\" He asked if there are grants or funding available from other sources. Mrs. Goldsby asked if a mini-grant might be useful. Mr. Johnson wondered if there were graduate students wanting to work on a project with the schools. Mrs. Bennett asked how the Community Service Committee (a committee studying the feasibility of requiring some community service before graduation from high school) was proceeding. She said if the program is adopted\nperhaps, the STORM team and similar projects could be considered community service. Mr. Chadwick stated the next meeting is in January, and at that time the Community Service Committee is going to discuss developing a pilot program involving community service. The plan is to utilize students from the East Campus. Mr. Johnson thinks community service is a great idea. He watched a young girl develop sensitivity and maturity after working with the United Cerebral Palsy last summer. The final discussion involved the Resource Police Officers on campus. Mr. Smith told us he had heard only positive comments. Mr. Hunter asked if it would be possible for us to invite Officer White (resource officer from the East Campus) to our next meeting. Mr. Smith said they usually come to extracurricular activities such as ball games and they probably wouldn't mind coming to our meeting. Now the city is working on a grant for an officer in the elementary schools. After deciding there were no further concerns, the committee decided to meet in the Board Room on January 7, 1992, at 5:30 p.m. for the next meeting. In the event of snow, the meeting will be cancelled. Respectfully submitted, ~~~ Sue Bennett Recorder NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting on November 5, 1991 The North Little Rock Biracial Committee met on November 5, 1991, at 5:30 p.m. in the media center of Central Elementary School. The following committee members were in attendance: Arlean Robertson, Ivory Young, Opal Goldsby, Arnette Dotson, Lori Pledger, Susan Shaunfield, Gayle Wine, Thomas Baskins, Michele Poole, Valencia Power, Dan Floyd, Felix Thibault and Robert Johnson. The administrative staff members present were James Smith, Jim Morris, Dana Chadwick and Mable Bynum. Anita Cameron was ill and unable to attend. Jake Sandlin from the DemocratGazette represented the media. Mr. Hunter had sent word he would be late, so Gayle Wing opened the meeting. Mrs. Wing asked for an update on the District news. Mrs. Bynum stated she had talked with Mable Mitchell about our search for a patron from zone one. She said she was pleased to have a new member who had consented to represent that zone, and she introduced the new member, Lori Pledger. Then the committee introduced themselves to Lori. Mrs. Bynum gave the committee some background on the establishment of Central as an elementary school. She informed them it was created from the merger of Argenta and Pine Elementary Schools. She also introduced the Principal of Central Elementary, Kaye Lowe. Mr. Smith, The Superintendent of the North Little Rock School District, thanked the committee for their input and help on planning the joining of the two schools. Mrs. Goldsby commented that she thought the plan had been successful, and as a teacher on the site, she said she was enjoying the school. She also commented that there were fewer discipline problems. Mr. Smith stated he believed part of the reason for the improvement of discipline was the workshops given called \"Discipline with Dignity.\" The premise it is based on (Respect, Responsibility, and Love) seems to work. The next item on the agenda was a tour of the building. The tour, led by the principal, proceeded through several classrooms and the gym with a stop in the room for three/four year old students. Mrs. Lowe explained the program which serves children whose parents are now attending our high school and other high risk children. Next, the group moved to the computer lab. Letitia Martin, Instructional Computer Coordinator, and Cedric Black, Instructional Aide, were introduced to the entourage. Mrs. Martin explained that every day each student has time on the computer that is programmed for different levels so that all students may work on their own grade levels. Each committee member was given time to experiment and see a demonstration of the programs previously explained. After each person had some time with the program, Mrs. Martin answered questions from the group. The committee returned to the media center for comments and a discussion of the next meeting place and agenda. The comments were favorable and positive for extending the computer program. Mrs. Bynum reported that school-based desegregation teams had been names and would be trained soon. She also mentioned the Joshua Interveners site visits with resulting report would be completed soon, and the committee will be informed of the results when they arrive. Mr. Smith suggested we look at Ridgeroad Middle those who have not seen the recent renovations. check the calendar for meeting at Ridgeroad and there are no conflicts, the committee will meet Middle School on December 3, 1991, at 5:30 p.m. Respectfully submitted, Sue Bennett, Recorder aw School next for Mrs. Bynum will let us know. If at Ridgeroad NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting The North Little Rock Biracial Committee met on January 7, 1992, at 5:30 p.m. in the Board Room of the Administrative Office. The following committee members were in attendance: Thomas Baskins, Sue Bennett, Anita Cameron, Dan Floyd, Charles Hunter, Pat Hunter, Robert Johnson, Sheryll Lipscomb, Michelle Poole, Valencia Power, Susan Shaunfield, Felix Thibault, and Ivory Young. The administrative staff present were Mable Bynum, Dana Chadwick, Esther Crawford, Jim Morris, and James Smith. Jake Sandlin from the Democrat-Gazette represented the media. Garry Canady and Frank White were in attendance as guest speakers. Mr. Hunter opened the meeting with the introduction of Officers Canady and White. He explained that Garry and Frank are North Little Rock patrol officers assigned to the two North Little Rock High School campuses. Officer Canady works at the West Campus and Officer White works at the East Campus. (In August 1991, following City Council approval, the North Little Rock School District became the first in Arkansas to implement the Police Officers Resource Program being used nationally.) Mr. Hunter asked about their job and how it is going. Frank White said, \"Things are going well\". He said he began the year not wearing a uniform to ease into a teaching and public relation role. He said, \"I zeroed in on developing a rapport with the students and I am now beginning to see the results.\" Teachers were notified of different areas available for presentations. There have been 87 total presentations since the beginning of school. In addition, there have been 45 counseling sessions. Officer Canady explained that his approach is somewhat different. He has been working with students missing school and said there has been a drop in the number of students not attending. Garry said one of the services he provides is in helping the special education students get ready for their drivers' tests. He helps them study, takes them to take the test, and gives them the test. Twenty-five of twenty-nine have passed the test. Robert Johnson asked the officers if the students are confiding in them. Garry said yes, they do come by and talk. Garry said he has worked with the SADD group to procure a vehicle. The vehicle was placed on display for posters, etc. Charles Hunter asked the officers if there is a way to help them. Frank White said, \"There is a meeting of ssociation of Resource Officers. It could be new ideas to expand the program. The pport for the officers' attendance would be quested information concerning the students' recent fight at the East Campus. Officer White nts were supportive and concerned, and some Nanted a description of the fight. There was ~he crime rate in North Little Rock and in the discubsion reflected optimism that fighting in down. Officer Canady felt that the Resource ., and the curfew might be having an effect. 2xpressed their approval of the officers' work ~pplause. Mr. Hunter asked if there were other . Bynum mentioned the next court date is he also said, \"There will be a staff -gram concerning prejudice reduction _ixty people will be trained and then these in all secondary staff members.\" Mr. Floyd lt it is not good to be part of a monitoring Jwn school. He felt someone personally - be objective. Mrs. Bynum agreed but stated a staff member might be aware of a problem be addressed otherwise. Ms. Cameron suggested ~ea feedback for the Officer Resource Program J directly to the students. Mr. James Smith ,meron also asked for an update of the 1001 at the next meeting. Mr. Hunter closed by ~ meet again at 5:30 in the Board Room J2. However, if there is not an agenda, the ill be in March. 0 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the Districtwide Biracial Mee~ing on July 7, 1992 The North Little Rock Districtwide Biracial Committee m~t on July 7, 1992, at 5:30 p.m., in the Board Room of the Central Office. The following corumictee members were present: Robert Johnson, Anita Cdltleron, Amanda wart, Pat Hunttr, Lori Pledger, Charles Hunter, Susan Shaunfield, Michelle Poole, Felix Thibault and Ivury Young. Jim Morris, Esther Crawford, Mable Bynum, and Dana Chadwick were also pLesent from the Central Office Staff. Charles Hunter opened the meeting with a discussion of the spring monitoring report. He asked for comments and questions regarding the report. A synopsis by Mable Bynum revealed that all schvols were in compliance with the student assignment plan and that the concerns from monitoring committees generally dealt with the ~ame weaknesses found during previous monitoring periods. She also stated that specific concerns from each building were directed to the proptr departments. Mr. Johnson comrnetted that discipline reports show the numbe of \"weapon related infrdctions\" and \"gang related activities\" were down. Possibilities for this were discussed including the Saturday Schoel alternative and the presence and effecciveness of the police officers in the High Schools. Felix Thibault questioued the frequency of monitoring schools twice each year. Mrs. Bynum related thac there is improvement in many cases from one monitoring periud tu the next and tha~ is important to note. Mr. Hunter concluded that even though the process is slow, it is reas~uLing tu know that we (the district) are duing something about it. Mrs. Bynum updated progress in the court hearings relating that the \"Incentive Schools\" were undergving municvriug reports at this time dnd as more informatiun was known, it would be reported. Dana Chadwick reported thac the new Mdth/Science Specialty High School has uot revealed entrance requirements as this is a planning year for the school. Mrs. Bynum gave each member copies of the North Little Rock Desegregation Plan and the Inttrdistrict Pldn which has been accepted as presented to the courts. Members were asked to read the plan~ for familiarity and they will be explained in detail at an early fall Biracial meeting. The last order of busintss on the agenda conce..cned filling the vacancies that will open from thuse members who served a two year term. Cha..clel::\u0026gt; Huntt:!r encouraged members to consider extending their ttrms and continue to serve on the Biracial Committee. Mrs. Bynum will cvntact these members to find out their intentious. She will also pc,11 committee members who hdve nut dttended meeting~ un a regular basis. Additionally, there are two slc,ts that could be filled by other minuritits. The Hispanic/American populatiun is incr~asing in our Di~trict every year, particularly in the elementary grades. District personl!tl and Biracial Committee members will try tu identify possible committee members from other minority groups. Members present voted to meet again September 1, 1992. SS:aw North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting on September 1, 1992 The North Little Rock Districtwide Biracial Committee met on September 1, 1992, at 5:30 p.m., in the Board Room of the Administration Building. The following committee members were present: Charles Hunter, Dan Floyd, Robert Johnson, Sheryl Lipscomb, Anita Cameron, Ivory Young, Artha Minton, Thomas Baskins, Pat Hunter, Arlean Robertson and Michelle Poole. The following administrative staff were pr~sent: James Smith, Mable Bynum, Dana Chadwick, Bobby Acklin, Jim Morris, Gene Jones, Esther Crawford and Greg Daniels. Chairman Charles Hunter called the meeting to order and opened discussion of the quarterly Status Report mailed to members for study prior to the meeting. Mr. Baskins questioned the need for such a lengthy report and Mrs. Bynum replied that it was court ordered. Mrs. Bynum also informed the committee that our request, from a previous meeting, for yearly monitoring reports rather than semester monitoring reports will be referred to the Desegregation Monitor's office and that she will wait for a response. Copies of the North Little Rock School District and Interdistrict Desegregation Plans were distributed to members not in attendance at the July meeting. Robert Johnson asked Gene Jones if a follow-up plan for students served by HIPPY and other pre-school programs had been devised. Mr. Jones responded that a coding system for permanent record information was being studied but had not been implemented. Mr. Johnson suggested that some system for checking the influence of these programs on student behavior should also be considered. He also suggested that the follow up could be used to channel funding into the programs proven most effective. Chairman Hunter requested that Mr. Jones provide the committee with an update on programs. Mr. Jones noted an expansion in the 3-4 year program and stated that 375 children were being serviced through HIPPY, Even Start and Arkansas Better Chance programs. Mr. Jones said that many students being serviced through the PALS Lab at the West Campus were testing above the highest level. He added that Prejudice Reduction Training sessions had been held for all transportation and food service workers and had been met with positive results. The Alternative School program has been expanded to include a class for special education students previously served through homebound services and a class for K-1 students with severe behavioral problems. He added that initial district enrollment figures reflect an increase of 100 students from 1991-92, even though kindergarten enrollment dropped by four students from the previous year. Mr. Hunter asked if the Cooperative Discipline program model had been presented to the staff? Mr. Jones responded that materials had been purchased and presented to building administrators during a two-day training session. These trained administrators then presented the information to their staffs during building level pre-school sessions. Mrs. Bynum asked Mr. Jones to explain the addition of a social worker to the support staff. He stated that Bobbie Riggins had been assigned to deal with pregnant girls and student mothers. Her duties include assisting the students in obtaining services provided by the Department of Human Services and assisting those who had dropped out in returning to school. Anita Cameron had positive comments about the initial phase of the program at the West Campus. Mr. Baskins asked Mr. Smith if the teacher dispute was likely to be settled soon and Mrs. Bynum asked to delay response on the issue until later in the meeting. Mrs. Bynum reported that District student handbooks had been received and revised by the Discipline Committee. She provided committee members with copies of each organizational level handbook. Mr. Acklin stated that he and Mr. Haynie, Transportation Director, were still \"working the bugs out\" of the student transportation assignments. Jim Morris was asked to address personnel concerns. He stated that there were no vacancies and that all but two of the employees affected by the RIF Policy had been reinstated or had been employed elsewhere. On the minority hiring problem, Mr. Morris stated that there were two new minority elementary teachers hired. Mrs. Bynum added that a gifted/talented teacher position and choral music teacher position had been filled by minorities. In reference to Mr. Baskins question concerning the teacher dispute, Mr. Smith reported that today had been the deadline for submitting stipulations and that negotiations were continuing in other areas. Mr. Baskins asked if a strike was likely. Mr. Smith said he hoped not but couldn't say. Mr. Smith then handed out a list of suggested expenditures (see attached) if the refinancing of bonds is approved at the September 15 election. Anita Cameron asked about publicity efforts on this issue. Mr. Smith responded that he had discussed it with various PTA groups and had provided information to the North Little Rock Times. Mrs. Bynum noted that some of the recommended expenditures were a direct result cf monitoring reports. Mr. Smith noted that transportation problems discussed earlier were a direct result of busses that needed to be replaced and noted that one of the suggested expenditures was for new busses. Mr. Johnson asked if the district had explored the possibility of natural gas/propane busses. Mr. Floyd stated that, due to increased costs for these fuels, a real savings would not be realized. Mr. Hunter advised the committee that committee member, Robert Johnson, was seeking a school board position in the September 15 election and wished him good luck. Mr. Hunter announced that the next meeting would be held on the first Tuesday in October at 5:30 p.m. The meeting adjourned. AC:aw I RECEiVED NOV 9 19'2 omce of Dasegreg~\\iMJno nitor~,g NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting on October 6, 1992 The North Little Rock Biracial Committee met on October 6, 1992, at 5:30 p.m., in the Board Room of the Administration Building. The following committee members were in attendance: Thomas Baskins, Sue Bennett, Anita Cameron, Caryn Duckery, Pat Hunter, Robert Johnson, Michelle Poole, Valencia Walker, Rev. Rochester Rodgers, Antonio Franco, Amanda Ware, Gayle Wing and Felix Thibault. The following administrative staff were in attendance: Mable Bynum, Dana Chadwick, Jim Morris, Greg Daniels and Bobby Acklin. The meeting was called to order by Vice President, Gayle Wing. Mable Bynum introduced and welcomed the two new members, Caryn Duckery and Antonio Franco. Mrs. Bynum also expressed the committee and school district's appreciation to Robert Johnson for his dedication to the district in running for the School Board. Mr. Johnson said he enjoyed the opportunity to say some things. He talked about having viewed an AETN broadcast about a program named MICRO being implemented in an elementary school with low standardized test scores. He said the school was organized like a micro community with banks, legislature, etc. Robert said he hoped we could investigate the organization of a program similar to this one. After a discussion of this school program, Mrs. Wing informed the committee that this was the time for new officers to be elected. The committee discussed the re-election of Charles Hunter for President. Mrs. Bynum told the committee that Mr. Hunter had called to apologize for not being able to attend, but he wanted it known that he thought other people should share the chairmanship. Anita Cameron nominated Robert Johnson for President. Felix Thibault seconded the motion and all voted in favor. Mr. Thibault then nominated Thomas Baskins for Vice President. Valencia Walker seconded and all voted in favor. Pat Hunter was nominated recording Secretary by Amanda Ware and seconded by Anita Cameron. All voted in favor. Following the election of officers, the 1992-93 enrollment data with a break down of racial composition of schools was furnished to each member. The data excluded kindergarten enrollment. Mrs. Bynum explained to the committee that our court plan says that each spring we must revisit enrollment within two points of compliance at each school. Our 1992-93 approved percent range for black enrollment is 37.9% - 63.1% for elementary and 35.9% - 59.8% for secondary. There was a discussion of our overall enrollment figures and 1992-93 enrollment numbers were compared with 1991-92. They are as noted below: Elementary Secondary District 1991-92 5083 (49.4% black) 4181 (43.9% black) 9264 (46.9% black) 1992-93 5116 (50.3% black) 4135 (45.8% black) 9251 (48.3% black) Mrs. Bynum furnished information regarding 1992-93 certified staffing percentages by race and gender as of October 1, 1992. Mr. Morris mentioned that eight of the thirteen teachers RIFed were recalled. Three of five not recalled were black. Mr. Johnson asked about recruiting black elementary counselors. Mr. Morris said that counselors must teach first so recruiting is done for teachers and then counselors are promoted from within. Mr. Chadwick told the group we can recruit from six counselor educator programs around the state. He related to the committee there had been a tri-district reception to encourage interested teachers to become counselors. He also mentioned there were several counselors around 40 years old who would be retiring about the same time and there would be a need to do some recruiting for several positions about the same time. Amanda Ware asked if she could talk about the Joshua Intervenor's visit. She said some of the teachers were upset about the monitoring. She said the teachers were concerned about the interruption of class time and there was some berating of the teachers. Mrs. Bynum mentioned that the District's Desegregation team had met with the intervenors and she had hoped that all would follow a procedure that would be more productive than in the past. The committee seemed to agree there appeared to be a lack of adequate inservice on monitoring that was causing the. problem. Mr. Thibault asked if the committee should put forth a letter requesting that the monitors develop and adhere to guidelines for more appropriate monitoring procedures? Mr. Johnson suggested the proper course of action would be to approach Mr. Smith and come to an agreement with him before taking any other action. He promised to report back to the committee on this matter. The committee agreed to adjourn until November 10, 1992. Mrs. Bynum will check to see if the Parent Center Annex would be available for the next meeting. SB:aw OCT 1 5 \\993 NORTH LITTLE ROCK SCHOOL DISTRICT Ollice of DesegregatioMn onitoring North Little Rock, Arkansas Minutes of the Districtwide Biracial Meeting on September 7, 1993 The North Little Rock School District Biracial Committee met on September 7, 1993, at 5:30 p.m., in the Board Room of the Administrative Building. The following members were present: Anita Cameron, Tammy Collier, Caryn Duckery, Dan Floyd, Antonio Franco, Charles Hunter, Pat Hunter, Robert Johnson, Arlean Robertson-Ford, Felix Thibault, and Valencia Walker. The administration was represented by the following: Bobby Acklin, Mable Bynum, Dana Chadwick, Esther Crawford, Greg Daniels, Gene Jones, James Smith, and Donald Watkins. Chairman Robert Johnson called the meeting to order by welcoming the members back to the first meeting of the new school year. He announced that several members were unable to attend because of prior commitments. Chairman Johnson stated that he had planned a brainstorming session for this meeting to come up with items and information to focus on during the year. He continued by saying that during last years' meetings the committee had looked at different sections of the Desegregation Plan. He asked the committee what would be their response if they were asked by a patron, parent, or by Judge Webber-Wright, to explain where the North Little Rock School District was in compliance with implementing the required mandated plan, if they would be able to do so in an effective manner? After a brief discussion, it was concluded that most members were well informed. Chairman Johnson stressed the importance that the members primary responsibility was to be well informed about the plan and continue a monitoring process, in order to give advice and recommendations for improvement to the Administrators and the Board of Education. Using an easel and pad, Robert suggested that they make a list of items for study and focus during the regularly scheduled meetings. Felix Thibault suggested that the issue of academic achievement disparity should be a priority. Greg Daniels spoke to the development of a data base for longitudinal study of student achievement. He continued by stating that he had already begun a data base information for the pre-school students where the students can be evaluated as they come up through the system so that we can look at how effectively the different programs are working. Mr. Smith addressed the fact that so many patrons, parents, and the courts are not totally aware of how very low the test scores are for some students when they enter school. Mr. Jones commented that they are often in the 25 percentile. Mr. Smith said that in evaluating our progress of student achievement, Minutes of the Districtwide Biracial Meeting on Sept.ember 7, 1993 page 2 the factorof where the students were at the beginning should weigh heavily in measuring our success. Anita Cameron stated that many of the disparity reduction and remedial actions we have taken are at the early levels, and we have an immense need to take action at the secondary level to help students meet graduation requirements and retention of these students. She stressed that many of the students end up as drop-outs. A brief discussion followed with it being pointed out that teachers can in many cases identify these students at the elementary level, and some students are promoted without acquiring the necessary skills and grades to acquire enough credits for graduation, thus when they reach the ninth, tenth, or eleventh grades they become disillusioned and end up dropping from school. Arlean Robertson-Ford suggested that vocational programs started at the seventh grade level through the twelfth grade level would enable some students to obtain enough skills in some area to give incentive to complete graduation. Anita Cameron suggested that this could include some type of apprenticeship program. Robert Johnson spoke to the issue of students' perception of themselves and the black/white issue addressed at the previous meeting in June. He stressed the impact of the students' own self-esteem. Arlene Robertson-Ford addressed the issue. She pointed out that the lack of self-esteem in students could be helped by teachers, if they would take the time to identify these students that come from homes where they receive very little motivation or encouragement. These students need that extra attention given to them at the school site to boost their self concept. Robert Johnson asked if the district's teachers understood the Desegregation Plan? Anita Cameron responded that she thought the teachers understood the plan, but felt there was a lack of buying into the plan in their personal commitment and responsibility to the plan on the part of some teachers. The plan has been made available in each building and principals were directed to speak to their building staff concerning the Desegregation Plan during pre-school inservice sessions and at regular staff meetings. Valencia Walker stated that she felt that students need to be taught to like school and see the importance of education and the impact it will have on them in the future, before we can see a vast difference in test scores. She pointed out that many of our students' parents did not complete school, and they do not really see that it will make a difference in their own lives. She also gave examples where students were recognized for some particular achievement at school and because other students made light of it, the students were reluctant to come to the front of the room to accept the recognition and award. Minutes of the Districtwide Biracial Meeting on September 7, 1993 page 3 Arlean Robertson-Ford and Charles Hunter spoke to the issue of educating the parents. Mrs. Robertson-Ford related information from the Teachers of Tomorrow Academy materials that stressed that students should be rewarded for mistakes because it is alright to make mistakes, and adults also make mistakes. Her point being that if a student is trying to contribute to a class and he/she says something that is not necessarily correct, commend the student for his/her contribution. She also stressed that teachers should never give up trying to educate the parents if need be, because a continued effort would get results in many cases. Charles Hunter stressed the importance of educating the parents and public on the Desegregation Plan, because all they appear to know is what they read in the paper and see on the television. They really do not know exactly what the plan consists of, or the many programs offered by the North Little Rock School District. He suggested articles on programs and activities within the district. He said that he thought we had a great deal to offer the students of our area. Mrs. Bynum said she would discuss this matter with Karen Colford, the district's Communications Coordinator. Mr. Smith pointed out that the Desegregation Plan was written by the district and Judge Webber-Wright keeps telling us in court that it is our plan, and her role is to see that it is carried out. Anita Cameron spoke to the issue that the plan was written to help our educational program and the students, and that people should not see the district's programs and activities as efforts simply designed to\"get out of court.\" She stressed we are doing what needs to be done, and that we still had remaining needs. Felix Thibault spoke to his concern that many things that go before the court should be settled at the administrative level and not in the court. Robert Johnson pointed out that the district has made efforts to address concerns from monitoring groups or those from ODM in just such an effort to demonstrate good faith effort at plan compliance. Arlean Robertson-Ford suggested a group from the committee meet and put together a package of information concerning the Desegregation Plan, and let members of the Biracial Committee take it to each school, when the schools have Open House, PTA meetings, or parent sessions to meet with parents for a few minutes to explain the plan and what the district is trying to do. In summary the items and concerns identified are as follows: (1) Evaluate Programs Designed to Reduce Disparity (2) Dropout Rate/Graduation Rate (3) Look Into Apprenticeship Programs (4) Student Perceptions/Self Esteem Minutes of Districtwide Biracial Meeting on September 7, 1993 page 4 (5) Teacher Expectations of Students (6) Students See Relevance of Education/Like School (7) Continue to Educate Parents (8) Educate the Public (9) Presentations at Open House Robert Johnson asked that members choose several of the concerns that they were particularly interested in and meet in small groups at their convenience. He suggested that the groups could meet for discussion at 4:30 p.m. on October 5, 1993, prior to the regularly scheduled meeting at 5:30 p.m. Anita Cameron questioned how they should prioritize. Robert suggested that they would prioritize by commitments. Members then selected the concerns they would like to work on, and the concerns were grouped in sections of three. Mrs. Bynum related that members of the administration would be more than willing to be involved and assist in anyway they could. Robert asked that the individual groups contact Mrs. Bynum as to time and place they would meet, and if they wanted the assistance of any certain administrator to request that Mrs. Bynum handle that for them. Mr. Smith thanked the members for their dedication and services in participating in the committee stating that he appreciated them greatly, for they provided a great service to the district and community. He spoke to the issue of the millage increase vote and urged their support to help pass the millage on September 21, 1993. He pointed out that if we didn't get the increase we could eventually be forced to merge with the Little Rock and Pulaski County Districts and an automatic eight mills increase would be enforced. He stressed that the district was asking for the increase so that we could stay a separate entity and make our own decisions, instead of letting some one else make decisions for us. He furnished copies of \"Facts About the North Little Rock School Millage.\" (See Attachment 1.) The district is asking for a 3.0 mills increase for the North Little Rock School District, which would still be 4.6 mills less than Little Rock or Pulaski County Special School Districts. Mr. Smith stressed the need to have funds available to replace the desegregation funds currently being received from the settlement agreement, which will end after the 1995-96 school year. He spoke to the district's Project Link. The district has purchased two vans to provide transportation for parents and students, when it is necessary for a parent to come to school for a conference or a student to leave the campus. He said that many parents did not have transportation, and the administration thought that this might help eliminate some suspensions. The committee agreed that this was a commendable undertaking. Valencia Walker related that she had heard a secondary teacher Minutes of the Districtwide Biracial Meeting on September 7, 1993 page 5 complain that secondary students often failed to pick up their final report cards because they did not have transportation. She asked if possibly the Project Link van could be used to deliver report cards? A brief discussion followed concerning the cost involved and whether it would be less expensive to mail the report cards. Mr. Jones commented that the schools mail the report cards if a student will leave a stamped, addressed envelope in the office. It was agreed that consideration would be given to mailing these report cards if not cost prohibitive. The next item considered was the election of a Chairperson for the 1993-94 school year. Felix Thibault moved that Robert Johnson continue as Chairperson if he was willing to do so. The motion was seconded by Charles Hunter. Mrs. Bynum called for a vote. YEAS: Anita Cameron, Tammy Collier, Caryn Duckery, Dan Floyd, Antonio Franco, Charles Hunter, Pat Hunter, Arlean Robertson-Ford, Robert Johnson, Felix Thibault, Valencia Walker NAYS: None Charles Hunter moved that other officers would be elected at the October meeting. The motion was seconded by Anita Cameron. Mrs. Bynum called for a vote. YEAS: Anita Cameron, Tammy Collier, Carny Duckery, Dan Floyd. Antonio Franco, Charles Hunter, Pat Hunter, Arlean Robertson-Ford, Robert Johnson, Felix Thibault, Valencia Walker NAYS: None Robert Johnson suggested that individual groups might want to get together after the meeting adjourned to discuss a time and place convenient for the groups to meet. The next meeting was set for October 5, 1993, at 5:30 p.m., to meet at the Administration Building and be transported in the Project Link vans or other district vehicles to Lynch Drive Elementary School and Rose City Elementary Alternative Center. Minutes of the Districtwide Biracial Meeting on September 7, 1993 page 6 Meeting was adjourned at 6:35 p.m. Respectfully submitted, tlv4i:w~, ATTACHM1E NT JFA\u0026lt;CT~ about the North Little Rock School Millage Election Day : Tuesday, September 21, 1993 Current millage rates in local districts: Little Rock School District millage rate Pulaski County Special School District mi11age rate ~9.~:g~1:.R~J.t:S9D1iio.so.it ri..~~.~::\n:::::D::::\n::::::m!43.9 43.9 t::tii'.M\nJt: The North Little Rock School District is asking North Little Rock citizens for an increase in the mill levy on real and personal property. The current millage rate is 36.3. The School District is proposing a rate of 39.3 mills, an increase of 3.0 mills. 1.0 mill needed for capital outlay:  continued removal of asbestos from buildings  work toward compliance with Americans With Disabilities Act  repair of parking lots and driveways  roof replacements and building repairs  equipment 2.0 mills needed to:  provide required step increases for all eligible employees. (Certified and Classified)  replace revenue that would have been produced from assessments that have been removed due to recent legislation and court opinions (includes household personal property, car dealer inventories, and manufacturer inventories).  replace loss of property assessments to Pulaski County Special School District. This millage increase will cost approximately $60.00 more per year for the homeowner with property valued at $100,000. When voters pass the 3.0 mills, the millage for North Little Rock schools will still be 4.6 mills less than our neighbors in LRSD and PCSSD. Future millage increases may be necessary in order for the District to continue to provide our children with the same opportunities as LRSD and PCSSD. NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of District Desegregation Team Meeting on July 13, 1993 The North Little Rock School District Desegregation team met on Tuesday, July 13, 1993, at 2:30 p.m., in the Board Room of the Administration Building. The following members attended the meeting: Mable Bynum-Chairperson, Mr. James Smith, Mr. Bobby Acklin, Mr. Jerry Massey, Mr. Jim Morris, Mr. Donald Watkins and Karen Colford. Avis Wooldridge acted as reporter for the meeting. Mrs. Bynum opened the meeting by thanking the members for changing their schedules in order to meet. She stated that the team needed to discuss some of the things that had come up in court recently and emphasized that we should begin to prepare for an audit of our plan. She re-emphasized the responsibility of the team to monitor our plan and the effectiveness of the programs implemented and progress made in meeting all requirements. Mrs. Bynum stated that business cases was also an item addressed in court by Judge Webber-Wright. She continued a discussion with Mr. Watkins clarifying that business cases had been required of the other districts so that they could justify activities and programs related to in the budget especially as it relates to the requirements of the desegregation plan and the use of desegregation money. Mrs. Bynum emphasized a critical need of justification of inclusion or exclusion of an activity or program. A brief discussion followed concerning the Order of Judge Webber-Wright that both Little Rock and Pulaski County School Districts revise their budgets. Mr. Smith commented on the possibility of the other two districts depleting their desegregation money prior to the seven years it would be allotted. He stressed the importance that we do not want this to happen in the North Little Rock School District. A lengthy discussion followed concerning funding of different programs and activities with Mr. Watkins explaining the specifics of which programs and activities are funded with desegregation money and funding supplied from other sources. Mr. Watkins commented that Bob Morgan from the Office of Desegregation Monitoring had met with him to study our budgeting procedure and was pleased with the way it was presented. Mrs. Bynum reminded the team that the fourth quarterly status update information was due. She went through the list pointing Minutes of Desegregation Team Meeting July 13, 1993 page 2 out specific information required of each administrator in this report. Mr. Acklin questioned if a discipline analysis should be included in the fourth quarter report. Mrs. Bynum responded that the discipline analysis would be presented to the Board of Education at the July meeting, and then included in the fourth quarterly court update. Mrs. Bynum reported that she and Mr. Smith had met with Attorney, Steve Jones, and in discussing the status reports agreed that perhaps, the team would be wise to take additional time to talk about and study the information submitted by each administrator when a quarterly report was due, thus ensure that each administrator would have a better understanding of each other's progress. She also suggested that we could have a synopsis of what is reported. Mr. Acklin brought up the next item for discussion. He reported that the principal at North Little Rock High School-East Campus had requested a cut off of M-to-M transfers to that building, because we were at full capacity at this time. Discussion followed with team members agreeing that if records show we were at full capacity, then we would have to cut off M-to-M transfers into that building, at least until after school starts and we can get an accurate student count. If enrollment allows for openings, we can then accept new M-to-M transfers at that location. Mrs. Bynum asked Mr. Acklin how we get figures on M-to-M transfer students who perhaps will not be returning to North Little Rock School District next year? Mr. Acklin responded that we get copies of withdrawal forms on students and this information is passed on to the principals as they are processed. Mr. Morris stated that the desegregation plan orders a cooperative working relationship within the three districts. He related an incident that happened recently in Personnel which shows that the North Little Rock School District is striving to meet this requirement. We had hired a black female applicant for an elementary position and she had signed a commitment, but later asked to be released to go to work for the Little Rock School District, and we have released her. The next item discussed was plans to move the Elementary Alternative School program to the Rose City Elementary School building vacated by combining Rose City with Lynch Drive Elementary School. The high cost of portable buildings that had to be used and energy inefficiency were some of the reasoning in combining the two schools. Discussion continued concerning the use of the building by fifty or sixty students as compared to 250 Minutes of Desegregation Team Meeting July 13, 1993 page 3 to 260 students. Mr. Smith pointed out that with the removal of the portable buildings, the school was left with a large playground which the elementary students did not have now at the Alternative School building. It was agreed that by using five or six of the rooms in the Rose City Elementary School building would be much more acceptable for the elementary students assigned to the Alternative program. It was agreed that the cafeteria was adequate to accommodate this small group of students. Mr. Smith pointed out that Margie Powell from the Office of Desegregation Monitoring had endorsed this use of the building in a conversation with Gene Jones. He also stated that our attorney was advising the Joshua Intervenors of these plans, and a meeting is scheduled with Biracial Committee members to inform them of the plan and to get their input on this move. The request to move this program will be presented to the School Board at the July meeting. Mrs. Bynum stated that Mr. Jones and Mr. Hawkins, Alternative Education Center's Principal, should look at the ODM's monitoring report of the Alternative School and make sure that all concerns in the report were addressed. She stressed that an assessment of both facilities should be made prior to the move. Mr. Acklin brought up a discussion of students who try to avoid attendance at the Alternative School after being assigned. He stated that he had received a doctor's note stating that a student assigned to the school was not able to be bussed. He continued by saying that after further investigation, the note was written for another child. He stressed that some of the excuses are legitimate, but they had to be scrutinized closely. He continued by asking the other team members if they heard grumbling about these assignments to be aware that we want to encourage their attendance to the Alternative School if they have been assigned there. Mr. Smith led the next item of discussion concerning the district's need of extra transportation in order to help parents get more involved with their children's education. He stated that he was considering buying an additional bus or two and hiring one or two paraprofessionals to transport parents to and from school for conferencing when needed. A brief discussion followed concerning the issue of many of the parents of our students not having transportation and in many cases do not have a telephone at their residence. Mr. Acklin pointed out that his office could use the help of a paraprofessional in a bus to check an address when his office is unable to reach a parent by telephone. Team members agreed there was a need for this service if the district could afford to implement the plan. Mr. Smith said that he would have the Purchasing Office to ask for bids on vehicles, and he would keep the team members informed of progress in this area. Minutes of Desegregation Team Meeting July 13, 1993 page 4 Mrs. Bynum stated plans to make the district's Desegregation Plan available to all certified personnel by the beginning of the 1993-94 school year. Plans to furnish copies of the Introduction and Overview sections of the Interdistrict Plan are now in the working. The entire Interdistrict Plan will be available for study in school offices and media centers. Mrs. Bynum stated a need to schedule dates for a plan review with our principals, as well as discussion of other legal issues, prior to the beginning of the new school year. She mentioned due process, sexual harassment, conflict resolution and ADA as examples of issues to be discussed. Mrs. Bynum inquired if the team members would like to set a different date and time to meet on a monthly basis. After a short discussion, it was agreed to schedule the meetings at the same time on the second Monday of each month at 1:30 p.m. She said that the Biracial Committee would also have to decide at the September meeting if they would use the same regular meeting date and time. Mrs. Bynum urged team members to submit names of parents living in Zone 1, who would be willing to serve on the Biracial Committee. Meeting was adjourned at 3:30 p.m. Respectfully submitted, {)~J~ Avis Wooldridge NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of District Desegregation Team Meeting on 8/30/93 The North Little Rock School District Desegregation team met on Monday, August 30, 1993, at 1:30 p.m., in the Board Room of the Administration Building. The following members attended the meeting: Mrs. Mable Bynum-Chairperson, Mr. James Smith, Mr. Bobby Acklin, Mr. Jim Dyer, Mr. Gene Jones, Mr. Jerry Massey, Mr. Jim Morris, Mr. Donald Watkins, and Mrs. Karen Colford. Avis Wooldridge acted as recorder for the meeting. Mrs. Bynum opened the meeting by stressing that the fourth quarterly status reports should be submitted as soon as possible. She questioned members as to progress toward completion. Administrators reported that reports were complete or nearing completion. Mrs. Bynum furnished copies of forms showing each administrators' area of responsibility along with which quarterly report that the information should be included. (See Attachment 1.) The team members took a short time to study the information to see that information was available to submit with the fourth quarterly report. Mrs. Bynum addressed the need of audit reports. She stated that she and Mr. Smith had spoken to Attorney Steve Jones on this matter and it was decided that our attorney would meet with the team to look at the items we need to pull for assessment. Mr. Smith spoke to the importance of this assessment, in order for us to look at just what we have accomplished, and what we must concentrate on during the next few years to fully meet the mandated plan. Mrs. Bynum furnished copies of a form used by the Little Rock School District for implementation status to audit their progress of the Desegregation Plan. She suggested that we could develop a similar form which each administrator could use to assess his/her areas of responsibility. Mr. Jones commented that this would be a tremendous job. Mrs. Bynum stressed that each item addressed in the plan should be listed and assessed. Mr. Dyer spoke to the testing required of kindergarten students as addressed in the plan. He said that this was only one of the items called for in the plan and we must check to make sure the testing was being done in the schools and teachers using the scores for diagnostic purposes. Minutes of District Desegregation Team Meeting on 8/30/93 page 2 Mrs. Bynum pointed out that the plan calls for kindergarten programs to be established at each of the elementary schools with 100 percent attendance by all eligible students. She stated that the District had accomplished this requirement, and also had implemented several pre-school programs which were proving successful. Mrs. Bynum said that she would check with Attorney Jones and set a convenient time for him to meet with us. She stressed that he would require documentation to cover each issue addressed. She suggested that each administrator read through the plan once again and make a list of his/her areas of responsibility making sure that each area was assessed. Mr. Daniels asked if it would be beneficial to have information in the data base file kept as a historical progress report on each item. After a brief discussion, it was decided that a committee of three or four persons from the team be appointed to study this idea and develop a form for such information that could be kept in the data base file, which could be updated periodically, giving us immediate access to progress thus far in each area. Mrs. Bynum, Mr. Daniels, Mr. Dyer, and Ms. Wooldridge agreed to serve on this committee. Mr. Jones asked if this would be used as the quarterly status update? Mrs. Bynum responded that this would not replace the quarterly status update reports, but would be kept as an annual update of progress covered each quarter for an annual assessment. Mr. Acklin informed the team members of some of the problems encountered this year with the student assignment plan. He related a complaint by a parent that her child was one of seven white students in a third grade classroom at Central Elementary School. After checking the enrollment of third grade classes at Central Elementary, it was found that we have only seven white students in each of the three third grade classes at that school. We further checked third grade enrollment in several other of our elementary schools and found they show the same pattern, but it was obvious that careful thought had been given in the placement of the students by race and gender, and the district had no control over the enrollment of a particular grade. Mrs. Bynum spoke to the issue by stating that the only solution to a situation like this would have all of a particular grade at one school. She pointed out that we were experiencing a reverse of the situation experienced 20 years ago, when white students outnumbered black students. Mr. Smith commented that the problem was prevalent in both third and fourth grades. Mrs. Bynum said that she had talked with Attorney Jones about the student assignment situation and it was his opinion that the district was implementing the student Minutes of District Desegregation Team Meeting on 8/30/93 page 3 assignment plan as it was mandated, and we did not have a solution that would be financially feasible for the district. Mr. Smith addressed the issue of white parents pulling students out to go to private schools, which compounds our problem. A lengthy discussion followed concerning racial breakdown of the district with Mr. Smith pointing out that we were about 52 percent black at the present time. It was noted that all enrollment information was tentative before the October 1 official data. Mr. Massey pointed out that this was the reason that the Little Rock School District had established the incentive schools. Mr. Massey continued by stating that he did not know at what percentage the District would want to look for some options to prevent white flight. Mr. Smith asked Mr. Morris when would we look at student/ teacher shifts in elementary schools? Mr. Morris responded that he had made arrangements with Ms. Crawford to take care of it by mid-week. Mr. Smith cautioned that we should not let too much time elapse in order to avoid a student from getting too attached to a teacher. Mr. Dyer commented that there would also have to be a few modifications in the Chapter I staff after the numbers are analyzed. Mrs. Bynum asked if we should continue to follow the student assignment plan as it is now written? It was agreed that we would continue to adhere to the plan at the present time and wait to see what happens to the student population before going back to court to ask for modifications. Mr. Daniels stated that the plan calls for a straight alphabetic listing that we use for bussing, but asked if a straight alphabetic transfer by grades would be more effective in movement? It was agreed that by doing this we would be splitting students in the same family. Mr. Acklin said that we moved from a stand by list in the past. He said a better option might be to deal with each individual student as they enroll to avoid overcrowding in any one school or split classes. Mr. Smith stated that we needed to look at the entire student assignment process. He pointed out that when we first started a block of black students from each school was bussed for their entire elementary career. He continued by saying that occurred when the racial count was 80/20, but now that we are 50/50, maybe we should take a closer look at the whole process. He mentioned complaints from Park Hill regarding white students being bussed every other year. After further discussion, it was decided that we would immediately begin to study the matter and make recommended changes before the end of the year. Mr. Daniels commented that the fact of having so many small schools complicates the issue. Mrs. Bynum furnished copies of the recommendations from the Minutes of District Desegregation Team Meeting on-8/30/93 page 4 Joshua Intervenors monitoring reports. (See Attachment 2.) She commented that they had made broad recommendations and asked members to take the time to study these recommendations. Mrs. Bynum said the Board of Education would be furnished copies and individual school copies would be sent to each school's principal to study. A lengthy discussion followed with particular errors in the reports being pointed out. Mrs. Bynum pointed out that we need to a member of the School Board to attend our Desegregation team meetings. It was agreed that we would wait until a new President of the Board of Education was elected and let that person decide which of the Board Members would serve on the team. Mrs. Bynum reminded the team members that the Biracial Committee was scheduled to meet on September 7, at 5:30 p.rn., in the Board Room. She urged their attendance and suggestions of items for discussion during the regularly scheduled Biracial Committee meetings during the school year. Mr. Smith suggested that the committee should be informed of the Project Link and that we should schedule one meeting at Lynch Drive Elementary to show them the additions and renovation that has been done on the building. Mrs. Bynum suggested that they also need to see the Elementary Alternative School that has been established at the Rose City site, since the committee was adamant about the need of quality alternative center in that area. Mr. Massey asked if there had been any monitoring visits reported at the Rose City facility? Mr. Smith responded that personnel from the Office of Desegregation Monitoring had been to the Lynch Drive Elementary School, and they had probably gone to look at the Rose City facility the same day. Mrs. Bynum stressed that we need to look at the concerns that ODM had shown in their report of the Alternative Education Center and make sure these concerns were corrected. She suggested we do the same at the Rose City location. Mr. Acklin addressed enrollment of students without a birth certificate. He said there were many students corning in without birth certificates or any school records. He said that he had let some enroll without a birth certificate and the counselors were upset with him. He said that Attorney Jones had agreed that we were obligated to take them in school if they lived within our school district. Mr. Smith stated that we could accept one of six different items: birth certificate, passport, baptismal certificate, statement of date of birth by a County Recorder, a parent's affidavit Minutes of District Desegregation Team Meeting on 8/30/93 page 5 of date and place of birth, and shot records. Discussion continued concerning homeless students that are housed in church operated facilities. Mr. Smith stressed the importance of health records in order to protect the other students. Mr. Smith continued by saying that we must be sensitive to the students' needs, but we must obtain health records. Mr. Smith suggested that we follow up on screening any of these students before we go ahead and enroll the students. Mr. Jones reported that Sanford Tollette from Pfeifer Camp had called and asked if he could submit an alternative grant application through the North Little Rock School District to the State Department of Education. Mr. Jones said that he was working on an application for our district, and he understood that only one application from each district would be allowed. Mr. Smith responded that we would let Pfeifer Camp apply through our district only if more than one application would be considered, but the grant application for our district would have to take priority if only one application was allowed. Mr. Jones spoke to the information released by the State Department of Education concerning grant money from the government for the K-3 initiative program. He stated that our district was entitled to receive $148,960. under this program. He continued by pointing out that the district had already implemented the K-3 summer school program this summer using Chapter I funds, thus enabling us reimbursement of the funds used for the K-3 summer program. This funding will not be received until the later part of the year. A brief discussion followed concerning funding for reading recovery teachers. Mr. Jones reported on a problem with Chapter I. He asked Mr. Dyer to address the issue. Mr. Dyer stated that we had intended to do more of the whole class instruction in computer labs during the 1993-94 school year, but after we understood we had oral approval, and Mr. Dyer met with the principals to inform them of expansion, the State Department informed us that they were not sure about the program because the programs evaluation at Amboy and North Heights had not proven successful last year. He continued by reporting that he had met with Arlin Jones and Bob Kerr from the State Department of Education earlier today,and it was decided that they would allow implementation in four other elementary schools in the district during the 1993-94 school year. The schools identified were Lynch Drive, Boone Park, Central, and Park Hill. A lengthy discussion followed concerning factors surrounding the lack of effectiveness of the programs at Minutes of District Desegregation Team Meeting on 8/30/93 page 6 Amboy and North Heights. Failure of teachers to become actively and enthusiastically involved with the program was discussed. Teachers must be with the students in the labs and they are able to work only with the Chapter I students. Discussion followed concerning how the schools were selected for participation in the program. Mr. Dyer explained that this program was tied to other programs in the schools, such as the H.O.T.S. program. Mr. Jones spoke to a new program sponsored by the Adult Literacy Commission. He stated that Ms. Jann Pharo represented us at a meeting recently and they want the district to implement a Toyota Family Literary program. Headstart will fund the classroom for three and four year old children and Adult Education will fund the adult parent in classes three days per week, with the parent serving as a volunteer at the school and working on the required credits for GED graduation. Mr. Jones stated that we would allot two rooms at the Rose City Alternative site for implementation of this program. A short discussion of the pre-school program followed. It was pointed out that we had not expanded the program this year, but preference was given to needy children and children of our own students. Mrs. Bynum reported on the Teachers of Tomorrow Academy. She stated an enrollment of 22 students thus far. Darlene Little from our district has been appointed teacher for the academy in view of the resignation of Michael Nellums, who previously had been appointed for the position. Meeting was adjourned at 3:00 p.m. NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of District Desegregation Team Meeting on 9/13/93 The North Little Rock School District Desegregation Team met on Monday, September 13, 1993, at 1:30 p.m., in the Board Room of the Administration Building. The following members attended the meeting: Mrs. Mable Bynum-Chairperson, Mr. James Smith, Mr. Jim Dyer, Mr. Gene Jones, Mr. Jerry Massey, Mr. Jim Morris, Mr. Donald Watkins, and Mrs. Karen Colford. Avis Wooldridge acted as recorder for the meeting. Mrs. Bynum opened the meeting by furnishing copies of the Joshua Monitoring Reports. After a thorough perusal of the reports, a lengthy discussion followed. Mrs. Bynum pointed out many things the Joshua Intervenors have failed to consider, some of these being that the North Little Rock School District is in compliance with their mandated plan and that our district had gone beyond what we said we would do in many areas. For example, the district had said that we would furnish transportation for students to attend extracurricular activities if the state would provide extra funding for transportation. Although the state failed to provide the extra funding, the district has taken it upon itself to provide this extra transportation. The implementation of the two Alternative Schools was also pointed out as ways the district has advanced beyond what we had said we would do. Our new program, Project Link, recently implemented, was also discussed. Many items in the monitoring reports addressed in error were called to the attention by various members. Mrs. Bynum stated that each principal was furnish\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":"bcas_bcmss0837_396","title":"Desegregation plan modifications (April 1992 plan)","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration","School improvement programs"],"dcterms_title":["Desegregation plan modifications (April 1992 plan)"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/396"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nbyu 3- HERSCHEL H. FRIDAY 11 922-1 9941 ROBERT V. light. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P A. JOE 0. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY, P A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM 111. P.A. LARRY W. BURKS. P.A. A, WYCKLIFF NISBET, JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II, P.A. BARRY e. COPLIN, P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY, P A. WALTER M. EBEL UI, P.A. FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 KEVIN A. CRASS. P.A. WILLIAM A. WADDELL, jR.. P A. CLYDE -TAB- TURNER. PA. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P A. JERRY L. MALONE, P.A. M. GAVLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P A. H. CHARLES GSCHWENO. JR.. P A. HARRY A. LIGHT. P.A. FAX NO. 501-376-2147 June 30, 1995 JUi 1995 Office of DesegrsgciiC'h i.-cr SCO H. TUCKER. P.A, JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE ANDREW T. TURNER DAVID M.GRAF CARLA G. SPAINHOUR JOHN C. FENDLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. DEMORY couMseu WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A. 8.S. CLARK WILLIAM L. TERRY. P.A. WILLIAM L. PATTON. JR.. P.A. WRireil'S DIRECT NO. l50n 370-1 553 Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, Arkansas Mrs. Ann Brown Attorney at Law Heritage West Building, Suite 520 201 East Markham Street 72206 Little Rock, Arkansas 72201 Mr. Sam Jones WRIGHT, LINDSEY i JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Richard Roachell ROACHELL \u0026amp; STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Stephen W. Jones JACK, LYON t JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, Arkansas 72201 Re: LRSD V. PCSSD, et al Gentlemen and Mrs. Brown: Enclosed please find a copy of LRSD's Motion for Modification of Desegregation Plan and Memorandum Brief in Support of LRSD's Motion for Modification of Desegregation Plan which are being filed with the Court today. d iana\\pcsM\\aiiomey. it2Gentlemen and Mrs. Brown June 30, 1995 Page 2 Thank you for your attention to this matter. Sincerely, Jerry L. Malone LRSD Attorney JLM/dtw Enclosures cc (w/enc): Dr. Henry P. Williams Dr. Russell Mayo Dr. Robert Glowers LRSD Board of Directors diana\\pcs$d\\at(orney. 1(2A 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 REGS''\"' DEFENDANTS , tazs MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL Jill 1995 INTERVENORS D . Office of Desegregc.ticn Monitoring LRSDS MOTION FOR MODIFICATION OF DESEGREGATION PLAN The Plaintiff, Little Rock School District (\"LRSD\" or \"District\") , for its Motion for Modification of Desegregation Plan, states: 1. The LRSD currently operates approximately twenty-three (23) elementary area schools for the education of children in the various attendance zones for each school and as otherwise may be assigned to a particular school. Two of those schools. Fair Park Elementary School and Badgett Elementary School, have been identified for closing beginning'the 1995-96 school year after a thorough review of the facts. circumstances and financial constraints of the District. 2 . Attached hereto as Exhibit One (1) is a true and accurate copy of the business case developed by the Little Rock School District to support the recommendation to close Badgett Elementary diana\\pc5sd\\(nodirica(ion.nKK -1-School. Attached hereto as Exhibit Two (2) is a true and accurate copy of the Memorandum reflecting the time line for the various tasks necessary to give the appropriate notices and allow for the appropriate involvement of community, patrons and other interested parties. 3 . Attached hereto as Exhibit Three (3) is a true and accurate copy of the business case developed by the Little Rock School District to support the recommendation to close Fair Park Elementary School. Attached hereto as Exhibit Four (4) is a true and accurate copy of the Memorandum reflecting the time line for the various tasks necessary to give the appropriate notices and allow for the appropriate involvement of community, patrons and other interested parties. 4 . This Court has consistently encouraged the District to pursue budget reduction strategies which reflect its appreciation of the need to eliminate recurring expenditures through the use of strategies which are themselves recurring in nature from year-to- year. In light of the number of vacant seats which exist in the District, the under-enrollment of certain schools in the District and the major expenses required to operate and maintain a school. among other factors. the LRSD has determined that it IS a reasonable budget deduction strategy to consider school closings among the various other strategies reviewed and considered by it. Since the development and approval of LRSD's Desegregation Plan, there have been significant changes in conditions which warrant diana\\pcs$d\\modificaiioft. mo( -2-modification of that plan. Namely, there has been a significant decline in student enrollment at each school since the 1989-90 school year and, consequently, operational costs per student have continued to increase. Further, the physical structures are in need of renovation and upgrading. but to do so would cost considerably more than the average cost of renovating and upgrading other buildings in the District. 5 . The modification of the desegregation plan which is most suitably tailored to the changed circumstances is to permit the District to close Badgett Elementary School and Fair Park Elementary School. Such a modification would allow the District to reassign the students currently attending those schools, reassign building administrators and staff to allow for greater efficiency and, to some extent. improve the racial balance at the receiving schools. In those instances where the racial balance of the receiving school will not be improved, the District will attempt to accomplish reassignment in such a manner that the current racial balance is not significantly impacted in a negative manner. Attached hereto as Exhibit Five (5) is a true and accurate copy of the District's rating sheet and explanations for the study made of its facilities to determine whether schools should be closed. As noted, Badgett Elementary School and Fair Park Elementary School had the highest negative ratings. 6. This proposed modification is in compliance with the standards for modification of consent decrees set out in Rufo v. dianaxpcssdVmodificaiHJn.nxx -3-1  Inmates of Suffolk County Jail. 502 U. S. , 112 S.Ct. 748, 116 L.Ed.2d. 867 (1992) and Appeal of Little Rock School District. 949 F.2d. 253, 258 (8th Cir., 1991). WHEREFORE, for the reasons set out above and in the accompanying brief. LRSD prays for modification of the LRSD desegregation plan to permit it to close Badgett Elementary School and Fair Park Elementary School beginning with the 1995-96 school. year. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK Attorneys at Law 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 72201-3493 diana\\pcsl\\nxxlificaiKxi.mo( 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar No. I. D. 85096 -4- 1  CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's Motion for Modification of Desegregation Plan has been served by U. S. Mail, postage prepaid, except as otherwise 7\u0026gt; indicated. on the 3o day of 1995, upon the following: Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, AR 72206 Mr. Samuel M. Jones, III WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL \u0026amp; STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown (Hand-delivered as per Order by the Court) Attorney at Law Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone dianftxpcssdkmodiftcaiiofl.mot -5-- exhibit 1 Little Rock School District Badgett School Relocation A Business Case January, 1995 Addition Modification 4 Deletion $523,000 savings EXHIBIT 1 'I'WiRadgett School Relocation Business Case 2 jExecutiv^umm^^ For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strate^es were developed to cut costs, most have been one time cuts. A comparison of the district s total building capacity and total enrollment shows many vacant seats. While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving mone), it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are closing: reasons why Badgett Elementary School is considered for 1. 2. 3. As of October 1,1994, the school was filled to only 68.87% of its capacity\nThe capacity of the school itself (257) is below the district average of 475 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\nEnrollment since 1989 has declined steadily from 237 to 177 and is expected to continue\n4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. Successful experience in recruiting has not been achieved for this school. 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\n7. The school is geographically isolated from other populations. The additional population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually\nand, 9. The building is in need of renovation and upgrading. Together these costs will exceed 51,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. t iBadgett School Relocation Business Case 3 By the opening of school fitr 1995-96, Badgett students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial necessary to support schools and the desegregation program. resources a The problem will be considered solved if the following list of criteria is met: 1. New attendance zones affected by this relocation will reflect a better racial balance\n2. 3. 4. The community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are plarmed and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. 7. 8. Leaders within the community are made aware of the relocation plan and have the opportunity for input\nImmediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school 1QQC nr r o for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience their friends\nsome disappointment in being separated from 2. Communit}' reaction will be strong against the decision for fear of the impact on the community as mentioned above\n3. The building may stand vacant for a period of time if not used by an agency or the community\nBadgett School Relocation Business Case 4 4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett\n0. Immediate and year-to-year cost savings will be realized of approximately $523,000\nand,. 6. The Badgett School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone___________________ 1 Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval____________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.___________________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste MayoBadgett School Relocation Business Case 5 Milestone  Develop notice of relocation and dale of community information meeting to send to a) parents 4 students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood 7 Conduct informational meeting with the pnncipal, faculty, and staff about the proc^ 8. Mail notice of possible relocation and date of community information meetino to\"------ a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) 9. Deliver fliers, door-to-door, announcing the relocation and date of the infonnation meeting 10. Conduct community information meetings by 11 Notify finance person to include this as a budget reduction strategy _1_2. File motion with the U. S. Federal Court to relate students at aadgeff School 13. Develop letter to parents and students with announcement and reassignment 14. Inventory building ' ------------------ 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment' 17 Remove matenals and equipment from school --------- 18. Reroute transportation of students 19. Secure building 20. Reassign staff___________ 21. Send final assignment notices Date 2/10/95 2/10/95 2J2QI^S 2/22/9S 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo Background For several years, the LzffZe Rock School District (LRSD) has faced austere budgets. K ______J_____1____J . . . - . many vacant seats. Though many strate^es were developed to cut costs, most have been one time cuts. A comparison of the district's total building capacity and total enrollment shows While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is'to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used, Badgett Elementary School is a school that must be considered for closing. It is located in the extreme eastern tip of the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. I Problem Definition Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation.Badgett School Relocation Business Case 6 The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\n2- The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\n3. Enrollment since 1989 has declined steadily from 237 to 177 and is expected to continue\nThe school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. Successful experience in recruiting has not been achieved for this school. 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\nThe additional 7. The school is geographically isolated from other populations. population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually\nand, 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Figure 2 illustrates some of these trends.Badgett School Relocation Business Case 7 Figure I Badgett Elementary Enrollment History Criteria Enrollment % Black % Out of Balance Capacity__________ Attnd. Zone Ttl.~ AZ % Black 1989-90 1990-91 1991-92 1992-93] 1993-94 237 76.00 16.00 92.22 222 74.77 14.77 86.38 220 73.18 13.18 85.60 202 76.24 16.24 78.60 189 69.84 9.84 73.54 135 65.93 1994-95 177 75.14 15.14 68.87 160 61.25   to bring children of different cultures together for 0 d^egXgZ To toe to M-M transte across that ime to Badgett, if permitted, would  ' J  , ,, - ------because that area of PCSSD ic North Little Kock School District, which does not participate in M to M Iransfeis now. To the west. the school is buffered from the See Attachment A. rest of the city by the airport and industrial complexes. Analysis of Alternatives Solutions were discussed with LRSD. Data on attendance a committee representing administrators in the zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed, .^/considerable discussion It was decided that three things must be addressed for an alternative to be satisfactory. They were declimng enrollment, increasing costs, and location. Addressing only or two and not all three aspects seriously compromises an effective solution. one Inherent in the selection of an alternative is the assumption that the problem can 1 J J , , ----- uiai uic pruDiem ran be addressed adequately if the alternative offers quality for students and cost efficiency for tax.payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below: 1. Change nothing This will not address any aspect of the problem and will allow costs to grow annually\n' Enrollments are for Octoller of each year. Attendance zone data is available for two vears only.Badgett School Relocation Business Case s 2. Redraw the attendance zone to increase the number of students attending Badgett School. per-pupil costs at Badgett but will increase costs elsewhere since :s zone must be reduced to enlarge Badgett's. Further it wnnlH impact in negative ways the enrollment of other schools. This reduces the another attendance areas of the problem. addresses all three a) A plan to relocate students will be devised. Attachment C\nOne possible scenario appears in b) An immediate savings of approximately $523,000 will be eliminating the need for management staff, food and utilities to name a few\nrealized by service, building maintenance, c) d) t Staff will be relocated according to the provisions of the negotiated contract. I*  0 ihools under the program for that particular school. k r? location causes it to be ^ficult to desegregate. Recruitment has been tried in IKSD. The results havM ^n stgiuficM. U the enrollment of Badgett were increased by this effort, it would attendar^^zone \"* n- To the south of the if ^CSSD boundary line. M-M transfers across that line to Llk 'oL *T^oXh T  predominately Little Rock School ff ' in M to M transfers now. To the west the school IS Recommendation Alternative 3 is recommended. addresses all of the Objective By the opening of school for 2995-96, Badgett students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district.Badgett School Relocation Ptisincss Case 9 Fulfilling this proposal will Th. proposal support mllhof \" necessary to support schools and the desegregation Plan. to The problem will be considered solved if program. securing financial resources 1. 2. 3. 4. New attendance the following list of criteria is met\nzones affected by this relocahon will reflect a better racial balance\nThe community is given the opportunity to be heard Transportation is Special activities i re-routed to accommodate these students\non the decision\nStudents and patrons feel welcomed\nplemented by each new school to make the new \" and activities with 6. Leaders within the opportunity for inpu*^ \"\" P' have the 7. Immediate cost savings is realized\nand, 8. The relocation of students and staff for 1995-96. at will be complete before the opening of school Most of these benefits will Plan goals will not be altered. occur when the process concludes. Desegregation assigned school will be minimal. arent concerns about the process and their newly The desegregation plan must be modified to accommodate this proposal.' District officials are aware that the community will be concerned about relocating the students. A number of school buflto\nSv^e Z aranS::? Pamount concern to ^y co^unity members. _  Of the buildmg when the students are relocated. Some will --s ..\"J receive equal program quality in the reassigned know if a plan exists for use in the city. Some will want to want assurance that students will concerns are understandable, we believe we c^ offer an equal program in a more economical way. our students Negatives 1. Students and staff will their friends\nexperience some disappointment in being separated from 2 Community reaction will be strong against the decision for community a.s mentioned above\nfear of the impact on the Badgett School Relocation Business Case 10 3. The building may stand vacant for a period of time if not used by an agency community\nor the 4. The general community may react to the redrawing of attendance general area of the city. Positives zones in that 1. 2. 3. 4. 5. 6. Students will receive assignment to schools equal to current programs\nSpecial activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto New patrons are included in appropriate school correspondence and activities with those who have been enrolled\nElementary schools in contiguous areas are capable of absorbing the student population of Badgett\n^mediate and year-to-year cost savings will be realized of approximately $523,000\nThe Badgett School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of implementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. IBadgett School Relocation Business Case Resources Analysis Personnel No additional positions are necessary to implement this proposal. 77 Instead, some positions will be eliminated. No one will lose his or her Job, however. Attrition will be used to eliminate positions. Financial A savings of approximately $523,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessiry. Implementation of this proposal creates a cost-reducing strategy for the district's budget. I Force Field Analysis I I Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns.I I bl I ! ! IH I il  I i 1 I I I! I i I!!: II ! I I' Badgett School Relocation Business Case I General Implementation Plan 12 The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community wtio should be contacted immediately   _______ /  -  11 \u0026lt;  I w  a A w \u0026gt;  2. Contact the pnncipals of surrounding schools who may be affected by the relocation -'X Hi IcirtAee I 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone: and. ___those who do not attend Badgett School but live in the attendance zone. zone 6. Develop notice of relocation and date of community information meeting to send tO' a) parents \u0026amp; students: b) community groups and churches: c) media (press release) d) for door-to-door delivery in the neighborhood 7. Conduct informational meeting with the pnngpal. faculty, and staff about the a ______________I_____- ...  .. iHccung wnn me pnngpal, racutty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to a) parents \u0026amp; students: b) community groups and churches: c) media (press release)_______________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community informabon meetings by 11. Notify finance person to include this as a budget reduction strategy 12. File motion with the U. S. Federal Court to relocate students at Badgett School_____ 13. Develop letter to parents and students with announcement and reassignment.______ 14. Inventory building 15. Design plan for new attendance zones in southwest. ~ 16. Mail letter to parents and students with announcement and assignment___________ 17. Remove materials and equipment from school 18 Reroute transportation of students___________________ 19. Secure building ~ 20. Reassign staff 21. Send final assignment notices Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/1S/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7I3M95 31-1195 Person Modeste Modeste Williams Modeste Mayo Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley MayoBadgett School Relocation Business Case J 3 Attachment A Copy of map of Little Rock, eastern most area, with Badgett Elementary and other schoolsBadgett School Relocation Business Case 14 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Badgett Elementary SchoolHM* laaM MM .MM MM Little Rock School District Department Budget Unit Func Ob| - Description Actual 92793 FTE 92793 Budget 93794 Actual 93794 FTE 93794 Budget 94795 FTE 94795 0019 BADGETT ELEMENTARY_____________________ _______1105 FOUR YEAR OLD PROGRAM 0110 REGULAR CERTIFICATED 0120 REGULAR NON-CERTIFICATED__ ' 0210 SCX:iAL SECURITY TAX_________ 0240 INSURANCE____ ______________0380 FOOD SERVICES_______________ 04 i 0 SUPPLIES_____ ____________0416 SUPPLIES - SUPPLY CENTER 0540 EQUIPMENT-PERSONAL PROPER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN_________________ 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX_ ______0240 INSURANCE________________ '____0410 SUPPLIES__________________ 04 i 2 LOCAL SUPPLIES SP TRACKIN _____0416 SUPPLIES  SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY______________________ Olio REGULAR CERTIFICATED_______ 0117 STIPENDS____________________ di 20 REGULAR NON-CERTIFICATED 02 i 0 SOCIAL SECURITY TAX_________ 0240 INSURANCE_____________ 0326 REPAIRSEQUIPMENT__________ 0342 POSTAGE _________________ 0360 PRINTING A BINDINQ-INTERN___ 04 i 0 SUPPLIES _______________ 04 i 6 SUPPLIES - SUPPLY CENTER ______04 i 8 PRIOR ENCUMBRANCES_______ 0421 TEXTBOOKS - LOCAL SOURCES ~ 0540 EQUIPMENT-PERSONAL PROPER fl20 ELEMENTARY 1124 ELEMENTARY MUSIC________ 0110 REGULAR CERTIFICATED 0216 SOCIAL SECURITY TAX 0240 INSURANCE IV,,.. S' ^'01 Pri.p nutxx)2 29,078.00 9,960.00 _2.?8a54_ 2,935.05 2^510.10 325.76 _____000 0.00 47,795.45 66,968.40 5,123.11 3,116 29 13541 000 000 75,345.21 238,811.46 000 31,32381 20,665.95 15,887.16 _____25.00 66.31 000 4342 987.23 ______0 00 ______0.00 500 01__ 308,330.37 OQO 0.00 o'oo 1.00 1.00 2.00 1.00 1.00 e.oo 3.00 11.00 30,753.00 9,643.93 2,935.42 2,512.88^ ___10300 ___176.65 ___139 50 ____0.00 46,264.56 70,319.00 5,014.49 2,633.57 262.95 461.44 0.00 78,711.45 241,781.40 0.00 29,666.37 20,919.72 14,759.75 515.00 257.50 267.50 979.74 1j030.00 3,581'96 257.50 257.50 314,465.94 15,256.00 1,167.00 592.00 ___34,367.00 ____10,411.00 _____3 J 78 87 2,137.62 2,431.35__ 35.00 Mr47 _ 0.00 52,798.31 40,670.00 3,049.48 1,127.13 145.86 0.00 71.05 45,063.52 215,094.04 0.00 22,217.80 16,030.14 10,238.22 0.00 102.47 21.00 3,221.22 1,365 67 000 0.00 0 00 270,290.56 17,233.50 _____1,316 32 565.96 1.00 1.00 2.00 2.00 2.00 7.50 4.00 11.50 0.50 69.359 00 20,318 00 5,757 61 4,420.00 5,400.00 3,07600 178 00 3,600 00 102J 10.61 40,670.00 2,938.90 1,10500 240^00 0.00 000 44,953.90 206,775.00 300.00 22,893.30 16,016.24 11,602.50 500 00 100.00 ______0.00 200.00 1,892.00 0.00 0.00 ______0.00 262,281.04 17,635.00 1,274.34 552.50 2 00 200 4 00 t 00 1.00 7.50 3 00 10.50 0.50Unit ' 'U -I Little Rock School District Department Budget Func Ob| - Description 1124 ELEMENTARY MUSIC Actual 92/93 0.00 FTE 92/93 Budget 93/94 17,015 00 [ Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461 84 FTE 94/95 0 50 ____1195 ACADEMIC SUPPORT PROGRAM __________0120 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX_______ _ 0240 INSURANCE 1195 ACADEMIC SUPPORT PROGRAM 0 00 0^00 o?ob 0.00 1.00 1.00 10,411.00 ___796 44 1,292 94 12,500 38 4,390.97 _336 00 425.11 5,152.08 1.00 1.00 4,164 40 300.93 442'00 4,907.33 0 40 0 40 1210 ITINERANT INSTRUCTION ______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX ______0240 INSURANCE____________ 1210 ITINERANT INSTRUCTION ___14,782.56 1,130.89 768.03 16,681.48 1.00 1.00 __15,627.5^ ____1^1442 _____654 92 17,'396.64 ___15,627.60 1,19544 ______561^4 17,384.08 1.00 1.00 ____16,029 00 '1,158 29 _______552 50 17,739.79 0 50 0 50 1220 RESOURCE ROOM__________ ______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX ______0240 INSURANCE____________ 1220 RESOURCE ROOM 1560 ACADEMIC PROGRESS GRANTS 0124 CLERICAL OVERTIME_______ 0210 SOCIAL SECURITY TAX ______0331 PUPIL TRANSPORTATION ______0380 FOOD SERVICES___________ 0410 SUPPLIES_________________ ______0416 SUPPUES - SUPPLY CENTER _0416 PRIOR ENCUMBRANCES 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED____ 0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES_______ ______0116 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Date 8/ 5/94 Prog: BUD002 l\u0026gt; HV 34,784.58 2,661.27 2,809.43 40,255.28 Ji^l 99.49 244.79 575.76 440.15 165.00 0.00 0.00 4,625J 9 11,888 24 909.40 636.56 13,43420 29,058 00 2,223.10 1,532.64 1.00 1.00 0.25 0.25 0 50 24,892.00 1,775 06 1,776.20 28,443.26 33,886.02 2,365.61 2,662.61 38,934.44 1.00 1.00 13,216 50 955 20 552 50 14,726 20 0 50 0 50 0.00 0.00 000 0.00 0.00 0.00 172.10 172.10 0.00 000 0.00 0.00 ^162.72 11.49 0.00 9,174.21 0.00 0 00 0 00 000 0 00 aoo 0 00 o.ob^ 15,095.50 l'076.46 652.55 16,824.51 31,413 98 2,381.65 1'218.64 35,014.47 2.00 2.00 32,322.80 2,335.70 1.105.00 35,763.50 1 00 1 00 15,366.50 1,M5.79 653.77 15,366 52 1,154.68 563.86 0.50 _15.^8jpO__ _l.139 42__ 552'50 0 50MM .JMM Little Rock School District Department Budget Unit Func Obi * Description 2120 GUIDANCE SERVICES Actual 92/93 32,613.74 [ FTE 92/93 0.50 Budget 93/94 I 17,116.0'6 Actual 93/94 17,085.06 FTE 93/94 0.50 Budgt 94/95 17,459.92 FTE 94/95 0.50 NliQSING^SERVICES_____________ 0120 REGULAR NON CERTIFICATED io SOCIAL SECURITY TAX 0240 INSURANCE 2134 NURSING SERVICES 90.62 6.94 ooo 97.56 0 30 0.30 0 00 0.00 0.00 000 0.00 000 0.00 0 00 5,139 00 371.35 221.00 5,731.35 0 20 0 20 2222 SCHOOL LIBRARY SERVICES ______0110 REGULAR CERTIFICATED____ _____0120 REGULAR NON CERTIFICATEO 0210 SOCIAL SECURITY TAX 0240 INSURANCE__________ 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES 2410 OFFICE OF THE PRINCIPAL _______0110 REGULAR CERTIFICATED 0120 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 24io OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS OiiO REGULAR NON-CERTIFICATED ______0210 SOCIAL SECURITY T/kX________ ~ 0230 PUBLIC EMPLOYEES RETIREME 0240 INSURANCE_________________ 0321 UTILITY SERVICES-NATURAL ______0322 UTILITY SERVICES-ELECTRIC 0323 UTILITY SER-WATER/SEWAGE/ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU 0416 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU P.iie S/VQ4 I'mg nunofl2 32,692.33 1,152.12 2,589.07 1,701.25 1,458.83 0.00 39,593.60 54,411.43 24,502.13 6,036.72 4,230.79 0.00 0.00 89,181.07 22,786.15 1,743.24 55251 2,481.37 6,901.65 18,764.99 2,493.27 55,723.18 893.05 893.05 1.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 34,540.67 0.00 1,770.37 1,420.74 176.85 257.50 38,166.13 34,455.67 0 00 2,614.46 1,166 64 1,553.64 0.00 39,790.61 1.00 1.00 35,364.58 _____0 00 2,555 51 1,105.00 1,607.00 0 00 40,632.09 1.00 1 00 58,104.28 25,304.67 6,099.61 3,769.99 176.85 257.50 93,712.90 57,067.14 15,229.39 5,47884 2,220.15 0.00 ____aoo 79,9d5 52 1.00 2.00 3.00 58,150 36 21,275.48 5,739.47 2,652.00 200 00 200.00 88,217 33 1 00 f40 2.40 21,511.93 1,656.04 573 68 2,421.08 8,400.00 17,500.00 2,700.00 54,762.71 23,571.00 1,803.16 673.60 1,684.73 7,358.75 19,225.15 1,382.87 55,799.26 2.00 2.00 23,106 65 1,669.74 __10.00___ 2,21000 O^OOO.OO 16,200 00 2,700.00 55,886.59 2 00 2 00 2,000.00 2,000.00 1,253.66 1,253 66 2,000.00 2,000.00Unit Func Ob|  Description 0019 BADGETT ELEMENTARY Dale: 8/5/94 lacc 64 Prog\nDUD()02 Little Rock School District Department Budget Actual 92/93 RE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 RE 94/95 724,769.38 24.05 737.551.84 686,853.56 27.50 711,871.49 24 50Badgett School Relocation Business Case 15 A possible scenario for relocating students  Badgett School Relocation Business Case 76 Possible Scenario for Badgett Relocation 1. Two four-year-old classes must be relocated intact or a plan modification must be submitted to eliminate these classes. 2. Work with Dr. Kohler, Special Education Dept., to relocate self-contained class of six 3. resource students (5 black and 5 non-black) to another building. ^nd the twenty-eight black students currently attending Badgett who are not living in BzinCTpf+c -TAWA 1,. lI___1-_____i.   Badgett's attendance zone back to their area school. 4. Encourage the thirty-seven non- i-black students to apply to either Booker Magnet School Q 1 T oLuuciiu, LU apply to eitner DooKer bchool or to Booker T. Washington Magnet School. For each white student assigned to Washington Magnet School, a black student who not 15 currently attending Badgett b^ause he/she could get into their attendance zone school, Washington, can be assigned to Washington if they are on Washington's waiting list 5. Badgett will lose twenty-seven sixth graders to jr. high school thereby leaving a total of 104 students to reassign (85 black and 37 non-black) if we are unsuccessful in convincing pyents to select Booker or Washington. If successful, we are looking at reassigning only about thirty- black students. 6 6/ a) PLAN FOR 85 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Enlarge Chicot and reconstruct the attendance attendance zone. b) PLAN FOR 30 BLACK STUDENTS i) Offer seats in the Incentive Schools zone to include the former Badgett ii) Reassign to Pulaski Heights Elementary' School Pulaski Heights currently vacant seats. has 26 6. iii) Offer Brady as the overflow school Effect of Racial Balance on receiving schools:^ a) b) Booker - Will remain the same 53.8% (if 37 non-black students and 37 black students opt to go to Booker). Washington - Will remain the same 57.3% (if 37 non-black students and 37 black students opt to go to Washington). c) Pulaski Heights' current percentage black is 47.6%, this will increase to 54.8 including Badgett s thirty black students. 0 o bv - student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the attected magnet schools.Little Rock School District MEMORANDUM : exhibit 1. 2. To: From: Date: Subject: Dr. Henry P. Williams, Superintendent Russ Mayo, Associate Superintendent pL/ June 29. 1995 Closing of Badgett School Updated Timeline (Revised since 6/21/95 memo) I Miktteae Develop a list of key people in the community who should be contacted immediately Design possible scenarios for new attendance zones 3. Business Case presented to the LRSD Board of Directors for approval____________________ 4. Notify patrons at February registration of the possibility that the school will close.___________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone._______________ 6. Develop notice of relocation and date of community infonnation meeting to send to: Date 1/13/95 1/30/95 1/26/95 2/6/95 2/1/95 1/26/95 7. a) b) c) d) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) for door-to-door delivery in the neighborhood Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: 1/25/95 1/26/95 9. a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release)___________________________________________________ Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings_____________________________________________ 11. Notify finance person to include this as a budget reduction strategy_________________________ 12. Finalize a specific plan for new attendance zones_______________________________________ 13. Business Case presented to the LRSD Board of Directors for approval_______________________ 14. File motion with the U. S. Federal Court to relocate students at Badgett Seftoo/___________ 15. Determine date for Student Assignment personnel to go to school and offer guidance to patrons about choices for their students._________________________________________________ 16. Develop letter to parents and students with announcement of closing and choices asking for a response by a deadline. Deadline must be after student assignment guidance meeting._____ 17. Develop flyer to parents and students with announcement of closing and date of guidance meeting at school to help patrons with choices._____________________________________________ 18. Receive court approval^ 19. Mail letter of relocation and date of guidance meeting to patrons____________________________ 20. Deliver fliers, door-to-door, announcing the relocation and date of the guidance meeting_________ 21. Inventory building_________________________________________________________________ 22. Conduct patron guidance and information meeting no later than____________________________ 23. Mail letters to parents and students with announcement and notifying them of new assignment 24. Remove materials and equipment from school__________________________________________ 25. Reroute transportation of students___________________________________________________ 26. Secure building__________________________________________________________________ 27. Reassign staff___________________________________________________________________ 28. Send final assignment notices to patrons and students 1/26/95 2n/95 3/3/95 6/20/95 5/22/95 5/30/95 6/26/95 6/26/95 6/26/95 7/7/95 7/10/95 7/10/95 7/14/95 7/20/95 7/21/95 7131/95 7/31/95 7/31/95 7/31/95 6/3/95 C: Superintendent's Cabinet EXHIBIT 'Remaining timeline is based on Court approval. Modeste Mayo Williams Mayo Mayo Mayo Modeste Mayo Mayo Mayo Williams Mayo Williams Williams Mayo Mayo Mayo Williams Mayo Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo M MAiainiar2 E X H1 Blt I 3 u Little Rock School District Fair Park School Relocation A Business Case January, 1995 Addition Modification Z Deletion $637,000 savings EXHIBIT 3 l/ MJFair Park School Relocation Business Case 2 I Executive Summary For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total building capacity and total enrollment shows many vacant seats. While a larger than normal number of seats are necessary for desegregation, die number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Fair Park has become expendable as a public school because of its isolation, its declining . enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 80.34% of its capacity\n2. The capacity of the school itself (351) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the size itself is significantly below the average\n3. Enrollment since 1989 has declined from 332 to 282 and is expected to continue\n4. The school is out of racial balcince by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this\n5. The per pupil cost has increased\n6. Operational costs for the building have increased to make this school as one on the most expensive to operate annually\n7. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings\nBy the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Fulfilling this proposal will require a modification to the LRSD Desegregation Plan. This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met: 1. New attendance zones affected by this relocation will reflect a better racial balance\nFair Park School Relocation Business Case 3 2. The community is given the opportunity to be heard on the decision\n3. Transportation is re-routed to accommodate these students\n4. Special activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. Immediate cost savings is realized\nand, 8. The relocation of students and staff at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation . Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will experience some disappointment in being sepsurated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\n3. The building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance zones in that general area of the city. Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school to make new students and patrons feel'welcomed\nffl/r Park School Relocation Business Case 4 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n5. Immediate and year-to-year cost savings will be realized of approximately $637,000\nand, 6. The Fair Park School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing distrirt costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be  generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milectone 1. Develop a list of key people in the community who thould be contacted immediately 2. Contact the principals of sunounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval____________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community infonnation meetings. Include PTA president and ministers. ___ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by\na) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone.___ 6. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood_____________________________ 7. Conduct informational meeting with the pnncipal. faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release)_________ 9. Deliver fliers, door-to-door, announcing the relocation and dale of the information meeting________________________________________ 10. Conduct community information meetings by_______________________________ 11 Notify finance person to include this as a budget reduction strategy______________ 12 File motion with the U S Federal Court to relocate students at Fair Park School Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 Peraon Modeste Modeste Williams Modeste Mayo Mayo Modeste Mayo Mayo Williams Williams WilliamsFair Park School Relocation Business Case 5 Milestone 13. Devotop totter to poontt and ttudonf with nnounewnent ond reitugnmeni. 14. Inventory buildinfl__________________________________________ 15. Deargn plan toe new attendance zonee in aouttrweet._____________________ 16. Mail totter to parents and atudentt with announcement and assignment_____ 17. Remove matanala and equrpment from sctxl__________________________ 18. Reroute transportation of atudentt 19. Secure bunding 20. Reaaaign ataff 21. Send final aaaignment noticea Date 4/18/85 5AXV95 6/1/95 6/1S/95 7/31/85 7/31/95 7/31/85 7/31/85 8/1/95 Peraon Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurtay Mayo Background For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A . comparison of the district's total building capacity and total enrollment shows many vacant seats. While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used. Fair Park Elementaiy School is a school that must be considered for closing. It is located north of 1-630 and just west of University Avenue in the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. Problem Definition Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in Imilding operation. The following are reasons why Fair Park Elementary School is considered for closing\n1. As of October 1,1994, the school was filled to only 80.34% of its capacity\n2. The capacity of the school itself (351) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the size itself is significantly below the average\n3. Enrollment since 1989 has declined from 332 to 282 and is expected to continue\nFair Park School Relocation Business Case 6 4. The school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this\n5. The per pupil cost has increased\n6. Operational costs for the building have increased to make this school as one on the most expensive to operate annually\n7. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings\nFigure 1 illustrates some of these trends. Figure 1 Fair Park Elementary Enrollment History ':x\u0026lt; 2S9\u0026lt;-9S Enrollntenfl % Black % Out of Balance Capacity Attnd. Zone Ttl.^ AZ % Black 332 72.00 12.00 94.59 345 80.87 20.87 98.29 320 80.31 20.31 91.17 243 79.01 19.01 69.23 263 76.05 16.05 74.93 343 49.27 282 72.34 12.34 80.34 348 53.44 Analysis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were age of building, increasing costs, and low capacity. Addressing only one or tuo and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency ' Enrollments are for October of each year. 2 Attendance zone data is available for two years only. k itrM Ik*Fair Park School Relocation Business Case 1 ioT tax-payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below: 1. 2. 3. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\nRedraw the attendance zone to increase the number of students attending Fair Park School. This reduces the per-pupil costs at Fair Park but will increase costs elsewhere since another attendance zone must be reduced to enlarge Fair Park's. Further, it would impact in negative ways the enrollment of other schools. Relocate students from Fair Park to solve the problem. This alternative addresses all three areas of the problem. a) b) c) d) A plan to relocate students will be devised. One possible scenario appears in Attachment C\nAn immediate savings of approximately $637,000 will be realized by  eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nStaff will be relocated according to the provisions of the negotiated contract The curriculum offered at Fair Park will be offered at other schools under the program for that particular school. 4. Intensify recruitment ejfbrts. Recruitment has been tried. The results have not been significant. If the enrollment of Fair Park were increased by this effort, it would have a negative impact on neighboring attendance zones. Kecommeniation Alternative 3 is recommended. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all of the problem areas. Objective By the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions Uill be completed with a minimum of disruption to these individuals and the school district. Fulfilling this proposal will require a modification to the LRSD Desegregation Plan. This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met: az* *Fair Park School Relocation Business Case 8 1. New attendance zones affected by this relocation will reflect a better racial balance\n2. The community is given the opportunity to be heard on the decision\n3. Transportation is re-routed to accommodate these students\n4. Special activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are mcluded in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. Immediate cost savings is realized\nand, 8. The relocation of students and staff at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. |lOTpflcfA^a/ysis | The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\n3. The building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance zones in that general area of the city.Fair Park School Relocation Business Case 9 Positive* 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school to make new students and patrons feel welcomed\n3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park-, 5. Immediate and year-to-year cost savings will be realized of approximately $637,000\nand, 6. The Fair Park School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management The risks of implementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately eifter the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the commxmity through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. ^Resources^A^lysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Attrition will be used to eliminate positions.Fair Park School Relocation Business Case 10 Financial A savings of approximately $637XX)0 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. I Force Field Analysis Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district  are well aware of the improvement this solution will bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome commimity. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the pnncipals of suirounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval____________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.___________________________________ 5. Compile list and mailing labels of all students living in the Fair Par^ School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair ParU School but live outside of the attendance zone b) those who attend FairPait School but live in'tha attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste MayoFair Park School Relocation Business Case n Mileatone 6. Davatop notice of relocation and data of communlly mformation maatmg to tend to: a) paranta \u0026amp; atudants\nb) community groupa and churcbaa\nc) madia (praaa ralaaaa) d) for door-to-door daHvary In the naiflbboftTOOd_______________________________ 7, Conduct Informational maatingwtth Iha principal, tacufty, and ataff about the procaaa 6. MaH notioa of poaaibla relocation and date of community nfotmaton maatmo to: a) paranta Aatudenta: b) community groupa and churchea\nc) madia (preaa ralaaaa)_________________________________________________ 9. Deliver fhera, door-to-door, announcing the relocation and date of the mformation meeting______________________________________________________ 10. Cofiduct community information meatinga by__________________________________ 11  Notify finance peraon to includa thia aa a budget reduction atratagy________________ 12. File motion with the U. S. Federal Court to relocate students at Fair Park School 13. Develop tetter to parents and students with announcement and reassignment._______ 14. Inventory building_________________________________________________________ 15. Design plan for new attendance zones in southwest____________________________ 16. Mail letter to parents and students with announcement and assignment____________ 17. Remove materials and equipment from school_________________________________ 18. Reroute transportation of students _________________________________________ 19. Secure building 20. Reassign staff _______________________________________ 21. Send final assignment notices Date 2/10/95 2/10/95 205 2/22/95 2iaiK\u0026gt; ZIZI96 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Peraon Mayo Modaeta Mayo Mayo WWiare Wtliaro Wtlltams Mayo ' Neal Mayo Mayo Eaton Chaatham Eaton Hurtay Mayo IJ Fair Park School Relocation Business Case 12 Copy of map of Little Rock with Far Park Elementary and other schoolsA ,~1----- I _ rLittle T lefterson School A Jci t\nlbUil ouiluul leTS^\u0026lt; School ti W rest Pa V\\ \\ ' \\ \\ District .Forest Park School j|Williams Magnet SchoolSj^ A halpHigh'^chooP Swit \\ I T  r sis Hi*' Si /l/K ^Cf^OOL 7 School r High School! \u0026lt; t \\ ~l  __J f~ 1 jj et HSIC __J. _ EH3 B I- 630 .v \\ \\ \\ \\ \\ \\ T I I I I I I. V i 1 Orth iclool^){sU tr(l\\ District- \\ X \\ \\ \\ 'Jr A \\\\ \\ \u0026gt; \\ \\ I \\ \\ \\ * A \\ VrW^  ~ \" - ^ulastoVle^ghts School FranKiin Incentive A X ------1 [SJ-j-Pu aski Heights AA \\ chooP - 1, L: Woodruff School  rrri Schoolr ^ts pl fephe OPf r phens T School 2 I t 7LRSD Adm king InterdistrictS^ool' aiieW^Wol' 1 i 11 Sfwr-.'M i^bs Magnet Sc J-1 Dunbar Junior High School I t ll'T I I H I 1 I n.i 1 iTT-t-t-t1-J Fair Park School Relocation Business Case 13 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Fair Park Elementary SchoolMM Little Rock School District Department Budget UnH Func 0b| - Description Actual 92/3 FTE 92/M Budgat sayM Aaual n/M FTE 3/M Budgal MM FTE M/W 0023 FAIR PARK ELEMENTARY___________________ ________1105 FOUR YEAR OLD PROGRAM________ 0110 REGULAR CERTIFICATED_______ 0 i 20 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX_________ 0240 INSURANCE___ ______________0380 FOOD SERVICES______________ ______________0410 SUPPLIES___________________ ______________04 i 6 SUPPLIES - SUPPLY CENTER 0540 EQUIPMENT-PERSONAL PROPER 0548 EQUIPMENT - SUPPLY CENTER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN_________________ 0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE________________ ______0410 SUPPLIES_________________ 0412 JLOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES - SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY_____________________ oi l 0 REGULAR CERTIFICATED____ ______0120 REGULAR NON-CERTIFicATED _____ 0210__SOCIAL SECURITY TAX_________ ______0240 INSURANCE__________________ ______0326 REPAIRS-EQUIPMENT__________ ______0342 POSTAGE____________________ _____ 0360 PRINTING a BINDING-INTERN ______04 i 0 SUPPLIES___________ ______04 i 6 SUPPLIES - SUPPLY CENTER _____ 0421__TEXTBOOKS - LOCAL SOURCES ______0540 EQUIPMENT-PERSONAL PROPER 0548 EQUIPMENT-SUPPLY CENTER 1120 ELEMENTARY 1124 ELEMENTARY MUSIC________ 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale: 8/ 5/94 Page: 71 Prog\nBUD002 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 61,466.31 4,703.86 3,081.67 256.47 0.00 0.00 69,530.31 406,546.70 35,167.90 33,793.04 25,237,13 2.64 262.92 ____109.00 606.15 3,560.75 239.27 1,347.06 469.90 507,401.66 0.00 0.00 0.00 3.00 3.00 12.00 5.00 17.00 0.00 10,411.00 687.75 1,000.68 0.00 1,977.93 0.00 3,600.00 0.00 17,677.36 68,212.00 4,864.25 2,624.26 ___212^2 412.00 45.32 76,370.05 421,628.06 3^567.28 35,039.40 23,663.51 515.00 257.50 257.50 1,414.77 1,701.66 257,50 0.00 519,074.70 15,256.00 1,167.00 592.00 0.00 9,907.00 745.02 997.20 2,572.05 2,049.00 209.03 ___245.13 910.07 10,444.70 68,212.00 5,166.06 2,229.66 436.66 0.00 0.00 76,066.42 398,583.85 23,946.96 31,403.34 17,076.75 4.05 163.68 302.80 ____906.46 3,246.62 0.00 0.00 476,111.48 17,233.50 1,310.32 505.96 1.00 1.00 2.00 2.00 13.50 4.00 17.50 0.50 24.089.00 20.066 00 3.190.73 3.315.00 5.400.00 3,233.00 0.00 3,600 00 0.00 62,893.73 69.014.00 4.967.06 2.210.00 200.00 200.00 44.00 76,655.06 352.097.00 26,721.70 31,300.44 17,127.50 300.00 100.00 96.50 1,200.00 i.7daoo 257.50 500.00 200 00 433,600.64 17.635.00 1.274 34 552.50 1.00 2.00 3.00 2 00 2.00 10 50 3.00 13.50 0 50UnH Furrc Obj  DaacrlpHon 1124 ELEMENTARY MUSIC 1195 ACADEMIC SUPPORT PROGRAM ______0120 REGULAR NON-CERTIFICATED ______02 i 0 SOCIAL SECURITY TAX_______ ______0240 INSURANCE_________ 1195 ACADEMIC SUPPORT PROGRAM 1220 RESOURCE ROOM__________ ______0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE 1220 RESOURCE ROOM Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 I 17,O15.o6~J Actual 3/M FTE 3/M 19,117.78 I 0,50 I Budoat 94/W 19,461.84 J FTE 94/95 0.50 ] 0.00 0.00 0.00 0.00 1.00 1.00 10,411.00  796 44 1,292.04 12,500.38 6,246.71 456.12 600.11 7,302.94 1.00 1.00 6,246 60 451.39 663.00 7,360.99 0.60 0 60 ___14,392.56 1,101.13 765.59 16,259.28 1.50 1.50 14228.00 1,085.78 653.15 16,064.03 30,452.00 2,046.64 1,117.88 33,616.52 0.50 0.50 25,004.00 1,606.84 1,105.00 27,915.84 1 00 1.00 1 seo ACADEMIC PROGRESS GRANTS ______0117 STIPENDS____________________ ______0210 SOCIAL SECURITY TAX ' 0331 PUPIL TRANSPORTATION_______ ______0380 FOOD SERVICES______________ 0410 SUPPLIES 0540 EQUIPMENT-PERSONAL PROPER 1580 ACADEMIC PROGRESS GRANTS 1910_Glf=TED AND TALENTED ______0ilO REGULAR CERTIFICATED 0210_^OCIAL SECURITY TAX 0240 INSURANCE 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES_______ 0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE 2120 GUIDANCE SERVICES 2134 NURSING SERVICES _______0120_REGULAR NON-CERTIFICATED ______0210 _ SOCI^ SECURITY TAX________ 0240 INSURANCE 2134 NURSING SERVICES Dale: 8/5/94 72 Prog: BUD002 4,703.31 751.69 040.37 20.00 2,585.83 1,079.24 10,089.44 18,044.54 1,380.55 645.79 20,270.88 71900 2^43.88  1^618.67 30,281.53 15,144.45 1,158.26 1,273.28 17,575.99 0.50 0.50 0 60 0.60 0.40 0.40 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3,222.67 4,428.44 7,651.11 0.00 0.00 0.00 0.00 0.00 0.00 0.00 18.438.00 1^314.83 ___665.41 20,418.24 14,162.00 1,000.00 648.44 15,820.34 14,803.67 1^3061 1,089.98 17,033.26 11,043.69 644.81 358 46 12,246.88 25,657.47 1,^61 033.42 28,095.50 10,950.49 637.68 700.94 12,489.09 0.60 0.50 0.60 0.60 0.40 0.40 18,436 00 1,332.37 552.50 20,322.67 32.056.00 2,316.57 1,105.00 35,479.57 15,432.65 1,115.19 331.50 16,879 34 0 50 0.50 1 00 1.00 030 0 30Unit Fuik Obj - Description 2222 SCHOOL LIBRARY SERVICES _______0110 REGUL^R CERTIFICATED____ 0 i 20 REGULAR NON-CERTIFICATED ______02 i O SOCIAL SECURITY TAX_______ ______0240_INSURANCE ______0410 SUPPLIES _________ 016 SUPPLIES  SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES 2410 OFFICE OF THE f^INCIPAL 0110 REGULAR CERTIFICATED ______0120 REGULAR NON-CERTIFICATED _______0124 CLERICAL OVERTIME________ 0210 SOCIAL SECURITY TAX_______ ______0240 INSURANCE ______0410_SUPPLIES____________ 04lie SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS 0120 REGULAR NON-CERTIFICATED 0124 CLERICAL OVERTIME 0210 SOCIAL SECURITY TAX _______0230 PUBLIC EMPLOYEES RETIREME 0240JNSURA2JCE_ ______0321__UTILITY SERVICES-NATURAL ______0322 UTILITY SERvicES ELECTRIC Disutility serwater/sewage/ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES BU __ 0418 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES BU 0023 FAIR PARK ELEMENTARY Date: 8/ 5/94 Page: 7J Prog: nUD002 Little Rock School District Department Budget Actual 02/93 FTE 02/93 Budget 03/94 Actual 03/94 FTE 03/94 Budget \u0026gt;4/98 FTE \u0026gt;4/05 40,513.28 12,269.00 ____4^037.91 2,990.07 2,090.80 ______180.95 62,081.99 44,209.33 16,998 68 0.00 4,682.36 3,010.54 24.95 0.00 68,925.86 25,945.41 0.00 1,964.69 698.30 1,866.60 ^304.62 28,873.70 2,327.05 G9.022.77 1.017.68 1,917.66' 873,357.37 1.00 1.00 2.00 1.00 1.00 2.00 3.00 3.00 31.00 41,729.11 8,698.61 2\u0026gt;04.26 2J32.79 176.65 257.50 56,399.12 47,375.24 16,059.30 0.00 4,621.13 2,566.65 176.85 257.60 71,056.67 21,574.11 0.00 1,660.80 394.30 1,202.79 5,500.00 43,500.00 2,000.00 75,832.00 2,000.00 2,666760 018,182.05 41,720.11 12,983.00 4,022.20 2,175.10 2,048.39 164.18 63,141.96 46,125.49 31,731.99 135.62 5,968.42 3.138.92 0.00 0.00 87.096.34 15,432.68 780.21 1,240.28 187.46 1,064.62 8,606.37 3^247.41 1,662 45 66,241.35 ^305.62 2,305.62 910,017.81 1.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 30.00 41.720.11 5,372.40 3,40365 1,547.00 1,141.00 1,141.00 54,334.16 47,631.00 17,194.65 000 4.684.49 2,210.00 180 00 260 00 72,161.04 22,962.97 0.00 1,660.80 0.00 2,210.00 6,000 00 37,000.00 2,500 00 75,353.77 2,000.00 2.000.00 004.418.87 1.00 0.40 1.40 1 00 1.00 2.00 2.00 2.00 27 80Fair Park School Relocation Business Case 14 A possible scenario for relocating students 't Fair Park School Relocation Business Case 75 ^Possibl^cenariofoT^airJParf^Relocati^ 1. 2. 3. One four-year-old class must be relocated intact or a plan modification must be submitted to eliminate this class. Reassign the one hundred and thirty-two students (85 black and 47 non-black) who are not living in Fair Park's attendance zone back to their area school. Fair Park will lose thirty sixth graders to jr. high school (25 blacks and 5 non-blacks) thereby leaving a total of one hundred and twenty-one students (99 blacks cind 22 4. non-blacks) to reassign. Encourage twenty-two non-black students to apply to magnet schools, interdistrict schools. or 5. 6. 7. 8. 9. Reassign 22 non-black students to Brady. Offer 99 black students seats in Incentive Schools. Encourage M-to-M transfers. Reassign zone blocks 511, 512, 513, and 554 to McDermott McDermott current capacity is 494 however, in past years it has been higher in to warrant an assistant principal. Effect of Racial Balance on receiving schools: 3 a) b) Magnet and Interdistrict school's racial balance will remain the same. Brady's racial makeup will improve. Brady is currently 64% black and 32.2% non-black. The new balance will be 62.2% black and 37.8% non-black. c) McDermott racial balance will shift to 69.3 black if all former Fair Park black students transfer to McDermott. *5 Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the altected magnet schools./ Little Rock School District MEMORANDUM EXHIBIT To: From: Dr. Henry P. Williams, Superintendent Russ Mayo, Associate Superintendent hi Date: Subject: June 29, 1995 Closing of Fair Park School Updated Timeline (Revised since 6/21/95 memo) 1. 2. 3. Develop a list of key people in the community who should be contacted immediately Design possible scenarios for new attendance zones_________________________ Business Case presented to the LRSD Board of Directors for approval 4. Notify patrons at February registration of the possibility that the school will close.____________ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and 1/13/95 1/30/95 1/26/95 2/6/95 2/1/95 Modeste Mayo Williams Mayo Mayo 6. those scheduled to attend the school. Sort the lists by\na) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone. Develop notice of relocation and date of community information meeting to send to: 1/26/95 a) b) c) d) parents \u0026amp; students\ncommunity groups and churches\nmedia (press release) for door-to-door delivery in the neighborhood 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: 1/30/95 1/26/95 9. a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release)___________________________________________________ Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings______________________________________________ 11. Notify finance person to include this as a budget reduction strategy_________________________ 12. Finalize a specific plan for new attendance zones_______________________________________ 13. Business Case presented to the LRSD Board of Directors for approval_______________________ 14. File motion with the 0. S. Federal Court to relocate students at Fair Park School__________ 15. Determine date for Student Assignment personnel to go to school and offer guidance to patrons about choices for their students.__________________________________________________ 16. Develop letter to parents and students with announcement of closing and choices asking for a response by a deadline. Deadline must be after student assignment guidance meeting._____ 17. Develop flyer to parents and students with announcement of closing and date of guidance meeting at school to help patrons with choices._____________________________________________ 18. Receive court approval^ 19. Mail letter of relocation and date of guidance meeting to patrons___________________________ 20. Deliver fliers, door-to-door, announcing the relocation and date of the guidance meeting________ 21. Inventory building_________________________________________________________________ 22. Conduct patron guidance and infonnation meeting no later than____________________________ 23. Mail letters to parents and students with announcement and notifying them of new assignment 24. Remove materials and equipment from school__________________________________________ 25. Reroute transportation of students___________________________________________________ 26. Secure building__________________________________________________________________ 27. Reassign staff___________________________________________________________________ 28. Send final assignment notices to patrons and students 1/26/95 1/31/95 3/3/95 6/20/95 6/22/95 6/30Z95 6/26/95 6/26/95 6/26/95 7/7/95 7/10/95 7/10/95 7/14/95 7/20/95 7/21/95 7/31/95 7/31/95 7/31/95 7/31/95 8/3/95 C: Superintendents Cabinet EXHIBIT Mayo Modeste Mayo Mayo Mayo Williams Mayo Williams Williams Mayo Mayo Mayo Williams Mayo Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurtey Mayo I Remaining timeline is based on Court approval. U IlMtkUMK'X January 7, 1995 LRSD Area Elementary Schools Explanation of Rating Sheet for Facilities Study The criteria shown across the top of the chart are defined as follows: Desegregation Criteria Under Cap Low Cap Enroll Deci Bal Out Recfut Diffie Per Pupil $ AZ Isolat co I VP X lU TTrw*MSIW The extent to which this school is under its published capacity - \"1 = 85%-94% of capacity, \"5 = 75%-84%, and \"10\" = below 75%_____________________________________________________________________________________'----- The extent to which this school is under the average capacity for the district - The average capacity for a LRSD Area Elementary School is 425 students. Therefore, a rating is necessary only for schools with capacities below 425. A rating of 1\" = less than 50 below, \"5\" = 51-100 below, and \"10 more than 100 below the average.__________________ The severity of the rate of decline in enrollment for a school - A drop of 1%-2.99% = 1\", 3%-4.99% = 5\", and 5% or more of last years October 1 enrollment received a 10\".____________________________________________________ The extent to which the school is out of racial balance according to current guidelines and past trends indicate that it will continue - Ten percent or more beyond guidelines should receive a 10._________________________________________ The level of difficulty in recruiting to this school to achieve racial balance______________________________________ The extent to which per pupil expenditures exceeds the average of the district in this school - Under $2,550 = \"1\", $2,551 to $2,899 = \"5\", and $2,900 to $4,100 = 10\".________________________________________________________ The extent to which the school's attendance zone is isolated because it is too small and cannot draw more students without taking them from other zones. To some extent, this is a measure of the size of the attendance zone for the school and the geographic location of the building. The average size attendance zone is 353. Facilities Criteria Bldg Config Reno Need Oper Costs The extent to which the age and design of the building negatively impacts program, costs, and modern standards - Supports Program = \"1, Minor Shortfalls = 5\", and Major Shortfalls = *10.________________________________ The extent to which the building needs renovation to meet current codes - $100,000-$200,000 = \"1', $200,001 to $500,000 = 5\", and above $500,000 = 10\".__________________________________________________ The extent to which the per capita cost of maintaining this school is greater than similar schools - At or below average =  1 Between 10% \u0026amp; 25% above average = \"5\", Above 25% = 10' Upgrad Costs wiSs The cost of upgrading the building to support the academic program - Below $500,000 = \"1\", $500.000-$1,000,000 = \"5\". and Above $1,000,000 = 10_______________________________________________________________________January 7, 1995 LRSD Area Elementary Schools Rating Sheet for Facilities Study A rating is given in a column only if the criteria named at the top of the column has a negative influence on the desegregation plan, on the building itself, or on the budget. If so, then a rating of 1, 5, or 10 is given according to the extent of the negative impact. Therefore, schools with the highest total should gel serious consideration for closing An explanation of each criteria is included. Bale Under Low School Cap Cap -i-, :\u0026lt;r lr \u0026gt;4 ilQi IgrTi Uit-xrxy 1 = Minimal 5 a Considerable Desegregation Criteria Enroll Ded Bal Out X'i-KzxSgTfv-.^^rK-: Recrut Dif^ Per AZ 10 = Extreme Facilities Criteria Pupil $ tS? !f\u0026gt;K tihnin-r Isolat Bkfg ConTig W\n*wVx- Reno Need Oper Costs Upgrad Costs* Total 'lx'I'W.*.*. iBaWSr\u0026lt; Brady Chicot Cloverdale Dodd Forest Park Fulbright Gayer Springs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Terry Wakefield Watson Western Hills Wilson (w'iijieiiiW SJixixcr, ___ 5TJi?fOrxi2Jc\" 10 10 10 (I*  ?ii Si 1 K xy. -ilQbs in-i(u.x*x6x.x Tejragi. 10 10 10 10 10 10 10 XO( XX'ft.X-XXwGfi.-ii?/ --------- SpOpi ill ysffstJt ifiitHirrnniaiM K{ WsSHijSigsj JsSS? *jPWkPii 10 'tpjw, a\u0026gt;trAKsxt, 10 10 !***\nMu'-' M agiaj 10 10 10 10 sj :*nwz .Kiow:^.' xiiSx* asbUtt SB 10 B 10 10  95 56 62 20 35 30 24 85 28 17 39 31 30 24 19 33 13 38 25 28 22 63 r/ \"7 5 1 1 5 1 1 1 1 5 1 1 litieSitfej\nifcPii\"K\nBewwjeai *^'^''.*15#^ i^f} 5 2 SsSSSaB^fei* *5S^SSS 1 l^h?ifJM-XJ .jwuiitlj 1 1 5 5 i T S 53 *!^Sr* * jFloi MiFj^\u0026gt;l\nM 1 5 5 1 1 1 5 5 1 5 5 5 5 5 5 5 1 5 1 5 1 Vi^iyff-  laiftiniftr^i akaBOfSa '.Bo  5 5 5 a ji**^^?**^ 5 5 5 1 5 5 5 MAJl.tM. JT 5^\n?S?S y^y*-~ieyifc\u0026gt; 1 5 5 5 5 5 1 1 1 1 5 5 5 5 1 1 1 1 1 1 1 5 5 1 5 fjF 5*\u0026lt;.-!:'?3r 1 1 1 1 1 1 5 5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 5 1 9 1 5 1 1 1 5 1 1 1 1 1 5 5 1 5 30^ \u0026gt; 5 ubix iu 1 1 1 1 1 1 r/ ' This is a factor only if renovation is ever done. wraiIN 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 REC I? IVES! . DEFENDANTS MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL .1111 3 1995 INTERVENORS INTERVENORS Office of Desegre. a' son Mon:icfing MEMORANDUM BRIEF IN SUPPORT OF LRSDS MOTION FOR MODIFICATION OF DESEGREGATION PLAN It The Plaintiff, Little Rock School District (\"LRSD\" or District\"), for its Memorandum Brief in Support of its Motion for Modification of Desegregation Plan, submits the following: In the Court-approved LRSD desegregation plan. the LRSD indicated that it would operate twenty-three (23) area schools. various incentive schools, magnet schools and inter-district schools on the elementary school level. The LRSD has in fact operated the area schools as envisioned in the plan through and including the 1994-95 school year. As this Court has continued to monitor LRSD's implementation of the plan. the District has regularly updated this Court of its financial condition. In fact. at the Court's request, the District has provided this Court, from time-to-time, projections of its budget status for five-year diinaVpcssdXmodiOcaiKMi.brf -1-intervals. Those projections have included various scenarios of anticipated budget deficits with no millage increase/no cuts, no millage increase/cuts and millage increase/cuts. It is primarily in the last scenario that the District projects its ability to continue program operations while submitting balanced budgets in accordance with Arkansas state law. As a part of its review of the District's financial condition, this Court has consistently encouraged the District to pursue those budget reduction strategies which will yield recurring benefits. Namely, this Court has expressed concern over the use of revenue generating measures which are one-time in nature whereas the District's primary expenditures are recurring in nature. Accordingly, this Court has requested the District to determine the availability of strategies which yield recurring benefits. As this Court is well aware, the District has now embarked upon a program, planning and budget process whereby it makes an inventory of its programs, conducts program evaluations, conducts an analysis of the needs of the District as it relates to the District's goals and mission and, thereby, develops programs tied to the achievement of its goals and mission. The program planning and budgeting process is driven by the District's project management tool which tasks out the various components of the process to insure that the products to be produced from each sub-process will be available for the District's use in budget development. The project management tool for fiscal diani\\pcssd\\fnodiricaiion.brf -2-year 1996 was primarily implemented during the 1994-95 school year for the development of the District's budget for the 1995-96 school year. Among the many sub-processes identified in that tool to lead to the 1995-96 budget was a sub-process for school closings. As indicated by the business cases and time lines attached to the motion filed herewith, the District used processes and procedures which revealed a sufficient change of circumstances to warrant the requested modification of the desegregation plan. As reflected by the respective business cases, each school's enrollment as of October 1, 1994, was significantly below the available capacity. Further, even if each school was filled to capacity, the capacity of each school is significantly below the District-wide average for elementary area schools. As such, each school would not operate efficiently when compared to average sized area schools. The enrollment at each school has declined since 198 9 and continued enrollment declines are expected at both schools. One of the most severe consequences of such enrollment declines is the continued increase in per pupil expenditures at each school. For instance, the per pupil cost at Badgett Elementary School has increased to $4,021.87 during the 1994-95 school year, the highest of any area elementary school. Likewise the per pupil cost at Fair Park Elementary School as increased. In fact, operational costs for these two buildings have increased such to cause these schools d iana\\pcssd\\rTxxt ificat ton. brf -3-to become two of the most expensive schools to operate annually within the District. It is also significant to note that both of the buildings where each of these schools is housed are in need of renovation and upgrading. The cost to accomplish the necessary renovations and upgrades at each school is estimated to exceed $1,000,000 each. This is considerably more than the average cost which would be necessary to renovate and upgrade the other buildings in the District. Taking these changed circumstances into consideration, along with the fact that the District's total building capacity and total enrollment reflects many vacant seats, the number of vacant seats in the District has now become significant. Although, various factors may be considered as one searches for the cause of the increase in the number of vacant seats. it is important to recognize that the District has been extremely successful in its efforts to encourage its black students to take advantage of educational opportunities available in the Pulaski County Special School District through the interdistrict school program. As a consequence of these and other facts, the LRSD now has more school buildings and school seats available than needed to serve the students currently in the District and those reasonably anticipated to enroll in the District in the near future. Given the fact that financing the operational costs of a school is a major expense, it was only reasonable for the District diana\\pcsjd\\modiftcmon.l\u0026gt;rf -4-to give serious consideration to possible closing of schools as a budget reduction strategy which would yield recurring savings from year-to-year. In fact, it is estimatedthat the District could save approximately $523,000 during the 1995-96 school year by closing Badgett Elementary School and approximately $637,000 during the 1995-96 school year by closing Fair Park Elementary School. In light of these considerations, as well as the budget projections reflected in the LRSD's 1995-96 proposed budget filed with this Court on or about March 14, 1995, this District has attempted to comply with the mandates of this Court through recognizing the changed circumstances and the opportunity those circumstances present to allow the District to achieve significant savings without negatively impacting the quality educational programs available in the District. In recognition of previous filings made herein, the District would refer this Court to its Brief in Support of Motion for Modification of Desegregation Plan filed herein on April 20, 1994, requesting that Washington Elementary School be recognized as the second required interdistrict school. In that brief, the District provided this Court with significant factual information regarding the demographics of the LRSD and the changes which have occurred in those demographics since the plans were agreed upon by the parties. That information is incorporated herein by reference as if set out herein word-for-word. The District also incorporates the argument portion of that brief wherein the law of modification of consent diana\\pcssd\\rTK\u0026gt;diftcaiKMi.brf -5-decrees is discussed and analyzed, the effect of changed circumstances, the demographics of the District and the importance of the financial constraints under which the District continues to operate. In light of the foregoing factors and circumstances, the board of directors considered the strategy of closing schools as a budget reduction measure. When initially reviewed by the board on April 12, 1995, the board only consisted of six voting members due to the recent death of board member 0. G. Jacovelli. At that time, the board was evenly divided on the issue, and the matter failed 3-3. Subsequent to that meeting, the vacancy on the board was filled by the selection of Ms. Stephanie Johnson to represent Zone 7 on the board of directors. Further, through continued discussions and review during the various budget work sessions held by the board of directors, the board continued to consider the various budget reduction strategies available to it--among those being school. closings. Finally, on Thursday, June 22, 1995, the board revisited the issue of school closings as it continued its budgetary process and voted to close both Badgett Elementary School and Fair Park Elementary School beginning with the 1995-96 school year. This action was reported to this Court during the budget hearings held on Friday, June 23, 1995. In light of the changed circumstances as discussed herein including. but not limited to, declining enrollment. increased operational costs, increased vacant seats district-wide and severe financial constraints, it is hereby submitted that the diana\\pcud\\modirica(ion.brf -6-circumstances warrant the requested plan modification. Accordingly, this Court is hereby requested to grant the motion to modify desegregation plan filed herewith and permit the District to close Badgett Elementary School and Fair Park Elementary School beginning with the 1995-96 school year. Respectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK Attorneys at Law 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 72201-3493 duni\\pcud\\(nodiricatton.brf 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar No. I. D. 85096 -7-CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing Memorandum Brief in Support of LRSD's Motion for Modification of Desegregation Plan has been served by U. S. Mail, postage prepaid, except as otherwise indicated, on the 7 day of rJc/A^X. , 1995, upon the following: Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, AR 72206 Mr. Samuel M. Jones, III WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL \u0026amp; STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown (Hand-delivered as per Order by the Court) Attorney at Law Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone diini\\pcssd\\jnodirication.brf -8-HERSCHEL M. FRIDAY II 922-I394I ROBERT 7, light. P a. WILLIAM H. SUTTON. P.A.  W. MOORE M. elSEMA.N. JR.. P.A. BELL. P.A. FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW X6VIN A. CRASS. *.A. WILLIAM A. WAOO6LL. CUYO *TA8' rURNER* 9 J R . a A jwr,., C. SCMOLS. P.A. JAMES A. 3UTTRY. A. FREOEflICX S. URSERY. P.A. H. r. LARZELERE. P.A. OSCAR . OAVIS. JR.. P.A. JAMES C. CLARK. JR.. P A THOMAS P. LEGGETT. P.A. JOHN OeWEY WATSON. P.A. PAUL 3. 3ENHAM III. P.A. LARRY W. 3URKS. A. A. WYCKLIFF NISBET. JR.. P a. JAMES EOWARO HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. 3ACON. P A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY S. COPLIN. ? A. RICHARD 0. TAYLOR. P.A. JOSEPH 9. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P a CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL 3. MOORE. P A. OIANE 5. MACKEY. P.A. WALTER M. EBEL HI. P.A. 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE flOCX. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 Pax no. SOl-376-2147 August 1, 1995 RECEn/^O AUG I 1995 Calvin j. mall. p.a. SCOTT J. LANCASTER. P a JERRY L. MALONE. P.A. M. GAYLE CORLEY, p a ROBERT 3. BEACH. jR.. p 4, J. LEE aROWN. P.A. JAMES C. BAKER. JR. P a H. CHARLES GSCHWENO jR Pa HARRY A. LIGHT. P.a SCOTT M. TUCKER. P a JOHN CLAYTON RANDOLPH ? a GUY ALTON WADE. P a PRICE C. Gardner, p a J. MICHAEL PICKENS TONIA P. JONES OAVIO D. WILSON JEFFREY M. MOORE ANDREW T. TURNER DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENDLEY.jR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. DEMORY Mr. John W. Wal.ker JOHN W. WALiiCiR., P.A. Attorneys at Law 1723 Broadway Little Rock, Arkansas 72206 Mr. Sam Jones WRIGHT, LINDSEY i JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol Sc Broadway Streets Little Rock, Arkansas 72201 Re: Gentlemen and Mrs. Brown: Offics of Desegregaiion Moriiicring Mrs . Ann Brown Attorney at Law ileritage West Building,. 201 East Markham Street ittle Rock, Arkansas Mr. Richard Roachell ROACHELL Sc STREETT Attorneys at Law First Federal Plaza, COUNtlL WILLIAM J. SMITH WILLIAM A. ELOREOCE. JR.. P.A. 3.3. CLARK WILLIAM L. TERRY. P.A, WILLIAM L. PATTON. JR.. P A. wRiTSR-s oiaecr .'*o. (SOI) 370-1553 Suite 520 72201 401 West Capitol Avenue Little Rock, Arkansas LRSD V. PCSSD, et al Suite 504 72201 Since early spring the Little Roc.k School District has been following the Desegregation various plan modifications Plan approval. it will Amendment submit Process regarding :o the Court to tor We have received responses from the North Little Rock School District and the Pulaski County Special School District. Neither has any objections to the modifications as proposed nor any concerns have been resolved. dianixpcudVaitorney. Il4Gentlemen and Mrs. Grown August 1, Page 2 1995 Richard Roachell is checking with his clients whether the Knight intervenors will raise any object: I have received no response from Richard. to determine ton. To data. been requested to review and consider the prooosed and provide his response for our Likewise, Mr. Walker das modifications consideration and negotiation. I now write to update each oi you regarding the status of the proposed modifications. Enclosed please find the latest update on Desegregation Plan Modifications. As noted in the cover racari the rications. L\u0026gt; Memorandum : 'om Dr. Russ Mayo, or not presented to the parties several items were e consideration. the enctosec material represents the proposed modif currently exist. ther withdrawn Accordingly, zations as thev These modifications will now be oresented to the LRSD Soard of Directors for its consideration and action. If approvec, approval. they will be filed with the Court tor s review and Included herewith are: 1. 2 . 3 . 4 . A list of modifications now being considered\nA graphic of the modification process\nDesegregation Plan Modification Draft A Guidelines\nand. !py of the plan modifications as they currently stand. Thank each of you for your kind attention to and consideration of this matter. Sinc^ely Jerry u. Mauone LRSD Attorney DICTATED 3UT NOT READ JLM/dtw Enclosures cc (letter only)\nDr. Ms. Dr. Henry P. Williams Linda Pondexter Russ Mayo UiamxocudUuarney.l(4Little Rock School District MEMORANDUM To: Dr. Henry P. Williams, Superintendent From: Russ Mayo, Associate Superintendent Date: July 13, 1995 Subject: Update on Desegregation Plan Modifications OlSice \u0026gt;'.1 1 \\995 ot Oesegtss'-i'-' ,D onAoting a The next step in our Desegregation Plan Modification Process requires your approval and recommendation of our proposed modifications to the Board of Directors. I am recommending the attached plan modifications for your consideration. We have heard no objections from the parties except the item noted below from the Magnet Review Committee. Below are changes since the modifications were first submitted to the parties: 1. McClellan Community School and Four-Year-Old Program modifications were withdrawn. McClellan was a reduction which does not require a plan change. School Closings modifications were never submitted because of the original vote of the Board\nand, 2. At the request of the Magnet Review Committee, I have removed the reference to geographic preference in the original Student Assignments modification. Included here are: 1. 2. 3. 4. A list of the modifications now being considered\nA graphic of the modification process\nDesegregation Plan Modification Draft Guidelines\nand, A copy of the plan modifications as they currently stand. If the you and the Board approve, these modifications will be filed for consideration by the Court. C: Chris Heller, LRSD Attorney Jerry Malone, LRSD Attorney UIH CnTTDICLittle Rock School District Desegregation Plan Modifications July 13, 1995 Budget Related Result 1. Staffing - Incentive Schools 2. Academic Progress Incentive Grants 3. Focused Activities Others 1. LRSD Biracial Committee 2. Student Assignments 3. Parent Coimcil - Incentive Schools 4. Parent Involvement/Community Linkages 5. Spanish - Incentive Schools 6. Recruitment of Private School Students 7. Incentive Schools Parent Recruitment LRSD Office of Desegregation Reduce Reduce Reduce Change Change 4 to 2 mon. visits Change Delete Change ChangeStudents Desegregation Plan Amendment Process WHO? HOW? WHY? Patrons Teachers Administrators Committees f 1. Initial Evaluation 2. Share with the LRSD Board of Directors Little Rock School District Propose Change (in writing) Failure of Deseg. Process Changes in Law Better Methods Discovered Demographic Changes Changing Circumstances Office of Desegregation (LRSD) If approved 3. When appropriate: Surveys \u0026amp; Public Meetings held Informal Consultation with Parties I Submit to Court (Share with Parties) ) 4. Final Recommendation to Superintendent 5. Superintendent Recommends to Board If the Court approves, the plan shall be amended noting the amendment \u0026amp; approved date. R. MayoLittle Rock School District Desegregation Plan Modification Draft Guidelines 1. Identify all references in the plan relating to the modification that is to be done\n2. For each topic to be modified, retype word-for-word those sections relating to the particular topic as follows: a) Clearly reference the section and page from the plan at the beginning\nb) Leave all words in place you want deleted but show them with a strike out line through them\nc) New wording must be shown as italicized in the appropriate place\nd) Summarize (one sentence) significant changes briefly in [brackets] at the end of certain paragraphs or sections. These bracketed summaries will remain in the final revision with the amendment date. Use a month and year approximately 6 months into the future for the amendment date. This date will be changed to the date of final approval by the court. The bracketed comments will serve as a reminder in future years of the additions, modifications, or deletions that are made to the plan\ne) Page numbers of the retyped modification must appear at the top right of each retyped page as Modification Page 1, for example. These numbers refer only to the pages of the modification. They are in no way related to page numbers in the plan. Plan page numbers are referred to at the beginning of each new retyped section\nf) If your word processing software will do it, line number each line or every other line down the left side of the page for reference purposes\nand, g) Add footnotes where you think appropriate. Once this is done, submit it to the LRSD Office of Desegregation for review. If you have questions at anytime, please call Russ Mayo (2408).LRSD Plan Modification Proposal Staffing - Incentive Schools February, 1995- 2 LUD Desegregation Plan Modification Page 1 (cftiw on ___ o L Oooofrototien Fl on and on Ftfo 172 of tHo (itoot tndoiod copy of tho Plan.) 4  universities to assist with teaching activities and extracurricular 8 activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. 10 12 14 16 B. College/Post Graduation Rwareaess - A mentoring program will be established which will provide interactive time for students to work with appropriate role models to enhance an awareness of skills necessary for successful entry into the world of work. The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. Parents will also receive this information so that they may be aware of the options which are open to their children. 18 C. 20 22 tudy Skills - Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. e. 24 D. /ighborhood Meetings - Meetings with parents will not always be held at the schools. 26 Other Beetingss, for SBall groups of parents, will be scheduled at couaunity locations such as churches and sose hoses if 28 invited by parents. 30 These less formal meetings out of the school environment may more productive and can help forge a school/neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. be 34 Individual ind Group Counseling - Individual and group counseloing as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise 36 as student growth and development takes place, taught conflict resolutions. Students will also be 38 F. 40 Incentive/Reeognition Programs - Incentive/recognition programs will be developed by students, staff and patrons at each school. Ideas awards 42 (suggestions) presented in teh subcommittee meeting included\nprograms, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's 44 choice for academic growth and the like. 46 48 50 G. ^llness Program - A wellness program will be in place at each building with availability of a full time nurse. Students will be screened for physical health and will also receive information on topics like self- esteem, nutrition, drug prevention and awareness and first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. 52 H. 54 58 Camp Pfeifer - Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. 60 622 LRSD Desegregation Plan Instructional Aides Modification Modification Page 2 (Mfltn* on 14 af Nay 1, 1992 Court Ordar.) 6 20 students, If the district should choose to reduce class size to a aaxinuD 8 of 20 students in every kindergarten through sixth grade classroom in an entire incentive school, the Ceept the school will el lew that eeheel te have sufficient twa instructional aides fer e^ery \u0026lt;hres K- \u0026lt; slasspessie to implement apeeifie 10 functions, fnrfa Ilia Pam fpm, fiffr-rny grtrf ini*tcr rufruj\nrijnjJ tmialanee~n9-iie9igmiteti-by-tfte-pnneipitl-antl/9e-the~eiiuar9om-ieeKhei. In any case, an appropriate 12 number of supervision aides will be provided at each incentive school, regardless of whether- there is ene the number of instructional aides per olassreem 14 optin thei  sshoels whieh eleet te have- we sepe then \u0026gt;0 ehilSpew yg k 6 16 elaaapeem\ntwe inatpuetiewal aides pep-evpy three K-6 elaaapeema per building. Information presented at the hearings indicated that over half of all incentive school classroons presently have acre than 20 students. The Court 18 is sensitive to the tremendous disruption that changing schools causes for children and their parents. In adjusting to reduced class size for the 1992-93 20 school year, the Court will not require that students currently enrolled in the Incentive Schools be transferred mandatorily to some other school. Children 22 attending an incentive school during the 1991-92 school year may remain at that school until they move on to junior high or voluntarily transfer to another 24 school. No new student shall be enrolled in an incentive school if that student's enrollment would cause the ordered class size limits to be exceeded. 26 However, the Court is willing to permit an exception if the new student's enrollment would improve racial balance. 28 Academic Program - Given the importance of parental involvement, the Court does not approve a change that would remove the requirement for the district to develop a parent component model.. 2 LRSD Desegregation Plan Incentive School Staffing Modification Modification Page 3 4 (((irw on Rtf* 190 of l*S0 Ootefrofot ion Flan and Faga 186 of the I at Mt indaatd copy of tht Flan.) Section Three: Incentive School Staffing 8 The selection and support of quality staff sembers will be critical 10 factors in the success of Incentive Schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable 12 of successfully attaining the goals and implementing the programs and curriculuB of these schools. Ongoing staff devalopaent for Incentive Schools 14 must prepare the staffs to attain the standards of excellence they will uphold for achieving student success and fulfillment of potential. 16 Itaffinq 18 I. Little Kock School District (LKSD) Incentive schools Staffing Coa*ittee 20 - A committee will be established to assess staffing needs for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and 22 to determine procedures for staffing. The committee would be composed of teachers, parents, supervisors, principals, other administrators, and Joshua 24 Intervenors. 26 II. Staffing Moods Xssessnent - The needs and interests of student populations in the Incentive Schools will be considered before staff selections are made. 28 Factors to be considered before adding new staff include the following: 32 34 Number of students per grade level Race and gender Academic achievement needs and interests Disciplinary needs Social interaction needs Health needs 36 Program goals and curriculum of the Incentive Schools will also be examined. The LRSD Incentive Schools Staffing Committee will then utilize the student 38 data, goals, and curriculum to identify staffing needs for the Incentive Schools. 40 The following full-time positions except music, art, physical education, and social worker are 42 recommended for each school but are not all inclusive of positions which may be identified during the needs assessment process. 44 46 48 52 54 Classroom teachers Counselor Media specialist Music Art P.E. Social Worker Permanently assigned substitute teacher (for each Incentive School) Reading (remediation) Math (remediation)2 LRSD Desegregation Plan Incentive School Staffing Modification Modification Page 4 (tn* on * 1W of L\u0026lt;0 D**fret*tlan Rian and  186 of th* lotott ind*i*d capy of th* Olon. \u0026gt; 10 12 14 Computer lab attendant Resource Speech Specialist for alternative classrooa Media Clerk Instructional aides (ewe per elesspsea) {Une 11 * one per classroom deleft} Prograa specialist Principal Assistant Principal Non-certified supervision aides 6 8 16 Note: 18 Music teachers, art teachers, and physical education teachers will be assigned in accordance with the practice of providing a two (2) thirty (30) minute periods per week of preparation time for each regula classroom teacher. 20 22 Social Workers will be assigned based on student enrollment and the need to provide sodal services to students at the Incentive Schools. B III. Staff Beeruitaaat - The LRSD will implement ongoing nationwide recruitment etrategies with special emphasis on recruiting qualified minority staff 26 members. Current recruitment files will be maintained on an ongoing basis. A pool of prospective staff members also will be drawn from promising student 28 teachers and participants in the Master Teacher Program (as mentioned in the Staff Development Section, Item F). 30 IV. 32 A) Staff Salactioa The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. \" ' 34 vacant. All positions in each school will be declared Principals shall be selected first for each school so that they may be involved in staff selection and collection and review of student data. 36 Selection criteria will include, but not be limited, the following: 38 40 42 44  Race and gener  Successful teaching and/or administrative experience with at-risk youth  Record of commitment to quality desegregated education  Strong recommendations from a variety of sources (i.e., colleagues, principals, college professors, and other administrators) B) The LRSD Incentive Schools Staffing Committee will work with the Human Resources Department to develop job descriptions and special contracts outlining program and contractual requirements. C) The Human Resources Department will advertise the positions. 48 50LRSD Plan Modification Proposal Focused Activities and Academic Progress Incentive Grants February, 1995LRSD Plan Modification School Operations Focused Activities!Academic Progress Incentive Grant Modification Page I (c|im OB F(e It of LMSO Dce|rc|ilion Ph* * on P*|e 11 of ihc hlctt iadcwd eof^ of the phn) SCHOOL OPERATIONS FOCUSED ACnVITIES/lND ACADEMIC PROGRESS INCENTIVE GRANT Each elementary area school shall have a fundamentally sound and strong basic education program. It shall also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement All focused activities must promote the desegregation objectives ordered by the court and will be implemented through the appropriate goals identified in School Operations (LRSD pp. 28-47). The elementaiy area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities shall be threefold: (1) to promote the school as a \"community of learning\" among parents, staff, and students, (2) to provide enrichment opportunities at the building level\nand (3) to ensure equitable opportunities for participation in the elementary area schools. I. Elementary areas of Collaboration The Little Rock School District and the Pulaski County Special School District agree that the implementation of focused activities (LRSD) and specialty programs (PCSSD) in the districts elementary schools could be a collaborative effort (1) in enriching each districts elementary curriculum and (2) in achieving greater racial balance through voluntary interdistrict and intradistrict transfers. Considering the first point, the PCSSD wants the specialty programs initially in a limited number of its elementary schools, whereas the LRSD plans to implement only focused activities in all of its elementary area schools. In relations to the second point of collaboration, the two districts agree to accept that only magnet, incentive, and interdistrict schools in Little Rock School District will have specialty themes, and the two districts agree to develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. Also, the tvo districts will collaboratively publicize the specialty programs and encourage majority to minority transfers between theModification Page 2 two districts. Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between PCSSD and LRSD will be explored. Also, at any time in the future that the North Little Rock School District decides to implement q\u0026gt;ccialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. IL Overview The Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (1) improve the education of all students and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. III. Expected Outcomes The following goals will be achieved by the Little Rock School District  Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues.  Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive.  The focused activities of each non-magnet and nonincentive elementary school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities.  All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities.  All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. Academic Progress Incentive Grants In response to n request for proposals (RFP), the To expend the funds, teachers. building administrators, and patrons of individual elemental area schoolswill develofs nouModification Page 3 yrepeb wriwwig apifw utilize the goals identified in School Operations (LRSD pp. 2847) to develop a plana for increasing achievement and decreasing disparity. A grant AMFitiwg Inservice will be offered by the District to assist schools in developing strategies that will facilitate the integration of these goals into appropriate goals of School Operations. Bagiaaiag with tha 1S\u0026gt;9O 91 tahoal yaart aneh aahoai will ba able to apply for-a total af aver a thaaa year pariodi Thia aaiawat win ba-iaaaed to the aahaals ia iaarewaats of taStOOO aaah yaart aad the aawyaoar of Biade will be parwitted. The aaatiaaatiaa of the Aoadewie Progress Inoeative Grant Program will be reviewed ot the end of the 1992 93 aahoal year.. Beginning with the 1995-96 school year, each elementary area school will be eligible to receive funding (at a rate of $20 per student) to implement the goals of Focused Activities and Academic Progress Incentive Grants by using the goals in School Operations to establish a basis of developing an action plan. Magnet and incentive schools will not be eligible for these grants. The focused activities of each area school will be integrated into school operations and the core curriculum as well as reflected in the schools environment and day-to-day activities. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Area school studentswill participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. All area schools will be viewed by the community as providing equitable and excellent educational programs. Allowable Activities Elementary zrez schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status.Modification Page 4 Teachers, b\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":"bcas_bcmss0837_417","title":"Desegregation plan modifications (April 1992 plan)","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","School integration","School improvement programs"],"dcterms_title":["Desegregation plan modifications (April 1992 plan)"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/417"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nAssignments for LRSD Plan Modification Proposals McClellan Community School Horace Staffing-Incentive Schools Horace Focused Activities and APIG Horace Four Year Old Program Melissa Biracial Committee References Horace Student Assignments Melissa \u0026amp; Bob Parent Council-Incentive Schools Melissa Parent Involvement/Community Linkages Melissa Spanish-Incentive Schools Melissa \u0026amp; Horace Recruitment of Private School Parents Melissa Incentive School Parent Recruitment MelissaCOMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment. The method of assigning students is merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among students and staff members. The next step involves a commitment to quality desegregated education by the District, parents and the community. Of course, real commitment always requires a plan of action. To that end, the Little Rock School District Board of Directors is committed to the following: A. B. The belief that all children can learn. The elimination of achievement disparity between black and white students on norm-referenced and criterion-referenced tests. C. D. E. F. G. H. Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/incentive schools. Improving race relations among students and staff members. Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in extracurricular activities\ndistribution of resources\netc.) Promoting positive public reaction to desegregation. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. The development and infusion of multicultural education in all areas of the curriculum. 1. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. In summary, the Little Rock School District Board of Directors is committed to having quality desegregated education in all schools. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. The Little Rock School District Board of Directors hereby acknowledges its commitment to quality desegregated education and respectfully invites parents and community leaders to make the same commitment. Such a commitment has to occur in order to ensure stability in our schools and ultimately achieve unitary status. Page 1LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal VII: Provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities. Objectives Strategies/ Activities Beginning Date Ending Responsibility Date 1. Inform all students and patrons of co-eurricular/ extracurricular activities available for students and of participation requirements. 1.1 12 1.3 1.4 2. Staff recruitment of students to participate. 2.1 22 3. Increase student participation, particularly minority student participation in co- curricular activities. 3.1 32 3.3 4. Use of media and press. Send printed information to parents. Make clear public address system announcements to students. Use community agencies such as churches to assist with recruitment. Individual staff contacts with students encourage involvement. Staff shall specifically recruit from among students who do not typically participate in particular activities. Profile student involvement in each club or activity. Disaggregate participation data. Annually Annually Annually Annually Annually Annually Ongoing Ongoing Ongoing Evaluation w OQ fl) W SO Remove all barriers to equitable participation of students who wish to participate in extracurricular activities. 4.1 Develop school based recruitment plans. Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. Annually Ongoing 42 Provide a program for student access to equipment/ uniforms etc. needed for participation at minimal cost. Annually Ongoing Communications Dept Principals Staff PT A Board Educational Programs School based Dir of Extracurricular Activities Individual staff members Principal Staff Asst Supt Directors of Extracurricular Activities Manager of Support Services Asst Supts Assoc Supt Deseg Principals Log of announcements, media usage, other community student contacts Comparative review of data regarding numbers of applicants and participants by race Yearly analysis of participation data and comparative profiles Yearly analysis of participation data and comparative profilesRECRUITMENT OF PRIVATE SCHOOL STUDENTS Active recruitment of private school students to the Little Rock School District will be handled, in large part, by the PT As in individual schools. The Parent Recruiters will share and network recruitment strategies with each PT A. These strategies will focus on (1) the determination of those private school families who live within a specific schools attendance zone and (2) the recruitment of these students. Utilizing private school student directories and attendance zone maps, the PTAs can pinpoint those students living in their schools zone. Names of prospective kindergarten students can be obtained from directories of area pre-school and day-care facilities as well as informal sources in the community. The PTAs will be asked to contact these students families and provide opportunities to inform them about the attendance zone school. Suggested opportunities include open houses at the schools, coffees held in private homes, and invitations to school functions (carnivals, performances, spring picnic, etc.). The Parent Recruiters (and VIPS office) will provide direct assistance to those PTAs which have limited parental support and manpower. Also, the Parent Recruiters will meet bimonthly with the PT A Council and/or various PT A representatives to monitor recruitment activities. In an effort to contact those students who exited the Little Rock School District during implementation of the controlled choice assignment plan, the Parent Recruiters will obtain and forward to each school, computer printouts of students on the data base who are not presently enrolled in a district school. The PTAs will contact these students families and encourage them to reconsider their public school options. The Parent Recruiters will continue to foster a working relationship with area realtors in order to access those families with school-age children who are relocating to the Little Rock area. An explanation of LRSD programs in conjunction with building tours will provide new residents with information on which to base their decision to enter public or private school systems. The District will assess the effectiveness of recruitment strategies on an annual basis and share and discuss the assessment with the parties before seeking court approval of alternative strategies. Page 954. Develop and expand the parent volunteer programs a. Each school will establish a multiethnic cultural teacher/parent committee to design and implement school-based activities. b. Encourage all parents to become active members of a parent involvement program. c. Recruit prospective committee members from diversified communities including (among others) retired teachers and community leaders. B. Utilize parents in marketing educational programs and benefits that will result from desegregation. 1. Develop a resource list of parents who are willing to talk with potential patrons. 2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools. 3. Seek positive media coverage featuring parents from all ethnic backgrounds a. Work through local parent/ teacher organizations to encourage positive media coverage. b. Designate a contact person at each local school to report to an established information center. c. Designate a contact person at each local school to report to an established information center. d. Produce video presentations of area schools for use by real estate offices, day care centers, local businesses, economic development agencies, and other community groups. C. Encourage community-wide multiethnic citizen/ parent/ teacher/ student committees for input into planning and decision-making. 1. Establish building, district and tri-district level committees which are racially, geo-graphically and socio-economically representative to provide input and feedback on the operations of the schools and the districts. D. Work with the Greater Little Rock Chamber of Commerce Committee on Education on its advocacy for public school activities. 1. Expand the school/business partnerships. 2. Have a tri-district event to honor business partners in public schools. Page 132AREA: VIPS Goal: (continued) Objectives 1. (continued) 2. Utilize parents in the marketing educational programs and benefits that will result from desegregation of all three districts. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Responsibility Date 1.7 1.8 2.1 22 2.3 Evaluation fl CW n\u0026gt; LZl Exchange information training and materials with other districts as requested. Provide training for school personnel on the use of volunteers in the school. Develop a resource list of parents v4io are willing to be contacted to taUc with potential parents. Establish parent recruitment teams in each school to encourage families to enroll in pubUc schools. Seek positive media coverage featuring parents from all multicultural back grounds: a. b. c. Work through local parent/teacher organizations to encourage positive media coverage. Designate a contact person at each local school to report to an established information center. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers including Public Housing Authority. Fall 1991 Fall 1991 Fall 1991 Fall 1991 Fall 1991 Fall 1991 FaU 1991 FaU 1991 Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing VIPS Coors, PAC Coors of 3 districts Coors of the three school districts PTA Councils SAO Parent Recruiters PTA Councils SAO Parent Recruiters Communications Department Local PTAs Bldg level principals Local PTA Board Communications Information requested on file Completed training Increased number of staff members requesting and using volunteers Available resource lists Parent recruiters on file Increased # of media coverage news items that reflect persons from multicultural backgrounds for local schools \u0026amp; districts Designated contact person Completed videosSTUDENT ASSIGNMENTS I. n. Magnet Schools The assignment process to magnet schools will not change under this Plan. Interdistrict Schools LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. in. Elementary Area Schools 1. Students will be assigned to the elementary area schools by attendance zones. 2. The elementary area school attendance zones are drawn to establish a racial balance at each school of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to elementary area schools may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60 percent white. 3. Students presently assigned to elementary area schools will be given the option to remain in these schools (grandfathered). 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the elementary area schools. 5. If there is no space available at a students zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for junior high school students going to high school. As a result all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. 7. Students in elementary area school zones will be given the option to select an incentive school. IV. Incentive Schools 1. Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). Page 1392. Students presently assigned to incentive schools will be given the option to remain in these schools (grandfathered). 3. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the incentive schools. 4. All incentive school students will have the option to be assigned to an elementary area school to be selected by LRSD in accordance with desegregation considerations. 5. In order to assist in meeting the desegregation requirements, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for timely, vigorous, and sustained recruitment efforts before filling these seats. V. Desegregation Transfers 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25 percent) below the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2 percent above to 25 percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). 2. Elementary Students may transfer to an incentive school only if such a transfer enhances desegregation at the incentive school. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. 3. A student may make two (2) desegregation transfers at each organizational level (primary, intermediate, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. 4. Desegregation transfers will be granted during a limited period once each year. (Secondary Schools only). 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. Page 140 the student will be reassigned to the nearest school that has a seat available in the students feeder zone. If the student cannot be assigned to any of the schools in the students feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary area school is 40 percent black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the students feeder zone, the student will be reassigned to a school in a contiguous feeder zone. IX. Student Assignment Office 1. The Student Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools\nprocess interdistrict M-to-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts\nprocess desegregation transfers\nassign all early childhood and incentive school students\nand process all special transfers (Act 609, Act 624, etc.). 2. New students to the District who enroll after May 17,1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 3. The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary, to reflect any changes in the procedures for assigning students. Changes will be made as needed to indicate new deadlines and to improve the implementation of the court-approved student assignment plan. The Student Assignment Handbook is not included in this plan since it is a procedural document that is subject to change each year. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. Page 142Capacity The capacities of the elementary area schools are determined in accordance with Arkansas accreditation standards which have the following limits: Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the 23 elementary area schools is 9,678. The incentive schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, however, there will be an aide in each class and possibly a second teacher in those classes. The capacity of the incentive schools is 2558. The overall racial composition of the elementary area schools and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that at least 600 black LRSD students will attend Interdistrict Schools. Stephens and King It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have a capacity of 696 students, including the four-year-old program. It serves as an Interdistrict School. The new Stephens wiU be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. Page 148INCENTIVE SCHOOL PROGRAM Introduction The Little Rock School District will have seven (7)* schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens *The question of an additional incentive school for the 1992-93 school year is still under discussion. The parties do not seek to modify the plan at this time to add an additional incentive school. In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the parties will explore the possible use of a trust fund to provide future college scholarship incentives. The parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Page 149Section Five: Incentive School Parent Recruitment Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program. The marketing phase of the parent recruitment program will focus on providing general information to the community. The black community will be targeted during the initial phase of marketing activities. Recruitment will be an ongoing process at the incentive schools. The purpose of the recruitment program is to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements. 1. To provide information to the community about the incentive school program. A. Mail final report on incentive school program to special interest and community groups (i.e. PTA Council, Junior League, Greek organizations. Ministerial Alliance: Tri-District Council, ACORN, etc.). B. Conduct information sessions at churches located near incentive schools and churches throughout the community with large memberships. II. C. D. E. F. G. H. I. Conduct information sessions with special audiences. Establish Saturday information booths at such places as University Mall, Park Plaza Mall, Wal-Mart Stores, Safeway Stores, Kroger Stores, etc. Stores in the black community will also be targeted for information booths.* Secure special media coverage from local newspapers and radio stations. Develop highlights sheet for distribution to aU elementary parents (and new elementary parents). Use telephone hotline.* Place highlights sheet in local businesses.* Special media coverage from State Press and black radio stations. Note: *Will be done in conjunction with promotion of student assignment plan. To implement a recruitment program that will enable the incentive schools to comply with the desegregation requirements. A. Brochures - Produce a brochure for each incentive school. Brochures should include: photo of school, special resources, programs, theme information, partners- in-education information, grants received, honors, list of staff members with brief credentials. Page 215B. PSAs - Produce generic public service announcements for all incentive schools. C. Billboards - Use billboards, bus benches, etc., to advertise generic information about incentive schools. Seek donated space. Billboards throughout Pulaski County should be used. D. Media Blitz - Conduct an ongoing media (radio, TV and newspaper) blitz to heighten public awareness regarding incentive schools. Pursue funding donations from community. E. Videocassette Recordings - Produce short (10-15 minutes) videocassette recordings to be used in public presentations (i.e. PTA meetings, realtors, etc.) F. Flyers - Produce generic incentive school flyers to be distributed throughout Pulaski County. (Example: insert flyers in utility companies bills\nmass mailings to targeted K-5 white parents in NLRSD and PCSSD. G. Open House - Provide special open house opportunities at incentive schools. H. Neighborhood Blitz Target geographic areas/neighborhoods to receive informational blitz regarding a specific incentive school. Stress group preference as an assignment option. Mail individual school brochures to each elementary student in targeted area. I. Tours - Conduct small group \"For Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc., with the incentive schools. J. State Department of Education - Request a special designation from the Arkansas Department of Education (i.e. \"Five Star Schools\", \"Model Schools\") to be used in marketing incentive schools. K. Celebrities - seek incentive school endorsements from local celebrities. Arrange visits by celebrities, news events, special ceremonies, etc., to generate media coverage. L. Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers to incentive schools. M. Parent Recruiters - Hire two parent recruiters to conduct recruitment activities. N. Speakers Bureau - Establish a speakers bureau for each incentive school. The parents of white students enrolled in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, etc. Page 216III. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. The Little Rock School District Biracial Advisory Committee will also serve as the steering committee for the incentive school recruitment program. The Little Rock School District Office of Desegregation wUl be responsible for submitting bi-monthly reports on the implementation and effectiveness of various recruitment strategies. These reports will also be shared with the Little Rock School District Board of Directors. The Biracial Advisory Committee will review each bi-monthly report and recommend to the Board of Directors and/ or Office of Desegregation any changes needed in recruitment strategies/ activities. The Biracial Advisory Committee wall also appoint two ex-officio members with expertise in marketing/advertising to advise the Committee on recruitment strategies. The Biracial Advisory Committee will evaluate the recruitment program each quarter. The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report on the incentive school program. Page 217LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools Goal: To provide general information to the community about the incentive program. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 0 p m n NJ 00 1. Inform special interest groups and seek their assistance in disseminating information to general public. 2. Conduct special information campaign in black community. 1.1 12 2.1 22 Mail final report on incentive school program to special interest and community groups. June 1991 June 1991 Associate Supt.- Desegregation a. b. c. Get Court approval to release information on incentive schools. Design cover for final report and print. Update mailing list of community groups. Conduct information sessions with special audiences. a. Send invitation and information to special interest groups. Conduct information sessions at churches. a. b. c. February February May 1991 March January March February May 1991 April Ongoing as needed LRSD Attorneys Assoc Supt-Deseg Parent Recruiters Assoc Supt-Deseg Assoc Supt-Deseg Identify churches and contact pastors. Schedule and publicize sessions. Send information package to other churches in the black community. Special media coverage from State Press and black radio stations. January January January January August Annually August Annually August Annually April Parent Recruiters Student Assignment OfficerLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 3. Distribute information to parents and community. 3.1 Develop highlights sheet for distribution to all elementary parents. January Annually February Annually Assoc Supt-Deseg Communications Department 32 Estabhsh Saturday information booths at University Mall, Park Plaza Mall and Wal-Mart Stores.* January Ongoing Assoc Supt-Deseg Parent Recruiters Communications Department 3.3 Pbce highlights sheet in local businesses. March April Parent Recruiters Communications Department 3.4 Special media coverage. March April Parent Recruiters Communications Department 3J Use telephone hotline. March April Parent Recruiters Communications Department 3.6 Distribute Program description to all elementary parents. T3 p OQ fS Is) so * Will be done in conjunction with promotion of new student assignment plan.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools Goal: To implement a recruitment program that will allow the incentive schools to comply with the desegregation requirements. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To utilize a variety of marketing strategies to recruit white students to the incentive schools. 1.1 Produce a brochure for each incentive school. Brochure should include: a. Photo of school b. Photo of principal c. Special resources d. Programs e. Theme information f. Partners information g. Grants received h. Honors i. List of staff July Annually Nov. Annually Assoc Supt-Deseg \u0026amp; Schools Asst Supt-Incentive Schools Incentive School Principals Communications Department Parent Recruiters 12 Produce generic public service announcements for all incentive schools. June Ongoing Assoc Supt-Deseg \u0026amp; Schools Asst Supt-Incentive Schools Incentive School Principals Communications Department Parent Recruiters 1.3 Use billboards, bus benches, etc. to advertise generic information about incentive schools. August Ongoing Assoc Supt-Deseg Communications Department 13 00 CD KJ KJ O 1.4 Conduct an ongoing media blitz to heighten public awareness regarding incentive schools. March Ongoing Assoc Supt-Deseg Communications Department 1.5 Produce short (10-15 minutes) video cassette recordings to be used in public presentations. July Ongoing Assoc Supt-Deseg Communications DepartmentAREA: Incentive Schools Goal: (continued) Objectives 1. (continued) LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1.6 Produce generic incentive school flyers to be distributed throughout Pulaski County. a. Insert flyers in utility companies bills. b. Mass mailings to targeted K-5 white parents in NLRSD and PCSSD. 1.7 Provide special open house opportunities at incentive schools. January January January August August August August November 1.8 Target geographic areas neighborhoods to receive informational blitz regarding a specific incentive school (using secondary zones). January Annually Ongoing 1.9 Conduct small group \"For Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc. with the incentive schools. January Annually Ongoing \"T3 00 n\u0026gt; 1.10 Request a special designation from the Arkansas Department of Education to be used in marketing incentive schools. March July Assoc Supt-Deseg Communications Department Assoc Supt-Deseg and Schools Asst Supt-Incentive Schools Incentive Schools Principals Assoc Supt-Deseg Parent Recniiters Incentive Schools Principals Parent Recruiters Incentive School Principals Assoc Supt-Deseg LRSD AttorneysAREA: Incentive School Goal\n(continued) Objectives 1. (continued) LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1.11 Seek incentive school endorsements from local celebritites. Arrange visits by celebrities, news events, special ceremonies, etc., to generate media coverage. September Ongoing Assoc Supt-Deseg Parent Recruiters 1.12 Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-M transfers to incentive schools. January Ongoing Assoc Supt-Deseg Parent Recruiters 1.13 Hire two parent recruiters. July Ongoing Assoc Supt-Deseg *13 P 00 fS to KJ toAREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal: To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Provide a special inservice for the LRSD Bi-racial Advisory Committee on the Incentive School Program and the Long-term Desegregation Plan. 1.1 12 2. To utilize the services of individuals with eiqjertise in marketing/advertising. 2.1 3. To develop procedures for monitoring implementation of the recruitment program. 3.1 32 3.3 4. Notify committee of special meeting. Conduct special inservice meeting. (1) Review plan and focus on parent recruitment program. Appoint ex-officio members to Bi-racial Advisory Committee. Develop draft of monitoring procedures. Prepare final draft. Review monitoring procedures with superintendents cabinet, Bi-racial Advisory Committee, and incentive school principals. August August August August September September September September Assoc Supt-Deseg Assoc Supt-Deseg Assoc Supt-Deseg Bi-racial Advisory Committee Assoc Supt-Deseg Bi-racial Advisory Committee Chairperson Dir of Eval and Testing Assoc Supt-Deseg Bi-racial Advisory Committee Chairperson Dir of Eval and Testing Assoc Supt-Deseg Dir of Eval and Testing O p (TO fS to IQ CU 5. Recommend any changes needed in recruitment strategies/ activities. To evaluate the recruitment program. 4.1 5.1 Review bi-monthly reports on recruitment program. Prepare quarterly report and submit to Board of Directors June November Ongoing Ongoing Bi-racial Advisory Committee Bi-racial Advisory CommitteeFRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. F.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR., P.A. JOE 0. BELL, P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS, JR., P.A. JAMES C. CLARK, JR., P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W . BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II, P.A. BARRY E. COPLIN. P.A. RICHARD O. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S SHAFER. P.A. WILLIAM M. GRIFFIN III, P.A. THOMAS N . ROSE. P.A. MICHAEL S. MOORE. P.A. DIANE S . MACKEY. P.A. WALTER M. EBEL III. P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 601*379-201 1 FAX NO. 601*379*2147 March 29, 1995 received MUR J 0 1995 KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. CLYDE 'TAB* TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER, P.A. JERRY L. MALONE, P.A. M. GAYLE CORLEY, P.A. ROBERT B. BEACH, JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER, JR., P.A. H. CHARLES 68CHWEND. JR., P.A. HARRY A. LIGHT, P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH, P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H . MOORE ANDREW T. TURNER JOHN RAY WHITE DAVID M. GRAF CARLA G. 8PAINH0UR JOHN C.FENDLEY,JR. ALLISON GRAVES BAZZEL JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY D. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. DEMORY Oftice ot Oesegrega. yn' -9 COUNBEt WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR., P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A. vHiTCR-e Direct no. (601) 370*1609 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., #510 201 East Markham Street Little Rock, AR 72201 Mr. Richard Roachell ROACHELL and STREETT 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Re: LRSD Proposed Desegregation Plan Modifications Dear Counsel and Ms. Brown: I inadvertently included a proposed plan modification concerning the LRSD Four-Year Old Program among the materials I sent you last week. respect to the Four-Year Old Program. LRSD does not propose a plan modification with document concerning that proposed modification. Please disregard the You hru Christopner Heller CJH/kAssignments for LRSD Plan Modification Proposals McClellan Community School Horace Staffing-Incentive Schools Horace Focused Activities and APIG Horace Four Year Old Program Melissa Biracial Committee References Horace Student Assignments Melissa \u0026amp; Bob Parent Council-Incentive Schools Melissa Parent Involvement/Community Linkages Melissa Spanish-Incentive Schools Melissa \u0026amp; Horace Recruitment of Private School Parents Melissa Incentive School Parent Recruitment MelissaREVIEW OF THE JULY SUBMISSION LRSD VOLUME I 1517-1518 - Commitment to Desegregation in the LRSD - Narrative - from the 1989 Plan 1519-1520 - Leadership - Narrative - from the 1989 Plan 1521-1526 - Early Childhood - Narrative - from the 1989 Plan 1527-1529 - Early Childhood - (HIPPY) Timelines - from the May Submission including the changes made in May 1530-1533 - Early Childhood Four-Year-Old Incentive School Program - Narrative - from the 1989 Plan (NOTE: on page 1533 the language regarding all schools in the district implement the four- year-old program is not changed in the July Submission - see example \"A\") 1534-1535 - Early Childhood Four-Year-Old Incentive School Program - Timelines - from the May Submission including the changes made in May Note: In the July Submission, the next page (SP-00324) apparently is out of order. It is the second page of the City-wide Early Childhood Program timeline. It is number 1541. 1536-1539 - City-Wide Early Childhood Education Program - Narrative - from the 1989 Plan 1540 - City-Wide Early Childhood Education Program - Timelines - from the 1989 Plan - Note: This timeline is on pink paper???? Note: This is the location the above noted sheet is suppose to go. Note: This timeline is on white paper. 1542-1543 - Special Programs - Nanative - from the 1989 Plan 1544-1545 - Summer Learning Program - Nanative - from the 1989 Plan 1546 - Summer Learning Program - Timeline - from the May Submission including changes made in May 1546-1550 - Asset Program - Nanative - from the 1989 Plan 1551-1553 - JTPA-Asset Program - Timelines - from the 1989 Plan 1554-1556 - School Operations - Nanative - from the 1989 Plan 1557-1578 - School Operations - Timelines - from the May Submission including changes made in May 1579-1584 - Program for Accelerated Learning - Nanative - from the 1989 Plan1585-1592 - Program for Accelerated Learning - Timelines - from the May Submission including all the May changes (mostly deletions with reasoning of \"Completed\") Note: page 1592 is noted at the top of the page \"Delete All\" - this page is not legible 1593-1594 - Gifted Education - Narrative - from the 1989 Plan 1595-1598 - Gifted Education - Timelines - from the May Submission including changes made in May 1599-1600 - Multi-Ethnic Curriculum - Narrative - from the 1989 Plan 1601-1615 - Multicultural Curriculum - Timelines - from the May Submission including changes made in May (multi-ethnic changed to multicultural in timelines but not in narrative) - several pages lined through and noted \"completed\" 1616 - This page is moved - in the July Submission this page is following page 1622 - Content Area Programs - Narrative - from the May Submission noting to delete **** 1617-1622 - Content Area Programs - Timelines - new changes made, different from the May Submission (LRSD took the 1989 plan and made deletions, additions, and changes for the July Submission) **** Note: immediately following page 1622 is another set of pages 1616-1622 (Content Area Programs) - this time the pages are orange - from the May Submission including the \"Delete\" at the top of the page Note: immediately following the second set of pages 1616-1622 (the orange one) is yet another set of pages 1616-1622 - this time the pages are white - from the May Submission including the wording \"Delete\" at the top of each page. 1623-1626 - Focused Activities - Nanative - from the 1989 Plan 1627-1630 - Focused Activities - Timelines - from the 1989 Plan with manual date extensions to 1992 (Note: the May Submission asked to delete these pages and inserted one page to replace the three) 1631-1639 - Parkview - Nanative - from the 1989 Plan (Note: McClellan Community School is omitted from the July Submission) 1640-1641 - Recruitment of Private School Students - Narrative - from the 1989 Plan 1642 - Federal Programs - Narrative - from the 1989 Plan 1643 - Federal Programs - Timelines - from the May Submission 1644-1646 - Vocational Education - Narrative - from the 1989 Plan 1647-1654 - Vocational Education - Timelines - from the May Submission including all changes made in May (Note: on page 1651 a manual note is made to \"restore\" a part of that page1655-1656 - Library Media Services - Narrative - from the 1989 Plan 1657-1659 - Library Media Services - Timelines - from the May Submission including changes made in May 1660-1664 - Special Education - Narrative - from the 1989 Plan 1665-1676 - Special Education - Timelines - from the May Submission including changes made in May - Note\npage 1665 was omitted from the May Submission - pages 1666-1677 has many changes. In the July Submission, page 1665 is copied from the 1989 Plan and pages 1666-1677 is copies from the May Submission, (p. 1677 is not in numerical order in the May Submission - the July Submission has the exact same order) 1678 - Staff Development - Narrative - from the 1989 Plan - Note\nthis page in the July Submission comes after page 1688 1679-1688 - Staff Development - Timelines - from the May Submission 1689-1691 - Support Services - Narrative - from the 1989 Plan 1692-1696 - Parent Involvement/Community Linkages - Narrative - from the 1989 Plan 1697-1703 - Parent Involvement/Community Linkages - Timelines - from the May Submission including the changes made in MayREVIEW OF THE JULY SUBMISSION LRSD VOLUME II 2198-2212 - Student Assignment - Narrative - from 1989 Plan 2213-2214 - Student Assignment Desegregation Plan Timeline - from May Submission which is deleted 2215-2226 - Student Assignment Handbook - Narrative - from 1989 Plan 2227-2232 - Facilities - Narrative - from 1989 Plan 2232-2249 - Incentive School Program - Narrative - from 1989 Plan 2250-2252 - Incentive School Program - Latin Timelines - from May Submission which are deleted (Note: the narrative regarding the Latin program is not deleted but the timelines crossed through) 2253-2256 - These are blank Pages in the 1989 Plan - omitted in July Submission 2257-2263 - Incentive School Program - Quality Academic Program Timelines - from May Submission which most are deleted (on page 2259 of JS date changes are extended manually by three years regarding incentive school curriculum - Note: the dates that are manually extended are being deleted by show of lines drawn through it - see example \"A\" attached) 2264 - Incentive School Staff Development Timeline - from May Submission showing the changes made in that submission 2266-2277 - Incentive School Program School Administration - Narrative - from 1989 Plan 2278-2280 - Incentive School Support Programs and Procedures Timelines - from 1989 Plan 2281-2282 - Incentive School Procedures for Administration and Staffing Timelines - from 1989 Plan 2283-2285 - Incentive School Program of Counseling/Social Work Timelines - from 1989 Plan 2286-2287 - Incentive School Monitoring Timelines - from 1989 Plan 2288-2289 - Incentive School Policies and Procedures Timelines - from 1989 Plan 2290-2297 - Incentive School Staffing - Narrative - from 1989 Plan 2298-2300 - Incentive School Staffing Timelines - from 1989 Plan 2301-2302 - Incentive School Staffing Timelines - from 1989 Plan - every place regarding developing curriculum the date has been manually extended by three years - see example \"B\" attached 2303-2306 - Incentive School Staffing Timelines (Staff Development) - from 1989 Plan - the wording \"Annually\" has been manually added to almost every timeline and dates regarding implementing the Teacher Demonstration Program has been manually extended by three years -see example \"C\" attached 2307-2309 - Incentive School Parent Involvement - Nanative - from 1989 Plan 2310-2321 - Incentive School Parent Involvement - Timelines - from 1989 Plan 2322-2326 - Incentive School Parent Recruitment - Narrative - from 1989 Plan 2327-2334 - Incentive School Parent Recruitment - Timelines - from 1989 Plan 2235-2338 - Monitoring and Evaluation - Narrative - from 1989 Plan 2339-2341 - Computerized Transportation System - Narrative and Tentative Timeline - from 1989 Plan 2342-2343 - Data Processing - Narrative - from 1989 Plan Added after the last section is copies of orders: * Stipulation and Consent Order Regarding Little Rock School District Aerospace Technology Magnet School * Stipulation regarding construction * Stipulation and Consent Order Concerning Adjustments to Settlement Plans * Stipulation and Consent Order Concerning Adjustments to Settlement Plans SUMMARY OF REVIEW OF LRSD JULY SUBMISSION VOLUME II: 1. LRSD has used the 1989 Plan as the narrative. 2. LRSD has presented timelines in varying ways: A, Used the May Submission timelines B. Used the 1989 Plan timelines C. Used the May Submission timelines with some date extensions by three years D. Used the May Submission timelines with some \"annually\" wording added E. Used the 1989 Plan timelines with some date extensions by three years ???? - With the statement attached to the front of the LRSD Plan, \"The LRSD proposes that all deadlines referred to in the text of its plan be extended by up to three years to conform to the originally proposed schedule of compliance.\", does that mean that the manually made three year extensions are also extended \"up to three years\". For example, on one page of the timelines, some dates are left as they were in the 1989 Plan and some have been manually extended to 1992, See example \"D\" attached.3. In some instances, the narrative and timeline do not correlate. The narrative will be from the 1989 Plan and the timelines from the May Submission. For Example: Student Assignments, Incentive Schools Latin Program, Incentive Schools Academic Programs (including staff development) 4. Not noted in the July Submission neither in the narrative nor the timeline is the change regarding instructional aides in incentive school classrooms. Change made in the May Submission, but in the July Submission no change noted from the 1989 Plan. See example \"E\" attached.United.States Court of Appeals FOR THE EIGHTH CIRCUIT Nos. 91-2640EA, 91-2648EA, 91-2655EA, 91-2683EA Little Rock School District, Pulaski County Special School District No. 1, North Little Rock School District, and Mrs. Lorene Joshua, Appellants. * * it it it it it On Appeal from the United States District Court for the Eastern District of Arkansas. Siibmitted: September 4, 1991 Filed: November 14, 1991 Before ARNOLD, Circuit Judge, HEANEY, Senior Circuit Judge, and WOLLMAN, Circuit Judge. ARNOLD, Circuit Judge. On December 12, 1990, we approved a comprehensive settlement of the Pulaski County, Arkansas, school-desegregation case. Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371 (Sth Cir. 1990). We recognized, however, that the approved plans, which we shall call the 1989 plan or plans, would need some modification because of the passage of time. We remanded the case to the District Court with directions to adopt the plans with any necessary transitional changes. We also stated that the parties are \"free, by agreement, to modify the settlement plans by incorporating in them one or more provisions of the Tri-District Plan, subject, of course, to the approval of the District Court.\" 921 F.2d at 1393 n.l5.On remand the three school districts involved. Little Rock School District (LRSD) , Pulaski County Special School District (PCSSD), and North Little Rock School District (NLRSD), and the Joshua Intervenors, representing the plaintiff class, met to discuss what modifications of the 1989 plan would be necessary or appropriate. After extensive negotiations, the parties agreed to a long list of modifications, and submitted them to the District Court for approval. The parties refer to their settlement as thus modified as the \"May 1991 Plan,\" and we shall adopt the terminology. same The District Court rejected the proposed modifications. In its view, they went beyond any authority conferred by this Court's 1990 opinion. That opinion. as the District Court read it. authorized only two sorts of changes: the incorporation of provisions of the Tri-District Plan, and an adjustment of details necessary to make a smooth transition between the 1990-91 school year, which had been governed by an interim order of this Court dated July 2, 1990, see 907 F.2d 76, and the 1991-92 school year. The District Court considered all other changes out of bounds under this Court's mandate, whether or not these changes had been agreed . to by all parties concerned. The Court directed the parties to submit a new modified plan in compliance with its view of this Court's mandate. \"Substantive modifications to the plans,\" it said. \"shall be only for the purpose of incorporating useful features of the Tri-District Plan.\" Little Rock School District v. Pulaski County Special School District No. i, No. LR-C-82-866, slip op. 15 (E.D. Ark., opinion filed June 21, 1991) . The Court explained: \"Nearly all the [proposed] . . . revisions . . . fall outside the narrow realm of modifications and adjustments deemed permissible by the Eighth Circuit. Thus, this Court cannot approve them. This is not to say that all the proposed changes are without merit, or that they all -2-would negatively affect desegregation in the three districts. It is simply a matter of compliance with the language of the Eighth Circuit's order.\" Id. at 14-15. The parties then moved for reconsideration. They emphasized that all the changes for which approval was being sought had been agreed to by all parties concerned. They took the position that the District Court should approve any modifications thus agreed to, provided that they met the standards set out in this Court's opinion for judicial review of the original, 1989, settlement. So long as the agreed changes did not render the plan plainly unconstitutional on its face, were not manifestly unworkable, and were not unfair to class members, see 921 F.2d at 1383, they should be approved, the parties said. The Court denied the motion for reconsideration and summarized its position as follows\nThe Court sees the Eighth Circuit's approval of the plans as akin to establishing benchmark\nwe now have [a] distinct reference point, sure guide for ending this dispute and getting the parties out of court. revisions Some to the settlement plans will be needed initially to update the plans and to effect smooth transition from the Tri- District Plan\nthereafter, other modifications may be necessary conditions and in response to changing unforeseen developments. However, such changes should be minimal and occur at the margins, rather than at the core of the plans. a a a Little Rock School District V. Pulaski County Special School District No. 1, No. LR-C-82866, slip op. 6-7 (E.D. Ark., opinion filed July 15, 1991). From these orders disapproving their proposed modifications, the parties have now appealed. All four parties involved, LRSD, PCSSD, NLRSD, and the Joshua Intervenors, take the position that the District Court has confined them within limits that are too -3-narrow, and that ail of their proposed changes, being constitutional, workable, and fair, should have been approved. They ask us to reverse the orders of the District Court and remand the case with directions to approve all of the parties' modifications. I. There is much in the District Court's opinions with which we agree. The 1989 settlement which we approved last year should indeed be a benchmark for the future path of this parties are not authorized to modify it at will. case. Further, The we agree, for the most part, that any changes approved should be concerned only with the details of the plan, affecting it only at the margin, so to speak. We wish to dispel, in particular, any notion that an asserted lack of funds on the part of any of the three school districts would justify reduction in their commitment to desegregation represented in the 1989 plan, even if such a reduction were agreed to by the Joshua Intervenors, eventuality which, in any event, seems to us most unlikely. an The desegregation obligations undertaken in the 1989 plan are solemn and binding commitments, not be disturbed. The essence and core of that plan should On the other hand, we think the District Court was too strict with itself. We did not intend, for example, to limit changes in detail to matters that are merely transitional, or to the selection of certain provisions from the Tri-District Plan. (We accept responsibility for any lack of clarity in our December 1990 opinion on this point.) If a question is truly one only of detail, not affecting the major sxibstantive commitments to desegregation, the District Court has the authority to consider it. Some such changes, for example, as the District Court noted, may have merit, either because they advance desegregation, or for other reasons. Even changes that go beyond the level of detail, moreover, could -4- abe approved, but only if the parties affirmatively establish good reasons (not including the lack of funds) for them. It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools\n(2) operation of the agreed number of magnet schools according to the agreed timetable\n(3) operation of the agreed number interdistrict schools according to the agreed timetable\nof (4) intradistrict desegregation of PCSSD according to the agreed timetable\n(5) the agreed effort to eliminate achievement disparity between the races\n(6) the agreed elements of early-childhood education, at least in the incentive schools\nand (7) appropriate involvement of parents. For purposes of illustration, we will discuss a number of the proposed modifications, indicating which of them seem to us to concern mere details, and which of them, on the other hand, would require substantive justification. Items we consider to involve details include deciding whether Russian will be taught at Parkview\nfailing to include the 144-page appendix in the revised PCSSD May 1991 Plan\nchanging the plan's language with respect to a possible interdistrict school in Chenal Valley\nchanging the process to decide whether King Elementary School will be Montessori school\nand eliminating Explorer memberships 1 a for 1 students at incentive schools. In contrast, changes we consider to be significant, requiring justification, include reducing the number of instructional aides in the incentive schools from one per classroom to two aides for every three classrooms\neliminating incentive-school themes\nand eliminating a full-time nurse at each ^Students at the incentive schools, which are all on the elementary level, are too young to be Explorer Scouts. Addendum (J.A.) 102. Joint -5-school. Again, we emphasize that we do not mean to imply that these changes are not permissible. Rather, changes of this kind may be approved if the District Court finds they are justified. One other kind of change proposed by the parties deserves our attention: deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their \"Stipulation Regarding Little Rock School District and Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District v. Pulaski County Special School District No. 1. No. LR-C-82-866, slip op. 22 (E.D. Ark., opinion filed July 15, 1991) (emphasis in original). Perhaps LRSD will no longer need parent recruiters at some point in the future. Until that time, however, the district's obligation to hire and maintain the recruiters should remain in the plan. The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications as They ask us simply to a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. They suggest that a remand would not result in any additional factual proof. Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-We believe the better course, though it will involve some delay before a final plan is in place, is to remand to the District Court with directions to review the proposed modifications under the standards set out in this opinion. On the most general level, the standard is, as the parties assert, the same one we originally- applied in approving the 1989 plan\nThe parties' agreement should be upheld if it is constitutional, workable, and fair to class members. On the other hand, the application of this test is affected by the new procedural context in which we now find the case. The 1989 settlement is a benchmark. Although changes can be made, the District Court and we must take into account the potential for confusion, even chaos, that constant change creates. The parties and the public deserve a period of stability. Changes in details, or at the margin, will not seriously interfere with this goal. Changes of greater significance, however, may well do so. and that fact must be taken fully into account when such changes are proposed and considered. We recognize that the language of this opinion is somewhat general. It leaves a considerable degree of latitude to the District Court. That Court must determine in the first instance, using the criteria we have suggested, what changes are mere details and what changes are outside that category. It must also determine. in its own best judgment. what changes should be approved, notwithstanding their going beyond the level of detail. because they would advance desegregation or for other sound reasons. The District Court should proceed with that discretion and flexibility that characterizes courts of equity. Its decisions, whatever they are, are of course subject to review on appeal, but the review will be on an abuse-of-discretion basis, and we will give a healthy measure of deference to the reasoned choices made by the District Court. -7-II. We turn to a few other matters requiring our attention. After the District Court rejected the May 1991 Plan, it ordered the parties to submit new modifications which complied with its interpretation of our December 1990 opinion. On July 22, 1991, the parties submitted their new proposed modifications. In view of our resolution of this appeal, the debate over the extent to which this so-called July submission conforms to the District Court's orders of June 21 and July 15, 1991, is now moot. Although the District Court disapproved the parties' proposed modifications, it entered a partial stay of its orders on August 22, 1991, pending the outcome of this appeal. The effect of the stay was to require the parties to abide by the 1989 plan, except with respect to those specific items mentioned in the order. We have no quarrel with this order. and it can. subject to any modification that may commend itself to the District Court, remain in effect pending the District Court's decision concerning the proposed modifications to the plan under the guidelines we have set foirth in this opinion. It troubles us. however. that the parties seem to be misinterpreting the pairtial stay. At oral argument, the attorney for PCSSD stated that the District Court's order of August 22, 1991, prevents the parties from taking other desegregative actions on subjects that are not covered in the 1989 plan. An example given at oral argument was a proposed program to encourage vendors to hire minority employees and deal with minority suppliers. We see nothing in the District Courts August 22 order prohibiting efforts by the school districts above and beyond those required by the 1989 plans. The District Court disapproved the May 1991 Plan, in part, because it viewed the plan as a reduction in the parties' commitment to desegregating public schools in Pulaski County. Nothing in its orders prevents the districts, without necessarily -8- coming to the Court for approval, from voluntarily increasing their desegregation efforts, as long as these efforts do not conflict with the districts' pre-existing obligations under the 1989 plan. as it may be modified from time to time. The District Court' s July 15 opinion makes this clear: \"The plans are a floor. not a ceiling.\" Little Rock School District v. Pulaski County Special School District No. 1. No. LR-C-82-866, slip op. 10 (E.D. Ark., opinion filed July 15, 1991). We reiterate, however, that these increased efforts may not supplant the districts' obligations under any court-approved plan. Finally, we think it prudent to mention the standard to be used by the District Court for reviewing proposed modifications to the plan (if any are sxibmitted in the future) to which all the parties have not agreed. As appellants have correctly noted. disputed modifications are governed by a stricter standard than agreed-to modifications. In Board of Education of Oklahoma City Public Schools v. Dowell, 111 S. Ct. 630, 636 (1991), the Supreme Court rejected, as too burdensome, the requirement that a party requesting a dissolution or modification of a school-desegregation plan show \"grievous wrong evoked by new and unforeseen a conditions,\" under United States v. Swift \u0026amp; Co.. 286 U.S. 106, 119 (1932) . In rejecting the Swift standard, however, the Court did not indicate what showing would be necessary for a party to demonstrate the need for modification. We find the Sixth Circuit case of Heath v. De Courcy. 888 F.2d 1105 (6th Cir. 1989), instructive on this issue: To modify [a] consent decree[ ], the court need only identify a defect or deficiency in its original decree which impedes achieving its goal, either because experience has proven it less effective [or] disadvantageous. because circumstances and conditions , or have changed which warrant fine-tuning the decree. A modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement between the parties. -9-Id. at 1110. Our review of the District Court's decisions concerning this kind of modification will also be subject to abuse-of-discretion standard. an * * The orders appealed from are vacated, and the cause remanded to the District Court for further proceedings consistent with this opinion. We direct that our mandate issue forthwith. We ask the District Court, to the extent practicable, to give this matter priority on its docket, this appeal. Each party shall bear its own costs on It is so ordered. WOLLMAN, Circuit Judge, concurring. Although I concur in the court's judgment vacating the orders appealed from and remanding the case to the District Court for further proceedings, I write separately to voice my concern that our holding may be too restrictive with respect to the changes that the parties should be allowed to implement. By way of example, it seems to me that the parties have already offered sufficient justification for their intention to reduce the number of instructional aides in the incentive schools, to eliminate certain incentive-school themes, and to eliminate a full-time nurse at each school. These are matters, among others, that I consider to be mere details, the implementation of which should be left to the discretion of the parties. The recurring theme expressed during oral argument was the knowledge and experience that the parties have gained during the past several years about those aspects of the desegregation plan that have been successful and those which have not. For example. -10- counsel for Pulaski County Special School District stated (and I paraphrase) \"What we have learned over the past two years is that brand new schools and a strong basic curriculum is what parents want.\" Counsel for North Little Rock School District explained that North Little Rock had abandoned precision teaching because it was found not to be effective. Likewise, counsel for the Joshua Intervenors stated (and again I paraphrase) \"We have seen that certain things don't work, theme schools.\" We know what won't work, for example. Of course these are arguments that can (and no doubt will) be made to the District Court on remand. I mention them here only to illustrate the deference that we, and the District Court, should pay to those who are charged with the responsibility of educating the children within the several school districts. Some might reply by saying that such deference represents a naive. too-trusting attitude. given the recalcitrancenay. outright obduracyof the parties in years past. Perhaps so. On the other hand, we should remember that this is not 1954 or 1957- -or even 1985, for that matterand the time has come to cease excoriating the leaders of the present for the sins of their forebears and to vouchsafe them some credit for the efforts they have made to comply with the several decrees that have been entered in this long-standing case. The court's opinion today takes this latter course, and I am pleased to join in it, differing only in the degree of detailed supervision that the District Court should be required to exercise over the parties' revised plan. If I thought that my somewhat more relaxed standard of supervision would lead to a cessation of the efforts that have heretofore been made to remedy the effects of legally-enforced segregation or a wholesale jettisoning of the plan that we approved in our opinion of last December, I would not espouse it. As it is. however, I would give the parties the opportunity of demonstrating -11-that the changes they have proposed do not affect, in the court's words, \"the major substantive commitments to desegregation.\" I view the continuing presence of the Joshua Intervenors as a powerful force to insure that the several school districts adhere to their conunitments to desegregation. My views have not carried the day, of course, and so we will never know whether the greater latitude I would have allowed the parties would have resulted in a commitment fulfilled or a promise rung hollow. A true copy. Attest\nCLERK, U. S. COURT OF APPEALS, EIGHTH CIRCUIT. -12-OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Date: January 29, 1992 To: James Jennings, Asso. Supt. for Desegregation Monitoring and Community Services From: Ann S. Brown, Federal Monitor Subject: Correction of Inconsistencies and Timelines Listed below are inconsistencies we have noted between the narrative and timelines in the May Submission: Pages 47-49: ASSET Program Timelines have been deleted but the narrative on page 37 has been restored. Also, the narrative on pages 43-46 regarding JTPA/ASSET is inconsistent with testimony regarding existing tutoring programs. Page 97: Multicultural Curriculum Under Evaluation and Monitoring, the reference to adding multicultural curriculum to the LRSD monitoring checklist was deleted and not restored. Ms. Matthis testified that reference to the checklist had been moved to the section on Educational Equity Monitoring. Although curriculum is listed in the addition to the incentive school monitoring and evaluation section on pages 371-72, multicultural curriculum is not specifically identified. Pages 208-212, 312-325: Parent Involvement and Incentive School Section The Parents in Learning Program has been deleted on page 208 but remains in the timeline on page 212. (Testimony indicated that LRSD would restore the Parents in Learning Program to the narrative.) \"Nationwide recruitment\" was restored to the narrative on page 325 but is still deleted from the timeline on page 312.January 29, 1992 Page Two Hiring of staff on initial one-year contracts has been restored to pages 324 and 325 but is still deleted in the timeline on page 312. \"Full time nurse\" has been restored in the page 304 narrative but is still deleted from the timeline on page 316. Pages 344-345: Parent Involvement Section - Parent Internship Program The May Submission is not clear regarding the LRSDs proposed changes on page 344 and the corresponding timelines on page 345: Page 344, #2, calls for the district to \"establish an Inoentive wide P-^arent hntemship P^rogram in all incentive schools with the purpose of employing parents as teacher aides.\" Yet the timeline has been changed to replace the original Parent Internship Program with a \"Parent Training Program with the purpose of utilizing parents as facilitators of support groups.\" Page 344, #3, reads \"recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified.\" The timeline has been changed to read \"recruit parents from the Incentive neighborhoods for group facilitators for which they will be trained. Page 344, #4, reads \"establish mentorships between teachers and parents in the incentive schools. It The timeline has been changed to \"establish mentorships between counselor (sic} and parents in the incentive schools.\" Pages 344 and 346: Parent Involvement Section - Monthly Communication Packet The narrative on page 344 deletes the word \"monthly\" regarding a monthly communications packet\nthe timeline on page 346 still contains \"monthly\". Pages 358 and 363: Parent Recruitment Section - Highlight Sheets The narrative has been changed: \"F. Develop highlight sheets for distribution to all elementary Distribute program descriptions to prospective elementary parents (and new elementary parents). (I Item \"H\" on that page states \"place highlights sheet in local businesses.\" The timeline states that program descriptions will be distributed to \"all parents\" and that highlight sheets will be placed in local businesses. Pages 359 and 365: Parent Recruitment Section - Flyers and Open House The narrative states that flyers will be inserted in utility companies bills and through mass mailings to \"all- targeted K-5 white parents in NLRSD and PCSSD, except the southeast quodraat. \"All\" and \"except for the southeast quadrant\" are not deleted in the timelines. ItJanuary 29, 1992 Page Three The narrative states, \"Follow mass mailings with Provide special open house opportunities at incentive schools.\" However, mass mailings are not deleted in the timeline. Listed below are timelines in the May Submission that are either totally or partially illegible\n42 86c 86d 92 93 98 99 101 102 103 104 105 106 107 108 109 426 449 450 453 454 455 456 457 458 459 460 461 462 463 464 465 466LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET RECE5VED TO: FROM: THROUGH: LITTLE ROCK, ARKANSAS March 22, 1993 Mr. Sterling Ingram Marie Parker 72201 APR I 1993 Office of Desegregation Monitoring SUBJECT\nDESEGREGATION PLAN ISSUES The purpose of this memorandum is to direct you to address several priorities associated with the implementation of the Desegregation Plan as rapidly as possible so that we may be sure that we are making good faith effort to address the requirements of the Court with respect to these priorities. 1. 2. Please report in writing any specific programatic assessment processes required by the Desegregation Plan and the status of the implementation of these processes. As a part of this report please include any plans, systems documents, or timelines that outline the assessment processes mentioned herein. Please develop a plan and implementation schedule for any of the above assessments that have not been implemented. 3. Please develop a plan to meet the general requirement that we assess all aspects of the Desegregation plan. This assessment plan should specify each aspect of the Desegregation Plan in terms of two issues: (1) the purpose of the aspect of the plan being evaluated\nand (2) the measure which will ascertain the fulfillment of said purpose. \u0026gt; 4. Please prepare a report or \"audit\" that indicates the status of implementation efforts with respect to each of programs outlined in the plan so that a document for the Federal Court can be developed as soon as possible. You may want to contact Diane Barksdale regarding this matter because she has done considerable work on this issue as a graduate school project. The information she has gathered may be quite useful to you as you prepare your report. In conclusion, please make an appointment with me to discuss the issues outlined in this memorandum. I believe all of them are important if we are to correctly implement our Desegregation Plan. ( cc: Cabinet Mr. Chris Heller 7 OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 To\nLucille DeGostin I From: 'pAnn Brown Re: Corrections to the LRSD Desegregation Plan Date: May 28, 1992 Page 22, last line, 11th word should read \"is\" not \"a\". Correct reading: \"Programs and individual components will be continued if JTPA funding is available.\" Page 147, third line, fourth word should read \"four\" not \"\"one\". Correct reading: \"There will be seven incentive schools which are listed below with the capacity of each based upon 18 in four-year-old classes, 20 in kindergarten, 23 in grades one through three, and 25 in grades four through six (figures are based on LRSD 1991- 92 School Profile data: . . If Page 228, first line of last paragraph, 13th word should read \"two\" not \"tow\". Correct reading: \"In 1990-91, the District reduced its number of runs from three to two.' n Page 229, first date should read \"February 15, 1989\" not \"February 15, 1898\" Correct reading: \"February 15, 1989 Contract signature.\"FILED ITS. DISTRICT COURT,   EASTERM district ARKANSAS f 4 Vi FEB 0 2 1993 oS N THE UNITED STATES DISTRICT t, EASTERN DISTRICT OF ARKANSAS 3/\" WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSUVR., ET AL. KATHERINE KNIGHT, ET AL. OEP. CLERK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS ^A. -I OeseQ^^'S''\" 1 ' CJK :J5C. -1 .* 1 MOTION The Joshua Intervenors respectfully request the Court as follows: 1. To require the (defendant) plaintiff Little Rock School District to consult with Joshua and the others parties prior to making any desegregation plan alterations which require court approval\nand 2. To require the defendants to include in their budget projections the scholarship commitments made either by the school district or by the Joshua Intervenors to the parties and to the Court, including the Court of Appeals, for the pupils who attend or have attended the incentive schools since the inception of the Court approved Desegregation Plan herein. The support for this motion is found in the Desegregation Plan itself as well as in the oral arguments in the Court of Appeals made by the school district. Those commitments have been reinforced by the testimony of Dr. Ruth Steele, Dr. James Jennings r Mrs. Estelle Mathis, and every other school official other than Dr. Mac Bernd who was not privy to the agreements or commitments made as set forth above. \u0026lt;t fy-, without the scholarship commitments being made integral part of the budget of the district, the district proposes to abort the settlement. I-'?'* ^5? a 5*? Joshua requests an Order regarding this matter so that either C i: r-party may appeal. This is so because the district, under the uperintendent, appears to disregard the basic leadership of a new s tenets of the agreement which caused the Court of Appeals to approve the settlement herein. Respectfully submitted. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 ORIGINAL SIGNED BY UNDERSIGNFr John W. Walker, Bar #64046 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon record by hand-delivery on this ___ day of ------ all counsel of , 1993. ORIGINAL SIGNED BY UNDERSIGNED COUNSEL John W. Walker V s 'il-r Date: February 26, 1993 From: Ann To: Everybody MEMORANDUM Subject Provisions of Plans or Orders the LRSD Has Failed to Fulfill The Judge wants a very concise list of what plan and order provisions the LRSD has failed to fulfill so far. She wants to use this information in a statement she plans to read at the March 19 hearing. Please work up a list of whats not been done in \"your\" parts of the plan and orders. 111 need this list no later an next Friday, March 5. Sorry about the extra assignment, but with the right mindset, this could be fun. Thanks!A Provisions of Plans or Orders the LRSD Has Failed to Fnlfill Board Responsibilities The LRSD Board of Directors has committed to the following goals which it has failed to fulfill, according to the introductory section of the 1992 plan, page 1.  The elimination of achievement disparity between black and white students on norm- referenced and criterion referenced tests.  Promoting positive public reaction to desegregation.  The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. In addition, under the title \"Leadership\" on pages 2-3 of the 1992 plan, the board and superintendent have failed to assert leadership in the following areas.  Clearly delineating the districts desegregation mission to the staff and the community.  Utilizing the desegregation mission as a guide for the development of policies and setting expectations for the superintendent to implement the policies.  Adopting a budget which will provide the resources necessary for an effective, desegregated school system. Making budgetary decisions consistent with district desegregation policies in terms of buildings, staff, materials, and equipment.  The conduct of an annual self-evaluation of their commitment to a quality desegregated education. Incentive Schools  Failure to reserve kindergarten and four-year-old program seats for white students and engage in documented, sustained, and vigorous recruitment to attract those students, (plan page 140, May 1992 order, page 28).  Program specialists have not been hired at all incentive schools (May 1992 order, page 41).  A staffing needs assessment has not been administered and analyzed (May 1992 order, page 41).  Themes have not been incorporated into the core curriculum at each school (May 1992 order, page 42). Little significant progress has been made toward desegregation of the incentive schools, with the exception of Rockefeller (1992 plan, page 149). Lack of coordinated recruitment and failure to implement all plan recruitment activities (i.e., individual brochures, marketing blitz) (1992 plan, pages 215-217).  The Parent Council has not begun to monitor or report on all activities related to the incentive school program (1992 plan, page 151). Equity Issues  Failure to show significant progress in the reduction of the achievement disparity between black and white students (1992 plan, page 1, 1989 Settlement Agreement, page 26).  Black students (particularly black males) continue to be disciplined at a rate disproportionate to their percentage of the student population (1992 plan, pages 28, 33-34).  Failure to effectively address the overrepresentation of black students (particularly black males) in special education (1992 plan, page 111). Recruitment  The district has not developed a Strategic Recruitment Plan pursuant to the ODM Incentive School Recommendations (page 4) and the LRSD Marketing Plan.  The Recruitment Tracking System, first requested during the March 1991 Construction Hearing, has not been implemented. Additional Items from the May 1992 Order  A plan has not been submitted describing the extended activities designed to address the needs of Washington Magnet School attendance zone students (May 1992 order, page 38).RECSW^O Oiiice ^PR 2 2 1994 of Desegregation IN THE UNITED STATES DISTRICT CODRf\nMonitoting EASTERN DISTRICT OF ARKANSASt3Rndi WESTERN DIVISION 'COUi tar:\n2 0 1594 LITTLE ROCK SCHOOL DISTRICT JAMES VA McJv aMAG:pLA1NTIFF By.-____________________ CL? CLLRK V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR MODIFICATION OF DESEGREGATION PLAN For its motion, plaintiff. Little Rock School District (LRSD) states: 1. The LRSD and Interdistrict Desegregation Plans require the establishment within LRSD of three interdistrict schools Romine, King and Stephens. The plans require that two of those schools. King and Stephens, be located in the downtown Little Rock area. Romine and King schools have been established as interdistrict schools. 2. Since the parties agreed that LRSD would establish the King and Stephens Interdistrict Schools in the downtown Little Rock area. there have been significant changes in factual conditions which warrant modification of that agreement. First, Washington Elementary School, which the parties agreed would be an incentive school. presently operates as an interdistrict school in the downtown Little Rock area. Second, there has been a significant movement of population out of the area in which the parties plannedto locate Interdistrict schools. The schools in that area are experiencing low enrollment. There are many empty seats, including seats at the King and Washington Interdistrict Schools. 3. The modification of the desegregation plans which is most suitably tailored to the changed circumstances is to recognize Washington in place of Stephens as the second required interdistrict school in the downtown Little Rock area. This modification is in compliance with the standards for modification of consent decrees set out in Rufo v. Inmates of Suffolk County Jail, 502 U.S. ___, 116 L.Ed.2d 867 (1992) and Appeal of Little Rock School District. 949 F.2d 253, 258 (8th Cir. 1991). WHEREFORE, for the reasons set out above and in the accompanying brief, LRSD prays for modification of the LRSD and Interdistrict Desegregation Plans to recognize Washington as the second required interdistrict school in the downtown Little Rock area and to delete the requirement that LRSD construct a new Stephens Interdistrict School. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 B' Christopher He Bar No. 81083 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion For Modification of Desegregation Plan has been served on the following people by depositing copy of same in the United States mail on this 20th day of April, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Helle 3 RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 7 1994 Office cf Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF MOTION FOR APPROVAL OF FOUR-YEAR OLD PROGRAM SITES The plaintiff. Little Rock School District (\"LRSD\"), for its Memorandum Brief in Support of its Motion for Approval of Four-Year Old Program Sites, states: The Federal Rules of Civil Procedure (\"FRCP\"), Rule 7(b)(1), provides that an application to the Court for an order shall be by motion which shall be made in writing, stating with particularity the grounds for the motion and setting forth the relief or order sought. In accordance with the requirement, the LRSD has submitted its motion for approval of the sites for four-year old programs for the 1994-95 school year. Under the terms of the desegregation plan approved by the Eighth Circuit Court of Appeals, the LRSD committed itself to implement a four-year old program by the end of the 1993-94 school year in all schools in the District. Little Rock School District V. Pulaski County Special School District. 921 F.2d 1371 (8th Cir. !nd\u0026gt;br1990). However, the LRSD later proposed modifications to the 1989 settlement plans for consideration by this Court. Hearings were held in late 1991 and early 1992 regarding the proposed modifications. By Order dated May 1, 1992, this Court ruled on both proposed modifications. Among the modifications which had been proposed by the LRSD was the request that this Court release it from the obligation of placing a four-year program in every school in the District. Rather, the LRSD submitted that four-year old programs were both compensatory and desegregatory in nature since they impact disparity of academic achievement by better preparing children for kindergarten and also serve to attract white children to the public schools. In light of those facts, the LRSD persuaded this Court that it was more appropriate to place four-year old programs in those schools or areas which have proven difficult to desegregate. Based on the evidence and testimony presented, as well as other matters, this Court granted the request and relieved the LRSD from the requirement of placing four-year programs in every elementary school. In considering the modifications proposed by the LRSD, the Court did not release the District from serving the same number of children who would have been served had every school in the District offered a four-year old program as had been originally planned. However, the Court did relieve the LRSD of the obligation to completely implement the four-year old programs by the 1993-94 school year. Rather, the Court permitted the District to follow a Ifsd-br 2time schedule in which implementation could be completed by the 1994-95 school year. In accordance with its obligations to select locations which will best further the goals of disparity reduction and racial balance, the LRSD embarked upon a review to determine the most appropriate sites and the number of classes for each site. The LRSD has now completed that review and attached its report as Exhibit 1 to the Motion filed herewith. For the reasons stated herein as well as those contained in the Motion, the LRSD submits that the Motion should be granted. This Memorandum Brief is respectfully submitted in support of the Motion. , FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Attorneys for Plaintiff LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar ID No. 85096 Ind-br 3 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Brief in Support of Motion for Approval of Four-Year Old Program Sites has been served on the following people by depositing copy of same in the United States mail on this day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 5IQ. 201 East Markham Street \"\" Little Rock, AR 72201 Jerry L. Malone Irad-br 4 RECBIV^D MAY 21994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS , FfLEO districtARKANSAS 29 1994 Office of Desegregation MonnonnS LITTLE ROCK SCHOOL DISTRICT WESTERN DIVISION \"'MES w McCormack. ciERK By.-, p V. NO. LR-C-82-866 CURK PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR EXTENSION OF TIME The Joshua Intervenors respectfully move the Court for an extension of time until May 12, 1994 in which to respond to Little Rock School District's motions filed on April 20, 1994 and received by undersigned counsel on April 25, 1994 regarding the following: 1) Motion for Modification of Desegregation Plan\n2) Motion to Designate King Interdistrict School a Magnet\nand 3) Motion for Approval of Four Year Old Program Sites. For their reasons, Joshua states: 1. Undersigned counsel has not had the opportunity to devote the necessary time towards the preparation of response to said motions due to other trials and discovery commitments that had already been previously scheduled. 2. Opposing counsel has been contacted and has authorized counsel to state that they have no objection to this request for extension. 3. Said motion is being made in good faith, and is not being made for the purpose of delay. Wherefore, Joshua respectfully prays the Court to grant thei  extension of time, up to and including May 12, 1994. Respectfully, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 ^John W. Walker 7^ 1 Iror  Ra r* Mn\u0026lt; ' Bar No\u0026lt; 64046 CZt CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to all counsel on this April, 1994. John W. Walker JpiBECE^^.^ MAY 9 1994 UNITED STATES COURT OF APPEAL FOR THE EIGHTH CIRCUIT Offcd \u0026lt;oi ^iiSSQrsgalion xf.si^^xifirig NO. 93-3592 LITTLE ROCK SCHOOL DISTRICT V. PULASKI CTY. SPECIAL SCH. DIST. NO. 93-3469 LORENE JOSHUA V. LITTLE ROCK SCHOOL DIST. NO. 93-3594 LITTLE ROCK SCHOOL DIST. V. LORENE JOSHUA APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION THE HON. SUSAN WEBBER WRIGHT, DISTRICT JUDGE MOTION FOR EXTENSION OF TIME The Joshua Intervenors, for their Motion for an Extension of Time to File Their Reply Brief, states that: 1. The Appellants' Reply Brief in the above referenced consolidated appeals are due on May 10, 1994. 2. Due to the fact that the parties have been trying to reach a settlement on one of the appeals, an additional extension of time of twenty (20) days is necessary in which to file their reply brief. WHEREFORE, the Joshua Intervenors request an extension of time to and through May 30, 1994. Respectfully submitted.Jo: Ma Walker Bar No. 64046 Burnette'- Bar No. 88078 DAVID SCHOEN, ESQ. P.O. Box 3483 Fayetteville, AR (501) 444-6200 72702 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this 5 day of May, 1994 . Steve Jones, Esq. JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. ROCHELL \u0026amp; STREETT 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 John i Walkert  I- I'\nir' Id MAY-16-94 MON 10:10 SUSAN W WRIGHT r nun JUMN U.UBLKER P.O. FAX NO. 5013246576 To 3J46896 P.Ol P. 82 IN THE united STATES DISTRICT COURT eastern DISTRICT OF AK2CAWSAS WESTERN DIVISION little rock school district, kt al. NO. LR-C-82-866 PULASKI COUNTV SPECIAL SCHOOL DISTRICT, ET, al. MRS. LORENE JOSHUA, ET aL, KATHERINE ff, KNIGHT, ET AL. PLAINTIFFS defendants INTERVENORS INTERVENORS RESPONSE OF JOSHUA INTERVENORS TO LRSD fgNDiNG MOTIONS BEFORE THE COUrt The Joshua Intervenors do interpose the following regarding the pending motions before the Court: 1) 2) Motion to Designate King Interdistrict. Motion for Modifioation ^School a Magnet, Of Desegregation Plan\n3) Motion for Approval of Four and Year Old Program Sites. O-oshua hao no objection to King Interdistrict designated a Magnet School. Sohool being Because ef little Seek School Districtfailure to respond to Joshua regarding the resolution respectfully request the Court pending motions, until after of the Stephens School issue, we to defer action on LRSDs other (8thJ Circuit rules a hearing or after euch time the Eighth on the pending appeal. Respectfully subnitted,. John w. Walker- p.a. 1723 Broadvay Little Rock, ar (501) 374-3758 7?206I MAY-16-94 MON 10:10 * \u0026gt;  I  SUSAN W WRIGHT I-Kun JOHN U.UBLKER P.b.  FAX NO. 5013246576 TO 124^096 P. 02 P.O: l4I i f l! I r 5 J V ? V [f f ? I SSliriGATE Qg SBRVlgR TnHn 147 XtfeTl *' \"  V, Jolin w. Walker Total p.esRBGE^VED iw MA'f 1 7 1994 Offics oi Dessgr.?gaticn Monitoring IN THE UNITED STATES DISTRICT COUR'^ J me. UiUiLU 4 EASTERN DISTRICT OF ARKANSASS oiSTOCTC^sr WESTERN DIVISION A2Tc.Pf4 DS' T A?7KA\\J MAY V r-'Z LITTLE ROCK SCHOOL DISTRICT, ET AL. KC tl PLAINTIFF: r Lt NO. LR-C-82-866 OEP c\" PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET. AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS RESPONSE OF JOSHUA INTERVENORS TO LRSD PENDING MOTIONS BEFORE THE COURT The Joshua Intervenors do interpose the following regarding the pending motions before the Court: 1) Motion to Designate King Interdistrict School a Magnet\n2) Motion for Modification of Desegregation Plan\nand 3) Motion for Approval of Four Year Old Program Sites. Joshua has no objection to King Interdistrict School being designated a Magnet school. Because of Little Rock cliool District's failure to respond to Joshua regarding the resolution of the Stephens School issue. we respectfully request the Court to defer action on LRSD's other pending motions until after a hearing or after such time the Eighth (Sth) Circuit rules on the pending appeal. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 / ( I'il irf',OF  Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: November 1, 1994 To: All Counsel of Record From: n S. Brown Subject: LRSD Proposal for Plan Modification: Desegregation Facilitator As you are aware, judge Wright has asked me to coordinate the desegregation plan modification process for a specific proposal, which was prompted by a LRSD business case presented to the Court during recent hearings. That business case proposed to eliminate the Desegregation Facilitator, to distribute the Facilitators duties to other district administrators, and to create a new Director of Student Assignment position. In an October 24, 1994 Order, the Court directed me to \"work with the LRSD to identify any deficiencies in the business case and to address them in ways that preserve the intent of the desegregation plan when it provided that a Desegregation Facilitator would serve the staff and students of LRSD schools.\" I have met at length with Dr. Russ Mayo to discuss the business case. As a result of our discussions and my observations. Dr. Mayo has completed a revised business case. The revision addresses deficiencies in the original proposal, which had to do with: incongruities within the business case, omitted plan mandates, the scope of the revised job description, possible neglect of plan-mandated responsibilities, and unclear accountability. In my opinion. Dr. Mayo has satisfactorily addressed those deficiencies through this revised proposal. Please review the revised business case, which is attached along with a letter from Dr. Mayo to me. If you have questions or concerns about the proposal, discuss them with Dr. Mayo and his attorney. Do your best to resolve any issues and determine whether the business case may need further revision. Let me know immediately the nature of any matters that remain unsettled or if you anticipate any additional changes in the proposal\nI will serve as a resource to further facilitate the modification process if necessaiy. 1 wish to conclude this phase of the modification process as soon as possible, certainly no later than November 10, 1994. By that date or before, please indicate in writing to me either that you do not object to the plan modification as proposed in e revised business case, or that you object to the modification for reasons which you specify. 1 will forward your written comments to the Court along with copies of this memorandum and the enclosures. The Court will issue a ruling based on this information, any other filings you may wish to make, and the record of this case. Thank you for your cooperation. Please let me know if 1 may be of further assistance. Enc. Little Rock School District Octobers, 1994 Ann Brown, Monitor Office of Desegregation Monitoring 201 E. Markham St. Little Rock, AR 72201 OCT 6 1994 Dear Ann: Office of Desegregation Mon V Our discussion of my business case for a Director of Student Assignment was helpful. As you know, the proposal is to eliminate the Desegregation Facilitator position appearing in the desegregation plan. The money for that position will be used for a Director of Student Assignment. 1, and others as noted in the business case, will assume the responsibilities mandated by the plan for the Desegregation Facilitator. Since this is a plan modification, I am asking for your assistance with the modification process. The attached business case has been rewritten to include all desegregation plan mandates for the Desegregation Facifitator, to clarify job responsibilities and accountability, to define a realistic job scope, and to correct some previous incongruities among sections of the business case. The Little Rock School District Board of Directors was presented the original business case by Dr. Henry Williams, Superintendent, on June 14, 1994. There were no objecfions. On or about July 18, Chris Heller, LRSD Attorney, sent copies of the business case to all parties and submitted it to the court with the budget document. No objections were heard from any of the parties at that time. At a later hearing. Judge Wright requested clarification of specifically who would address the mandates of the plan in addition to the Associate Superintendent for Desegregation. A chart responding to her request is included. Since this is a modification to the LRSD Desegregation Plan, the change should be reflected in the document for future reference. 1 suggest that the references to Desegregation Facilitator in the current plan be deleted. Again, thank you for your help with the business case. 1 look forward to hearing from you. Sincerely, C. Russell Mayo Associate Superintendent for Desegregation C: Dr. Henry Williams, Superintendent Chris Heller, LRSD Attorney 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Little Rock School District Director of Student Assignment A Business Case I Addition  Modification Deletion Octobers, 1994Little Rock School District Director of Student Assignment Business Case Executive Summary The position of Associate Superintendent for Desegregation was established to insure implementation of our desegregation plan as well as to monitor the districts desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of numerous statistical reports, and staying abreast of the latest desegregation obligations. Also included with these responsibilities has been oversight of Volunteers In Public Schools (VIPS) and responsibility for recruitment of students as described in the desegregation plan. This past year, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees. Also added this school year are additional reports and documents generated monthly and quarterly to monitor the districts progress in fulfilling its obligations under its plan. The Student Assignment Office is not receiving as much day-to-day supervision as it should to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents. The responsibilities of student assignment require moment by moment attention. Decisions about when to release weiiting lists affect racial balance and recruitment of parents to the district. Careful and proper monitoring of racial balance and the student assignment process improves public confidence and maintains racial balance. Projecting demographic data and enrollments aids in planning for future marketing, recruitment, and school closings or constmction. Executing plans for closing schools requires attention to patrons who are affected and the assurance of acceptable options. The supervision of SAO personnel requires meetings, planning, and periodic training. Meeting with parents who do not understand the student assignment process requires diplomacy, patience, and time. Meeting with the appeals committee requires time and diplomacy. These are examples of student assignment responsibilities requiring day-to-day, on-site attention. Currently the Associate Superintendent for Desegregation fulfills the role of the student assignment supervisor in addition to broader responsibilities. Though housed at the SAO, his responsibilities require his presence and attention elsewhere too often. This makes the day-to-day attention required by the student assignment impossible. This is a proposal to change the position of Desegregation Facilitator to Director of Student Assignment. Realign responsibilities so the new director assumes the primary responsibility for student assignment, and the Associate Superintendent for Desegregation assumes primary responsibility for desegregation and the duties previously done by the Desegregation Facilitator. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment and allows for greater focus on the desegregation effort. This position will report to the Associate Superintendent for Desegregation. See Figure 1.Director of Student Assignment Business Case 2 Now, more than before, senior management is totally involved in the desegregation effort. The responsibilities of the Superintendent, the Deputy Superintendent, Associate to the Deputy Superintendent, Associate Superintendent for Desegregation, Director of Planning, Research, and Evaluation, and staff development personnel are all focused on the desegregation effort. The implementation of a planning and budgeting process has raised the effort to a new consciousness. Now monitoring of desegregation is more extensive than ever. Continuous discussions and analysis in meetings of the Superintendents Council have moved obligations to the forefront. The Program Budget Document and the Management Tool represent additional safeguards not previously used by the district. Therefore, the original intent of the Desegregation Facilitator has grown beyond a single individual into a way of life for senior management in the district. Addressing the need in the area of student assignment now becomes an important part of the solution. The responsibilities of the former Desegregation Facilitator will become the primary responsibility of the Associate Superintendent for Desegregation. He will be assisted by those persons listed in the chart below. Tasks 1. Work directly with building principals 2. Identification of problems or practices that impede the implementation of quality desegregated education in each building 3. Providing technical assistance to building principals and their staffs for desegregation concerns_____________ 4. Working very closely with the remaining associate superintendents^ as needed_____________________ 5. Allow the central office administration to have immediate feedback on the day-to-day activities in the schools^_______________________________________ 6. Focusing on all aspects of desegregation implementation including, but not limited to achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interactions, and parent involvement. Person (s) Associate Supt. for Deseg. Assistant Supts. Assoc, to Deputy Supt. Assistant Supts. Assoc, to Deputy Supt. Dlr. of Human Resources Dir. of Labor Relations Dlr. of Student Assignment Assoc. Supt for Deseg. Dir. of Staff Development Associate Supt. for Deseg. Assistant Supts. Assoc, to Deputy Supt. Associate Supt. for Deseg. ' At present, only one Associate Superintendent exists. This reference is interpreted as other senior level administrators in the district. 2 This item is less of a task and more of a result. 10/6/94 DIRSAOZ.DOCDirector of Student Assignment Business Case 3 Cunently, the position of Desegregation Facilitator is vacant because of a retirement. By modifying the position now, no adjustments are necessary for the person in the position. The position will be advertised as described herein. The new person will know what is expected before filling the position. An extended period of training will be necessary once a person is employed. Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once final approval is given. The busiest time of the year for student assignment is January through September. The sooner we can make this change\nthe sooner we can begin improving service to parents. The following are milestones for implementing this position modification. 1. 2. 3. 4. 5, 6. '.Sb- 7/ 8. 9. Milestone Meet with SAO staff. Director of Communications, the Coordinator of VIPS, and the Director of Transportation^ Present Business Case to the Superintendent for approval Present Business Case to the Board of Directors for approval Present Business Case to ODM to begin modification procedure Discuss this modification with all parties Submit plan modification to the Court for approved_________________ Court approval Advertise the position Interview 10. Report for work Date 8/30/94 6/14/94 6/14/94 10/03/94 10/14/94 10/21/94 11/04/94 11/07/94 11/22/94 12/05/94 Person Mayo Mayo Williams Attorney Attorney Attorneys Williams Hurley Mayo Appointee Timely consideration of this modification is respectfully requested. Russ Mayo Associate Superintendent for Desegregation September, 1994 3 Though discussed in staff meetings with this group, a specific date was not reflected in an earlier edition of this business case. /Another discussion was held updating this group on the progress of the business case. Therefore, the date appears to be out of sequence. 10/6(94 DIRSAOZ DOCDirector of Student Assignment Business Case 4 Background The position of Associate Superintendent for Desegregation was established to insure implementation of our desegregation plan as well as to monitor the districts desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of numerous statistical reports, and staying abreast of the latest desegregation obligations. Also included with these responsibilities has been oversight of Volunteers In Public Schools (VIPS) and responsibility for recruitment of students as described in the desegregation plan. This past year, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees. Also added this school year are additional reports and documents generated monthly and quarterly to monitor the districts progress in fulfilling its obligations under its plan. Problem Definition The Student Assignment Office is not receiving as much day-to-day supervision as it should to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents. The responsibilities of student assignment require moment by moment attention. Decisions about when to release waiting lists affect racial balance and recruitment of parents to the district. Careful and proper monitoring of racial balance and the student assignment process improves public confidence and maintains racial balance. Projecting demographic data and enrollments aids in planrfing for future marketing, recruitment, and school closings or construction. Executing plans for closing schools requires attention to patrons who are affected and the assurance of acceptable options. The supervision of SAO personnel requires meetings, planning, and periodic training. Meeting with parents who do not understand the student assignment process requires diplomacy, patience, and time. Meeting with the appeals committee requires time and diplomacy. These are examples of student assignment responsibilities requiring day-to-day, on-site attention. Currently the Associate Superintendent for Desegregation fulfills the role of the student assignment supervisor in addition to broader responsibilities. Though housed at the SAO, his responsibilities require his presence and attention elsewhere too often. This makes the day-to-day attention required by the student assignment impossible. Analysis of Alternatives The following alternatives have been considered: 10/6/94 D1RSAOZ.DOCDirector of Student Assigrunent Business Case 5 1. Add a new position to cover the responsibilities of student assignment and to assist the Associate Superintendent for Desegregation. This creates an additional position and personnel costs. 2. Allow things to remain as they are. SAO and parents will continue to receive less Associate Superintendent Organizational Chart than attention. adequate 3. I Associate SupTintendent j I Director of Transportation staff Director of Student Assignment and Desegregation Student Assignment Coordinator SAO tnformetton Coordinetor Director of Communications j (2) Recruiters | Ccmmunlly Ocvdopmcfrt Co^rdlnctor (VIPS) I staff i I ProqfI iMinar I (8) Studant Aaslafffat Asslstawtiii~] Figure 1 Change the position of Desegregation Facilitator to Director of Student Assignment. Realign responsibilities so the new director assumes the responsibility primary for Student and the assignment, Associate Superintendent Desegregation for assumes responsibility primary for desegregation and the duties previously done by the Desegregation Facilitator. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment and allows for greater focus on the desegregation effort. This position will report to the Associate Superintendent for Desegregation. See Figure 1. Now, more than before, senior management is totally involved in the desegregation effort. The responsibilities of the Superintendent, the Deputy Superintendent, Associate to the Deputy Superintendent, Associate Superintendent for Desegregation, Director of Planning, Research, and Evaluation, and staff development personnel are all focused on the desegregation effort. The implementation of a planning and budgeting process has raised the effort to a new consciousness. Now monitoring of desegregation is more extensive than ever. Continuous discussions and analysis in meetings of the Superintendents Council have moved obligations to the forefront. The Program Budget Document and the Management Tool represent additional safeguards not previously used by the district. Therefore, the original intent of the Desegregation Facilitator has grown beyond a single individual into a way of life for senior management in the district. Addressing the need in the area of student assignment now becomes an important part of the solution. The following are examples of responsibilities to be assigned to the new position: 1(V64 DIRSAOZ.DOCDirector of Student Assignment Business Case 6 a) Supervises and coordinates the day-to-day operation of the Student Assignment Office\nb) Keeps the Associate Superintendent informed and updated on progress made in performing responsibilities relating to student assignment and on any relevant information discovered in the performance of these duties\nc) Assists with developmental planning in the areas of long-range student assignment policies, magnet school development, program placement, and equal educationeil opportunity planning, and proposal development by providing demographic information and other pertinent information\nd) Assists with monitoring and evaluating the districts desegregation plan\ne) Assists in identifying problems or practices that impede the implementation of quality desegregation in the student assignment process\nf) Provides immediate feedback on the day-to-day operations relating to student assignment\ng) Stays informed of current issues before the Board of Directors by attending Board Meetings\nh) Provides for the development, implementation, and evaluation of staff training for Student Assignment Office personnel\ni) Coordinates the appeals committee\nand, j) Performs other duties as assigned. The LRSD Plan defines the position of Desegregation Facilitator. Those tasks are found in the Educational Equity Monitoring section of the plan. The primary responsibility for the tasks described in the LRSD Plan will rest with the Associate Superintendent for Desegregation with this proposal. In the plan, the Desegregation Facilitator is defined as follows: Office of Desegregation A desegregation facilitator will be hired to work directly with building principals. The desegregation facilitator will be solely responsible for identifying problems or practices that impede the implementation of quality desegregated education in each building. The facilitator will also be responsible for providing technical assistance to building principals and their Steiffs, for desegregation related concerns. The use of a desegregation facilitator will eillow the central office administration to have immediate feedback on the day to day activities in the schools. The desegregation facilitator will report directly to the Associate Superintendent for Desegregation. However, the desegregation facilitator will work very closely with the remaining associate superintendents as needed. The desegregation facilitator will focus on all aspects of desegregation implementation. This includes, but is not limited to, achievement disparity. W\u0026amp;M D1RSAOZ.DOCDirector of Student Assignment Business Case 7 extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement. Timeline Develop Job Description Announce Position Hire Desegregation Facilitator March 1-15 April 1-15 May 30 The responsibilities of the former Desegregation Facilitator will become the primary responsibility of the Associate Superintendent for Desegregation. He will be assisted by those persons listed in the chart below. Tasks 1. Work directly with building principals 2. Identification of problems or practices that impede the implementation of quality desegregated education in each building 3. Providing technical assistance to building principals and their staffs for desegregation concerns______ 4. Working very closely with the remaining associate superintendents^ as needed_________________ 5. Allow the central office administration to have immediate feedback on the day-to-day activities in the schools^___________________________________ 6. Focusing on all aspects of desegregation implementation including, but not limited to achievement disparity, extracurricular activities, class assignments, guidance eind counseling, staffing and staff interaction, student interactions, and parent involvement. Personas) Associate Supt. for Deseg. Assistant Supts. Assoc, to Deputy Supt. Assistant Supts. Assoc, to Deputy Supt. Dir. of Human Resources Dir. of Labor Relations Dir. of Student Assignment Assoc. Supt for Deseg. Dir. of Staff Development Associate Supt. for Deseg. Assistant Supts. Assoc, to Deputy Supt. Associate Supt. for Deseg. 4 At present, only one Associate Superintendent exists. This reference is interpreted as other senior level administrators in the district. 5 This item is less of a task and more of a result\". 10/6/94 MRSAOZ DOCDirector of Student Assignment Business Case 8 Recommendation Alternative 3 is recommended. 3. Change the position of Desegregation Facilitator to Director of Student Assignment. Realign tasks to make this position responsible primarily for student assignment. The responsibilities of the former Desegregation Facilitator will become the responsibility of the Associate Superintendent for Desegregation. This change neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment. This position will continue to report to the Associate Superintendent for Desegregation. Objective Upon implementation of alternative 3, the Student Assignment Office will receive the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents. Achieving this objective will permit: 1. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\n2. Greater focus and attention given to daily decisions relating to student assignment\n3. Thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\n4. Quicker response to parent inquires\nand, 5. Identification of problems or practices in the student assignment process that impede the implementation of quality desegregation. Impact Analysis Negatives 1. Student Assignment Personnel will have to adjust to a third supervisor within three years. 2. Parties in the case may be concerned that monitoring of the districts desegregation obligations will be compromised. 10/6/94 DIRSAOZ.DOCDirector of Student Assignment Business Case 9 Positives 1. 2. 3. 4. 5. 6. eliminate delays in decision-making and responses to parents in the area of student assignments. permit efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\nbring more focus and attention to daily decisions relating to student assignment\nprovide more thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\nallow quicker response to parent inquires\nand, permit the identification of problems or practices in the student assignment process that impede the implementation of quality desegregation. Risks The risks of not implementing this solution are continued disorganization for the Associate Superintendent for Desegregation, complaints, limited compliance with our obligations, and continuation of a generally poor public image in the area of student assignments. Timing I Currently, the position of Desegregation Facilitator is vacant because of a retirement. By modifying the position now, no adjustments are necessary for the person in the position. The position will be advertised as described herein. The new person will know what is expected before filling the position. An extended period of training will be necessary once a person is employed. Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once final approval is given. The busiest time of the year for student assignment is January through September. The sooner we can make this change\nthe sooner we can begin improving service to parents. Resources Analysis Personnel This is a position modification requiring no increase or decrease in the number of existing positions. 10/(3/94 D1RSAOZ.DOCDirector of Student Assignment Business Case 10 Financial No increase will occur in the current level of funding for this position. Revenue Source Funding for this position will come from the current line item of the budget. Force Field Analysis Primary supporters of this modification are council members, SAO staff. Director of Communications, the Coordinator of VIPS, and the Director of Transportation. General Information Plan The following are milestones for implementing this position modification. 1. 2. 3. 4. 5. 6. Milestone Meet with SAO staff. Director of Communications, the Coordinator of VIPS, and the Director of Transportation^ Present Business Case to the Superintendent for approval Present Business Case to the Board of Directors for approved Present Business Case to ODM to begin modification procedure Discuss this modification with all parties Submit plan modification to the Court for approval 7. Court approval -,3 8. 9. Advertise the position Interview 10. Report for work Date 8/30/94 6/14/94 6/14/94 10/03/94 10/14/94 10/21/94 11/04/S4 11/07/94 11/22/94 12/05/94 Person Mayo Mayo Williams Mayo Attorney Attorneys Williams Hurley Mayo Appointee -rt. \u0026gt; -* 5 J.+ '!f-.t5Cj.xe!5r4r\n: t3S! 6 Though discussed in staff meetings with this group, a specific date was not reflected in an earlier edition of this business case. Another discussion was held updating this group on the progress of the business case. Therefore, the date appears to be out of sequence. 10/6/94 DIRSAOZ.DOCer 1 3il^W\u0026lt;ZM\u0026lt;^y^.4SKaSg?igSi^.w^ Little Rock School District OFFICE OF THE SUPERINTENDENT November 3, 1994 received NOV 4 1994. Judge Susan Webber Wright U. S. Federal Court Eastern District of Arkansas 600 West Capitol Little Rock, AR 72201 Office of Desegregation Monitoring Dear Judge Wright: Enclosed is a bound copy of the Pulaski County Desegregation Case foundation documents. Included are the Settlement Agreement, the Interdistrict Plan, the Court Order (May 1992) relating to plan modifications, and the LRSD Desegregation Plan. They (except the Cour\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":"bcas_bcmss0837_423","title":"Desegregation plan modifications (April 1992 plan)","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","School integration","School improvement programs"],"dcterms_title":["Desegregation plan modifications (April 1992 plan)"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/423"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nProvisions of Plans or Orders the LRSD Has Failed to Fulfill Board Responsibilities The LRSD Board of Directors has committed to the following goals which it has failed to fulfill, according to the introductory section of the 1992 plan, page 1.  The elimination of achievement disparity between black and white students on norm- referenced and criterion referenced tests.  Promoting positive public reaction to desegregation.  The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. In addition, under the title \"Leadership\" on pages 2-3 of the 1992 plan, the board and superintendent have failed to assert leadership in the following areas.  Clearly delineating the districts desegregation mission to the staff and the community.  Utilizing the desegregation mission as a guide for the development of policies and setting expectations for the superintendent to implement the policies.  Adopting a budget which will provide the resources necessary for an effective, desegregated school system. Making budgetary decisions consistent with district desegregation policies in terms of buildings, staff, materials, and equipment.  The conduct of an annual self-evaluation of their commitment to a quality desegregated education. Incentive Schools  Failure to reserve kindergarten and four-year-old program seats for white students and engage in documented, sustained, and vigorous recruitment to attract those students, (plan page 140, May 1992 order, page 28).  Program specialists have not been hired at all incentive schools (May 1992 order, page 41).  A staffing needs assessment has not been administered and analyzed (May 1992 order, page 41).  Themes have not been incorporated into the core curriculum at each school (May 1992 order, page 42). Little significant progress has been made toward desegregation of the incentive schools, with the exception of Rockefeller (1992 plan, page 149). Lack of coordinated recruitment and failure to implement aU plan recruitment activities (i.e., individual brochures, marketing blitz) (1992 plan, pages 215-217).  The Parent Council has not begun to monitor or report on all activities related to the incentive school program (1992 plan, page 151). Equity Issues  Failure to show significant progress in the reduction of the achievement disparity between black and white students (1992 plan, page 1, 1989 Settlement Agreement, page 26).  Black students (particularly black males) continue to be disciplined at a rate disproportionate to their percentage of the student population (1992 plan, pages 28, 33-34).  Failure to effectively address the overrepresentation of black students (particularly black males) in special education (1992 plan, page 111). Recruitment  The district has not developed a Strategic Recruitment Plan pursuant to the ODM Incentive School Recommendations (page 4) and the LRSD Marketing Plan.  The Recruitment Tracking System, first requested during the March 1991 Construction Hearing, has not been implemented. Additional Items from the May 1992 Order  A plan has not been submitted describing the extended activities designed to address the needs of Washington Magnet School attendance zone students (May 1992 order, page 38).tiP- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Ofj LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR APPROVAL OF FOUR-YEAR OLD PROGRAM SITES The plaintiff. Little Rock School District (\"LRSD\") or (\"District\"), for its Motion for Approval of Four-Year Old Program Sites for the 1994-95 school year, states: 1. Pursuant to the court-approved desegregation plan, the LRSD agreed to implement four-year old programs in all schools in the LRSD by the 1993-94 school year. 2. The LRSD later proposed certain modifications to the 1989 settlement plans, which modifications were heard by this Court. 3. Among the modifications proposed was the request that the Court accept the District's long-range implementation plan which was filed with the Court on October 1, 1991. Although the Court did not accept the long-range implementation plan as submitted, the Court did release the LRSD from the requirement to place a four- year old program in every elementary school in the District. Ind-ifip4 . By Order dated May 1, 1992, this Court accepted the LRSD's proposal that four-year old programs be placed in locations which would best further the goals of disparity reduction and racial balance in the District. Further, the Court permitted the District to complete implementation of the program by the 1994-95 school year. 5. In accepting the LRSD's proposed modifications, the Court continued the requirement that the four-year old programs developed by the District had to accommodate the number of children which equalled or exceeded the number which would have been accommodated had all schools in the District had a four-year old program as originally planned. 6. The LRSD added additional four-year old programs as required during the 1993-94 school year. 7. Further, the LRSD has now completed its review and has determined the number of classes necessary to accommodate the number of children which would have been accommodated had programs been placed at all elementary schools in the District. The LRSD has also determined those locations it believes will best further the goals of disparity reduction and racial balance. 8. Attached hereto as Exhibit 1 is a true and accurate listing of the sites selected by the LRSD to complete its obligations for four-year programs during the 1994-95 school year in accordance with the Order dated May 1, 1992. The sites reflected are incorporated herein by reference. lrd-*pp 29. The LRSD is now prepared to take those steps necessary to implement the hereindescribed expansion of the four-year old program for the 1994-95 school year. However, the LRSD would request expedited consideration so that it may begin the necessary preparatory arrangements. WHEREFORE, the plaintiff, Little Rock School District, moves this Court for an Order approving the locations, number of classes and other terms as outlined in the attached implementation proposal\nit requests that it be awarded its costs. expenses, attorney fees incurred herein and all other legal and proper relief to which it may be entitled. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Attorneys for Plaintiff LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar ID No. 85096 Ind'tpp 3 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion for Approval of Four-Year Old Program Sites has been served on the following people by depositing copy of same in the United States mail on this day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone Ind-tpp 4 EXHIBIT 1 LRSD'S 1994-95 FOUR-YEAR OLD PROGRAM SITE SELECTIONS Pursuant to the LRSD Desegregation Plan, as amended by subsequent court orders, the LRSD must accommodate in four-year old programs a number of children which equals or exceeds the number which would have been accommodated if all schools in the District had a four-year old program At the time the commitment was made, the LRSD had 36 elementary schools. The number of children to be served was computed by using a maximum capacity of 20 students per class. This yielded 720 students as the total number to be served. In accordance with the May 1, 1992 Order of this Court and North Central accreditation standards, the number of students per class during the 1993-94 year was based on the standard of 18 students per classroom. By virtue of this standard, the LRSD had capacity to serve 576 students in its 32 four-year old classes. Accordingly, the LRSD must add eight (8) four-year old classes during the 1994-95 year to have the capacity to serve the additional 144 children necessary to achieve the 720 children capacity as originally computed. To select the eight (8) sites, the LRSD considered the following criteria: 1. Schools which are difficult to desegregate and are racially imbalanced. Irad-tpp 52 . Areas which have a very high concentration of low income families, Based on its review, the LRSD selected the following elementary school sites: 1. Badgett - One additional class can be added by using space that is available within the building. 2. Bale - One additional class can be added by using space that is available within the building through the reassignment of classroom space (classroom space currently being used for physical education on rainy days and for psychological testing). 3. Fair Park One additional class can be added by installing a trailer, which would free up a classroom within the building. 4. Geyer Springs One additional class can be added by offering only two (2) kindergarten classes. Although a third kindergarten class was added after the start of the 1993-94 school year, the majority of the students assigned to that class were from outside the schools' attendance zones. Accordingly, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 5. Mabelvale - One additional class can be added by using a room being made available due to matriculating seventh grade students. 6. Watson - One additional class can be added by using space within the building obtained through the sharing of space by the Irad-app 6Chapter I teacher (there three (3) days a week) and the G/T teacher (there two and one-half (2/1/2) days a week). 7. Woodruff - One additional class can be added by using space available within the building. 8. Stephens - One additional class can be added by using space within the building. Ind-app 7RECSa ^7^ IN THE UNITED STATES COURT OF APPEALS No. 93-3592 NO. 93-3469 NO. 93-3594 FOR THE EIGHTH CIRCUIT APR 2 0 1994 Cffico of Dcsogr LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LORENE JOSHUA V. LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT V. LORENE JOSHUA Appeals From The United States District Court For the Eastern District of Arkansas Western Division Honorable Susan Webber Wright, District Judge BRIEF FOR APPELLEE LITTLE ROCK SCHOOL DISTRICT IN NOS. 93-3469 AND 93-3594 Christopher Heller John Clayburn Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 37602911 Attorneys for Little Rock School DistrictTable of Contents Statement Of The Case 1 I. The Voting Rights Act Issue 1 II. The Desegregation Plan Modification Issue 3 Summary Of Argument 11 Argument 13 I. The District Court's Finding That The Charles Plaintiffs Failed To Establish A Violation Of The Voting Rights Act, 42 U.S.C.  1973, Is Not Clearly Erroneous And Should Be Affirmed .............................................. 13 II. The District Court Properly Approved The Closing Of Ish School And The Assignment Of Ish Students To The New And Integrated King Interdistrict School 38 Conclusion 50 1STATEMENT OF THE CASE I. THE VOTING RIGHTS ACT ISSUE. A. Previous LRSD Election Zones. The district court approved seven single-member zones for the election of the Little Rock School District (\"LRSD) Board of Directors on December 18, 1986. Appellant's App. p. 50. Before that time, LRSD board members were elected in at-large elections. Arkansas law requires, however, that school districts with student populations in excess of 24,000 elect board members from single- member zones. See Ark. Code Ann.  6-13-607 (Michie 1991). Pursuant to previous orders of this Court and the district court. LRSD annexed territory of the Pulaski County Special School District which increased LRSD's student population above 24,000 and was required by state law to establish single-member zones. The LRSD zone plan approved by the district court had the following populations and racial compositions according to the 1980 census: Zone 1 - 25,399 total population\n81.50% black\nZone 2 - 25,295 petal population\n68.90% black\nZone 3 - 25,210 total population\nZone 4 - 24,844 total population\n7.83% black\n2.96% black\nZone 5 - 25,016 total population\n18.30% black\nZone 6 - 25,107 total population\n17.30% black\nZone 7 - 25,043 total population\n14.10% black. 1The district court found that the zone plan \"comports with the one- man one-vote principle required by the Constitution  . , [and is] in compliance with the mandate of Amended  2 of the Voting Rights Act (codified as 42 U.S.C.  1973) and does not abridge or deny the right of minorities to vote.\" Appellant's App., p. 50-51. The district court's December 18, 1986, order approving the LRSD zone plan was not appealed. The Charles Plaintiffs, as members of the class represented by the Joshua Intervenors, were parties to the case when the zones were established. LRSD App., p. 1. In fact, Mr. Charles was substituted as a named plaintiff when he became president of the Little Rock Chapter of the NAACP. LRSD B. The PCBE Plan. App., p. 4. The Pulaski County Board of Education (\"PCBE\") plan for LRSD election zones was prepared by Metroplan, a non-profit corporation whose members are local governmental entities in the central Arkansas area. LRSD App., p. 41. Metroplan was asked to determine whether the previous LRSD election zones were out of compliance with the \"one-man, one-vote\" principle according to 1990 census data and, if so, to prepare alternative proposals for rezoning LRSD in compliance with federal law. LRSD App., p. 42. Jim McKenzie, the Executive Director of Metroplan, was primarily responsible for preparing the proposals. LRSD App., pp. 76-77. Before preparation of alternative proposals for submission to PCBE, Mr. McKenzie contacted Jim Lynch, who became the Charles Plaintiffs' expert in this case, concerning criteria which should 2be considered in preparing election zones. Lynch provided McKenzie a written list of five criteria\n(1) adhere to the one-man, one- vote doctrine\n(2) avoid diluting minority political expression\n(3) districts ought to be compact and contiguous\n(4) district boundaries should be recognizable\nand, (5) use existing political boundaries. LRSD App., pp. 9, 76-77. McKenzie followed Lynch's criteria in developing four alternative proposals for rezoning the Little Rock School District. LRSD App., pp. 77-80. McKenzie was aware of the December 18, 1986, order stating that the previous LRSD election zones were in compliance with Section 2 of the Voting Rights Act. LRSD App., p. 40. II. THE DESEGREGATION PLAN MODIFICATION ISSUE The parties to this case are in the process of implementing desegregation plans agreed upon in 1989 and approved by this Court in 1990.* The Interdistrict and LRSD Desegregation Plans call for eight racially isolated incentive schools but do not require that each incentive school must remain open in perpetuity. Instead, a purpose of those plans is to move LRSD black students from racially isolated incentive schools to racially balanced interdistrict schools: 'There are four desegregation plans, district and an Interdistrict Plan. one for each school 1991. The plans were modified in For a history of the development of the desegregation plans and the 1989 settlement agreement, see Little Rock School District V. Pulaski County Special School District. 921 F.2d 1371 (8th Cir. 1990) and Appeal of Little Rock School District. 949 F.2d 253 (8th Cir. 1991). 3\"As new interdistrict schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school . . II LRSD App. , p. 3 31. Interdistrict Desegregation Plan, April 29, 1992, p. 4. The planned effort to move students from racially isolated incentive schools to racially balanced interdistrict schools is illustrated by the parties' agreement about Stephens school. Stephens is one of the eight incentive schools established under the 1989 plans. LRSD App., pp. 331, 3 34. Interdistrict Desegregation Plan, April 29, 1992, p. 4\nLRSD Desegregation Plan, April 29, 1992, p. 148. The plans require the parties to quickly convert Stephens from an incentive school to an interdistrict school and to close \"[t]he old Stephens school building.\" LRSD App., pp. 332, 334. Interdistrict Desegregation Plan, April 29, 1992, p. 10\nLRSD Desegregation Plan, April 29, 1992, p. 148. Washington Elementary School provides another example of the transition from racially isolated incentive schools to racially balanced interdistrict schools. The 1989 desegregation plans list Washington among the eight incentive schools. (8 J.D.R. 1722\n10 J.D.R. 2288), but the parties later agreed that Washington would become an Interdistrict Magnet School.^ 2 The district court rejected the settlement plans on June 27, 1989 and, during the pendency of the appeals of that order, approved a substitute plan known as the Tri-District Plan (Docket #1328). The Tri-District Plan was implemented for the 1990-91 #1328) . school year, and Washington operated under that plan as a racially balanced interdistrict magnet school. Following this Court's approval of the 1989 settlement plans, the parties agreed that Washington should continue to operate as a racially balanced interdistrict magnet school rather that resume operation as racially isolated incentive school. - - as Docket #1434. a 4The plans and agreements of the parties to date will reduce the number of incentive schools from eight to six by moving incentive school students to racially balanced interdistrict schools. The assignment of Ish attendance zone students to King Interdistrict School is the first movement of students from a segregated to an integrated school which has been opposed by any party. LRSD committed to build a new King Interdistrict School \"in downtown Little Rock ... in the general area along 1-630 between 1-30 and University Avenue.\" LRSD App., P. 334 . LRSD Desegregation Plan, April 29, 1992, p. 148. That area is populated primarily by students who are enrolled or are entitled to be enrolled in an incentive school. The specific site within that area was approved by the district court on March 17, 1992 (LRSD App., p. 227. Docket #1576) and no appeal was taken from that order. Each LRSD school. including each incentive school. has an attendance zone. LRSD App., pp. 310-313. The zone established for each new elementary school required by the desegregation plans must be superimposed upon the existing zone plan and will necessarily ^Counsel for the Joshua Intervenors told the district court: \"I'm suggesting that integration by itself is just unacceptable to black people at this time. It has to be something that is much more substantive than merely being in the same environment with white students.\" LRSD App., p. 292. 5usurp some or all of the attendance zone of one or more of the existing elementary schools. LRSD hired Dr. Leonard Thalmueller to design an attendance zone for King Interdistrict School. LRSD App. , p. 301. Dr. Thalmueller is a former employee of LRSD who has been involved in the preparation of LRSD attendance zones for seventeen years (LRSD App., p. 301) and who prepared the attendance zones for the 1989 LRSD Desegregation Plan. (LRSD App., p. 283). In drawing the King attendance zone, Thalmueller engaged in an effort \"to minimize the impact of the attendance zone on other students in the district. try to keep the domino effect down to the smallest possible factor . . [and] to reduce busing to whatever extent we could\". LRSD App., p. 303. Thalmueller also tried to draw the King zones so that students whose assignments were changed as a result of the establishment of that zone would not have to endure a second change of assignment when zones were later established for the Stephens Interdistrict School. LRSD App., p. 303. Thalmueller prepared three plans. reviewed them with the Office of Desegregation Monitoring and presented them to LRSD. LRSD App., pp. 303-304. In the plan adopted by the LRSD Board of Education, Dr. Thalmueller placed the entire Ish zone, consisting of six zone blocks, in the King attendance zone. LRSD App., pp. 335-336. The only schools whose attendance zones were changedby the Thalmueller plan are Ish, Jefferson, Rightsell and Washington. LRSD App., pp. 335, 336. 6One hundred eighty-three students were enrolled at Ish for the 1992-93 school year. Ninety of those students were from outside the Ish attendance zone. LRSD App. , p. 308. There were 229 students in the Ish attendance zone. June 8, 1993 LRSD App., p. 307. Only 93 of those students attended Ish school. LRSD App., p. 307. The others attended schools throughout LRSD. Dr. Thalmueller and LRSD Associate Superintendent Marie Parker prepared a report on the impact of the King attendance zone (LRSD App., p. 321) which was presented to the LRSD board, shared with all counsel on March 12, 1993 (LRSD App., p. 325) and presented to the District Court on June 8, 1993. The report describes the following impact upon Ish: \"Ish will remain open unless fewer than one hundred students choose Ish, in which case all Ish students will be assigned to King, and Little Rock School District will work with the Ish community to determine an appropriate use for the Ish building.\" LRSD App., p. 321. Four community meetings, including one at Ish school, were held in March, April and May 1993 \"to gather information from prospective parents and patrons to be used in consideration of attendance zones and theme selection for Martin Luther King, Jr. school\". LRSD App., p. 337. Surveys were mailed to all families affected by the location of the proposed attendance zone. LRSD App., p. 320. The King attendance zone was approved by the LRSD Board of Directors on April 22, 1993. On May 5, 1993 LRSD moved for approval of the King attendance zone. LRSD App., p. 231. Docket #1820. Joshua opposed LRSD's motion. LRSD App., p. 235. Docket #1825. The North Little Rock 7School District, the Pulaski County Special School District and the Knight Intervenors did not oppose the King attendance zone. LRSD App., p. 305. The district court conducted hearings on June 8 and 9, 1993 and approved the King attendance zone as drawn by Dr. Thalmueller, but not LRSD's plan for determining whether Ish should be closed. LRSD App., pp. 285-291. The court preferred Thalmueller's plan to the ideas presented by Dr. James Jennings, another former LRSD employee, because Thalmueller's plan would impact fewer attendance zones and because his plan \"left room for doubt\" concerning the 4 future location of the Stephens site. The district court announced that it would order that Ish remain open if one hundred or more students chose to attend Ish from among the students within the Ish attendance zone whether or not presently enrolled at Ish (229 students (LRSD App., p. 307)) and all students attending Ish whether or not residing within the Ish attendance zone (90 students (LRSD App., p. 308)) LRSD App., pp. 286-287. Dr. Jennings was subpoenaed only a few days before the hearing and had not previously reviewed Thalmueller's plan. During his previous employment with LRSD, Jennings had prepared a plan to create attendance zones for King and Stephens together. p. 279. LRSD App., Jennings' testimony consisted of his recollection of the plan he had previously prepared on the assumption that King and Stephens zones would be established at the same time. and his reaction to Thalmueller' s plan which he had seen for the first time the day before. LRSD App., pp. 281-283. Jennings' proposals would impact the attendance zones of thirteen schools. 280. LRSD App. , p. Jennings worked with Thalmueller to prepare the attendance zones contained in the 1989 desegregation plan (LRSD App., p. 283) and considers Thalmueller competent to prepare attendance plans (LRSD App., 284). zone 8The court's bench ruling was followed closely by a written order (Docket #1848) which established the following process by which LRSD could attempt to \"meet its burden of recruiting students to populate the King Interdistrict School\" from among those attending Ish or residing in the Ish attendance zone and \"proving that fewer than 100\" of those students wished to attend Ish: \"Within ten days from June 9, 1993 the LRSD must submit to the Court its proposed survey of these students along with its plan for executing the survey and implementing the survey results This plan must include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close. II June 11, 1993 Order, Docket #1848. The court told Joshua twice from the bench (LRSD App., pp. 293-300) and again in its written order that Joshua would \"have 5 days to file their response and objections to LRSD's survey and plan\". June 11, 1993 Order, p.3 LRSD filed on June 21, 1993 its proposed survey of potential Ish students and its plan for implementing the survey results^. LRSD proposed \"to send the form letter, the King and Ish fact sheets, and the School Selection Form to the parents of all students described in the court's June 11, 1993 Order in accordance with the attached time line for implementing King/Ish Survey Process. I LRSD App. , p. 24 0. No one objected to the process LRSD's filing showed exactly how the survey process would be  It included a time line, a form letter to parents of potential Ish students, fact sheets on both King and Ish Schools which would be sent to potential Ish students and a school implemented. selection form. LRSD App., p. 240. 5 9proposed by LRSD. The district court approved the process on June 30, 1993. Docket No. 1873. LRSD engaged in an extensive effort to inform potential Ish students about King and Ish Schools and to maximize the response to its King/Ish survey. Two hundred sixty survey forms were mailed, 173 were returned and 82 students requested Ish School. LRSD App., p. 271-272. Based upon the results of the survey, LRSD moved on July 19, 1993 to close Ish School. LRSD App., p. 268. Docket No. 1908. Joshua opposed LRSD's status report about the survey process (LRSD App., p. 265) and LRSD's Motion to close Ish School (Docket No. 1918). On August 2, 1993, the district court granted LRSD's Motion to close Ish School. SUMMARY OF ARGUMENT I. THE DISTRICT COURT'S FINDING THAT THE CHARLES PLAINTIFFS FAILED TO ESTABLISH A VIOLATION OF THE VOTING RIGHTS ACT, 42 U.S.C.  1973, IS NOT CLEARLY ERRONEOUS AND SHOULD BE AFFIRMED. The Charles Plaintiffs contend that the plan for LRSD election zones adopted by the PCBE violates Section 2 of the Voting Rights Act, 42 U.S.C.  1973. In order to establish a violation of Section 2, the Charles Plaintiff were required to establishthe LRSD conducted a series of community meetings, including two at Ish School. Fliers announcing the community meetings delivered door to door and distributed to local churches. were Ish patrons conducted a door to door campaign encouraging parents to return the survey forms. The LRSD student assignment office telephoned parents who were sent survey forms and encouraged them to complete and return the forms. LRSD App., pp. 271-272. 10following four elements: (1) that blacks are sufficiently large and geographically compact to constitute a majority in a single-member district\n(2) that blacks are politically cohesive\n(3) that the white majority votes sufficiently as a bloc to enable it usually to defeat blacks' preferred candidate\nand, (4) that based on the \"totality of the circumstances,\" blacks have less opportunity to participate in the political process and to elect representatives of their choice as a result of the PCBE plan for LRSD election zones. 42 U.S.C.  1973(b)\nThornburg v. Ginqles. 478 U.S. 25, 50- 51 (1986) . The district court found that the Charles Plaintiffs failed to establish each of the above elements. The PCBE plan contains two majority black zones. Therefore, the Charles Plaintiffs were reguired to prove that three majority black zones can be created. In addition, the majority black zones must have at least a 65% black majority to enable blacks to elect their preferred candidate. Smith V. Clinton. 687 F.Supp. 1361 (E.D.Ark. 1988). Each of the three majority black zones in the plan advocated by the Charles Plaintiffs has a majority black population of less than 65%. As a result, the district court found that the Charles Plaintiffs were unable to demonstrate that three majority black LRSD zones with a 65% black majority population can be created. The Charles Plaintiffs attempted to establish black political cohesiveness through statistical proof of the correlation coefficient comparing the percentage of black voting age population and the percentage of votes for the black candidate. However, the 11correlation coefficient does not establish the percentage of black support for black candidates. The Charles Plaintiffs did not undertake the additional statistical analysis necessary to establish black political cohesiveness, and therefore, the district court held that they had failed to establish this element. The Charles Plaintiffs' attempt to establish white bloc voting was infected with the same statistical flaw. In addition. persistent proportional representation of blacks on the LRSD Board of Directors makes it \"virtually impossible tl for the Charles Plaintiff to establish white bloc voting. Nash V. Blunt, 797 F.Supp. 1488, 1498 (W.D.Mo. 1992). Evidence of elections between white and black candidates demonstrates that white voters do not usually vote as a block to defeat the blacks' preferred candidate. Accordingly, the district could found that LRSD did not suffer from legally significant white bloc voting. Finally, the district court held that, based on a totality of the circumstances, the Charles Plaintiffs failed to establish that blacks have less opportunity to participate in the political process and to elect representatives of their choice under the PCBE plan than they had under the previous zone plan which had been approved by the district court in 1986. The Charles Plaintiffs' expert testified that the opportunity of blacks is the same under the PCBE plan and under the previous court approved plan. The findings of the district court are not clearly erroneous and should be affirmed. 12A. ARGUMENT I. THE DISTRICT COURT'S FINDING THAT THE CHARLES PLAINTIFFS FAILED TO ESTABLISH ACT, 42 U.S.C. SHOULD BE AFFIRMED.  1973, A VIOLATION OF THE VOTING RIGHTS IS NOT CLEARLY ERRONEOUS AND Introduction. No plan for single-member election zones is immune from challenge under the Voting Rights Act. If a plan concentrates minorities into super-majority zones. the plan may be said to dilute minority voting strength through \"packing.\" If a plan does not create the maximum number of minority black zones, it may be said to dilute minority voting strength through dispersion of minority voters. Compare Jeffers v. Clinton. 730 F.Supp. 196 (E.D.Ark. 1989), and Jeffers v. Tucker. 839 F.Supp. 612 (E.D.Ark. 1993) . PCBE adopted a Metroplan proposal for LRSD election zones which has two majority black zones. The Charles Plaintiffs advocate racial gerrymandering of LRSD election zones to create a third majority black zone. In discussing the racial gerrymandering of election zones, the Supreme Court has stated: Racial classifications of lasting harm to our society. any sort pose the risk of They reinforce the belief, held by too many for too much of history, that individuals should be judged by the color of their skin. The Charles Plaintiffs argued before the district court that the PCBE plan violated the Voting Rights Act due to \"packing.\" this appeal, the Charles Plaintiffs raise for the first time argument based on the dispersion of black voters. In an PCBE adopted Metroplan proposal No. 4. 13Racial classifications with respect to voting carry particular dangers. Racial gerrymandering even for remedial purposes, may balkanize us into competing racial factions\nit threatens to carry us further from the goal of a political system in which race no longer mattersa goal that the Fourteenth and Fifteenth Amendments embody. and to which the Nation continues to aspire. It is for these reasons that race-based districting by our state legislatures demands close judicial scrutiny. Shaw V. Reno, 509 U.S. 113 S.Ct. ___, 125 L.Ed.2d 511, 535 (1993). B. Discussion. 1. Liability Under Section 2 Generally. The Voting Rights Act of 1965 was tl designed by Congress to banish the blight of racial discrimination in voting, which has infected the electoral process in parts of our country for nearly a century.\" South Carolina v. Katzenbach. 383 U.S. 301, 308 (1966). As amended in 1982, Section 2 of the Act provides that no state may impose a standard, practice or procedure \"which results in a denial or abridgement of the right of any citizen of the United States to vote on account of race or color . II 42 U.S.C.  1973(a) (Supp. 1993). Section 2 further states: A violation of subsection (a) of this section is established if. the circumstances, based on the totality of it is shown that political processes leading to nomination the or election in the State or political subdivision are not equally open to participation by members of a class of citizens protected by subsection (a) of this section in that its members have less opportunity to participate in the political process and to elect representatives of their choice. The extent to which members of the protected class have been elected to office political subdivision is which in one the State or circumstance may be considered: Provided, That nothing in this section establishes a right to 14have members of a protected class elected in numbers equal to their proportion population. in the 42 U.S.C.  1973(b) (Supp. 1993) (emphasis in original). In order to prevail on a Section 2 claim, the plaintiff bears the burden of proving both less opportunity to participate in the political process and less opportunity to elect representatives of their choice. Chisom V. Roemer, 501 U.S. Ill S.Ct. 2354, 115 L.Ed.2d 348, 364 (1991), The Supreme Court has stated that a minority group challenging single-member election zones under Section 2 must establish three \"necessary preconditions\": First, that [the minority group] is sufficiently large and geographically compact to constitute a majority in a single-member If it is not, as would be the district. case in a substantially integrated district, the multimember form of the district cannot be responsible for minority voters' inability to elect its candidates. [citations omitted]. Second, the minority group must be able to show that it is politically cohesive. minority group is not politically cohesive, it cannot be said that the selection of a multi-member If the electoral structure thwarts distinctive minority group interests, [citations omitted]. Third, the minority must be able to demonstrate that the white majority votes sufficiently as a bloc to enable  in the absence of special circumstances, a minority candidate running such it as unopposed . . . usually to defeat the preferred [citations omitted]. In establishing this last circumstance, the minority group demonstrates that submergence in a white multi-member candidate. minority's district impedes its ability to elect representatives of its chosen representation. Ginqles. 478 U.S, at 50-51\nGrowe v, Emison. ___ U.S. ___, 113 S.Ct. , 122 L.Ed.2d 388, 404. Satisfaction of these three II preconditions\" is necessary. but not sufficient, to establish liability under Section 2. Growe. 507 U.S. at ___, 122 L.Ed.2d at 15404\nChisom. 501 U.S. ___, 115 L.Ed.2d 348, 364\nsee League of United Latin American Citizens v. Clements. 999 F.2d 831, 848 (5th Cir. 1993). Therefore, in order to establish a violation of Section 2, a minority group must demonstrate that (1) the group is sufficiently large and geographically compact to constitute a majority in a single-member district\n(2) it is politically cohesive\n(3) the white majority votes sufficiently as a bloc to enable it usually to defeat the minority's preferred candidate\nand. (4) based on the \"totality of the circumstances,\" the group has less opportunity to participate in the political process and to elect representatives of their choice as a result of the challenged electoral device. 42 U.S.C.  1973(b)\nGingles. 478 U.S. at 50-51. 2. Sufficiently Large and Geographically Compact. The plan for LRSD election zones adopted by PCBE contains two majority-minority zones. LRSD App., p. 8. Thus, in the context of the present case, the first Gingles precondition requires that the Charles Plaintiffs establish that the black population of LRSD is sufficiently large and geographically compact to constitute a \"majority\" in three LRSD election zones. Gingles, 478 U.S. at 50. More than mere numerical superiority must be considered in determining whether the Charles Plaintiffs constitute a sufficient II majority\" in single-member zone to elect representatives of their choice. . As the court explained in Smith v. Clinton. 687 a F.Supp. 1361 (E.D.Ark. 1988): A guideline of 65% frequently used. of total population is and is derived by 16supplementing simple majority with an additional 5% to offset the fact that minority population tends to be younger than that of whites, 5% for the well-documented pattern of low voter registration, and 5% for low voter turnout among minorities. Smith. 687 F.Supp at 1363. See also Fletcher v. Golder. 959 F.2d 106, 110 (Sth Cir. 1992). Therefore, the Charles Plaintiffs must demonstrate that the black population in LRSD is sufficiently large and geographically compact to permit creation of three zones with at least 65% minority population. Otherwise, the PCBE plan for a LRSD election zones \"cannot be responsible for minority voters inability to elect its candidates.\" Singles. 478 U.S. at 50. Each of the purported \"majority\" black zones proposed by the Charles Plaintiffs falls below the 65% guideline. Under the Charles Plaintiffs' plan, 81% of the blacks who live within the boundaries of the LRSD would be packed into zones 1, 2 and 6 resulting in percentage black populations in those zones of 64.7%, 64.0% and 61.7%, respectively. The remaining black population is dispersed among the remaining four zones. Appellant's App., p. 55. 9 Therefore, the plan for LRSD election zones advocated by the Charles Plaintiffs demonstrates that the black population in LRSD is not sufficiently large and geographically compact to constitute Charles Plaintiffs' Zone 1 has percentage population variance of negative 4.5%, and therefore, will in all probability be the first zone to fall out of compliance with the II requirement. LRSD App., p. 74. one-man. one-vote\" Metroplan proposal No. 4 adopted by PCBE took into account present demographics trends by placing more persons in zones with declining population and by placing fewer persons in zones with increasing population. within the limits prescribed by the law and with a lesser degree of This was done population variance than provided in the Charles plaintiffs' plan. LRSD App., pp. 78-80. 17a sufficient \"majority\" in three LRSD election zones. Appellant's App., p. 155. Furthermore, McKenzie testified that the Charles' Plaintiffs plan did not present compact zones. LRSD App., P. 61. Accordingly, the district court found, \"The plan proposed by the Charles plaintiffs does not conform to the standard proposed by their expert, Mr. Lynch, that the zones be compact and contiguous.\" Memorandum Opinion and Order, p. 7. The district court's finding that the black population of LRSD is not sufficiently large and geographically compact to constitute a majority in three LRSD election zones is not clearly erroneous. Political Cohesiveness. In an effort to establish black political cohesiveness, Lynch computed the correlation coefficient (the \"r\" statistic) and the r- square value for all 65 voting precincts in LRSD. Lynch compared the percentage of black voting age population within the precinct and the percentage of votes for the black candidate for ten elections involving a black candidate and a white candidate. summary of Lynch's calculations was presented as Charles 3. A Plaintiffs' Exhibit 32. Appellant's App., p. 157. Relying only on Charles Plaintiffs' Exhibit 32, Lynch concluded that blacks were politically cohesive. Appellant's App., P. 160. Charles Plaintiffs' Exhibit 32 does not support Lynch's conclusion. The correlation coefficients calculated by Lynch and summarized in Charles Plaintiffs' Exhibit 32 provide no proof that 18blacks are politically cohesive. 10 The correlation coefficient is a measure of consistency. LRSD App., p. 134. See Citizens for a Better Gretna v. City of Gretna. 834 F.2d 496, 499 n.7 (Sth Cir. 1987)\ns^. generally, Richard Engstrom \u0026amp; Micheal McDonald, \"Quantitive Evidence in Vote Dilution Litigation: Political Participation and Polarized Voting,\" 17 Urban Lawyer 369 (1985). A perfect positive correlation (i.e., a correlation coefficient of one) between the percentage of black voting age population and the percentage of votes for the black candidate results where, for example, the same percentage of blacks and the same percentage of white voters support the black candidate in each precinct.'* If 25% of the black voters and 20% of the white voters in each precinct support the black candidate. perfect positive correlation exists. The correlation coefficient provides no evidence of the actual percentage of black voters who supported the black candidate. Thus, Charles Plaintiffs' Exhibit 32 indicates only that approximately the same percentage of blacks supported the black candidate in each precinct. Lynch conceded that the correlation coefficients shown on Charles Plaintiffs' Exhibit 32 provide no information about the 'it is nevertheless important to note that the only LRSD zone election analyzed by Lynch produced no significant correlation between black voting age population and support for the black candidate. Appellant's App., p. 157. \"Lynch's feeble understanding of the correlation coefficient was demonstrated when on cross-examination Lynch was unable to describe circumstances which would produce a perfect positive correlation. Lynch testified that he merely entered the data into a computer equipped with software to calculate the correlation coefficient. LRSD App., p. 165. 19 apercentage of black support for the black candidate. LRSD App., p. 158. Lynch admitted that nothing in his analysis excluded the possibility that only 25% of the black voters supported the black candidate in the elections shown on Charles Plaintiffs' Exhibit 32. LRSD App., p. 161. Lynch acknowledged that, if only 25% of the blacks supported a black candidate, blacks could not be considered politically cohesive. LRSD App., p. 159. In order for the correlation coefficient or r-square value to demonstrate political cohesiveness. they must be used in conjunction with homogeneous precinct analysis or regression analysis. S^, e.q. . Whitfield v. Democratic Party of the State of Arkansas. 686 F.Supp. 1365, 1383 (E.D.Ark. 1988)\nCitizens for a Better Gretna. 834 F.2d 496, 499 (5th Cir. 1987). Homogeneous precinct analysis is the examination of a precinct which is overwhelmingly populated by a discrete group to determine what percentage of voters in that group support a particular candidate. See Campos v. City of Baytown. 840 F.Supp. 1240, 1246 n.lO (5th Cir. 1988). For example, if a precinct is 100% black and the black candidate gets 90% of the votes in that precinct, then 90% of the black voters preferred the black candidate. If there is also a high correlation coefficient among all the precincts (meaning that approximately the same percentage of blacks supported the black candidate in each precinct), it may be appropriate to conclude that approximately 90% of black voters in each precinct supported the black candidate. See Engstrom \u0026amp; McDonald, p. 371-72. 20Regression analysis involves the calculation of the regression coefficient, commonly reported as \"b\". It is the regression coefficient \"that illuminates the degree to which voting patterns are racially differentiated.\" Engstrom \u0026amp; McDonald, P- 375. Whereas the correlation coefficient measures how consistently the electoral support for the black candidate changes with the percentage of black voting age population, the regression coefficient estimates how closely the change in percentage of votes for the black candidate tracks the change in percentage black voting age population. For example, where voting is completely racially polarized, the percentage of votes for the black candidate would track perfectly the increase in black voting age population.^ See Engstrom \u0026amp; McDonald, p. 375. Therefore, homogeneous precinct analysis or regression analysis are necessary to establish racially polarized voting. Lynch testified that he did not conduct homogeneous precinct analysis. LRSD App., p. 164. With regard to regression analysis, Lynch testified, \"I'm not familiar with that term.\" LRSD App., p. 163 . As a result. Lynch's conclusion that LRSD elections are racially polarized IS without foundation. The correlation coefficients shown on Charles Plaintiffs' Exhibit 32 demonstrate *^The regression coefficient is to be distinguished from the square value calculated by Lynch. The r-square value is merely the square of the correlation coefficient. The regression coefficient (\"b\") represents the slope of the regression line. __ regression line is the line which minimizes the deviations among samples. The correlation coefficient is a measure of the samples' deviation fiom the regression line. With a perfect correlation, either positive or negative, the samples fall perfectly along the regression line. See Engstrom \u0026amp; McDonald, p. 374-76. samples. The The See Engstrom \u0026amp; McDonald, p. 374-76. 21only that approximately the same percentage of blacks supported the black candidate in each precinct. Charles Plaintiffs' Exhibit 32 provides no indication of the actual percentage of black voters who supported the black candidate. Because the Charles Plaintiffs failed to establish that blacks are politically cohesive, their Section 2 claim must fail.\"* 4. White Bloc Vote. a. Persistent Proportional Representation. Justice Brennan, joined by Justice White, noted in Gincles that \"persistent proportional representation is inconsistent with [the] allegation that the ability of black voters ... to elect representatives of their choice is not equal to that enjoyed by the white majority.\" Ginoles. 478 U.S. at 77. With regard to this statement by Justice Brennan, Justice O'Conner, joined by Chief Justice Burger, Justice Powell and Justice Renquist, wrote. \"I *The conclusion that blacks are politically cohesive can be drawn based on Charles Plaintiffs' Exhibit 32 only if it is assumed that black voters preferred the black candidate. However, the Supreme Court has stated that minority support for the minority candidate \"never can be assumed, but must be proved in each case in order to establish that a redistricting plan dilutes minority voting strength in violation of  2.\" Shaw v. Reno. 509 U.S. at ___, 125 L.Ed.2d at 532 . V. There is one other notable limitation on the value of the correlation coefficients shown on Charles Plaintiffs' Exhibit 32. A strong correlation between percentage of black voting age population and percentage of votes for the black candidate does not preclude the possibility of an equally strong correlation between percentage of black voting age population and any of the other factors which Lynch testified often determine the outcome of elections. For example, the correlation coefficient between the percentage of black voting age population and the percentage of votes for the democratic candidate may be as strong or stronger, in any given election, the correlation coefficients shown on as Charles Plaintiffs' Exhibit 32. LRSD App., pp. 170-171. 22agree with Justice Brennan that consistent and sustained success by candidates preferred by minority voters IS presumptively inconsistent with the existence of a  2 violation.\" Ginqles. 478 U.S. at 102 (O'Conner, J., concurring). After considering the above quoted language in Ginqles. the court in Nash v. Blunt. 797 F.Supp. 1488, 1498 (W.D.Mo. 1992), concluded, \"If defendants can prove prior persistent proportional representation, it would be virtually impossible for the plaintiffs to prove white voters usually vote together to defeat minority-preferred candidates.\" Recognizing that Ginqles provides that \"proof that some minority candidates have been elected does not foreclose a  2 claim,\" Ginqles, 478 U.S. at 75, the court in Nash reasoned that persistent proportional representation would constitute a defense* to a Section 2 claim only where. in addition to a history of proportional representation, there exists a substantial likelihood that proportional representation would continue in the future. Na^, 797 F.Supp. at 14 98. For example, the plaintiffs in Na^ challenged the Missouri legislative redistricting plan as it applied to Jackson County, Missouri. The court noted that \"during the past decade, the proportion of black legislators for Jackson County has been in almost exactly equal proportion to the The court in Nash describes representation as an \"affirmative defense.\" persistent proportional This is a misnomer. A true affirmative defense relieves a defendant of liability even though the plaintiff has established each element of his claim. The classic example is the statute of limitations. However, persistent proportional representation, in effect, makes it \"virtually impossible\" to prove a necessary element of a Section 2 claim, legally significant white bloc voting. in effect, 1498. Nash, 797 F.Supp. at 23proportion of black citizens living in Jackson County. Na^, 797 F.Supp. at 1500. The court found that the proportion of majority black districts created under the challenged plan was roughly equal to the proportion of black population and concluded: Thus, we conclude that there has been at least a ten-year history of proportional representation, as well as a near certain likelihood that there will be proportional representation for the next decade. Therefore, we find the defendants have successfully proved the elements of this affirmative defense. Nash. 797 F.Supp. at 1500. The facts of the present case are remarkably similar to the facts before the court in Nash. Blacks constitute 29.1% of the voting age population of LRSD. LRSD App., p. 6. There are seven members of the LRSD Board of Directors. Thus, proportional representation would be two of the seven board members or 28.6% of the board. Since 1983, the racial composition of the LRSD Board of Directors has been as follows: 1983 to March 1987 - two blacks. five whites\nMarch 1987 to June 1988  three blacks, four whites\nand, June 1988 to present - two blacks, five whites. Therefore, since 1983, the proportion of black members of the LRSD Board of Directors has been equal to or greater than the proportion of black members of the electorate. Moreover, under the plan for LRSD election zones adopted by the PCBE, blacks are virtually certain to be proportionally represented in the future. The PCBE plan contains two black majority zones. PCBE Zones 1 and 2 have percentages of black population of 79.82% and 59.39%, respectively. LRSD App., p. 8. Although PCBE Zone 2 falls below the 65% guideline discussed in 24Smith V. Clinton, supra, Lynch testified that blacks would be able to elect representatives of their choice with a black majority of 60%. LRSD App., p. 104. Lynch specifically referred to North Little Rock election zones with percentage black populations of 59.4% and 58.8% in which black candidates have been successful. LRSD App., P- 11. Therefore, blacks will continue to be proportionally represented on the LRSD Board of Directors under the PCBE plan. The consistent and sustained past, along with the certain future, of proportional representation on the LRSD Board of Directors makes it \"virtually impossible\" for the Charles Plaintiffs to establish legally significant white bloc voting. Na^, 797 F.Supp. 1500. b. Charles Plaintiffs' Exhibit 33. The Charles Plaintiffs substantially relied on the testimony of Lynch in an attempt to establish white bloc voting. Lynch calculated the correlation coefficient and the r-square value comparing the percentage of white voting age population to the percentage of votes for the white candidate for same ten elections analyzed on Charles Plaintiffs' Exhibit 32. A summary of Lynch's calculations was presented as Charles Plaintiffs' Exhibit 33. Appellant's App., P. 158. Based only on Charles Plaintiffs' Exhibit 33, Lynch concluded that the white majority voted sufficiently as a bloc to enable it to usually defeat the candidate 25preferred by blacks. 16 LRSD App., p. 149. Again, the record does not support this conclusion. As with Lynch's reliance on Charles Plaintiffs' Exhibit 32 to establish black political cohesiveness, the correlation coefficients and r-sguare values shown on Charles Plaintiffs' Exhibit 33 demonstrate only that approximately the same percentage of whites preferred the white candidate in each precinct. Charles Plaintiffs' Exhibit 33 provides no information concerning the actual percentage of white voters who preferred the white candidate. Lynch failed to conduct the concomitant homogeneous precinct analysis or regression analysis necessary to make Charles Plaintiffs' Exhibit 33 meaningful. c. Legally Significant White Bloc Voting. Black electoral success in LRSD and the City of Little Rock supports the district courts's finding that LRSD does not suffer from legally significant white bloc voting. To establish legally significant white bloc voting under Gingles. the minority group \"must be able to demonstrate that the white majority votes sufficiently as a block to enable itin the absence of special circumstances such as a minority candidate running unopposed usually to defeat the minorities preferred candidate.\" Gingles, 405 U.S. at 51 (emphasis supplied). Stated another way, \"a white bloc vote that normally will defeat the combined strength of 'In his deposition taken the day before his trial testimony. Lynch stated that he had undertaken no study, and therefore could offer no opinion, on the issue of whether white bloc voting worked to usually defeat the candidate preferred by blacks. Lynch changed his testimony at trial.  LRSD App., pp. 148-151. 26minority support plus white 'crossover' votes rises to the level of legally significant white bloc voting.\" Ginqles. 478 U.S. at 56 (emphasis supplied). It is the \"usual predictability of the majority success [that] distinguishes structural dilution from the mere loss of an occasional election.\" Ginqles, 478 U.S. at 51 (emphasis supplied). See Whitcomb v. Chavis. 403 U.S. 124, 153. The Charles' Plaintiffs failed to establish the \"usual predictability\" of white candidate success necessary to establish white bloc voting. As discussed above, blacks have enjoyed proportional representation on the LRSD Board of Directors since 1983. Likewise, blacks have been proportionally represented on the City of Little Rock Board of Directors since 1979. Appellant's App., p. 161-62. See Leadership Roundtable v. Citv of Little Rock. 499 F.Supp. 579, 590 (E.D. Ark. 1980). In sum, white voters do not sufficiently vote as a bloc to \"usually to defeat the minorities preferred candidate.\" Ginqles. 405 U.S. at 51 (emphasis supplied). In 1966, Dr. T.E. Patterson was elected at-large against white opposition to become the first black member of the LRSD Board of Directors. In 1983, Bill Hamilton, a black. defeated a white opponent by winning 70% of the vote in an at-large election. LRSD App., p. 12. In 1986, Thomas Broughton, a black and current PCBE member, garnered 74% of the at-large vote in LRSD to defeat a white opponent. LRSD App., p. 20. In a 1989 Zone 2 election, Hamilton 27received 84% of the vote to defeat a white opponent.* LRSD App., p. 36. Charles Plaintiffs' Exhibits 32 and 33 also reveal significant black electoral success in LRSD. Those exhibits examined ten races in the City of Little Rock which pitted a black against a white opponent. The black candidate won six of the ten races, including the only two LRSD elections shown on those exhibits. LRSD App., p. 152. Moreover, the two LRSD elections had the lowest correlation coefficients of the ten elections shown on Charles Plaintiffs' Exhibit 32. Appellant's App., p. 157. In fact. Lynch testified that the correlation coefficient for the 1989 election of Hamilton was not statistically significant. LRSD App., p. 142. This was the only election analyzed by Lynch under the previous singlemember election zones. Evidence of exogenous elections in the City of Little Rock further demonstrates the considerable success of black candidates. Blacks won four of the eight races analyzed on Charles Plaintiffs' Exhibits 32 and 33 which did not involve LRSD. Appellant's App., pp. 110-11, 157, 161. Similarly, the black candidate prevailed over white opposition in nine of the twenty-three contests for the City of Little Rock Board of Directors shown on Charles Plaintiffs' Exhibit 35. Appellant's App., p. 161-162. As noted above, blacks In the only other LRSD election involving a black and a white since the implementation of election zones, Charles Young, a white, defeated Lawrence Hampton, a black. The race was to represent Zone 6 which at the time was 72.7% white. Even so, Young defeated Hampton by only 32 votes. Even so. This race was excluded from Charles Plaintiff's Exhibits 32 and 33. LRSD App., p. 35. 28have been proportionally represented on the City of Little Rock Board of Directors since 1979. More importantly, the success of black candidates in LRSD and the City of Little Rock cannot be attributed solely to \"special circumstances.\" See Ginqles. 478 U.S. at 47. The Charles Plaintiffs state, \"All of the black electoral successes in the LRSD and Little Rock City Board elections were won under 'special circumstances' II Brief of Appellant's, p. 34. However, as the Charles Plaintiffs define \"special circumstances,\" it is equally true that all of the black electoral failures in LRSD and City of Little Rock elections were the result of \"special circumstances.\" For example, the Charles Plaintiffs describe the black majorities in LRSD Zones 1 and 2 as \"special circumstances.\" It follows then that the failure of a black candidates in a white majority zone would also be attributable to \"special circumstances. it is worth noting that another tl special circumstance\" referred to by the Charles Plaintiffs was support by the \"white power structure. II Lynch testified that black candidates Charles Bussey, H.D. Stewart and Jesse Mason were supported by the \"white power structure\" in races for City Board positions. Lynch testified that the only white candidate who was strongly supported by the \"white power structure\" was Gary Barket in the 1992 City by the II Board race. in 1992 City Barket lost the race and, in fact, received only 300 more votes (7299 to 6999) than Gloria Wilson, a black, whom Lynch described as antithetical to the \"white power structure.\" _ \u0026gt;(___________1_ . ...  . _ -- Thus, the \"white power structure\" described by Lynch has been able to elect its candidate only when that candidate is black. And, if the Court testimony regarding the correlation coefficients shown on Charles Plaintiffs' Exhibit 32, Bussey, Stewart and Mason were also the preferred candidates of African Americans. LRSD App. pp. 186-191. accepts Lynch's Exhibit 32, Bussey 29Lynch acknowledged that many factors other than race determine the outcome of elections. LRSD App., p. 129. These other factors \"would suggest that another candidate, equally preferred by the minority group, might be able to attract greater white support in future elections. II Gingles. 478 U.S. at 100 (O'Connor, J. , concurring). The Charles Plaintiffs should be required to prove that its asserted reasons for any alleged failure by blacks to elect representatives of their choice cannot be characterized as a \"mere euphemism for political defeat at the polls,\" Whitcomb. 403 U.S. at 153\nsee Clements. 999 F.2d at 859. Indeed, one of these other factors explains the 1983 loss by Dr. Mitchell, black current member of the LRSD Board of a Directors, to a white opponent, Frank Mackey, in her first attempt to gain election to the board. Mitchell testified that name recognition had a \"great deal\" to do with her 1983 loss to Mackey. LRSD App., p. 210-211. Mackey's father, after whom Mackey was named, had been twice elected to Pulaski County Sheriff and twice elected County Judge for Pulaski County. LRSD App., p. 211. All of LRSD is within Pulaski County. However, in the same election in which Dr. Mitchell lost to Mackey, Hamilton, a black. was elected to the LRSD Board of Directors with 70% of the vote over a white opponent. LRSD Appendix, p. 12. Both Hamilton and Dr. Mitchell competed districtwide for at-large positions on the LRSD Board. Hence, many of the same voters, black and white alike, voted for Hamilton, but not for Dr. Mitchell. Under such circumstances, it cannot be said that 30whites \"usually\" vote as a bloc to defeat the preferred candidate of blacks. 19 Similarly, Lynch testified that the election of Dr. Hamp Roy to the City of Little Rock Board of Directors over black opposition was due to large amount of money spent by Dr. Roy to win election. In Lynch's own words, \"Dr. Roy just spent an unbelievable amount of money to get that job.\" Lynch agreed that Dr. Roy's election was a \"special situation.\" LRSD Supp., p. 188. Thus, black electoral defeat in LRSD and the City of Little Rock has resulted from the same \"special circumstances\" which the Charles Plaintiffs argue account for black electoral success. The district court's finding that LRSD does not suffer from legally significant white bloc voting should be affirmed. 5. Opportunity to Participate and to Elect. a. Less Opportunity: The Benchmark. As the final element of their Section 2 claim, the Charles Plaintiffs were reguired to establish that, based on the \"totality of the circumstances,\" blacks have less opportunity than other Hamilton testified that it takes only about 300 votes to win an election within the current LRSD election zones. Hamilton's testimony is borne out by LRSD Exhibits 4 and 5 which show the results for the 1987 and 1989 LRSD elections. In the 1987 Zone 6 election, Charles Young defeated Lawrence Hampton 250 votes to 218 votes. In the 1987 Zone 7 election, Oma Jacovelli defeated Doug Harden 293 votes to 257 votes. ' In the 1989 Zone 1 election, Katherine Mitchell defeated Kenyon K. Lowe, Sr. 322 votes to 59 votes. In the 1989 Zone election. Frederick Lee 230 votes to 49 votes. Bill Hamilton defeated There are at five zones in the PCBE plan with black population greater that 4,600. The minimum black population in a LRSD zone under the PCBE plan is 1,112. LRSD App., p. 8. Thus, a black candidate has at least the \"opportunity\" to be elected in every LRSD zone, even without receiving a single white vote. App. , 8 . 31 2members of the electorate to participate in the political process and to elect representatives of their choice. 42 U.S.C. 1973\nChisom. 501 U.S. 115 L.Ed.2d at 364. The Charles Plaintiffs argue that the district court erroneously used the 1986 plan approved by the district court as the benchmark for determining whether blacks have \"less opportunity.\" The Charles Plaintiffs state, \"The comparison of minority's 'opportunity' a under a historic scheme and the challenged scheme compares the minority's opportunity to itself, not to 'other members of the electorate. t II Brief of Appellants, p.l9.^ This statement would be true but for the fact that the \"historic scheme\" in this case was specifically found by the district court to comply with the Voting Rights Act. Appellant's Appendix, p. 50-51. In finding that the previous plan complied with the Voting Rights Act, the district court implicitly found that blacks had the same opportunity as other members of the electorate to participate in the political process and to elect representatives of their choice. As a result. it makes no difference whether one is comparing the PCBE plan to the \"opportunity\" of other members of the electorate or to the \"opportunity\" of blacks under the previous plan when adopted in 1986 because they are the same. Therefore, The Charles Plaintiff's also argue that the PCBE plan should not be granted deference because it is retrogressive. LILI__^1, retrogressiveness may constitute a violation of Section 5 of the Although Voting Rights Act, it does not constitute a violation of Section 2. Na^, 797 F.Supp. 1498. Thus, the plan adopted by the PCBE should be granted deference unless it is found to be in violation of Section 2. Voinovich v. Quilter. ___ U.S. , , 122 L.Ed.2d 500, 513 (1993). --- 32the \"opportunity\" of blacks under the previous plan when approved by the district court in 1986 is an appropriate benchmark to judge the PCBE plan. See Turner v. State of Arkansas. 784 F.Supp 553, 573 (E.D.Ark 1991), aff 'd U.S. 112 S.Ct. 2296, 119 L.Ed.2d 220 (1992) b. Less Opportunity to Participate in the Political Process. Using the previous plan as a benchmark, the Charles Plaintiffs were required to establish, based on the \"totality of the circumstances,\" that the PCBE plan for LRSD election zones results in blacks having less opportunity to participate in the political process than under the previous plan when approved by the district court. 42 U.S.C.  1973(b) (Supp. 1993)\nChisom. 115 L.Ed.2d at 3 64\nTurner. 784 F. Supp. at 573. In an effort to meet this burden. the Charles Plaintiffs presented socioeconomic data concerning the residual effects of past discrimination. As the court stated in Whitfield. \"Because there are no legal barriers remaining to the opportunity for blacks to participate in the ^Turner, is distinguished from Jeffers. 730 F.Supp. at 196, because Turner involves a Section 2 challenge to a zone plan which revised a court approved plan to conform to the 1990 census. See Doulin V. White. 535 F.Supp. 450 (E.D.Ark. 1982). 7 _ zone plan based on the 1990 census, the Arkansas legislature preference to plans that departed as little as possible from the remedy implemented in Doulin\" ...... It In revising the II gave as a starting point . . and \"obviously used the Doulin plan Thus, the court in Turner concluded Turner. 784 F.Supp. at 556, 558. \"'Less opportunity' by any fair interpretation means 'less opportunity' than such black voters had immediately before the imposition or application of the challenged standard practice or procedure\nnot 'less opportunity' than they would have, had the legislature seized the opportunity to help them by maximizing their political influence.\" 473 . Turner. 284 F.Supp. at 33political process, plaintiffs have naturally emphasized the 'socioeconomic' factors.\" Whitfield. 686 F.Supp. at 1384.^ The socioeconomic data indicates that blacks are poorer, less educated. have fewer vehicles and have a higher percentage of households headed by single females than the general population. Even so, consideration of the socioeconomic factors provides no insight into the issue of whether the PCBE plan for LRSD election zones \"results\" in blacks having less opportunity to participate in the political process than under the 1986 plan. Regardless of where the zone lines are drawn, blacks have the same socioeconomic status. It is not the line drawing by the PCBE which \"results\" in the blacks having less opportunity to participate in the political process. but rather. it is their diminished socioeconomic status. Section 2 does not purport to provide a remedy on the latter basis. See Jeffers. 730 F.Supp. at 237, 238 (Eisele, J., dissenting and concurring). Therefore, the Charles plaintiffs have not proved that they have less opportunity to participate in the political process under the districting plan adopted by PCBE, and consequently, their Voting Rights Act claim must fail. See Chisom. 115 L.Ed.2d at 364. ^^S^ Turner. 784 F.Supp. at 577, quoting Jeffers. 730 F.Supp. at 204 (\"There are no presently existing legal barriers to voting by black citizens in Arkansas, and therefore they have just as much opportunity to participate in the political process as anyone else.\")\nLeadership Roundtable v. Citv of Little Rock. 499 F.Supp. 579, 584 (E.D.Ark. 1980) (\"Since 1965, there has been no legal impediment in Arkansas to voting by blacks.\"). See Turner. 784 F.Supp. at 577, quoting Jeffers 34c. Less Opportunity to Elect Representatives of Their Choice. In proceedings before the district court, the Charles Plaintiffs alleged vote dilution due to \"packing\" of blacks into zones with unnecessarily large black majorities. A comparison of the PCBE plan for LRSD election zones and the previous plan, however, reveals that both when it was adopted in 1986^ using 1980 census data and when analyzed by Metroplan using 1990 census data. 24 the previous plan exhibited more \"packing\" than the PCBE plan. Consequently, if the Charles Plaintiffs concern is \"packing, they are better off under the plan adopted by the PCBE than they have ever been since LRSD Board members have been elected from single-member zones. Lynch testified that the opportunity of blacks to elect representatives of their choice is the same under the PCBE plan as it was under the 1986 plan. LRSD App., p. 148. Moreover, the Charles Plaintiffs' claim of packing is barred by the doctrine of law of the case. As noted above, the plan adopted by the County Board has less \"packing\" than the 1986 plan when approved by the district court, which was expressly found to comport with the Voting Rights Act. The law of the case doctrine provides that when a court decides an issue of law that decision continues to govern the same issues at subsequent stages of the ^^The plan adopted by Judge Woods in December of 1986 had two majority black zones with 81.50% and 68.90% black population, compared with 79.82% and 59.39% in the PCBE plan. ^Under the prior districting scheme, the two majority black districts had 84.35% and 74.97% black population according to the 1990 census. Under the plan adopted by the County Board, the Lwu majority black districts have 79.82% and 59.39% black population. two 35same case. Morris v. American National Can Corporation, 988 F.2d 50, 52 (8th Cir. 1993) . The doctrine was created to prevent relitigation of settled issues in a case and to protect the settled expectations of the parties, ensuring uniformity of decisions and promoting judicial efficiency. Id. Furthermore, \"[t]he law of the case doctrine applies to issues implicitly decided in earlier stages of the same case.\" Little Earth of United Tribes v. Dept. of Housing. 807 F.2d 1433, 1438 (8th Cir. 1986). The district court explicitly stated in its December 18, 1986 order that the previous LRSD election zones complied with the Voting Rights Act, and therefore, implicitly found that the percentage of black population in the zones did not dilute black voting strength through \"packing. Consequently, it is the law of H this case that the percentages of black population in the majority black zones in the plan adopted by the PCBE, which are lower than in the previous plan, cannot be said to violate the Voting Rights Act. d. The Senate Factors. In determining whether, based on the totality of the circumstances, a challenged electoral device results in a minority group having less opportunity to participate in the political process and to elect representatives of their choice, the legislative history of Section 2 identifies a number of factors which \"may be relevant. 25 Senate Report, p. 28-29, reprinted in ^The Senate Report recognizes that the factors contained in the report may not be relevant in all Section 2 cases. 478 U.S. at 45. Gingles. Consideration of the Senate Factors in determining 36 H1982 U.S.C.C.A.N. at 206-07\nGinqles. 478 U.S, at 44-45 (1986). Although the district court made findings with respect each of these factors, the Charles Plaintiffs address only select factors in their Brief. LRSD assumes that the Charles Plaintiffs accept the district court's findings with regard to those factors not addressed. LRSD will respond to the Charles Plaintiffs' argument that LRSD used discriminatory electoral devices and that the policy underlying the PCBE plan is tenuous on the factors they discuss. There are presently no electoral devices being used in LRSD elections which enhance the opportunity to discriminate against blacks. In 1987 the State of Arkansas adopted a majority vote requirement which applies to LRSD elections. See Ark. Code Ann.  6-14-121 (Michie 1991). Since 1986 members of the LRSD Board of Directors have been elected from single-member zones, two of which have a majority black population. As a result, the majority vote requirement enhances the opportunity of black candidates to win election in these zones by preventing a candidate supported by the white minority from being elected by a plurality. With regard to the policy underlying the PCBE plan. PCBE instructed Metroplan to prepare alternative plans for LRSD election whether a violation of Section 2 exists has been criticized because the factors more logically support proof of \"intent, It Whitfield V. Democratic Party of Arkansas. 686 F.Supp. 1365, 1382 (E.D.Ark. 1988), aff'd 902 F.2d 15 (8th Cir. 1990), and as a result, often takes attention away from the real issue. Whitfield. 686 F.Supp. at 1386-87 (\"It should be apparent by now that most of the positive findings with the respect to the Senate Report factors have no tendency to prove, or disprove, that proposition. The truth is that focusing on some of those factors serves more as a distraction than a useful tool for evaluating the cause and effect operation of the challenged runoff laws.\"). 37zones which preserve existing zones to the extent possible consistent with federal law. LRSD App., p. 41. The overriding policy underlying the PCBE's instructions was stability. LRSD Ms. Pat Gee testified extensively regarding the importance of stability of the LRSD Board of Directors. LRSD App., pp. 215-218. Stability has been recognized as a legitimate policy in redistricting. See Jeffers. 730 F.Supp. at 214. This is especially true where, as in the present case, the plan being App. , p. 4 6. revised was court approved and was specifically found to comply with the Constitution and the Voting Rights Act. Thus, the policy underlying the PCBE plan for LRSD elections cannot be described as tenuous. II. THE DISTRICT COURT PROPERLY APPROVED THE CLOSING OF ISH SCHOOL AND THE ASSIGNMENT OF ISH STUDENTS TO THE NEW AND INTEGRATED KING INTERDISTRICT SCHOOL. This Court's review of district court decisions concerning disputed modifications to a settlement agreement is subject to an abuse-of-discretion standard. ADoeal of Little Rock School District. 949 F.2d 253, 258 (8th Cir. 1991). This Court should also \"give a healthy measure to deference to the reasoned choices made by the District Court\". Id. at 257. The last time proposed modifications to the desegregation plans were before this Court, this Court described \"the standard to be used by the District Court for reviewing proposed modifications to the plan (if any are submitted in the future) to which all the parties have not agreed. II Id. at 258. While \"disputed 38modifications are governed by a stricter standard than agreed-to modifications\", Id., the party requesting modification of a school desegregation plan need not prove \"a grievous wrong evoked by new and unforseen conditions\". Id., quoting United States v. Swift \u0026amp; Co. . 286 U.S. 106, 119 (1932). This Court adopted the Sixth Circuit standard for reviewing disputed modifications: To modify [a] consent decree [], the court need only identify a defect or deficiency in its original decree which impedes achieving its goal. either ] because experience proven less effective [or] disadvantageous, or because circumstances and conditions has it have changed which warrant fine tuning of the decree. A modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. Id. at 258, quoting Heath v. De Courcv. 888 F.2d 1105, 1110 (6th Cir. 1989). The standard adopted by this Court is in harmony with the later decision of the United States Supreme Court in Rufo v. Inmates of Suffolk County Jail. 502 U.S. 116 L.Ed.2d 867 (1992) See Lorain NAACP v, Lorain Bd. of Educ., 979 F.2d 1141, 1149 (6th Cir. 1992) (treating the Rufo and Heath standards as harmonious and holding that school desegregation consent decrees ^Under Rufo, \"a party seeking modification of a consent decree bears the burden of establishing that a significant change in circumstances warrants revision of the decree. tt 116 L.Ed.2d at 886. 502 U.S. at should If the moving party meets that standard, the court \"consider the proposed modification suitably tailored to the changed circumstance.\" Id. \"Modification whether is It of a consent decree may warranted when changed factual conditions make compliance with the decree substantially be more onerous . . [\n] when a decree proves to be unworkable because of unforseen obstacles. [\n] or when enforcement of the decree without modification would be detrimental to the public interest.\" Id. at ___, 116 L.Ed.2d at 886-87. 39\"are subject to the same standards as enunciated in Rufo and Heath.\") The district court found \"that the insufficient number of Ish students (fewer than 100) is changed circumstance which a constitutes a defect or deficiency in the plan and impedes the goals set forth therein\". August 2, 1993 Order, p. 5 (Docket No. 1926) . This finding is supported by record evidence, including the results of a survey process which was approved by the district court without objection. LRSD App., p. 263-264. The primary goal of the plan is desegregation, and the district court properly found that that goal would be impeded by the continued operation of a racially isolated school whose attendance zone residents, for the most part, elected not to go there. The district court also found that \"[t]he closing of Ish, when considered in light of the opening of the desegregated King Interdistrict School, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties.\" August 2, 1993 Order, p. 5. The plan seeks to achieve its purpose. desegregation party by movement of students from racially isolated schools to desegregated schools. LRSD App., p. 331. The modification approved by the district court \"gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting by electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood.\" August 2, 1993 Order, P- The 4. replacement of an older, inefficient and racially isolated school 40 not favored by even a majority of the attendance zone residents with a new desegregated school in the same neighborhood furthers the purpose of the desegregation plans in a more efficient way and does not upset the basic agreement of the parties. The district court's findings are sufficient, under the standard established by this Court in Appeal of Little Rock School District and by the Supreme Court in Rufo, to warrant the modification approved by the district court. The approved modification, closing Ish, is \"suitably tailored to the changed circumstance\", insufficient interest in Ish and the election to attend King by potential Ish students. Rufo, 502 U.S. at ___, 116 L.Ed.2d at 890. The modification does not \"create or perpetuate a constitutional violation\"^ or rewrite the settlement \"so that it conforms to the constitutional floor\". Rufo, 502 U.S. at ___, 116 L.Ed.2d at 890-91. Therefore, because it stayed within the boundaries imposed by Appeal of Little Rock School District and Rufo, the district court did not abuse its discretion by accepting the plan proposed by LRSD: Within these constraints, the public interest and the \"[c]onsiderations based on the allocation of powers within our federal system,\" Dowell, 498 US, at 112 It L Ed 2d 715, the allocation of Dowell, 498 US, at 111 S Ct 630, require that the district court defer to local government administrators, who have the \"primary responsibility of elucidating, assessing and solving\" the problems of institutional reform, to resolve the intricacies of implementing a decree modification. Brown v. Board of Education, 349 US, at 299, 99 L Ed 2d 1083, 75 S Ct 2749. To the contrary, the movement of black students from an older, racially isolated school building to a new, integrated school building in the same general neighborhood is a part of the remedy for past constitutional violations. To the contrary. LRSD App., p. 331. 41Rufo, 502 U.S. at ___, 116 L.Ed.2d at 891. Joshua first argues that something about the settlement plans or this Court's 1991 decision in Appeal of Little Rock School District deprives the district court of discretion to close an incentive school.^ Brief of Appellants, p. 49-50. Joshua argues that because Ish is an incentive school and incentive schools are a major component of the settlement agreement, that tl Ish must not be closed\". Brief of Appellants, p. 49. That conclusion does not flow from the premises. Further, none of the desegregation plans contains an explicit or implicit statement which supports Joshua's position that incentive schools must not be closed, and Joshua has provided this Court no reference to any plan in support of its position. The district court, on the other hand, properly considered and set out in its Order the relevant language of the settlement agreement which shows the relationship between the establishment of interdistrict schools and the desegregation of incentive schools: As new interdistrict schools are established, those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school. . . . August 2, 1993 Order, p. 3. ^Joshua does not discuss the law of modification of consent decrees or argue that the district court failed to follow the standards enunciated in Appeal of Little Rock School District and Rufo. 42Joshua seems to equate the commitment to double fund the incentive schools with a commitment to perpetuate them. This Court emphasized the importance of double funding because double funding was designed to soften the impact of racial isolation at the incentive schools (LRSD App., p. 331), not because this Court endorsed the perpetuation of racial isolation. Little Rock School District v. Pulaski County Special School District. 921 F.2d at 1385. Without the commitment of double funding, this Court would have found the settlement plans unconstitutional er se because of racial isolation. Id. The District Court properly considered and quoted the plan language which explains the reason for double funding incentive schools: Funding for the incentive schools shall be set at two times the level for the elementary area schools to insure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. ~ .... ... shall utilize the To meet that goal, the parties services of consultant who has demonstrable experience in developing and successfully such programs in a majority-black implementing educational setting. a August 2, 1993 Order, p. 4, quoting Interdistrict Plan, April 29, 1992, p. 4. Joshua's argument that an incentive school must not be closed even when fewer than 100 students wish to enroll there and when the alternative is a new integrated school \"in the same ^Double funding of incentive schools is important because that funding compensates for racial isolation. That does not mean that racial isolation is a good thing which must be preserved at its present level. The purpose of the desegregation plan is to end racial isolation, not to perpetuate it in order that double funding will be continued. 43general neighborhood\" which II offers many program enhancements, including four curriculum specialists, a 56-station computer lab. electronic-assisted instruction, and an automated media center,\" is not supported by the settlement desegregation plans or the law. August 2, 1993 Order, P- This Court has emphasized the 4. importance of double funding for the incentive schools (Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371, 1385 (1990)\nAppeal of Little Rock School District. 949 F.2d 253, 256 (8th Cir. 1991)), but it has never found in the plans a requirement that each incentive school building must remain open regardless of the circumstances. Joshua next argues without any legal citation that LRSD is improperly \"attempting to avoid its double funding obligations\". Brief of Appellants, p. 51. This argument, which is merely a restatement of its previous argument. seems to be based on the false premise that King is a racially identifiable school\nThus, the Ish students have been placed in the unfair position of attending a racially-identifiable school, but have been and will be deprived of attendant benefits they were promised. Brief of Appellants, p. 53. Joshua provides no record support for the statement that the Ish students will attend II racially- a identifiable school\", and cannot do so because it is not true. is in Joshua's argument that no incentive school should be closed direct conflict with the Desegregation which requires incentive school and the transfer Plan terms of the Interdistrict interdistrict school. of the closing of Stephens its students to a new LRSD App., p. 332. 1982, p. 10. Interdistrict Desegregation Plan, April 29, 44The district court found that \"the parents of Ish Incentive School students . . elect[ed] to send them to King, new, desegregated Interdistrict School in the same general a neighborhood.\" August 2, 1993 Order, p. 4 (emphasis supplied). Joshua's unsupported argument that the former Ish students are being deprived of incentive school \"benefits\" while being moved from one racially isolated setting to another is simply wrong. Joshua's next argument is that LRSD failed to recruit white students for Ish Incentive School. For this reason, Joshua argues. without citation of authority, the district court should not have \"reward[ed] the district for failing to meet its obligations by granting its motion to close Ish.\" Brief of Appellants, p. 54. The district court did express concern about LRSD's recruitment of white students to incentive schools, but it also had before it evidence of relative merits of King and Ish schools. LRSD Associate Superintendent Marie Parker testified that a primary purpose of the LRSD desegregation plan is to eliminate racially- identifiable schools (LRSD App., p. 316) and that King is better located than Ish to attract white students. LRSD App., p. 314. Ms. Parker believes that students at King will receive as good an education as they would have received at Ish, and testified that LRSD is committed to see that that happens. LRSD App., p. 317. Mr. Doug Eaton, LRSD's Director of Plant Services, testified that If Joshua's argument is that the Ish students should remain in a racially-identifiable school so that they can receive benefits promised to students who attend such schools, that argument ignores the basic purpose of the plan, which is to reduce racial isolation. 45Ish is in a good state of repair and has not been neglected. LRSD App., pp. 318, 319. Finally, Billy Bowles, PCSSD Assistant Superintendent for Desegregation, testified that it is difficult to recruit white parents to incentive schools: There are perceptions about incentive schools, parents look at them as 85% to 90% black and Many and recruiting white parents, just to be perfectly honest with you. it's real difficult to those schools. It doesn't mean that we don't try to recruit them. But just like Little Rock whites, they've just chosen not to go. LRSD App., p. 278. The district court, although concerned about recruitment of whites to Ish, determined from this and other evidence that the future of Ish should be decided by giving \"the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting by electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood.\" August 2, 1993 Order. Joshua's final argument is that the district court should have conducted further hearings with respect to LRSD's survey of potential Ish students. It was not necessary for the district court to do so. A two-day hearing preceded the district court's decision to approve the King attendance zone and to require LRSD to file with the court and serve upon the parties the process by which it would determine whether fewer than 100 students from among the groups selected by the district court wished to attend Ish. LRSD filed and served a detailed survey process. Even though the district court warned Joshua twice from the bench (LRSD App., pp. ^^See. Note 5, supra. 46293-300.) and again in its written order that Joshua would \"have 5 days to file their response and objections to LRSD's survey and plan\" (June 11, 1993 Order, p. 3, Docket #1848), Joshua did not object to the survey process. Following the survey, LRSD filed a status report (LRSD App., p. 260) and a motion to close Ish School (LRSD App., p. 2 68). Joshua's only response was to file an \"opposition to status report\" on July 23, 1993 (LRSD App., p. 265) which was refiled on July 28, 1993 (Docket No. 1917) in response to the district court order requiring that responses to LRSD's motion to close Ish School be filed no later than July 28, 1993 (Docket No. 1916). Before the district court approved the closing of Ish School, Joshua raised only three issues with respect to the survey: (1) \"Although the Court may have approved the survey form and process, there was no effort made, on information and belief, to reach pre-school children which may or may not have included kindergarten children\"\n(2) \"The process was designed to fail\"\nand (3) LRSD and the district court should have assumed \"that an equal percentage of the students who did not return the forms would 1. e. , have opted for Ish to that percentage which actually did so, 55.4%\" and therefore should have presumed that the actual number of students preferring Ish would be 145. Joshua Intervenor's Opposition to Status Report (LRSD App., 265) Docket No. 1915) also attached to Joshua's response to order (Docket No. 1917). Joshua now contends that it \"objected not only to the survey format, but also to the fairness of the manner in which it was carried out. and whether it was done correctly even under the survey guidelines proposed by LRSD.\" Brief of Appellants, p. 56- 57. Joshua also contends that it \"raised issues about the validity 47of the survey which came to light only after it was done.\" Brief of Appellants, p. 57. The district court fairly viewed Joshua's objections as untimely objections to the survey process. August 2, 1993 Order, p. 2. The court's bench ruling makes it clear that LRSD was required to survey then current LRSD students. not families who might potentially enroll their students in LRSD schools the following year. The court said, for example, that LRSD would be required to survey the group of students \"attending Ish who live inside the zone\" which was \"about 93 students\", and an additional 90 students \"who attend Ish who live outside the zone\". LRSD App., 287. These were the numbers of students actually attending LRSD for the 1992- 93 school year. LRSD App., pp. 308-309. The survey process filed by LRSD contains no plan to identify and to survey students other than those enrolled in the LRSD system for the 1992-1993 school year. Had Joshua considered this to be a flaw in the survey process, it could have filed a timely objection. This is not an issue of whether the survey \"was done correctly even under the survey guidelines proposed by LRSD\", or an issue \"which came to light only after [the survey] was done\". Brief of Appellants, p. 57. The next issue raised by Joshua after the survey was completed was that \"[t]he process was designed to fail\". This is. on its face. an objection to the process which could have been timely filed. 48Joshua's final objection to the survey, that LRSD should have been required to extrapolate the actual survey results and keep Ish open if the number derived from that extrapolation exceeded one hundred, is also an objection to the survey process which could have been timely filed. It was clear from the survey process filed by LRSD that LRSD would count only those students who affirmatively selected Ish School. In its form letter to parents of potential Ish students which was filed as a part of the survey process, LRSD said: If fewer than 100 students choose to attend Ish Incentive School, Ish will be closed and those students who reside in the present Ish attendance zone will be assigned to King Interdistrict School. LRSD App., p. 240. The district court gave Joshua an ample opportunity to object to the survey process and plenty of warning about the time frame for doing so. Even if the issues raised by Joshua had been timely filed. the court could have properly decided them without a hearing. The court could have concluded without a hearing that if fewer than one hundred of those students residing in the Ish attendance zone and those outside the zone attending Ish for the 1992-93 school year failed to declare an interest in attending Ish, that there was insufficient support for Ish to justify keeping it open, even assuming that a new class of kindergarten students would arrive and even assuming that those who failed to respond to the 49survey would choose Ish in the same proportion as those who did respond to the survey. Each finding made by the district court is supported by the record, and Joshua does not argue that the district court's findings ar unsubstantiated. The district court carefully applied the standard for modification of consent decrees set out by this court in Appeal of Little Rock School District. 949 F.2d 253, 258 (Sth Cir. 1991), and Joshua does not argue that the district court misapplied that standard or should have applied some other standard. In fact, Joshua makes no argument at all concerning the appropriate standard for modification of a consent decree. The district court's factual determinations are supported by the record and its legal conclusions are the result of careful application of the appropriate standard for modification of consent decrees. There was no abuse of discretion. CONCLUSION The district court's finding that the Charles Plaintiffs failed to establish a violation of the Voting Rights Act, 42 U.S.C.  1973, is not clearly erroneous. The district court did not abuse its discretion in modifying LRSD's desegregation plan. The district court's orders on these issues should be affirmed. /// /// The form letter to parents made it clear that failure to respond to the survey was, in effect, a vote against Ish School. The parents were notified that Ish would be closed if fewer than 100 students chose to attend Ish. LRSD App., p. 240. 50Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 376-2011 Attorneys for Little Rock School District By: Christopher He er State Bar No. 81083 CERTIFICATE OF SERVICE I caused a copy of the foregoing Brief for Appellant Little Rock School District to be served on the following people by hand delivery on April 19, 1994, addressed as follows: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 51Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher He 52 V rbcbivsd ^PR 2 2 1994 Oiiice oi Desegregation Monitofinfl U n DIG'irflCTCuU.\"T EASTERN D:GTniCTAr.\ni:\n:/s IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSA^i\n^ 2 Q WESTERN DIVISION JAMES W. McCCSMAC:\n, CLERK LITTLE ROCK SCHOOL DISTRICT Ey.' I\u0026gt;ISINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS BRIEF IN SUPPORT OF MOTION FOR MODIFICATION OF DESEGREGATION PLAN Introduction This brief traces some of the history of the development of the present LRSD and Interdistrict desegregation plans in support of the argument that the parties intended, and now have in place. three interdistrict schools within the Little Rock School District. Some of the documents which were submitted by the parties to Special Master Aubrey McCutcheon do not appear on the docket. For the convenience of the Court and the parties. documents are referred to throughout this brief by their location in the Joint Designated Record which was used for the 1989 and 1990 appeals and subsequently by the district court. Those documents not contained in the Joint Designated Record are referenced by date and docket number.statement of the Case A. Desegregation Plans Aubrey McCutcheon filed his \"Interim Report and Recommendations of the Special Master\" on February 16, 1988. 4 J.D.R. 714. Special Master McCutcheon approved and recommended for immediate adoption certain \"Proposed Stipulations For Little Rock School District Desegregation Plan\" which had been agreed upon by the parties to this case. The Stipulations contained an interim plan as well as a planning process which was to result in a final plan to be submitted to the Special Master by September 30, 1988. The Little Rock School District submitted its proposed desegregation plan on October 3, 1988. 5 J.D.R. 1040. The October 3, 1988 Proposed LRSD Desegregation Plan contained the following language about Washington school: \"The new Washington will function as an interdistrict magnet school. A tri-district survey will be conducted in October 1988 to determine a theme. The Washington students who were temporarily reassigned for the 1988-89 school years will be assigned to the new Washington school. Washington's location is expected to be a major asset to its ability to attract white students. In particular, it is easily accessible to downtown office workers from both North Little Rock, Pulaski County and Southwest Little Rock. Also, Washington's proximity to 1-30 is expected to attract students who live outside of 2Pulaski County. The Little Rock School District is interested in opening the magnet and M-M programs to students who live outside of Pulaski County. 5 J.D.R. 1045-46. The October 1988 plan also recommended Stephens as an interdistrict magnet: \"The recommendations in this section are based on current demographics and geography which identify a need for new construction. It is proposed that the District relocate Stephens Elementary due west of and adjoining the Capitol Hill Complex. The new Stephens will house pre-kindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will have a capacity of six hundred students and serve as an interdistrict magnet. The magnet theme will be based on the results of the tri-district survey. In addition to being located on the 1-630 corridor, the new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel.\" 5 J.D.R. 1047-48 (emphasis supplied). The third interdistrict magnet school proposed in the October 1988 plan was King: \"The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area bounded by 1-630, Chester Street, Seventh Street and Center Street. In addition to being an interdistrict 3magnet, the big attraction for this school will be its early childhood program and child care facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock.\" 5 J.D.R. 1048. Working with the parties and the Special Master, LRSD prepared a long term desegregation plan. The plan was submitted in two parts on January 31, 1989. Volume I does not address student assignment issues. Volume II, which was modified slightly and resubmitted on March 23, 1989, describes \"student assignments\" and \"facilities\". An Interdistrict desegregation plan was submitted to the Special Master on February 15, 1989. The March 1989 LRSD plan lists Washington among the incentive schools (10 J.D.R. 2288) and provides the following description of Washington school (10 J.D.R. 2231-33): \"Washington school is closed for the 1988-89 school year. A new Washington school is being built at the same site with a projected capacity of 1,050 students. The students who were originally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year.\" The March 1989 LRSD plan contains the following language about Stephens and King schools: 4\"It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house prekindergarten through sixth grades and will have a capacity of 600 students. It serves as an Interdistrict school. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict school, an attraction for this school will be its Early Childhood Program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. 10 J.D.R. 3232. According to the March 1989 plan, the non-magnet enrollment in LRSD for the 1988-89 school year was 8,327 black students and 3,835 non-black students for a total of 12,162 students. The projected enrollment for the 1989-90 school year was 8,500 black students and 3,850 non-black students for a total of 12,350 students. 10 J.D.R. 2229. The March 1989 plan listed 22 elementary schools with a total capacity of 9,501 seats and a projected enrollment of 8,187 students. 10 J.D.R. 2227-28. The eight incentive schools. 5Including 1050 seats at Washington, would have a total capacity of 3800 seats. 10 J.D.R. 2228. Romine was to be established as an interdistrict school for the 1989-90 school year with a capacity of 490 seats, up to 49% of which would be allocated to PCSSD and at least 51% of which would be allocated to LRSD. 10 J.D.R. 2229. The February 1989 Interdistrict Desegregation Plan lists Washington as an incentive school (8 J.D.R. 1722), proposes the conversion of Romine into an interdistrict school (8 J.D.R. 1731- 32), and requires LRSD to construct two new interdistrict schools. King and Stephens. Stephens is described as follows in the February 1989 Interdistrict Plan: \"LRSD will build new Stephens Elementary School a operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens school and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens school building will then be closed.\" 8 J.D.R. 1732. The February 1989 Interdistrict Plan contains the following language about King school: bU]y\\Dewt-n.Bri 6\"LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located in the general area bounded by Interdistrict 630 between 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock.\" 8 J.D.R. 1734. The 1989 LRSD and Interdistrict Plans were among the plans the Special Master recommended for rejection on May 10, 1989 (Docket #1182) . The district court accepted the Special Master's recommendation and rejected the 1989 desegregation plans on June 27, 1989 (Docket #1200). All three school districts and the Joshua Intervenors appealed from the June 27, 1989 order. Following the June 27, 1989 order of the district court. metropolitan supervisor Eugene Reville relocated to Little Rock and commenced the task of preparing new desegregation recommendations for the three districts. On January 2, 1990 Mr. Reville filed his proposal, the \"Tri-District Plan\", with the district court. Docket #1291. Under the Tri-District Plan, Washington became an interdistrict magnet school for basic skills/math/science which was described as follows: \"This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by btlqr\\OMe|*n.Bri 7academic, physical, and social competition\nand who are interested in math and science.\" 16 J.D.R. 4329. The Tri-District Plan contains the following language regarding assignments to Washington: \"Assignment to Washington will be open to students from the Pulaski County Special School District or the North Little Rock School District based on majority-to- minority provisions and on the provisions of Act 609 of 1989 (the \"School Choice\" law). Preference will be given to black students in the Little Rock School District who live in the attendance zone for Washington School and to white students in the Pulaski County Special School District. Next preference will be given to students who attend schools that are less than fifty-six percent black.\" 16 J.D.R. 4250. The Tri-District Plan does not require the construction of a new Stephens or King Interdistrict School. On March 5, 1990 (Docket #1328) the district court entered an order approving the Tri-District Plan as submitted on January 2, 1990 with only minor exceptions. Washington Elementary School was closed and rebuilt on the same site during the 1988-89 school year. The new Washington school opened for the 1989-90 school year as racially a identifiable elementary school with 519 students, ninety-eight percent of whom were black. During the pendency of the appeals of the district court's order rejecting the settlement plans and 8approving the Tri-District Plan, the Tri-District Plan was implemented for the 1990-91 school year. Washington operated during the 1990-91 school year as a racially balanced interdistrict magnet school. Fifty-seven percent of Washington's 762 students were black. One hundred thirty-two white students from outside LRSD attended Washington Interdistrict Magnet School during the 1990-91 school year. The desegregation plans presented to the Eighth Circuit Court of Appeals in the joint appeal of the three school districts and the Joshua Intervenors required only three interdistrict schools within the Little Rock School District - King, Romine and Stephens. On December 12, 1990, the Court of Appeals approved those desegregation plans but recognized that a transition from the Tri- District Plan to the settlement plans would be necessary: 'It may be necessary, in order to make smooth a transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances. The parties should be able to agree as to whether any such adjustments are necessary, and, if so, what they should be. Absent such agreement, the district court is authorized to take such action as may be just.\" LRSD V. PCSSD. 921 F.2d 1371, 1394 (Sth Cir. 1990). Since certain existing schools, including Washington, were assigned different purposes under the Tri-District Plan than under the settlement plans, it became necessary for the parties to immediately resolve kMhyXDnec-n.Bri 9those differences. The parties reached the following agreement concerning Washington School: \"Washington School was a racially identifiable black school during the 1989-90 school year. Washington opened for the 1990-91 school year as a racially balanced (57% black) magnet school. Washington should continue to operate as a magnet school. This agreement is recorded in a stipulation and consent order signed by all the parties and entered by the district court on February 13, 1991 (Docket #1434). On May 1, 1991, the parties jointly proposed certain revisions to their 1989 desegregation plans. Washington was removed from the list of incentive schools in the May 1, 1991 LRSD plan. 22 J.D.R. 5723, 5726, 5729. Although Washington is not listed as an interdistrict school in the May 1, 1991 interdistrict plan (see 22 J.D.R. 5864-70), the May 1991 LRSD plan describes the goals of the Washington Elementary School Basic Skills/Math - Science Magnet and explains how students will be assigned there: \"All students will be assigned to Washington Schools (sic) by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-to-M transfers. The target racial balance at Washington will be 60 percent black and 40 percent white.\" 22 J.D.R. 5698. k\u0026gt;tlv\\DHet-n.Bri 10This court's final ruling on the May 1, 1991 desegregation plans was filed on May 1, 1992, approving \"the revised plans as attached to\" the May 1, 1992 order. Those are the plans under which the districts presently operate. The LRSD plan contains the following language concerning assignments to Washington Elementary School Basic Skills/Math - Science Magnet: \"All students will be assigned to Washington Schools (sic) by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-to-M transfers. The target racial balance at Washington will be consistent with the Interdistrict Plan, seeking to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal to be 50 percent black/white.\" LRSD Desegregation Plan, April 29, 1992, p. 144. The difference between the racial composition proposed by the parties in the May 1, 1991 plan (60% black and 40% white) and the racial balance contained in the plan as approved by the district court dated April 29, 1992 (between 60% and 40% of either race with the ideal goal to be 50% black/white) is significant. The racial balance prescribed for Washington by this Court is the racial balance for interdistrict schools found in the Interdistrict Desegregation Plan and described in this Court's May 1, 1992 Order: \"Provisions of the interdistrict plan target the ideal racial balance for the various types of LRSD schools: Interdistrict schools at 50 percent black/white with variance of 60 to 40 percent of either race ... a H kBth|y\\DMe(*n.Bri 11May 1, 1992 Order (Docket #1587), pp. 27-28. This Court would not have assigned to Washington the racial balance requirements of interdistrict schools if Washington were not, in fact, operating as an interdistrict school. The decision that Washington should be governed by the racial balance requirements for interdistrict schools set forth in the Interdistrict Plan reflects this Court's recognition of Washington as an interdistrist school. The 1989 desegregation plans approved by the Eighth Circuit Court of Appeals require the operation of three Interdistrict schools within LRSD - Romine, King and Stephens. 8 10 J.D.R. 2229- 32\nJ.D.R. 1721, 1731-34. LRSD presently operates three interdistrict schools - Romine, King and Washington. The LRSD and Interdistrict Desegregation Plans should be amended to reflect the fact that LRSD presently operates the number of interdistrict schools contemplated by the plans agreed upon by the parties in 1989 and approved by the Eighth Circuit Court of Appeals in 1990. In its order with respect to the modifications proposed by the parties in the May 1991 plans, the Eighth Circuit Court of Appeals said: \"It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect no retreat should be approved. They are as follows: (3) operation of the agreed number of interdistrict schools according to the agreed timetable ... tl Appeal of Little Rock School District. 949 F.2d 253, 256 (8th Cir. 1991). In accordance with the 1989 plans approved by the Court of 12Appeals in December 1990 and the order quoted above, LRSD presently operates three interdistrict schools. B. Demographics According to the LRSD and Interdistrict Desegregation Plans as those plans were approved by the Court of Appeals in 1990, LRSD was to establish three interdistrict schools, two of which would be located in central Little Rock in the general area along 1-630 between University Avenue and 1-30. One school was to be established \"near the 1-630 corridor between 1-30 and University Avenue.\" 10 J.D.R. 3232. The other was supposed to be \"located in the general area along 1-630 between 1-30 and University Avenue.\" 10 J.D.R. 3232. Since those plans were written, both King and Washington schools have been established as interdistrict schools within the area described in the plans. Also since those plans were written, 1990 census information has revealed a dramatic shift of population away from the area in which the interdistrict schools were to be located. This decline in population in the area targeted for the location of interdistrict schools is illustrated by undisputed evidence which was presented to the district court concerning the issue of revised election zones for the LRSD board. When the initial LRSD board member election zones were approved by Judge Woods on December 18, 1986 (Docket # 719), zones one and two had total populations of 25,399 and 25,295 respectively. Zones one and two cover most of central and east Little Rock, which is the 13primary area in which LRSD interdistrict schools were to be located. According to the 1990 census information, the population of zone one is 20,901, which is 4,498 people lower than the previous census. The 1990 population of zone two was 20,415, which is 4,880 people lower than the previous census. The 1990 census shows an eighteen percent decline of the number of people in zone one and a nineteen percent decline of the number of people in zone two. The movement of population away from east and central Little Rock is further shown in the testimony of Jim McKenzie about the election zone issue. Mr. McKenzie is the executive director of Metroplan, governmental planning and research organization composed of local government entities in the Central Arkansas area. Mr. McKenzie testified that his organization tracks demographic changes in Little Rock and that there was a material demographic change from the 1980 census to the 1990 census. April 13, 1993, Tr. 62-63. Although the population in eastern Little Rock a declined each year since 1980 (Tr. 67), most of the movement out of that area occurred between 1985 and 1990. Tr. 62-63. Mr. McKenzie testified that the \"center city\" will continue to lose population. Tr. 100-01. Mr. McKenzie prepared four proposals to adjust the LRSD election zones so that they would contain relatively equal populations. He testified that his proposal number four \"looks more to the future in terms of growth and shifts in population than the other proposals.\" See Memorandum Opinion and Order, June 21, taukorVDeaet-n.Bri 141993 (Docket #1853), p. 5. According to Mr. McKenzie's description of proposal number four, \"the areas of the City of Little Rock that are projected for growth have a negative variance from the mean while the areas that are projected to lose population have a positive variance. Id. In proposal number four, which was presented to the court in PCBE Exhibit 1, the only two zones which show a positive variance from the mean, indicating a projected loss of population, are zones one and two. See Tr. 101-02. The movement of population away from the area targeted for the establishment of interdistrict schools within LRSD is also shown in information provided to the parties by the Office of Desegregation Monitoring. A document titled \"Incentive School Attendance Zones and Schools Attended\" shows a total population of the incentive school attendance zones (Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens) of 1,946 for the 1993-94 school year. The incentive school attendance zones generally correspond with the area targeted for the location of interdistrict schools. In fact, the interdistrict schools were expected to draw their black student population from among \"those students who otherwise would or could have been assigned to an Incentive School\". 8 J.D.R. 1722. The present number of students in the incentive school zones (1,946) is dramatically lower than the capacity established for the incentive schools in the 1989 desegregation plans of 3800 students. 10 J.D.R. 2228. The parties projected in the 1989 LRSD Desegregation Plan that if 3600 LRSD black students attended kMlvMiMH-Pl.Bri 15incentive and interdistrict schools, the racial composition of the area schools would be 56% black. 10 J.D.R. 2231. According to the 1989 Interdistrict Desegregation Plan, the incentive schools alone should be \"sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary academies) [now area schools] of 55% black and 45% white with a variance of 5%.\" 8 J.D.R. 1721. That means that in 1989 the parties expected that more than 3600 black students would attend the incentive schools from the incentive school zones, but today only 1,946 students reside in the incentive school zones. The Office of Desegregation Monitoring prepared and distributed to the parties in February 1994 a study of \"Enrollment In Downtown Elementary Schools\". That study defines downtown elementary schools as those located \"east of University, west of Adams Field, north of Fourche Creek, and south of Markham.\" This is generally the area targeted for the location of LRSD interdistrict schools. This study shows that the incentive schools have a capacity of 2,305 students but that the October 1, 1993 enrollment was only 1,454 students. There are 1,429 available seats in downtown elementary schools. Those schools operate at only seventy-six percent of capacity. The February 1994 ODM study also shows that the two existing downtown interdistrict schools. King and Washington, are operating at 80% and 77% of capacity, respectively. There are 139 available seats at King and 218 available seats at Washington. King kitkor\\DBW(\u0026gt;n.Bri 16Interdistrict School has attracted 200 white students from outside the downtown area and Washington Interdistrict Magnet School has attracted 249 white students from outside the downtown area. Finally, both the Pulaski County Special School District, which was to be the primary source of white students for the interdistrict schools (8 J.D.R. 1721), and the Little Rock School District have experienced an unexpected overall decline in student population. The number of students attending PCSSD declined from 21,633 for the 1992-93 school year to 20,426 for the 1993-94 school year according to the October 1 enrollment count, a loss of 1,207 students. The number of students attending LRSD declined from 26,212 for the 1992-93 school year to 25,594 for the 1993-94 school year, a loss of 618 students. Both districts expect to lose more students for the 1994-95 school year. C. Plan Modification Process The PCSSD plan contains a desegregation plan amendment process (pp. 104-05) which this Court has found should be implied in the LRSD and NLRSD plans (Memorandum and Order, June 21, 1991, p. 17, Docket #1479). This Court has described the plan modification process as follows: \"Proposed amendments may arise in multiple ways. including by agreement or consultation with the other parties. Any proposal is first submitted to the PCSSD Office of Desegregation (Office) for initial review and analysis. The Office will make a recommendation to the kMtay\\Dnet*n.Bri 17superintendent who will in turn make the final recommendation to the Board. If the Board approves, the matter will be submitted to the Court, and formally submitted to the other parties to the litigation. If the Court approves, the plan shall be amended. Note that bv the Plans own terms, agreement of all parties is not required for amendment.\" 1^. (emphasis in original). LRSD has followed the desegregation plan amendment process with respect to its proposal to recognize Washington as an interdistrict school in place of Stephens. The proposal was first reviewed by the LRSD Desegregation Office as well as other administrators and the superintendent. Following that review. LRSD informally submitted the proposal to the other parties on November 12, 1993. LRSD proposed: \"That we seek to amend the desegregation plan to acknowledge the fact that both Washington and King have been established as interdistrict schools and that the establishment of two such schools within LRSD satisfies the Eighth Circuit's requirement that LRSD operate 'the agreed number of interdistrict schools'. PCSSD would be expected to 'engage in early, rigorous and sustained recruitment efforts' to recruit students to Washington, but would be relieved of the expectation that the white student population of Washington would come primarily from PCSSD. White LRSD students presently attending Washington would be allowed to remain and LRSD would lathy \\DBMg-Pl.Bri 18continue to recruit white students for Washington in the future.  Letter to Counsel, November 12, 1993. LRSD further proposed: \"That we delay the construction of a school at the present Stephens site so that LRSD may complete its demographic study to determine how best to meet the requirements of its student population and the desegregation plans. If LRSD determines to build a new school at the Stephens School Site, the new school will be an incentive school and the parties will s\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":"bcas_bcmss0837_495","title":"Incentive Schools: ''African/African American History: A Curriculum Program for Incentive Schools''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School improvement programs","Education--Curricula","African Americans--History"],"dcterms_title":["Incentive Schools: ''African/African American History: A Curriculum Program for Incentive Schools''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/495"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nr AFRICAN/AFRICAN AMERICAN HISTORY A CURRICULUM PROGRAM FOR INCENTIVE SCHOOLS I L LITTLE ROCK SCHOOL DISTRICT 1991-92II I AFRICAN/AFRI CAN AMERICAN HISTORY PROGRAM RATIONALE/PURPOSE V The traditional social studies curriculum and most social studies textbooks are void of specific content regarding the study of Africans and II African Americans. The purpose of this content is to fill that void I and give students a more comprehensive view of the geography, history, culture, government, and economics of Africa and African Americans as well as the role{s) they portray in the world. PROGRAM DESCRIPTION I This African/African American Program parallels the themes identified in the Social Studies Arkansas State Course Content Guide, K-6. Ti.cnici for each grade level have been identified with broad skills objectives. Themes I H These skills objectives will guide teachers as they prepare their daily lesson plans. I LESSON ORGANIZATION AND PREPARATION  Lesson organization and preparation would follow the same structural organization as that identified in the social studies basal text: 1. Preparing the Lesson - identifying student objectives 9 2. Teaching the Lesson - this includes new content 3. Closing the Lesson - summary and evaluation RESOURCES I I  The General Resource Guides  The Interdisciplinary Resource Guide  The World Around Us, Levels 1-6  Maps  African American Personalities  Additional resources have been identified. I I Ifl AFRICAN/AFRI CAN AMERICAN HISTORY PROGRAM fl CONTENTS Program Overview/Level s K-6 fl I. Skills fl II. General Resource Guides fl A. Outline B. The Egyptian Achievement fl C. The African Family 0. Roles of Celebration and Ceremonies in African Cultures fl III. Interdisciplinary Resource Guide fl A. Levels - Pre-Kindergarten to Grade 6 fl B. Disciplines 1. Language Arts I 2. Mathematics 3. Science I  4. Social Studies I IV. Maps fl V. Personalities (Grades 3-5) fl VI. Resources fl  9I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I PROGRAM OVERVIEW/LEVELS K-6 LEVEL STATE THEME AFRICAN FOCUS (K-3) LRSD GUIDE AFRICAN/AFRICAN AMERICAN THEME I K The Individual and Group Relations Egypt Introduction to Africa 1 The Family, Today and Long Ago Nigeria People of Africa Today and Long Ago 2 Neighborhoods and Local Communities Tanzania African Communities I 3 Arkansas Communities In a Global Setting Kenya African-Arkansas Connection 4 WoMd of Communities Geography of Africa 5 Our Arkansas and American Heritage 6 African American Leaders History and Geography of the World Ancient Africa Today II  I H AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM 1 J ft' I I I I. SKILLS I I I I   I li. .^rVv.- .V AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II LEVEL K II THEME: INTRODUCTION TO AFRICA II SKILL OBJECTIVES il  Recognize the shape of Africa il  Locate land and water in Africa II  Recognize the African symbols of citizenship H  Describe ancient African civilizations II  Describe the people of Africa  Recognize different animals of Africa II n II il Li ..V'iI AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I LEVEL 1 I THEME: PEOPLE OF AFRICA, TODAY AND LONG AGO SKILL OBJECTIVES  Describe similarities and differences of African people w  Distinguish the ways in which Africans meet basic needs II  Recognize universals of culture in Africa (i.e. food preparation, dress, holidays,- religion, education, play, folklore) v  Describe the different family structures in African societies n  Discuss characteristics/achievements of ancient African families II  Examine various African customs and traditions 11 HI M II n n I Wn AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM fl LEVEL 2 II THEME: AFRICAN COMMUNITIES fl SKILL OBJECTIVES II  Describe the various types of African communities n  Compare and contrast African communities - ancient and contemporary fl  Compare and contrast universals of culture in Africa (i.e. food preparation, dress, holidays, religion, education, play, folklore) fl  Analyze how natural resources impact African communities fl UI fl II II II nnn V AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II V LEVEL 3 V THEME: AFRICAN-ARKANSAS CONNECTION SKILL OBJECTIVES V  Describe African and Arkansas communities (i.e. geography, history, culture, economics government) II  Compare and contrast African and Arkansas communities H  Describe the influences of African and Arkansas ethnic groups on the culture and customs of Africa and Arkansas H n II II II n H I JV AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM V LEVEL 4 i THEME: GEOGRAPHY OF AFRICA I SKILL OBJECTIVES H  Label Africa on a world map   Compare and contrast the geographic regions of Africa II  Recognize the major African geographical features II  Interpret and analyze maps of Africa II  Describe the influence of natural resources/climate on people and animals of Africa II I II II II El ii fl *** \u0026lt; ''\u0026gt;y. I-V' I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I LEVEL 5 V THEME: AFRICAN AMERICAN LEADERS V SKILL OBJECTIVES I  Investigate the African presence in the New World V  Evaluate the impact of Africa's political structure as a result of European invasion   Examine the achievements of African Americans during the Colonial period   Describe the contributions/achievements of African Americans in Arkansas and the United States   Compare and contrast the roles played by African Americans in Arkansas and the United States n n n1 r I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM i LEVEL 6 I THEME: ANCIENT AFRICA TODAY I SKILL OBJECTIVES I I  Describe contributions of ancient African kings, queens, and political leaders 4   Compare and contrast ancient Africa to Africa today (i.e. social institutions: family, religion, government, education, economics) I aI  Analyze the problems of prejudice/discrimination in contemporary Africa I I     n 4 AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II II. General Resource Guides A. Outli ne 4 B. The Egyptian Achievement 4 C. D. The African Family Roles of Celebration and Ceremonies in African Cultures fl fl fl fl fl fl M M II n I * Ar BBS n n AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I H RESOURCE GUIDE OUTLINE q 1. Introduction q A. Africans are the oldest people on the earth. q B. Th. name \"Africa\" was put into common usage by the Romans to identify Ihosc \u0026lt;hi tcX, Lt they ruled ta horth Atric. fl 1. The Greeks ailed Atriea \"Ailhiopi.', which mant the land of the q burnt-face people.' M 2. \"Africa\" was most q The Roman term -------- a Berber people who lived south of Carthage likely derived from the name of\nthe Afarik or Aourigha. C. The cued their l.hd T.\nMeri. encien.  s. .hich wes Kemet). It was M seat of government. 1. q 2. The Hebrews called it Mizraim. The Greeks called it Aegyptus. D. to the south. 1. Of recorded cultural histories, that preserved. of the Egyptians is the best I 2. Some European scholars such as of the World and Count Volney Ignored andTot taken seriously. Egypt: Light Empire were Gerald Massey who wrote Ancient who wrote Ruins of E. Enslavement and colonialism did not Africans who remained in Africa and those who were break the cultural links between forced to migrate to the western world. n. African History. A Factor tn World History A. African history must be viewed in the context history. of Its relationship to world B. Many great civilizations existed in Africa\nEgypt was the most notable. C. Africans were prominent Greece and Rome. in the legend, literature, arts and history of 1. 2. Aesop - author of the fables Memnon - one of the Pharoahs 1II II 3. 4. Terence - playwright who wrote in Latin Cleopatra - a famous queen n D. mistakenly viewed by European scholars as a bawier dividing Africa into two parts with two physicaUy and culturaUy distinct groups of people. The Sahara Desert was II 1. north of the Sahara was described as an yea of hifh The 'iunwy liitabiled by EuropeMriooUni people. culture n 2. The redon south of the Sahara was portrayed as an area of dark skinned people without a history or culture. n E. European to justify the slave traders depicted Africans as established societies in order enslavement and exploitation of Africans. n F. Africans were written out of the respectable commentyy on world history fy auributing African achievements to European people. II G. Historians of African descent are attempting to correct the myhs and Of Airican oes General History of Africa distortions about Africa in an eight sponsored by UNESCO. n 1. In this work, the past peoples and nations : and present cultural continuity among African will be documented. II 2. Egypt and its creation. civilization will be identified as a distinctly African UI. Human Origins in Africa I A. The first two thirds of the exclusively in Africa. fossil record of human development is found B. Leading archaeologists and anthropologists to the conclusion that humans originated in Africa. have found evidence that leads These include: C. 1. 2. 3. 4. Robert Broom Raymond A. Dart Maitland Edey Donald Johanson   D. E. Charles Darwin predicted in Pyeent found to be the origin of the human species. 5. Louis S.B. Leakey 6. Richard E. Leakey 7. Bernard Nyeneo g. Joaephine Salmons of Man (1871) that Africa would be Archaeological evidence indicates that the lived only in Africa until 600,000 ago. human species (Homo sapiens) mitochondrial DHA) puts the onset of The eurrent lenetle to .0.000 yeere .o. human migration out 1. People of the African physical type became of Africa. widely scattered outside 2F I I 2. Environmental differences and isolation produced differing pliyiieal characteristics within the African immigrants. I F.\ndevelooed organized societies within Africa and outside of Africa through migrations to other lands. Africans G. The New Stone Age in Africa was charaetariaed by stable clusters of yiilnges that would later become cities. I 1. 2. 3. metho\u0026lt;k of building and animal husbandry were introduced. Mew methods of buiioing ana aiumu Irrigation made it possible to extend the w of tlw land. * . . t_______aWa a/ f hie ndbFiAtfl. Iron production began toward the end of this period. I H. The 4,000 mile long NUe River, which flows from south to north, became Africa's first cultural highway. 1. Distinctly African people built the nation known as ancient Egypt. I 2. Fv? thousand of years. Africans had neither assistance nor interference from external nations and peoples. For I I. Cultures and civilizations had not yet developed in Europe when these events were unfolding in Africa. fl IV. African Civilization in the Ancient World: The Southern African Origins of EgyBl A. Egypt has been mistakenly considered a non-African nation. fl 1. Egvpt has generally been taught as African continent geographically and culturally. being disconnected from the 2. Western scholarship has concealed and distorted the true nature of the ancient Egyptian experience. I B. The manners, customs, and religion of the ^^nri^Punt^teo^maUa)^ their first homeland was to the south, around Uganda and Punt (SomaUa). fl C. African history is incomplete at as an African civilization. and distorted until ancient Egypt is looked D. of the evidences The Edfu Text, found in the Temple of Horus, is one c. that Egyptian civilization had its origins in the regions south of Egyp . E. Kush and some other inner African nations are older than Egypt. H V. The History of Egypt fl A. The dawn of the Pre-Dynastic period is characterized by the use of chipped B. stone implements. The Pre-Dynastic period, which 1,000 years. ended around 3,200 B.C., may have lasted 1. This period was characterized by competition as and how they would be chosen. to who would rule 3 JI V 2. 3. I 4. The 365 day solar year was determined. According to best evidence, the calendar was introduced in 4241 B.C.E. About this time, the state came to be ruled by a spedfic famUy (a dynasty). I 5. These states grew out of communal sodeties practidng eoUective ownership and the collective distribution of goods. C. The 1. Old Kingdom consisted of Dynasties 1-6. (3200 - 1270 B,CJS.) Numerous temples, tombs, and pyramids were built during this period. I 2. The solrltual structure built during former periods was preserved Airing and would later provide the foundations of three major world this time ( ----------------- , ... . , , religious systems: Judaism, ChrisUanity, and Islam. I 3. Menes or systems B.C.E. and lasted until 2980 B.C.E. Warmer founded the First Dynasty which began in 3200 4. The Pharaoh Zoser was the founder of the Third Dynasty which represented fl 5. an age of intellectual outpouring. Imhotep, the worlds first multiple genius, was Zoser's Prime Minister. a) b) He built the world's first step pyramid at Saqqara. He practiced medicine 2,000 years before the Greek Hippocrates and was the first physician to stand out in antiquity. 6. 7. 8. c) He was the real father of medicine. The most by an Egyptian Dynastic Period. cited ehronologv of Egyotian history during this period was left named Manetho 'who lived through the last part of the Pyramid building continued during the Fourth Dynasty (2723-2563 B.C.E.). of threats from I I During the Fifth and Sixth Dynasties, there were rumors Western Asia, now caUed the Middle East\nat this time, too, the t^ople of the Tigris and Euphrates river valley were laying the foundation of Sumerian civilization. D. Period (2770-2060 B.C.E.) which Included the seventh The First Intermediate Period (2770-2060 B.C.E.) wnicn inciuoeu through eleventh dynasties was a transitional period marked by internal disputes and weaknesses. I 1. fl 2. fl The ability of the ruling famines to decide on who would be Pharaoh brought on a dvU war that ended during the second part of the Eleventh Dynasty (2060 B.C.E.). The Twelfth Dynasty (2000-1785, B.C.E.) is considered to be one of Egypt's most glorious dynasties. a) b) Building started again. Egypt's borders were made secure treaties with Nubia and Libya. from invaders by successful 4/ I I E. The Second Intermediate Trouble.\" Period (13th-17th Dynasties) was Egypt's \"Period of I 1. The first massive invasion from the Hyksos people of Western Asia occurred. a) The Hyksos people adopted many Egyptian customs and assumed I b) driven out by Ahmose. 2. The Hebrews Asia. entered Africa during this period to escape famine In Western I a) which form part of the bible b) Historical accounts other than those which form pari w w indieate that \u0026gt; '\"and'^thar toreisnara, Xli^dVaUjiouals and iataUaituaUy from their atas m F. V 1. n 2. H 3. 4. M 5. n M 6. 7. J (iton 1(191 RCEl Eevpt reached a height in wealth (1580-1341 B.C.E.) was characterized by a strong New Kingdom (1580- The Eighteenth Dynasty central administration. s'* b) c) of the 18th to the 20th dynasties. Thotmose I, Thotmose H, Hatshepsut, Thotmose Hl, Akhenaton, Hatshepsut was one of the^outstanding w rulers of all time. She ruled Egypt for 21 monotheism in Akhenaton introduced _the concept worship proclaimed a new religious Rameses U successfuUy turned faith based on __________1 Egypt and the worship of one god. back invading Syrian and Hittite armies. The Twentieth Dynasty Rameses III through Rameses XI, a line of the state. ruled by the pharoahs \u0026lt;1500-1085 B.C.E.) was ruled by tne pnarwM of rulers who maintained the unity weak. The Twenty- TM Twenty-flrs. first Dynasty was referred to as me K.MU. (or HubLds) from th. South led h, KMhu In 751 fo'*'' the a) b) c) Twenty-fifth Dynasty. The FlanUhl (7-n2^^.od SSaJJ d Kushite Kings who helped to restore Egypt's Egypt's last purely \u0026lt;^ty. The Assyrian invasion of At was once Egypt, and began the destruction of the and began Twenty-Sixth Dynasty was referred to as the \"Static Period\" because no progress was made. of the Twenty-ninth Dy^sty The most important pharaoh of th was Achoris. often called Hagar, who repeUea (398-378 B.C.E.) 1 { i 5Ha aA VI. VU. 8. 9. 10. 11. 12. The Thirtieth Dynasty (378-341 B.C.E.) was founded by Hectanebo 1, one of Egypt's last great rulers. Alexander the Great of Macedonia invaded Egypt in 332 B.C.E. a) b) c) the first purely European invasion of Africa. This was the first purely nuropean mTuiwu Alexander the Great appointed Ptoleay. one of hia fenerali, as ruler ^dMcendents of Ptolemy became increaaely African in appearance t result of their IntermingUng with the Egyptians. The I as a Cleopatra VII. born in 69 B.C.. ascended Egypts throne with her brother Ptolemy XU at the age of 18. , a) b) c) of mixed African and Greek parentage and in ancient times She was ..................... was deoicted as a distinctly African woman. This African queen's alUances with Ca^r and Mwk Airthony were motivated by polities to save Egypt from the worst aspects of Roman domination. turned traitor against Rome to save Cleopatra VU s Mark Anthony t------------------------------- . .. Egypt. After his death, Cleopatra committed suicide. Rome ruled Egypt for six centuries. Internal conflicts and domination led Africans and Western Asians to ___idess and turn to new ones. This led to the formation question old religious ideas and turn to new ones, of Christianity. a) b) c) Three African popes Pontificate (189-199 Victor, who contributed to Christianity were: C.E.), Militiades, Pontificate (311-314 C.E.), Pontificate (492-496 C.E.). . . and Gelasius, v.t.i. _ entertained themselves by killing Christians in Rome and in Romans ---------- the amphitheatres of North Africa. Internal disputes among groups confidence in Christianity on the eve of worshippers destroyed some of the emergence of Islam. Islamic Egypt A. B. C. The Muslims under Amr-ibn-al-As conquered Egypt in 642 C.E. Islamic reUgion swept across northern Africa and into Southern Europe through Spain and Portugal. Islamic influence remains strong in Egypt today. Islam in West Africa A. Islamic forces of Africans. moved into West Africa in 711 C.E. and converted Basses H B. Africans joined Islamic forces and were of Spain. instrumental in the African conquest K C. Islamic power drove Europeans out and ended the last phase of the Roman Empire. years of the Mediterranean for the next 800 6 H ID. Islamic influence may .have ^n into what they caU the \"Middle Ages . the underlying cause of Europeans going E. The power of Islam was not partly broken until the Crusades, during the F. Eleventh Century. Portugal freed itself of Moorish became free in 1450 C.E. (African) domination in 1140 Spai G. After the decline in power _  African (Sudan) brought into being great western region of rtf Cffvot oeoples of the western region oi of Egypt. that lasted I for 1,000 years. vm. West A. Africa's Golden Ages Ancient Ghana was the first great empire of the Western Sudan. 1. Ghana was renowned for its gold. 2. 11 reached its height in 1062 C.E. under King Tenkamenin. 3. The state has a military force of 200,000 men. 4. Abu Bekr of the Sosso Empire invaded Ghana in 1076 C.E. ending 5. its prosperity and cultural development. regained its independence, but without its  --------- , Ghana became the a 6. B. Mali 1. 2. 3. 4. C. Tn 1087 C.E., Ghana i- former grandeur. The empire once known as kingdoms of Diara and Sosso. GMoa's pro,ioo.s Mean,. . Pl ot th. Mali Empir. aod ..r. Ltar absorbed into the Songhay Empire. Mansa Musa, emperor of Mali, visited Timbuctoo in 1324 during his famous pilgrimage to Mecca. He conquered the territory that Uter and rebuilt the University of Sankore. became the Songhay Empire Mansa Musa was the most colorful of the African kings of the Fourteenth century. The Empire of Mali declined in power after Mansa Musas death. Songhay 1. Askia the ------- into the most powerful state In 1493 and built 2. Songhay Tour.)-me SudT. The cities of Gao, andUterature developed, centers at which many books were written ano 7*4 a 3. African scholarship was Africa and in parts of Europe. known and repeeted throughout aost of 4. Scholars from North Africa and Europe studied in this African empire. 5. The University q 6. of the western Sudan. of Sankose at Timbuctoo was the educational capital Golden Age entered a period of decline after invasions West Africa's --------------- by Arabs, Berbers, Tuaregs, and Moroccans from the North. 4 7. European colonization was decline of West Africa's Golden Age. also Instrumental in bringing about the IX. The African Presence in the Western Hemisphere A. The Portuguese established their first settlement in West Africa at Elmina li 1 lie r ws -------------- in 1482 in the territory now known as Ghana. B. n C. The Portuguese came as ... and as dealer in the enslavement of Africans. traders at first but then remained as conquerors nationalism led to an expansion European and manufactured goods. of traffic in captive Africans H D. Spain competed with Portugal in the traffic in African captives. The E. X. Kpe^, AlXder. the ^ixth, defined their spheres of influence. A? a eonseauence of the Reformation and the rise of Protestantism in Eurooe the kings of England, France, Holland and Denmark felt free to Sng. th. Pope's .ut'orlty to divide Alriee. S.th Amer,.., .hd th. Caribbean. 1. 2. These countries insisted they had a right -to the forced Ubor they needed in lino ------------ --a order to build plantations in the New Worio. introduced by the Europeans was dehumanizing .nd wu supported and extended Py both the Ch-istlan chure.and psuedo-seientitie writers of the seventeenth td eijhteentn centuries. The slave trade as of the ( 4 The African Presence in the Americas A. Africans participated in some of the in the Americas. earliest expeditions of the Spanish 1. Estevanico accompanied Alvar Nunez He was responsible for exploring in 1527. Cabeza de Vaca to America the New Mexico and 2. Arizona territories.  Pedro Alonso Nino, an Columbus' ships. African, helped to navigate one of Christopher 1 7 fl 8II II 3. Thirty Africans helped Balboa explore the Pacific in 15S1. M B. Africans were major contributors in the Americas one hundred years before they reappeared in bondage in 1619. 1. A considerable II presence in the and growing body of scholarship lndi\u0026lt;tM an Mriean Americas long before the arrival of Cotemboe. 2. II Africans brought many skills to leather working, and carpentry. the Americas, such as iron working, c. H There existed in Africa prior to the beginning of the trade a culture that ms equal, if not superior, to European eivihxauoos. D. The greatest destroyer unpaid labor in the plantation system of African culture was the European demand for established in the Americas. II E. Myths were created that II 1. The African was displaced Africa and Africans out of human history, classified as a lesser being. 2. The Church justified enslavement as under the guidance of Christianity. necessary to bring the African II F. There were some differences between the slave systems as they operated in the Americas. II 1. In South America ornamentations were and the Caribbean, African music, religion and thAt resulted in a form of cultural continuity that did not exist in permitted that resulted in a  the United States. I M 2. In the Portuguese together, making it easier dominated .S to retain the same basic culture and II language. 3. the United States, every attempt was II In the United States, every and humanity of the enslaved Africans. made to destroy the culture The African's personality G. was denied and his family torn apart. II In Europe the attempt to justify the a already begun. enslavement of poor Europeans had 1. used for the enslavement of II tX\" \"rln eS^nie. d pe.lel W and Native America people. fl 2. Th. wteMAtt ot Zrohn. .nd in its attempt to provide labor in the Americas. H. 1. used extreme forms of torture Chrisjtianii Actions to broA* tno sp  r Slave owners i------------------- forms of psychological actions break Christianity and various rebellious Africans. Q iMmmm n II 2. II 3. n I. II n M XI. II II II II II II II n II 11 EnsUved Africans did not hesiute to risk their lives in their attempt to gain their freedom. Because of attacks by the enslaved Africans, a comprehensive plan utilizing various forms of psychological eoercism was devised to break the spirit of the reb^ous Africans. The Church played a major role In producing and sustaining racism in the United States. 1. 2. Scripture was interpreted in such a way to promote notions of the natural inferiority of Africans. According to one authority, the practice of separation began in the church before it spread to other areas of society. According to one Resistance to Slavery A. B. C. D. African resistance to slavery and colonialism existed throughout the seventeenth and eighteenth centuries. 1. 2. As early as 1663, a group indentured servants planned a rebellion. of enslaved Africans and European In 1880, Gabriel Prosser led a revolt of 40,000 enslaved Africans in Virginia. The best organized resistance to slavery occurred in the nineteenth century. 1. 2. The entire nineteenth century can Resistance.\" Concurrent with slave revolts in Africa. be called \"The Century of revolts in the United States were anti-colonial There were two distinct during the first part of the nineteenth century. 1. 2. 3. Many 1. 2. One movement was freedom movements among African Americans characterised by continuous slave revolts. Involved \"free\" African men and women who The other movement ---------- worked to free their enslaved brothers and sisters. In 1788, Prince Hall, a free man, of Boston Massachusetts Legislature to protest the kidnapping of free Africans. other Africans aided In the cause of Abolition. Frederick Douglass's civil rights views are as were a century ago. valid today as they Samuel E. Cornish and John B. Russwurm started a t Af Afriean Americans from their point of recount the experiences of African Americaris view. 10II n 3. 4. n 5. Henry Highland Garnet led the militant abolitionist group. Sojourner Truth was the first African American woman to become an anti-slavery lecturer. She was also a leader in the nineteenth century feminist movement. Harriet Tubman was a pioneer rebel and activist who served as a q nurse and, scout in the Civil War. 6. q 7. q E. q q q F. q q q XII. q II q John Brown was the first European American martyr to e for the freedom of African -Americans. Wendell Phillips and William Lloyd Garrison were noUble European American abolitionists. In 1856, the Dred Scott Decision opened all territories to slavery. 1. 2. 3. After the Civil War began. Congress prohibited slavery in the territories in 1862. 186,000 African Americans fought in 198 battles and suffered 68,000 casualties. President Lincoln acknowledged that the war could not have been won Immediately and national politics. 1. 2. without the African troops. - after the Civil War, African Americans participated in state By 1875 the tide had turned against the Africans throughout America. Republican Party bargained away the political rights of African Americans in order to placate the South. The The Struggle Against Racism A. The period in African American history from 1877-1901 is often referred to the Nadir, the lowest point. 1. 2. 3. Africans lost the right to participate in the government of this country. Lynchir\u0026lt; became the order of the day. Jim Crow Laws came into being (hiring these years. 1 i' B. q In spite of opposition, by the early twentieth century African Aminns had produced an intelligentsia that revolted against the second class citizenship that had been forced upon their people. 1. W.E.B. DuBois, the eminent scholar, led this revolt and became the intellectual father of African American liberationist thought. 11n I I II 2. II 3. Northern European American philanthropists and European^^erican poUticians s^ed Booker T. Washington of Tuskegee Institute to be the leader of African people. Dr DuBois sowed the seeds of \"The BUek Revolution\" wd the continuing struggle against racism and for Afncan redemption. I II 4. leader of the beck to Africa\" oveaent. in ptft Marcus Garvey--------- , . DuBois' inteUectual conclusions. drew on H Xin. The Education of African Americans A. Th. Btrueele within African educational Institutions has center^ T?* riaverv and orepare African Americans to demand II to remove the stigma of slavery and prepare full citizenship status. II B. to the stiU unresolved eAieatlonal Carter G. Woodson called attention problems of the nineteenth century in of the Negro Prior to 1861 and The Miseducation of the Negro. two classic works, The Education of the Negro Prior to II C. During the first quarter of the nineteenth century, education was prohibited for most African people. H 1. After the Civil War, ------ - replicas of European American schools. Africans built schools which later became 2. Education in churches H supplement n cnur:.. Community centers and in homes began to the education in the schools. 3. In these independent u search for the African heritage. institutions, lay historians began the formal D. The Niagara Movement in 1905. under W.E.B. DuBois and Monroe Trotter was born II 1. Some of the ideas of the NAACP in 1909. of the Niagara Movement went into the making II 2. In 1918 as founder - editor of the NAACP's \"Crisis\" magazine, DuBois urged African Americans to forget and to \"**'__ with our fellow citizens. As II \"stand shoulder-to-shoulder feUow cltiiwns._ discrimination against African Americans escalated, DuBois unjust ________ regretted having made this statement. n E. During the years before the first World War. over a haJtf-mlUlon Africans migrated north In search of better Jobs, schools, and housing. H P. Race riots in St. Louis and post-war Chicago awakened these new settlers to the fact of northern oppression. G. President Woodrow Wilson together with some Southern Democrates had wooorow mnuu lugciiic, w.... --- . r^ntroduced segregation in federal faculties that had long been integrated. H. African Americans today are taking pride in their history and becoming aware of how to use it as an instrument for Uberation and nationhood. 121H H H Mn THE EGYPTIAN ACHIEVEMENT nH by MH Keith E. Baird, Ph.D. II Professor Emeritus of Anthropology State University of New York 1 II HH nn H M 1 n  THK EGYPTIAN 4CHTF.VF.MENT  i Egypt is, and has always been, an African country. It was the most renowned of the Nile River civilizations. An admiring Greek, the historian Herodotus, noted that the soil of Egypt was brought down-river by the Nile from the lands to the south and declared that Egypt was 'the gift of the Nile\". The nam^ Egypt is from AIGUPTOS, the Greek rendering of the Egyptian name HEKA PT AH which means \"temple of Ptah,\" and refers to the magnificent structure at Memphis dedicated to the city's patron divinity. The name Egypt therefore means Tand of the temple of Ptah.\" I II II fl fl H H M fl fl I The ancient Egyptians called their land KMT (Kemit or Kamitl meaning \"the black land\", that is, the fertile land, and themselves KMJTW (Kemites or KamiXES). The Senegalew scholar Cheikh Anta Diop maintains that the Egyptians also by using the terms \"Kemites\" or \"Kamites' distinguished themselves by the color reference from ''foreigners\", that is, non-Aftcan peoples. There has been much scholarly discussion on the physical appearance of the ancient Egyptians. Cheikh Anu Diop has demonstrated on the basis of considerable evidence that the Egyptians were an African people. He cites a number of Greek and Roman writers who saw, visited, and lived among the Egyptians. He himself analyzed the skins of Egyptian mummies and found them \"to show a Melanin level which is non-existent in the white-skinned races.\" Diop quotes from the Hebrew accounts found in the Bible \"The sons of Ham [were] Cush, and Mizraim (i.e.Egypt), and Phut and Canaan. And the sons of Cush\nSeba, and H.vilah, and Sabtah, and Raamah, and Sabtechah.' (Genesis 10\n6-7). He comments\nThe importance of these depositions cannot be ignored, for these are peoples (the Jews) which lived side by side with the ancient Egyptians and sometimes in symbiosis with them and have nothing to gain by presenting a false ethnic picture of them. Nor is the notion of an erroneous interpretation of the facts any more tenable. It is necessary to establish clearly and unquestionably the generic as well as the cultural identity of the ancient Egyptians as an African people. Professor Immanuel Wallerstein states straightforwardly\nIt perhaps would not matter who the Eg^rians were, had such an issue not been made of it during the period of European colonizarion..Suffice it to say now, for the pu^se of discussing the African past, that the very best evidence of today seems to indicate a very great racial intermingling in Africa as elsewhere, over the past five thousand years, and that the \"Egyptians\" or \"Hamites\" of yesteryear might well find themselves classified as 'Negroes'for 'blacks'] today, in precisely those countries where such classifications matter. Suffice it further to note that many of the archaeological remains... at first credited to \"Arabs\" or \"Harrutes\", have on closer, or less biased, inspection turned out to be unmistakably African in origin. The fact that the ancient Egyptians were Africans was concealed by slaveholding European nations because this knowledge could disprove assertions that African peoples were congenitally backward, and incapable of great achievement and self-determination\naccordingly European imperialists could the more easily persuade their compatriots and justify themselves in the enslaving of Africans in the Americas and in taking possession of African lands and resources. In addition. Africans enslaved in the Americas, removed as they were from their own ancestral culture and deprived of evidence or memory of past African achievement, might more readily, it was calculated, be demoralized and conditioned into acceptance of the abuse and dehumanization inflicted on them. I I IB fl I fl 2 fl fl fl fl As it happens, knowledge of ancient Egypt was avAlablc to Europeans as early as Ac accounts provid^by Herodotus A Ac fifth centry B.C.E. When Ae C^k Ptolemes d^g the fourA century B.C.E. became Ae rulers of Egypt Aey were surprised by the wcalA of Egyptian culture In Ac century foUowAg, some members of Ais family commissioned an Eptian, ManeAo, to compile a Astory of Ac political, social and religious development of Ac E^nan civilization. Unfortunately, As massive work was lost m Ac fire Aat desmiycd Ac Ubrap at Alexandria A 389 C.E. As it is, MancAo's list of Ae Egyptian dynasties, wAch survived only as excerpted A various oAer works, remaA Ac basis for what is known today of Ac comparative dating of events A Egyptian Astory. A 1822, however, Ae decipherment of Ac Roseoa Stone by Jean Francois Champollion made it possible to read documents and msOTpaons wntten in AcroglypAc characters wAch had ceased to be used or understood following Ae closing of Ac last Egyptian temples by Ae Roman emperor Justinian A Ac sAA century C.E. i fl II H It is most convenient here to Ascuss Ae achievement of Ac ancient Egyptians through reference to some of Egypt's outstanding historical figures. Perhaps Ac most re^kable AAvidual in Ae history of ancient Egypt was Imhotep, This man wm cAef counsellor to Ae Pharoah (KAg) Zoser of the TArd Dynasty (2980-2900 B.C.E). Imhotep was also pnnapd physician to the King, Chief Lector Priest, architect (and builder of Ae first step pyramid which scp/cd as a model for oAer pyramids), and astronomer. So great was As renown as a physician that Ac ancient Greeks and Romans after his deaA regarded Am as a Aviruty. He was called Asklepios by Ae Greeks, Aesculapius by Ae Romans. His symbol, a staff wA two snakes entwined around it, has come down to our times as Ae symbol of Ae medic A profession. H II Queen Hatshepsut of Ae EighA Dynasty is Ae most outstandAg woman ruler of all time. (The Eightceen Dynasty 4567 - 4320 B.C.E. was an outstandAg lAe of rulers wAch included Ae Pharoahs Akhenaten and Tutankhamun.) Hatshepsut assisted her faAer, ThoAmes I, to administer the kingdom, and on his deaA seized power, Asplacing her broACT Thothmes, and ruled for twenty-one years. It was only upon her deaA, possibly cngAeered by ThoAmes, Aat Ae latter attaAed Ae Aronc. A temple she commissioned may still be seen today. II II The pharoah Amenhotep IV is better known as Akhenaten Ae name he chose when he embarked upon a scries of religious reforms by wAch he consolidated Ae wor^p of Ae many AviAtics of Egypt Ato Aat of one divAity Ac symbol of whom was Ae sun. On his deaA, As son-A-law, Tutankhamen, succeeded Am and proceeded to restore Ac former religious practices, suporessAg Ae reforms made by Akhenaten A follower of Akhenaten, Moses, identified 1^ Ae Eevntian Astorian ManeAo as an Egyptian priest, led a group of his fellow \"hcreacs out of Egypt Ato Palestine. AccordAg to Ae Greek geographer, Strabo, \"Moses, who was one of Ac Eppnan son-m-i nriests taught his followers that it was an egregious error to represent the Deity under the form of __- J2J \u0026gt;1.- !.* wac th* nrarficft nr the Greeks and animals as Ae Egyptians Ad, or in Ae shape of man, as was Ae practice of Africans . In this account we recognize Ae event wAch is m Judaic tramuon referred to as Ae Exodus. n n The ancient Egyptians interacted closely wiA Acir souAem neighbors, Ae KusAtes, from whom Aey received Ac base boA of Aeir primordial population md of Aeir beUef system \"^e . .   1  V..* Awpf hoiT z\\t tn* *icrntn **nni^/ K I H the Egyptians extended their rule into Kush, but during the first half of the eighth rentury B.C E., the Kushite king Kashta, began an invasion of Egypt which was completed by his son Kashta in _ _ __CknUAL*i\u0026gt;\\ CkKiflni anH TamiJifamiin 150 B.C.E, -5 5 C E \"Kashta Kankhi, and Aeir successors Shabako, Shebitku, Taharka and Tanuatamun are Ae KusAte (or EtAopian) pharoahs who constitute Ac Twenty-fifA Dynasty of Egypt which ruled Egypt from 750 to 656 B.C.E.M I I 3  was I i In 525 B.C.E. Egypt became pan of the Persian empire, and subsequently, in 332 B.C.E., was conquered by Alexander the Great of Macedon who left Egypt under the governance of his general, Ptolemy. Alexander died young, and his four year old son and heir was promptly murdered and his empire divided among his father's generals. In 305 B.C.E., the general Ptolemy became the ruler of Egypt and the first of a line of Greek pharoahs which included the famous Cleopatra. The Roman,Octavius, conquered Egypt in 30 B.C. E. and it became part of the Roman Empire. This was the end of splendor and greamess that were Egypt. M Over its long existence as a major world civilization, Egypt has contributed to the development of science, of medicine, of writing, and of religious thought, especially Judaism and Christianity. H H II II II fl fl M M Mr aaa THE AFRICAN FAMILY IDATAFARI I a I  aaa Discussion of the African family is difficult to grasp in terms of accepted Eurocentric social theory, and because of this the study of African, Caribbean, or African American kinship and the family assumes a wider significance. In the writings on African kinship in the Americas ,the issues have been theoretical and not factual. There is general agreement that illegitimacy rates are high, marriage unstable, and that women play an unusually prominent role in the domestic and kinship domains. The pathological and dysfunctional view of the African Family in North America has been primarily related to the cultural ethnocentric (Eurocentric) approach and associated with the work of E. Franklin Frazier (1939) and Daniel P. Moynihan (1965). The works of these scholars have culminated in the adaptation of social policies predicated on the assumption that the African American family is unstable, disorganize, and unable to provide its members with the social and psychological support and development ne^ed to assimilate fully into American society. The cultural relativity school, on the other hand, begins with the assumption that African American culture and family patterns possess a degree of cultural integrity that is neither related to nor modeled on European American norms. Most members of this school trace the origins of these cultural differences back to the African cultural heritage, and all tend to focus on the \"strengths\" of African families rather than their presumed \"weaknesses.\" a M The cultural relativistic view, developed primarily as a reaction to the deficit view, maintains that the African American family is a functional entity. This conceptualization is designed to challenge the theories and social policies emanating from the Eurocentric approach. Underlying the theoretical and empirical arguments of the two schools is the common assumption that African American families and European American families are qualitatively different culturally. The schools diverge from each other, however, in their interpretation and explanation of the causes of these differences. Those defending the Eurocentric approach place a negative value judgement on the fact that African American families deviate from the American norm. II n a The cultural relativity school, on the other hand, assumes that America is a multicultural society and concludes that differences are largely accounted for by the variation in the cultural backgrounds and experiences of African Americans and European Americans. One of Fraziers major concerns was understanding the process through which the African American family became culturally assimilated into American life. It is important to note that Frazier's works, according to Lyman (1972), were influenced by his determination to (a) re^te the ar^ment advanced by Melville Herskovits (and Dubois) that much of African American life is a continuation of African cultural forms and (b) empirically denaonstrate Robert E. Park's race relations cycle. Frazier believed that African American marriage and family patterns, customs, and structures were the consequence of enslavement and American culture, not African cultural transfers. He did not accept Herskovits' conclusion that African American family structure, marital customs, and sexual practices were derived from African cultures. Rather, for example,Frazier (1939) interpreted \"indiscriminate\" and extramarital sexual behavior among blacks as'being a I fl product of slavery and unrelated to customs cultures. and practices in traditional polygamous Afirican fl fl Researchers attempting to discover possible African cultur^ transferrenccs to the AmericS fS Sthe period of enslavement of Africans in Amenca. At the nme Fr^er beg^ hiXorkleSrauthorities on the history of African Amencans snared E. Fr^in Frazier s U  T Herslcovits' position Frazier's assertion that as a result of the manner in rather then Melville J. Herskovits^sinc^n. n^nrirallv no effect on the nCToKUVllO uuoluwu. * -------------------------------- .  enslaved, e African cultural hentage has had pracncally no effect on me fl th,. African was enslaved, the Atncan cultural ncniagc u\u0026lt;ia nau hie famUv in the United States\" (1939:66) reflected the views of both U.B. Phillips (1929) XdsubsSntly, Stanley Elkins (1959). Both concluded that whUe significant African i^rZi^ite eSh as names arid folklore, did survive ininaUy, they were eventuaUy lost or SSSdrXJ^gly. if the culture of the Africans was destroyed, then it is hopeiess to p^t oistoneo. Accoruuis*/. .___.__inn,.nz',.d hv that culture. And SO begins and initially, eventually fl that the evolution of th^ African American famUy was influenced by that culture. And so begins the logic of the cultural ethnocentric school. fl controlled by the planution owner, that African families were Attencans accepted ^d attempted to conform to the social norms of the majonty society. H The line of research as pursued by Frazier was followed by a number of investigators ^d culmina^ for serial poUcy In 1965, the Office of Policy Planning and Research of cuinunaicu ui piu^ r , nnnnr(*d hv the ansistant .secretarv. of Labor issued a 78 page document prepared by the assistant Sf^etary, 11 fl the U S Department of Labor issued a /s page J. D^iei p Moynihan, under the title, Be Ncgro FamUy: Thg Cascfor Nanpn^ AgoamThis repon SSdiv ciii Frailer as support for its conclusions that the Afncan Amencan community was diSScXed by broken famitiS, legitimacy, matriarchy econonuc dependency failure to p^s anned forces entrance tests, delinquency, and crime. Moynihan placed the cause of these Problems aiLucu luivw _ . . , PnIlAu/inff this trftnn. other broken and unstable African Amencan family. Followmg this trend, other on a suDposedly broken and unstable Atncan Amencan lamny. x-vuuwu.s hivcsSawrs began to concentrate on the pathologies of African Amencan families and label us culturally deviant fl fl II Now there are reasons why people, at various times in history did not ^low for a theory which expressed continuities. Anthropologists became very impormt ^r colonialism and tend^ m aXbrne cause and effect relationships to all human behavior based on wological approaches and/or economic ones, but culture as an entity has taken a backseat. There historically, political reasons for breaking the continuity between Tilacks and Africa. These S wUl beVresented later in this discussion, but for now let me y, these assumptions often came out of the ethnocentrism within the disciplines iri the west Be social anthro^lo^st, for has always stressed the particularity of expcnence, and this has tended to highlight the ____1_ ___________A Kac TTinct rnftanineful tncm. oO II example, has always stressed tne parncuianty or cxpcncnec,^iu. \u0026amp; Sffrrences between peoples. \"Otherness\" as a concept has been most meaningful to them. So central is the focus on 'otherness' that anthropologists actively seek out those dSSSXiyS uniuwt^^ag^\\ Fo/ex wlc, raihCT than e educat^ d ^e^ oftin they do not include sufficient comparative or contextual materials. The matn-foetd or single parent famUy may appear as a problem if presented in an ethnographic rather than comparative framework, which includes details about, say, white lower working class famUy patterns. There may be no information relating to the political situation. very uiicu uivj \u0026lt;*v *** ------------------------------------------ * * j  single parent famUy may appear as a problem if presented in d The cultural relativity view, primarily in reaction to the Euro-centric view, advocates that the African American famUy is a functional entity. Bis concepm^ton is l^ge Y Virginia Young (1970). Robert HUI (1972), Wade wnoorted bv Andrew Bilmgsley (1^08), Virginia loung   Nobl (1974), and others. The perspective has been buttressed with old and ne^ invesngaaons ... _K C-:____A diffe.renf from that of Europeans (Valentine, 1968, which see 74), and omens, me ptraywuTv lioc ----------------- ---- African Americans' culture as different from that of Europeans (Valentine, IoS, - -  1975J977). Although not all proponents of the cultural relanvisac schTOl Ynnng 1974- Dodson, 1975,1977). Although not all proponents oi me cuitunu agree on the degree to which African culture influenced the culture of Afncan Amencans, they do )I I concur that African Americans' cultural orientation encourages family patterns that are instrumental in combatting the oppressive racial conditions of American society. Melville J. Herskovits (1885-1963) was one of the first scholars to recognize similarities I in African cultural patterns and those of African descendants Uving in the U.S., the West Indies, m z\\iriu\u0026lt;ui ----------- , _ and Brazil. Herskovits (1966) found what he considered to be authenuc African culniral pat^s reflected in language, music, art, house structure, dance, traditional religion, and healing polices. a a Herskovits' rewarch raises the possibUity that other aspects of \"Africana\" could have influenced the nature of the black family in the U.S. Herskovits works deal only limite^ly wi such oossible relations. One of his major contributions was a truer conceptualization of family life in ^ditional African societies, which are characterized by unity, subility, and security. (Herskovits, 1938). In examining the African American family, proponents of cultural relativism in North a a America ooint out tiiat slavery did not totally destroy the traditional African base of African iSSS.fflStoSKxto*'siaingan,e,1972\nNobles, 1974\nTurnbull. 1976) To these scholars, the African American family represents a continuing fountain of strength and endurance built on, and issuing from, its African cultural heritage. fl fl fl fl fl fl fl fl fla a B EFERENCES CITED IdaTafari a 1. a 2. 3. a 4. I 5. a 6.  7. 8. fl 9. fl 10. 11. 12. HI 13. II 14. 15. d 16. d 17. 18. 19. Frazier, E J. Thi Netro Fan\\ily in the United States. Chicago: University of Chicago Press, 1939. PhiUups,U.B. lifLamLLator in the Qld South- Boston: Little Brown, 1929. Klimins, S.W. Sliiven. , Chiicago\nUniversity of Chicago Press, 1959. Moynihan, DarjelP. The ffcgro Family - The Case for National Afljon. Washington, D.C.: Office of Policy Planning and Research, United States Department of Labor, 1965. Licbow, Elliot. Tally's Comer - A Study of Negro Streetcomer Men. Boston: Little Brown, 1967. Rainwater, Lee- Crucible of Identitv - The Negro Lower-Class Family. Daedalus 95: 258- 264, 1968. Parker, S. and Kleiner, R. \"Characteristics of Negro Mothers in Single. .-Headed Households\". Journal of Marriage and the Family 28: 507-513, 1966. Jessie, Bernard. Marriage and Family Among Negroes. Englewood Cliffs, NJ.: Prentice Hail, 1966. Blood, R. and Wolfe, D. \"Negro-'White Differences in Blue Collar Marriages InA Northern Metropolis\". Social Forces 48:59-63,1969. Duncan, B. and Duncan, O.D. \"Family Stability and Occupational Success\". Social Problems 16: 273-285. 1969. Bracey, J.H., Meier, A. and Rudwick, E.(eds). Black Matriarchy: Myth as Reality. Belmont, CA: Wadsworth, 1971. Yancy, W. \"Going Down Home: Family Structure and the Urban Trap\". Social Science Quarterly 52:893-906,1972. Staples, R.E. The Black FamUv : A Review and A Preview. Journal of Social and Behavior Sciences. Spring 65-77, 1974. Tenhouten, W. The Black Family: Mvth and Reality. Psychiatry 33:145-173,1970. King, K. \"A Comparision of the Negro and White Family PowerStructure In Lpw: Income Families\". Child and Family 6:65-74,1967. Mack, Delores. 1971 Rainwater, L. Family Design. 1965 Rodman,H. 'Tamily and Social Pathology in the Ghetto\". Science 161:756-762,1968. Billingsley, A. Black Families in White America. Englewood Cliffs, New Jersey: Prentice Hall, 1968.I I 20. I 21. I 22. I 23. 24. I 25.  26.  27. 28.  29. fl 30.. fl 31. 32. fl 33. Young. Virginia. \"Family and Childhood in an Southern Negro Community\". American Anthropologists 72:269-288, 1970. Hill, Robert The Strengths of Black Families. Emerson-Hall, 1972. Nobles, Wade W. \"Africanitv: Its Role in Black Families\". The Black Scholars 5:10-17, 1974. Valentine, C.A. Culture and Poverty. Chicago: University of Chicago Press, 1968. Young, V.H. \"A Black American Socialization Pattern\". American Ethnologist 1:405- 413, 1974. Dodson, J. Black Sylization and Implications for Child Welfare Final Report (OCD-CB- 422-C2). Washington D.C., Office of Child Development, 1975. Herskovits, M.J. Dahomev: An Ancient African Kingdom. New York, 1938. Augusten, J.J. The Myth of the Negro Past. New York: Harper and Row, 1941. Blassingame, J.W. The Slave Community: Plantation Life in Antebellum. New York: Oxford, 1972. Turnbull, C.M. Man in Africa. Garden City, New York: Doubleday, 1976. Nobles, W.W. A Formulative and Empirical Study of Black Families. Publication No. OCD-9b-C255, San Franciso: Westside Community Mental Health Center, 1975. Hayes, W. and Mendel, C.H. \"Extended Kinship in Black and White Families^. Journal of Marriage and the Family 35:51-57,1973. Dubey, S.N. \"Powerlessness and Orientation Toward Family and Children: A Study in Deviance\". Indian Journal of Social Work 32:35-43,1971. Stack, C.B. All Our Kin. New York: Harper and Row, 1974. fl II Fl I II I i aaaa I ROLES OF CELEBRATION AND CEREMONIES IN AFRICAN CULTURES RH I fl by fl fl Mary Arnold Twining, Ph.D. Lecturer Clark Atlanta University II la la II M I I Roles of Celebration and Ceremonies in African Cultures Mary Arnold Twining, Ph.D. I I I  M I fl fl fl II II d d All humans travel the life cycle in much the same way. It is how we meet, cope with and signalize these life crises that make the wonderful variety of human cultures. Naming customs and the celebrations attending the birth of a child begin the cultural rites of passage in the physical life cycle for one individual. The arrival of puberty is greeted with celebration in Aftican societies, as elsewhere, because the menarche (first menstruation) in young women and the onset of the sexual capacities of young men ensure the continuation of the group. In some African societies, both boys and girls undergo circumcision, bodily scarification and other rituals which demonstrate their ability to withstand pain. Beyond that the young people must demonstrate their ability to do a day's work and undertake ail the tasks an adult must do. At that point they could marry and start rhejr families. The joining of families is cause for great celebrations and sometimes they continue over an extended period. There are happy rituals of re-enforcement which celebrate the unity of the group, its identity, history and togetherness. The Ijele mask of the Igbo of Southeastern Nigeria is the symbol of one such unifying celebration. S^der rituals such as funerary rites, not only dispatch the fallen member of the group but also help to establish the reunification of the group who must re-order themselves to life without the departed member. As most of the cultural life in African societies has heretofore been driven by a strong sense of the powers that make life possible, religious and spiritual observances permeate the activities an a daily basis. Some of the ceremonials surrounding the secret societies give rise to festive occasions which are not always celebrations in the joyous sense of the word. The functions of secret sociteties have to do with the governance of the ethnic group. Their rituals and rites can be quite solemn, though festive, in the necessary performance of their duties as judges and governors which ensures the continuation of the round of life. A great deal of preparation goes into these festivals. Masks are carved of special woods, ceremonial dress is prepared with cloth and raffia, significant decorations are painted or otherwise attached such as cowrie shells or metal sheathing. Certain groups known as \"secret societies\" have regular meetings to fulfil their normal purposes such as white ot black or good and evil witches, judicial functions, social control, execution of malefactors, social and ethnic unity, education or indoctrination of young members of the society and healing among others. The festive ceremonial occasions are only the outward show of the inner (hence the name \"secret\") workings of each of the societal groups which contribute to the fabric of daily and holiday life. Occasionally the leader of a group will die and the selection and investiture of the new ruler occasions a great celebration which could last for days. African societies do not necessarily follow the rule of primogeniture (eldest child succeeds the father) but choose the one of the children they feel to be the best qualified. That person is then crowned and invested with the rights, privileges and responsibilities there unto appataining. Weddings are enthusiastically celebrated around the world and Africa is no exception, go-betweens begin the process in some Afiican societies, determining whether the family of the young woman or man would look with favor on both the family and person of the young woman/man. Should the finding be positive, negotiations follow. The marriages are arranged if the young people pass each other's inspection. In some societies, however, the young woman may not be consulted if the parents are trying to push through an advantageous marriage with an older, possibly wealthy, man. JI I The so-called bride price guarantees the bride's family some compensation for the loss of her and I her children's labor. Money, cowries or manillas (form of West Africa money) or ^ast Africa) cows (their form of currency) are given to the young woman or her family. Difficulties may arise later on if the money has been spent and the couple wishes to divorce - how to pay back the bnde wealth?! I The wedding itself is a ceremony of unification between two families and requires mutual ____________t_____________________*1.^ AMB tklA CYt^ I  obligatory gift exchange. Goats, cow or sheep, part of the food for the feast, are walked to the site and prepared during the ensuing several day long parties that foUow. Special cloths and g^ents arc prepared and worn while the old and young dance, sing and drum in great excitement. Ele^or Smith Bowen (pseud, Laura Bohannon), an anthropologist, recounts in her Return W LaUW\u0026gt; the instructions of the senior wife who was organizing a wedding ceremony. The elder wife of the leader of the village told her, in answer to her request to take part, that she better be prepared to dance all day once she committed herself to the activity.   The birth of a child which, it is hoped, will follow in due course after the wedding, is celebrated although mother and child are often isolated from the rest of the group to help insure their sunnval. They are brought out to attendant celebrations for the naming of the child, once it is deteimined mat it will live Fear of the ogbanii spirits, which come and leave, causing the death of the babies, governs activities at this point. A child will often be named for a relative who has recently died. Among the Yoruba such a child might be called babatunde meaning\" father returns. Other names might memorialize the conditions the day the child was bom or its position m the family line-up (e.g. the first after twins) among other things.  Babics represent the hope of biological immortality in Afaca as they do in our society. They also  comprise the labor force and old age insurance. Infertility in a woman is regarded as a di^saster She does not add to the riches of the group and so is an object of pity, somctuncs scorn. Special shrines exist where women make pilgrimage in hopes of increasing their fertility. Traveling troups perform dramas in village squares or dancing grounds to add to the festivities for fl fun and purposes of social control. Bright costumes, stilt dancers and dramatic performances liven fl If If If If up village life. Taking of titles is another occasion of joyous celebration as a woman or man will celebrate their achievements and change of status. Special jewelry and attire will be worn thereafter as^ outward sign of the elevated stams of the wearer. The jewelry might consist of arm or ankle bracelets, pectoral decorations or earrings. In addition to rites of passage and occasional ceremonies, there is also an ongoing round of festival activity which recognizes the various times of the agricultural or seasonal year. In Chinua Achebe's Arrow of God, there is a protracted discussion of the celebration of New Yam Day This festival begins the year and its new food supply among the Igbo of Southeastern Nigeria, but until the priest eats the first harvested yam, the festivities may not begin. The acuon of the novel revolves around this point It is the third book of the trilogy which bc^ns wim Things Fall Aoan. New Yam Day is a harvest celebration but there is also the recogmaon of the filling of the bams, a good crop, the end of the hard work of the harvest ^d the feast that follows the cooperative labor which has brought in the harvest These annual festivals arc a reguto future of life such as the Yam Festival of the Ewe, the Homowo of the Ga and the Bakatue of the Edena in addition to the New Yam Day of the Igbo among many others. Other annual festivals are memorial days to remember the dead such as the Adae of (of the Twi) or Egungun of the Yoruba.1 I I I I I       n M II II Fl There are certain personnel who may officiate at such ceremonies. These are members of a family, officials or other privileged people who may participate directly in the preparation, emergence of the masif or the close escorting of the niaskcd dancers. In the E^ngun ceremonies, men surround the sacred area wielding whips in order to discourage unauthorized person from approaching the dancers too closely. Eunoto is. a ceremony of passage among the Maasaii of Kenya (East Affica) which moves the young warriors from their young adult status toward that of an elder with its increased dignity and responsibility. Various proverbs such as, \"Now that you are an elder drop your weapons and use your head and wisdom instead\" or \"Master the art of the tongue and the wisdom of the mind\" or \"Family responsibilities rest on your shoulders,\" derive their meaning from these ceremonial passages. Some festivals have outlived their original purpose. An example is \"Akwamubo\" in Ghana. \"Akwamubo\" means path clearing. Now that the old paths have given way to paved roads, no one literally performs the ancient task, but the festival is still called \"Akwamubo.\" Arrivals returning from the city to their home village to the Ga harvest festival were formerly escorted by friends and relatives from the outskirts of their area to their homes. Now that the towns have spread, this procedure has become impractical so the celebrants arrive together in trucks singing and making merry as they approach. Rulers, high officials, and dignitaries are greeted with praise songs and drumming. These people then offer sacrifices of food to the ancestors. These memorial day rituals last one day in Akwapem. When they celebrate the ninth one, it is a state festival also. The week of Odwira in September in Akwapem goes something like this: Monday is path clearing, Tuesday, eating of the New Yam to begin the year offically, Wednesday is a mourning day, Thursday is feasting and making offerings to the dead, after parading to the shrine everyone may participate. That evening, gongs warn people to stay indoors while the procession of the dead passes by and the stools are taken to the stream for an annual cleansing\ngunfire signals the end of that ceremony. Friday the ruler hears praise from the leaders under him. They ail parade through the town in their festive regalia. They all pay tribute to the high ruler and the celebration of unity and identification with the continuity of this group continues into the evening. Festivals may include the consideration of law questions or problems, a round of praise and/or blame for those deserving of either and occasions such as the birthday of the prophet in Muslim areas. These events have serious and joyful aspects, ail of which contribute to the ongoing structure of the people's life. A festival which is held in Mali near the Bandiagara cliffs, is a religious one which begins wi the carving of a mask. The carver thanks the tree for its sacrifice and retreats to his workshop in the lee of the cliffs. He fashions the mask and grinds (with apprentice help) the plant and earth materials to make the paint He paints it and inscribes it with symbols of life and cosmic representations of man in the universe. The mask is donned and is worn in a dance performed by a long line of similarly caparisoned dancers who regularly strike the ground with the tip of the mask which is a foot or so above their heads. This action renews their contact with the earth, their mother, and rekindles the internal vibration of all matter. The dancers have a serious purpose in recreating the balance of the cosmos following the death of a member. This rebalancing is crucial as the imbalance created by the absence of that members energy is considered quite dangerous. The dancers come armed with the knowledge that they alone can set right the world, its people, plants, animals, and the stars. It lends their dancing a certain intensity. Other masks besides the Kanaga and Sirige among the Dogon of Mali include more ordinary types of characters in the neighborhood such as: blacksmith, shoemaker, etc. They also include the foreigners such as the Peul (Fulani) or Bamana woman\nmissus, the European woman and a humerous poke at Dokotor, the anthropologistI I I These festivals and their appurtenances are not fixed and unmoving. The peoples of Africa respond to modem times and outside influences. The ceremonial behavior reflects their ability to fit into a complex world Ind to take their places in the whole cosmic order. They have a strong sense of the cycles of life, death and rebirth of which the rituals and cermonies are outward symbols. The re-enactment of the yearly and longer cycles are reassuring as they seek to gain some measure of control in an unpredictable world. They renew themselves psychologically and insure their survival according to the ways their culture has taught them. I I I      n II II n- - I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I ill. Interdisciplinary Resource Guide A. Levels - Pre-Kindergarten to Grade 6 B. Disciplines I 1. Language Arts 2. Mathemati cs I 3. Science  4. Social Studies I a a a a a a aI a PKBdDMOBBQAKTEM I Language Arts 1. I I 2. I 3. The people of Africa speak many different languages. One language which is spoken by many African people is Swahili. (Kiswahili) Feelings, Muriel. Jamoo Means Hello\na Swahili Alphabet Book. In Africa people enjoy telling and listening to folktales, poetry, fables and ayths. Some favorite stories are about Anansi the Spider and Kwaku (Kwa Ku'} Aaanse. McDermott, Gerald. Anansi the Spider, a Tate from the Ashanti. Today there are many stories and books written for children by African Assericans. Some of the Days of Everett Anderson, First Pink Light, and Stevie are examples. a Math 1. African children learn to count by playing counting games. Counting in Swahili from one to five is fun for us to learn. (For example, see Math, Grade One.) a 2. a 3. African symools (pyramids, drums, stools, double bells)- can be used tor counting. Geometric shapes (circles, squares, rectangles and triangles) can be found in Africa. These shapes can be found in buildings, art wora, aesigns on cloth. pyramids, etc. ZaslavsKy, Claudia. Africa Counts. a a a a a a a I aI I PRE-UHOERGARTEH I Social Studies 1. Africa is a land that is far away from where we live. a 2. Just as the people of America have many skin colors, the people of Africa have auny skin colors. I 3. Many African names have meanings. 4. (higeria). African people use the fruit of many plants for food. Example: Chrisara \u0026gt; God knows best I I dates from palm tree bananas from banana tree cocoa from cocoa tree peanuts from peanut plant Science I 1. African animals live on the plains (grasslands), in the water, in thick forests (rainforests), on farms ano deserts.   Some animals that live on the plains are elephants, antelopes, teoras, giraffes, rhinoceros, lions, leopards, and hyenas. Some animals that live in forests are monkeys, chimpanzees, gorillas, and birds. 2. fl Banana, palm and cocoa Africa has many kinds of flowers, bushes, and trees. The fruits of these trees are trees can be be found in some parts of Airica. used for food. 3. African Americans made important contributions to science and invented many useful things. fl Among the African American scientists and inventors that may be presented to students are Garrett Morgan ano J.L. Love. Garrett Morgan invented he sold the patent rights to the fl the first automatfc stop signal in 1923. General Electric Company for $4U,0uu. sharpener in 1897. J.L. Love invented the pencil Resource oooks for stories about other African Americans: fl Adams, RusseU L.. Editor. Great Negroes Past and Present. Activity Books. Black science horKiny Easier. fl Black Science i........_______, ------- - Dakin, Eli, Black Achievers In Space, W.A.S.A. Johnson, Glendell. Black Inventors and Scientists Aho Had A riano In The Activity Book, vol. 111. Shaping of America.a a a . 1. a I I I  a a a a KIMDEKQAKTBN fnguige Arts 2. 3. Many of the folktales of Africans and African Americans are about important events in their lives. Many of their folktales have animals as their main characters. (The African American tales about Brer Rabbit are the same as some of the Ahansi tales). The rabbit is an animal who appears in many West African tales where he is famous for his quick thinking. Lester, Julius. Black Folktales. The people of Africa speak many different languages. Swahili (Kiswahili) is an important language. It is spoken in many parts of Africa. Feelings, Muriel. Moja Means One. Some African people painted pictures about their life on rocss and stones. Davidson, Basil. African Kingdoms. Math 1. Finger signs are used oy some Africans to make sure the listener unoerstanos the numoer they are saying, Zaslavsky, Clauoia. Africa Counts. 2. A way to tell time was invented by the Africans, first to invent the calendar that we use today. Ancient Egyptians were the 3. 4. African children learn counting games that help to develop their counting skills. All people have words in their language to name numbers. Swahili words for the numoers 1-10 are easy to learn. (See Math, Grade One.) S. Science Many geometric shapes can be founa in Africa, buildings, art work, cloth, pyramids, etc. These shapes are I'ouno in 1. a a African animals live on the plains (grasslands), in the water, in thick forests (rainforests), on farms and in aeserts. a 2. a - Some animals that live on the plains are elephants, antelopes, te\u0026amp;ras. giraffes, rhinoceros, lions, leopards, and hyenas. Animals that live on farms are pigs, sheep, chickens, goats ano cattle. Africa has many kinds of flowers, bushes, and trees. The ancient Africans used plants to make paper. This Egyptian paper was made from papyrus, a reed plant that grew along the Nile River. a aI I UMUBBUAKam I Science (con'l) 3. Africans grow crops America. and raise tarm animals that are similar to those found in 4. I African Americans have maoe important eontrioutions to science ana invented many useful things. These are suggestions of African Americans who may be presented to students: I He helped to I Beniamin Banneker was born a free man in 1731 in Baltimore. MaryUnd. He was a gifted astronomer, mathematician, and surveyor. P- design and lay out the city of Washington, O.C. The first wooden movable parts clock in America was built by Benjamin Banneker. I I Lewis H. Latimer, a Diack draftsman, made the drawings for Alexander Graham Bells telephone. He also invented a technique for maxing carbon 1-r-* in Al** Edison asked Lewis Latimer to work with him on a cotton filament for the electric light oulb. filaments for lamps. Lewis Latimer's inexpensive cotton filament made the light oulo practical lor homes. I Resource books for stories about other African Americans in the field of science:  Adams. Russell L. Great Negroes Past and Present. Hayden. Robert C.. A lalute To Black Scientists and Inventors. AifAn F The Hidoen Contributors\nBlack Scientists and Klein, Aaron .. Contributors? Inventors in America.  Social Studies 1. Africa is the second largest continent. it is far away from where we live. II 2. People in Africa wear clotnes that fit the climate in which they live. In the desert, people wear loose, flowing robes\nin the rainforest, people oo not wear  F r .... ____1. likA UAliWC much clothing. M McLeod. M.D. The Ashante. Some African people wear clothes like yours. 3. d in Africa different kinds of houses are found where there are different climates. Flat rools are founo in cry areas. In rainy areas the roofs are steep so that the rial _______ Amn Ka Mil l tlUiekK rain runs off. Nomaos need portaole houses or houses that can De built quickly. I e.g. tents and wooa and grass houses. d 4. Africa has many different people, light to very darx. They have different skin colors, from very dfl \u0026lt; GBADE 1 Language Arts fl X. fl fl 2. fl fl s. Folktales are stories that are told by people in a community. The eharaeten in these stories teach people how to be friendly, honest, kind and fair to each other. The West African stories about Anansi the Spider are stories that arc fun to hear and tell but also teach some vary important lessons about getting along with ethers. Another type of story, known as a fable was told by an African named Aesop. Example: \"The Tortoise and the Bare,\" Baley, Gail E. A Story, A Story. Bistory was passed from parents to their ehOAwn or grandchildren in an oral form bl Africa. Oral literature is still respected. An African storyteller (known in seme places in Africa as the griot) tells stories about things but happened long ago and about events that happen from day to day in the village. The people of Africa apeak many different languages. One of the most important languages in Africa is Kswahlli. It is spoken by people on the east coast, in countries in the middle part of Africa, and in Nigeria. R 4. Some African people painted pictures about their life on large rocks. Egyptians added a kind of writing called hierogyphies to their art. TXie R Math 1. R Arabic numerals (1, 2, 3, 4, 5, 6, 7, 8, 9, 0) were used by Morth Africans before they were introduced to Europeans. 2. R All people have words in their language to name numbers. Swahili words for the numbers 1-10 are: one - moja (mojah) two - mbili (m-bee-leel three - tatu (ta-too) four - nne (n-nay) five - tano (lah-no) six - Sita (aee*tah) seven - saba (sah-bah) eight - nane (nah-nay) nine - tisa (tee-sahl ten - kumi (koo-mee) M 3. II 4. d Peelings, MurieL Moja Means One, a Swahili Counting Book. The ancient Egyptians were the first to use fractions. Accurate measurements were needed to build pyramids and other objects. In Africa many different objects such as cattle, iron goods, beads and cowrie shells were used at one time or another for money. Today Africans use coins and bills. 5. II 6. 7. African and African Americans have made contributions to mathematics. - A professor of mathematics and science at Harvard University, J. Ernest Wilkins, worked for the American Optical Company in ftiffalo. He also worked on the atomic bomb project. - David R. Hedgley works in computer graphics. He developed a code for making S-dimensional shapes. Some of our basic units of time come from Egypt. Example: the 365-\u0026gt;day year and the 24-hour day. The ancient Egyptians were the first to use a written measurement of area.I I GBADE 1 Science I 1. I I 2. I African animals live on the plains (savannas), In the water or near the water, in thick forests (rainforests). In the desert, and on the mounUlns (highlands). Gazelles, foxes, rabbits, camels, bullfrogs and other animals live in the desert. Crocodiles, fish, hippopotamuses, storks, egrets, flamingoes and other animals live In the water or near the water. Africa has farm areas. Crops need good son and sufficient water. Good farmlands are found in the highlands. S. The Nile River I nje Nile River in Africa is the longest river In the world. provides fertile soil and enough water for farming In Egypt and the Sudan. 4. M 5. In some dry areas of Africa, farming is possible because the people have Irrigated the land. The Egyptian system of writing was a picture writing system called hieroglyphics! I M Resource books to use: - Johnson, Sylvia A. The Wildlife Atlas. - Lewin, Hugh- Jafta,. McBride, Angus and Thomas, Erie. Ancient Egypt. Pine, Tilles S. and Levine, Joseph. The Egyptians Knew. I 6. African Americans have made important contributions to science and have These are suggestions of African Americans who Invented many useful things. II may be presented to students: - Dr. George Washington Carver, scientist, discovered over 200 uses for the peanut. He also made products from the sweet potato, wood shavings and other plants. - W. Johnson invented the egg beater, February 5, 1884. M Resource books for stories about other African Americans: II Black Science Activity Books. Black Science Working Easier. Black Pioneers In Science and Inventions. American Black Scientists and Haber, Louis. , , , ___ National Science Teachers Association. Inventors. d MI  Orade 1 * Social Studies I 1. I I 2. I s. I 4. I H 5. H M fl African families have a variety of ouftoraa end traditiona. Oiara (eheh*-rdt) (^lildren of East Africa are brought up with other children of the same age and aex. These ehUdren work, play and go (o school together, h a special earemeny the children become adults. For tills eeremony the ehOdren wear traditional dress and paint their faces. Musgrove, Muriel, Ashanti to Zulu. Africa is the second largest continent in the world. The United States could fit Inside Africa three times and there would be room to spare. African Americans have many different Jobs. Some of these are firefighters, police officers, doctors, politicians, business people, teachers, tradesmen, etc. . The Afro-American Encyclopedia. Vol. 7. The people of Africa have manv kinds of Jobs. Most of the people are farmers. Some people herd animals. People who live In the cities are doctors, lawyers, teachers, carpenters, miners, business people, etc. African Americans have made important contributions to the growth of the United States. A few of these people were Langston Hughes, Crispus Attacks, Charles White, Madame C.J. Walker, and Jane M. Bolin. Langston Hughes (1902-1967) was an essayist, playwright and poet. Crispus Attucks ( -1770) was the first colonist to die in the American Revolution. Madame C.J. Walker (1867-1919) was the first African American millionaire businesswoman. Jane M. Bolin (1908 -) was the first African American Judge. Charles White (1918-1981) was a graphic artist and educator. (Adams, RusseU. Great Negroes Past and Present.) I fl fl 1 fl ri ri * R QUADS I I Language Arts R I 1. 2. Although the people who live In Africa apeak their own language, Kswahfli is a common langue^which many Africans understand. Ksw^ili is spoken in ^ml SriStTaW Se east coast of Africa and In Nigeria. It Is one of languages silken in Africa. Borne other languagw ^an by many Africana are Arable. Hausa. Pranch and English. _ Kunjufu, Jawanza. Lessons From Kstory: A Oalabratlon in Blacknag. stories that teach people how to fat al\u0026lt; with oad) R PoBctales are stories that teaen people now w get wun wa to be honest, kind and fair. Kwaku Anansi the Spidw is a POP1\" \u0026lt;0' West Africa.  bi the Carribbean he is known as \"Aunt Nancy. Aesop, who lived long ago, wrote simlllar stories called fables: Example: ^nie Lion R and the Mouse.\" Beckwith, Martha. Black Roadways, Jamaican Anansi Btorles. I I I 3. walking encyclopedias of West Africa. They teU the history of their ~ _______________vtiean^ MARV Ai QHotS Btt WSDcinC cnCyClOp^QlAS OI WCSX /lincB* mvy ACAI uic \u0026gt;i* J p^ple in songs and stories. Their songs can be happy, sad or funny. Many of .t__ ________________Af{AA. their stories tell about great leaders of Africa. Kerina, Jane. African Crafts. 4. Ancient Africans made paper. grew along the Nile River. ... n Mokhtar, G., ed. General History of Africa u. . Egyptians made paper from papyus, a plant that They used the ends of thin papyus reeds as pens. Mokhtar, G., ed. 5. used I Egyptians Invented a type of writing caUed ^fj*^***. J^tehZb^t^Rebus pictures in a way similar to the way we use lettere of the aWbet t^bus writing). The writing on the walls of the temples tell about the history and bfe of the Egyptians. n II Math 1. 2. 3. 4. 5. The early Africans had a system for measuring height and weight. The ancient Egyptians were the first people to use fractions. The ancient Egyptians were the first people to divide a day into 2 parts of 12 hours. created several calendars. One was based on changes in We still use their annual calendar The ancient Egyptians the moon\nanother was based on the sun. which has 12 months of 30 days with a total of 3S5 days. The ancient Egyptians were the first people to uae a written system for measuring M M II 6. area. African and African Americans have mathematics. made algnlficant contributions to mathematician, surveyor and Inventor. He helped Beniamin Banneker was a - to design the city of Washington, D.C. . (Pine, Tillie S. and Levine, Joseph. The Egyptians Knew.)I GRADES I Science I 1. M some dry areas of Africa, farming is possible because the people have irrigated the land. Pine, Tillie S. The Africans Knew. I 2. I Africans of long ago knew how to make medicines from herbs and plants to cure sickness. They made their own form of aspirin and thousands of other nedieines. Adams, Hunter Ravelin, HL \"African and African-American ContrfcotioRS to Science and Technology.\" s. I The ancient Africans knew how to work iron and copper. They used Iron and copper to make cooking utensils, weapons, statues and other objects. Pine, Tillie S. The Africans Knew. 4. a The ancient Egyptians knew how to protect their eyes from the sun by putting kohl around their eyes. Today football players use black grease paint for the same purpose. a 5. Imhotep, an African physician, was considered to be the real \"Father of Medicine.\" This Eg^tian lived in 2300 B.C. 6. The oldest ship in the world was found Inside the Great Pyramid of Cheops In a Giza, Egypt in October, 1987. discovered the 4,600 year old boat inside the tomb. Men of science, using space-age technology, a 7. El-Baz, Farouk, \"Finding a Pharaoh's Funeral Bark\". Hational Geographic, April, 1988. a African Americans have made important contributions to science and have invented many useful things. These are suggestions of African Americans who may be presented to students: a Dr. Charles R. Drew founded the blood bank program. He directed the first American Red Cross blood bank program. J. Ernest Wilkins assisted in the development of the first atomic bomb. a Resource books for stories about other African Americans: a CIBA - GEIGY Corporation. Exceptional Black Scientists. Posters are available. Diggs, Irene. BUck Innovators. Adams, RussellTT Great N^oes Past and Present. a a aI I Grade S Social Studies . . ... \"Some At rican families consist of a mother, father and ehildrtii. other tamilies are extended and may include grandparents, parents, children, aunts, uncles, and  1. I I 2. eousins. The African extended family home includes a house for each indivioual family. I 3. There have been many outslanoitig African leaders. Examples: Mansa Musa. I I I Queen Nxingha (Ne'xin ga). and Bishop Tutu. Green, Richard, ed. A Salute to Historic African gings and Queens. Mansa Musa (Man'-*a Moo'-aa) was the ruler of the Mandingo empire of Mali from 1312 - 1337. The empire of Mali was one of the three great African empires. Queen Hzingha (N-tin-gah) was a warrior queen of the country that is known today as Angola. She fought against European domination of her country for many years. She lived from 1623 - 1663. Bishop Tutu is an outspoken African leaner against apartheid in South Africa today, tie is an Anglican Bishop. I 4. There have oeen many outstanoing African American leaoers. Examples: Jordan, Shirley Chisholm, and Jesse Jackson. BarDara I I I Barbara Jordan is a former U.S. Representative and presently a Professor at the University of Texas at Austin. She made the nominating speech for the vice-president candidate at the Democratic National Convention. Shirley Chisholm (1924 - present) - She is a politician, educator, the first oiacK female elected to the United States Congress ana in 19'2 the first biact\nperson to seek the presidency of the U.S. Jesse Jacxson (1941 - present) - He is the minister, community activist, and organizer, who was a presidential candidate in 1964 ana 198a. 5. Alrican American men and women helped to seitle the western Unitea Slates. I Some of them were: DicK\" Love, and the Buffalo Solaiers. Durham, Philip. The Negro Cowboy. Mary Fields, Bill Piexett, Jim Becxworth. Mat \"Ueaowooa II 6. Africa has many different kinds of land. There are mountains, valleys, and plains^. Some places have little or no rain and are called deserts, r-- xy-  lot of rain, and they are called ram forests. In the places called savannahs, it Other places have a  lot of rain, and they are called ram forests. fl rains from lime to time. A New True Book: Africa. George, D.V. fl fl flI arade  I Language Arts I 1. The strong oral tradition of foDc tales, songs, riddles, and myths by African people was followed by written literature. I 2. Aesop, an African who lived in the sixth century, B.C. to famous for hb fables, which Uught common serwe truths with a touch of humor. Aesop (Greek name Esop\" b the same as Ethlop). The Boy Scouts' motto: - ------- Be Prepared\" b I s. I 4. I I attributed to Aesop. ki toe 54 countries on toe continent of Africa, there are ever 2,080 African dialects and languages spoken. Many people of Africa are fluent in many different languages. Language is the oral expression of a people's culture and value system. Folktales\nCooper, Joyce. The Adventures of Spider Guy, Rosa. Mother Crocodile. Ardema, Verna. Whv Mosquitoes Buzz in People's Ears. a I Proverbs\nThe day on which one starts out is not the time to start one's preparations. (Nigeria). He who learns, teaches (Ethiopia). I a Riddles\nYou dont need to call him to foUow you. (Your shadow) Ghana. My father built me a house without windows. (An egg) Ghana. Woodson, Carter G. The Story of the Negro Retold. a 5. a Talking Drums\nPrice, Christine. Talking Drums of Africa Rock paintings related facts about the lifestyles, migration and survival of ancient Africans. Frobenius, Leo. African Genesis a 1 a a a J,I ana* * I Mathematics 1. I Vw thousands of years, Africa was the eenter of mathematics. The first written numerals were developed by the people of ancient Egypt. 2. I s. I 4.  I a 5. a 6. a Multiplication is a short cut for addition. Ancient Egyptians developed a method for multiplication that was easy to use and onderatand. The Ethiopian ealendar had 12 months of SO days each and a ISth month of S days (or 6 days in leap year). People use money to make it easier to buy and sen things. Many different thirds can be used as money as long as people agree on its value, bi Africa people have used salt, lengths of cloth, sea shells, beads, objects made of iron or eopoer, and gold dust as money. Not all of these things served as money everywhere and frequently a combination ot them oompoaed a currency system. Examples: In East Africa, cattle, sheep and goats\niron goods\nbeads and cowrie shells in that order of value, made up the system. Zaslavsky, Claudia. African Counts. Some African countries use minted coins. Coins were made and used along the east coast of Africa beginning In the early fourteenth century. Gold coins were made in Timbuktu in the ISth century. Leo Africanus, Hakluyt. The History and Diaeovery of Africa. The United States one doUar bill carries the Egyptian symbols of a pyramid and an open eye as aekowledgement of our link with the Egyptian past. Connah, Graham. African Civilixations. a a a a ! a aI Grade S I 1 I Science II 1. , . 11.11 avM* TOO eeee ko had a modern view of our solar T^ilmiverie ofttie stars was Important to I They were who In th. 2. I dlnnUon by miiemml Oie Bm. would flood Hs 3. I African Americans have \"\"J* and invented many useful things. Important contributions to the field of Science 4. Resource books for stories about other African Americans in the field of acience: I Afro-Americans in Science and Exploration^ Burrell, William F. ---------------- American Scientists and Inventors. The I Ploski, Harry A. and Williams, James. Work on the Afro-American. I I I S. an African American mathematician, inventor, and enabled him to predict the solar eclipse 1 I I g and patented the fountain pen In 1390. I Social Studies g 1. Africa is the birthplace of man. bones of man were w.* AU of mankind b^an in Africa, found in the Olduvai Gorge in Africa. The oldest g 2. n 3. 4. n n 5.  It is a land of many second largest continent In the  forms (topography) and types of animals. A Child's Walk Through Africa. Africa is the _ contrasts: temperatures, land Levin, Bobbie and Lichter, Carolyn. Egypt is in Africa. Egyptian civilixation is African. manv kinds of communities in Airica. wiub who farm, herd animals, fish, or work In cities. interests. There are made up of people Some scholars assert that African communities Bring on the made very early transatlantic eross^ to th* ^wSrt?iKi^i?e- time of Christopher Columbus. Ward, W.1. Mrlca Befy the W^e Mm \u0026gt; Woodton, Carter G. The African nieu.rv af America: von Wuthenau, Alexander, gnexpeettd .,acL-lU the nkaoverv of America\nvon Wuthenau, Alexai^r. Ancient America\nVan S^ma, Ivan. They Came Before Columbuj.I I Grade 4 Social Studies I I I I 1. Cities have been part of life in African Kingdoms for l*UMnos of years. first cities were cities grew up c along the Nile, in Kush and Egypt, 5,000 years ago. along the northern coast about 3,000 years ago. The Other 2. The ruins of the Cities developed in West Africa more than 2.000 years ago. ftrit citj of^enne on the Niger River dates back to the third century B.C. A^ the east coast, city Ufe became important about 0O-W0 years ago. Mel^osh Susan Recent j**-~\u0026gt;~**** ana Dates fram West Af Archaeologieal Research ano from Africa. 3. Some archaeologists have estimated that in the year 1200 there were 21 cities on the continent, each with a population of 20,000 or wore. Connah, Graham. African Civilizations.- I Language Arts I 1. 2. I I I I 3. 4. I The ancient Egyptians communicated by using hieroglyphics (picture/rebus writing) to send messages and to record their history. Hieroglyphic writings were done on papyrus paper, temple walls, and in ether places. African proverbs and myths preserve the history and cultural beliefs ot its people. The proverbs stress courage, sense and iosight. \u0026gt; An ignorant nan is a slave. Whoever works without knowledge works uselessly. \u0026gt; Not to know is bad\nnot to wish to know is worse. \u0026gt; The dawn does not come twice to wake a sun. Lies, however numerous, will be caught by truth when it rises. Woodson, Carter G. and Wesley. Charles H. The Story of the Negro Retold. African American writers like Julius Lester (Blaeit Folktales) and Virginia Hamilton (The People Could Fly) told folstales in natural, easy to reao language. Two 188u folktale colleciions nelped to popularise Anansi (a Ghanahan folk hero) in America: The Aoventure of Spider ano More Aoventures of Spioer, oy Joyce Copper Arkhursi. n n I Onrte 4 I Mathematigs I 1. EGYPTIAN FRACTIONS Ancient Egyptian fractions were usually expressed as unit fractions, 1/3, 1/12. I The numerator was usually 1, but the denominator was dtanfeable. This tYp of thinking would Uke the fraction 7/B and express It es the turn of i  4  1/8\nafter thinking about It as 4/8  2/8  1/8. Modern-day activities with money and maki{\u0026lt; change arc diraetly related to tttte type of thinking. I I I 2. 3. The University of the State of New York/State Education Department, Division of Intercultural Relations in Educatlon/ABany, New York 12224. The What and How of Teaching Afro-American Culture and History in the Klemontarv Sohools. The Ahmes Papyrus, the eldest recognized mathematical document, was written in E^t. This papyrus contained the correct formulas for the area of a triangle, rectangle, trapezoid and a good approximation for the area of a circle and the volume of a cylinder. g g g The University of the Sute of New York/SU te Education Department, Division of Intercultural Relations in Education/Albany, New York 12224. The t^at and How of Teaching Afro-American Culture and History in the Elementary Schools. The Ethiopian calendar year consists of 12 months of 80 days each and a 13th month of 5 days (or 6 for leap year). This is much like the old Egyptian calendar which dates back to 4236 B.C. The Ethiopian year begins during the 9th month of the Western calendar. Western year Western month Ethiopian month Ethiopian year 1969 II Sept. - 11-Oct. 10 Oct. - 11-Nov. 9 Nov. - 10-Dec. 9 Dec. - 10-Jan. 8 Jan. - 9-Feb. 7 Feb. - 8-Mar. 9 Mar. - 10-Apr. 8 Apr. - 9-June 7 May - 9-June 7 June - 8-July 7 July - S-Aug. 6 Aug. - 7'*Sept. 5 Sept. - 6-*8ept. 10 Maskaram Tikimt Hidar Tehsas Tir Yakatit Masgabit Miyazya Ginbot Sane Ramie Nahase Pagumen 1962 n H H M The University of the State of New York/State Education Department, Division of Intercultural Relations in Education/Albany, New York 12224. The What and How of Teaching Afro-American Culture and History in the Elementary Schools.I I Grade 4 Science I 1. I Pottery was first used in the central region of the Sahara, at the time when the Sahara had lots of water and many plants and people. It orougnt about a change in how food was prepared because the invention of pottery made it easier to transport water and other liquids. Previously, eontainers had to be made from dried gourds or wood. With more convenient eontainers for transporting water, people could settle further from sources of water. I McIntosh, Susan and Roderick. Recent Archeological Research and Oates from West Africa, \"Journal of African History\". I 2. Sutton, J.E.G. \"The Aquatic Civilization of Middle Africa,\" Journal of African History. The first lunar and solar ealendar was invented in Africa by the Egyptians. a 3. Africans learned how to grow sorghum and millet and sesame, about 3,000 B.C. I 4. Ancient African plant medicine was more oeveloped than any other plant medicine in the world. Africans had their own herbal pain relievers ano an effective cure for diarrhea. The Zulus, alone, know the medicinal uses of 7U0 plants. I African Americans made important contributions to and are responsioile for many useful scientific inventions. I T.J. Marshall invented and patented a fire extinguisher in 1872. Resource books for stories about other African Americans in the field of science. I Calkins, V. The Man Who Stopped Traffic. CIBA-GEIGY Corporation. Exceptional Black Scientists. 1 Hayden, Robert C. A Salute to Historic Black Scientists and Inventors. n Schraft, A.E, The Real Mr. McCoy. fl fl fl flI I. Grade S I Language Arts I 1. I I 2. Oral history in some parts of Africa is kept oy historians whose only work is to know and narrate history. In West Africa these apeeiaiisu are called jriots. One of the earliest long works of oral history is the Epic of SundiaU, the founder of the Mali empire. This great story is known by many west Airican griots, it Ims been recorded several times by other historians. The exchange between Sundiata and his enemy Sumanguru sounds much like the boasting that we bear today in our culture. Proverbs are one form of literature found throughout Africa. They express the same kind of common sense, often in humorous form, that we value in our culture. The selfish man is told: if you'love yourself, others will hate you. If II II 3. 4. II 6. you huraole yourself, others will love you. - A buiierfly that brushes against thorns will tear his wings. . When the fox dies, fowls oo not mourn. He who goes wiih a wolf will learn to howl. Woodson. Carter G. and Wesley. Cnarles H. The Story of the Negro Retold. Oral literature is still respected ana enjoyed in African countries, ana the folktale is its most common form. There are typical themes in African ano African American myths ano stories. Some repealeo themes include: creation, the gods, the separation of man from God, the origin and characteristics of death, human imperfeetioii, problems in human relationships, ana male/female similarities ano differences. African languages have influenced the vocaoulary, structure and grammar of American English. There are examples in the southern United States that show features of African languages. Some of these woros are: Nana - grandmother tola to tote II Nyamol - yam Nguoa - goooer {peanut Duller) ishinnji - chincn (Dug) gumDo-KingumDo - otcra II M d II I Science I I 1. 2. 3. An astronomical ooservation, uncovered in Kenya, oateo Mu years before Christ. We know from the stone monoliths that they left standing that the people who lived near Lake Turxana in Kenya understood tne movement of the stars about SOU B.C. Their huge upright stones have been found to oorraspond to the aaimuths of imporunt rising stars or constellations. The local people named this place Mamoratunga, which means stone people. They used the stooes to sight the stars. I I Cornell, James. The First Stargaxers. A group of people in West Africa known as the Oogon had a Modem view of our solar system ana of the universe. They knew the Moon was barren and could identify details about a star that can only be seen by a powerful telescope. n These I\u0026gt;ogon people of Mali have been plotting the eroits of stars, ie. Sirius \u0026gt; for at least 70u years. They had very extensive knowledge of astronomy. Knowledge of the stars was very important to people who travelled across the desert, just as I it was to navigators on tne ocean. Keeping trecK of the passage of tine with changes in stars and the moon was also important to farmers. They needeo to a know when to expect the beginning of the season of rains so they could prepare to plant. A numoer of other African peoples are said to have great knowledge of the stars. There are many African Americans involved in space technology and research. I Lt. Colonel Guy Bluford became the first African American to be sent into space on August 3u, 19(13. I I 1 Colonel Frederick D. Gregory, a research test pilot for the Air Force, was ioaneo to NASA three years ago to fly research missions, cockpits for commercial planes. Ue redesigned and built I Issac Gillam, IV is the highest ranging operations officer at MASA. n 1 n a Mr I Grade B I Social Studies 1. I I I Four important slates grew up across the middle of West Africa. They were Ghana, Mali, Songhay and Kanem - Bornu. Mali is the best known among European scholars. \u0026gt; Mali is the best known of these states to Europeans because of the extraordinary trip made by its ruler Manaa Musa to Arabia. Mansa Musa practiced Islam, and traveled to Mecca, as required by his religion. Be was enormously wealthy and spent so much gold in Egypt that he eaused the economy to decline. (He traveled with *0,000 attendants and 12,000 alavcsj Songhay place in and Gao. is known for the development of learning and science that took the Muslim communities of the leading cities of Timouktu, Jenne 2. From the 14th century until the Moorish invasion, the city of Timbuktu and the University of Sanxore in the Songhay Empire were the intellectual centers of Africa. Jackson, John G. Introduction to African Civilization. I 3. I I Hl 4. M HI IN M When Africans explored the \"New Worlds\" they traveled alone, as well as with other peoples. They left traces of their culture everywhere. Van Sertima, Ivan. They Came Before Columbus. Jeffreys, M.D.W. Pre-Columbian Negros in Amwiea. Gibb, H.A-R. (translator). Travels tn ^ia and Africa. The What and How of Teaching Afro-Amerietui Culture and History In the Elementary Schools. The University of the 8ute o/ New York, The State Education Department Division of Intercultural Relations in Education, Albany, New'York, 1972. Throughout history, slavery was practiced in some form by many people such as the Greeks, the Romans and ancient Egyptians. The worst slavery was practiced upon Black Africans and has had a lasting effect on Blaca people today. Some historians have recorded an African presence in the European explorations of the New World. - Thirty Africans were with Balboa when he discovered the Pacific Ocean. - Cortez carried Africans with him to Mexico, and one oi them planted ano harvested the first wheat crop in the Hew World. - Africans accompanied Pizarro on his Peruvian expedition and earned him to the cathedral after he was murdered. - Africans were with Coronado in the Spanish conquest of Hew Mexica and Africans were with the French in their exploration of Canada and the Ohio Valley. Jean Baptiste Point Ou Saole, a French-speaking Olack, ouiit the first ouilding in the settlement that became Chicago. IN M Mr 9 OnKte S 9 Languare Arts 1. 9 The African peoples apeak many languages\never 2,000 languages and dialects are spoken on the continent of Africa today. The most commonly used language tn eantral Bast and South Africa is Ktsarahlli. 2. 9 s. The ancient Khoi- Khoi er Khoisan (\u0026amp;ahman) of southern Africa related facts about their lifestyles, religion, and mythology by painting on rocks. 9 Around 4,000 B.C., the Egyptians began to develop a writing system based on pictographs called hieroglyi^ies. This African writing system employs characters in the form of pictures (rebus writing). 4. 9 The Egyptians added written inscriptions or hieroglyphics to their rock art. These hieroglyphics were found on the rocks, walls and columns of temples and tombs, of these people. They tell of history, daily life, religion, and mythology 9 5. The Rosetta Stone identical messages was found in 1799 in Rosetta, Egypt. It contained in Egyptian hieroglyphics, the Greek alphabet, and 9 demotic characters. The French scholar, Champolion, was able to use the Greek and the demotic alphabet to decipher the hieroglyphics opening to the world the wealth of ancient Egyptian history, literature, and culture. 9 6. The manufacture of papyrus and reed pens made record-keeping common and available to the educated classes.  9 9 9 fl fl flr  OMbte t I MtW I 1. Africans I 2.  3.  4.  developed the mathematical sciences of arithmetic, algebra, They used these sciences to become great ! Vnd anginws\nbuUdlng pyramids, temples, and statuary that are feometry and trigonometry. architects stlU standing today.  The Yoruba numbers (Higeria) are a complex ^system teatwM for the purpose of counting large anmben of oowries \u0026lt;W\u0026gt;ells). aMltion,*^ltiplIcation, and irtjtraction. M cur system, we w Mltlon- Ter Simple\n131 b one hundred, pte W . plua 1. We al multiplication, twenty is ^o tens, 500 te 5 times 100, etc. Torub numbers would illustrate 50 as tO x 3 - 10. numbers The Egyptian method of multiplication is a natural way to Illustrate the distributive property. eg. 13 X 27  (1 * 4 + 8) (27) 1 (27)  (4) (27)  (8) (27) of the earth accurately. numbers. Lumpkin, Beatrice. Mathematics, Baseline Essay.\" \"African and African American Contributions to H a  B  M H K V GBADE I I Seitnee 1. V 2. I 1 3. I 1 I 4.  s. I 6. African natiens/peoples ca* the world many acientlfle Imrentiona and diacoveries in the areas of madieinar arehitaeture* astronomy, and dentistry* One of the (reat aeiantists ot ancient Africa was Imhotep. Be was a philosopher, architect, mathematician, and priest. He is known as the Father of Medicine, this African cenius te oaually regarded as the first physician in history and the architect of the step pyramid. During several mlllenla. Blacks bi ancient Egypt made numerous contributions to medicine and were acknowledged as the inventors of the art of medicine. They produced the earliest physicians, medical knowi^e, and medical literature. They contributed to the development of m^ieme in ancient Greece. The development of Greek medicine was strongly influenced by Eg^tian medicine. Pythagorus, who studied in Egypt, was a major link through which blacks influenced Hippocrates and Greek medicine. The Egyptians were writing medical textbooks as early as 5000 years ago. Van Sertima, Ivan. Blacks in Science. The Egyptians produced large scale systems for controlling water through Irrigation and dams and also the smaller devices of shaduf, saqiya and water screw to lift water from one level to the next. Egyptians were responsible for mummification, the beginnings of surveying, and time systems (sand, hour glass, calibrated candles and calendar). An African American, L R. Johnson, Invented the bicycle frame in 1899. Resource books for stories about other Black Americans:  Adams, Russell Carwell, Hattie. II CIBA-GEIGY Corporation. L.,( Editor^ Great Negroes Past and P^ent. . Blacks in Science\nistrophysieist to Zoologist. Exceptional Black Scientist M n flAFRICAN/AFRICAN AMERICAN HISTORY PROGRAM R IV. Maps R I R R R \\ f H R R 9 OS M M Ek n R H 0 4 - i/P'' ssaBSMiBia SBnBHMSHII I a a aaaaaa aa aa a AFRICA a p I I w aa a I I a I I OUINEA-BISSAU MAURITANIA ] I MAU IHEUJv-------J NIGER CHAD ^LUnUNX / .J f FASO GUmEAS^^ J NIGERIA ETHIOPIA BENIN LIBERIA TOGO J abon'I/J iS'' ZAIRE BURUNDI TANZANIA  SIERRA LEONE CENTRAL s AFRICAN REPUBLIC EQUATORIAL-GUINEA - )- jvORY i* \\ I / ^ioAST A W GAMBIA Ac* M fl AIMWr/C OCEAN SAO TOME AND PRINCIPE \\ I K ^MALAWI ANGOLA fl I Z--A--M---B-I1A -*''^11 I J y fl fl Zimbabwe NAMIBIA I \\ } ( ) BOTSWANA''^ , \\ I ,11 J SOUTH AFRICA 'SWAZILAND LESOTHO AFRICA INDIAN OCEAN COMOROS u Cl The United States of America f. 1- f THE WORLD I CT AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I V. AFRICAN AMERICAN PERSONALITIES I I I I ri ri ri ri  \u0026lt;.-r.I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 3 I Abbott, Robert Newspaper editor\nCivil Rights activist I Anderson, Marian Opera singer Banneker, Benjamin I Mathematician\nastronomer\nalmanac publisher\ndesigned capital, Washington, D.C.: built first clock in the United States Bethune, Mary McLeod Educator\nCivil Rights activist M Bluford, Guion Stewart Pilot\nastronaut Bunche, Ralph Diplomat\nstatesman\nfirst black to win Nobel peace prize (for arranging 1949 armistice in Middle East) ri Carver, George Washington Agricultural scientist Chisholm, Shirley ri New York Congresswoman\nthe United States ran for President of Coleman, Bessie First African American woman pilot ri Derham, James First African American doctor in the United States ri DuSable, Jean Baptiste Pointe Frontier trader\nfur trader\nentrepreneur\nset up trading post in Chicago ri Jackson, Jesse Minister\nU.S. President Civil Rights leader\nran for t ri Jones, Frederick McKinley Inventor and manufacturer of air-conditioners and refrigerator units for trucks, trains, airplanes, and ships ri King, Martin Luther, Jr. Mini ster\nCivil Rights leader Latimer, Lewis Howard ri Inventor who worked with Alexander G. Bell\nmade drawings for Bell's telephone\npatent for electric lamp Marshall, Thurgood First African American Supreme Court Justice Morgan, Garrett Inventor of street lights Rudolph, Wilma Athlete\nteacher\ncoach Walker, Madame C. J. Cosmetics manufacturer\nhumanitarian ri I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 3 (cent.) Washington, Booker T. Educator\nstatesman I Washington, George Pioneer\ncity founder (Centralia, Washington) I Williams, Daniel Hale Physician (performed world's first successful heart operation)\neducator I Woods, Granville Inventor (the Black Edison)\nmanufactured the telephone, telegraph, and electrical equipment I I I I I I fl fl flI AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 4 I Allen, Richard ' Beckwourth, Tames Bishop\nabolitionist Frontiersman\ncowboy\nscout\nexplorer of the West I Cuffee, Paul Mariner\nmerchant\nhumanitarian I Drew, Charles Surgeon\nscientist\neducator (blood plasma doctor) Dunbar, Paul Lawrence Poet I Estevanico Southwest explorer during American Exploration period  Freeman, Elizabeth Abolitionist from Massachusetts I Garcia Soldier\nmilitary leader of Ft. Negro, Florida, during Dacksonian era Gray, William H.  Henson, Matthew Elected Arkansas state representative, 1861\nfirst state leader of Black Masons Explorer\nfirst to reach the North Pole  Howard, George, Budge Arkansas's first African American state judge I Dames, Daniel Chappie, Dr. Pilot\nfour star general Dewel1, Derry Arkansas state senator fl Dohnson, Dames Weldon Poet of \"Lift Every Voice II Love, Nat (Deadwood Dick) Cowboy\nrange rider fl McCoy, Elijah Inventor\nmanufacturer of steam engine 1ubricator fl Parks, Rosa Civil Rights activist Randolph, Asa Philip Union organizer\nCivil Rights leader Robinson, Dackie Major league baseball player Scott, Dred Slave\npetitioned the Supreme Court for his freedom Terrell, Mary Church Women's Rights advocate\neducator I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 4 (cent.) I Townsend, William, Dr. Arkansas state representative Wilkins, Henry, III Arkansas state representative, deceased I York Explorer of Louisiana Territory\nscout\ni nterpreter I III II I I I c AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 Grade 5 I Armistead, James American Revolutionary War spy I Bates, Daisy Arkansas Civil Rights leader I Black Seminole Indians: Abraham John Caesar John Horse Actively involved as leaders in the Seminole Indian Wars I Cinque, Joseph African patriot Corlun, J. C. I Long-time principal of Branch Normal College (University of Arkansas at Pine Bluff) Davis, Benjamin, Jr. I Davis, Benjamin, Sr. First African American general in the United States Air Force First African American general in the United States military (Army) I DuBois, W.E.B. Author\neditor\nCivil Rights activist I Forten, James Abolitionist\nbusinessman Gibbs, Mifflin I Hall, Prince Little Rock attorney\noperator of African American owned bank\ncontributed to education Founded the Negro Masons I Hansberry, Lorraine Playwright\nfirst African American woman to have a play produced on Broadway Johnson, Henry World War I military hero Johnson, John Jones, Wiley Owner and publisher of Ebony and Jet magazines Arkansas businessman in the 1880's Malcolm X Civil Rights leader Pinchback, P.B.S. Louisiana congressman during Reconstruction Prince, Lucy Terry First poet of African descent, lived in colonial New England (Vermont) Prosser, Gabriel Slave insurrectionist Safpho, C.P. Owner of weekly pilot newspaper in Wynne, Arkansas 75 r H AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 Grade (cont.) if Smalls, Robert Civil War hero\nCongressman I Truth, Sojourner Slave insurrectionist Turner, Nat Slave insurrectionist M Vesey, Denmark Slave insurrectionist Wheatley, Phyllis if Poet\nnoted for the development of Black American literature aaaa a aa v~ AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I VI. Resources I I ri ri ri ri ri ri ri .V5*K:5II AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM RESOURCES STUDENT (These books can be used by all students in grades 2-6 and by teachers.) African American Chronicle, Ruth Love Enterprises, Ltd., 1366 Turk St., Suite 120, San Francisco, CA 94115. Classroom subscription (set of 30) Price: $150.00 plus $41.00 postage (with teacher's guide) Black History Educational Series (booklets), Empak Publishing Co., Dept.C, 520 N. Michigan Ave., Suite 1004, Chicago, IL 60611. ISBN's vary per booklet Suggested place to purchase: Price: $1.49 each Empak Publishing Co. Genesis Bookstore Haskins, dim. Count Your Way Through Africa, Carolrhoda Books, Minneapolis, I 1989. ISBN 0-87614-514-4 Price: $4.95 I Suggested place to purchase: B. Dalton Bookstore WaldenBooks Bookstore Our Multiethnic Heritage: _A_f_ri_c_a_n_-_A_m__e_r_ic_a_n__ _S_t_u_d_i_e_s (Levels One and Two), Childrens Press, 5440 N. Cumberland Ave., Chicago, IL 60656. ISBN 0-516-06915-2 Price: $254.95 Suggested place to purchase: Childrens Press TEACHER (These resources are for all teachers of grades K through 6.) Africa: History, Culture, Geography, Globe, Englewood Cliff, N.O., 1989. ISBN 1-55675-522-8 I Price: $6.95 (State Textbook List 7-12) Suggested place to purchase: Educators Book Depository Globe Book Company I Blacks in American History, Vol. I and II, Globe Book Co., Englewood Cliff, I N.J., 1989. ISBN 1-55675-590-2 Vol. I ISBN 1-55675-589-9 Vol. II Suggested place to purchase: Price $6.55 (State Textbook List 7-12) Price $6.55 (State Textbook List 7-12) Educators Book Depository Globe Book Company I Murry, Oocelyn, Africa: New York, 1990. ISBN 0-8160-2209-7 Cuitural Atlas for Young People, Facts on Fi1e. Price: $17.95 Suggested place to purchase: Genesis Bookstore r a  a a African ^ntcrtcan Cliruntcii' SUBSCRIPTION ORDER FORPJl To\nRuth Love Enterprises. Ltd.. 1366 Turk St.. Suite 120 San Franci.sco, CA 94115 Please send___classroom subscriptions (sets of 30) @ $150.00peryearplus $41.00 postage (with Teacher's Guide.) TOTAL: $191.00 Name School or District Address City, State. Zip a Telephone. Amount Enclosed $ Grade Levels Tr.-i^L-Ar\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":"bcas_bcmss0837_496","title":"Incentive Schools: Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/496"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE 1991-92 Date of Visit School Principal School Theme # of Desegregation Plans in School Monitors INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. II (JDR 2233) 1. school. The incentive program is successful in desegregating the (JDR 2233-34) STATUS: The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS\n3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports guarterly. (JDR 2236) 2 . STATUS:INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. 2238) STATUS: (JDR 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are parent/teacher conferences. (JDR 2238) regularly scheduled STATUS\nReading and oral expression are curriculum areas. (JDR 2239) infused throughout all 7 . STATUS:8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles. (JDR 2239) STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: 11. Science labs with adequate equipment, materials, and supplies are available for students in grades 3-6. (JDR 2239) STATUS:12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: 13. Foreign language labs with appropriate equipment and materials are operative in each building. (JDR 2239) STATUS: 14. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) STATUS: 15. Parent Home Study Guides are available. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866.16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: 18. GT, Specialized programs, such as remedial, special education. are available during the core day with reinforcement activities during extended day/week/year. (JDR 2239) STATUS: 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) STATUS:20. 2240) Homework is assigned according to district policies. (JDR STATUS: 21. assessment. Criterion referenced testing is used to aid in student (JDR 2240) STATUS\n22. instructors Heterogeneous grouping is used at all grade levels and alternate between whole group, small individualized instruction. (JDR 2240) group, and STATUS: 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS:24. African and African-American History programs are established in each school. of cultures and history. The programs are sequential and include the study (JDR 2240) STATUS: 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) STATUS: 26. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented. (JDR 2240, 2252) STATUS\n27 . Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the II total physical response II method of instruction. (JDR 2243) STATUS:28. Social skills are taught, where appropriate, through the core instructional program. positive social interaction. The total school staff serves as models of (JDR 2243) STATUS: 29. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. (JDR 2244) STATUS: 30. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. (JDR 2245) STATUS:INCENTIVE SCHOOL ADMINISTRATION \"The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. (JDR 2267) II SUPPORT PROGRAMS incentive school: \"The following items will be components of every II (JDR 2267) 31. Homework Centers operate at least two days a week with transportation provided. The Centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. (JDR 2267, 2278) STATUS: 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing. (JDR 2268, 2278) STATUS:33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) STATUS: 35. Instructional aides classroom. (JDR 2268, 2278) are certified and employed one to a STATUS: Stay Order No. LR-C-82-866 stayed LRSD's requirement to employ one instructional aide per classroom. LRSD has committed to hiring two aides for every three classrooms in their Joint Motion for Partial Stay Pending Appeal. 36. A Career Skills Development Program promotes career choices using written information, guest speakers. inventories. (JDR 2268, 2279) films, and interest STATUS\n37. Year round school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (JDR 2269-70, 2279) STATUS: 38. Community access/field trips are together with students from other LRSD schools. provided for students Exhibits and performances are brought to school. Students visit work sites, historical, scientific and cultural events, and exhibits in the city, state. and region. fifth and sixth graders. There are shadowing experiences for (JDR 2269, 2279) STATUS: 39. Community involvement includes Boy and Girl Scouting programs at each incentive school. organizations and volunteer experiences. Students have access to community (JDR 2270, 2280) STATUS:SCHOOL ADMINISTRATION 40. Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. aides, clerical, and custodial workers. The one year contract feature is applied to (JDR 2270-72, 2281) STATUS: 41. Special training for staff is ongoing in human relations skills, learning and interactive styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training and parents are trained in working with their children, assisting with homework, nutrition. and human growth and development. (JDR 2272, 2281) STATUS: 42. Parental involvement\nregular home-school Parents sign all homework and there is communication. There are day visits by parents, monthly parent meetings, and pick-up points for parents. Parents are encouraged to provide classroom support. 2284) (JDR 2272, STATUS:43. Learning time schedules are 3:00 - 5:30 p.m. daily and include Homework activities. Center, special skills training, and leisure time STATUS: (JDR 2272, 2284) 44. Home/school communication includes monthly reports to parents. There is an early indicator and early intervention program and parents regularly receive \"alert 2284) It and It success tt cards. (JDR 2272, STATUS: 45. Extra student recognition. curricular programs include activities to promote clubs and monitoring responsibilities. Students gain leadership experience through (JDR 2273, 2284) STATUS:46. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students problem solving. receive help with rules. Students help develop school based management attendance. Students and parents sign a contractual agreement for (JDR 2273, 2282) STATUS: 47 . Subject related extra curricular activities are regularly scheduled and include options for students such as Junior Great Books, Odyssey of the Mind, band, and string. Parents are aware of these options. (JDR 2273, 2282) STATUS:COUNSELING/SOCIAL WORK 48. Community services access: to community support programs Compacts provide students access such as volunteers and pre- professionals from colleges and universities, and assistance from social agencies. (JDR 2273, 2283) STATUS: 49. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness. (JDR 2273, 2283) STATUS\n50. Study skills training enhances skills in listening, and studying. 2272, 2283) test taking. Students practice test taking. (JDR STATUS: 51. Home/neighborhood meetings involve small groups of parents at neighborhood sites. Local ministers are considered part of the school partnership and community. (JDR 2274, 2283) STATUS:52. Individual and facilitators resolution. are group counseling utilized. Students is are present and peer STATUS: 53. (JDR 2274, 2285) taught conflict Incentive/recognition programs are developed by students, staff, and parents at each school. recognition. (JDR 2274, 2285) The community is involved in STATUS: 54. A wellness program is in place at each building with a full time nurse. Students are screened for health and information on various topics prevention, and first aid). (self-esteem. given nutrition, drug similar topics. (JDR 2274, 2285) Presentations are made to parents on STATUS: 55. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS:MONITORING AND EVALUATION 56. Verifiable monitoring of student growth measures progress. 2286) There is training for monitoring teams. student (JDR 2275, STATUS: 57. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) STATUS: 58. Student Educational Excellence Plans parents and include extracurricular activities. are developed with (JDR 2275, 2286) STATUS:59. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and eguipment. The monitoring team is composed of district and school staff, parents, and representatives from the community. All staff participate in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated. (JDR 2275, 2286) STATUS: 60. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires. analyze data. and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) STATUS: 61. Computerized student data is accessible at each school. 2276, 2287) (JDR STATUS: Currently stayed under Stay Order No. LR-C-82-866. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents, and students have input. (JDR 2276, 2287) STATUS:SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. individualized instruction in each school There is a plan for and every student receives some Individualized instruction every day. 2288) (JDR 2276, STATUS: 64. Additional items: Each school should have a permanent substitute, a minimum half time assistant principal depending on school population, uniforms for students, dress code for staff, required attendance at PTA open house and one other meeting, students handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS:STAFFING 65. The teachers, INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT Incentive Schools Staffing Conunittee administrators. parents, supervisors, The committee assesses principals, is composed of and criteria, and hiring procedures. (JDR 2291) staffing needs, other sets STATUS: 66. Staffing needs assessment bases staff selection upon the needs and interests of the student population. (JDR 2291) STATUS: 67. Recommended full-time positions include classroom teachers. counselor. media specialist. music. art. P.E. , social worker. permanent substitute, PAL reading, PAL math, PAL lab attendant, resource, speech, alternative classroom specialist, media clerk. instructional aides, supervision principal, assistant principal. aides. (JDR 2291-92) program specialist. STATUS:68. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers. 2292) (JDR STATUS: 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: 70. informal Staff commitment/effectiveness monitoring involves ongoing review and semi-annual formal review conferences to assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement. (JDR 2293) STATUS:STAFF DEVELOPMENT 71. teachers, The Staff Development Planning Committee is composed of an IRC administrators to plan specialist, parents, principals, staff development experiences. and The committee meets monthly to plan activities related to the needs of students achieving below mastery. (JDR 2294) STATUS\n72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests of the student population and the results of a staff development survey. (JDR 2294, 2303) STATUS: 73. Individual incentive school plan: There is a detailed process and format established by central administration and principals to assist school staffs in the development of the school plans. (JDR 2301) STATUS:74. Development of curriculum specific to the incentive schools includes identification of areas in need appointment of curriculum teams, of development, review of draft guides. and development of additional components needed in each curriculum area. (JDR 2301) STATUS: 75. Minimum Staff Development Requirements (JDR 2295) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training:Parent/Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:___ 76. Curriculum implementation inservice provides an introduction and guide to implementation of the incentive school curriculum. (JDR 2302) STATUS: 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS:78. A Master Teacher Program is planned by a districtwide Master Teacher Program Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is representatives monitored by the principal and college faculty (JDR 2296) STATUS: 79. Teacher assistance: An IRC specialist provides assistance to new teachers and those needing help. ongoing assists in training programs in The specialist coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: 80. A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS:STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS:\"Surveys of INCENTIVE SCHOOL PARENT INVOLVEMENT teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, assistance, workshops... parent usually in connection with parent volunteer audiences, and parent attendance at A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\nII (JDR 2308-2309) 83. Adult community education opportunities are offered. 2309, 2310) (JDR STATUS: 84. A Parent Internship Program recruits parents as teacher aides and other positions. (JDR 2309, 2310) STATUS:85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: 86. A Parent Center in the school is staffed and supplied with materials recommended by a staff/parent committee. Materials are loaned to parents. parents. (JDR 2309, 2311) There is a monthly communication packet to STATUS: 87. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as discipline, time management, financial management, etc. 2312) study skills. (JDR STATUS:88. Community resources are used in the instructional program. (JDR 2313) STATUS: 89. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS:90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar, and attend school activities and counselor/teacher and PTA meetings. Each school has identified three key communicators and utilizes community role models and mentors. (JDR 2309, 2312, 2315-17) STATUS:91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) STATUS\n92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS : 93. School and community trust is raised through inservice courses for teachers and school, speakers bureau for community groups events. in school zones, and posted calendar of neighborhood Neighborhood pride is promoted through events that are coordinated by school staff. (JDR 2319-20) STATUS:94. School policies and procedures are established by a governing body of administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement. (JDR 2321-22) STATUS:tt INCENTIVE SCHOOL PARENT RECRUITMENT Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements. (JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS:96. Recruitment includes use of brochures, PSA's, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speaker's bureau for each encouraged activities and two parent school. recruiters M-to-M transfers conduct are recruitment STATUS: (JDR 2325, 2329-32)97. Recruitment monitoring and evaluation procedures are in place, involving the district Bi-racial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly. The committee reviews bi-monthly reports from the desegregation office on the progress marketing/advertising experts. of recruitment strategies and is advised by The committee receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) STATUS:I OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 UA INCENTIVE SCHOOL MONITORING GUIDE 1992-93 School District Type of School Principal Grade Levels # of Classes Visited Date of Visit Time of Visit Monitors 4 YEAR ENROLLMENT COMPARISON School: Data Summary: 1989-90 Black White Other Total 0 1990-91 1991-92 1992-93 %Blk Black White Other Total : % Blk Black White Other Total ^Blk Black ?? 0 r? 0 White Other Total 0 % Bik n Note: In accordance with the language of the desegregation plan, students are identified as either \"black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white\" students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. Page 1CLASS ENROLLMENT Grd Name of Teacher Black Teacher White Other Black Class Enrollment White Other Total Enrollment % BIk 99 99 99 99 99 99 99 99 99 99 99 99 99 99 99 99 M F M F M F M F M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total 99 0 0 0 0 0 0 0 0 0 0 0 0 0  Racial isolation is avoided (ODM 1991-92 Incentive Schools Monitoring Report Summary, page 11). Data Summary: Page 2POSITION Certified Non-certified TOTAL PERCENT Data Summary: STAFFING/SCHOOL PERSONNEL BLACK WHITE OTHER M F M F M F TOTAL 0 0 0 0 0 0 0 0 0 ?? ?? % BLACK ?? ?? ?? Page 3CURRICULUM AND INSTRUCTION  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  Equipment and materials are adequate.  An active learning environment is present (learning centers, displays, independent/ group work area).  Purchasing procedures meet supply needs in a timely manner (ODM, page 15).  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). Site Observations: Page 4Summary: TEST DATA Page 5GUIDANCE AND COUNSELING  The school has a complete guidance and counseling program (individual and group guidance, personal and social guidance, classroom guidance, and career guidance). Site Observation: Page 6STUDENT RETENTION GRADE LEVEL BLACK WHITE OTHER TOTAL % BLACK ?? ?? ?? ?? ?? ?? ?? M F M F M F 0 0 0 0 0 0 0 TOTAL ?? 0 0 0 0 0 0 0 PERCENT ?? 'i'i ?? 'i'i 7'\u0026gt;  School staffing teams develop a plan with the next grades receiving teachers to address the learning deficits of retention candidates (ODM, page 33). Data Summary: Page 7ACTIONS Suspensions Expulsions DISCIPLINE, SUSPENSION, EXPULSION BLACK WHITE OTHER M F M F M F TOTAL 0 0 % BLACK ?? 99 Documentation:  Short Form 0 99  Long Form 0 99 Alternative School Referrals 0 99 0 0 0 0 0 0 0 99 99 99 99 99 99 99 Data Summary: Page 8SPECIAL SERVICES/PROGRAMS ENROLLMENT BLACK WHITE OTHER PROGRAM M F M F M F TOTAL % BLACK Self Contained 0 ?? CBI 0 0 0 0 0 LD Resource 0 EMR Resource 0 Speech 0 Visually Impaired 0 Hearing Impaired 0 Gifted/Talented 0 Remedial/ Compensatory 0 ?? 99 99 99 99 99 ?? 99 99 99 99 99 0 99 0 99 0 99 0 99 0 99  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Sununary: Page 9PARENT AND COMMUNITY INVOLVEMENT  Parents and the community are welcome in the school (school maps, welcome signs, and posters).  There is a school volunteer program (school/community partnership, volunteer sign-in sheets, work space, volunteers, and visible recognition).  There are parent involvement programs (parent sign-in sheets, PTA, and school committees).  Records of volunteer participation are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. Monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide is compiled (ODM, page 37).  Volunteer training including the type of training, when and where the training was offered, and session participants by race, gender, and school service site is documented (ODM, page 38). Data Summary/ Site Observations: Page 10FACILITIES AND SECURITY  The campus and building are clean and free of debris and graffiti.  Hallways are clean and well maintained.  Facilities for special education and counseling are designed to meet the needs of the student served.  Playground equipment is appropriate and adequate.  Restrooms are adequate (cleanliness, number, supplies).  Classrooms are in good repair with adequate heating/ventilation.  Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions.  School district safety procedures are evident. Site Observations: Page 11FACILITIES AND SECURITY (continued) Court Adopted Reconunendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 12 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 13 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 14INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 153. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 16INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are regularly scheduled parent/teacher conferences (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: Page 178. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students learning styles (page 153). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: 10. Seini-departmentalization is the recommended organizational structure for grades 4-6 (page 153). STATUS: 11. Instructional technology is present in labs and individual classrooms (page 153). STATUS: 12. Science tabs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: Page 1813. Computer labs for remediation and enrichment have a minimum of 25 stations (page 153). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 16. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available (page 153). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: Page 1918. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 19. Student education plans are developed, implemented, and monitored for each student. Parents are involved in each phase of development and monitoring (pages 153, 177, 186). STATUS: 20. Specialized programs, such as remedial, special education, and GT, are available during the core day with reinforcement activities during extended day, week, or year (page 154). STATUS: 21. Homework is assigned according to district policies (page 154). STATUS: 22. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: Page 2023. Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, small group, and individualized instruction, individualized instruction every day (pages 154, 178,188). Every student will receive some  A combination of teacher-directed and learner-directed instruction is present (ODM, page 32). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 25. African and African-American History programs are established in each school. The programs are sequential and include the study of cultures and history (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154,159-164). STATUS: Page 2128. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 30. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, and sporting or arts related clubs, are developed to meet students needs and are a part of each schools special activities. Students have the opportunity to serve as office monitors, library helpers, student council members, fire marshals, and the like. Parents will be informed of these options (pages 157, 175, 182, 184). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173,181). STATUS: Page 22INCENTIVE SCHOOL OPERATIONS \"The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives\" (page 171). SUPPORT PROGRAMS \"The following items will be components of every incentive school:\" (Page 171) 32. Homework centers operate at least three days a week with transportation provided. The centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. Other options are explored for students who choose not to attend homework centers (pages 171, 180). STATUS: 33. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing (pages 171, 180).  Parents are aware of the phone service at the beginning of the year\nperiodic reminders are issued (ODM, page 26).  The relationship between the homework centers and the hotline has been evaluated and appropriate adjustments made (ODM, page 26). STATUS: 34. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods (pages 157,171,180). STATUS: Page 2335. Retired teacher mentors serve as tutors and club sponsors (pages 171, 180). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172,180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: 38. Community Involvement includes Boy and Girl Scouting programs at each incentive school, students have access to community organizations and volunteer experiences (pages 172,173).  Membership lists include a category for race (ODM, page 39).  Records of troop meetings and activities are present (ODM, page 39). STATUS: Page 2439. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 40. Extracurricular programs allow students recognition, leadership experience, and a chance to be involved in school activities. Among these are future teachers programs. Just Say No Clubs, intramurals, office monitors (at recess or lunch time, not class time), library helpers, safety patrol, fire marshals, flag monitors, and student council memberships (pages 175, 184). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 25COUNSELING/ SOCIAL WORK 42. Community services access\nCompacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 43. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness (pages 175,183). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). STATUS: Page 2645. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: 46. A wellness program is in place at each building. Students are screened for health and given information on various topics (self-esteem, nutrition, drug prevention, and first aid). Presentations are made to parents on similar topics (pages 176, 184).  Medicaid reimbursements are used at the local building (ODM, page 29).  Medicaid reimbursement funds are used to purchase services for non-Medicaid eligible students (ODM, page 29).  The school has developed partnerships with the Departments of Health, Employment Security, and Human Services (ODM, page 29). STATUS: 47. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer (page 176, 185). STATUS: Page 27MONITORING AND EVALUATION 48. Verifiable monitoring of student growth measures student progress. There is training for monitoring teams (pages 176, 186). STATUS: 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: 50. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents, and community representatives. The staff participates in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated (pages 177, 186). STATUS: 51. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random\nwith 5% involvement from each grade level, to help design questionnaires, analyze data, and reach conclusions. Students receive responses to issues they raise. Students, teachers, and parents complete a school climate survey annually (pages 177, 186, 187). STATUS: Page 2852. Computerized student data is accessible at each school (pages 177, 187). STATUS: 53. School site teams work to implement programmatic modifications with membership rotated each semester so that certified and non-certified staff, parents, and students have input (pages 178, 187). STATUS: Page 2954. Additional items recommended in each incentive school (pages 178, 188,189).  uniforms for students, such as blue jeans and a white shirt  dress code for staff  student handbooks available at every building which reflect the building philosophy and program  a playground for PE purposes  additional compensation for teachers/ principals who work extra periods of time at the incentive schools  Saturday programs to enhance learning which include but are not limited to: -field trips -enrichment activities -tutoring -parent/child \"make \u0026amp; take\" sessions -book fairs -physical education activities STATUS: Page 30INCENTIVE SCHOOL STAFFING/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 3157. Reconmiended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: 58. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers and participants in the Master Teacher Program (page 191). STATUS: 59. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for on a one-year basis and involuntary transfer or other decisions are enacted at the end of the year, based on performance quality. (This also applies to aides, clerical, and custodial workers) (page 192). STATUS: Page 3260. Staff commitment/ effectiveness monitoring involves ongoing informal review and semiannual formal conferences. These assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement (page 192). STATUS: STAFF DEVELOPMENT 61. The Staff Development Planning Committee at each incentive school is composed of teachers, an IRC specialist, parents, principals, and other administrators to plan staff development experiences (page 192).  A long-term strategy has been developed for meeting the plans minimum staff development requirements (ODM, page 7).  The quality, relevance, and adequacy of present staff training programs have been evaluated (ODM, page 8).  Classroom utilization of inservice training is evaluated (ODM, page 8). STATUS: 62. A staff development needs assessment is coordinated by the Staff Development Committee. It examines the following: students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, health needs, attendance records, tardiness records, and program goals and curriculum of the incentive schools (page 193).  Staff development needs are individually assessed on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans (page 201).  School Profile data specifically reflects the amount and scope of each staff members training (ODM, page 7). STATUS: Page 3363. Minimum Staff Development Requirements (pages 192-3) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training: Parent/ Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:  Staff has had inservice emphasizing active learning at all grade levels. (ODM, page 14)  Inservice is held for principals, teachers, parents, and aides emphasizing the developmental levels of pre-school children and developmentally appropriate activities (ODM, page 17).  Teachers are provided with comprehensive training in techniques for dealing with disruptive students (ODM, page 23).  Parents have access to special training in working with their children, assisting with homework, computer literacy, nutrition and human growth and development (page 174).  Staff receives training in working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement (page 174).  Training which helps teachers to facilitate active learning has been emphasized at all grade levels (ODM, page 14).  Gender/ Ethnic Expectations and Student Achievement training has been considered (ODM, page 11). STATUS: Page 3464. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools (pages 193-4).  The principal monitors the Teacher Demonstration and identifies areas of strengths and concerns (page 203). STATUS: 65. A Master Teacher Program Committee plans a districtwide program to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and college faculty representatives. A pool of perspective staff members is maintained from the student teachers assigned to incentive schools through the Master Teacher Program (pages 194, 204). STATUS: 66. Teacher assistance: An IRC specialist provides ongoing assistance to new teachers and those needing help. The specialist assists the Staff Development Planning Committee with training programs (page 194).  Teachers make full use of the resources and specialists available at the LRSD Instructional Resource Center (ODM, page 14). STATUS: Page 35INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/ parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 3669. A Parent program will assist parents in understanding and carrying out school expectations by: offering mini-workshops on topics such as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills\nrequesting that parents pick up report cards at least twice a year\nand requiring principals to have direct parental contact through scheduled meetings and home visits (pages 206, 209).  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: Page 3771. Home and school communication is evident at each incentive school. Parents understand how to advance support and concern for the school, attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, receive monthly reports, and report absences. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176,183, 184, 188, 206, 210-211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29).  Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: Page 3872. Parent contractual conunitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 73. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center (pages 206, 212). STATUS: 74. School and conununity trust is raised through a speakers bureau for community groups in school zones and a posted calendar of neighborhood events. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: 75. School improvement plans are developed by administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement (page 214). STATUS: Page 39INCENTIVE SCHOOL PARENT RECRUITMENT \"Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements (page 215). 76. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences, a telephone hotline, Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses (pages 215, 218-219). STATUS: n. Recruitment strategies include the use of brochures, PSAs, billboards, media blitz, videocassette recordings, flyers, open house, targeted neighborhood blitz, small group tours, ADE special designation, celebrity endorsements, and a speakers bureau for each school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. Two parent recruiters have been hired to conduct recruitment activities (pages 215- 216, 220-222).  A strategic plan is based on the recruitment section of the desegregation plan and reflects a well thought-out, interrelated process (ODM, page 4).  A firm timetable is part of the recruitment plan and is strictly adhered (ODM, page 5).  Number and variety of specifically targeted recruitment activities are increased (ODM, page 5).  A tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups is established (ODM, page 5). STATUS: Page 4078. The Biracial Advisory Committee, with the advise of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly reports on the implementation and effectiveness of various recruitment strategies from the desegregation office. The committee evaluates the recruitment program each quarter and recommends to the Board of Directors changes needed in recruitment strategies and activities (pages 217, 223).  The committees monitoring instrument includes recruitment assessment (ODM, page 5). STATUS: Page 41ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL \"The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements.\" (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12, 13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (page 12). STATUS: Page 426. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the schools four-year-old program (page 13). STATUS: 8. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 43INCENTIVE SCHOOLS MONITORING REPORT 4 YEAR ENROLLMENT COMPARISON Black White Other Total % Black 1989-90 1990-91 1991-92 1992-93 ?? ?? ?? ?? 0 0 0 0 Data Sunuiiary: Note: In accordance with the language of the desegregation plan, students are identified as either \"black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white  students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. STAFFING/ SCHOOL PERSONNEL 1991-92 1992-93 Position Black White Black White Total % BIk Total % BIk M F M F M F M F Certified ?? 0 0 Non-certified 0 ?? 0 ?? Total 0 0 0 0 0 ?? 0 0 0 0 0 ?? Percent ?? 'i'f. ?? Data Summary: Page 1TEST DATA Summary: Page 2DISCIPLINE, SUSPENSION, EXPULSION Black White Other Actions M F M F M F Total % Black Suspensions 0 ?? Suspensions-Long-term 0 ?? Expulsions 0 ?? Alternative Sch Referrals 0 ?? Sent Homes 0 ?? Homebound 0 0 0 0 ?? ?? ?? ?? Data Summary: SPECIAL SERVICES/PROGRAMS ENROLLMENT Black White Other Program M F M F M F Total % Black Gifted/Talented 0 ?? 0 ?? 0 ?? 0 'i'? 0 ?? 0 ?? Special ed ^WasXOBK j?Stion refer .page-tgr\" are consis objec^ lade w ,t raci  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 3FACILITIES AND SECURITY Court Adopted Recomniendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS:  Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS: Page 4 Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS:  Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 5INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 6INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: 12. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: Page 714. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 22. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: Page 828. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173, 181). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172, 180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: Page 939. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181,184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to, make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: COUNSELING/SOCIAL WORK 42. Conununity services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: Page 1044. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/ attendance records, participation in school programs) are present (ODM, page 32). STATUS: 45. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: MONITORING AND EVALUATION 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: Page 11INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: 57. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: Page 12INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 1369. Parent workshops are offered to assist parents in understanding and carrying out school expectations and include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills.  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: 71. Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, pick up report cards, and receive monthly reports. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176, 183, 184, 188, 206, 210- 211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29). Page 14 Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: 72. Parent contractual conunitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 74. School and conununity trust is raised through a speakers bureau for community groups in school zones and the school is used as a community center. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: Page 15ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL \"The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements.\" (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12,13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (page 12). STATUS: 6. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the schools four-year-old program (page 13). STATUS: Page 168. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 17OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE Date of Visit School Principal School Theme # of Desegregation Plans in School Monitors* INCENTIVE SCHOOL PROGRAM II The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. II (JDR 2233) 1. school. The incentive program is successful in desegregating the (JDR 2233-34) STATUS: 2. The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS: 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly. (JDR 2236) STATUS:INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. 2238) STATUS: (JDR 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) STATUS\n6. An Early Prevention of School Failure model is used in all kindergarten classes. There are parent/teacher conferences. (JDR 2238) regularly scheduled STATUS: 7 . Reading and oral expression are infused throughout all curriculum areas. (JDR 2239) STATUS:r 8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles. (JDR 2239) STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: 11. Science labs with adequate equipment, materials, and supplies are available for students in grades 3-6. (JDR 2239) STATUS:r 12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: 13. Foreign language labs with appropriate equipment and materials are operative in each building. (JDR 2239) STATUS: 14. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) STATUS\n15. Parent Home Study Guides are available. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866.r 16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: 18. GT, Specialized programs, such as remedial, special education. are available during the core activities during extended day/week/year. day with reinforcement (JDR 2239) STATUS: 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) STATUS:20. 2240) Homework is assigned according to district policies. (JDR STATUS: 21. assessment. Criterion referenced testing is used to aid in student STATUS\n22. instructors (JDR 2240) Heterogeneous grouping is used at all grade levels and alternate between whole individualized instruction. (JDR 2240) group, small group, and STATUS: 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS\n4 24. African and African-American History programs are established in each school. of cultures and history. The programs are sequential and include the study (JDR 2240) STATUS: 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) STATUS: 26. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented. (JDR 2240, 2252) STATUS: 27. Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the If total physical response If method of instruction. (JDR 2243) STATUS\n28. Social skills are taught, where appropriate, through the core instructional program. positive social interaction. The total school staff serves as models of (JDR 2243) STATUS: 29. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. (JDR 2244) STATUS: 30. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. (JDR 2245) STATUS:If INCENTIVE SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. (JDR 2267) fl SUPPORT PROGRAMS incentive school: ff If The following items will be components of every (JDR 2267) 31. Homework Centers operate at least two days a week with transportation provided. The Centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. (JDR 2267, 2278) STATUS: 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing. (JDR 2268, 2278) STATUS:* 33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) STATUS: 35. Instructional aides are certified and employed one to a classroom. (JDR 2268, 2278) STATUS: Stay Order No. LR-C-82-866 stayed LRSD's requirement to employ one instructional aide per classroom. LRSD has committed to hiring two aides for every three classrooms in their Joint Motion for Partial Stay Pending Appeal. 36. A Career Skills Development Program promotes career choices using written information, guest speakers, films, and interest inventories. (JDR 2268, 2279) STATUS: 37. Year round school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (JDR 2269-70, 2279) STATUS: 38. Community access/field trips are together with students from other LRSD schools. provided for students Exhibits and performances are brought to school. Students visit work sites, historical, scientific and cultural events, and exhibits in the city, state, and region. fifth and sixth graders. There are shadowing experiences for (JDR 2269, 2279) STATUS: 39. Community involvement includes Boy and Girl Scouting programs at each incentive school. organizations and volunteer experiences. Students have access to community (JDR 2270, 2280) STATUS:SCHOOL ADMINISTRATION 40. Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. aides, clerical, and custodial workers. The one year contract feature is applied to (JDR 2270-72, 2281) STATUS: 41. Special training for staff is ongoing in human relations skills, learning and interactive styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training and parents are trained in working with their children, assisting with homework, nutrition. and human growth and development. (JDR 2272, 2281) STATUS: 42. Parental involvement\nregular home-school communication. Parents sign all homework and there is There are day visits by parents, monthly parent meetings, and pick-up points for parents. Parents are encouraged to provide classroom support. 2284) (JDR 2272, STATUS\n43. Learning time schedules are 3:00 - 5:30 p.m. daily and include Homework activities. Center, special (JDR 2272, 2284) skills training, and leisure time STATUS: 44. Home/school communication includes monthly reports to parents. There is an early indicator and early intervention program and parents regularly receive 2284) tl alert\" and It success II cards. (JDR 2272, STATUS: 45. Extra student recognition. curricular programs include activities to promote clubs and monitoring responsibilities. Students gain leadership experience through (JDR 2273, 2284) STATUS:46. Attendance and behavior guidelines: Time-out rooms staffed with trained personnel. are problem solving. Students receive help with rules. Students help develop school based management attendance. Students and parents sign a contractual agreement for (JDR 2273, 2282) STATUS: 47 . Subject related extra curricular activities are regularly scheduled and include options for students such as Junior Great Books, Odyssey of the Mind, band, and string. Parents are aware of these options. (JDR 2273, 2282) STATUS:COUNSELING/SOCIAL WORK 48. Community services access: to community support programs Compacts provide students access such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (JDR 2273, 2283) STATUS: 49. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness. (JDR 2273, 2283) STATUS: 50. Study skills training enhances skills in listening, and studying. 2272, 2283) Students practice test taking. test taking. (JDR STATUS: 51. Home/neighborhood meetings involve small groups of parents at neighborhood sites. school partnership and community. Local ministers are considered part of the (JDR 2274, 2283) STATUS:52. Individual and facilitators resolution. are group counseling utilized. Students is are present and peer STATUS: 53. (JDR 2274, 2285) taught conflict Incentive/recognition programs are developed by students, staff, and parents at each school. recognition. (JDR 2274, 2285) The community is involved in STATUS: 54. A wellness program is in place at each building with a full time nurse. Students are screened for health and information on various topics prevention, and first aid). (self-esteem. given nutrition, drug similar topics. (JDR 2274, 2285) Presentations are made to parents on STATUS: 55. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS:MONITORING AND EVALUATION 56. Verifiable monitoring of student growth measures student progress. 2286) There is training for monitoring teams. (JDR 2275, STATUS: 57. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) STATUS: 58. Student Educational Excellence Plans parents and include extracurricular activities. are developed with (JDR 2275, 2286) STATUS\n59. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents. and representatives from the community. All staff participate in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated. (JDR 2275, 2286) STATUS: 60. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires. analyze data. and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) STATUS: 61. Computerized student data is accessible at each school. 2276, 2287) (JDR STATUS: Currently stayed under Stay Order No. LR-C-82-866. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents, and students have input. (JDR 2276, 2287) STATUS:SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. individualized instruction in each school There is a plan for and receives some individualized instruction every day. 2288) every student (JDR 2276, STATUS: 64. Additional items: Each school should have a permanent substitute, a minimum half time assistant principal depending on school population, uniforms for students, dress code for staff, required attendance at PTA open house and one other meeting, students handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS:STAFFING 65. The teachers, INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT Incentive Schools Staffing Committee administrators. parents, supervisors, The committee principals, is composed of and criteria, and hiring procedures. assesses staffing needs, (JDR 2291) other sets STATUS: 66. Staffing needs assessment bases staff selection upon the needs and interests of the student population. (JDR 2291) STATUS\n67. Recommended full-time positions include classroom teachers. counselor, media specialist. music, art. P.E. , social worker. permanent substitute, PAL reading, PAL math, PAL lab attendant, resource, speech, alternative classroom specialist, media clerk. instructional aides. supervision principal, assistant principal. aides, (JDR 2291-92) program specialist, STATUS:68. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. files are current and include promising student teachers. 2292) Recruitment (JDR STATUS: 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: 70. Staff commitment/effectiveness monitoring involves ongoing informal review and semi-annual formal review conferences to assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement. (JDR 2293) STATUS:STAFF DEVELOPMENT 71. teachers, The Staff Development Planning Committee is composed of an IRC administrators to plan specialist. parents, principals, staff development experiences. and The committee meets monthly to plan activities related to the needs of students achieving below mastery. (JDR 2294) STATUS: 72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests of the student population and the results of a staff development survey. (JDR 2294, 2303) STATUS: 73. Individual incentive school plan: There is a detailed process and format established by central administration and principals to assist school staffs in the development of the school plans. (JDR 2301) STATUS:74. Development of curriculum specific to the incentive schools includes identification of areas appointment of curriculum teams, in need of development, review of draft guides. and development of additional components needed in each curriculum area  (JDR 2301) STATUS: 75. Minimum Staff Development Requirements (JDR 2295) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training:Parent/Educator Communication \u0026amp; Human Relations Skills\nMentor Teacher Program: Special Staff Development for Principal, Assistant Principal:___ 76. Curriculum implementation inservice provides an introduction and guide to implementation of the incentive school curriculum. (JDR 2302) STATUS: 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS:78. A Master Teacher Program is planned by a districtwide Master Teacher Program Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is representatives. monitored by the principal and college faculty (JDR 2296) STATUS: 79. Teacher assistance: An IRC assistance to new teachers and those needing help. specialist provides ongoing assists in The specialist training programs in coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: 80. A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS:STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS\nDate: April 2, 1993 From: The Associates To: Ann MEMORANDUM Subject: Revised Incentive School Guide Attached is a copy of the revised Incentive School Gui^^ '^-C\u0026gt; Y Y Revisions were made based on the Eighth Circuit Courts priorities which includednncentive school double funding. academics, td^rent/community involvement. In addition to the Eighth Circuit Courts priorities, we also gave consideration to the areas of concern mentioned by Judge Wright at the June 30, 1992 Incentive School Hearing. At the June hearing. Judge Wright outlined the following areas of concern: The increase in the number of black students at the incentive schools. The Eighth Circuit Court clearly indicated that desegregation of these schools is important. The disparities in plan implementation found among the seven schools. The lack of a clear formula for double funding. The continued disparity between black and white students. Using the above items to guide us, we evaluated each section of the guide, keeping those that related to the Eighth Circuit Courts priorities and Judge Wrights concerns. Within the sections, individual items were examined. Most items that could be tied to priorities and concerns were retained. If an item described a program or process that was present at all schools in 1991-92, we dropped it. Emphasis was placed on monitoring areas of non-compliance. \\ OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE 1992-93 School District Type of School Principal Grade Levels # of Classes Visited Date of Visit Time of Visit MonitorsSchool: 1989-90 Black White Other Total %Blk 1990-91 Black White Other Total %Blk 1991-92 Black White Other Total % BIk 1992-93 Black 4 YEAR ENROLLMENT COMPARISON Data Summary: \"^fl- 0 0 ?? White Other Total 0 % BIk ?? Note: /n accordance with the language of the desegregation plan, students are identified as either 'black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white\" students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. Page 1Summary: TEST DATA Page 2ACTIONS Suspensions Expulsions DISCIPLINE, SUSPENSION, EXPULSION BLACK M F WHITE OTHER M F M F TOTAL 0 0 % BLACK ?? ?? Documentation:  Short Form 0 ??  Long Form 0 ?? Alternative School Referrals 0 ?? 0 0 0 0 0 0 0 ?? ?? ?? ?? ?? ?? ?? Data Summary: Page 3SPECIAL SERVICES/PROGRAMS ENROLLMENT PROGRAM BLACK WHITE OTHER TOTAL % BLACK M F M F M F Self Contained 0 ?? CBI 0 99 LD Resource EMR Resource Speech Visually Impaired Hearing Impaired Gifted/ Talented Remedial/ Compensatory 0 0 0 0 0 0 0 0 0 0 0 99 99 99 99 99 99 99 99 99 99 99 0 99 0 99 0 99 0 ?? 0 ??  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 4FACILITIES AND SECURITY Court Adopted Recommendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 5 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 6 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 7INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 83. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 9INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: Page 1012. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: Page 1122. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: 28. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: Page 1229. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173,181). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172,180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: Page 1339. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/ procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 14COUNSELING/SOCIAL WORK 42. Community services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). STATUS: Page 1545. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: MONITORING AND EVALUATION 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: Page 16INCENTIVE SCHOOL STAFFING/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Conunittee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 1757. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art,P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: Page 18INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/ teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/ staff committee for loan to parents. A paren\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":"bcas_bcmss0837_503","title":"Incentive Schools: Monitoring visits","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring visits"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/503"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nOffice of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools DATE SCHOOL TEAM LEADER Wednesday, October 30, 1991 Mitchell Connie Hickman Monday, November 4, 1991 Rightsell Connie Hickman Tuesday, November 5, 1991 Rockefeller Horace Smith Wednesday, November 6, 1991 Ish Melissa Guldin Tuesday, November 12, 1991 Stephens Margie Powell Wednesday, November 13, Garland Horace Smith 19991 Thursday, November 14, Franklin Melissa Guldin 19991 . The monitoring team will arrive at each school by 8:30 AM.TO: POLLY FROM: MONITORS RE: SCHOOL VISITS Below is the schedule of school visits to go over the Incentive School Monitoring Reports: May 18 Rockefeller, 9:00 AM (Horace) May 19 Rightsell, 9:00 AM (Margie and Connie) Franklin, 1:30 (Margie) May 20 Stephens, 9:00 AM (Margie and Connie) Ish, 2:00 PM (Margie and Horace) May 21 Mitchell, 9:00 AM (Connie and Horace) Garland, 1:00 PM (Horace and Connie)OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 23, 1991 Subject: Incentive School Monitoring Visits Enclosed you will find a schedule of our upcoming school monitoring visits. In addition, ODM's Monitoring Guide for all schools and the supplemental Incentive School Monitoring Guide are included. We encourage you to share this information with your staff. Both documents were developed in our office and reviewed by LRSD administrators. The guide reflects the provisions of the settlement plans adopted by the school districts of Pulaski County. The items to be monitored under the Incentive School Guide are taken directly from the 1989 LRSD Settlement Plan, Volume II. The JDR number cited after each description refers to page numbers of the court document. During our visit to your school, we will make every effort to be as unobtrusive as possible. In order to complete our report we will need an area in which to work and copies of the following data: - school profile - master schedule - student handbook - volunteer records - EPSF class modality grids - parent/teacher conferences documentation - discipline records by race, gender, Eind grade level - PT A membership lists, sign in sheets, agenda and minutes - parent/community committee membership hst, agenda, minutes - staff development records for the previous year and this year to date - special education enrollment figures by race, gender, and grade level We will also need time to meet with you early in the day to go over the specific items in the Incentive School Monitoring Guide. All documentation required will be compiled by our staff. You will not be expected to complete any of our monitoring forms. Our team wiU be available for an exit conference at the end of the day. Completed copies of the Monitoring Guides will be forwarded to you within ten working days from our site visit. A copy of the completed guides will also be furnished to the central office and the court. We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsDATE Wednesday, October 30, Monday, November 4, Tuesday, November 5, Wednesday, November 6, Tuesday, November 12, Wednesday, November 13, Thursday, November 14, Office of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools SCHOOL Mitchell 1991 1991 1991 1991 1991 19991 19991 TEAM LEADER Connie Hickman Rightsell Rockefeller Ish Stephens Garland Franklin Connie Hickman Horace Smith Melissa Guldin Margie Powell Horace Smith Melissa Guldin , The monitoring team will arrive at each school by 8:30 AM.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: James Jennings, Associate Superintendent for Desegregation Incentive School Principals From: ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith Subject: Review of the Incentive School Monitoring Guides Date: May 29, 1992 Attached you will find your advance copies of the Incentive School Monitoring Guides. These are being provided to allow you to review the information, alert our office if an error exists, and incorporate corrections. As you review the document, remember that the Guides reflect the situation that existed at each school at the time of our initial visit. Updates have been included at the end of each report. This updated information reflects our communications with you during the entire school year. Any corrections must be submitted in writing to our office no later than 5:00 p.m. Monday, June 1,1992. If no corrections are needed, you may retain your copies of the documents. Reports which have been changed will be reprinted and the corrected version furnished to you by Friday, June 5, 1992. We look forward to your reactions. Please remember that the deadline for changes is 5:00 p.m. Monday.Date: April 23,1993 To: From: Subject: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Connie Hickman-Tanner Incentive School Monitoring Visits Enclosed you will find a schedule of our upcoming monitoring visits. As you recall, you received a copy of the revised ODM Incentive School Monitoring Guide last December. If you need an additional copy, please contact our office. During our visit, we will make brief classroom visits. In order to complete our report we will need an area in which to work and copies of the data listed below. The numbers following each of the items corresponds to a page number in the General Guide or provision number in the Incentive Guide. W e will also need time to meet with you early in the day to discuss specific items in the monitoring guide. You will not be expected to complete any of our monitoring forms We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376- 6200.  Discipline, Suspension, Expulsion data by race and gender - General Guide p. 7  Current Gifted and Talented Enrollment data - General Guide p. 8  Field Trip Documentation p. 22 - #31  Building Discipline Plan (including time-out strategies) p. 25 - #41  Pre-Professional Documentation p. 26 - #42  Individual Student Test Profiles p. 26 - #44  Building-level Counseling Plan p. 27 - #45  Updated Staff Roster (only if additional staff has been added since the School Profile was compiled)  List of the Parent Center Committee by race, gender, and position p. 36 - #68'Vv- List of e Parent Center Committee recommendations and indication of recommendations incorporated into center p. 36 - #68  Parent Center sign-in sheets and check out documentation p. 36 - #68  TSe naine, gender, race, and phone number of the parent trained to operate e Parent Center p. 36 - #68  _ Copies of e Parent Centers monthly communication packet p. 36 - #68 (V^List of parent meetings including topic, time, location, and sign-in sheets p. 37 - #69, 71 Home visits documentatiorf^p. 37 - #69, p. 38 - 71  Copy of parent handbook and copies of school monthly calendars p. 38 - #71  Description of the mechanism designed to ensure that parents regularly sign homework p. 38-#71 -  Description of early indicators and early intervention programs including alert and success cards to update parents on their childs progress p. 38 - #71  List of community meetings and activities including topic, time, location and sign-in sheets p. 38 - #71  List of three-leey-communicators by race p. 38 - #71  Number of signed, contracts and description of follow-up procedures p. 39 - #72  Speakers bureau roster byname, gender, and position and list of speaking engagements including time, location, and participant sign-in sheets p. 39 - #74  Extended Day Schedule . Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: April 26, 1993 To: From: Subject: Janet Bernard, Associate Superintendent Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Incentive School Monitoring Visits - Schedule and Request for Documents ODM is planning to monitor the incentive schools on the dates indicated on the enclosed schedule. We will need the following information from the districts central administration staff. In order to expedite this process, please furnish the information below by May 14. If you have any questions and/or concerns, please do not hesitate to contact us.  Description of the incentive school parent program, including program goals, objectives, timelines, and person responsible for this program  Copy of community needs assessment and results  List of adult education opportunities, description of how parents were notified, the type, location, and time of the educational opportunities, and number of participants by race and gender  Description of the parent internship program and a list of parent interns at each of the incentive schools by race and gender  Description of the parent/ teacher mentorships and a list of parent/ teacher mentorships at each incentive school by race and gender  Documentation of parent workshops including topic, time, location, number of participants by race, gender, and childs school, and evaluation results  Volunteer documentation including the number of volunteers by race and gender and the number of hours at each school.  Mentor documentation by race, gender, participation hours, and a brief description of the types of activities shared by students and their mentorsIncentive School Monitoring Information (Cont)  Mentor training records  List of community meetings including time, location, and copies of sign-in sheets  Documentation of identified parent pick-up points for school functions  Parent Council membership list by race, gender, organization represented, monitoring instrument, and quarterly reports  Extended year schedule/ plan cc: Dr. Mac Bernd Marie ParkerOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 27, 1994 To: From: Subject: Sterling Ingram, Associate to the Deputy Superintendent Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Incentive School Monitoring Visits - Schedule and Request for Documents ODM is planning to monitor the incentive schools on the dates indicated on the enclosed schedule. We will need the following information from the districts central administration. In order to expedite this process, please furnish the following information by May 16,1994\n 1993-94 Incentive School Staffing Committee membership by school represented, race, and sex  Minutes of 1993-94 Incentive School Staffing Committee meetings  Documentation of hiring criteria and procedures established by the Incentive School Staffing Committee  Copy of the 1993-94 incentive schools staffing needs assessment guide  Documentation (e.g. agendas, handouts, guides, etc.) of inservice held during the 1993-94 school year regarding the staffing needs assessment process  Documentation of the LRSD Human Resources Departments involvement in the staffing assessment process  Copy of the Spanish curriculum currently in use in the incentive schools  Description of the incentive school parent program, including program goals, objectives, timelines, and person responsible for this program  Copy of community needs assessment and resultsIncentive School Monitoring Information (Cont)  List of adult education opportunities, description of how parents were notified, the type, location, and time of the educational opportunities, and number of participants by race and gender  Description of the parent internship program and a list of parent interns at each of the incentive schools by race and gender  Description of the parent/ teacher mentorships and a list of parent/ teacher mentorships at each incentive school by race and gender  Documentation of parent workshops including topic, time, location, number of participants by race, gender, and childs school, and evaluation results  Volunteer documentation including the number of volunteers by race, gender, and the number of hours at each school  Mentor documentation by race, gender, participation hours, and a brief description of the types of activities shared by students and their mentors.  Mentor training records  List of community meetings including time, location, and copies of sign-in sheets  Documentation of identified parent pick-up points for school functions  Parent Council membership lists by race, gender, and organization represented  Copies of Parent Council monitoring instrument, meeting minutes, and quarterly reports  Biracial Committee membership list by race, gender, and address  Copies of Biracial Committee meeting minutes, monitoring schedule, and monitoring guide  Copies of 1993-94 Planning Research and Evaluation quarterly reports of the Biracial Committee monitoring visitsIncentive School Monitoring Information (Cont)  A list of all incentive school recruitment strategies or activities planned and implemented for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: identify the person(s) responsible for its development and distribution\nprovide a copy of the brochure it it has been completed\nidentify the audience targeted to receive the brochure\nstate the brochure distribution dates\nidentify the amount of money allotted for the brochures development and distribution, the amount actually spent to date, and the amount remaining\nand explain how you will track the brochures results. B. If an activity involves a presentation: identify the person(s) responsible for developing and making the presentation\nidentify the audience targeted for the presentation\nbriefly describe the type of presentation, and its date and location\nprovide sample participant sign-in sheets\nand explain how you will track the results of the presentation. If you have any questions and/ or concerns, please do not hesitate to contact us. cc: Dr. Russ MayoDate Schedule of ODM Monitoring Visits to the Incentive Schools School Wednesday, February 22, 1995 Rightsell Tuesday, February 28, 1995 Rockefeller Thursday, March 2,1995 Garland Friday, March 3, 1995 Franklin Tuesday, March 7, 1995 Mitchell1996 ODM INCENTIVE SCHOOLS MONITORING SCHEDULE Tuesday, April 2 - Rightseil Wednesday, April 3 - Garland Thursday, April 4 - Mitchell Monday, April 8 - Rockefeller Tuesday, April 9 - FranklinIncentive School Monitoring Schedule Date School Team Leader Friday, April 30 Mitchell Connie Wednesday, May 5 Rockefeller Melissa Friday, May 7 Stephens Margie Monday, May 10 Ish Margie Wednesday, May 12 Franklin Horace Friday, May 14 Garland Connie Monday, May 17 Rightsell Horace First Draft of the school reports is due Friday, June 18. Subsequent deadlines will be discussed at the April 23 meeting.IO-12'H5 l-^ora.ce.'s SeheAucle, - S'iaPPi DI b'lonlVoDn i:3O - h'li'-ichel I J^ncen'J'ix/e vScVtool iO:i3 ' /^^hiseil iocenlive School l:OO~ GCLrlancfi- Znceniiwe School 2:00' RockePelter incenkwe Schoolk 501374413? WALKtP l-H'.'J r IR''l 443 P01.--Q3 NP'i 14 \"?7 11:5\u0026gt; t /OHN W.. WALKER,P.A. at Law 1723 Broaelway^ Little Rock, ArkanSiis 72206 Telephone (501) 374-3/5S Fax (501)374-4187 FAY TRANS.MiSSION COVER, SHEET T0\nfitX: 77 Q-j ! 60 ! OCO Dtrtt: ,.fc,.\u0026lt;----- cover sheet)] PAGE(S), IN'CLUDING yOlU SHGVLD RECEIVE f \u0026lt;?. (including THIS COVER SHEET. IE YOU DG NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;(501) 374-3758\u0026gt;. The information contained in this facsimile message is att '.ey privileged and ccnfidential infonnadon intended only for the use of the indiUdual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to u.e intended recipient, you are hereby notified that any disseiranation, disuibution or copying of this communication is strictly prohibited. If you have received this communicaUon in error.^^please immediate notify us by telephone, and return the original message to us a------------------ at the above address via the U.S. Postal Service. Thank you.501 ^1413? WhLKEP LhIm FIrT't P02. 03 HA'r , 1 = 3 John W. \\^alker, EA. ATifaNEY At Law 1723 Br0\nWway Little Rock, .a.rkansa? ( Telepho.VS (501\n374-37 FAX (301) 374-4187\nCe JOHN .V. WALKER RALPH WASHINGTON NLARK BLRNSTTE AUSTIN PORTER. JR KIMBERLY R. DICKSON Via Facsimile - 324-2146 May 14, 1997 Dr. Don Roberts Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Roberts\nI have previously written a letter to zir. Chris Heller regarding our concerns about monitoring of the Incentive Schools. I am writing you now to indicate that we have not been invited participate in the decisions regarding possible Incentive School modifications with the task force you have assigned. You should be already aware that we have received criticisms that the vzork of the committee is negative to the spirit of the settlement to You should agreement and that some of the participants are negative to the interests of ohe African .American incentive school children. Based upon that information, Ms, Joy Springer, of my office, invited herself to one of the meetings. This meeting was on March 2S, 1997. It is our view that our participation in this process has not been sought at the preliminary staaes our role as monitors has been denigrated. Thi and that The ODM, however, has been favored and is represented by Mr. Gene Jones, Via are concerned about the manner in which decisions about the Incentive Schools are being considered and the active participation by Soard more than  ------ ------J member, Ms. Judy Magness, in u' I am actually surprised that if a Board member was appointed to the committee that it was not the zone process. that representative. I am also disappointed that the white student interests seem to be the primary focus of the activity. I arrive at that conclusion because of the disproportionate membership of tne Rockefeller Incentive School (2 members, while several of the more African American incentive schools, had no representatives). Franklin and Garland, A change occurred in represntation after Ms. Springer's suggestion that the committee was not rnclusive. Had the leadership been sensitive, this glaring omission v/ould not have been so evident. inclusive. We reiterate our expectation that the desegregation plan Will be followed and that we  ' -  '  - - Will be materially involved in, and made knowledgeable about, the District's plans from the inception.5013744187 IJALKEh LhI.I FI Efl 44S F03O3 MAY 14 ?' Page May 14, 1997 Letter to Dr. Don Roberts Thank you for your attention to this natter. cc\nMs. -Ann Brown erely, CJohn Walker WW\nj s Mr. Chris Heller Ms. Margaret Gremillion Ms. Sadie Mitchell 50137441 hWLKER LAW FIRM 453 0^ 14 '97 t John w. Walker, p.a. .ATi'oi-i.\\-EY .At Law 1723 Bko.wf.v.' Litt\n.,'-\nRock, .4RKANS.ts 72206 TEiEr'HO.VE (501) 374-3753 FAK (,501.) 374-4187 JOHN W. WALKEH RAL.DH WASKINOTO.V M.AHK BURNETTE AUSTI.N PORTER, -JR. May 14, 1997 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bldg. Little Rock, Arkansas 72201 Re: LSSD V. PCSSD Dear Cliris: This ts in response to your response to my response today regarding the monitoring visit that I hope to make with Ms. Margaret Gremillion. Please advise me of your authority to monitor or monitoring. Also, please be advised that I still wish to speak with Ms. Gremillion and to have the information that I have requested. Is there information or access to Ms. GremiiJion? reason that you do not wish for me to have the I understand that you are out of the office maybe until Monday and that if I 1 iiwi \u0026gt;uu arc oui oi me omce mayoe until Monday and that if I am to pursue Mils issue, I must do so pursuant to your timetable and limitations. That is simply unacceptable. I will however, defer receipt of the information until Monday. Any time much later than that would be cutting it rather close to the end of school when information will become less readily assessable to all concerned. I am keeping the court aware of our continuing efforts to represent our client, in this instance, by the simple method of obtaining information. I do plan to ask her for specific relief next week on a pest haste basis if we cannot work this out. Thank you for your attention to this matter. /yjohn W. Walker JWW:Jp cc\nDr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms Ann Brown Clerk of the Court a51313744137 lAlHLr'hh Lnl't FIRM PQl 02 14 John IV, Walker, P.A 1723 Broadisiay Little Rock, AR 72206 (501) 374-3758 Fax: (501) 374-4187 PAX TRANSMISSION COVER SHEET Date\nTo: May 14, 1997 Ms. Ann Bro:m Fax: 371-0100 Re\nSender\nLRSD V. PCSSD John W. Walker yOL/ SHOULD RECEIVE 2 PAGE(S), INCLUDING THIS COVER SHEET. I YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CAIL (501) 374-3758. IF p\\e informailon contained in this facsimile message is attorney privileged and confidential information intended only for the use of the individual or entity named above. If the reader of tins message is not the intended recipient, or the employee or agent responsible to deliver it to rhe intended recipient, you are hereby noticed that any dissemination, distribution or copying of this convnunication is strictly prohibited. If you have received Oils communication in error, please immediate notify us by telephone, and return the original rness-age to us at the above address via the U.S. Postal Service. Thank you.5013744137 bJALK'ER LAW FIRM 444 KAY 14 11:43 JOHN VV. Walker, P.a. Attorney Ar Law 1723 BiKizUAVAY Little Rock, ARK.t\\SAS 72206 Telephome (5011 074-3755 F.iX 1501) 374-418? JOKN W. WALl-TEh' RALPH W ASHINGTON MARK BURNETTE AUSTIN PORTER. JR KiMBEELY R. DICKSO.N Via Facsimile May 14, 1997 376-2147 Chris Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Sank Building Little Rock, AR 72201 Re: LR-C~82-S66 Deaf Mr. Heller: We are trying tc fulfill our monitoring responsibilities, especially with respect to the Incentive Schools ,  ,------------------ uviiuuxi, when we seek to inquire of Ms. Margaret Gremillion regarding plans for those schools. If the District is taking the position now that we can not engage in monitoring programs without going through your office and the procedure you have set forth in your letter dated May 13, it would appear that rhe District now seeks to preclude our monitoring. 1997, S' At no time in the past have we been Moreover, no other monitors are so restricted, need not remind you that our representative status secures our right. restricted. O I We believe that no one in the District' -  - - administration has lookedcarefully at the programs which are in place at the Incentive schools and other schools as required by the plan, is very curious that when we attempt to focus our attention on this subject you attempt to block us at the pass, to meet with Ms. Margaret Gremillion at 4:00 p.m. In anticipation of that meeting, even if it is not held,\" like to have any and all writings that she and those working under ner supervision have made regarding the Incentive Schools on a school by school basis by 4:00 p.m. today. It I still hope as scheduled. I would I would also xike to knov/ what recommendations the Office cf Desegrecation ' \"\" ' regarding the Incentive Schools which have not been shared with us a. Monitoring has mad' CJ of this date. In view of the face that the Judge has approved withdrawal cf monitoring by the Office of Desegregation Monitoring during this time so that ODM could have a different role U118 orme rnar ouw role, we are the only defenders at this time of the existing plan and therefor believe we are entitled to this information. ------------- By copy of this letter, I also asking that Ms. Ann Brown provide a detail e response to the question regarding recommendations provided by her office to the District.5013744157 UAI_kEP LAW FIRM 444 POj MAY 14 \"?' 11:44 Page 2 May 14, Letter to chri 1997 Heller I also bothers me that , ... Board member is seeking to involve herself in the administration of the incentive school i.e. Ms. Judy Magness. . programs, Ms. Magness is no friend of the Incentive Schools and has consistently sought to have them altered and the funds devoted to them redirected. By copy of this letter, I am asking for a detailed explanation of her involvement with the Incentive Schools and whether she has been opportunity to select staff, afforded the , , . determine programs and otherwise engage in administrative type actions. z___ll^^. sensitive subject, but I remind you that ail''Board'members equal and that if anyone should be concerned about the well being of the black children in the Incentive Schools, it should at least be Doctors Michael Daughtery and Katherine Mitchell who represent tne zones in which the Incentive Schools Ms. I'  I realize that this is a are are located. Magness was elected from the Pulaski Heights^-Hall Hioh iaI -Mi 1  i OThe- _______________ ... . . School-Williams Magnet School area, I believe, favored by the district as you know. Those schools are Inasmuch as you have to share this letter with board members, please advise Ms. Magness that we believe that anv clans regarding any of the schools in the District should be shared with the Joshua Intervenors as they are beincr considered rather than after they have been developed. cooperation. The plan contemplates Your letter signals an end to any possible cooperation and undermines the prospect for anv plan modification without court involvement. . Surely your letter is thoughtful with respect to that issue and for this reason I am submitting a cooy of your letter to the Clerk of the Court with yuui xeooer co one cierx Of our response for filing with a request that the Clerk bring it to the attention of Judge Wright. I also plan to ask the Court of Appeals to allow us to supplement our existing appeal appendix with your letter and mv response. JWW:j s cc: r^cer^lyj j icerelv ohn W. VJalker f Dr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms. Ann Brown Mr. James w. McCor.mack, Clerk of the Court1374418' WALKER LAW FIRN 444 PQl riHi' 14 '?' 11\nI JOHN IV. WALICER,P.A. Attorn^ at Law 1723 Broadwajr Little Rock, Arkansas 72206 Telephone (501) 374-3758 Hvc (501) 374-41S7 TFL^\\^SMISS.iON COVER SHEET lymte: \u0026lt; T^: /J. fttx\n3 '1 ile: '3oh./v YOU SHOULD :RCEIVE [__(including cover sheet)] EAGE(S), INCLUDING THIS COVER SHEET. IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;{3'^1) 374^3753\u0026gt;. The informalicn contained in this facsimile message is attorney privileged and confidential infcxn-iaticn Intended only for the use of the individual or entity named above. If the reader of this message is not th^e intended recipient, or the employee or agent responsible to deliver it to the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this communication in error, please immediate notify us by telephone, and return the original message to us at the above address via the U.S. Postal Service. Thank you.* 5013744137 l-WLkER LAW FIRM 471 POl MAY 15 3' 13:31 I JOHN IV., WALKER,P.A. Attorn/^ at Latv 1723 Brcad^vaj Little Reck, Arkansas 72206 Telephone (50.1) 374-3758 Fax (501) 374-4187 E\\X TR.\\NSMISSION COVER SHEET Dfttf: T: lU\nSeiukr: YOU SHOULD RECEIVE [ (including cover sheet)] PAGE(S), INCLUDING THIS COVER SHEET. IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;(501)374-375S\u0026gt;. Ths inforn^.alion contained in this facsimile message is attorney privileged and coni'idenLial information Intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the Intended recipient, you are hereby notified that any dissemination, distribution or copying of tltis communication is strictly prohibited. If vou have received this ccmmtmication In error, please S M1 k I * t  v T kf . *** A immediate notify us by telephone, and return die original message to us at ths above address via the U.S. Postal Service. Thank you.501374413? WALKER LAW FIRM POl 'Ol NAY 15 '?' JOHN w. lULPH WASHINGTON MARK BURNEITE AUSTIN PORTER. -JR. KIMBERLY R. DtCTISON John w. Wklker, P.A. ArroK.'sfY At Lay. 1723 BftO.vLWAY Juiri'i-i\nRock, Ark-^xsas 72206 Tele?!!' (501) 374-3758 FAX (501) 374-4187 Via Facsimile May 15, - 376-2147 1997 Chris Heller Friday, Eldredge \u0026amp; Clark 2000 Commercial Bank Building Little Rock, AR 72201 Dear Mr. Heller: It is one o'clock. I have your 11:15 a.m. fax wherein you say that you are available to respond to any complaint that I may have regarding selection of incentive .chool principals. I am v/riting because you are apparently not available, according to your office. After this letter I will be unavailable. I renew' my request to speak with Ms. Gremillion, not necessarily because I have a complaint but because she is the responsible party for implementing what is essentially my ideas regarding the way the six predominately black schools should be dealt with. At no time has Ms. Gremillion sought to meet with ms to discuss the Incentive Schools. Ms. Estelle Matthis, Mr. Sterling Ingram and I met many times, sone of which you were present, to discuss and refine the plan where there were concerns regarding either the theory or rhe implementation of the plans. My desire to talk with Ms. Gremillion is a result of what appears to be an attempt to focus away from remediation of achievement disparities of minority youth and to continue the trend of bad mouthing these schools. You personally, I, district officials and the Board all agreed that these would be the bes schools in the District. especially since thi I intend to see that they are, representative's counsel. is my obligation as the class This means. Chris, that before I can intelligently complain regarding implementation I must be able to examine the information and to converse with information sources. That is normal monitoring, access to nor the State. That is what you do not deny ODM Thank you for your attention to this matter. Sincerely, / Z /jjdnn W. WalkerUi' 7441S7 UIALkEP LAI'I FlPI't 471 PG2 Page 2 Letter to Chris Helier May 15, 1997 ' W\nj s c: Dr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms. Ann Brown\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 "}],"pages":{"current_page":29,"next_page":30,"prev_page":28,"total_pages":35,"limit_value":12,"offset_value":336,"total_count":419,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":418},{"value":"StillImage","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. 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